NHEG-Magazine-January-February-18

1ISSUE 1 -2 

Happy and Creative 

New Year 

Advertise With NHEG 

Educated People Must Question the Value of School 

My Homeschoolers Love Worksheets, Because They're 100% Voluntary 

Is Mass Schooling behind the Anxiety Epidemic among Teens? 

NHEG Sponsorship Radio & Magazine Advertisements 

NHEG Book Corner 

NHEG GoFundMe Fundraiser

contents 

4 THOUGHT FOR THE MONTH 

5 MAGAZINE EDITORIAL TEAM 

6 - 9 THE INTERNET RADIO PROGRAM FROM NEW HEIGHTS EDUCATIONAL GROUP 

10-11 PRESS RELEASES 

16-19 OUR TEACHERS AND TUTORS 

20-21 MISSING CHILDREN 

20-23 NHEG BIRTHDAYS - ANNIVERSARIES 

26 OUR ACHIEVEMENTS 

28-29 NHEG NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS 

30 NHEG CALENDARS 

32-33 NHEG BOOK CORNER 

34-37 NHEG WRITERS - ARTICLES 

40-43 HEALTH IS YOUR WEALTH 

44-47 HSLDA - IN THE NEWS AROUND THE WORLD 

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

50-61 FEE ARTICLES 

62-63 DREAM BUILDERS CONTEST 

66-67 NHEG SENIOR CORNER YEARBOOK 

68-69 KIND CARDS FOR SICK KIDS AND SOLDIERS 

70-71 FUN CORNER 

74-79 RECIPES 

80-81 NHEG SPONSORSHIP RADIO & MAGAZINE ADS 

84-87 NHEG PARTNERS & AFFILIATES 

JANUARY - FEBRUARY 2017 | NHEG Magazine 03

www.NewHeightsEducation.org 

THOUGHT FOR THE MONTH 

The new year brings new hope and the challenge of becoming better 

than the year before. 

NHEG continues to reach new heights, and we are looking forward to 

reaching new goals this year. 

This wouldn't be possible without the dedication 

of all of our volunteers. 

Thank you all! 

Pamela Clark 

Editor in Chief 

Marina Klimi 

Production Manager 

MarinaKlimi@NewHeightsEducation.org 

Sheila Wright 

EDITORIAL TEAM 


CONGRATULATIONS ON ACHIEVING THE TOP-RATED 

AWARD BY GREATNONPROFITS.ORG 

Proofreader/Editor 

Assistant Virtual Developer Of Proofreader/Editing of Website 

Aditi Chopra 

Assistant Virtual Developer Of Proofreading/Editing Department 

AditiChopra@NewHeightsEducation.org 

Jeff Ermoian 

Assistant Virtual Development Director Of Graphic Design/Photography Department 

New Heights Educational Group announced that it has been honored with a prestigious Top- 

Rated Award by GreatNonprofits.org, the leading provider of user reviews about nonprofit 

organizations. This award is based on positive online reviews. 

“We are excited to be named a Top-Rated 2017 Nonprofit; this is the 5th year in a row, and 

we are so honored,” says Pamela Clark, Executive Director of the New Heights Educational 

Group. "We are proud of our accomplishments this year, including growing our online business/educational 

classes, new website and incredible work of our graphic design department 

and the work of our over 85 volunteers from around the world. We are so proud of 

all the volunteers and their commitment. Our students have worked hard to better themselves; 

it's an inspiration," says Pamela Clark, Executive Director. 

The Top-Rated Nonprofit award was based on the large number of positive reviews that the 

New Heights Educational Group received – reviews written by volunteers and clients. People 

have posted their personal experience with New Heights Educational Group. 

Graphic Artist/Photographer 

Cartoonist 

JeffErmoian@NewHeightsEducation.org 

Frani Wyner 

Pamela Clark 

Janene Kling 

Photographers 

Philip Vino 

Cartoonist 

About GreatNonprofits - GreatNonprofits is the leading site for donors, clients and volunteers to find reviews and 

ratings of nonprofits. Reviews on this site influence 30 million donation decisions a year. 

Visit www.greatnonprofits.org for more information. 

Media Contact: Pamela Clark, Executive Director, 

NewHeightsEducation@yahoo.com or call 419–786-0247. 

https://www.NewHeightsEducation.org/who-we-are/awards-and-achievements/ 

04 NHEG Magazine | JANUARY - FEBRUARY 2017 




THE INTERNET RADIO PROGRAM FROM 

NEW HEIGHTS EDUCATIONAL GROUP



The NHEG Radio Show is an internet radio program in which the hosts cover various topics of education for Home, Charter 

and Public School families in Ohio. 

These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, Putnam County, Wauseon and Napoleon. 

For an invitation to the live show, visit us on Facebook or Twitter to sign up, or email us at info@NewHeightsEducation.org 

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

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

that lists all the shows that have been released.


Press Releases 


The New Heights Educational Group is recognizing National School Choice 

The New Heights Educational Group is recognizing National School Choice Week in Defiance, 

Ohio on January 27, 2018 at 5:30 pm at Defiance Regional Hospital in Maumee and Auglaize 

Rooms. Mayor Mike McCann has shared a Proclamation for Defiance School Choice Week 2018 

recognizing this event as a city wide event for all citizens. 

Pamela Clark, Executive Director of NHEG, stated, "We are so thankful that our local Mayor has 

recognized National School Choice week. We are extremely happy to host this event annually 

to bring awareness and community voices together with the hope of bettering our futures in 

regards to education." 





HELP US BUILD 

AN EDUCATIONAL RESOURCE CENTER AND LIBRARY! 

HELP US REACH STUDENTS IN NEED OF EDUCATIONAL HELP! 

We would like to offer educational events, computer labs, public events, 

tutoring and other educational activities in this location 

and plan to continue offering classes, tutoring, 

and some afterschool events in Defiance. 

SHOW YOUR SUPPORT BY GOING TO THIS LINK 


https://www.gofundme.com/newheightseducation 



Press Releases 


Congratulations to Kyle Tucker, winner of the latest photography contest and two Disney 

Hopper Cards. 

Here is a message from Fran Wyner, Assistant Virtual Development Director of Photography 

and original winner of cards. She had re-donated them to be given away. 

I am very impressed with all these beautiful photos entered. Thank you all for your entries. I 

love the composition, subjects and beauty reflected in each photo. There is so much to learn by 

taking great pictures... composition, lighting, editing, and much more. I learn something new 

everyday and hope you continue to be eager to learn more, too. I am always in awe of landscape 

photos; they bring out the beauty in our magnificent world. It was a close competition 

and, therefore, difficult to pick a winner. I am partial to the first sky photo in this series as I 

spend much of my time photographing the sky myself. Thank you all again, and keep on shooting 

photographs! Congratulations to the "Sky" photo contestant! 

ADVERTISE WITH NHEG 

Do you own a business or 

run a nonprofit organization and 

want to advertise with NHEG? 

Give us a call today 

at 419-786-0247, 

and you could appear in our magazine. 

On top of being listed in our magazine, 

your business or organization 

will appear in printouts, flyers, emails, inserts 

and even our yearbook. 





Meet Our Teachers and Tutors 

Savleen Grewel 

At a young age, Savleen 

developed a passion for teaching 

and passing on her knowledge to 

improve her own understanding 

of material. Savleen is the oldest 

child in her family and regularly 

tutors her siblings and helps 

friends and peers whenever she 

can. She enjoys running and is 

currently training for a half¬ 

marathon. She also has a passion 

for cake decorating. 

Pamela S. Clark 

Founder/Director 

14735 Power Dam Road 

Defiance, Ohio 43512 

Phone; 419-786-0247 

NewHeightsEducation@yahoo.com 



Peter Gordon 

Peter lives in Florida. He tutors 

students in writing, reading, 

social studies, economics and 

math. He holds a Master's of 

Arts degree in international 

affairs, a Master's of Science 

degree in information 

technology project 

management, and a B.A. in 

economics and political science. 

In the field of social sciences, he 

has researched, written and 

co-published a book and 

researched and written 

chapters of books and 

numerous journal articles. 

