NHEG-Magazine-March - April


1ISSUE 3 - 4


Keep your

face towards the sunshine

and shadows

will fall

behind you.

An optimist is the

human personification

of spring.

Spring is

nature’s way of

saying lets party!

April hath put a spirit of

youth in everything.

-William Shakespeare

NHEG Congratulations on achieving the 2018 Gold &

Platinum Seal of Transparency on GuideStar!

College Credit Plus Process for 2018-2019

Vote for NHEG

Higher Education News Sharing Courses, Google It

NHEG Sponsorship Radio & Magazine Advertisements

NHEG Book Corner

















48-49 THE NHEG LEARNING ANNEX (Danny Wethern created Radio Show and Annex logo)









March - April 2018 | NHEG Magazine 03



NHEG challenges each family to commit to educational change.

We need your support in expanding our services, and make a change in

our community and country.

Pamela Clark

Editor in Chief

Marina Klimi

Production Manager




Sheila Wright




Assistant Virtual Developer Of Proofreader/Editing of Website

Aditi Chopra

Assistant Virtual Developer Of Proofreading/Editing Department


Frani Wyner

Assistant Virtual Development Director of Photography


04 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 05







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 info@NewHeightsEducation.org

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


that lists all the shows that have been released.



For Immediate Release

Feb. 15, 2018

College Credit Plus Process for 2018-2019 Begins Today

Public high school students must declare intent to participate by April 1

Students intending to participate in the fourth year of College Credit Plus, the successful program

that provides Ohio students with the opportunity to earn college credit while still in high school,

can begin the notification process for the 2018-2019 school year today (Feb. 15). College Credit Plus

debuted at the start of the 2015-2016 school year and has since had more than 65,000 students

participating and getting a jump start on college, saving more than $262 million in college tuition


About the Ohio Department of Education

The Ohio Department of Education oversees the state’s public education system, which includes

public school districts, joint vocational school districts and charter schools. The Department also

monitors educational service centers, other regional education providers, early learning and child

care programs, and private schools. The Department’s tasks include administering the school

funding system, collecting school fiscal and performance data, developing academic standards and

model curricula, administering the state achievement tests, issuing district and school report cards,

administering Ohio’s voucher programs, providing professional development, and licensing teachers,

administrators, treasurers, superintendents and other education personnel. The Department is

governed by the State Board of Education with administration of the Department the responsibility

of the superintendent of public instruction.

About the Ohio Department of Higher Education

The Ohio Department of Higher Education is the state agency that coordinates higher education in

Ohio. The agency is directed by its Chancellor, who is a member of the Governor of Ohio's cabinet.

The Chancellor provides policy guidance to the Governor and the Ohio General Assembly and

carries out state higher education policy.

College Credit Plus provides students with the opportunity to take college classes offered by any

Ohio public college or university, or from any participating private postsecondary institution, at

their high school, on the college or university campus, or online. The program allows students to

explore college interests sooner and to earn college credits toward a degree before graduating

from high school. It is free to families when students take courses offered by Ohio public colleges

and universities.

Beginning Feb. 15, public high school students may notify their principal of their interest to participate,

and must declare their intent to participate by April 1. This includes students who participated

in any or all of the first three years of College Credit Plus. The application window for nonpublic

and homeschool students also opens today and closes at 5 p.m. EST on April 13; those students

may send their letter of intent to participate to the Ohio Department of Education, 25 S.

Front St., Columbus, OH 43215, or email it to CCPintentletter@education.ohio.gov.

Media Contacts:

Brittany Halpin

Ohio Department of Education

(614) 728-5959

Jeff Robinson

Ohio Department of Higher Education

(614) 752-9487

In an effort to give more students and families the opportunity to save on the cost of college,

College Credit Plus now includes a summer term. Credits earned by taking courses through College

Credit Plus during a summer term will be applied to students’ high school and college transcripts

during the fall. Students and parents should check the summer term registration deadline for the

college or university from which the student intends to take courses.

For additional information on College Credit Plus, visit OhioHigherEd.org/CCP.

12 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 13



Press Releases

Vote for NHEG

Vote for NHEG to win 5,000 bonus box tops. Go to https://www.boxtops4education.com/ and

enter 43527 (boxtops coordinators zip and address) and select NEW HEIGHTS, PO Box 581

Holgate, OH 43527

Fall 2018 White House Internships


Application Posted – Monday, March 19, 2018

Application Deadline – Friday, May 4, 2018

Notifications Begin – Week of July 9, 2018

Internship Start Date – Wednesday, September 5, 2018

Internship End Date – Friday, December 7, 2018


Upcoming NHEG Events

Annual Recognition Day

June 2, 2018 (Time and Location to be announced!)

2nd Annual School Bag Giveaway July 28, 2018 (Time and Location to be announced!)

RSVP ASAP at NewHeightsEducation@yahoo.com or call 419-786-0247

14 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 15




Who izzit?

izzit.org is dedicated to teaching the next generation about the ideas, institutions, and benefits of

a free society. At the same time, we seek to foster the critical thinking skills necessary for young

people to become independent-minded, fully engaged citizens.

To prepare students for successful self-government, we help them understand the foundational

ideas of our republic, such as individual liberty, personal responsibility, and equality before the law.

We ask students to think about the role of government and the importance of voluntary associations

in promoting human flourishing. Students gain a greater appreciation for how a free society

with a strong rule of law enables a diverse people to coexist, cooperate, and prosper.

We design our curriculum materials to promote thoughtful discussion and respectful debate about

issues and events. We encourage a healthy skepticism about authoritative claims, so that students

learn to seek out evidence rather than accept assertions. In this way, young people develop the ability

to use reason and common sense to evaluate the information they will encounter throughout

their lives.

Knowledge will forever govern ignorance; and a people who mean to be their own governors must

arm themselves with the power which knowledge gives. – James Madison

izzit.org is an educational initiative of the Free To Choose Network, a 501(c)(3) not-for-profit producer

of television documentaries.


The provide free annual dvd's to schools, organizations, and home school parents. They offer a

wealth of free streaming videos, contests, teacher tools, student zone, current event lessons for

your educational needs.

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.

Your business or organization will be listed in

our magazine and all of

our publications - even our yearbook!

Happy Hunting!

16 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 17





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.


18 NHEG Magazine | March - April 2018

View all of our awards here



March - April 2018 | NHEG Magazine 19



Meet Our Teachers and Tutors

Savleen Grewel

At a young age, Savleen

developed a passion for teaching

and passing on her knowledge to

improve her own understanding

of material. Savleen is the oldest

child in her family and regularly

tutors her siblings and helps

friends and peers whenever she

can. She enjoys running and is

currently training for a half¬

marathon. She also has a passion

for cake decorating.

Pamela S. Clark


14735 Power Dam Road

Defiance, Ohio 43512

Phone; 419-786-0247



20 NHEG Magazine | March - April 2018

Peter Gordon

Peter lives in Florida. He tutors

students in writing, reading,

social studies, economics and

math. He holds a Master's of

Arts degree in international

affairs, a Master's of Science

degree in information

technology project

management, and a B.A. in

economics and political science.

In the field of social sciences, he

has researched, written and

co-published a book and

researched and written

chapters of books and

numerous journal articles.

He enjoys golf and coaching

recreational league soccer.

Sheila Wright

Sheila lives in Southern

California and has been a

community college writing

professor for over 10 years.

She earned her MFAin Creative

Writing from Chapman University

and a BA in English from CSU


As a graduate student, she

tutored students in the

university's writing center and

worked as an instructional aide

for a parent partcipation

preschool. She enjoys spending

time with her son, Anglophilia,

reading and writing and

indulging in her love for Star


Heather Ruggiero

Heather dedicates her time

toward making online courses

and resources for students,

teachers and parents. She has a

Master's Degree in Education

and a B.S. in Business Management.

Heather has tutored a multitude

of students across various grade

levels. She has also developed

curriculums, created courses and

taught in classrooms. For six

years, Heather worked as a

trainer for adults with disabilities.

David Lantz




David is an Adjunct Professor of

Business Management and

Economics for the University of

Phoenix. He teaches at colleges

including Ivy Tech Community

College and Indiana Wesleyan.

He was named the 2005 Faculty

of the Year by the first graduating

class of the Indianapolis

Campus of the University of


He holds a B.A. in History and

Political Science and a Master's

Degree in Public Affairs.

Chad Stewart

Chad has been an animator

since 1992, working on projects

that include The Simpsons, The

Emperor's New Groove and

The Polar Express.

In 2007, he began teaching at

an online animation school

for career-minded adults and

now teaches elementary


March - April 2018 | NHEG Magazine 21




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.


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.


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.

22 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 23




National Center for Missing & Exploited Children

Missing Since:

Missing From:


Age Now:



Hair Color:

Eye Color:




Age Now:





Eye Color:



Missing Since:

Missing From:


Age Now:



Hair Color:

Eye Color:



Case handled by

Case handled by


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


24 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 25

NHEG Birthdays

March 9

March 10

Rachel Mathurin

Kailyn Spangler

April 4

April 6

Keith Torbet

Kevin Adusei

March 2018

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

25 26 27 28

1 2 3

April 2018

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6 7

March 14

Kathy Woodring

April 9

Greg Clark

4 5 6 7 8 9 10

8 9 10 11 12 13 14

March 16

Sherri Ann Ermoian

April 16

Sapna Shukla

11 12 13 14 15 16 17

15 16 17 18 19 20 21

March 18

Divya Rani

April 24

Jody Bowden

18 19 20 21 22 23 24

22 23 24 25 26 27 28

March 23

Vanh Vue

April 27

Bhanu Buddha

25 26 27 28 29 30 31

29 30 1 2 3 4 5

© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty

© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty

March 27

Frederick Bernsee

26 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 27

NHEG Anniversary!

