Decriminalizing the Language of Academic Integrity

October 2, 2025

The first time I heard about decriminalizing the language and processes we use to address cases of plagiarism and other forms of academic misconduct; I was riveted. It was at an academic integrity conference in Richmond, Virginia and the lead presenter was Dr. James Earl Orr, who presented together with students on how a developmental and supportive approach to academic misconduct case management can help lead students towards academic success while still holding them responsible for their behaviour.  James Earl Orr, writing together with Karita Orr, published an excellent article on using restorative practices to resolve academic integrity violations.

When I was writing the University of Calgary’s academic integrity Handbook for Academic Staff and Teaching Assistants, I took the opportunity to apply what I had learned from listening to Dr. Orr at conferences and reading his work by including a section on how to decriminalize the language we use to talk about academic misconduct.

Academic integrity violations are rarely criminal in nature and yet, much of the language we use when addressing plagiarism and academic cheating is legalistic, setting the stage for criminalizing student behaviour. One step towards taking a more learner-centred approach to misconduct is to decriminalize the language we use to talk about breaches of academic integrity.

Front cover: Student Academic Integrity Faculty Handbook
Front cover of the Student Academic Integrity Faculty Handbook, published by the Taylor Institute for Teaching and Learning at the University of Calgary

The following is an excerpt from the University of Calgary’s academic integrity Handbook for Academic Staff and Teaching Assistants that provides practical guidance on how to do this:

“We know that words matter and the language we use is important. A full list of terms related to academic misconduct is available in our policy. It should be noted that the terms “academic integrity” and “academic misconduct” are not interchangeable.

Academic integrity is about acting ethically in teaching, learning and research contexts. We do not report, investigate or manage cases of academic integrity. We report, investigate and manage cases of academic misconduct.

Academic misconduct is what happens when individuals do not act with integrity. This is currently the language used in our policy and procedures. When speaking and writing about academic misconduct, we can use the terms “breaches of integrity or “violations of integrity” as synonyms for academic misconduct.

At the University of Calgary we take a proactive approach to academic integrity, including in the language we use and in keeping the focus on teaching, learning and fairness to students. In our conversations with students and others, it can be helpful to use the language of integrity that focuses on education and support” (Eaton, 2022, p. 13).

See the table below, which is also an expert from our handbook (with a few minor updates):

The language of academic integrity

Preferred
language		Language
to avoid 		Explanation
Hold responsible Guilt
Guilty
The words “guilt” and “guilty” do not appear anywhere in our
polices or procedures. We do not find students guilty of academic misconduct, but instead we hold them responsible for their
behaviours.
Sanctions
Consequence
Outcome		Punish
Punishment
When disciplinary actions are taken in response to academic
misconduct, we do not use the terms “punish” or “punishment”
in our institutional documents. We opt instead for “sanctions”,
“discipline,” “consequences” or “outcome” which can include educational responses depending on the misconduct.
Hearing Trial 
The University of Calgary does not conduct trials related to
academic misconduct.
In other countries, various forms of academic misconduct can be
considered an offense under the criminal code and students may
be required to attend a criminal trial. That is not the case at the
University of Calgary or anywhere in Canada.
In the case of an appeal, a hearing might occur. In rare cases, an appeal case might escalate to an externally reviewed case in court, but these proceedings are not administered by the university itself.

When I talk about taking a postplagiarism approach to academic integrity I am talking about disrupting historically adversarial and antagonistic approaches to misconduct that pit students against their teachers. It is time to move past crime-and-punishment approaches to student misconduct where students are the villains and teachers are the heroes. When we talk about postplagiarism we talk about social justice and student success as being intertwined, and we focus on students as stewards of the future, who will be best equipped for an increasingly complex world when they understand the importance of ethical decision-making, both in theory and in practice.

Postplagiarism does not mean anything goes, and nor does it mean that we turn a blind eye to misconduct. Postplagiarism is about finding socially just ways to address misconduct include relationally, restoration, and the preservation of dignity and human rights. When we decriminalize language related to student misconduct, we are taking a step towards dignity and   student success.

