NHEG-Magazine-July - August

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

1ISSUE 5 - 6<br />

JULY - AUGUST - 2019<br />

"The summer night is like a perfection<br />

of thought."<br />

-Wallace Stevens<br />

Pamela S. Clark is NAMED as BRONZE WINNER in 2019 STEVIE® AWARDS<br />

A comic book, titled “EASYToons (Educational Anecdotes for Struggling Youth)<br />

Travel with <strong>NHEG</strong><br />

<strong>NHEG</strong> School Bag Giveaway 2019<br />

Attention potential guests!<br />

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

E.A.S.Y. Toons Comic Book





10 - 15 ACHIEVEMENTS<br />


18 - 21 <strong>NHEG</strong> SCHOOL BAG GIVEAWAY 2019<br />

22 - 29 THE INTERNET RADIO PROGRAM FROM <strong>NHEG</strong><br />


38- 39 PRESS RELEASES - UPCOMING <strong>NHEG</strong> EVENTS<br />

42- 43 <strong>NHEG</strong> RADIO SHOWS USED IN THE CLASSROOM?<br />




64 - 65 MISSING CHILDREN<br />

66 - 69 <strong>NHEG</strong> BIRTHDAYS - ANNIVERSARIES<br />

70 - 71 <strong>NHEG</strong> NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS<br />





86 - 87 THE <strong>NHEG</strong> LEARNING ANNEX - JAPANESE TUTOR<br />

88- 106 FEE ARTICLES<br />

110 - 113 KELLY BEAR PRESS<br />

118 - 119 FUN CORNER<br />

122 - 127 RECIPES<br />

128 - 129 <strong>NHEG</strong> SPONSORSHIP RADIO & MAGAZINE ADS<br />

132 - 135 <strong>NHEG</strong> PARTNERS & AFFILIATES

www.NewHeightsEducation.org<br />

Thought for the Month<br />

Education is a beautiful thing, but it takes a conditioned<br />

heart to continue to set and reach new<br />

goals. Sometimes the road is difficult, but the rewards are<br />

sweeter once achieved.<br />

www.NewHeightsEducation.org<br />

New Heights Educational Group continues to grow its online and offline presence. In the last year, it’s more than<br />

doubled its internet radio show audience with over 155,000 listeners; its bi-monthly magazine reached over 55,000<br />

viewers, and its online tutoring program has offered new affordable and unique pre-recorded and live courses.<br />

Furthermore, it has expanded its annual schoolbag giveaway event where it offered more bags, hats and scarves<br />

and various back-to-school accessories Pamela Clark, Executive Director, stated: “I’m truly blessed for not only the<br />

recognition this award brings to our work, but for the over 70 volunteers that make us successful. We wouldn’t be<br />

Pamela’s Talk – Nheg Updates & News here<br />

able to offer any of the above programs without our fantastic team of volunteers. I’m so proud of all of them and<br />

this fantastic organization that many hands have built. Without volunteers, none of our programs would<br />

4 <strong>NHEG</strong> 4 | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

Pamela S. Clark is NAMED as BRONZE WINNER in<br />


Defiance, Ohio –February 25, 2019 – New Heights Educational Group<br />

(<strong>NHEG</strong>) Founder and Director,Pamela S. Clark, was named a Bronze<br />

Winner in the 2019 Stevie® Awards for Sales & Customer Service<br />

Category: Business Development Executive of the Year.<br />

https://stevieawards.com/sales/2019-stevie%C2%AE-award-winners<br />

The Stevie Awards, which organizes several of the world’s leading business<br />

awards shows including the prestigious International Business<br />

Awards® and the Stevie Awards for Great Employers revealed theGold,<br />

Silver and Bronze Stevie placements during a gala banquet on Friday, February 22, at Caesars Palace in Las Vegas,<br />

Nevada. More than 600 professionals from across the globe attended.<br />

More than 2,700 nominations from organizations of all sizes and in<br />

virtually every industry, in 45 nations, were<br />

evaluated in this year’s competition. Finalists were determined by the average scores of more than 150 professionals<br />

worldwide who worked in seven specialized judging committees. Entries were considered in 93 categories<br />

for customer service and contact center achievements, including Contact Center of the Year, Award for Innovation<br />

in Customer Service and Customer Service Department of the Year. Sixty categories were considered for sales and<br />

business development achievements, ranging from Senior Sales Executive of the Year to Sales Training or Business<br />

Development Executive of the Year to Sales Department of the Year. The rest of the categories recognized new<br />

products and services and solution providers.<br />

exist. ”<br />

“The 2019 judges were very impressed by the caliber of this year’s nominations, which set another record for this<br />

competition. The quality of the accomplishments outlined in every Finalist nomination was remarkable,” said<br />

Michael Gallagher, president and founder of the Stevie Awards.<br />

Details about the Stevie Awards for Sales & Customer Service and the list of Finalists in all categories are available<br />

at ​www.StevieAwards.com/Sales ​.<br />

Defiance, Ohio –February 25, 2019 – New Heights Educational Group (<strong>NHEG</strong>) Founder and Director,Pamela S.<br />

Clark, was named a Bronze Winner in the 2019 Stevie® Awards for Sales & Customer Service Category: Business<br />

Development Executive of the Year.<br />

https://stevieawards.com/sales/2019-stevie%C2%AE-award-winners<br />

The Stevie Awards, which organizes several of the world’s leading business awards shows including the prestigious<br />

International Business Awards® and the Stevie Awards for Great Employers revealed theGold, Silver and Bronze<br />

Stevie placements during a gala banquet on Friday, February 22, at Caesars Palace in Las Vegas, Nevada. More<br />

than 600 professionals from across the globe attended.<br />

More than 2,700 nominations from organizations of all sizes and in virtually every industry, in 45 nations, were<br />

evaluated in this year’s competition. Finalists were determined by the average scores of more than 150 professionals<br />

worldwide who worked in seven specialized judging committees. Entries were considered in 93 categories<br />

for customer service and contact center achievements, including Contact Center of the Year, Award for Innovation<br />

in Customer Service and Customer Service Department of the Year. Sixty categories were considered for sales and<br />

business development achievements, ranging from Senior Sales Executive of the Year to Sales Training or Business<br />

Development Executive of the Year to Sales Department of the Year. The rest of the categories recognized new<br />

products and services and solution providers.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 5

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

New Heights Educational Group continues to grow its online and offline presence. In the last year, it’s more than<br />

doubled its internet radio show audience with over 155,000 listeners; its bi-monthly magazine reached over 55,000<br />

viewers, and its online tutoring program has offered new affordable and unique pre-recorded and live courses.<br />

Furthermore, it has expanded its annual schoolbag giveaway event where it offered more bags, hats and scarves<br />

and various back-to-school accessories Pamela Clark, Executive Director, stated: “I’m truly blessed for not only the<br />

recognition this award brings to our work, but for the over 70 volunteers that make us successful. We wouldn’t be<br />

able to offer any of the above programs without our fantastic team of volunteers. I’m so proud of all of them and<br />

this fantastic organization that many hands have built. Without volunteers, none of our programs would<br />

exist. ”<br />

“The 2019 judges were very impressed by the caliber of this year’s nominations, which set another record for this<br />

competition. The quality of the accomplishments outlined in every Finalist nomination was remarkable,” said<br />

Michael Gallagher, president and founder of the Stevie Awards.<br />

Details about the Stevie Awards for Sales & Customer Service and the list of Finalists in all categories are available<br />

at ​www.StevieAwards.com/Sales ​.<br />

New Heights Educational Group<br />

The New Heights Educational Group, Inc. promotes literacy for children and adults by offering a<br />

range of educational support services. Such services include: assisting families in the selection of<br />

schools; organization of educational activities; and acquisition of materials.<br />

We promote a healthy learning environment and enrichment programs for families of preschool<br />

and school-age children, including children with special needs. ​www.NewHeightsEducation.org<br />

And ​ ​https://School.NewHeightsEducation.org/<br />

About The Stevie Awards<br />

Stevie Awards are conferred in seven programs: the Asia-Pacific Stevie Awards, the German Stevie Awards, The<br />

American Business Awards®, The International Business Awards®, the Stevie Awards for Great Employers, the<br />

Stevie Awards for Women in Business and the Stevie Awards for Sales & Customer Service. Stevie Awards competitions<br />

receive more than 12,000 entries each year from organizations in more than 70 nations. Honoring organizations<br />

of all types and sizes and the people behind them, the Stevies recognize outstanding performances in the<br />

workplace worldwide. Learn more about the Stevie Awards at ​www.StevieAwards.com/Sales.<br />

Sponsors of the 13th annual Stevie Awards for Sales & Customer Service include Sales Partnerships, Inc.<br />

and ValueSelling Associates, Inc.<br />

6 <strong>NHEG</strong> 6 | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 7

www.NewHeightsEducation.org<br />


www.NewHeightsEducation.org<br />

Pamela Clark<br />

Editor in Chief NewHeightsEducation@yahoo.com<br />

Marina Klimi<br />

Production Manager MarinaKlimi@NewHeightsEducation.org<br />

Noemi Vallone<br />

Proofreader/Editor Noemi@NewHeightsEducation.org<br />

Tammy Barham photographer at The <strong>NHEG</strong> School Bag Giveaway<br />

Michelle Shockey MichelleS@NewHeightsEducation.org<br />

fran wyner FranWyner@NewHeightsEducation.org<br />

Pamela Clark NewHeightsEducation@yahoo.com<br />

Larissa Murray LarissaM@NewHeightsEducation.org<br />

Photographers featured in this issue<br />

8 <strong>NHEG</strong> 8 | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 9

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

10 10 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 11

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

12 12 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 13

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

14 14 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 15

www.NewHeightsEducation.org<br />

2018 Top-Rated<br />

Nonprofits using GreatNonprofits<br />

New Heights<br />

Educational Group<br />

Congratulations<br />

Your community has selected your organization as one of the 2018 Top-Rated<br />

Nonprofits using GreatNonprofits. You are among a distinguished few to<br />

receive this community endorsement.<br />

16 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

Perla Ni<br />

CEO Greatnonprofits<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 17

The New Heights Educational Group (<strong>NHEG</strong>)<br />

School Bag Giveaway 2019<br />

Bookbag winners<br />

Ethan Long and Leigha Scott

www.NewHeightsEducation.org<br />



www.NewHeightsEduca-<br />

22 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 23

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />

Internet Radio Show Spots now available<br />

The New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on<br />

our internet radio show.<br />

All products, business and service advertisements will need to be reviewed by our research department and must be approved by <strong>NHEG</strong> home office.<br />

All advertisements must be family friendly.<br />

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

If interested, please visit our website for more details.<br />

https://www.newheightseducation.org/nheg-radio-show/<br />

The <strong>NHEG</strong> 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.<br />

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<br />

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

24 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

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

that lists all the shows that have been released.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 25

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />

26 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 27

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />

28 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 29

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />

Barnes and Nobles<br />

Kids in Grades 1-6 Earn a Free Book!<br />

https://www.barnesandnoble.com/h/summer-reading-lists?list=kidsbrages-0-7<br />

You can read it at the following link<br />

30 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

https://www.NewHeightsEducation.org/<strong>NHEG</strong>-blog/e-a-s-y-toons/<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 31

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Touch-type<br />

Read and<br />

Spell (TTRS)<br />

readandspell.<br />

com<br />

9 Strategies for<br />

students with<br />

dysgraphia<br />

From stretching<br />

out the<br />

hands to trying<br />

different pens<br />

and papers<br />

and using<br />

pre-writing<br />

brainstorming<br />

activities,<br />

try these tips<br />

to help with<br />

writing.<br />

Read article<br />

9 Tips for helping students with slow processing<br />

While speed has nothing to do with how smart a child is, kids with slow processing<br />

may struggle to follow lessons. Learn how you can help them be and feel more successful<br />

in the classroom.<br />

Read article (https://www.readandspell.com/what-is-processing-speed?utm_source=facebook.com&utm_medium=social&utm_campaign=blog_newsletter)<br />

We’ve also just been nominated for an award. We’ll know if we’ve won by the end of<br />

March. We won the award for best special education resource two years ago as well.<br />

The Education Resources Awards announced their 2019 finalists and Touch-type Read<br />

and Spell is nominated in the Special Education Resource category for their accessible<br />

and literacy focused typing course for students with specific learning difficulties.<br />

36 36 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 37

www.NewHeightsEducation.org<br />

Press Releases<br />

New Heights Educational Group Business Site<br />

New Heights Educational Group, Inc., was formed on June 1, 2006 as a support<br />

network of diverse northwest Ohio families with children in public, charter and home<br />

schools. We currently serve northwest Ohio and beyond, including the following Ohio<br />

towns: Allen, Defiance, Delphos, Hancock, Henry, Lima, Lucas, Napoleon, Putnam,<br />

Paulding, Van Wert, Wauseon, Williams and Wood.Anyone from anywhere can take<br />

our classes or request tutoring or other educational services.<br />

Audio<br />

One commercial spot played six times (three times<br />

during live broadcast and three times during<br />

rebroadcast):<br />

30 seconds 1 week: $650 13 weeks: $7,350<br />

60 seconds 1 week: $850 13 weeks: $9,850<br />

Please note: costs include airtime buy only. Spots can be<br />

professionally produced for a $250<br />

fee.<br />

Sponsorship Packages for <strong>NHEG</strong><br />

Video Streaming<br />

On host page<br />

www.NewHeightsEducation.org<br />

(video must be supplied by advertiser):<br />

30 – 60 seconds<br />

1 week: $750<br />

13 weeks: $3,550<br />

1 – 3 min.<br />

1 week: $1,050<br />

We are proud to provide a one-stop education shop.We believe that a child’s<br />

high-quality school experience includes exposure to diverse people, topics and learning<br />

adventures. Therefore, our goal is to provide a social/informational framework where<br />

parents and students can share educational resources, group activities, field trips,<br />

newsletters, meetings, and email/chatroom discussions or where students of any age<br />

can receive tutoring.We welcome all home, charter and public-schooled families, regardless<br />

of educational philosophy, teaching style or religious beliefs.<br />

eCard<br />

728 x 90 leaderboard standard;<br />

1 week: $200<br />

13 weeks: $1,650<br />

Full: $10,000<br />

» 13 week sponsorship of show series<br />

» 30-second spot (production included) played 6 times<br />

(3 during live broadcast and 3 during rebroadcast)<br />

» 30-60 second video spot (content must be provided)<br />

» Banner ad on weekly eCard<br />

» Opening & closing billboards on show<br />

» One live mention by host<br />

» Banner ad on host page<br />

» Banner ad on host personal/business website<br />

» Possible guest appearance by key person within<br />

company<br />

(subject to host approval)<br />

Banner Advertising<br />

Linkable banner ad<br />

(single image, hyperlink, multiple static<br />

Host (728 x 90 leaderboard):<br />

1 week: $300, 13 weeks: $3,300<br />

Half: $5,000<br />

» 13 week sponsorship of show series<br />

» 30-second spot (production not included) played 4<br />

times<br />

(2 during live broadcast and 2 during rebroadcast)<br />

» One live mention by host<br />

» Banner ad on host page<br />

» Banner ad on host personal/business website<br />

» Possible guest appearance by key person within<br />

company<br />

(subject to host approval)<br />

You can visit or business web site here<br />

https://New-Heights-Educational-Group.business.site<br />

38 38 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

Quarter: $3,350<br />

» 13 week sponsorship of show series<br />

» 30-second spot (production not included) played 2<br />

times<br />

(1 during live broadcast and 1 during rebroadcast)<br />

» One live mention by host<br />

» Banner ad on host page<br />

» Banner ad on host personal/business website<br />

» Possible guest appearance by key person within<br />

company<br />

(subject to host approval)<br />

Optional Advertising for Half and Quarter<br />

Sponsors<br />

» 13 week sponsorship of show series<br />

» Audio commercial production: $300<br />

» 30-60 second video (content must be provided): $300<br />

» eCard banner ad: $200 (1 week), $1,350 (13 weeks)<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 39