March 5

Jerry Knoelke

April 11

Michael Joseph






March 21

March 27

William Atkinson

Anna Shi

April 11 Lyndsey Faye

April 14

Jody Bowden

March 2018

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

25 26 27 28

1 2 3

April 2018

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6 7

March 31

Frederick R Bernsee

April 16

Chad Stewart

4 5 6 7 8 9 10

8 9 10 11 12 13 14

March 31

Janene King

April 16

Julie Suffel

11 12 13 14 15 16 17

15 16 17 18 19 20 21

April 24

Sherri Ann Ermoian

18 19 20 21 22 23 24

22 23 24 25 26 27 28

April 24

Tanushree Tiwari

25 26 27 28 29 30 31

29 30 1 2 3 4 5

© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty

© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty

April 30

Jon Aitken

28 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 29


New Volunteers

Suhani Gharia 2/16/18

Photographer and Graphic Design

Jerry Knoelke 3/5/18

Book Author – Unraveling Mathematics

Volunteers of the Month

Eniola Aderibigbe

Katie Gerken



Eric Zhao 2/21/18

Mike Anderson

Peter Gordon

Divya Rani

YouTube Updater/Editor/New Media

Enjoli Baker

Kiyoko Green

Priscilena Shearon

A Special Goodbye to Robert Hall, who has volunteered with NHEG for the last 5 1/2 years as

Frederick Bernsee

Savleen Grewal

Anna Shi

a Research Coordinator. Last year he took on the job of Assistant

Virtual Development Director of Research, wherein he excelled as the key person for the research

department. We are very thankful to Robert for giving us his

precious time and expertise.

NHEG wishes him all the best in his future endeavors.

Special Anniversary wishes to our Partners and Affiliates


NHEG wishes Sherri Ann Ermoian a speedy recovery. We are thinking of you!

Antonn Park Bryant

Khrista Cendana

Riya Chopra

Aditi Chopra

Nikhita Dhawan

Monika Dikshit

Robert Hall

Elizabeth Ann Jackson

Ginnefine Jalloh

Padmapriya (Priya) Kedharnath

Marina Klimi

Janene Kling

Sapna Shukla

Maggie Spangler

Sheila Wright

Frani Wyner


We have several NHEG contests that students in elementary, high school and even college participate in and win cash prizes based on their entries.


All works must be mailed to:

Check should be made payable to:


New Heights Educational Group, Inc.

The New Heights Educational Group, Inc.

All entries submitted by July 30, 2018.

Resource and Literacy Center

Attach a note with information on which contest

All works will be evaluated by a panel of

30 NHEG Magazine | March - April 2018

ATTN: Contest Department

14735 Power Dam Road

you’re entering.

Example: Note – Art or Note – Poetry

judges appointed by NHEG.

March - April 2018 | NHEG Magazine 31






I worked for New Heights Educational Group from May 2017 to August 2017 as an HR Coordinator.

It rendered me an enhanced insight of HR functions and a learning opportunity to

improve my leadership and business acumen.

It provided me access to a sense of community, and a sense of accomplishment through my

contribution to supporting education. It was an amazing experience to work with volunteers

from diverse background towards the same social cause.

I got an opportunity to utilize my HR skills through various tasks and responsibilities. I highly

recommend this Non-profit Organization to all the individuals who are looking for a learning

experience, supporting social cause, and polishing their skills.

Pamela is a great supervisor and is always present to mentor, guide, and support you. All

the volunteers are very professional and are great team members.

SAPNA S. - VOLUNTEER - 03/08/2018


I am working with NHEG from 1 year in various projects Research,Data Entry,HR coordination.

It is great place to work & all Team members are very cooperative especially Pamela

Clark .I am working as Virtual Volunteer. It is great place to work.

32 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 33




Neurolinguistic Programming, had its origin in the 70s, with the studies of Richard Brandler, in mathematics and computer

science, at the University of California in Santa Cruz.

After some time, Richard decided to study psychology and

observed that when a person thinks about a traumatic or difficult

event, successive times in a positive way, the event stops

being worrisome for the person. Therefore, Brandler found that

the way you think about something, makes all the difference in

how you are going to experience it. This discovery was named by

Neurolinguistic Programming as Modeling of Human Excellence,

and consists in the reproduction and transformation of behaviors

and beliefs.

Enthused by studies on human behavior, Richard Bandler

started a Gestalt therapy group made up of students and

members of the local community. John Grinder, professor of

linguistics at the University of California, agreed to oversee

Brandler's therapy group. Discovering the similarity of their

interests, they decided to combine their knowledge in computer

science and linguistics.

Programming the minds of people through the use of language, is based on a set of models, strategies and changes in the

beliefs that their practitioners use in order to achieve excellence in personal and professional development.

Based on linguistic and behavioral patterns Richard Bandler and John Grinder built mental models that could be used by

others in different areas of life such as work, school, health, emotions, business and interpessoal relationships.

Programming: Our thoughts, feelings and actions can be programmed and modeled so that we can reach our objectives

and goals.

Neuro: Refers to the central nervous system, which processes the information we collect through our five senses: hearing,

sight, smell, taste and touch.

Linguistics: Suggests that language (verbal and non-verbal) and how we use it in our daily life, reflects what we think, feel

and believe.

NLP allows the individual to change their way of thinking and acting in order to achieve the desired and specific results,

through the interaction between the brain, language and behavior.

Neurolinguistic Programming is a learning model that allows the individual to understand how thought is processed

(neurologically), and the impact of this in our behavior and in the decision making. This pedagogical tool allows a student

to know and understand how the brain works and how to modify the way of thinking and acting in order to achieve the

objectives that are expected from any field of human activity.


• Self-awareness: NLP allows a person to search for different ways to achieve a goal in order to encourage them to reflect

better on their options and preferences. Therefore, the individual awakens the desire to know and explore better and different

ways of achieving the objective goal


• Vocational Guidance: Professional choice occurs at a time when young people are immersed in doubt, either through

imposition of parents, or for imperative reasons of their own institution of education. Vocational orientation with NLP will

help young people to think better about their options, values, beliefs and internal motivations, since neuro-linguistic programming

is a technique that develops self-knowledge and stimulates decision-making.

• In the coaching process: Coaching with NLP allows individuals to be more productive, creative and confident about their

objectives and values, through the use of attention and concentration techniques. The learning with coaching pnl, makes it

possible to overcome the blockages and the most negative results in order to develop new skills and abilities.


Communication is a mechanism that involves four essential elements: our physiology (body), our language (words), our

thoughts (focus of our attention) and our perceptions (or set of beliefs).

Our communication (verbal and non-verbal), reflects our thoughts and feelings. We act in accordance with our values and

belief systems. Thus, the teacher in class, manifests their behaviors and attitudes in accordance with principles and rules

of conduct that she believes are appropriate. The way we communicate, determines how we are perceived by the people

we address.

A factor that impacts a lot in the learning process is the emotions. Learning based on fear and tension, only brings to the

students' academic life, stress and panic, thus blocking the quality of the understanding of the knowledge taught in the

school. In the classroom, it is essential that teachers acquire the ability to handle student´s emotions, so that they can

learn in a joyful, dynamic and relaxed way. Another important factor is to develop the best in each child, teaching them

according to their needs, and being aware of their predominant learning style.

Each child collects the information and interprets it in a different way. This means that each person has their own way of

learning. The teacher, realizing the learning style of each child, will be able to plan and implement the educational content

in an assertive and effective way.

When the teacher teaches a student taking into account his learning style, the child can process the content better, and

thus absorb the information more easily. In practice, the teacher can apply activities that address the three learning styles,

so that each child is able to understand, learn and participate:

Photo credit: Photopin, US Department of Education

• Students with the visual system: visual learners learn more and better when the

content is visualized through books, posters, slides, examples written on the board,

or by reading texts, images and graphics. It is essential that teachers use written

instructions for use, rather than orally. In addition, it is a good strategy to send to

the visual student the summary of the lesson that will be taught in the classroom.

• Auditory students: students who prefer the auditory system better understand the

information when it is exposed orally by the teacher. These students develop their

learning effectively when they are reading a text aloud, listen to a recorded audio

story, or participate in a discussion. The auditory learner also benefits by repeating

the instructions received or by conducting oral evaluations. As a didactic strategy

the teacher can use audio resources, such as audio-books, storytelling, or reading


• Brain plasticity: NLP allows the individual to think of different strategies for each new situation or learning. This makes

the human brain reorganize itself, and new connections are formed, resulting in new skills.

• Motivation: In the work approach of NLP, a professional has the opportunity to improve their knowledge and skills in

order to enhance the performance at work and in the academic area, which provides greater motivation and encouragement

to develop new projects and activities.

• Social intelligence: Social intelligence is the ability to know how to interact with different groups and people in society.

