don't forget do your homework tonight

Reported commands, negations – Exercise 2

Task no. 2329.

Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.

Peter, "Don't clean the black shoes!" Peter told me  

Peter told me not to clean the black shoes .

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Reported commands and requests in English

• Karen, "Don't play football in the garden!" Karen told me .
• Teacher, "Don't forget your homework!" The teacher reminded me .
• Mike, "Don't shout at Peter!" Mike told me .
• Yvonne, "Don't talk to your neighbour!" Yvonne told me .
• Denise, "Don't open the door!" Denise told me .
• Marcel, "Don't sing that song!" Marcel reminded me .
• Jane, "Don't watch the new film!" Jane advised me .
• Walter, "Don't ring Romy on Sunday!" Walter told me .
• Lisa, "Don't fly via Paris!" Lisa advised me .
• Jamie, "Don't eat so much junk food!" Jamie reminded me .
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Don`t forget ………………..your homework tonight.

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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Are you looking for strategies to help students who have trouble finishing homework tasks? If so, keep reading.

1. Chart homework tasks finished.

2. Converse with the learner to explain (a) what the learner is doing wrong (e.g., not turning in homework tasks ) and (b) what the learner should be doing (i.e., finishing homework tasks and returning them to school).

3. Urge the learner to lessen distractions to finish homework (e.g., turn off the radio and/or TV, have people whisper, etc.).

4. Take proactive steps to deal with a learner’s refusal to perform a homework task to prevent contagion in the classroom (e.g., refrain from arguing with the learner, place the learner at a carrel or other quiet space to work, remove the learner from the group or classroom, etc.).

5. Select a peer to model finishing homework tasks and returning them to school for the learner.

6. Urge the learner to realize that all behavior has negative or positive consequences. Urge the learner to practice behaviors that will lead to positive outcomes.

7. Urge the learner to set up an “office” where homework can be finished.

8. Get the learner to assess the visual and auditory stimuli in their designated workspace at home to ascertain the number of stimuli they can tolerate.

9. Create an agreement with the learner and their parents requiring that homework be done before more desirable learning activities at home (e.g., playing, watching television, going out for the evening, etc.).

10. Make sure that homework gives drill and practice rather than introducing new ideas or information.

11. Designate small amounts of homework initially . As the learner shows success, slowly increase the amount of homework (e.g., one or two problems to perform may be sufficient to begin the homework process).

12. Provide consistency in assigning homework (i.e., designate the same amount of homework each day).

13. Make sure the amount of homework designated is not excessive and can be finished within a sensible amount of time. Remember, secondary students may have six or seven teachers assigning homework each day.

14. Assess the appropriateness of the homework task to determine (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

15. Praise the learner for finishing homework tasks and returning them to school: (a) give the learner a concrete reward (e.g., classroom privileges, 10 minutes of free time, etc.) or (b) provide the learner an informal reward (e.g., praise, handshake, smile, etc.).

16. Praise the learner for finishing homework tasks based on the number of tasks the learner can successfully finish. As the learner shows success, slowly increase the number of tasks required for reinforcement.

17. Praise those students who finish their tasks at school during the time given.

18. Send home only one homework task at a time. As the learner shows success finishing tasks at home, slowly increase the number of homework tasks sent home.

19. Show the tasks in the most attractive and exciting manner possible.

20. Find the learning materials the learner continuously fails to take home. Give a set of those learning materials for the learner to keep at home.

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend .

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How to Survive in School When You Forget Your Homework Regularly

Last Updated: September 18, 2022 References

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 16 people, some anonymous, worked to edit and improve it over time. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been viewed 24,217 times.

Homework is an important part of your education and thus, in a modern world, a key to a happier and more prosperous future. If you are having trouble with homework, you should take action immediately. Seek support from your friends and family. Reconsider how you spend your time. Perhaps, most importantly, organize your work so that you know exactly what you need to do and when you need to have it down.

Creating an Environment Conducive to Your Success

• Ask your parents. They know you well enough to diagnose the issue. They also might be able to help you organize your time and remind you of homework assignments. You should however, refrain from getting them involved in actually completing your homework. [1] X Research source
• For more perspectives, ask friends who know you well or people close to you at school who have experience with your study habits. If you are involved in extracurricular activities, ask peers in the same groups if they have trouble with homework and how they manage it.

• If you set aside this time and you find yourself constantly distracted by your computer or a video game, your problem might be a bad habit. Focus your energy on trying to break the habit.
• If you find it impossible to set aside this time, the problem might be your schedule. Take some time to make a schedule. You might find that you will need to drop some of your activities to make time for homework.
• Try to get your parents involved in homework time. Encourage them to be quiet to minimize distractions. Ask them for help, but don’t get them to do your homework for you.

• If this does not work, try set up some sort of external motivation. Ask your parents to reward—or punish—you according to your performance in school. [3] X Research source

• If you are forgetting homework, try to participate in class and do well on quizzes to bring up your grade.

Organizing Your Homework

• Sometimes we procrastinate because we are afraid of failure. You need to conquer these fears. Even great writers have terrible first drafts. The process of editing is how bad writing becomes good. If you are too afraid of failure to start early, failure is precisely what you will get.
• If procrastination is a problem, consider creating a designated work space, free of distractions. Leave your books and other work material around. If your environment is telling you to work, your brain might just get the message. [7] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source

Community Q&A

• Seek advice and accept help. Remember that a wise man becomes wiser because he listens. Do your best to listen to your family's advice or your friend’s advice as this might help you in tight spots. Thanks Helpful 1 Not Helpful 0
• It's best you stay healthy as much as possible. It's time to eat those yummy vitamins and minerals. You need as much energy as you can to do your tasks at school. Thanks Helpful 1 Not Helpful 1
• Maintain a suitable environment. The people around you count! It's hard to progress when your "friends" constantly get you into unnecessary trouble. Surround yourself with people that understand you, and like you for who you are, and of course you are comfortable with. Your friends will be there to back you up and support you and better yet if you made the right choices your friends will be a great support in school. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ http://www.nytimes.com/roomfordebate/2014/11/12/should-parents-help-their-children-with-homework
• ↑ http://mom.me/parenting/5940-tips-kids-remember-turn-their-homework/?p=2
• ↑ http://www.additudemag.com/adhd/article/5951.html
• ↑ http://mom.me/parenting/6133-ideas-kids-not-forget-homework-school/
• ↑ http://www.additudemag.com/adhd/article/5951-2.html
• ↑ http://writingcenter.unc.edu/handouts/procrastination/