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> Membership Levels<br />

These are the available <strong>NHEG</strong> Membership Levels that a person may select in order to access<br />

certain parts of the New Heights Educational Group website.<br />

Becoming a Member of <strong>NHEG</strong><br />

Pokemon TCG<br />

By Khrista Cendana Posted May 31, 2019 In Education News<br />

How can Pokemon TCG be educational for kids? Can adults play the game? What is the<br />

negative side of playing this game? This article will explain the basics of what the game is<br />

and how it can be an educational tool.<br />

What is Pokemon TCG? TCG is short for trading card game. The game became quite popular<br />

in the late 90s. I was still a kid in elementary school, but during that time, I remember the<br />

game being introduced when Pokemon began airing on television. Pokemon TCG is a twoplayer<br />

game but it can also be a battle between four players. It involves a 60-card deck;<br />

imagine a 52-card deck but with Pokemon cards. It’s a strategic and critical thinking game<br />

that involves getting the right cards in your deck to beat your opponents, and it may seem<br />

very complex if one doesn’t know how to play.<br />

The Pokemon TCG Teaches Education<br />

It’s harder for adults to find peers who play the card game of Pokemon. Here are some<br />

tips and advice for adults:<br />

Look for a store that sells Pokemon trading cards and see if they host a tournament for<br />

adults.<br />

Invite your friends who play Pokemon TCG, and if you don’t have any friends who play,<br />

introduce them to the game.<br />

You can go online and install the Pokemon TCG for the computer to play with someone<br />

online: Pokemon TCG Online<br />

Top Issues With Pokemon TCG<br />

There aren’t many kids or adults that plays the game.<br />

Stealing: This issue is not included in the above link, but when Pokemon became a<br />

popular hit, there was a lot of stealing in school when kids brought their cards in<br />

hoping to trade or battle.<br />

Older cards are worthless because the game has been updated over many years now.<br />

Limitation: Certain cards are forbidden in a tournament like the old sets.<br />

Is it easy for anyone to play the game? I think Pokemon TCG is easier to play than Magic<br />

the Gathering, Yu-gi-oh or many other card games. Pokemon TCG is still strategic and<br />

requires critical thinking, but Pokemon is more fun to play, I think. Learning to play it will<br />

take a few days. I started playing the game because I saw some of my classmates playing<br />

the game in school. I was watching them play and a few days later, I bought some cards<br />

and began collecting since I watch the anime. I wasn’t really good at the game, and I just<br />

collect the cards. Anyone can play the card game; it isn’t just for kids. It’s more of a learning<br />

tool for kids as they can try and read hard words, do basic math, and practice strategic &<br />

critical thinking. Not only that but they can do research on a certain card if they want to<br />

trade or even start selling at a young age. The game is helpful to kids who are interested in<br />

Pokemon, while for adults, it’s a way of either having fun or trying to gain profit from<br />

certain cards.<br />

1. Select the membership level<br />

2. Fill out the registration form<br />

3. You will be redirected to make your first payment on PayPal.<br />

4. Once payment is completed, you will receive an email to confirm your account.<br />

Level<br />

Price<br />

Standard <strong>NHEG</strong> Member<br />

Free<br />

Student Membership expires after 6 Months. $10.00 every 6 Months.<br />

Teacher Membership expires after 6 Months. $35.00 every 6 Months.<br />

<strong>NHEG</strong> Membership Navigation<br />

• Account Profile<br />

• Account Confirmation<br />

• Membership Levels<br />

• Membership Checkout<br />

• Account Invoice<br />

• Cancel Account<br />

• Billing Info<br />

Websites Used In The Article:<br />

The Pokemon Trading Card Game Teaches Children Many Skills<br />

Pokemon TCG Online Game Installer<br />

Pokemon TCG for Adults: How To Find People To Play With<br />

Top 5 Issues With The Pokemon Trading Card Game<br />

Learn To Play The Pokemon Trading Card Game<br />

40 40 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

https://www.NewHeightsEducation.org/education-news/pokemon-tcg/<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 41

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> Radio Shows used in the classroom?<br />

Some of our audience already use our shows in their day-to-day learning. <strong>NHEG</strong> is now making it<br />

easier than ever to listen to relevant information and stay informed on happenings in the educational<br />

world. Now students can choose to listen to our shows by topic in a classroom setting using<br />

Google Classroom.<br />

All you need to do is email NewHeightsEducation@yahoo.com and request access by sharing names<br />

and emails of those that need access.<br />

Click on https://classroom.google.com and enter one of the class codes given below:<br />

American History with Kathy Woodring cnwmpb0<br />

Special Needs and Disabilities with Kaden Behan jhwkv4w<br />

Discussing Depression, Anxiety and other Disabilities with Erika Hanson jhwkv4w<br />

Soft Skills with Victoria Lowery vssfz1d<br />

High School and College tips and bullying topics with Briana Dincher and Kaden Behan and Sadia<br />

Eijaz 2sn474<br />

Marine Biology and Zoology with Anna Shi qlxr57<br />

Technology and Cyber Awareness with Freddie Bandola, Jr. bofkfu3<br />

Common Core Topics with Charlotte McGuire, Briana Dincher and Priscilena Shearon 5jaupa<br />

Reading Time for Elementary students with Shannon Williamson ycb64y<br />

New Heights Show on Education interviews, book reviews and other miscellaneous 5tvsrri<br />

42 42 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 43

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

44 44 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 45

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

46 46 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 47

www.NewHeightsEducation.org<br />

Partnership Announced!<br />

www.NewHeightsEducation.org<br />

The New Heights Educational Group (<strong>NHEG</strong>) proudly announces<br />

a newly formed partnership with Kelly Bear and Leah Davies,<br />

M.Ed.!!<br />

Benefits of this partnership include:<br />

*105 complimentary TEACHER/COUNSELOR articles<br />

*PARENTING handouts, activity/worksheet<br />

*Thoughts on Parenting videos<br />

*CHILDREN’S activities: http://www.kellybear.com<br />

Pamela Clark (director of The New Heights Educational Group)<br />

stated, “<strong>NHEG</strong> is proud to partner with Leah Davies and share<br />

her talented works! Without a doubt, parents will appreciate and<br />

treasure these valuable resources!”<br />

Visit http://www.NewHeightsEducation.org<br />

48 48 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 49

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Do you want an uplifting and inspiration story?<br />

Check out Unpredictable: The walk in and out of darkness<br />

https://unpredictablethewalk.weebly.com/<br />

50 50 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 51

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

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

Who izzit?<br />

rg is dedicated to teaching the next generation about the ideas, institutions, and benefits of a free society. At the same<br />

time, we seek to foster the critical thinking skills necessary for young people to become independent-minded, fully engaged<br />

citizens.<br />

To prepare students for successful self-government, we help them understand the foundational ideas of our republic, such<br />

as individual liberty, personal responsibility, and equality before the law. We ask students to think about the role of government<br />

and the importance of voluntary associations in promoting human flourishing. Students gain a greater appreciation<br />

for how a free society with a strong rule of law enables a diverse people to coexist, cooperate, and prosper.<br />

We design our curriculum materials to promote thoughtful discussion and respectful debate about issues and events. We<br />

encourage a healthy skepticism about authoritative claims, so that students learn to seek out evidence rather than accept<br />

assertions. In this way, young people develop the ability to use reason and common sense to evaluate the information they<br />

will encounter throughout their lives.<br />

Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the<br />

Urgent<br />

We are looking<br />

for New Volunteer<br />

Internet Radio Hosts<br />

power which knowledge gives. – James Madison is an educational initiative of the Free To Choose Network, a 501(c)(3) notfor-profit<br />

producer of television documentaries.https://wwwizit.orgThe provide free annual dvd's to schools, organizations,<br />

and home school parents. They offer a wealth of free streaming videos, contests, teacher tools, student zone, current event<br />

Contact us for more details<br />

lessons for your educational needs.<br />

Happy Hunting!<br />

52 52 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 53

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />


Hello Box Tops Coordinators,<br />

Let me first say thank you for all you do to help schools get what they need. Your tireless dedication and support are inspiring, and we<br />

value everything you do.<br />

A really exciting change is coming to Box Tops, which a few of you are aware of because we had a little bit of a surprise. A new Box Tops<br />

product - Blueberry Cheerios - showed up on shelves much earlier than expected and broke the news ahead of our intended plans: Box<br />

Tops is going digital in the next year!<br />

This June, you’ll start to see the new digital Box Tops and we’ll launch with a brand new app. With the help of feedback from local coordinators,<br />

we are rebuilding Box Tops for Education from the ground up.<br />

The modernization of Box Tops allows for the next generation of supporters to participate and the opportunity to engage new brands so<br />

we can keep doing what we’re here to do: help schools get what they need!<br />

We always intended for Coordinators to be the first to know - to hear it from us, with onboarding tools, Q&A sessions, events and<br />

fanfare. We have exciting sweepstakes, retailer Bonus Box Tops offers, a fun online Coordinator Kit and other tools - we can’t wait to<br />

share more with you in June.<br />

There is SO MUCH I want to share and show you, but it’s just too much for one email and some of it is not quite ready. We know you have<br />

questions, and we’ve tried to answer as many as possible in the coordinator resource center but we know we haven’t answered them all,<br />

so we’ve set up this page for you to submit your questions and share your feedback.<br />

We need your support to help ensure Box Tops grows to reach more schools than ever. We know change<br />

is hard, but it’s going to take everyone rallying together to help ensure Box Tops is here for another generation. There is so much potential<br />

for the future of Box Tops, and we are excited for your partnershipin this journey.<br />

https://www.boxtops4education.com/coord_sneakpeek?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BT-<br />

FE_05_02_2019&vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7f-<br />

CZBQD_3dfqTwXfFpDbi78E6g_aVQ==<br />

New Video<br />

https://youtu.be/KHkfw6VPgYc<br />

Sincerely,<br />

Erin Anderson<br />

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

tutoring and other educational activities in this location and plan to<br />

continue offering classes, tutoring, and some afterschool events in<br />

Defiance.<br />

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

Defiance, Ohio. This can be achieved either by obtaining funding or a<br />

donated building. This building will house our curricula library, public<br />

educational events and providing fill-in-the-gaps, high-quality tutoring,<br />

place for families to come in and use technology including computers,<br />

obtain a GED, or educate their own children on site.<br />

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

question.<br />

Longer term goals:<br />

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

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

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

in school.<br />


54 54 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 55

www.NewHeightsEducation.org<br />

Attention potential guests!<br />

Guidelines:<br />

• Please stay on topic and answer all emails from hosts and <strong>NHEG</strong> staff.<br />

www.NewHeightsEducation.org<br />

4/19<br />

Attention potential guests!<br />

We are currently offering a few opƟons for those looking to adverƟse their books, products or services<br />

on the “New Heights Show on EducaƟon.”<br />

Option 1.<br />

<strong>NHEG</strong> is requesƟng that all guests make a free will donaƟon to our organization.<br />

The donaƟon can be any amount and is tax-deducƟble. In return, you will have a 30-minute interview<br />

with one of our hosts, and your product or service will be shared on our blog and in one edition of our<br />

bi-monthly magazine. All products must be educational and family friendly, and they must respect<br />

<strong>NHEG</strong> values and beliefs. Products will also need to be approved by our research department before<br />

you can be a guest on our show.<br />

Option 2.<br />

Any potential partners or affiliates must pay advertasing costs or pay 20% of any profits made via our<br />

website directly to <strong>NHEG</strong>. This includes outside instructors looking to sell courses via our website. All<br />

such services will be reviewed and approved by our research department.<br />

Option 3.<br />

To be hosted for free, please share your Amazon Associate link.<br />

Disclosure (and why I host at no cost): We use our Amazon Associate link to point to your books or products<br />

in the posts. That way, if someone clicks on it and downloads it, we earn a percentage of anything<br />

that person ends up buying within 24 hours of clicking the link.<br />

It’s free publicity for you, and all you have to do is submit your content. If you do not have an amazon<br />

link for your book or product, yours is considered a sponsored post, and we suggest you refer to our<br />

advertising costs or one of the options above.<br />

Submit your guest post for publication on our radio show, blog, social media and magazine.<br />

Please follow our guidelines to apply to be on our show. Failure to comply to these regulations,<br />

may result in your post being rejected (this is valid for both individual authors and<br />

those submiting through tour companies).<br />

• All guest posts must be original content.<br />

• Articles/Advertisements should be between 400 and 750 words. We will consider longer posts and may break<br />

them up and use them as a series of posts.<br />

• We welcome submissions from both experienced and beginner writers.<br />

• All submissions should be sent in the body of an email to NewHeightsEducation@yahoo.com with “guest<br />

post” in the subject line. Send in plain text.<br />

• Include an author/creator byline, bio and photo of product with your web-link.<br />

• NOTE: You may only include a maximum of 2 links, and they must be directly relevant to the post to your<br />

author website or the product page for your book. ALL guest posts MUST include an author byline.<br />

• Authors - Please make sure you submit an author or book cover photo to be posted with your article. Images<br />

should be sent as jpeg or png attachments. Tour banners and a book cover are also welcome.<br />

• Copyright should be that of the author or product creator submitting the article. Copyright will remain with<br />

the author.<br />

• If you have already reserved a date for posting, the guest post must be sent at least 3 days prior the scheduled<br />

posting date.<br />

Donations can be made via our website or by following the following link:<br />

https://www.paypal.me/<strong>NHEG</strong><br />

56 56 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 57

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

58 58 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 59

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

60 60 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 61

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

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

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

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

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


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

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

from Mike Anderson, Sherri Ermoian.<br />


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

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

62 62 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 63

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />


National Center for Missing & Exploited Children<br />

NCMEC: 1355350<br />

NCMEC: 1358626<br />

NCMEC: 1358468<br />

Benitez<br />

Aloraa Beeniteez<br />

Missing<br />

Apr 17, 2019<br />

Since:<br />

Missing<br />

Redondo Beach, CA<br />

From:<br />

May 13, 2003<br />

DOB: Age 16<br />

Now: Female<br />

Sex: Hispanic<br />

Race: Hair Brown<br />

Color: Eye Brown<br />

Color: 5'2"<br />

Height:<br />

100 lbs<br />

Weight:<br />

Alora was last seen on April 17,<br />

100 lbs<br />

2019. She may be in the<br />

company of Roman Cerratos and<br />

her mother, Maricela Mercado.<br />

CAUTION: If located, do not<br />

approach and immediately call<br />

law enforcement.<br />

Mercado<br />

Maariceelaa Meercaado<br />

Maricela<br />

Aug 26, 1978<br />

DOB: Age 40 Now: Female<br />

Sex: Hispanic<br />

Race: Hair Brown<br />

Color: Eye Brown<br />

Color: 5'3"<br />

Height: 130 lbs<br />

Weight:<br />

Cerraatos<br />

Romaan Ceerraatos<br />

Oct 10, 1979<br />

DOB: Age 39 Now: Male Sex: Hispanic<br />

Race: Hair Bald<br />

Color: Eye Brown<br />

Color: 6'1"<br />

Height: 210 lbs<br />

Weight:<br />

Missing May 21, 2019<br />

Since: Missing Tucson, AZ<br />

From: May 31, 2014<br />

DOB: Age 5 Now: Male Sex: Hispanic<br />

Race: Hair Brown<br />

Color: Eye Brown<br />

Color: 3'0"<br />

Height: 70 lbs<br />

Weight:<br />

Abel was last seen May 21, 2019. He may be in the company of his mother.<br />

Missing May 17, 2019<br />

Since: Missing Shelby, NC<br />

From: Oct 15, 2011<br />

DOB: Age 7 Now: Male Sex: Black<br />

Race: Hair Brown<br />

Color: Eye Brown<br />

Color: 3'7"<br />

Height: 55 lbs<br />

Weight:<br />

Lavarion was last seen May 17, 2019. He may be in the company of his mother.<br />

