27.49
***p < 0.001.
The mean differences of the HCBS between the groups of grades.
To address the gap in the previous research on homework creativity, this study examined the psychometric proprieties of the HCBS and its relationship with academic achievement and general creativity. The main findings were (1) Hypotheses H1a and H1b were supported that the reliability and validity of the HCBS were acceptable; (2) Hypothesis H2 was supported that the correlation between the score of the HCBS and academic achievement was significant ( r -values = 0.23–0.26 for two samples); (3) Hypothesis H3 received support that the correlation between the scores of HCBS and WCAP was significant ( r -values = 0.20–0.29 for two samples); and (4) the H4 was supported from the current data that the score of high school students’ was lower than that of the middle school students’ (Cohen’s d = 0.49).
The first key finding should be noted is that the positive correlations with between pairs of homework creativity, homework completion, and general creativity. This result is inconsistent with prediction of an argument that homework diminishes creativity ( Cooper et al., 2012 ; Zheng, 2013 ). Specifically, the correlation between homework completion and curiosity was insignificant ( r = 0.08, p > 0.05) which did not support the argument that homework hurts curiosity of creativity ( Zheng, 2013 ). The possible reason may be homework can provide opportunities to foster some components of creativity by independently finding and developing new ways of understanding what students have learned in class, as Kaiipob (1951) argued. It may be the homework creativity that served as the way to practice the components of general creativity. In fact, the content of items of the HCBS are highly related with creative thinking (refer to Table 2 for details).
The second key finding should be noted is that the score of the HCBS decreased as the level of grades increased from 7 to 11. This is consistent with the basic trend recorded in the previous meta-analyses ( Kim, 2011 ; Said-Metwaly et al., 2021 ). There are three possible explanations leading to this grade effect. The first one is the repetitive exercises in homework. As Zheng (2013) observed, to get higher scores in the highly competitive entrance examination of high school and college, those Chinese students chose to practice a lot of repetitive exercises. The results of some behavior experiments suggested that repetitive activity could reduce the diverse thinking of subjects’ (e.g., Main et al., 2020 ). Furthermore, the repetitive exercises would lead to fast habituation (can be observed by skin conductance records) which hurts the creative thinking of participants ( Martindale et al., 1996 ). The second explanation is that the stress level in Chinese high schools is higher than in middle school because of the college entrance examination. The previous studies (e.g., Beversdorf, 2018 ) indicated that the high level of stress will trigger the increase activity of the noradrenergic system and the hypothalamic–pituitary–adrenal (HPA) axis which could debase the individual’s performance of creativity. Another likely explanation is the degree of the certainty of the college entrance examination. The level of certainty highly increases (success or failure) when time comes closer to the deadline of the entrance examination. The increase of degree of certainty will lead to the decrease of activity of the brain areas related to curiosity (e.g., Jepma et al., 2012 ).
From the theoretical perspective, there are two points deserving to be emphasized. First, the findings of this study extended the previous work ( Beghetto and Kaufman, 2007 ; Kaufman and Beghetto, 2009 ). This study revealed that homework creativity had two typical characteristics, including the personal meaning of students (as represented by the content of items of the HCBS) and the small size of “creativity” and limited in the scope of exercises (small correlations with general creativity). These characteristics are in line with what Mini-C described by the previous studies ( Beghetto and Kaufman, 2007 ; Kaufman and Beghetto, 2009 ). Second, this study deepened our understanding of the relationship between learning (homework is a part of learning) and creativity which has been discussed more than half a century. One of the main viewpoints is learning and creativity share some fundamental similarities, but no one explained what is the content of these “fundamental similarities” (e.g., Gajda et al., 2017 ). This study identified one similarity between learning and creativity in the context of homework, that is homework creativity. Homework creativity has the characteristics of homework and creativity at the same time which served as an inner factor in which homework promote creativity.
The findings in this study also have several potential practical implications. First, homework creativity should be a valuable goal of learning, because homework creativity may make contributions to academic achievement and general creativity simultaneously. They accounted for a total of 10.7% variance of academic achievement and general creativity which are the main goals of learning. Therefore, it is valuable to imbed homework creativity as a goal of learning, especially in the Chinese society ( Zheng, 2013 ).
Second, the items of the HCBS can be used as a vehicle to help students how to develop about homework creativity. Some studies indicated that the creative performance of students will improve just only under the simple requirement of “to be creative please” ( Niu and Sternberg, 2003 ). Similarly, some simple requirements, like “to do your homework in an innovative way,” “don’t stick to what you learned in class,” “to use a simpler method to do your homework,” “to use your imagination when you do homework,” “to design new problems on the basis what learnt,” “to find your own unique insights into your homework,” and “to find multiple solutions to the problem,” which rewritten from the items of the HCBS, can be used in the process of directing homework of students. In fact, these directions are typical behaviors of creative teaching (e.g., Soh, 2000 ); therefore, they are highly possible to be effective.
Third, the HCBS can be used to measure the degree of homework creativity in ordinary teaching or experimental situations. As demonstrated in the previous sections, the reliability and validity of the HCBS were good enough to play such a role. Based on this tool, the educators can collect the data of homework creativity, and make scientific decisions to improve the performance of people’s teaching or learning.
The main contribution is that this study accumulated some empirical knowledge about the relationship among homework creativity, homework completion, academic achievement, and general creativity, as well as the psychometric quality of the HCBS. However, the findings of this study should be treated with cautions because of the following limitations. First, our study did not collect the test–retest reliability of the HCBS. This makes it difficult for us to judge the HCBS’s stability over time. Second, the academic achievement data in our study were recorded by self-reported methods, and the objectivity may be more accurate. Third, the lower reliability coefficients existed in two dimensions employed, i.e., the arrange environment of the HMS (the α coefficient was 0.63), and the adventure of the WCAP (the α coefficient was 0.61). Fourth, the samples included here was not representative enough if we plan to generalize the finding to the population of middle and high school students in main land of China.
In addition to those questions listed as laminations, there are a number of issues deserve further examinations. (1) Can these findings from this study be generalized into other samples, especially into those from other cultures? For instances, can the reliability and validity of the HCBS be supported by the data from other samples? Or can the grade effect of the score of the HCBS be observed in other societies? Or can the correlation pattern among homework creativity, homework completion, and academic achievement be reproduced in other samples? (2) What is the role of homework creativity in the development of general creativity? Through longitudinal study, we can systematically observe the effect of homework creativity on individual’s general creativity, including creative skills, knowledge, and motivation. The micro-generating method ( Kupers et al., 2018 ) may be used to reveal how the homework creativity occurs in the learning process. (3) What factors affect homework creativity? Specifically, what effects do the individual factors (e.g., gender) and environmental factors (such as teaching styles of teachers) play in the development of homework creativity? (4) What training programs can be designed to improve homework creativity? What should these programs content? How about their effect on the development of homework creativity? What should the teachers do, if they want to promote creativity in their work situation? All those questions call for further explorations.
Homework is a complex thing which might have many aspects. Among them, homework creativity was the latest one being named ( Guo and Fan, 2018 ). Based on the testing of its reliability and validity, this study explored the relationships between homework creativity and academic achievement and general creativity, and its variation among different grade levels. The main findings of this study were (1) the eight-item version of the HCBS has good validity and reliability which can be employed in the further studies; (2) homework creativity had positive correlations with academic achievement and general creativity; (3) compared with homework completion, homework creativity made greater contribution to general creativity, but less to academic achievement; and (4) the score of homework creativity of high school students was lower than that of middle school students. Given that this is the first investigation, to our knowledge, that has systematically tapped into homework creativity, there is a critical need to pursue this line of investigation further.
Ethics statement.
The studies involving human participants were reviewed and approved by the research ethic committee, School of Educational Science, Bohai University. Written informed consent to participate in this study was provided by the participants’ legal guardian/next of kin.
HF designed the research, collected the data, and interpreted the results. YM and SG analyzed the data and wrote the manuscript. HF, JX, and YM revised the manuscript. YC and HF prepared the HCBS. All authors read and approved the final manuscript.
We thank Dr. Liwei Zhang for his supports in collecting data, and Lu Qiao, Dounan Lu, Xiao Zhang for their helps in the process of inputting data.
This work was supported by the LiaoNing Revitalization Talents Program (grant no. XLYC2007134) and the Funding for Teaching Leader of Bohai University.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.923882/full#supplementary-material
Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.
Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.
The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.
The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.
However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.
As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).
For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.
As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).
There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”
In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :
By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).
Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.
Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.
Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.
Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.
But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.
Author: Bethany Spencer
Posted: 15 May 2017
Estimated time to read: 10 mins
Homework as a concept has been around for hundreds of years, and today is considered the norm for modern schools. At secondary level, schools set regular homework via a whole-school homework policy. This can take many forms and is sometimes given a different name like 'home learning' or 'Independent study', but the concept of completing work outside of the classroom remains the same.
