Sept-Oct-2017 NHEG Magazine

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Educational Resources to Help You Reach Your Goals<br />

1ISSUE 9-10<br />

SEPTEMBER-OCTOBER <strong>2017</strong><br />

This WWI History Podcast is Better Than Any Textbook<br />

Do Schools Really Need More Money?<br />

Milton Friedman Was Right to Call Them “Government Schools”<br />

<strong>NHEG</strong> Sponsorship Radio & <strong>Magazine</strong> Advertisements<br />

<strong>NHEG</strong> Book Corner<br />

<strong>NHEG</strong> GoFundMe Fundraiser<br />

<strong>NHEG</strong> Travel

www.NewHeightsEducation.org<br />



www.NewHeightsEducation.org<br />

We need to be able to appreciate our history on a personal and national<br />

level if we want to obtain change in our lives and our nation.<br />

That means that we need to be thankful for those who sacrificed<br />

Marina Klimi<br />

Production Manager<br />

Created template<br />

themselves to protect the way we live and choices that we have<br />

MarinaKlimi@NewHeightsEducation.org<br />

and that we also need to step up to try to help each other.<br />

Pamlela ClarK<br />

Editor in Chief<br />

Sheila Wright<br />



Proofreader/Editor<br />

Assistant Virtual Developer Of Proofreader/Editing of Website<br />

Aditi Chopra<br />

Assistant Virtual Developer Of Proofreading/Editing Department<br />

AditiChopra@NewHeightsEducation.org<br />

Jeff Ermoian<br />

Assistant Virtual Development Director Of Graphic Design/Photography Department<br />

Graphic Artist/Photographer<br />

Cartoonist<br />

What’s special about getting to Platinum?<br />

Timely and accurate information about your organization is now reaching 7+<br />

million annual visitors to GuideStar. Plus, there are tens of millions who use<br />

the more than 200 charitable websites that share GuideStar’s data including:<br />

AmazonSmile, Facebook, and Network for Good, to name a few...<br />

GuideStar Profiles with a Platinum Seal get 2x more views than other profiles.<br />

You’re helping the sector shift from a destructive focus on overhead ratios to a<br />

focus on making progress and getting results – thank you!<br />

JeffErmoian@NewHeightsEducation.org<br />

Frani Wyner<br />

Photographer<br />

Philip Vino<br />

Cartoonist<br />

http://www.guidestar.org/NonprofitSubmitCompleted.aspx<br />

02 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 03

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />



The <strong>NHEG</strong> Radio Show is an internet radio program in which the hosts<br />

cover various topics of education for Home, Charter and Public School<br />

families in Ohio.<br />

These Communities include Paulding, Defiance, Van Wert, Delphos, Lima,<br />

Putnam County, Wauseon and Napoleon.<br />

For an invitation to the live show, visit us on Facebook or Twitter to sign<br />

up, or email us at NewHeightsEducation@yahoo.com<br />

If you are looking to listen to past shows, please check out this document<br />

(https://docs.google.com/spreadsheets/d/1oW5gxFB7WNgtREowSsrJqWP9flz8bsulcgoR-QyvURE/edit#gid=529615429)<br />

that lists all the shows that have been released.

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

ADVERTISE WITH <strong>NHEG</strong><br />

As the season for family gatherings begins,<br />

we hope you find yourselves surrounded by<br />

comfort and the peace of belonging to<br />

a family to fill your hearts with happiness.<br />

Here at <strong>NHEG</strong> we are thankful<br />

for many things this season<br />

and you are a big part of that.<br />

So thank you for all you do.<br />

Yours Truly,The Board Members<br />

Pamela Clark, Margaret Spangler, Pamela Unruh, and<br />

The Virtual Development Team Directors<br />

Do you own a business or<br />

run a nonprofit organization and<br />

want to advertise with <strong>NHEG</strong>?<br />

Give us a call today<br />

at 419-786-0247,<br />

and you could appear in our magazine.<br />

On top of being listed in our magazine,<br />

your business or organization<br />

will appear in printouts, flyers, emails, inserts<br />

and even our yearbook.<br />

VISIT us at<br />

https://www.NewHeightsEducation.org/<br />

06 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 07

contents<br />




10 -11 PHIL VINO CARTOON<br />

12-13 PRESS RELEASES<br />


15 <strong>NHEG</strong> CRESTS & BANNERS<br />


18 -19 <strong>NHEG</strong> BIRTHDAYS<br />


22 - 23 <strong>NHEG</strong> BOOK CORNER<br />




51 <strong>2017</strong> - 2018 InTheater Educational Service Agreement<br />

52 - 53 ESSAY CONTEST<br />

54 - 55 <strong>NHEG</strong> ADULT ADVISORY GROUP<br />


58 AWARDS - MARCO DIFFERENCE MAKER AUGUST <strong>2017</strong><br />

60 <strong>NHEG</strong> GoFundMe Fundraiser<br />

62 - 63 <strong>NHEG</strong> SENIOR YEARBOOK<br />

64 - 65 FUN CORNER<br />

66 - 67 FUNDRAISING FOR <strong>NHEG</strong><br />

70 - 75 RECIPES<br />

76 - 77 <strong>NHEG</strong> SPONSORSHIP RADIO & MAGAZINE ADS<br />

80 - 81 <strong>NHEG</strong> PARTNERS & AFFILIATES<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 09

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

10 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 11

www.NewHeightsEducation.org<br />

Press Releases<br />

www.NewHeightsEducation.org<br />

New Heights Educational Group Welcomes Radio Host Anna Shi<br />


New Heights Educational Group is proud to announce that Frani Wyner has been promoted to<br />

Assistant Virtual Development Director of Photography.<br />

Frani Wyner is a married mother of 5 and along with being a dental assistant for 35+ years she<br />

has been an avid photographer since she was a young. Her inspiration in photography came<br />

from her aunt and her father. You can see more than 850 photos she has taken at Viewbug.<br />

com<br />

This is what Pamela Clark had to say about Mrs. Wyner’s promotion, “Ms. Wyner was the<br />

obvious choice and we are proud of her achievements and work. She more than deserved this.”<br />

To learn more about New Heights Education Grroup and the work we do please visit our<br />

"About" page or if you would like to become a volunteer with <strong>NHEG</strong>, visit our Volunteer page<br />

and download our application today!<br />

Disney® Park Hopper tickets<br />

New Heights Educational Group has been granted four one-day Disney® Park Hopper tickets<br />

to be raffled off for fundraising purposes. Pamela Clark, Executive Director, stated “We want<br />

to thank Disney for these tickets. We appreciate the donation and support they have shown<br />

in helping us raise much-needed funds.”<br />

Tickets will be raffled off in sets of two on https://www.NewHeightsEducation.org/<strong>NHEG</strong>news/disney-park-hopper-tickets-raffle/<br />

for $50 per ticket, 2 for $80, 3 for $125, 4 for $200<br />

and 5 for $250. The auction will end <strong>Oct</strong>ober 31, <strong>2017</strong>.<br />

August <strong>2017</strong><br />

Defiance, OH—New Heights Educational Group (<strong>NHEG</strong>) welcomes Anna Shi who will host her first<br />

internet radio show on <strong>Sept</strong>ember 3, <strong>2017</strong>. Ms. Shi’s show will air weekly on Sundays at 5:00 p.m.<br />

EST. Ms. Shi is the eleventh host featured by <strong>NHEG</strong> in four years and will discuss topics pertaining<br />

to marine biology and zoology. This show will join <strong>NHEG</strong>'s other broadcasts as part of “The New<br />

Heights Show on Education," which has received over 60,000 listens. Briana Dincher hosts a multitopic<br />

show that airs every Friday at 12:30 p.m. EST, and Shannon Williamson hosts a pre-recorded<br />

show in which she shares a story with her audience once a week.<br />

<strong>NHEG</strong> looks forward to expanding its listening audience and welcoming a new host.<br />

Contact<br />

Anyone interested in finding out more about <strong>NHEG</strong> can email NewHeightsEducation@yahoo.com or call 419-786-0247 for more<br />

information.<br />

Visit www.NewHeightsEducation.org to learn more about <strong>NHEG</strong>, to receive updates or to listen to<br />

past shows.<br />

Very sincerely,<br />

Pamela S. Clark<br />

These tickets, valued at $648, are valid during normal operating hours and provide admission<br />

to a magical one-day experience at Disney theme parks. Passes will provide the recipients<br />

with a magical experience of visiting all of their unique theme parks, the Magic Kingdom®<br />

Park, Epcot®, Disney's Hollywood Studios®, and Disney's Animal Kingdom®, in one day.<br />

Current park hours and general information may be obtained by calling 407-824-4321.<br />

The tickets can only be used at the park designated on the tickets, have no cash value, and<br />

cannot be upgraded, nor can they be applied toward a package to meet eligibility requirements.<br />

They will be subject to block-out dates.<br />

They may not be used for admission from December 25 – 31 of any year, through their expiration<br />

date. Please note that these tickets will expire within two years from the date issued<br />

and cannot be replaced if lost, stolen, used or expired.<br />

12 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 13

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

THE <strong>NHEG</strong> BANNER<br />

originally designed by Mac Clark, was recently updated by Courteney Crawley-Dyson and Jeff<br />

Ermoian, with feedback from Mac Clark, Lyndsey Clark, Greg Clark, Desiree Clark, Pamela<br />