Our University of Calgary’s academic integrity Handbook for Academic Staff and Teaching Assistants is an open access handbook with a Creative Commons license. This means you can share and adapt the material, providing the original work is properly attributed.

If this is helpful to you, please share this with others.

References and Further Reading

Eaton, S. E. (2022). Student Academic Integrity: A Handbook for Academic Staff and Teaching Assistants. University of Calgary, Taylor Institute for Teaching and Learning Guide Series. https://taylorinstitute.ucalgary.ca/resources/student-academic-integrity-handbook

Eaton, S. E. (2023). Postplagiarism: Transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology. International Journal for Educational Integrity, 19(1), 1–10. https://doi.org/10.1007/s40979-023-00144-1

Eaton, S. E. (2025). Global Trends in Education: Artificial Intelligence, Postplagiarism, and Future-focused Learning for 2025 and Beyond – 2024–2025 Werklund Distinguished Research Lecture. International Journal for Educational Integrity, 21(1), 12. https://doi.org/10.1007/s40979-025-00187-6

Orr, J. E., & Hall, J. (2018). Student-led case adjudication: Promoting student learning through peer-to-peer engagement. 25th Annual International Center for Academic Integrity (ICAI) Conference, Richmond, VA.

Orr, J. E., & Orr, K. (2023). Restoring honor and integrity through integrating restorative practices in academic integrity with student leaders. Journal of Academic Ethics, 21, 55–70. https://doi.org/10.1007/s10805-021-09437-x

Orr, J. E., & Orren, S. (2018, March 4). The Development & Implementation of a Campus Academic Integrity Education Program. 25th Annual International Center for Academic Integrity (ICAI) Conference, Richmond, VA.

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

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UHaveIntegrity: A Strengths-Based Approach to Academic Integrity at the University of Calgary

May 9, 2025
AltText: The image shows a closed laptop with a honeycomb-patterned cover on a wooden surface. On top of the laptop, there is a rectangular sticker that reads "#UHaveIntegrity" with the "integrity" part in red text. The sticker also includes a small logo for the University of Calgary.

I have been doing a lot of travelling lately, giving talks on postplagiarsm and academic integrity in the age of generative artificial intelligence. Recently I was at the Calgary airport and ask I was going through the security screening process, I took out my laptop and placed it in the bin to be screened. A staff member pointed to my laptop and asked, “Are you a professor at the University of Calgary?!”

She recognized the laptop sticker. It says #UHaveIntegrity, which is the slogan for our academic integrity campaign at the University of Calgary.

I replied, “Yes! Yes, I am! Are you a student?” She replied yes, that she was a majoring in political science.

It was most inspiring moment I have ever had going through airport security!

Shifting the Conversation

Traditional academic integrity messaging often starts from a deficit model, emphasizing what students should not do and the consequences of misconduct. This approach inadvertently positions students as potential cheaters rather than developing adults.

The #UHaveIntegrity campaign reframes this conversation. We acknowledge and celebrate  students as whole human beings with existing ethical foundations. Our role as educators shifts from policing to supporting their continued development.

From Classroom to Career

Academic integrity transcends assignment submissions and exam protocols. It forms the foundation for ethical decision-making that extends beyond graduation. The research literature demonstrates that students who develop strong ethical frameworks during their education carry these principles into their professional lives (e.g., Guerrero-Dib et al., 2020; Tammeleht et al., 2022).

When we recognize that students already have integrity, we create space for authentic dialogue about ethical challenges rather than simply enforcing rules. Students become active participants in their ethical development rather than passive recipients of policy statements.

Supporting Student Success

The #UHaveIntegrity campaign represents our commitment to supporting student learning and academic success. By starting from a position of trust, we establish educational environments where:

  • Students feel empowered to ask questions about citation and collaboration
  • Errors become learning opportunities rather than character judgments
  • Discussions about integrity focus on growth rather than compliance

Moving Toward Postplagiarism

The #UHaveIntegrity campaign exemplifies what we call postplagiarism pedagogy—an educational approach that moves beyond rule-based instruction to consider how learning, writing, and collaboration can happen ethically in the age of generative AI.

