“I still get sad about everything that happened. Every now and then it just hits me. Sometimes, it takes days for me to get over it.”

“Cause you never think that the last time is the last time. You think there will be more. You think you have forever, but you don’t.”

“You didn’t know anything about me because you never asked.”

“I hoped and prayed that you would come back and we would live happily ever after. But the truth is, you had your chance and you threw it away. So now I sincerely hope you never come back because I don’t know if my heart can handle saying goodbye to you again.”

“Delete her number. Stop ringing her. Stop messaging her. Stop making excuses to see her, to drop by her place. Erase her name from memory. Remove yourself from her life, more completely than you would like but as completely as she deserves. Move on, so that you can allow her to also move on. When you close your eyes, you don’t get to see her face. Not anymore. You don’t get to think about her lips, the warm glow of her skin when she rests next to you, or how she squeezes your hand in her sleep. You are not allowed to remember the smell of her perfume, that she only drinks mint tea (with two dollops of honey), or that she loves you. She loves you. She has been in love with you for too long. So, forget how she says your name. Forget how she calls your name. Forget how she screams your name. Forget that time you got sick and she stayed up with you all night, letting you lay your head in her lap and holding a cold compress to your forehead. Forget how her hair feels in your fingers. Forget how she looks in your sweatshirts. Forget her. Know only that she existed at one point in your life, but relinquish all hope that she could exist at another point — sometime in the future that you are unwilling to specify because you don’t know what you want. Yet. It is not fair for you to swoop in and out of her life as you choose. It is not fair for you to say that you are satisfied with “things as they are” and you will have time to “figure it out” later. Let her stop investing emotionally in you. Let her pour that love and care into the people who deserve her. Don’t tell her that you think about her all the time. Don’t tell her that it bothers you to hear about her with other people, but that you’re willing to understand as long as she likes you more than them. Don’t tell her that this isn’t the right moment but that there will be a right moment. There is not going to be a right moment. She shouldn’t have to wait for the right moment. Don’t tell her that you can’t handle ultimatums, that you don’t like the idea of finally adding finality to your relationship — whatever still remains of it. What you are telling her is that you want to keep her on as an option, that you are taking her for granted, that you want to know she will be there, that you can depend on her at the end of the day. When you find that no one else has stuck around or that those who have are less interesting, less thoughtful, or less doggedly loyal to you. Doggedly loyal to you. That is what she has been to you, for you almost as long as you have known her: a constant emotional crutch, the guarantee of stability, a safety net while you reachvout to grasp objects that sparkle and shine far greater than she does. All that glitters is not gold, haven’t you heard? She is fire. You are ice, and you are afraid that her slow burn will smolder your cool, hard demeanor. That’s what has driven your decisions, your actions all along: fear. You are a coward. You are a hypocrite. You are terrified to let her go, but you are afraid she is too good for you, that she could drive you wild, that you would choke on her flames. That she is too much for you to handle right now. Right now. But if you choose not to love her now, you can’t choose to love her later.”

• Present in liver, bone, intestine, kidney, neutrophils and placenta. 
• 80% originates from bone. 
• If GGT up, ALP from liver. 
• If GGT normal, ALP from bones. 
• ALP rises with obstruction to the biliary tract. 

• Most present in the liver, but also found in other tissues. 
• Very high levels suggest, viral hepatitis, diabetes, congestive heart failure, liver damage, bile duct problems, infectious mononucleosis or myopathy.

• Present in liver, heart, skeletal muscle, kidneys, pancreas, lungs, leukocytes and erythrocytes. 
• Increased levels may indicate haemolytic anaemia, rhabdomyolysis, increased leucocyte count etc
• Distinction in source can be made via CK and Troponin. 

• Greater than 2 = Hepatitis.
• Less than 2= cholestatic disorder.

• Found in both hepatocytes and biliary epithelial cells. 
• Sensitive for hepatobiliary disease. 
• 5 times increase = good marker of alcohol abuse.

•  Isoenzymes of GST are involved in the detoxification and conjugation of several electrophilic compounds with glutathione. 
• Found to be a very good marker of acute hepatocellular damage with a half life of 90min. Not widely used.

• Found in heart, brain, skeletal muscle and other tissue. 
• Released when muscle damage. 
• Causes range from exercise injury to hormonal disorders.

• Found in muscles, liver, heart, pancreas, kidneys, brain and blood cells. 
• Used to used to diagnose and monitor heart attacks. 
• Five types of isoenzymes can help determine location of damage. 
• LDH-1 - heart, red cells, kidney, germ cells. 
• LDH-2 - heart, red blood cells, kidney (lesser amounts than LDH-1).
• LDH-3 - lungs and other tissues. 
• LDH-4 - white blood cells, lymph nodes; muscle, liver (smaller amounts than LDH-5).
• LDH-5 - liver, muscle.