The setting of homework is regarded highly by many with Epstein & Van Voorhis stating that it not only reflects on the success of the student, but also the success of the school (2001). In spite of this, attitudes towards homework are constantly changing, culminating in the age old homework debate.
Attitudes towards the value and purpose of homework are usually reflective of the current societal stance and general sentiment towards education. For example, in the 20th century the mind was seen as a muscle that would benefit from memorisation, and since this could be done at home, homework was perceived as valuable. However, come the 1940s where emphasis shifted from drills to problem solving, people started to view homework negatively (Cooper, 1989).
Yet, fast forward to 1957, the year Russia launched Sputnik, and society became concerned that students were not ready for the advanced technologies that were creeping into modern life, leading many to start favouring homework again.
Although, reflective of the attitudes in the 1960s, homework fell out of favour with the belief that it put too much pressure on students (Cooper, 1989). This is why we find ourselves encased in a spiral of ever changing attitudes towards homework which looks set to continue.
We believe that homework plays an important role in both a student’s education and the performance of the school. Here we look at academic research, but also take into account the opinion of leading educators who give weight to the stance that homework serves a purpose that penetrates far deeper than improving a student’s general understanding of a subject.
The purpose of homework can be grouped into ten strands as stated by Epstein & Van Voorhis (1988, 2001, p.181) ‘practice, participation, preparation, personal development, parent-child relations, parent-teacher communication, peer interactions, policy, public relations and punishment.’ This suggests that homework affects more areas than just a student’s academic ability.
However, when we look at the research that focuses on the link between homework and academic achievement we see that homework does in fact have a positive impact on students’ grades . Sharp (2002) states there is a direct link between students spending time on homework and their achievement in secondary school.
Cooper similarly found that students who completed homework had better report cards and test results than those who didn't (1989 cited by Epstein & Van Voorhis 2001). In a report conducted by the EEF, they also found that the completion of homework at secondary level can add on an additional 5 months progress onto a child’s learning with minimal cost incurred by the school (EEF, 2016).
In addition to the academic findings, teachers themselves have commented on the purpose they believe homework provides to students and schools. Epstein (1988, 2001, p.181) found that teachers recognised ‘practice, preparation and personal development’ to contribute to the overall purpose of homework.
Homework helps to " develop learners' knowledge and allow them more choice in how they express their work"
Tom Sherrington, a Headteacher at a UK secondary school and influential education blogger, has expressed his personal views on the value of homework: ‘Students who are successful at A Level and at GCSE are those who have highly developed independent learning skills, have the capacity to lead the learning process through their questions and ideas’ (Sherrington 2012a).
This suggests that even those who do not see an immediate impact from homework, believe that it will help students’ personal development but also prepare them for the next stages of education and beyond. This is further supported by Sharp (2002) who recognised that, despite homework not having a direct link to achievement in younger children, it did promote independent learning and prepare them for secondary school.
A second UK teacher and education blogger, Rachel Jones, commented on what she believes to be the purpose of homework and found that it had a positive impact on both retention of knowledge and hand-in rates when the homework set was assigned with the intention to ‘develop learners knowledge and allow them more choice in how they express their work’ (Jones 2013).
In addition to the correlation between completing homework and improved achievement, homework plays a fundamental role in both home-school involvement and students’ relationships with their parents. A key purpose of homework outside of ‘enhancing instruction’ is to ‘establish communication between parent and child’ (Acock & Demo, 1994 cited by Cooper et al, 20016, p.2).
Homework acts as a bridge between school and home, and the ability to engage parents in school life has a positive impact on teachers - when teachers feel as though there is more parental involvement in school they feel more positive about teaching (Epstein & Dauber, 1991, Hoover-Dempsey et al, 1987 cited by Epstein & Van Voorhis, 2001).
Acock and Demo (1994, cited by Epstein & Van Voorhis 2001, p.182) have even stated that homework can help to improve relationships between parents and students, bringing them ‘closer together to enjoy learning and exchange ideas’, cementing the idea that homework has greater repercussions than just raising academic achievements within school.
In addition to this, a purpose of homework valued by both parents and teachers is the idea that homework completed regularly by students helps to promote ‘a sense of responsibility’ (Warton 1997, p.213). Moreover, Sherrington (2012b) comments on his stance as both an educator and a parent saying that he firmly believes that homework has a fundamental part to play in the learning process ‘and paving the way to students becoming independent learners’.
Although in order for homework to really show the benefits expressed in this article it must be purposeful . Students have expressed their opinion on the value of homework, deeming it to be an important part of the learning experience (Sharp 2002).
Yet, they do express concerns regarding how homework is set relating to ‘conflicting deadlines, and tasks that make little contribution to learning’ (Sharp 2002, p.3). In order to combat these concerns, schools should be vetting the quality of homework set, and teachers should be communicating with one another in reference to deadlines.
The idea of setting purposeful homework is further supported by Epstein & Van Voorhis (2001, p.19) who report that those who set homework ‘to meet specific purposes and goals, more students complete their homework and benefit from the results’. Additionally, the idea of setting homework with a clear purpose further encourages parental involvement within the child’s education.
"Quality homework types to include ‘fluency practice, application, spiral review and extension"
Purposeful homework is intrinsically linked to quality homework , and when teachers are setting homework the emphasis should be on this as opposed to the quantity. In order for homework to be regarded as high quality, the instruction provided must be clear and detailed (Frey & Fisher, 2011), and the tasks that are being set are ‘authentic and engaging’ (Darling-Hammond & Ifill-Lynch 2006, p.1) providing students with a real reason to complete them.
This is further supported by Dettmers et al (2010) who found that when students identified homework as being well thought out and relevant, they were more motivated to complete it. Frey & Fisher (2011) identified quality homework types to include ‘fluency practice, application, spiral review and extension’ and denounced the value of homework that asks students to complete work that was not covered in class as not valuable as they have no peer or teacher support and are unfamiliar with the topic.
It is also important to consider the implications of focusing on the amount of homework set - setting too much homework can have detrimental effects on students, such as stress, fatigue and loss of interest in studies (Cooper, 2010).
From this we can gather that fewer pieces of well thought out homework will have more of a positive impact on students’ learning. It is important for schools to monitor the amount of homework that is set, what is being set and the frequency so as to avoid over-working students - having a homework policy which teachers adhere to will help to enforce this.
Homework encourages self-development and self-discipline. Students who complete regular homework don't just perform better at school and during exams, they learn broader life skills and associate hard work with long term rewards. Homework has also been found to improve parental relationships.
From this we can conclude that homework does indeed serve a purpose as studies provide a link between homework and higher secondary school attainment. Yet despite a lack of research to suggest these effects in primary school and younger years, homework will help to prepare students younger than 11 for secondary school and encourages them to become independent learners.
The setting and completion of homework also has benefits outside of academic attainment with parent-child relationship and home-school involvement both improving within schools as a result of successful homework practice.
However, it must be taken into consideration that in order to experience the benefits of homework, the work being set should have a clear goal, as well as being worthwhile and purposeful to encourage students to complete it.
References:
Cooper, H., 1989. Synthesis of Research on Homework. Effective Schools Research Abstracts [online], 4 (1), 85-91
Cooper, H., 2010. Homework’s Diminishing Returns. The New York Times [online], 12 December 2010. Available from: http://www.nytimes.com/roomfordebate/2010/12/12/stress-and-the-high-school-student/homeworks-diminishing-returns [Accessed 1 July 2016]
Cooper, H. and Robinson, J.C. and Patall, E.A., 2006. Does Homework Improve Academic Achievement? A synthesis of Research, 1987-2003. Review of Education Research [online], 76 (1), 1-62
Darling-Hammond, L. and Ifill-Lynch, O., 2006. If They’d Only Do Their Work! Educational Leadership [online] 63(5), 8-13, Available from: http://www.ascd.org/publications/educational-leadership/feb06/vol63/num05/If-They%27d-Only-Do-Their-Work!.aspx [Accessed 1 July 2016]
Dettmers, S at al., 2010. Journal of Educational Psychology. Homework works if homework quality is high: Using multilevel modeling to predict development of achievement in mathematics. [online], 102(2), 467-482. Available from: http://psycnet.apa.org/journals/edu/102/2/467/ [Accessed 1 July 2016]
EEF, 2016. Teaching and Learning Toolkit [online] London. Available from: https://educationendowmentfoundation.org.uk/evidence/teaching-learning-toolkit [Accessed 1 July 2016]
Epstein, L.J. and Van Voorhis, F.L, 2001. More than Minutes: Teachers’ Roles in Designing Homework. Educational Psychologist [online], 36 (3), 181-193
Frey, N. and Fisher, D., 2011. High-Quality Homework [online] USA: Principal Leadership. Available from: http://fisherandfrey.com/uploads/posts/Homework_NASSP.pdf [Accessed 1 July 2016]
GOV.UK, 2015. School Inspection Handbook from 2015 [online]. England: The National Archives. Available from: https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015 [Accessed May 2016)
Jones, R., 2013. DESTROY Homework. Create Innovate Explore [online] 12 August 2013. Available from: http://createinnovateexplore.com/destroy-homework/ [Accessed May 2016]
Sharp, C., 2002. Should Schools set Homework? National Foundation for Educational Research [online], 27 (1), 1-4
Sherrington, T., 2012. Homework Matters: Great teachers set great homework. Headguruteacher [online]. 2 September 2012. Available from: https://headguruteacher.com/2012/09/02/homework-matters-great-teachers-set-great-homework/ [Accessed May 2016]
Sherrington, T., 2012. Homework: What does the Hattie research actually say? Headguruteacher [online] 21 October 2012. Available from: https://headguruteacher.com/2012/10/21/homework-what-does-the-hattie-research-actually-say/ [Accessed May 2016]
Warton, P.M. 1997. Learning about responsibility: Lessons from homework. British Journal of Educational Psychology [online], 67(2), pp. 213–221
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Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)
A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.