Clark, Mike Anderson, Sherri Ermoian.<br />


originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group,was recently<br />

updated by Courteney Crawley-Dyson, Jeff Ermoian, with feedback<br />

from Mike Anderson, Sherri Ermoian.<br />


originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group, was recently updated by Jeff Ermoian,<br />

with feedback from Mike Anderson, Sherri Ermoian.<br />

14 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 15

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />


National Center for Missing & Exploited Children<br />

9/1/<strong>2017</strong> Have you seen this child? JONATHON BARKER<br />

9/1/<strong>2017</strong> Have you seen this child? ZACHARY MCCLINTIC<br />

Jonathon Barker<br />

Missing Since: Jun 16, <strong>2017</strong><br />

Missing From: Toledo, OH<br />

DOB: Feb 21, 2004<br />

Age Now: 13<br />

Sex: Male<br />

Race: White<br />

Hair Color: Blonde<br />

Eye Color: Brown<br />

Height: 4'11"<br />

Weight: 101 lbs<br />

Jonathon was last seen on June 16, <strong>2017</strong>.<br />

Zachary Mcclintic<br />

Missing Since: Aug 25, <strong>2017</strong><br />

Missing From: Willoughby, OH<br />

DOB: Jul 6, 2000<br />

Age Now: 17<br />

Sex: Male<br />

Race: White<br />

Hair Color: Lt. Brown<br />

Eye Color: Green<br />

Height: 5'8"<br />

Weight: 198 lbs<br />

Extra Photo<br />

Both photos shown are of Zachary. He may travel to Dayton, Ohio. Zachary has gauges in his<br />

ears.<br />


Case handled by<br />


Case handled by<br />

http://www.missingkids.com/poster/NCMC/1300128/1/screen 1/2<br />

http://www.missingkids.com/poster/NCMC/1306408/1/screen 1/2<br />

9/1/<strong>2017</strong> Have you seen this child? KAZON CARTER<br />

Kazon Carter<br />

16 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER<br />

Missing Since: Aug 24, <strong>2017</strong><br />

Missing From: Columbus, OH<br />

DOB: Sep 22, 1999<br />

Age Now: 17<br />

Sex: Male<br />

Race: Black<br />

Hair Color: Black<br />

Eye Color: Brown<br />

Height: 5'11"<br />

Weight: 155 lbs<br />

Kazon may be in the company of an adult female. He may still be in the local area or he may<br />

travel out of state.<br />


Case handled by<br />



CALL 911<br />

OR<br />

1-800-843-5678<br />

Franklin County Sheriff’s Office (Ohio) 1-614-525-3333<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 17<br />

http://www.missingkids.com/poster/NCMC/1306261/1/screen 1/2

<strong>NHEG</strong> Birthdays<br />

<strong>Sept</strong>ember 2<br />

Janene Kling<br />

<strong>Oct</strong>ober 3<br />

Peter Lester<br />

<strong>Sept</strong>ember <strong>2017</strong><br />

<strong>Oct</strong>ober <strong>2017</strong><br />

<strong>Sept</strong>ember 2<br />

Jyoti Dave<br />

<strong>Oct</strong>ober 5<br />

Pamela Unruh<br />


1 2<br />


1 2 3 4 5 6 7<br />

<strong>Sept</strong>ember 13 Marina Klimi<br />

<strong>Oct</strong>ober 7 Sydney R. Crawford<br />

3 4 5 6 7 8 9<br />

8 9 10 11 12 13 14<br />

<strong>Sept</strong>ember 21<br />

Priscilena Shearon<br />

<strong>Oct</strong>ober 10 Mike Anderson<br />

10 11 12 13 14 15 16<br />

15 16 17 18 19 20 21<br />

<strong>Sept</strong>ember 23<br />

<strong>Sept</strong>ember 28<br />

William Atkinson<br />

Aditi Chopra<br />

<strong>Oct</strong>ober 23 Komal Bagga<br />

17 18 19 20 21 22 23<br />

24 25 26 27 28 29 30<br />

22 23 24 25 26 27 28<br />

29 30 31<br />

CalendarDate.com<br />

CalendarDate.com<br />

18 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 19

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

A W A R D S<br />


We would like to offer educational events, computer labs,<br />

public events, tutoring and other educational activities in this<br />

location and plan to continue offering classes, tutoring, and<br />

some afterschool events in Defiance.<br />

Short term goals: Our vision includes reacquiring a building<br />

in Defiance, Ohio. This can be achieved either by obtaining<br />

funding or a donated building. This building will house our<br />

curricula library, public educational events and providing fillin-the-gaps,<br />

high-quality tutoring, place for families to come<br />

in and use technology including computers, obtain a GED, or<br />

educate their own children on site.<br />

Families will be able to walk in without an appointment to ask<br />

any educational question.<br />

Longer term goals:<br />

We foresee a daycare for young mothers and fathers<br />

in high school (main target) and college and<br />

will provide affordable daycare in hopes of keeping<br />

them in school.<br />


20 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

View all of our awards here<br />

https://www.NewHeightsEducation.org/<strong>NHEG</strong>-radio-show/<br />

https://www.gofundme.com/NewHeightsEducation<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 21


Interviwer Dr. Juan Moisés de la Serna.<br />

Translator Daniela Silva<br />

How did your book Unraveling Reading come about?<br />

Unraveling Reading was written in collaboration with New Heights Educational Group, the organization for which I<br />

have been and educational writer since 2012. <strong>NHEG</strong> works in the area of literacy for children, youth and adults with or<br />

without special needs. The intention to write a book about education and literacy began with the idea of developing a<br />

guide for teachers, students and families in a clear, practical and didactic language regarding the needs and difficulties<br />

linked to reading and writing. It is a book that presents didactic orientations and examples of pedagogical activities<br />

that can be applied both in school and in homeschooling education.<br />

<strong>NHEG</strong> BOOKS<br />


www.NewHeightsEducation.org<br />

Towards which audience is the book Unraveling Reading directed?<br />

Unraveling Reading defines a literacy program that is suitable for all ages, serving as a guide for parents, students and<br />

educators. This guide can be applied in the school environment or in home education. The book also presents a special<br />

focus on adult education (andragogy) explaining in detail how the adult learns, exemplifying strategies to arouse adult<br />

attention and enthusiasm in learning processes. In addition, some strategies for working with students with dyslexia<br />

and difficulties in reading and writing are elucidated in a clear and simple way.<br />

Is Unraveling Reading based on your personal experience?<br />

Yes, I worked as a kindergarten teacher, and many of the playful reading and stimulation activities suggested in the<br />

book were applied to the children's groups which I taught. The playfulness is intimately linked to child development<br />

and, for this reason, the work of enriching the reading and writing skills in the child through play are so motivating<br />

and interesting. In the case of the adult student, one learns through experience; for this reason, it is so important (in<br />

teaching the adult) to align the experience and the cultural baggage brought by him or her to the academic contents.<br />

The adult needs to find meaning for what is being taught to him or her so that he or she can put into practice what is<br />

learned in school.<br />

Ms. Pamela Clark, co-author of the book, also presents practical tips on reading and writing strategies accumulated<br />

over years of literacy experience with the New Heights Educational Group (<strong>NHEG</strong>), offering tutoring for families who<br />

practice homeschooling, as well as students enrolled in public or private schools.<br />

Is Unraveling Reading based on solid theories that validate it?<br />

Yes, Unraveling Reading relied on Howard Gardner's Theory of Multiple Intelligences in an attempt to introduce the<br />

reader to the importance of knowing the different intelligences present in school learning. The theory of andragogy,<br />

by Malcolm Knowles, elucidates to the educator the way in which the adult learns, which differs from the learning conceived<br />

by the child, for example. Finally, we use Brain Gym, a pedagogical technique that uses movement as a teaching<br />

strategy, created by Dr. Paul Dennison in order to improve the learning of children with Attention Deficit Disorder and<br />

Dyslexia. Each of these theories presents important contributions to the learning process in the classroom by considering<br />

the individuality and the needs of the student and by proposing strategies and playful learning alternatives.<br />

One Nonprofit’s Journey to Success is a book about an Ohio-based nonprofit, New Heights Educational Group, and<br />

its founder and director Ms. Pamela Clark.<br />


Are you preparing a new book?<br />

I am currently working on translating Unraveling Reading from English to Portuguese. In addition, Unraveling Reading<br />

is the first book in the series "Unraveling." The goal is to develop a book for each specific subject of learning, such as<br />

History, Mathematics, Science, Geography, Arts and Special Education.<br />

Is Unraveling Reading eminently applicable to schools?<br />

The differential of this book is that its applicability is not only focused on schools but mainly on the learning environment<br />

with families using home education. Thinking about it, the book proposes contents, activities and didactic orientations<br />

in a simple and clear language, accessible not only to the teachers in the classroom but also to the home educators.<br />

The main objective of the book is to awaken the student's pleasure and interest in the development of reading<br />

and writing, demystifying the idea that learning to read and write is boring and demotivating. Unraveling Reading is<br />

full of dynamic and funny activities, using play and movement as main learning strategies!<br />

Unraveling Reading is a response to the needs and difficulties faced by parents, students and teachers with respect<br />

to literacy and education. It presents strategies and alternatives for developing reading and writing in children, youth<br />

and adults in a practical and dynamic way.<br />

22 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 23

www.NewHeightsEducation.org<br />

CLT Test times<br />

The upcoming test dates and associated registration deadlines are:<br />

• <strong>Sept</strong>ember 16, <strong>2017</strong> (Deadline - <strong>Sept</strong>ember 12)<br />

• November 11, <strong>2017</strong> (Deadline - November 07)<br />

• February 03, 2018 (Deadline - January 30)<br />

• April 21, 2018 (Deadline - April 17)<br />

• May 19, 2018 (Deadline - May 15)<br />

We continue to update the list below as we get more and more testing centers<br />

signed on. Use the Search option to filter the list (e.g., state abbreviation).<br />

If you don't see a great option for you, please fill out this test site interest survey as<br />

soon as possible! We will do our best to establish a testing center in your area.<br />

If we can’t set up a test site by one week before the next test date, we will continue<br />

to work to set up a test site for future test dates.<br />

https://www.cltexam.com/locations<br />

24 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 25

www.NewHeightsEducation.org<br />

New Volunteers<br />

Volunteers of the Month<br />

www.NewHeightsEducation.org<br />

Peter Lester 8/5/17<br />

Photographer<br />

Anthony Arthiabah 8/10/17<br />

Photographer and Graphic Artist<br />

Elizabeth Uruskys 8/18/17<br />

Trademark Volunteer<br />

Ahmad Tousif Jami 8/4/17<br />

<strong>Magazine</strong> Editor Assistant<br />

Document Preparer and Updater<br />

Mike Anderson<br />

Kiyoko Green<br />

Marina Klimi<br />

Daniela Silva<br />

Jeff Ermoian<br />

Sherri Ann Ermoian<br />

Savleen Grewal<br />

Vanh Vue<br />

Komal Bagga<br />

Valerie Amidon<br />

Khrista Cendana<br />

Shabbir Qutbuddin<br />

Enjoli Baker<br />

Robert Hall<br />

Daniela Silva<br />

Katie Gerken<br />

Maggie Spangler<br />

Priscilena Shearon<br />

Divya Rani<br />

Philip Vino<br />

Kailyn Spangler<br />

Mike Knott<br />

Ranita Ashlock<br />

Elizabeth Jackson<br />

Greg Clark<br />

Zachary Clark<br />

Desiree Clark<br />

Briana Dincher<br />

Sheila Wright<br />

Aditi Chopra<br />

Mollie Miller<br />

Jyoti Dave<br />

Padmapriya (Priya)<br />

Kedharnath<br />

Frani Wyner<br />

Janene Kling<br />

Antonn Park<br />

Frederick R Bernsee<br />

Courteney Crawley- Dyson<br />

Elizabeth Uruskys<br />


The New Heights Educational Group promotes literacy for children and adults by offering a range of student support services for their educational needs. Such services<br />

include assisting families in the selection of schools, organization of educational activities and acquisition of materials. We promote a healthy learning environment<br />

and enrichment programs for families of preschool and school-age children, including children with special needs.<br />

