their multilingual texts and diverse perspectives were viewed as meaningful contributions to the "fanon" or collective body of fan knowledge (Black, 2005). As ELLs, this acceptance was important to focal participants' literacy and language socialization for several reasons

The dissimilarities between the girls' fanfics and English language arts practice essays might have offered an interesting entry point for discussion about how different communicative contexts can narrow the range of Available Designs to draw on.

In such a setting, a more self-consciously "hybrid" text like a fanfic would serve the writer poorly.

Instead of writing Eileen and Rhiannon's texts off as derivative, we began to see them as contributions to an ongoing, intertextual conversation about such issues as friendship, loyalty, power, and sexuality.

At times, however, it appears that both gifts could have benefited from the assistance that contact with their teachers or classmates might have provided.

Noticeably absent from Eileen and Rhiannon's fanfic audience were their teachers.

Among the numerous points that resonated for us in the framework was the authors' contention that schools and other dominant institutions have historically privileged language, particularly written literacy, over all other modes of communication, thereby neglecting the possibilities of those other modes.

We hope that insights about out-of-school literacy practices that deeply absorb adolescents may help us devise new ways to make school literacy more meaningful and engaging.

As a form, fanfictions make intertextuality visible because they rely on readers' ability to see relationships between the fan-writer's stories and the original media sources.

Rhiannon reported devoting far more time and energy to her fanfics than she did to school assignments she dismissed as "the essay part of my writing"

What they were less likely to say explicitly, but what seemed clear to us, was that fanfiction writing also helped to develop and solidify relationships with various friends, online or otherwise.

Rhiannon herself showed ambivalence about bringing her personal writing into school when we asked if she had ever shown her stories to one of her teachers: "[No, and] I don't think I'd want her to read them anyway," she replied, "because they're in a fashion that she probably wouldn't understand even if I tried to explain it to her. I just think that she isn't open-minded."

fanfictions could be included in the range of texts teachers consider for diagnostic purposes in order to get a sense of what individuals can do as readers and writers, as well as what they value.

Writing was seen as a way to have fun, exercise one's imagination, and avoid boredom.

. In that school, where every student had a laptop, teachers' attempts to honor students' online-created content were often in conflict with centuries-old notions of what constitutes "quality" information.

What is surprising, however, is the scarcity of research that examines the potential of new tools for showing and telling in the school curriculum.

audience appeal (e.g., having a space in which to affiliate with others who share interests or goals) and time for in-depth discussions around a finished text (perhaps one that was collaboratively authored) are the main factors in young people's decisions to create content destined for informal sharing after school.

I propose that young people's engagement with these kinds of ideological messages and materials is central to their becoming the critical readers and writers we say we value.

When school work is deemed relevant and worthwhile, when opportunities exist for students to reinvent themselves as competent learners (even rewrite their social identities), then literacy instruction is both possible and welcomed.

Content area teachers and teacher educators who are open to considering the implications of this finding could incorporate into their regular class assignments opportunities for students to integrate subject matter texts with available online texts.

Because many young people growing up in a digital world will find their own reasons for becoming literate--reasons that go beyond reading and writing to acquire academic knowledge-it is important to remain open to changes in subject matter learning that will invite and extend the literacy practices they already possess and value.

English-language learners (ELLs) who affiliated around a common interest in fanfiction--a term for stories that fans of an original work (e.g., Harry Potter) write by using the settings, characters, and plot from the original to imagine and create different situations that sometimes include curious mixes across genres and media.

Even for themselves, it's going to be necessary because if things get really bad and you're seen as a parasitical force, they'll come after you.

You own your success.

What's the point of playing a game featuring fjords without also including vikings to pillage the other player's lands...I've actually developed two additional tiles for Fjords: The Dragon and The Marauding Hoard. Both do exactly that.(I've play tested them with a friend well over 40 times and we both agree that with an expanded set of Fjords tiles, these two greatly improve the game for us. I'll write the tiles up and post them to BGG... eventually)

Attic fans work great and sure DO reduce electric bills

A powered exhaust fan will not work without proper soffit venting

Refrigerator Evaporator Fan Motor - How it Works & Installation TipsTroubleshooting a No Cool Refrigerator - Part 1

Refrigerator Evaporator Fan Motor - How it Works & Installation Tips

Meanwhile, Spockanalia5 ran an important article, "Concerning Sehlats" by Lee Burwasser. In this piece, the author looks at precedents in nature to see what sort of animal would have six-inch fangs. The author concludes, "And so our portrait of the sehlat: a carnivore or just possibly tushed omnivore, general shape that of a giant panda, size on the order of an Alaskan brown bear, highly intelligent, and despite the six-inch fangs, of a patient and gentle disposition.... Question: did the sehlat belong toSpock, or was Spock in the care of the sehlat?" The Star Trekproduction staff read this article, and animators incorporated many of the suggestions into the drawing of the sehlat I-Chaya in the animated episode, "Yesteryear."

Exhaust fans are rated by cubic feet of air per minute (CFM).