“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .
The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.
Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.
Students in these schools average about 3.1 hours of homework each night.
“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.
Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.
Their study found that too much homework is associated with:
* Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.
* Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.
* Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.
The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.
Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.
“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.
She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.
“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.
In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”
The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.
The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.
Denise Pope, Stanford Graduate School of Education: (650) 725-7412, [email protected] Clifton B. Parker, Stanford News Service: (650) 725-0224, [email protected]
Explore the compelling 20 reasons why homework is good, fostering skills and knowledge that extend beyond the classroom
Ah, homework – a topic that has fueled countless debates in the world of education. Is it a valuable learning tool or a relentless academic burden?
In this article, we’re going to shift the spotlight onto the often-overlooked positive side of homework. We’ll unveil not one or two, but a whopping 20 compelling reasons why homework is genuinely good for students.
From solidifying classroom knowledge to honing critical thinking skills, homework is far more than just an academic chore. It’s an essential building block of learning.
So, whether you’ve questioned the purpose of homework or are simply curious about its merits, join us on this journey as we explore the myriad ways homework benefits students of all ages.
Get ready to discover why homework is a treasure trove of learning opportunities!
Table of Contents
Check out 20 reasons why homework is good:-
Homework isn’t just a mundane task; it’s your secret weapon for becoming a true subject matter aficionado. It’s the place where classroom theories transform into real-world skills.
Homework, in all its wisdom, lets you roll up your sleeves and practice what you’ve learned in class, turning those lightbulb moments into permanent knowledge fixtures.
Just like a musician perfecting a melody or an artist refining their masterpiece, homework is your training ground for excellence. So, embrace it, for every assignment is a stepping stone on your path to mastery.
Homework isn’t just about books and assignments; it’s a grooming ground for something equally important – responsibility.
It’s like a trusty mentor, teaching students to take charge, manage their time, and complete tasks independently.
It’s that early taste of adulthood, where you learn that success often depends on your own commitment and effort.
So, think of homework as your guide on the journey to becoming a responsible, self-reliant individual, armed with skills that will serve you well in all walks of life.
Homework is more than just assignments; it’s a boot camp for one of life’s essential skills – time management. Think of it as a mini dress rehearsal for adulthood.
Homework teaches students to allocate their time wisely, ensuring they meet deadlines and complete tasks efficiently. It’s like learning to juggle multiple balls, a skill that will serve them well in their adult lives. So, embrace homework as your friendly time-management coach, preparing you for the real world’s challenges.
Homework is not just about finding answers; it’s your secret laboratory for unleashing the power of critical thinking.
It’s the arena where you get to be the detective, dissect problems, and engineer ingenious solutions. Think of it as mental gymnastics, where your cognitive muscles get a thorough workout.
The more you dive into those homework challenges, the sharper your critical thinking skills become. So, consider homework your daily brain boot camp, molding you into a savvy problem-solver with talents that extend way beyond the classroom.
Homework isn’t just about cracking textbooks; it’s your sneak peek into the future. Think of it as your personal time machine, where you’re not just solving equations but honing skills that will propel you to success in higher education and the professional arena.
It’s like laying the stepping stones to your dream career. From mastering time management to sharpening critical thinking, homework is your trusted mentor, preparing you for the exciting journey ahead.
So, when you’re poring over those assignments, remember – you’re not just studying, you’re shaping a future filled with possibilities.
Homework isn’t just about filling out worksheets; it’s the canvas on which students paint their self-discipline and self-motivation masterpieces.
It’s like training for life’s grand adventure. With homework, you’re the captain, setting sail on a sea of assignments.
Completing homework isn’t merely about meeting deadlines; it’s about cultivating skills that become your secret weapons in the real world.
So, think of homework as your personal training ground for self-discipline, sculpting you into a resilient and motivated individual who’s ready to conquer life’s challenges.
Homework isn’t just an additional task; it’s your golden opportunity to revisit and cement what you’ve learned in class.
Think of it as your personal review session, where you go through the key points and solidify your understanding. Just as an artist refines their masterpiece or a musician practices their chords, homework is your tool for perfection.
The more you review and consolidate, the stronger your grasp on the subject matter becomes. So, embrace homework as your trusted ally in mastering the art of revision, making you a confident and knowledgeable learner.
Homework isn’t a chore; it’s your backstage pass to perfection. It’s like the endless rehearsals of a musician or the tireless drills of an athlete.
Homework is your playground for practice, where you can fine-tune your skills, ensuring you become a true master in various subjects. Just as a chef perfects a recipe through repetition, your homework is the recipe for excellence.
So, when you’re diving into those assignments, think of them as your chance to practice, practice, and practice some more, turning you into a subject maestro.
Homework isn’t just about cracking the books; it’s your backstage pass to building strong connections with your teachers.
It’s like sending an open invitation to ask questions and seek guidance. Homework transforms the student-teacher relationship from a formal handshake into a hearty conversation.
When you embrace homework, you’re not just solving problems; you’re forging connections that can last a lifetime.
So, think of homework as your golden opportunity for dialogue, where you can foster positive relationships with your teachers and make your educational journey all the more engaging and rewarding.
Homework isn’t just a student’s duty; it’s a chance for families to bond over learning. It’s like the thread that weaves the classroom and home together, allowing parents to actively participate in their child’s education.
Homework transforms the learning experience into a shared adventure where everyone can join in the fun. When parents dive into homework with their kids, it’s not just about helping with math problems.
It’s about creating moments of connection, offering support, and sharing in the educational journey. So, think of homework as the gateway to family engagement in education, making learning a joyful family affair.
Homework isn’t just about hitting the books; it’s your backstage pass to making knowledge practical. It’s like a secret bridge that connects the world of theory with the realm of real-life application.
Homework transforms you from a passive learner into an active doer. It’s where you take those classroom ideas and put them into action, just like a scientist testing a hypothesis or an engineer building a bridge.
So, consider homework your personal laboratory for bringing theories to life, where you turn bookish knowledge into real-world magic, making your education a thrilling adventure.
Homework isn’t a one-size-fits-all deal; it’s more like a treasure map that caters to diverse learning styles. Imagine it as a chameleon, changing its colors to suit both visual and kinesthetic learners.
Homework knows that we’re all unique, with our own special ways of learning. For those who thrive on visuals, it serves up graphs and illustrations, while the hands-on learners get to dive into practical tasks.
It’s a bit like having a tailor-made suit for education. So, consider homework your personal guide, offering a learning experience that’s as unique as you are, making education a captivating and natural journey.
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Homework isn’t a creativity crusher; it’s your chance to let your imagination soar. Think of it as a blank canvas waiting for your ideas to paint it with vibrant colors.
Homework isn’t about rules and conformity; it’s about independent thinking and the freedom to express yourself. Whether you’re crafting an essay, brainstorming a unique solution, or designing a project, homework is your invitation to let your creativity shine.
So, consider homework your personal creative playground, where you can set your ideas free, turning learning into an exciting and imaginative adventure.
Homework isn’t just about checking off tasks; it’s your secret lair for honing research skills, those superpowers that will supercharge your success in both academics and the real world.
Think of it as your personal training ground where you become a detective of knowledge, learning to explore, dig deep, and unearth answers.
Whether you’re delving into the depths of the library, surfing the web, or conducting surveys, research-based homework transforms you into a skilled investigator.
So, consider homework your gateway to the world of research, where you unlock skills that will not only power your academic journey but also your lifelong adventures.
