"So the big difference is basically youth, in designing a class the materials I would bring to a class devoted to youth wouldn't be nearly the same as something I would bring to a class devoted to young adults because I wouldn't show most youth human rights videos, because there is material in there that's just really inappropriate."

"I don’t think it was just them evaluating themselves, because every question we asked them tied back to the program, obviously, because that’s what we’re evaluating."

"I think there's a bit of a danger too in assigning a mark or a credit to everything, because then people will only do things if they are getting rewarded, in life there's gotta be something you do just because it's fun, because it engages you, because you want to do it."

"Yeah, so if it’s some kind of a goofy story, then that’s cool if that’s what they want to make, and that’s what they get at the end of it. If they want to make something that’s a bit glossy or say something that they could use as an educational tool in a classroom, then they can do that also, but always it being their choice of what they want to do and how they want to use it."

"Because we all have this idea in our heads, this concept of what youth empowerment is, and yes, we do have program objectives, and we sit down and hash them at meetings, and we plan out what this is, what’s it going to look like, and we have our own ideals and everything. But it never actually shapes up that way when you’re working with human beings, and youth are very self-directed, motivated people."