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Research Article

Risk factors of the progression to hypertension and characteristics of natural history during progression: A national cohort study

Roles Conceptualization, Data curation, Formal analysis, Writing – original draft, Writing – review & editing

Affiliations Department of Preventive Medicine, Korea University College of Medicine, Seoul, Korea, Graduate School of Public Health, Korea University, Seoul, Korea

Roles Conceptualization, Data curation, Formal analysis, Writing – review & editing

Affiliations Graduate School of Public Health, Korea University, Seoul, Korea, National Health Insurance Service, Wonju-si, Korea

Roles Conceptualization, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

• Kwan Hong, 
• Eun Sun Yu, 
• Byung Chul Chun

• Published: March 17, 2020
• https://doi.org/10.1371/journal.pone.0230538
• Reader Comments

Although the high disease burden that results from cardiovascular complications of hypertension, factors related to the progression to hypertension in the normotensive population are not actively reported. The purpose of this study was to estimate the rate of the progression to hypertension and to reveal the associated risk factors.

The study included normotensive participants from the National Health Insurance Service-National Health Screening Cohort, and contained a 10% sample of all adults who received a national health screening test in either 2002 or 2003. At the end of the study in 2015, the patients were divided into two groups based on whether or not they progressed to hypertension. Cox proportional hazard modeling was performed to identify risk factors for progression. Subgroup analysis using logistic regression was employed to reveal factors influencing the different natural history of the progression.

Among the 75,335 included participants, the progression rate to hypertension was 66.39% (50,013), with an adjusted incidence rate of 8.62 per 100 person-year in the aged 40–64 group and 12.68 in the aged 65 or above group. Age, BMI, hemoglobin, and family history of hypertension and other diseases were related to the progression. Among the progression group, 78.21% (39,116) participants skipped a pre-hypertensive status; this group consisted of older females with lower pulse pressure and more alcohol consumption compared to people who had pre-hypertensive status before the progression.

Substantial risk factors for the progression to hypertension should be carefully managed even in normotensive participants who receive health screening tests.

Citation: Hong K, Yu ES, Chun BC (2020) Risk factors of the progression to hypertension and characteristics of natural history during progression: A national cohort study. PLoS ONE 15(3): e0230538. https://doi.org/10.1371/journal.pone.0230538

Editor: Tatsuo Shimosawa, International University of Health and Welfare, School of Medicine, JAPAN

Received: January 6, 2020; Accepted: March 2, 2020; Published: March 17, 2020

Copyright: © 2020 Hong et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: We used publicly available data, which is a database created and managed by the National Health Insurance Corporation in Korea. However, even if the researcher accesses the data, the data is analyzed using the terminal connected to the institution server, and raw data is not directly extracted. Any researcher can access the database used by the authors through these procedures, and can be used by submitting a series of documents including a research proposal to NHISS (National Health Insurance Sharing Service). Anyone can access the same data by formal request to NHISS. The website to request the access of data and the contact number of the manager in NHISS (National Health Insurance Sharing Service) are as follows: URL: https://nhiss.nhis.or.kr/bd/ab/bdaba005iv.do Contact: +82-033-736-2431, 2433

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Introduction

Hypertension is the leading component of global disease burden and acts as a major cause of cardiovascular diseases [ 1 ]; a higher mortality in hypertensive population is well known in many countries through national level studies [ 2 – 4 ]. However, the incidence and prevalence of hypertension is difficult to measure naturally, given its asymptomatic nature [ 5 ]. Many studies that have aimed to determine the prevalence of hypertension by screening or survey have concluded that 20%–45% of the total population worldwide has hypertension [ 6 – 9 ]. However, the definition of hypertension changed in the 2017 American College of Cardiology/American Heart Association (ACC/AHA) hypertension guidelines [ 10 ], which caused confusion in the diagnosis and treatment of patients with stage 1 hypertension, previously referred to as pre-hypertension [ 11 ]. In this complex situation, and due to the dynamic nature of blood pressure, it is difficult to measure blood pressure in a consistent way [ 12 ] and classify the blood pressure status in the general population.

Nevertheless, classifying and revealing risk factors for the progression to hypertension is quite meaningful considering its contribution to health status. Since the new diagnostic criteria is not applied to all countries, there are currently a limited number of studies that are attempting to determine the risk factors of the progression to hypertension (stage 1 or 2 hypertension as referred to in the 2017 ACC/AHA hypertension guidelines) or comparing the groups who passed different steps of the natural history (those who skipped pre-hypertensive step or not). Indeed, only the natural history of the stage 1 hypertension group (previously called the pre-hypertensive group) was revealed in the majority of studies [ 13 – 17 ]. Therefore, this study aims to identify the incidence rate and risk factors for the progression from normotensive to hypertensive using the national cohort study. Additionally, we aimed to reveal factors associated with the different natural history of the progression group.

Materials and methods

Study population.

Data from The National Health Insurance Service-National Health Screening Cohort (NHIS-HEALS) in Korea were used in this study. Fig 1 shows overall population and procedure of this study. The data included 514,795 participants who were randomly sampled from 10% of the population who received the health screening in 2002 or 2003 and followed up until 2015 [ 18 ]. Given the sensitive nature of the data, requests to access the dataset from qualified researchers may be sent online to the National Health Insurance Sharing Service system in Korea [ 19 ]. For the re-analysis of this study, the codes for the analysis is available from the first author on request.

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https://doi.org/10.1371/journal.pone.0230538.g001

The health screening program in Korea provides health check-ups biannually to all subjects aged 40–79 years who are covered by the national health insurance. These data include all hospital data for which insurance was claimed. Among this population, we constructed our cohort as the following definition: People (1) who received health screenings in 2003 or 2004 and were classified as normotensive, (2) who had not been previously diagnosed with hypertension at a hospital in the year before enrollment, and (3) who had no hospital diagnosis of hypertension before being classified with hypertension by health screening. We followed the criteria from the 2017 ACC/AHA hypertension guideline for the classification of hypertension.