You can visit this link to see our courses.<br />

26 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

http://School.NewHeightsEducation.org/<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 27

Multi-platform offering ...<br />

At a Glance …<br />

Released Bi-monthly<br />

Increasing Digital Circulation<br />

Core Interest Neurological<br />

Authored by:<br />

Patients & their family<br />

Doctors & Therapists<br />

Industry Leaders (14 charities)<br />

Leading Edge Technology Firms<br />

MAGAZINE - Insightful and meaningful plus informative<br />

WEBSITE - Ever changing, engaging content<br />

DIGITAL - Enjoy all the latest issues for only £14.99 a year !<br />

BLOG - Never sits on the fence ! Opinionated and forthright!<br />

SOCIAL MEDIA - Interactive & breaking neurological news<br />

BLOG<br />

anywhere, anyplace, anytime ...<br />




Gary Simpkins - E-mail: gs@healthisyourwealth.co.uk<br />

Carolyn Wright - E-mail: cw@healthisyourwealth.co.uk<br />



NGS@HealthIsYourWealth.co.uk<br />

Information / Enquiries: info@HealthisYourWealth.co.uk<br />

Editor: Editor@HealthisYourWealth.co.uk<br />

sales@healthisyourwealth.co.uk<br />



28 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

WE HAVE THREE MAGAZINE FORMAT SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 29

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Identifying Obsessive Compulsive Disorder at School and Learn How to Transform<br />

Negative OCD`s Features in Positive Aspects for Self-development<br />

By Daniela Silva<br />

Photo credit: Photopin, Claudio Accheri<br />

craving the constant approval of others).<br />

Obsessive-Compulsive Disorder (OCD) is characterized by the constant<br />

presence of preoccupations, repetitive behaviors (rituals) and<br />

recurrent and persistent thoughts that lead to great suffering and<br />

malaise in the child's life.<br />

OCD in childhood appears gradually, reaching the age group of 6 to 11<br />

years of age, and may be of environmental origin (through daily living<br />

with a relative who manifests the disorder) or due to inherent<br />

personality traits of the child (extremely perfectionist, anxious, or<br />

In the school environment, OCD has a strong impact on learning. There can be declining academic performances, attention and<br />

concentration difficulties, and in more extreme cases can cause school dropout. In the daily conviviality of the child with<br />

colleagues it is common for the child to disguise the symptoms of the disorder for fear of being ridiculed or deprecated by the<br />

group.<br />

Parents and teachers may also be aware of dermatological problems in the child's hands (due to excessive hand washing), as<br />

well as the appearance of skin lesions or abrasions (by constantly scratching, rubbing, scratching, or bruising the area).<br />

There is also a range of behaviors (rituals) manifested by the youth or the child during the school routine that can be a warning<br />

sign for educators and professionals who also work in school:<br />

Photo credit: Photopin, benchilada<br />

extreme use of rubber erasures on the paper.<br />

• Excessive organization of personal belongings such as notebooks,<br />

cabinets, binders, pencils, rubber and pens on the table and backpack<br />

position (always the same way).<br />

• Exaggerated personal hygiene and self-care, such as constant trips to<br />

the bathroom.<br />

Frequent hand asepsis, which may result in pain, swelling, rash or<br />

bleeding of the hands.<br />

• Too much slowness in the same activity as a result of a perfectionist atitude.<br />

• Presence of tears, marks or holes in notebooks due to an<br />

• Abundant checks (at the end of a lesson) of personal belongings on the table or under the desk in an attempt to<br />

make sure that he or she has not forgotten anything<br />

• Present repetitive pattern behaviors, such as walking without stepping on stripes, colored tiles, counting tiles or<br />

cars passing by on the street, intermittent repetition of numbers or syllables that come into the head.<br />

• Opening doors, cabinets, windows, drawers and other compartments of the classroom without using the fingers<br />

(only using one side of the hands or in some cases using one side of the body).<br />

• Stop eating, sleep or socialize for weeks to memorize school matter for a future event (i.e. a test) that has not yet<br />

happened.<br />

The other side of coin: positive and peculiars talents of OCD minds.<br />

• Creativity is in the details. The person with OCD is very detailful in the development of activities that he/she<br />

performs, wishing that everything needs to be very well organized and correct in the most perfect order.<br />

Extra class activities involving drawing, plastic arts (such as sculpture and painting), sposts, cutting and sewing,<br />

cooking, photography, writing composition, and learning new idioms or musical instruments are good examples of<br />

practices that relieve anxiety and stress.<br />

In order to relieve the negative obsessive thoughts and consequently the anxiety, here it are some suggestions of<br />

activities that a child can perform:<br />

• Critical and analytical thinking. The detailed observation of<br />

the person with OCD causes him/her to develop a high ability to<br />

think in a critical and thorough manner about a particular action<br />

or object. This ability is highly valued in tasks involving<br />

leadership and strategic planning, whether in work<br />

environments or in academic projects, for example.<br />

Photo credit: Photopin, WellspringCS<br />

clothing or food for campaigns or social projects.<br />

• Empathy, solidarity and willingness to help. Being in pain due<br />

to a mental disorder or emotional conflict causes the child to<br />

become more sensitivitive and pay attention to the needs of<br />

others. Thus, the child can put him/herself in the place of the<br />

other person, seeking to understand the other person to help<br />

him/her. A good activity is to divert the focus from one's own<br />

disorder to help someone else in distress or need, such as<br />

volunteering, participating in self-help groups and donating<br />

• Refusal to touch the belongings of classmates such as notebooks, pencils, erasers, pens, or even feel bad when<br />

someone manipulates some of their belongings<br />

30 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 31

www.NewHeightsEducation.org<br />

This WWI History Podcast is Better Than Any Textbook<br />

www.NewHeightsEducation.org<br />

Most powerful is how Carlin’s series positions the war as the turning point of European culture and history. You get a very<br />

good picture of how developed societies change when they engage in major land warfare for the first time in a century. It’s<br />

surreal, a change from Napoleonic-era militaries to militaries built for mass destruction. No one is prepared for wars with<br />

machine guns, tanks, airplanes, and gas. As a result (and as Carlin shows) no one is prepared for Bolshevism, total war, the<br />

emergence of “the home front,” the bombing of civilians.<br />

The death of liberal political philosophy and the birth of totalitarian and authoritarian 20th-century thought is a theme<br />

woven throughout the podcast series, but the listener is left to connect the dots and see everything which was lost to a<br />

generation in the Great War.<br />

An Epic Narrative<br />

“Blueprint for Armageddon” brings the history of this time period to life in a way that no book or movie could. It’s epic narrative<br />

storytelling at its best. The medium of audio (and the audio production is a delight) lets Carlin range all over the<br />

many fronts of this war and the many small sub-stories of this war without interruption and in perfect narrative harmony.<br />

Yet it never forgets that it is a narrative.<br />

This series is both a valuable resource and a call to action to learn.<br />

By: James Walpole<br />

Tuesday, July 11, <strong>2017</strong><br />

Morbid fascination is a strong motivator for me. Recently it’s brought me around to a renewed study of the first world war.<br />

For me, the study of this war (and other terrible things in human history) is about far more than military maneuvers or<br />

victories or defeats. I want to understand how and why people behave the way they do. I want to know them so I can<br />

know myself, and I want to avoid making the mistakes and judgment calls that led to an early demise for so many of my<br />

ancestors.<br />

Carlin is refreshingly self-aware about his own odd fandom of military history, the ease with which deaths become mere<br />

statistics in hindsight, and the impossibility of grasping or relating the full story of an event like this.<br />

If you share my same odd historical bent toward the morbid, and if you share a hope that we can avoid another world war<br />

in our lifetime, this series is both a valuable resource and a valuable call to action to learn.<br />

You may not come away from this series as an enemy of war, but you will leave it far less naive about what goes into and<br />

what comes out of warfare between nations. And you’ll leave with dozens of memoirs and books to start you down the<br />

rabbit trail of research on this turning point in history.<br />

You can download the series on your favorite podcasting app or watch the first part of the series at th folloing<br />

link: https://fee.org/articles/this-wwi-history-podcast-is-better-than-any-textbook/?utm_source=FEE+Email+Subscriber+List&<br />

utm_campaign=a3cb766b87-MC_FEE_DAILY_<strong>2017</strong>_07_12&utm_medium=email&utm_term=0_84cc8d089b-a3cb766b87-108135745<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

For this “war to end all wars” that resulted in more than 17 million deaths and 20 million injuries, I particularly want to<br />

understand how people can bring themselves and their societies to such lows of death and destruction. I want to understand<br />

how they survived those lows, how they resisted those lows, and how they showed humanity in the face of them.<br />

It seems I’ve found a (mostly) kindred spirit in Dan Carlin, host of the long-form award-winning podcast Hardcore History<br />

and creator of the recent six-part World War One series “A Blueprint for Armageddon.”<br />

The listener is left to connect the dots and see everything lost to a generation in the Great War.<br />

360 Degree View<br />

In this series, Carlin helps to solve one of my main problems as a student of history: namely, that I don’t have any idea what<br />

it’s actually like to experience a society-reshaping war.<br />

History textbooks rarely help us understand experiences, and most people only give lip service to “the horrors of war” as<br />

a result. Fortunately, Carlin has done his homework. Along with providing detailed commentary on the major geopolitical<br />

shifts which accompany this war, Carlin reflects on the vivid individual memories of its participants.<br />

He makes extensive use of primary sources, including accounts from civilians, diplomats, generals, and the lowliest recruits<br />

– and later major players like Adolf Hitler, who came of age in this conflict. “Blueprint” draws on all the scholarship of<br />

early historical works like Tuchman’s The Guns of August with all of the drama with which someone like Winston Churchill<br />

viewed the war in his memoirs.<br />

Through all of his extensive research and notes, we get a view of the war from 360 degrees, and it’s hardly necessary for<br />

Carlin to provide any additional color or opinion. What’s great is that he mostly doesn’t, except to wonder – like me – at how<br />

people lived through years of trench warfare, chemical attacks, near-certain death, and body-choked battlefields.me – at<br />

how people lived through years of trench warfare, chemical attacks, near-certain death, and body-choked battlefields.pany.<br />

OUR <strong>NHEG</strong> TUTORING PROGRAM<br />

The <strong>NHEG</strong> Tutoring program is for K-12 students who are having difficulty in a<br />

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share the vision of <strong>NHEG</strong>.<br />

Our tutoring services focus on the individual’s needs and learning styles. We strive<br />

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32 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 33

www.NewHeightsEducation.org<br />

In the news around the world<br />

Lower GPA for Dayton sports could keep students in school, leader says<br />

http://www.mydaytondailynews.com/news/lower-gpa-for-dayton-sports-could-keep-students-school-leader-says/wM6PRqatzzHHRJu0iNE4lK/<br />

