Sept-Oct-2017 NHEG Magazine

Educational Resources to Help You Reach Your Goals 

1ISSUE 9-10 

SEPTEMBER-OCTOBER 2017 

This WWI History Podcast is Better Than Any Textbook 

Do Schools Really Need More Money? 

Milton Friedman Was Right to Call Them “Government Schools” 

NHEG Sponsorship Radio & Magazine Advertisements 

NHEG Book Corner 

NHEG GoFundMe Fundraiser 

NHEG Travel

www.NewHeightsEducation.org 

THOUGHT FOR THE MONTH 

EDITORIAL TEAM 


We need to be able to appreciate our history on a personal and national 

level if we want to obtain change in our lives and our nation. 

That means that we need to be thankful for those who sacrificed 

Marina Klimi 

Production Manager 

Created template 

themselves to protect the way we live and choices that we have 

MarinaKlimi@NewHeightsEducation.org 

and that we also need to step up to try to help each other. 

Pamlela ClarK 

Editor in Chief 

Sheila Wright 

CONGRATULATIONS ON ACHIEVING THE 2017 PLATINUM SEAL 

OF TRANSPARENCY ON GUIDESTAR! 

Proofreader/Editor 

Assistant Virtual Developer Of Proofreader/Editing of Website 

Aditi Chopra 

Assistant Virtual Developer Of Proofreading/Editing Department 

AditiChopra@NewHeightsEducation.org 

Jeff Ermoian 

Assistant Virtual Development Director Of Graphic Design/Photography Department 

Graphic Artist/Photographer 

Cartoonist 

What’s special about getting to Platinum? 

Timely and accurate information about your organization is now reaching 7+ 

million annual visitors to GuideStar. Plus, there are tens of millions who use 

the more than 200 charitable websites that share GuideStar’s data including: 

AmazonSmile, Facebook, and Network for Good, to name a few... 

GuideStar Profiles with a Platinum Seal get 2x more views than other profiles. 

You’re helping the sector shift from a destructive focus on overhead ratios to a 

focus on making progress and getting results – thank you! 

JeffErmoian@NewHeightsEducation.org 

Frani Wyner 

Photographer 

Philip Vino 

Cartoonist 

http://www.guidestar.org/NonprofitSubmitCompleted.aspx 

02 NHEG Magazine | SEPTEMBER – OCTOBER 2017 

SEPTEMBER – OCTOBER 2017 | NHEG Magazine 03



THE INTERNET RADIO PROGRAM FROM 

NEW HEIGHTS EDUCATIONAL GROUP 

The NHEG Radio Show is an internet radio program in which the hosts 

cover various topics of education for Home, Charter and Public School 

families in Ohio. 

These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, 

Putnam County, Wauseon and Napoleon. 

For an invitation to the live show, visit us on Facebook or Twitter to sign 

up, or email us at NewHeightsEducation@yahoo.com 

If you are looking to listen to past shows, please check out this document 

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

that lists all the shows that have been released.



ADVERTISE WITH NHEG 

As the season for family gatherings begins, 

we hope you find yourselves surrounded by 

comfort and the peace of belonging to 

a family to fill your hearts with happiness. 

Here at NHEG we are thankful 

for many things this season 

and you are a big part of that. 

So thank you for all you do. 

Yours Truly,The Board Members 

Pamela Clark, Margaret Spangler, Pamela Unruh, and 

The Virtual Development Team Directors 

Do you own a business or 

run a nonprofit organization and 

want to advertise with NHEG? 

Give us a call today 

at 419-786-0247, 

and you could appear in our magazine. 

On top of being listed in our magazine, 

your business or organization 

will appear in printouts, flyers, emails, inserts 

and even our yearbook. 

VISIT us at 

https://www.NewHeightsEducation.org/ 

06 NHEG Magazine | SEPTEMBER – OCTOBER 


contents 

2 THOUGHT FOR THE MONTH 

3 MAGAZINE EDITORIAL TEAM 

4-5 THE INTERNET RADIO PROGRAM FROM NEW HEIGHTS EDUCATIONAL GROUP 

10 -11 PHIL VINO CARTOON 

12-13 PRESS RELEASES 

14 OUR TEACHERS AND TUTORS 

15 NHEG CRESTS & BANNERS 

16 -17 MISSING CHILDREN 

18 -19 NHEG BIRTHDAYS 

20 OUR ACHIEVEMENTS 

22 - 23 NHEG BOOK CORNER 

26 - 27 NEW VOLUNTEERS - VOLUNTEERS OF THE MONTH, & CONTESTS 

32 - 47 EDUCATIONAL ARTICLES & SPECIAL OPPORTUNITIES 

49 HSLDA (HOMESCHOOL EXPANDS AROUND THE WORLD) 

51 2017 - 2018 InTheater Educational Service Agreement 

52 - 53 ESSAY CONTEST 

54 - 55 NHEG ADULT ADVISORY GROUP 

56 KIND CARDS FOR SICK KIDS AND SOLDIERS 

58 AWARDS - MARCO DIFFERENCE MAKER AUGUST 2017 

60 NHEG GoFundMe Fundraiser 

62 - 63 NHEG SENIOR YEARBOOK 

64 - 65 FUN CORNER 

66 - 67 FUNDRAISING FOR NHEG 

70 - 75 RECIPES 

76 - 77 NHEG SPONSORSHIP RADIO & MAGAZINE ADS 

80 - 81 NHEG PARTNERS & AFFILIATES 







Press Releases 


New Heights Educational Group Welcomes Radio Host Anna Shi 

FRANI WYNER PROMOTED TO A.V.D.D. OF PHOTOGRAPHY 

New Heights Educational Group is proud to announce that Frani Wyner has been promoted to 

Assistant Virtual Development Director of Photography. 

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

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

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

com 

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

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

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

"About" page or if you would like to become a volunteer with NHEG, visit our Volunteer page 

and download our application today! 

Disney® Park Hopper tickets 

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

to be raffled off for fundraising purposes. 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.” 

Tickets will be raffled off in sets of two on https://www.NewHeightsEducation.org/NHEGnews/disney-park-hopper-tickets-raffle/ 

for $50 per ticket, 2 for $80, 3 for $125, 4 for $200 

and 5 for $250. The auction will end October 31, 2017. 

August 2017 

Defiance, OH—New Heights Educational Group (NHEG) welcomes Anna Shi who will host her first 

internet radio show on September 3, 2017. Ms. Shi’s show will air weekly on Sundays at 5:00 p.m. 