He enjoys golf and coaching 

recreational league soccer. 

Sheila Wright 

Sheila lives in Southern 

California and has been a 

community college writing 

professor for over 10 years. 

She earned her MFAin Creative 

Writing from Chapman University 

and a BA in English from CSU 

Northridge. 

As a graduate student, she 

tutored students in the 

university's writing center and 

worked as an instructional aide 

for a parent partcipation 

preschool. She enjoys spending 

time with her son, Anglophilia, 

reading and writing and 

indulging in her love for Star 

Wars. 

Heather Ruggiero 

Heather dedicates her time 

toward making online courses 

and resources for students, 

teachers and parents. She has a 

Master's Degree in Education 

and a B.S. in Business Management. 

Heather has tutored a multitude 

of students across various grade 

levels. She has also developed 

curriculums, created courses and 

taught in classrooms. For six 

years, Heather worked as a 

trainer for adults with disabilities. 

David Lantz 

NEW HEIGHTS EDUCATIONAL GROUP HAS AMAZING, 

AWARD-WINNING TEACHERS AND TUTORS 

AVAILABLE TO HELP YOU START ACHIEVING 

David is an Adjunct Professor of 

Business Management and 

Economics for the University of 

Phoenix. He teaches at colleges 

including Ivy Tech Community 

College and Indiana Wesleyan. 

He was named the 2005 Faculty 

of the Year by the first graduating 

class of the Indianapolis 

Campus of the University of 

Phoenix. 

He holds a B.A. in History and 

Political Science and a Master's 

Degree in Public Affairs. 

Chad Stewart 

Chad has been an animator 

since 1992, working on projects 

that include The Simpsons, The 

Emperor's New Groove and 

The Polar Express. 

In 2007, he began teaching at 

an online animation school 

for career-minded adults and 

now teaches elementary 

students. 




THE NHEG BANNER 

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

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

Clark, Mike Anderson, Sherri Ermoian. 

STUDENT ADVISORY GROUP CREST 

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

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

from Mike Anderson, Sherri Ermoian. 

THE STUDENT LEADERSHIP COUNCIL CREST 

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

with feedback from Mike Anderson, Sherri Ermoian. 

18 NHEG Magazine | JANUARY - FEBRUARY 2017 




MISSING CHILDRENHELP BRING ME HOME 

National Center for Missing & Exploited Children 

Make: Hyundai 

Model: Accent 

Year: 2017 

Color: Gray 

License JGH9845 

plate: 

License TX 

state: 

Missing 

Since: 

Missing 

From: 

Age Now: 

Sex: 

Race: 

Hair Color: 

Eye Color: 

Height: 

Weight: 

Description: 

Missing 

Since: 

Missing 

From: 

Age Now: 

Sex: 

Race: 

Hair Color: 

Eye Color: 

Height: 

Weight: 

Age Now: 

Sex: 

Race: 

Hair Color: 

Eye Color: 

Height: 

Weight: 

Description: 

ANYONE HAVING INFORMATION SHOULD CONTACT 

Case handled by 

DON’T HESITATE! 

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



NHEG Birthdays 

January 5 




February 2 

Faranak Aghdasi 

Hailey Brittig 

Elizabeth Uruskys 

Daniela Silva 

Pamela Clark 






Desiree Clark 

Khrista- Cheryl Cendana 

Shabbir Qutbuddin 

Anthony Artiabah 

Michael Knott 

January 2018 

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 

31 

1 2 3 4 5 6 

7 8 9 10 11 12 13 

14 15 16 17 18 19 20 

21 22 23 24 25 26 27 

February 2018 


28 29 30 31 

1 2 3 

4 5 6 7 8 9 10 

11 12 13 14 15 16 17 

18 19 20 21 22 23 24 


Mollie Miller 

28 29 30 31 1 2 3 

© Calendarpedia® www.calendarpedia.com 1: New Year's Day, 15: Martin Luther King Day Data provided 'as is' without warranty 

25 26 27 28 1 2 3 

© Calendarpedia® www.calendarpedia.com 19: Presidents' Day Data provided 'as is' without warranty 


Briana Dincher 








NHEG Anniversary! 

Pamela Unruh 


Julian Beck 


Riya Chopra 


Heather Ruggerio 


Nita Patel 

Tonya Beaty 

Nisha Zachariah 

Vanh Vue 

Padmapriya (Priya) Kedharnath 

1) HEATHER RUGGERIO - JAN 9 

2) NITA PATEL - JAN 27 

3) RIYA CHOPRA JAN 6 

January 2018 

4) PADMAPRIYA (PRIYA) KEDHAR- 

NATH FEB 27 


31 

1 2 3 4 5 6 

7 8 9 10 11 12 13 

14 15 16 17 18 19 20 

21 22 23 24 25 26 27 

28 29 30 31 1 2 3 

© Calendarpedia® www.calendarpedia.com 1: New Year's Day, 15: Martin Luther King Day Data provided 'as is' without warranty 

February 2018 


28 29 30 31 

1 2 3 

4 5 6 7 8 9 10 

11 12 13 14 15 16 17 

18 19 20 21 22 23 24 

25 26 27 28 1 2 3 

© Calendarpedia® www.calendarpedia.com 19: Presidents' Day Data provided 'as is' without warranty 





A W A R D S 

NHEG OFFICE CURRICULUM LIBRARY 

We would like to offer educational events, computer labs, 

public events, tutoring and other educational activities in this 

location and plan to continue offering classes, tutoring, and 

some afterschool events in Defiance. 

Short term goals: Our vision includes reacquiring a building 

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

funding or a donated building. This building will house our 

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

high-quality tutoring, place for families to come 

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

educate their own children on site. 

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

any educational question. 

Longer term goals: 

We foresee a daycare for young mothers and fathers 

in high school (main target) and college and 

will provide affordable daycare in hopes of keeping 

them in school. 

HELP SPREAD THE WORD! 


View all of our awards here 

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

https://www.gofundme.com/newheightseducation 



New Volunteers 

Suyog Laxman Bansode 1/3/18 

Radio Host Assistant 

App Builder 

Blackboard/ Coursesites Assistant 

Nikhita Dhawan 1/4/18 

HR Coordinator 

Volunteers of the Month 

Mike Anderson 

Kiyoko Green 

Enjoli Baker 

Savleen Grewal 

Frederick Bernsee 

Robert Hall 

Antonn Park Bryant 

Elizabeth Ann Jackson 


Bruno Moses Patrick 

Anna Shi 

Sapna Shukla 

Margaret Spangler 

Khrista Cheryl Cendana 

Padmapriya (Priya) Kedharnath 

Tanushree Tiwari 

Aditi Chopra 

Marina Klimi 

Elizabeth Uruskys 

Sad Goodbye to Vanh Vue. We wish you the best with your future. 

Thanks for everything you've done for NHEG and your commitment to your 

student. 

Riya Chopra 

Joelma de Castro 

Katie Gerken 

Peter Gordon 

Janene Kling 

Mollie Miller 

Monika 

Nita Patel 

Vanh Vue 

Sheila Wright 

Fran Wyner 

NHEG CONTESTs 

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

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


All works must be mailed to: 

New Heights Educational Group, Inc. 

Resource and Literacy Center 

ATTN: Contest Department 

14735 Power Dam Road 

Defiance, Ohio 43512 

Check should be made payable to: 

The New Heights Educational Group, Inc. 

Attach a note with information on which contest you’re entering. 

Example: Note – Art or Note – Poetry 

Entry Fee $15 per item 


We believe that a child’s 

exposure to diverse 



Promotes Literacy for Children and Adults 

We believe that 

a child’s high-quality school experience 

includes exposure to diverse 

people, topics and learning adventures 

high-quality school experience includes 

people, topics and learning adventures. 




MATH IS NOT MAGIC - BOOK REVIEW BY JERRY KNOELKE 

This book is very informative and educational. Right off the bat I noticed that the author wants you to know that 

there is not magic wand with math. You either know how to solve the problem or you don't. The book takes you 

from basic algebra all the way to calculus. I think that the pictures make the reader pay more attention to the 

math problems. Math problems are broken down to their very last point. All of the problem are explained well and 

clear. The book was easy to understand and it makes the reader feel more confident while they are trying to solve 

their math problems. I would recommend this book to anyone who needs math problems broken down to them so 

that they are easier to understand. This book would be great to use and to help kids understand that math is not 

as hard as it seems. Pictures are the key here. 