Homework isn’t just a mundane task; it’s your secret weapon for conquering exams. Think of it as your personal exam prep coach, crafting a roadmap for success.
Homework lets you revisit, revise, and sharpen your skills, so when test day arrives, you’re ready to shine. It’s not just about finishing assignments; it’s about building your confidence for those crucial exams.
So, consider homework your trusty sidekick on the path to acing tests, making your educational journey an exciting adventure.
Homework isn’t a homework. It’s more like an after-class adventure that keeps the excitement of learning alive. Think of it as your personal quest, where you get to explore the subjects that genuinely pique your interest.
Homework isn’t about killing time; it’s your ticket to stay engaged with your learning journey, even when the school day ends.
So, when you’re tackling your assignments, remember you’re not just checking off tasks; you’re stoking the flames of curiosity, making education an exhilarating and never-ending journey.
Homework isn’t just a jumble of tasks; it’s your trusted guide leading you to specific educational victories. Picture it as your personal GPS, keeping you on track to reach those learning milestones.
Homework is where you make the connections, reinforce classroom knowledge, and make your education rock-solid. It’s not just about answering questions; it’s about ensuring you hit those educational bullseyes.
So, when you’re diving into your assignments, remember you’re not just ticking off tasks; you’re on a journey to academic success, turning each homework into a stepping stone toward your goals.
Homework isn’t a one-size-fits-all deal; it’s your versatile tool to celebrate the uniqueness of every student. Imagine it as a buffet, serving up options for both fast learners and those who want some extra practice.
Homework understands that every student is as unique as a fingerprint, each with their own pace and learning style.
For the quick learners, it offers challenges and exciting extensions, while those who prefer more practice can dive into additional exercises.
It’s like a school that dances to your rhythm, ensuring every student has a path to success. So, think of homework as your personal learning adventure, offering choices that fit your taste, making education an exciting and inclusive journey.
Homework isn’t about spoon-feeding answers; it’s your nurturing ground for independent thinking and decision-making.
Think of it as a playground where you get to flex your decision muscles and spread your intellectual wings. Homework is your training camp for self-reliance, where you take charge of your learning adventure.
Homework isn’t just a stack of assignments; it’s the secret ingredient for overall academic improvement. Think of it as the magic wand that, when waved effectively, leads to better grades and educational triumphs.
Homework isn’t a mere task list; it’s your strategic ally in the journey of learning. When used wisely, it’s your key to success, a bridge to better understanding and superior educational outcomes.
So, when you’re tackling your homework, remember you’re not just ticking off tasks; you’re paving the way for academic excellence, turning each assignment into a step towards achieving your educational goals.
Homework is more than just a list of tasks; it’s a powerhouse of benefits that can transform a student’s learning journey. Here are the top five advantages:
Homework isn’t about mindless repetition; it’s your secret weapon to reinforce what you’ve learned in class. It’s like a memory boost that makes sure you remember the important stuff for the long haul.
Homework teaches you real-world skills that go way beyond the textbook. It’s your personal coach for time management and setting priorities.
Plus, it’s your go-to guide for developing top-notch study habits like staying organized, taking killer notes, and acing those tests.
Homework is your training ground for building self-discipline and a sense of responsibility. It’s where you learn to motivate yourself and tackle challenges head-on, no matter how tough they seem.
Homework isn’t a one-way street. It’s your canvas for thinking outside the box and analyzing what you’re learning from all angles. It’s your chance to bring your unique ideas to the table.
Homework isn’t just about you; it’s a connection point for your parents and teachers. It’s where they get a front-row seat to your education and can lend a hand when you need it.
But, remember, like any tool, homework works best when used wisely. Too much of a good thing can lead to stress, so strike that balance, and make homework your learning ally.
The roots of homework can be traced back to a frustrated Italian educator, Roberto Nevilis, who lived in the 17th century.
He was perplexed by his students’ struggles to retain their classroom lessons, and so, he devised a novel solution – homework.
By assigning tasks that required students to practice and reinforce what they’d learned in class, Nevilis hoped to bridge the knowledge gap. His ingenious idea didn’t stop at the classroom door; it spread like wildfire, first across Europe and eventually finding its way to the United States.
While Nevilis is often credited with inventing homework, history leaves some room for debate. Some scholars argue that homework may have had earlier incarnations in ancient Greece and Rome, although concrete evidence is scarce.
What’s more likely is that Nevilis was among the first to formalize the concept of homework as we understand it today.
No matter its true origin, homework has become an integral part of education worldwide. It spans across the spectrum, from the youngest elementary students to those pursuing higher education.
The purpose of homework has also evolved over time. While Nevilis initially introduced homework to help students retain information, today, its role is multifaceted. It serves as a training ground for critical thinking, problem-solving, and nurturing creativity.
Whether you view homework as a boon or a bane, one thing is certain – it has a rich and varied history, and it’s likely to continue shaping the educational landscape for the foreseeable future.
Homework isn’t just about completing assignments; it’s a brain-boosting wizard. Let’s delve into the captivating reasons why homework is a mind-enhancing elixir:
Imagine your brain as a labyrinth of pathways. When you learn something new, it’s like carving a fresh trail. Homework? It’s your trusty path-paver, helping you practice and reinforce what you’ve learned. This makes recalling information a breeze down the road.
Executive function skills are like your brain’s personal assistants. They help you plan, organize, and manage your time effectively.
Homework transforms you into the CEO of your tasks, requiring you to set goals, juggle priorities, and work independently.
Ever wished you could tackle problems from various angles? That’s cognitive flexibility, a superpower for your brain. Homework serves as the playground where you can flex your mental muscles, applying your knowledge to novel challenges.
Self-efficacy is your belief in your own success. Homework is your arena for personal victories. Achieving your homework goals and witnessing your growth over time? That’s a confidence booster like no other.
While homework might occasionally seem like a stress-inducing monster, it’s also your coach for the stress-relief Olympics. How?
It equips you with the skills to tackle challenges and manage your time wisely, ultimately reducing stress in the long run.
But, here’s the catch: balance is key. Too much homework can tip the scales. To maximize the magical benefits, you need to find harmony between homework and other essential activities like sleep, exercise, and hanging out with friends.
In a nutshell, homework isn’t just about completing assignments; it’s your secret weapon for unlocking your brain’s potential. It boosts learning and memory, nurtures executive function skills, hones cognitive flexibility, elevates self-efficacy, and even helps you conquer stress.
As we draw the curtain on our exploration of the twenty compelling reasons that make homework a valuable asset, it’s evident that homework is more than just a to-do list. It’s a treasure trove of advantages that students can unearth on their academic journey.
From fortifying those neural pathways to nurturing independence, and from honing research skills to prepping for the challenges that await in the future, homework is a versatile tool. It’s the canvas where creativity flourishes, bridging the gap between theory and practice, and inviting parents into their child’s scholastic odyssey.
Homework doesn’t just aid in academic mastery; it’s a comprehensive roadmap for personal growth and development. It nudges you towards self-discipline, sprinkles in a dash of responsibility, and offers a slice of the sweet taste of accomplishment.
However, as in any art, balance is key. The right amount of homework, harmonized with other life activities, is the secret recipe for success.
So, as you tackle your next homework assignment, remember this: you’re not just completing tasks; you’re shaping a brighter future, one thought at a time.
Is homework always beneficial for students.
Homework can be beneficial when thoughtfully assigned, but excessive or irrelevant homework may have negative effects.
Parents can provide a quiet, organized workspace, offer assistance when needed, and encourage good study habits.
The right amount of homework varies by grade level and individual needs. It should challenge without overwhelming students.
Teachers should assign purposeful, relevant homework, provide clear instructions, and offer support when necessary.
Homework instills responsibility, time management, and critical thinking skills, all of which are valuable in higher education and the workforce.
Suggestions or feedback?
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Low-calorie diets and intermittent fasting have been shown to have numerous health benefits: They can delay the onset of some age-related diseases and lengthen lifespan, not only in humans but many other organisms.
Many complex mechanisms underlie this phenomenon. Previous work from MIT has shown that one way fasting exerts its beneficial effects is by boosting the regenerative abilities of intestinal stem cells, which helps the intestine recover from injuries or inflammation.
In a study of mice, MIT researchers have now identified the pathway that enables this enhanced regeneration, which is activated once the mice begin “refeeding” after the fast. They also found a downside to this regeneration: When cancerous mutations occurred during the regenerative period, the mice were more likely to develop early-stage intestinal tumors.
“Having more stem cell activity is good for regeneration, but too much of a good thing over time can have less favorable consequences,” says Omer Yilmaz, an MIT associate professor of biology, a member of MIT’s Koch Institute for Integrative Cancer Research, and the senior author of the new study.
Yilmaz adds that further studies are needed before forming any conclusion as to whether fasting has a similar effect in humans.
