do u know what tis means

lesfemmesdangereuses  asked:

What do you reckon will be the motivator for their legal wedding? Do you think it'll be true soap territory of one of them nearly dies and they realise they don't have legal ties to each other in the hospital or w/e or smth to do with the unholy potential ~~~~custody battle~~~~~~ we may be getting? (These are the things I think about on Monday nights and your meta is always so on point)

NO JOKE BUT IF THEY WANTED TO GO DOWN THE ONE NEARLY DIES ROUTE I WOULD CRY cry of joy bc that’s the angst i’m here for

i mean if serial killer lachlan doesn’t step in and try to out and out murder rob, then what was even the point, u know? at least one of them is gonna be in danger, especially now that robert and aaron are tied to all the whites via plot at this point

(just in time for larry’s descent to his inevitable grave 😏)

lachlan tries to go all murdery on robert (my preference is still a good old fashioned kidnap) and aaron to the rescue - or vice versa, whatever. belle’s there too. everything is dramatic, someone ends up in hospital, lachlan goes on his merry way out of our lives forever, we get more angsty beautiful hospital waiting room and bedside scenes. i’m all for it.

but then, hell, maybe it’s the complete opposite - maybe they just get to a point where they’ve been through so much and they always intended to do it properly and say their vows in front of their family and liv, especially and things are a bit more settled and it’s just time

more likely it will be some sort of absurd route that none of us expected because isn’t that always it

i feel like i’ve learned from the first wedding to not even try to have any expectations here (and i thought i did that for the first wedding but i also know i still expected something completely different from what we got - that wedding is beautiful, but in an almost absurd and completely unexpected way) - so all i’m giving myself this time around is just a quiet hope that it won’t end in prison and cheating this time 😂😅

  • what she says: i'm fine
  • what she means: how long did annabel and poe know each other before the dinner party???? how long were they neighbors before they met???????? when did she start dating eddie????????? how long do u think it was before she told edgar about him???????? how didn't edgar notice that she went to spain with eddie, IF she even went WITH eddie?????? if we aRE to believe that eddie took her to spain, does that mean that eddie cut off so many ties between edgar and annabel that he wouldn't know that she wenT TO SPAIN????? as a way of making edgar desperate and therefore coming uP WITH THE WHOLE DINNER PARTY IDEA IN THE FIRST PLACE??????????? WHAT SONG DID EDDIE SING WITH THE BARBERSHOP QUARTET THE PEOPLE NEED TO K N OW
J U N G K O O K | (Preview)

(if you’re not into yourself being insane leave)


“J is for Jocose, U is unique! N stands for Naive and the G means glad. K is for kind, O, Oblivious and Obedient. K is kookie!” You sang.

He coughed and rolled his eyes.

“Do you know what it stands for sweetie?” You giggled running your fingernail across his face.

“Go away, let me fucking go…” He murmured, loud enough for you to hear.

“Wrong! Oh and honey! Language-”

“Oh [Name]! Fuck language! You literally killed all my family and now you’ve got me here! Tied up in a chair! And you hate me!” He screamed.

“I don’t hate you, don’t you see…?” You smiled, “I loathe you… That’s why I did this to you, so you can suffer…”

He stayed silent staring at the ground.

“I didn’t kill your family, don’t you worry. I’m not that heartless,”

His head shot up, what was it he was feeling again? Oh yeah hope. Those gross emotions those ugly humans feel!

“Oh don’t give me that look, of course I’m not letting them live! I’m more heartless than you can ever imagine!” You ‘announced’.

Why you hated this boy? Well it was all because of the beginning of that year, in grade five. Where he came up to you and told you he loved you. Which was a lie, it was a dare from his friends. And you know the worst part? You liked him. Once you were told the news about it all being fake you cried for days, correction, years.

Years passed, and you were sick of the crying, the depression, it all. You were going to end it all. In the end you jumped off Lakeside Hill, in hope you were going to die. You didn’t die, it was a miracle for some, your worst nightmare for you. No matter how many times you tried, you could never do it. You felt the pain every time though. Which was the worst, you had to deal with the pain and do it all for nothing.

