On_II an_AT1 exceeding_VVG hot_JJ summer_NNT1 day_NNT1 Tamika_NP1 ,_, a_AT1 high_JJ school_NN1 junior_NN1 ,_, and_CC Bill_NP1 ,_, her_APPGE new_JJ boss_NN1 at_II an_AT1 urban_JJ youth_NN1 organization_NN1 ,_, were_VBDR rehearsing_VVG a_AT1 presentation_NN1 for_IF a_AT1 large_JJ technology_NN1 conference_NN1 ._. 
Tamika1_FO sat_VVD at_II her_APPGE computer_NN1 reading_VVG her_APPGE PowerPoint_NN1 slides_VVZ out_RP loud_RR ,_, glancing_VVG at_II Bill_NP1 as_CSA she_PPHS1 spoke_VVD ._. 
Although_CS by_RR21 far_RR22 his_APPGE junior_JJ ,_, she_PPHS1 had_VHD been_VBN at_II their_APPGE technology-oriented_JJ organization_NN1 for_IF two_MC and_CC a_AT1 half_DB years_NNT2 and_CC was_VBDZ in_II31 charge_II32 of_II33 several_DA2 younger_JJR youth_NN1 ._. 
Bill_NP1 ,_, on_II the_AT other_JJ hand_NN1 ,_, had_VHD been_VBN the_AT Mapping_NN1 Program_NN1 Director_NN1 for_IF only_RR 10_MC days_NNT2 ,_, and_CC he_PPHS1 had_VHD less_DAR experience_NN1 with_IW some_DD of_IO the_AT technology_NN1 than_CSN did_VDD Tamika_NP1 ._. 
As_II the_AT two_MC of_IO them_PPHO2 worked_VVD on_II her_APPGE presentation_NN1 their_APPGE rehearsal_NN1 went_VVD far_RR beyond_II repetition_NN1 of_IO a_AT1 script_NN1 ._. 
Instead_RR ,_, it_PPH1 became_VVD an_AT1 opportunity_NN1 for_IF them_PPHO2 both_DB2 to_TO examine_VVI Tamika_NP1 's_GE role_NN1 and_CC to_TO construct_VVI a_AT1 fluid_NN1 expert/novice_NN1 relation_NN1 through_II the_AT very_JJ adult_NN1 practices_NN2 of_IO mapmaking_VVG and_CC conference_NN1 preparation_NN1 ._. 
That_CST they_PPHS2 were_VBDR engaged_VVN in_II a_AT1 rehearsal_NN1 for_IF a_AT1 public_JJ presentation_NN1 was_VBDZ characteristic_JJ of_IO Hope_NP1 works_VVZ ,_, the_AT Camden_NP1 ,_, New_NP1 Jersey_NP1 ,_, organization_NN1 at_II which_DDQ both_RR worked_VVN ._. 
In_II the_AT after-school_JJ program_NN1 youth_NN1 ages_NN2 14-18_MCMC were_VBDR learning_VVG the_AT digital_JJ technologies_NN2 of_IO web_NN1 design_NN1 and_CC Geographical_JJ Information_NN1 Systems_NN2 mapping_VVG ._. 
(_( GIS_NN2 ,_, widely_RR used_VVN by_II a_AT1 wide_JJ variety_NN1 of_IO government_NN1 and_CC community_NN1 organizations_NN2 ,_, is_VBZ a_AT1 sophisticated_JJ tool_NN1 for_IF producing_VVG maps_NN2 with_IW nearly_RR infinite_JJ layers_NN2 of_IO data_NN ._. )_) 
Hope_VV0 works_NN hires_VVZ the_AT youth_NN1 who_PNQS complete_VV0 their_APPGE training_NN1 to_TO produce_VVI and_CC present_JJ maps_NN2 to_II community_NN1 and_CC national_JJ clients_NN2 ._. 
Their_APPGE jobs_NN2 also_RR frequently_RR include_VV0 presentations_NN2 at_II adult_NN1 conferences_NN2 ,_, community_NN1 events_NN2 ,_, and_CC on_II the_AT radio_NN1 ._. 
