The Leadership Skills Of The Workplace - 1545 Words

Innovation in the workplace is a competitive force that give businesses like Apple and Samsung a competitive advantage over other competitors. Innovation is not a new concept for businesses in the workplace, it has been around for a long time. However, businesses are focusing on innovation because they understand the key benefits of innovation. Innovation is supported in organizations through different leadership practices. Discover skills are important in the business and help drive innovation for organizations. Discovery skills have both strengths and weaknesses and can help or hurt a leader’s ability to support innovation in the workplace. It would be difficult to choose just two leadership practice that support innovation in organizations. Leslie (2009) stated that the most needed leadership skills needed now and later in the future were ; strategic planning, leading employees, inspiring commitment, managing change, being a quick learner, being resourceful and doing whatever it takes. However, the five leadership skills that are the most important to support innovation are leading people, strategic planning, inspiring commitment, managing change and employee development. Leading people is a fundamental leadership skill that is very powerful, just like the quote says, â€Å"Set the example for others†. If a leader can set an example for being innovator, the leader can also lead their direct reports to also drive innovation in their company. Leaders can both motivate andShow MoreRelatedThe Leadership Self Assessment At The Workplace875 Words   |  4 PagesAnalysis of the Findings The leadership self-assessment above indicates own leadership strengths, specifically interpersonal skills. These skills include verbal and non-verbal communication, negotiation, problem-solving, and assertiveness. As a matter of point, interpersonal skills build strong working relationship among employees, hence, improving efficiency in management. Besides, political skills help to manage the organizational politics and reduce workplace conflicts (Hersey, Ken, and DeweyRead MoreEssay On Leadership Programs887 Words   |  4 PagesIntroduction Organizations offer leadership programs to assist employees to develop an array of leadership skills as they continue to develop the careers in the professional lives. Usually, these leadership development programs are usually established as part of a wider employee development programs. It is important to note that some companies prefer to offer career specific training programs while other organizations offer a general leadership competency programs that are focused on topics suchRead MoreLeadership Professional Standards For Nurses1280 Words   |  6 PagesLeadership Professional Standard Leadership, one of the seven professional standards outlined by the College of Nurses of Ontario (CNO), discusses how nurses are to be leaders in the workplace and with patients. This includes teaching health practices as well as promoting good health. Good leadership is demonstrated through educating future nurses, leading within the workplace, and being part of a nursing groups and organizations. Nurses should be working together to improve the care for all patientsRead MoreLeadership Qualities : The Best Laid Business Plan886 Words   |  4 PagesLeadership Qualities: The best laid business plan is doomed to fail if the HRM that is charged with implementing it lacks the leadership skills necessary to earn the trust, respect, and ultimately the support for the plan among the operating managers and employees. Establishing a solid leadership concept is detrimental to any organization; if they wish to succeed. Human Resource Managers ability to lead effectively can be based on a number of essential skills. One sought after leadership skill thatRead Moresat 2 Essay1660 Words   |  7 Pages My Leadership Style Analysis WGU Leadership SAT2 Task 1 My Leadership Style Analysis A1. Leadership Style Evaluation There are many different leadership styles. After reading the assigned chapters for this task. I was able to identify my own leadership style as a result. In order to know my leadership style, I took a series of assessments in order to determine my personal leadership style. Assessments I took that helped me to determine my personal leadership style are:Read MoreSkills for Workplace1676 Words   |  7 PagesIMPORTANT SKILLS FOR WORKPLACE Important skills for the workplace today Nguyen Dang Dinh Van Kaplan University Dip FM 1888. Class 18B SSPDP Ms. Deepa Pillai September 30, 2010 Important skills for the workplace today Nowadays, workers are being requested getting more and more challenges and difficulties in every aspects of working environments. Employers are looking to people who have special skills which can apply directly to many different tasks. Therefore, people haveRead MoreSkills for Workplace1692 Words   |  7 PagesIMPORTANT SKILLS FOR WORKPLACE Important skills for the workplace today Nguyen Dang Dinh Van Kaplan University Dip FM 1888. Class 18B SSPDP Ms. Deepa