Can a Private School Withhold Transcripts for Nonpayment

A private school can withhold transcripts if your financial status is in question. Any infractions in regard to your financial status with the school, ranging from missed tuition payments, late payments, and even overdue fees or missing equipment that your child signed out but never returned, can result in the school refusing to release her academic records. The same thing happens in colleges for students who default on their tuition payments and/or student loans; these elite academic institutions withhold the students academic transcripts until payments have been made and the account is returned to good standing.   Its important to examine this issue and what it means for families and students. Holding Families Accountable The major reason why schools wont release a students transcript record is that they have no other way to ensure that you pay your tuition and other school-related bills. Its similar to a car loan. The bank loans you money to buy the car, but the bank puts a lien on the vehicle so that you cannot sell it without the banks permission. If you stop making payments, the bank can,  and most likely will, take back the car. Since a school cant take back the knowledge and experiences it has imparted on your child, it has another way to hold the family accountable for the financial debt that remains to be paid. It doesnt matter if your child is the top of her class, a starting player on a varsity team, or the star of the next school play. The business office is, necessarily, blind to the fact that youre applying to college and need transcripts released. If a debt remains to be paid,  your childs transcript or academic record is held hostage until all of your financial accounts are paid in full. And you cant apply to college without a high school transcript.   Reasons Schools Withhold Transcripts Unpaid tuition is the most obvious reason why a school would withhold transcripts. Other reasons can include unpaid  athletics and arts-related fees, testing fees, school store bills, book purchases, and any financial debts incurred on a students account. Even overdue library books or missing sports uniforms could result in your transcript being withheld (though not all schools will go quite this far). You may have given your child permission to use the school account to do laundry, buy items at the school store, purchase food at the snack center, or charge fees for after-school trips and weekend activities. If your child has racked up the charges, you are accountable financially, even if you did not approve specific purchases. All of these purchases and payments count toward ensuring that your students account is in good standing before the school will release his transcripts. The Contract Spells It Out You signed a statement or enrollment contract with the school that likely outlines specific financial responsibilities. Some schools may list this directly on the enrollment agreement, or the contract might include a clause that holds the family accountable for all policies put forth in the student and parent handbook. Some schools also have a handbook that has a separate form you sign acknowledging that you have read and understood the handbook and all policies and procedures outlined within it. Either way, if you read the fine print, you will likely see specific verbiage that describes what happens if you default on your financial account, withdraw your child, or refuse to pay any indebtedness to the school. Importance of Transcripts A transcript is important, as it is your childs proof that she attended high school and successfully completed the course of study required for matriculation. Employers, colleges and graduate schools will require  a certified copy of a high school transcript for verification purposes. Submitting report cards will not suffice, and the transcripts often have to be sent directly to the requesting party by the school, using an official watermark or imprint on the transcript to ensure authenticity. Its often sent in a sealed and signed envelope.   What You Can Do The only thing to do is honor your agreement and make good on your financial account. Schools will often work with families that require more time to settle their debts, such as working out payment plans. Legal action likely wont get you far, either, as you have signed a legally binding document that clearly states you are financially responsible for all debts regarding your child.   Article edited by  Stacy Jagodowski

Era of Prohibition in THe Great Gatsby by F. Scott Fitzgerald