Through neuro-linguistic programming, an individual learns to develop better communication and empathy skills, through

the transformation of thoughts and attitudes, thus providing more balanced and healthy interpersonal relationships.

• Education and Training: In the classroom, NLP helps the teacher to better understand how a student learns, as the student's

brain captures the knowledge and processes the information. NLP recognizes that different learning styles exist,

and understands that each student is a unique human being, and for this reason has his/her particular way of learning.

34 NHEG Magazine | March - April 2018

Photo credit: Photopin, COD Newsroom

• Students with kinesthetic learning style:

these students learn best through movement and practice. Kinesthetic students need

free learning spaces to move, as in the outdoor activities or practical classes in the

lab, for example. Games, group dynamics, parodies, songs, and rhymes are examples

of didactic resources that can be used with these apprentices.

March - April 2018 | NHEG Magazine 35




Photo credit: Photopin, US Department of EducationPhoto credit: Photopin, US

NLP offers some tools that can make learning Department process of and Education the relationship teacher-student more enjoyable and productive:

- Rapport: It means being in tune with what the other person is saying, even if you do not understand or disagree with

the topic that is being talked about. In a classroom, for example, it is said that rapport exists when the teacher is able to

create empathy for the students.

Empathy (rapport) in NLP can be developed in order to bring teachers and students closer, allowing more effective communication

between them, and thus have a more pleasant and productive learning environment. In this way we can facilitate

the process of empathy through the reflex technique.

- Reflection: the reflex technique aims to imitate the behavior of another person, in a discreet and gentle way, through

small gestures and body movements, such as body posture, hand gestures, facial expressions, movements of the eyes and

the head.

In the classroom environment, for example, the teacher can always try to make eye contact with the students by gently

shaking her head in affirmation, which indicates that she is paying attention to the student's explanation. It´s very important

that the teacher can consider the student's point of view in the classroom and, through this, add to his reflection.

- The Anchoring Technique: Anchors, for neuro-linguistic programming, are external stimuli that trigger internal states.

They are visual, auditory or kinesthetic triggers that cause an internal response for the student, becaming in this way, the

learning process more motivating and enjoyable. For this to happen, it is necessary that the teacher can take into account

the three learning channels (Kinesthetic, visual and auditory) present in the students, and develop lessons considering this

teaching strategy.

For example: visual students can capture better knowledge through images; Kinesthetic students have a greater facility of

attention and concentration in activities that explore movement, while auditory students, better develop learning through

auditory characteristics, such as lectures, reading texts aloud, among other strategies using the sound like a teaching tool.

- Reframing: This technique aims to transform any type of negative behavior into a positive one. In the school environment,

this practice occurs when the teacher observe in more detail the behavior and attitudes of each student at the time

of the class, especially the reactions linked to the emotions and motivations of the students.

A very positive exercise is to stimulate the student to reflect on their own learning process. For example, even if a student

does not like math, the teacher can suggest that he talk about the difficulties that he has in the subject, and what could be

done to learn math in a more enjoyable way. Thus, through the renunciation technique, it is possible to take any experience

that in principle seems unpleasant, and transform that into a motivating and positive situation.


Each student captures and understands the educational content differently than his classmates, and this is so because

each sensory channel of our brain is stimulated differently, taking into account the need and motivation of each person.

However, this does not mean that a visual person can not become kinesthetic. What will make the difference in a child's

development and learning is the type and intensity of the stimulation that he will receive throughout his life.

In the classroom, Neurolinguistic Programming asks to adopt according to the learning style of each student. In this

way, the teacher will not judge the student for not understanding the content, but will try to analyze their own teaching

method, in order to adapt the material to the learning styles presents in the class.

Through NLP a teacher can help students identify their own motivations in the learning process, applying the best teaching

strategies according to the learning style of each student. Pedagogical contents based on Neurolinguistic Programming

techniques guide a teacher towards better understanding of how students learn more efficiently in the classroom.

NLP in the educational environment values different learning styles of knowledge, and understands that each student is

unique in interest and motivation, and therefore has a particular way of processing new information and learning.

36 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 37


CLT Test times

The upcoming test dates and associated registration deadlines are:

April 17, 2018 (Deadline - April 12)

• May 19, 2018 (Deadline - May 15)

• September 29, 2018 (Deadline - September 25)

The upcoming CLT10 test dates and associated registration deadlines are:

April 11, 2018 (Deadline - April 9)

The upcoming CLT10 test dates and associated registration deadlines are:

• May 8, 2018 (Deadline - April 30)

see https://www.cltexam.com/locations for CLT test locations

High Point University Adopts CLT!

High Point University, a private liberal arts university in High Point, North Carolina,

is affiliated with the United Methodist Church. HPU offers 47 undergraduate majors,

51 undergraduate minors and 12 graduate-degree majors. High Point University was

ranked No. 1 among all regional colleges in the south and No. 1 for the most innovative

regional colleges in the south in the "America's Best Colleges" 2016 Edition, published

by U.S News & World Report

We're happy to announce that Belhaven University, a Christian liberal arts university

located in Jackson, Mississippi, has adopted the CLT. Students may login to their

CLT account and send scores directly to the Belhaven admissions team. Stay tuned

for scholarship information in the coming weeks!

Belhaven offers traditional majors, programs of general studies, and pre-professional

programs in Christian Ministry, Medicine, Dentistry, Law, and Nursing.

38 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 39



In the news around the world

Proposed Education Department Reorganization Would Merge

Higher Related OFFIces


National Education News

D.C.'s Scandal, Problem of Fudging Graduation Numbers

Education Week 2/14/2018

The headlines made a big splash, and yet they were strangely familiar: Another school

system was reporting


Higher Education News Sharing Courses, Google It

Inside Higher Ed 2/14/2018

Presidents of six small liberal arts colleges in rural Michigan have been talking for a decade about the

possibility of adopting.


Chief on ECOT claim for State money: ‘How is that not absurd’

Columbus Dispatch 2/14/2018

Betsy DeVos Opens Up ESSA Pilot Allowing Federal Money to

Follow Students



UT Senate Passes Ed-Dictatorship Bill; Will House Agree?

As ECOT attorney Marion Little wrapped up his arguments for why state law says the online school

should get full funding



44 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 45


For Immediate Release

Feb. 15, 2018

College Credit Plus Process for 2018-2019 Begins Today

Public high school students must declare intent to participate by April 1

Students intending to participate in the fourth year of College Credit Plus, the successful program that

provides Ohio students with the opportunity to earn college credit while still in high school, can begin

the notication process for the 2018-2019 school year today (Feb. 15). College Credit Plus debuted

at the start of the 2015-2016 school year and has since had more than 65,000 students participating

and getting a jump start on college, saving more than $262 million in college tuition costs.

College Credit Plus provides students with the opportunity to take college classes oered by any

Ohio public college or university, or from any participating private postsecondary institution, at their

high school, on the college or university campus, or online. The program allows students to explore

college interests sooner and to earn college credits toward a degree before graduating from high

school. It is free to families when students take courses oered by Ohio public colleges and


Beginning Feb. 15, public high school students may notify their principal of their interest to participate,

and must declare their intent to participate by April 1. This includes students who participated in any

or all of the rst three years of College Credit Plus. The application window for nonpublic and

homeschool students also opens today and closes at 5 p.m. EST on April 13; those students may

send their letter of intent to participate to the Ohio Department of Education, 25 S. Front St.,

Columbus, OH 43215, or email it to CCPintentletter@education.ohio.gov.

In an effort to give more students and families the opportunity to save on the cost of college, College Credit

Plus now includes a summer term. Credits earned by taking courses through College Credit Plus during a

summer term will be applied to students’ high school and college transcripts during the fall. Students and

parents should check the summer term registration deadline for the college or university from which the

student intends to take courses.

For additional information on College Credit Plus, visit OhioHigherEd.org/CCP.




NHEG is providing students discounted and free online classes that they can take in their

free time or incorporate into their current studies. This includes students who are homeschooled

or attending a charter, private or public school. Also, NHEG has partnered with

HSLDA Academy and you will receive a discount when you use our code in one of their


Just a reminder that these classes can be used to earn credits or hours for home school students

but not for students in charter or public schools.


Silicon Valley High School








46 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 47



The NHEG Online Learning Annex provides online courses, free and paid to children

and adults who wish to learn more and looking for something affordable.

Our online classes are either self-enrolled, meaning you can learn at your own pace or standard online weekly

course taught by one of our volunteer teachers or tutors.

The Natural Speller online course is

a way to help students from public,

charter and home schools to help

become effective spellers while in


Taught by Heather Ruggiero, our

Financial Literacy course is a selftaught

class that helps you build

a better understanding of your finances.

The orphan trains operated between

1854 and 1929, relocating about

200,000 orphaned, abandoned, or

homeless children.


March - April 2018 | NHEG Magazine 49


Low-Cost Private Schools Are Changing the Developing World


Surprisingly, this is accepted by development experts. They don’t see any contradiction between acknowledging this

and promoting as the only way forward a return to full government control of education. There will be the “right kind” of

government education this time, they claim.

But my research suggests an alternative approach that goes with the grain of what poor parents are choosing. In conflict-affected

countries, low-cost private schools should be celebrated as major contributors to providing high-quality

educational opportunities for all. Let education in conflict-affected states be as far as possible left to the private sector.