Postplagiarism does not mean ignoring source citation or academic honesty. Instead, it acknowledges that students develop as writers in a world where information flows differently than in previous generations. ChatGPT was released almost two and half years ago, in November 2022. Here we are in 2025 and our historical norms around citing and referencing are inadequate in the age of remix, mashup, and co-creation with GenAI.

By starting from the premise that students have integrity, educators can engage in richer conversations about:

  • How knowledge creation occurs in digital environments
  • Why proper attribution matters in different contexts
  • How collaboration and individual work intersect in contemporary scholarship

In a small-scale study led by my colleague, Dr. Soroush Sabbaghan, we interviewed ten graduate students about their use of GenAI. They told us that they want and need guidance and support to use GenAI ethically. They also wanted agency to use GenAI tools to help them do their research. They wanted GenAI tools to help them amplify their own voices and discover new perspectives. Although our study was small, the findings are worthy of consideration. You can check out the article here if you are interested.

Moving Forward Together

The sticker on my laptop serves as a daily reminder of our responsibility as educators. It’s up to us educators to create learning environments that nurture the integrity students already possess, providing them with the knowledge and skills to navigate increasingly complex ethical landscapes.

The next time you encounter academic integrity challenges in your classroom, remember: your students have integrity. The question is not about instilling values they lack, but supporting their application of existing values to new academic contexts.

#UHaveIntegrity is more than a hashtag. It is our University of Calgary commitment to educational partnerships built on integrity and mutual respect.

University of Calgary Academic Integrity Week 2025

This year at the University of Calgary, we’ll mark Academic Integrity Week from October 14-17. Our themes are artificial intelligence and engaging students as partners in academic integrity. We are excited to engage with students on these important topics!

References

Guerrero-Dib, J. G., Portales, L., & Heredia-Escorza, Y. (2020). Impact of academic integrity on workplace ethical behaviour. International Journal for Educational Integrity, 16(1), 2. https://doi.org/10.1007/s40979-020-0051-3 

Sabbaghan, S., & Eaton, S. E. (2025). Navigating the ethical frontier: Graduate students’ experiences with generative AI-mediated scholarship. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00454-6 

Tammeleht, A., Löfström, E., & Rodríguez-Triana, j. M. J. (2022). Facilitating development of research ethics and integrity leadership competencies. International Journal for Educational Integrity, 18(1), 1–23. https://doi.org/10.1007/s40979-022-00102-3

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

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In Memory of J. Tim Goddard: More Than a Supervisor

January 23, 2025
A photo of J. Tim Goddard sitting on the steps of his artist studio. His black dog is sitting next to him.

The academic world has lost a remarkable educator and mentor with the passing of J. Tim Goddard, former University of Calgary professor and administrator who then went on to serve as  Dean of Education at the University of Prince Edward Island. Tim’s impact on higher education extended far beyond his administrative roles – he was a transformative figure in the lives of countless graduate students, myself included.

As my PhD supervisor from 2005 to 2009, Tim demonstrated an extraordinary ability to balance academic rigour with compassionate mentorship. He took a chance on my research into revenue-generating programs in higher education, recognizing the importance of examining how such initiatives could be administered ethically in an era of government funding cuts.

Tim’s dedication to his students was unwavering, even in the face of profound personal tragedy. In 2006, his daughter Captain Nicola Goddard was the first Canadian female soldier to be killed in combat during her time in Afghanistan. Despite this devastating loss, Tim continued to guide and support his graduate students with remarkable strength and grace.

What set Tim apart was his practical wisdom, delivered through memorable maxims that still guide many of us today. “This isn’t your magnum opus!” and “A good thesis is a finished thesis!” were frequent reminders to stay focused on completion rather than perfection. He had an uncanny ability to guide students back to their research path whenever they strayed too far into tangential explorations.

His mentorship extended beyond the academic realm. When I traveled to Charlottetown to write my thesis, Tim and his wife Sally opened their home to me – a gesture typical of how Tim viewed his students as extended family. Yet this warmth never compromised his high standards; his insistence on impeccable writing, citations, and APA formatting shaped many of us into better scholars.