Study procedure

Using the regular blood pressure measurement of participants by health screening tests, we classified their blood pressure status as normotensive (< 120/80 mmHg), pre-hypertensive (120–129/< 80 mmHg), stage 1 hypertensive (130–139/80–89 mmHg), and stage 2 hypertensive (≥ 140/90 mmHg) in each measurement in order to follow-up their natural history. Only normotensive participants at registration were included in analysis in this study. After 14 years of follow-up, the study population was grouped according to whether they had progressed to hypertension at the end. After estimating the incidence rate using the number of hypertensive patients and the total follow-up years of all participants, we extracted the possible risk factors for progression in each participant. Demographic factors such as age and sex, factors associated with health behaviors such as smoking status, alcohol consumption, and exercise status, past history of diabetes, family history of diseases including hypertension and stroke, and measured variables from health screening tests such as BMI, hemoglobin, total cholesterol, fasting glucose, and pulse pressure were included in the analysis. We conducted subgroup analysis in the progressed group in order to determine any difference in natural history between people who are classified as pre-hypertension during biannual follow-up and people who skipped this status. The former indicated a slower step-by-step progression to hypertension.

Statistical analysis

To identify the risk factors for progression to hypertension, chi-square statistics for categorical variables and t-test for continuous variables were used for the selection of factors at the level of 0.1 by p-values, stratified by sex. The selected risk factors were included in a multivariable Cox proportional regression model using a stepwise selection method. The hazard ratios and 95% confidence intervals of each risk factor were presented, and the adequacy of the final model was checked by AIC (Akaike Information Criterion) statistics. The linearity and proportionality of the model was verified through the log-cumulative hazard plot and Shoenfeld residual [ 20 ]. Due to missing values of each of the factors, we evaluated the model stability by subtracting one variable each and comparing it with the total model. The crude and adjusted incidence rate was estimated additionally, stratified by age and sex.

The progression group was selected for the subgroup analysis. This group was further divided into two groups based on whether or not the participants were classified as pre-hypertensive before hypertension. Similarly, the difference in characteristics between the two groups was tested by chi-square statistics and t-tests and selected for multivariate analysis at the level of p-value < 0.1. Logistic regression analysis was used to reveal the adjusted effect of each risk factor and the odds ratio with 95% confidence interval are presented. AUC (Area Under the Curve) and the Hosmer-Lemeshow test were used to assess the fitness of the final model [ 21 ].

Additionally, Pearson correlation coefficients between continuous variables, including age, pulse pressure, BMI, total cholesterol, and fasting glucose, are estimated. All of them were under 0.3, indicating low correlation among these values. Statistical significance of both multivariate analyses was accepted with a p-value = 0.05, and all statistical analysis was conducted using SAS version 9.4 (SAS Institute Inc).

Ethical approval

This project was approved by the institutional review board of Korea University (IRB: KUIRB-2018-0064-01). Informed consent was waived because personal information was deleted from the dataset.

Among the 425,865 individuals who received health screening tests in 2003 or 2004, 89,378 (20.99%) were normotensive and 75,335 participants who met the inclusion criteria were included in the study. At the end of the follow-up in 2015, 50,013 (66.39%) participants proceeded to hypertension. The crude and adjusted incidence rate of hypertension is presented in Table 1 ; the incidence rate was 8.93 per 100 person-year in individuals younger than 65 years old and 13.18 per 100 person-year in individuals older than 65 years old. The incidence rate ratio between the two age groups was 1.47 (95% confidence interval: 1.41–1.53).

https://doi.org/10.1371/journal.pone.0230538.t001

Risk factors for the progression to hypertension

The baseline characteristics and the univariate analysis of the study population are described in Table 2 . The mean age of the study population was 50.25±8.04 (mean±standard deviation) years old, and the people who proceed to hypertension were slightly older (50.57±8.14 compared to 49.63±7.80). The proportion of males was significantly higher in the progression group, accounting for 46.58% compared to 34.42% of the non-progressing group. Additionally, almost all of the remaining factors were different in either their mean or percentage in the two groups. The mean blood pressure and the mean pulse pressure were higher in the progressing group, 107/67 (pulse pressure 39.97) mmHg in the progressing group and 105/65 (pulse pressure 39.41) in the non-progressing group. The BMI was also higher in the progressing group, with a mean BMI of 23.16±2.70 kg/m 2 in the progressing group compared to 22.36±2.55 kg/m 2 in the non-progressing group. The total cholesterol, hemoglobin, and fasting glucose were also higher in the progressing group (p < 0.05). The past history of diabetes was not significantly different in the two groups, but more people tended to have diabetes in the progressing group (1.99% compared to 1.84%). In terms of the family history of diseases, hypertension and stroke were positively related with the progression to hypertension, while other histories, such as diabetes, cancer, and liver disease, related negatively. Current smokers progressed to hypertension more than non-smokers (21.35% compared to 17.24%).

https://doi.org/10.1371/journal.pone.0230538.t002

Since the sex of participants were strongly related with health behaviors such as smoking and alcohol consumption, we stratified the study population by sex and selected the possible risk factors, age, BMI, hemoglobin, family history of hypertension/cancer/liver disease and alcohol consumption in males and age, pulse pressure, BMI, hemoglobin, fasting glucose, family history of diabetes/cancer/liver disease, smoking status and physical exercise in females, in each stratum by univariate analysis. After the selection, the adjusted hazard ratio and 95% confidence intervals are presented in Table 3 , using Cox proportional regression modeling by the stepwise selection method, considering the time-dependent effect of age. In males, age, BMI, hemoglobin, family history of hypertension, and alcohol consumption positively influenced the progression to hypertension (adjusted hazard ratios: 1.013, 1.051, 1.019, 1.106, and 1.130). Family history of cancer or liver disease negatively related to the progression with adjusted hazard ratios of 0.928 and 0.911, respectively. Similarly, in females, age, BMI, and hemoglobin were positively related (adjusted hazard ratios: 1.033, 1.043, and 1.028), but family history of hypertension and alcohol consumption were not included in the final model. In addition, pulse pressure and fasting glucose affected the progression in females (adjusted hazard ratios: 1.005 and 1.001). Family history of diabetes, cancer, and liver disease were negatively related with the progression in females, with measured hazard ratios of 0.948, 0.920, and 0.838, respectively. In females, current smoking status and physical exercise lowered the progression to hypertension, with adjusted hazard ratios of 0.559 and 0.928, respectively.