BOOK INFO: 

A universal primer for students and parents that will equip both with PRESS, a simple method developed to help 

everyone solve Math word problems. Improve your test scores! PRESS can be used universally with all high school 

Math courses: Beginning Algebra, Advanced Algebra, Geometry, Trigonometry, Calculus, Probability and Statistics. 

PRESS will easily help you comprehend Math’s abstract reasoning - you will conquer Math! In MATH IS NOT MAGIC, 

for each branch of Math, four classic examples and their solutions, using one universal method, PRESS, are 

displayed. 

Students progressing from Arithmetic to higher Math will require learning how 

to solve word problems. 

PRESS transforms abstract word problems back to simple Arithmetic. 

Students will be able to pinpoint exactly where they need help. Use the one universal method, PRESS; your students 

will love you for simplifying Math. 

Word problems occur daily in science courses. Use PRESS here, too! 

PRESS – a method that defines Math. 

Students will finally have a consistent definition for all seven fields of Math providing them with an understanding 

of what Math is and how Math works. 

UNRAVELING READING - BOOK REVIEW BY RAY SIMMONS 

Unraveling Reading by Daniela Silva is chock full of great practical advice and tips for teaching young people to 

read. I can’t think of many more useful and necessary reasons to write a book. Reading has played a huge role 

in my life. It determines how I think and what I think about much more than TV or any other medium does. My 

mother instilled this love of reading in me. She was a librarian. She is also the one that taught me to read and I 

thank her for it every day. Now I teach children to read and I think this book is going to help me do this a little 

more efficiently. I already use a lot of the things Daniela talks about, but I saw some new ideas that look like 

they may be useful. 

Unraveling Reading is published by the New Heights Education Group and Daniela Silva tells us a little about the 

group and its mission. I must say I am impressed with their goals. There should be groups like this all around 

America, focusing not just on reading, but all aspects and areas of our children’s education. I found Unraveling 

Reading to be well written, well organized, and full of ideas and advice that will help parents, educators, and 

anyone else attempting to give children one of the most precious gifts you can give a child. An introduction to 

the world of books. Unraveling Reading is a very useful tool and Daniela Silva should be commended for writing 

it. I’m passionate about reading. I think everyone should be. 

Source: ReadersFavorite.com https://readersfavorite.com/book-review/unraveling-reading 




CONTRIBUTIONS OF NEUROLINGUISTIC PROGRAMMING 

IN SCHOOL EDUCATION 

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

science, at the University of California in Santa Cruz. 

After some time, Richard decided to study psychology and 

observed that when a person thinks about a traumatic or difficult 

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

being worrisome for the person. Therefore, Brandler found that 

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

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

Neurolinguistic Programming as Modeling of Human Excellence, 

and consists in the reproduction and transformation of behaviors 

and beliefs. 

Enthused by studies on human behavior, Richard Bandler 

started a Gestalt therapy group made up of students and 

members of the local community. John Grinder, professor of 

linguistics at the University of California, agreed to oversee 

Brandler's therapy group. Discovering the similarity of their 

interests, they decided to combine their knowledge in computer 

science and linguistics. 

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

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

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

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

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

and goals. 

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

sight, smell, taste and touch. 

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

and believe. 

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

through the interaction between the brain, language and behavior. 

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

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

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

objectives that are expected from any field of human activity. 

WHAT ARE THE BENEFITS THAT NLP CAN BRING TO ACADEMIC AND PROFESSIONAL LIFE? 

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

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

ways of achieving the objective goal 


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

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

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

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

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

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

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

NEUROLINGUISTIC PROGRAMMING APPLIED IN THE CLASSROOM 

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

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

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

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

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

we address. 

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

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

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

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

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

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

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

in an assertive and effective way. 

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

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

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

Photo credit: Photopin, US Department of Education 

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

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

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

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

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

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

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

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

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

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

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

aloud. 

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

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

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

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

to develop new projects and activities. 

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

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

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

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

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

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


Photo credit: Photopin, COD Newsroom 

• Students with kinesthetic learning style: 

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

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

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

of didactic resources that can be used with these apprentices. 



NEUROLINGUISTIC PROGRAMMING TECHNIQUES IN THE LEARNING PROCESS 


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

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

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

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

create empathy for the students. 

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

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

the process of empathy through the reflex technique. 

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

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

the head. 

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

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

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

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

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

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

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

teaching strategy. 

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

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

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

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

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

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

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

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

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

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

FINAL CONSIDERATION 

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

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

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

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

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

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

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

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

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

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

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

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




CLT Test times 

The upcoming test dates and associated registration deadlines are: 

• February 3, 2018 (Deadline - January 30) 

• April 21, 2018 (Deadline - April 17) 

• May 19, 2018 (Deadline - May 15) 

• September 29, 2018 (Deadline - Sept 25) 

Continue to update the list below as we get more and more testing centers signed 

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

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

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

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

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

Sattler College, a new college in Boston, Massachusetts, is the most recent college 

to adopt the CLT. Sattler College is offering an application deadline extension to any 

students using the CLT in their applications. They are also offering their entire first 

class of accepted applicants full funding for first year tuition. At CLT, we see Sattler 

College’s model as a practical solution to many problems facing higher education 

today 

https://www.cltexam.com/locations 



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Homeschool Mom Uncovers District’s Foul Play 

https://www.hslda.org/hs/state/wy/20171108-Homeschool-Mom-Uncovers-Districts-Foul-Play.asp?utm_ 

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

In the news around the world 

ECOT losing sponsor, could close next week 

Columbus Dispatch 1/11/2018 

The troubled Electronic Classroom of Tomorrow could shut down as early as next week after its long-time 

sponsor decided to sever. 

http://www.dispatch.com/news/20180110/ecot-losing-sponsor-could-close-next-week 

Tracking ‘Invisible Colleges’ 

Inside Higher Ed 1/11/2018 

Alexander Astin and Calvin Lee wrote a report in 1972 about small, private four-year colleges, examining 

491 nonselective institutions. 

https://www.insidehighered.com/news/2018/01/11/research-examines-changes-over-45-years-small-privatecolleges 




NHEG NEWS - UPDATES 

DISCOUNTED AND FREE ONLINE CLASSES 

https://www.NewHeightsEducation.org/students/discounted-and-free-online-classes/ 

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

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

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

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

classes. 

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

but not for students in charter or public schools. 

AFFILIATE PARTNERS 

Silicon Valley High School 

ONLINE FOREIGN LANGUAGE CLASSES 

ONLINE ECONOMICS CLASSES 

ONLINE HISTORY CLASSES 

ONLINE LANGUAGE ARTS CLASSES 

ONLINE MATH CLASSES 

ONLINE SCIENCE CLASSES 





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

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

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

course taught by one of our volunteer teachers or tutors. 

The Natural Speller online course is 

a way to help students from public, 

charter and home schools to help 

become effective spellers while in 

school. 

Taught by Heather Ruggiero, our 

Financial Literacy course is a selftaught 

class that helps you build 

a better understanding of your finances. 

The orphan trains operated between 

1854 and 1929, relocating about 

200,000 orphaned, abandoned, or 

homeless children. 

http://school.newheightseducation.org/ 



Solitary Confinement is Appallingly Common In Public Schools 

Levy goes on to write: 


The closet had a panel window that permitted an adult to look in, but the window was blocked by taped-up paper from 

the floor to four feet from the ground and also at the top, so the child could not look out. This also made the closet rather 

dark. The child was repeatedly slapping the window with her hands but was not tall enough to see anything.” 