During_II the_AT time_NNT1 I_PPIS1 observed_VVD them_PPHO2 ,_, rehearsals_NN2 for_IF all_DB of_IO such_DA events_NN2 went_VVD beyond_II "_" learning_VVG lines_NN2 ,_, "_" instead_RR becoming_VVG opportunities_NN2 for_IF both_DB2 the_AT youth_NN1 and_CC the_AT adults_NN2 to_TO analyze_VVI their_APPGE roles_NN2 ._. 
As_CSA McLaughlin_NP1 and_CC Heath_NP1 ,_, Cole_NP1 ,_, and_CC others_NN2 have_VH0 noted_VVN ,_, such_DA opportunities_NN2 for_IF youth_NN1 to_TO try_VVI on_II adult_NN1 roles_NN2 can_VM have_VHI a_AT1 powerful_JJ impact_NN1 on_II youth_NN1 learning_NN1 ._. 
Youth_NN1 learning_NN1 is_VBZ also_RR enhanced_VVN when_CS adult_JJ communities_NN2 include_VV0 youth_NN1 perspectives_NN2 ,_, avoiding_VVG reliance_NN1 on_II one-way_JJ learning_NN1 in_II which_DDQ newcomers_NN2 adopt_VV0 new_JJ roles_NN2 unquestioningly_RR ._. 
Rehearsals_NN2 for_IF events_NN2 in_II adult_NN1 worlds_NN2 can_VM thus_RR become_VVI important_JJ sites_NN2 for_IF the_AT higher-order_JJ thinking_NN1 that_CST is_VBZ a_AT1 lever_NN1 into_II new_JJ frameworks_NN2 of_IO participation_NN1 in_II adult_NN1 communities._NNU 1_MC1 ._. 
Theoretical_JJ framework_NN1 1.1_MC ._. 
The_AT contexts_NN2 of_IO youth_NN1 development_NN1 Urban_JJ youth_NN1 organizations_NN2 are_VBR frequently_RR formed_VVN as_CSA ad_JJ21 hoc_JJ22 responses_NN2 to_II local_JJ concerns_NN2 ;_; their_APPGE missions_NN2 are_VBR both_RR multifarious_JJ and_CC well_RR documented_VVN ._. 
Among_II their_APPGE missions_NN2 are_VBR leadership_NN1 ,_, community_NN1 connection_NN1 ,_, safety_NN1 ,_, literacy_NN1 improvement_NN1 ,_, technology_NN1 ,_, arts_NN2 ,_, and_CC sports_NN2 ._. 
Many_DA2 organizations_NN2 have_VH0 singular_NN1 focuses_VVZ such_II21 as_II22 recreation_NN1 ,_, literacy_NN1 ,_, or_CC technology_NN1 in_II which_DDQ youth_NN1 remain_VV0 in_II their_APPGE student_NN1 roles_NN2 ._. 
Other_JJ organizations_NN2 with_IW a_AT1 more_RGR developmental_JJ bent_NN1 encourage_VV0 youth_NN1 to_TO take_VVI on_II new_JJ roles_NN2 and_CC adopt_VVI new_JJ kinds_NN2 of_IO thinking_NN1 ._. 
In_RR21 part_RR22 the_AT variations_NN2 in_II mission_NN1 and_CC structure_NN1 are_VBR a_AT1 consequence_NN1 of_IO the_AT historical_JJ development_NN1 of_IO youth_NN1 organizations_NN2 in_II the_AT United_NP1 States._NP1 1.2_MC ._. 
Expertise_NN1 ,_, activity_NN1 ,_, multiliteracies_NN2 ,_, and_CC situated_VVN cognition_NN1 Community/youth_NN1 partnerships_NN2 assume_VV0 that_DD1 youth_NN1 will_VM construct_VVI and_CC use_VVI new_JJ knowledge_NN1 --_NN1 that_CST they_PPHS2 will_VM gain_VVI expertise_NN1 ._. 