This will reduce the temptation for governments to use education for political purposes, reduce corruption, and lead to

higher standards and better value-for-money to boot.

Once one is going down this road, it may have implications for ideas on the role of government in education elsewhere.

Why not extend the same argument to Nigeria or India, where there’s also a burgeoning low-cost private sector, which

outperforms government education at a fraction of the cost? And even – now here’s a thought – to the UK too.

In developing countries, one reason parents prefer low-cost private education is because of the parlous state of government

education; state schools in England & Wales or Scotland aren’t as bad as all that. But my current research suggests

that it may be better for a nation, for its democracy and its people, if education is outside of the state altogether.

I’m not convinced that this principle of independence applies only to war-torn nations, so I’m exploring the possibility of

creating a chain of low-cost private schools here too. My inspiration is the extraordinary endeavors of educational entrepreneurs,

battling against odds that others would find daunting, who have succeeded in providing quality education in

the most difficult places on earth.

Source: The Foundation for Economic Education (FEE)


By James Tooley

Friday, November 03, 2017

In the world of international development, Liberia has recently gotten attention for contracting out management of

some public schools to the private sector. The Financial Times and The Economist have covered this story. That is partly

due to the fact that the large American company involved, Bridge International Academies, is funded by, among others,

Mark Zuckerberg and Bill Gates. Predictably, Liberia’s policy has aroused the ire of international teacher unions and


What Happens When You Ask Unschoolers "What They Want to Be

When They Grow Up"

This focus on Bridge is a shame. Something else is happening in Liberia – and other war-affected countries – which is

much more noteworthy. I have been to Liberia and Sierra Leone, countries recently torn by civil war, as well as South

Sudan, still in the throes of bloody conflict. Journeying into the slums, I quickly found what I’ve found in every other developing

country: low-cost private school, after low-cost private school. Experts I’d spoken to before my visit told me I

might find a small number of church or NGO schools, but nothing else. In fact, I found huge numbers of schools run by

proprietors – “for-profit” low-cost schools.

The Necessity of Private Education

In Liberia I researched seven major slums, some with expressive names: you can guess why the slum “Chicken Soup Factory”

is so called, although you’d be wrong about “Red Light”, which is named after Monrovia’s functioning traffic light.

In these slums, I found 430 private schools, serving 100,000 children. Sixty-one percent of the schools were “for profit”,

run by men and women entrepreneurs as small businesses, to provide better education than was available elsewhere.

Going door to door for a household survey in the largest slum revealed 71 percent of children in private schools, and only

8 percent in government schools (the remaining 21 percent were out of school).

Children in the low-cost private schools outperformed those in government schools, and private schools provide better

quality for a fraction of the cost. The cost to parents of sending a child to private school turned out to be not much more

than sending to a supposedly “free” government school, as any school – public or private – requires extra costs such as

shoes, uniform, books and transport, and these tended to dwarf the cost of school fees.

What’s not to like? Development experts concede that such schools might be tolerated as a “necessary evil”. But only

temporarily. They argue that every effort should be made to “normalize” education, to ensure government education

ministries fulfill their proper roles of regulating, funding and providing state education for all. The only twist in that

story is Liberia’s bold attempt to bring in international operators to manage some state schools. Given that there are so

many existing low-cost private schools in Liberia, run by local entrepreneurs, maybe it would have been better to have

harnessed their energies, perhaps by providing parents with vouchers to use in private schools of their choice, than to

bring in controversial outsiders?

State Controlled Education Was Always the Problem

In any case, there’s a huge elephant in the room. It is well documented that one of the primary causes of civil war in each

of these countries was government control of education. In Liberia, witness after witness to the Truth & Reconciliation

Committee, established to soothe the tribulations of war, spoke of government using education as a tool of oppression.

In Sierra Leone, those in power favored their own peoples educationally at the expense of others. One of the major reasons

for the breakaway of South Sudan was enforced Islamisation of schooling, as well as severe educational inequalities

50 perpetuated NHEG Magazine against | March the - April people 2018 of the south.

By Kerry McDonald

Tuesday, November 07, 2017

My daughter is a baker. When people ask her what she wants to be when she grows up, she responds breezily: “A baker,

but I already am one.”

You see, with unschooling there is no postponement of living and doing. There is no preparation for some amorphous

future, no working toward something unknown.

There is simply life.

There Is No "After" in Unschooling

The question of what a child wants to be when she grows up is a curious one well-rooted in our schooled society. Disconnected

from everyday living and placed with same-age peers for the majority of her days and weeks, a schooled child

learns quickly that "real life" starts after.

March - April 2018 | NHEG Magazine 51


It starts after all of the tedium, all of the memorizing and regurgitating, all of the command and control. It starts after

she is told what to learn, what to think, whom to listen to. It starts after her natural creativity and instinctive drive to

discover her world are systematically destroyed within a coercive system designed to do just that. She must wait to be.


This is What Will Replace K-12 Schools and Colleges

With unschooling, there is no after. There is only now. My daughter is a baker because she bakes. She is also many other

things. To ask what a child wants to be when she grows up is to dismiss what she already is, what she already knows,

what she already does.

Baking brings my daughter daily joy and fulfillment while also helping to nourish her family and friends. She writes a

baking blog, sharing her recipe adaptations and advice. She reads cookbooks, watches cooking shows (The Great British

Baking Show is a favorite), talks to other bakers--both adults and kids--to get ideas and tips. She learned this all on

her own, following her own interests, and quickly outgrowing the library children's room cookbook section to the adult


As unschooling parents, we provide the time, space, and connection to resources that enable her doing. She has

unlimited access to the kitchen. She has abundant opportunities to visit the library and explore the Internet for real

and digital information to help her in her craft. She has three younger siblings and many neighbors and friends who are

eager to be her taste-testers. Her work is also incredibly valuable. I have never made a pie from scratch but she makes

them all the time, bringing them as frequent desserts to gatherings and special events. The market price for her delicious,

seasonal pies would be steep.

Who Children Are, Not Who They Will Become

Will she always be a baker? It's hard to say. Will I always be a writer? I think so, but who knows? Will any of us always be

who we are now?

We can certainly have goals and ambitions that we work toward. My daughter wants to open a "bakery-makery" someday

that combines her dual passions of baking and making, selling her pies and dolls side-by-side. That may be her future

goal, but it doesn't stop her from being a baker and a maker today, creating and selling her goods when and where

she can.

With unschooling, learning and living are seamless and synonymous. There is no separation of one from the other. There

is no segregation of children from the "real world." It is all real. The well-known educator, John Holt, who coined the term

"unschooling" decades ago, wrote in his book, Learning All The Time:

We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to

teach it to them, but by making the world, as far as we can, accessible to them, paying serious attention to what they do,

answering their questions — if they have any — and helping them explore the things they are most interested in.

Children are eager to explore and discover their world and to engage in meaningful work and actions tied to their interests

and fueled by their limitless curiosity. Our job as parents is to listen to their interests and ideas, support and encourage

them, and help connect them to the wider world around them.

Our job is not to prepare our children for who they will become, but to help them be who they already are.

"I believe that education, therefore, is a process of living and not a preparation for future living." ~John Dewey (1897)

Source: The Foundation for Economic Education (FEE)


By: Peter Gray

Saturday, November 25, 2017

The cat is slowly scratching its way out of the bag. Ever more people are becoming aware of the colossal waste of money,

tragic waste of young people’s time, and cruel imposition of stress and anxiety produced by our coercive educational


Children come into the world biologically designed to educate themselves. Their curiosity, playfulness, sociability, and

willfulness were all shaped by natural selection to serve the function of education (here). So what do we do? At great expense

(roughly $15,000 per child per year for public K-12), we send them to schools that deliberately shut off their educative

instincts – that is, suppress their curiosity, playfulness, sociability, and willfulness – and then, at great expense and

trouble, very inefficiently and ineffectively try to educate them through systems of reward and punishment that play on

hubris, shame, and fear.

Research shows that for far less expense, and with joy rather than pain, we can facilitate, rather than suppress, children’s

and teens’ natural ways of educating themselves with excellent results (see here and here). Ever more families are

becoming aware of this and are finding ways of removing their children from imposed schooling in favor of Self-Directed

Education (here).

Most of my previous writing about education has to do with the years that we unfortunately think of as “the K thru

12 years” (as if education is or ever could be a graded thing in which learning is staged along an assembly line). I have

written about how doing away with the whole graded system and letting young people do and learn whatever interests

them at any given time, in age-mixed settings, works so well in schools such as Sudbury Valley and the many other settings

that have been developed to facilitate Self-Directed Education (e.g. here https://www.psychologytoday.com/blog/freedom-learn/200809/the-natural-environment-children-s-self-education

and here https://www.amazon.com/Free-Learn-Unleashing-


Ever more families are becoming aware of this and are finding ways of removing their children from imposed schooling

in favor of Self-Directed Education (here https://www.self-directed.org/).

But what about those years of schooling that we call “higher education,” especially the four years toward a college degree?

Many young people, because of family and societal pressure, see that as essentially compulsory, too. For them,

college is just a continuation of high school – grades 13, 14, 15, & 16. And those years of schooling are even much more

expensive than the earlier ones, which expense must generally be paid by the parents or through loans that can saddle a

person for decades. Moreover, there is growing evidence that very little is actually learned in those years.

