الجمعة، 10 فبراير 2012

Expectations of college student


Class attendance, preparation,  and participation
As a College student, I will
• Attend all class sessions, arriving on time and remaining until dismissed.
• Notify the instructor in advance of  anticipated absences, late arrivals, or early departures.
• Refrain from class disturbances.
• Turn off and store away cell phones and all electronic devices unless permission has been otherwise granted.
• Prepare fully for each class.
• Participate in all classes.
• Respect my fellow classmates and the instructor.


Assignments and exams
As a College student, I will
• Complete all assignments and exams  honestly, punctually, and to the best of  my ability.
• Cite sources appropriately in accordance with the Illinois State University Student Code of Conduct, in which plagiarism is defined as “…unacknowledged appropriation of another’s work, words, or ideas in any themes, outlines, papers, reports, speeches, or other academic work.”
• Refrain from giving or receiving  inappropriate assistance.


Professional values and integrity
As a College student, I will
• Conduct myself ethically, honestly, and with integrity in all situations.
• Treat fellow students, faculty, staff, and administrators fairly and impartially.
• Dress appropriately, avoiding clothing that is revealing, provocative, or includes offensive language or visuals. Situations in which professional or business casual may be appropriate include class presentations,
sessions with guest speakers, ceremonies, and at professional events such as Business Week.
• Make every effort to prevent discrimination and harassment.
• Behave and speak professionally,  respectfully, and courteously at all times.
• Use the college’s property, facilities,  supplies, and other resources in the most effective and efficient manner.
• Be fair in my evaluation of administrators, faculty, staff, and fellow students.
• Make good use of time by engaging in appropriate activities, and, when possible, participating in worthwhile organizations and activities on campus and in the broader community


this document is available online at
IllinoisState.edu/business/professionalstandards


Principles of professional behavior and integrity



Responsibility is the foundation of integrity*. We hold ourselves and others responsible for acting with honesty, respect, and fairness.
Honesty is fundamental in learning, teaching, and research. We act honestly and do not tolerate or justify dishonest conduct in any circumstance.
Respect is the foundation of our academic community. We use appropriate speech and behaviors to demonstrate respect for one another and for the educational process.
Fairness is essential for the evaluations that are part of the educational process. We strive to achieve fairness in our standards and procedures as well as in our evaluation of the work of others. trust is achieved when all who are involved in the educational process adhere to the principles of integrity.

http://www.cob.ilstu.edu/standards/10-0839COBEthicsPolicyBooklet3.pdf

PROFESSIONAL TEACHER


The Qualities of a Truly Professional Teacher


Have you ever wondered what the qualities of a really professional teacher are? I know that all teachers want their students to like them, but being liked isn't the be-all and end-all really, is it? I mean teachers have to make some unpopular decisions sometimes.

Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional.

A professional teacher needs to be confident without being arrogant. Nobody can expect to have all the answers, so if a student asks a real stinker, the professional teacher should be able to admit defeat but offer to find out more for the student. And they must carry that promise out.

Proper preparation is another crucial requirement of professionalism. When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. Nothing is more sloppy than poor preparation.

Interaction with the group needs professional standards of behavior: polite, firm and fair just about sum it up. And in orchestrating the class the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed a fall-back position is part of good planning.

It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards. Indeed I can remember occasions on which students have complained to me about “scruffy” teachers.

The last thing I would mention is that teachers should be able to feel that their professionalism entitles them to back-up from the school directors. If a teacher has a problem class or student then the school should have procedures for handling the difficulties. The teacher should not have to feel alone and vulnerable if a difficult situation arises. So, yes, professionalism cuts both ways: in the standards we demand of teachers and the framework we have for giving them support.
By Brenda Townsend Hall

ESLemployment, Contributing Editor
Visit my blog --> http://www.esl-school.com

الخميس، 9 فبراير 2012

How to Create a Professional Attitude in the Workplace



Companies benefit when employees have a professional attitude in the workplace. According to the "Graziadio Business Report," workers who have the right attitude can produce financial gains and become the catalyst for developing a learning organization. The right attitude helps establish a positive work environment. Unfortunately, office politics and lax supervision can result in unprofessional behavior that has an adverse effect on employee attitude. Management must take an active role to set expectations and turn things around.

Step 1

Provide a good example of professional behavior starting with the top of the organization. When employees witness members of management acting in an unprofessional manner, it can send the message that this type of behavior is acceptable. All company executives, managers and supervisors must model the professional behavior they expect from front-line employees.

Step 2

Enforce a dress code. All companies should have a dress code for employees. Over time, some employees may try to push the envelope and see if they can get away with wearing questionable attire.
If employees wear clothing to work that is provocative, sloppy or too casual, the attitude within the workplace will start to suffer. Send a company-wide reminder about dress code and take direct action if violations continue. Many companies have adopted a "casual Friday" policy, where employees can dress down slightly just before the weekend.

Step 3

Require employees to maintain a neat and orderly workspace, and make sure the entire building is clean and well kept. Workers will feel more professional if their surroundings are clean and tidy. If the setting in your workplace seems too casual, it may be time to eliminate clutter or redecorate. You may also need to set some ground rules on the amount of personal knick-knacks and belongings that employees display in their work area.