EST. Ms. Shi is the eleventh host featured by NHEG in four years and will discuss topics pertaining 

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

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

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

show in which she shares a story with her audience once a week. 

NHEG looks forward to expanding its listening audience and welcoming a new host. 

Contact 

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

information. 

Visit www.NewHeightsEducation.org to learn more about NHEG, to receive updates or to listen to 

past shows. 

Very sincerely, 

Pamela S. Clark 

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 their 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. 

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. 

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 or expired. 





THE NHEG BANNER 

originally designed by Mac Clark, was recently updated by Courteney Crawley-Dyson and Jeff 

Ermoian, with feedback from Mac Clark, Lyndsey Clark, Greg Clark, Desiree Clark, Pamela 

Clark, Mike Anderson, Sherri Ermoian. 

STUDENT ADVISORY GROUP CREST 

originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group,was recently 

updated by Courteney Crawley-Dyson, Jeff Ermoian, with feedback 

from Mike Anderson, Sherri Ermoian. 

THE STUDENT LEADERSHIP COUNCIL CREST 

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

with feedback from Mike Anderson, Sherri Ermoian. 





MISSING CHILDRENHELP BRING ME HOME 

National Center for Missing & Exploited Children 

9/1/2017 Have you seen this child? JONATHON BARKER 

9/1/2017 Have you seen this child? ZACHARY MCCLINTIC 

Jonathon Barker 

Missing Since: Jun 16, 2017 

Missing From: Toledo, OH 

DOB: Feb 21, 2004 

Age Now: 13 

Sex: Male 

Race: White 

Hair Color: Blonde 

Eye Color: Brown 

Height: 4'11" 

Weight: 101 lbs 

Jonathon was last seen on June 16, 2017. 

Zachary Mcclintic 

Missing Since: Aug 25, 2017 

Missing From: Willoughby, OH 

DOB: Jul 6, 2000 

Age Now: 17 

Sex: Male 

Race: White 

Hair Color: Lt. Brown 

Eye Color: Green 

Height: 5'8" 


Extra Photo 

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

ears. 

ANYONE HAVING INFORMATION SHOULD CONTACT 

Case handled by 



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

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

9/1/2017 Have you seen this child? KAZON CARTER 

Kazon Carter 


Missing Since: Aug 24, 2017 

Missing From: Columbus, OH 

DOB: Sep 22, 1999 

Age Now: 17 

Sex: Male 

Race: Black 

Hair Color: Black 

Eye Color: Brown 

Height: 5'11" 


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

travel out of state. 




DON’T HESITATE! 

CALL 911 

OR 

1-800-843-5678 

Franklin County Sheriff’s Office (Ohio) 1-614-525-3333 

SEPTEMBER – OCTOBER 2017 | NHEG Magazine 17 

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

NHEG Birthdays 

September 2 

Janene Kling 

October 3 

Peter Lester 

September 2017 

October 2017 


Jyoti Dave 

October 5 

Pamela Unruh 

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 

1 2 

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 

1 2 3 4 5 6 7 

September 13 Marina Klimi 

October 7 Sydney R. Crawford 

3 4 5 6 7 8 9 

8 9 10 11 12 13 14 


Priscilena Shearon 

October 10 Mike Anderson 

10 11 12 13 14 15 16 

15 16 17 18 19 20 21 



William Atkinson 

Aditi Chopra 

October 23 Komal Bagga 

17 18 19 20 21 22 23 

24 25 26 27 28 29 30 

22 23 24 25 26 27 28 

29 30 31 

CalendarDate.com 

CalendarDate.com 





A W A R D S 

NHEG OFFICE CURRICULUM LIBRARY 

We would like to offer educational events, computer labs, 

public events, tutoring and other educational activities in this 

location and plan to continue offering classes, tutoring, and 

some afterschool events in Defiance. 

Short term goals: Our vision includes reacquiring a building 

in Defiance, Ohio. This can be achieved either by obtaining 

funding or a donated building. This building will house our 

curricula library, public educational events and providing fillin-the-gaps, 

high-quality tutoring, place for families to come 

in and use technology including computers, obtain a GED, or 

educate their own children on site. 

Families will be able to walk in without an appointment to ask 

any educational question. 

Longer term goals: 

We foresee a daycare for young mothers and fathers 

in high school (main target) and college and 

will provide affordable daycare in hopes of keeping 

them in school. 

HELP SPREAD THE WORD! 


View all of our awards here 

https://www.NewHeightsEducation.org/NHEG-radio-show/ 

https://www.gofundme.com/NewHeightsEducation 


INTERVIEW - UNRAVELING READING 

Interviwer Dr. Juan Moisés de la Serna. 

Translator Daniela Silva 

How did your book Unraveling Reading come about? 

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

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

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

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

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

that can be applied both in school and in homeschooling education. 

NHEG BOOKS 

ONE NONPROFIT'S JOURNEY TO SUCCESS BY MS. SAVNEET SINGH 


Towards which audience is the book Unraveling Reading directed? 

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

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

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

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

and difficulties in reading and writing are elucidated in a clear and simple way. 

Is Unraveling Reading based on your personal experience? 

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

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

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

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

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

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 

learned in school. 

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

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

practice homeschooling, as well as students enrolled in public or private schools. 

Is Unraveling Reading based on solid theories that validate it? 

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

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

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

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

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

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

the individuality and the needs of the student and by proposing strategies and playful learning alternatives. 

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

its founder and director Ms. Pamela Clark. 

UNRAVELING READING BY DANIELA SILVA 

Are you preparing a new book? 

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

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

History, Mathematics, Science, Geography, Arts and Special Education. 

Is Unraveling Reading eminently applicable to schools? 

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

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

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

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

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

full of dynamic and funny activities, using play and movement as main learning strategies! 

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

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

and adults in a practical and dynamic way. 