Pillai September 30, 2010 Important skills for the workplace today Nowadays, workers are being requested getting more and more challenges and difficulties in every aspects of working environments. Employers are looking to people who have special skills which can apply directly to many different tasks. Therefore, people have been competedRead MoreGlobal Leadership Theory For The Future1600 Words   |  7 Pagesdiscuss global leadership concerns for the future, identify an emerging leadership theory that could guide a global agenda, determine the level of responsibility a professional has to prepare themselves as a leader and finally, establish a personal plan that will implement my developmental goals, a summary of action steps, report progress along each step and how the plan will support and enhance growth within myself and others. Defining leadership is hard to describe. Leadership involves establishingRead MoreThe Transformational Leader1099 Words   |  5 PagesIn The Leadership Challenge, written by Kouzes and Posner, the last chapter focuses on the power of everyday leaders â€Å"because leadership is not about position or title† (Kouzes and Posner, 2012). Leadership is about building relationships, being credible, and doing what you say you are going to do. A transformational leader has the power to lead others to new places and to motivate others to strive for a high level of performance. Transformational leaders have to believe they can have a positiveRead MoreLeadership Style And Effective Communication Essay1253 Words   |  6 PagesLeadership Style and Effective Communication in the Workplace Introduction Blanchard, Hersey Johnson (2015) introduced the concepts pertaining to leadership styles, self-awareness in Chapter 11, and effective communication in Chapter 12. The two main ideas that will be taken away from the lesson review involve the use of feedback, and active listening, which helps in essential communication within the organization and in one’s daily life. When it comes to choosing the right style of leadership

Analysis Of The Dream By Langston Hughes - 905 Words

Poetry has been come out into society between the unhappy and happy times of human being and it will make friendships with humans until the end of the world. It is accurate; because prose and verses in every era also have their own specific characteristic. Prose, in the twentieth century, had an appearance of a famous versifier Langston Hughes, who was the main writer of literature movement of African American. There were many famous poems that were composed by him; and the â€Å"Dream† was one of his poems that manifested the strong conception of his type. The poet establishes intriguing repetition and strands that based on the comparison and the relationship between cause and effect that aids the emphasis on the significance of keeping dreams†¦show more content†¦Through this line, we can see an honest heart of the author that lighted up a love with life. The sentence is likely a confidential talk that wants to be pervasive in to every person, and every spatial, and send a message of person with the full experiment in life. The other sentence â€Å"For if dreams die or go† (Hughes, Dreams) also was repeated twice times in the poem. The words â€Å"die† and â€Å"go† have a same meaning that indicates the disappearance, is fragile, and loses easily. Two sentences remind people need to take a loving care of dream with careful way. Knowing to have a dream, however dream also need to have protection, does not mean hope, but making it become vain, or illusive. Moreover, these two sentences were repeated similar to the blues, one of musical types, that Hughes like listening. It presents the misery, but brought a positive hope and an unyielding personality of African people. In the next third and fourth line of verse â€Å"Life is a broken-winged bird† and â€Å"That cannot fly†, Hughes had used the comparative method to compare life with a bird. A bird can fly into the freedom firmament that is truly its life. The wings of the bird are an emblem for dreams and meditation that is also similar to the human who have right to dream and own the life. However, when the dream of people dies, it is same as with the bird without wings.Show MoreRelatedAnalysis Of The Poem Dream By Langston Hughes1909 Words   |  8 Pagesunique way as well. The two pomes are about dreams, the first poem, Dream is about what could possibly happen if we let go of our dreams and don t purse them. The second poem, Harlem is about the possibilities of what could happen when we postpone our dreams. Both poems do not exactly end with a happy ending, for they show the regret that we will be left with, possibly even death. The poem Dream by Langston Hughes is about following your dreams, because we never know what our near futureRead MoreAn Analysis of Dreams Deferred by Langston Hughes685 Words   |  3 PagesImportance of Achieving Dreams It is true that people often dream widely and unrealistically. But some people dream about basic human rights such as dignity, freedom, liberty, equal