So then started a tradition. Where you killed all Jeon’s. If you were immortal you were going to make it your job to murder every last one of those assholes. Jeon was the last name of the boy who asked you out, and went out with you for a few days then left you in the dust the few days after.

And here you were, with Jeon Jungkook, his great great grandson.

“Why? Why are you doing this?” Jungkook whimpered.

“Because of your great great grandfather of course! I remember the day he broke my heart like the back of my hand…” You sighed in delight, but disgust soon filled your moment and you scoffed and rolled your eyes.

“So he was an asshole and you want to kill me cause?” Jungkook groaned while furrowing his eyebrows.

“Because I don’t want other girls and boys to be hurt by assholes like the ones your family holds,” You explained.

“Oh for fucks sake-”

“J is for Jocose, U is unique! N stands for Naive and the G means glad. K is for kind, O, Oblivious and Obedient. K is kooky!” You started again.

“D is for don’t, E is for escape. A is for almost and D is for Dead.”

5

So. Making that clothing history ref like trash i am. Starting with An Lili. In the arc, Lili is wearing different robes than what we have seen in Kouka(overcoat tied with a waist sash over the white robes, etc). Her dress is very similar to a particular style of Chinese clothing called Ruqun(襦裙). However there are many kinds of ruqun, and the kind Lili is wearing is the one that was popular in the Sui and Tang Dynasty. See a connection?? (In Japanese, Sui means ‘water’. It may just be an unintentional connection tho) This particular kind of ruqun is called the qi xiong(? 胸) I tried researching what the qi meant, but I do know for a fact that 胸 means ‘chest’ which relates to the clothing being tied at the chest like so. This is my research and of course there are holes so you are welcome to (politely) correct me. And you are also welcome to chime in with your own inferences and stuff! I only scraped the surface of all this probably -7-U Credits to fuckyeahchinesefashion for photos

agestofrobynhode  asked:

i like your hermione lesbian plaid headcanon (though i'd love to see it detailed if there's more to it). i might have a similar one, with an attached headcanon of "fleur in a henley and a thick wool cardigan of either Aran or Fair Isle styles."

what do u mean lesbian plaid “headcanon”?

look at that (from DH Part1) 

look at the intense plaid with the hands inside her pocket, the half smirk and hair tied up to look like its short, if this doesnt scream “i’m gay gay gay capital G gay” i dont know what will.

headcanon says fleur, at shell cottage, is stressing out over her suddenly new feelings for hermione, wondering how hermione would take the whole “i am a lesbian, bill is gay, we’re beards” thing. fleur basically thinks herself into a corner, angsting until she’s folding cloths one day and she picks up hermione’s plaid shirt (she has several) first the blue then the red and then

then it dons on fleur that hermione just might be a little gay as well and, really, thats when the seed of hope and love is planted 

ps i drew your fleur with a cardigan and a henley i hope u like it :)

anonymous asked:

Everytime I try to study and I'm reading, everything I had just read just goes right out the window. How do I go about this? :c

8 Tips To Remember What You Read

1) Know Your Purpose

Every­one should have a pur­pose for their read­ing and think about how that pur­pose is being ful­filled dur­ing the actual read­ing. The advan­tage for remem­ber­ing is that check­ing con­tin­u­ously for how the pur­pose is being ful­filled helps the reader to stay on task, to focus on the more rel­e­vant parts of the text, and to rehearse con­tin­u­ously as one reads. This also saves time and effort because rel­e­vant items are most attended.

Iden­ti­fy­ing the pur­pose should be easy if you freely choose what to read. Just ask your­self, “Why am I read­ing this?” If it is to be enter­tained or pass the time, then there is not much prob­lem. But myr­iad other rea­sons could apply, such as:

  • to under­stand a cer­tain group of peo­ple, such as Mus­lims, Jews, Hin­dus, etc.
  • to crys­tal­lize your polit­i­cal posi­tion, such as why a given gov­ern­ment pol­icy should be opposed.
  • to develop an informed plan or proposal.
  • to sat­isfy a require­ment of an aca­d­e­mic course or other assigned reading.