Actions that are considered criminal when parents do them are somehow tolerated in the nation’s public schools. Locking 

children in dark closets or physically restraining them with ropes and ties can cause serious emotional trauma and 

bodily harm. Parents shouldn’t do it, and neither should the state. 

https://www.youtube.com/watch?v=Op8GoDdtP34 

Source: The Foundation for Economic Education (FEE) 

https://fee.org/ 

Educated People Must Question the Value of School 

By Kerry McDonald 

Tuesday, September 12, 2017 

If parents were to lock their children in a confined space for a lengthy period of time, it is highly likely that those parents 

would be arrested for child abuse and their parental rights threatened. (In fact, this just happened in Arizona recently.) If 

public schools do this, however, the outcome is quite different. 

Solitary Confinement for Kids 

The use of physical restraints, locked “seclusion rooms,” and solitary confinement for children is rampant throughout 

the nation’s public schools. In a comprehensive 2014 analysis by NPR and ProPublica, analysts found that “restraint and 

seclusion were used at least 267,000 times nationwide” in the 2011-2012 school year. Schools put children in seclusion 

rooms approximately 104,000 times in that one year. 

ProPublica reports that the restraint and seclusion practices included “pinning uncooperative children facedown on the 

floor, locking them in dark closets and tying them up with straps, handcuffs, bungee cords or even duct tape.” 

Many school officials contend that using restraints and locked seclusion for children are sometimes necessary when children 

are out of control in the school building and need to calm down. But a 2014 U.S. Senate report on these practices 

argues that these extreme tactics are unnecessary and damaging to children. 

The report asserts: 

There is no evidence that physically restraining or putting children in unsupervised seclusion in the K-12 school system 

provides any educational or therapeutic benefit to a child. In fact, use of either seclusion or restraints in non-emergency 

situations poses significant physical and psychological danger to students.” 

Particularly troubling is that the NPR/Pro Publica analysis of school seclusion and restraint practices found that the vast 

majority of the cases (75%) involved children with disabilities. In a separate analysis earlier this year, the Education Week 

Research Center found that 70,000 special education students were restrained or secluded in the 2013-2014 school year. 

There Are Serious Consequences for Restraining Children 

Beyond the obvious emotional trauma to a child of being physically restrained or locked in a secluded room, these restraint 

and seclusion practices sometimes result in serious injury. 

A 2012 ABC News investigation found that “thousands of autistic and disabled schoolchildren have been injured and dozens 

have died” from the use of seclusion and restraint protocols in the nation’s public schools. 

Writing earlier this week in The Huffington Post, educator Laurie Levy shared a story of a small, first-grade special education 

girl in her school district who was placed in locked seclusion, “crying hysterically for 45 minutes in what was euphemistically 

called the ‘Calm Down Room.’” 


By Joshua Spell 

Friday, September 15, 2017 

Before I begin, let me be clear that nothing I say should be taken as a slight against the institutions that were central to 

my upbringing. As far as schools go, mine were pretty good, and even now, I can say that my education was worth something 

– a lot, actually – so again, let me stress that these are abstract considerations divorced from personal experience. 

No education is complete without a healthy contempt for school. 

G. K. Chesterton once said, “Without education, we are [in danger] of taking educated people seriously.” In the same 

vein, no education is complete without a healthy contempt for school. Though contempt by itself is an ugly thing, contempt 

grounded in understanding can save us from overvaluing grades, credentials and other measures of academic 

success. 

The Perfect Student 

Academic merits indicate a desired level of performance within the classroom, but they do not necessarily indicate value 

beyond the classroom. 

Case in point: Ignatius J. Reilly, the so-called protagonist from A Confederacy of Dunces. Despite having a master’s degree 

and a pathological obsession with Boethius, the man is unemployed and unemployable, good for less than the 

good-for-nothings down at the nightclub. In fact, Reilly is like a malformed Chesterton: a medievalist reactionary decrying 

“the myth of progress,” minus the wit, minus the charm, minus the personal qualities that would make him a useful 

scholar. Ignatius is thoroughly schooled but horribly educated. 

Though he never gets around to finishing his “indictment against the century” (a loose set of notes strewn across the 

floor of his bedroom), in a way, he himself is an indictment against the century: Ignatius J. Reilly is as much a product of 

modern education as anyone else. 



In private schools, as in private enterprise in general, poor performance drives funding away by driving paying customers 

away. Yet in public schools, poor performance is used as an excuse for increased funding. With incentives like these, 

is it any wonder that public schools are failing our children so badly? Isn't it time to inject some competition into the 

system? 


Kids Thrive Under Self-Directed Education 

He is the product of twelve years of public school, four years of college and two years of postgraduate studies. He was 

the model student; he succeeded academically; he did everything he was supposed to do according to parents, teachers 

and other assorted superiors; so of all people, he should have been the most prepared, right? The most ready, the most 

fit for life? It would seem that way – but instead, he gets fired from pushing hot dog carts. 

That is the perfect student. That is what school, apart from Chestertonian perspective, threatens to make of good 

minds. Is school necessarily bad, then? No, but we may need to rethink what it means to be educated. 

Prepping for Reality 

Education is about readiness for life, or to put it differently, education is about knowing what you need to know to live 

how you want to live. To this end, school may be of some use – if you happen to thrive in that environment; if the teachers, 

more than just teaching “subjects,” foster your personal independence; and if the institution exists for the sake of 

learning, not for the sake of itself (which requires a great deal of tolerance for being questioned, criticized and told “no”) 

– but even then, it carries tremendous opportunity costs. 

Is it worth it? Maybe, maybe not – who can say? 

For grade school: eight hours a day, three-fourths of a year, for twelve years before entering “the real world.” For college: 

four years, many thousands of dollars and habitual sleep deprivation. For graduate school: two to four years, a second 

helping of student loans and, for some people, a room full of bottles from drinking away their academic remorse. 

Is it worth it? Maybe, maybe not – who can say? But this we know for certain: when school loses sight of education; when 

it engenders harmful passivity; and when it leads you to treasure grades more than good cheer and life itself, it becomes 

bad for you. For the sake of every Ignatius, let us think on these things. 



By: Kerry McDonald 

Thursday, September 21, 2017 

My 10 year old daughter attends Parts & Crafts, a local self-directed learning center for homeschoolers/unschoolers 

here in the city. She goes once a week and loves it. At the beginning of each session, the facilitators work with the young 

people to generate ideas for classes and then the kids pick which classes they want to take. They also always have the 

choice not to participate in any classes and spend their time as they choose, tinkering with the abundant makerspace 

materials, reading, knitting, playing board games, etc. 

Freedom to choose is a fundamental principle of Self-Directed Education. Young people can choose to take a class or not, 

or to leave the class at any time for any reason, or to leave the learning center altogether. This affords children the same 

respect and autonomy that we grown-ups enjoy. For example, I choose classes based on my interests. If that class is not 

meeting my needs then I have the freedom to leave. My children have the same freedom. 

Children Are People, Too 

I make sure when I register for classes for myself, or for my children, that I am prepared to eat the full cost of that class 

whether or not I/they decide it's not working, and if I am not prepared to pay that amount then I/they don't register for 

that class. The freedom to stop doing something that isn't working for us, as long as we don't cause harm to others, is 

something we grown-ups take for granted but often expect otherwise from our children. 

Boston College psychology professor, and Alliance for Self-Directed Education founder, Dr. Peter Gray, writes that the 

freedom to quit is the most basic human freedom. He asserts: "In general, children are the most brutalized of people, 

not because they are small and weak, but because they don't have the same freedoms to quit that adults have." 

The true promise of Self-Directed Education is in how it enables human flourishing. 

At Parts & Crafts, my daughter chose woodshop for one of her classes this term. Yesterday she was telling me about the 

class and how she is working on creating wooden swords to give to her younger brothers for holiday presents. I asked 

her to share more details of the class. She said the facilitator is working on a specific, prepared project with some of the 

kids but that she and two other kids are working independently on their own projects during that time. I love this. Kids 

can take a class to learn how to do a project with adult guidance, or they can work autonomously on their own projects if 

they choose. 

The true promise of Self-Directed Education is in how it enables human flourishing. Young people are given the freedom, 

respect, and agency to drive their own learning, with adults available to provide resources, guidance, and support when 

needed. As John Holt wrote in Instead of Education: “My concern is not to improve ‘education’ but to do away with it, to 

end the ugly and anti-human business of people-shaping and to allow and help people to shape themselves." 