CLT Test times 

The upcoming test dates and associated registration deadlines are: 

• September 16, 2017 (Deadline - September 12) 

• November 11, 2017 (Deadline - November 07) 

• February 03, 2018 (Deadline - January 30) 

• April 21, 2018 (Deadline - April 17) 

• May 19, 2018 (Deadline - May 15) 

We continue to update the list below as we get more and more testing centers 

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

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

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

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

to work to set up a test site for future test dates. 

https://www.cltexam.com/locations 




New Volunteers 

Volunteers of the Month 


Peter Lester 8/5/17 

Photographer 

Anthony Arthiabah 8/10/17 

Photographer and Graphic Artist 

Elizabeth Uruskys 8/18/17 

Trademark Volunteer 

Ahmad Tousif Jami 8/4/17 

Magazine Editor Assistant 

Document Preparer and Updater 

Mike Anderson 

Kiyoko Green 

Marina Klimi 

Daniela Silva 

Jeff Ermoian 

Sherri Ann Ermoian 

Savleen Grewal 

Vanh Vue 

Komal Bagga 

Valerie Amidon 

Khrista Cendana 

Shabbir Qutbuddin 

Enjoli Baker 

Robert Hall 

Daniela Silva 

Katie Gerken 

Maggie Spangler 

Priscilena Shearon 

Divya Rani 

Philip Vino 

Kailyn Spangler 

Mike Knott 

Ranita Ashlock 

Elizabeth Jackson 

Greg Clark 

Zachary Clark 

Desiree Clark 

Briana Dincher 

Sheila Wright 

Aditi Chopra 

Mollie Miller 

Jyoti Dave 

Padmapriya (Priya) 

Kedharnath 

Frani Wyner 

Janene Kling 

Antonn Park 

Frederick R Bernsee 

Courteney Crawley- Dyson 

Elizabeth Uruskys 

WELCOME STUDENTS TO THE NHEG LEARNING ANNEX 

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 

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

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

You can visit this link to see our courses. 


http://School.NewHeightsEducation.org/ 


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ADVERTISING AND EDITORIAL SUBMISSION DATES: 

ON THE 20TH OF EVERY OTHER MONTH STARTING IN JANUARY 


WE HAVE THREE MAGAZINE FORMAT SEPTEMBER – OCTOBER 2017 | NHEG Magazine 29



Identifying Obsessive Compulsive Disorder at School and Learn How to Transform 

Negative OCD`s Features in Positive Aspects for Self-development 

By Daniela Silva 

Photo credit: Photopin, Claudio Accheri 

craving the constant approval of others). 

Obsessive-Compulsive Disorder (OCD) is characterized by the constant 

presence of preoccupations, repetitive behaviors (rituals) and 

recurrent and persistent thoughts that lead to great suffering and 

malaise in the child's life. 

OCD in childhood appears gradually, reaching the age group of 6 to 11 

years of age, and may be of environmental origin (through daily living 

with a relative who manifests the disorder) or due to inherent 

personality traits of the child (extremely perfectionist, anxious, or 

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

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

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

group. 

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

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

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

sign for educators and professionals who also work in school: 

Photo credit: Photopin, benchilada 

extreme use of rubber erasures on the paper. 

• Excessive organization of personal belongings such as notebooks, 

cabinets, binders, pencils, rubber and pens on the table and backpack 

position (always the same way). 

• Exaggerated personal hygiene and self-care, such as constant trips to 

the bathroom. 

Frequent hand asepsis, which may result in pain, swelling, rash or 

bleeding of the hands. 

• Too much slowness in the same activity as a result of a perfectionist atitude. 

• Presence of tears, marks or holes in notebooks due to an 

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

make sure that he or she has not forgotten anything 

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

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

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

(only using one side of the hands or in some cases using one side of the body). 

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

happened. 

The other side of coin: positive and peculiars talents of OCD minds. 

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

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

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

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

practices that relieve anxiety and stress. 

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

activities that a child can perform: 

• Critical and analytical thinking. The detailed observation of 

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

think in a critical and thorough manner about a particular action 

or object. This ability is highly valued in tasks involving 

leadership and strategic planning, whether in work 

environments or in academic projects, for example. 

Photo credit: Photopin, WellspringCS 

clothing or food for campaigns or social projects. 

• Empathy, solidarity and willingness to help. Being in pain due 

to a mental disorder or emotional conflict causes the child to 

become more sensitivitive and pay attention to the needs of 

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

other person, seeking to understand the other person to help 

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

disorder to help someone else in distress or need, such as 

volunteering, participating in self-help groups and donating 

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

someone manipulates some of their belongings 




This WWI History Podcast is Better Than Any Textbook 


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

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

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

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

emergence of “the home front,” the bombing of civilians. 

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

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

generation in the Great War. 

An Epic Narrative 

“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 

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

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

Yet it never forgets that it is a narrative. 

This series is both a valuable resource and a call to action to learn. 

By: James Walpole 

Tuesday, July 11, 2017 

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

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

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

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

ancestors. 

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

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

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

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

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 

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

rabbit trail of research on this turning point in history. 

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

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

utm_campaign=a3cb766b87-MC_FEE_DAILY_2017_07_12&utm_medium=email&utm_term=0_84cc8d089b-a3cb766b87-108135745 

Source: The Foundation for Economic Education (FEE) 

https://fee.org/ 

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

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

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

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

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

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

360 Degree View 

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 

it’s actually like to experience a society-reshaping war. 

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

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

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

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

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

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

viewed the war in his memoirs. 

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

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

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

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

OUR NHEG TUTORING PROGRAM 

The NHEG Tutoring program is for K-12 students who are having difficulty in a 

subject and are looking for a tutor to help them learn it effectively. Our tutors 

share the vision of NHEG. 

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

to teach each student in the way that he or she learns best. We teach to fill in the 

gaps, promote excellence and help students/families reach their personal goals. 

We don’t believe that teaching to get through a day’s or week’s lesson solves any 

real issues. 

Three hour-long 

one-on-one session 

per week 

$45 per session 

FREE TUTORING SESSION 

Please reserve free tutoring for families that are not 

able to afford regular fees. 

Also, there will be a $45 fee per month instead 

of per session to cover costs. 




In the news around the world 

Lower GPA for Dayton sports could keep students in school, leader says 

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

Do Schools Really Need More Money? 


A Guide to Parent Rights in Special Education 

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

Ohio's 2017 Special Education Determination 

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

State-Determinations/oh-aprltr-2017b.pdf.aspx 

Ohio 2017 Part B Results-Driven Accountability Matrix 

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

State-Determinations/oh-resultsmatrix-2017b.pdf.aspx 

By: Kerry McDonald 

Tuesday, July 11, 2017 

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

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

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

outcomes. 

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


Magazine Sponsor Advertisement now available 

The New Heights Educational Group is now offering the opportunity for the public or businesses 

that promote education to purchase sponsor advertisement in our magazine. 

