Exam 1-5

Question 1

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

Answer 1

Equity

Question 2

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

Answer 2

Diversity

Question 3

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.

Answer 3

Inclusion

Question 4

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

Answer 4

Indigenization

Question 5

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

Answer 5

Connected

Question 6

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

Answer 6

Support system

Question 7

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

Answer 7

Creates, debates, and implements

Question 8

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.

Answer 8

True

Question 9

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:

Answer 9

Undergraduate degree level expectations

Question 10

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

Answer 10

Cultural humility

Question 11

The 5 Rs of cultural humility:

Answer 11

• Reflection
• Respect
• Regard
• Relevance
• Resiliency

Question 12

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

Answer 12

Reflection

Question 13

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

Answer 13

Respect

Question 14

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

Answer 14

Regard

Question 15

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

Answer 15

Relevance

Question 16

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

Answer 16

Resiliency

Question 17

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

Answer 17

Reflection

Question 18

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

Answer 18

Respect

Question 19

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

Answer 19

Regard

Question 20

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

Answer 20

Relevance

Question 21

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

Answer 21

Resiliency

Question 22

Involves developing cultural self-awareness and gaining cultural knowledge.

Answer 22

Cultural competence

Question 23

Involves understanding and redressing power imbalances and holding systems accountable.

Answer 23

Cultural humility

Question 24

__ is a necessary foundation for cultural humility.

Answer 24

Cultural competence.

Question 25

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

Answer 25

Ethics

Question 26

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

Answer 26

Behavioural ethics

Question 27

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

Answer 27

Worldviews

Question 28

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

Answer 28

Consequentialist

Question 29

Aim is to perform the right action.

Answer 29

Duty

Question 30

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

Answer 30

Virtue

Question 31

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

Answer 31

Consequentialist

Question 32

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

Answer 32

Duty

Question 33

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

Answer 33

Virtue

Question 34

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.

Answer 34

Consequentialist

Question 35

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

Answer 35

Duty

Question 36

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.

Answer 36

Virtue

Question 37

The seven pillars of GVV are:

Answer 37

- Values - Purpose - Choice - Normalization - Self-knowledge and alignment - Voice - Reasons and rationalizations

Question 38

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

Answer 38

Business ethics

Question 39

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

Answer 39

Code of ethics (conduct)

Question 40

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.

Answer 40

Code of ethics (conduct)

Question 41

The bottom-up approach involves:

Answer 41

- Explicit values - Thoughts during judgement - Incentives - Cultural norms

Question 42

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

Answer 42

Wisdom

Question 43

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

Answer 43

Love

Question 44

This grandfather teaching says to honour all creation.

Answer 44

Respect

Question 45

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

Answer 45

Bravery

Question 46

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

Answer 46

Honesty

Question 47

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

Answer 47

Humility

Question 48

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

Answer 48

Truth

Question 49

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

Answer 49

Indigenomics

Question 50

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

Answer 50

Indigenous worldview

Question 51

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.

Answer 51

Call to Action #92

Question 52

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

Answer 52

Growth mindset

Question 53

Belief that ability is innate and cannot be changed.

Answer 53

Fixed mindset

Question 54

Designing your life involves:

Answer 54

- Getting curious - Talking to people - Trying stuff - Telling your story

Question 55

Ways to become a design thinker:

Answer 55

- Build a compass - Reframe problems to get unstuck - Create odyssey plans

Question 56

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

Answer 56

Student syndrome

Question 57

Six steps to managing work:

Answer 57

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

Question 58

To improve planning:

Answer 58

- Be organized - Manage your time well - Read your textbook - Study 'smart' - Use resources - Reduce text anxiety

Question 59

Dangers of the student syndrome:

Answer 59

- Missed deadlines and opportunities - Worse performance - Increase emotional, mental, and physical issues - Increased interpersonal issues

Question 60

Why do people procrastinate?

Answer 60

- Misunderstand the work involved - Difficulty associating recurring tasks to outcomes - Prioritization of enjoyable activities - Fear of failure or uncertainty

Question 61

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

Answer 61

Personal work style

Question 62

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

Answer 62

Pioneer

Question 63

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

Answer 63

Driver

Question 64

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

Answer 64

Integrator

Question 65

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

Answer 65

Guardian

Question 66

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

Answer 66

Pioneer-Driver (PD)

Question 67

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

Answer 67

Driver-Guardian (DG)

Question 68

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

Answer 68

Integrator-Pioneer (IP)

Question 69

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

Answer 69

Driver-Integrator (DI)

Question 70

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

Answer 70

Pioneer-Guardian

Question 71

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

Answer 71

Effective communication.