A Time of Grieving With its increase in organized crime, notorious icons, and unhealthy lifestyle, the Era of Prohibition represented the Roaring Twenties which F. Scott Fitzgerald vividly portrayed in The Great Gatsby. Alcoholic beverages were illegal in the Roaring Twenties, which caused many Americans to develop hidden bars or speakeasies to drink their alcoholic beverages. The number of speakeasies increased tremendously when the Prohibition Act was established. The high number of speakeasies caused organized activity to increase during the Roaring Twenties. â€Å"Speakeasies for illicit drinking sprang up, and organized crime activity increased†¦Ã¢â‚¬  (Hutchinson Encyclopedia). Americans during the Roaring Twenties knew that alcohol was†¦show more content†¦They became rich and powerful by providing speakeasies and others who were willing to buy their alcohol. Some bootleggers got their alcohol from other countries. â€Å"The first large-scale organized criminal activity of the Prohibition Era was smuggling†¦The manufacture, importation, and sale of alcoholic beverages were perfectly legal in Canada, Mexico, and the Caribbean,† (Cohen). During the Roaring Twenties , someone who bought alcohol from other countries had to smuggle the alcoholic beverages inside the country. â€Å"As soon as Prohibition went into effect there was a dramatic increase in Mexican imports of scotch whiskey from Britain. The Mexicans werent drinking more; eventually all of this whiskey made its way north across the border† (Cohen). 0Bootleggers were powerful and rich and became one of the biggest reasons for the increase of organized crime in the Era of Prohibition.  ¬Ã‚ ¬Ã‚ ¬During the Roaring Twenties, there were many lawbreakers who increased the rate of organized crime. Unlike bootleggers, these lawbreakers stole alcoholic beverages from locked up warehouses, to resell to their customers. â€Å"Hijacking was another way of getting the liquor. Early in the Prohibition Era there was still a lot of liquor locked away in government warehouses to be sold for medicinal purposes. Much of this was simply stolen by the criminals, particularly while it was being transported† (Cohen). The lawbreakers during the Roaring TwentiesShow MoreRelatedThe Great Gatsby Summary1036 Words   |  5 PagesSummer Project 2012- â€Å"The Great Gatsby†: FULL SUMMARY OF â€Å"THE GREAT GATSBY†: During the 1920’s era, within the various movements of prohibition, women’s rights, and the Jazz Age, F Scott Fitzgerald bore a timeless novel by the name of â€Å"The Great Gatsby.† The predominant character, Nick, who duals as narrator, is indecisive but thoughtful. He lives in West Egg on Long Island Sound, amidst the aristocratic air and luxurious titles. Gatsby, Nick’s neighbor, whose affairs apart from his partsRead MoreLiterary Research Paper: The Great Gatsby by F. Scott Fitzgerald The Great Gatsby, by F. Scott1100 Words   |  5 PagesLiterary Research Paper: The Great Gatsby by F. Scott Fitzgerald The Great Gatsby, by F. Scott Fitzgerald is known as America’s great novel, â€Å"The Great Gatsby is a classic piece of American fiction. It is a novel of triumph and tragedy, noted for the remarkable way Fitzgerald captured a cross-section of American society.†(Cliffsnotes Editor) The novel is set in New York City, more specifically in long island; East Egg and West Egg, during the prohibition era in the 1920’s and was then publishedRead MoreF. Scott Fitzgerald s The Great Gatsby1378 Words   |  6 PagesF. Scott Fitzgerald was an American author during the jazz age. He is widely regarded as one of the greatest American writers of the 20th century. 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Scott Fitzgerald s The Great Gatsby1003 Words   |  5 Pagesnewfound sexual expression. In this age, there was a boom in literary expression as well. F. Scott Fitzgerald was one of the many twentieth-century writers to focus on American ideals in their novels. In Fitzgerald’s masterpiece, The Great Gatsby, the character of Jay Gatsby represents the opulence and underlying corruption of the 1920s. As the novel begins, Fitzgerald describes Gatsby’s outrageous wealth. Gatsby harbors an obsession for money, which is a reflection of the booming economy in the TwentiesRead MoreTaking a Look at the Jazz Age1600 Words   |  6 Pageserupted in new musical and cultural changes. These changes can be seen through the shift in literature, from conservative to contemporary writings, by literary giants like F. Scott Fitzgerald and Bessie Smith. The Jazz Age was known as the Roaring Twenties, and is still popular today due to its infamous jazz music, flappers, and prohibition. 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Unfortunately, the 1920’s was also a period where greed, corruption and organized crime took a firm foothold. The exuberant happiness of the time was only trumped by its gap between the rich and the poor. The novel shows the true face of the so-called Age of Wonderful Nonsense with the writer’s own personal conflict. F. Scott Fitzgerald’s groundbreaking novel The Great Gatsby has stood the testRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay986 Words   |  4 Pagesthat lived in America. The Great Gatsby, by F. Scott Fitzgerald, is a famous literary piece that takes place in the 1920s in Long Island, which is the modern day New York. This novel gives the perfect impression on how the American Dream was obtained and how people act when they come into a great amount of money. In The Great Gatsby, Gatsby’s parents are â€Å"shiftless and unsuccessful farm people†; yet, he made a life for himself and is now a wealthy man of West Egg (Fitzgerald 98). 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Avro Arrow Free Essays