Many of us have read­ings assigned to us, as in a school envi­ron­ment. Or the boss may hand us a man­ual and say “Here. We need you to read this.” Whether the order comes from a teacher or boss, we need to ask, “What do you want me to learn from this?” In the absence of such guid­ance, you should still for­mu­late your best guess about what you should learn and remem­ber from the reading.

2) Skim First

Some read­ing tasks require no more than skim­ming. Proper skim­ming includes putting an empha­sis on the head­ings, pic­tures, graphs, tables, and key para­graphs (which are usu­ally at the begin­ning and the end). Depend­ing on the pur­pose, you should slow down and read care­fully only the parts that con­tribute to ful­fill­ing the read­ing purpose.

Even mate­r­ial that has to be stud­ied care­fully should be skimmed first. The ben­e­fits of skim­ming first are that the skim­ming: 1) primes the mem­ory, mak­ing it eas­ier to remem­ber when you read it the sec­ond time, 2) ori­ents the think­ing, help­ing you to know where the impor­tant con­tent is in the doc­u­ment, 3) cre­ates an over­all sense and gestalt for the doc­u­ment, which in turn makes it eas­ier to remem­ber cer­tain particulars.

Brows­ing on the Inter­net encour­ages peo­ple to skim read. The way con­tent is han­dled on the Web is even caus­ing writ­ers to make wider use of Web devices, such as num­bered or bul­leted lists, side­bars, graph­ics, text boxes and side­bars. But the bad news is that the Web style makes it even harder to learn how to read in-depth; that is, the Web teaches us to skim, cre­at­ing bad read­ing habits for in-depth reading.

3) Get the Mechan­ics Right

For in-depth read­ing, eyes need to move in a dis­ci­plined way. Skim­ming actu­ally trains eyes to move with­out dis­ci­pline. When you need to read care­fully and remem­ber the essence of large blocks of text, the eyes must snap from one fix­a­tion point to the next in left– to right-sequence. More­over, the fix­a­tions should not be one indi­vid­ual let­ters or even sin­gle words, but rather on sev­eral words per fix­a­tion. There are reading-improvement machines that train the eyes to fix­ate prop­erly, but few schools use them. I know from per­sonal expe­ri­ence with such machines that they can increase read­ing speed markedly with­out a cost in lower com­pre­hen­sion. Poor read­ers who stum­ble along from word to word actu­ally tend to have lower com­pre­hen­sion because their mind is pre­oc­cu­pied with rec­og­niz­ing the let­ters and their arrange­ment in each word.That is a main rea­son they can’t remem­ber what they read. Count­less times I have heard col­lege stu­dents say, “I read that chap­ter three times, and I still can’t answer your ques­tions.” When I ask thought-provoking ques­tions about the mate­r­ial, they often can’t answer the ques­tions because they can’t remem­ber the mean­ing of what they read. Even with straight­for­ward sim­ple mem­o­riza­tion ques­tions, they often can’t remem­ber, because their focus on the words them­selves kept them from asso­ci­at­ing what their eyes saw with their own pre-existing knowl­edge and thus facil­i­tat­ing remem­ber­ing. In short, to remem­ber what you read, you have to think about what the words mean.

I am not argu­ing against phon­ics, which in my view is vital for the ini­tial learn­ing of how to read. But phon­ics is just the first step in good read­ing prac­tice. At some point, the reader needs to rec­og­nize whole words as com­plete units and then expand that capa­bil­ity to clus­ters of sev­eral words.

Among the key tac­tics for good mechan­ics of read­ing, I list the following:

  • Make eye con­tact with all the text not being delib­er­ately skimmed
  • See mul­ti­ple words in each eye fixation
  • Strive to expand the width of each eye fix­a­tion (on an 8.5″ width, strive for three fix­a­tions or even­tu­ally two per line). This skill has to be devel­oped in stages. First, learn how do read at five or six fix­a­tions per line. Then work on four per line. Then three.
  • Snap eyes from one fix­a­tion point to another (hor­i­zon­tal snaps on long lines, ver­ti­cal snap if whole line in a col­umn can be seen with one fixation).