Lavariion Baiiley<br />

Abeel Figueeroa<br />

Case handled by<br />

Case handled by<br />

Case handled by<br />




Leoonaardoo CrV[-laarney<br />

Missing May 19, 2019<br />

Since: Missing Oklahoma City, OK<br />

From: Jun 27, 2005<br />

DOB: Age 14 Now: Male Sex: Biracial<br />

Race: Hair Black<br />

Color: Eye Brown<br />

Color: 5'1"<br />

Height: 135 lbs<br />

Weight:<br />

135 lbs<br />

NCMEC: 1358337<br />


Leonardo was last seen on May 19, 2019. He is biracial. Leonardo is Hispanic and Native<br />

American.<br />

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


Case handled by<br />


64 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 65

www.NewHeightsEducation.org<br />

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

<strong>July</strong> 1st<br />

Madhumitha Prabakaran<br />

<strong>August</strong> 6th<br />

Margaux Calloway<br />

<strong>July</strong> 2nd<br />

<strong>July</strong> 7th<br />

Victoria Lowery<br />

Elias Buchhop<br />

<strong>August</strong> 11th<br />

<strong>August</strong> 11th<br />

Kelly Worline<br />

Sheila Wright<br />

<strong>July</strong> 2019<br />

Sunday Monday Tuesday Wednesday Thursday Friday Saturday<br />

30<br />

1 2 3 4 5 6<br />

<strong>August</strong> 2019<br />

Sunday Monday Tuesday Wednesday Thursday Friday Saturday<br />

28 29 30 31<br />

1 2 3<br />

<strong>July</strong> 8th<br />

Cuyler Spangler<br />

<strong>August</strong> 16th<br />

Dr Kristy Tayler<br />

7 8 9 10 11 12 13<br />

4 5 6 7 8 9 10<br />

<strong>July</strong> 9th<br />

Zachary Clark<br />

<strong>August</strong> 20th<br />

Bruno Patrick Moses<br />

14 15 16 17 18 19 20<br />

11 12 13 14 15 16 17<br />

<strong>July</strong> 14th<br />

<strong>July</strong> 18th<br />

<strong>July</strong> 18th<br />

Jody Bowden<br />

Khalid Bahta<br />

Jakki Taylor<br />

<strong>August</strong> 20th<br />

Bianca Martinez<br />

21 22 23 24 25 26 27<br />

28 29 30 31 1 2 3<br />

© Calendarpedia® www.calendarpedia.com 4: Independence Day Data provided 'as is' without warranty<br />

18 19 20 21 22 23 24<br />

25 26 27 28 29 30 31<br />

© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty<br />

66 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 67

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> Anniversary!<br />

<strong>July</strong> 1st<br />

Savleen Grewal<br />

<strong>August</strong> 28th<br />

Marina Klimi<br />

<strong>July</strong> 2nd<br />

<strong>July</strong> 13th<br />

Madhumitha Prabakaran<br />

Lakshmi Padmanabhan<br />

Greg and Pamela Clark for<br />

31 years of marriage.<br />

<strong>July</strong> 2019<br />

Sunday Monday Tuesday Wednesday Thursday Friday Saturday<br />

30<br />

1 2 3 4 5 6<br />

<strong>August</strong> 2019<br />

Sunday Monday Tuesday Wednesday Thursday Friday Saturday<br />

28 29 30 31<br />

1 2 3<br />

<strong>July</strong> 16th<br />

<strong>July</strong> 17th<br />

<strong>July</strong> 22nd<br />

<strong>July</strong> 26th<br />

Lakshmi Padmanabhan<br />

Jakki Taylor<br />

Sheila Wright<br />

Larissa Murray<br />

7 8 9 10 11 12 13<br />

14 15 16 17 18 19 20<br />

21 22 23 24 25 26 27<br />

28 29 30 31 1 2 3<br />

4 5 6 7 8 9 10<br />

11 12 13 14 15 16 17<br />

18 19 20 21 22 23 24<br />

25 26 27 28 29 30 31<br />

© Calendarpedia® www.calendarpedia.com 4: Independence Day Data provided 'as is' without warranty<br />

© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty<br />

68 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 69

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />

New Volunteers<br />

Volunteers of the Month<br />

Janice I. Adams 6/9/19<br />

M. Ed.; O.C.T; TESL,<br />

B. Ed.; Hon. B.A.<br />

Volunteer ESL, Spanish, Writing, English Reading Teacher<br />

Jane Wen aka Jia Ding 5/29/19<br />

Comic Colorist/Inker<br />

Mike Anderson<br />

Margaux Lucie Calloway<br />

Padmapriya (Priya) Kedharnath<br />

Marina Klimi<br />

Noemi Vallone<br />

Jane Wen<br />

Amita Gomez 6/5/19<br />

Google Classroom and Blackboard Course-sites Assistant<br />

Khrista-Cheryl Cendana<br />

Kristen Congedo<br />

Janene Kling<br />

Tyler Maxey-Billings<br />

Sheila Wright<br />

Fran Wyner<br />





Jeff Ermoian<br />

Rachel Fay<br />

Savleen Grewal<br />

Erika Hanson<br />

Julia Ikkert<br />

Nayana Mogre<br />

Bruno Moses Patrick<br />

Madhumitha Prabakaran<br />

Leah Sedy<br />

Jacqueline (Jakki) Taylor<br />

70 70 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

Attention Ohio Home School Families<br />

There are potential changes/requirements for Ohio Home School parents. Please know that the changes ARE NOT in effect yet.<br />

There is one more hearing to go through which has NOT happened yet.<br />

They will most likely go into effect, but as of now, they have not.<br />

Please see CHEO’s update here. https://www.cheohome.org/category/cheo-front-page-news/<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 71

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

72 72 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 73

www.NewHeightsEducation.org<br />


FHBANDOLAJR - VOLUNTEER - 05/28/2019<br />

RATING:5<br />

I initially found <strong>NHEG</strong> desperately looking for an opportunity to look for an internship in IT right after<br />

University. At this point, I didn’t care whether it was paid or not, as I was trying to find ways to make my<br />

student OPT Visa valid. Now before I got the call for an interview, I did some research on <strong>NHEG</strong>, and I<br />

thought I’d fit right in instantly because I was a young struggling student, as well. From a struggling middle/high<br />

school student to a successful undergrad, and then eventually, someone who is now an IT, I had<br />

to join.<br />

I have nothing to say but outstanding things about <strong>NHEG</strong>. Whenever I had to do certain tasks, I was notified<br />

beforehand. As soon as I scored a job, Pamela was understanding of my situation and made sure I<br />

had help while I was working. This organization was very professional in what they did, and I was proud<br />

to be a member of the family.<br />

This organization opened a lot of doors for me. From being a Blackboard assistant to a radio show host, it<br />

caught the attention of my former boss, and he eventually referred me to another future employer that I<br />

now work for. My career would not have started if it weren’t for <strong>NHEG</strong>.<br />

For that, Pamela and <strong>NHEG</strong>, thank you, and I will continue to support your mission and cause endlessly.<br />


RATING: 5<br />

WOW! We asked, and we received. <strong>NHEG</strong> completed our son’s assessment quickly and efficiently. They<br />

understood him and his needs clearly and were able to articulate ways to approach them with a positive<br />

vibe. They surpassed our expectations and we are extremely thankful to continue partnering with their<br />

wonderful team members.<br />

SAPNA SHUKLA- VOLUNTEER 03/10/2018<br />

RATING: 5<br />

I am working with <strong>NHEG</strong> from 1 year in various projects Research,Data Entry,HR coordination. It is great<br />

place to work & all Team members are very cooperative especially Pamela Clark .I am working as Virtual<br />

Volunteer. It is great place to work.<br />

WRITER - VOLUNTEER 05/24/2018<br />

RATING: 5<br />

I have had a wonderful experience volunteering at New Heights Educational group as a proof-reader and<br />

social media expert. I love supporting educational causes and I commend what <strong>NHEG</strong> is doing for the<br />

community. <strong>NHEG</strong>'s working environment helps everyone thrive and it is a pleasure to work with Pamela!<br />

WRITER - VOLUNTEER 05/24/2018<br />

RATING: 5<br />

<strong>NHEG</strong> is a truly wonderful organization that does so much for people of all ages who need some educational<br />

assistance. The people who work here are passionate and considerate towards others, and it’s<br />

been a blessing to be a part of this team.<br />

Pamela Clark is one of the most dedicated and hard working people I've ever met. She's very passionate<br />

about her work as the director of <strong>NHEG</strong> and it shows through the many awards her organization has received.<br />

Her kind and supportive nature made it a pleasure to work for her.<br />

www.NewHeightsEducation.org<br />


Marina I didn’t really examine the newest issue of our magazine until tonight. When I finally did, I was<br />

filled with pride at the length and scope of this publication. Fran and the photography crew have provided<br />

you with stunning imagery that you have used well.<br />

Your team deserves not just praise but awards too. Thank you for the very professional image you provide<br />

to the passionate folks who care so deeply about what we represent.<br />

I hope everyone in this organization appreciates how hard you work and how much skill you bring to<br />

<strong>NHEG</strong>. Thank you for the fine way you represent us to Ohio, the United States and the topic of education.<br />

With admiration, Jeff<br />


RATING: 5<br />

My name is Margaret Spangler, I am a Board Member and I have been with Pamela Clark since the beginning.<br />

I've understood her mission, her passion for education and children and her unwavering desire<br />

to help as many as possible; that's why I've supported her all these years. Also, as a parent, I've received<br />

help for two of my children in tutoring. <strong>NHEG</strong> tutors are extremely professional and knowledge. Because<br />

of this tutoring, over the last several years, my kids are able to graduate from high school. Thanks <strong>NHEG</strong>!<br />

CUYLER S. - CLIENT SERVED 06/22/2018<br />

RATING: 5<br />

Hello everyone,<br />

My name is Cuyler Spangler and I have been struggling with math for a few years and New Heights got<br />

me a tutor. Because of that not only am I grateful but I am also able to graduate this year. Thanks New<br />

Heights and keep up the awesome work!<br />

Regards<br />

Raffle Winners<br />

Tammy Barham - Tractor Supply Cat Bucket<br />

Heidi Kolb DIY Kid Tech (1)<br />

Bryan Foltz Tractor Supply Dog Bucket<br />

74 74 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 75

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

76 76 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 77

www.NewHeightsEducation.org<br />

Ready to see the World? <strong>NHEG</strong> Travel Program<br />

<strong>NHEG</strong> travel programs offer students and teachers the opportunity to experience, travel and<br />

understand new cultures all around the world. Unfortunately, <strong>NHEG</strong> no longer offers the<br />

family-to-family program. However, if you are interested in traveling, please contact us for a<br />

list of host families willing to provide an overnight stay and a meal.<br />

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> Travel with EF Tours<br />

Request an EF Tours Brochure<br />

We are a proud partner with Education First Tours, a reputable student travel organization.<br />

Through this partnership with EF Tours, we offer international travel opportunities for college,<br />

homeschool, private school, public school, and charter school students and their families<br />

To learn even more about EF Tours, please request one of their brochures.<br />

Take a Tour<br />

Are you a student looking to travel during<br />

the summer or before going to college? Then<br />

follow EF Tours 3 step guide on how to go on<br />

your first trip to any part of the world to experience<br />

what that country has to offer.<br />

If you have used EF Tours before or are using<br />

them for the first time, take a look at what<br />

tours are available on their website.<br />

Lead a Tour<br />

As a teacher, one of the greatest experiences<br />

you can give your students is ability to<br />

experience another culture. With the help of<br />

EF Tours 4 step guide and the support of the<br />

EF Tours Team, your students will come back<br />

home with experiences and knowledge that<br />

they will remember for a lifetime.<br />

78 78 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 79

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

80 80 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 81

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

82 82 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 83

www.NewHeightsEducation.org<br />

National News Reports in Education<br />

Ohio Expands Social-Emotional Learning Standards To All Grade Levels<br />

WKSU<br />

DARRIELLE SNIPES | JUN 26, 2019<br />

https://www.wksu.org/post/ohio-expands-social-emotional-learning-standards-all-grade-levels#stream/0<br />

Watchdog: Schools underreporting use of restraint, seclusion<br />

AP NEWS<br />

CAROLYN THOMPSON | June 19, 2019<br />

Some public schools are failing to accurately report their use of measures such as seclusion and restraint<br />

against students, making it difficult for the federal government to enforce civil rights laws, according to<br />

the US Government Accountability Office. Ten of the largest districts in the US reported zero instances of<br />

restraint or seclusion for the 2015-16 school year, but subsequent research revealed that nine did have<br />

incidents and reported some in the thousands the following school year, the GAO said.<br />

https://apnews.com/aba6b632fedc42688bf4f21104ad32cc<br />

Ohio News<br />

This notification is being sent to those who may have an interest in Ohio Administrative Code 3301-51-11<br />

Preschool children eligible for special education.<br />

The rule listed below recently has been reviewed by the Ohio Department of Education and was approved<br />

by the State Board of Education in May 2019. View the proposed changes to the rule, along with a<br />

Business Impact Analysis on the Department’s website.<br />

You may provide comments about this rule by email to rulecomments@education.ohio.gov with a copy to<br />

CSIPublicComments@governor.ohio.gov no later than June 18, 2019.<br />

www.NewHeightsEducation.org<br />


The President’s Volunteer Service Award recognizes and celebrates Americans who make a<br />

positive impact to not only their community but the country as a whole<br />

New Heights Educational Group (<strong>NHEG</strong>) announces that<br />

Lead HR Coordinator, Researcher, Document<br />

Builder/Data Entry volunteer Mrs. Sapna Shukla has won<br />

the President’s Service Bronze and Silver Award.<br />

Mrs. Shukla has been a member of the <strong>NHEG</strong> team from May 16, 2017.<br />

Pamela Clark, Executive Director,<br />

stated “Sapna Shukla is a vital team member who shows dedication,<br />

leadership, communication skills.<br />

She has given so much to our organization.<br />

We are thrilled to see her receive these awards, she deserves it.<br />

<strong>NHEG</strong> is fortunate to have Mrs. Shukla as a team member.”<br />

You can learn more about these awards by visiting our website<br />

https://www.NewHeightsEducation.org/volunteer-with-<strong>NHEG</strong>/u-s-presidents-volunteer-service-award/<br />

OAC 3301-51-11 Preschool children eligible for special education is being amended as a result of House<br />

Bill 49, 132nd General Assembly, which requires the State Board of Education’s rules to require the staffing<br />

ratios for programs with preschool children with disabilities to be in accordance with Ohio Revised Code<br />

§3323.022. This is the fourth opportunity for public comment, as revisions have been made since an April<br />