rights, and access to education. Socio-economic and political conditions sometimes put people in dire situations where they do not have access to such fundamental human needs. For such people, achieving their dreams is especially important, as the shattering of their dreams may lead to the shattering of their lives altogetherRead MoreEssay about Analysis of Dream Deferred by Langston Hughes615 Words   |  3 PagesAnalysis of Dream Deferred by Langston Hughes Dreams are the driving force of America today. Every person has some sort of dreams and or goals. Although in life everyone has dreams and goals, there are obviously more struggles for some ethnic groups than for others. The poem, Dream Deferred, by Langston Hughes, is one mans expression of his dreams during a difficult time period. As a black man in a time period where African-Americans were considered an inferior group of peopleRead MoreRhetorical Analysis Of Langston Hughes s The American Dream 3454 Words   |  14 Pagesovert racial prejudice, Langston Hughes was all too familiar with the double consciousness that came with life as an American minority. This roller coaster is the subject of the vast majority of his literary work and has continued to be a major presence and inspiration for literary work everywhere today. Hughes shows a deep loyalty to the ideals that brought the Declaration of Independence and the Bill of Rights into fruition and, through repeated motifs of the American Dream, seeks to bring aboutRead MoreRhetorical Analysis Of Langston Hughes s The American Dream 3454 Words   |  14 Pagesovert racial prejudice, Langston Hughes was all too familiar with the double consciousness that came with life as an American minority. This roller coaster is the subject of the vast majority of his literary work and has continued to be a major presence and inspiration for literary work everywhere today. Hughes shows a deep loyalty to the ideals that brought the Declaration of Independence and the Bill of Rights into fruition and, through repeated motifs of the American Dream, seeks to bring aboutRead MoreAnalysis of Dream Deferred by Langston Hughes Essay617 Words   |  3 PagesDream Deferred A dream is a goal in life, not just dreams experienced during sleep. Most people use their dreams as a way of setting future goals for themselves. Dreams can help to assist people in getting further in life because it becomes a personal accomplishment. Langston Hughess poem Dream Deferred is speaks about what happens to dreams when they are put on hold. The poem leaves it up to the reader to decide what dream is being questioned. In the opening of the poem the speaker usesRead MoreAnalysis Of Langston Hughes And His Harlem Dream1639 Words   |  7 PagesLangston Hughes and His Harlem Dream The 1900s found many African Americans migrating from the south to north of the United States in an event called the Great Migration. Many Southern African-Americans migrated to a place called Harlem and this is where the Harlem renaissance originated from. The Harlem renaissance began just after the first world war and lasted into the early years of the great depression. Harlem became the cynosure for blues and jazz and birthed forth a Negro Artist era calledRead MoreAnalysis of Harlem by Langston Hughes602 Words   |  3 PagesAnalysis of Harlem by Langston Hughes Through the turbulent decades of the 1920s through the 1960s many of the black Americans went through difficult hardships and found comfort only in dreaming. Those especially who lived in the ghettos of Harlem would dream about a better place for them, their families, and their futures. Langston Hughes discusses dreams and what they could do in one of his poems, Harlem. Hughes poem begins: What happens to a dream deferred... Hughes is askingRead MoreHarlem: a Dream Deferred1043 Words   |  5 PagesHarlem: A Dream Deferred Langston Hughes Literally Analysis Dreams are aspirations that we hope to reach on our lifetime. They are the day that gives us the drive to live our lives and accomplish our goals. When reaching our goals, we will do anything to get to our destination. But what happens when your dreams deferred and put on hold due to unseen circumstances? Or what do you so when someone tells you that you can not so the things you want to so because of the pigmentation of your skinRead MoreLiterary Analysis of Langston Hughess A Dream Deferred1028 Words   |  4 Pagescirculated, analysis of the poem must take place. It unveils and discusses the themes, figures of speech, word placement, and flow of the piece, and A Dream Deferred, is no exception. In Langston Hughess poem, A Dream Deferred, the theme is that no really knows to dreams if they are not reached, and very realistic figures of speech help convey this idea; the poem can be surprisingly related to Mr. Hughess life through the subtitle and quotes from Langston himself. The meaning of, A Dream Deferred

Critical Analysis of a Central Character in the Movie free essay sample