Step 4

Remind everyone to save personal discussions and joking for breaks and lunchtime. Confront employees who waste time when they should be working. When management allows this type of behavior to continue, it usually becomes worse and annoys those who are trying to work.

Step 5

Go over expectations for answering the phone, responding to emails and using the internet. Establish company policies and train employees on proper phone and email etiquette. They should refrain from using slang and should speak in a way that reflects positively on the company. Employees should never use company time to surf the web or take care of personal business. Make sure you have safeguards in place to prevent employees from visiting inappropriate websites or downloading suspect files.

Step 6

Establish team goals that everyone can work toward achieving. This will give employees an incentive that will encourage a professional attitude. You could challenge everyone to work together to increase productivity by a certain percentage or to improve customer satisfaction ratings, for example. Consider rewarding the employees with a fun group outing where it is acceptable to relax and be casual.

PROFESSIONAL ATTITUDE


Professional attitude: a professional is punctual (to class and laboratory meetings) because he/she respects the valuable time of others; a professional follows the supervisor’s instructions; a professional in the field respects private and public property; a professional arrives ready to work, appropriately dressed, with his or her tools; a professional is observant and sees what needs to be done; a professional is responsible and does what should be done (carrying the instruments and tools, for example). A professional helps maintain a safe workplace with a civilized atmosphere. A professional is perceived as a representative of his or her organization and always acts in a manner that reflects favorably on that organization. A professional asks a question rather than risk making a serious mistake with an unfamiliar scientific instrument.
My recent contact as an employment reference: the first question dealt with the applicant’s work ethic, the second with the applicant’s integrity, the third with the applicant’s self-motivation. I am pleased to report that I was able to give this applicant high marks in all areas. He was hired. Please enable me to repeat this event frequently.
Outstanding undergraduates have won scholarships to SAGE (Summer Applied Geophysics Experience) summer geophysics field camp in New Mexico 3 times in the past 13 years, where they use state-of-the-art instruments and computers. Students from Toledo have been among the best in camp each time one has been accepted. Competition for graduate slots is a bit stiffer, but twice the UT student was offered a free ride for a second year to serve as a teaching assistant. Work hard and one of you may find himself or herself drinking blue margaritas and eating steak with the VibroSeisTM crew!
PLAGIARISM: While I encourage students to help one another in finding solutions to homework problems or in evaluating the meaning of laboratory measurements, your report must reflect your individualeffort. Graphs, maps and figures should be unique. The manner in which you present your data and select what is essential quickly reveals to the reader your degree of understanding. Therefore: be advised that graphs or figures that are duplicates (or nearly duplicates) of graphs or figures found in another report may be cause for both papers to suffer, particularly if there appears to be a pattern of unusually similar work. Of course, graphs dealing with the same data should share more similarities than differences and this will be taken into consideration, and in most cases a warning will be issued prior to penalties if reports appear too much alike. As concepts become more complex and we advance from the data presentation to geophysical models, the probability of product originality should increase. It is particularly revealing when two or more papers share a fundamental error that neither author seems to notice.

الأربعاء، 8 فبراير 2012

Creating a Positive Professional Image


Creating a Positive Professional Image


Executive Summary:

In today’s diverse workplace, your actions and motives are constantly under scrutiny. Time to manage your own professional image before others do it for you. An interview with professor Laura Morgan Roberts.