Expertise_NN1 is_VBZ widely_RR understood_VVN as_II a_AT1 three-stage_JJ phenomenon_NN1 in_II which_DDQ learners_NN2 first_MD become_VV0 acclimated_VVN to_II a_AT1 knowledge_NN1 base_NN1 or_CC activity_NN1 --_NN1 that_REX21 is_REX22 ,_, they_PPHS2 gain_VV0 superficial_JJ understanding_NN1 ._. 
When_CS they_PPHS2 have_VH0 a_AT1 basic_JJ working_JJ knowledge_NN1 and_CC can_VM think_VVI with_IW some_DD depth_NN1 about_II a_AT1 task_NN1 ,_, they_PPHS2 have_VH0 arrived_VVN at_II the_AT second_MD stage_NN1 ,_, competence_NN1 ._. 
Finally_RR ,_, with_IW proficiency_NN1 learners_NN2 can_VM see_VVI larger_JJR patterns_NN2 and_CC ask_VVI searching_VVG questions_NN2 ._. 
As_CSA Hatano_NP1 and_CC Oura_NP1 argue_VV0 ,_, however_RR ,_, it_PPH1 is_VBZ important_JJ to_TO avoid_VVI seeing_VVG proficiency_NN1 as_CSA perfect_JJ performance_NN1 of_IO a_AT1 task_NN1 ,_, noting_VVG the_AT example_NN1 of_IO music_NN1 students_NN2 who_PNQS perform_VV0 just_RR for_IF a_AT1 teacher_NN1 's_GE approval_NN1 and_CC thus_RR remain_VV0 novices_NN2 ._. 
Only_RR when_CS they_PPHS2 are_VBR able_JK to_TO imagine_VVI the_AT point_NN1 of_IO view_NN1 of_IO a_AT1 real_JJ audience_NN1 are_VBR they_PPHS2 able_JK to_TO negotiate_VVI changes_NN2 in_II their_APPGE values_NN2 and_CC identities_NN2 that_CST are_VBR the_AT hallmarks_NN2 of_IO real_JJ expertise_NN1 ._. 
A_AT1 Hope_NN1 works_VVZ youth_NN1 who_PNQS memorizes_VVZ a_AT1 presentation_NN1 but_CCB goes_VVZ no_AT further_RRR may_VM deliver_VVI the_AT presentation_NN1 competently_RR but_CCB without_IW understanding_NN1 what_DDQ an_AT1 audience_NN1 will_VM make_VVI of_IO it_PPH1 or_CC the_AT possible_JJ activity_NN1 that_CST could_VM ensue_VVI in_II a_AT1 question_NN1 and_CC answer_VVI session_NNT1 ._. 
Responding_VVG to_II audience_NN1 questions_NN2 requires_VVZ the_AT youth_NN1 to_TO have_VHI awareness_NN1 of_IO their_APPGE roles_NN2 as_CSA speakers_NN2 ,_, the_AT importance_NN1 of_IO the_AT presentation_NN1 ,_, and_CC its_APPGE possible_JJ meaning_NN1 to_II an_AT1 audience_NN1 ._. 
It_PPH1 is_VBZ easy_JJ to_TO see_VVI adaptive_JJ expertise_NN1 in_II such_DA presentations_NN2 since_CS they_PPHS2 are_VBR "_" socially_RR mediated_VVD "_" processes_NN2 that_CST require_VV0 problem_NN1 solving_NN1 ._. 
This_DD1 adaptive_JJ expertise_NN1 is_VBZ quite_RG different_JJ from_II the_AT interpretation_NN1 of_IO proficiency_NN1 as_II an_AT1 individualistic_JJ and_CC perfected_VVD performance._NNU 2_MC ._. 
Methods_NN2 Hopeworks_NP1 is_VBZ a_AT1 business_NN1 with_IW a_AT1 goal_NN1 of_IO youth_NN1 college_NN1 attendance_NN1 and_CC leadership_NN1 ._. 
It_PPH1 provides_VVZ services_NN2 to_II other_JJ businesses_NN2 ,_, indexing_VVG the_AT language_NN1 and_CC practices_NN2 of_IO business_NN1 ._. 