Learn­ing how to do this takes prac­tice. If you can’t do it on your own, con­sider for­mal train­ing from a read­ing center.

4) Be Judi­cious in High­light­ing and Note Taking

Use a high­lighter to mark a FEW key points to act as the basis for men­tal pic­tures and reminder cues. Add key words in the mar­gins if you don’t find use­ful clues to highlight.

Almost all stu­dents use high­lighter pens to iden­tify key parts of a text. But many stu­dents either high­light too much or high­light the wrong things. They become so pre­oc­cu­pied in mark­ing up the book that they don’t pay enough atten­tion to what they are read­ing. A bet­ter approach is to high­light just a few key words on a page. If many pages don’t require high­lights, sticky tabs on pages with high­lights can greatly speed a study process for whole books.

It is cru­cial to think about the mean­ing of text. High­lighted text needs to be rehearsed in the con­text of how it fits with the pur­pose, why it needs to be remem­bered, and how it fits with impor­tant mate­r­ial that pre­ceded it. Every few para­graphs or pages, depend­ing on the infor­ma­tion den­sity, the reader should stop and self-quiz to make sure the impor­tant mate­r­ial is being mem­o­rized. Mak­ing out­line notes of such mate­r­ial after it is first read can be an impor­tant rehearsal aid for form­ing imme­di­ate mem­ory and for later study. The act of cre­at­ing such an out­line from work­ing mem­ory, and check­ing it against the con­tent just read, sup­ports mem­ory for­ma­tion in very pow­er­ful ways.

5) Think in Pictures

A pic­ture may not be worth a thou­sand words, but it can cer­tainly cap­ture the essence of dozens of words. More­over, pic­tures are much eas­ier to mem­o­rize than words. Those mem­ory wiz­ards who put on stage shows owe their suc­cess (as do card coun­ters in casi­nos) to use of gim­micks based on men­tal pic­tures. Ordi­nary read­ers can use to good effect the prac­tice of mak­ing men­tal images of the mean­ing of text. The high­lighted key words in text, for exam­ple, if used as a start­ing point for men­tal pic­tures, then become very use­ful for mem­o­riza­tion. One only has to spot the key words and think of the asso­ci­ated men­tal images. Some­times it helps to make men­tal images of head­ings and sub-heads. Pic­tures also become eas­ier to remem­ber when they are clus­tered into sim­i­lar groups or when they are chained together to tell a story.

Men­tal pic­tures are not the only way to facil­i­tate mem­ory for what you read. I under­stand that actors use another approach for mem­o­riz­ing their lines for a play, movie, or TV show. Actors “get into the part” and study the mean­ing of the script in depth, which seems to pro­duce mem­ory auto­mat­i­cally for them. When the same script is mem­o­rized with men­tal images, it appears that the text is being looked at from the out­side, as some­thing to be mem­o­rized. Actors, on the other hand, appear to be look­ing at the same text from the inside, as some­thing to be expe­ri­enced. The actors probe the deep mean­ing of the text, which inevitably involves attend­ing to the exact words. For exam­ple, they seem to explore why their char­ac­ter would use a given set of word­sto express a par­tic­u­lar thought. This is still a process of asso­ci­a­tion, except that actors are asso­ci­at­ing words with real mean­ing and con­text as opposed to con­trived visual image mean­ing and context.

Both approaches require engage­ment. The reader has to think hard about what is being read, and that is what helps you to remem­ber what is read.

6) Rehearse As You Go Along

Read in short seg­ments (a few para­graphs to a few pages, depend­ing on con­tent den­sity), all the while think­ing about and para­phras­ing the mean­ing of what is written.

To rehearse what you are mem­o­riz­ing, see how many of the men­tal pic­tures you can recon­struct. Use head­ings and high­lighted words if needed to help you rein­force the men­tal pic­tures. Rehearse the men­tal pic­tures every day or so for the first few days after reading.