Do Schools Really Need More Money?<br />

www.NewHeightsEducation.org<br />

A Guide to Parent Rights in Special Education<br />

http://education.ohio.gov/Topics/Special-Education/A-Guide-to-Parent-Rights-in-Special-Education<br />

Ohio's <strong>2017</strong> Special Education Determination<br />

http://education.ohio.gov/getattachment/Topics/Special-Education/Comprehensive-Monitoring-System/<br />

State-Determinations/oh-aprltr-<strong>2017</strong>b.pdf.aspx<br />

Ohio <strong>2017</strong> Part B Results-Driven Accountability Matrix<br />

http://education.ohio.gov/getattachment/Topics/Special-Education/Comprehensive-Monitoring-System/<br />

State-Determinations/oh-resultsmatrix-<strong>2017</strong>b.pdf.aspx<br />

By: Kerry McDonald<br />

Tuesday, July 11, <strong>2017</strong><br />

Acommon chorus of if/then statements dominates most contemporary discussions of education reform: If schools had<br />

more money, then they would do better at educating kids. If teachers were paid more money, then they would do better<br />

at educating kids. If there were more taxpayer support for traditional public schools, then we would have better education<br />

outcomes.<br />

But is more money really the answer? Or is the problem with the structure of forced schooling itself?<br />

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approved by <strong>NHEG</strong> home office. All advertisements must be family friendly. Those interested in purchasing packages can choose<br />

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School Spending<br />

An article last week in The Atlantic echoes the refrain that more dollars equal better education. The article highlights<br />

recent remarks by Harvard University professor and filmmaker Henry Louis Gates Jr., who states that more money for poor<br />

school districts and more money for teachers in those school districts will lead to better education outcomes, particularly<br />

for disadvantaged youth.<br />

Gates says: “We have to have a massive revolution in public education in the United States.” He suggests: “Bus the dollars<br />

from the rich school districts to the poor districts. We need to allocate the same amount of money per student per school.”<br />

But does more money for poorer schools actually work?<br />

There was no difference between the schools that received the grants and those that did not.<br />

A U.S. Department of Education (DOE) report issued two days before President Obama left office raises question<br />

marks about the correlation between money and education outcomes. The report highlights the results of the School<br />

Improvement Grants, a program in place since President George W. Bush’s administration but that President Obama resuscitated<br />

and expanded in an effort to help the country’s underperforming schools.<br />

According to The Washington Post, this block grant program was “the largest federal investment ever targeted to failing<br />

schools,” sending $7 billion of taxpayer money into the program between 2010 and 2015.<br />

The DOE report found that despite this infusion of federal dollars into the nation’s worst schools, there was no difference<br />

in test scores, graduation rates, or college enrollment between the schools that received the grants and those that did not.<br />

The failure of the heavily funded School Improvement Grant experiment to lead to meaningful education improvement for<br />

under-performing schools mirrors broader national data showing no link between school spending and student achievement.<br />

34 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 35

www.NewHeightsEducation.org<br />

More Money, Same Problems<br />

A comprehensive 2014 report by the CATO Institute reviewed 40 years of data on per pupil student expenditure and academic<br />

outcomes. It found that while spending has skyrocketed, education outcomes remain poor:<br />

www.NewHeightsEducation.org<br />

What the "Summer Slide" Says about Mass Schooling<br />

By: Kerry McDonald<br />

Sunday, July 09, <strong>2017</strong><br />

Now that schools are out across the country, headlines abound regarding the seemingly inevitable summer learning loss,<br />

or “summer slide.”<br />

Despite a lack of compelling data, school districts are ramping up their summer programs.<br />

The National Summer Learning Association, which promotes summer programming, particularly for underprivileged<br />

youth, reports that teachers spend much time re-teaching content in the fall that kids supposedly learned the prior<br />

spring. Summer learning loss is estimated to be worse for low-income children, with a Johns Hopkins study determining<br />

that children in Baltimore Public Schools lost two months of reading achievement over summer break.<br />

A recent Rand Corporation study analyzing various multi-year summer learning programs aimed at disadvantaged youth<br />

across the country found that, while some programs show promise in halting summer slide, there was “no causal evidence<br />

that two summers of programming provided benefits,” and a “modest near-term benefit in mathematics, dissipated<br />

by the next fall.”<br />

Despite a lack of compelling data that intensive summer learning programs create lasting benefits for children, school<br />

districts are ramping up their summer programs. For example, this spring the city of Boston announced its “Fifth Quarter<br />

of Learning” program that uses both public and private funds to run academically-focused summer programs, staffed<br />

in part by Boston Public School teachers. The program has received such an enthusiastic response that Massachusetts<br />

legislators are trying to expand the program statewide.<br />

I agree with Professor Gates that we need a “massive revolution in public education in the United States”; but I disagree<br />

that allocating more money for forced schooling is the answer. Empowering parents and expanding education choices for<br />

all young people could be just the education revolution we need.<br />

The bigger question we should be asking about “summer slide” is: Are these children actually learning, or are they simply<br />

being tested on content in the spring that is then quickly forgotten? And if “summer slide” is real, then what happens<br />

after kids graduate? Do we all quickly forget what we allegedly learned once that final bell rings? What does that tell us<br />

about the quality and impact of mass schooling?<br />

In the recently re-published 25th anniversary edition of his bestselling book, Dumbing Us Down: The Hidden Curriculum<br />

of Compulsory Schooling, former New York State Teacher of the Year, John Taylor Gatto writes:<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

Mass education cannot work to produce a fair society because its daily practice is practice in rigged competition,<br />

suppression, and intimidation. The schools we’ve allowed to develop can’t work to teach nonmaterial values, the values<br />

which give meaning to everyone’s life, rich or poor, because the structure of schooling is held together by a Byzantine<br />

tapestry of reward and threat, of carrots and sticks. Official favor, grades, or other trinkets of subordination have no<br />

connection with education; they are the paraphernalia of servitude, not of freedom. Mass schooling damages children. We<br />

don’t need any more of it.”<br />

As efforts to combat alleged summer learning loss accelerate, we should be wary of expanding into summer a teachand-test<br />

schooling approach that may not lead to genuine learning. Educating children, particularly disadvantaged<br />

youth, should be a clear priority; but if the way we currently educate most children results in a rapid forgetting of content,<br />

should this approach really be replicated?<br />

36 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 37

www.NewHeightsEducation.org<br />

Milton Friedman Was Right to Call Them “Government Schools”<br />

www.NewHeightsEducation.org<br />

Many of Friedman’s successors in the libertarian tradition have forgotten or distanced themselves from the midcentury<br />

moment when they formed common cause with the Christian right.”<br />

In its modern usage, as well as Friedman’s use of the term, the phrase “government schooling” is often used to draw<br />

attention to increasing federal and state control of education, and the corresponding weakening of parental influence<br />

and choice. For instance, in his 1991 Wall Street Journal op-ed, former New York State Teacher of the Year, John Taylor<br />

Gatto, writes:<br />

Government schooling is the most radical adventure in history. It kills the family by monopolizing the best times of<br />

childhood and by teaching disrespect for home and parents.”<br />

In her article today, Stewart links compulsory government schooling with democracy: She concludes:<br />

When these people talk about ‘government schools,’ they want you to think of an alien force, and not an expression of<br />

democratic purpose. And when they say ‘freedom,’ they mean freedom from democracy itself.”<br />

But for Friedman and his current school choice followers, freedom from a government-controlled, compulsory institution<br />

is a fully democratic expression that widens opportunity and expands liberty. School choice beyond government<br />

schools also frees many young people from what can be an oppressive childhood mandate.<br />

Facilitating Freedom with School Choice<br />

As a teacher for 30 years, Gatto saw first-hand the harm that compulsory government schooling can cause. In his Wall<br />

Street Journal article he writes:<br />

By: Kerry McDonald<br />

Monday, July 31, <strong>2017</strong><br />

Today is Milton Friedman’s birthday. He was the 1976 Nobel-prize winning economist who promoted free-market ideals<br />

and limited government. The Economist called him “the most influential economist of the second half of the 20th century…<br />

possibly of all of it.”<br />

He died in 2006, but one of his lasting legacies is EdChoice, formerly the Friedman Foundation for Educational Choice,<br />

the organization Friedman and his economist wife, Rose Director Friedman, founded in 1996. The non-profit strives to<br />

“advance educational freedom and choice for all as a pathway to successful lives and a stronger society.”<br />

It is fitting that today Friedman is mentioned in The New York Times, but it’s not to offer birthday wishes. Instead,<br />

today’s opinion article written by journalist Katherine Stewart, author of The Good News Club: The Christian Right’s<br />

Stealth Assault on America’s Children, criticizes Friedman and his current education choice followers.<br />

Friedman’s Take<br />

Good schools don’t need more money or a longer year; they need real free-market choices, variety that speaks to every<br />

need and runs risks. We don’t need a national curriculum or national testing either. Both initiatives arise from ignorance of<br />

how people learn or deliberate indifference to it. I can’t teach this way any longer. If you hear of a job where I don’t have to<br />

hurt kids to make a living, let me know.”<br />

School choice measures can promote freedom and opportunity, and reduce harm to children. They can also help to limit<br />

the role of government while augmenting the role of parents and educators.<br />

Friedman concludes his 1955 paper describing how school choice measures can facilitate freedom. He states that these<br />

measures would lead to “a sizable reduction in the direct activities of government, yet a great widening in the educational<br />

opportunities open to our children. They would bring a healthy increase in the variety of educational institutions available<br />

and in competition among them. Private initiative and enterprise would quicken the pace of progress in this area as<br />

it has in so many others. Government would serve its proper function of improving the operation of the invisible hand<br />

without substituting the dead hand of bureaucracy.”<br />

Happy Birthday, Mr. Friedman. May your legacy endure.<br />

Stewart alludes to Friedman’s influential 1955 paper advocating education choice and school vouchers for parents. In<br />

that paper, Friedman offers the foundation for modern school choice theory. He begins with a statement as true today<br />

as it was then:<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

The current pause, perhaps reversal, in the trend toward collectivism offers an opportunity to reexamine the existing<br />

activities of government and to make a fresh assessment of the activities that are and those that are not justified.”<br />

Friedman goes on to advocate for the “denationalization of education” through choice and vouchers. He writes:<br />