https://doi.org/10.1371/journal.pone.0230538.t003

People who skipped pre-hypertensive status and proceeded to hypertension directly

Table 4 shows the subgroup analysis of the progression group, comparing people with and without pre-hypertensive status during biannual follow-up; 78.21% (39,116) of the progression group skipped pre-hypertensive status. The adjusted odds ratios were measured by logistic regression analysis with the stepwise selection method after selecting the included variables by univariate analysis. The mean age was higher in the progression group (50.85 years old compared to 49.58 years old), with an adjusted odds ratio of 1.020 (95% confidence interval: 1.017–1.023). Males, people with higher pulse pressure, and lower alcohol consumption had increased pre-hypertensive status (adjusted odds ratios: 0.912, 0.977, and 0.805, respectively).

https://doi.org/10.1371/journal.pone.0230538.t004

The Cox proportional hazard model we used in Table 3 was selected considering minimal AIC statistics after stepwise variable selection. The difference of AIC statistics of the final model and the null model was 521.07 in males and 1738.47 in females. After testing the linearity and proportionality, time-dependent interaction terms of age and pulse pressure in males and age, smoking status, BMI in females were included in the final model. The logistic regression model used in Table 4 used stepwise selection method to select variables and tested for goodness-of-fit by Hosmer-Lemeshow test, resulted chi-square = 5.82, df = 8 and p-value = 0.67. The overall AUC was 0.56 (95% confidence interval = 0.55–0.57).

In this national cohort-based study, the progression rate from normal to hypertension was 66.39%, with an adjusted incidence rate of 8.62 per 100 person-year in middle-aged people and 12.68 per 100 person-year in elderly people; this was a much larger proportion than previous studies have demonstrated [ 5 , 9 , 15 , 22 ], including the population study in Japan, which reported a total of 40.7% of progression to hypertension at the 12-year follow up [ 17 ]. To the best of our knowledge, this is the first study to report the progression rate and risk factors of the progression to hypertension in Korea. The results of the current study indicate a substantial risk of an increased hypertensive population. Since there is strong evidence of the cardiovascular risk of the population who are diagnosed with hypertension by the 2017 ACC/AHA diagnostic criteria [ 23 ], the management of hypertension may also change to include the larger population at risk.

Identifying risk factors of the progression to hypertension in the normotensive population is more informative than simply comparing hypertensive and normotensive groups because it can actually reflect what risk factors are to be found and managed through screening programs. Age, BMI, and hemoglobin level, which showed an increase in progression in both males and females, can be applied as the observed indicator of the progression, even in the normotensive period. In agreement with our results, there is considerable evidence of these factors as a possible risk factors of hypertension [ 16 , 24 – 28 ].

Since this study included only normotensive population at the enrollment, there were minimal effect of baseline blood pressure in results, decreasing only 1.9 AIC statistics with inclusion. Instead of adjusting baseline blood pressure, we used pulse pressure as the risk factor and showed a little increase of the progression to hypertension with adjusted hazard ratio 1.005 in females. There were two factors that showed a positive relation with progression in females: pulse pressure and fasting glucose. Although these factors are known to increase progressively with age [ 29 , 30 ], this result is important since adjustments were made to account for the time-dependent age effect. Although this difference has not been previously discussed, it indicates that females may be more vulnerable to fasting glucose level or pulse pressure.

In addition, exercise habits seemed to only be protective in females; however, the questionnaire only asked for the frequency of exercise and did not consider the intensity or time. Therefore, considering previous studies that have revealed the effect of exercise in the protection from hypertension [ 28 , 31 , 32 ], this result should be interpreted with caution. Alcohol consumption is widely known as a risk factor for hypertension [ 33 , 34 ]; the results of the current study demonstrated an increased risk of hypertension in males with high alcohol consumption, but the same was not true for females. However, this may be because only 1.61% of females are classified as heavy alcohol consumers in our population. Surprisingly, in females, smoking showed an inverse relationship with the progression to hypertension. Indeed the potential relationship of smoking and hypertension remains controversial [ 35 , 36 ], and further studies need to be conducted with a focus on the pathophysiology.

Family history of hypertension did increase the progression in males, showing that genetic predisposition can still be considered as a major risk factor [ 37 , 38 ]. However, the family history of other diseases showed negative relationship with the progression; this infers that diseases such as diabetes or cancer can affect the health behaviors of individuals, leading to the control of blood pressure.

Subgroup analysis showed the difference between people who had pre-hypertensive status or not in the study period. In the group that skipped pre-hypertensive status, the rate of progression might be faster than the other group, or their health behavior might not be good enough to receive biannual health screening. Although there may be misclassification due to the latter, the results can have sufficient value since this was the first attempt to compare two groups with different natural histories of hypertension. After considering interaction and the effect of covariates, age, sex, pulse pressure, and alcohol consumption remained possible risk factors for directly proceeding to hypertension and skipping pre-hypertensive status. In other words, females with increase alcohol consumption, lower pulse pressure, and older age were at greater risk of skipping pre-hypertensive status.

There are several limitations to this study. Firstly, this study only included data from the national health screening result and hospital data, so other known risk factors, such as diet [ 39 – 41 ], cannot be considered; as an alternative to this, BMI and total cholesterol were included in the analysis. Also, the national health screening only included exercise pattern of participants as the frequency. The lack of information about the daily amount of physical activity might have affected the study result since there is the intervention study that revealed the protective effect of regular aerobic exercise. Lastly, some factors in the health screening test, such as family history or health behavior, were self-reported, which may be inaccurate and also lead to a higher missing rate (up to 9.7%). However, after subtracting each variable in the analysis in order to determine the potential bias, there were no change in the direction or significance of the final model.