Helping people to shape themselves is what Self-Directed Education is all about. It fosters choice, freedom, autonomy, 

and the ability to learn in non-coercive environments, always with the ability to opt-in or out. In essence, it grants children 

the same freedom from coercion that adults enjoy. 

We need to let go of the notion of schooling—something someone does to someone else—and instead reclaim learning— 

something humans naturally do. Self-Directed Education provides the pathway to do this. 






Schooling Was for the Industrial ErA, 

Unschooling Is for the Future 



Young people follow their interests and pursue their passions, while adults act as facilitators, connecting children and 

teens to the vast resources of both real and digital communities. In this model, learning is natural, non-coercive, and 

designed to be directed by the individual herself, rather than by someone else. 


My Homeschoolers Love Worksheets, 

Because They're 100% Voluntary 


Sunday, October 08, 2017 

Our current compulsory schooling model was created at the dawn of the Industrial Age. As factories replaced farm work 

and production moved swiftly outside of homes and into the larger marketplace, 19th century American schooling mirrored 

the factories that most students would ultimately join. 

The bells and buzzers signaling when students could come and go, the tedium of the work, the straight lines and emphasis 

on conformity and compliance, the rows of young people sitting passively at desks while obeying their teachers, the 

teachers obeying the principal, and so on—all of this was designed for factory-style efficiency and order. 

The Imagination Age 

The trouble is that we have left the Industrial Era for the Imagination Age, but our mass education system remains fully 

entrenched in factory-style schooling. By many accounts, mass schooling has become even more restrictive than it 

was a century ago, consuming more of childhood and adolescence than at any time in our history. The first compulsory 

schooling statute, passed in Massachusetts in 1852, required eight to 14-year-olds to attend school a mere 12 weeks a 

year, six of which were to be consecutive. This seems almost laughable compared to the childhood behemoth that mass 

schooling has now become. 

Enclosing children in increasingly restrictive schooling environments for most of their formative years, and drilling them 

with a standardized, test-driven curriculum is woefully inadequate for the Imagination Age. In her book, Now You See 

It, Cathy Davidson says that 65 percent of children now entering elementary school will work at jobs in the future that 

have not yet been invented. She writes: “In this time of massive change, we’re giving our kids the tests and lesson plans 

designed for their great-great-grandparents.” 

While the past belonged to assembly line workers, the future belongs to creative thinkers, experimental doers, and inventive 

makers. The past relied on passivity; the future will be built on passion. In a recent article on the future of work, 

author and strategist John Hagel III writes about the need to nurture passion to be successful and fulfilled in the jobs to 

come. He says: 

One of my key messages to individuals in this changing world is to find your passion and integrate your passion with your 

work. One of the challenges today is that most people are products of the schools and society we’ve had, which encourage 

you to go to work to get a paycheck, and if it pays well, that’s a good job, versus encouraging you to find your passion and 

find a way to make a living from it. 

Passion-Driven Learning 

Cultivating passion is nearly impossible within a coercive schooling structure that values conformity over creativity, 

compliance over-exuberance. This could help explain why the unschooling, or Self-Directed Education, movement is 

taking off, with more parents migrating from a schooling model of education for their children to a learning one. With 

Self-Directed Education, passion is at the center of all learning. 



Tuesday, October 10, 2017 

Unschooling and workbooks. Isn't that an oxymoron? Isn't the whole idea of unschooling that you don't follow a curriculum 

or adopt a schooled mindset? 

It's true that unschooling, generally speaking, means living as if school doesn't exist. It means avoiding curriculum and 

the classic stereotype of "kitchen table" homeschooling, all gathered around the table doing lessons that the parent 

dictates. 

Unschooling, or Self-Directed Education, means giving young people the freedom and opportunity to direct their own 

learning, following their own interests and passions, using the full resources of real and digital communities, without 

coercion. 

That's a mouthful, but the key phrase is: without coercion. Learning is not forced. Unschooling parents surround their 

children with abundant resources and tools, making the wider world as accessible as possible to explore. 

John Holt, who coined the term "unschooling" in the late 1970s to differentiate Self-Directed Education from traditional, 

school-at-home homeschooling, reinforces this point. He writes in Learning All The Time: 

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

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

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

Just as we have crayons and paper, books and computers, yarn and playdough, magazines and watercolors, we have 

workbooks. They are nothing fancy – just the ones you can pick up at a local store or online (my gang seems to like Brain 

Quest) – but they are scattered around our home. These workbooks are available to the kids, just like all other tools and 

supplies, to use and explore as they like. 

And you know something? They love them. Often if they are looking for something to do, they'll grab a workbook, find 

some pages that look interesting, and work at them – asking questions when needed. Sometimes they will get so into 

these workbooks, (particularly my older two) that they will spend a long while completing page after page. 



When I tell people my kids like workbooks and often seek them out, they think I am either crazy or lying. Who likes workbooks? 

But they do, and so do other unschoolers I know. Partly I think this is because my kids have never been to school 

and have no mental model to associate worksheets with drudgery. And partly I think they like workbooks because they 

are not forced to do them. They freely use workbooks when and how they choose, focusing on the content that matters 

most to them, and they can freely stop using them whenever they want to. 

Kids don't need to be forced to learn. They want to learn, to explore and discover their world, in ways that are meaningful 

to them. When young people are granted the freedom and opportunity to learn that we adults take for granted, their 

learning is deeper and richer and more enduring than anything learned under compulsion. Grown-ups provide the time, 

space, resources, and support for learning. The kids do the rest. 


He explains that “it is implausible to suppose that government needs, or should be entrusted with, property-seizing 

power that no one in his right mind would entrust to private people.” 

Boudreaux lists several reasons why eminent domain is problematic. One reason is that “the power to seize property 

is both especially dangerous and especially tempting to those who possess this power…A state that can seize people’s 

homes can also seize publishers’ presses and broadcasters’ studios. And no one should be entrusted with such power. 

Anyone possessing it is too easily tempted to abuse it.” 

In the case of Brookline, the power to seize private land to build another coercive government institution is doubly concerning. 

Unlike roads, which are voluntary to use, compulsory schooling is mandated under a legal threat of force. 


This Town Wants to Rob Disadvantaged 

Students to Build a School for the Rich 


We should be wary of a government’s power to take private land, as well as to expand coercive institutions as a result. 

The events in Brookline show that the interest of the “public good” is often better served by private entities than 

through the forceful authority of the state. Let’s hope the citizens of Brookline speak up and stop this latest example of 

government overreach. 



Is Mass Schooling behind the Anxiety Epidemic among Teens? 


Thursday, October 12, 2017 

Every time I see a new government school under construction, it reminds me of the significant burden local taxpayers 

bear to pay for that coercive new institution. In the town of Brookline, Massachusetts, an affluent community adjacent to 

Boston, this form of government coercion has reached new heights. Last week, town officials contacted the president of a 

private college there to say that they were planning to take seven acres of college land by eminent domain to build a new 

public elementary school. 

The Boston Globe reported this week that “the college was caught off guard and is angry that town officials would suggest 

seizing the land instead of building elsewhere.” Pine Manor College, while surrounded by some very wealthy neighbors, 

serves mostly low-income, minority, and first-generation college students. The Globe reports that 85 percent of the Pine 

Manor’s students are people of color and 84 percent are first-generation college attendees. 

In the past, the college sold off some of its land to the town, as well as to its well-to-do neighbors like New England Patriots 

quarterback, Tom Brady, who purchased 5 acres from Pine Manor in 2013. But this recent notification states that the town 

wants to snatch the land that the college is not interested in selling. 

Eminent domain is the power of government to seize private land for public use. It is often used as a justification for taking 

private property to build roads or pipelines that, it is thought, would benefit the greater public good. Why would the government 

be so arrogant to determine that a compulsory elementary school in a rich neighborhood serves the public good 

more than a private college that caters to primarily disadvantaged students? 

In his 2005 FEE article, “The Dangers of Eminent Domain,” economics professor, Donald Boudreaux, writes that the inherent 

problem with eminent domain is that no entity, public or private, should be able to seize someone else’s land. 



