I think we're trying. Certainly it's getting a lot of talk and airplay. An example of one of the things we deal with in respect of indigenous knowledge or northern engagement in education, in my view, is that in the discussion on access to the north by shipping, there was no mention of the fact that as shipping advances north, it disrupts indigenous travel routes. The question for me is around how we defend indigenous travel routes, not how we more successfully have ships from the south go north. That's an indigenous perspective. That's a local perspective.
I think we're doing better at it. I would argue, again, that we have villages and hamlets all across the north, and we have people who live there who are quite skilled. We should be leaving something to the benefit of those communities that stays with them when our researchers leave. Now, we're doing better at that, but a more formal arrangement where we're including indigenous peoples and people who are educated will benefit us from the indigenous perspective.
Kudos to Cape Breton University for the great work they're doing, as well.