Podcasts about quizzes

Video is available on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.youtube.com/@MaxxCrosby_98⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Presented by Full Send Check Out MoonPay

It's my birthday! 313 is a terrible number for your birthday when you hate threes and ones. Ran out of fun birthday ideas so I took some silly personality quizzes and go into a few little tangents for the fun of it.

On The Alfred Daily Today: WHAT'S ONS What's On In Shaftesbury: Coffee, Soup, Films, Quizzes, DeStache, And Live Music Murder Trial Date Set For Shaftesbury Man Driver Remanded After A303 HGV Overturns Between Mere And Chicklade Shaftesbury Snowdrop Festival Ends On A High With Lanterns, Visitors, And A New Play Scores On The Doors Brings A Run Of Top Marks For Shops, Cafes, And Pubs In SP7 Pets With Potholes: Border Collie Poses Beside Huge West Lane Crater In Melbury Two Part-Time Roles Open At Botanical Candle Company In Shaftesbury Old Two Brewers Plans Electronica Push For Shaftesbury Fringe After Signage Row Japanese Car Meet Lands At Compton Abbas Airfield For First Time Motcombe Residents Told To Cut Back Hedges Before End-Of-February Deadline Kathy Morgan Spots Spring Signs Across The Lanes And Gardens Around Shaftesbury Visitors Give Shaftesbury The Thumbs Up During House-Hunting Trip Events Within An Hour: Film And Live Rock Picks For Monday Sound Healing, Craft Pitches, Jobs, And Bonsai: Community Notices In One Place Sunday Best: Joni De Winter And Susan Grant Talk Dragons And Dorset Myths Joe Moore's Short Story - William Carruthers

On this episode of the ASHE Podcast, hosts Dr. Gonzalo Bearman and Dr. Priya Nori speak with Dr. Brittany Lehrer, and Dr. Sophie Katz, about their new study in ASHE, “It’s QuizTime! The impact of web-based microlearning quizzes on guideline-concordant antibiotic duration for pediatric acute otitis media.” They explore the prescribing gap in pediatric acute otitis media that inspired their microlearning approach and discuss why brief, web-based quizzes can be a high-yield stewardship tool in busy outpatient settings. The authors highlight key design elements that drove engagement, share surprising findings from their pre/post evaluation of guideline-concordant antibiotic duration, and offer practical advice for institutions looking to replicate this low-burden, scalable intervention to improve antibiotic prescribing. https://www.cambridge.org/core/journals/antimicrobial-stewardship-and-healthcare-epidemiology/article/its-quiztime-the-impact-of-webbased-microlearning-quizzes-on-guidelineconcordant-antibiotic-duration-for-pediatric-acute-otitis-media/C23CBF28D3DBA0985491820A5DC52382#article

In this episode of the Health Coach Academy Podcast, we sit down with Maeve Ferguson, former Big Four consultant turned online business strategist, to unpack one of the most underrated but powerful marketing tools in the coaching industry: diagnostic quizzes and score-based assessments. Maeve shares how health coaches, consultants, and experts can transform their intellectual property into scalable lead-qualification systems that attract high-quality, high-ticket clients — without wasting hours on unqualified discovery calls. If you've ever wondered how quizzes actually work behind the scenes — or why some coaches quietly scale to multi-six-figure and seven-figure businesses — this episode pulls back the curtain.

Two shy students escalate their encounter doing laundry.By smj895. Listen to the ► Podcast at Steamy Stories.Kindra dropped the correct change into the last washer and hit Start. She had two weeks’ worth of clothing to clean. This was a several hour affair, but it was a Friday night after dark and what else was she going to do, really? In fact, she already had her activity ready. Out came her tablet, preloaded with pirated movies. She didn’t bother wearing earbuds. The noise of the washers drowned out the sounds of her device, and no one else was around. Up? Probably. Around? No way.Not for a while anyway.About twenty minutes into her first movie, she noticed someone else walk into the college dorm laundry room. “Oh. Sorry!” she instinctively said. She looked up. It was a tall, thin boy, probably her age (19), and with unkempt but short dark sandy blonde hair.“No, no, it’s fine,” he replied. He moved around her to the free washers, dropping in his load, then the detergent, and finally his change. He moved to the opposite side of her, leaning back against a dryer after fiddling with his phone.Kindra went back to her movie. This was awkward, but that was college life for you, wasn’t it? Wasn’t this supposed to be the “college experience?” Meeting new people? Forcing opportunities to meet new people, if that wasn’t really your thing? Like Kindra’s? She noted his loose-fitting clothes and lanky figure, and then sort of ignored him.“What movie is that?” he asked.Crap, Kindra thought. She forgot to put in earbuds. “Uh, just a flick,” she half-lied. She was silent for a little bit. “What are you listening to?”As a response, the boy pulled out one earbud. The music was a genre Kindra didn’t particularly enjoy, but certainly could respect. “That’s pretty cool,” she told him.“What are you studying?” he asked.“Chemistry. You?”“Mech E.” Mechanical Engineering. So they shared maybe one class - Chem 101 - and she already tested out of that her sophomore year. …Of high school. No chance of seeing him around campus.The next twenty minutes passed in silence. A buzzer went off, then another, and a third. Kindra moved her clothes to the dryer and deposited her next round of change. She went back and sat in front of the washers. “I’ve, um… I’ve seen you around before, I think,” she started. He looked up. “What’s your name?”“Wallace,” he said.“Kindra. Nice to meet you,” she smiled.“Nice to meet you too,” he smiled back.—It was only a week when Kindra went back to the laundry room. She learned her lesson this time. She only had a load and a half, so she made two mostly-full loads and started the washers.Not five minutes passed when Wallace walked in with a load of his own. “Hey!” he exclaimed. “Happy coincidence!”Kindra blushed a little. That was a cute gesture. “How was your week?” she asked.“Good. Quizzes on Tuesday, test on Thursday. I had most of today off.”“Shouldn’t you be out partying with your friends?”“I don’t really have many yet. I see a bunch of guys in study groups, but that’s purely academic,” he joked.She nodded.“What about you?”She blushed a little harder. “Oh, my roommate has a boyfriend who likes to… uh… occupy the room?”Wallace laughed. “Wow. So you’re kinda relegated down here, huh?”Kindra laughed back. “I mean, I guess!”Before they knew it, the buzzers went off. Kindra moved her loads over and Wallace moved to sit next to her. “Mind if I watch?” he asked courteously.Kindra hesitated for a moment. Not out of fear - nothing about this boy sprang any red flags. She just wasn’t expecting it. She nodded and looked down to hide her blush.—The next week, the two of them found additional excuses to go do laundry. They hadn’t exchanged numbers yet, but somehow they knew the other would be there. Kindra and Wallace grew closer together as they moved closer together in the laundry room. To his credit, she noticed, Wallace didn’t make any move on her. She hadn’t had a really successful relationship in the past, but she wasn’t opposed to her first collegiate flirt being this boy.It was another Friday when she made her move. She packed up her dry laundry and waved goodbye. “Catch ya next time!” she smiled cheerily. Wallace waved back.She went up one floor and entered her room, stuffing the clean clothes under her bed. Her roommate wasn’t present, thankfully. She didn’t care where; just so she didn’t come back till much later.Kindra waited at the door expectantly. She was nervous. She had always been shy. This was a big leap for her. But… “college experience,” right?Wallace knocked at the door. “Uh… Kindra? Are you in this room?”She waited a few seconds before opening the door.“Oh, uh…” Wallace started, “You uh… left this-” he held up one of her socks. He stopped when he noticed she was in a jet black hoodie but not any pants. She grabbed the outstretched arm and pulled him into the room.She embraced him and inhaled deeply. He hadn’t showered yet. His young musk emanated off him. Good. She wasn’t brave enough to look up at him so she just hugged him closer.Wallace was dumbfounded. “Um… Hey, I-” He didn’t have a clue what to say. His body began moving on its own, and Kindra was fully consenting to it.Kindra looked up and her face appeared, her long dark hair flowing behind her, her pale barely-pudgy skin soft as her oversized hoodie. She stood up on her tiptoes and pecked him on the cheek. That was all he needed. He leaned down and smooched her lips passionately. She walked backwards, leading them both to the bed. Kindra was by no means unattractive, but she didn’t exercise - at all - and she was still very self-conscious about her body.Besides; this oversized hoodie was very comfortable.Wallace leaned into her as she parked her butt up on the bed. She obediently lay down on her back, letting him tower over her with this long body. Her small height made that easier. He moved his kisses down her neck and began fondling her breasts. She touched his jean zipper. “You have a condom?” she whispered.He nodded.She nodded back and immediately opened his pants. She couldn’t see him but got her first feeling of him. His penis was erect, rock-hard, molten hot to the touch of her fingers. He shivered at the gentle brush of her soft fingertips. His skin felt smooth over the hard muscle. She guestimated maybe six inches long. Her second hand reached beyond and touched his leathery scrotum. His two balls were full and low-hanging. Good signs.Wallace’s own hands acted now. They pulled at her striped panties and they slid off both legs. He withdrew the condom from his pocket and handed it to her, kissing her soft white skin all over. She fumbled to get the condom on his bulging member though neither seemed to mind, or notice.She finally got it on and stared into his dark hazel brown eyes. He returned the stare into her pale green eyes. Wallace slowly dipped his throbbing member into her waiting vagina. She didn’t have a hymen to push through. His penis slid in satisfyingly, snugly, fully. She moaned. He grunted. And the work began.He slid in and out of her. His hot cock pressed against her insides, and her insides responded by covering him in her love juices. Her arms and legs wrapped around this thin body. She needed his companionship so bad. She’d had no idea but it was true. Here he was, on her bed, on her, inside of her, making love to her.Wallace pushed himself up to look at her. Her body recoiled, a little bit, but all he saw was soft, quiet, hidden beauty. All she saw was the chiseled set of abs and loose-fitting shirt of the tall man claiming his newest conquest. Oh God, but did his cock fill her up! He was so big she couldn’t contain her moans of ecstasy! And his own grunts, oh, they sounded so manly and urgent and brutish! He needed her, she needed him!…“I’m cumming!” he whispered.“Outside!” she ordered.He pulled out. His fingers slipped on the condom, it was so wet. Once he got it off he started stroking vigorously with a whole hand. Kindra panted and watched him work it. His moans crescendoed into a deafening silence as his semen spurted out. It landed in ropy globs on her soft, black hoodie. Finished with his release, Wallace sat back. Both of them panted heavily.“Well…” she said happily. “Guess I have more laundry to do.”By smj 895 for Literotica.