Question 72

The PASS model:

Answer 72

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

Question 73

4A structure:

Answer 73

- Attention - Agenda - Argument - Action

Question 74

CMAPP model:

Answer 74

- Context - Message - Audience - Purpose - Product

Question 75

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

Answer 75

Message

Question 76

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

Answer 76

Context

Question 77

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

Answer 77

Audience

Question 78

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

Answer 78

Purpose

Question 79

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

Answer 79

Email

Question 80

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

Answer 80

Letter

Question 81

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

Answer 81

Memos

Question 82

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

Answer 82

Hook

Question 83

Elements of structure (for presentations)

Answer 83

- Main idea - Agenda - Reasons - Q&A - Now what?

Question 84

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

Answer 84

Visualization

Question 85

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

Answer 85

Intentional, professional, and consistent.

Question 86

This catches the eye.

Answer 86

Contrast

Question 87

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

Answer 87

Space

Question 88

This creates a professional look.

Answer 88

Alignment

Question 89

This tells the eye which things belong together.

Answer 89

Proximity

Question 90

Linguistic toolkit

Answer 90

CAPTAIN - Clarity - Appropriacy - Pace - Tone - Accuracy - Inclusivity - Non-verbal

Question 91

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

Answer 91

Universal Design for Learning

Question 92

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

Answer 92

Accommodations

Question 93

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

Answer 93

Considerations

Question 94

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

Answer 94

Plagiarism

Question 95

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

Answer 95

Use of unauthorized materials

Question 96

Making up research data in a lab experiment

Answer 96

Falsification

Question 97

Allowing someone to copy your essay

Answer 97

Facilitation or unauthorized collaboration

Question 98

Uploading your exam questions to a file-sharing site

Answer 98

Unauthorized use of intellectual property

Question 99

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

Answer 99

Forgery

Question 100

Failing to complete a required component of an academic integrity sanction

Answer 100

Failure to abide by academic rules

Question 101

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

Answer 101

Departure from the core values of academic intregrity

Question 102

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.

Answer 102

Plagiarism

Question 103

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

Answer 103

Unauthorized content generation

Question 104

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

Answer 104

Contract cheating

Question 105

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.

Answer 105

Use of unauthorized materials

Question 106

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

Answer 106

Deception

Question 107

Enabling another student’s breach of academic integrity.

Answer 107

Facilitation

Question 108

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

Answer 108

Unauthorized use of intellectual property

Question 109

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

Answer 109

Unauthorized collaboration

Question 110

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

Answer 110

Failure to abide by academic rules

Question 111

Introduction to case analysis:

Answer 111

Hook + Problem overview + Team and purpose introduction

Question 112

Hooks for a case analysis:

Answer 112

- The ancient saying - Storytime - Thematic company overview

Question 113

Overarching problem statement structure:

Answer 113

Constraints + Problem + Position

Question 114

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

Answer 114

Overarching problem statement

Question 115

Alternatives in a case analysis should be:

Answer 115

- Unique - Feasible - Case-specific

Question 116

Characteristics of effective decision-criteria:

Answer 116

- Clear link to issues at hand - Emphasis on practicality - MECE

Question 117

Recommendations include:

Answer 117

Recommendation --> Analysis --> Use Case

Question 118

Characteristics of great recommendations:

Answer 118

- Analysis-driven - Directly addresses key issues - Be point-first

Question 119

Communicating financials:

Answer 119

- Know your audience - Show them what matters - Show it in a way that makes sense to them

Question 120

Additional metrics may include:

Answer 120

- Company-specific metrics - Environmental impact - Organizational/human impact

Question 121

In a case analysis, risks should address your:

Answer 121

Contraints

Question 122

Rewards should address your:

Answer 122

Problem

Question 123

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

Answer 123

Mitigation strategies

Question 124

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

Answer 124

Risks

Question 125

To handle Q&A:

Answer 125

- Be point-first - Never interrupt - Have one person answer a question

Question 126

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

Answer 126

Professionalism