There_EX are_VBR other_JJ organizations_NN2 for_IF youth_NN1 that_CST are_VBR more_RGR frankly_RR oriented_VVN to_II training_NN1 youth_NN1 to_TO become_VVI business_NN1 people_NN (_( e.g._REX ,_, Network_NN1 for_IF Teaching_VVG Entrepreneurship_NP1 )_) ;_; and_CC even_RR Youth_NN1 Radio_NN1 articulates_VVZ "_" leaders&lsqb;hip&rsqb;_NN1 in_II the_AT multimedia_NN industry_NN1 "_" (_( along_II21 with_II22 mentoring_VVG and_CC community_NN1 involvement_NN1 )_) as_II a_AT1 goal_NN1 ._. 
The_AT business_NN1 focus_NN1 in_II these_DD2 organizations_NN2 returns_VVZ us_PPIO2 to_II the_AT ambivalence_NN1 about_II youth_NN1 ,_, work_VV0 ,_, and_CC formal_JJ learning_NN1 with_IW which_DDQ this_DD1 section_NN1 began_VVD ._. 
On_II the_AT one_MC1 hand_NN1 ,_, Hope_NP1 works_VVZ youth_NN1 are_VBR paid_VVN for_IF work_NN1 that_CST is_VBZ frequently_RR more_RGR interesting_JJ than_CSN the_AT minimum_JJ wage_NN1 jobs_NN2 they_PPHS2 might_VM be_VBI able_JK to_TO find_VVI in_II Camden_NP1 or_CC the_AT nearby_JJ suburbs_NN2 ._. 
Many_DA2 are_VBR the_AT sole_JJ supporters_NN2 in_II their_APPGE families_NN2 ,_, and_CC their_APPGE jobs_NN2 at_II Hopeworks_NP1 also_RR have_VH0 the_AT benefits_NN2 of_IO college_NN1 counseling_NN1 and_CC other_JJ supports_NN2 ._. 
In_II learning_VVG new_JJ ways_NN2 of_IO thinking_NN1 and_CC interacting_VVG with_IW adults_NN2 in_II the_AT community_NN1 the_AT youth_NN1 are_VBR able_JK to_TO take_VVI on_II a_AT1 "_" meta_NN1 "_" view_NN1 of_IO how_RRQ communities_NN2 work_VV0 ._. 
But_CCB training_NN1 youth_NN1 in_II business_NN1 practices_NN2 can_VM also_RR be_VBI equivocal_JJ and_CC unsettling_VVG ._. 
As_II Gee_UH ,_, Hull_NP1 ,_, and_CC Lankshear_NP1 argue_VV0 ,_, the_AT New_JJ Capitalism_NN1 is_VBZ nicely_RR aligned_VVN with_IW learning_VVG research_NN1 that_CST privileges_NN2 collaboration_NN1 and_CC expertise_NN1 ._. 
Seeing_VVG social_JJ interaction_NN1 as_CSA non-consumerist_NN1 can_VM be_VBI difficult_JJ ,_, they_PPHS2 argue_VV0 ,_, especially_RR in_II situations_NN2 where_RRQ knowledge_NN1 remains_VVZ tacit_JJ and_CC is_VBZ gained_VVN through_II subtle_JJ immersion_NN1 in_II community_NN1 practices_NN2 ._. 
The_AT uncertainty_NN1 about_II who_PNQS benefits_NN2 from_II youth_NN1 expertise_NN1 is_VBZ ,_, perhaps_RR ,_, a_AT1 question_NN1 of_IO authority_NN1 ,_, which_DDQ is_VBZ achieved_VVN when_CS learners_NN2 can_VM account_VVI for_IF the_AT responses_NN2 of_IO audiences_NN2 with_IW multiple_JJ points_NN2 of_IO view_NN1 ;_; it_PPH1 thus_RR depends_VVZ in_RR21 part_RR22 on_II youths_NN2 '_GE ability_NN1 to_TO parse_VVI the_AT "_" larger_JJR social_JJ structures_NN2 "_" ._. 
