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COMM 101 > Exam 1-5 > Flashcards

Exam 1-5 Flashcards

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1
Q

The guarantee of fair treatment, access, opportunity, and advancement for all.

A

Equity

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2
Q

Any dimension that can be used to differentiate groups and people from one another.

A

Diversity

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3
Q

The active, intentional, and ongoing engagement with diversity, where each person is valued and provided with the opportunity to participate fully in creating a successful and thriving community.

A

Inclusion

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4
Q

The process and action that recognizes the value and importance of Indigenous knowledge and incorporates it into the university system.

A

Indigenization

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5
Q

Positive experiences with communities allow individuals to feel more __ to their environment and the people in it.

A

Connected

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6
Q

The connection that comes with being in a community can act as a __ for members when they require encouragement or help.

A

Support system

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7
Q

Smith vows to be a safe and inclusive learning community which __ ideas that lead business and society forward.

A

Creates, debates, and implements

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8
Q

Smith School of Business is committed to cultivating a vibrant, diverse, and inclusive academic and work environment rooted in a culture of mutual respect and equity such that all members of our community feel safe, possess a strong sense of belonging, and are empowered to thrive.

A

True

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9
Q

The idea that graduates of degree programs at Queen’s University should have the
ability to examine the potential for inequities in the production and dissemination of
knowledge is associated with the:

A

Undergraduate degree level expectations

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10
Q

A lifelong commitment to self-evaluation and self-critique that redresses power imbalances.

A

Cultural humility

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11
Q

The 5 Rs of cultural humility:

A
  • Reflection
  • Respect
  • Regard
  • Relevance
  • Resiliency
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12
Q

This R of cultural humility says to approach every encounter with humility and understand that there is always something to learn from everyone.

A

Reflection

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13
Q

This R of cultural humility says to treat every person with utmost respect and strive to preserve dignity and respect.

A

Respect

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14
Q

This R of cultural humility says to hold every person in the highest regard and not allow unconscious biases to interfere in any interactions.

A

Regard

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15
Q

This R of cultural humility says to expect cultural humility to be relevant and apply it to every practice.

A

Relevance

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16
Q

This R says to embody the practice of cultural relevance to enhance personal resilience and global compassion.

A

Resiliency

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17
Q

Asks “what did I learn from each person in that encounter”

A

Reflection

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18
Q

This R of cultural humility asks “did I treat everyone involved in that encounter respectfully”

A

Respect

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19
Q

This R of cultural humility asks “did unconscious biases drive this interaction?

A

Regard

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20
Q

This R of cultural humility asks “how was cultural humility relevant in this interaction”

A

Relevance

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21
Q

This R of cultural humiility asks “how was my personal resiliency affected by this interaction”

A

Resiliency

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22
Q

Involves developing cultural self-awareness and gaining cultural knowledge.

A

Cultural competence

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23
Q

Involves understanding and redressing power imbalances and holding systems accountable.

A

Cultural humility

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24
Q

__ is a necessary foundation for cultural humility.

A

Cultural competence.

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25
Q

Provides a framework for understanding and interpreting right and wrong in society.

A

Ethics

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26
Q

Investigates why people make ethical and unethical decisions to gain insights into how people can improve their ethical decision-making.

A

Behavioural ethics

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27
Q

A collective set of beliefs and values, a way of seeing the world and experiencing reality.

A

Worldviews

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28
Q

The aim of this framework for ethical decision-making is to produce the most good.

A

Consequentialist

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29
Q

Aim is to perform the right action.

A

Duty

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30
Q

The aim of this framework for ethical decision-making is to develop one’s character.

A

Virtue

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31
Q

This framework for ethical decision-making asks “what kind of outcomes should I produce (or try to produce)?”

A

Consequentialist

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32
Q

Asks “what are my obligations in this situation, and what are the things I should never do?”

A

Duty

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33
Q

Asks “what kind of person should I be (or try to be), and what will my actions show about my character.

A

Virtue

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34
Q

This framework for ethical decision-making directs attention to the future effects of an action, for all people who will be directly or indirectly affected by the action.

A

Consequentialist

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35
Q

Directs attention to the duties that exist prior to the situation and determines obligations.

A

Duty

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36
Q

This framework for ethical decision-making attempts to discern character traits (virtues and vices) that are, or could be, motivating the people involved in the situation.

A

Virtue

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37
Q

The seven pillars of GVV are:

A
  • Values
  • Purpose
  • Choice
  • Normalization
  • Self-knowledge and alignment
  • Voice
  • Reasons and rationalizations
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38
Q

The critical, structured examination of how people and institutions should behave in the world of commerce.

A

Business ethics

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39
Q

A policy published by a company or other organization to guide the ethical decision-making of its employees or members.

A

Code of ethics (conduct)

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40
Q

It is typically a formal, written document laying out the ethical expectations that a company has of its employees and setting out rules and guidelines for behaviour.