Two shy students escalate their encounter doing laundry.By smj895. Listen to the ► Podcast at Steamy Stories.Kindra dropped the correct change into the last washer and hit Start. She had two weeks’ worth of clothing to clean. This was a several hour affair, but it was a Friday night after dark and what else was she going to do, really? In fact, she already had her activity ready. Out came her tablet, preloaded with pirated movies. She didn’t bother wearing earbuds. The noise of the washers drowned out the sounds of her device, and no one else was around. Up? Probably. Around? No way.Not for a while anyway.About twenty minutes into her first movie, she noticed someone else walk into the college dorm laundry room. “Oh. Sorry!” she instinctively said. She looked up. It was a tall, thin boy, probably her age (19), and with unkempt but short dark sandy blonde hair.“No, no, it’s fine,” he replied. He moved around her to the free washers, dropping in his load, then the detergent, and finally his change. He moved to the opposite side of her, leaning back against a dryer after fiddling with his phone.Kindra went back to her movie. This was awkward, but that was college life for you, wasn’t it? Wasn’t this supposed to be the “college experience?” Meeting new people? Forcing opportunities to meet new people, if that wasn’t really your thing? Like Kindra’s? She noted his loose-fitting clothes and lanky figure, and then sort of ignored him.“What movie is that?” he asked.Crap, Kindra thought. She forgot to put in earbuds. “Uh, just a flick,” she half-lied. She was silent for a little bit. “What are you listening to?”As a response, the boy pulled out one earbud. The music was a genre Kindra didn’t particularly enjoy, but certainly could respect. “That’s pretty cool,” she told him.“What are you studying?” he asked.“Chemistry. You?”“Mech E.” Mechanical Engineering. So they shared maybe one class - Chem 101 - and she already tested out of that her sophomore year. …Of high school. No chance of seeing him around campus.The next twenty minutes passed in silence. A buzzer went off, then another, and a third. Kindra moved her clothes to the dryer and deposited her next round of change. She went back and sat in front of the washers. “I’ve, um… I’ve seen you around before, I think,” she started. He looked up. “What’s your name?”“Wallace,” he said.“Kindra. Nice to meet you,” she smiled.“Nice to meet you too,” he smiled back.—It was only a week when Kindra went back to the laundry room. She learned her lesson this time. She only had a load and a half, so she made two mostly-full loads and started the washers.Not five minutes passed when Wallace walked in with a load of his own. “Hey!” he exclaimed. “Happy coincidence!”Kindra blushed a little. That was a cute gesture. “How was your week?” she asked.“Good. Quizzes on Tuesday, test on Thursday. I had most of today off.”“Shouldn’t you be out partying with your friends?”“I don’t really have many yet. I see a bunch of guys in study groups, but that’s purely academic,” he joked.She nodded.“What about you?”She blushed a little harder. “Oh, my roommate has a boyfriend who likes to… uh… occupy the room?”Wallace laughed. “Wow. So you’re kinda relegated down here, huh?”Kindra laughed back. “I mean, I guess!”Before they knew it, the buzzers went off. Kindra moved her loads over and Wallace moved to sit next to her. “Mind if I watch?” he asked courteously.Kindra hesitated for a moment. Not out of fear - nothing about this boy sprang any red flags. She just wasn’t expecting it. She nodded and looked down to hide her blush.—The next week, the two of them found additional excuses to go do laundry. They hadn’t exchanged numbers yet, but somehow they knew the other would be there. Kindra and Wallace grew closer together as they moved closer together in the laundry room. To his credit, she noticed, Wallace didn’t make any move on her. She hadn’t had a really successful relationship in the past, but she wasn’t opposed to her first collegiate flirt being this boy.It was another Friday when she made her move. She packed up her dry laundry and waved goodbye. “Catch ya next time!” she smiled cheerily. Wallace waved back.She went up one floor and entered her room, stuffing the clean clothes under her bed. Her roommate wasn’t present, thankfully. She didn’t care where; just so she didn’t come back till much later.Kindra waited at the door expectantly. She was nervous. She had always been shy. This was a big leap for her. But… “college experience,” right?Wallace knocked at the door. “Uh… Kindra? Are you in this room?”She waited a few seconds before opening the door.“Oh, uh…” Wallace started, “You uh… left this-” he held up one of her socks. He stopped when he noticed she was in a jet black hoodie but not any pants. She grabbed the outstretched arm and pulled him into the room.She embraced him and inhaled deeply. He hadn’t showered yet. His young musk emanated off him. Good. She wasn’t brave enough to look up at him so she just hugged him closer.Wallace was dumbfounded. “Um… Hey, I-” He didn’t have a clue what to say. His body began moving on its own, and Kindra was fully consenting to it.Kindra looked up and her face appeared, her long dark hair flowing behind her, her pale barely-pudgy skin soft as her oversized hoodie. She stood up on her tiptoes and pecked him on the cheek. That was all he needed. He leaned down and smooched her lips passionately. She walked backwards, leading them both to the bed. Kindra was by no means unattractive, but she didn’t exercise - at all - and she was still very self-conscious about her body.Besides; this oversized hoodie was very comfortable.Wallace leaned into her as she parked her butt up on the bed. She obediently lay down on her back, letting him tower over her with this long body. Her small height made that easier. He moved his kisses down her neck and began fondling her breasts. She touched his jean zipper. “You have a condom?” she whispered.He nodded.She nodded back and immediately opened his pants. She couldn’t see him but got her first feeling of him. His penis was erect, rock-hard, molten hot to the touch of her fingers. He shivered at the gentle brush of her soft fingertips. His skin felt smooth over the hard muscle. She guestimated maybe six inches long. Her second hand reached beyond and touched his leathery scrotum. His two balls were full and low-hanging. Good signs.Wallace’s own hands acted now. They pulled at her striped panties and they slid off both legs. He withdrew the condom from his pocket and handed it to her, kissing her soft white skin all over. She fumbled to get the condom on his bulging member though neither seemed to mind, or notice.She finally got it on and stared into his dark hazel brown eyes. He returned the stare into her pale green eyes. Wallace slowly dipped his throbbing member into her waiting vagina. She didn’t have a hymen to push through. His penis slid in satisfyingly, snugly, fully. She moaned. He grunted. And the work began.He slid in and out of her. His hot cock pressed against her insides, and her insides responded by covering him in her love juices. Her arms and legs wrapped around this thin body. She needed his companionship so bad. She’d had no idea but it was true. Here he was, on her bed, on her, inside of her, making love to her.Wallace pushed himself up to look at her. Her body recoiled, a little bit, but all he saw was soft, quiet, hidden beauty. All she saw was the chiseled set of abs and loose-fitting shirt of the tall man claiming his newest conquest. Oh God, but did his cock fill her up! He was so big she couldn’t contain her moans of ecstasy! And his own grunts, oh, they sounded so manly and urgent and brutish! He needed her, she needed him!…“I’m cumming!” he whispered.“Outside!” she ordered.He pulled out. His fingers slipped on the condom, it was so wet. Once he got it off he started stroking vigorously with a whole hand. Kindra panted and watched him work it. His moans crescendoed into a deafening silence as his semen spurted out. It landed in ropy globs on her soft, black hoodie. Finished with his release, Wallace sat back. Both of them panted heavily.“Well…” she said happily. “Guess I have more laundry to do.”By smj 895 for Literotica.

Two shy students escalate their encounter doing laundry.By smj895. Listen to the ► Podcast at Steamy Stories.Kindra dropped the correct change into the last washer and hit Start. She had two weeks’ worth of clothing to clean. This was a several hour affair, but it was a Friday night after dark and what else was she going to do, really? In fact, she already had her activity ready. Out came her tablet, preloaded with pirated movies. She didn’t bother wearing earbuds. The noise of the washers drowned out the sounds of her device, and no one else was around. Up? Probably. Around? No way.Not for a while anyway.About twenty minutes into her first movie, she noticed someone else walk into the college dorm laundry room. “Oh. Sorry!” she instinctively said. She looked up. It was a tall, thin boy, probably her age (19), and with unkempt but short dark sandy blonde hair.“No, no, it’s fine,” he replied. He moved around her to the free washers, dropping in his load, then the detergent, and finally his change. He moved to the opposite side of her, leaning back against a dryer after fiddling with his phone.Kindra went back to her movie. This was awkward, but that was college life for you, wasn’t it? Wasn’t this supposed to be the “college experience?” Meeting new people? Forcing opportunities to meet new people, if that wasn’t really your thing? Like Kindra’s? She noted his loose-fitting clothes and lanky figure, and then sort of ignored him.“What movie is that?” he asked.Crap, Kindra thought. She forgot to put in earbuds. “Uh, just a flick,” she half-lied. She was silent for a little bit. “What are you listening to?”As a response, the boy pulled out one earbud. The music was a genre Kindra didn’t particularly enjoy, but certainly could respect. “That’s pretty cool,” she told him.“What are you studying?” he asked.“Chemistry. You?”“Mech E.” Mechanical Engineering. So they shared maybe one class - Chem 101 - and she already tested out of that her sophomore year. …Of high school. No chance of seeing him around campus.The next twenty minutes passed in silence. A buzzer went off, then another, and a third. Kindra moved her clothes to the dryer and deposited her next round of change. She went back and sat in front of the washers. “I’ve, um… I’ve seen you around before, I think,” she started. He looked up. “What’s your name?”“Wallace,” he said.“Kindra. Nice to meet you,” she smiled.“Nice to meet you too,” he smiled back.—It was only a week when Kindra went back to the laundry room. She learned her lesson this time. She only had a load and a half, so she made two mostly-full loads and started the washers.Not five minutes passed when Wallace walked in with a load of his own. “Hey!” he exclaimed. “Happy coincidence!”Kindra blushed a little. That was a cute gesture. “How was your week?” she asked.“Good. Quizzes on Tuesday, test on Thursday. I had most of today off.”“Shouldn’t you be out partying with your friends?”“I don’t really have many yet. I see a bunch of guys in study groups, but that’s purely academic,” he joked.She nodded.“What about you?”She blushed a little harder. “Oh, my roommate has a boyfriend who likes to… uh… occupy the room?”Wallace laughed. “Wow. So you’re kinda relegated down here, huh?”Kindra laughed back. “I mean, I guess!”Before they knew it, the buzzers went off. Kindra moved her loads over and Wallace moved to sit next to her. “Mind if I watch?” he asked courteously.Kindra hesitated for a moment. Not out of fear - nothing about this boy sprang any red flags. She just wasn’t expecting it. She nodded and looked down to hide her blush.—The next week, the two of them found additional excuses to go do laundry. They hadn’t exchanged numbers yet, but somehow they knew the other would be there. Kindra and Wallace grew closer together as they moved closer together in the laundry room. To his credit, she noticed, Wallace didn’t make any move on her. She hadn’t had a really successful relationship in the past, but she wasn’t opposed to her first collegiate flirt being this boy.It was another Friday when she made her move. She packed up her dry laundry and waved goodbye. “Catch ya next time!” she smiled cheerily. Wallace waved back.She went up one floor and entered her room, stuffing the clean clothes under her bed. Her roommate wasn’t present, thankfully. She didn’t care where; just so she didn’t come back till much later.Kindra waited at the door expectantly. She was nervous. She had always been shy. This was a big leap for her. But… “college experience,” right?Wallace knocked at the door. “Uh… Kindra? Are you in this room?”She waited a few seconds before opening the door.“Oh, uh…” Wallace started, “You uh… left this-” he held up one of her socks. He stopped when he noticed she was in a jet black hoodie but not any pants. She grabbed the outstretched arm and pulled him into the room.She embraced him and inhaled deeply. He hadn’t showered yet. His young musk emanated off him. Good. She wasn’t brave enough to look up at him so she just hugged him closer.Wallace was dumbfounded. “Um… Hey, I-” He didn’t have a clue what to say. His body began moving on its own, and Kindra was fully consenting to it.Kindra looked up and her face appeared, her long dark hair flowing behind her, her pale barely-pudgy skin soft as her oversized hoodie. She stood up on her tiptoes and pecked him on the cheek. That was all he needed. He leaned down and smooched her lips passionately. She walked backwards, leading them both to the bed. Kindra was by no means unattractive, but she didn’t exercise - at all - and she was still very self-conscious about her body.Besides; this oversized hoodie was very comfortable.Wallace leaned into her as she parked her butt up on the bed. She obediently lay down on her back, letting him tower over her with this long body. Her small height made that easier. He moved his kisses down her neck and began fondling her breasts. She touched his jean zipper. “You have a condom?” she whispered.He nodded.She nodded back and immediately opened his pants. She couldn’t see him but got her first feeling of him. His penis was erect, rock-hard, molten hot to the touch of her fingers. He shivered at the gentle brush of her soft fingertips. His skin felt smooth over the hard muscle. She guestimated maybe six inches long. Her second hand reached beyond and touched his leathery scrotum. His two balls were full and low-hanging. Good signs.Wallace’s own hands acted now. They pulled at her striped panties and they slid off both legs. He withdrew the condom from his pocket and handed it to her, kissing her soft white skin all over. She fumbled to get the condom on his bulging member though neither seemed to mind, or notice.She finally got it on and stared into his dark hazel brown eyes. He returned the stare into her pale green eyes. Wallace slowly dipped his throbbing member into her waiting vagina. She didn’t have a hymen to push through. His penis slid in satisfyingly, snugly, fully. She moaned. He grunted. And the work began.He slid in and out of her. His hot cock pressed against her insides, and her insides responded by covering him in her love juices. Her arms and legs wrapped around this thin body. She needed his companionship so bad. She’d had no idea but it was true. Here he was, on her bed, on her, inside of her, making love to her.Wallace pushed himself up to look at her. Her body recoiled, a little bit, but all he saw was soft, quiet, hidden beauty. All she saw was the chiseled set of abs and loose-fitting shirt of the tall man claiming his newest conquest. Oh God, but did his cock fill her up! He was so big she couldn’t contain her moans of ecstasy! And his own grunts, oh, they sounded so manly and urgent and brutish! He needed her, she needed him!…“I’m cumming!” he whispered.“Outside!” she ordered.He pulled out. His fingers slipped on the condom, it was so wet. Once he got it off he started stroking vigorously with a whole hand. Kindra panted and watched him work it. His moans crescendoed into a deafening silence as his semen spurted out. It landed in ropy globs on her soft, black hoodie. Finished with his release, Wallace sat back. Both of them panted heavily.“Well…” she said happily. “Guess I have more laundry to do.”By smj 895 for Literotica.