“We still have a lot to learn, but it is interesting that being in either the state of fasting or refeeding when exposure to mutagen occurs can have a profound impact on the likelihood of developing a cancer in these well-defined mouse models,” he says.
MIT postdocs Shinya Imada and Saleh Khawaled are the lead authors of the paper, which appears today in Nature .
Driving regeneration
For several years, Yilmaz’s lab has been investigating how fasting and low-calorie diets affect intestinal health. In a 2018 study , his team reported that during a fast, intestinal stem cells begin to use lipids as an energy source, instead of carbohydrates. They also showed that fasting led to a significant boost in stem cells’ regenerative ability.
However, unanswered questions remained: How does fasting trigger this boost in regenerative ability, and when does the regeneration begin?
“Since that paper, we’ve really been focused on understanding what is it about fasting that drives regeneration,” Yilmaz says. “Is it fasting itself that’s driving regeneration, or eating after the fast?”
In their new study, the researchers found that stem cell regeneration is suppressed during fasting but then surges during the refeeding period. The researchers followed three groups of mice — one that fasted for 24 hours, another one that fasted for 24 hours and then was allowed to eat whatever they wanted during a 24-hour refeeding period, and a control group that ate whatever they wanted throughout the experiment.
The researchers analyzed intestinal stem cells’ ability to proliferate at different time points and found that the stem cells showed the highest levels of proliferation at the end of the 24-hour refeeding period. These cells were also more proliferative than intestinal stem cells from mice that had not fasted at all.
“We think that fasting and refeeding represent two distinct states,” Imada says. “In the fasted state, the ability of cells to use lipids and fatty acids as an energy source enables them to survive when nutrients are low. And then it’s the postfast refeeding state that really drives the regeneration. When nutrients become available, these stem cells and progenitor cells activate programs that enable them to build cellular mass and repopulate the intestinal lining.”
Further studies revealed that these cells activate a cellular signaling pathway known as mTOR, which is involved in cell growth and metabolism. One of mTOR’s roles is to regulate the translation of messenger RNA into protein, so when it’s activated, cells produce more protein. This protein synthesis is essential for stem cells to proliferate.
The researchers showed that mTOR activation in these stem cells also led to production of large quantities of polyamines — small molecules that help cells to grow and divide.
“In the refed state, you’ve got more proliferation, and you need to build cellular mass. That requires more protein, to build new cells, and those stem cells go on to build more differentiated cells or specialized intestinal cell types that line the intestine,” Khawaled says.
Too much of a good thing
The researchers also found that when stem cells are in this highly regenerative state, they are more prone to become cancerous. Intestinal stem cells are among the most actively dividing cells in the body, as they help the lining of the intestine completely turn over every five to 10 days. Because they divide so frequently, these stem cells are the most common source of precancerous cells in the intestine.
In this study, the researchers discovered that if they turned on a cancer-causing gene in the mice during the refeeding stage, they were much more likely to develop precancerous polyps than if the gene was turned on during the fasting state. Cancer-linked mutations that occurred during the refeeding state were also much more likely to produce polyps than mutations that occurred in mice that did not undergo the cycle of fasting and refeeding.
“I want to emphasize that this was all done in mice, using very well-defined cancer mutations. In humans it’s going to be a much more complex state,” Yilmaz says. “But it does lead us to the following notion: Fasting is very healthy, but if you’re unlucky and you’re refeeding after a fasting, and you get exposed to a mutagen, like a charred steak or something, you might actually be increasing your chances of developing a lesion that can go on to give rise to cancer.”
Yilmaz also noted that the regenerative benefits of fasting could be significant for people who undergo radiation treatment, which can damage the intestinal lining, or other types of intestinal injury. His lab is now studying whether polyamine supplements could help to stimulate this kind of regeneration, without the need to fast.
“This fascinating study provides insights into the complex interplay between food consumption, stem cell biology, and cancer risk,” says Ophir Klein, a professor of medicine at the University of California at San Francisco and Cedars-Sinai Medical Center, who was not involved in the study. “Their work lays a foundation for testing polyamines as compounds that may augment intestinal repair after injuries, and it suggests that careful consideration is needed when planning diet-based strategies for regeneration to avoid increasing cancer risk.”
The research was funded, in part, by a Pew-Stewart Trust Scholar award, the Marble Center for Cancer Nanomedicine, the Koch Institute-Dana Farber/Harvard Cancer Center Bridge Project, and the MIT Stem Cell Initiative.
Press mentions, medical news today.
A new study led by researchers at MIT suggests that fasting and then refeeding stimulates cell regeneration in the intestines, reports Katharine Lang for Medical News Today . However, notes Lang, researchers also found that fasting “carries the risk of stimulating the formation of intestinal tumors.”
Prof. Ömer Yilmaz and his colleagues have discovered the potential health benefits and consequences of fasting, reports Max Kozlov for Nature . “There is so much emphasis on fasting and how long to be fasting that we’ve kind of overlooked this whole other side of the equation: what is going on in the refed state,” says Yilmaz.
MIT researchers have discovered how fasting impacts the regenerative abilities of intestinal stem cells, reports Ed Cara for Gizmodo . “The major finding of our current study is that refeeding after fasting is a distinct state from fasting itself,” explain Prof. Ömer Yilmaz and postdocs Shinya Imada and Saleh Khawaled. “Post-fasting refeeding augments the ability of intestinal stem cells to, for example, repair the intestine after injury.”
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Anne trafton | mit news, august 21, 2024.
Low-calorie diets and intermittent fasting have been shown to have numerous health benefits: They can delay the onset of some age-related diseases and lengthen lifespan, not only in humans but many other organisms.
Many complex mechanisms underlie this phenomenon. Previous work from MIT has shown that one way fasting exerts its beneficial effects is by boosting the regenerative abilities of intestinal stem cells, which helps the intestine recover from injuries or inflammation.
In a study of mice, MIT researchers have now identified the pathway that enables this enhanced regeneration, which is activated once the mice begin “refeeding” after the fast. They also found a downside to this regeneration: When cancerous mutations occurred during the regenerative period, the mice were more likely to develop early-stage intestinal tumors.
“Having more stem cell activity is good for regeneration, but too much of a good thing over time can have less favorable consequences,” says Omer Yilmaz, an MIT associate professor of biology, a member of MIT’s Koch Institute for Integrative Cancer Research, and the senior author of the new study.
Yilmaz adds that further studies are needed before forming any conclusion as to whether fasting has a similar effect in humans.
“We still have a lot to learn, but it is interesting that being in either the state of fasting or refeeding when exposure to mutagen occurs can have a profound impact on the likelihood of developing a cancer in these well-defined mouse models,” he says.
MIT postdocs Shinya Imada and Saleh Khawaled are the lead authors of the paper, which appears today in Nature .
Driving regeneration
For several years, Yilmaz’s lab has been investigating how fasting and low-calorie diets affect intestinal health. In a 2018 study , his team reported that during a fast, intestinal stem cells begin to use lipids as an energy source, instead of carbohydrates. They also showed that fasting led to a significant boost in stem cells’ regenerative ability.
However, unanswered questions remained: How does fasting trigger this boost in regenerative ability, and when does the regeneration begin?
“Since that paper, we’ve really been focused on understanding what is it about fasting that drives regeneration,” Yilmaz says. “Is it fasting itself that’s driving regeneration, or eating after the fast?”
In their new study, the researchers found that stem cell regeneration is suppressed during fasting but then surges during the refeeding period. The researchers followed three groups of mice — one that fasted for 24 hours, another one that fasted for 24 hours and then was allowed to eat whatever they wanted during a 24-hour refeeding period, and a control group that ate whatever they wanted throughout the experiment.
The researchers analyzed intestinal stem cells’ ability to proliferate at different time points and found that the stem cells showed the highest levels of proliferation at the end of the 24-hour refeeding period. These cells were also more proliferative than intestinal stem cells from mice that had not fasted at all.
“We think that fasting and refeeding represent two distinct states,” Imada says. “In the fasted state, the ability of cells to use lipids and fatty acids as an energy source enables them to survive when nutrients are low. And then it’s the postfast refeeding state that really drives the regeneration. When nutrients become available, these stem cells and progenitor cells activate programs that enable them to build cellular mass and repopulate the intestinal lining.”
Further studies revealed that these cells activate a cellular signaling pathway known as mTOR, which is involved in cell growth and metabolism. One of mTOR’s roles is to regulate the translation of messenger RNA into protein, so when it’s activated, cells produce more protein. This protein synthesis is essential for stem cells to proliferate.
The researchers showed that mTOR activation in these stem cells also led to production of large quantities of polyamines — small molecules that help cells to grow and divide.