AS professor Laura Morgan Roberts sees it, if you aren't managing your own professional image, others are.
"People are constantly observing your behavior and forming theories about your competence, character, and commitment, which are rapidly disseminated throughout your workplace," she says. "It is only wise to add your voice in framing others' theories about who you are and what you can accomplish."
There are plenty of books telling you how to "dress for success" and control your body language. But keeping on top of your personal traits is only part of the story of managing your professional image, says Roberts. You also belong to a social identity group—African American male, working mother—that brings its own stereotyping from the people you work with, especially in today's diverse workplaces. You can put on a suit and cut your hair to improve your appearance, but how do you manage something like skin color?
Roberts will present her research, called "Changing Faces: Professional Image Construction in Diverse Organizational Settings," in the October issue of the Academy of Management Review.
She discusses her research in this interview.
Mallory Stark: What is a professional image?
Laura Morgan Roberts: Your professional image is the set of qualities and characteristics that represent perceptions of your competence and character as judged by your key constituents (i.e., clients, superiors, subordinates, colleagues).
Q: What is the difference between "desired professional image" and "perceived professional image?"
A: It is important to distinguish between the image you want others to have of you and the image that you think people currently have of you.
Most people want to be described as technically competent, socially skilled, of strong character and integrity, and committed to your work, your team, and your company. Research shows that the most favorably regarded traits are trustworthiness, caring, humility, and capability.
Ask yourself the question: What do I want my key constituents to say about me when I'm not in the room? This description is your desired professional image. Likewise, you might ask yourself the question: What am I concerned that my key constituents might say about me when I'm not in the room? The answer to this question represents your undesired professional image.
You can never know exactly what all of your key constituents think about you, or how they would describe you when you aren't in the room. You can, however, draw inferences about your current professional image based on your interactions with key constituents. People often give you direct feedback about your persona that tells you what they think about your level of competence, character, and commitment. Other times, you may receive indirect signals about your image, through job assignments or referrals and recommendations. Taken together, these direct and indirect signals shape your perceived professional image, your best guess of how you think your key constituents perceive you.
Q: How do stereotypes affect perceived professional image?
A: In the increasingly diverse, twenty-first century workplace, people face a number of complex challenges to creating a positive professional image. They often experience a significant incongruence between their desired professional image and their perceived professional image. In short, they are not perceived in the manner they desire; instead, their undesired professional image may be more closely aligned with how their key constituents actually perceive them.
What lies at the source of this incongruence? Three types of identity threats—predicaments, devaluation, and illegitimacy—compromise key constituents' perceptions of technical competence, social competence, character, and commitment. All professionals will experience a "predicament" or event that reflects poorly on their competence, character, or commitment at some point in time, due to mistakes they have made in the past that have become public knowledge, or competency gaps (e.g., shortcomings or limitations in skill set or style).
Members of negatively stereotyped identity groups may experience an additional form of identity threat known as "devaluation." Identity devaluation occurs when negative attributions about your social identity group(s) undermine key constituents' perceptions of your competence, character, or commitment. For example, African American men are stereotyped as being less intelligent and more likely to engage in criminal behavior than Caucasian men. Asian Americans are stereotyped as technically competent, but lacking in the social skills required to lead effectively. Working mothers are stereotyped as being less committed to their profession and less loyal to their employing organizations. All of these stereotypes pose obstacles for creating a positive professional image.
Members of negatively stereotyped identity groups may experience anadditional form of identity threat known as "devaluation."
Even positive stereotypes can pose a challenge for creating a positive professional image if someone is perceived as being unable to live up to favorable expectations of their social identity group(s). For example, clients may question the qualifications of a freshly minted MBA who is representing a prominent strategic consulting firm. Similarly, female medical students and residents are often mistaken for nurses or orderlies and challenged by patients who do not believe they are legitimate physicians.
Q: What is impression management and what are its potential benefits?
A: Despite the added complexity of managing stereotypes while also demonstrating competence, character, and commitment, there is promising news for creating your professional image! Impression management strategies enable you to explain predicaments, counter devaluation, and demonstrate legitimacy. People manage impressions through their non-verbal behavior (appearance, demeanor), verbal cues (vocal pitch, tone, and rate of speech, grammar and diction, disclosures), and demonstrative acts (citizenship, job performance).
My research suggests that, in addition to using these traditional impression management strategies, people also use social identity-based impression management (SIM) to create a positive professional image. SIM refers to the process of strategically presenting yourself in a manner that communicates the meaning and significance you associate with your social identities. There are two overarching SIM strategies: positive distinctiveness and social recategorization.
Positive distinctiveness means using verbal and non-verbal cues to claim aspects of your identity that are personally and/or socially valued, in an attempt to create a new, more positive meaning for that identity. Positive distinctiveness usually involves attempts to educate others about the positive qualities of your identity group, advocate on behalf of members of your identity group, and incorporate your background and identity-related experiences into your workplace interactions and innovation.
Social recategorization means using verbal and non-verbal cues to suppress other aspects of your identity that are personally and/or socially devalued, in an attempt to distance yourself from negative stereotypes associated with that group. Social recategorization involves minimization and avoidance strategies, such as physically and mentally conforming to the dominant workplace culture while being careful not to draw attention to identity group differences and one's unique cultural background.
Rather than adopting one strategy wholesale, most people use a variety of strategies for managing impressions of their social identities. In some situations, they choose to draw attention to a social identity, if they think it will benefit them personally or professionally. Even members of devalued social identity groups, such as African American professionals, will draw attention to their race if it creates mutual understanding with colleagues, generates high-quality connections with clients, or enhances their experience of authenticity and fulfillment in their work. In other situations, these same individuals may choose to minimize their race in order to draw attention to an alternate identity, such as gender, profession, or religion, if they feel their race inhibits their ability to connect with colleagues or clients.
Successful impression management can generate a number of important personal and organizational benefits, including career advancement, client satisfaction, better work relationships (trust, intimacy, avoiding offense), group cohesiveness, a more pleasant organizational climate, and a more fulfilling work experience. However, when unsuccessfully employed, impression management attempts can lead to feelings of deception, delusion, preoccupation, distraction, futility, and manipulation.
Q: How do authenticity and credibility influence the positive outcomes of impression management attempts?
A: In order to create a positive professional image, impression management must effectively accomplish two tasks: build credibility and maintain authenticity. When you present yourself in a manner that is both true to self and valued and believed by others, impression management can yield a host of favorable outcomes for you, your team, and your organization. On the other hand, when you present yourself in an inauthentic and non-credible manner, you are likely to undermine your health, relationships, and performance.
Most people use a variety of strategies for managing impressions of their social identities.
Most often, people attempt to build credibility and maintain authenticity simultaneously, but they must negotiate the tension that can arise between the two. Your "true self," or authentic self-portrayal, will not always be consistent with your key constituents' expectations for professional competence and character. Building credibility can involve being who others want you to be, gaining social approval and professional benefits, and leveraging your strengths. If you suppress or contradict your personal values or identity characteristics for the sake of meeting societal expectations for professionalism, you might receive certain professional benefits, but you might compromise other psychological, relational, and organizational outcomes.
Q: What are the steps individuals should take to manage their professional image?
A: First, you must realize that if you aren't managing your own professional image, someone else is. People are constantly observing your behavior and forming theories about your competence, character, and commitment, which are rapidly disseminated throughout your workplace. It is only wise to add your voice in framing others' theories about who you are and what you can accomplish.
Be the author of your own identity. Take a strategic, proactive approach to managing your image:
Identify your ideal state.
  • What are the core competencies and character traits you want people to associate with you?
  • Which of your social identities do you want to emphasize and incorporate into your workplace interactions, and which would you rather minimize?
Assess your current image, culture, and audience.
  • What are the expectations for professionalism?
  • How do others currently perceive you?
Conduct a cost-benefit analysis for image change.
  • Do you care about others' perceptions of you?
  • Are you capable of changing your image?
  • Are the benefits worth the costs? (Cognitive, psychological, emotional, physical effort)
Use strategic self-presentation to manage impressions and change your image.
  • Employ appropriate traditional and social identity-based impression management strategies.
  • Pay attention to the balancing act—build credibility while maintaining authenticity.
Manage the effort you invest in the process.
  • Monitoring others' perceptions of you
  • Monitoring your own behavior
  • Strategic self-disclosure
  • Preoccupation with proving worth and legitimacy