Tuesday, October 17, 2017 

Dovetailing with World Mental Health Day earlier last week, The New York Times published an article about the skyrocketing 

rates of teenage anxiety, depression, and suicide. It highlights recent data revealing that hospital admissions for suicidal 

teens have doubled in the last decade, with the highest spike in admissions occurring in early fall as students return 

to school. 

Profiling a young man named Jake, the Times describes his incapacitating school-related anxiety that began in his junior 

year of high school and reached a breaking point when, at 17, “he refused to go to school and curled up in the fetal position 

on the floor.” 

After a suicide attempt, various antidepressant medications, several hospitalizations, and time spent at a residential treatment 

facility in New Hampshire, Jake finally managed to get through his senior year of high school and into college, where 

his anxiety has largely disappeared. 

While the article describes various tactics schools and therapists use to address mounting teenage anxiety and depression, 

one question not asked is this: If schooling is causing these serious problems for teenagers, then why are they going? 

Invented Adolescence 

In his compelling book Teen 2.0: Saving Our Children and Families From the Torment of Adolescence, researcher and 

former editor-in-chief of Psychology Today Dr. Robert Epstein explains that adolescence is largely a western societal 

construct. 



“In more than a hundred cultures around the world, teens have no such difficulties—no depression, no suicide, no crime, 

no drug use, no conflict with parents, Epstein writes. “Many cultures don’t even have a word for the period of life we call 

adolescence. Why are American teens in such turmoil?” 

Why Homeschooled Children Love Reading 


Epstein goes on to suggest that much of this teenage angst results from the “infantilization of teens” as they are confined 

and enclosed for much of their adolescence, and their actions and thoughts are controlled by others. 

“Driven by evolutionary imperatives established thousands of years ago, the main need a teenager has is to become 

productive and independent,” Epstein writes. “After puberty, if we pretend our teens are still children, we will be unable 

to meet their most fundamental needs, and we will cause some teens great distress.” 

The word adolescence was coined in a mammoth 1904 book by G. Stanley Hall, the first president of the American Psychological 

Association. Hall’s book, the 1400-page Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, 

Sociology, Sex, Crime, Religion and Education, struck a chord with policymakers and educators hoping to expand 

mass schooling. 

An American Heritage article on the history of adolescence claims: 

Among the book’s supporters were secondary school educators who found in Hall’s writing a justification for their new 

enthusiasm about moving beyond academic training to shape the whole person. They also found in it a justification for 

raising the age for ending compulsory school attendance. 

Freedom as Medicine 

Enclosing young people in compulsory schooling environments for most of their teenage years severely restricts their 

freedom and challenges their evolutionary adaptability. 

It is perhaps no wonder that Jake’s anxiety lessened as he left high school and went on to college, where he gained more 

freedom and more personal control over his schedule, his classes, and his social life. 

In an article for The Huffington Post, author Blake Boles writes about how high school should be more like college, with 

teenagers given the freedom, independence, respect, and real-world immersion they so desperately need. He writes: 

Real learning thrives when students have real choices. Give high school students the same freedom as college students, 

and we’ll take education a step in the right direction. 

Boles should know. His company, Unschool Adventures, works with unschooled and homeschooled teenagers through 

immersive travel programs and self-directed learning initiatives. 

While it is critically important to help teenagers struggling with school-related anxiety and depression, it is worth considering 

the evolutionary mismatch between forced schooling and adolescence. Designed to be fully immersed in real-world 

experiences and productive work, dictating their own thoughts and actions, and surrounded by adult mentors, 

teenagers are instead cut-off and controlled. Freedom may be their best medicine. 




Thursday, October 26, 2017 

I saw the headline in Monday’s Harvard Gazette: “Life Stories Keep Harvard Bibliophile Fixed to the Page.” My first thought 

was, "I bet he was homeschooled.” 

He was. 

The article describes the experience of Harvard University junior, Luke Kelly, who grew up in Mississippi and was homeschooled 

for most of his childhood. Much of his time was spent reading and he developed a passion for books and 

literature. 

Why did I suspect that a bibliophile college student was homeschooled before even reading the article? Because most 

homeschoolers love to read--I mean, really love to read. Many of them develop this affinity because they have the time, 

space, and freedom to read when they want, what they want, how they want. 

Released from standard schooling constraints that dictate reading materials and create arbitrary reading levels, homeschoolers 

learn quickly that books are vital tools for knowledge and discovery. They are not the props of arduous assignments. 

They are vibrant narratives that entertain and edify. 

With homeschooling, reading is not a separate subject to be covered at certain times in certain ways; rather it is an integral 

and seamless part of overall learning. Trips to the library are not reserved for 40-minute blocks once a week with a librarian-led 

lesson. Homeschoolers often spend hours at the library, scouting the shelves in search of a good story, seeking 

librarian advice when needed, exploring the vastness of its real and digital resources. 

And boy do they read! My older daughter has read more books in the past six months than I read in my entire K-12 public 

schooling stint. 

Homeschoolers are also able to learn to read at their own pace, on their own timetable, following their own interests. With 

mass schooling, reading is regimented. Children learn to read in a specific way, following a specific curriculum, at a specific 

time. Increasingly, that time is being pushed to remarkably young ages. Kindergarteners are now expected to do the 

serious seat-work previously reserved for older children. Even preschoolers are being pressured. 

Erika Christakis, author of The Importance of Being Little, writes about the dramatic changes in early childhood education. 

She explains that much of this change originates from more standardized, Common Core-based curriculum and high-stakes 

testing requirements. Christakis writes: 


Because so few adults can remember the pertinent details of their own preschool or kindergarten years, it can be hard to 

appreciate just how much the early-education landscape has been transformed over the past two decades...A child who’s 

supposed to read by the end of kindergarten had better be getting ready in preschool. As a result, expectations that may 

arguably have been reasonable for 5- and 6-year-olds, such as being able to sit at a desk and complete a task using pencil 

and paper, are now directed at even younger children, who lack the motor skills and attention span to be successful. 

Preschool classrooms have become increasingly fraught spaces, with teachers cajoling their charges to finish their ‘work’ 

before they can go play. 



Teachers are beginning to internalize these standards, rather than question them. As assistant professor of education, 

Daphna Bassok, and her colleagues at the University of Virginia discovered: In 1998, 31% of teachers believed that children 

should learn to read while in kindergarten. In 2010, that number was 80%. 

Many kids who are not developmentally ready to read on this increasingly pressurized, standardized school timeline are 

then slapped with a learning disability label and given an Individualized Education Plan (IEP) to get them caught up to the 

herd. This can often lead to deep resentment, not only of reading but of learning in general. 

Homeschoolers avoid the standardization and regimentation of forced schooling, and their learning is often much richer 

and more meaningful as a result. It's also more joyful. 

So I wasn't surprised that a college bibliophile was homeschooled. I would have been surprised if he wasn't. 


Is College Prep Overrated? 



“Don’t be so high and mighty that you don’t take advantage of the humble opportunities that are granted to you. … 

Life is very difficult, and in order to thrive with this difficult life – if an opportunity is presented to you, you shouldn’t be 

so arrogant that you dismiss it. And it’s really easy to be arrogant as a teenager, especially if you’re smart, because you 

think, “Well, I’m smarter than everybody else.” Actually, no. There’s lots of people that are a lot smarter than you, you 

just haven’t met them yet. And you’re not as smart as you think you are besides, and other people aren’t as dumb as you 

think they are either. … Wise beats smart. 

So, I would say if you’re 16 and your life isn’t so happy, it’s like, look around and see if there are opportunities that people 

are granting you – even imperfect opportunities, because they’re going to be imperfect – that you could exploit, let’s say, in 

a proper way, and learn and grow.” 

It’s certainly true that young people can miss these types of humble opportunities because of their own attitudes. But is 

it also the case that many American adults have encouraged them to overlook and avoid these opportunities? 

Think about it. We encourage students to invest in all sorts of tutoring, extra-curricular activities, sports, and high-profile 

internships in hopes that these opportunities will make their college application stand out. At the same time, we 

discourage them from picking up a low-level job because it might distract from their homework or their quest for the 

latest scholarship. 