The emotion of anxiety is experienced by the youngest child to the oldest adult. To a healthy degree, anxiety is in fact critical to the learning process. Experiencing and dealing with the discomfort of anxiety allows the child to prepare for and cope with unsettling and often challenging life situations. Research indicates that some individuals experience a more chronic, constant state of anxiety in response to a wide variety of stimuli, whereas others have more infrequent bouts that tend to vary in both frequency and length. Utilizing the character of Kevin Buckman in the film Parenthood, the author examines the young boy’s pervasive sense of anxiety and the ways in which it manifests. Throughout the essay, the author highlights critical factors contributing to Kevin’s anxiety in order to more fully understand the behavior and emotional life of the character. Finally, the paper outlines potential treatment approaches to help alleviate and cope with the anxiety. Kevin is the oldest of three children in the Buckman household and turns nine years of age midway through the film. One of the beginning scenes consists of Kevin’s mother asking his father to attend a meeting with Kevin’s principal because â€Å"his teacher said he was making that face again. † The mother, Karen, continues to explain that it is not just the face, but the â€Å"crying, the nervousness†¦the fact that he cannot finish his work. † Karen then discloses the fact that the teacher had recently asked whether or not Kevin had ever received a psychiatric evaluation. During the meeting with the principal and the child psychologist (that has been observing Kevin over the past couple of months,) the principal suggests transferring Kevin to a special education school so that he can join a class for children with â€Å"emotional problems. † From the very onset of the film, it is apparent that the anxiety Kevin experiences impacts his day-to-day life and the ways in which others perceive him. Kevin’s â€Å"extreme tenseness,† as his father describes, influences his personal, social, and academic functioning. He presents as a timid child with a temperamental style of behavioral inhibition, a disposition often linked to anxiety. During one scene he allows a smaller child to bully him and steal his change, coiling back to his mother and father for support. Throughout the film, Kevin displays signs of insecurity. When the entertainment for his birthday cancels, Kevin remarks â€Å"now all the kids are going to hate me, just like in Little League. † In addition to his behavioral inhibition, it is important to explore other potential factors which may be linked to the young boy’s anxiety and ways in which it is being maintained (Shafer, 2006). It is implied during the film that Kevin’s anxiety may be caused by a genetic component. The child psychologist who observed Kevin points out that â€Å"recent studies indicate that these things are all chemical,† and that Kevin â€Å"may have been like this in the womb. † He instructs the parents not to view Kevin’s anxiety as a failure on their part. On a related note, an important parental risk factor concerns a history of parental anxiety. It is clear that Gil, Kevin’s father, experienced significant anxiety as a child and continues to deal with it currently. When Kevin questions during one scene why he is seeing a psychiatrist, his father responds: â€Å"You are a kid like I was; you have a lot of worries † Continued evidence of Gil’s persistent anxiety exists during a scene in which Gil questions why their son is the way he is. In response, Karen explicitly implies that it has something to do with Gil’s own personal anxiety, as the camera zooms in on Gil fidgeting anxiously. Not only does genetics play a role in the formation of anxiety, but the act of modeling is an additional contributing factor. Kevin learns from and mirrors his father’s anxious behaviors and characteristics. Similarly, anxious parenting styles are often strong predictors of anxiety symptoms in children. During one scene, the mother confirms that both her husband and her were extremely anxious as new parents and suggests that it was because Kevin was their first child: â€Å"We were very tense; if he got a scratch, we were hysterical. † Research concludes that anxious parenting seems to encourage anxious cognitions as well as avoidant behavior in children. Kevin’s thought processes are plagued with anxiety and he often resorts to avoidance as a means of dealing with his problems. During a scene in which his change is stolen by another child and his father asks if he wants help getting his money back, Kevin responds: â€Å"Can we just go? I want to go! † Instead of tackling the problem head-on, Kevin’s natural proclivity is to avoid (Schroeder, 2002). Further, Kevin experiences a degree of separation anxiety and often relies on the parental unit as a means of coping rather than utilizing more adaptive, self-soothing techniques. During the night of his ninth birthday, Kevin asks his father â€Å"when I grow up, can I work where you work†¦that way we can still see each other every day. † Kevin often relies on his parents as a security net and struggles