Uncategorized Archive

Why You Should Rethink About Junk Removal Services

It is time for that renovation, foreclosure, or just getting rid of unnecessary items from your home. You want to take the unwanted items off your hands quickly and efficiently and you feel that you can do it yourself. Well, it is good to be self-sufficient. You get that feeling of satisfaction in doing things yourself. As much as you may consider being able to handle the removal of your junk, there are many factors to consider. So, why not get a free quote on junk removal to start?

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The sorting, packing, lifting, loading up, hauling away and disposal may seem easy, but then doing it practically is complex. If you are going the DIY way, you may end up miscalculating what it entails and how you will get rid of all your junk. This could end up badly for you if your approach and mode of disposal don’t work. You may have your truck, know someone with a truck or have many other reasons to remove your junk; which is okay. However, the benefits of leaving the work to professionals outweigh the reasons for a DIY removal. This is why:

Junk Removal Is Cheaper In The Long Run
When removing junk yourself, with the help of friends, neighbors, or colleagues, you cannot just task them for free. Not only will you spend on feeding them, but you will also give them tokens of appreciation for taking their time. Consider the cost of treating injuries sustained in the process of removing junk yourselves; in addition to extra costs in the disposal and hauling away. While you may think it is cheaper to avoid hiring junk removal services, doing it yourself may cost you more. Medical bills in the event of injury, truck hauling fees, or dumpster rentals could make it end up being a costly undertaking. Most junk services give all-in-one service packages that take care of the junk’s removal, hauling, and disposal.

Convenience For Junk Removal
While you may consider clearing out your space, packing, loading up, and hauling away all by yourself, there is no convenience on your part. Not forgetting the headache that comes with the disposal of bulky junk items. The time spent and the stress that comes with all this could affect you, your work schedule, or your business. In addition, the people helping you get rid of your junk could also be inconvenienced in terms of time. If you consider junk removal services, you will get rid of your junk and enjoy the convenience of it being done for you!

Health Concerns and Safety
If the junk you are removing from your office or home is high in quantity, you may think about letting junk removal services handle it. From the back-breaking work of lifting, cuts, joint sprains, and other injuries, many things could go wrongdoing it yourself. This is because you may lack the expertise to do it right and safely hence getting yourself or others hurt. Furthermore, you may not be aware of the chemical composition of some of the items while handling or disposing of them. To mitigate these possibilities, it is better to let professionals do the work for you.

Efficiency and Reliability
With a DIY junk removal, you may tend to overlook some aspects of hauling away and disposal. After all, it is not just about throwing things in a truck and dumping them anywhere. There are things to consider. Such include what kind of junk can be disposed of in landfills, dumpsters, or waste centers. You may also need to know what items can be recycled, repurposed, or donated. This is too much research and physical input that you could avoid by hiring professionals. Being in the junk business, they can handle your junk efficiently and reliably; saving you all the hassle.

Less Mess
Sometimes, thinking of the stress that comes with junk removal can make you reconsider clearing those useless items lying around. The sorting, loading and disposal process can give you cold feet whenever you consider clearing out your space. You may end up moving them around, hiding some behind walls, or dumping all of them in a room. This could create a messy home or office environment that could additionally be hazardous and attract pests. Having junk services remove it for you will guarantee less mess around your house or office.

Final Thoughts On Junk Removal
Junk removal will give you the peace of mind you need. This is by providing safe, efficient, and environmentally sustainable junk disposal from your home. You will be free from worry about hauling and disposal of junk after clearing out your space. Depending on the kind of A removal company that you are using, your junk will be handled differently. Since most companies aim to minimize waste in landfills, most of the junk in good condition will donate to charity organizations or vulnerable groups in society. However, when hiring a company, you can always ask how they handle the items they haul away. It is better to pick one that uses eco-friendly junk disposal and donation.

Increasing Student Success Through Instruction in Self-Determination

An enormous amount of research shows the importance of self-determination (i.e., autonomy) for students in elementary school through college for enhancing learning and improving important post-school outcomes.
Findings

Research by psychologists Richard Ryan, PhD, and Edward Deci, PhD, on Self-Determination Theory indicates that intrinsic motivation (doing something because it is inherently interesting or enjoyable), and thus higher quality learning, flourishes in contexts that satisfy human needs for competence, autonomy, and relatedness. Students experience competence when challenged and given prompt feedback. Students experience autonomy when they feel supported to explore, take initiative and develop and implement solutions for their problems. Students experience relatedness when they perceive others listening and responding to them. When these three needs are met, students are more intrinsically motivated and actively engaged in their learning.