Given, as at present, that parents can send their children to government schools without special payment, very few can or<br />

will send them to other schools unless they too are subsidized. Parochial schools are at a disadvantage in not getting any<br />

of the public funds devoted to education; but they have the compensating advantage of being run by institutions that are<br />

willing to subsidize them and can raise funds to do so, whereas there are few other sources of subsidies for schools. Let<br />

the subsidy be made available to parents regardless where they send their children – provided only that it be to schools<br />

that satisfy specified minimum standards – and a wide variety of schools will spring up to meet the demand. Parents could<br />

express their views about schools directly, by withdrawing their children from one school and sending them to another, to<br />

a much greater extent than is now possible.”<br />

“Government Schools”<br />

In her op-ed today, entitled “What ‘Government School’ Means,” Stewart writes at length about the term “government<br />

schools,” a phrase Friedman used and that many of us use today to describe compulsory, taxpayer-funded, government-controlled<br />

schooling. She argues that referring to public schools as “government schools” is rooted in a racist past<br />

of “American slavery, Jim Crow-era segregation, anti-Catholic sentiment and a particular form of Christian fundamentalism,”<br />

and she attacks the marriage of those advocating economic and religious freedom. Stewart writes:<br />

38 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

<strong>NHEG</strong> is proud to announce that we are having a raffle in which two lucky winners<br />

will receive one of two pairs of Disney Park Hopper Tickets.<br />

Tickets will be raffled off in sets of two for $50 per ticket, 2 for $80, 3 for $125, 4 for $200 and 5 for $250.<br />

The auction will end <strong>Oct</strong>ober 31, <strong>2017</strong>.<br />

To purchase your tickets for this raffle use the form below and complete your purchase through Paypal.<br />

This is what Pamela Clark had to say about this receiving these tickets,<br />

“We want to thank Disney for these tickets. We appreciate the donation and support they have shown us in helping us raise much-needed funds.”.<br />


SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 39

www.NewHeightsEducation.org<br />

What Unschoolers Have in Common with Jimi Hendrix<br />

www.NewHeightsEducation.org<br />

Children are biologically predisposed to take charge of their own education. When they are provided with the freedom<br />

and means to pursue their own interests, in safe settings, they bloom and develop along diverse and unpredictable paths,<br />

and they acquire skills and confidence to meet life’s challenges. In such an environment, children ask for any help they<br />

may need from adults. There is no need for forced lessons, lectures, assignments, tests, grades, segregation by age into<br />

classrooms, or any of the other trappings of our standard, compulsory system of schooling. All of these, in fact, interfere<br />

with children’s natural ways of learning.”<br />

Tech-Fueled Self-Directed Learning<br />

A half-century ago, educator and author John Holt revived our understanding of autodidacticism, advocating for “unschooling,”<br />

or self-directed education that takes place outside of traditional schools. His best-selling book, How Children<br />

Learn, galvanized the modern homeschooling movement, and is being re-published later this summer in honor of its<br />

50th-anniversary debut.<br />

In it, Holt writes:<br />

We like to say that we send children to school to teach them to think. What we do, all too often, is to teach them to think<br />

badly, to give up a natural and powerful way of thinking in favor of a method that does not work well for them and that we<br />

rarely use ourselves.”<br />

Holt’s work spurred renewed interest in self-directed learning and set the stage for reimagining education.<br />

By: Kerry McDonald<br />

Wednesday, July 19, <strong>2017</strong><br />

When he was 14 years old, guitar legend Jimi Hendrix got an old, one-string ukulele from the garbage. He played single<br />

notes, teaching himself by ear while listening to Elvis Presley songs. A year later, he bought his first acoustic guitar for $5<br />

and taught himself how to play. He practiced for hours each day, observed other guitarists, sought advice when needed,<br />

listened to an array of different music, especially blues, and soon created his first band.<br />

Humans have an extraordinary capacity for self-education.<br />

With no formal guitar or music training, Hendrix developed a creative, experimental playing style. He went on to become<br />

a celebrated musician whom the Rock and Roll Hall of Fame calls “arguably the greatest instrumentalist in the<br />

history of rock music.”<br />

Today, fueled by technological innovation that makes learning easier and more accessible than ever before, autodidacticism<br />

is experiencing a renaissance. Online resources, YouTube tutorials, learning apps, cyber-schools, and massive open<br />

online courses (MOOCs) provide real-time access to skills, knowledge, information, and ideas.<br />

Tech leaders like Facebook and Netflix are infusing schools with self-directed learning software.<br />

Autodidacts are transforming education in myriad ways. Homeschooling continues to boom as an outlet for more education<br />

freedom and self-direction, with up to half of the over two million U.S. homeschoolers embracing some variety of<br />

unschooling.<br />

Increasingly, more careers rely on self-teaching skill-sets. For instance, a recent poll of software developers found that<br />

over 69 percent of them are at least partly self-taught. And tech leaders like Facebook and Netflix are infusing schools<br />

with self-directed learning software, inverting the typical student-teacher relationship and placing learners in charge of<br />

their own education.<br />

Autodidacts are helping to shift education from a top-down schooling model to a self-directed learning one. As Jimi Hendrix<br />

concluded: “It all has to come from inside, though, I guess.”<br />

He was entirely self-taught.<br />

Not Just Jimi<br />

Humans have an extraordinary capacity for self-education or autodidacticism. We are innately designed to explore,<br />

discover, and synthesize the world around us. The term autodidacticism originates from the Ancient Greek words autós<br />

didaktikos, or self-teaching. Today, it is defined as “education without the guidance of masters (such as teachers and<br />

professors) or institutions (such as schools).”<br />

Autodidacticism flourished for much of human history, with some of the most influential historical figures teaching<br />

themselves. Famous autodidacts include Italian polymath Leonardo da Vinci, Indian mathematician Srinivasa Ramanujan,<br />

American inventor Thomas Edison, American president Abraham Lincoln, and American abolitionist Frederick Douglass.<br />

Even during American slavery, when it was illegal for a slave to be literate, the drive for self-education endured. As Heather<br />

Andrea Williams writes in her book, Self-Taught: African American Education in Slavery and Freedom:<br />

Despite laws and custom in slave states prohibiting enslaved people from learning to read and write, a small percentage<br />

managed, through ingenuity and will, to acquire a degree of literacy in the antebellum period.”<br />

It wasn’t until the mid-19th-century advent of U.S. compulsory schooling laws that autodidacticism began its descent,<br />

becoming more exception than rule. The idea of self-directed learning was anathema to the growing apparatus of forced<br />

schooling, which demanded obedience and conformity and punished originality and willfulness.<br />

Natural tendencies toward self-education eroded as mass schooling consumed more of childhood, teaching passivity<br />

over agency. As evolutionary developmental psychologist, Dr. Peter Gray writes in his 2013 book Free To Learn:<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

40 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 41

www.NewHeightsEducation.org<br />

Do Schools Teach Kids to Hate Reading?<br />

www.NewHeightsEducation.org<br />

Employers Think Recent College Grads Have an Attitude Problem<br />

By: Annie Holmquist<br />

Thursday, August 03, <strong>2017</strong><br />

In a recent exchange of small talk, I asked a friend how the last school year had gone for his child. He replied that it had<br />

gone relatively well except for one thing. School, he explained, was killing his child’s interest in reading.<br />

Nearly two out of three students leave the school system without proficient literacy skills.<br />

When I asked how that was happening, he noted that his child had adopted the mentality that reading was a thing to be<br />

done only in the confines of the classroom. Furthermore, he suspected that his child was growing bored with the reading<br />

assignments, for there were only a few books studied during the year, and those were dissected to such an extent that<br />

interest in the storyline waned considerably by the end of the book.<br />

Hearing such a report from the trenches makes America’s poor reading stats make more sense. According to the Nation’s<br />

Report Card, only 34 percent of eighth graders are able to read at a proficient level. This increases slightly to 37 percent by<br />

the time students graduate from high school. Still, such numbers are nothing to write home about, for nearly two out of<br />

three students leave the school system without proficient literacy skills.<br />

The question is, would these skills improve if reading instruction took a different course? If students were allowed to spend<br />

more time in school reading for pleasure, would interest and ability in reading increase?<br />

University of Virginia psychology professor and author Daniel Willingham thinks that could be a possibility. Based on<br />

research, Willingham suggests that carving out time for pleasure reading in schools can boost understanding and ability as<br />

long as the books are “information rich” and the teacher knowledgeable and quick to recognize the interests and needs of<br />

students.<br />

As it stands right now, reading for pleasure is not common amongst school age children. In the U.K., only a quarter of<br />

middle school students and 11 percent of high school students are allowed to read for pleasure during the school day.<br />

Statistics for pleasure reading in school don’t seem to even exist in the U.S. However, a Common Sense Media study from<br />

2014 suggests that nearly half of American high school seniors “read by choice only once or twice a year.”<br />

To make informed judgments in the selection of leaders, they must first let their minds be “opened and enlarged by<br />

reading.”<br />

John Adams once said that the decision-making of the American citizens was based upon the insights gleaned in books. He<br />

opined that in order for Americans to make good, wise, and informed judgments in the selection of leaders, they must first<br />

let their minds be “opened and enlarged by reading.”<br />

Based on the approval ratings of both President Trump and the major political parties, Americans do not seem all that<br />

happy with their choices regarding their political leaders. Is it possible that some of this discontent can be laid at the feet<br />

of an education system that appears to kill, rather than foster, a love and interest in reading?<br />

Source: The Foundation for Economic Education (FEE)<br />

42 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

https://fee.org/<br />

By: Annie Holmquist<br />

Sunday, July 23, <strong>2017</strong><br />

The idea that a college education is the most important element in landing a job is continually impressed upon today’s<br />

young people. As a result, many head to the best university they can afford (or not afford).<br />

But if a recent report out of the U.K. is any indication, a college degree does not necessarily a good employee make. As<br />

the chart below shows, many employers are increasingly dissatisfied with new employee attitudes toward work, problem-solving<br />

and communication skills, and the ability to relate well to customers.<br />

The Telegraph gave backing to these numbers<br />

by offering the real-life experiences of employers,<br />

one of whom is Crescens George:<br />

Crescens George, chief operating officer of<br />

Be Wiser Insurance group, told The Telegraph<br />

that graduates are not prepared for ‘the<br />

real world of work’, and often require ‘egomassaging’.<br />

‘You would expect that university<br />

education would teach some basic business<br />

etiquette, and certainly communication skills.’<br />

Recalling a negative experience with a<br />

graduate he had previously hired, George said:<br />

‘He was not willing to make the sacrifice of<br />

learning through the ranks. I can only attribute<br />

this to the stress of having 50k debt [from<br />

university loans] hanging over his head, and<br />

of finding out that the real world of work is<br />

different to how it’s painted in the lecture<br />

rooms. ‘Had we not had to waste around 12-14 months on unnecessary graduate ego-massaging time, I am sure that this<br />

employee would have tasted his success sooner, and opened doors to leadership opportunities by now.’”<br />