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

approved by NHEG home office. All advertisements must be family friendly. Those interested in purchasing packages can choose 

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

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

Below is a list of the packages available now. 

Magazine 

Number of 

Issues per year 

Cost per issue 

Total Cost 

½ Page 

2 

$ 10.00 

$ 20.00 

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Any questions or concerns should be shared with NHEG directly 

School Spending 

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

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

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

for disadvantaged youth. 

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

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

But does more money for poorer schools actually work? 

There was no difference between the schools that received the grants and those that did not. 

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

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

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

and expanded in an effort to help the country’s underperforming schools. 

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

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

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

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

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

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




More Money, Same Problems 

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

outcomes. It found that while spending has skyrocketed, education outcomes remain poor: 


What the "Summer Slide" Says about Mass Schooling 


Sunday, July 09, 2017 

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

or “summer slide.” 

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

The National Summer Learning Association, which promotes summer programming, particularly for underprivileged 

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

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

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

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

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

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

by the next fall.” 

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

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

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

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

legislators are trying to expand the program statewide. 

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

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

all young people could be just the education revolution we need. 

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

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

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

about the quality and impact of mass schooling? 

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

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



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

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

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

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

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

don’t need any more of it.” 

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

schooling approach that may not lead to genuine learning. Educating children, particularly disadvantaged 

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

should this approach really be replicated? 






Milton Friedman Was Right to Call Them “Government Schools” 


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

moment when they formed common cause with the Christian right.” 

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

attention to increasing federal and state control of education, and the corresponding weakening of parental influence 

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

Gatto, writes: 

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

childhood and by teaching disrespect for home and parents.” 

In her article today, Stewart links compulsory government schooling with democracy: She concludes: 

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

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

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

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

schools also frees many young people from what can be an oppressive childhood mandate. 

Facilitating Freedom with School Choice 

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

Street Journal article he writes: 


Monday, July 31, 2017 

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

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

possibly of all of it.” 

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

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

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

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

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

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

Friedman’s Take 

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

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

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 

hurt kids to make a living, let me know.” 

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

the role of government while augmenting the role of parents and educators. 

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

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

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

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

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

without substituting the dead hand of bureaucracy.” 

Happy Birthday, Mr. Friedman. May your legacy endure. 

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

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

as it was then: 



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

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

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

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

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

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

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

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

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

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

a much greater extent than is now possible.” 

“Government Schools” 

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

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

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

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

and she attacks the marriage of those advocating economic and religious freedom. Stewart writes: 


NHEG is proud to announce that we are having a raffle in which two lucky winners 

will receive one of two pairs of Disney Park Hopper Tickets. 

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. 

The auction will end October 31, 2017. 

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

This is what Pamela Clark had to say about this receiving these tickets, 

“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.”. 

TWO WINNERS -EACH WINNER RECEIVES TWO TICKETS 



What Unschoolers Have in Common with Jimi Hendrix 


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

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

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

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

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

with children’s natural ways of learning.” 

Tech-Fueled Self-Directed Learning 

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

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

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

50th-anniversary debut. 

In it, Holt writes: 

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 

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 

rarely use ourselves.” 

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


Wednesday, July 19, 2017 

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

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

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

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

Humans have an extraordinary capacity for self-education. 

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

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

history of rock music.” 

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

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

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

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

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

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

unschooling. 

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

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

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

their own education. 

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

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

He was entirely self-taught. 

Not Just Jimi 

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

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

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

professors) or institutions (such as schools).” 

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

themselves. Famous autodidacts include Italian polymath Leonardo da Vinci, Indian mathematician Srinivasa Ramanujan, 

American inventor Thomas Edison, American president Abraham Lincoln, and American abolitionist Frederick Douglass. 

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

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

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

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

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

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

schooling, which demanded obedience and conformity and punished originality and willfulness. 

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

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






Do Schools Teach Kids to Hate Reading? 


Employers Think Recent College Grads Have an Attitude Problem 

By: Annie Holmquist 

Thursday, August 03, 2017 

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 

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

Nearly two out of three students leave the school system without proficient literacy skills. 

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

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

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

interest in the storyline waned considerably by the end of the book. 

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

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

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

three students leave the school system without proficient literacy skills. 

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

more time in school reading for pleasure, would interest and ability in reading increase? 

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

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

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

students. 

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

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

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

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

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

reading.” 

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

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

let their minds be “opened and enlarged by reading.” 

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

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

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




By: Annie Holmquist 

Sunday, July 23, 2017 

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

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

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

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

and communication skills, and the ability to relate well to customers. 

The Telegraph gave backing to these numbers 

by offering the real-life experiences of employers, 

one of whom is Crescens George: 

Crescens George, chief operating officer of 

Be Wiser Insurance group, told The Telegraph 

that graduates are not prepared for ‘the 

real world of work’, and often require ‘egomassaging’. 

‘You would expect that university 

education would teach some basic business 

etiquette, and certainly communication skills.’ 

Recalling a negative experience with a 

graduate he had previously hired, George said: 

‘He was not willing to make the sacrifice of 

learning through the ranks. I can only attribute 

this to the stress of having 50k debt [from 

university loans] hanging over his head, and 

of finding out that the real world of work is 

different to how it’s painted in the lecture 

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

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

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

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

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

system? 

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

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 

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

gets older and enters the workforce. 





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

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

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

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

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

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

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

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

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

its cookie-cutter, ego-stroking. 



Steve Jobs Wanted to Break Up the Education Monopoly 


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 

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

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

happen.” 

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

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

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

many of our public school teachers do.” 

"A lot of competition forces providers to get better and better." 

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

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

system as it is right now.” 

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

would be “left to wallow together.” 

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

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

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

up. 

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

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



By: Joe Kent 

Monday, July 24, 2017 

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

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

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

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

"Schools are not a meritocracy. They're a bureaucracy." 

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

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

place, and nobody can be fired. It’s terrible.” 

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 

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

which was providing a poor quality education for children. 

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

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 

don’t have to care.” 





