[ SECRET POST #3320 ]

[case]

⌈ Secret Post #3320 ⌋

Warning: Some secrets are NOT worksafe and may contain SPOILERS.

01.


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02.
(Rick and Morty)


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03. http://i.imgur.com/u0ymbUk.gifv
[moving gif]


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04.


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05.
[Steven Universe]


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06.
[Hanna Barbera Comics Reboot]


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07.


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08.
[The Flash]


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09.
[Renaud]


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10.
[The Shannara Chronicles]


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11. [SPOILERS for Game of Thrones]





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12. [WARNING for incest / underage]






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13. [WARNING for rape]



[Okane Ga Nai]


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14. [WARNING for rape]



[Hockey RPF]


















Notes:

Secrets Left to Post: 00 pages, 000 secrets from Secret Submission Post #474.
Secrets Not Posted: [ 0 - broken links ], [ 1 - not!secrets ], [ 0 - not!fandom ], [ 0 - too big ], [ 0 - repeat ].
Current Secret Submissions Post: here.
Suggestions, comments, and concerns should go here.

Comments

Re: Academic pet peeves!

[(Anonymous)]

Professors who go off on unrelated tangents for the whole class and never get to teaching what they meant to teach. Then they rush through all the actual material in like 20 mins the class before the test.

Professors who like to bring their political agenda into things. Please don't tell me why you're pro-life, I'm not here for this.

Both these things were the same professor unsurprisingly.

Re: Academic pet peeves!

[(Anonymous)]

lol were/are we in the same lecture?

In my first uni, I was very used to the science profs (huge lectures)to get straight into the material, crack a few jokes along the way, answer a few questions.

My post bacc prof, and while now I appreciate his style a bit more, shares life stories for the first quarter of class, will occasionally inject the lecture with his beliefs (which even if I agree with, now is not the time, let's stick to the info, and perhaps share some clinical stories, ok, cool). Sigh. I have to leave early from class to get to another class, so those 15-20 mins you share your life with us... could you leave it for the end? Feel free to share clinical knowledge...but...c'mon.

Sorry for the rant. But I will say that I do appreciate his clinical experiences, and how he tests the clinical applications of our knowledge even if we won't use it (i.e. critical thinking, not just memorization and parroting).