The Elements of Ethics taking the High Ground Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
The Elements of Ethics taking the High Ground Paper
Avoid cronies and “yes people.” seek competent and trustworthy col- leagues who have a reputation for propriety and wisdom. Ask for un- compromising forthrightness in the evaluation of your work.
Finally, don’t forget that excellent peer-review relationships are a two-way street. When the need arises, be sure to reciprocate the favor with honest evaluations of your colleagues’ work.
When colleagues ask for your opinion whether it is about their conduct, decisions, or work products take their request seriously, respect confidentiality, never disseminate their ideas or findings without their consent, and, by all means, tell the truth and pull no punches.
Just as you expect your colleagues to pull you back from the ethical edges with timely warnings and clear criticism, be sure to offer equally constructive criticism when it is your turn. Remember that only honest feedback is helpful.
- deepen professional accountability by arranging peer review of your work.
- retain colleagues and experts with a reputation for wisdom and confidentiality.
Identify defensiveness and evasion as warning signs that peer re- view is needed.
- take collegial feedback seriously, and use it to avoid ethical transgressions while improving the quality of your work.
- reciprocate peer reviews with honest and confidential feedback to colleagues.
5 present your credentials and services accurately
As a psychotherapist and popular speaker, shaun frequently found himself , having to clarify the exact nature of his credentials and temper others’ un- realistic claims about his services. On the eve of major workshop to be conducted for more than 1,000 mental health professionals, shaun discovered that the promotional materials made reference to his ‘doctorate in psychology” and the ‘nearly miraculous” efficacy of his therapy approach for nearly any psychological problem.
When the event organizer rejised shaun’s re- quest to reprint the promotional materials, shaun began his presentation by making a public disclaimer. He told the audience that he held a master’s degree, not a doctorate, and that the research evidence supported his therapeutic approach for certain disorders under certain condition not for all clinical problems.
Several participants in the workshop already knew the real facts about shaun’s education and research. On the workshop evaluations, these individuals indicated that shaun’s unwavering integrity and clear commitment to truth in advertising had inspired them just as much as the content he presented.
Recall this embarrassing fiasco: in 2001, notre dame named george o’leary as the university’s new head coach of its storied football program. For o’leary, who had been eminently successful as a coach and admired by fans, the appointment was the crowning opportunity of his career. His dream, though, quickly became a nightmare.
five days after his hire and before running a single practice, coach o’leary was forced to resign in disgrace. He did not hold a master’s degree or play on his college football team as indicated on his résumé and exposed by the media. The glaring lies now were public.
In his resignation statement, o’leary admitted lying on his résumé as a young coach in the hopes of obtaining a job. As the years went by, expunging these fibs from his record became increasingly difficult.
a statement by notre dame poignantly captured the sentiment such duplicity can arouse: “these inaccuracies constitute a breach of trust that makes it im- possible to move forward in the relationship.” few things under- mine relationships—personal or professional—more quickly than the revelation that a partner has lied.
Integrity demands clarity in the presentation of one’s credentials, achievements, and experience. Ethical professionals refuse to inflate or misrepresent the nature or efficacy of their services. Whether mo- tivated by egotism, inadequacy, or greed, inaccurate presentation of credentials or services always constitutes a fundamental ethical breach.
Professionals must stridently refuse the temptation of making false, deceptive, or fraudulent statements about any aspects of their work. Statements about (1) training and experience, (2) academic degrees, (3) credentials, licenses, or competence, (4) affiliations with institutions or organizations, (5) achievements, and (6) the nature and scientific basis for our services never are negotiable.
Only by insist- ing on a fill and accurate accounting of one’s background and achievement can the slippery slope of misrepresentation be avoided. And remember one last thing: creating false impressions or misun- derstandings through omission or vague reporting is just as inappro- priate as overt lying. These behaviors are a misrepresentation of the truth. Lying will come back to bite you, sometimes when you least expect it.
Why do professionals who seem to have it all together make false statements? There are many reasons, but three stand out. First, eager for success or financial reward, new professionals may be tempted to overstate the nature of their credentials. The long-term
Implications of such duplicity may not be something they consider. So be careful in how you try to “jump-start” your career. Second, some professionals struggle with integrity.
Lying about their credentials, their background, and their capabilities is merely one more venue for self-serving manipulation. Third, some professionals try to bolster their deflated egos.
Their narcissistic need for tribute, admiration, and adulation makes lying about their experiences and accomplishments nearly intoxicating. Consider the strange phenomenon of fake navy seals.
Several organizations now track down and expose thousands of men each year who lie on their résumés, claiming prior service with the special forces. The motivation for the fakery is often a desperate effort to compensate for a personal sense of inadequacy.
But the potential for aggrandizement, power, and fame resides in all of us. During your career, you will encounter endless opportunities to find short-term success through inflation, exaggeration, and deception.
Whether claiming degrees from phony diploma mills, overstating your achievements, or allowing inaccuracies to go uncorrected, many among us will succumb to this temptation.
The Elements of Ethics taking the High Ground Paper
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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