to effectively deal with problems on his own. Clinging to his parents may prevent Kevin from gaining control over his anxiety and adapting to his environment. Throughout the film, Kevin has difficulty coping with setbacks, whether it be Cowboy Dan not being able to attend his birthday celebration or a missing retainer. Research studies predict that anxious children experience ambiguous situations as more threatening and their reactions tend to be out of proportion to the actual threat. This would help explain why Kevin becomes anxious and overly emotional in relatively benign situations. During one scene, he proceeds to cry out into hysterics upon noticing that he has lost his retainer and seems unable to regulate his emotions and effectively problem solve. After the outburst Kevin’s father questions why Kevin â€Å"seems to blow everything out of proportion. Along with the intensity of the reaction, an additional clinically significant characteristic associated with an anxiety disorder includes spontaneity; in other words, the reaction seems beyond the control of the child. Kevin, during a number of scenes, immediately bursts into tears and appears inconsolable. Kevin’s intense, emotional reactions may be in part caused by dysfunctional thought processes (Schroeder, 2002). Kevinâ₠¬â„¢s distorted and irrational cognitive processes directly influence his intense emotions and maladaptive behaviors. There is ample evidence throughout the film that Kevin is plagued by cognitive distortions. He tends to use catastrophizing or magnification, in which he exaggerates the importance of his problems, as well as overgeneralization (â€Å"Now all the kids are going to hate me! †) Further, there are instances in which he uses the cognitive distortion of blame. During one scene when he misses a catch Kevin yells at his father, â€Å"Why did you make me play second base? † Kevin’s â€Å"twisted† ways of thinking lead to the negative, anxious emotions he experiences. Kevin exhibits clinically significant characteristics associated with Generalized Anxiety Disorder, GAD. In addition to the aforementioned qualities, it is implied that Kevin may worry about the quality of his school work and have difficulty concentrating. His mother states that he â€Å"cannot finish his work† and the principal points out that â€Å"Kevin’s teacher spends twenty percent of her time dealing with Kevin. † A supplementary classroom scene could be added early in the film in order to provide the viewer a better understanding as to the underlying reasons why the teacher is spending this time on Kevin and what it is that she is referring to when she describes him as having â€Å"emotional problems. Further, a few existing scenes touch upon Kevin’s obsessive and compulsive tendencies and an adding a few more to further explore this potential issue may be useful, considering the fact that â€Å"one third of children suffering from one anxiety disorder also meet criteria for at least one other anxiety disorder† (Fonagy et al. , 2002). Despite the aforementioned factors influencing Kevin’s anxiety, he is not entirely crippled by it and is instead able to function on a day-to-day basis. This may largely be as a result of a number of protective factors in his life. He is part of an intact, loving family with his parents serving as reliable attachment figures. A lack of abandonment or significant loss in his life further protects him from experiencing a more pervasive sense of anxiety. There is no need to delete any sequences or clips from the film. Further, the fact that there is no â€Å"Hollywood ending† in which Kevin is miraculously â€Å"cured† by the close of the film is highly appropriate. If, however, the writer/director decides on a Parenthood sequel, in which Kevin’s anxiety subsides, a number of realistic treatment approaches could be implemented to assist with the process. First off, it would be of critical importance to help Kevin label what it is that he is feeling, to help him understand what anxiety is and his physiological and psychological reactions to it. At this point, it can be postulated that Kevin has yet to fully learn and comprehend this information as he asks his father why he is seeing a psychiatrist. Further, it would be critical for his therapist to assist him in identifying, targeting, disputing, and reframing his cognitive distortions via cognitive behavioral therapy. Kevin must clearly understand that he has control over his thoughts, and that by directly changing his way of thinking, it will, in turn, alter his moods and emotions. Integrating behavioral interventions with the above cognitive approach will aid in the overall success of the therapy. Problem solving training and relaxation techniques to help him control his anxiety and self-soothe should be implemented. In addition, it is also important to provide Kevin with reliable modeling figures (the therapist can play such a role) so that he can further learn appropriate, healthy responses to stressful situations. Utilizing these treatment strategies would allow Kevin to begin to challenge his current way of thinking which, in turn, would impact his behaviors and emotions. Throughout Parenthood, the director offers an adequate depiction of an anxious nine-year-old boy. The previously discussed suggestions for a sequel would afford the viewer a better understanding of how to best treat and cope with a child’s anxiety. All in all, the film provides a comprehensive portrayal of the emotion of anxiety and offers the viewer a realistic glimpse into the world of an anxious child.