2.1_MC ._. 
Setting_NN1 and_CC participants_NN2 A_ZZ1 joint_JJ effort_NN1 of_IO two_MC Lutheran_JJ and_CC one_MC1 Catholic_JJ parish_NN1 ,_, Hope_VV0 works_NN was_VBDZ 8_MC years_NNT2 old_JJ at_II the_AT time_NNT1 of_IO this_DD1 writing_NN1 ._. 
It_PPH1 runs_VVZ two_MC nonprofit_JJ businesses_NN2 and_CC emphasizes_VVZ school_NN1 completion_NN1 ,_, technology_NN1 ,_, and_CC "_" learning_VVG to_TO learn_VVI ._. "_" 
In_II31 addition_II32 to_II33 its_APPGE GIS_NN2 entry_NN1 point_NN1 there_EX is_VBZ a_AT1 Web_NN1 Design_NN1 program_NN1 in_II which_DDQ youth_NN1 also_RR may_VM be_VBI employed_VVN after_II training_NN1 ._. 
Both_DB2 programs_NN2 have_VH0 apprenticeship_NN1 structures_NN2 in_II which_DDQ the_AT youth_NN1 take_VV0 on_RP increasing_JJ responsibility_NN1 as_CSA tour-givers_NN2 ,_, in_II client_NN1 work_NN1 ,_, and_CC as_CSA presenters_NN2 at_II conferences_NN2 and_CC other_JJ public_JJ venues_NN2 ._. 
Around_RG a_AT1 hundred_NNO youth_NN1 per_II year_NNT1 ,_, aged_VVN 11-23_MCMC ,_, enter_VV0 the_AT Hope_NN1 Through_II School_NN1 (_( for_IF youth_NN1 in_II middle_NN1 or_CC high_JJ school_NN1 )_) or_CC Day_NP1 Training_NN1 programs_NN2 ,_, the_AT latter_DA for_IF older_JJR youth_NN1 who_PNQS have_VH0 left_VVN school_NN1 ._. 
All_DB youth_NN1 take_VV0 the_AT Test_NN1 of_IO Adult_JJ Basic_JJ Education_NN1 upon_II entering_VVG ;_; the_AT older_JJR youth_NN1 use_VV0 the_AT Literacy_NN1 Program_NN1 supports_VVZ in_RP both_RR math_NN1 and_CC English_JJ to_TO prepare_VVI for_IF the_AT entrance_NN1 exam_NN1 for_IF Camden_NP1 County_NN1 College_NN1 and_CC then_RT to_TO begin_VVI the_AT application_NN1 process_NN1 ._. 
High_JJ school_NN1 youth_NN1 work_VV0 on_RP SAT_VVD preparation_NN1 ._. 
The_AT self-paced_JJ GIS_NN2 curriculum_NN1 is_VBZ geared_VVN to_II adults_NN2 ,_, but_CCB it_PPH1 also_RR is_VBZ school-like_JJ ._. 
Literacy_NN1 activities_NN2 thus_RR vary_VV0 from_II the_AT technological_JJ to_II the_AT school-based_NN1 ,_, and_CC the_AT youth_NN1 move_VV0 not_XX from_II grade_NN1 to_II grade_NN1 but_CCB rather_RR from_II role_NN1 to_II role_NN1 ,_, with_IW increasingly_RR central_JJ participation_NN1 in_II the_AT community._NNU 2.2_MC ._. 
Data_NN collection_NN1 and_CC analysis_NN1 The_AT data_NN in_II this_DD1 study_NN1 were_VBDR collected_VVN over_RG 6_MC years_NNT2 beginning_VVG in_II 2003_MC ._. 