Conclusions

This large national cohort-based study revealed several potential risk factors of the progression to hypertension, including family history, health behavior, and objective values such as BMI and hemoglobin. Through this result, medical services can not only find out high-risk population for the progression to hypertension in pre-hypertensive people, but also manage them focusing on modifiable factors such as BMI. Furthermore, a discussion of the progression group comparing different natural history may help to develop a more efficient management and screening system for hypertension.

Acknowledgments

We are indebted to the National Health Insurance Sharing Service for providing the national cohort data for the analysis.

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• 19. National Health Insurance Sharing Service. [Cited 2019 November 20]. Available from: https://nhiss.nhis.or.kr .
• 20. Collett D. Modelling Survival Data in Medical Research, third edition. CRC press; 2015.

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High Blood Pressure Research

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As part of its broader commitment to research on cardiovascular diseases, the NHLBI leads and supports research and programs on hypertension (high blood pressure). The NHLBI has funded several studies and programs to help develop new treatments for high blood pressure, many of which focus on women’s health, lifestyle interventions, and health disparities. Current studies aim to prevent pregnancy complications and improve blood pressure among people who are at high risk.

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Find  funding opportunities  and  program contacts  for high blood pressure research.

• The Dietary Approaches to Stop Hypertension (DASH) Sodium Trial showed that lowering sodium as part of a healthy eating plan significantly lowers blood pressure for people with high blood pressure. Researchers saw the greatest change when lowering sodium was combined with eating a diet rich in fruits and vegetables and low in saturated fat.
• The NHLBI’s Systolic Blood Pressure Intervention Trial (SPRINT) study found that treating to a lower systolic blood pressure target — less than 120 mm Hg — helped lower deaths from heart attack and stroke, particularly among older people who have high blood pressure. These findings informed the latest high blood pressure guidelines in 2017. A follow-up study called SPRINTMIND found that treating to this lower blood pressure target also reduced mild cognitive impairment , a condition that can lead to dementia.
• The NHLBI Antihypertensive and Lipid-Lowering Treatment to Prevent Heart Attack Trial (ALLHAT ) was the largest hypertension clinical trial ever conducted, involving more than 600 clinics and 42,000 participants. The study compared the effectiveness of three commonly used blood pressure-lowering medicines (a calcium channel blocker, amlodipine; an ACE-inhibitor, lisinopril; and an alpha-receptor blocker, doxazosin) with a diuretic, chlorthalidone. The trial concluded that the diuretic worked better than the other medicines to manage high blood pressure and prevent stroke, as well as some types of heart disease, especially heart failure.

Current research funded by the NHLBI

Our Division of Cardiovascular Sciences and its Vascular Biology and Hypertension Branch oversee much of the research we fund on the regulation of blood pressure. 

Current research on the treatment of high blood pressure

NHLBI-supported research has led to creating and updating blood pressure treatments that have helped people around the world. High blood pressure affects millions of U.S. adults. We continue to support work on new treatments and also new approaches that tailor the right treatment to the right patient.

• Researchers in the NHLBI-funded Levy Lab are studying the role of genetics in cardiovascular disease using resources from the Framingham Heart Study to develop promising blood pressure medicines and treatments.
• The NHLBI funds research into the connection between inflammation and high blood pressure . Better understanding of the causes of hypertension helps researchers develop treatments to improve blood pressure management and prevent early death from cardiovascular disease.
• The NHLBI supports research to improve adherence to long-term cardiovascular medicines that help regulate blood pressure. Researchers use pharmacy data to identify patients who fail to refill their medicines. They then test whether reminders using text messages or interactive chat bots can improve medicine adherence.
• The NHLBI funds research into the connection between the microbiome and high blood pressure . One study found that bacterial strains in the mouth were linked to high blood pressure in older women. Another study showed that intermittent fasting in an animal model could reduce hypertension by reshaping the gut microbiota. 
• Findings from the Offspring Cohort of the Framingham Heart Study (FHS) and the Coronary Artery Risk Development in Young Adults (CARDIA) study showed a close association between hypertension and late-onset epilepsy and other brain changes, respectively, which may increase the risk of cognitive decline later in life.
• A clinical trial called Treating Resistant Hypertension Using Lifestyle Modification to Promote Health (TRIUMPH) showed that lifestyle modification, such as following the DASH eating plan, could significantly reduce blood pressure even in patients with resistant hypertension. Another study found that DASH was effective in adolescents with high blood pressure. 
• A clinical trial Chlorthalidone in Chronic Kidney Disease (CLICK) showed that the diuretic chlorthalidone can improve blood pressure control in patients with advanced chronic kidney disease. 
• A recent meta-analysis showed that use of anti-hypertension medicines that can cross the blood-brain barrier is linked to more cognitive benefits than those that do not cross the barrier. 

Find more NHLBI-funded studies on the  high blood pressure treatment at NIH RePORTER.

Find out more about how the DASH diet and exercise help fight resistant high blood pressure.

Current research on women’s health and high blood pressure

NHLBI-supported research has helped reveal how pregnancy complications, including high blood pressure, affect the long-term health of women and their children.

• One study found that women who have a preterm birth have a greater chance of later developing high blood pressure.
• The NHLBI continues to fund the nuMoM2b Heart Health Study , which helps scientists understand how cardiovascular disease starts and develops in women. Researchers, funded by the NHLBI and the Eunice Kennedy Shriver National Institute of Child Health and Human Development,  found that women who developed complications during their first pregnancy were more likely to have had higher levels of blood sugar, blood pressure, and inflammation during their first trimester than women who did not develop complications. They are also more likely to develop chronic hypertension within 7 years after delivery. The study is also looking at the  links between pregnancy, sleep health, and cardiovascular health .
• The NHLBI’s  CHAP Maternal Follow-up Study is examining the impact of treatment for preeclampsia and high blood pressure during pregnancy on a woman’s future chance for developing cardiovascular disease. The results will help identify the best ways to improve the health of women younger than age 40 who have mild, long-term high blood pressure.