Why ITT Tech students should not use this site free essay sample

Any student who engages on or off the schools premises in any of the following types of misconduct will be subject to discipline by the school, which may include, without limitation, the suspension and/or termination from one or more courses the student is taking or the students entire aerogram of study at the school and the referral to the proper authorities.Any student who, prior to his or her enrollment at the school, has engaged in any of the following types of misconduct may be subject to discipline by the school, which may include, without limitation, the students suspension and/ or termination from one or more courses the student is taking or the students entire program of study at the school. Section D: honesty, including, without limitation, provision of false information, late ration or misuse Of documents, plagiarism and other academic cheating, impersonation, serialization or fraud. Here is the full paper 37 the student satisfies all of the conditions specified above e in the Academic and Financial Aid Probation section to be placed on APP. In no event will any student be readmitted into the same program of study, or a different program of study that is at the same credential level, at the school, if the student: for any reason withdrew or was terminated from a program of SST dud at the school or at a differ .NET ITT Technical Institute during Eng an academic quarter when the student was on APP; is unable to make satisfactory academic progress in hat program of study, as determined by the school; or does not possess the motivation, desire or academic ability to as dissatisfactory progress academically through and graduate from that program of study, as determined by the school.If the school decides to readmit a student, who was not making sati cofactors academic progress at the last Evaluation Point that the student was enrolled in a program of study at an ITT Technical Insist tithe, into the same program of study or a different program of study that is at the same creed initial level, the student: will be placed on AFA R during the students ext academic quarter of attendance in t hat program of study at the school; and must agree in writing to the terms for readmission and execute e a new Enrollment Agreement with the school and pay all then current tuition, fees and any other costs sass cited with the students program of study. Reestablishing Financial Aid A student must be making satisfactory academic progress to be eligible el to receive any federal, SST ate or other student financial aid to attend any course(s) in his or her program of study at the shoo l.If a student loses his or her eligibility to receive finance al aid for failure o make satisfactory academic progress in his or her program of study, the student cannot reestablish his or her eligibility to receive financial aid to attend any course(s) at the school, unless: ; the student enrolls in a different program of study at the school that is at the same credential level as the program of study which he or she failed to make satisfacto ry academic progress; and 0 the school determines that the e student is making satisfactory academic prop ores in that different program of study. Non-credit Courses Non-credit courses are taken on a pass-fail basis. Grades earned in non-credit rouses are not included in the computation of students CAPO. Nevertheless, t he student must repeat and successfully complete an y failed non-credit courses prior to the SST dent graduating from his or her program of study at the school.Non-credit courses are also not included in the calculation of the s dents MATCH or Credit Completion Percentage at any Evaluation point t, because non-credit courses AR e not worth any credit hours. Non-punitive Grades Non-punitive grades for courses awarded byte he school include: CRY, TRY, W: P and l. Non-punitive grades are not include deed in he computation of a students COG PA. The credit hours associated with any courses for which non-punitive grades are received by a student are included in the calculation of the students MET FCC and Credit Completion peer entangle as specified above in those sect Ions. Appeal If the school determines that a student is failing to make satisfy Tory academic progress in his or her program of study at the school, the student may appeal the schools determination in writing to the Dean.The students writ ten appeal must explain in detail the s facial circumstances that caused the student not to aka satisfactory academic progress (such