Bohaker & Dirks (2015). Privacy Impact Assessments and Microsoft & Google Vendor Contracts: Examining Canadian University eCommunications Outsourcing decisions.

“To give just one representative example, here is the short explanation given on the University of Manitoba’s ‘Frequently Asked Questions page about their Office 365 email deployment. The question: ‘is my email subject to US government laws? The answer: ‘Yes. However, the move to Office 365 results in no appreciable difference to what currently exists with our email. US and Canadian laws regarding email are very similar in nature.63. In making such claims, we noticed that the authors of PIAs and University ‘FAQ’ documents were drawing on conclusions also reached by some privacy commissioners and asserted by some privacy experts and product vendors. As we have found in our research, this argument is deeply flawed.64 Canadian jurisdiction offers significantly better privacy protection to Canadians and residents than US jurisdiction does, for example.” (p 19)

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Clarke (1970). The Future Isn’t What It Used To Be.

“Ultimately this device will be plugged in to a global electronic library, and scholarship will be revolutionized. Another generation, which will take this for granted, will be unable to imagine how we were able to function without this information grid.” (p 7)

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Logue (2016). Trump used as taunt against students and minority groups.

“Students take their cues for how to act from what they see happening out in the world, and ‘as [these incidents are] increasingly part of the national scene, I suspect we’ll see more of this,’ Ervin said. ‘College campuses are incubators of citizens of tomorrow, and they’ll take part in what they think is the political process.'” (¶ 15)

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Kemper (2016). Cultural Hybridity, Resilience and the Communication of Contemporary Cherokee Culture through Mobile Technologies. (Indigenous People and Mobile Technologies.)

“Since adaptability is inevitable, the original culture makes the best of things, as we will see in the example of the Cherokee and mobile technologies.” (p 243)

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Hall (1984). Glossary. (The dance of life: The other dimension of time.)

Enculturation. The process of learning a culture is called enculturation. The enculturation process usually progresses in stages; six-year-olds are more enculturated than three-year-olds, teenagers have almost completed the process and in many cases are under the impression that they have, which can be a source of tension between them and fully enculturated individuals.” (p 229)

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Hall (1984). Appendix II – Japanese and American Contrasts, with Special Reference to the MA. (The dance of life: The other dimension of time.)

“The closest one can come to understanding Japanese time is to approach via the route of MA. MA is time-space. … in the West we pay particular attention to the arrangement of objects, and in Japan it is the arrangement of the spaces — the intervals, MA — that are attended. In speech this means that it is the silences between words that also carry meaning and are significant.” (p 208)

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Hall (1984). God is in the Details. (The dance of life: The other dimension of time.)

“According to Fuentes, our denial of the past has led to the degradation of morality and the denial of the lessons of the past. Denial of the rights as well as the reality of other cultures is another of the consequences of Western time concepts.” (p 201-202)

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Rymhs (2016). Appropriating Guilt: Reconciliation in an Indigenous Canadian Context. (Learn, Teach, Challenge: Approaching Indigenous Literatures.)

“Guilt, in effect, becomes a dissolute concept, swept into colonial history, attributed to past government policies, or directed at faceless institutions rather than being individually or personally owned. At times bypassing the attribution of responsibility altogether, the process of reconciliation overlooks the logic that asking for forgiveness does not imply the granting of it. The success always implied by the act of reconciliation dissolves the wronged subject’s agency as the public, the government, and its institutions forgive themselves.” (p 327)

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Goulet & Goulet (2014). Breaking Trail: Stories Outside the (Classroom) Box. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“Many students have reported that ‘traditional life’ in the wilderness brings a feeling of serenity and peace to one’s heart and spirit” (p 186)

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