District Defies State Regs, Forces New Rules on 

https://www.hslda.org/hs/state/ny/201707170-District-Forces-New-Rules-on-Homeschoolers.asp?utm_ 

source=WU%20email&utm_medium=email&utm_campaign=WU Homeschoolers 

Judiciary Committee Approves Homeschool Asylum Bill 

https://www.hslda.org/docs/news/2017/20170801-Judiciary-Committee-Approves-Homeschool-Asylum-Bill. 

asp?utm_source=WU%20email&utm_medium=email&utm_campaign=WU 

District Threatens to Trash Homeschool Notice 

https://www.hslda.org/hs/state/oh/20170801-district-threatens-to-trash-homeschool-notice.asp?utm_ 

source=WU%20email&utm_medium=email&utm_campaign=WU 

Akron Rejects Homeschool Notifications 

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

id=14570976&user_id=HSLDA&group_id=2871491&jobid=38277141 

Agency Takes a Shot at Following the Law This Time 

https://www.hslda.org/hs/state/co/20170814-Agency-Takes-Shot-at-Following-the-Law.asp?utm_ 

source=WU%20email&utm_medium=email&utm_campaign=WU 

Parental Rights Amendment Introduced Today in the Senate 

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

id=14521859&user_id=HSLDA&group_id=2871491&jobid=38142843 

Homeschooling Pastor’s Jail Sentence Overturned 

https://www.hslda.org/hs/international/Cuba/201707120-homeschooling-pastors-jail-sentence-overturned. 

asp?utm_source=HSLDA%20email&utm_medium=email&utm_content=WU170712&utm_campaign=WU 

British Lord Targets Homeschoolers for Repression 

https://www.hslda.org/hs/international/unitedkingdom/201707120-british-lord-targets-homeschoolersfor-repression.asp?utm_source=HSLDA%20email&utm_medium=email&utm_content=WU170712&utm_ 

campaign=WU 



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——— 



NOW ACCEPTING SUBMISSIONS! 

SEPTEMBER 1ST — NOVEMBER 1ST. 

THEME FOR OUR UPCOMING CONTEST 

HSLDA | ESSAY CONTEST 

https://www.hslda.org/contests/essay _main.aspx 

CATEGORY 1 (AGES 7–10*) 

IF YOU COULD BE AN ANIMAL, WHICH ONE WOULD YOU BE AND WHY? 

HAVE YOU EVER FOUND YOURSELF FASCINATED BY AN ANIMAL IN YOUR YARD OR AT THE ZOO AND THOUGHT HOW COOL IT WOULD BE TO BE THAT ANIMAL? MAYBE YOU 

WOULD ENJOY BEING A GREYHOUND DOG, ABLE TO ZOOM AT SPEEDS OF 40MPH. PERHAPS YOU WANT TO FEEL THE SENSATION OF FLYING WEIGHTLESSLY LIKE AN EAGLE OR 

FITTING THROUGH A HOLE THE SIZE OF A QUARTER LIKE AN OCTOPUS. 


IF YOU COULD TRAVEL OUTSIDE OF YOUR COUNTRY, WHERE WOULD YOU GO AND WHY? 

HAVE YOU EVER SEEN A PICTURE FROM A DISTANT LAND THAT STIRRED IN YOU A STRONG DESIRE TO VISIT THAT COUNTRY? MAYBE YOU WANT TO PACE THE HALLS OF A EURO- 

PEAN KING’S GREATEST PALACE, WALK ALONG THE GREAT WALL OF CHINA, CUT THROUGH THE THICK VEGETATION OF THE AMAZON RAINFOREST, OR CAMP UNDER THE MILKY 

WAY IN THE SAHARA DESERT. 


Please contact the Contest Coordinator at 

contests@hslda.org with any questions. 

We love your feedback! 

CONSIDERING THE ROLE GRATITUDE AND GENEROSITY PLAY IN PERSONAL HAPPINESS, HOW SHOULD YOU AND YOUR PEERS APPROACH LIFE AFTER HIGH SCHOOL? WRITE A 

PERSUASIVE ESSAY OUTLINING THE VALUES AND AMBITIONS THAT YOUR GENERATION SHOULD ADOPT TO POSITIVELY IMPACT YOUR LIVES. 



NHEG has created an Adult Advisory Group that offers support and advice 

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

If your interest is piqued, please keep reading. 

WHAT IS THE ADULT ADVISORY GROUP? 

The Adult Advisory Group brings unique knowledge and skills to complement those of the board 

members and help the organization grow and succeed. 

ADDITIONAL INFORMATION 

Members will not be compensated for their time 

One-year minimum commitment 

Members must sign a confidentiality agreement 

Group cannot issue directives 

Members may be replaced at the director’s discretion. 

BENEFITS 

Opportunities to give back to community and improve local education 

Positive public exposure 

Atmosphere full of different ideas/perspectives 

Networking 

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson, 

with helpful advice provided by Jeff Ermoian and Mike Anderson. 

Original design from Kevin Adusei and Student Group members. 

MEMBER RESPONSIBILITIES 

Assist with public relations and fundraising 

Meet every three (3) months 

Offer the director and board members honest, constructive and positive feedback for correcting 

identified problems 

OPTIONAL SUPPORT 

Offer financial and/or expert support 

Assist with daily functions and activities 

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

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




NHEG Reviews Needed! 

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

help us make an even bigger impact in our community. 

GreatNonprofits – the #1 source of nonprofit stories and feedback – is honoring 

highly regarded nonprofits with their 2017 Top-Rated List. Won’t you help us raise 

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

will be visible to potential donors and volunteers. 

It’s easy and only takes 3 minutes! Go here to get started! 

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

We need 8 more reviews by October 31, 2017. 



The New Heights Educational Group is now offering the opportunity for the public or businesses 

that promote education to purchase sponsor advertisement in our magazine. 

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

approved by NHEG home office. All advertisements must be family friendly. Those interested in purchasing packages can choose 

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

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

Magazine 

½ Page 

Full Page 

½ Page 

Full Page 

½ Page 

Full Page 

Below is a list of the packages available now. 

Number of 

Issues per year 

2 

2 

4 

4 

6 

6 

Cost per issue 

$ 10.00 

$ 15.00 

$ 9.00 

$ 13.50 

$ 8.00 

$ 12.00 

Total Cost 

$ 20.00 

$ 30.00 

$ 36.00 

$ 54.00 

$ 48.00 

$ 72.00 

Any questions or concerns should be shared with NHEG directly 

SEPTEMBER – OCTOBER 2017 | NHEG Ma-


Awards - Marco Difference Maker August 2017 

New Heights Educational Group has been named a Marco Difference Maker by 

Marco Promotional Products. 

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

We will receive a $500 credit to be used for our cause. 

Pamela Clark, Executive Director of the organization stated: 

“Our organization has been honored to be named the Marco Difference Maker. 

We wish to acknowledge our team of volunteers and my family for their work 

and support in helping us achieve this award. 