While employers such as George pin these employee problems on issues with college, one can’t help but wonder if they<br />

started long before students entered the sacred ivy halls. Is it possible that the lack of knowledge of business skills, poor<br />

personal communication, and bad attitudes toward work actually begin in a student’s earliest years in the education<br />

system?<br />

Consider, for example, the attitudes taught about the individual. In the words of C.S. Lewis, the education system fosters<br />

an attitude of “I’m as good as you,” regardless of aptitude or ability. Such an idea leads a student to believe he is God’s<br />

greatest gift to humanity, and if left unchecked, will only cause the student to demand greater praise and benefits as he<br />

gets older and enters the workforce.<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 43

44 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 45

www.NewHeightsEducation.org<br />

Or consider the social skills training which the education system advances. Socialization has long been a main goal of the<br />

system, but that socialization only occurs within a student’s grade, making it difficult for a student to learn to interact with<br />

those outside his circle. This becomes problematic when he gets to the workplace and must learn to peacefully co-exist<br />

with those 10, 20, and even 50 years older than himself, both as co-workers and customers.<br />

Socialization only occurs within a student’s grade, making it difficult to learn to interact with people outside that circle.<br />

Furthermore, the education system has eliminated a lot of introduction to the business world by phasing out hands-on<br />

classes such as shop class, while also denigrating the concept of apprenticeship. Without this early introduction, it should<br />

be no surprise that new employees lack awareness of the business realm they are entering.<br />

Would we see more satisfied employers and more highly-skilled employees if the education system began to break out of<br />

its cookie-cutter, ego-stroking.<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

Steve Jobs Wanted to Break Up the Education Monopoly<br />

www.NewHeightsEducation.org<br />

Jobs said that one way to open up a free market in education would be to offer a voucher to families. He gave an example<br />

of the California public school system, which in 1995 spent $4,400 per pupil: “I believe strongly that if the country gave<br />

each parent a voucher – a check for $4,400 that they could only spend at any accredited school – that several things would<br />

happen.”<br />

First, “Schools would start marketing themselves like crazy to parents, to get students.”<br />

Second, many new schools would begin popping up. “You could have 25-year-old kids out of college – very idealistic, full of<br />

energy – instead of starting a Silicon Valley company, they would start a school, and I believe they would do far better than<br />

many of our public school teachers do.”<br />

"A lot of competition forces providers to get better and better."<br />

Finally, the quality of education would rise in a competitive market: “A lot of schools would go broke, there’s no question<br />

about it. It would be rather painful for the first several years, but I think far less painful than the kids going through the<br />

system as it is right now.”<br />

Jobs said that the main complaint against school choice is that schools would cater only to rich kids, and the poor kids<br />

would be “left to wallow together.”<br />

However, he said, “that’s like saying, well, all the car manufacturers are going to make BMWs and Mercedes and nobody’s<br />

going to make a $10,000 car. Well, I think the most hotly competitive market right now is the $10,000 car.”<br />

In other words, Jobs said, all students would benefit from more school choice, as the monopoly in education was broken<br />

up.<br />

“The market competition model seems to indicate that where there is a need, there is a lot of providers willing to tailor<br />

their products to fit that need, and a lot of competition which keeps forcing them to get better and better.”<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

By: Joe Kent<br />

Monday, July 24, <strong>2017</strong><br />

Steve Jobs said in a 1995 interview, “The unions are the worst thing that ever happened in education.”<br />

Jobs spoke with Computerworld’s Daniel Morrow in a 1995 interview, which covered a wide range of topics, but frequently<br />

delved into Jobs’s views on the American education system. As he said, “I’d like the people teaching my kids to be<br />

good enough that they could get a job at the company I work for making $100,000 a year.”<br />

"Schools are not a meritocracy. They're a bureaucracy."<br />

But Jobs blamed teachers unions for getting in the way of good teachers getting better pay. “It’s not a meritocracy,” said<br />

Jobs. “It turns into a bureaucracy, which is exactly what’s happened. And teachers can’t teach, and administrators run the<br />

place, and nobody can be fired. It’s terrible.”<br />

He noted that one solution is school choice: “I’ve been a very strong believer that what we need to do in education is go<br />

to the full voucher system.” Jobs explained that education in America had been taken over by a government monopoly,<br />

which was providing a poor quality education for children.<br />

He referenced the government-created phone monopoly, broken up in 1982: “I remember seeing a bumper sticker with<br />

the Bell logo on it and it said, ‘We don’t care, we don’t have to.' That’s certainly what the public school system is. They<br />

don’t have to care.”<br />

46 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 47

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

District Defies State Regs, Forces New Rules on<br />

https://www.hslda.org/hs/state/ny/<strong>2017</strong>07170-District-Forces-New-Rules-on-Homeschoolers.asp?utm_<br />

source=WU%20email&utm_medium=email&utm_campaign=WU Homeschoolers<br />

Judiciary Committee Approves Homeschool Asylum Bill<br />

https://www.hslda.org/docs/news/<strong>2017</strong>/<strong>2017</strong>0801-Judiciary-Committee-Approves-Homeschool-Asylum-Bill.<br />

asp?utm_source=WU%20email&utm_medium=email&utm_campaign=WU<br />

District Threatens to Trash Homeschool Notice<br />

https://www.hslda.org/hs/state/oh/<strong>2017</strong>0801-district-threatens-to-trash-homeschool-notice.asp?utm_<br />

source=WU%20email&utm_medium=email&utm_campaign=WU<br />

Akron Rejects Homeschool Notifications<br />

https://contentsharing.net/actions/email_web_version.cfm?recipient_id=2707100585&message_<br />

id=14570976&user_id=HSLDA&group_id=2871491&jobid=38277141<br />

Agency Takes a Shot at Following the Law This Time<br />

https://www.hslda.org/hs/state/co/<strong>2017</strong>0814-Agency-Takes-Shot-at-Following-the-Law.asp?utm_<br />

source=WU%20email&utm_medium=email&utm_campaign=WU<br />

Parental Rights Amendment Introduced Today in the Senate<br />

https://contentsharing.net/actions/email_web_version.cfm?recipient_id=2707100585&message_<br />

id=14521859&user_id=HSLDA&group_id=2871491&jobid=38142843<br />

Homeschooling Pastor’s Jail Sentence Overturned<br />

https://www.hslda.org/hs/international/Cuba/<strong>2017</strong>07120-homeschooling-pastors-jail-sentence-overturned.<br />

asp?utm_source=HSLDA%20email&utm_medium=email&utm_content=WU170712&utm_campaign=WU<br />

British Lord Targets Homeschoolers for Repression<br />

https://www.hslda.org/hs/international/unitedkingdom/<strong>2017</strong>07120-british-lord-targets-homeschoolersfor-repression.asp?utm_source=HSLDA%20email&utm_medium=email&utm_content=WU170712&utm_<br />

campaign=WU<br />

48 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 49

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50 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

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SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 51

www.NewHeightsEducation.org<br />





https://www.hslda.org/contests/essay _main.aspx<br />

CATEGORY 1 (AGES 7–10*)<br />





CATEGORY 2 (AGES 11–14*)<br />





CATEGORY 3 (AGES 15–19*)<br />

Please contact the Contest Coordinator at<br />

contests@hslda.org with any questions.<br />

We love your feedback!<br />



SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 53

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> has created an Adult Advisory Group that offers support and advice<br />

to the founder and board members during in-person/online meetings.<br />

If your interest is piqued, please keep reading.<br />


The Adult Advisory Group brings unique knowledge and skills to complement those of the board<br />

members and help the organization grow and succeed.<br />


Members will not be compensated for their time<br />

One-year minimum commitment<br />

Members must sign a confidentiality agreement<br />

Group cannot issue directives<br />

Members may be replaced at the director’s discretion.<br />


Opportunities to give back to community and improve local education<br />

Positive public exposure<br />

Atmosphere full of different ideas/perspectives<br />

Networking<br />

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson,<br />

with helpful advice provided by Jeff Ermoian and Mike Anderson.<br />

Original design from Kevin Adusei and Student Group members.<br />


Assist with public relations and fundraising<br />

Meet every three (3) months<br />

Offer the director and board members honest, constructive and positive feedback for correcting<br />

identified problems<br />


Offer financial and/or expert support<br />

Assist with daily functions and activities<br />

https://www.NewHeightsEducation.org/who-we-are/<strong>NHEG</strong>-groups/Adult-Advisory-Group/<br />

https://www.NewHeightsEducation.org/who-we-are/<strong>NHEG</strong>-groups/Adult-Advisory-Group/<br />

54 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 55

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> Reviews Needed!<br />

If you love our work then tell the world! Stories about us from people like you will<br />

help us make an even bigger impact in our community.<br />

GreatNonprofits – the #1 source of nonprofit stories and feedback – is honoring<br />

highly regarded nonprofits with their <strong>2017</strong> Top-Rated List. Won’t you help us raise<br />

visibility for our work by posting a brief story of your experience with us? All content<br />

will be visible to potential donors and volunteers.<br />

It’s easy and only takes 3 minutes! Go here to get started!<br />

https://greatnonprofits.org/reviews/write/new-heights-educational-group<br />

We need 8 more reviews by <strong>Oct</strong>ober 31, <strong>2017</strong>.<br />

ADVERTISE WITH <strong>NHEG</strong><br />

<strong>Magazine</strong> Sponsor Advertisement now available<br />

The New Heights Educational Group is now offering the opportunity for the public or businesses<br />

that promote education to purchase sponsor advertisement in our magazine.<br />

All products, business and service advertisements will need to be reviewed by our research department and must be<br />

approved by <strong>NHEG</strong> home office. All advertisements must be family friendly. Those interested in purchasing packages can choose<br />

from the below packages and costs. If interested please visit our website for more details.<br />

https://www.newheightseducation.org/who-we-are/nheg-magazine/<br />

<strong>Magazine</strong><br />

½ Page<br />

Full Page<br />

½ Page<br />

Full Page<br />

½ Page<br />

Full Page<br />

Below is a list of the packages available now.<br />

Number of<br />

Issues per year<br />

2<br />

2<br />

4<br />

4<br />

6<br />

6<br />

Cost per issue<br />

$ 10.00<br />

$ 15.00<br />

$ 9.00<br />

$ 13.50<br />

$ 8.00<br />

$ 12.00<br />

Total Cost<br />

$ 20.00<br />

$ 30.00<br />

$ 36.00<br />

$ 54.00<br />

$ 48.00<br />

$ 72.00<br />

Any questions or concerns should be shared with <strong>NHEG</strong> directly<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> Ma-

www.NewHeightsEducation.org<br />

Awards - Marco Difference Maker August <strong>2017</strong><br />

New Heights Educational Group has been named a Marco Difference Maker by<br />

Marco Promotional Products.<br />

https://www.marcopromotionalproducts.com/difference-makers-recipients-august-<strong>2017</strong>.html#rp2<br />

