 So the program is called Teach, which is spelled T-E, and then bracket A, close bracket C-H. So if you take the A out, then it's Tech, which it's based on kind of like a programming a way that programming language often use brackets. And the company's called Pingwong, which means play or game in, you know, to do it. And so kind of that's the idea of kind of those two things together. So we teach Tech to people through Indianwood communities specifically, although we have started to spread to Southern Ontario as well, or so to Northern Ontario. And we do it in a way that's like, is fun and is rooted in play and is rooted in kind of games. And so we teach computer science, we teach digital literacy of kind of all sorts, as well as digital art. And then kind of the core goal of the program is to move people from consumers of technology to creators of technology. So the way we run the program is we go into a community for five days. And the first two days, kind of one of the major focuses of the program is sustainability. And so for the first two days, we work with kids that are like between like 16 and 25, roughly, and teach them how to teach our curriculum. And then for Wednesday to Friday of that week, the final three days, we bring in younger kids and kind of mentor these older kids through the process of teaching our curriculum. The program itself, like I said, it teaches everything from the basics of programming to digital art to kind of tech history and tech safety and that kind of thing. And it's rooted in kind of playing games. So we try to never have kids in front of a computer for more than 45 minutes at a time before we kind of break it up and play a game and do something else. So that's the basics. We are right now in the process of developing 100 modules, 100 pieces of curriculum that that support this program in there. They're all over the place. So we've done stuff and Minecraft, we've done, we do kind of introduction to programming, we do more advanced programming, we do digital art. So from pixel art to 3d modeling, we try to just provide like a really like wide suite of tools. So that we because the program is still early, we're still trying to figure out like what are kids gravitating towards what is completely a dud. And that way we can we can focus on the positive things. So the company started in 2012 in Pagnertown, Nunavut. And the program, which at the time we called Code Club began shortly after that. And so we do a bunch of different things. We view it as kind of like a life cycle of development. So we can we can start with tech education, and then we run an internship program so we can help people get their first job, we can help people with scholarships into schools. And then we also have an app development division. And so we we can help with actually releasing someone's creation to the public. And so all of that said, that's that's kind of that's kind of the goal of both the program and the company itself. So starting in 2012, where we really we were well funded this year through a program called CAN code that the federal government created, which has allowed us to really spread out. And so it's involved a bunch of different things we've gone to I think about 17 communities this year so far, as well as opening this maker space. I would say the biggest goal of this program is sustainability. Kind of the history of Nunavut education here has been often often white people coming in with with these programs and then leaving also with those programs and taking taking kind of all the things needed to continue that program. So we're we're trying to not do that. One of the ways we do that is through a program called computers for schools that we administer for Nunavut. So through the federal government through refurbished federal government computers, we're actually able to provide free laptops to every single participant of the teach program. We in any one year are giving away between like three to 400 laptops. They come preloaded with all of our curriculum with all the tools that you need to run them so that they can exist without the internet if that is if that's an issue for someone. And kind of allow someone to keep their learning going beyond the one week that we're in their community. We try to make everything community led. So the way we will approach Iglilik is different from the way we'll approach Baker Lake is different from the way we'll approach Cambridge Bay. So we approach we approach a community in us like basically we can because of our funding we can offer this program for free. How do you want us and when do you want us and what works. And so the community finds a way for us to you know to fit us in as opposed to us trying to fit in and kind of barge in. And so that's that's kind of the process that we go through. And so enrollment is also community led. So we sometimes we'll work with schools. We'll sometimes we'll review centers or sometimes just work with the Hamlet. And you know the community is no best what's going to work for them and what's going to draw the biggest crowds. And so they help us with that part and and run kind of the way that it will work in that community. The feedback has been consistently positive. I think we're one of the only groups like it's not offered in the school system at this point. So we're the only groups touching on tech education and kind of making these types of things available in terms of the the participants. And I think probably the best example of seeing the difference is kind of that whole life cycle idea of just we have had participants go from students to to interns to full time staff to now releasing their their first games. And so that's a big