HOW TO BE PROFESSIONAL AT WORK


Ways To Be Professional at Work


By the Monster Career Coach

We often hear how important it to behave “professionally” in the workplace. If you want to get ahead, be taken seriously, and have your boss think of you as an asset to the team, doing things in a professional way is vital.

But what exactly do employers mean by this term? Surely it’s enough to do your job well and show up on time consistently. Or are there other things expected of you if you want to be viewed as being professional?

Avoid Being Unprofessional

Your employer may not tell you exactly their own view of what being professional means. But we all know from experience how to get labelled as “unprofessional.” By finishing tasks or projects late, for instance. Being unprepared when attending meetings. Spending time gossiping at work.

Other ways to be seen as unprofessional? Treat people with disrespect. Keep them waiting unnecessarily. Steal their thunder by using their ideas without giving them credit. Say one thing then do the complete opposite. Break promises regularly.

10 Ways To Be Professional

Acting like a professional really means doing what it takes to make others think of you as reliable, respectful, and competent. Depending on where you work and the type of job you have, this can take on many different forms.

There are, however, quite a few common traits when it comes to being professional. This includes the following:

1. Competence. You’re good at what you do – and you have the skills and knowledge that enable you to do your job well.

2. Reliability. People can depend on you to show up on time, submit your work when it’s supposed to be ready, etc.

3. Honesty. You tell the truth and are upfront about where things stand.

4. Integrity. You are known for your consistent principles.

5. Respect For Others. Treating all people as if they mattered is part of your approach.

6. Self-Upgrading. Rather than letting your skills or knowledge become outdated, you seek out ways of staying current.

7. Being Positive. No one likes a constant pessimist. Having an upbeat attitude and trying to be a problem-solver makes a big difference.

8. Supporting Others. You share the spotlight with colleagues, take time to show others how to do things properly, and lend an ear when necessary.

9. Staying Work-Focused. Not letting your private life needlessly have an impact on your job, and not spending time at work attending to personal matters.

10. Listening Carefully. People want to be heard, so you give people a chance to explain their ideas properly.

The Professional Advantage

The more you put into practice the 10 points listed above, the better your chances will be to create a positive reputation for yourself. This can ultimately translate into raises and promotions, chances to work on more assignments that you enjoy, less likelihood of being downsized when layoffs are being considered, and the respect of peers and senior management.

You also benefit from feelings of increased self-worth and dignity. Plus you keep yourself marketable for the future. All in all, some very good reasons to as professional as possible.

BEING PROFESSIONAL CONVEYS THAT YOU ARE REPUTABLE











updated March 02, 2011


Being professional is an important part of ingraining yourself into any corporate or work environment. However, many people are unaware of what the definition of professional even is or how to incorporate it into their regular work habits




  1. Definition of Professional

    • Professional is defined by Merriam-Webster's dictionary as "characterized by or conforming to the technical or ethical standards of one's profession."

    Importance of Acting Professional

    • It is important to remain professional at all times when engaged in a business environment, whether for a company or your own business. Being professional not only lets people know you are a reputable person to work with, but also conveys intelligence and poise regarding your position.

    Characteristics of Professionalism

    • People who are professional are unfailingly polite, courteous and well-spoken, no matter what the situation. Being professional means you keep your cool and remain calm under any circumstances. No matter how upset a co-worker or customer makes you, you don't react; you deal with the situation rationally and calmly.

    Dealing with Unprofessional Behavior

    • Not everyone places an emphasis on professional behavior. When this happens, it's important that you still remain businesslike and not react to this adverse behavior. Instead, remain professional, no matter what the behavior is of those around you.

    Professional Behavior Is Ethical Behavior

    • Many people confuse professionalism with passiveness. However, it is far more important to remain committed to your work and behave ethically in all endeavors. Remember that it is possible to remain passionate about what you do and still be willing to stand up for yourself and your ideals.