“In the refed state, you’ve got more proliferation, and you need to build cellular mass. That requires more protein, to build new cells, and those stem cells go on to build more differentiated cells or specialized intestinal cell types that line the intestine,” Khawaled says.
Too much of a good thing
The researchers also found that when stem cells are in this highly regenerative state, they are more prone to become cancerous. Intestinal stem cells are among the most actively dividing cells in the body, as they help the lining of the intestine completely turn over every five to 10 days. Because they divide so frequently, these stem cells are the most common source of precancerous cells in the intestine.
In this study, the researchers discovered that if they turned on a cancer-causing gene in the mice during the refeeding stage, they were much more likely to develop precancerous polyps than if the gene was turned on during the fasting state. Cancer-linked mutations that occurred during the refeeding state were also much more likely to produce polyps than mutations that occurred in mice that did not undergo the cycle of fasting and refeeding.
“I want to emphasize that this was all done in mice, using very well-defined cancer mutations. In humans it’s going to be a much more complex state,” Yilmaz says. “But it does lead us to the following notion: Fasting is very healthy, but if you’re unlucky and you’re refeeding after a fasting, and you get exposed to a mutagen, like a charred steak or something, you might actually be increasing your chances of developing a lesion that can go on to give rise to cancer.”
Yilmaz also noted that the regenerative benefits of fasting could be significant for people who undergo radiation treatment, which can damage the intestinal lining, or other types of intestinal injury. His lab is now studying whether polyamine supplements could help to stimulate this kind of regeneration, without the need to fast.
“This fascinating study provides insights into the complex interplay between food consumption, stem cell biology, and cancer risk,” says Ophir Klein, a professor of medicine at the University of California at San Francisco and Cedars-Sinai Medical Center, who was not involved in the study. “Their work lays a foundation for testing polyamines as compounds that may augment intestinal repair after injuries, and it suggests that careful consideration is needed when planning diet-based strategies for regeneration to avoid increasing cancer risk.”
The research was funded, in part, by a Pew-Stewart Trust Scholar award, the Marble Center for Cancer Nanomedicine, the Koch Institute-Dana Farber/Harvard Cancer Center Bridge Project, and the MIT Stem Cell Initiative.
Conducting compensation studies to retain high-performing employees.
Dr. Cassandra Henderson, Chief Operating Officer - Child Action, Incorporated .
In the ever-evolving economic landscape, especially in high-cost cities and states, business leaders must stay flexible and responsive to the needs of their workforce. As the chief operating officer of Child Action, Incorporated (CAI), I have seen firsthand the struggles many employees face in covering basic expenses like housing, food, child care and transportation. I’ve watched dedicated team members juggle multiple jobs to support their families and experienced the loss of talented employees who resigned for positions with better pay or more robust benefits.
My experience with compensation studies was minimal and limited to those conducted internally. I chose to select an independent human resources firm with deep experience to objectively examine CAI’s pay structures, benefits and compensation philosophy. Whether you are leading a nonprofit social service organization, like me, or a for-profit business, conducting comprehensive compensation studies is not just a best practice—it’s a necessity. Compensation studies help leaders with:
With the rising cost of living, many employees across various sectors face financial strains that impact their ability to fully engage at work. As with CAI, they may have to take on additional jobs or leave for positions that offer better pay and benefits. Surveys, listening sessions and focus groups can help uncover the workforce needs that matter most to your employees.
The post-Covid economy has presented significant challenges. The high cost of living and increasing expenses for essentials like housing and healthcare put immense pressure on families. This economic strain can affect employees’ personal lives, professional engagement and productivity. As a leader, it is crucial to understand that when employees are worried about making ends meet, their ability to focus and contribute effectively at work diminishes.
Today’s nyt mini crossword clues and answers for wednesday, august 28th, trump staffers reportedly had physical altercation with arlington national cemetery official, leveraging the power of compensation studies.
Compensation studies benchmark salaries against industry standards and the local economic context, ensuring that your compensation packages are competitive, fair and reflect the true value of your employee’s contributions. Beyond compensation packages, an in-depth study can help you develop a compensation philosophy that aligns with company goals, promotes equity and ensures compliance with legal requirements. I opted for an in-depth study at CAI because there was no record of one within the last seven years, and the economy had recently changed.
High employee turnover can disrupt service delivery and diminish the quality of your products or services. Your employees work tirelessly to support your organizational goals. They are the backbone of your organization, consistently driving success and innovation. Offering competitive salaries and benefits is a tangible way to demonstrate that you value their hard work and dedication, making them feel appreciated and motivated.
Recognizing this dedication through appropriate compensation is not just a matter of fairness; it’s a strategic move to enhance employee morale and engagement. This strategy is particularly important in social services and nonprofits, where employees are motivated by their mission but also need to meet their financial needs. By investing in your workforce through fair compensation, you can build a stable, committed team focused on your mission and business objectives.
Leaders must foster a culture that values and supports employees. Conducting a compensation study can give you the data needed to make informed and unbiased decisions about salary adjustments and benefit enhancements. Data provides a clear picture of market trends and allows greater accuracy in budget forecasting.
When leaders approach the process of conducting a compensation study, it is crucial to start with a clear understanding of the organization’s unique needs and challenges. At CAI, the decision to embark on a compensation study stemmed from concerns voiced by employees during executive listening sessions. Leaders should prepare by gathering comprehensive data on all job descriptions, as this will form the foundation of the study. In our case, we had more than 75 unique job descriptions, each requiring thorough analysis, which sparked open dialogue with employees about their skills and daily tasks.
As the study progresses, leaders need to remain transparent with their teams to foster trust and encourage collaboration as employees become more engaged in the process. Be prepared for the complexity of the task, especially when external consultants raise questions about overlapping duties or other structural issues. These insights can be invaluable, guiding leadership in making informed decisions that may lead to organizational restructuring.
My top advice for any leader considering a compensation study is to anticipate challenges, such as the high cost of an external study or the time and specialized skills required for an internal one. While CAI’s study is still in progress, we have learned that challenges present opportunities for growth and improvement. For instance, the questions raised by our consultants are now guiding our new leadership team as they work to streamline processes, examine policies and engage staff. Although the final impact on our organization is yet to be seen, I believe that the focus on fair compensation and valuing employee contributions will likely lead to improved morale and a stronger organizational culture.
In my opinion, ensuring those who dedicate their lives to your business can enjoy a decent quality of life is vital to retaining a high-performing, motivated and effective workforce. By valuing your employees, you strengthen your organization and reinforce your commitment to your mission. Furthermore, investing in employees through comprehensive compensation studies will help you retain top talent and drive you toward greater success and sustainability.
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Fluoridation in tap water is "outdated" some experts say, but still has dental benefits. so how risky is it, by matthew rozsa.
Fluorine is perhaps one of the most controversial elements on the periodic table. Its fluoride form is commonly added to drinking water as a way to prevent tooth decay, yet has become the source of numerous conspiracy theories , spread by people who question the government's true motives behind a public health initiative. In fact, such doubts were sown almost as soon as fluoridation programs began rolling out in the 1940's, with The John Birch Society peddling a crackpot theory that fluoride transforms people into communists.
There are some potentially negative health effects from ingesting too much fluoride — just as there are risks to drinking too much water or taking too much vitamin C. As the saying goes in toxicology: dosis sola facit venenum — the dose makes the poison. But without going off the deep end, how serious are these risks really? And are they outweighed by the close connection between dental health and the health of the rest of your body ?
The National Toxicology Program (NTP) released a long-awaited fluoridation report last week, reporting that fluoride levels at twice the recommended limit are linked to lower IQs in kids. This is a long way from confirming the anti-fluoride conspiracy theories made famous by classic movies like " Dr. Strangelove ," in which Gen. Jack D. Ripper says "Do you realize that fluoridation is the most monstrously conceived and dangerous communist plot we have ever had to face?"
It's probably safe to say that fluoride doesn't possess such extreme properties. Nonetheless, the new systematic review raises a provocative question: How concerned should people be about mass fluoridation?
"Fluoridation within the limit is good for dental health with no (known) negative health effects – at least not IQ."
After reviewing the scientific literature about connections between fluoride exposure and possible neurodevelopmental and cognitive consequences, the NTP scientists — who ultimately work for the Department of Health and Human Services — concluded that eight of the nine high-quality studies on cognitive and neurodevelopmental ailments and fluoride found "reported associations with estimated fluoride exposure."
Out of 19 high-quality studies examining links between fluoride exposure and child IQs, "18 reported an inverse association between estimated fluoride exposure and IQ in children." Those 18 studies were conducted in five different countries, including three prospective cohort studies (or studies that follow a group of people over a long period of time) and 15 cross-sectional studies (or studies that analyze data from a large population during a single point in time).