J. Tim Goddard and Sarah Elaine Eaton in PEI. There is a lighthouse in the left background.

After retiring in 2018, Tim embraced new creative pursuits in painting and novel writing, approaching these endeavours with the same passion he brought to academia. His legacy lives on through the countless educators and researchers he mentored, who continue to apply his teachings in their own work and supervision of the next generation.

Tim Goddard understood that a PhD journey was not just about producing research, but about preparing for a career. He showed us how to be not just scholars, but mentors, teachers, and advocates for our own students. His influence will continue to ripple through generations of educators, researchers, and leaders in higher education.

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer. 

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Time Management Tips and Goal-Setting for Graduate Students

January 6, 2025

This post is for my grad students, but may be of interest to others, too.

For as long as I can remember, I’ve started each year by setting goals for the year and sometimes even for multiple years. Call it a quest for independence, a desire for self-determination, or a way to keep myself from getting down in the dumps as the shininess of a new year wears off and the drudgery of February descends.

SMART Goals

Some years ago I learned about SMART (specific, measurable, achievable, relevant, and time-bound) goals. That has been a helpful framework for me, but I have also struggled to keep my thinking flexible when setting goals. Having a framework and being flexible with that framework, rather than adhering to it strictly, is ongoing goal.

Write Down the Goals

I write down my goals and I also keep To Do Lists. This helps me to keep track of what goals I set and their due dates. Now, due dates get shifted sometimes, but I am more likely to meet my goals and complete the tasks that help me achieve them if I give myself a deadline.

Some of my Favourite Tools

An alumnus from our school of education introduced me to Magic To Do Goblin Tools a while back. It’s an AI app that helps break down a big task into smaller tasks.

I also use Google sheets to create To Do lists. I used to use a word processor for this, but over time I have migrated to spreadsheets because I like being able to sort the columns by different categories such as due dates, tasks completed, and so on. One reason I use Google sheets is that I like being able to access it from any device, anywhere in the world.

Back during the pandemic, Phill Dawson and I were working on our respective books. He was writing Defending Assessment in a Digital World and I was writing Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity. He posted on Twitter that he was using WriteTrack ( to help him complete the book. I checked it out and immediately signed up. This has been one of the single most helpful tools to help me complete large writing projects that have a target word count. I recommend it to students who are writing a thesis or anyone tackling a big writing project.

Microgoals

For me, one of the things that I have found helpful, is to break down big goals into smaller ones. I break the smaller ones in to even smaller ones. I keep going until I have micro goals, which for me are small things I can do in half an hour or less.

My preference is to have big chunks of time (at least three or four hours of uninterrupted time) to work on projects. Most days I do not have that luxury, which is frustrating, but also outside of my control. Instead, I try to do micro tasks throughout the day that require less focus, so that when the opportunity comes to have an hour or more to work on a task, I am less preoccupied with other chores or deliverables that need to get done. Five minutes to fill out and submit a form for a graduate student’s progress. Ten minutes to load the dishwasher. Fifteen minutes to answer some e-mails.

Some days I do not have time to read an entire article or an entire chapter of a book, so my microgoal is to simply open the .pdf, scan the title and read the abstract. I might add the article to my EndNote library. That’s another micro task. Even if I cannot complete an entire task, I try to make some progress, however small it may seem.

Some microtasks are things that I don’t particularly enjoy doing, but they are responsibilities and I just need to get them done. Other micro tasks are things I really wish I could spend more time on. Either way, doing something rather than nothing means we are making progress.

Monitor Your Progress and Celebrate Small Wins

The point is to find tools that work for us to declare and then monitor our progress. Making some progress is better than making no progress at all. Things sometimes (often?) take longer than we anticipate, but the goal might still be worth working towards. Monitoring progress and celebrating the small steps is an important part of the process. We do what we can, and we can feel proud of that.

Expect the Unexpected

One of the things I struggle with is being interrupted. If I am focused on a task and I am interrupted, sometimes it can feel like the whole day is ruined. One of my daily challenges is dealing with abrupt or unexpected changes that can take me away from something I am working on. My reality is that most days are full of interruptions. It’s one of the reasons I often get up early to work on important projects. I often say that by the time 09:00 a.m. rolls around, I can’t get any more work done for the day. I say it in jest, but there’s a kernel of truth in there.

