Thank you.
Thank you, again, to the witnesses. The witnesses this evening and the witnesses who have come before us have talked about a sense of excitement, a sense of opportunity, a sense of urgency and a sense of caution, so we have covered pretty much all of the emotions and the frames that exist there.
Following up on MP Barlow's comments, I think there are three things we've heard consistently. One is on the issue of timelines for implementation, what those should be and how they would be handled. There are the issues of enforcement, transitions, exemptions, accountability, and the reporting process—whether it should be a singular reporting process or whether CASDO should be a singular or if rather we should we have CTA and others involved in that to try to cut down on the amount of confusion that might exist. As well as whether it should ultimately be reporting to the House of Commons and, therefore, be an executive, or a member of the House who reports to the House.
Those, I think, are the three issues that we have continued to hear.
Just with respect to being able to learn, I understand that all cultures are slightly different, but there are some commonalities that exist within the context of government.
You talked about the education process. It seems to me that it's a culture we're trying to change. Ultimately, with our set of values, we're trying to have reflected within the preamble, within the goals and expectations, and I don't think the values are explicit but they're inherent within that. Perhaps they should be more explicit. I'm not sure about that.
In terms of your experience with the education process, you talked a little bit about that, but I'm wondering more about the didactic, specific part of that. How do you interpret that into a cultural change rather than a cognitive change?