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So, I want to talk to you
about the forgotten middle.
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To me, they are the students,
coworkers and plain old regular folks
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who are often overlooked
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because they're seen
as neither exceptional nor problematic.
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They're the kids we think we can ignore
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because their needs for support
don't seem particularly urgent.
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They're the coworkers
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who actually keep the engines
of our organizations running,
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but who aren't seen as the innovators
who drive excellence.
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In many ways, we overlook
the folks in the middle
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because they don't keep us
up awake at night
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wondering what crazy thing
they're going to come up with next.
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(Laughter)
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And the truth is that we've come to rely
on their complacency
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and sense of disconnection
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because it makes our work easier.
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You see, I know a little bit
about the forgotten middle.
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As a junior high school student,
I hung out in the middle.
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For a long time,
I had been a good student.
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But seventh grade was a game changer.
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I spent my days gossiping, passing notes,
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generally goofing off with my friends.
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I spent my homework time on the phone,
reviewing each day's events.
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And in many ways, although I was
a typical 12-year-old girl,
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my ambivalence about my education
led to pretty average grades.
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Luckily for me, my mother understood
something important,
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and that was that my location
was not my destination.
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As a former research librarian
and an educator,
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my mother knew that I was capable
of accomplishing a lot more.
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But she also understood
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that because I was a young
black woman in America,
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I might not have opportunities
out of the middle
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if she wasn't intentional
about creating them.
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So she moved me to a different school.
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She signed me up for leadership
activities in my neighborhood.
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And she began to talk to me more seriously
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about college and career options
I could aspire to.
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My mother's formula for getting me
out of the middle was pretty simple.
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She started with high expectations.
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She made it her business to figure out
how to set me up for success.
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She held me accountable
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and, along the way,
she convinced me that I had the power
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to create my own story.
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That formula didn't just help me
get out of my seventh grade slump --
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I used it later on in New York City,
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when I was working with kids
who had a lot of potential,
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but not a lot of opportunities
to go to and complete college.
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You see, high-performing students
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tend to have access
to additional resources,
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like summer enrichment activities,
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internships,
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and an expansive curriculum
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that takes them out of the classroom
and into the world
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in ways that look great
on college applications.
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But we're not providing
those kinds of opportunities for everyone.
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And the result isn't just
that some kids miss out.
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I think we, as a society, miss out too.
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You see, I've got a crazy theory
about the folks in the middle.
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I think there are some unclaimed
winning lottery tickets in the middle.
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I think the cure for cancer
and the path to world peace
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might very well reside there.
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Now, as a former middle school teacher,
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I'm not saying that magically everyone
is suddenly going to become an A student.
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But I also believe
that most folks in the middle
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are capable of a lot more.
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And I think people stay in the middle
because that's where we relegated them to
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and, sometimes, that's just
where they're kind of chilling
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while they figure things out.
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All of our journeys
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are made up of a series of rest stops,
accelerations, losses and wins.
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We have a responsibility to make sure
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that one's racial, gender, cultural
and socioeconomic identity
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is never the reason you didn't have
access out of the middle.
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So, just as my mother did with me,
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I began with high expectations
with my young people.
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And I started with the question.
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I stopped asking kids,
"Hey, do you want to go to college?"
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I started asking them,
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"What college would you like to attend?"
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You see, the first question --
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(Applause)
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The first question leaves
a lot of vague possibilities open.
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But the second question
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says something about what I thought
my young people were capable of.
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On a basic level,
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it assumes that they're going to
graduate from high school successfully.
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It also assumed
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that they would have
the kinds of academic records
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that could get them college
and university admissions.
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And I'm proud to say
that the high expectations worked.
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While black and Latinx students
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nationally tend to graduate from college
in six years or less,
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at a percent of 38,
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we were recognized by the College Board
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for our ability not to just
get kids into college,
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but to get them through college.
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(Applause)
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But I also understand
that high expectations are great,
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but it takes a little bit more than that.
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You wouldn't ask a pastry chef
to bake a cake without an oven.
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And we should not be asking
the folks in the middle to make the leap
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without providing them with the tools,
strategies and support they deserve
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to make progress in their lives.
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A young woman I had been
mentoring for a long time, Nicole,
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came to my office one day,
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after her guidance counselor
looked at her pretty strong transcript
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and expressed utter shock and amazement
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that she was even interested
in going to college.
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What the guidance counselor didn't know
was that through her community,
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Nicole had had access
to college prep work,
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SAT prep and international
travel programs.
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Not only was college in her future,
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but I'm proud to say that Nicole
went on to earn two master's degrees
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after graduating from Purdue University.
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(Applause)
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We also made it our business
to hold our young people accountable,
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but also to instill a sense
of accountability in those young people
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to themselves, to each other,
to their families and their communities.
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We doubled down
on asset-based youth development.
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We went on leadership retreats
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and did high ropes courses
and low ropes courses
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and tackled life's biggest
questions together.
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The result was that the kids
really bought into the notion
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that they were accountable
for achieving these college degrees.
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It was so gratifying to see the kids
calling each other and texting each other
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to say, "Hey, why are you late
for SAT prep?"
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And, "What are you packing
for the college tour tomorrow?"
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We really worked to kind of make
college the thing to do.
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We began to create programs
on college campuses
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and events that allow young people
to really visualize themselves
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as college students and college graduates.
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Me and my staff
rocked our own college gear
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and had lots of fun, healthy competition
about whose school was better than whose.
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The kids really bought into it,
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and they began to see that something more
was possible for their lives.
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Not only that -- they could look around
at that college-going community
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and see kids who came
from the same backgrounds
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and the same neighborhoods,
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and who were aspiring to the same things.
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That sense of belonging was really key,
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and it showed up in a remarkable,
beautiful way one day
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when we were in the Johannesburg airport,
waiting to go through customs
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on our way to Botswana
for a service learning trip.
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I saw a group of kids
kind of huddled in a circle.
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Usually, with teens,
that means something's going on.
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(Laughter)
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So I kind of walked up behind the kids
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to figure out what they were
talking about.
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They were comparing passport stamps.
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(Laughter)
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And they were dreaming out loud
about all the other countries
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they planned to visit in the future.
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And seeing these young people
from New York City
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go on to not just become college students,
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but to participate
in study abroad programs,
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and to then take jobs around the world,
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was incredibly gratifying.
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When I think of my kids
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and all the doctors, lawyers,
teachers, social workers,
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journalists and artists
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who came from our little nook
in New York City,
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I hate to think
of what would have happened
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if we hadn't invested in the middle.
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Just think about all
that their communities and the world
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would have missed out on.
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This formula for the middle
doesn't just work with young people.
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It can transform
our organizations as well.
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We can be more bold
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in coming up and articulating a mission
that inspires everyone.
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We can authentically
invite our colleagues to the table
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to come up with a strategy
to meet the mission.
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We can give meaningful feedback
to folks along the way,
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and -- and sometimes most importantly --
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make sure that you're sharing credit
for everyone's contributions.
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What happened when my staff
aimed high for themselves
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is that what they were able
to do for young people
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was pretty transformational.
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And it's been so wonderful to look back
and see all of my former colleagues
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who've gone on to get doctorates
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and assume leadership roles
in other organizations.
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We have what it takes to inspire
and uplift the folks in the middle.
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We can extend love
to the people in the middle.
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We can challenge our own biases
about who deserves a hand-up, and how.
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We can structure our organizations,
communities and institutions
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in ways that are inclusive
and that uphold principles of equity.
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Because, in the final analysis,
what is often mistaken for a period
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is really just a comma.
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Thank you.
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(Applause)