 Thanks, Leslie, for sitting down and talking to us. Thank you so much for your remarks earlier today. Could you tell us a little bit, or could you tell us how ACMA defines digital media literacy? The Australian Communications and Media Authority defines digital literacy as the skills and abilities to participate in the digital economy and also in the network society. In terms of breaking, well, to break that down a little bit, I suppose digital communications literacy is a subset of media literacy, which is the ability to use, access, understand, and create, and participate in media in a variety of contexts. And digital media literacy, which is the term that the ACMA uses, or digital communications literacy, which is what we're here about today, is a subset. And that's the ability to use, understand, interpret, and create, and participate in digital communications. And if you want, should I go on and talk about those in detail? Sure, if you would, please. Well, when we talk about access, we also mean being able to use and to have enough, I suppose, information literacy to be able to find content and services. And the important thing, of course, is to have some critical understanding and be able to interpret what you've found, particular, I suppose, what's important is to know the differences between various kinds of media forms that you might find online and what are most trustworthy of those media. Being able to participate these days in social media, being able to use online services to create content yourself, to be able to transact, and do, I suppose, even just a simple thing as doing your banking, as well as a kind of creation. But more particularly, I suppose, is being able to be able to post onto a blog, to be able to develop your Facebook page with your photographs and all of the other attributes of being effectively in a social network. And then, particularly for us as a communications regulator, we're very interested in that sort of final aspect, which is people being able to understand and to manage the risks online and be able to institute appropriate sort of protections, both for themselves, their computers, of course, and also for those who are in their care. And that sort of relates to, I suppose, general issues of cybersecurity and cyber safety. And what sort of programs are you specifically doing in Australia as a regulator to address some of these issues? Well, as a regulator, I suppose, our key concern has to be what our role is under our legislation. And there we have a responsibility for consumer education around consumer protections, I suppose, and safeguards. And we have those in traditional broadcast media, but in particular around use of the internet and mobile phones. And in my area, we do research, as I sort of explained earlier today. And so understanding people's knowledge about the risks that they have when they're, for instance, undertaking financial transactions or putting out their own information online, almost in a social network, is very important so that we can then develop more appropriate programs so that people then know how to mitigate those risks. We do a lot of work in the area of cyber safety research, working with children and young people and their parents, and also some research we do with teachers as well, because we've got major programs there to then develop resources which will be based on an understanding of what children and young people are actually doing and help empower them so that they have both a safe and productive online experience. So I think it's, and we're very well supported in the area of cyber safety by our government. And in fact, today is Safer Internet Day. And in Australia, we're launching a new program which is Think Before You Post, which is, yeah. Great. You mentioned parents and teachers. Do you find it difficult to have parents and teachers to teach them about digital media literacy and then talk to their kids about it? Do you find the parents and teachers at different levels of the kids, or is it fairly similar in how you address them? Well, it can vary depending on the age and background and education of parents. We provide a lot of resources online and then work with the education departments to ensure that those resources get into the hands of parents and teachers. Research that we've done indicates that parents are more likely to trust resources that come from government. But they're particularly trustworthy and likely to also get them if they come through, say, a school newsletter. So we've established that that's an effective way to provide resources. So we do that. We also have an outreach program. So we have trainers that go out into schools and work with teachers and also do some face-to-face, usually evenings with parents as well. And working in the schools, we've got a number of programs that are able to be used with children that are kind of interesting and engaging. One of them is called CIDR Smart Detectives. And that's one that's been developed internationally. And we've picked it up and launched now many schools. So thousands of children have had the opportunity to use it. And we're just about to undertake a major evaluation of that work so that we are quite serious in ensuring that the programs that we develop are effective. And we will also be doing some awareness work with parents. And this is one way that we'll be able to gauge, have parents found the CIDR Smart Resources or not. And are they using them? You mentioned in your remarks the work that you're doing with the indigenous people of Australia to help preserve culture. And obviously, preserving culture is a major issue here in the Middle East. Can you tell me a little bit about what you're doing through digital literacy in that area? The Australian Communications and Media Authority doesn't have particular responsibilities in relation to working, particularly with indigenous people. What I was talking about this morning was programs being undertaken by other agents of government. And also in academic and non-government sectors to ensure that the stories from indigenous people are preserved. And then also, there are other arms of government that with programs that are targeted at indigenous and remote communities. I mean, that's one of the difficulties in terms of ensuring that everyone in Australia has access to broadband, ideally, is that some of the both non-indigenous and indigenous people who are in regional areas has been a focus of government programs and indigenous communities, particularly in terms of supporting ongoing provision of broadband is a concern of government and is something that's also being looked after. But it's not our particular agency's responsibility. So I haven't got a lot of detail about that. But I think that preserving indigenous cultural heritage is in the same vein as the work that's being done to digitize the cultural collections in museums and galleries, in government archives as well. So that information is more readily available and is going to be available over time. Final question just to wrap up. In your experience, do you have any advice for the Arab world as we begin to delve into building digital media literacy here? Well, I was very interested in Dr. Hesse's comments this morning about the underrepresentation of Arabic language on the internet. And I'm sure part of that reflects the fact of fewer users. So I think the important thing is, well, there's many important things, but one of them is education. And starting in schools and then flowing through, of course, to higher education is that there's a good grounding in the use of digital technologies and to establish that basic understanding of how they work so that I think I referred to in my speech that need for adaptive learning strategies so that as the technology advances, you've got a grounding that you've got in school, that you've had the opportunity there to learn, and then you can take that forward. Of course, I suppose you would also be interested in letting those who haven't had the opportunity through education or work learn how to use the internet and use mobile, even if it's on mobile when I say the internet. Of course, mobile devices can become just so important. And there, I suppose, it's perhaps a matter of those agencies who have responsibility for community learning or education outside of the schools can look at other effective programs in other countries, whether or not they be in libraries or community centers. Initially, really, to give people access to the technology if they don't have the opportunity, but then developing a high level of skills and just giving people the opportunity to explore and understand computers and the internet and help, I suppose, help support their affordability as well. And I think that will, of course, go a great deal of the way, I think, to addressing the representation and the inclusion of our content on the internet. Thank you so much.