A

Code of ethics (conduct)

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41
Q

The bottom-up approach involves:

A
  • Explicit values
  • Thoughts during judgement
  • Incentives
  • Cultural norms
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42
Q

This grandfather teaching says to use your own gifts wisely and to live your life by them.

A

Wisdom

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43
Q

This grandfather teaching means to care for yourself and to care for others.

A

Love

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44
Q

This grandfather teaching says to honour all creation.

A

Respect

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45
Q

This grandfather teaching says to do what’s right even when the consequences are unpleasant.

A

Bravery

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46
Q

This grandfather teaching says to recognize and respect who you are.

A

Honesty

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47
Q

This grandfather teaching says to try to live your life selflessly.

A

Humility

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48
Q

This grandfather teachings says to not deceive yourself or others. Show honour and sincerity in all that you do.

A

Truth

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49
Q

This is about honouring the powerful thinking of Indigenous wisdom of economy, relationships, and human values.

A

Indigenomics

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50
Q

This worldview is centered within relationship to the land and the experience of holism.

A

Indigenous worldview

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51
Q

This call to action reads: “We call upon call corporate sector in Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a
reconciliation framework and to apply its principles, norms, and standards to corporate policy and core operational activities involving Indigenous peoples and their lands and resources.

A

Call to Action #92

52
Q

Belief that ability is malleable and can be improved through learning.

A

Growth mindset

53
Q

Belief that ability is innate and cannot be changed.

A

Fixed mindset

54
Q

Designing your life involves:

A
  • Getting curious
  • Talking to people
  • Trying stuff
  • Telling your story
55
Q

Ways to become a design thinker:

A
  • Build a compass
  • Reframe problems to get unstuck
  • Create odyssey plans
56
Q

A phenomenon where people delay doing things until right before the deadline.

A

Student syndrome

57
Q

Six steps to managing work:

A
  1. Sort your hats
  2. Identify top priorities
  3. Clarify the work
  4. Improve planning
  5. Be present in your role
  6. Plan for slips
58
Q

To improve planning:

A
  • Be organized
  • Manage your time well
  • Read your textbook
  • Study ‘smart’
  • Use resources
  • Reduce text anxiety
59
Q

Dangers of the student syndrome:

A
  • Missed deadlines and opportunities
  • Worse performance
  • Increase emotional, mental, and physical issues
  • Increased interpersonal issues
60
Q

Why do people procrastinate?

A
  • Misunderstand the work involved
  • Difficulty associating recurring tasks to outcomes
  • Prioritization of enjoyable activities
  • Fear of failure or uncertainty
61
Q

Your __ is how you organize and complete tasks related to a specific role in your life.

A

Personal work style

62
Q

If you are energetic, adaptable, networked, imaginative, spontaneous, novelty-seeking, you are a:

A

Pioneer

63
Q

If you are direct, logical, focused (disciplined), quantitative, competitive, experimental, tough-minded, you are a:

A

Driver

64
Q

If you are cooperative, ambiguity tolerant, diplomatic, empathetic, trusting, helpful, you are a:

A

Integrator

65
Q

If you are detail oriented, methodical, realistic, structured, cautious, reserved, loyal, you are a:

A

Guardian

66
Q

If you make rapid decisions, take risks, take charge, tolerate conflict, you are a:

A

Pioneer-Driver (PD)

67
Q

If you are skeptical, concrete, emotionally contained, punctual, you are a:

A

Driver-Guardian (DG)

68
Q

If you are optimistic, spontaneous, emotionally expressive, you are a:

A

Integrator-Pioneer (IP)

69
Q

If you are adaptable, versatile, responsible, collaborative, social, you are a:

A

Driver-Integrator (DI)

70
Q

If you are emotionally-aware, expressive, nurturing, trustworthy, social, you are a:

A

Pioneer-Guardian

71
Q

When the right people receive the right information at the right time and in the right format.

A

Effective communication.

72
Q

The PASS model:

A
  1. Identify the purpose
  2. Know the audience
  3. Choose the strategy
  4. Create a structure
73
Q

4A structure:

A
  • Attention
  • Agenda
  • Argument
  • Action
74
Q

CMAPP model:

A
  • Context
  • Message
  • Audience
  • Purpose
  • Product
75
Q

The part of the CMAPP model that refers to the content of the communication.

A

Message

76
Q

The part of the CMAPP model that refers to the surrounding situation.

A

Context

77
Q

The part of the CMAPP model that considers background, needs and interests, demographic characteristics and culture.

A

Audience

78
Q

The part of the CMAPP model that considers big picture and small scale.

A

Purpose

79
Q

Used to communicate internally and externally, replacing letters and memos in many instances. Require a level of professionalism.

A

Email

80
Q

Used to communicate with people outside the organization, often with legal implications.