Numerous studies have found that students who are more involved in setting educational goals are more likely to reach their goals. When students perceive that the primary focus of learning is to obtain external rewards, such as a grade on an exam, they often perform more poorly, think of themselves as less competent, and report greater anxiety than when they believe that exams are simply a way for them to monitor their own learning. Some studies have found that the use of external rewards actually decreased motivation for a task for which the student initially was motivated. In a 1999 examination of 128 studies that investigated the effects of external rewards on intrinsic motivations, Drs. Deci and Ryan, along with psychologist Richard Koestner, PhD, concluded that such rewards tend to have a substantially negative effect on intrinsic motivation by undermining people’s taking responsibility for motivating or regulating themselves.

Self-determination research has also identified flaws in high stakes, test focused school reforms, which despite good intentions, has led teachers and administrators to engage in precisely the types of interventions that result in poor quality learning. Dr. Ryan and colleagues found that high stakes tests tend to constrain teachers’ choices about curriculum coverage and curtail teachers’ ability to respond to students’ interests (Ryan & La Guardia, 1999). Also, psychologists Tim Urdan, PhD, and Scott Paris, PhD, found that such tests can decrease teacher enthusiasm for teaching, which has an adverse effect on students’ motivation (Urdan & Paris, 1994).

The processes described in self-determination theory may be particularly important for children with special educational needs. Researcher Michael Wehmeyer found that students with disabilities who are more self-determined are more likely to be employed and living independently in the community after completing high school than students who are less self-determined.

Research also shows that the educational benefits of self-determination principles don’t stop with high school graduation. Studies show how the orientation taken by college and medical school instructors (whether it is toward controlling students’ behavior or supporting the students’ autonomy) affects the students’ motivation and learning.
Significance

Self-determination theory has identified ways to better motivate students to learn at all educational levels, including those with disabilities.
Practical Application

Schools throughout the country are using self-determination instruction as a way to better motivate students and meet the growing need to teach children and youth ways to more fully accept responsibility for their lives by helping them to identify their needs and develop strategies to meet those needs.

Researchers have developed and evaluated instructional interventions and supports to encourage self-determination for all students, with many of these programs designed for use by students with disabilities. Many parents, researchers and policy makers have voiced concern about high rates of unemployment, under-employment and poverty experienced by students with disabilities after they complete their educational programs. Providing support for student self-determination in school settings is one way to enhance student learning and improve important post-school outcomes for students with disabilities. Schools have particularly emphasized the use of self-determination curricula with students with disabilities to meet federal mandates to actively involve students with disabilities in the Individualized Education Planning process.

Programs to promote self-determination help students acquire knowledge, skills and beliefs that meet their needs for competence, autonomy and relatedness (for example, see Steps to Self-determination by educational researchers Sharon Field and Alan Hoffman). Such programs also provide instruction aimed specifically at helping students play a more active role in educational planning (for example, see The Self-directed Individualized Education Plan by Jim Martin, Laura Huber Marshall, Laurie Maxson, & Patty Jerman).

Drs. Field and Hoffman developed a model designed to guide the development of self-determination instructional interventions. According to the model, instructional activities in areas such as increasing self-awareness; improving decision-making, goal-setting and goal-attainment skills; enhancing communication and relationship skills; and developing the ability to celebrate success and learn from reflecting on experiences lead to increased student self-determination. Self-determination instructional programs help students learn how to participate more actively in educational decision-making by helping them become familiar with the educational planning process, assisting them to identify information they would like to share at educational planning meetings, and supporting students to develop skills to effectively communicate their needs and wants. Examples of activities used in self-determination instructional programs include reflecting on daydreams to help students decide what is important to them; teaching students how to set goals that are important to them and then, with the support of peers, family members and teachers, taking steps to achieve those goals. Providing contextual supports and opportunities for students, such as coaching for problem-solving and offering opportunities for choice, are also critical elements that lead to meeting needs for competence, autonomy and relatedness and thus, increasing student self-determination.