I have learned to expect the unexpected and assume that my day will include interruptions that I have no control over. For me this means bracing myself for incidents, e-mails, or the cat throwing up a hair ball that will demand my attention and throw me off balance. It’s not that learning to expect the unexpected means that I am suddenly able to regain my balance, but rather that I accept that I may be in a sustained state of internal imbalance due to factors outside my control. I practice breathing and just carrying on… however off kilter I may feel.

Anticipate the Need for Extra Time

One of the reasons I like to think I’m good at time management is because I often allow extra time for tasks. I block travel time in my calendar to get to work, for example. I tend to allow more time than I might need on an average day, so that if traffic is heavy or if there’s an accident on the road, I have built some buffer into my schedule. On days when I arrive to work a little bit early, I can spend a bit of extra time getting ready for my meetings or chatting with people I run into along the way.

For me, anticipating I may need more time than a task might require, helps me cope when unexpected things happen. It also helps me to limit the number of tasks I expect of myself in a day. Because I tend to over-schedule and over-plan, limiting the number of tasks in a day can actually be helpful for me.

Release the Day

Set daily goals that you can realistically achieve. If you do not achieve them by the end of the day, then release them… At the end of the day, say to yourself, “Today is over and I have done my best. Tomorrow is a new day.” Set concrete and small goals for the next day and when you wake up, review your list. Look at it throughout the day. Do what you can. Then, at the end of that day, accept that the day is over, you have done your best, release what you did not accomplish and if possible, move those goals to the next day.

I have too many things on my lists for me to accomplish them all. When I was younger, I would get very upset with myself for not achieving everything on my To Do List. One of the most powerful techniques I learned was to ‘release the day’. At the end of every day, I review what tasks I accomplished. (Sometimes I even book in relaxation as a goal and that one is always a challenge for me.)

At the end of the day, say to yourself, “Today is over and I have done my best. Tomorrow is a new day.” in my mind, I close the day and release myself from any guilt, sadness, or anger that I have not made as much progress on my To Do List. There are a limited number of hours in each day and I do what I can. 

I forgive myself for whatever didn’t get done and give myself permission to start tomorrow as a new day. Each day is its own little time capsule. Success happens from doing many small tasks over time to achieve a big goal.

Limit the Worrying

This can be easier said than done. For me at least, worry is like an evil monster that can block me from making any progress at all. Worrying can be normal, but worrying too much can prohibit us from making progress on small things we can do today. By anticipating the unexpected, anticipating the need for extra time, and releasing the day, I tend to worry less.

Little Steps Towards Big Goals

I often tell graduate students that I work with that we complete our academic programs as a result of doing many little tasks every day that help propel us towards their overall goal. Of course, there are big program milestones: completion of individual courses, followed by completion of all the required courses, writing the thesis proposal, the candidacy exam, the final oral defence, and then graduation. These big milestones are way points along the journey. Each and every step along the path matters though. No matter how small, even one step helps get us closer to our goals.

Ask for (and Accept) Help

Asking for help can be a challenge. I am not always great at asking for help, but whether I like it or not, there are a lot of things I am either not good at or just cannot do for one reason or another. As a supervisor, there are certain things I can help my students with, but there are other things that I can’t do. For example, if a student is experiencing high levels of anxiety, demand avoidance or task initiation paralysis, I can listen and be supportive, and I may recommend that the students seek additional support from a qualified therapist or counsellor. I am aware that my role as an academic supervisor has some constraints and I am not qualified to serve as a proxy therapist for a student who needs more support than I can give. In these cases, I see my role is one of helping students recognize that they may need extra support and provide referrals to the Student Wellness centre, were further diagnostics or support can be provided.

I might share that when I was a graduate student, I myself got help from counsellors along my journey who helped me manage my anxiety, sleep better, and helped me achieve my goals. Sometimes that disclosure helps and sometimes it doesn’t. If a student is resistant to seeking help, I recognize that ultimately, they own that resistance, not me. Everyone’s journey is personal.