Two shy students escalate their encounter doing laundry.By smj895. Listen to the ► Podcast at Steamy Stories.Kindra dropped the correct change into the last washer and hit Start. She had two weeks’ worth of clothing to clean. This was a several hour affair, but it was a Friday night after dark and what else was she going to do, really? In fact, she already had her activity ready. Out came her tablet, preloaded with pirated movies. She didn’t bother wearing earbuds. The noise of the washers drowned out the sounds of her device, and no one else was around. Up? Probably. Around? No way.Not for a while anyway.About twenty minutes into her first movie, she noticed someone else walk into the college dorm laundry room. “Oh. Sorry!” she instinctively said. She looked up. It was a tall, thin boy, probably her age (19), and with unkempt but short dark sandy blonde hair.“No, no, it’s fine,” he replied. He moved around her to the free washers, dropping in his load, then the detergent, and finally his change. He moved to the opposite side of her, leaning back against a dryer after fiddling with his phone.Kindra went back to her movie. This was awkward, but that was college life for you, wasn’t it? Wasn’t this supposed to be the “college experience?” Meeting new people? Forcing opportunities to meet new people, if that wasn’t really your thing? Like Kindra’s? She noted his loose-fitting clothes and lanky figure, and then sort of ignored him.“What movie is that?” he asked.Crap, Kindra thought. She forgot to put in earbuds. “Uh, just a flick,” she half-lied. She was silent for a little bit. “What are you listening to?”As a response, the boy pulled out one earbud. The music was a genre Kindra didn’t particularly enjoy, but certainly could respect. “That’s pretty cool,” she told him.“What are you studying?” he asked.“Chemistry. You?”“Mech E.” Mechanical Engineering. So they shared maybe one class - Chem 101 - and she already tested out of that her sophomore year. …Of high school. No chance of seeing him around campus.The next twenty minutes passed in silence. A buzzer went off, then another, and a third. Kindra moved her clothes to the dryer and deposited her next round of change. She went back and sat in front of the washers. “I’ve, um… I’ve seen you around before, I think,” she started. He looked up. “What’s your name?”“Wallace,” he said.“Kindra. Nice to meet you,” she smiled.“Nice to meet you too,” he smiled back.—It was only a week when Kindra went back to the laundry room. She learned her lesson this time. She only had a load and a half, so she made two mostly-full loads and started the washers.Not five minutes passed when Wallace walked in with a load of his own. “Hey!” he exclaimed. “Happy coincidence!”Kindra blushed a little. That was a cute gesture. “How was your week?” she asked.“Good. Quizzes on Tuesday, test on Thursday. I had most of today off.”“Shouldn’t you be out partying with your friends?”“I don’t really have many yet. I see a bunch of guys in study groups, but that’s purely academic,” he joked.She nodded.“What about you?”She blushed a little harder. “Oh, my roommate has a boyfriend who likes to… uh… occupy the room?”Wallace laughed. “Wow. So you’re kinda relegated down here, huh?”Kindra laughed back. “I mean, I guess!”Before they knew it, the buzzers went off. Kindra moved her loads over and Wallace moved to sit next to her. “Mind if I watch?” he asked courteously.Kindra hesitated for a moment. Not out of fear - nothing about this boy sprang any red flags. She just wasn’t expecting it. She nodded and looked down to hide her blush.—The next week, the two of them found additional excuses to go do laundry. They hadn’t exchanged numbers yet, but somehow they knew the other would be there. Kindra and Wallace grew closer together as they moved closer together in the laundry room. To his credit, she noticed, Wallace didn’t make any move on her. She hadn’t had a really successful relationship in the past, but she wasn’t opposed to her first collegiate flirt being this boy.It was another Friday when she made her move. She packed up her dry laundry and waved goodbye. “Catch ya next time!” she smiled cheerily. Wallace waved back.She went up one floor and entered her room, stuffing the clean clothes under her bed. Her roommate wasn’t present, thankfully. She didn’t care where; just so she didn’t come back till much later.Kindra waited at the door expectantly. She was nervous. She had always been shy. This was a big leap for her. But… “college experience,” right?Wallace knocked at the door. “Uh… Kindra? Are you in this room?”She waited a few seconds before opening the door.“Oh, uh…” Wallace started, “You uh… left this-” he held up one of her socks. He stopped when he noticed she was in a jet black hoodie but not any pants. She grabbed the outstretched arm and pulled him into the room.She embraced him and inhaled deeply. He hadn’t showered yet. His young musk emanated off him. Good. She wasn’t brave enough to look up at him so she just hugged him closer.Wallace was dumbfounded. “Um… Hey, I-” He didn’t have a clue what to say. His body began moving on its own, and Kindra was fully consenting to it.Kindra looked up and her face appeared, her long dark hair flowing behind her, her pale barely-pudgy skin soft as her oversized hoodie. She stood up on her tiptoes and pecked him on the cheek. That was all he needed. He leaned down and smooched her lips passionately. She walked backwards, leading them both to the bed. Kindra was by no means unattractive, but she didn’t exercise - at all - and she was still very self-conscious about her body.Besides; this oversized hoodie was very comfortable.Wallace leaned into her as she parked her butt up on the bed. She obediently lay down on her back, letting him tower over her with this long body. Her small height made that easier. He moved his kisses down her neck and began fondling her breasts. She touched his jean zipper. “You have a condom?” she whispered.He nodded.She nodded back and immediately opened his pants. She couldn’t see him but got her first feeling of him. His penis was erect, rock-hard, molten hot to the touch of her fingers. He shivered at the gentle brush of her soft fingertips. His skin felt smooth over the hard muscle. She guestimated maybe six inches long. Her second hand reached beyond and touched his leathery scrotum. His two balls were full and low-hanging. Good signs.Wallace’s own hands acted now. They pulled at her striped panties and they slid off both legs. He withdrew the condom from his pocket and handed it to her, kissing her soft white skin all over. She fumbled to get the condom on his bulging member though neither seemed to mind, or notice.She finally got it on and stared into his dark hazel brown eyes. He returned the stare into her pale green eyes. Wallace slowly dipped his throbbing member into her waiting vagina. She didn’t have a hymen to push through. His penis slid in satisfyingly, snugly, fully. She moaned. He grunted. And the work began.He slid in and out of her. His hot cock pressed against her insides, and her insides responded by covering him in her love juices. Her arms and legs wrapped around this thin body. She needed his companionship so bad. She’d had no idea but it was true. Here he was, on her bed, on her, inside of her, making love to her.Wallace pushed himself up to look at her. Her body recoiled, a little bit, but all he saw was soft, quiet, hidden beauty. All she saw was the chiseled set of abs and loose-fitting shirt of the tall man claiming his newest conquest. Oh God, but did his cock fill her up! He was so big she couldn’t contain her moans of ecstasy! And his own grunts, oh, they sounded so manly and urgent and brutish! He needed her, she needed him!…“I’m cumming!” he whispered.“Outside!” she ordered.He pulled out. His fingers slipped on the condom, it was so wet. Once he got it off he started stroking vigorously with a whole hand. Kindra panted and watched him work it. His moans crescendoed into a deafening silence as his semen spurted out. It landed in ropy globs on her soft, black hoodie. Finished with his release, Wallace sat back. Both of them panted heavily.“Well…” she said happily. “Guess I have more laundry to do.”By smj 895 for Literotica.

The China in May dream is STILL alive. Subscribe to our Patreon for bonus episodes at https://www.patreon.com/joytactics

This week I Talk About Quizzes. [powerpress]

When we took exams in school, the teacher was often silent. What does this mean about our lives? In today's episode of the podcast, Alec dives deep into the Forged Mentality, giving his advice on when do be silent and when to speak up. Often it is not the noise we make, but the space we provide that allows us to step into ourselves fully. This one is exciting! Welcome back to the Forged Ingold Podcast!If you like the show please subscribe and leave a 5 star rating - that and texting it to a friend are the easiest ways you can help us grow. 