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

them beside me. 

We would also like to thank Marco Promotional Products for this prestigious 

award and recognition." 

To learn more about the New Heights Educational Group, 

please visit 

www.NewHeightsEducation.org. 





HELP US BUILD A CURRICULUM LIBRARY AND 

EDUCATIONAL RESOURCE CENTER! 

New Heights Educational Group is looking to 

secure a building that will become a permanent 

home for our 4000 books, software, DVDs 

and more for public, charter and home school 

students. 

The New Heights Educational Group, Inc . promotes 

literacy for children and adults by offering 

a range of educational support services. 

Such services include: assisting families in the 

selection of schools, organization of educational activities, and acquisition of 

materials. We promote a healthy learning environment and enrichment programs 

for families of preschool and school-age children, including children with special 

needs. 

Our organization’s ongoing vision is built upon reaching the community through a 

variety of support services. 

Our goal it to assist families in the selection of schools, organization of 

educational activities, acquisition of materials and promoting a healthy learning 

environment. 

We also aim at providing library and online resources along with enrichment programs 

for families of preschool and school age children, including children with 

special needs .with special needs . 

HELP SPREAD THE WORD! 

You can donate to this cause at the following link 

https://www.gofundme.com/newheightseducation 




NHEG Yearbook 

New Heights Educational Group offers an annual NHEG yearbook to students 

NHEG School and Senior Pictures 

For students looking to get their pictures taken, NHEG offers high quality 

that would like to participate and collect memories of the school year. 

and reasonably priced photographers for your school and senior pictures 

For further details see 

This book features all grade levels, current event pages and NHEG annual 

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

updates. Our yearbooks can be worked on by the students and their families 

for credit on a high school transcript. 

SCHOLARSHIP SEARCH & SUPPORT 

NHEG has spent many years collecting and collaborating with others to compile a large list of scholarships, 

Our artists can design a page for your student. Homeschool and charter 

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

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

school families enjoy participating in this book. 

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

These tasteful and high quality books are affordable and 

We can’t guarantee that you will receive a scholarship, 

make a wonderful keepsake that students will treasure for a lifetime. 

but these are wonderful, bonafide opportunities for which you can apply. 

Starting at $55 each, it makes it very affordable to participate 

When applying for scholarships, make sure you read eligibility requirements for that particular scholarship 

in a one-of-a-kind yearbook. 

or grant before submitting your application. 

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


that you can apply for in the United States. 

It is a good idea to have the following information available when applying: 

http://www.NewHeightsEducation.org/students/nheg-year- 

birth date 

family background 

family memberships 

personal statement 

resume of honors 

awards 

leadership activities 

extracurricular 

community service 

recommendations letters 

from teachers and other 

community leaders 



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


ESSAY CONTEST 

REQUIREMENTS 

CAN BE ON ANY SUBJECT THAT THE STUDENT FEELS IS IMPOR- 

TANT TO THEM! 

BETWEEN 500 TO 1000 WORDS. 

GRADES TO BE JUDGED 

3-7TH GRADE 

8-12TH GRADE 


NHEG CONTESTS 

We have several NHEG contests that students in elementary, high school and even college participate in and win cash prizes 

based on their entries. 

This includes essay and poetry writing, art, photography and even song writing. 

YOU CAN VISIT THIS LINK TO SEE THE RULES IN ORDER TO PARTICIPATE IN ONE OF OUR NHEG CONTESTS AND BE ABLE TO WIN A CASH PRIZE FOR BEING A TOP ENTRY. 

U N C O R N E R 

https://www.NewHeightsEducation.org/Students/NHEG-Contests/ 

ART CONTEST 

REQUIREMENTS 

OPEN TO THE ARTIST’S INTERPRETATION! 

CAN BE A PAINTING, DRAWING, SCULTURE OR OTHER FORMS OF 

ART WORK. 


3-7TH GRADE 

8-12TH GRADE 

COLLEGE & ADULTS 

PHOTOGRAPHY CONTEST 

REQUIREMENTS 

BLACK & WHITE OR COLOR 

FILM OR DIGITAL 


3-7TH GRADE 

8-12TH GRADE 

COLLEGE & ADULTS 

POETRY CONTEST 

REQUIREMENTS 

YOUR POEM CAN BE OF ANY THEME THAT YOU’RE MOST COM- 

FORTABLE WITH FOR THIS CONTEST. 


3-7TH GRADE 

8-12TH GRADE 

COLLEGE & ADULTS



FUNDRAISING FOR NHEG 

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

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.” 

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

The auction will end September 30, 2017. 

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 

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. 

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. 

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 

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

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

BOX TOPS FOR EDUCATION 

BOOKS BY THE BUSHEL 

PIZZA HUT DOUGH FOR 

DOLLARS PROGRAM 

LITTLE CAESAR’S PIZZA KIT 

FUNDRAISING PROGRAM 

AMAZONSMILE 

DONATE A CAR 

JANE GOODALL'S 

ROOTS & SHOOTS PROGRAM 

WELZOO 

For more details, visit our website 

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





CREDIT FLEXIBILITY IN PHYSICAL EDUCATION 

01 

02 

All documents on the Ohio credit flexibility for physical education page have been 

modified to reflect the updates in Ohio’s Physical Education Standards and Evaluations. 

Furthermore, it has come to our attention that some districts/high schools 

are implementing and awarding credit through the process credit flexibility improperly 

and is in need of correcting their implementation to ensure they are in 

compliance with law. As a reminder credit flexibility is based evidence of competency 

in the content of a course and/or the physical education standards and 

benchmarks and NOT based on activity time and/or the logging of time. A student 

can provide evidence of understanding in various ways throughout; however time 

and logging of activity provide no such evidence of understanding or competency 

of content. 

Additionally, by law the district is still responsible for assessing the successes all 

benchmarks of the Ohio Physical Education Evaluations to all students that they 

are awarding high school physical education credit to each school year, which 

includes credit flexibility. Although the student may be gathering and completing 

part or even all evidence outside of the school a certified physical education teacher 

still plays an important role in credit flexibility, as he/she serves as the teacher 

of record, provide an overall grade, ensures a plan and evidence addresses all content/benchmarks, 

and ensures the student has either been assessed on the Ohio 

High School Physical Education Evaluations and/or provides the proper evidence 

to determine their understanding of each benchmark and the teacher has the ability 

to properly score the student based on each of the benchmark rubrics. 

