Code of Ethics: A Philosophy of Humanitarian & Community Work

This essay explores the significance of a code of ethics within the philosophy of humanitarian and community studies. It discusses how these codes serve as guiding principles for students, promoting honesty, integrity, and accountability in their work. The essay highlights the role and function of the code of ethics in maintaining trust, ensuring ethical behavior, and providing guidance for students. It also covers the code's functions, including inspiration, support, education, public image contribution, and establishing shared standards. The essay emphasizes the importance of ethical conduct in humanitarian efforts and its impact on individuals and communities.

RUNNING HEAD: Humanitarian and communities 0
Humanitarian and communities

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Contents
Code of ethics as a part of the philosophy of humanitarian and community studies..............................2
Overview of the role and function of the code of ethics........................................................................2
References.............................................................................................................................................4

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Code of ethics as a part of the philosophy of humanitarian and community studies
The codes of ethics are the guiding principles designed to help students in the honesty and
integrity manner. It helps in improving the quality of humanitarian response by enhancing the
appropriate and timely information. The code of ethics as a part of humanitarian and
community guides in unpacking the values behind the humanitarian attempt, the tensions that
arise in carrying it out and the ways in which humanitarian and the individuals can think
through these issues. The code of ethics acts in the most accountable way (Pusterla, 2016). It
even guides individual behaviour and avoids misbehaviour which can harm other people. It
sets a standard for adequate ethical behaviour in the philosophy of humanitarian and
community studies. It allows students to decide when a person is acting unethically and take
steps in order to protect him. It defines conduct which outlines what an individual should do
and do not do in their course. It also helps students in approaching problems based on their
core values. It even contributes to the development and interpretation of the commitments
(Maynard, et al. 2018). The codes are structured in such a way that it outlines the principles
of humanitarian and community studies. It assists the students in certain circumstances.
Overview of the role and function of the code of ethics
The code of ethics has a role in maintaining the trust of the students and the credibility of the
organization. It describes ethical behaviour to protect the improper conduct of the students. It
also has a role in providing a commitment to the organization along with the students. It
keeps the positive persona of the individuals. It helps in dealing with problematic areas and
ethical issues.
The functions of the code of ethics are given below:
Inspiration and guidance: The code of ethics inspires and guides the students pursuing
humanitarian and communication studies (Hunt, et al. 2016). It provides positive motivation
for the ethical conduct and concerns on the obligations to the students.
Support: The code of ethics assists those seeking to act ethically. It offers group co-operation
in moral issues. The code of ethics serves as legal support in meeting work related moral
obligations.

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Education and mutual understanding: The codes of ethics are used in the classrooms in order
to discuss moral issues and encourage understanding among the students. The ethics can also
be reviewed or manipulated in the humanitarian and community studies (Tarvydas, Levers &
Teahen, 2017).
Contributions to the public image: The code of ethics reflects a positive image to the
organization which helps students to assist each other. It results in winning a great power of
self-regulation. The reputation is essential in sustaining the trust of people.
Shared standards: The assortment of moral viewpoints among the students make essential for
the organization. It assures good conduct of the students in the organization.

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References
Hunt, M., Pringle, J., Christen, M., Eckenwiler, L., Schwartz, L., & Davé, A. (2016). Ethics
of emergent information and communication technology applications in humanitarian
medical assistance. International health, 8(4), 239-245.
Maynard, V., Parker, E., Yoseph-Paulus, R., & Garcia, D. (2018). Urban planning following
humanitarian crises: supporting urban communities and local governments to take the
lead. Environment and Urbanization, 30(1), 265-282.
Pusterla, F. (2016). The European Union and Humanitarian Crises: Patterns of Intervention.
Routledge.
Tarvydas, V. M., Levers, L. L., & Teahen, P. R. (2017). Ethical guidelines for mass trauma
and complex humanitarian emergencies. Journal of Counseling &
Development, 95(3), 260-268.