Fundamentally, college is a socially sanctioned system of discrimination. Here’s how one college professor, Shamus

Khan, who is critical of the endeavor he is part of, has put it:

52 NHEG Magazine | March - April 2018

I am part of a great credentialing mill. … Colleges admit already advantaged Americans. They don’t ask them to do much or

learn much. At the end of four years, we give them a certificate. That certificate entitles them to higher earnings. Schools

help obscure the aristocratic quality of American life. They do so by converting birthrights (which we all think are unfair)

into credentials (which have the appearance of merit).”

March - April 2018 | NHEG Magazine 53


Recent studies have documented the paucity of actual learning that occurs during the years of college. Because of

the way we structure it, education in college is that commodity for which people try to get the least they can for their

money. This was true even when I was in college decades ago, and it is even truer today. Research shows that average

study time per week for college students has declined from about 25 hours in 1960 to about 12 hours now and that students

commonly avoid courses that call for original writing or considerable amounts of reading.

College administrators have long argued that the main benefit of college is a gain in critical thinking, but systematic

studies show that such gains are actually quite small overall, and for approximately 45% of students they are non-existent.

[2] I’ve so far been unable to find any evidence that critical thinking improves over four years of college any more

than it would have, in the same or similar people, if they had spent those four years doing something else.

In a recent survey, by PayScale Inc., 50% of employers complained that the college graduates they hire aren’t ready for

the workplace, and the primary reason they gave is lack of critical thinking skills[3]. The rote ways of learning, which are

endemic to high schools and involve little or no critical thinking, are increasingly the ways of college as well. My own observations

suggest that critical thinking grows primarily through pursuing one’s own interests and engaging in serious,

self-motivated dialogues with others who share those interests, not from standard classroom practices.

I don’t know just how or how fast the change will happen, but I think the days of K-12 and four years of college are numbered

and sanity will begin to prevail in the educational world. I envision a future with something like the following

three-phase approach to education:

Phase I. Discovery: Learning about Your World, Your Self, and How the Two Fit Together

The first fifteen to eighteen years of a person’s life are ideally, in this view, years of self-directed exploration and play

in which young people make sense of the world around them, try out different ways of being in that world, develop and

pursue passionate interests, and create at least a tentative plan about how they might support themselves as independent


This is what happens already with young people educating themselves in schools or learning centers designed for Self-

Directed Education or in home-and-community-based Self-Directed Education (commonly called “unschooling”). In my

vision for the future, publicly supported learning-and-recreation centers will enable everyone, regardless of family income,

to educate themselves well in these ways (here https://www.psychologytoday.com/blog/freedom-learn/200909/our-social-obligation-educational-opportunity-not-coercion).

Phase II. Exploring a Career Path

One of the many problems with our current educational system is that even after 17 years of schooling, including college,

students have very little understanding of potential careers. The only adult vocation they have witnessed directly

is that of classroom teacher. A student may have decided, for some reason (maybe because it sounds prestigious), to be

a doctor, or a lawyer, or a scientist, or a business executive, but the student knows little about what it means to be such

a thing.

Phase III. Becoming Credentialed for Specialized Work.

Source: The Foundation for Economic Education (FEE)


For some sorts of work, it is crucial to be sure that the people doing it know what they are doing. Those are the jobs for

which specialized training, guided by experts and evaluated by rigorous testing, may be essential. Before I engage a

surgeon, dentist, lawyer, electrician, or plumber I want to be sure that the person has been credentialed and licensed

through means that include proof of competence. This is the only phase of the educational system where testing should

be essential. Such credentialing might in some cases be part and parcel of an apprenticeship, or in other cases occur in

schools for professional training, such as medical, engineering, or other vocational schools.

So, the young woman who has explored a medical career by working as a medical assistant might, at some point, apply

to medical school. For admission, she would have to present evidence that she knows what she is getting into and has

prepared herself adequately to begin such training; and then, at the end, she would have to prove competence in whatever

medical specialty she had chosen.

I think with this system we will have far fewer unhappy doctors, lawyers, business executives, and so on than we do now

and far more happy ones.

I’ve described this all as a vision for the future, but it is a future that is already on route to becoming. As I said, ever more

families are finding alternatives to standard K-12, and ever more businesses are finding that they would rather train employees

themselves, through apprenticeships and other means, than rely on college degrees as evidence of competence.

The numbers are still relatively small, but they are increasing.

What will happen, in this vision, to the educational institutions we currently have in place?

The graded K-12 schools will gradually disappear, replaced by age-mixed learning centers supporting Self-Directed Education.

Universities will continue on, with public support as centers of research and scholarship. They will not enroll

“students,” as we think of them today, but, like other institutions, will bring in assistants and apprentices, some of whom

may move on, through experience and desire, to become full-fledged scientists and scholars. Community colleges, which

already provide useful, often hands-on training for a variety of careers at relatively low cost, may expand and become

part of a growing system of apprenticeships that involve some classroom training related to potential employment.

Peter Gray

Peter Gray, Ph.D., a research professor at Boston College, is the author of Free to Learn (Basic Books, 2013) and Psychology (Worth

Publishers, a college textbook now in its 7th edition). He has conducted and published research in comparative, evolutionary, developmental,

and educational psychology. He did his undergraduate study at Columbia University and earned a Ph.D. in biological

sciences at Rockefeller University. His current research and writing focus primarily on children's natural ways of learning and the lifelong

value of play. His own play includes not only his research and writing, but also long-distance bicycling, kayaking, back-woods

skiing, and vegetable gardening.


In the rational system of education that I have in mind, students would spend time working in real-world settings that

give them an idea of what a career entails before they undertake specialized training for that career. For example, the

person interested in becoming a doctor might work in a hospital for a period of time, maybe as an orderly or a medical

assistant. Maybe it would be an official apprenticeship, with a bit of coursework as part of it, or maybe just a regular job.

By this means, the person would see and interact with doctors in their real-world practice and experience directly some

of what it is like to be a doctor, which would enable him or her to make an informed decision about this as a career path.

Do I like being in hospitals and around sick people? Do I have the kind of compassion and fortitude, as well as thinking

skills, required to be a good doctor? If the answer is no, then it is time to try out a different career path.

The same is true for any other career. The person interested in law might work in a law office; the person interested in

being a scientist might work as a lab assistant or field assistant; the person interested in becoming an engineer might

work as an engineering apprentice. In this way, they would further their education and gain real-world experience while

drawing at least some income rather than accumulating debt. In the process, the person would get to know, and be

known by, professionals in the realm of his or her potential career, who could write recommendations that would help in

applications for further training or advancement.

Already many companies, recognizing that a typical college education doesn’t prepare people well for their kind of work,

have apprenticeship programs. According to the US Labor Department, the number of apprenticeships available in the

United States rose from about 350,000 in 2011 to about 450,000 in 2015 and is continuing to rise [4]. As examples, BMW

has an apprenticeship program in Spartanburg, SC, for training engineers (here), and at least one commercial insurance

company offers apprenticeships in claims adjustment and underwriting (here) – jobs that formerly required a college


54 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 55


Government Is Not the Solution to Educational Inequality


In the current system, experts would need to come up with a measure of teacher quality. The measure that is currently

preferred by the state is standardized test scores, which are not strong predictors of long-term success. Rewarding

teachers based on test scores could actually harm students that need character development. Disadvantaged children

coming from single-parent families, or households that do not have the time to focus on behavioral development, would

be harmed the most by such policies.

In order for such reforms to pass – and persist – constituents need political power. Low income and minority families are

less likely to have political power necessary to implement targeted programs.

The best way to solve the educational inequality issue is to remove pieces of the education system from the democratic

process. Over and over again, democracy has proven to work wonders for politically powerful groups, but not for

minorities with less social capital.

The Separation of School and State

A universal private school choice program would benefit the least advantaged children more than anyone.

As Milton Friedman and other education scholars – including myself – have pointed out, while governments may have an

incentive to fund schools, it does not necessarily follow that governments should operate them.

By: Corey DeAngelis

Sunday, November 19, 2017

Government is often seen as society’s great equalizer. In education, nothing can be further from the truth. Indeed, it is

almost impossible for one to imagine an aspect of society with greater inequities than those existing in the U.S. education


Income Inequality, Schools Edition

Since children are assigned to government-run schools based on their zip codes, and neighborhoods are racially and

socioeconomically segregated, traditional public schools are also highly segregated. This is a huge problem given the

scientific evidence suggesting that advantaged peer-groups and diversity improve student outcomes. And, of course,

advantaged families can get their children into high quality K-12 public educational institutions through purchasing

expensive households.

A system of private school choice – in the form on tax-credit scholarships, school vouchers, or education savings accounts

– would give low-income families an opportunity that is currently reserved for high-income families: the option to attend a

private school of choice that works for their children.

And a universal private school choice program would benefit the least advantaged children more than anyone, as large

amounts of educational demand are necessary to entice educational entrepreneurs to start high-quality schools. When

new private schools open, competitive pressures drive tuition levels downward, and parental choices drive school quality

levels upward.

Since disadvantaged families do not have substantial amounts of wealth, and rich families already have access to highquality

schools, universal private school choice programs would benefit the least advantaged students the most, and, in

turn, would reverse black-white achievement gaps.