2019 public comment period and stakeholder engagement during 2018 and 2019. The posted rule<br />

includes notations of changes.<br />

84 84 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 85

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

The <strong>NHEG</strong> Online Learning Annex provides online courses, free and fee based classes for children<br />

and adults who wish to learn more and looking for something affordable.)<br />

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

course taught by one of our volunteer teachers or tutors.<br />

86 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

The Natural Speller online course is<br />

a way to help students from public,<br />

charter and home schools to help<br />

become effective spellers while in<br />

school.<br />


Taught by Heather Ruggiero, our<br />

Financial Literacy course is a selftaught<br />

class that helps you build<br />

a better understanding of your finances.<br />




The orphan trains operated between<br />

1854 and 1929, relocating about<br />

200,000 orphaned, abandoned, or<br />

homeless children.<br />


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

This 10-week course will take place<br />

for an hour twice a week and will be<br />

open for middle school to adult student...<br />


<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 87

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

In addition, they encouraged Adora’s early writing, offered guidance, helped her publish her books, and arranged speaking<br />

engagements. Joyce eventually quit her job to manage Adora’s career. She said, “It is a full-time job, and it can be hard. But, I<br />

don’t just manage somebody; I manage my daughter.”<br />

5 Ways to Nurture<br />

Children’s Talents<br />

Let’s take a closer look at these talent<br />

factors and parents’ influence.<br />

2. Expert Instruction<br />

Parents go to great lengths to provide or arrange expert instruction. Chess grandmaster Kayden Troff learned how to play<br />

chess at age three while observing his father, Dan, and older siblings play.<br />

With few chess resources near their Utah home, Dan assumed chess-coaching duties. To do so, Dan studied chess 10 to 15<br />

hours a week during lunch breaks and after hours.<br />

He read books, watched videos, and studied grandmaster games that allowed him to create a book with specialized lessons<br />

to instruct Kayden during nightly training sessions. Eventually, when Dan could no longer keep pace with Kayden’s growth, he<br />

arranged for Kayden to take lessons from grandmasters via the internet.<br />

To pay for lessons costing US$300 a month, Dan, a banker, and his wife worked extra jobs as custodians and spent 400 hours<br />

organizing an annual chess camp.<br />

3. Deliberate Practice<br />

Practice among the talented is never casual, it’s deliberate: goal-directed and beyond one’s comfort zone.<br />

By Kenneth A. Kiewra<br />

Monday, February 18, 2019<br />

Some people think talent is born. The often-told story of Mozart playing piano at three and composing at five reinforces such<br />

beliefs.<br />

But here’s the rest of that story: Mozart’s father was a successful musician, composer, and instructor. He was devoted to<br />

teaching Mozart and helping him practice hard and achieve perfection.<br />

Despite all this, Mozart did not produce his first masterwork until his early 20s—after about 15 years of arduous practice and<br />

top-notch instruction.<br />

Talent, I argue, is not born; it’s made—and parents can make a big difference.<br />

Conditions for Success<br />

Although some might believe that talent is rare, psychologist Benjamin Bloom said otherwise after he investigated top performers<br />

in six talent domains: “What any person in the world can learn, almost all persons can learn if provided with the<br />

appropriate conditions of learning.”<br />

Those appropriate conditions include five things: an early start, expert instruction, deliberate practice, a center of excellence,<br />

and singleness of purpose.<br />

Children can’t ignite and stoke these talent factors on their own. Instead, as I argue in my 2019 book Nurturing Children’s<br />

Talents: A Guide for Parents, children need a talent manager, most often a parent, to nurture talent growth. I make this case as<br />

an educational psychologist who specializes in learning and talent development.<br />

Let’s take a closer look at these talent factors and parents’ influence.<br />

1. Early Start<br />

The seeds of talent are usually planted early and in the home. One study revealed that 22 of 24 talented performers—from<br />

chess players to figure skaters—were introduced to their talent domains by parents, usually between ages two and five.<br />

Some of those parents were elite performers or coaches themselves. One was national championship volleyball coach John<br />

Cook, who raised All-American volleyball star Lauren Cook.<br />

“I think my daughter had an advantage because of my job,” coach Cook said. “She grew up around volleyball. When she was a<br />

little kid, we set up a mini court in the basement and would play volleyball on our knees.”<br />

Some parents were not linked to the child’s eventual talent area but provided a nurturing early environment that sparked a<br />

talent interest. Such was the case for Adora Svitak, an accomplished child writer and presenter.<br />

Adora published two books by age 11 and made hundreds of international presentations, including a TED Talk viewed by millions.<br />

Adora’s parents, John and Joyce, were not writers or presenters, but they set the stage for Adora’s accomplishments. As<br />

her mother describes, they read “interesting and fascinating” books to her for more than an hour each night. “Reading really<br />

helped shape Adora’s love for learning and reading,” she said.<br />

88 88 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

State high school swim champion Caroline Thiel described her taxing practice routine this way:<br />

Some days in practice you’re just so exhausted. You’re sore and your entire body aches, and it’s hard to find motivation. Your<br />

brain shuts down but your body keeps going through the muscle aches, heavy breathing and throwing up. People don’t realize<br />

how hard swimmers practice; they think we just jump in the pool and swim a few laps.<br />

4. Center of Excellence<br />

When I asked Jayde Atkins, a national high school rodeo champion, why she is so talented, she said, “Look at all I have, I should<br />

be good.” Jayde was raised on a horse ranch in central Nebraska and began riding at age two.<br />

Her parents, Sonya and J.B., are riders and professional horse trainers who taught her the ropes and practiced with her for<br />

hours each day. The Atkins had well-bred horses and a big trailer to transport them to nearby towns for rodeo competitions.<br />

The family ranch was a self-made center of rodeo excellence.<br />

Most talented performers do not have a center of excellence outside their back door. In those cases, they may travel to get to<br />

one. Consider three tennis players from Lincoln, Nebraska, my hometown. With their parents’ blessing and support, Jon and<br />

Joel Reckewey left home as teenagers and moved three hours away to Kansas, where they trained at the prestigious Mike Wolf<br />

Tennis Academy.<br />

Wimbledon and U.S. Open doubles champion Jack Sock traveled weekly to that same tennis academy as a boy before his entire<br />

family eventually relocated to Kansas. With parents’ support, budding stars often gravitate to centers of excellence, where top<br />

coaches and rising stars flock.<br />

5. Singleness of Purpose<br />

Talented people display a singleness of purpose.<br />

One chess parent I interviewed told me, “The extraordinary time we put toward this one activity takes him out of a lot of fun<br />

and games.” Another parent said, “He’s not interested in school; he’s interested in chess. He just lives and breathes chess.”<br />

Parents support this singleness of purpose.<br />

That same parent said, “We once took chess away (because of low school performance) and he was miserable. It was like<br />

yanking out the soul.”<br />

When I asked chess parents why their children dedicate themselves to chess the way they do, they were unanimous about how<br />

much joy and satisfaction their children got from pursuing chess.<br />

Parents support this singleness of purpose. However, on occasion, they may find themselves supporting more than one<br />

passion. For instance, McKenzie Steiner is an all-state softball player and rising country music star. Her father, Scott, was<br />

McKenzie’s longtime softball coach, logging thousands of hours a year on the diamond and practicing pitching in the backyard,<br />

and also serving as her country band assembler, promoter, and manager.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 89

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

If nothing else, the federal shutdown has succeeded in drawing attention to the many programs and services under government<br />

control.<br />

Talent Journey<br />

Although stories of pushy parents abound, the parents I spoke with recognize that children must drive the talent train with<br />

passion and hard work and that parents can only help keep the train on track. They helped because they saw a need that only<br />

they could meet. They would no sooner ignore a talent need than a medical need. And, of course, they help because they love<br />

their children and want them to be fulfilled.<br />

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

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

School Choice: For All<br />

but the Poor<br />

School choice offers a solution to this<br />

unfair reality where the rich are able to<br />

choose their school and the poor are<br />

stuck by law in a failing system.<br />

By Daniel Buck<br />

Sunday, February 24, 2019<br />

In my urban school district, many students are breaking the law and have no idea. These kids speak about it candidly, unaware<br />

that it’s a crime.<br />

A few years ago, a couple in Pennsylvania faced prison time for doing just this: trying to choose the best school and provide<br />

their daughter with the best education available, an assumed privilege for the affluent. The couple lied on school documents<br />

to send their daughter to a school outside of the district to which their daughter was assigned because the current system did<br />

not allow them to do it legally.<br />

Opponents of school choice argue, perhaps above all else, that school choice will benefit the rich and hurt the poor; in reality,<br />

in our current system, suburban districts compete for students, and the poor are trapped by the law. They have no choice.<br />

I hear the conversation every year. A student of mine or their parents are unsatisfied with their neighborhood school for one<br />

reason or another; the student is struggling socially, another school is better academically, or a different school has a sport<br />

that the current one doesn’t. Never is it a flippant choice. Unfortunately, the student’s family doesn’t have the resources to<br />

move or send their child to a private school. Instead, they write an aunt’s address on school paperwork or live with their grandparents<br />

in order to attend another district.<br />

Conversely, with the capital that allows for ease of movement, affluent families are not resigned to such practices. They can<br />

either send their child to a private school or, if the scenario warrants it, move to another neighborhood. Even before a student<br />

struggles, most families move to a town or area that is known for good schools, often with housing prices that effectively close<br />

it off to the poor. This mobility creates an artificial competition among affluent districts—holding them accountable to quality<br />

education—that poorer districts lack.<br />

The Consequences of Limiting Choice<br />

It is a legal stranglehold not unlike redlining, discriminatory housing policies of the past that both subsidized the construction<br />

of homes in suburban neighborhoods and denied loans to African-Americans. These laws effectively criminalized the accumulation<br />

of wealth through property for African-Americans and roped them into poor neighborhoods. Our system of school<br />

assignment is a contemporary extension of such practices. Affluent families are able to move districts and pay higher property<br />

taxes to fund better education, while the poor are stuck by law in failing neighborhood schools.<br />

The statistics behind these injustices are well known. In my home state of Wisconsin, 93 percent of white students earn diplomas<br />

on time compared to only 54.7 percent of African-Americans. Reading rates, math proficiency, and dropout rates show<br />

similar disparities. Discipline data works in reverse, with African-Americans receiving expulsions and suspensions at a far<br />

higher rate; only accounting for 15 percent of the student population, African-Americans make up 31 percent of school arrests.<br />

Break Down the Barriers<br />

These barriers have become a felt injustice, and school choice, a potential solution, has earned the support of the African-<br />

American community.<br />

90 90 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 91

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

School choice offers a solution to this unfair reality where the rich are able to choose their school and the poor are stuck<br />

by law in a failing system. In 2016, the NAACP voted on a moratorium against charter schools, and over 160 black education<br />

reformers wrote an open letter in opposition to the declaration. They wrote: “[F]or many urban Black families, charter schools<br />

are making it possible to do what affluent families have long been able to to do: rescue their children from failing schools.”<br />

School choice would remove the necessity to move districts in order to change schools—and thereby the financial barrier—so<br />

that it is easier for any student to seek out the best education regardless of socioeconomic status. These barriers have become<br />

a felt injustice, and school choice, a potential solution, has earned the support of the African-American community.<br />

While its proponents have been called radicals hoping to deceptively advance God’s kingdom, school choice is a rather simple<br />

idea. Many Americans already have the privilege to choose schools and provide their children with the best option available. A<br />

system of school choice like vouchers would just make it easy, legal, and accessible to everyone.<br />

What Is a Master’s<br />

Degree Worth?<br />

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

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

Master’s degrees may not be a practical<br />

choice for prospective students in<br />

every field.<br />

By Kerry McDonald<br />

Friday, March 22, 2019<br />

One of our favorite family poems is Shel Silverstein’s “Point Of View.” It’s witty without being preachy yet prompts the listener<br />

to more thoughtfully consider the act of meat-eating: “Thanksgiving dinner’s sad and thankless/ Christmas dinner’s dark and<br />

blue. /When you stop and try to see it/ From the turkey’s point of view.”<br />

Reading this poem reinforces the idea that eating meat or not eating meat is a personal choice, a lifestyle decision that may be<br />

rooted in one’s own sense of right and wrong. There are many social, cultural, and individual reasons why someone might be a<br />

carnivore or a vegetarian. It’s a private decision of the home and family.<br />

Declining Value<br />

Graduates with their master’s, for instance, are less than half a percent more likely to be employed than those with only<br />

undergraduate educations, according to the Bureau of Labor Statistics. And, although master’s degrees are associated with an<br />

average salary increase of nearly $12,000, earnings benefits vary greatly by discipline. Data from Payscale.com suggest that<br />

master’s graduates in some fields (such as literature and history) do not increase their earnings at all. For students in those<br />

fields, earning a master’s degree may most notably lead to a large amount of debt. The biggest boost from a master’s degree<br />

accrues for students in science and engineering fields.<br />

While employment and earnings data do not suggest that a master’s degree boxes out bachelor’s recipients from getting jobs,<br />

master’s degrees may have different benefits beyond measurable employment data. A key advantage of a master’s degree<br />

may be helping grads boost their job satisfaction instead of salary. For example, a master’s degree could secure a history- or<br />

literature-related job for a worker even though bachelor’s graduates could have earned a similar salary doing work unrelated<br />

to their field of study. The job of a worker with a bachelor’s degree would be less satisfying to them than the one they would<br />

hold after earning a master’s degree. In other words, master’s degrees may give the same edge over fellow job applicants and<br />

entry-level employees that used to be the benefit of a bachelor’s degree.<br />

The sharp increase in master’s degrees indicates that undergraduate degrees—once the hallmark of intellectualism and<br />

achievement—are now losing their relative value. What was once exceptional has become a basic requirement.<br />

Despite the extra expense, the growing market for master’s degrees suggests that students see value in earning one. Master’s<br />

degree recipients have increased during economic recession and expansion alike, hinting that this is a generational phenomenon<br />

associated with the change in overall education attainment. While the intellectual benefits of graduate education are an<br />

undeniable draw, the substantial increase in master’s degree attainment implies that market-based motivations also are at<br />

play. In recent decades, the increasing difficulty of attaining a high-paying career without a college education has indicated the<br />

devaluation of high school diplomas and trade school and the newfound necessity of bachelor’s degrees.<br />

ation for Economic Education (FEE)<br />

92 92 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

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

So, to stand out in the job market, master’s degrees seem like the natural next step. In a job market with an increasing number<br />

of college graduates to choose from, employers can choose candidates with master’s degrees for the same jobs that may have<br />

only required bachelor’s degrees before.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 93

www.NewHeightsEducation.org<br />

The High Costs of Higher Education<br />

Bachelor’s degrees have long been lauded for their ability to grant substantial salary boosts compared to high school diplomas,<br />

and while they still do, the relative advantage of bachelor’s recipients is no longer rising at rates like it did in the past.<br />

One possible reason behind that stagnation is that bachelor’s recipients are no longer unique: a bachelor’s degree no longer<br />

necessarily signals a love of learning or passion for a college major.<br />

A Path Forward<br />

Yet, for the edge it gives workers during the job hunt, choosing to earn a master’s has a hefty cost: Of graduates with educational<br />

debt, those with master’s degrees owed a median of $56,049 in 2016 for their undergraduate and graduate degrees,<br />

more than double the debt of those with only undergraduate degrees. And the debt burden is increasing—since 2012, the<br />

average master’s graduate’s debt has gone up almost $5,000.<br />

While an increase in highly educated Americans is undeniably beneficial, the increase in indebtedness that follows is not, especially<br />

when more debt does not necessarily mean a higher salary. Hefty student loans can drive down home ownership and<br />

personal savings and have lasting effects. For example, delaying or limiting retirement savings while young causes graduates<br />

to miss years of compounding interest for retirement investments, which may increase the length of time they must spend in<br />

the workforce.<br />

“Meatless Mondays”<br />

and the Rise of Social-<br />

Emotional Learning in<br />

Schools<br />

Should government officials really have<br />

the power to decide what you put into<br />

your own body?<br />

www.NewHeightsEducation.org<br />

A Path Forward<br />

So, what can be done beyond decrying this slippery slope? Attending quality graduate education programs for the right<br />

reasons should certainly not be discouraged due to the societal interests in encouraging education. Part-time and online master’s<br />

programs could lower the opportunity costs for students and allow them to work simultaneously. Greater pressure on<br />

universities to drive down costs could help, too.<br />

But systematic change, if any, will likely be slow. Until the system changes, prospective students can best protect their own<br />

interests by carefully weighing the costs and benefits of their desired degrees. Students can also look for (or request from<br />

admissions officers) information about outcomes for program graduates, such as the type of employment that graduates typically<br />

find. Finally, learning more about student loans and understanding how student loan interest rates accrue should be a<br />

part of students’ considerations before they decide to take on debt, and students can also take steps to promote their longterm<br />

financial well-being by prioritizing lower-cost programs or programs that provide scholarships and funding.<br />

