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Where authors find inspiration: You're Not Too Old, and It's Not Too Late (Berns-Zare

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   From the author of  You're Not Too Old, and It's Not Too Late  (Berns-Zare) The essence of my book has emerged from a wellspring of experiences, energies, and connections with others. My “teachers” have come in many ways – loved ones, friends, colleagues, coaches, mentors, and communities. And yet in solitude, in good times and challenging times, I’ve found companionship and inspiration in reading books that provoke my thinking as they incite meaning and possibilities. These readings have opened pathways toward other ways to be in the world and have sometimes inspired me to shift toward new understandings, insights, energies, and empowerment. One of my goals has always been to contribute to the world in this kind of meaningful way. An important lesson I’ve learned in my work and my personal search for meaning and personal development is that growing older and aging well are quite different than they used to be. For many of us, including myself, it can be hel...
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Why Some Cultural Values Stick — Even When They Make Us Stand Out

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  Cross-cultural work has a way of humbling even the most seasoned leaders. You arrive in a new environment ready to adapt, eager to learn, determined not to be “that outsider.” And yet, despite your best intentions, some of your values simply refuse to loosen their grip. They travel with you like carry‑on luggage you can’t check, shaping how you interpret the world no matter where you land. In cross-cultural leadership, these are often called conforming values — the values that don’t change, even under pressure. They are the ones that resist adaptation, the ones that make you stick out, the ones that quietly whisper, “This is who I am,” even when the local culture says, “Not here.” Understanding why these values are so durable is essential for anyone working across borders, because it helps us distinguish between what can flex and what must be honored. What Are Conforming Values? Conforming values are the non‑malleable, identity‑anchored beliefs that individuals carry across cu...
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Publisher's Pride: Books on Bestseller Lists - An Afternoon's Dictation (Greenebaum)

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    Recently,  An Afternoon's Dictation  (Greenebaum), reached #1 on the Amazon bestseller list of books in ecumenism Christian theology, #10 in faith and spirituality. and #66 in Christian Faith. The book has been on bestseller lists many times.  Book Description:  In 1999 Steven Greenebaum felt he'd hit the wall. Fifty years old, he could not make sense of his life or the world around him. For several months he angrily demanded answers from God, if God were there. One afternoon, an inner voice told him to get a pen and paper and write. Steven then took dictation - three pages, not of commandments but guidance for leading a meaningful life.   An Afternoon's Dictation  grapples with, organizes, and deeply explores the revelations Steven received and then studied for over ten years. His sharing is NOT offered as the only possible way to understand it the dictation. It is offered, rather, as a start. The book's sections include deep explorations int...
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ADHD in College: When Structure Falls Away

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  College is often described as freedom — the first time young adults make their own choices, set their own schedules, and live by their own rhythms. For students with ADHD, that freedom can feel less like liberation and more like disorientation. In childhood, structure is external. Parents, teachers, and routines hold the scaffolding in place. Homework is assigned, meals are served, bedtime is enforced. The student may struggle, but the system compensates. Then college arrives — and the scaffolding disappears. The invisible shift ADHD doesn’t suddenly appear in college; it’s often been there all along, masked by support. What changes is the environment. College demands self‑management — planning, prioritizing, organizing, sustaining attention, regulating sleep, and managing time. These are the very executive functions ADHD disrupts. The result is a paradox: a student who may be intellectually gifted but chronically late, overwhelmed, or unable to start. Professors see poten...
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