Try the first ever Pop Quiz Express. All the fun pop culture questions, minus the chit chat. 

An expert has weighed in on a social media post that caught Tom Elliott's attention. See omnystudio.com/listener for privacy information.

Egor manages mobile app portfolios boasting over 500 million installs since 2009, with a current focus on language learning tools like Portuguess for mastering Portuguese through interactive quizzes and regional variations. He offers practical expat advice on European logistics. His feed mixes app promotions with wry observations on Eastern European geopolitics and labor market woes. On X you'll find Egor talk about Portuguese learning apps and Spain-Portugal travel hacks, and in this episode we get an insight into the founder and the Portugess app for language learning.

Lead Gen with Hyper Local QuizzesTired of the same old real estate lead generation tactics, like home value ads and overdone Facebook forms? Discover the secret weapon for generating real, engaged leads: hyper-local quizzes.In this episode, learn how to harness people's love for testing themselves to generate high-quality leads—not just cold, random clicks—from homeowners and buyers in your own community. Quizzes are playful, low-pressure, and highly shareable, giving people a fun reason to engage with you. They lower the barrier to entry by feeling like entertainment, not marketing.What You'll Learn:The Magic of Hyper-Local Quizzes: Turn generic queries like "What's your home worth?" into engaging, local-centric quizzes such as "How well do you know your city?" or "Which neighborhood landmark are you?"Quiz Ideas that Convert: Get inspiration for practical quizzes like a "Seller Readiness Score" (e.g., "Are you ready to sell in the next 6 months?") or a "Buyer Match Quiz" (e.g., "Which type of home fits your lifestyle?").Design for Success: Learn to keep quizzes short (5 to 7 questions), snappy, and always end with instant results and a clear call to action. Adding humor and personality makes people more likely to share.The Power of Follow-Up: Use quiz results to automatically segment your leads (buyer, seller, or curious) and tailor your follow-up with specific email sequences, property guides, or monthly market insights.Tips for Takeoff: Keep the tone friendly, deliver instant results, add visuals and local references, and don't be afraid to share your own quiz results to build authenticity.Stop chasing leads and start attracting them with a fun, curiosity-driven approach. A quiz is more than just lead generation; it's connection, data, and discovery all wrapped into one.

Description:Many of us were taught that strength looks like independence. Don't need too much. Don't ask for help. Don't lean on others. And then—somewhere along the way—we find ourselves lonely, exhausted, or quietly resentful, wondering why connection feels so hard and so heavy at the same time. We want closeness, but we're afraid of needing too much. We want support, but we don't know how to ask for it without losing ourselves.   Today's guest is someone who has helped millions of people name that tension—and find a gentler, healthier way forward. Nedra Glover Tawwab is a licensed therapist, relationship expert, and New York Times bestselling author of Set Boundaries, Find Peace and Drama Free. With more than fifteen years of clinical experience, she has become one of the most trusted voices in modern mental health, helping people navigate boundaries, attachment, emotional health, and sustainable connection in real, everyday life.   Nedra ‘s work consistently meets people with clarity, compassion, and deep respect for how hard relationships can be. Her new book, The Balancing Act, invites us to rethink what healthy connection actually looks like—not as hyper-independence or over-functioning, but as learning how to depend on one another without disappearing in the process.   In this conversation, we talk about:  - The major attachment styles and how they quietly shape our relationships- Why so many of us confuse independence with emotional health - The dependency spectrum—and how to recognize where we're over- or under-functioning - When closeness crosses into enmeshment, and how to find your way back - Gentle, practical first steps toward healthy dependency and asking for help We honestly could not think of a better person to help us wake up in the area of mental health. This conversation is tender, honest, and deeply freeing—and it offers language for places you may have felt stuck, tired, or alone for a long time. You are not broken. You are learning how to connect.   Thought-provoking Quotes:  ★ “You can be conflict-avoidant and peace-positive.” – Nedra Tawwab ★ “We have to allow people to exist as they are. And sometimes that's not in the same way as we exist.” – Nedra Tawwab ★ “The connection you're seeking is on the other side of your discomfort.” – Nedra Tawwab Resources Mentioned in This Episode:  ➢ The Balancing Act: Creating Healthy Dependency and Connection Without Losing Yourself by Nedra Tawwab – https://amzn.to/3Z77GEC ➢ Set Boundaries, Find Peace: A Guide to Reclaiming Yourself by Nedra Tawwab - https://amzn.to/49q8zg8 ➢ Drama Free: A Guide to Managing Unhealthy Family Relationships by Nedra Tawwab - https://amzn.to/4b3cSkh ➢ Nedra's Quizzes - https://www.nedratawwab.com/quizzes Guest's Links: Website - https://www.nedratawwab.com/ Instagram - https://www.instagram.com/nedratawwab/?hl=en Facebook - https://www.facebook.com/nedratawwab/ Substack - https://nedratawwab.substack.com/ Podcast - https://podcasts.apple.com/us/podcast/you-need-to-hear-this-with-nedra-tawwab/id1686288228   Connect with Jen! Jen's Website - https://jenhatmaker.com/ Jen's Instagram - https://instagram.com/jenhatmaker Jen's Twitter - https://twitter.com/jenHatmaker/ Jen's Facebook - https://facebook.com/jenhatmaker Jen's YouTube - https://www.youtube.com/user/JenHatmaker   The For the Love Podcast is presented by Audacy. To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices

Community organiser for Warriors of Aboriginal Resistance, Tarneen Onus-Williams, joined 3AW Mornings.See omnystudio.com/listener for privacy information.

Are you asking your clients the right questions? What if a quiz could start your best sales conversations?In this episode of The Business Ownership Podcast I interviewed Catharine O'Leary. Catharine, known as the 'Quiz Queen,' is an expert in client engagement. With over three decades in market research and consumer insights, she specializes in attracting ideal clients and boosting revenue. Her approach uses questions to foster strong client relationships and grow businesses. Join her mission to harness the power of curiosity to connect with your ideal clients.Quizzes aren't just fun—they're strategic. If you want deeper insights and stronger client relationships, check this out!Show Links:Catharine O'Leary Website: https://catharineoleary.com/Catharine O'Leary on LinkedIn: Catharine O'Leary | LinkedInBook a call with Michelle: https://go.appointmentcore.com/book/IcFD4cGJoin our Facebook group for business owners to get help or help other business owners!The Business Ownership Group - Secrets to Scaling: https://www.facebook.com/groups/businessownershipsecretstoscalingLooking to scale your business? Get free gifts here to help you on your way: https://www.awarenessstrategies.com/

Lecturer in Criminology at Swinburne University of Technology, Dr Joel McGregor, joined 3AW Mornings.See omnystudio.com/listener for privacy information.

Molly shows Rob a jarring couples quiz that she found on YouTube and reads some of the spiciest questions from the game "Spice It Up." Rob brings Molls back to simpler times by revisiting board game commercials that would air during Saturday morning cartoons. WATCH THE VIDEO VERSION OF THE EPISODE AND LISTEN AD-FREE ON PATREON! LINKS When Sparks Fly couples quiz Find out more about Rob Schulte by checking out his website https://www.robschulte.com/ Find out more about Molly McAleer by checking out her website https://mollymcaleer.com/ Learn more about your ad choices. Visit megaphone.fm/adchoices

https://bit.ly/meetwithAPP

We've primed ourselves for this moment. Corndogs have been dipped, the kernels have been popped, the game has been preee'd. The epic stage is set for Just Play It to announce the winners for the 3rd annual Poppys & Cornys, to crown the biggest piece of crap fictional character, and to decide who is coming out on top of the 2nd annual cinematic crossover of characters combat tournament - the CINEDOME. Let's freaking go. Thanks for tuning in. For more, follow us on Instagram & YouTube @justplayitpodcast & X (fka Twitter) @justplayitpod

The lads are back with their infamous holiday special to wind down the year of 2025! Join Amos, Adam, Luke, and the two Joe's as they do some Man City quizzes, give some opinions, and plenty more. Make sure to leave a rating and a review, and subscribe wherever you're listening to this show!You can keep up to date with all of the latest City Ramble action by following our social media pages. Follow us:Discord ➡️ https://discord.gg/4f2c6QJbX (Twitter) ➡️ https://x.com/thecityrambleInstagram ➡️ https://www.instagram.com/cityramble/?hl=enTikTok ➡️ https://www.tiktok.com/@thecityrambleWebsite ➡️ https://www.thecityramble.co.uk/Watch

The third movie in the Wrap Party Trilogy is here! We welcome you to our end of the year bash where we get to pregame before the finale with the ultimate quiz gauntlet, high stakes prizes, the annual logline AI image generator, and of course the Best Weapon and Best Fighter Tier Lists from all the movies we watched in the year 2025. A good old fashioned pregame is the only way to get ready for what comes next... Thanks for tuning in. For more, follow us on Instagram & YouTube @justplayitpodcast & X (fka Twitter) @justplayitpod

This week on The Weekly Warp Pipe, we're diving headfirst into Christmas nostalgia

This is your chance to take on Hamish & Andy in the Ultimate Summer Quiz! In this first episode, the boys establish the ground rules with quizmaster Magic Mike and, in true Hamish & Andy fashion, turn on him during the Brain Buster!

The Director of Student Administration at Swinburne University joined 3AW Mornings.See omnystudio.com/listener for privacy information.

