Schools Reopening Quotes

I promised myself that I would talk to her before the summer was over, but schools reopened, the leaves reddened, yellowed, and fell, the rains of winter swept in and wakened Baba's joints, baby leaves sprouted once more, and I still hadn't had the heart, the dil, to even look her in the eye.

County supervisors relented only after losing their case in the U.S. Supreme Court, choosing finally to reopen the schools rather than face imprisonment.

I packed up and joined Bobby, my stepfather, in Rhode Island, where I spent the next six or eight weeks, till art school reopened, investigating that most interesting of all summer-active animals, the American Girl in Shorts.

Some employees were offered jobs in Georgia, but few took up the offer to relocate. They had houses and mortgages, and the real estate market was already grim, thanks to the closing of two smaller mills the year before. True, people weren’t sure how they’d pay those mortgages now, but they had kids in school and family nearby that might be able to help a little, and many irrationally clung to the possibility that the mill might reopen under new ownership. They stayed, many of them, because staying was easier and less scary than leaving, and because for a while at least they’d be able to draw unemployment benefits. Others remained out of pride. When the realization dawned that they were the victims of corporate greed and global economic forces, they said, okay, sure, fine, they’d been fools but they would not, by God, be run out of the town their grandparents and parents had grown up in and called home.

mozzarella. I do not buy them in packages already grated as there might be something in it that keeps them nicely separated. My parmessan and pecorino romano cheeses are bought in chunks from the delicatessen. When in a rush, I sometimes have them grind it for me. Memories Right after the war, to promote some semblance of sanity, schools were immediately reopened. No longer were the pages

University of Havana Student protests, which actually led to the closure of the university, helped to shape Autonomy for Cuba’s university system. After the school reopened in 1959 the government’s policy was to not interfere with school affairs. On November 27, 2007, five thousand people signed a petition insisting on autonomy from the state as well as freedom of expression for the island nations’ universities and thus, this autonomy was even granted by the present Communist government. The concept of “University Students without Borders” was endorsed by both the students and faculty members, representing universities in the provinces throughout Cuba. The State of New York University (SUNY) in Albany, now offers their students the opportunity to pursue courses in Cuban history, culture and politics. Most of these courses, as well as intensive Spanish language classes, are taught to foreign students in Cuba.

I promised myself that I would talk to her before the summer was over, but schools reopened, the leaves reddened, yellowed, and fell, the rains of winter swept in, baby leaves sprouted once more, and I still hadn’t had the heart, the dil, to even look her in the eye.

The president was right to focus his attention on trying to get schools opened for a host of reasons, and principally the important role that in-class instruction plays for children. But the White House had failed to hone in on a root cause for why many districts remained shut. The CDC’s guidelines were the single greatest obstacle. I was speaking to the White House over this time period, and some officials there didn’t fully appreciate how much impact the six-foot requirement was having on efforts to reopen schools in the fall. They didn’t connect the lines between their policy goals, the parts of the pandemic plan that impacted those objectives, and the actions of the CDC that frustrated these outcomes. It was a breakdown in policymaking, and the way the pandemic playbook was implemented, that would plague other aspects of our response.

The schools didn’t have enough information to guide safe decisions to reopen. At best, these political efforts were a misreading of the value that information could play in supporting action in the setting of uncertainty. Did masks lower the likelihood of spread in classrooms? Did distancing help? Was keeping students in distinct social pods effective? These were critical questions that needed to be answered. If we had data to guide these actions, more schools would have had a framework to know how to both stay open and reduce the risk of outbreaks. Secretary of Education Betsy DeVos said it wasn’t the responsibility of her department to collect and report this information.

The Indian himself must be the answer—he must learn the Scriptures, be taught, and in turn teach his own people. To this end Pete and Jim reopened the missionary school at Shandia that Dr. Tidmarsh had been forced to close. Here in a one-room schoolhouse the youngsters of the community were taught to read and write so that ultimately they could read the Scriptures for themselves.

was in 1954 that the Supreme Court ruled on Brown v. Board of Education of Topeka, declaring segregated schools inherently unequal and therefore unconstitutional. In a subsequent ruling in 1955, the Court ordered school boards to eliminate segregation “with all deliberate speed.” Much of the South translated that phrase loosely to mean whenever they got around to it, which meant a time frame closer to a decade than a semester. One county in Virginia—Prince Edward County—closed its entire school system for five years, from 1959 to 1964, rather than integrate. The state funneled money to private academies for white students. But black students were left on their own. They went to live with relatives elsewhere, studied in church basements, or forwent school altogether. County supervisors relented only after losing their case in the U.S. Supreme Court, choosing finally to reopen the schools rather than face imprisonment. It would take more than fifteen years before most of the South conceded to the Brown ruling and then only under additional court orders. “This was passionately opposed,” wrote the Chickasaw Historical Society, “not only by most of the whites—but by some of the blacks as well.” That sentiment, if true, would have been explained away by the blacks who left as an indication that the blacks who stayed may have been more conciliatory than many of the people in the Great Migration. It wasn’t until the 1970–71 school year that integration finally came to Chickasaw County, and then only after a 1969 court order, Alexander v. Holmes, that gave county and municipal schools in Mississippi until February 1970 to desegregate. But even that deadline would be extended for years for particularly recalcitrant counties. All