Concluding remarks

A new year brings an opportunity for a re-set. We can acknowledge and celebrate what we achieved in the previous year as we look ahead to new challenges, new experiences, highs, lows, and everything in between. It’s not that the journey is always fun, because it’s not. The journey itself is difficult, with many twists and turns, with unexpected obstacles along the way. The point is to keep working towards our goals, little by little, while still taking time to rest and rejuvenate, so we have the energy to keep going.

Related posts (ones that might of special interest to students)

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer. 

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Embracing Open Access: My Scholarly Commitment to Shared Knowledge

December 8, 2024

As I prepare for the 2024-2025 Werklund Distinguished Research Lecture, I’ve been reflecting about how important it is to make scholarly work accessible to all. Open access (OA) is more than just a publishing model—it is a philosophy that challenges traditional barriers to knowledge dissemination and embodies the true spirit of academic scholarship.

Breaking Down Barriers to Knowledge

Historically (at least in my lived historical experience in higher education), academic research has been locked behind expensive paywalls, creating a significant divide that extends far beyond academic institutions. This exclusionary model particularly impacts researchers and knowledge seekers who find themselves on the margins of academic privilege. Researchers in middle and low-income countries (LMICs) often struggle to access scholarly and scientific literature and independent scholars and community practitioners face substantial financial barriers to staying current in their fields. Students and educators with limited institutional resources find themselves cut off from the latest scholarly insights, and curious members of the public are shut out from understanding complex academic work that could potentially transform their understanding of the world.

The Ethical Imperative of Sharing

Research is fundamentally about advancing human understanding, and restricting access undermines this core mission. Open access is commitment to knowledge as a public good, enabling a more dynamic and inclusive approach to scholarly communication. By removing economic and institutional barriers, we create opportunities for faster dissemination of critical findings, increased global collaboration, and unprecedented transparency in research methodologies. This approach allows for more rapid scientific and social progress, breaking down the traditional silos that have long constrained academic discourse.

Amplifying Research Impact

Contrary to traditional concerns, open access actually enhances the visibility and influence of scholarly work. Publications that are freely available receive more citations and reach broader audiences. This expanded reach afforded through OA creates opportunities for interdisciplinary and transdisciplinary connections that might otherwise remain unexplored, allowing research to transcend the narrow confines of specialized academic journals and engage with a more diverse intellectual ecosystem.

Personal Commitment and Broader Vision

As I prepare for this lecture, I am reflecting deeply about my commitment to open access (OA). One of my goals is to create a more equitable, informed, and connected world. This isn’t only about making documents freely downloadable, but also about cultivating a more inclusive intellectual landscape where knowledge can flow freely, unencumbered by economic or institutional constraints.

Practical Pathways to Open Access

For researchers considering this path, the journey involves strategic choices and institutional engagement. I am grateful for the privilege of working at the University of Calgary where researchers can self-archive their works into our institutional digital repository, PRISM. 

Our university supports infrastructures that recognize and reward open access scholarship. Not everyone has this privilege.

Navigating Copyright and Publisher Agreements

Having said all this, I also recognize that it is important to abide by existing copyright agreements with publishers. Academic publishing involves complex legal and contractual relationships. Each publication typically comes with specific copyright terms that must be honoured (both ethically and legally), which may limit immediate or unrestricted sharing. 

Because of this, I won’t be able to share all my work with a Creative Commons licence— not if a publisher holds the copyright. It does mean that I will look for creative and ethical ways to maximize access while maintaining professional integrity and contractual obligations.

Concluding reflections

Open access is not just about free downloads—it’s about free thinking, free exploration, and our commitment to knowledge being a universal right, not a privileged access. The longer I work in higher education, the more I am thinking about the future of knowledge, teaching, learning, and creating opportunities for others to thrive. This is really what is driving me right now — creating opportunities for others to thrive. Making as much of my work freely available as open access resources is one way I can do this.

Here are some places you can find my work:

Google Scholar

Research Gate

University of Calgary PRISM digital repository

As we get closer to the lecture, I’ll be making more and more of my work available as free open access downloads. I’ll keep you updated as we get closer to the lecture.

Related posts

Re-released as a Free Open Access Resource: 101 Ways to Market Your Language Program (2002)

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

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