Find more NHLBI-funded studies on  women’s health and high blood pressure at NIH RePORTER. 

Current research on health disparities and high blood pressure

Black adults in the United States have a higher prevalence of high blood pressure than other racial and ethnic groups. The NHLBI supports research to understand and reduce high blood pressure disparities, as part of our broader commitment to addressing  health disparities and inequities .

Other studies and research areas we fund to understand and lower the impacts of health disparities are listed below:

• Our RURAL: Risk Underlying Rural Areas Longitudinal Cohort Study reaches 4,000 young and middle-aged men and women from different racial and ethnic groups living in poor rural counties in four southern states. The goal of the study is to understand what causes the high rates of heart and lung disease in these regions and how to lower those rates and improve prevention efforts .
• Co-funded by the NHLBI  and the NIH Office of Research on Women’s Health, the Maternal Health Community Implementation Program (MH-CIP) supports community-engaged implementation research, working with affected communities to improve heart, lung, blood, and sleep health before, during, and after pregnancy. MH-CIP focuses on bringing effective maternal health interventions — including projects related to hypertension — into communities severely impacted by maternal health disparities.
• An NHLBI-funded study aims to improve implementation of the SPRINT findings in underserved populations. The study puts into practice a plan for blood pressure treatment at 30 clinics that serve people with little or no income in southeast Louisiana.  The study’s findings will help lower barriers to blood pressure treatment faced by people who experience poverty.

Find more NHLBI-funded studies on  high blood pressure and health disparities at NIH RePORTER. 

High blood pressure research labs at the NHLBI

The NHLBI  Division of Intramural Research and its  Cardiovascular Branch conduct research on diseases that affect the heart and blood vessels, including high blood pressure. Other Division of Intramural Research groups, such as the Center for Molecular Medicine and  Systems Biology Center , perform research on heart and vascular diseases.

Related programs

• In 2023, the NHLBI convened the  Transforming Hypertension Diagnosis and Management in the Era of Artificial Intelligence (AI) workshop to discuss gaps and opportunities in leveraging AI technologies for hypertension diagnosis and management.
• Nurse case management, in which a nurse provides behavioral counseling and monitors blood pressure through telehealth, adjusting blood pressure medications as needed 
• Community health workers providing health coaching and information about community resources 

        Read more about the DECIPHeR program .

• In 2019, the NHLBI convened the HIV-associated Comorbidities, Co-infections & Complications Workshop , which led to strategies that support more research into the diseases, infections, and complications related to HIV. People with HIV have a higher risk of developing high blood pressure, even if they actively manage HIV infection with medicine.

Explore more NHLBI research on high blood pressure

The sections above provide you with the highlights of NHLBI-supported research on high blood pressure. You can explore the full list of NHLBI-funded studies on the NIH RePORTER .

To find more studies:

• Type your search words into the  Quick Search  box and press enter. 
• Check  Active Projects  if you want current research.
• Select the  Agencies  arrow, then the  NIH  arrow, then check  NHLBI .

If you want to sort the projects by budget size — from the biggest to the smallest — click on the  FY Total Cost by IC  column heading.

Living with Hypertension: A Qualitative Research

Affiliations.

• 1 Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
• 2 Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
• PMID: 28670584
• PMCID: PMC5478742

Background: Hypertension affects many aspects of the patients' life. Factors such as attitudes, beliefs and experiences, and social and cultural conditions of patients have effective roles in hypertension treatment process. The aim of this research was to explore perspectives and experiences of patients with hypertension while living with this disease.

Methods: This is a qualitative research using content analysis approach. 27 hypertensive patients who referred to hospitals affiliated to Tehran University of Medical Sciences were selected based on purposive sampling, and semi-structured interviews were carried out. Graneheim and Lundman's approach was used for analysis of data and Lincoln and Guba's criteria were used to confirm the trustworthiness of the study's findings.

Results: Experiences of the participants were divided into three main categories as follows: (1) disease shadow; (2) dual understanding of the effect of drug therapy consisting of two sub-categories known as ''perceived benefits,'' ''negative consequences''; and (3) facing the disease that includes the two subcategories of ''Compatibility'' and ''Negligence and denial''.

Conclusion: Based on the findings, patients with hypertension had experienced many physical, psychological, social, familial and spiritual problems due to the disease and their cultural context. These patients obtained positive experiences following the compatibility with hypertension. Comprehensive planning tailored to the cultural, social context and their beliefs is necessary to solve problems in these patients.

Keywords: Qualitative research; Experience; Hypertension.

Establishing Future Hypertension Research Funding Priorities. Since publication of the 1979 Hypertension Task Force Report, the human genome has been sequenced, and high-throughput technologies have been developed that allow for the development of molecular networks in health and disease. Application of these technologies may permit patient ...

The aim of this research was to explore perspectives and experiences of patients with hypertension while living with this disease. This is a qualitative research using content analysis approach. 27 hypertensive patients who referred to hospitals affiliated to Tehran University of Medical Sciences were selected based on purposive sampling, and ...

Hypertension Research (2023) In 2021, 217 excellent manuscripts were published in Hypertension Research. Editorial teams greatly appreciate the authors' contribution to hypertension research ...

High blood pressure accounts for about 13.5% of annual deaths in the world. Moreover, hypertension directly accounts for 54% of all strokes and 47% of all coronary artery disease worldwide. ... The manuscript must describe a technically sound piece of scientific research with data that supports the conclusions. Experiments must have been ...

Presidents of the Japanese Society of Hypertension (JSH) have written communications about proposals for future hypertension treatment, conscious of the "new normal" during and after COVID-19.

Hypertension is a risk factor for cardiovascular disease. We developed a simple scoring method for predicting future hypertension using health checkup data. A total of 41,902 participants aged 30 ...

Improvements in the detection, treatment, and control of hypertension have varied substantially across countries, with some middle-income countries now outperforming most high-income nations. The dual approach of reducing hypertension prevalence through primary prevention and enhancing its treatment and control is achievable not only in high-income countries but also in low-income and middle ...