What happens to grading when AI can do so much of what we've traditionally asked students to do by hand? In this episode, Boz and Sharona talk with educator, author, and podcaster Derek Bruff about his three-stage journey into mastery-based assessment, from early test corrections to coordinated mastery quizzes to rebuilding exams in a cryptography seminar—then zoom out to the upcoming Alternative Grading Institute at UVA, where faculty will redesign courses around specs, standards-based, and collaborative grading in response to pandemic-era lessons, public skepticism about higher ed, and the rise of generative AI.LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!Agile Learning - Derek Bruff's Blog on Teaching and LearningIntentional Teaching Podcast Interview with Robert Talbert and David ClarkIntentional Teaching Podcast Interview with Eden TannerThe Norton Guide to AI-Aware Teaching (forthcoming)The UVA Teaching HubCheating Lessons, by James LangResourcesThe Center for Grading Reform - seeking to advance education in the United States by supporting effective grading reform at all levels through conferences, educational workshops, professional development, research and scholarship, influencing public policy, and community building.The Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading:Grading for Growth, by Robert Talbert and David Clark

What if more quizzes created more joy—not stress? Lee Jenkins shows host Andrew Stotz how Deming-inspired practices like random-concept quizzes, student-led charts, and "all-time best" celebrations turn classrooms into true learning systems that build confidence, motivation, and real understanding. A simple shift in method—massive shift in joy. (View the powerpoint referenced in the podcast.) TRANSCRIPT 0:00:02.2 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today, I'm talking with Lee Jenkins, who is a career educator in public schools, completing his full-time work as a school district superintendent. During that work, he was introduced to the teachings of Dr. Deming and has been applying those teachings to his life and work since. In his business, Crazy Simple Education, he helps people apply Dr. Deming's principles in their schools to bring joy back to learning, to help kids learn more. The topic for today is how educators have applied Dr. Deming's ideas to learning. Lee, take it away.   0:00:42.8 Lee Jenkins: Thank you so much, Andrew. It's amazing what Dr. Deming taught in five minutes. I've been able to teach that for over 20 years. It's just amazing. And then you see in the next slide, it was Lou Rhodes. And this is just a short little review of what we did on the first podcast. But he's the one that said, I think you're going to enjoy this. Little did he know how much I was going to enjoy that in 1990 when he said that. And then in 1992, heard Dr. Deming in person as the statistician. And he described in five minutes just a little touch of what was different about a classroom as opposed to all the other systems that he was teaching. And so over time, you're going to see how it's been implemented with great joy with so many people. He taught that education should have a learning system instead of an inspection system. And that's what we have, is an inspection system. The state departments of education inspect the schools and the teachers inspect the kids. We don't have a learning system. So if you think about that distinction, it's truly a learning system. And you're going to see that as we go through this today.   0:01:51.2 Andrew Stotz: Lee, I was just... After listening to you in the last episode and listening to some of our other great guests on the show, I talked to my students about this. And one of my students, after I went through it and talked about the random sampling as an example of questions to understand the level of knowledge that students as a group are getting, one of my students at this prestigious university I teach at in Thailand said, "So why are you grading us? "   0:02:26.1 Lee Jenkins: Yes. Yes. That's it.   0:02:27.4 Andrew Stotz: And I said... Lee, I need help. I gave my best answer and that is, "I decided that right now, the fight with the university to change the way it's done is not a fight I'm prepared to take. But what I'm going to do is try to deliver the best experience I can in the room." Now, that was a bit of a cop out, but that's part of... People who are listening and viewing this are also caught in a system, in a trap, an inspection system. So it's just great to hear you talk about this and it can help us think about how we can handle it.   0:03:09.9 Lee Jenkins: People say that education hasn't been improved for 50 years. Then think about it. We've had an inspection system for 50 years. Maybe that's the problem, right? So here's what Dr. Deming taught. Tell them what you want them to know first week of school. Here it is. You're going to give them a weekly quiz. The quiz is going to be the square root of the total number of concepts you want them to learn. So a teacher teaching a second language, 400 vocabulary words, they had 20 words a week at random out of the 400. It's simple, but it's crazy that you don't... People say, "How can you assess them on something you haven't taught yet? " You can, if you have a learning system. And then he said to build a scatter diagram and a class run chart. And let's look at those two just to review. The scatter diagram, and if you can't see this, it's just across the x-axis on the bottom. It says 1 to 14, which is for half a year. The y-axis goes from 0 to 10 because there are 10 questions every week in this classroom. And we have a dot by how many kids got 0 right, how many kids got 1 right, how many kids got 2 right. And if you look at over a semester, you can see all the dots moving from the lower left corner up to the upper right corner. So that's the scatter diagram.   0:04:29.7 Andrew Stotz: That's all the students in the class. That's not one individual student.   0:04:33.0 Lee Jenkins: That's not one student. It's the whole class because you're the manager of the learning of a classroom. He taught that. And then he said graph the total correct for the whole classroom.   0:04:46.6 Andrew Stotz: So you just did what he said.   0:04:49.8 Lee Jenkins: Yeah, add it up. It is simple and it is crazy. I mean, all the coaches who are listening to this know when you go to a game, you add up the total for every athlete. You add it up to get a total for the team. Then that same coach is in the classroom on Monday and they never think about that this is a team of learners. It's the same thing. Add it up. And they love it. And they help each other and they contribute and they celebrate when a struggling student helps the class out as much as a student that's advanced.   0:05:24.2 Andrew Stotz: Yeah. I mean we're social creatures, right? We want to be part of a group. We want to contribute. It's just such a clear principle.   0:05:35.0 Lee Jenkins: Yeah, it's simple. So then here's the expansion. Here's different things that happened over time with the process, and we'll share those with you. One was people said, well, ya know, my problem is not... It's partly they don't remember what I'm teaching well enough, but they clearly don't remember the prior courses. So this is a high school math teacher teaching geometry, and so she has half of her questions are coming from geometry because they're teaching geometry. But the other half of the questions come from the four courses they had in math prior because she knows they don't remember it. And then there's a secondary science department. The same thing. They said half of our questions for every quiz have to be from the prior courses, not just the current one. Because students think...   0:06:29.6 Andrew Stotz: Wow! That's fascinating. And before you go for that, so let's look at geometry. You've got these buckets. Before geometry is algebra two, and before that is algebra one, and before that's pre-algebra, and before that is math seven. I remember my pre-algebra class at school with Dr...Mr. Tyler. He was the football coach, and that guy was a slave driver. Even if you got the question wrong, if you structured your answering process right, you would get half points.   0:06:58.9 Lee Jenkins: Oh, okay. Yes.   0:06:59.6 Andrew Stotz: He helped me learn the structure and the order of solving algebra problems, but if I didn't do that well or I didn't have him as a teacher, I could end up in geometry not actually knowing that. But what the heck is this geometry teacher supposed to do if they find out that the class doesn't really understand some of the prior core principles?   0:07:21.7 Lee Jenkins: Well, they, obviously, they need to teach it, and so part of it they do. The other part of it is the kids don't want to forget the prior courses. If you just throw all these into a bucket and they don't say where it's from, they don't... Well, okay, I missed a question. But when you say, you're in 11th grade in geometry, and you missed the 7th grade question, they don't like that. So it builds, it's a visual. It's right in front of the room every day. They can see, I need to know all of this. And the science teacher is the same thing. The kids say, I'm in chemistry now. I don't need biology. Why do I need that? Until you see it right there in front of you every day, and you think, oh, I'm supposed to learn this.   0:08:12.9 Andrew Stotz: Gosh, it just brings me back to when I was in high school, and I really got frustrated because the pace was really fast, and I felt like I didn't fully understand the prior material, and now I'm on to the next. And that was, and I felt like I was building on a shaky foundation, and this is a part of addressing that.   0:08:33.7 Lee Jenkins: It is, absolutely. So that's one of the changes that was made. Teachers took and expanded that to the whole curriculum as opposed to only the course they're teaching.   0:08:43.0 Andrew Stotz: And just to think about that, is that in order to truly do that, you really want to have the math, the pre-algebra, the algebra, the algebra 2, and the geometry teachers all working on the same playbook.   0:08:56.2 Lee Jenkins: Yes, yes. And when we do make those lists for each class, there's no duplicates.   0:09:02.7 Andrew Stotz: Right.   0:09:04.3 Lee Jenkins: I mean, like with the science, I remember the biology teacher saying to the chemistry teacher, "You teach that? I teach that also." And they'd been teaching next door to each other for 10 years and didn't know it. So they have to say, who owns that one? So it's all a system that's tightly designed.   0:09:25.1 Andrew Stotz: And in the academic world of universities where I've taught, there's this thing that they want to give you independence to teach what you want in the way you want. I don't know about what's happening in schools these days, but is the curriculum pretty much set and therefore the teacher can't veer from that and therefore this would not be a problem? Or is it that, hey, every teacher's doing something different and it doesn't all work together?   0:09:53.6 Lee Jenkins: Right. What's the "what." The essential "what", needs to be agreed upon no matter who's teaching it. Now, on these lists, we don't put trivia. And trivia should be in the classroom. It's fun. It's interesting, but they're not accountable for it.   0:10:11.3 Andrew Stotz: Right.   0:10:11.7 Lee Jenkins: So it's what's essential for the kids to know. And the teachers, when they have time, the principal sets aside a day and said, okay, science department, get together, get this listed, what you want. They like that discussion and the agreement of what's expected.   0:10:30.1 Andrew Stotz: Yep.   0:10:31.8 Lee Jenkins: The next thing that was added, Dr. Deming did not talk about students graphing their individual progress. So this is a student run chart, not a class run chart. So you can see...   0:10:46.3 Andrew Stotz: Yeah, that's interesting. Before you even go into that, it makes me think about the factory. It was kind of accepted that the statistics guys would kind of run the run charts and management would look at it. It would be public, it wasn't hidden. But the idea of really bringing the accountability to the people on the production line is what this reminds me of.   0:11:10.0 Lee Jenkins: It's exactly the same, and the kids like making the graphs. When you see, this is a younger child, but it's done by a high school child, not all of them, but some of them, but who like to doodle, they become very, it's kind of pieces of art, but they own it. They own that learning. They can see how they're doing, and they're so happy when it goes up, but it goes down at times. Why does it go down? They went down because bad luck, because it's random. Sometimes you choose the hard ones, but overall, you see a progress of going up and up and up, and so that's why it's not an inspection chart. It's a learning chart. It's showing a picture of my learning.   0:11:58.8 Andrew Stotz: And just to be clear, the first two charts we saw were looking at the overall classroom, but now the chart you're showing is one student mapping their progress throughout the quizzes.   0:12:11.7 Lee Jenkins: Yes, every student does their own, and if the teacher is scoring the papers to give them back to them, the results, they have to change, a slight change, instead of putting how many, they put a plus at how many correct, because you're graphing the number correct.   0:12:30.6 Andrew Stotz: Yep.   0:12:32.8 Lee Jenkins: And then another thing is kind of a celebration, a thank you, when students do better than ever before. So if a student had two right and then three right, and then they finally had five right, they never had five right all year long, they do something for the kid quickly to just say, yay, this child went and hit the gong. Just means I did more than, got more right than ever before. So what's the power of that? Dr. Deming wants every student to win. And I've been in classrooms six weeks after school started, maybe four or five in that time, and say, "Is there anybody in here who hasn't had a personal best? " I've never had a hand go up. They all have by then. Now, so you can be a struggling student, you can be an advanced student, but they all have a record of doing better than ever before, and we have ways of celebrating that.   0:13:32.4 Andrew Stotz: And that also is the idea of the objective really here is to improve ourselves relative to our prior selves.   0:13:43.7 Lee Jenkins: Yes, you're in competition with your prior self, that's it, yes. And I would say it's even 1% of the time that I saw somebody twist that and make it into a bribe. It's not a bribe, it's a thank you. I'm so proud of you, it's a thank you. It's a completely different mindset. They want to do that. And if we look at the next one...   0:14:09.8 Andrew Stotz: And just to understand this one last thing is that, are you saying that in a classroom when a student hits an all-time high, they go up and bang the gong or the teacher bangs it or what?   0:14:19.3 Lee Jenkins: No, the kid does it, the kid does it. Or whatever's done. One, you know that in sports where they make a tunnel and the athletes run through that tunnel of other athletes. There was a classroom that did that. The kids made a tunnel and the ones who had an all-time best that week ran through the tunnel. Okay? And there's...   0:14:41.0 Andrew Stotz: Yeah. And you could do simple things. You could also just say, if you did an all-time best, stand up.   0:14:46.6 Lee Jenkins: Yeah, it could be... But we try to make it something fun.   0:14:51.3 Andrew Stotz: Yep, yep.   0:14:52.3 Lee Jenkins: Something that's enjoyable for them. And it depends on the age. Here's one, another classroom, they wrote their name on a shape when they had a personal best. If you go to the next slide.   0:15:05.4 Andrew Stotz: Okay.   0:15:05.8 Lee Jenkins: You will see there's a collection of probably 200 shapes. With individual kids, they wrote their name on it when they had a personal best. And see, it's everybody. And it's a graphic in the hallway that lets all the other classrooms see, look how much we're learning.   0:15:29.9 Andrew Stotz: Right.   0:15:30.3 Lee Jenkins: Because every time you have a personal best, you put your name. This happens to be a star instead of a feather, but they put it up there.   0:15:36.7 Andrew Stotz: Yep.   0:15:39.1 Lee Jenkins: And then here's a middle school. When they have a personal best, they write their name on the whiteboard. And the kids have made kind of a Scrabble out of it, a crossword puzzle, where they can use the letters from somebody else's name to make their name. They love it. And they particularly like it because their friends who happen to be in that classroom but a different period, when they come in, they see their friends' names. Again, it's everybody. It's simple. Write your name on the whiteboard when you have a personal best. And then this is a high school. They had the game Kerplunk. And if anybody's not seen that, it's a cylinder. And it has holes. About halfway up it has a bunch of holes. And you put straws through the holes. And then you put marbles on top. When a kid has a personal best, they pull a straw out. When you pull enough straws out that all the marbles on top come crashing down, that's why they call it Kerplunk. And then the class does something for a couple minutes of fun. But it's everybody.   0:16:49.0 Andrew Stotz: Right.   0:16:49.8 Lee Jenkins: Then here is, they added the word all-time best. That was an addition.   0:16:57.7 Andrew Stotz: Right.   0:16:58.1 Lee Jenkins: And this is a class run chart, like I showed you last time, where you add up the total for the whole class. But when the class has more correct than ever before, it's an all-time best. We use that word for kids also, and you'll see in school that the initials ATB are very common in the schools.   0:17:22.1 Andrew Stotz: Right.   