Please view the Physical Education & Credit Flexibility webpage and ensure your 

update websites, documents, etc. to reflect the updates. Lastly, please check the 

guidance document to ensure you are implementing credit flexibility properly. 

OAHPERD SUMMER INSTITUTE 2017 

June 14, 2017 at the Wright State University Nutter Center 

Join your colleagues and friends for a day of professional development featuring sessions 

for Physical Education, Recreation, Adapted PE, Health Education and more! 

Key Presentation Topics Include: 

• HOPE Curriculum 

• Ohio Physical Education Evaluation 

• Effective Health and Physical Education Curriculum 

• Using Date to Maximize Curriculum 

View the full schedule here: http://ohahperd.site-ym.com/?page=SummerInstitute 

Registration is open on the OAHPERD website: http://ohahperd.site-ym.com 

If you plan on attending, come a day early to join OAHPERD at the Dayton Dragon's baseball 

game for the Annual Summer Outing! Information on the website! 

Join us for the first 

"Modeling the Future Challenge" 

Webinar, Monday May 8th. 

Learn how your kids 

can apply for $55,000 

in scholarships and a 

trip to New York 

What Educators Get 

1. Mentorship from professional actuaries. 


The Actuarial Foundation has joined forces with the Institute of Competition 

Sciences to host the inaugural Modeling the Future Challenge for high school 

and home school juniors and seniors. Learn more through the link below. 

Get ahead of the game and join our webinar series beginning on May 8th. 

Support systems for educators are available now! 

What Students Get: 

1. A chance for a trip to New York City to participate in the Modeling the Future 

Symposium. 

2. $55,000 in college scholarships split between the 1st, 2nd, 3rd, and 4th place 

submissions. 

3. Mentorship and guidance from professional actuaries. 

this exciting new challenge. 

Actuaries are consistently ranked as one of the best math- 

2. $1,000 Coaching Awards to educator-coaches of the top 4 ematically related professions, and are a great example how 

teams. 

math is used in the "real-world!" 

3. $500 Educator Math Grants (Applications due June 27, 2017) We're here to help as you plan how to get your students 

involved, so don't hesitate to reach out with any questions, 

Go here https://www.mtfchallenge.org/support/webinars/ to 

and please checkout the support services, there are fabulous 

actuaries all over the country volunteering their time to 

Learn More about our Webinar Introduction on May 8th 

We look forward to helping you and your students get more 

connect with you! 

engaged in real-world actuarial science and careers through 

New Heights Educational Group joins Bluehost Affiliate relationship. 

The New Heights Educational Group joins Bluehost Affiliate program. 

Pamela Clark, Executive Director 

said "We are loyal customers of Bluehost and it just made sense to 

join their affiliate program. So far it's been 

a very productive relationship and they have a great team that is 

always there to help us when needed." 

To learn more about Bluehost, please visit 

http://click.e. hostingmessages.com/?qs= 22d7553266d181e15344bcee4a4a15 

19982b3a36d56de148856daaef17aa 0412dfabee33c- 

139f8aa86b84dded9 12e54d3d06e6e9de65dc17 

and to learn more about New Heights Educational Group, please visit 




OUR RECIPES 

Our 

Recipes 

Italian Meatballs 

Ingredients: 

• 1 pound lean ground beef 

• 1 pound pork sausage (I prefer reduced-fat) 

• 2/3 cup prepared Italian style bread crumbs 

• 1/4 cup grated Parmesan cheese (I used Grana Padano) 

• 2 eggs 

• 1/3 cup finely minced onion 

• 3 cloves garlic, minced 

• 1/3 cup minced fresh parsley 

• 1 teaspoon dry Italian seasoning 

• 1/2 teaspoon Kosher salt 

• 1/4 teaspoon pepper 

• Small amount cooking oil 

Directions: 

1. In large mixing bowl, measure the meats, 

bread crumbs, cheese, eggs, onion, garlic, 

parsley, Italian seasoning, salt and pepper. 

2. Mix thoroughly until well combined. Form 

into 2-inch size balls. 

3. Heat 1 tablespoon oil in a non-stick large skillet over medium heat (I use 2 separate skillets to get meatballs 

done at same time.) 

4. Cook meatballs until well browned, turning occasionally (approximately 15-20 minutes; I add a lid toward 

the end to steam through to centers.) 

5. Serve with spaghetti sauce or alfredo sauce.

OUR RECIPES 

Cheesy Potato Bake Recipe 

Ingredients: 

• 4 medium potatoes 

• 1 1/2 cups Cheddar cheese 

• herb-yogurt cheese (4 ounces) 

• 3 eggs 

• salt and pepper to taste 

OUR RECIPES 

Rib Eye Steak and Mushroom Risotto (Gluten free) 

Ingredients: 

• Sous vide steaks: 

• 2 rib eye boneless steaks 

• salt and pepper to taste 

• 1 tablespoon canola oil 

• Mushroom Risotto: 

• 6 cups low-sodium chicken broth, divided 

• 3 tablespoons olive oil, divided 

• 1 pound cremini mushrooms, thinly sliced 

• 1 pound white mushrooms, thinly sliced 

• 3 shallots, diced 

• 3 garlic cloves, minced 

• 1½ cups Arborio rice 

• ½ cup dry white wine 

• sea salt to taste 

• freshly ground black pepper to taste 

• 4 tablespoons butter 

• 2 tablespoons chives, finely chopped 

Directions: 

1. Sous vide rib eye steak: Preheat the sous vide cooker to 132°F in a water bath according to manufacturers 

instructions. Salt and pepper steaks and place in a vacuum sealer or heavy-duty freezer Ziploc bag. Seal 

the bag using a vacuum sealer or use the water displacement method* if using a Ziploc baggie. Drop the 

bag in the water bath for 2 hours. Remove the steak from the bag and place it on a paper towel-lined plate. 

Carefully pat it dry on both sides. Place a heavy cast-iron or stainless steel skillet with 1 tablespoon canola 

oil over the hottest burner you have and preheat the skillet until it starts to smoke. Place the steaks on the 

grill. After 15 to 30 seconds, flip the steak so that the second side comes into contact with the pan. Repeat, 

flipping the steak every 15 to 30 seconds until it has developed a nice brown sear, about a minute and a half 

Directions: 

1. In a large pot of boiling water, cook potatoes until almost done. They should dice easily but not fall apart. 

2. While potatoes are cooking, preheat oven to 375 degrees. 

3. In a large mixing bowl, combine all ingredients and mix well. 

4. Pour into individual baking dishes and bake for 23 minutes or until golden brown on the top. 

5. This is delicious, really delicious, absolutely delicious.....yes, delicious. 

total (you can add a little butter to the skillet about 30 seconds before the steak is done for added richness). 