Program costs remain substantial, although online master’s programs grew to 30 percent of the market by 2016. A recent<br />

study by the Urban Institute also found that tuition for master’s degrees is increasing much faster than tuition for undergraduate<br />

programs: The cost of a master’s degree has increased by 79 percent in the last 20 years, compared to a 47 percent<br />

increase for the cost of a bachelor’s degree. Nor have those rising costs slowed. If public attention and dismay haven’t slowed<br />

the rapid increase in tuition, it is wishful to hope that universities will restructure their funding streams and reduce the burden<br />

on graduate students in low-earning disciplines.<br />

Unfortunately, until those issues are addressed, master’s degrees may not be a practical choice for prospective students in<br />

every field. As long as tuition continues to increase and market benefits remain uncertain or modest, master’s degrees in<br />

some disciplines may simply lead to more financial struggle than they are worth.<br />

By Kerry McDonald<br />

Friday, March 22, 2019<br />

One of our favorite family poems is Shel Silverstein’s “Point Of View.” It’s witty without being preachy yet prompts the listener<br />

to more thoughtfully consider the act of meat-eating: “Thanksgiving dinner’s sad and thankless/ Christmas dinner’s dark and<br />

blue. /When you stop and try to see it/ From the turkey’s point of view.”<br />

Reading this poem reinforces the idea that eating meat or not eating meat is a personal choice, a lifestyle decision that may be<br />

rooted in one’s own sense of right and wrong. There are many social, cultural, and individual reasons why someone might be a<br />

carnivore or a vegetarian. It’s a private decision of the home and family.<br />

Private Choice or Public Policy?<br />

Except when it isn’t. New York City Mayor Bill de Blasio announced earlier this month that all New York City public schools<br />

would enact “Meatless Mondays,” avoiding any meat offerings during Monday school breakfasts and lunches beginning this<br />

fall. “Cutting back on meat a little will improve New Yorkers’ health and reduce greenhouse gas emissions,” de Blasio said in<br />

a statement. “We’re expanding Meatless Mondays to all public schools to keep our lunch and planet green for generations to<br />

come.”<br />

The mayor acknowledges that vegetarianism is a personal choice. At a press conference announcing his new vegetarian<br />

agenda, he stated: “So, for me, this is very personal, because – and I will say up front, I eat meat and I eat vegetarian dishes<br />

and I try and strike a balance between the two. But I have two vegetarians in my home and they feel very strongly about this.”<br />

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

94 94 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

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

Mayor de Blasio’s family members apparently feel very strongly about their personal choice to be vegetarians. Good for them.<br />

The issue is when someone’s personal preferences become public policy. The mayor explains in his speech that sometimes<br />

we need those philosopher-kings to guide the masses: “Sometimes it’s our elected officials who are the trailblazers and the<br />

visionaries.”<br />

How about letting individuals and families make their own choices about what to eat? Should government officials really have<br />

the power to decide what you put into your own body?<br />

There are, thankfully, ways around the Meatless Monday mandate. New York City parents can pack their own child’s meals,<br />

with meat if they choose. As I’ve written previously, these homemade lunches are a much healthier option for children than<br />

the USDA-issued variety. Parents can also opt-out of public schooling altogether, something more parents are doing in New<br />

York City and elsewhere to regain control over their children’s education.<br />

Government Mandating Subjective Decisions<br />

The Meatless Monday plan is just the tip of the iceberg when it comes to government dictates on right and wrong, often using<br />

compulsory government schools to influence young people. Comprehensive sex education curriculum mandates in public<br />

schools continue to spark controversy, challenging various belief systems and family preferences. And the push to introduce<br />

“character education” into schools as a way to boost students’ moral compasses begs the question of whose moral compass<br />

will be used.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 95

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

In a pluralistic society, state mandates on morality are inevitably contentious. A new report by Boston’s Pioneer Institute<br />

examines the growing impact of SEL, or the widespread emphasis on “social-emotional learning” in schools over academic<br />

content. Through various curricula and teaching methods, SEL initiatives can mold students’ perceptions of themselves and<br />

their world in a potentially narrow way.<br />

Jane Robbins co-authored the study, called “Social Emotional Learning: K-12 Education as New-Age Nanny State.” She explains,<br />

It’s one thing to direct your own moral, ethical, and emotional development or that of your children, but having a government<br />

vendor or unqualified public school officials implement an SEL curriculum based on coffee-table psychology is quite another.<br />

Individuals and families should be the ones to determine their own values and moral worldviews, not government agents—<br />

often working through public schools—dictating good and bad.<br />

As College Subsidies<br />

Rise, Student<br />

Learning Declines<br />

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

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

The federal government provides more<br />

student loans and spends more money<br />

on higher education than it used to, but<br />

colleges just raise tuition to match the<br />

increased spending.trusion.<br />

PAMELA’S TALK – <strong>NHEG</strong> UPDATES & NEWS<br />

By Hans Bader<br />

Friday, March 29, 2019<br />

People’s vocabularies are shrinking at a time when more and more people have college degrees. As Zach Goldberg notes,<br />

people’s mastery of hard words has been falling for well over 20 years, and their mastery of easier words has been falling for<br />

over 15 years. Meanwhile, a higher proportion of Americans have college degrees than in the past, and their average amount<br />

of education in years has grown. These trends are illustrated on his graph, titled “WordSum Scores Overtime.”<br />

Going to college no longer expands people’s vocabularies the way it once did: since 1970, there has been a steady decline in the<br />

correlation between years of education and people’s personal word stock.<br />

High Spending, Low Returns<br />

Nearly half of the nation’s undergraduates learn almost nothing in their first two years in college, according to a 2011 study by<br />

New York University’s Richard Arum and others. Thirty-six percent learned little even by graduation. People’s minds may not<br />

expand much from attending college, but their indebtedness sure does.<br />

Although federal higher education spending has mushroomed in recent years, students “spent 50% less time studying compared<br />

with students a few decades ago.” The National Assessment of Adult Literacy also shows that degree holders are learning<br />

less.<br />

Increased college attendance has resulted in an explosion in student loan debt. Student loan debt now exceeds $1.56 trillion,<br />

saddling 45 million Americans with indebtedness averaging around $35,000 each.<br />

On average, the report finds, each additional dollar in government financial aid translated to a tuition hike of about 65 cents.<br />

That indicates that the biggest direct beneficiaries of federal aid are schools, rather than the students hoping to attend them.<br />

By subsidizing college, federal financial aid diverts young people away from vocational training that costs taxpayers far less<br />

but can lead to jobs with better pay and more value for America’s economy. In City Journal, Joel Kotkin described the rising pay<br />

and opportunities for workers in manufacturing, who often need vocational training rather than college educations.<br />

Yet states spend billions of dollars operating colleges that are little better than diploma mills in terms of academic rigor while<br />

managing to graduate few of their students—like Chicago State University, which had an 11 percent graduation rate in 2016. As<br />

one education expert noted, “Our colleges and universities are full to the brim with students who do not really belong there,<br />

who are unprepared for college and uninterested in breaking a mental sweat.” Many drop out of college before acquiring a<br />

degree but after running up student loan debt that will haunt them for years.<br />

https://www.youtube.com/watch?v=uwJ8ubxHEE8<br />

96 96 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

“Spending Triples; Results Slide”<br />

Education expert Richard Vedder sums up education’s decline over the last generation as “Spending Triples; Results Slide.” As<br />

he notes:<br />

Spending on K-12 schools, adjusting for inflation and enrollment growth, has roughly tripled over the last 50 years, yet there<br />

is little solid evidence that today’s students are better prepared for work and citizenship than their grandparents were — and<br />

even some evidence that they are less so … college costs are soaring, and almost certainly the education system is becoming<br />

less efficient, at a time when labor productivity is rising elsewhere. … More college grads are taking low-skilled jobs previously<br />

occupied by those with high school diplomas — more than 80,000 bartenders, for example, have at least a bachelor’s degree.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 97

www.NewHeightsEducation.org<br />

Colleges have spent much of the increased tuition they now charge students on vast armies of college bureaucrats and administrators.<br />

Professors have benefited far less. By 2011, there were already more college administrators than faculty at California<br />

State University. The University of California, which claimed to have cut administrative spending “to the bone,” was busy<br />

creating new positions for politically correct bureaucrats even as it raised student fees and tuition to record levels. As the<br />

Manhattan Institute’s Heather Mac Donald noted in 2011:<br />

The University of California at San Diego, for example, is creating a new full-time “vice chancellor for equity, diversity, and<br />

inclusion.” This position would augment UC San Diego’s already massive diversity apparatus, which includes the Chancellor’s<br />

Diversity Office, the associate vice chancellor for faculty equity, the assistant vice chancellor for diversity, the faculty equity<br />

advisors, the graduate diversity coordinators, the staff diversity liaison, the undergraduate student diversity liaison, the<br />

graduate student diversity liaison, the chief diversity officer, the director of development for diversity initiatives, the Office of<br />

Academic Diversity and Equal Opportunity, the Committee on Gender Identity and Sexual Orientation Issues, the Committee on<br />

the Status of Women, the Campus Council on Climate, Culture and Inclusion, the Diversity Council, and the directors of the Cross-<br />

Cultural Center, the Lesbian Gay Bisexual Transgender Resource Center, and the Women’s Center.<br />

Some colleges have raised spending on administrators by more than 600 percent in recent years.<br />

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

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

3 Common Sense<br />

Education Policies<br />

Trump Should Pursue<br />

The country does not need another No<br />

Child Left Behind or Every Student Succeeds<br />

Act—package deals from<br />

Washington.<br />

www.NewHeightsEducation.org<br />

By Daniel Buck<br />

Tuesday, April 2, 2019<br />

Many advocates worry that the era of meaningful school reform is dead. One of the few Democratic candidates yet to speak on<br />

a specific policy, Kamala Harris has put forth increased teacher pay as her sole recommendation. Once an outspoken reformer,<br />

Cory Booker has remained silent on the issue since announcing his candidacy. Warren’s site is silent about it, while Bernie<br />

makes a few vague promises to improve schools.<br />

Trump, too, has been apathetic on this issue. He campaigned on an ambitious promise to drastically reduce the size of the<br />

Department of Education and increase the scope of school choice. So far, Betsy DeVos, his education secretary, has managed<br />

to cut hundreds of repeat regulations and slipped some language in support of school choice into congressional budget bills—<br />

helpful but insufficient. This oversight is an unfortunate trend considering there are substantial reforms that are backed by<br />

both research efficacy and broader public approval.<br />

School Choice<br />

Many perceive school choice to be an issue of religious liberty; Christian or Muslim parents should be free to send their children<br />

to a school that teaches their values. However, there are two more ideological reasons to support the movement. From a<br />

libertarian perspective, school choice is a simulated market system where schools compete for students and funding, thereby<br />

applying market pressure to improve results. From a progressive perspective, school choice is a matter of social justice; it<br />

promises to either improve the schools in failing urban neighborhoods or allow those students to pursue other opportunities.<br />

Thus, this movement allies three disparate ideological factions: religious conservatives, libertarians, and progressives.<br />

Accordingly, support for universal public school vouchers, essentially a set dollar amount assigned to each kid that goes to<br />

whatever school they choose, sits right at 50 percent. Charter schools, notably, have a 65 percent approval rating.<br />

Research shows that the pressure this funding structure places on schools increases student performance, saves money, and<br />

improves students’ mental health. While opponents rightly question the effect it will have on both segregation and already<br />

failing schools, research on voucher programs has shown no link between segregation and choice. Regarding the second<br />

concern, school choice would encourage innovation to meet the needs of any student, rich or poor, and thereby improve,<br />

rather than sabotage, urban schools.<br />

Trump has already taken a few steps in the direction of school choice, but they aren’t enough. During his State of the Union<br />

address, he included a paltry 16-word statement on the issue. More substantively, his administration unveiled a plan for a<br />

donation-funded reserve that would be used to provide scholarships to elementary or secondary students. While this plan<br />

does provide more choice to individuals, it still leaves the current structure in place and thus aids a limited few.<br />

98 98 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

De-Nationalize Common Core<br />

Common Core is not a curriculum. It is not pedagogy. It is just a set of skills and content topics about which educators should<br />

teach. In 2010, the National Governor Association published the standards; then, Obama’s Race to the Top legislation provided<br />

grants to any state that adopted Common Core. This initiative functionally nationalized the standards and, when paired with<br />

the standardized tests of No Child Left Behind, made the Department of Education into a carrot-and-stick regulatory body. As<br />

such, in 2013, 83 percent of individuals supported Common Core, but that number has dropped to only 50 percent in six years.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 99

www.NewHeightsEducation.org<br />

The academic effects of Common Core have been negligible; states that adopted the standards with fidelity showed a marginal<br />

increase in reading scores. As a teacher myself, I can say that the standards are a nice benchmark to check, giving perspective<br />

when I find myself without inspiration, but they play little role in my day-to-day vocation. The real damage from Common Core<br />

comes from the financial strain it has placed on schools, as its implementation takes materials, personnel, and time.<br />

With public support of some sort of national standards by which individual schools can be measured, Common Core still has<br />

some utility. More important than its abolition, then, is the removal of the incentives and consequences that are connected to<br />

it. This middle ground approach allows states to use or ignore the standards as they see fit, saving districts money while maintaining<br />

the utility of Common Core.<br />

More Teacher Accountability and Merit-Based Pay<br />

In my position, I observe many teachers; I have seen teachers watching March Madness during class and celebrating the<br />

pregnancy of a student. In most professions, if a worker isn’t up to par, they are promptly retrained. Then, if the problem<br />

persists, they’re fired. For teachers, standardized tests are slandered and thus aren’t used to reflect on teacher performance.<br />

Administrative observations and review are methodical and ignored. All the while, unions keep most any teacher from<br />

removal. However, teacher compensation promises a way to incorporate genuine accountability into the system as unions lose<br />

power.<br />

Compulsory<br />

Schooling Laws Aren’t<br />

Progressive, They’re<br />

Inhumane<br />

Education freedom begins when<br />

government compulsion ends.<br />

www.NewHeightsEducation.org<br />

The current pay-scale that schools use is based on two things: years taught and credits earned. As such, longevity in the profession<br />

is incentivized without regard to the quality of instruction. Conversely, merit-based pay rewards higher salaries to<br />

teachers whose students show the greatest growth. As would be expected when student learning is incentivized, a review of<br />

studies by Vanderbilt found a “modest but statistically significant, positive effect on student learning.”<br />

The Supreme Court made headway toward implementing this policy when it outlawed mandatory union dues in the 2018 case<br />

Janus v. AFSCME. Further legislative action, court cases, and executive leadership can continue to diminish the control unions<br />

have over public education, which will, in turn, open up room for policies that can hold teachers accountable, like merit-based<br />

pay.<br />

A note of caution in review of this list: The country does not need another No Child Left Behind or Every Student Succeeds<br />