Overall the NTP report included studies of varying quality from Canada, China, India, Iran, Mexico and Pakistan, with dozens of papers being flagged as "low-quality" for methodology flaws or lacking sufficient rigor in their data. The NTP concluded that drinking water with more than 1.5 milligrams of fluoride per liter is consistently linked with children having lower IQs. Although the report did not specify how many IQ points can be lost due to excess fluoride exposure, some of the reviewed studies suggested the drop would fall between two and five points.
What the report does not do, according to the authors, is "address whether the sole exposure to fluoride added to drinking water in some countries (i.e., fluoridation, at 0.7 mg/L in the United States and Canada) is associated with a measurable effect on IQ." That means correlation does not always equal causation and they further state that they can't "provide a quantitative estimate of the number of IQ points lost for a given increase in fluoride exposure measures." It's not as clear cut it being that if a person drinks a certain amount of fluoride, they will get a worse report card in school.
"The NTP monograph concluded that higher levels of fluoride exposure, such as drinking water containing more than 1.5 milligrams of fluoride per liter, are associated with lower IQ in children," NTP Director Dr. Rick Woychik said in a statement . "The NTP review was designed to evaluate total fluoride exposure from all sources and was not designed to evaluate the health effects of fluoridated drinking water alone. It is important to note, however, that there were insufficient data to determine if the low fluoride level of 0.7 mg/L recommended for U.S. community water supplies has a negative effect on children’s IQ."
Dr. Mattias Öhman, an economist and researcher at the Institute for Housing and Urban Research at Sweden's Uppsala University, praised the study to Salon and said it is consistent with other research on fluoride use. Notably, Öhman's past research has found that fluoride use has a positive effect on dental health.
"Based on the results from our study, as far as I know still the largest sample with reliable data with good identification/methodology, one should not be concerned with levels below 1 mg/l (and most likely as far as it is below 1.5 mg/l)," Öhman said. "We did not find negative effects even for higher levels, however for these levels our sample is scarce and should be interpreted with caution."
Öhman emphasized that people should not respond to the NTP report by becoming anti-fluoridation. "Fluoridation within the limit is good for dental health with no (known) negative health effects – at least not IQ," Öhman said. "However, 'too much' is never good and would not be good for dental health, etc."
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"With the advent of fluoridated toothpaste, other countries without fluoride in the drinking water have similar caries occurrence as the US."
Dr. Philippe Grandjean, a scientist of environmental medicine at the University of Rhode Island, has also done extensive research into fluoridation but he believes that the NTP report was "unusually modest and fails to recognize the substantial and negative public health impact of fluoride."
The report mentions some of Grandjean's research, criticizing a 2012 study he co-authored for excluding "studies with individual-level measures of exposure" and not being "able to perform a formal dose-response analysis. Although software used for the meta-analysis was reported, the study lacked a predefined protocol." Grandjean told Salon that, among other things, fluoridation is unnecessary because people can access fluoride through other methods.
"Fluoridation is an outdated method to prevent caries, as the beneficial effect is in the oral cavity, i.e., on the surface of the teeth," Grandjean said. "Fluoridated toothpaste (and similar local treatment) is a much better solution, but don’t swallow the toothpaste!"
Grandjean argued that fluoride is toxic to humans' central nervous systems, particularly in small children and fetuses because their brains are experiencing critical stages in their development.
"Pregnant women and those who prepare milk substitute for babies should therefore avoid fluoridated drinking water and waters with high 'natural' fluoride content, including some types or bottled water," Grandjean said. "Certain types of black tea are also high in fluoride and should be avoided by pregnant women." When Salon questioned the NTP's use of IQ tests to monitor brain health, given how IQ tests are widely viewed as unscientific , Grandjean pointed to research by the Environmental Protection Agency (EPA) on IQ scores and overall success in life. He argued that higher IQs correspond to higher incomes and better performance in schools, although it remains unclear whether that is due to cause-and-effect or entrenched class differences .
"The U.S. EPA considers a loss of 1 IQ point to be a 'critical' effect," Grandjean said. "Comparisons between children exposed to high and low fluoride levels in drinking water have shown an average of 6-7 lower IQ levels in the highly exposed children. This was our conclusion in our report from 2012, which is essentially confirmed by the NTP report. The EPA has previously regulated other toxic substances, such as lead and mercury, due to their adverse effects on brain development. Allowing fluoride addition to drinking water therefore questions the governmental reasoning in regard to the protection of the next generation’s brain health."
Grandjean added that "public authorities have prevailed for decades in recommending fluoride intake from drinking water, despite the increasing evidence that fluoride is toxic to the brain. With the advent of fluoridated toothpaste, other countries without fluoride in the drinking water have similar caries occurrence as the U.S. So the dental health advantage of fluoride addition is, at best, minimal and certainly questionable and cannot overrule the well-documented neurotoxicity."
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By contrast, Öhman pointed to his own research as well as studies conducted by the military, all of which underscore the efficacy of fluoride in protecting dental health.
"In Aggeborn & Öhman (2021), we know that the reliability of the test used in the military is of very high quality and is regularly used in research and confirmed by psychologists," Öhman said. "And as you may know, we didn’t find negative effects in our study." He argued that a lot of the studies finding evidence of negative effects from fluoride use were low quality "which was one of the reasons that we conducted our study, and I recognize many of these studies in the systematic review. I am a bit surprised that our study was not included."
One glaring omission from the report is the supposed mechanism behind fluoride's potential harm. If fluoride in high doses is harmful to the brain, how does it cause this damage?
"Human mechanistic studies were too heterogenous and limited in number to make any determination on biological plausibility," the authors state, essentially saying we don't know yet. "The body of evidence from studies on adults is also limited and provides low confidence that fluoride exposure is associated with adverse effects on adult cognition."
The underlying question, when it comes to fluoridation, is whether the kooky claims about "bodily fluids" lampooned by Stanley Kubrick in "Dr. Strangelove" bear any relationship to the more sober assertions from scientists. A critic can express valid reservations about fluoridation without being on the fringe, yet at the same time the NTP's systematic review itself acknowledged that the vast majority of the studies linking fluoridation to neurological problems are low-quality. In the end, the NTP report leaves much of the fluoridation question open to debate, although it at least reaffirms that fluoride use is good for your teeth. The question which remains regarding exposure limits, underscoring the need for more research.
about conspiracy theories
Matthew Rozsa is a staff writer at Salon. He received a Master's Degree in History from Rutgers-Newark in 2012 and was awarded a science journalism fellowship from the Metcalf Institute in 2022.
Related articles.
What is garcinia cambogia.
Precautions, interactions, what to look for, frequently asked questions.
Garcinia cambogia ( Garcinia gummi-gutta ) contains several active compounds, including hydroxycitric acid (HCA), that may benefit human health. It has been used for centuries in folk medicine to treat conditions such as hemorrhoids, irregular periods, and even intestinal parasites. However, not all health claims surrounding garcinia cambogia are supported by scientific evidence.
Garcinia cambogia is a tree that bears tropical fruit. It is native to Southeast Asia and India and is one of more than 300 species of Garcinia , a genus of the Clusiaceae family. Trees and shrubs of the Garcinia family are commonly referred to as sap trees. Their fruit is sometimes called monkey fruit.
In the United States, the Food and Drug Administration (FDA) does not regulate supplements the way it regulates prescription drugs. That means some supplement products may not contain what the label says. When choosing a supplement , look for third-party tested products and consult a healthcare provider, registered dietitian nutritionist (RD or RDN), or pharmacist.
Getty Images / Justin Johny
Garcinia cambogia is a tree that grows small, round fruit that is greenish-yellow. The fruit also has vertical nodes, leading some people to say it resembles a pumpkin.
Both the rind and flesh of the garcinia cambogia fruit can be consumed. However, both are said to have sour, bitter flavors. Garcinia cambogia is often used as a flavoring agent or food preservative but may also be cooked into various dishes.
Garcinia cambogia is commonly used in supplement forms like capsules, extracts, and tablets. Garcinia cambogia supplements are typically made from extracts of the fruit. These extracts contain bioactive compounds, including organic acids, xanthones , and benzophenones .
Probably the most widely studied compound in garcinia cambogia is HCA, an organic acid and form of citric acid . HCA is found in the rinds of garcinia cambogia. It is thought to account for many of the fruit's potential health benefits.
Garcinia cambogia is used in traditional and folk medicine for its perceived health benefits. There are claims that garcinia cambogia can be used to treat many conditions. However, many of the health claims surrounding garcinia cambogia are unfounded.
In folk medicine, garcinia cambogia is often used to treat:
At this time, though, there are very few human studies on any of these or other garcinia cambogia uses.
One of the most popular claims of garcinia cambogia is its involvement in weight loss. Yet, research on whether garcinia cambogia can help you lose weight is mixed.