PROFESSIONAL BEHAVIOR IN HEALTHCARE


PROFESSIONAL BEHAVIOR IN HEALTHCARE

Professional behavior creates an environment that promotes safe and high quality patient care and engenders a constructive learning environment. Physicians, along with all healthcare providers, have an ethical and professional duty to maintain a patient care environment that promotes the safe care of patients and fosters learning.
Examples of Professional Behavior
  • Clearly identifies oneself to patient and staff
  • Maintains a clean, neat appearance
  • Maintains composure
  • Treats patients with dignity and respect
  • Collaborates with other members of the healthcare team and treats them with respect
  • Answers questions and explains the patient’s plan of care to patient, family (with patient’s permission) and healthcare team members
  • Answers phone calls and pages in a timely and courteous manner
  • Respects cultural and religious differences of others
  • Is truthful in verbal and written communications
  • Communicates differences in opinion and good faith criticism respectfully in the appropriate forum
  • Is on time for meetings and appointments
  • Keeps patient information confidential


Disruptive or Unprofessional Behavior
Disruptive or unprofessional behavior may be viewed along a spectrum. Although there is no agreed upon definition and the term “disruptive” is sometimes interchangeable with the term “abusive”, it generally refers to a style of interaction with physicians, hospital personnel, patients, family members or others that interferes with patient care. Such behavior may be expressed verbally by using foul or threatening language, or through non-verbal behavior such as facial expressions or manners. 
Examples of Disruptive or Unprofessional Behavior
  • Conduct that could be characterized as harassment or discrimination.
  • Verbal threats of violence, retribution or lawsuits
  • Verbal outbursts
  • Insults, verbal comments or criticism intended to belittle or berate others
  • Arguing in front of patients and families
  • Physical actions that threaten others such as throwing or knocking down objects
  • Inappropriate physical touching or contact
  • Inappropriate communication of protected healthcare information whether in verbal, written or electronic format
  • Disparaging remarks about other healthcare providers or facilities
  • Illegal activities


مبادئ السلوك المهني للمحامين امام المحكمة

أصدرت المحكمة الخاصة بلبنان "مبادئ السلوك المهني للمحامين امام المحكمة"، وجاء فيها: 

"مقدمة 
عملا بالمادة 60 الفقرة( جيم) من قواعد الاجراءات والاثبات للمحكمة الخاصة بلبنان (المشار اليها في ما يلي باسم "المحكمة") وبعد التشاور مع المدعي العام ورئيس مكتب الدفاع ورئيس قلم المحكمة، اصدر (الرئيس القاضي انطونيو كاسيزي) مبادئ السلوك المهني للمحامين امام المحكمة (المشار اليها في ما يلي باسم "مبادىء السلوك". 

النطاق 
تسري هذه المبادىء للسلوك المهني للمحامين على جميع المحامين الماثلين امام المحكمة، بمن فيهم اي محام يخاطب المحكمة بالنيابة عن الادعاء او عن المتهمين او المتضررين اصحاب هذه الصفات بموجب قواعد الاجراءات والاثبات، كما يضم المحامين الذين يعملون خارج قاعة المحكمة لتوفير الدعم المباشر للمحامين المعاونين الذين يمثلون موكليهم امام المحكمة والذين قد يؤثر سلوكهم في نزاهة اجراءات المحكمة وانصافها. 

اليمين الرسمية 
واضافت: "قبل مباشرة اي عمل ضمن نطاق هذه المبادئء، يدلي المحامي باليمين الرسمية التالية امام رئيس قلم المحكمة او نائب رئيس قلم المحكمة: "أتعهد رسميا ان اقوم بواجباتي وامارس مهنتي امام المحكمة الخاصة بلبنان بكل نزاهة ومثابرة، وبشرف وحرية ومن دون ابطاء ووفقا لما يمليه ضميري، وان احترم بكل امانة السرية المهنية والواجبات الاخرى التي تفرضها مبادئ سلوك المحامين امام المحكمة". ويوقع جميع المحامين نسخة خطية من هذه اليمين الرسمية وتحفظ لدى قلم المحكمة. 

السلوك المهني 
وتابعت: "1- على المحامي عند ممارسة دوره في الاجراءات: 

(ا) ان يتصرف بروح مهنية ووفقا لقانون المهنة وقواعدها ومبادئها الاخلاقية. 

(ب) ان يتصرف باستقامة وصدق ولياقة. 

(ج) ان يحافظ على شرف مهنة المحاماة ووقارها. 

(د) ان يتصرف بطريقة تتماشى مع حق المتهم في محاكمة عادلة. 

(ه) ان يحترم حقوق الانسان ويعزز سيادة القانون. 

(و) ان يعزز جهود المحكمة التي ترمي الى احقاق العدالة وفقا للقانون وذلك بطرق منها تفادي اي سلوك او تمثيل قد يؤدي الى تضليل المحكمة او خداعها. 

(ز) ويكون صاحب مهارات والمام وقدرة وكفاءة في القانون الواجب التطبيق ويبقى مطلعا على التطورات القانونية ذات الصلة. 

2 - يسعى المحامي الى تحقيق مصالح الفريق الذي يمثله بحزم ومثابرة وسرعة، مسخرا قدراته على افضل وجه ضمن اطار القانون الواجب التطبيق ووفقا لمبادئ السلوك هذه، وبغية اداء ما عليه من واجبات ازاء المحكمة والمحامين الاخرين ومن اجل حسن سير العدالة. 

3 - لا يجوز للمحامي ان يسمح بتقديم ادلة مزورة امام المحكمة وهو على بينة من ذلك. 