Source: The Foundation for Economic Education (FEE)


Factory-Like Schools Are the Child Labor Crisis of Today

Knowing these facts, the severely large achievement gaps between black and white students should not surprise us.

Since children from minority families live in lower-priced households, and government-run schools are funded through

property taxes, disadvantaged children receive less educational resources each year. And, again, given the growing body

of strong evidence – published in outlets such as the Quarterly Journal of Economics – indicating that higher levels of

educational spending lead to improved outcomes, we should not be surprised about the large black-white achievement


But what about the court decisions aiming to provide adequate educational resources for all children?

Good Teachers Get Promoted Away from Those Who Need Them Most

These still do not solve the problem. Why not?

Teacher quality varies from one individual to the next. And teachers are paid based on years of experience rather than

actual levels of quality. The result? Since the best teachers are not rewarded with pay, they are rewarded with an easier

job. The highest quality teachers move to the schools with advantaged students that are relatively easy to educate.

Unfortunately, this means that the least advantaged students are stuck with the worst teachers.

Clearly, this only works to exacerbate educational inequality.

One way to reverse this trend is to financially reward high-quality teachers for going to schools that serve disadvantaged

groups. Another way would be to offer bonuses for teachers that improve student learning over time. However, sadly, both

of these reforms would also likely fail to address the problem of inequity in the system of government-run schools. There

are a couple of reasons for this:

56 NHEG Magazine | March - April 2018

By: Kerry McDonald

Tuesday, November 14, 2017

Most American children and teenagers wake early, maybe gulp down a quick breakfast, and get transported quickly to

the building where they will spend the majority of their day being told what to do, what to think, how to act. An increasing

number of these young people will spend their entire day in this building, making a seamless transition from the school

day to afterschool programming, emerging into the darkness of dinnertime. For others, there are structured afterschool

activities, followed by hours of tedious homework. Maybe, if they’re lucky, they’ll get to play a video game before bed—a

rare moment when they are in control.

March - April 2018 | NHEG Magazine 57


There is mounting evidence that increasingly restrictive schooling, quickly consuming the majority of childhood, is damaging

children. Rates of childhood anxiety, depression, behavioral problems, and other mental illness are surging. Teenage

suicide rates have doubled for girls since 2007, and have increased 30 percent for teenage boys. Eleven percent of

children are now diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), and three-quarters of them are placed

on potent psychotropic medications for what Boston College psychology professor Dr. Peter Gray describes as a “failure

to adapt to the conditions of standard schooling.”


Education Is the State's Greatest Tool for Propaganda

Dr. Gray goes on to explain:

It is not natural for children (or anyone else, for that matter) to spend so much time sitting, so much time ignoring their

own real questions and interests, so much time doing precisely what they are told to do. We humans are highly adaptable,

but we are not infinitely adaptable. It is possible to push an environment so far out of the bounds of normality that many

of our members just can't abide by it, and that is what we have done with schools.

In the early twentieth century, concern about children’s welfare in oppressive factories was a primary catalyst for enacting

child labor laws and simultaneously tightening compulsory schooling laws. Yet, for many of today’s children, the time

they spend in forced schooling environments is both cruel and hazardous to their health. Gone are the oppressive factories,

but in their place are oppressive schools. Where is the outrage?

In a New York Times Op-Ed article this week, author Malcolm Harris posits that young people are placed into these

high-pressure, increasingly competitive schooling environments by corporate interests aiming to push job training to

younger ages without having to pay for it. He writes:

There are some winners, but the real champions are the corporate owners: They get their pick from all the qualified

applicants, and the oversupply of human capital keeps labor costs down. Competition between workers means lower

wages for them and higher profits for their bosses: The more teenagers who learn to code, the cheaper one is.

Harris’s solution is to encourage students to unite collectively, following a labor union paradigm, to demand better

schooling conditions. He asserts:

Unions aren’t just good for wage workers. Students can use collective bargaining, too. The idea of organizing student labor

when even auto factory workers are having trouble holding onto their unions may sound outlandish, but young people

have been at the forefront of conflicts over police brutality, immigrant rights and sexual violence. In terms of politics, they

are as tightly clustered as just about any demographic in America. They are an important social force in this country, one

we need right now.

While Harris and I agree that the conditions of forced schooling are untenable and rapidly worsening, we disagree on the

solution. To suggest that students unionize to demand better compulsory schooling conditions is similar to suggesting

that prisoners unionize to demand better prisons: It’s a fine idea but it’s completely futile. Children are mandated under

a legal threat of force to attend compulsory schools.

The first step to addressing the oppressiveness of forced schooling and its harmful effects on children is to fight the

compulsion. Rather than trying to improve the conditions of an inherently unjust, state-controlled system, the system itself

must be overturned. After all, humans cannot be truly free when they are methodically, and legally, stripped of their

freedom under the pretense that it’s good for all.

By: Brittany Hunter

Tuesday, November 14, 2017

In chapter 10 of The Road to Serfdom, Hayek describes how some of the worst people always end up rising to the top of

the political heap. Continuing to touch on this theme in the eleventh chapter, Hayek digs even deeper and discusses the

control of information and the very basis of truth in a planned society.

In a society where totalitarianism reigns, truth is found not in objective principles, but in a government’s desired ends.

Once these ends have been established, all other forms of information are tailored to reinforce that “truth.” Reason is

henceforth thrown out the window and the state’s version of truth is beyond contestation. As George Orwell wrote:

Nazi theory indeed specifically denies that such a thing as “the truth” exists. ... The implied objective of this line of thought

is a nightmare world in which the Leader, or some ruling clique, controls not only the future but the past. If the Leader says

of such and such an event, “It never happened” – well, it never happened. If he says that two and two are five – well, two

and two are five. This prospect frightens me much more than bombs.

But this on its own is not enough to sway entire nations. Instead of the people merely accepting these “truths” it is important

that the state convince them that these truths are their own. When individuals begin to tie their interests to the

state’s interests a terrifying unity occurs, the likes of which can be seen in almost every deceptive dictatorship throughout


As Hayek says:

The most effective way of making everybody serve the single system of ends toward which the social plan is directed is to

make everybody believe in those ends. To make a totalitarian system function efficiently, it is not enough that everybody

should be forced to work for the same ends. It is essential that the people should come to regard them as their own ends.”

Source: The Foundation for Economic Education (FEE)


In order to do this, all propaganda is orchestrated to reinforce these ends in order to push individuals in the desired direction.

Common themes and slogans are repeated over and over again in order beat these goals into the minds of the

people. Anything contrary to the end goal must be squashed immediately. Anyone speaking out against them must too

be destroyed in the name of national security. As Hayek says, “But the minority who will retain an inclination to criticize

must also be silenced.”

And while most people associate propaganda with political posters and multimedia, there is no greater tool for propaganda

than a nation’s education system.

State-Controlled Education

No matter how intelligent an individual may be, almost every person is susceptible to propaganda. This is because, in

many instances, most are unaware that they are falling prey to it. It seeps into our lives through all forms of entertainment

but most especially through state-sponsored education.

58 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 59


In Nazi Germany, indoctrinating the youth was one of the easiest ways to ensure the fervent support of future generations.

Adolf Hitler himself said, “He alone, who owns the youth, gains the future.” Children were forced into youth groups

where their role in the Third Reich was reinforced continually. Germany even tailored toys, games, and books towards

the desired ends of the Reich, ensuring that children would believe whatever they wanted them to believe.


The State's War on Student Debtors Is Heating Up

Hayek writes:

If all the sources of current information are effectively under one single control, it is no longer a question of merely

persuading the people of this or that. The skillful propagandist then has power to mold their minds in any direction he

chooses, and even the most intelligent and independent people cannot entirely escape that influence if they are long

isolated from all other sources of information.”

And this was the aim of the Third Reich. If the German people were to not only accept but condone the acts of their government,

there was no better way to do it then to teach them young, and lead them to believe that this has always been

the case.

Touching on this, Hayek says:

The most effective way of making people accept the validity of the values they are to serve is to persuade them that they

are really the same as those which they, or at least the best among them, have always held, but which were not properly

understood or recognized before."

Or, to pull from Orwellian speak, the goal is to make these children believe that, “we have always been at war with Eastasia.”

But this deliberate molding of minds does not only occur in young students. In fact, once these children’s minds have

been sufficiently indoctrinated, they are passed off to institutions of higher education where a belief in intellectual elitism

is then instilled.

The Educated Elite

Trained to learn by rote methods rather than critical thinking, young adults, eager to assert their independence, were

thrown into colleges and universities and told that they are now part of the intellectual elite. But from this comes the

dangerous tendency to stop questioning the information that is presented to you. After all, your professors are highly

regarded for their intellect. Why would they steer you in the wrong direction?

But when these professors begin to present state opinion as unquestioned truth, this is where the real problems arise.

The field of eugenics, for example, was once taught as if it were doctrinal truth. If racial superiority could be “scientifically”

proven, or, rather, if the state could assert that this was fact, then questioning this doctrine became heresy.