Are we misguided in such a course? Would our young people be better equipped for life if they laid their foundations in 

the humble beginnings of hard work? 

https://www.youtube.com/watch?v=fuSb69LuPMY 



By: Annie Holmquist 

Thursday, November 09, 2017 

In a recent article for The New York Times, columnist Malcolm Harris notes that “November begins the official college application 

season.” 

As Harris goes on to explain, this application season is simply the culmination of a long and arduous competition which 

begins many years before graduation. This competition, he says, plays out in sports, in school, and in any number of other 

extracurricular activities which students fill their lives with, and as such, is ruining childhood. 

Whether or not you agree with Harris on that last point, it’s not hard to see that a lot of effort is spent trying to ensure 

today’s students land a good spot in college, the thinking being that a good spot in college guarantees future success. 

But that’s not always the case. In fact, the path to true success and a life rooted in wisdom may be found in the very things 

students avoid when they’re trying to land themselves in a prestigious college. 

That’s a point made in a recent interview with famed Professor Jordan Peterson (video below). In the interview, Peterson 

explains how school was not his favorite thing in the world. 

Part of this dislike appears to have stemmed from boredom. Peterson admits that he was a fast reader, and as such, would 

finish the assignments much more quickly than his teachers desired. But instead of performing other learning activities, 

Peterson did nothing. 

What he did do, however, is take up work as a dishwasher and short-order cook in a restaurant. And it is the lessons he 

learned at this job that caused him to offer the following advice to today’s young people: 




WISH YOU COULD LEAVE A TRULY 

POSITIVE, LASTING LEGACY IN YOUR 

COMMUNITY? 

https://www.dreambuilderscontest.com/aarpdream2018/Home/Countdown 

ENTER THE DREAM BUILDERS CONTEST FOR A CHANCE TO CREATE THE GOOD AND WIN UP TO $2,500 TO HELP BRING YOUR 

NON-PROFIT PROJECT TO LIFE! THERE ARE TWO WAYS TO ENTER, WITH A VIDEO OF NO LONGER THAN ONE MINUTE OR A 

PHOTO ESSAY OF NO LONGER THAN 500 WORDS. WHAT ARE YOU PASSIONATE ABOUT? TELL US WHAT INSPIRES YOU. 

TIPS TO ENTER 

YOUR VIDEO MUST BE NO LONGER THAN 60 SECONDS AND NO LARGER THAN 200MB. 

PHOTO ESSAYS MUST BE NO LONGER THAN 500 WORDS. SUGGESTED PHOTO SIZE IS 1280 X 720 AND 5MB OR LESS. 

YOUR VIDEO OR PHOTO NEEDS TO INCLUDE ONLY YOUR OWN ORIGINAL WORK. THAT MEANS NO STOCK IMAGES OR FOOTAGE. 

MAKE SURE YOU HAVE EVERYONE’S PERMISSION TO USE THEIR LIKENESS IN A PHOTO ESSAY OR VIDEO SUBMISSION. 

Tell us who you are and the dream you have for 

your community. 

Describe a project you are currently working on 

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

know what you would do if you won. 



NHEG Yearbook 

New Heights Educational Group offers an annual NHEG yearbook to students 

NHEG School and Senior Pictures 

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

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

and reasonably priced photographers for your school and senior pictures 

For further details see 

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

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

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

for credit on a high school transcript. 

SCHOLARSHIP SEARCH & SUPPORT 

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

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

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

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

school families enjoy participating in this book. 

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

These tasteful and high quality books are affordable and 

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

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

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

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

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

in a one-of-a-kind yearbook. 

or grant before submitting your application. 

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


that you can apply for in the United States. 

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

http://www.newheightseducation.org/students/nheg-yearbook/ 

birth date 

family background 

family memberships 

personal statement 

resume of honors 

awards 

leadership activities 

extracurricular 

community service 

recommendations letters 

from teachers and other 

community leaders 



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

JANUARY - FEBRUARY 2017 | NHEG Maga-


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

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

If your interest is piqued, please keep reading. 

WHAT IS THE ADULT ADVISORY GROUP? 

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

members and help the organization grow and succeed. 

ADDITIONAL INFORMATION 

Members will not be compensated for their time 

One-year minimum commitment 

Members must sign a confidentiality agreement 

Group cannot issue directives 

Members may be replaced at the director’s discretion. 

BENEFITS 

Opportunities to give back to community and improve local education 

Positive public exposure 

Atmosphere full of different ideas/perspectives 

Networking 

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

with helpful advice provided by Jeff Ermoian and Mike Anderson. 

Original design from Kevin Adusei and Student Group members. 

MEMBER RESPONSIBILITIES 

Assist with public relations and fundraising 

Meet every three (3) months 

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

identified problems 

OPTIONAL SUPPORT 

Offer financial and/or expert support 

Assist with daily functions and activities 

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

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



http://www.booksbythebushel.com/free-literacy-activities/ 


FREE LITERACY ACTIVITIES 

We are pleased to offer FREE literacy activities. 

Download as many as you like! 

U N C O R N E R 

Join our e-newsletter to receive more FREE 

classroom activity ideas! 

Click on any link below for FREE activities and worksheets! 

Monthly Theme Calendars September Activities 

Misc. Activities 

Activity Pagesfree-tags.jpg October Activities 

Nature Activities 

January Activities 

November Activities Social Emotional Activities 

February Activities December Activities 

Spring Activities 

March Activities 

Community Helpers 

Fall Activities 

April Activities Curious George Activities Summer Activites 

May Activities 

Farm Activities 

Winter Activities 

June Activities 

Reading Activites 

Weather Activities 

70 NHEG Magazine | JULY - AUGUST 2017 

July Activities 

August Activities 

Social Emotional 

Kindergarten Readiness 

JULY - AUGUST 2017 | NHEG Magazine 71



FUNDRAISING FOR NHEG 

Fundraising for NHEG earns money through various fundraising programs, 

so the more you participate, the more we earn for our student programs and services. 

We provide step-by-step instructions for participating in each program, 

especially if you have accounts with these partner websites already. 

BOX TOPS FOR EDUCATION 

BOOKS BY THE BUSHEL 

PIZZA HUT DOUGH FOR 

DOLLARS PROGRAM 

LITTLE CAESAR’S PIZZA KIT 

FUNDRAISING PROGRAM 

AMAZONSMILE 

DONATE A CAR 

JANE GOODALL'S 

ROOTS & SHOOTS PROGRAM 

WELZOO 

For more details, visit our website 

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

Source: The Foundation for Economic (FEE) 




OUR RECIPES 


Chicken Braised in Coconut Milk 

Ingredients: 

• 1 teaspoon ground cumin 

• Â½ teaspoon cayenne 

• 2 teaspoons ground coriander 

• Â¼ teaspoon turmeric 

• 2 tablespoons white wine vinegar (or apple cider 

vinegar, if you prefer) 

• 4 boneless, skinless chicken breasts 

• 1 tablespoon olive oil 

• 1 thinly sliced onion 

• 2 tablespoons minced garlic (can be from a jar) 

• 1 tablespoon minced fresh ginger (can be from a 

jar) 

• 1 can (14 oz) coconut milk 

• 1 teaspoon salt, or to taste 

• Thin red and green bell pepper rings, for garnish 

Our 

Recipes 

Directions: 

• Mix together first 5 ingredients until smooth. Rub over 

chicken breasts. 

• Heat the oil in a heavy skillet over moderately high heat. Add the chicken and cook for 3-4 minutes per 

side, until light brown. Transfer to a plate. 

• Add the onion, garlic and ginger to the skillet and cook, stirring, for 3-4 minutes, until lightly browned. 

Add the coconut milk and salt, and bring to a gentle boil. 

• Add the chicken back into the skillet. Reduce heat and simmer uncovered, for 18-20 minutes, turning the 

pieces once or twice. 

• Transfer the chicken to a serving dish and garnish with pepper rings.