Of all organizations, it was oddly enough Wal-Mart that best recognized the complex nature of the circumstances, according to a case study from Harvard’s Kennedy School of Government. Briefed on what was developing, the giant discount retailer’s chief executive officer, Lee Scott, issued a simple edict. “This company will respond to the level of this disaster,” he was remembered to have said in a meeting with his upper management. “A lot of you are going to have to make decisions above your level. Make the best decision that you can with the information that’s available to you at the time, and, above all, do the right thing.” As one of the officers at the meeting later recalled, “That was it.” The edict was passed down to store managers and set the tone for how people were expected to react. On the most immediate level, Wal-Mart had 126 stores closed due to damage and power outages. Twenty thousand employees and their family members were displaced. The initial focus was on helping them. And within forty-eight hours, more than half of the damaged stores were up and running again. But according to one executive on the scene, as word of the disaster’s impact on the city’s population began filtering in from Wal-Mart employees on the ground, the priority shifted from reopening stores to “Oh, my God, what can we do to help these people?” Acting on their own authority, Wal-Mart’s store managers began distributing diapers, water, baby formula, and ice to residents. Where FEMA still hadn’t figured out how to requisition supplies, the managers fashioned crude paper-slip credit systems for first responders, providing them with food, sleeping bags, toiletries, and also, where available, rescue equipment like hatchets, ropes, and boots. The assistant manager of a Wal-Mart store engulfed by a thirty-foot storm surge ran a bulldozer through the store, loaded it with any items she could salvage, and gave them all away in the parking lot. When a local hospital told her it was running short of drugs, she went back in and broke into the store’s pharmacy—and was lauded by upper management for it.

The results in rodents suggest that there is something about ischemic stroke itself that induces a time-limited window of augmented responsiveness to training. Dramatic proof of this conjecture came from a recent experiment by Steve Zeiler and colleagues at Johns Hopkins University School of Medicine. They reasoned that a second motor cortical stroke might paradoxically reopen a sensitive period of responsiveness to training and promote full recovery from a previous first stroke. To test this they gave mice a first stroke in motor cortex and then waited a week before beginning retraining. As expected, the mice recovered only minimally because too much time had been allowed to pass before training was initiated. They then gave these same mice a second stroke in an area near to the original stroke, and, not surprisingly, the animals developed an even worse impairment. The surprising result was that with retraining the mice returned to normal levels of performance. In essence a previous stroke was treated with a new stroke. It should be made clear that this experiment was done to prove definitively that there is a sensitive period after stroke that allows training to promote full recovery at the level of impairment. It is clearly not a viable therapeutic option to induce a second stroke in patients after a first stroke. Other means will need to be found to have the same desired effect without causing more damage to the brain. One promising option is to combine drugs, such as the serotonin reuptake inhibitor Fluoxetine (Prozac), with training early after stroke. Another is to drastically increase the intensity and dosage of behavioral training that patients receive early after stroke.

Do you need to start changing the channel? Are you reliving every hurt, disappointment, and bad break? As long as you’re replaying the negative, you will never fully heal. It’s like a scab that’s starting to get better, but it will only get worse if you pick at it. Emotional wounds are the same way. If you’re always reliving your hurts and watching them on the movie screen of your mind--talking about them, and telling your friends--that’s just reopening the wound. You have to change the channel. When you look back over your life, can you find one good thing that has happened? Can you remember one time where you know it was the hand of God, promoting you, protecting you, and healing you? Switch over to that channel. Get your mind going in a new direction. A reporter asked me not long ago what my biggest failure has been, my biggest regret. I don’t mean to sound arrogant, but I don’t remember what my biggest failure was. I don’t dwell on that. I’m not watching that channel. We all make mistakes. We all do things we wish we had done differently. You can lean from your mistakes, but you’re not supposed to keep them in the forefront of your mind. You’re supposed to remember the things you did right: The times you succeeded. The times you overcame the temptation. The times you were kind to strangers. Some people are not happy because they remember every mistake they’ve made since 1927. They’ve got a running list. Do yourself a big favor and change the channel. Quit dwelling on how you don’t measure up and how you just should have been more disciplined, should have stayed in school, or should have spent more time with your children. You may have fallen down, but focus on the fact that you got back up. You’re here today. You may have made a poor choice, but dwell on your good choices. You may have some weaknesses, but remember your strengths. Quit focusing on what’s wrong with you and start focusing on what’s right with you. You won’t ever become all you were created to be if you’re against yourself. You have to retrain your mind. Be disciplined about what you dwell on.