On_II my_APPGE first_MD day_NNT1 I_PPIS1 noticed_VVD two_MC high_JJ school_NN1 youth_NN1 leading_VVG teams_NN2 of_IO other_JJ youth_NN1 in_II GIS_NN2 data_NN collection_NN1 and_CC mapping_NN1 ,_, and_CC my_APPGE research_NN1 question_NN1 quickly_RR became_VVD how_RRQ they_PPHS2 had_VHD achieved_VVN their_APPGE status_NN1 as_CSA team_NN1 leaders_NN2 using_VVG this_DD1 quite_RG complex_JJ technological_JJ mapping_NN1 process_NN1 ._. 
After_CS my_APPGE initial_JJ 3-month_JJ long_JJ observation_NN1 I_PPIS1 visited_VVD occasionally_RR over_II the_AT next_MD year_NNT1 and_CC collaborated_VVD with_IW Father_NNB Jeff_NP1 and_CC one_MC1 of_IO the_AT youth_NN1 in_II two_MC international_JJ conference_NN1 presentations_NN2 ._. 
I_PPIS1 began_VVD to_TO see_VVI the_AT multiple_JJ roles_NN2 that_CST the_AT youth_NN1 played_VVD ,_, and_CC when_CS I_PPIS1 returned_VVD in_II February_NPM1 2005_MC I_PPIS1 began_VVD to_TO look_VVI at_II how_RRQ participation_NN1 structures_NN2 encouraged_VVD ,_, and_CC sometimes_RT discouraged_VVD ,_, transitions_NN2 into_II new_JJ and_CC challenging_JJ roles_NN2 ._. 
From_II then_RT until_II September_NPM1 2005_MC I_PPIS1 was_VBDZ onsite_NN1 approximately_RR 5-6_MCMC h_ZZ1 a_AT1 day_NNT1 3-5_MCMC days_NNT2 a_AT1 week_NNT1 ;_; for_IF the_AT following_JJ 4_MC months_NNT2 I_PPIS1 attended_VVD 1_MC1 day_NNT1 per_II week_NNT1 ._. 
I_PPIS1 visited_VVD occasionally_RR over_II the_AT next_MD year_NNT1 and_CC returned_VVD again_RT in_II January_NPM1 2007_MC ._. 
For_IF the_AT next_MD 2_MC years_NNT2 I_PPIS1 continued_VVD to_TO collect_VVI data_NN one_MC1 afternoon_NNT1 per_II week_NNT1 ._. 
Because_CS the_AT rehearsals_NN2 are_VBR ubiquitous_JJ they_PPHS2 are_VBR opportunities_NN2 for_IF both_RR less_RGR skilled_JJ and_CC more_RGR knowledgeable_JJ youth_NN1 to_TO take_VVI on_RP new_JJ roles_NN2 ._. 
Amir_NP1 's_GE observations_NN2 to_II his_APPGE peers_NN2 ,_, for_REX21 example_REX22 ,_, demonstrated_VVD his_APPGE readiness_NN1 to_TO assume_VVI the_AT role_NN1 of_IO more-expert_NN1 peer_NN1 ._. 
Lakesha_NN1 and_CC Alejandro_NP1 's_GE contest_NN1 for_IF status_NN1 required_VVN them_PPHO2 both_DB2 to_TO assess_VVI the_AT rehearsal_NN1 process_NN1 itself_PPX1 and_CC then_RT allowed_VVD them_PPHO2 to_TO use_VVI their_APPGE own_DA knowledge_NN1 about_II the_AT Camden_NP1 schools_NN2 ._. 
Tamika_NP1 's_GE rehearsal_NN1 allowed_VVD all_DB participants_NN2 not_XX only_RR to_TO construct_VVI a_AT1 commentary_NN1 on_II her_APPGE role_NN1 within_II the_AT presentation_NN1 ,_, but_CCB also_RR actually_RR to_TO construct_VVI her_APPGE role_NN1 ._. 
Tamika_NP1 accomplished_VVD this_DD1 first_MD through_II an_AT1 analytical_JJ discussion_NN1 of_IO what_DDQ she_PPHS1 did_VDD as_II a_AT1 GIS_NN2 trainer_NN1 ,_, and_CC second_NNT1 ,_, in_II the_AT developing_JJ relation_NN1 as_CSA partners_NN2 that_CST she_PPHS1 and_CC her_APPGE boss_NN1 established_VVN as_CSA they_PPHS2 talked_VVD ._. 