We will receive a $500 credit to be used for our cause.<br />

Pamela Clark, Executive Director of the organization stated:<br />

“Our organization has been honored to be named the Marco Difference Maker.<br />

We wish to acknowledge our team of volunteers and my family for their work<br />

and support in helping us achieve this award.<br />

We all work hard to make a difference, and I couldn’t do what I do without<br />

them beside me.<br />

We would also like to thank Marco Promotional Products for this prestigious<br />

award and recognition."<br />

To learn more about the New Heights Educational Group,<br />

please visit<br />

www.NewHeightsEducation.org.<br />

58 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 59

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />



New Heights Educational Group is looking to<br />

secure a building that will become a permanent<br />

home for our 4000 books, software, DVDs<br />

and more for public, charter and home school<br />

students.<br />

The New Heights Educational Group, Inc . promotes<br />

literacy for children and adults by offering<br />

a range of educational support services.<br />

Such services include: assisting families in the<br />

selection of schools, organization of educational activities, and acquisition of<br />

materials. We promote a healthy learning environment and enrichment programs<br />

for families of preschool and school-age children, including children with special<br />

needs.<br />

Our organization’s ongoing vision is built upon reaching the community through a<br />

variety of support services.<br />

Our goal it to assist families in the selection of schools, organization of<br />

educational activities, acquisition of materials and promoting a healthy learning<br />

environment.<br />

We also aim at providing library and online resources along with enrichment programs<br />

for families of preschool and school age children, including children with<br />

special needs .with special needs .<br />


You can donate to this cause at the following link<br />

https://www.gofundme.com/newheightseducation<br />

60 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 61

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> Yearbook<br />

New Heights Educational Group offers an annual <strong>NHEG</strong> yearbook to students<br />

<strong>NHEG</strong> School and Senior Pictures<br />

For students looking to get their pictures taken, <strong>NHEG</strong> offers high quality<br />

that would like to participate and collect memories of the school year.<br />

and reasonably priced photographers for your school and senior pictures<br />

For further details see<br />

This book features all grade levels, current event pages and <strong>NHEG</strong> annual<br />

https://www.NewHeightsEducation.org/students/school-senior-pictures/<br />

updates. Our yearbooks can be worked on by the students and their families<br />

for credit on a high school transcript.<br />


<strong>NHEG</strong> has spent many years collecting and collaborating with others to compile a large list of scholarships,<br />

Our artists can design a page for your student. Homeschool and charter<br />

colleges and other resources for students. All of this scholarship and grant information is stored in a database<br />

called “Donate Clearly” that we used for students looking to pay for college. It covers a wide variety of<br />

school families enjoy participating in this book.<br />

topics including hard-to-find scholarships. In addition, families who pay our fee receive a personalized report.<br />

These tasteful and high quality books are affordable and<br />

We can’t guarantee that you will receive a scholarship,<br />

make a wonderful keepsake that students will treasure for a lifetime.<br />

but these are wonderful, bonafide opportunities for which you can apply.<br />

Starting at $55 each, it makes it very affordable to participate<br />

When applying for scholarships, make sure you read eligibility requirements for that particular scholarship<br />

in a one-of-a-kind yearbook.<br />

or grant before submitting your application.<br />

You may not be awarded that particular scholarship, but don’t be discouraged as there are many scholarships<br />

For further details see<br />

that you can apply for in the United States.<br />

It is a good idea to have the following information available when applying:<br />

http://www.NewHeightsEducation.org/students/nheg-year-<br />

birth date<br />

family background<br />

family memberships<br />

personal statement<br />

resume of honors<br />

awards<br />

leadership activities<br />

extracurricular<br />

community service<br />

recommendations letters<br />

from teachers and other<br />

community leaders<br />

For further details see<br />

62 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER<br />

https://www.NewHeightsEducation.org/students/nheg-student-resources/scholarship-search/<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 63





BETWEEN 500 TO 1000 WORDS.<br />


3-7TH GRADE<br />

8-12TH GRADE<br />

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> CONTESTS<br />

We have several <strong>NHEG</strong> contests that students in elementary, high school and even college participate in and win cash prizes<br />

based on their entries.<br />

This includes essay and poetry writing, art, photography and even song writing.<br />


U N C O R N E R<br />

https://www.NewHeightsEducation.org/Students/<strong>NHEG</strong>-Contests/<br />





ART WORK.<br />


3-7TH GRADE<br />

8-12TH GRADE<br />







3-7TH GRADE<br />

8-12TH GRADE<br />







3-7TH GRADE<br />

8-12TH GRADE<br />


www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

FUNDRAISING FOR <strong>NHEG</strong><br />

New Heights Educational Group has been granted four one-day Disney® Park Hopper tickets to be raffled off for fundraising purposes.<br />

Pamela Clark, Executive Director, stated “We want to thank Disney for these tickets. We appreciate the donation and support they have shown in helping us raise much-needed funds.”<br />

Tickets will be raffled off in sets of two on https://www.NewHeightsEducation.org/<strong>NHEG</strong>-news/disney-park-hopper-tickets-raffle/ for $50 per ticket, 2 for $80, 3 for $125, 4 for $200 and 5 for $250.<br />

The auction will end <strong>Sept</strong>ember 30, <strong>2017</strong>.<br />

These tickets, valued at $648, are valid during normal operating hours and provide admission to a magical one-day experience at Disney theme parks. Passes will provide the recipients with a magical experience of visiting all of<br />

the unique theme parks, the Magic Kingdom® Park, Epcot®, Disney's Hollywood Studios®, and Disney's Animal Kingdom®, in one day. Current park hours and general information may be obtained by calling 407-824-4321.<br />

The tickets can only be used at the park designated on the tickets, have no cash value, and cannot be upgraded, nor can they be applied toward a package to meet eligibility requirements. They will be subject to block-out dates.<br />

They may not be used for admission from December 25 – 31 of any year, through their expiration date. Please note that these tickets will expire within two years from the date issued and cannot be replaced if lost, stolen, used<br />

Fundraising for <strong>NHEG</strong> earns money through various fundraising programs, so the more you participate, the more we earn for our student programs and services.<br />

We provide step-by-step instructions for participating in each program, especially if you have accounts with these partner websites already.<br />











WELZOO<br />

For more details, visit our website<br />

https://www.ΝewΗeightsΕducation.org/support-nheg/fundraising-for-nheg/<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

66 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER <strong>2017</strong><br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 67


01<br />

02<br />

All documents on the Ohio credit flexibility for physical education page have been<br />

modified to reflect the updates in Ohio’s Physical Education Standards and Evaluations.<br />

Furthermore, it has come to our attention that some districts/high schools<br />

are implementing and awarding credit through the process credit flexibility improperly<br />

and is in need of correcting their implementation to ensure they are in<br />

compliance with law. As a reminder credit flexibility is based evidence of competency<br />

in the content of a course and/or the physical education standards and<br />

benchmarks and NOT based on activity time and/or the logging of time. A student<br />

can provide evidence of understanding in various ways throughout; however time<br />

and logging of activity provide no such evidence of understanding or competency<br />

of content.<br />

Additionally, by law the district is still responsible for assessing the successes all<br />

benchmarks of the Ohio Physical Education Evaluations to all students that they<br />

are awarding high school physical education credit to each school year, which<br />

includes credit flexibility. Although the student may be gathering and completing<br />

part or even all evidence outside of the school a certified physical education teacher<br />

still plays an important role in credit flexibility, as he/she serves as the teacher<br />

of record, provide an overall grade, ensures a plan and evidence addresses all content/benchmarks,<br />

and ensures the student has either been assessed on the Ohio<br />

High School Physical Education Evaluations and/or provides the proper evidence<br />

to determine their understanding of each benchmark and the teacher has the ability<br />

to properly score the student based on each of the benchmark rubrics.<br />

Please view the Physical Education & Credit Flexibility webpage and ensure your<br />

update websites, documents, etc. to reflect the updates. Lastly, please check the<br />

guidance document to ensure you are implementing credit flexibility properly.<br />

OAHPERD SUMMER INSTITUTE <strong>2017</strong><br />

June 14, <strong>2017</strong> at the Wright State University Nutter Center<br />

Join your colleagues and friends for a day of professional development featuring sessions<br />

for Physical Education, Recreation, Adapted PE, Health Education and more!<br />

Key Presentation Topics Include:<br />

• HOPE Curriculum<br />

• Ohio Physical Education Evaluation<br />

• Effective Health and Physical Education Curriculum<br />

• Using Date to Maximize Curriculum<br />

View the full schedule here: http://ohahperd.site-ym.com/?page=SummerInstitute<br />

Registration is open on the OAHPERD website: http://ohahperd.site-ym.com<br />

If you plan on attending, come a day early to join OAHPERD at the Dayton Dragon's baseball<br />

game for the Annual Summer Outing! Information on the website!<br />

Join us for the first<br />

"Modeling the Future Challenge"<br />

Webinar, Monday May 8th.<br />

Learn how your kids<br />

can apply for $55,000<br />

in scholarships and a<br />

trip to New York<br />

What Educators Get<br />

1. Mentorship from professional actuaries.<br />

www.NewHeightsEducation.org<br />

The Actuarial Foundation has joined forces with the Institute of Competition<br />