Act—package deals from Washington. No policy can be all-encompassing enough to address the needs of both the Appalachian<br />

farmer and the Chicago kid half a country away. Instead, the focus should be on deregulation, allowing states to implement<br />

these policies as they see fit, and not promotion of their efficacy from any politician’s bully pulpit.<br />

Together these three goals—school choice, de-federalized standards, and limited union power—share two things in common:<br />

They would improve public schools and garner majority public support. Anyone who wants to win in 2020 would be wise to<br />

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

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

By Kerry McDonald<br />

Tuesday, April 2, 2019<br />

Someone asked me recently if I could wave a magic wand and do one thing to improve American education what would it<br />

be. Without hesitation, I replied: Eliminate state compulsory schooling statutes. Stripping the state of its power to define<br />

and control education under a legal threat of force is a necessary step in pursuit of education freedom and parental<br />

empowerment.<br />

Some argue that compulsory schooling laws are no big deal. After all, they say, private schooling and homeschooling are legal<br />

in all 50 states, so state control of education is limited. While it’s true that some parents may have access to government<br />

schooling alternatives, many states require private schools to receive authorization in order to operate. Homeschoolers in<br />

most states must comply with state or local reporting mandates that in some areas require homeschoolers to take standardized<br />

tests or meet state-determined curriculum requirements.<br />

These hoops are for those lucky enough to jump out of compulsory mass schooling. Despite ongoing efforts to expand education<br />

choice mechanisms, like Education Savings Accounts (ESAs), vouchers, and tax-credit scholarship programs, most parents<br />

have no choice but to send their child to an assigned district school. Even if their child is being relentlessly bullied, even if they<br />

don’t feel that the academic environment is rigorous enough, even if they may personally disagree with some of the district’s<br />

ideological underpinnings—these parents are required by law to send their child to the appointed public school.<br />

And what if they don’t?<br />

Truancy and Neglectful Parenting<br />

Truancy laws, which originate from a state’s compulsory schooling statutes, grant the full power of the state to come after<br />

parents whose children may have spotty attendance records. An in-depth article in HuffPost recently revealed the damaging<br />

impact these laws can have on families and children, with parents being pulled out of their homes in handcuffs and sent to jail.<br />

For Cheree Peoples, one of the parents spotlighted in the article whose daughter misses school frequently due to sickle cell<br />

anemia that frequently leaves her hospitalized and in pain, enforcement of these truancy laws has been extreme, adding<br />

to the stress of her already difficult life caring for a chronically ill child. Awakened in the early hours by police officers who<br />

arrested her for truancy, she told the HuffPost: “You would swear I had killed somebody.”<br />

The HuffPost investigation revealed that Democratic presidential candidate Kamala Harris was responsible for much of the<br />

heightened aggression toward parents regarding truancy. As California’s attorney general, Harris was a crusader against<br />

truancy and was instrumental in toughening criminal prosecution of parents whose children missed too much school.<br />

According to HuffPost:<br />

Harris’ innovation was that school authorities and the district attorney would work in concert, articulating the threat of<br />

prosecution much earlier in the process and keeping school officials involved long after a case was transferred to court.<br />

100 100 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 101

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Harris held firm to her belief that neglectful parenting was the root cause of truancy, ignoring other potential explanations<br />

like lack of education choice for parents whose children may be suffering in their assigned district school. Harris’s actions to<br />

aggressively prosecute parents for truancy “were cementing the idea that parents always were the ultimate source of the<br />

problem.”<br />

This is all so familiar. Harris, who billed herself as a “progressive prosecutor” for California, likely believed she was doing the<br />

right thing for children, saving them from their allegedly neglectful parents. Horace Mann, the “father of American public education”<br />

who is credited with helping to usher in the country’s first compulsory schooling statute in Massachusetts in 1852, also<br />

considered himself a progressive. At the time, Massachusetts was experiencing a massive immigration wave that, some lawmakers<br />

believed, threatened the current social fabric.<br />

The History of Compulsory Schooling Laws<br />

Indeed, between 1820 and 1840, Boston’s population more than doubled, and most of these newcomers were poor Irish<br />

Catholic immigrants escaping Ireland’s deadly potato famine. They challenged the dominant Anglo-Saxon Protestant norms<br />

of the time, prompting many state leaders to lobby for a new compulsory schooling statute that would mandate children’s<br />

attendance in state-controlled public schools. It was for the children’s own good, they said. As William Swan, editor of The<br />

Massachusetts Teacher wrote in 1851, just before the first compulsory schooling law was passed:<br />

Nothing can operate effectually here but stringent legislation, thoroughly carried out by an efficient police; the children must<br />

be gathered up and forced into school, and those who resist or impede this plan, whether parents or priests, must be held<br />

accountable and punished.<br />

Prior to the 1852 compulsory schooling law, compulsory education laws were common throughout the country. Massachusetts<br />

again led the way, passing its first compulsory education laws in 1642 and 1647, respectively. These education laws differed<br />

fundamentally from compulsory schooling laws. The education laws indicated a state interest in an educated citizenry and<br />

compelled cities and towns of a certain size to hire a teacher and/or open and operate a grammar school. It was the town that<br />

was compelled to offer schooling, not the parents to send their children there.<br />

This is a significant distinction. A state arguably has the authority to require its cities and towns to provide certain services,<br />

but compelling parents to partake of these services under a legal threat of force—as the 1852 compulsory schooling law ultimately<br />

did—crosses the line. As the HuffPost article makes abundantly clear, parents, particularly those who are disadvantaged,<br />

continue to bear the brunt of these archaic and deeply flawed compulsory schooling laws.<br />

The Solution<br />

The first step to restore education freedom and empower parents with choice and opportunity for their children is to eliminate<br />

compulsory schooling laws that authorize state control of education. States could still require cities and towns to provide<br />

public schools to those who want them, but the power to compel parents to send their children there would disappear. In its<br />

place, a decentralized network of educational opportunities (including, but not limited to, various types of schooling) would<br />

unfold, fueled by visionary parents, educators, and entrepreneurs.<br />

Parents, not the state, would decide how and where their children are educated. New possibilities for education innovation<br />

would emerge as the shadow of forced schooling waned. Education freedom begins when government compulsion ends.<br />

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

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

New Scholarship Fund<br />

to Send Deserving<br />

Students to a Life-<br />

Changing Conference<br />

Anything Peaceful @ FEE will make it<br />

possible for more students to experience<br />

FEECon.<br />

By Lawrence W. Reed<br />

Friday, March 29, 2019<br />

With great excitement, the Foundation for Economic Education (FEE) is unveiling Anything Peaceful@FEE, a new scholarship<br />

fund that brings deserving students from diverse backgrounds to our annual FEEcon event in Atlanta, which is rapidly becoming<br />

a must-attend event for lovers of liberty. This year, FEEcon will be held from June 13-15, 2019, at the Marriott Marquis in<br />

downtown Atlanta.<br />

FEE’s founder, Leonard E. Read, left an indelible imprint on FEE, best expressed perhaps by the title of his 1964 book, Anything<br />

That’s Peaceful: The Case for the Free Market.<br />

As one of Read’s seminal works, Anything That’s Peaceful has inspired this new scholarship fund. At the center of it all was this<br />

simple but profound proposition: allow people to live their lives free from the initiation of violence. As long as a person does<br />

no harm to the rights, lives, or property of others, nobody—whether it be a foreign government or his next-door neighbor—<br />

should disrupt his path by force.<br />

In addition to the long list of reasons to support liberty, add this one: it is the most inclusive political philosophy imaginable.<br />

It starts with the foundation of each person’s unique and precious individuality. It respects human rights that are universal,<br />

owned at birth by each and every one of us. It encourages us to judge people not by some collectivist irrelevance or group<br />

assignment but by, as Dr. Martin Luther King Jr. put it, “the content of their character.” You can’t be a racist or a homophobe<br />

or a xenophobe or an anti-Semite or any fill-in-the-blank, hate-them-for-the-group-God-put-them-in Neanderthal and a consistent<br />

defender of liberty. It is simply not possible and defies the very definition of the “freedom philosophy.”<br />

Both peace and liberty require personal character, which demands that we respect each other and seek to be inclusive, compassionate,<br />

and transparent. This is at the core of freedom and FEE’s philosophy—and it’s what we celebrate each year at<br />

FEEcon.<br />

To help more students celebrate this message with us, the Anything Peaceful@FEE fund will provide travel scholarships to<br />

selected international and domestic students who express financial need and are also passionate about the values of liberty<br />

and compassion for all people. FEEcon is a place where people from all backgrounds can come together to set their paths and<br />

change the world, and we are delighted that the new Anything Peaceful@FEE scholarship fund will allow more deserving students<br />

to experience this life-changing event.<br />

If you are a student who would like to be considered for a FEEcon travel scholarship provided by Anything Peaceful@FEE,<br />

please indicate your interest when you REGISTER for the conference. Please note that scholarships are limited, so be sure to<br />

register as soon as possible. Early-bird registration pricing ends on 03/31/2019.<br />

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

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

102 102 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 103

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

How YouTube<br />

AutoPlay Becomes<br />

Your Child’s Worst<br />

Nightmare<br />

What Parents Can<br />

Really Do to Help<br />

Prepare Their Teens<br />

for Success<br />

YouTube has released a kid’s version of<br />

the app, but traumatizing videos can still<br />

slip through the filters.<br />

Unfortunately, entrepreneurship is woefully<br />

neglected in schools and standard<br />

extracurriculars.<br />

By Grayson Quay<br />

Thursday, April 4, 2019<br />

I myself am not yet a parent, but I can understand why parents often get overwhelmed. Far be it from me to judge any parents<br />

who feel the need to hand their kids the iPhone for a few minutes now and then.<br />

But please, keep your small children away from YouTube.<br />

Sure, they’ll probably start out watching clips from innocuous shows like Peppa Pig or Paw Patrol, but it’s all too easy for them<br />

to end up in much darker territory.<br />

“Most of these kids are too small to even use a website,” writer and artist James Brindle explains in his TED talk on children’s<br />

YouTube videos:<br />

And so there’s AutoPlay… and there’s so much weirdness in the system now that AutoPlay takes you to some pretty strange<br />

places. Within, like, a dozen steps, you can go from a cute video of a counting train to masturbating Mickey Mouse… What you<br />

have is software pulling in all of these different influences to automatically generate kids’ worst nightmares.<br />

AutoPlay uses keywords to queue up new videos based on what’s currently being watched, and I can promise you that the<br />

algorithms deciding which video comes next do not care about your children. In fact, much of this content consists of low-quality<br />

videos produced in bulk by who knows what type of person and slapped with word salad titles (“Spiderman Breaks His Arm!<br />

w/ Princess Jasmine, Doctor Wolverine & Joker in Real Life,” for example) designed solely to trick the algorithms and bring in<br />

ad revenue while possibly traumatizing your child in the process. A mother who hands her kid a smartphone while she cooks<br />

dinner might come back an hour later to find him crying after watching Elsa from “Frozen” being graphically murdered by a<br />

Marvel superhero.<br />

Take this video for instance. I’m sure this kid started off with some perfectly innocent videos exploring the endless creative<br />

possibilities available in “Roblox,” a “Minecraft”-like video game popular with young children. But then, one algorithmic suggestion<br />

led to another, and soon her search history was filled with “Hot Roblox Sex” videos.<br />

The girl (or boy) crying in the video sounds younger than ten, probably too young even to know what sex is despite her burgeoning<br />

porn addiction. I imagine her stumbling onto this depraved content, knowing it was wrong but unsure of why, sickened<br />

yet unable to stop watching. Her shame at being caught is enough to break my heart.<br />

By Kerry McDonald<br />

Wednesday, March 20, 2019<br />

While reading about the student-led climate protests last week, a statement jumped out at me from the 16-year-old Swedish<br />

activist, Greta Thunberg, who is credited with launching the walkouts that occurred in over 100 countries. In an interview with<br />

The New York Times, Thunberg, who says she was a shy but good student who was overcome for years with adolescent depression,<br />

claims that her climate work has added fulfillment to her life. She says: “I’m happier now…I have meaning. I have something<br />

I have to do.”<br />

Teenagers Crave Purpose<br />

Regardless of how you may feel about climate activism, the key message to parents is that school can be stifling and anxiety-inducing<br />

for many teenagers who crave and need meaningful work. Adolescents are meant to come of age within the<br />

adult world, surrounded by a diverse group of mentors and engaged in authentic, real-life pursuits. This gives them both<br />

experience and personal reward.<br />

Instead, teenagers today are spending more of their time confined in school and school-like settings than ever before. Teenage<br />

employment has plummeted, with part-time jobs abandoned in the all-out quest for academics and college admissions.<br />

Summer jobs, once a signature activity for teens, are no longer valued. Schooling has become the priority—even in summer. In<br />

<strong>July</strong> 1985, only ten percent of US teens were enrolled in school; in <strong>July</strong> 2016, over 42 percent were.<br />

Thunberg also isn’t alone in her teen depression. Mounting data show skyrocketing rates of adolescent anxiety, depression,<br />

and suicide over the last decade. Some researchers point to technology and social media as the culprit, but they ignore other,<br />

recent cultural trends—like more time in forced schooling and less time engaged in jobs and meaningful work—that could be<br />

contributing to adolescent strife.<br />

Job Experience Could Be A Solution<br />

In a recent Harvard EdCast podcast interview, Julie Lythcott-Haims, former dean of freshmen and undergraduate advising at<br />

Stanford University and author of the book, How to Raise an Adult, said that she has heard from several admissions officers<br />

that they, regrettably, rarely see work experience described in student essays or otherwise touted on college applications.<br />

Young people and their parents now believe that academics and extracurriculars are more important than good, old-fashioned<br />

teenage jobs.<br />

YouTube has released a kid’s version of the app, but these traumatizing videos can still slip through the filters.<br />

As Brindle observes, these algorithms encode and magnify “the absolute worst aspects of human nature,” empowering<br />

shadowy content creators motivated by some mixture of greed and sadism to prey on children.<br />

It may mean a sacrifice of time and quiet on our part, but isn’t it worth it to keep our children away from such predators?<br />

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

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

104 104 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 105

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Not only is this increased emphasis on school over work likely contributing to teenage angst and disenfranchisement, but it is<br />

also not serving them well for the adult world they will ultimately enter. A report by the US Chamber of Commerce Foundation<br />

revealed that employers are disappointed that today’s highly-schooled graduates lack basic proficiency in simple tasks<br />

like drafting a quality email, prioritizing work, and collaborating with others. Other studies have found similar results, with<br />

employers frustrated by their new hires’ lack of communication skills, poor problem-solving and critical-thinking abilities, and<br />

low attention to detail.<br />

While parents and teachers may think that piling on academics is the key to adult success, the lack of genuine work experience<br />

can be more hindrance than help for today’s young people. If parents really want their children to have a meaningful and successful<br />

adolescence and adulthood, they should consider trading a well-schooled life for a well-lived one. They can encourage<br />

their teens to get jobs and gain beneficial work experience—and make sure that their kids handle it all independently, learning<br />

through trial and error. As Lythcott-Haims warns in her book:<br />

Helping by providing suggestions, advice, and feedback is useful, but we can only go so far. When parents do what a young<br />

employee must do for themselves, it can backfire.<br />

In addition to encouraging part-time work, parents can also help their teenagers to develop an entrepreneurial mindset that<br />

focuses on customer satisfaction and value creation. By looking at her job (even if it’s in retail or food service) from an entrepreneurial<br />

perspective, a teen can learn a lot about business and value-creation and may be inspired to become an entrepreneur<br />

in adulthood. Unfortunately, entrepreneurship is woefully neglected in schools and standard extracurriculars.<br />