Avro Arrow Since the dawn of mankind, humans have always wanted to conquer the skies. After the Wright Brothers first flight, mankind has dreamed of bigger and better aircrafts. Shortly after World War ll a company named Avro Aircraft Limited was assigned the job by the Royal Canadian Air Force to build supersonic twin engine interceptor which could defend Canada against Soviet Bombers during the Cold War. We will write a custom essay sample on Avro Arrow or any similar topic only for you Order Now With a plant in Milton, Ontario and 14 000 employees, Avro Aircraft Limited built and manufactured ones of the greatest planes in aviation history. The plane was a masterpiece; it flew at nearly mach 2 and had futuristic technologies which would match up to planes from today. The Avro Arrow program turned out to be a huge waste of the effort and money, as it was cancelled less than a year later. There can be many reasons why it was cancelled but the biggest was the immense pressure put on Diefenbaker by President Eisenhower and the United States Air Force. Other reasons could be because of its huge price tag, a new emerging era of anti-aircraft technologies, or the fact that it had many little flaws in its design. Terminating the Avro Arrow program was the right and smarter thing to do by Prime Minister John Diefenbaker and his Conservative Government. The Avro Arrow was a Canadian marvel but came with a huge price tag. The program cost hundreds of millions of more than the estimated price. Originally the Royal Canadian Air Force wanted 40 aircrafts for an estimated $118 million but, the price tag for the interceptor rose from 2 million to 12, and at the same time demand for interceptors fell as the world entered the age of long-range missiles. When Prime Minister John Diefenbaker cancelled the program the price tag stood at $247 million for the aircraft and $132 million for the Iroquois engines. A total cost of $374 million for a bunch of scrap metal. Clearly the project wasn’t worth as much as they were spending. The company’s estimations were way off and the project turned out to cost one-eighteenth of the total national budget, which was money that the government didn’t have to spare and could have used for cheaper alternative defensive mechanisms. In the mid 50’s the world was entering a new era of anti-aircraft missile technologies and smarter missiles were being invented. As Canada was busily trying to find buyers for the Avro Arrow, the Americans were also hard at work trying to sell their BOMARC missiles. When Canada tried to sell the Arrow to the Americans, they tried to sell their BOMARC missiles to Canada. Unfortunately, Canada failed to sell the Avro Arrow to any nation. Instead the newly elected Conservatives cancelled the Avro Arrow program and decided to buy $200 million worth of BOMARC missiles. With the purchase of the missiles, the Canadians signed the NORAD (North American Air Defense) agreement which made Canada a partner in command and control when it came to attacks and threats in Canadian/American airspace. Also it gave RCAF a chance to learn and share secret Air Defense information with the USAF. The BOMARC missile had the same range as the Avro Arrows. The difference was that the missiles were much cheaper and were a more feasible option for the Canadian air-force and the government’s budget. The Avro Arrow had flaws in its design which didn’t let it be at one hundred percent. One of the major flaws that the Arrow had was its limited fuel capacity. It could only carry approximately 10 000 lbs of jet fuel, which meant it had very limited range. The range was such a concern that the Royal Canadian Air Force had to build many special airfields in the North because the Air-force was worried that if the Avro Arrow went on a mission, it would be able to return by refueling in the airfields because it wouldn’t have enough fuel to go and comeback on one tank full. The plane also couldn’t pass some RCAF regulations which meant spending millions more just to fix the issues. The major problems were with the avionics and fire-control of the aircrafts. There were some minor incidences as well, during flight testing the landing gears failed during two separate occasions making the RCAF questioning the aircrafts capabilities. A lot of these problems left the Avro Arrow ineffective during many scenarios. Clearly it was smarter to invest in missiles which could get the job done easier and would cost less than half the price of the existing program. Cancelling the Avro Arrow program was a better and more economically stable decision by John Diefenbaker and his government. The program cost way too much money for our nation to afford. The program turned out to be a complete disaster and a huge waste of time and money. With a new era of anti-aircraft technologies emerging, the government found missiles to be much cheaper than interceptors and just as effective. With the BOMARC missiles we also got a bonus by having the Americans as our partnered Allies with whom we could share our defense techniques with. Due to the complications with the designs the Avro Arrow had many problems too expensive to solve with the existing price tag. The government clearly made the right and smarter decision by cancelling the Avro Arrow program. How to cite Avro Arrow, Papers