OUR RECIPES 

Pasta with Spinach, Ricotta, Ham 

Ingredients: 

• 2 lbs fresh spinach or 2 10oz pkgs frozen spinach 

(thawed) 

• 4 tbsp butter (can substitute some olive oil for 

health) 

• 4 oz boiled ham, chopped (less, more, or none to 

taste) 

• Whole nutmeg (or powdered) 

• 1/2 cup fresh ricotta (we use lowfat) 

• 1/2 cup freshly grated parmigiano-reggiano cheese 

• 1 lb rotini, penne, maccheroncini, or rigatoni pasta 

(we use Barilla Plus -- tasty & healthy) 

• Salt & Pepper to taste 

Directions: 

• Squeeze the moisture out of the spinach and chop 

it fine 

• Boil water and cook and drain pasta. 

• Put half the butter in a saute pan and turn to 

medium high. When butter foams, add ham, turn 2-3 times, then add spinach and liberal pinches of salt--the 

spinach needs it for flavor. Turn to high and saute spinach, turning frequently, for about 2 minutes. 

• Remove from heat and mix in nutmeg, grated or powdered (no more than 1/8 tsp). 

• Toss the pasta with the contents of the pan, plus the ricotta, the remaining butter, and the 1/2 cup 

Parmesan cheese. 

• Serve with salad, warm bread, and Parmesan and Pepper on the side 

OUR RECIPES 

Strawberry Pretzel Salad 

Ingredients: 

• Crust 

• 1 cup Fiber One cereal (Substituted for the pretzels) 

• 3 tablespoons Splenda sugar substitute 

• 1/2 cup water 

• salt, to taste 

• Cream cheese layer 

• 8 ounces fat free cream cheese, softened 

• 1 cup Splenda sugar substitute (to taste) 

• 2 cups Cool Whip Free 

• Fruit Jello Topping 

• 1 (6 ounce) package sugar-free strawberry gelatin 

• 2 cups very hot water 

• 2 cups strawberries, rinsed and sliced 

Directions: 

1. 1. Combine crust ingredients and pat in the bottom of a 9x13" pan. Add a little more water if necessary. 

Bake 8 minutes in preheated 375 oven. Let cool completely. 

2. 2. Combine splenda and cream cheese in medium bowl for 3 minutes over low speed. Mixture will be 

thick. Gradually add Cool Whip, do not over beat. Pour over cooled pretzel crust. Cover and chill 1 hour. 

3. 3. Combine Jello and hot water in medium bowl. Gradually add berries, stirring a few minutes until 

mixture has slightly cooled. Carefully pour over cream cheese mixture. Cover and chill at least 2 hours. 

4. Makes 12 Equal Servings 

5. Nutritional Info Per Serving: Calories 76, Total Fat 0.5 g, Protein 6.5 g, Carbs 22 g, Sodium 298 mg, Fiber 

3 g

OUR RECIPES 

Keema Matar Recipe (Mutton Mince with Peas) (Gluten free) 

Ingredients: 

• 1 kilogram mutton mince 

• 4 medium size onion, fine chopped 

• 2 green chili, fine chopped 

• 2 tbsp ginger garlic paste 

• 2 large size tomato, fine chopped 

• 1 Cup green peas 

Directions: 

• Salt to taste 

• 1 bay leaf 

• 2 tsp red chili powder 

• 1 tsp turmeric powder 

• 2 tsp garam masala 

• 2 tbsp cooking oil 

1. To prepare the Keema Matar, clean, rinse 

and pat dry the mutton mince. 

2. In a pressure cooker heat oil over medium 

heat. Add bay leaf and once aroma of bay leaf 

is released add the chopped onion and green 

chili. 

3. Fry over medium heat till onion turn dark 

brown in color. 

4. Add ginger garlic paste along with a tablespoon 

or two of water. Fry till the raw aroma 

of paste is gone and the paste turns brown in 

color. 

5. Now add mutton mince in the pressure 

cooker and fry for 10 - 15 minutes over 

medium heat. The color of mince will start changing to pale brown. 

6. Add salt, turmeric, red chili powder, stir to combine and fry for next few seconds. 

7. Add 4 Cups of water or just enough to cook the mutton mince. Cook over medium heat for 2 - 3 

whistles. Let the steam release naturally from the pressure cooker. 

8. Open the lid and add chopped tomato along with garam masala. Stir to combine. 

9. Transfer Keema Matar to a heavy bottom saucepan or casserole. Simmer, covered with the lid 

over low-medium heat, stirring occasionally in between. 

10. When mutton mince is about to cook add fresh peas and stir to combine. After adding peas let 

Keema simmer for few more minutes. Taste for doneness. Turn off the heat 

11. Garnish Keema Matar with chopped coriander leaves. Serve Keema Matar warm with Naan 

OUR RECIPES 

Gluten Free Chocolate Chocolate Chip Cupcakes with Chocolate Frosting Recipe (Gluten free) 

Ingredients: 

• The Cupcakes: 

• 1/4 cup millet flour 

• 1/2 cup sweet rice flour 

• 1/4 cup cornstarch 

• 1/4 cup soy flour 

• 1/4 cup Quinoa flour 

• 1/4 cup sweet white sorghum flour 

• 1 teaspoon xanthan gum 

• 2 teaspoons baking powder 

• 1/2 cup milk 

• 1/2 cup butter (one stick) softened 

Directions: 

• 3 tablespoons cocoa powder 

• 1 teaspoon pure vanilla extract 

• 2 eggs 

• 1 cup sugar 

• 1/2 of a 12 ounce bag of Nestle Tollhouse Chocolate 

Chips. 

• The Icing: 

• 1/2 cup butter (one stick) softened 

• 2 tablespoons cocoa powder 

• 1 teaspoon pure vanilla extract 

• 2 cups powdered sugar 

• 2 tablespoons milk 

1. Begin by mixing the butter and the sugar and 

the eggs thoroughly in your stand mixer bowl. 

2. While the sugar/butter mixture is mixing, in a 

separate bowl, mix the flours and dry ingredients 

together with a whisk. 

3. Add half the chocolate flour mix to the mixer 

and blend well. Add 1/4 cup milk to the batter and 

blend well. Add the remaining flour mixture and 

blend well, then the remaining milk. When thoroughly 

mixed together the dough will climb up the 

mixers beaters. 

4. In a large muffin tin (12) place your paper cupcake liners. Fill the liners about 2/3 full with the batter (it's 

thick so I found 2 spoons very useful). 

5. Bake for 20 minutes at 350 degrees. Test them with the toothpick in the center. (Unless you poke a chocolate 

chip, it should come out clean.) 

6. Combine the ingredients for the icing in your mixer bowl and blend until smooth and creamy. 

7. When cupcakes are thoroughly cooled, frost the tops with the icing. 

ALL RECIPES ARE FROM THE COOKEATSHARE 

https://cookeatshare.com

NHEG SPONSORSHIP RADIO & MAGAZINE ADS 

Internet Radio Show Spots now available 

New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on our internet radio show. 

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

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

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

The below is the choice of available packages available now. 

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

15s Slot 15 25 $20.00 $240.00 $216.00 

30s Slot 30 25 $37.50 $450.00 $405.00 

Magazine Sponsor Advertisement now available 

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

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

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

Bellow is a list of available packages. 

MAGAZINE NUMBER OF ISSUES PER YEAR COST PER ISSUE TOTAL COST 

½ Page 2 $10.00 $20.00 

2 $15.00 $30.00 

½ Page 4 $9.00 $36.00 

Full Page 4 $13.50 $54.00 

½ Page 6 $8.00 $48.00 

Full Page 6 $12.00 $72.00 

ANY QUESTIONS OR CONCERNS SHOULD BE SHARED WITH NHEG DIRECTLY 

80 NHEG Magazine | JULY - AUGUST 2017 

JULY - AUGUST 2017 | NHEG Magazine 81






NHEG AFFILIATES & PARTNERS 


NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country. 

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

NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts. 

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


NHEG AFFILIATES & PARTNERS 

www.NewHeightsEducation.org

New Heights Educational Group, Inc. 

14735 Power Dam Road, Defiance, Ohio 43512 

+1.419.786.0247 

NewHeightsEducation@yahoo.com 

http://www.NewHeightsEducation.org

NHEG-Magazine-January-February-18

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