Sciences to host the inaugural Modeling the Future Challenge for high school<br />

and home school juniors and seniors. Learn more through the link below.<br />

Get ahead of the game and join our webinar series beginning on May 8th.<br />

Support systems for educators are available now!<br />

What Students Get:<br />

1. A chance for a trip to New York City to participate in the Modeling the Future<br />

Symposium.<br />

2. $55,000 in college scholarships split between the 1st, 2nd, 3rd, and 4th place<br />

submissions.<br />

3. Mentorship and guidance from professional actuaries.<br />

this exciting new challenge.<br />

Actuaries are consistently ranked as one of the best math-<br />

2. $1,000 Coaching Awards to educator-coaches of the top 4 ematically related professions, and are a great example how<br />

teams.<br />

math is used in the "real-world!"<br />

3. $500 Educator Math Grants (Applications due June 27, <strong>2017</strong>) We're here to help as you plan how to get your students<br />

involved, so don't hesitate to reach out with any questions,<br />

Go here https://www.mtfchallenge.org/support/webinars/ to<br />

and please checkout the support services, there are fabulous<br />

actuaries all over the country volunteering their time to<br />

Learn More about our Webinar Introduction on May 8th<br />

We look forward to helping you and your students get more<br />

connect with you!<br />

engaged in real-world actuarial science and careers through<br />

New Heights Educational Group joins Bluehost Affiliate relationship.<br />

The New Heights Educational Group joins Bluehost Affiliate program.<br />

Pamela Clark, Executive Director<br />

said "We are loyal customers of Bluehost and it just made sense to<br />

join their affiliate program. So far it's been<br />

a very productive relationship and they have a great team that is<br />

always there to help us when needed."<br />

To learn more about Bluehost, please visit<br />

http://click.e. hostingmessages.com/?qs= 22d7553266d181e15344bcee4a4a15<br />

19982b3a36d56de148856daaef17aa 0412dfabee33c-<br />

139f8aa86b84dded9 12e54d3d06e6e9de65dc17<br />

and to learn more about New Heights Educational Group, please visit<br />

www.NewHeightsEducation.org<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 69

www.NewHeightsEducation.org<br />


Our<br />

Recipes<br />

Italian Meatballs<br />

Ingredients:<br />

• 1 pound lean ground beef<br />

• 1 pound pork sausage (I prefer reduced-fat)<br />

• 2/3 cup prepared Italian style bread crumbs<br />

• 1/4 cup grated Parmesan cheese (I used Grana Padano)<br />

• 2 eggs<br />

• 1/3 cup finely minced onion<br />

• 3 cloves garlic, minced<br />

• 1/3 cup minced fresh parsley<br />

• 1 teaspoon dry Italian seasoning<br />

• 1/2 teaspoon Kosher salt<br />

• 1/4 teaspoon pepper<br />

• Small amount cooking oil<br />

Directions:<br />

1. In large mixing bowl, measure the meats,<br />

bread crumbs, cheese, eggs, onion, garlic,<br />

parsley, Italian seasoning, salt and pepper.<br />

2. Mix thoroughly until well combined. Form<br />

into 2-inch size balls.<br />

3. Heat 1 tablespoon oil in a non-stick large skillet over medium heat (I use 2 separate skillets to get meatballs<br />

done at same time.)<br />

4. Cook meatballs until well browned, turning occasionally (approximately 15-20 minutes; I add a lid toward<br />

the end to steam through to centers.)<br />

5. Serve with spaghetti sauce or alfredo sauce.


Cheesy Potato Bake Recipe<br />

Ingredients:<br />

• 4 medium potatoes<br />

• 1 1/2 cups Cheddar cheese<br />

• herb-yogurt cheese (4 ounces)<br />

• 3 eggs<br />

• salt and pepper to taste<br />


Rib Eye Steak and Mushroom Risotto (Gluten free)<br />

Ingredients:<br />

• Sous vide steaks:<br />

• 2 rib eye boneless steaks<br />

• salt and pepper to taste<br />

• 1 tablespoon canola oil<br />

• Mushroom Risotto:<br />

• 6 cups low-sodium chicken broth, divided<br />

• 3 tablespoons olive oil, divided<br />

• 1 pound cremini mushrooms, thinly sliced<br />

• 1 pound white mushrooms, thinly sliced<br />

• 3 shallots, diced<br />

• 3 garlic cloves, minced<br />

• 1½ cups Arborio rice<br />

• ½ cup dry white wine<br />

• sea salt to taste<br />

• freshly ground black pepper to taste<br />

• 4 tablespoons butter<br />

• 2 tablespoons chives, finely chopped<br />

Directions:<br />

1. Sous vide rib eye steak: Preheat the sous vide cooker to 132°F in a water bath according to manufacturers<br />

instructions. Salt and pepper steaks and place in a vacuum sealer or heavy-duty freezer Ziploc bag. Seal<br />

the bag using a vacuum sealer or use the water displacement method* if using a Ziploc baggie. Drop the<br />

bag in the water bath for 2 hours. Remove the steak from the bag and place it on a paper towel-lined plate.<br />

Carefully pat it dry on both sides. Place a heavy cast-iron or stainless steel skillet with 1 tablespoon canola<br />

oil over the hottest burner you have and preheat the skillet until it starts to smoke. Place the steaks on the<br />

grill. After 15 to 30 seconds, flip the steak so that the second side comes into contact with the pan. Repeat,<br />

flipping the steak every 15 to 30 seconds until it has developed a nice brown sear, about a minute and a half<br />

Directions:<br />

1. In a large pot of boiling water, cook potatoes until almost done. They should dice easily but not fall apart.<br />

2. While potatoes are cooking, preheat oven to 375 degrees.<br />

3. In a large mixing bowl, combine all ingredients and mix well.<br />

4. Pour into individual baking dishes and bake for 23 minutes or until golden brown on the top.<br />

5. This is delicious, really delicious, absolutely delicious.....yes, delicious.<br />

total (you can add a little butter to the skillet about 30 seconds before the steak is done for added richness).<br />

Remove the steak to a plate and let it rest for 10 minutes before thinly slicing, against the grain.<br />

2. Mushroom Risotto: Bring the chicken broth to simmer in medium saucepan over low heat and keep warm.<br />

3. Warm 2 tablespoons olive oil in a large saucepan over medium-high heat. Stir in the mushrooms, and cook<br />

until soft, about 3 minutes. Remove mushrooms and their liquid, and set aside.<br />

4. Add 1 tablespoon olive oil to a heavy large saucepan or skillet over medium-low heat. Stir in the shallots<br />

and garlic, stirring constantly for 3 minutes. Add rice and increase heat to medium. Stir until edges of rice<br />

begin to look translucent, about 3 to 4 minutes. When the rice has taken on a pale, golden color, pour in<br />

wine and stir constantly until the wine is fully absorbed. Add ½ cup warm broth to the rice, and stir until the<br />

broth is absorbed. Continue adding broth ½ cup at a time, stirring continuously, until the liquid is absorbed<br />

and the rice is al dente, about 15 to 20 minutes.<br />

5. Remove from heat, and stir in mushrooms with their liquid, butter, chives, and Parmesan. Season with salt<br />

and pepper to taste. Plate the risotto with strips of steak on the side.



Best Ever Brownies<br />

Ingredients:<br />

• Brownie Batter:<br />

• 4 oz semi sweet chocolate squares<br />

• 2/3 cup oil<br />

• 4 eggs<br />

• 2 cups white granulated sugar<br />

• 1 tsp baking powder<br />

• 1-1/2 C Flour<br />

• Frosting:<br />

• 4 Tbsp butter<br />

• 2 tsp vanilla<br />

• 2 c. confectioner sugar<br />

• 8 Tbsp cocoa<br />

• 4 Tbsp milk<br />

Cheesy Bacon Sausage Egg Hash Brown Skillet (Gluten free)<br />

Ingredients:<br />

• 6 slices bacon, cut into 1 inch pieces<br />

• 1 smoked sausage (I used smoked pineapple &<br />

bacon chicken precooked sausage)<br />

• 1 tablespoon canola oil<br />

• 1 teaspoon butter<br />

• ½ medium onion, chopped<br />

• 2½ cups frozen hash browns, thawed<br />

• ½ teaspoon garlic powder<br />

• ½ teaspoon onion powder<br />

• ¼ teaspoon salt<br />

• ¼ teaspoon pepper<br />

• 1 cup cheddar cheese, shredded<br />

• 6 eggs<br />

• 1 tablespoon milk<br />

• ¼ teaspoon garlic powder<br />

• Dash of salt and pepper<br />

• Garnish with 2 green onions, thinly sliced, if desired<br />

Directions:<br />

1. Preheat oven to 350°F.<br />

Directions:<br />

1. On medium heat, melt 4 oz. semi sweet chocolate squares (four squares) in 2/3 c. oil. In separate<br />

mixing bowl, mix 2 cups sugar, 4 eggs and 1 tsp baking powder along with the oil and chocolate<br />

mixture. (Optional: Add to batter, 1 cup walnuts or pecans)<br />

2. Bake for 25-30 minutes at 350 degrees.<br />

3. Frosting:<br />

4. Mix all ingredients and spread over top when cooled<br />

2. In a 10-inch skillet over medium heat, cook bacon<br />

until crisp. Using a slotted spoon, remove to a paper<br />

towel lined small bowl. Carefully remove half of the<br />

bacon fat using a spoon.<br />

3. Cut sausage into slices and brown in the same skillet on both sides. Remove to the same bowl.<br />

4. Add oil and butter to the same skillet, and then add onions and hash browns. Sprinkle the garlic powder,<br />

onion powder, salt and pepper over the top and stir together for 1 minute. Spread out the hash browns and<br />

let cook for 5 minutes without stirring. Turn the hash browns over and sprinkle the cheddar cheese evenly<br />

over the top.<br />

5. In a medium sized bowl, stir together the eggs, milk, garlic powder, salt and pepper. Pour egg mixture<br />

over the top of the cheese. Sprinkle the bacon and sausage pieces over the top. Place in the oven and bake<br />

for 10-15 minutes or until knife inserted in the center comes out clean, top is puffed and the cheese is<br />




Internet Radio Show Spots now available<br />

New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on our internet radio show.<br />

All products, business and service advertisements will need to be reviewed by our research department and must be approved by the <strong>NHEG</strong> home office. All advertisements must be family friendly.<br />

Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement.<br />

If interested, please visit our website for more details: https://www.newheightseducation.org/nheg-radio-show/<br />

The below is the choice of available packages available now.<br />


15s Slot 15 25 $20.00 $240.00 $216.oo<br />

30s Slot 30 25 $37.50 $450.00 $405.00<br />

<strong>Magazine</strong> Sponsor Advertisement now available<br />

New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement in our magazine.<br />

All products, business and service advertisements will need to be reviewed by our research department and must be approved by the <strong>NHEG</strong> home office. All advertisements must be family friendly.<br />

Those interested in purchasing packages can choose from the below packages and costs.<br />

If interested please visit our website for more details: https://www.newheightseducation.org/who-we-are/nheg-magazine/<br />

Bellow is a list of available packages.<br />


½ Page 2 $10.00 $20.00<br />

Full Page 2 $15.00 $30.00<br />

½ Page 4 $9.00 $36.00<br />

Full Page 4 $13.50 $54.00<br />

½ Page 6 $8.00 $48.00<br />

6 $12.00 $72.00<br />


76 <strong>NHEG</strong> <strong>Magazine</strong> | JULY - AUGUST <strong>2017</strong><br />

JULY - AUGUST <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 77

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

78 <strong>NHEG</strong> <strong>Magazine</strong> | SEPTEMBER – OCTOBER<br />

SEPTEMBER – OCTOBER <strong>2017</strong> | <strong>NHEG</strong> <strong>Magazine</strong> 79

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> AFFILIATES & PARTNERS<br />

<strong>NHEG</strong> couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country.<br />

We would like to take this opportunity to acknowledge and thank everyone for their support.<br />

<strong>NHEG</strong> is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts.<br />

Below you can see all the businesses and organizations that have supported <strong>NHEG</strong> and our mission to provide educational support to adults and children in Ohio.

New Heights Educational Group, Inc.<br />

14735 Power Damn Road, Defiance, Ohio 43512<br />

+1.419.786.0247<br />

NewHeightsEducation@yahoo.com<br />


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