A

Letter

81
Q

Used to communicate with an organization. Not overly formal, but still professional.

A

Memos

82
Q

This can be thought of as the front door of your presentation.

A

Hook

83
Q

Elements of structure (for presentations)

A
  • Main idea
  • Agenda
  • Reasons
  • Q&A
  • Now what?
84
Q

The ability to turn data into insight is a vital communication skill. Often, they key is the right:

A

Visualization

85
Q

Repeated use of layouts, colours, shapes, and fonts helps make a design look:

A

Intentional, professional, and consistent.

86
Q

This catches the eye.

A

Contrast

87
Q

This creates structure, guides the eye, and gives visual relief.

A

Space

88
Q

This creates a professional look.

A

Alignment

89
Q

This tells the eye which things belong together.

A

Proximity

90
Q

Linguistic toolkit

A

CAPTAIN

  • Clarity
  • Appropriacy
  • Pace
  • Tone
  • Accuracy
  • Inclusivity
  • Non-verbal
91
Q

A teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process.

A

Universal Design for Learning

92
Q

Arrangements provided to equalize learning opportunities and access to the academic environment for students with disabilities.

A

Accommodations

93
Q

Ensures students are not penalized for missing graded deliverables while experiencing circumstances beyond their control.

A

Considerations

94
Q

Copying and pasting from the internet and failing to provide acknowledgement in your paper

A

Plagiarism

95
Q

Using a calculator during a test when the professor did not allow aids

A

Use of unauthorized materials

96
Q

Making up research data in a lab experiment

A

Falsification

97
Q

Allowing someone to copy your essay

A

Facilitation or unauthorized collaboration

98
Q

Uploading your exam questions to a file-sharing site

A

Unauthorized use of intellectual property

99
Q

Providing a fake doctor’s note to your instructor to delay writing an exam

A

Forgery

100
Q

Failing to complete a required component of an academic integrity sanction

A

Failure to abide by academic rules

101
Q

Any act that deviates from the core values of academic integrity that does not fall under a specific category of an academic departure.

A

Departure from the core values of academic intregrity

102
Q

Involves presenting ideas, words, or work, created by others or by technological assistance, as if they are one’s own or without proper attribution/citation.

A

Plagiarism

103
Q

The production of academic work, in whole or in part, for academic credit, progression, or award, using unapproved or undeclared human or technological assistance.

A

Unauthorized content generation

104
Q

A form of plagiarism that involves outsourcing academic work to a third-party.

A

Contract cheating

105
Q

Using or possessing unauthorized materials or obtaining unauthorized assistance in any academic examination or test, or in connection with any other form of academic work.

A

Use of unauthorized materials

106
Q

Misrepresenting the accuracy of information, the authenticity of a document, one’s self, one’s work, or one’s relation to the University

A

Deception

107
Q

Enabling another student’s breach of academic integrity.

A

Facilitation

108
Q

Using the intellectual property of another for academic, personal, or professional advantage without the authorization of the owner.

A

Unauthorized use of intellectual property

109
Q

Working with others, without the specific permission of the instructor, on academic work that will be submitted for a grade.

A

Unauthorized collaboration

110
Q

Failing to abide by Faculty/School or University academic rules and regulations.

A

Failure to abide by academic rules

111
Q

Introduction to case analysis:

A

Hook + Problem overview + Team and purpose introduction

112
Q

Hooks for a case analysis:

A
  • The ancient saying
  • Storytime
  • Thematic company overview
113
Q

Overarching problem statement structure:

A

Constraints + Problem + Position

114
Q

This part of a case analysis communicates the scope of the presentation and sets up the recommendation for success:

A

Overarching problem statement

115
Q

Alternatives in a case analysis should be:

A
  • Unique
  • Feasible
  • Case-specific
116
Q

Characteristics of effective decision-criteria:

A
  • Clear link to issues at hand
  • Emphasis on practicality
  • MECE
117
Q

Recommendations include:

A

Recommendation –> Analysis –> Use Case

118
Q

Characteristics of great recommendations:

A
  • Analysis-driven
  • Directly addresses key issues
  • Be point-first
119
Q

Communicating financials:

A
  • Know your audience
  • Show them what matters
  • Show it in a way that makes sense to them
120
Q

Additional metrics may include:

A
  • Company-specific metrics
  • Environmental impact
  • Organizational/human impact
121
Q

In a case analysis, risks should address your:

A

Contraints

122
Q

Rewards should address your:

A

Problem

123
Q

These add credibility to your presentation and enhance audience buy-in.

A

Mitigation strategies

124
Q

These are opportunity to address key questions before the Q&A session.

A

Risks

125
Q

To handle Q&A:

A
  • Be point-first
  • Never interrupt
  • Have one person answer a question
126
Q

How you conduct
yourself at work and school, to
represent yourself and the
organization in a positive way.

A

Professionalism

COMM 101 (2 decks)

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