 To get to the idea that this is a bit of a fad, I think it's a real one. Some of the programs we hear sound a little bit, to me, like they're just measuring learning outcomes, which their accreditor probably was requiring them to do anyhow. So that's kind of the CBE light side of things. And then on the more aggressive side, you have direct assessment where, do folks are familiar with direct assessment? What that is, I think most of you are well. This basically means if you know it and you can do it, you can test out of it and move on. There's completely untethered from the credit hour, completely untethered from time, and frankly freaks out a lot of people in traditional higher education and regulators as well. So, but in that range, it seems to me, no grades, real mastery, that seems to me to be kind of core of the definition of something different and emerging. And I wonder in that, if you agree with that, and also, when we talk about competency-based education, it's often these adult students who can really cruise through things they've already learned, already know how to do. What happens if you can't get past a competency? I think that that side of it, I mean, this is not a gentleman C world that you're talking about here. I mean, you have to prove mastery. So what happens in that scenario and what do you think about my kind of definition of what really is competency-based education?