as the student suffering an illness or injury, the death of a relative of the SST dent or other special circuits encase) and what has changed in t he students situation that will I allow the student to be making satisfactory academic progress at the end of the students next quarter of attendance in a program of stud y at the school. The Dean will review the students written appeal to determine whether, based on the students special circumstances an d the information submitted by the student in his or her written appeal, the student an remain enrolled in (or be readmitted into) t hat same program of study at the school des p etite the students failure to conform to the r acquirement of this Satisfactory Academic Prior sees section.The determination of the students written appeal will be: made by the Dean (in his or her discretion and in conforms TTY with this Satisfactory Academic Progress section); communicated in writing to the student; and final and binding on the student. If the Dean grants the students appeal and al I of the conditions specified above in the Academic and Financial Aid Probation s section are satisfied, the student will, t the schools discretion, be placed on APP dour ins the students next academic quarter of at attendance in a program of study at the school. The school will not develop or consider any academic plan for a student. Attendance Requirements Each student is required to regularly attend each scheduled clay as meetings and other activities t hat are part of a course that the student is registered to take or the program m in which the student is enrolled. As required by federal law, each student mum SST annually participate in the programs pres ended by the school that address the fool lowing objects: (a) promoting the awareness of rape, acquaintance r ape and other forcible and nonofficial e sex offenses (20 U. S. C. 109 (b) preventing the use of illicit drugs a ND the abuse of alcohol by SST dents (20 U. S. C. Egg); and (c ) any other subject that the federal government may, from time to time, require the school to pres . NET to its students. If a student FAA ills to participate in any oft he above 38 programs and execute any documented ion confirming his or her participation that t he school may require, the school may, in its discretion, suspend and/or terminate e the student from his or her pr gram of study at the school.Attendance Policy for Students Receiving Veterans Educational Benefits The Veterans Administration will be notified to suspend benefits when a students absence sees exceed ten percent per quarter. A SST dent may be allowed to continue in school at the discretion oft he Dean. If a student is permitted to continue, the school will onto FYI the Veterans Administration that educate IANAL benefits should be resumed. Make-up Work A student may, at the schools discretion, make up coursework missed due to the student s absences from class meetings and the activities that are part of a course that he student is registered to take or the pr gram in which the student is enrolled.If the school allows the student to make up any coursework missed due to abs encase from the scheduled class meetings and other activities that are part of a course that the student is registered to take or a program in which the student is enrolled, the school will determine e, in its discretion, whether the students make-up wow ark is satisfactory, and any decision by the school with respect thereto will be fin al and binding on the student. Leave of Absence A student may be granted a leave of absence only to accommodate the students: (a) two- eek military service obligation; and (b ) jury duty in excess of one week, but not to exceed two weeks. Only one leave of absence (not to exceed 10 days) will be granted in a 12 month period. Any student who requests a I eave of absence must submit in advance to the school Director a written request, sup Or-Ted by third party documentation that is acceptable to the shoo Director.The students written request must be dated and signed by the student and must specify the dates of the requested leave of absence e and the reason for the leave. The determination of whether to grant the students requested I eave of absence will be made in the schools discretion and will be final and binding on the SST dent. The student is responsible for contacting the appropriate faculty member ads) to arrange to make up the coursework missed by the stud .NET as a result of any grant De leave of absence. Program Changes Any student who desires to change his or her enrollment in a prior am of study at the school to a different program of study at school must request the change in writing to, and obtain the prior permission of, the Dean.All determinations with respect to request by a student to change his or her enrollment in a program of study at he school will be made by the school in its disc ration and will be final and binding on the student. Withdrawals If a student wishes to withdraw from any pr gram course(s) that the student is register red to take at the school