In_II these_DD2 kinds_NN2 of_IO practices_NN2 it_PPH1 is_VBZ possible_JJ to_TO see_VVI the_AT interweaving_NN1 of_IO technological_JJ tool_NN1 (_( PowerPoint_NP1 )_) ,_, several_DA2 social_JJ languages_NN2 ,_, role_NN1 ,_, and_CC reflection_NN1 ._. 
Together_RL Tamika_NP1 and_CC Bill_NP1 use_NN1 mouse_NN1 clicks_NN2 ,_, commentary_NN1 ,_, and_CC the_AT keyboard_NN1 to_TO construct_VVI a_AT1 representation_NN1 of_IO who_PNQS Tamika_NP1 is_VBZ at_II Hopeworks_NP1 and_CC who_PNQS she_PPHS1 can_VM become_VVI to_II other_JJ professionals._NNU 3_MC ._. 
Results_NN2 3.1_MC ._. 
The_AT larger_JJR pattern_NN1 of_IO rehearsal_NN1 Hope_NN1 works_VVZ practices_NN2 are_VBR saturated_VVN with_IW rehearsal_NN1 ._. 
In_II this_DD1 section_NN1 I_PPIS1 look_VV0 briefly_RR at_II examples_NN2 to_TO define_VVI the_AT larger_JJR pattern_NN1 that_CST exists_VVZ throughout_II the_AT organization_NN1 ._. 
The_AT general_JJ format_NN1 of_IO these_DD2 rehearsals_NN2 consists_VVZ of_IO a_AT1 run-through_JJ of_IO "_" lines_NN2 "_" followed_VVN by_II a_AT1 series_NN of_IO assessments_NN2 ._. 
Some_DD are_VBR brief_JJ and_CC occasionally_RR even_RR impromptu_JJ :_: for_REX21 example_REX22 ,_, a_AT1 board_NN1 member_NN1 who_PNQS was_VBDZ a_AT1 local_JJ businessman_NN1 happened_VVD to_TO be_VBI in_II the_AT building_NN1 while_CS a_AT1 team_NN1 of_IO youth_NN1 made_VVD appointments_NN2 to_TO sell_VVI ads_NN2 for_IF a_AT1 new_JJ map_NN1 ._. 
A_AT1 quick_JJ rehearsal_NN1 with_IW the_AT board_NN1 member_NN1 helped_VVD them_PPHO2 understand_VVI the_AT kinds_NN2 of_IO questions_NN2 that_CST they_PPHS2 would_VM encounter_VVI in_II their_APPGE appointments_NN2 with_IW local_JJ businesses_NN2 ,_, and_CC they_PPHS2 answered_VVD well_RR enough_RR that_CST the_AT board_NN1 member_NN1 became_VVD their_APPGE first_MD customer_NN1 ._. 
More_RGR formal_JJ brief_JJ rehearsals_NN2 include_VV0 learning_VVG to_TO give_VVI tours_NN2 ,_, which_DDQ even_RR new_JJ youth_NN1 are_VBR expected_VVN to_TO be_VBI able_JK to_TO do_VDI for_IF visitors_NN2 ,_, and_CC preparing_VVG for_IF internship_NN1 interviews_NN2 ._. 
There_EX are_VBR also_RR digital_JJ storytelling_NN1 workshops_NN2 each_DD1 semester_NN1 ,_, and_CC as_CSA youth_NN1 prepare_VV0 to_TO record_VVI the_AT personal_JJ narratives_NN2 with_IW which_DDQ they_PPHS2 will_VM later_RRR coordinate_VVI images_NN2 they_PPHS2 often_RR mention_VV0 their_APPGE status_NN1 as_CSA Camden_NP1 residents_NN2 ._. 
One_MC1 very_RG subdued_JJ reader_NN1 who_PNQS rushed_VVD through_II her_APPGE script_NN1 remarked_VVD that_CST no_PN121 one_PN122 expected_VVD much_RR from_II Camden_NP1 girls_NN2 anyway._NNU 5_MC ._. 