0:17:23.3 Lee Jenkins: It's one of the most common things. And you can't see it, but I'm looking at this when they had 28 quizzes in the year, and there are one, two, three, four, five, six, seven, eight times during the year out of 28 that the class had an all-time best. Also, if you look at the x-axis, it's 28. Dr. Deming said every week, and it was changed to 28 instead of every week.   0:18:03.6 Andrew Stotz: Right.   0:18:03.9 Lee Jenkins: That was a huge deal for me because I knew that every week was too much. There's snow days. There's things that happen, and you just... In the schools, it's too much going on for it to be every week. But I also knew that every other week's not enough. Not for kids to really prove that they're learning. Plus, they like them. They want...   0:18:29.6 Andrew Stotz: So, what does the 28 mean? Why 28?   0:18:33.5 Lee Jenkins: It's seven times a quarter instead of nine times a quarter. That's why.   0:18:37.1 Andrew Stotz: Okay.   0:18:38.3 Lee Jenkins: So, out of a quarter, two times they didn't. And actually, the complaint the kids had was, why aren't we doing one this week? And so, in a sub-sense, it's only for the teacher to just kind of a sense of... It just eases up a little bit. For the teacher, not for the kids.   0:18:55.8 Andrew Stotz: So, in other words, rather than strictly tying it to a week, you tie it to the number of quizzes that you're going to do, and then you manage that.   0:19:08.6 Lee Jenkins: Yeah, and I've never heard anybody say they couldn't get the 28 in. It's reasonable.   0:19:12.5 Andrew Stotz: Right.   0:19:13.1 Lee Jenkins: Yeah. It's a reasonable...   0:19:16.3 Andrew Stotz: Just for people that don't recall, like myself, I can't even remember what numbers of days in the classroom and numbers of weeks in a class and stuff like that, can you just remind me what that is?   0:19:29.6 Lee Jenkins: Okay, in a year, the school is divided into quarters, and there's 36 weeks in the year. So, there's nine weeks per quarter, and we're quizzing seven of those nine weeks.   0:19:42.8 Andrew Stotz: Perfect, okay, got it. Okay.   0:19:46.5 Lee Jenkins: Now, here is something else that has been added, and it is the goal. And so, Dr. Deming talks against numerical goals, and we agree with that. That goal is not an artificial number. It's the best from the prior year. So, it's a real number. So, the students are trying to outperform the prior years.   0:20:18.6 Andrew Stotz: So, this is the best that the system could produce in the past period?   0:20:23.8 Lee Jenkins: Yeah, are we smarter than the kids that you had the last several years? Are we smarter...   0:20:29.5 Andrew Stotz: Am I teaching better? Are you learning better?   0:20:33.5 Lee Jenkins: No, it's a challenge. It's a challenge, and they are so excited when they do better than the prior years. So, how did they get so high up there? Part of it is because there are kids who get, on the quizzes, they get perfect, perfect, perfect, perfect, and it's kind of boring for them. And so, we've come up with... When you get them all right seven times, it could be five, it could be six, we've usually gone with seven, then you don't take the quiz anymore in the room because you've proven you know it. And then we give you a harder one.   0:21:17.0 Andrew Stotz: Right.   0:21:18.3 Lee Jenkins: The class gets credit for the quiz you didn't take, plus how many you get on the next one. So, that helps it to go on up because you've got kids that are, the word we're using is they test out. They've proven they know it.   0:21:34.9 Andrew Stotz: Yep. Yep.   0:21:36.5 Lee Jenkins: We use the, when I talk with the teachers, the flip of the coin statistics. If a kid gets a perfect score, you have a 50% chance they're lucky, and a 50% chance they know all the content for the year.   0:21:49.7 Andrew Stotz: Yep.   0:21:49.9 Lee Jenkins: You don't know what it is. After seven times, you're up to 99% sure they really do know all of it.   0:21:56.3 Andrew Stotz: Right.   0:21:57.1 Lee Jenkins: Yeah. Oh, this day, this is a run chart from a middle school, and they had one more right than ever before. They are beyond happy. And you will see kids in the rooms doing a chest bump.   0:22:20.2 Andrew Stotz: Yep.   0:22:20.4 Lee Jenkins: A kid that's struggling, and says, it was me. I'm the one that put us over the top. If it hadn't been for my two questions right, we wouldn't all be celebrating. And of course, if you don't count it, you'd never know as a student or a teacher that you had your best. Nobody'd never know.   0:22:43.3 Andrew Stotz: Yeah. Yep.   0:22:44.0 Lee Jenkins: Count it out and graph it. Oh, they're so happy.   0:22:48.2 Andrew Stotz: Yeah.   0:22:48.5 Lee Jenkins: So that... And then here is a run chart by grade level. This is 16 classrooms together.   0:23:01.5 Andrew Stotz: What does that mean, 16 classrooms?   0:23:03.9 Lee Jenkins: There's four science classes, four English, four math, and four history. And we took all of those questions right from 16 rooms and calculated a percent correct.   0:23:19.2 Andrew Stotz: So in other words, how we're learning as a school or how we're learning all the subjects, how would you describe that?   0:23:25.9 Lee Jenkins: This was grade seven.   0:23:28.3 Andrew Stotz: Right.   0:23:28.9 Lee Jenkins: This was for the grade seven teachers. They wanted to have a total for their grade level.   0:23:35.5 Andrew Stotz: And so it starts off on quiz number one, that students got 16% correct. That's quiz number one.   0:23:46.7 Lee Jenkins: Right.   0:23:46.9 Andrew Stotz: Or quizzes number one.   0:23:50.7 Lee Jenkins: For quiz number one. Right. You can't say week one, it's quiz one.   0:23:53.2 Andrew Stotz: Yep, yep. Sorry.   0:23:53.8 Lee Jenkins: And this is for first semester, because there's 14 right there.   0:24:00.4 Andrew Stotz: Yep, yep. And then by the time they get to quiz number 13, that's, or quiz number 13 for all four subjects brought together into one measure, they're at, say, they've gone from 16 to 55.   0:24:14.5 Lee Jenkins: Yes. So you can say that at halfway through the year, the seventh grade class, 16 classrooms, but seventh graders know half of the content. And you know it's in their long-term memory. They couldn't study the night before.   0:24:31.9 Andrew Stotz: Right.   0:24:31.8 Lee Jenkins: Because you don't know what's going to be chosen at random. They know half of the content.   0:24:37.8 Andrew Stotz: And interesting that we see kind of a linear rise. I wonder if there's an exponential rise towards the end as the students get totally pumped up and into it and they're learning more.   0:24:47.8 Lee Jenkins: They are. They want to get as close as they can. It won't land on 100%.   0:24:54.0 Andrew Stotz: Yep.   0:24:55.0 Lee Jenkins: Somebody's going to miss something, but it gets really close.   0:24:57.7 Andrew Stotz: Yep.   0:25:01.3 Lee Jenkins: Now here's something else we've added. Because Dr. Deming talked about the classroom, this is a whole school. And they're all taking a math quiz. It's an elementary from kindergarten through fifth grade. On Thursday afternoon, the teachers go in to their computer on a Google Doc and they put in how many questions their classroom got right on the quiz that week. It's all set up in advance and there's a total. And then on Friday, the principal announces if they had an all school time best, all-time best for the school. And you can see...   0:25:45.8 Andrew Stotz: And the number here is 3878 I see in quiz number 28. Is that the total number of correct answers out of accumulating all the different quizzes of quiz number 8, all the different classes that do quiz number 28?   0:26:00.4 Lee Jenkins: Yes. On quiz 28, they answered 3,878 math questions correct.   0:26:06.2 Andrew Stotz: And somebody could look at this and say, "Oh, come on, kids are just going to game this, right? It's just quiz questions and all that." Now, I think I understand why that's not going to be the case. But how would you explain to somebody that says that?   0:26:21.4 Lee Jenkins: Hey, as the kids get older... Let's go back. This is math.   0:26:28.0 Andrew Stotz: Yep.   0:26:28.5 Lee Jenkins: So the concepts are the same, but the questions are different. So they can't game it. And other subjects where it's not math, teachers tell me that three different questions per concept is enough and they don't game it. They can't. But if you only had for every question for the year, I mean, for every concept, if you only had one question, they would game it. They just remember the answer to the question.   0:26:58.7 Andrew Stotz: Right.   0:26:58.9 Lee Jenkins: Yeah. As they get older.   0:27:00.7 Andrew Stotz: And what would you say to some people that may look at that and say, "Oh, you're just teaching to the quiz or teaching to the exam? "   0:27:13.3 Lee Jenkins: Well, we're saying, here's what you're going to learn this year. University professors give out syllabuses. A syllabus is what you're going to teach, which is different from stating this is what the kids are going to learn. And so when you list what you want them to learn, this is evidence they learned it. Now, yes, we're teaching to what we said we want them to know. It didn't come... When you teach to the test, that often means that somebody else made up the test that I've got to teach to that test they made up because there's high stakes.   0:27:55.3 Andrew Stotz: Right.   0:27:55.6 Lee Jenkins: But when we as faculty say what we want the kids to know, we're not teaching to the test, we're teaching to what we said we want them to know.   0:28:05.5 Andrew Stotz: Yep. Yep. And then the other thing I would say is when you get students so deeply involved in the whole process, ultimately young kids actually are not going to necessarily celebrate cheating.   0:28:22.8 Lee Jenkins: No, no, they're not.   0:28:25.5 Andrew Stotz: They understand right and wrong. They haven't gotten to the level where adults are, where we put a lot of gray area between right and wrong and politicians will lie about this and that to get in office or get money or whatever.   0:28:37.4 Lee Jenkins: Let me tell you a story about the cheating. There were three fourth grades in a row in a school. And in the middle between the other two fourth grades, they did cheat early in the year. They got a very high score. Then the teacher found out how they cheated and stopped it so they couldn't do it anymore. But they couldn't get classroom best because they had an artificial high score. So they're saying to her, "We cheated teacher, take it away that score that we cheated." She says, "No, you cheated." It took them till November before they could have a classroom best.   0:29:16.7 Andrew Stotz: Right.   0:29:17.4 Lee Jenkins: So they paid a price for it. Now, people have fun with random. This is out of the state of Delaware. It looks like a skeleton from Halloween and they spray painted lima beans, put them inside the skull, wrote numerals on them and you draw the numerals out and that's the concept you're going to quiz. So there's been fun with how you do random, fun with how we celebrate.   0:29:55.0 Andrew Stotz: Right.   0:29:55.2 Lee Jenkins: Fun with making the graph pretty with I get to put Google... I mean, I get to scribble on it and do different things that make it pretty. Yeah. And here is a... There is a styrofoam nose. I'd say it's a meter tall styrofoam nose. And the teacher had slips of paper with the concepts on them. And an eighth grader said, that is boring. Brought in a styrofoam nose and you put the slips up the nostril and that's where you pull out...   0:30:26.2 Andrew Stotz: Only kids are going to come up with that.   0:30:28.1 Lee Jenkins: Yes, I know. And this is a history teacher, world history. She has 65 concepts are going to learn during the year. She gave them the list, put the 65 on a tongue depressor, put them in a bucket. She pulls eight out each week and the kids have to put the eight in chronological order from memory.   0:30:52.3 Andrew Stotz: Right. That's interesting.   0:30:53.5 Lee Jenkins: But they can't do it in the beginning.   0:30:55.1 Andrew Stotz: Yep.   0:30:56.0 Lee Jenkins: But by the end of the year, you want every kid to be able to pull any eight you pull out and put them in chronological order, not because they know dates, but because they know history.   0:31:06.2 Andrew Stotz: Yeah. Yep.   0:31:10.1 Lee Jenkins: And then here from Saskatchewan is a teacher who hyperlinked the periodic table. It's up on the whiteboard. So in the bucket are the names of elements. So if a student pulls out the word potassium, they go up to the whiteboard and they click on the letter K. It's hyperlinked. When they click on it, up comes a question about biology. The question has nothing to do with potassium.   0:31:42.6 Andrew Stotz: Oh!   0:31:44.4 Lee Jenkins: It's just a clever way to do random.   0:31:48.6 Andrew Stotz: Yep. Yep.   0:31:50.1 Lee Jenkins: Okay. And then we celebrate as a whole class. This is a class that's celebrating doing the wave. They've been to athletic events. They've seen people do the wave at athletic events. When the class has an all-time best as a class, they do something quick to celebrate. They're doing the wave. This classroom, they have a spinner. And the kids chose 10 ways they wanted to celebrate. I said, "What's your favorite? " And they said, "Hamster ball." I said, "What's a hamster ball? " They said, "We've got a hamster in the room. We put it in a hamster ball, put it in the middle of the room and watch where it goes."   0:32:32.7 Andrew Stotz: Yep.   0:32:34.4 Lee Jenkins: Fun. This is the whole school again. Just celebrating. One principal, when the school had an all-time best, somebody came in and cut his tie off. And he had dads giving him all their old ties to cut off. Yeah. And then they like to do item analysis. That's kids doing that.   0:32:59.0 Andrew Stotz: Right.   0:33:00.1 Lee Jenkins: They like to tell you what it is we most need help with.   0:33:04.2 Andrew Stotz: So this is looking at errors to say what we're struggling with. What does that mean?   0:33:07.7 Lee Jenkins: Yeah, here's the most room, most missed item in the whole room, all the way to the right, the item that nobody in the room missed it.   0:33:15.8 Andrew Stotz: Yeah, like allusion. I'd miss that too.   0:33:21.1 Lee Jenkins: And then we made histograms. So it's taking the data from the scattered diagram and putting a different one together for each week. So the kids see an L-shaped curve in the beginning, a bell curve in the middle of the year, and a J-shape at the end of the year. And this was taken because they were so excited that they could see the J finally. They knew the J was coming, and there it was.   0:33:47.8 Andrew Stotz: Yep.   0:33:49.7 Lee Jenkins: Yeah. And then we used the information from the scatter diagram to calculate effect size and to see what's the effect of all of this compared to all the other things in the world that have been done. And we got six times the average of the effect size research from John Hattie. If you don't cram and forget, you actually just remember, of course, it's a lot higher. Duh, of course.   0:34:15.5 Andrew Stotz: Yep.   0:34:18.0 Lee Jenkins: And we did the scatter diagram that I showed earlier, we mentioned earlier, that's what we use. And when John Hattie saw the scatter diagram, he said, "That's what you need for effect size."   0:34:29.6 Andrew Stotz: Right.   0:34:30.3 Lee Jenkins: Because effect size is you increase the mean and you reduce the variation. I've been talking a lot about knowledge. I haven't been talking about skills. The same process works for skills. And this is the dichotomous rubric. It's on my website. It's blank. It's free. And we use the dichotomous rubric to measure skills.   0:34:53.4 Andrew Stotz: Yep.   0:34:56.6 Lee Jenkins: So this is my pastor. It was, school was starting, he called two kids up on the platform and he said, "What are you excited about school? School started. What are you excited about? " The girl says, "See my friends." And the boy said, "Quizzes."   0:35:09.3 Andrew Stotz: Yeah, making my charts, seeing the quiz, watching the progress.   0:35:13.3 Lee Jenkins: It's hard to believe, but that's exactly what happens. And there's the Jenkins curve, which is the loss of enthusiasm year by year through the grades. I would have never done this without Deming because he talked about graphs have to be long and skinny.   0:35:29.3 Andrew Stotz: Man, we just grind down the kids in a normal situation.   0:35:32.9 Lee Jenkins: Just grind them down.   0:35:34.4 Andrew Stotz: Yep.   0:35:34.7 Lee Jenkins: Every year, fewer and fewer kids love school.   0:35:37.3 Andrew Stotz: Yep.   0:35:39.9 Lee Jenkins: So podcast number three, when it comes up, will be the future. What can we do because of all this that we haven't done before? It'll be fun.   0:35:51.2 Andrew Stotz: Wow! That is a lot of stuff. If you were to take all that we just went through, which was really fun and exciting, what would be the one takeaway you want people to get from that?   0:36:04.2 Lee Jenkins: The takeaway is that we can keep the intrinsic motivation alive that children were born with. And when we keep it alive, the complaint in the staff room will be, I can't keep up with all these things that these kids want to learn.   0:36:22.3 Andrew Stotz: Yeah.   0:36:23.7 Lee Jenkins: Instead of complaining that they won't sit still, they won't do the work, we'd be saying, "I can't keep up. They want to learn so much. I'm overloaded with what they want to know."   0:36:32.7 Andrew Stotz: And the end result is they become lifelong learners.   0:36:38.0 Lee Jenkins: Yes, absolutely. Yeah.   0:36:38.2 Andrew Stotz: Yeah.   0:36:38.9 Lee Jenkins: Yeah.   0:36:39.2 Andrew Stotz: I'm going to wrap it up there. And Lee, on behalf of everyone at the Deming Institute, I want to thank you again for this discussion. It was fascinating and it was fun. So for listeners, remember to go to Deming.org to continue your journey. And this is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming that ties directly in to what we've been talking about, and that is, people are entitled to joy in work. And I'm going to add in, learning.