or the student s entire program of study at the school, the student must notify the Dean or Chair in writing prior to the date of withdrawal. The writ Eng must specify the date that the student will withdraw from the course(s) or program of study and the reason for the withdrawal. Prior to the students withdrawal date from his or her pr gram of study, the student mumSST also have an exit interview with the Academic FA A Department and the Finance Department. If, dour ins any quarter that a student is enrolled in a program of study at the school, t he student fails to attend for a period of 22 c institutive calendar days any component, who ether a classroom, laboratory, practicum, and/or clinical component, of a program course t hat the student is registered to take during Eng that quarter, the SST dent will have with ran from that program course at the shoo l. Any student who withdraws from a program court SE may not re-enter that same course and may no e-take that course until the next time t hat the course is offered by the school. A student who withdraws from his or her prior am of study may be considered for readmission only in accordance with the Readmission section of this catalog. Advising The student must receive academic, attendance and/or financial aid advising from the SC wool, as the school deems necessary in I TTS discretion. Transfer of Credit Decisions concerning the acceptance of an y credits earned in any course taken at the school are made solely at the discretion of the receiving institution. The school makes no representation or errant whatsoever concerning the transferability of any credits earned at the school to any other institution. The student must contact the Registrar of the receiving institute on to determine what credits earn De at the school, if any, that institution will accept.Conduct Each student must conduct himself or herself in accordance with the schools rules, regulations, policies and procedures as sat Ted in this catalog, in the students Enron Ailment Agreement and Student Handbook. Any student who engages on or off the schools premises in any of the following types of misconduct will be subject to disciple e by the school, which may include, without limitation, the suspension and/or termination FRR mom one or more courses the student is taking or the students entire program of study at the SC wool and the referral to the proper authorities s. Any student who, prior to his or he r enrollment at the school, has engaged in any school, which may in clued, without limitation, the students suspension and/or termination from one or more course s the student is taking or the students entire program of study at the school. A.Physical or verbal abuse, intimidation or harassment of an other person or rope of persons, including any harassment based o race, religion, color, age, SE x, sexual orientation, national origin, disc ability, gender or any other protected status. 39 b. Deliberate or careless endangerment; tampering with safety ala arms or equipment; violation of safety regulations; failure to render reasonable cooperation in any emergency; possession or use on shoo I premises or at organized school activities of any firearm (except for law enforcement officers who are required to carry a firearm at all times and who have notified the school Director of, and documented, that requirement), knife (excepting non-spring pocket kn ives with blades less than four inches), other weapon, explosive or fireworks. C.Obstruction or disruption of any regular school activities, including, without limitation, et aching, research, administration n, student services, discipline, organized events and operation and maintain once of facilities; interference with the free speech and move . NET of academic community members; refusal to identify oneself when re quested or to obey any other lawful instruction from a school official or faculty member to discontinue or modify any action which is judged disruptive. . Dishonesty, including, without e. Obscene, indecent or inconsiderate behave prior; insubordinate behavior towards any faculty member or school official; exposure of others to offensive conditions; disregard for the privacy of self or others. F.Theft, abuse or unauthorized use of shoo I property, the personal property of other s or public property, including, without limitation, unauthorized entrance into school facilities or information etc homology systems, possession of stolen property and littering. G. Illegal use, distribution or possession of stimulants, intoxicants or drugs. H. Use, distribution or possession of alcoholic beverages on school premises or at organized school activities or events. I. Gambling on school premises or at organized school events. J. Failure to comply with the lawful directions of any school official, staff member or student employee who is acting in perform romance of duties of position or is explicitly assuming responsibility on bee Alfa of the school in the absence of a particular official. (E emergency orders may supersede some written regulations.