The Gibbs Reflective Cycle is Helpful to Health Practitioners

Question: Describe the Case Scenario that you have Selected to reflect on, Concentrating on main details of who was Involved, what Incident Occurred, and why the Incident Occurred. Answer: Introduction The Gibbs reflective cycle is effective in helping the health practitioners in particular to think systematically about different phases of an experience or activity (Oxford Brookes University, 2017). This is also known as learning by doing since the learner is actively involved in a particular activity that ought to be solved. This reflective cycle is comprised of six components that are explained in detail with reference to the case scenario involving staff conflict which I experienced as a student nurse. Description As a student nurse in the ward where I was attached as part of my training, I once encountered a case of insubordination that later developed into sour relations between me and other two senior nurses. The ward sister would assign duties to everyone but the problem was that these nurses who were senior to me would also assign tasks they were supposed to do to me. These senior nurses did that to me simply because they were qualified and senior but that was not supposed to be the case since I believed that I also deserved equal treatment. This case also involved the ward sister since I had to approach her to solve the conflict. Feelings My feelings were characterised by fear of many things. I had a feeling that if this kind of conflict continued unsolved, it was going to affect my performance which could lead to attainment of a poor grade. I also felt that I should approach the ward sister for resolution of this kind of conflict but I was also afraid of being victimised by these senior nurses. Since I was a student, I felt cornered because I thought I should take instructions from my seniors without questioning but I also had a feeling ha this was not the way things should operate. Evaluation After experiencing this treatment for quite a long time, one day I gathered my courage and politely approached the ward sister to register my complaint and fortunately, the response was positive. I was so much relieved that the conflict was resolved in a professional way and from that day, I enjoyed a cordial working relationship with everyone in the ward. Thus, I concur with the assertion that effective problem solving does not necessarily need to be confrontational in order to achieve the desired results (Schultz, 2007). This conflict was solved amicably without any issues or exchange of harsh words. However, at first I had a negative feeling that I will be victimised by these two nurses for reporting hem to the ward sister. Analysis This case mainly occurred simply because the two nurses mentioned above believed that since they were senior, they had a right to do what they wanted with me simply because I was a junior. Indeed, conflicts are inevitable in any organization and one good thing about them is that at times they are constructive (Werner, 2007). From my own experience, I have realised that this conflict helped to create a good working environment characterised by mutual understanding and respect. The case has also taught me that conflicts are not solved through confrontation since this can worsen the situation. Conclusion I have learnt one big lesson that when solving a conflict, you should not only focus on its effects on the parties involved but try to address the causes. According to Hewitt-Taylor (2016), after identifying a problem, it is very important to try to establish its real causes before attempting to find a solution. Actions such as trying to engage in general talk with other workmates can help to improve the outcome this case scenario since they will also be in a better position to understand your feelings which can help them to respect you. Action Plan From the lessons above, I think effective communication is very important when solving conflicts (Werner, 2007). In future, I plan to engage the person with whom I may be experiencing a problem with in dialogue to try to find common understanding before escalating the issue to the superiors. As human beings, I believe that dialogue is very effective as long as it is done in a proper way that is characterised by respect. I also intend to listen carefully to other people in future should I notice that a conflict is slowly developing so as to be able to solve it amicably without fear or favour. This helps to show respect for other peoples feelings which in turn can avoid conflicts since they are not good for human relations. References Gibbs G (1988) Learning by Doing:A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. Hewitt-Taylor, J. (2016). Identifying, analysing and solving problems in practice. Nursing Standard 26:40, 35-41. Retrieved from: https://journals.rcni.com/doi/abs/10.7748/ns2012.06.26.40.35.c9139 Oxford Brookes University (2017). Reflective Writing: About Gibbs reflective cycle. Retrieved from https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/ Schultz, R. (2007). Human resources management. JB: Prentice Hall. Werner, J. (2007). Organizational Behavior. Cape Town: JUTA.