Gram Negative Aerobic Rods Mnemonic

Medically Important Bacteria: Clasification

Me this week

I need tips on taking textbook notes please! I always get bored reading and then I end up just writing down bolded words with no context (which is really bad I know) any tips to help take more efficient textbook notes without having to spend hours (because I have 3 content heavy classes that I need to take notes for)

Hi there! I know this post may feel basic, but I feel like you’re struggling with basic skills like summarising a topic and writing things in your own words, so I tried my best to explain things in a step-by-step action-oriented list so that you can stand on your own ‘feet’ when you’re studying :)

The Basics of Studying From a Textbook

1. The textbook may be boring, but you’ve still got to read it. 

Unfortunately, high school and university isn’t a walk in the park :( I know, some days it’s hard, but you’ve still got to put in at least a modicum of hard work if you want to do well. 

Sometimes, the studyblr community perpetuates the idea that there’s some sort of “secret” to being a straight-As, 4.0GPA, HD WAM student, but there’s only studying techniques to make things easier. You’re still going to need a basic level of motivation, discipline, time management, organisation and study in order to do well. 

So even though the textbook is boring, you’re either going to have to convince yourself that the topic is interesting, or pull up your socks, buckle down, and actually read it. 

2. Reading speed is a limiting factor on how fast you can take notes. 

Try reading the textbook without taking any notes and time how long it takes you. That’s going to be the minimum time it takes, so if doing all the reading for 3 content heavy courses takes at least an hour or two, then reading and taking notes is going to be much more than that (roughly more than double the time), so you can’t speed it up any faster than your base reading speed. 

I recommend trying speed reading techniques, but that would take a whole separate post, so I won’t go into that here. 

3. Learn how to summarise a topic. 

At the moment it seems like you’re struggling and not really understanding how to summarise topics, and just relying on the textbook to tell you what’s important. 

To summarise something, you’ll need to write down the key points (the most important information) from something that you read in the fewest number of words reasonable. I’m sure you already knew that, but you must not be putting it into practice because of what you’re telling me in your ask. 

4. Write things in your own words. 

Again, once you learn how to summarise, writing it in your own words will solidify that information in your brain. Explain the topic in layman’s terms to a family member, which forces you to use your own words. If you live alone, try a stuffed toy or rubber duck. 

5. Start off by annotating your class notes. 

I think initially you should start off with annotating just until you learn what information is important and what’s not. Class notes usually have 80% of the important information in brief points, and the textbook colours in the rest. 

6. Use the “gummy bears” method. 

I know it’s elementary, but you seemed to be having trouble with discipline and boredom, so place gummy bears on every paragraph as a crutch to get yourself to finish reading everything. Once you train yourself to do things that you don’t want to do, then you won’t have to use any cheap tricks, as you’ll be disciplined enough to read pages and pages without needing constant “carrot on a stick” rewards. 

Once you’ve done those, here are my masterposts for content heavy courses:

Studying Content Heavy Courses

Use my Unique Automated Study Planner Printable which uses spaced repetition to make you remember more strategically!

Content Heavy Courses Study Guide - biology used as an example

Self Studying Advice - when you have to study a lot by yourself

Staying Productive No Matter How Much Time You Have

The Blank Paper Method - for rote learning lots of information

Part 11 Adapting to Uni Study - university basically mandates studying a large amount of info in a short period, so you’ll find this post useful for balancing 6 heavy courses!

Part 12 How to Study From Textbooks in Uni

Hope that helps!!

Follow optomstudies for daily original posts and study masterposts! Links: all originals + langblr posts + 15-part college 101 series + web directory!

Eukaryotes of microbiology

Cysteine Growth Requirements

MICROBIOLOGY MNEMONIC

BoyFriend Lost Penis

B rucella

F rancisella

L egionella

P asteurella

or….

The four sisters “Ella” worship in the “cystein” chapel

Brucella

Francisella

Legionella

Pasteurella

CYSTIC FRIBROSIS

G511D mutation: missense mutation, Glycine replaced by Aspartate.