As parents look ahead to summer vacation, they may want to pause and take a closer peek at their teenager’s plans. Will she<br />

spend those warm months getting ahead on her AP classes? Will he do a foreign language immersion program that will look<br />

good on the college transcripts? Maybe getting a job or learning how to think like an entrepreneur would be a more beneficial<br />

and rewarding way to enjoy a summer—and a life.<br />

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

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

The New Heights Educational Group (<strong>NHEG</strong>) Recognition Day is an annual event where students,<br />

teachers/tutors and volunteers from around the world are recognized and celebrated. This year's<br />

Recognition Day was on June 15, 2019. <strong>NHEG</strong> announced that some volunteers earned special<br />

achievements because they've gone above and beyond what anyone would expect of them. Pamela<br />

Clark, Executive Director, stated that <strong>NHEG</strong> and the community are fortunate to have such caring people<br />

volunteering from all over the world. These individuals work very hard to expand on our mission of<br />

providing a fair and equal education to all those who are willing to work for it. We wish there was space<br />

to share everyone's name; a complete list can be seen on the following page:<br />

https://www.NewHeightsEducation.org/who-we-are/<strong>NHEG</strong>-team/<br />


Sapna Shukla<br />

HR Coordinator of the Year<br />

Khrista-Cheryl Cendana<br />

Researcher of the Year<br />

Khrista-Cheryl Cendana<br />

Article Writer of the Year<br />

Daniela Silva<br />

Exceptional Writer of the Year<br />

Leah Sedy<br />

Foreign Language Instructor of the Year<br />

Sheila Wright<br />

Tutor of the Year<br />

Marina Klimi<br />

Publications Production Manager of the Year<br />

Marina Klimi<br />

Social Media Banner Creator<br />

The National Society of High School Scholars -- NSHSS<br />

View Online National Society of High School Scholars<br />

Dear Pamela, On behalf of Mr. Nobel and the NSHSS team, we wish you<br />

and your family our warmest season's greetings.<br />

May your holidays and New Year be filled with joy.<br />

The end of the year is a time to look back with pride<br />

on all the wonderful things you have accomplished,<br />

and a time to look forward to goals for the New Year.<br />

May 2019 be your best year yet.<br />

Sincerely, James Lewis & the NSHSS Team<br />

Marina Klimi<br />

Advertisement Creator<br />

Tyler Maxey - Billings<br />

Graphics Arts Assistant of the Year<br />

Janene Kling<br />

Advertisement Creator of the Year<br />

Rachel Fay<br />

Cartoonist of the Year<br />

Khrista-Cheryl Cendana<br />

Photographer of the Year<br />

Frani Wyner<br />

Exceptional Photographer Award for<br />

Scenic, Variety and Special Project Photos<br />

Michelle Shockey<br />

Excellency Award for Landscaping and<br />

Composition Photos<br />

Larissa Murray<br />

Excellency Award for Composition and<br />

Variety Photos<br />

Janene Kling<br />

Excellency Award for People and Special<br />

Projects Photos<br />

Nayana Mogre<br />

Data Entry/Compiler of the Year<br />

Noemi Vallone<br />

Proofreader of the Year<br />

Kristen Congedo<br />

Exceptional Proofreader Award<br />

Katie Gerken<br />

Excellency Award for Proofreading<br />

106 106 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

You could join our volunteer team at any time.<br />

Please visit our site here https://www.NewHeightsEducation.org/to view our projects.<br />

Looking forward to meeting you!!!<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 107

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Happy holidays from TTRS!<br />

Hi Pamela,<br />

As you know 2018 has been a great year for TTRS.<br />

Over the last 12 months, thanks to your feedback, we've added<br />

“Congratulations! Pamela Clark, a recognized<br />

NSHSS Educator at<br />

New Heights Educational Group Resource<br />

and Literacy Center,<br />

is honored to share this<br />

opportunity with students that earn placement in<br />

the National Society of High School Scholars."<br />

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

many new features - including school subjects, teacher accounts,<br />

digital certificates and trophies.<br />

You can view a list of recent updates here:<br />

What’s New On TTRS<br />

We can't wait to share our 2019 plans with you.<br />

From gamification to advanced email reporting, and more school<br />

subjects, it's sure to be the best year yet!<br />

Happy New Year from everyone at TTRS and thank you for all<br />

your support.<br />

Best regards,<br />

The TTRS Team<br />

108 108 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

www.readandspell.com<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 109

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

1. Understand and acknowledge the various characteristics of gifted children. Be authentic and sensitive to the specific needs of<br />

these unconventional children who may learn faster or differently than other children. Show genuine interest in their distinctive<br />

abilities.<br />

Gifted Children<br />

By Leah Davies, M.Ed.<br />

110 110 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

Teacher/Counselor Articles<br />

Gifted children represent both a challenge and a resource for schools. Educators have a responsibility to provide<br />

programs to meet the educational needs of gifted students who are capable of learning at advanced levels.<br />

Ideally, schools would have specifically trained teachers for gifted students who actively collaborate among classroom teachers,<br />

themselves and parents to create a challenging and supportive learning experience for these children.<br />

While the criteria for identifying gifted students varies from state to state*, the following are characteristics these children<br />

commonly exhibit:<br />

• extensive vocabulary<br />

• outstanding memory<br />

• interest in adult concerns/what is right and wrong<br />

• sustained attention span<br />

• original thoughts<br />

• multitask proficiency<br />

• ability to grasp complex concepts<br />

• expresses himself/herself well<br />

• learns easily<br />

• requires little direction<br />

• enjoys working alone<br />

• exhibits wit and humor<br />

• solves problems in unique ways<br />

• enjoys intellectual challenges<br />

• dislikes routine tasks<br />

• adaptable<br />

• imaginative<br />

• self-critical<br />

• easily frustrated<br />

• opinionated<br />

• highly sensitive<br />

• intensely curious<br />

• observant<br />

• leader<br />

• risk taker<br />

• avid reader<br />

• atypical thinker<br />

• nonconformist<br />

• perfectionist<br />

High intelligence test scores and other criteria used to identify gifted students do not guarantee that these children will be successful<br />

in school. Some gifted, underachieving students may exhibit the following behaviors:<br />

• poor work habits<br />

• skill deficits in at least one subject<br />

• inattentiveness<br />

• failure to respond to usual motivational techniques<br />

Gifted children may also be learning disabled, or have another disability while being highly intelligent. Sometimes gifted children<br />

are not identified because their assets are used to compensate for their weaknesses. In a school setting, they may thrive<br />

on complexity, yet have difficulty with rote memorization. A gifted child may have superior understanding of the subject<br />

matter taught, but be unable to write legibly about it. Another gifted child may appear to be daydreaming, yet comprehend all<br />

that is being taught. Others may become disruptive when previously mastered subject matter is presented. Since gifted children’s<br />

behavior and characteristics vary considerably, educators need to be open-minded when considering referring a child<br />

for testing to determine the best possible placement.<br />

In many schools gifted students receive cluster or sometimes classroom grouping with teachers specifically trained in the area<br />

of giftedness. This allows the students to interact with peers of their approximate age and abilities, to be intellectually challenged,<br />

and to address their social and emotional needs. Meeting together in groups is a great stress reliever for these children<br />

because it affords them the opportunity for open discussion. Very often, gifted children are singled out as “the smart ones”<br />

who should know everything. Yet, being gifted does not mean they possess a greater storehouse of knowledge in every area.<br />

Meeting together can also be a humbling experience since their peers may know more than they do about a particular subject.<br />

When grouping opportunities are provided, gifted students are more likely to reach their full potential.<br />

The difficulty is that many gifted children are not fortunate enough to have a specialized teacher to work directly with them,<br />

and a vast majority of gifted students spend most of their day in a regular classroom, even when a specialized teacher is provided.<br />

Since classroom teachers are obligated to meet the needs of all of their students including those who are gifted, they<br />

need to:<br />

2. Provide opportunities for them to be challenged and to learn at an accelerated rate in nontraditional ways by offering variety,<br />

choices, and a compacted curriculum. Determine gifted children’s prior knowledge by giving an end-of-the-unit test as a pretest.<br />

Or, ask the children to list what they know about a particular topic and/or what they would like to find out. Allow them to<br />

research a topic in depth.<br />

3. Capitalize on the gifted children’s interests by having them choose projects that will stimulate thinking and discovery. Help<br />

these children move toward setting goals for themselves and evaluating their work. Encourage them to share their projects with<br />

other students.<br />

4. Be flexible and foster further study by exposing gifted students to guest speakers and/or mentors who share a mutual interest<br />

with a child or children.<br />

5. Incorporate inquiry, creative thinking, and original thought in daily lessons by asking open-ended and divergent questions and<br />

by including problem solving in the curriculum.<br />

6. Know about the available school and community resources for these children: special programs, enrichment activities,<br />

support groups, advocacy groups for their parents, etc.<br />

Teachers of gifted children and/or school counselors can assist these students in the following ways:<br />

1. Further their understanding of what being gifted means and help gifted students feel comfortable with themselves. Encourage<br />

them to set goals and strive to reach them.<br />

2. Since highly gifted children may have difficulty being accepted by their peers, help them recognize their individual differences<br />

as assets. Provide activities that assist them in identifying their strengths and weaknesses.<br />

3. Foster their social competence and emotional growth through readings, role playing and other activities that increase their<br />

self-awareness, character development, empathy, problem-solving abilities, and listening skills.<br />

4. Facilitate communication among parents and the teachers with whom the children have contact.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 111

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Self-Injury In Children<br />

By Leah Davies, M.Ed<br />

Catherine’s elementary school teacher noticed cuts on Catherine’s arm and asked what had happened. Catherine<br />

responded that she had fallen off her bike into some thorns. The teacher did not think any more about it. But<br />

later, she noted that Catherine always wore long-sleeved shirts and long pants even when it was hot outside.<br />

When Catherine’s sleeve was pulled up accidentally, her arm revealed severe scars. Her teacher sought help by conferring with<br />

the school counselor, who then met with Catherine.<br />

What can parents and teachers do?<br />

• Respond to the child without judgment.<br />

• Get him or her professional help.<br />

• Model appropriate coping skills when stressed.<br />

• Be a positive role model, avoiding violent and unhealthy behaviors.<br />

In a calm manner, the counselor communicated understanding, empathy and caring for Catherine, thus establishing trust. The<br />

counselor asked questions to determine that the cuts were not physical child abuse by an older person, but self-inflicted. She<br />

avoided shaming Catherine by stating that she was not a bad person for hurting herself. When Catherine was unable to describe<br />

her behavior, the counselor asked if she could write down or draw what she does to herself when she is upset. The counselor’s<br />

goal was to not criticize or coerce her into stopping because intimidation usually leads to increased self-hurting behavior, but to<br />

find the help she needed.<br />

Self-injury means deliberately hurting yourself without the intent to commit suicide. Other names for self-injury are cutting, selfharm,<br />

and self-mutilation. Most self-injurers feel ashamed of what they’re doing and try to hide it from adults and friends. Since<br />

self-harm is done in private, it often goes undetected or is explained as being accidental.<br />

Though uncommon, children as young as preschool age have intentionally hurt themselves. Self-injurers come from a broad<br />

spectrum of social, economic and racial groups. They can range from being perfectionists to school dropouts. However, as young<br />

children, they usually have experienced abuse, neglect, violence, or trauma such as the death of a loved one or involvement in<br />

a car accident. They can be males or females, although most are females in their teens or older. A reason for this may be that<br />

males tend to display their aggression towards others or inanimate objects. Girls, on the other hand, tend to turn that hurt and<br />

pain inward toward themselves.<br />

Self-injurers often lack social skills and may be victims of teasing or bullying. In order to distract themselves from painful emotions,<br />

they inflict physical harm upon themselves. Self-injurers may begin with only scratching an insect bite or accidentally<br />

cutting their skin, but due to the sense of relief it brings, they continue to injure themselves. Some researchers theorize that<br />

the release of endorphins, the body’s natural painkillers, can contribute to continued self-injury. What young children have in<br />

common with older children and adolescents who hurt themselves is an inability to verbally express their feelings and needs.<br />

Individuals inflict pain upon themselves to:<br />

• Rapidly reduce the tension in their body and mind<br />

• Relieve their emotional pain caused by feeling worthless, angry, fearful, abandoned, depressed, anxious, or trapped<br />

• Feel pain that tells them they are “alive” thus warding off emotional detachment<br />

• Regain control since turning mental and emotional pain into physical pain is easier for them to handle<br />

• Punish themselves for real or perceived offenses like being bad, fat, ugly, stupid, or guilty (for example, a boy who feels<br />

guilty over the death of his brother may challenge a bigger boy to fight because he knows he will get hurt)<br />

• Express anger/rage when words or outward actions are unacceptable or when the pain is too severe to put into words (for<br />

example, children may have been told that expressing an emotion is wrong, or they may have been severely punished for<br />

expressing certain thoughts or feelings)<br />

The most common methods of self-injury are cutting with a razor blade or broken glass, scratching, picking a wound, burning<br />

skin, and pulling hair. Self-hitting and head-banging are usually associated with mentally delayed or autistic children. Excessive<br />

piercing or tattooing is not self-injury if the primary purpose is body decoration or to fit in with peers.<br />

Some adults dismiss self-injurers as manipulators and attention seekers, but self-abuse is most often a hidden, secret problem.<br />

A myth is that self-abusers want to commit suicide. In fact, the opposite is true. The cutting helps them relieve emotions that<br />

might lead to suicide. However, a serious concern is that cutters risk danger each time they injure themselves. They may misjudge<br />

the depth of a cut or the wound may become infected.<br />

If individuals who self-harm do not receive professional help, they may develop an addiction. Cutting or other self-injuries can<br />

be stopped, but the process usually takes a long time. A referral to a therapist who has expertise in this area typically needs to<br />

be made. Through therapy the self-injurers learn that is it okay to feel a variety of emotions and how to express them openly. A<br />

therapist teaches them alternative behaviors so that they can release their tension in harmless ways. Methods a therapist might<br />

share include relaxation and breathing techniques, meditation, exercise, art, writing, or singing. Support groups may also be<br />

beneficial. The self-injurer needs to understand the underlying motives for their behavior and take responsibility for, and control<br />

over, their actions.<br />

112 112 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 113

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

The New Heights Show on Education was established by the New Heights Educational Group. Our<br />

internet radio show has produced 504 episodes since it started broadcasting on January 19, 2013, and has<br />

acquired more than 200,000 listeners. Our goal is to reach students, families, educators and the general<br />

public to bring education to the forefront of lives while discussing issues, core subjects and diverse topics<br />

of educational interests.<br />

Your sponsorship will be used to fund our move to this worldwide Network. As a sponsor, you will receive<br />

benefits designed to increase your company's visibility and provide a return on your company's<br />

investment, including:<br />

Exposure to a global audience of listeners reaching over 40 million. (We expect over 200,000 listeners to make the switch to Voice America<br />

with us and expand the audience exponentially. Those listening to the New Heights Show on Education will represent the full spectrum of<br />

those interested in education, including those with a passion in specific core subjects, topics of education, teachers, schools and change<br />

makers. Topics already covered include zoology and marine biology, technology and cyber awareness, soft skills, special needs and<br />

disabilities, American History, common core, reading time, topics relevant to students and many others.)<br />

Name recognition in press releases and media coverage.<br />

Inclusion in weekly or monthly banner ads on our radio page.<br />

Inclusion of your name and logo in promotional materials.<br />

Audio or video commercial options.<br />

Monthly appearance in advertisements and on a shared page in Live guest appearance on the show.<br />

our bi-monthly magazine.<br />

We invite you to contact us for additional information about sponsorship, advertisement, and/or<br />

endorsement benefits and the levels of sponsorship packages available.Pamela Clark, Executive Director<br />

of the New Heights Show on Education, would also welcome the opportunity for conference with Voice<br />

