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1. What does "information literacy" mean to you?

In my opinion, information literacy is a skill set that allows me to locate quality information and be able to understand it in a manner that I can integrate it into my ideas. From the completion of those fundamental steps, I then have the means to formulate my complete thoughts and share meaningful information.

2. How will you need information literacy skills in the specific industry in which you will work after graduation?

Information literacy skills are extremely important for in the industry (marketing) that I am planning to work in after graduation. To be successful in the mảrketing field I must be able to find and research relevant information that can be used in marketing analyses. I must then gain an understanding of the information that I've gathered and be able to present my findings in a concise and easy-to-understand manner.

3. Give specific examples ( e.g. as a teacher, a chef, a business manager, etc.) of the types of lifelong learning and research you will need to participate in as a successful employee in your specific field ( the program you are studying at Humber College)

In the initial stages of my career, I aim to be a marketing analyst. I will need to perform market research to understand my target customer base. This will require me to find reliable data sources and be able to acquire key data points for further analysis that will then be presented to management. As I move further in my career, I will need to continue these steps at a higher level and be able to consolidate the information presented to me into actionable tasks, such as designing a marketing campaign and presenting the strategy to other members of the firm. Without the ability to adequately research and understand the information that is available to me, I will not be successful in my chosen industry due to its heavy reliance on information management.

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1. Among the five essential values related to academic integrity, which one/ones do you feel is important to you and why?

Of the essential values related to academic integrity, I feel that honesty and respect are the ones that most important to me. Honesty has been interpreted by myself as telling the truth and completing my own work so I am able to illustrate to my instructors that I have attained a solid understanding of the material being taught. Respect, to me means that I would treat others fairly and value their opinions even if I do agree with them. It is important for me to be respected and as such I would treat others the same way.

2. Do you think academic integrity should be practiced in the workplace as well as in our academic life? Give one example to show how academic integrity plays a crucial role in the workplace. (You might need to do some research on this topic. Remember to give appropriate citation).

I do believe that academic integrity should be practiced in workplace as well. An example in the workplace would be when working together on a project as a team, I think that the aspect of responsibility will play a major role in this case as I would need to be accountable for my own part of the tasks and be ready/willing to help out others for the success of the project.

3. In the sections on Academic Dishonesty and Misrepresentation of Personal performance are there any points you were not aware of before? What are they?

For the part I was aware of many of the points outlined in the Academic Dishonesty and Misrepresentation of Personal performance. The only one that stood out to me the fact that I could not reuse my own previously submitted work from other classes without permission from the instructor. I will keep this in mind when working on assignments going forward.

4. What is your responsibility as a student of Humber College to maintain academic integrity?

It is my responsibility as a Humber student to be "aware of and to uphold the principles of academic honesty/integrity". I must also take appropriate actions when I believe there are instances of academic dishonesty taking place and make my disapproval obvious to act as a deterrent to these actions.

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I consider myself to be a low-context communicator. To minimize misunderstandings and ensure everyone has the same understanding of the message, I typically express my thoughts and messages directly and explicitly, making sure that the meaning is clear without relying too much on context or shared understanding. In low-context communication, the actual words are the primary way of conveying meaning, rather than the situation or the relationship between the communicators.

For instance, when organizing a study group for a challenging exam, I would make sure everyone knows the exact details. I'll say something like, "Let's meet in the library on the second floor at 3 PM on Thursday, and bring your notes on chapters 3 to 5." This way, there’s no confusion about where or when we’re meeting or what we need to bring. In contrast, a high-context communicator might say, "Let's meet to study later," assuming that everyone will infer the specifics based on previous study sessions.

Another personal example is when I’m making plans with friends. If we’re planning a weekend trip, I would send a detailed message like, "Let's leave at 8 AM on Saturday from my place, and don't forget to bring your hiking boots and a packed lunch." This level of detail ensures everyone is on the same page and there’s no last-minute scrambling. A high-context communicator might simply say, "We'll head out early on Saturday," expecting friends to know the exact time and necessary items based on their previous trips together.

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The document starts with a clear title: “EXECUTIVE SUMMARY.” This immediately informs readers about the content. The introduction succinctly outlines the purpose of the report is examining aspects of GLI’s workplace and suggesting improvements. The content is organized into distinct sections, making it easy to navigate. The use of concise language ensures readability. Sentences are straightforward and avoid unnecessary jargon. Bullet points are employed to highlight key points, such as the four areas for improvement and the corresponding recommendations. This document effectively communicates essential information, maintains a professional tone, and guides readers through its content.

To redesign it, I would recommend incorporating explicit visual aids (e.g., charts, graphs, or tables) and ensuring consistent formatting throughout the report.

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There are quite a few differences in the benefits that would motivate the employees in my culture (East-Asian) compared to those in Canada. The first factor that would act as a motivator would be the prestige associated with the role in terms of how it is viewed by society. For example, a job as a doctor or an academic is highly respected. This respect or admiration that those may achieve in such roles could act as motivating factor to pursuing them. In the Canadian culture there seems to be a larger focus on individually and following their own career path based on personal interests.

Secondly, in my culture there is a focus on the monetary value that the job provides. The jobs that provide high pay are commonly viewed in a positive light as being financially stable is sign to others that the individual is successful. In Canadian culture, monetary compensation is not the only driver of personal fulfillment or success. People may choose jobs that don't pay as well but fulfill other needs in society that they feel are essential.

Thirdly, job security and loyalty to the company serve as key motivators for employees in my culture. Many people stay in companies long periods of time and seldom leave. As such, they become deeply connected to their coworkers and on ensuring the company's success as it becomes part of their pride. In the Canadian workforce, younger generations of employees seem to be far more willing to switch companies if it suits their needs better. As they may leave for benefits such as a hybrid work environment, parental leave, extended vacation, etc. They are not solely focused on monetary benefits.

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Design choices have ethical implications. Indicate whether you consider each of the following actions ethical, unethical, or a grey area. Which of the actions would you do? Which would you feel uncomfortable doing? Which would you refuse to do, and why?

a)      listing the positive points of your message in a bulleted list, while discussing the negatives in a paragraph

I would consider this as a grey area as I would feel uncomfortable doing this action. By discussing the negatives of my message in paragraphs I would be delving into detail on the aspects that would work against what I’m trying to illustrate. The reader of my message would focus more on the negatives than the positives as it appears that there are cons than pros even though this may not be case. This action would be working against my interests.

b)      using a smaller font size to review the limitations of your product/service

I find this action to be unethical and I would refuse to do so as it be disingenuous to the consumer. It would appear that I am attempting to hide the limitations of the product/service. I believe that I should be entirely transparent in the aspects of the product/service that I am offering to build relationship built on trust with my consumers.

c)      bolding words/phrases in your resume to draw the reader’s attention toward certain skills and qualifications

I believe that this act is ethical and would be something I would be comfortable doing. I am not being disingenuous or attempting to hide something from my audience. In fact, I would be doing the opposite by drawing their attention to it. I feel that it would be useful when applying to jobs to highlight skillsets or qualifications that are relevant to those required by the role. Hiring managers would go through many resumes when hiring and by bolding my skills it aid in reading it at a glance, but it would detract from the other details in the resume. Since the font size would not be changing, bolding would only stand out slightly from the rest of the text.