Are YOU Looking to Take the PMP Exam? Sign up: http://tinyurl.com/elitepmpAre YOU Looking to Take the CAPM Exam? Sign up: http://tinyurl.com/elitecapm

Are YOU Looking to Take the PMP Exam? Sign up: http://tinyurl.com/elitepmpAre YOU Looking to Take the CAPM Exam? Sign up: http://tinyurl.com/elitecapm

How to Show Your Spouse You've Really Changed and Get a Second ChanceYour spouse may be done giving you chances, but that doesn't mean change is impossible. In this episode, Coach Jack explains what actually rebuilds trust, why words don't work, and how consistent behavior can make your spouse want to stay rather than leave.What You'll LearnHow trust is actually broken (and why honesty alone won't fix it)The behaviors that quietly destroy connectionWhy consistent change—not convincing—restores desireHow to rebuild trust even if you're separatedWant to Work With Coach Jack? If you need help applying these steps and rebuilding connection without pushing your spouse further away, Coach Jack's Re-Connections Coaching Package gives you clear guidance and support.Key TakeawaysYour spouse won't trust words; only consistent behavior mattersSmall, positive interactions rebuild attractionEmpathy opens connection; convincing shuts it downTrust requires at least three months of consistent changeAdditional ResourcesCoaching packages - https://coachjackito.com/relationship-coaching-services/Self-help Quizzes - https://coachjackito.com/quizzes/Books for Reconciling - https://coachjackito.com/books-by-coach-jack/Work one-on-one with Coach Jack to repair your relationship using small, easy steps that rebuild connection quickly. Visit CoachJackIto.com to learn more about relationship coaching.

Hour 3: Why don't people go Black Friday shopping anymore? The guys evaluate Aaron Rodgers' season as a Steeler. And Dom quizzes Jim on Gen Z terminology.