part of what we've done and we've seen kind of that process happening. It's not something that's going to happen overnight. It's not going to happen with every day. But the more we create kind of infrastructure places like this maker space, then the more just that constant support is there. And that'll ideally see more cost of travel is a big challenge, which is unavoidable. And again, fortunately, we've been supported to address that cost of travel. Probably the biggest challenges are around internet access and really just all digital access for kids. So, you know, not all houses are the same. And so some kids don't have computers at their home and some kids don't have internet at their home. So kind of creating a universal playing field and the free laptops have allowed us to do that. We have sponsorship through Kinect. So as we go into communities we're able to offer internet access. It's allowed those things to happen at the same time we develop our program to run entirely without the need for internet. We try to use all what's called open source software. And so open source software doesn't cost anything. It's often kind of community built software. So that way we're not giving someone like, you know, Microsoft Word and then when Microsoft Word expires they've got to pay $400 for it. Everything on the computer should work and work forever. You'll have everything from like a word processor through something called Libre Office to different art development programs. We use like a whole bunch of different things. We have like a main art program that's kind of like Photoshop called Gimp. We have something for pixel art that we teach called Graphic Scale. We have lots of different programming languages, 3D modeling engines, that type of thing. So kind of everything we teach this hypothetical 6 and 11 year old in that one week session they will have on their computer ready to continue building on. It's I think like one of the major focuses and one of the most important things just in the sense of like again back to that sustainability thing. If we just go in for a week and we teach people and then leave, like that week is one of 52 in a year and it's nothing. And so building the skills to continue what we're doing is kind of priority number one and when we first get on the ground that's what we do, right? We do the train the trainer component and that's the piece there. We're trying to create an extremely unique curriculum for computer science in that it is indigenous led and really Nunavut led and created unique to the world of tech and so in terms of what indigenous education looks like in contrast to like the way a Western education may approach the same thing. We have a majority in your curriculum developers. Even when we have someone who's not an indigenous curriculum developer we have collaborations developed where people will work with people who may not have the technical skills but have the cultural knowledge can touch base of people with technical skills and combine them to make create things and so we've created really unique pieces of education and I think that's really important for what we're doing. I think it's what it's kind of the underlying goal of what we're doing. This you know ideally looks in the future like a completely kind of ideally like primarily Inuit led piece of unique computer science curriculum and so you know it's unique in our organization. We're fairly big now but we have I think at this point majority indigenous staff and you know but in my role as a non-indigenous person that's kind of like part of that process and so we you know we are approaching the curriculum development process in a unique way and kind of allowing our collaborations and our indigenous staff to lead that process and what that looks like. I know there's kind of the question around like what does it look like in contrast to Western education you know I think it's it's more family led it's more it's more holistically approached it's it's less about kind of like great based outcomes as it is about kind of exposure to to skills and and kind of finding someone's niche so that's that's been what we've all 100 pieces of our curriculum will be translated into Inuit and that process has started we're also actually because we're starting with a Cree community now in northern Ontario we're looking at trying to find a way to translate stuff into Cree but our curriculum is is largely Inuit written in Inuit based and so we have pieces around like throat singing and we have pieces around kind of books that you know books and art that come out of Inuit and and exploring those those further and so language is a huge part of that um and and kind of is reinforced by your existing language apps and so that's that's kind of an idea I guess a bunch of different things one uh and I did mention this before but like one of my goals with this is to actually have like the school system itself uh offer this and so our sustainability comes through the actual school system and so incorporating this curriculum into school from K all the way to 12 making it available in Inuititude making it available with like qualified teachers who can who can kind of foster um uh tech curiosity and then that type of thing and so um in terms of the goals for the program like kind of continued growth of the curriculum having that primarily indigenously indigenous design indigenous led um and and just like continue to spread it out like excuse me even beyond Nunavut to to spread it to Nunavut to um to Labrador and places like that and so um yeah just continuing to have it grow and to continue growing it in a way that is unique for for tech education of your computer science