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Gabriele Barwig
 
M. Ed., National Louis University, Heidelberg, Germany
B. S. Liberal Arts, Sociology & Psychology, Regents College, New York, USA
Certified Translator of English/German, Darmstadt, Germany

 

I am holding a Masters's Degree in Education from National-Louis University in Heidelberg, Germany (former name: National Teacher's College), and a Bachelor of Science degree in Liberal Arts with majors in Sociology and Psychology from Excelsior College, New York (former name: Regents College).

  • From 2021 on I am providing Equine Assisted Therapy on my farm for our Veterans, helping with PTSD, trust, self-esteem, interpersonal communication and anxiety.

 

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I am a retired member of the American Association of Teachers of German. By the Texas State Board for Educator Certification I am certified to teach German language, Psychology and Sociology. I am authorized by the German Government as a "Certified Translator of the German and English Language", and I hold a Certificate of Proficiency in English from the University of Cambridge, Great Britain.

Before teaching High School, I worked as a free-lance Translator for the languages German and English and in Adult Education:
  • From 1991-1999 I taught classes in German language, as well as Functional Academic Skills in English language and Remedial Mathematics, at the U.S. Army Education Center in Darmstadt, Germany.
  • From 1990-1994 I taught basic and advanced German language courses at Big Bend Community College in Bad Kreuznach, Germany.
  • From 1987-1994 I taught classes in English language at the German Volkshochschule in Darmstadt, Germany.

 

 

 
Wolfgang Barwig
 
IRS Enrolled Agent, admitted to practice before the Internal Revenue Service
B. S. Liberal Arts with majors in Psychology and Sociology, Excelsior College, Albany, NY
 
Certified Computing Professional (CCP), ICCP, Des Plaines, IL

 

Since 2009 I am admitted to practice before the Internal Revenue Service as an Enrolled Agent (EA), recognized as a professional engaged in the preparation of Individual and Business Income Taxes. As an Enrolled Agent (EA), I am authorized by the U.S. Department of the Treasury, Office of Professional Responsibility, to represent taxpayers before the Internal Revenue Service in all 50 states. I am bound by the IRS Code of Ethics in Circular 230 (USC Title 31 Section 10: Practice Before The Internal Revenue Service), and by the continuing education standards of the Office of Professional Responsibility.

Enrolled agents specialize in taxation and report their hours of continuing professional education directly to the IRS. 60,000 Enrolled agents in the United States advise, represent and prepare tax returns for individuals, partnerships, corporations, estates, trusts, and non-profits. Enrolled agents are the only taxpayer representatives who receive their right to practice directly from the U.S. government - whereas certified public accountants and attorneys are licensed by states and their licenses are only state specific.

I first learned about accounting and income taxes in Germany in 1971-1973, as a part-time accounting apprentice to a Certified Public Accountant. From 2007 on I prepared individual income taxes for a Jackson Hewitt franchisee, reviewed individual income taxes for a Liberty Tax franchisee, prepared individual income taxes for Certified Public Accountant companies. As an Enrolled Agent I use my expertise also to provide high-quality tax assistance at no cost to low- and moderate-income clients and the elderly. From 2010 on I volunteer for the IRS programs Volunteer Income Tax Assistance (VITA) and Tax Counseling for the Elderly (TCE) as a tax preparer and quality reviewer.

 

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I moved from Germany to the United States in 1999 after arriving at the disappointing realization, that the Germans never changed after 1945. In my attempt to understand this more I studied Psychology and in 2005 received a B. Sc. in Liberal Arts degree with majors in Psychology and Sociology. I found that neither the touted "Re-Education" of Germans after the end of World War II, nor the "De-Nazification" did succeed. Dating back to the harsh Prussian parenting techniques, the Nazi ideal of the emotionally unavailable mother (Johanna Haarer) was not reversed after 1945, and as a consequence, German children until today continue to be raised to become avoidant attached adults (Bowlby, Main, Ainsworth, Chamberlain). Research over multiple generations shows that without intervention, parental childhood attachment experiences keep being transmitted to their children (transgenerationale Weitergabe von elterlichen Bindungsmustern).

The prevailing form of attachment forms the basis of the core value system of a country, determines the core elements of a personality in a country, and is the basis of all human communication. Some chracteristics of avoidant attachment to be found in Germany are: a negative world view, limited emotional and reflective abilities, lacking authenticity, lacking self-esteem, and low social competence. Interpersonal contacts are low-quality: low levels of trust, self-disclosure, mutuality, and satisfaction (Mikulincer, Shaver). Since values of securely attached individuals are incompatible with values of avoidant attached individuals, as a securely attached individual I realized late in my thirties that despite all my efforts in translating between value systems, communication could not be successful.

 

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From 1973 to 1998 I worked as a computer scientist at the Deutsches Rechenzentrum, now: German National Research Center for Information Technology, in Darmstadt, Germany. My professional emphasis was on portability of software, on compatibility between computer systems, and I continue to view and support the "World Wide Web" concept as a set of open, global, independent, portable specifications that were never intended to be abused and perverted by certain software and hardware manufacturers. I am a retired Certified Computing Professional (CCP) with 25 years of experience with computers and software. I hold ICCP proficiency certificates for Business Information Systems and for the programming languages BASIC, COBOL, PASCAL, and C++.

In the 1970s and 1980s the German National Research Center for Information Technology cooperated with multiple German state departments of education. As a member of a team of six computer scientists, I participated in this cooperation, developing INTEGA, an automated software system for creating timetables and for administrative tools for large integrated schools in Germany. During meetings with school administrators and members of the state education departments all over Germany I fine tuned the requirements and the implementation and testing of the INTEGA software on various computer systems.

 

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