• Highly specific marker for myocardial infarction or muscle cell death. 
• Also used to diagnose other conditions which relate to cardiac muscle injury.

• Found in blood, gastric juices, pancreatic secretions, intestinal juices and adipose tissues.
• Hydrolyses triglycerides  
• Acute pancreatitis, pancreatic neoplasia, pancreatic abscesses, and pancreatic duct obstruction can result in high levels of lipase and usually are 2 to 3 times the upper limit of normal.

• Is made by the pancreas and by the glands in and around the mouth/throat. 
• Catalyses hydrolysis of starch 
• High amylase may indicate the presence of a condition affecting the pancreas. 
• In acute pancreatitis the levels are 4-6 times normal and remains high until treated. 
• Chronic pancreatitis, levels will be high but will decrease until problem is solved.

• Prostate cancer - raised in 80% of cases presenting with metastases. 

• Comics / books / movies / series recommendations
• Comics tracker
• Can be every issue or the years
• Books tracker
• Can be every chapter or every book in a collection/serie
• Series tracker
• Can be every episode or every
• Favorites adaptations
• I.e. Draco Malfoy’s Julian Albert
• Character / teams dreamcast
• I.e. Daniel Craig as Barney Barton in a Hawkeye solo movie
• If I could change an arc…
• A.k.a. “What if..”
• Favorite quotes
• Can be per character or per book/comic
• Dream teams
• I.e.: Dream Team Titans team
• AU (Alternative universe) ideas
• I.e.: Royalty AU
• Favorite writers / directors
• You can also include your favorite work of them!
• Character / ship playlist / theme song
• I.e. History Has It’s Eyes On You - Hamilton for Captain America

Hey guys! So I’ve been receiving questions regarding my note-taking style and strategy for quite some time now but I believe I have never answered them in detail. The good news is, I finally decided to make a post about this (plus, I had fun making the graphics :D). Note that I am a visual learner, so my note-taking methods may not be effective for some of you, but I hope you can all learn something.

I only use one notebook for all my class notes, an A4 grid notebook whose pages I divide into two columns.

I use the outline method for in-class notes, which means I write information chronologically, in the order that they are taught. Some teachers do not have properly structured presentations/lessons (good thing my physics teacher does) so when in need, I use arrows to connect related information.

Abbreviations to me are one of the most important things to master when taking notes. I personally make them up as I go along. Some examples of abbreviations I use are:

• w/c - which
• w/ - with
• cpd - compound
• envt - environment
• digenz - digestive enzyme

It might be confusing, but to me, knowing the context and part of speech are enough for all abbreviations to be comprehended.

Here’s an example: ‘Indonesia’s tsunami pre-warning system is made up of two types of components’ could become ‘Indo’s snmi pre-warn sys 2 type comp’.

The first thing I would do is highlight keywords and terminology (and sometimes formulas). For physics, since my teacher is relatively succinct, I don’t really highlight, but for humanities and biology, I look for words that would be expected by a mark scheme, words that are crucial to the understanding of each particular piece of information.

I would then check if the material taught coincides with the syllabus, and if not, note down any points that are missing or have yet to be taught. You could write these on a post it or on the syllabus itself, but I prefer to highlight the syllabus’ pdf file.

My rewritten notes are arranged based on the order they appear in the syllabus unless there are pieces of information that are related to more than one topic.

I use a black pen for rewriting notes as well as colored pens to write keywords and terminology only. I know some people who write whole sentences in colored pens but to me that is ineffective; we all have our own learning styles. When making tables, I usually use different colors for different columns (see the table for different types of radiation above) which is most often the color I associate with each word. For example, water would be blue, ocean would be a darker shade, ice would be a lighter shade, and water vapor would be purple.

I still abbreviate words in my rewritten notes, but they’re not as condensed as the ones in my class notes. Another thing I find helpful is leaving a bit of space between separate points especially if the page doesn’t have a lot of diagrams. I can’t think linearly, so I can’t remember super lengthy bullet points.

I use mildliners and a drawing pen to make my diagrams (more of these in my biology notes) but I only start with pencil if it’s a complex diagram. I rarely highlight my rewritten notes, but even if I do, it’s usually only the headings and formulas.

I don’t have a rough draft for my notes, but I try to visualize the layout. I try to alternate between words and pictures/diagrams so that when I’m sitting for an exam, all I have to do is imagine that I’m looking at that page and I can remember where everything is.