4 - يتفادى المحامي تضارب المصالح عند تقديم المشورة الى الأفرقاء وتمثيلهم عندما ينشأ تضارب في المصالح او يصبح معلوما، على المحامي ان يعلم ذلك من دون تأخير الأفرقاء الذين يمسهم هذا التضارب كما المحكمة. ويجوز للمحامي ان يتابع بصفة موقتة عندما يسمح القانون بذلك مهمات التمثيل في مسألة يقع فيها تضارب في المصالح، على الا يقوم بذلك الا بعد الكشف الكامل عن هذا التضارب للأفرقاء الذين يتأثرون به وبعد الحصول على موافقتهم بعد علمهم بالامر وعلى الموافقة الصريحة من الغرفة المعنية. 

5 - يحافظ المحامي على السرية المهنية التي تحيط بالمعلومات التي يزوده اياها موكله ويحمي سرية الادلة والاجراءات التي تعطيها المحكمة الصفة، وما لم تنص الغرفة المعنية على خلاف ذلك، لا يجوز للمحامي ان يكشف عن ادلة سرية الا لمن يكون ملزما اخلاقيا او بموجب عقد بحماية سريتها وعندما تقتضي ذلك ضرورات التحقيق او تحضير قضية. 

دور المحامي في الاجراءات 
6 - على المحامي: 

(ا) ان يمتثل للتوجيهات الواردة في دليل آداب السلوك في المحكمة الصادر عن رئيس قلم المحكمة واي تعديلات ادخلت عليه. 

(ب) ان يعزز سير الاجراءات في قاعة المحكمة بكفاءة وفاعلية. 

(ج) ألا يطلب التأجيل إلا لأسباب مناسبة. 

(د) أن يتعاون مع جميع المحامين بغية بت الإجراءات في أنسب وقت، وبأقصى فاعلية من حيث الكلفة. 

(ه) أن يتعامل بلياقة مع جميع المحامين، وتحديدا محامي الخصم، حتى عند الإختلاف في الرأي. 

(و) أن يرفض استخدام الأدلة التي يعتقد اعتقادا معقولا انه تم الحصول عليها بوسائل غير قانونية ووسائل تشكل انتهاكا فاضحا لما يعود للشخص من حقوق الإنسان، لا سيما تلك التي تشكل تعذيبا أو معاملة قاسية.

(ز) أن يعامل كل الشهود بلياقة واحترام، ولا يسيء الى أي شاهد أو يخوفه أو يضايقه. 

(ح) وإذا سمح له باستجواب الشاهد، ألا يمارس أي تأثير غير لائق عليه عند تذكره الأحداث. 

مسؤوليات المحامين الرئيسيين والمحامين المعاونين 

7- المحامي الرئيسي مسؤول عن أي سلوك يشكل انتهاكا لمبادئ السلوك هذه يسلكه أعضاء فريقه الآخرون، بمن فيهم المحامون المعاونون، عندما: 

(أ) يأمر المحامي الرئيسي بهذا السلوك المحدد أو يوافقه عليه عن معرفة. 

(ب) أو يكون له سلطة إشراف مباشرة على العضو المعني في فريقه، ويكون على علم أو يقتضي الحرص العادي أن يكون على علم بذلك السلوك عندما كان يمكن تفادي عواقبه او تخفيفها، لكنه لم يتخذ تدبيرا تصحيحيا معقولا. 

8- المحامي المعاون ملزم مبادئ السلوك هذه وإن كان يتصرف بتوجيه من محام آخر أو تحت إشرافه. لكن المحامي المعاون لا يعد منتهكا لهذه المبادئ اذا تصرف وفقا لحل معقول مقدم من المحامي الرئيسي لسؤال قابل للجدل في شأن الواجب المهني. 

العلاقات مع المحامين الآخرين 

المبادىء العامة 

9 - يتعامل المحامي دائما بكياسة ولياقة مع المحامين الآخرين، بمن فيهم محامو الخصم، ومن مسؤولية المحامي أن يطلب ممن يكون تحت إشرافه أن يتصرف بكياسة ولياقة. 

10- لا يتأثر المحامي في سلوكه وتصرفه تجاه المحامين الآخرين بأي عداء قد يكون بين الفريقين، لا سيما في أثناء الدعوى. 

11- يتسم المحامي دائما بالصدق والصراحة مع المحامين الآخرين. 

التعاون مع المحامين الاخرين 

12 - يتجنب المحامي تقديم اي دفوع غير ضرورية او اي تدخل قضائي آخر من خلال التفاوض مع المحامين الاخرين والاتفاق معهم كلما امكن ذلك. 

13- عندما ينوي المحامي اتخاذ مسار جديد وغير متوقع الى حد معقول في الدعوى، يعطي اشعارا مسبقا معقولا الى المحامين الاخرين. 

التواصل مع المحامين الاخرين 

14- يجيب المحامي بدون إبطاء على المراسلات والاتصالات التي ترد من المحامين الاخرين. 

15- يحترم المحامي الاتفاقات مع المحامين الاخرين، شفوية كانت ام خطية. 

16- لا يقدم المحامي اي تعهد لا يمكنه، على حد علمه او اعتقاده، الوفاء به. 

17- تكون التعهدات غير مبهمة في احكامها ويتم الوفاء بها فور ما تسمح الظروف بذلك. 