Only 5% of pts with CF have this mutation.

Defective channel opening or gating.

IVACAFTOR: new drug, acts directly in the CFTR channel, opens it up. First drug that afects the ethiology :)

Trade name: Kalydeco

Haematology

White Blood Cells (Leukocytes)

Neutrophils, eosinophils and basophils = granulocytes (polymorphonuclear leukocytes)

Monocytes & lymphocyes = mononuclear

Neutrophils

Most numerous (~60% of WBC)

Nucleus divided into lobes

Cytoplasm contains small granules

Stains pink with Romanowsky dyes

Lifespan of 6-10hrs

Exit into tissues - non-specific defence against bacteria and fungi

Eosinophils

1% of circulating leukocytes 

Large cytoplasmic granules - stain strongly with acidic dye eosin

Nucleus is bilobed

Circulate for 4-5hrs

Exit to tissues –> 

Defence against parasites 

Dampen allergic response

Tissue eosinophils are also capable of responding to bacterial and fungal infection in a similar way to neutrophils.

Basophils

Least numerous (<1%)

Large granules stain strongly with basic dye methylene blue

Involved in anaphylactic hypersensitivity and inflammatory reactions

Monocytes

5% of circulating leukocytes

Large cell

Kidney/clefted shaped nucleus

Scattering of delicate azurophilic granules

Circulate for 10hrs

Mature into phagocytic tissue macrophages

Responsible for the removal of aged RBCs and other debris

Process and present antigens to T-lymphocytes 

(Macrophages are formed in response to an infection or accumulating damaged or dead cells. Large, specialized cells that recognize, engulf and destroy target cells.)

Lymphocytes

Second most common leukocyte (33%)

Much less cytoplasm - nucleus almost fills cell

Variable lifespan

Receptors on surface recognise foreign substances

Several types of lymphocyte - click here

Who wants a box of chocolates when you can have a petri dish of bacteria?

INSTAGRAM | ETSY | PINTEREST | BLOG

Passive Immunotherapy

Active immunotherapies:

Cytokines (TNFa IL-2, IFNs)

Cancer vaccines

tumour CTL and APC

DC priming

Passive immunotherapy:

Administration of monocolnal (clone derived asexually from a single individual or cell) antibodies which target either tumour-specific or over expressed antigens

Generally comprised of antibodies made outside of the body (in a lab)

administered to patients to provide immunity against a disease, or to help fight existing disease

do not stimulate a patient’s body to ‘actively’ respond to a disease the way a vaccine does

immunogen is given several times to induce a strong secondary response

blood serum contains many different antibodies to the immunogen

most immunogens have multiple antigenic epitopes 

each stimulates a different B cell clone/receptor –> polyclonal antibody (PAb) response 

Monoclonal antibody (mAb) therapy is the most widely used form of cancer immunotherapy. Monoclonal antibodies cannot be purified from a polyclonal sample and are derived from a single clone/specific for a single epitope.

Antibodies in cancer therapy:

Trigger immune system to attack cancer cells 

Block molecules that stop the immune system working (checkpoint inhibitors)

 Block signals telling cancer cells to divide 

Carry drugs or radiation to cancer cells

Checkpoint inhibitors

Immune system uses particular molecules to stop it being over activated and damaging healthy cells  - these are known as checkpoints

some cancers make high levels of checkpoint molecules to switch of immune system T cells which would normally attack cancer cells

examples of targets include CTLA-4, PD-1 and PD-L1 (programmed death ligand 1)

Blocking cell division signals 

Cancer cells often express large amounts of growth factor receptors on their surface –> rapid cell division when growth factors stimulate them

some monoclonal antibodies stop growth factor receptors working

either by blocking the signal or the receptor itself 

cancer no longer gets signal to divide

Carrying drugs/radiation

drugs or radioisotopes can be attached to monoclonal antibodies

the mAB binds to the cancer cell, delivering directly

known as conjugated MABs