As Hayek says:

The need for such official doctrines as an instrument of directing and rallying the efforts of the people has been clearly

foreseen by the various theoreticians of the totalitarian system. Plato’s “noble lies” and Sorel’s “myths” serve the same

purpose as the racial doctrine of the Nazis or the theory of the corporative state of Mussolini. They are all necessarily

based on particular views about facts which are then elaborated into scientific theories in order to justify a preconceived


And, as has been seen throughout history, once a theory becomes part of the scientific narrative, it contributes to the

direction of all societal ends. Hayek comments on this saying, “Thus a pseudoscientific theory becomes part of the official

creed which to a greater or lesser degree directs everybody’s action.” While the eugenics example may seem rather

extreme, it was very applicable to the time that Hayek was writing.

And while it is not easy in hindsight to understand how an entire population could fall for theories this callous, Hayek

reminds us, “It is not difficult to deprive the great majority of independent thought.”

It may be easy to cast blame on the media and the entertainment industry for being natural propaganda machines, but

history tells a different story. As we have now seen, state-controlled education is one of the worst and most effective

propaganda tools that has ever existed.

Source: The Foundation for Economic Education (FEE)

60 NHEG Magazine | March - April 2018


By: Douglas French

Wednesday, November 29, 2017

Unlike most any other debt, student loan debt can’t (normally) be dismissed in bankruptcy, and millions of graduates and

non-graduates are struggling to live out the American dream saddled with thousands of dollars in student debt, and in

some cases bleak job prospects to pay it back.

If that’s not bad enough, The New York Times reports, “in 19 states, government agencies can seize state-issued professional

licenses from residents who default on their educational debts. Another state, South Dakota, suspends driver’s

licenses, making it nearly impossible for people to get to work.”

“It’s an attention-getter,” Peter Abernathy, chief aid and compliance officer for the Tennessee Student Assistance Corporation,

a state-run commission that is responsible for enforcing the law, told the Times. “They made a promise to the federal

government that they would repay these funds. This is the last resort to get them back into payment.”

However, it is this licensing which, in some cases, forced students to rack up student debt in the first place to satisfy

these barriers to entry. Now, these roadblocks are contributing to unemployment.

In a piece for The Atlantic entitled, “The Disappearing Right to Earn a Living” Conor Friedersdorf quotes an Institute for

Justice report, “In the 1950s, about one in 20 American workers needed an occupational license before they could work in

the occupation of their choice,” the report states. “Today, that figure stands at about one in four.”

A License to Work

You wouldn’t guess workers would want the hassle of being licensed. However, to restrict competition in their profession,

they support the licensing effort. “In serving as a bottleneck on entry into an occupation, licensing restricts the supply of

practitioners, allowing those who are licensed to command more in wages and prices for their services,” writes the IJ.

It’s also believed that licensure elevates the status of the profession, even though thousands of positions, like university

professor, aren’t licensed and have status. Of course, the case for licensing is always to protect the health and safety of

the consumer even though technology allows customers to rate each and every business to accomplish the very same

thing without the force of government.

Texas Supreme Court Justice Don Willett trenchantly concurred in a 2015 case involving the licensing of eyebrow threading,

the Texas occupational licensure regime, predominantly impeding Texans of modest means, can seem a hodge-podge

of disjointed, logic-defying irrationalities, where the burdens imposed seem almost farcical, forcing many lower-income

Texans to face a choice: submit to illogical bureaucracy or operate an illegal business? Licensure absurdities become

apparent when you compare the wildly disparate education/experience burdens visited on various professions. The

disconnect between the strictness of some licensing rules and their alleged public-welfare rationale is patently bizarre.

However, once licensing is codified in law, licensees “guard it jealously against reform bills or legal challenges. These efforts

frequently resemble the original campaigns for licensure,” the IJ writes.

March - April 2018 | NHEG Magazine 61


Shooting Yourself in the Foot

So it’s no small matter when the state threatens to take away a person’s ability to make a living. Louisiana’s nursing

board notified 87 nurses last year their student loans were in default and had to be brought current for their licenses to

be renewed.

Education Needs to Be Uber-ized


“It’s like shooting yourself in the foot, to take away the only way for these people to get back on track,” Daniel Zolnikov, a

Republican state representative in Montana told the Times.

Non-payers are already punished, Zolnikov points out, “with credit scores dropping, being traced by collection agencies,

just having liens. The free market has a solution to this already. What is the state doing with this hammer?”

However, when the federal government lends the money, it uses tactics other lenders can’t use to collect. Since 2010, the

government has made all student loans directly. With delinquencies over a billion dollars, states have started playing

hardball, going beyond garnished non-payers’ wages and liened property. “Deny professional licenses to defaulters until

they take steps to repayment,” the Department of Education urged in 1990.

In South Dakota, “Nearly 1,000 residents are barred from holding driver’s licenses because of debts owed to state universities,

and 1,500 people are prohibited from getting hunting, fishing and camping permits,” the Times reports.

Jeff Barth, a commissioner in South Dakota’s Minnehaha County, says it’s “better to have people gainfully employed,”

and rightly points out, “the state is taking a pound of flesh.”

Why Not Bankruptcy?

Bankruptcy gives many people a fresh start. The President has filed four times, for instance. But also, Henry Ford, Walt

Disney, H. J. Heinz, Milton Hershey and many others who went on to build great fortunes filed bankruptcy.

However, while student debt used to be dischargeable, that has, for the most part gone away. Josh Cohen, Vermont-based

attorney who specializes in student loans, explained in Forbes,

Congress made student loans non-dischargeable over a period of years.

At first, [student loans] were dischargeable if they had been in repayment for five years. Then, [Congress] extended it to

seven years. Then, in 1998, they removed dischargeablility except if a debtor could show that paying back the student

loans would create an undue hardship. In 2005, they extended this protection to private student loans.

No one

really understands why Congress felt federal loans shouldn’t be discharged. Lots of other federal debt is dischargeable,

including Small Business Administration (SBA) loans and taxes.

Andrew Heaton wrote for FEE in 2013 that if student debt is “forgiven,” it really is paid either by the alumni or the taxpayer.

Heaton wonders, “Why not remove this legal impediment, allowing graduates to decide for themselves the pros

and cons of filing for Chapter 7, which results in a personal balance sheet purged of debt, but a horrendously blemished

credit rating?”

What does a principled libertarian do? In his book The Ethics of Liberty, Murray Rothbard writes, “Relations with the

State, then, become purely prudential and pragmatic considerations for the particular individuals involved, who must

treat the State as an enemy with currently prevailing power.”

The state guaranteed these student loans with funds coerced from taxpayers. “Such coercion can never be licit from the

libertarian point of view,” Rothbard explains.

For the student/graduate borrower, the state is their enemy, blocking their path toward financial freedom and occupational

success, while extracting its pound of flesh.

By: Kerry McDonald

Friday, December 01, 2017

Uber revolutionized transportation. Airbnb transformed the lodging and short-term rental space. Netflix was pathbreaking

in the field of on-demand entertainment. In all of these instances, innovative, agile ideas competed against existing,

outdated models. And they won.

I feel bad for the taxi drivers who spent a lot of money for a regulated, now near-worthless medallion, but I honestly can't

remember the last time I called a cab. And the popularity of Uber has led to other competitors entering the space, so if

you don't like Uber and its practices, Lyft and other ride-sharing companies are quickly gaining market share. Disruptive

innovations may initially cause some challenges as a market gets re-calibrated, norms get re-shuffled, and workers get

re-trained, but more choice and more variety, at different price points and with different levels of service, are generally

better for patrons.

The true genius of these three examples of innovations that completely altered their industries is that they did so by

simply bypassing the existing, rigid model and going direct-to-consumer – giving end-users a service that was leaps-andbounds

better than the status quo. They also leveraged best available technology to transform their respective fields. I

think the same disruptive innovation could work in education, as new, agile learning models gradually grow and replace

existing, obsolete conventional schooling. After all, taxis are still available for those who want them, but there are now

many other choices.

The Ubers of Education

The possibilities for education without conventional schooling are almost limitless, and we are already seeing many of

these models gain popularity and presence. Khan Academy has become a household name for free, high-quality, on-demand,

online learning. Khan is joined by other, free online learning platforms, such as Duolingo, Coursera, HarvardX, and

MIT OpenCourseWare – to name just a few. YouTube makes learning easy and interesting, whether I am trying to learn

how to properly chop celeriac, or my 6-year-old daughter is learning how to preserve and pin the bugs she collects, or my

8-year-old son is learning his latest skateboarding tricks.

In fact, on that last example, a recent Forbes article on the future of learning describes why it was that skateboarders

got so good in the mid-1980s. It turns out, that was the first time skateboarding sports videos became widely available –

using new VCR technology – and quickly improved skateboarders' skills. Forbes contributor, John Greathouse, writes:

In the same way action sports videos rapidly accelerated the skill level of millions of participants, augmented and virtual

reality will also propel the dissemination of practical, tactile skills across the globe."

Source: The Foundation for Economic Education (FEE)


The future of learning, interwoven with cutting-edge technology, will also very likely include innovative learning spaces

that encourage individuality and invention. Unlike conventional schools, new learning spaces will place less emphasis on

order and more on originality, less on conformity and more on creativity.

62 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 63



The Makerspace Model

We already see the seeds of these conventional schooling alternatives in self-directed learning centers around the country.

Here in Boston, Parts & Crafts combines elements of a makerspace and self-directed learning center to create an

entirely non-coercive, technology-enabled learning environment for young people choosing to learn without school. The

makerspace model is likely to be an enormous catalyst in shaping the new ways in which people, young and old, learn

through their community and throughout their lifetime.