They've called each other a communist and a fascist but last week President Trump and Zohran Mandani appeared to put on a united front when the new New York Mayor visited the Oval Office. Their supporters may shudder to think about it, but the pair are really not so different. Both defied the establishment and defied the odds with a populist election campaign, turbocharged by social media, which promised to swing a wrecking ball into the failing status quo. Trump and Mamdani do, of course, propose very different treatments for the problems they have diagnosed - but the big picture point remains the same. Experts, pundits and pollsters will always argue that both sides need to move to the centre - but voters are sick of it. Joining Piers Morgan to discuss is host of Gaines for Girls on Outkick! Riley Gaines, host of the Dean Obeidallah show on SiriusXM. Dean Obeidallah, senior editor at Human Events. Jack Posobiec and host of Endless Urgency and former senior advisor to Kamala Harris, Mike Nellis. Piers Morgan Uncensored is proudly independent and supported by: ExpressVPN: Right now you can get an extra four months of ExpressVPN for free. Just scan the QR code on the screen, or go to https://ExpressVPN.com/PIERS and get four extra months for free. Masa Chips: Ready to give MASA or Vandy a try? Get 25% off your first order by going to http://masachips.com/PIERS and using code PIERS. Oxford Natural: To watch their full stories, scan the QR code on your screen or visit https://oxfordnatural.com/piers/ to get 70% off your first order when you use code PIERS. Learn more about your ad choices. Visit megaphone.fm/adchoices

It's Doctor Who Day 2025!Join us for some chat with first Doctor actor (for Big Finish) Stephen Noonan about his latest audio drama release, Halloween - Sea Smoke and Other Stories, our memories of scary Doctor Who on television, and a Doctor Who trivia quiz. Our new podcast Blake's 7 - The Way Back is currently available on Youtube (also available on Apple Podcasts and Spotify) from ⁠⁠⁠⁠⁠⁠⁠https://www.youtube.com/@Blakes7WayBack⁠⁠⁠⁠⁠⁠Theme music by Joe Kraemer.Website - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.sirensofaudio.com/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow us on Instagram - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://instagram.com/audiosirens⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow us on Facebook - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.facebook.com/audiosirens⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow us on X - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://x.com/audiosirens⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow us on Bluesky - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://bsky.app/profile/audiosirens.bsky.social⁠

Get this whole, show FREE on Patreon! Click HERE for a 7-day free trialBen Glaze and EZ lean into fair-use laws to present a WEEKLY review of one of America's top radio shows. Heard all across the US on about 30 radio stations, The Free Beer and Hot Wings Show has grown steadily since it's inception in the late 1990's.In this FULL show on Patreon!Topics:*Ben Glaze took a deep dive into Steve talking about his C-Pap machine and his sleep score.*Free Beer quizzed the gang about what type of keychain they had when they were younger.*EZ and Ben discuss what the FBHW crew could do if their contracts aren't renewed.*Free Beer "flexes his sports muscles" to give everyone plenty of minutiae about some basketball player that nobody has heard of.*The longest duration "Steve Echo" ever.*Free beer murders several words*Free Beer gets pissed at HW and yells at him.*The Free Beer and Awkward Report features another "who cares" story about some guy trapped in a waterfall. Problem: Other than a sound clip, the crew has done zero research on this story and are totally lost as to what actually happened. EZ and Ben ask the question, "Why are you talking about this?"Our Sponsors:* Check out Secret Nature and use my code ZANE for a great deal: https://secretnature.com* Check out Uncommon Goods: https://uncommongoods.com/zaneSupport this podcast at — https://redcircle.com/the-eric-zane-show-podcast/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

Eric and Marty diving into classroom polling and quiz apps—like Poll Everywhere, Mentimeter, and others—that allow professors to gather instant student feedback. Live polls inject interactivity into lectures and have been shown to improve attention, participation, and retention.Quick Tips for Success:·       Integrate polls directly into PowerPoint or Keynote (Poll Everywhere plug-in).·       Use open-ended questions sparingly; they work best for brainstorming.·       Try a pre-lecture quiz to gauge understanding and a post-quiz to reinforce learning.·       Encourage students to create their own polls for peer learning.Practical Approaches·       Keep polls short — 1–3 quick questions maintain energy.·       Use polls as transitions between lecture segments.·       Visualize results instantly to spark discussion.·       Rotate between tools to match class size and goals.·       Record responses and trends to inform future lessons.Popular Platforms for Faculty:- Poll Everywhere – https://www.polleverywhere.com- Mentimeter – https://www.mentimeter.com- Kahoot! – https://kahoot.com/- Slido – https://www.slido.com/-  Socrative – https://www.socrative.com/- Quizizz – https://quizizz.com/- Nearpod – https://nearpod.com/ -Booket - Booket.com - Quizlet - Quizlet.com Email: ThePodTalkNetwork@gmail.comWebsite: https://ThePodTalk.netYouTube: https://www.youtube.com/@TechSavvyProfessorFind us on Spotify, Apple Podcasts, TuneIn, and all major podcast platforms.

Welcome to Episode 151 of the Think UDL podcast: Conversational Quizzes with Meghan Donnelly. Dr. Meghan Donnelly is an Assistant Professor of Anthropology at Austin College in Sherman, Texas. I had the good fortune to meet her in a UDL course for higher Ed educators and her final project dazzled me and left me wanting to know more about her use of conversational quizzes in her course. I also wanted to get the word out to others who may see this as a useful tool in their teaching toolbox. Of course this works in particular contexts such as in-person, small to medium enrollment courses, but it may be something that sparks a similar type of creative and collaborative assessment in your area. Meghan has also put together a fantastic resource document with instructions on how to replicate what she has done in her class, and you can find that on the Think UDL. org website. This conversation was so fun and creative and I think you'll enjoy it

Wer uns kennt, weiß: Wir lieben so kleine, absurde Fakten. Darüber könnten wir stundenlang sprechen. Und wohl auch deshalb hat uns Tecbee ein Spiel geschenkt, in dem man genau das machen muss: Es wird eine These aufgestellt und wir müssen entscheiden, ob sie stimmt oder nicht. Allerdings macht das wenig Spaß mit jemanden, der sich beruflich mit solchen Fakten und Quizzes auseinandersetzt. Außerdem wird es dann noch weniger spaßig, wenn dieses Spiel gar nicht so gut recherchiert ist. Ein guter Podcast ist es dennoch geworden!Folge 422.3Mehr Infos zu unseren Partnern (Rabatt-Codes usw.) findet ihr hier: https://linktr.ee/dasdilettantischeduettZu unserem Twitch-Channel kommt ihr hier: https://twitch.tv/dasdilettantischeduettCover: Fabian Sponheimer https://fabiansponheimer.com Hosted on Acast. See acast.com/privacy for more information.

This week, Jon and Austin serve up a sizzling episode packed with flavor and controversy. They dive into Arby's new steak nuggets, explore the wild idea of making a dip can full of jerky, and challenge each other with a 10-question meat quiz. Things get serious as they discuss how contaminated meat can lead to UTIs, the euthanization of four gray wolves, EBT system issues affecting food access, and the latest on Brazil meat tariffs. It's a mix of meat science, industry news, and a dash of wild trivia—don't miss it!

Quizmaster Jake Bhardwaj takes the gang through a pub quiz set of questions. This is a preview of the Patreon-exclusive second part of Episode 73 with Jake Bhardwaj - you can get the whole thing on Patreon here: https://www.patreon.com/posts/ep-73-jake-wine-141212113 Learn more about your ad choices. Visit podcastchoices.com/adchoices

This is a coaching session! Let's get our PMPs this year!Study plans: 30 Day PMP Exam FREE Plan - Praizion Mediahttps://projectmanagementdoctor.com/30day/ PMP Exam Course (ELITE PMP)https://tinyurl.com/elitepmpQUIZZES & MOCKhttps://pmpdoctor.com

Episode Notes Salutations, listener! We're back with a new, more Jaune-focused episode of RWBY, which causes no end of controversy. Quizzes of the week: Small Cat Blind, Plenty of Fish in DC, The Droids You're Looking For, & the Prime Detective

Hey yalll quick discalmer, please dont send us the same email over and over again. we will usually respond pretty quick but if we dont, just send us 1 follow up email to let us know. SAJA BOYSSAJA BOYSSAJA BOYSSAJA BOYScouch! couch!!! couch!!!! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit spiritwingspodcast.substack.com

Send us a textIntro song: Long Distance Winner by Buckingham NicksWelcome to the final episode of Season 11 of Guess the Year with Adam and Robert! In this episode, we share some listener scoring stats, reveal Ep 6 scores, and crown a champion of the whole series! But first, we each take quizzes on different bands: The Rolling Stones, Grateful Dead, and The White Stripes. We want to thank everyone that has participated in this series!Guess the Year is returning in 3 weeks!

Tired of boring PDFs and freebies that no one downloads?

Why Quizzes Build Trust (and How to Create One That Works)   Quizzes aren't just fun, they're powerful lead magnets that build connection, deliver insight, and convert curious prospects into engaged students.   In this episode of the Lead Magnets That Still Convert Series, I'm breaking down: ✔️ Why quizzes are still one of the most effective opt-ins ✔️ The four elements of a great quiz (and how to nail each one) ✔️ How to design questions that feel simple, fun, and confidence-building  ✔️ What to do with quiz results so you nurture, not lose, your new leads   Hit play now and learn how to create a quiz that sparks engagement and sets you up for sales!  

Send us a textIntro song: At Last by Etta JamesWelcome to the final episode of Season 10 of Guess the Year with Aaron and Jonathan! In this episode we share some listener scoring stats, reveal Ep 6 scores, and crown a champion of the whole series! But first, Aaron gives Andrew a "lead singer" quiz and Andrew gives Jonathan a Coheed and Cambria quiz. We want to thank everyone that has participated in this series!Guess the Year is returning in 2 weeks!

Sharing my heart with you today as I celebrate the 2nd launch of the Locational Astrology Certification program. It's finally open.  In this podcast episode... I share my personal mission to get astrocartography into the mainstream collective consciousness. How I've noticed a lot of astrology teachers gatekeeper their secrets and information out of scarcity and fear of competition amongst astrologers. We don't do that in my orbit. Expect generosity. Expect a teacher who gives from the heart. How astrologers aren't afraid of failure and what they are *actually* are afraid of. Specific events that led to me creating this certification program. My future plans post 2025 and why I might not be doing what I'm still doing now If you're ready to learn locational astrology, astrocartography and timing your travels LIVE with me for the last time for awhile, this is your chance to save your seat! Here's the LINK to join: https://helenawoods.com/certification   The live certification program is perfect for those who want to... ✅ want to travel and play while running an online business ✅ love learning, expanding & adding tools to their spiritual toolkit ✅ are ready to go all in to show up as a confident astrocartographer and locational astrologer specialist ✅ already use modalities like astrology, human design ®, or gene keys ® ✅ are willing to invest in professional software (like solar fire, astro gold or zeus!) to pass this course ✅ genuinely want to help people, make an impact, and accurately deliver readings with integrity ✅ want to dive deep to recognize your worth and the immense value you add to your clients lives   What the certification includes: ✅ 12-Month Live Certification Program  ✅ NINE live calls with Helena (always on the weekends! evening Paris time) ✅ Lifetime access to all video modules lessons in the archive library ✅ Quizzes and Test Assessments ✅ Rolodex listing to attract clients ASAP upon passing level 1 + level 2 of certification test assessments   Doors close September 18!  TAP HERE TO JOIN