Fig. 8. Schematic presentation of the topic 'Obesity/Diabetes' in 2021. The BP treatment goal in patients with diabetes and hypertension is less than 130/80 mmHg [ 122 ], and intensified BP control was associated with reduced stroke risk [ 123 - 125 ].

A modest proposal. The results of hypertension-related research and their translation into the clinical arena over the past half century have an impressive legacy. Nevertheless, both globally and in the US, hypertension remains a leading cause of mortality.

Introduction. Hypertension is the leading component of global disease burden and acts as a major cause of cardiovascular diseases []; a higher mortality in hypertensive population is well known in many countries through national level studies [2-4].However, the incidence and prevalence of hypertension is difficult to measure naturally, given its asymptomatic nature [].

Hypertension is a significant and increasing global health issue. It is a leading cause of cardiovascular disease and premature death worldwide due to its effects on end organs, and through its associations with chronic kidney disease, diabetes mellitus and obesity. Despite current management strategies, many patients do not achieve adequate ...

924 Research article EMHJ - Vol. 26 No. 8 - 2020 (7-14), urban residence (9,13) and other risk factors, including body weight status, health risk behaviour, and psychosocial stress and support. Higher body mass index (BMI) is positively (7,9-11,15) and underweight negatively (15) associated with hypertension.Other metabolic

Hypertension* / drug therapy. In 2021, 217 excellent manuscripts were published in Hypertension Research. Editorial teams greatly appreciate the authors' contribution to hypertension research progress. Here, our editorial members have summarized twelve topics from published work and discussed current topics in depth. We hope you ….

Rapid urbanisation in Saudi Arabia over the past two decades, has led to an increase in incidence of hypertension . Research studies have shown that hypertension imposes direct economic burden on both the patient and the health care system, by increasing the need for hospitalisation, physician consultations, laboratory investigations, and ...

Keywords Hypertension Research ... (JSH) have written communications about proposals for future hypertension treatment, conscious of the "new normal" during and after COVID-19. Shibata and JSH

Results: Among adults aged 20 to 79 years, 24% of males and 23% of females had hypertension, de ned as measured BP ≥140/90 mm Hg or past-month use. of antihypertensive medication. Hyper tension ...

NHLBI-supported research has helped reveal how pregnancy complications, including high blood pressure, affect the long-term health of women and their children. One study found that women who have a preterm birth have a greater chance of later developing high blood pressure. The NHLBI continues to fund the nuMoM2b Heart Health Study. external link.

This mini-review focuses on recent topics on basic research in hypertension from the several points of view. The recent topics indicate that interorgan communication has received particular ...

Measurement of Blood Pressure. The 2018 European Guidelines on the management of hypertension recommend that the diagnosis of hypertension should not only be based on office blood pressure (BP) but also on out-of-office measurements such as ambulatory or home BP monitoring.[] These recommendations were directed to enable more accurate diagnosis, particularly in the context of white-coat and ...

The aim of this research was to explore perspectives and experiences of patients with hypertension while living with this disease. Methods: This is a qualitative research using content analysis approach. 27 hypertensive patients who referred to hospitals affiliated to Tehran University of Medical Sciences were selected based on purposive ...

Hypertension Research is now collecting various types of articles (original papers, brief reports, review/mini-review papers, commentaries, and correspondence) on four main topics for a special ...

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If you <won't do> <aren't doing> your homework tonight

• Thread starter sitifan
• Start date May 12, 2023

Senior Member

• May 12, 2023

If you 　　　 your homework tonight, Mom will be angry.　(Ａ) won’t do (Ｂ) didn’t do (Ｃ) don’t do (Ｄ) aren’t doing The answer to the above question is option C. Are options A and D also acceptable to native speakers?  

Keith Bradford

All four are (just about) grammatically possible. But the obvious choice is (C).  

sitifan said: If you 　　　 your homework tonight, Mom will be angry.　(Ａ) won’t do (Ｂ) didn’t do (Ｃ) don’t do (Ｄ) aren’t doing The answer to the above question is option C. Are options A and D also acceptable to native speakers? Click to expand...

london calling

Keith Bradford said: All four are (just about) grammatically possible. But the obvious choice is (C). Click to expand...

heypresto said: All four options are possible, given the right context, although C is probably the most likely. Yet another bad test question. Click to expand...

If Alice 　　　 to England next Sunday, she will send me a postcard.　 (Ａ) will get (Ｂ) got (Ｃ) gets (Ｄ) is getting The answer to the above question is option C. Is option D also acceptable to native speakers?  

sitifan said: Which case? Click to expand...

sitifan said: sitifan said: If you 　　　 your homework tonight, Mom will be angry.　(Ａ) won’t do (Ｂ) didn’t do (Ｃ) don’t do (Ｄ) aren’t doing The answer to the above question is option C. Are options A and D also acceptable to native speakers? Click to expand...

london calling said: Only A) works in this case. Click to expand...

Keith Bradford said: Option (A) "If Alice will get to England next Sunday..." is wrong. Ungrammatical. We don't use a future tense with "if", we use a present: "If I go to town tomorrow... If you see him in the near future... If we get to Mars before 2050..." Click to expand...

Loob said: Yes it is. Click to expand...

The degree of certainty. 1. is said late at night, when the time for homework is certainly over. It's certain that mom will be angry if he hasn't done it. 2. may be said at any time during the night, at start or finish. It's not at all certain whether the homework is done, or whether it might be done, or might not. On the assumption that perhaps it won't be completed, that would make mom angry.  

Combo Tự học Toán Lý Hoá lớp 11 tập 2

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How to Get Out of Doing Homework

Last Updated: March 4, 2024 Fact Checked

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 111 people, some anonymous, worked to edit and improve it over time. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 283,867 times. Learn more...

Sometimes you just can't get it together and finish your homework. Maybe you had a concert or a game after school and you were too tired to think when you got home. Maybe you ran out of time, or you fell asleep early. Maybe you just had something way better to do! This article will give you ideas for how to get your parents off your back about doing homework and convince your teachers you have a perfectly good reason why you didn't do the assignment. Plus, learn techniques on how to make it look like you made an attempt at your assignment, but life, fate, or technology got in the way. Just don't make a habit of it, or your grades may suffer.