How to Build a Better Educational System: Jigsaw Classrooms

The jigsaw classroom technique can transform competitive classrooms in which many students are struggling into cooperative classrooms in which once-struggling students show dramatic academic and social improvements.
Findings

In the early 1970s, in the wake of the civil rights movement, educators were faced with a social dilemma that had no obvious solution. All over the country, well-intentioned efforts to desegregate America’s public schools were leading to serious problems. Ethnic minority children, most of whom had previously attended severely under-funded schools, found themselves in classrooms composed predominantly of more privileged White children. This created a situation in which students from affluent backgrounds often shone brilliantly while students from impoverished backgrounds often struggled. Of course, this difficult situation seemed to confirm age-old stereotypes: that Blacks and Latinos are stupid or lazy and that Whites are pushy and overly competitive. The end result was strained relations between children from different ethnic groups and widening gaps in the academic achievement of Whites and minorities.

Drawing on classic psychological research on how to reduce tensions between competing groups (e.g., see Allport, 1954; Sherif, 1958; see also Pettigrew, 1998), Elliot Aronson and colleagues realized that one of the major reasons for this problem was the competitive nature of the typical classroom. In a typical classroom, students work on assignments individually, and teachers often call on students to see who can publicly demonstrate his or her knowledge. Anyone who has ever been called to the board to solve a long division problem – only to get confused about dividends and divisors – knows that public failure can be devastating. The snide remarks that children often make when their peers fail do little to remedy this situation. But what if students could be taught to work together in the classroom – as cooperating members of a cohesive team? Could a cooperative learning environment turn things around for struggling students? When this is done properly, the answer appears to be a resounding yes.

In response to real educational dilemmas, Aronson and colleagues developed and implemented the jigsaw classroom technique in Austin, Texas, in 1971. The jigsaw technique is so named because each child in a jigsaw classroom has to become an expert on a single topic that is a crucial part of a larger academic puzzle. For example, if the children in a jigsaw classroom were working on a project about World War II, a classroom of 30 children might be broken down into five diverse groups of six children each. Within each group, a different child would be given the responsibility of researching and learning about a different specific topic: Khanh might learn about Hitler’s rise to power, Tracy might learn about the U.S. entry into the war, Mauricio might learn about the development of the atomic bomb, etc. To be sure that each group member learned his or her material well, the students from different groups who had the same assignment would be instructed to compare notes and share information. Then students would be brought together in their primary groups, and each student would present his or her “piece of the puzzle” to the other group members. Of course, teachers play the important role of keeping the students involved and derailing any tensions that may emerge. For example, suppose Mauricio struggled as he tried to present his information about the atomic bomb. If Tracy were to make fun of him, the teacher would quickly remind Tracy that while it may make her feel good to make fun of her teammate, she is hurting herself and her group – because everyone will be expected to know all about the atomic bomb on the upcoming quiz.
Significance
When properly carried out, the jigsaw classroom technique can transform competitive classrooms in which many students are struggling into cooperative classrooms in which once-struggling students show dramatic academic and social improvements (and in which students who were already doing well continue to shine). Students in jigsaw classrooms also come to like each other more, as students begin to form cross-ethnic friendships and discard ethnic and cultural stereotypes. Finally, jigsaw classrooms decrease absenteeism, and they even seem to increase children’s level of empathy (i.e., children’s ability to put themselves in other people’s shoes). The jigsaw technique thus has the potential to improve education dramatically in a multi-cultural world by revolutionizing the way children learn.
Practical Application

Since its demonstration in the 1970s, the jigsaw classroom has been used in hundreds of classrooms settings across the nation, ranging from the elementary schools where it was first developed to high school and college classrooms (e.g., see Aronson, Blaney, Stephan, Rosenfield, & Sikes, 1977; Perkins & Saris, 2001; Slavin, 1980). Researchers know that the technique is effective, incidentally, because it has been carefully studied using solid research techniques. For example, in many cases, students in different classrooms who are covering the same material are randomly assigned to receive either traditional instruction (no intervention) or instruction by means of the jigsaw technique. Studies in real classrooms have consistently revealed enhanced academic performance, reductions in stereotypes and prejudice, and improved social relations.

Aronson is not the only researcher to explore the merits of cooperative learning techniques. Shortly after Aronson and colleagues began to document the power of the jigsaw classroom, Robert Slavin, Elizabeth Cohen and others began to document the power of other kinds of cooperative learning programs (see Cohen & Lotan, 1995; Slavin, 1980; Slavin, Hurley, & Chamberlain, 2003). As of this writing, some kind of systematic cooperative learning technique had been applied in about 1500 schools across the country, and the technique appears to be picking up steam. Perhaps the only big question that remains about cooperative learning techniques such as the jigsaw classroom is why these techniques have not been implemented even more broadly than they already have.