Thank you very much.
As a teacher I'm always very happy to talk about student activities, and this was really a wonderful opportunity for students to engage and to collaborate. The way we set it up though, I have to tell you, was that we mixed up the teams. We had Canadian students on the Japanese negotiation team and Japanese students on the Canadian negotiation team, largely for pedagogical purposes.
But at the same time, just to respond to the question you're asking, when we simulate a negotiation like that, students clearly are at greater liberty to be creative with this kind of negotiation than DFAIT negotiators will be. One of the areas that the students focused on—and this has come up as a concern in earlier testimony as well as today—was to perhaps think about having a development chapter that would accompany an agreement like this so that the impact of trade between Canada and Japan, two highly developed and very successful economies, on other economies, including developing countries, could also be subject to discussion within the context of this trade agreement. That's something the students were quite interested in.
Just one other issue that I would highlight is that both Japan and Canada have very strong IT sectors. In some areas obviously we're world leaders. IT is one of those areas, as is e-commerce with economic transactions online, where things are developing very rapidly. We would expect negotiations that occur now in 2012 to look relatively different from negotiations that may have happened in the 1990s or even two or three years ago. This is an area, for issues like microfinance, that may be mediated by e-commerce transactions, so it's one of the areas that the students highlighted as a real opportunity for these negotiations.