Remove the steak to a plate and let it rest for 10 minutes before thinly slicing, against the grain. 

2. Mushroom Risotto: Bring the chicken broth to simmer in medium saucepan over low heat and keep warm. 

3. Warm 2 tablespoons olive oil in a large saucepan over medium-high heat. Stir in the mushrooms, and cook 

until soft, about 3 minutes. Remove mushrooms and their liquid, and set aside. 

4. Add 1 tablespoon olive oil to a heavy large saucepan or skillet over medium-low heat. Stir in the shallots 

and garlic, stirring constantly for 3 minutes. Add rice and increase heat to medium. Stir until edges of rice 

begin to look translucent, about 3 to 4 minutes. When the rice has taken on a pale, golden color, pour in 

wine and stir constantly until the wine is fully absorbed. Add ½ cup warm broth to the rice, and stir until the 

broth is absorbed. Continue adding broth ½ cup at a time, stirring continuously, until the liquid is absorbed 

and the rice is al dente, about 15 to 20 minutes. 

5. Remove from heat, and stir in mushrooms with their liquid, butter, chives, and Parmesan. Season with salt 

and pepper to taste. Plate the risotto with strips of steak on the side.

OUR RECIPES 

OUR RECIPES 

Best Ever Brownies 

Ingredients: 

• Brownie Batter: 

• 4 oz semi sweet chocolate squares 

• 2/3 cup oil 

• 4 eggs 

• 2 cups white granulated sugar 

• 1 tsp baking powder 

• 1-1/2 C Flour 

• Frosting: 

• 4 Tbsp butter 

• 2 tsp vanilla 

• 2 c. confectioner sugar 

• 8 Tbsp cocoa 

• 4 Tbsp milk 

Cheesy Bacon Sausage Egg Hash Brown Skillet (Gluten free) 

Ingredients: 

• 6 slices bacon, cut into 1 inch pieces 

• 1 smoked sausage (I used smoked pineapple & 

bacon chicken precooked sausage) 

• 1 tablespoon canola oil 

• 1 teaspoon butter 

• ½ medium onion, chopped 

• 2½ cups frozen hash browns, thawed 

• ½ teaspoon garlic powder 

• ½ teaspoon onion powder 

• ¼ teaspoon salt 

• ¼ teaspoon pepper 

• 1 cup cheddar cheese, shredded 

• 6 eggs 

• 1 tablespoon milk 

• ¼ teaspoon garlic powder 

• Dash of salt and pepper 

• Garnish with 2 green onions, thinly sliced, if desired 

Directions: 

1. Preheat oven to 350°F. 

Directions: 

1. On medium heat, melt 4 oz. semi sweet chocolate squares (four squares) in 2/3 c. oil. In separate 

mixing bowl, mix 2 cups sugar, 4 eggs and 1 tsp baking powder along with the oil and chocolate 

mixture. (Optional: Add to batter, 1 cup walnuts or pecans) 

2. Bake for 25-30 minutes at 350 degrees. 

3. Frosting: 

4. Mix all ingredients and spread over top when cooled 

2. In a 10-inch skillet over medium heat, cook bacon 

until crisp. Using a slotted spoon, remove to a paper 

towel lined small bowl. Carefully remove half of the 

bacon fat using a spoon. 

3. Cut sausage into slices and brown in the same skillet on both sides. Remove to the same bowl. 

4. Add oil and butter to the same skillet, and then add onions and hash browns. Sprinkle the garlic powder, 

onion powder, salt and pepper over the top and stir together for 1 minute. Spread out the hash browns and 

let cook for 5 minutes without stirring. Turn the hash browns over and sprinkle the cheddar cheese evenly 

over the top. 

5. In a medium sized bowl, stir together the eggs, milk, garlic powder, salt and pepper. Pour egg mixture 

over the top of the cheese. Sprinkle the bacon and sausage pieces over the top. Place in the oven and bake 

for 10-15 minutes or until knife inserted in the center comes out clean, top is puffed and the cheese is 

ALL RECIPES ARE FROM THE COOKEATSHARE 

https://cookeatshare.com

NHEG SPONSORSHIP RADIO & MAGAZINE ADS 

Internet Radio Show Spots now available 

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. 

All products, business and service advertisements will need to be reviewed by our research department and must be approved by the NHEG home office. All advertisements must be family friendly. 

Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement. 

If interested, please visit our website for more details: https://www.newheightseducation.org/nheg-radio-show/ 

The below is the choice of available packages available now. 

ONLINE RADIO SECONDS SLOTS PER MONTH (SPM) TOTAL COST 1 YEAR COST 1 YEAR COST WITH 10% DISCOUNT 

15s Slot 15 25 $20.00 $240.00 $216.oo 

30s Slot 30 25 $37.50 $450.00 $405.00 


New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement in our magazine. 

All products, business and service advertisements will need to be reviewed by our research department and must be approved by the NHEG home office. All advertisements must be family friendly. 

Those interested in purchasing packages can choose from the below packages and costs. 

If interested please visit our website for more details: https://www.newheightseducation.org/who-we-are/nheg-magazine/ 

Bellow is a list of available packages. 

MAGAZINE NUMBER OF ISSUES PER YEAR COST PER ISSUE TOTAL COST 

½ Page 2 $10.00 $20.00 

Full Page 2 $15.00 $30.00 

½ Page 4 $9.00 $36.00 

Full Page 4 $13.50 $54.00 

½ Page 6 $8.00 $48.00 

6 $12.00 $72.00 

ANY QUESTIONS OR CONCERNS SHOULD BE SHARED WITH NHEG DIRECTLY 

76 NHEG Magazine | JULY - AUGUST 2017 

JULY - AUGUST 2017 | NHEG Magazine 77







NHEG AFFILIATES & PARTNERS 

NHEG 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. 

We would like to take this opportunity to acknowledge and thank everyone for their support. 

NHEG 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. 

Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio.

New Heights Educational Group, Inc. 

14735 Power Damn Road, Defiance, Ohio 43512 

+1.419.786.0247 

NewHeightsEducation@yahoo.com 

http://www.NewHeightsEducation.org

Sept-Oct-2017 NHEG Magazine

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