Making Excuses to Your Teacher

• Notice how your teacher reacts when other students forget their homework to gauge how much you can get away with.
• Notice if your teacher collects homework or usually just walks around and glances at your worksheet to make sure you did it.
• Try to get an idea of what your teacher likes. If they have pictures of their cat everywhere, you may be able to use that to your advantage later by telling them your cat is very sick or had to be put down and you were too devastated to finish the assignment.
• Remember that your teacher probably got into teaching because they are passionate about their subject. Participate in class as much as possible: if they believe you love history, too, they're probably more likely to be sympathetic later.
• Find out how much homework counts toward your final grade. If homework only accounts for 20% of your grade and you ace all your tests, projects, and class participation, you might be able to get by without doing homework and still get a decent grade.

• If your teacher expects you to email them your assignment, ask them the next day if they got your email. When they say they didn't, act confused and explain that you definitely emailed them and that you can't believe it didn't go through. They probably can't check to see if you are lying and will probably give you an extension.

• Claim the death of a family member. Make it someone close enough that it would affect you, but not so close that the teacher will find out about it. A great aunt or uncle works as they tend to be older. There is also no limit on the amount of great aunts and uncles you have, whereas with grandparents there is a limited number of times you can use that excuse. Plus, you don't want to tempt karma by saying your grandma died unexpectedly.
• Say that you are having a private family issue and you don't feel comfortable talking about it, but you can't do the homework.
• Tell your teacher your pet died. But be aware that if your teacher happens to be having a conversation with your parents and says something like "Sorry about the dog!" they may find out you were lying.

• Tell the teacher you were in the bathroom when they assigned the work and you completely missed that you had homework. However, if your teacher has a good memory or writes homework on the board or on a school website, there is a high chance this will not work.

• This works best if you are somebody who rarely gets sick(maybe once or twice a year) then you will be more trustworthy if you appear sick.

• If you do this too often your teacher will stop being sympathetic, so make sure it only happens once or twice.

Making It Look Like You Did Your Homework

• If your teacher walks around the class checking for homework, but doesn't take it in, write your homework page and task at the top of some random notes you have for that class. If they're not attentive, they won't notice.
• If they are attentive, try to distract them by asking a question related to the subject or show them a word in the textbook you don't understand.

• Say you must have left it on your desk/in the car/on the bus and ask if you can turn it in at the end of the day. Then you can quickly do the assignment during lunch.
• Be smart when pretending to be upset that you lost your homework. If you usually slack off and don't do your homework, it may seem odd to the teacher when you suddenly worry about not having your homework.

• If you cheat on writing based homework, paraphrase it so your teacher can't tell that you cheated. Also, think about how you usually perform in class. If you don't usually do well in class on homework and tests, your teacher could get suspicious if you get all the answers right. So to be smart, get some answers wrong on purpose.
• Try asking one friend for answers to questions #1 and #2, then another friend for the answers to questions #3 and #4, and so on until the assignment is complete.
• Assemble a study group and let them work out all the answers.
• If you have a friend who owes you a favor, tell them this is how they can repay their debt.

• Bring in a blank flash drive and swear to your teacher you saved it to the drive and you don't know what happened.

• Go into File Explorer and find the file you want to make corrupt. Right click over the file and select 'Open With...', then select Notepad. Once the file opens in Notepad you should see a really bizarre document with gibberish. Click anywhere within the document and type something random in it, disturbing the flow. After this just save and submit. When your teacher opens it, it will show up an error.
• Do not select "use application as default" when selecting Notepad after File Explorer step or else all word documents (.docx) will automatically in Notepad showing gibberish.
• Create a blank image in Paint and save it in .bmp format. After that, forcefully change its format into .doc (right-click and hit Properties), and change the title to the name of your homework assignment. Now, when you try to open the file in any text viewing program, it will show up as a broken file. Send it to the teacher, and if they ask you the next day, just say sorry about this inconvenience and promise to send it this evening. Now, you have an extra day to complete your homework.

Convincing Your Parents

• So your parents check your history? Easy. If you have the Google Chrome browser, you can use Incognito mode. This will not track your history at all. Press ctrl+shift+N at the same time to open an Incognito tab. Remember to close all Incognito tabs before you go back to doing your homework.
• Remember ctrl + w closes a window with one tab without prompt, so it is the perfect way without downloading Firefox and certain add-ons to use the computer without parent's knowing anything of your exploits.

Community Q&A

Tips from our Readers

• Try to sound very stressed about not finishing your homework. Try to only skip homework when you really need to. It might be obvious that you're not trying if you never do it.
• Try to be honest when you get caught. If you lie and get caught, you might be in bigger trouble.
• Remember: in most cases, it is unlikely your teacher will excuse you from doing the homework altogether, even if these tactics work. Go into it thinking they will give you an extension and you will have time to catch up on your work without it impacting your grade. Thanks Helpful 0 Not Helpful 0
• Homework is there to help you. In the long run, not doing homework will impact not just your report card but your future. Thanks Helpful 0 Not Helpful 0
• Avoid lame and common excuses. These excuses have no effect, so don't even try to use them. Avoid "I forgot" and "My dog ate my homework" kind of excuses. Using long, boring excuses may make the teacher just dismiss it and tell you to turn it in tomorrow. Thanks Helpful 0 Not Helpful 0

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• ↑ https://edinazephyrus.com/how-to-fake-sick-successfully/
• ↑ https://corrupt-a-file.net/

About This Article

If you weren't able to finish your homework, there are a few good excuses you can use to keep your teacher off your back. You can blame technology and say your computer or printer broke. If you needed the internet for your homework, say your internet went off for a few hours. Pretending you forgot your homework isn't the best excuse, but it sounds better than admitting you didn't do it. Search through your bag and pretend to look for it, then tell your teacher you must have left it at home. To make it more convincing, see your teacher at the beginning of class and say you had a busy week and forgot to do the homework. You can even tell them you had a family issue. Teachers are unlikely to call you out for being sick, so try going to the nurse before class and telling them you feel sick and you can’t go to class. For more tips, including how to get out of your parents making you do homework, read on! Did this summary help you? Yes No

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