America Senior Executive Producer Camille Nash.<br />

Sponsorships are limited and awarded on a first-committed basis.<br />

If you are interested in sponsoring the New Heights Show on Education, please contact Pamela directly at<br />

NewHeightsEducation@yahoo.com or 419-786-0247.<br />

We look forward to taking our exclusive partnership to another level while making a difference with<br />

education around the world.<br />

Sponsorship<br />

Packages for <strong>NHEG</strong><br />

AUDIO<br />

eCard<br />


One commercial spot played six times (three times<br />

during live broadcast and three times during<br />

rebroadcast):<br />

30 seconds 1 week: $650 13 weeks: $7,350<br />

60 seconds 1 week: $850 13 weeks: $9,850<br />

Please note: costs include airtime buy only. Spots<br />

can be professionally produced for a $250 fee.<br />

728 x 90 leaderboard standard;<br />

1 week: $200<br />

13 weeks: $1,650<br />

Banner Advertising<br />

Linkable banner ad(single image, hyperlink,<br />

multiple static<br />

Host (728 x 90 leaderboard):1 week: $300, 13<br />

weeks: $3,300<br />

On host page(video must be supplied by<br />

advertiser):<br />

30 – 60 seconds<br />

1 week: $750<br />

13 weeks: $3,550<br />

1 – 3 min.<br />

1 week: $1,050<br />

13 weeks: $12,350<br />

Full: $10,000 Half: $5,000<br />

Quarter: $3,350<br />

» 13 week sponsorship of show series<br />

» 30-second spot (production included) played 6 times<br />

(3 during live broadcast and 3 during rebroadcast)<br />

» 30-60 second video spot (content must be provided)<br />

» Banner ad on weekly eCard<br />

» Opening & closing billboards on show<br />

» One live mention by host<br />

» Banner ad on host page<br />

» Banner ad on host personal/business website<br />

» Possible guest appearance by key person within<br />

company (subject to host approval)<br />

» 13 week sponsorship of show series<br />

» 30-second spot (production not included) played 4<br />

times (2 during live broadcast and 2 during rebroadcast)<br />

» One live mention by host<br />

» Banner ad on host page<br />

» Banner ad on host personal/business website<br />

» Possible guest appearance by key person within<br />

company (subject to host approval)<br />

» 13 week sponsorship of show series<br />

» 30-second spot (production not included) played 2 times<br />

(1 during live broadcast and 1 during rebroadcast)<br />

» One live mention by host<br />

» Banner ad on host page<br />

» Banner ad on host personal/business website<br />

» Possible guest appearance by key person within<br />

company (subject to host approval)<br />

Optional Advertising for Half and Quarter Sponsors<br />

» 13 week sponsorship of show series» Audio commercial production: $300<br />

» 30-60 second video (content must be provided): $300<br />

» eCard banner ad: $200 (1 week), $1,350 (13 weeks)<br />

114 114 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />

Meet us and be aware of our projects here:<br />

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

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 115

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

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

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

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


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

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


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

One-year minimum commitment<br />

Members must sign a confidentiality agreement<br />

Group cannot issue directives<br />

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


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

Positive public exposure<br />

Atmosphere full of different ideas/perspectives<br />

Networking<br />

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

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

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


Assist with public relations and fundraising<br />

Meet every three (3) months<br />

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

identified problems<br />


Offer financial and/or expert support<br />

Assist with daily functions and activities<br />

116 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 117<br />


www.NewHeightsEduca-<br />

What You Need:<br />

• Bird Seed<br />

• Flat Baking Tray<br />

• Large Pine Cone (or papertowel roll)<br />

• Smooth Peanut Butter<br />

• Table Knife<br />

• Something to cover the table (this activity<br />

gets<br />

messy!)<br />

• String<br />

Instructions:<br />

1. Cover the table with newspaper or plastic.<br />

2. Pour some bird seed into your baking tray<br />

3. Help your child spread the peanut butter on the pine cone or<br />

papertowel roll<br />

4. Roll the pinecone (papertowel roll) in the bird seed<br />

5. Tie a piece of string (at least a foot long) to the top of the pine cone (papertowel<br />

roll)<br />

Birds usually take a few days to locate new food.<br />

Keep a bird book handy. Can you and your child identify what kids of<br />

birds are visiting the bird feeder?<br />

When the pine cone is pecked clean, make another!<br />

www.booksbythebushel.<br />

www.NewHeightsEducation.org<br />


Download as many as you like!<br />

Join our e-newsletter to receive more FREE<br />

classroom activity ideas!<br />

http://www.booksbythebushel.com/free-literacy-activities/<br />

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

118 118 <strong>NHEG</strong> | GENiUS <strong>Magazine</strong> MAGAZINE | <strong>July</strong> - <strong>August</strong> | www.geniusmag.com<br />

2019<br />


This homemade snow globe craft is fun for kids who are excited about winter!<br />

What you need:<br />

• A clean jar with a water-tight lid (test it by<br />

filling it with water and turning it upside-down<br />

• Waterproof figurine that fits inside the jar<br />

(legos work!)<br />

• Waterproof glue (super glue, hot glue)<br />

• Glitter<br />

• Glycerin-makes the glitter float (optional and<br />

found at drug stores)<br />

• Water<br />

Instructions:<br />

1. Remove the lid from the jar and set the jar aside<br />

2. Place the lid upside down on a hard surface and help your child glue the figurine(s)<br />

to the bottom of the lid<br />

3. Let the glue dry completely<br />

4. Have your child add a few dashes of glitter to the jar, along with a few drops of<br />

glycerin<br />

5. Help your child fill the jar almost to the top with water<br />

6. Screw the lid on tight and turn the jar upright<br />

7. Have your child shake gently and watch the glitter float around!<br />

www.booksbythebushel.com<br />

FREE activities and worksheets!<br />

www.booksbythebushel.com/free-literacy-activities<br />

Monthly Theme Calendars Kindergarten Readiness<br />

Community Helpers<br />

Misc. Activities<br />

Curious George Activities Nature Activities<br />

Farm Activities Social Emotional Activities<br />

Reading Activities<br />

seasonal activities<br />

Social Emotional activities weather activites<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 119

www.NewHeightsEducation.org<br />

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

www.NewHeightsEduca-<br />

Fundraising for <strong>NHEG</strong> earns money through various fundraising programs,<br />

so the more you participate, the more we earn for our student programs and services.<br />

We provide step-by-step instructions for participating in each program,<br />

especially if you have accounts with these partner websites already.<br />











WELZOO<br />

For more details, visit our website<br />

https://www.NewHeightsEducation.org/support-<strong>NHEG</strong>/fundraising-for-<strong>NHEG</strong>/<br />

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

120 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 121

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />


Cuban-style Steaks in Garlic-Lime Marinade Recipe<br />

Ingredients:<br />

For the marinade:<br />

• 6 cloves garlic<br />

• 1 1/4 tsp salt<br />

• 3/4 tsp ground cumin<br />

• 3/4 tsp freshly ground black pepper<br />

• 1/2 cup sour orange juice or lime juice (I mixed 1/3 cup of lime juice and 1/6<br />

cup of orange juice to simulate the sour orange juice)<br />

Our<br />

Recipes<br />

• 2 Tbsp olive oil<br />

For the steaks<br />

• 4 (6-8 ounce) beef steaks, cut 1/2 inch thick (bottom round, top round, sirloin, etc.)<br />

• 2 large onions cut into 1/2 inch slices (optional)<br />

• 2 Tbsp olive oil2 cups fresh cilantro, chopped<br />

• 4-6 cups cooked brown rice, to serve shrimp over<br />

Directions:<br />

1. Preheat grill to high<br />

2. Prepare the adobo (marinade) by combining the garlic, salt, cumin, and pepper in a mortar and grind slowly with<br />

a pestle gradually working in the lime juice and olive oil until you have a smooth paste. Or, to save time, put all<br />

these ingredients in a blender and process to a smooth paste. Brush some of the adobo on the steaks 10 minutes<br />

in advance of placing on the grill. This is not necessary, but will impart additional flavor to the steaks.<br />

3. When grill is ready, oil grill grate. Brush onions with oil and place on the hot grate. Grill for 4 minutes on each<br />

side, seasoning with salt and pepper.<br />

4. Once the onions are on the grill, brush the steaks with the adobo and place on the grill alongside the onions.<br />

Grill for 3 minutes per side for medium rare, basting with the adobo.<br />

5. Transfer the steaks to a platter or individual plates and brush one final time with the remaining adobo using all<br />

of it. Let stand for 3 minutes, then serve with the grilled onions.<br />

122 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

6. This dish goes well with rice, rice and black beans, tortillas, or garlic bread.<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 123

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />


Fish Cakes Recipe Air Fryer Method Recipe<br />

Ingredients:<br />

• 10 ounces mashed potatoes<br />

• 10 ounces imitation crab meat (or fish of your choice)<br />

• 1 egg<br />

• salt and pepper (to taste)<br />

• 1 tbsp grainy Dijon mustard<br />

• 1 tbsp chopped green onion<br />

• 1/2 cup Panko bread crumbs (for coating)<br />

• cooking spray<br />


Sex in a Pan Recipe<br />

Ingredients:<br />

BASE:<br />

• 1 cup all-purpose flour (250 ml)<br />

• 1/2 cup (125 ml) butter<br />

• 2 tbsp (30 ml) sugar<br />

• 1/4 cup (60 ml) chopped nuts<br />


• 8 ozs (250 ml) cream cheese<br />

• 2/3 cup (150 ml) icing sugar<br />


• 2 1/2 cups (625 ml) milk<br />

• 2 - 3 1/2 ozs instant pudding mix (vanilla or chocolate<br />

or flavour of your choice)<br />

• 1 cup (250 ml) Cool Whip<br />

• Garnish (coconut, nuts, marashino cherries, chocolate<br />

curls, etc...)<br />

Directions:<br />

1. To Make the Fish Cakes:<br />

2. Take about 2 large potatoes.<br />

Peel, cut and boil until tender. Once<br />

cooked, drain and mash (enough to<br />

make 10 ounces). Set aside.<br />

3. In a food processor combine the<br />

fish, salt, pepper, and egg. Pulse 3-4<br />

times until smooth.<br />

4. Place the fish mixture, mashed<br />

potatoes and green onion in a<br />

large bowl. Combine with a rubber<br />

spatula.<br />

5. Place the breadcrumbs in a<br />

shallow dish (with a rim).<br />

6. Divide the fish mixture into 6<br />

portions.<br />

7. Form each portion into a patty.<br />

(Roll into a ball, and lightly press to<br />

form a thick patty).<br />

8. Coat each patty on all sides with<br />

the breadcrumbs.<br />

9. Place the patties on a plate, cover<br />

with plastic wrap and place in the<br />

fridge for at least 30 minutes to<br />

chill.<br />

10. To Cook the Fish Cakes:<br />

11. Turn your air fryer on to 425º F.<br />

12. Remove the fish cakes from the<br />

fridge.<br />

13. Place them in the cooking<br />

basket of your air fryer. Depending<br />

on your model, you may have to<br />

cook these in 2 batches if they don’t<br />

all fit in the basket.<br />

14. Spray them lightly with cooking<br />

spray on both sides.<br />

15. Place in the air fryer and cook<br />

• 1 cup (250 ml) Cool Whip<br />

Directions:<br />

1. To prepare the base, combine flour, butter, sugar and nuts.<br />

2. Mix until crumbly. Press into greased 10” spring form pan or square pan. Bake at 350 degrees F for 15 minutes.<br />

Let cool.<br />

3. In the meantime, prepare the cream cheese filling by beating the cream cheese with the icing sugar. Fold in 1<br />

cup of cool whip until well blended. Spread over the cooled crust. Refrigerate while making the topping.<br />

4. To prepare the pudding mix topping, add the milk to the instant pudding mix following the directions on<br />

the package. Let cool. Top with remaining cool whip. Garnish with coconut, chopped nuts, shaved chocolate or<br />

marashino cherries, strawberries. Refrigerate before serving. Yields about 12 to 16 servings.<br />

for 10-15 minutes (or until golden<br />

brown). I turned the patties over<br />

124 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 125

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />


Cajun Shrimps Recipe (Gluten free)<br />

Ingredients:<br />

• 1 lb Medium shrimps deveined, shells and tails removed<br />

• 1 tsp Onion Powder<br />

• 1 tsp Garlic Powder<br />

• 1 tsp Dried Oregano leaves<br />

• 1 tsp Dried Thyme leaves<br />

• 1 tsp Paprika<br />

• 1/4 tsp Red chilli flakes<br />

• 1/4 tsp Cayenne Pepper powder<br />


Carmel Macchiato Smoothie with Almond Butter Recipe (Gluten free)<br />

Ingredients:<br />

• 1/2 c almond milk, unsweetened<br />

• 1/2 c cold coffee<br />

• 1 frozen banana<br />

• 2 tsp maca powder<br />

• 1 T Betsy’s Best Gourmet Almond Butter<br />

• 3 dates<br />

• 1 T chia seeds<br />

• pinch pink Himalayan salt<br />

• 3 tbsp Oil<br />

• 1 tbsp Butter<br />

• Salt and pepper to taste<br />

Directions:<br />

Directions:<br />

1. Place all the ingredients in blender.<br />

2. Blend until smooth.<br />

1. Heat oil in a pan. Once heated, add cleaned shrimps and saute for a couple minutes.<br />

2. Add all the spice powders one by one. Add a tablespoon of water to ensure the spices don’t burn.<br />

3. Mix well and let the shrimps cook over medium heat for 3-4 minutes taking care not to overcook them.<br />

4. Add the butter, mix well and remove from the heat once the shrimps are cooked.<br />

5. Serve hot with buttered toast!<br />


https://cookeatshare.com<br />

126 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 127

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />


Internet Radio Show Spots now available<br />

New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on our internet radio show.<br />

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

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

If interested, please visit our website for more details: https://www.newheightseducation.org/<strong>NHEG</strong>-radio-show/<br />

The below is the choice of available packages available now.<br />


15s Slot 15 25 $20.00 $240.00 $216.00<br />

30s Slot 30 25 $37.50 $450.00 $405.00<br />

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

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

Those interested in purchasing packages can choose from the below packages and costs.<br />

If interested please visit our website for more details: https://www.newheightseducation.org/who-we-are/<strong>NHEG</strong>-magazine/<br />

Bellow is a list of available packages.<br />


2 $15.00 $30.00<br />

½ Page 4 $9.00 $36.00<br />

Full Page 4 $13.50 $54.00<br />

½ Page 6 $8.00 $48.00<br />

Full Page 6 $12.00 $72.00<br />

128 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />


<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 129

www.NewHeightsEducation.org<br />

www.NewHeightsEduca-<br />

130 <strong>NHEG</strong> <strong>Magazine</strong> | <strong>July</strong> - <strong>August</strong> 2019<br />

<strong>July</strong> - <strong>August</strong> 2019 | <strong>NHEG</strong> <strong>Magazine</strong> 131

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> AFFILIATES & PARTNERS<br />

www.NewHeightsEduca-<br />

<strong>NHEG</strong> couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country.<br />

We would like to take this opportunity to acknowledge and thank everyone for their support.<br />

<strong>NHEG</strong> is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts.<br />

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

Health is Your Wealth

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> AFFILIATES & PARTNERS<br />


New Heights Educational Group, Inc.<br />

14735 Power Dam Road, Defiance, Ohio 43512<br />

+1.419.786.0247<br />

NewHeightsEducation@yahoo.com<br />


Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!