18- اذا قدم المحامي تعهدا لا ينوي القبول فيه بالمسؤولية الشخصية، وجب ذكر ذلك في التعهد نفسه. واذا لم يذكر ذلك، كان من حق الشخص الذي يتلقى التعهد ان يتوقع من المحامي ان يفي به شخصياً. 

التعاون مع المحامين الآخرين في شأن مسائل مرتبطة بالجدول الزمني 

19 - يتشاور المحامي مع المحامين الآخرين في مسائل الجدول الزمني في مسعى الى تجنب تضارب المواعيد. 

20 - في اطار ذلك، يحاول المحامي ان يسوي مع المحامين الاخرين التضارب بين مواعيده والمواعيد التي سبق لهم تحديدها بحسن نية للجلسات والاستجوابات والاجتماعات والمؤتمرات والعطل والندوات والفعاليات الاخرى، ويبلغ فورا المحامين الاخرين بسعيه الى اعادة تحديد جدول زمني للاجراءات. 

21 - يوافق المحامي على الطلبات المعقولة بادخال تعديلات على الجدول الزمني، مثل تمديد الفترات الزمنية، شرط الا تتأثر المصالح المشروعة للفريق الذي يمثله تأثرا ماديا و/أو سلبا. 

الاستجابة للطلبات التي ترد من المحامين الاخرين 

22 - للمحامي وحده، وليس للفريق الذي يمثله ان يحدد تقديره الاستجابة لطلبات المحامين الآخرين في شأن كل المسائل التي لا تؤثر تأثيرا مباشرا على اساس القضية او تمس بحقوق ذلك الفريق. 

السلوك الذي يقوض التعاون في ما بين المحامين 

23 - يتصرف المحامي بحسن نية مع المحامين الاخرين. لا يستغل المحامي زلة او مخالفة او خطأ او سهوا للمحامين الاخرين، ولا يتصرف في هذه الحالات من دون تنبيه لهم مسبقا. 

24 - لا يعرض المحامي بقصد التضليل امكان بت مسألة وسيلة لتأجيل المحاكمة او تأخيرها. 

25- لا ينقل المحامي الاحاديث غير الرسمية التي يجريها مع محام آخر الى المحكمة او الى الاخرين. 

التكلم على المحامين الآخرين 

26 - يتجنب المحامي الانتقاد غير المدروس او غير القائم على علم لكفاءة المحامين الآخرين أو سلوكهم او شخصيتهم. 

27 - في أثناء المحاكمة، لا يوجه المحامي اي اتهام بعدم اللياقة الى محام آخر ما لم يكن هذا الاتهام قائما على اساس صحيح، وما لم يكن المحامي قد اشعر المحامي الآخر اشعارا معقولا لاتاحة فرصة ملائمة له للرد. 

28- يتجنب المحامي توجيه اي ملاحظات شخصية تحط من قدر المحامين الآخرين او تعد ملاحظات قاسية. 

29- لا يجوز للمحامي ان ينسب الى المحامين الآخرين موقفا لم يتخذوه، او ان يحاول اصطناع استدلال لا مبرر له من تصريحات المحامين الآخرين او سلوكهم. 

السلوك في اثناء استجواب الشهود 

30 - يتجنب المحامي طوال فترة استجواب الشهود السلوك غير الملائم، كالاعتراض على الاسئلة، والجدل الفظ بين المحامين والافراط في المقاطعة اثناء الاستجواب. 

31 - في اثناء استجواب الشهود، لا يطرح المحامي اسئلة مسيئة او مثيرة لمشاعر الضيق او يطلق تصريحات متطرفة او غير لائقة خدمة لاغراضه. 

32 - يعامل الشاهد في اثناء استجوابه بالاحترام المناسب، ولا ينتقص من قدره من قبل المحامين الآخرين او ممن يمثلون من أفرقاء. 

33 - يرشد المحامي الشهود الذين يستدعيهم الى السلوك الملائم اثناء الاستجواب والى وجوب التصرف بكياسة ولياقة ازاء المحامين الاخرين او من يمثلون من أفرقاء والمحكمة. 

علاقات المحامي بالقضاة 

34 - يعامل المحامي قضاة المحكمة بكياسة واحترام. 

35 - يتصرف المحامي تصرفا يراعي هيبة المحكمة والمهنة ووقارهما، ويتجنب الاخلال بالنظام واحداث اضطراب.

36 - يحرص المحامي على احترام المواعيد، وارتداء الزي الملائم، والاستعداد الوافي في كل المسائل المطروحة امام المحكمة. 

37 - يعلم المحامي، بحسب الاصول، الفريق الذي يمثله بالسلوك المقبول في قاعة المحكمة واي اجراءات متعلقة بالمحكمة، ويتخذ المحامي الخطوات اللازمة لاقناع الأفرقاء والشهود بعدم الاخلال بالنظام وعدم إحداث اضطراب في قاعة المحكمة. 

38 - لا يتهجم المحامي في تصريحاته العلنية تهجما شخصيا على القضاة ولا يوجه انتقادات غير منصفة الى القرارات القضائية. 

39 - يتوقع المحامون والقضاة من بعضهم البعض الكياسة والاحترام في علاقاتهم كلها. وفيما يجوز ان تكون العلاقات ودية داخل المحكمة بين المحامين والقضاة الذي يعرفون بعضهم البعض خارج اطار الاجراءات، لا يجوز لأي منهم رفع الكلفة على نحو يبدو منه كأن هناك مراعاة خاصة. 