Conclusion_NN1 Rehearsals_NN2 are_VBR usually_RR seen_VVN as_CSA pro_NN121 forma_NN122 activities_NN2 ,_, as_CSA paths_NN2 to_II the_AT more_RGR "_" real_JJ "_" activity_NN1 of_IO performance_NN1 ,_, and_CC are_VBR infrequently_RR examined_VVN ._. 
As_II the_AT examples_NN2 in_II this_DD1 paper_NN1 demonstrate_VV0 ,_, however_RR ,_, they_PPHS2 are_VBR elastic_JJ spaces_NN2 that_CST can_VM accommodate_VVI multiple_JJ kinds_NN2 interaction_NN1 ,_, problem_NN1 solving_NN1 ,_, and_CC assessment_NN1 ,_, all_DB of_IO them_PPHO2 linked_VVN to_II youth_NN1 participation_NN1 in_II professional_JJ activities_NN2 ._. 
The_AT rehearsal_NN1 activities_NN2 that_CST saturate_VV0 Hope_NN1 works_NN require_VV0 the_AT youth_NN1 to_TO begin_VVI to_TO think_VVI like_II presenters_NN2 and_CC designers_NN2 ._. 
They_PPHS2 use_VV0 multiple_JJ literacies_NN2 with_IW multiple_JJ attached_JJ professional_JJ languages_NN2 --_NN1 a_AT1 variety_NN1 of_IO semiotic_JJ domains_NN2 --_JJ to_TO construct_VVI their_APPGE presentations_NN2 ._. 
Because_II21 of_II22 its_APPGE multiple_JJ emphases_NN2 on_II school_NN1 ,_, business_NN1 ,_, and_CC youth_NN1 development_NN1 ,_, Hope_NP1 works_VVZ practices_NN2 continually_RR ask_VV0 youth_NN1 to_TO examine_VVI what_DDQ they_PPHS2 are_VBR doing_VDG from_II the_AT points_NN2 of_IO view_NN1 of_IO many_DA2 different_JJ communities_NN2 ;_; its_APPGE participation_NN1 structures_NN2 have_VH0 both_RR an_AT1 internal_JJ focus_NN1 and_CC an_AT1 external_JJ one_PN1 that_CST situates_VVZ the_AT problem_NN1 solving_NN1 and_CC creating_VVG that_CST the_AT youth_NN1 do_VD0 in_II the_AT practices_NN2 of_IO adult_NN1 work_NN1 ._. 
As_CSA Engestrom_NP1 ,_, Bransford_NP1 et_RA21 al._RA22 ,_, Hatano_NP1 and_CC Oura_NP1 and_CC others_NN2 argue_VV0 ,_, participation_NN1 with_IW both_DB2 internal_JJ and_CC external_JJ focuses_NN2 promotes_VVZ changes_NN2 in_II learning_NN1 ,_, values_NN2 ,_, and_CC identity_NN1 that_CST bespeak_VV0 real_JJ development_NN1 ._. 
It_PPH1 is_VBZ thus_RR important_JJ that_CST these_DD2 rehearsals_NN2 be_VBI linked_VVN to_II real_JJ world_NN1 performance_NN1 rather_II21 than_II22 only_JJ performance_NN1 for_IF staff_NN or_CC teacher_NN1 approval_NN1 ._. 
For_IF urban_JJ youth_NN1 whose_DDQGE schools_NN2 are_VBR unable_JK to_TO connect_VVI them_PPHO2 to_II adult_NN1 worlds_NN2 in_II meaningful_JJ ways_NN2 this_DD1 situated_VVN learning_VVG environment_NN1 is_VBZ crucial_JJ ,_, both_RR in_II its_APPGE multiplicity_NN1 and_CC in_II linking_VVG youth_NN1 worlds_NN2 of_IO school_NN1 ,_, college_NN1 ,_, community_NN1 ,_, and_CC work_VV0 together_RL ._. 
