A Quote by Eric Garcetti

Homelessness is like public education - something that for far too long we haven't put the resources or love or attention to. — © Eric Garcetti
Homelessness is like public education - something that for far too long we haven't put the resources or love or attention to.
The challenge to people like me is, how do you use your capabilities and resources to help support things that are important to you, whether it's the arts or education or homelessness?
Education is the key to perpetuation of the [god] virus for the Taliban, Baptist or Catholic. If the virus cannot control public education, it will seek to divert resources from public coffers to fundamentalist school funding. From the madrassa schools of Pakistan to the Christian push for school vouchers in the United States and the religious home school movement, religions seek to control education or to control the resources for education.
One has a responsibility to clean up one's space and make it livable as far as one's own resources go. That includes not only material resources, but psychological resources: the commitment of time and a portion of your mind to something when you'd rather be doing something else.
All I wanted was attention from girls when I was a kid. Then I got my braces off, and then there was too much attention, and I was also mad that they didn't pay attention to me in the first place. Then I was just like, I couldn't put on blinders and focus on one because there were too many options.
I think for any actor to say they don't like attention is ridiculous. Of course we love attention. But getting attention is different than pretending the attention means something.
In general, you have great artists who have died far too early and who have left great cultural impact. If you look at people like Vincent van Gogh or Jean-Michel Basquiat-there's a long, long list of artists who have died in tragic circumstances, and far, far too early.
Young people are at a higher risk of homelessness than adults and, when they find themselves in crisis, are too often overlooked by hard-pressed council homelessness departments.
I don't necessarily want to direct because it's too much work and I don't have the attention span to stay with it that long. But I think getting everyone together on something that appeals to me and developing the material is something that I like to do.
A democratic form of government, a democratic way of life, presupposes free public education over a long period; it presupposes also an education for personal responsibility that too often is neglected.
I tried too much and too hard to get people to pay attention to what I was doing, and so paying less attention to what I actually wanted to do. It's something you see a lot with very young bands who are desperate to get a record deal so they're trying to sound like something else.
I feel very short-attention span for like accomplishment. It's like 'oh that felt really good' and then it's kind of like an immediate emptiness of I need to make something else - I don't like to dwell on things too long.
The public is not cognizant of the real value of education, and does not realize that education as a social force is not receiving the kind of attention it has the right to expect in a democracy.
As long as I have people's attention, I can't stop. You can't put the public on hold, because they might not be there when you get back. I have a pathological fear of stopping.
We need to save the education system. We need to remove education from the framework of the political parties that rule in the State of Israel. We need to increase the allocation of long-term national resources to education and never touch them - no matter what.
Suspicion is a virtue as long as its object is the public good, and as long as it stays within proper bounds. Guard with jealous attention the public liberty. Suspect every one who approaches that jewel.
For decades, British governments - including the Blair-Brown government in which I was an education minister - have done a good job of enhancing higher education but paid too little attention to apprenticeships and technical education.
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