40 - لا يتصل المحامي بالقاضي مباشرة في شأن اي مسائل تتعلق بالاجراءات ،الا اذا كان الاتصال بدعوة من القاضي او بتوجيه منه، ولا يكون ذلك الا اذا كان الفريق الآخر ممثلا ايضا. 

41 - كمبدأ عام، لا يتواصل المحامي مع القاضي مباشرة خارج المحكمة في شأن قضية قيد النظر، إلا إذا كان التواصل بدعوة أو توجيه من المحكمة، وإلا إذا نص على ذلك نصا محددا النظام الأساسي للمحكمة أو قواعد الإجراءات والإثباتات أو أي توجيهات صادرة بموجب تلك. 

التواصل مع الغير 

التواصل مع الأفرقاء الآخرين والشهود 

42 - لا يتواصل المحامي مع أي فريق يمثله محام إلا من خلال ذلك المحامي أو بموافقته. 

43 - يتحلى المحامي دائما بالكياسة والأدب في تواصله مع الشهود. 

التواصل مع وسائل الإعلام 

44 - يحرص المحامي على التوضيح أنه لا يمثل المحكمة الخاصة بلبنان ككل، لا سيما عندما يتحدث في مناسبات رسمية. 

45 - الى جانب التزام بأي قيود إضافية أخرى تفرض بقرار من قاضي الإجراءات التمهيدية أو أي غرفة، لا يدلي المحامي بأي تصريحات علنية تتضمن معلومات أو مواد متعلقة بإجراءات المحكمة، ولا ينشر أو يساعد على نشر أو توزيع هذه التصريحات التي: 

(أ) تكون خاطئة. 

(ب) أو تشوه الوضع أو تشوه موقف محام آخر أو فريق في الإجراءات أو جهاز من أجهزة المحكمة الخاصة بلبنان أو أي شخص آخر منتسب اليها. 

(ج) أو لا تحترم قرينة البراءة. 

(د) أو تكشف أي معلومات سرية. 

عند الشك، يستشير المحامي موظفي الغرفة المعنية أو القضاة، بحسب الضرورة، قبل الإدلاء بأي تصريح يتعلق بقضية قيد نظر المحكمة. 

السلوك في أثناء المحاكمة 

46 - يعرف المحامي موظفي المحكمة بنفسه في بدء المحاكمة، إذا لم يكن معروفا لهم من قبل، ويتعامل مع موظفي المحكمة دائما بكياسة واحترام. 

47 - في أثناء المحاكمة، لا يلمح المحامي الى أي واقعة أو مسألة غير مرتبطة بالقضية أو لا يقدم في شأنها أي دليل مقبول. 

48 - توجه الإعتراضات والطلبات والملاحظات في أثناء المحاكمة دائما الى المحكمة وليس الى محامين آخرين.

49- يراعي المحامي الوقت المحدد المتفق عليه او الوقت الذي فرضته المحكمة. 

50 - في أثناء المحاكمة، يحق للمحامي إثارة اعتراضات سليمة ومشروعة، لكن لا يحق له أن يفيد من أوجه الخلل الفني التي لا تمس حقوق الفريق الذي يمثله ومصالحه. 

51 - عندما تصدر المحكمة قرارا في مسألة، لا يحاول المحامي إعادة طرح النقطة أو الإلتفاف بوسائل أخرى على تأثير ذلك القرار. 

52 - يمتثل المحامي للقواعد المتعلقة بالترجمة الفورية والواردة في التوجيه العملي ذي الصلة، ويطرح أي اعتراض على الترجمة الفورية في أثناء الإجراءات أو بعدها بكل احترام وكياسة. 

53- لا يقاطع المحامي، لأغراض الإعتراض أو غيرها، عندما يوجه سؤالا الى الشاهد قبل انتهائه من توجيه السؤال، إلا إذا كان واضحا ان السؤال المطروح غير ملائم. 

54- انتهاك مبادىء السلوك 

يجوز لمن يدعي حصول انتهاك لمبادئ السلوك هذه أن يرفع شكوى خطية سرية أمام قاضي الإجراءات التمهيدية أو الغرفة، وفقا لما يراه ملائما. وتترك لقاضي الإجراءات التمهيدية أو للغرفة السلطة التقديرية كاملة في التحقيق في مثل هذه الشكاوى. وبعد التقويم الأولي للشكوى، يجوز لقاضي الإجراءات التمهيدية أو للغرفة تقرير ما يلي، مع مراعاة استقلال كل جهاز من أجهزة المحكمة: 

(أ) رد الشكوى. 

(ب) إحالة الشكوى على رئيس الجهاز المعني. 

(ج) معاقبة السلوك موضوع الشكوى بموجب المادة 60 من قواعد الإجراءات والإثبات. 

(د) و/ أو اتخاذ أي تدبير يعتبر ضروريا، بما في ذلك تشكيل هيئة تحقيق أو ملاحقة الجرائم عملا بالمادة 60 مكرر من قواعدالإجراءات والإثبات. 

حرر باللغات الإنكليزية والعربية والفرنسية، والنسخة الإنكليزية هي ذات الحجية. في الثامن والعشرين من شهر شباط/فبراير 2011 في لايدسندام، في هولندا. 


التوقيع: القاضي انطونيو كاسيزي الرئيس".