Makerspaces and hackerspaces are popping up most rapidly and accessibly in libraries across the country. As an article

in the Atlantic explains,

Makerspaces are part of libraries' expanded mission to be places where people can not only consume knowledge, but

create new knowledge."

And therein lies the startling difference between education of the past and of the future: conventional schooling forces

learners to consume knowledge, whereas the future of education empowers learners – of all ages and stages – to create


Just as Uber helped to give riders swifter, better service at lower costs than traditional taxis, the disruptive education

models of the future will be better and cheaper – and much more relevant – than conventional schools. These new learning

models will revolutionize the education field through choice, technology, and empowerment.

Source: The Foundation for Economic Education (FEE)


64 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 65














Tell us who you are and the dream you have for

your community.

Describe a project you are currently working on

or a project you would like to work on. Let us

know what you would do if you won.

March - April 2018 | NHEG Magazine 67


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


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

for credit on a high school transcript.


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

For further details see

that you can apply for in the United States.

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


birth date

family background

family memberships

personal statement

resume of honors


leadership activities


community service

recommendations letters

from teachers and other

community leaders

For further details see

68 NHEG Magazine | March - April 2018


March - April 2018 | NHEG Magazine 69


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.


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

members and help the organization grow and succeed.


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.


Opportunities to give back to community and improve local education

Positive public exposure

Atmosphere full of different ideas/perspectives


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.


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


Offer financial and/or expert support

Assist with daily functions and activities


70 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 71




We are pleased to offer FREE literacy activities.

Download as many as you like!


Join our e-newsletter to receive more FREE

classroom activity ideas!

FREE activities and worksheets!


Monthly Theme Calendars September Activities

Misc. Activities

Activity Pagesfree-tags.jpg October Activities

Nature Activities

January Activities

November Activities Social Emotional Activities

February Activities December Activities

Spring Activities

March Activities

Community Helpers

Fall Activities

April Activities Curious George Activities Summer Activites

May Activities

Farm Activities

Winter Activities

June Activities

Reading Activites

Weather Activities

July Activities

August Activities

Social Emotional

Kindergarten Readiness




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.












For more details, visit our website


Source: The Foundation for Economic (FEE)


76 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 77



Stuffed Crown Roast of Pork


• 1/2 bunch thyme, leaves only

• 1/2 bunch fresh sage, leaves only

• 2 cloves garlic, gently smashed and paper removed

• kosher salt and freshly ground black pepper

• Extra-virgin olive oil

• 10 pounds pork rib roast (about 12 to 14 ribs)

• Apple Pecan Stuffing, recipe follows

• Gravy, recipe follows

• Watercress, for garnish, optional

• Special equipment: roasting pan fitted with roasting



• Preheat oven to 375 degrees F. Set rack on the bottom

third of the oven so the roast will fit completely inside.

• In a small mixing bowl or mortar and pestle, combine thyme, sage, garlic, and salt and pepper, to taste,

and mash to break up herbs and garlic. Add oil, about 1 cup, and combine with pestle.

• Take crown roast of pork and if your butcher hasn't already prepared it, clean the bones of meat with a

boning knife (French them) and make a small cut into the meat in between each rib so you can wrap it into

a circle easily; save the scraps. Rub the pork all over with the herb mixture. With the ribs on the outside,

wrap the rack around onto itself so the ends meet and secure with kitchen twine so it holds its crown shape.

*Cook's note: if you are doing this by yourself, using a skewer to help hold its shape while you wrap the

kitchen twine around the roast.

• Place in a roasting pan. Add the scraps into the bottom of the pan alongside the roast. This will help add

flavor to your sauce. Set aside to bring the pork to room temperature prior to cooking.

• Fill the cavity with Apple Pecan Stuffing.

• Cover the stuffing and the tips of the rib bones with foil then place the whole roast in the oven and

bake for 2 hours and 20 minutes, an instant-read thermometer inserted near the bone should register 150

degrees F when done. About 30 to 45 minutes prior to doneness, remove the foil to brown the stuffing and

create a crust. Remove from the oven, loosely cover with foil and allow to rest for 30 minutes before cutting.

Serve with Apple Pecan Stuffing and Gravy. Garnish with watercress, if desired.


Cilantro Shrimp


• 1 Tbsp sesame oil

• 3 cups sliced green onions (1 inch slices)

• 2 Tbsp fresh ginger peeled and minced

• 5 cloves garlic, minced

• 2 pounds large shrimp

• 3 1/2 Tbsp soy sauce (I used low sodium)

• 1/2 tsp sambal oelek (ground fresh chile paste) or

chile sauce

• 2 cups fresh cilantro, chopped

• 4-6 cups cooked brown rice, to serve shrimp over


Scottish Shortbread


• 1¼ cups flour

• ¼ cup rice flour (Obtain at oriental grocery or in

the oriental aisle of large supermarkets. It usually is

packaged in small plastic bags.)

• ¼ cup granulated sugar

• 1¼ sticks (10 tablespoons) pure butter, salted (not



• Heat a wok or large skillet over high heat. Add oil to the pan and swirl to coat. Add onions, ginger, and

garlic to the pan and stir fry 1 minute. Add shrimp and stir fry 2 minutes. Stir in soy sauce and chile paste

and stir fry 1 minute until shirmp are done.

• Remove pan from heat. Add cilantro and stir constantly until cilantro wilts. Serve over rice.


1. Sift or whisk dry ingredients into a bowl. Cut butter into pieces and add. With hands knead into a firm

dough resembling clay. [The preceding can also be done in a food processor with ease.]

2. Place on a floured board and roll 3/8 to 1/3-inch thick. Either cut with a small 2-inch round cookie cutter

or cut with a sharp knife into small triangles or finger shapes. Place on an ungreased cookie sheet. Prick

each cookie three times with a toothpick or with a fork and sprinkle sugar over the tops. Bake at 375°

F. until edges turn faintly tan. DO NOT ALLOW COOKIES TO BROWN. Remove from oven, and while

hot, sprinkle tops with more granulated sugar, if desired. Cool and store in an airtight container at room




San Antone Black Bean Salad (Gluten free)


• The Salad - (I try to keep the cuts not too much

bigger than the beans & corn - for appearance & to

get a little of everything in a spoonful)

• 2 lbs. black beans (I have a pressure cooker, but go

ahead, use 2 15 oz. cans, well-rinsed.)

• 2 lbs. cooked sweet corn, cut from the cob (OK, you

can use 2 - 15 oz. cans of whole kernel corn or 2 lbs.

of frozen corn, drained)

• 8 green onions, diced

• 2 cloves garlic, large, minced

• 2-3 jalapeno peppers, cleaned, diced (more if

you like)

• 1 green Bell pepper, cleaned, diced (I also

sometimes add a small sweet red pepper, for both


1. Combine all the salad ingredients in a large

bowl. Season with the salt & pepper. Whisk the

dressing vigorously to incorporate. Add the dressing

to the salad and gently toss to combine everything.

Chill until ready to serve. Lightly toss

again prior to serving.


sweetness & color)

• 1 ripe avocado, large, pitted, peeled and diced

• 1 jar (4 oz) pimentos, drained

• 3 tomatoes, seeded & diced

• 1C fresh cilantro, chopped

• sea salt & fresh cracked black pepper to taste

• The Dressing

• 3 T fresh lime juice

Pineapple Salsa (Gluten free)


• 1 C Fresh Pineapple, diced small (canned pineapple

can also be used)

• 2 C Fresh Ripe wine tomatoes

• 1 Onion, red or yellow

• 1/2 C Fresh Cilantro, chopped

• 3 small Indian green chili OR 1 jalapeno


• 1/2 tsp red chili powder OR 1/4 tsp Black pepper


• 2 pinches of Sugar

• Salt to taste

• 2 Tbsp Distilled Vinegar / fresh lime juice


1. Throw onions, green chillies, and chop in food processor using pulse setting for 3-4 times untill they are

evenly chopped. Remember do not make a paste...then put tomatoes, pineapple and rest of the ingredients,

again chop evenly using pulse. to keep it chunky.

2. Serve freshly made chunky pineapple salsa with your favourite chips.

2. Prepare this salad at least 4 hours prior to

serving to let everything - except the avocado - marry joyfully in the bowl.

3. You do want to let the avocado bathe in the lime juice of the dressing - better presentation that

way, and you can store the avocado pieces in a small container. Then, pour the dressing off the

avocado and mix the salad with the dressing, then dress the top of the salad with the avocado

pieces at service. Very pretty dish & the absence of any oil seems to make all the veggies sparkle in

a light citrus glow. You want this salad well chilled, but if you don't bathe the avocados in the dressing

first, they will end up looking like grey lumps of pork as the air hits them.




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.


15s Slot 15 25 $20.00 $240.00 $216.00

30s Slot 30 25 $37.50 $450.00 $405.00

Magazine Sponsor Advertisement now available

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

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.


½ Page 2 $10.00 $20.00

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

Full Page 6 $12.00 $72.00


84 NHEG Magazine | JULY - AUGUST 2017

JULY - AUGUST 2017 | NHEG Magazine 85



86 NHEG Magazine | March - April 2018

March - April 2018 | NHEG Magazine 87




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 Dam Road, Defiance, Ohio 43512




More magazines by this user
Similar magazines