Think about the con­tent in each seg­ment in terms of how it sat­is­fies the pur­pose for read­ing. Ask your­self ques­tions about the con­tent. “How does this infor­ma­tion fit what I already know and don’t know? Why did the author say that? Do I under­stand what this means? What is the evi­dence? Do I agree with ideas or con­clu­sions? Why or why not? What is the prac­ti­cal appli­ca­tion?” How much of this do I need to mem­o­rize?” Apply the ideas to other sit­u­a­tions and con­texts. Gen­er­ate ideas about the content.

It also helps to focus on what is not said. To do that you also have to keep in work­ing memory what was said. This not only helps mem­ory, but you get the oppor­tu­nity to gain cre­ative insights about the sub­ject. In short, think­ing not only pro­motes mem­ory for­ma­tion but also understanding.

7) Oper­ate Within Your Atten­tion Span

Pay­ing atten­tion is cen­tral to mem­o­riza­tion. Try­ing to read when you can’t con­cen­trate is wast­ing time. Since most peo­ple have short atten­tion spans, they should not try to read dense mate­r­ial for more than 10 or 15 min­utes at a time. After such a ses­sion, they should take a break and quiz them­selves on what they just read.

Ulti­mately, read­ers should dis­ci­pline their atten­tion so they can con­cen­trate for longer periods.

8) Rehearse Soon After Read­ing Is Finished

At the read­ing ses­sion end, rehearse what you learned right away. Avoid dis­trac­tions and multi-tasking because they inter­fere with the con­sol­i­da­tion processes that enable longer-term mem­ory. Answer again the ques­tions about con­tent men­tioned in the “Rehearse As You Go Along” section.

Think about and rehearse what you read at least twice later that day. Rehearse again at last once for the next 2–3 days.

[ +++ ]

good luck buttercup! x

subject of wife, or whatever — modern lams au

Uhh, this idea has been floating around in my head for months now. It’s not exactly Hamilton/Laurens, but that’s not important. Note that the writing format is a bit awkward due to the nature of the story, I did the best that I could.

AU of a certain 1779 letter in which Jack Laurens & Alex Hamilton are texting in class, and Alex wants Jack to find him a date to get his mind off of their hot teacher. Rated PG-13 for heavy swearing & sexual references.

**

Jack Laurens wished, above all else, that his best friend would listen to him when he asked not to be texted in class. Of course, knowing Alex, no amount of instruction would ever make a difference. The slight buzz of Jack’s cell phone told him as such.

A casual tilt of his bag under the desk gave Jack a visual of the screen. Its lock screen—a group selfie between himself his best friends, Alex and Gil—was replaced with a dull grey sheet and a single notification from iMessage.

Keep reading

!!!!!!!REQUESTED!!!!!!!

michaels fucking adorable, anyway let’s just get that out on the table. and if your birthday did happen to be rolling around michael would make sure he bought you something for him. not like lingerie (ok maybe lingerie) but im talking more like a dumb thing for you both to do together!!!! and he’d get you a few gifts, and the last one would be the thing he wanted for you both. so he’d find something meaningful for you, and then something funny for you—realistically he seems so boyf material that he’d buy you m u l ti p l e things, i mean like christmas day things with a lunch involved, bc trust me this boy would be so whipped he’d get his girl everything she wanted and everything she didnt know she wanted—and then the last thing you received was what he wanted. you’d open up the almost perfectly wrapped box to revile the season one box set of game of thrones. and you’d just be puzzled bc you’ve never read or watched it, and michael would shyly look at you and say something like “well like..i don’t know, it’s REALLLY good and it’s
not on netflix..so maybe we could i don’t know watch it together…BUTIFYOUDONTLIKEITICANRETURNITANDBUYYOU-” and you’d have to cut him off from his rambling and let him know how much you loved the thought of you both doing something together. and he’d be all chipper and yell “PUT ON COMFY CLOTHES I’LL ORDER THE TAKE OUT AND GET THE COUCH READY”