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“I was in school, but I wasn't into school. I wasn't doing what I wanted to be doing in school, which was film studies. That was what I intended on doing, but I didn't go away to a university because I wanted to stay in L.A. and audition while I took classes, so I elected to go to a community college and just take G.E. courses. It was terrible.”

“I was going to be a High School teacher. I was studying at the University of Alberta in Edmonton, up in Canada. I was also acting in a wonderfully supportive theatre community in Edmonton. There's a lot of support for theatre there. So, I was having a great time, but I didn't consider acting as a serious career initially, because even the most successful actors that I know in Edmonton are not super successful. Acting over there is just not a success-oriented career.”

“It always surprises me when donors who operate successful businesses assume that just building a school structure means that a community now has access to education. When creating a business, does renting an office space now mean that you're producing goods, training staff and generating revenues?”

“Small business is the gateway to opportunity for those who want a piece of the American dream... Well, wouldn't it be nice to hear a little more about the forgotten heroes of America - those who create most of our new jobs, like the owners of stores down the street; the faithfuls who support our churches, synagogues, schools, and communities; the brave men and women everywhere who produce our goods, feed a hungry world, and keep our families warm while they invest in the future to build a better America? That's where miracles are made, not in Washington, D.C.”

“My books have done extremely well, I know. But I don't honestly feel much different from when I began to write. I still think we have a long way to go. I suppose my name means more in Nigeria today than it did five years ago. But I feel the job that literature should do in our community has not even started. It's not yet part of the life of the nation. We are still at the beginning. It's a big beginning, because now we are catching the next generation in the schools. When I was their age, I had nothing to read that had any relevance to my own environment.”

“I want to help communities put welfare recipients to work right now, without delay, repairing schools, making their neighborhoods clean and safe, making them shine again. There's lots of work to be done out there. Our cities can find ways to put people to work and bring dignity and strength back to these families.”

“Emotional 'literacy' implies an expanded responsibility for schools in helping to socialize children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.”

“Latin America can no longer tolerate being a haven for United States liberals who cannot make their point at home, an outlet for apostles too "apostolic" to find their vocation as competent professionals within their own community. The hardware salesman threatens to dump second-rate imitations of parishes, schools and catechisms -- out-moded even in the United States -- all around the continent. The traveling escapist threatens further to confuse a foreign world with his superficial protests, which are not viable even at home.”

“I have the students for six hours a day. The community has them for 18 hours, plus prenatal and early childhood. I don't believe the schools create (the achievement gap), but our responsibility is not to add to it. We won't eliminate the gap until the community makes education a priority, but the schools can't wait for the community to do its part.”

“I went to this massive co-ed school for the first time when I was 16. Everyone there had been together since elementary school, and I found it quite difficult, especially when I'd never stepped into a classroom with boys. So I started looking out in the community for a social outlet. I started getting involved in student films and community theater. Acting began as a hobby.”

“Schools in which students and teachers relate as partners-where Rosenberg's Nonviolent Communication is part of every interaction are communities of learning, rather than top-down, impersonal factories. Young people begin to see school as a safe and exciting place of exploration where they can share feelings and ideas, and where each child is recognized, valued and nurtured.”

“Rhode Island works hard to reduce air pollution in our communities. We passed laws to prohibit cars and buses from idling their engines and to retrofit school buses with diesel pollution controls. But there is only so much a single state can do, particularly against out-of-state pollution.”