Absolutely. We've done planners. We've done books centred around what it means to be a treaty person, certainly for us, but a little deeper than that, understanding the role of family and the responsibility within the family and the roles that we play within that.
For teachers, we've done scripts and books on how to read and write Mi'kmaq. We've done interactive games and activities, making sure that we're keeping things fresh and we're keeping things modern.
On the more popular side of things, we have used a lot of resources making them look beautiful. This was certainly a priority for us because the English resources are certainly very beautiful and so when we publish content, we want to make it look just as good. We have our learning curriculum, our language curriculum, which we assess, evaluate and monitor, on how to learn the Mi'kmaq language in the systems we are in.
Also, assessment is a big component of that. Certainly we're no strangers to creating things. We've done that. We're really careful about the way we implement things and we do it with a lot of good intentions and a lot of spirit and support. When we launch programs, it's not just a launching of the program. It's understanding that we're going to continue to be present and supportive throughout the journey of implementation before we take a step back. Certainly we are of that mindset.
In addition—and I think Chief Denny could elaborate on it a bit more—we have one immersion program in the entirety of the collective of Mi'kmaq nations. We have one immersion program. It is quite successful, but again, it exists only in one community. There is a lot of desire among other communities to have the same thing that Eskasoni has, but they are unable to, whether it be funding, whether it be numbers, whether it be support—