No supplement can directly cause healthy, long-term weight loss. Additionally, there is some evidence that taking garcinia cambogia for weight loss and other purposes may cause liver damage, which can be severe.
To better understand these and other health claims of garcinia cambogia, it's important to look at the research.
There are very few human studies on garcinia cambogia, which means much of the research on this tropical fruit comes from lab and animal studies. And while much can be learned from lab and animal studies, more human studies must be conducted to know how garcinia cambogia works in the body.
Garcinia cambogia supplements are sometimes promoted for weight loss. However, studies on this use have produced mixed results.
According to one review, animal and human studies have examined garcinia cambogia's effects on body weight. Many of these studies have yielded conflicting results. While lab studies have found that garcinia cambogia suppresses fat cells, human trials have yet to confirm these results.
The bioactive compound, HCA, is thought to be responsible for garcinia cambogia's potential weight loss effects.
According to a review of eight human trials, HCA-containing garcinia cambogia appears to have body weight-reducing properties. However, it's difficult to say for certain that garcinia cambogia will directly lead to weight loss, given the inconsistencies in the study designs.
It's worth mentioning that garcinia cambogia has not been proven effective as a long-term weight loss solution. Although some studies have shown short-term weight loss success with garcinia cambogia, others have reported the fruit's inability to lead to weight loss. Additionally, garcinia cambogia use has been linked to liver damage and other side effects, like mania and serotonin syndrome .
Overall, more research is needed. Until then, talk with a healthcare provider about the potential benefits of using garcinia cambogia supplements.
Dietary supplements are not regulated like drugs in the United States. They can cause interactions with medications or have other safety concerns. For this reason, it’s important to be aware of what to look for when choosing a supplement , such as third-party testing, potential drug interactions, and more.
In rare cases, side effects may occur when using garcinia cambogia. These side effects may be mild or severe.
It should be noted that there is a lack of safety information regarding using garcinia cambogia. Little is known about the effects of using the supplement in large doses or for long periods. For this reason, it's important to stay within dosage limits when using garcinia cambogia.
Some people may experience common side effects when taking garcinia cambogia. Possible side effects include:
Other minor side effects have been reported in some studies, including:
You may be more likely to experience side effects if you take high doses. Be sure to talk with a healthcare provider about using garcinia cambogia and other supplements safely.
In rare cases, garcinia cambogia may lead to severe side effects.
There are reported cases of severe liver damage and ocular complications (decreased vision and eye pain ) as a result of taking garcinia cambogia.
Such severe side effects may be caused by high doses of garcinia cambogia that contain more than 2,800 milligrams (mg) of HCA. These and other severe side effects may also occur if you take garcinia cambogia with other medications or if other harmful ingredients are present in the supplement.
Some evidence shows that garcinia cambogia may cause other severe side effects, including:
More safety studies are needed to better understand the potential risks of taking garcinia cambogia. Additional research may help us learn more about safe doses and how long you can take garcinia cambogia without experiencing side effects.
Garcinia cambogia may provide health benefits, but it isn't right for everyone. Some people should limit or avoid the use of garcinia cambogia.
It's recommended that people who are pregnant or breastfeeding avoid using garcinia cambogia. There isn't enough scientific evidence on garcinia cambogia to know if it is safe for these sensitive populations.
There also isn't enough reliable information on using garcinia cambogia in children. The safest thing to do is not give children garcinia cambogia until more research is available.
Garcinia cambogia may also worsen depression or some forms of mania. Additionally, garcinia cambogia may lower blood sugar, which could be unsafe for people with diabetes .
Talk with a healthcare provider before starting garcinia cambogia if you have any medical conditions. It's vital that you understand all the potential risks of taking a supplement, especially one like garcinia cambogia, which is not well-researched.
There is often a risk of potentially harmful interactions between supplements and medications. Some supplements may also interact with herbs, foods, or other supplements. Such interactions may change the effectiveness of a medication, supplement, or herb.
When it comes to garcinia cambogia, there is a lack of information regarding potential interactions.
There is some evidence that garcinia cambogia may raise serotonin to dangerous levels. Although evidence supporting this claim is generally weak, it may be best to avoid taking garcinia cambogia with serotonin supplements or any medications that increase serotonin (like certain antidepressants).
Other interactions may exist but are not documented in the literature.
It is vital that you carefully read the ingredients list and nutrition facts panel of a supplement to know which ingredients are included. Please review all supplement labels with a healthcare provider to discuss any potential interactions with foods, other supplements, and medications.
Always speak with a healthcare provider before taking a supplement to ensure that the supplement and dosage are appropriate for your individual needs.
Dosage guidelines have not been set for garcinia cambogia. This may be due to the lack of human research on garcinia cambogia.
The few human trials that do exist on garcinia cambogia have used a range of dosages. For example, one small weight-loss study used 1,200 mg of garcinia cambogia caplets daily.
HCA, the main active component of garcinia cambogia, is considered safe when doses are no more than 2,800 mg daily.
Remember that little is known about the safety of long-term use of garcinia cambogia. It is best to follow the dosage instructions on the product label.
In general, taking large doses of supplements increases the risk of side effects. If you take too much garcinia cambogia, you may experience headache, nausea, diarrhea, and other potential side effects.
Toxicity may also be possible if you take too much garcinia cambogia. Rarely, garcinia cambogia toxicity has led to liver damage, pancreatitis, serotonin syndrome, and psychosis. However, it's worth noting that many of these cases of toxicity occurred when garcinia cambogia was mixed with other supplement ingredients.
Due to the risk of toxicity, never take more garcinia cambogia than directed.
Garcinia cambogia supplements are sold over the counter and are widely available online. You can also find garcinia cambogia in certain grocery stores, retail stores, and supplement shops.
Garcinia cambogia comes in a variety of forms, including capsules, tablets, soft gels, and gummies.
Be sure to read the ingredients list when choosing a garcinia cambogia supplement. Some products contain only garcinia cambogia but others include additional ingredients. These ingredients may include herbs, vitamins, minerals, or fillers.
It's important to do some research to ensure you are buying a reputable brand of garcinia cambogia. You may find good brands through word of mouth or by reading customer reviews.
Keep in mind that supplements should never replace a healthy diet or standard medical care. Many supplement brands make big promises that will more than likely fall short. For most people, health can be achieved with the help of a well-balanced diet.
Garcinia cambogia ( Garcinia gummi-gutta ) is a tropical fruit-bearing tree native to parts of Asia. The small, green fruit of garcinia cambogia is thought to possess bioactive compounds, like HCA, that may have health benefits.
The biggest health claim for garcinia cambogia is that it may help you lose weight. However, this claim has yet to be definitively proven by scientific research.
Using garcinia cambogia may lead to side effects or toxicity. Liver damage has been reported.
Talk with a healthcare provider to learn more about garcinia cambogia. It may not be appropriate for everyone.
Some medications may interact with garcinia cambogia.
Garcinia cambogia may cause serotonin levels to become too high if taken with supplements or medications that increase serotonin.
Other interactions may exist. Always talk with a healthcare provider before starting a new supplement if you take any medications.
You should not use garcinia cambogia while breastfeeding. This is because there isn't enough solid evidence regarding the safety of garcinia cambogia in breastfed infants. Avoid using garcinia cambogia if you are breastfeeding.
Although rare, garcinia cambogia may cause liver damage in some people.
Liver damage has been reported due to taking too much garcinia cambogia or using multi-ingredient products.
It's best to stay within dosage limits for garcinia cambogia and use products from reputable brands.
The FDA does not regulate dietary supplements under the same guidelines as it does for drugs and food. This means garcinia cambogia is not approved by the FDA.
To make up for the lack of FDA regulation, some brands undergo voluntary reviews to ensure their products are contaminant-free. These reviews, which are undertaken by third-party organizations such as USP, also ensure that nutrition labels are accurate.
National Center for Complementary and Integrative Health. Garcinia cambogia .
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Semwal RB, Semwal DK, Vermaak I, Viljoen A. A comprehensive scientific overview of Garcinia cambogia . Fitoterapia . 2015;102:134-148. doi:10.1016/j.fitote.2015.02.012
Tomar M, Rao RP, Dorairaj P, et al. A clinical and computational study on anti-obesity effects of hydroxycitric acid . RSC Adv . 2019;9(32):18578-18588. doi:10.1039/c9ra01345h
Golzarand M, Omidian M, Toolabi K. Effect of Garcinia cambogia supplement on obesity indices: A systematic review and dose-response meta-analysis . Complement Ther Med . 2020;52:102451. doi:10.1016/j.ctim.2020.102451
Andueza N, Giner RM, Portillo MP. Risks associated with the use of garcinia as a nutritional complement to lose weight . Nutrients . 2021;13(2):450. doi:10.3390/nu13020450
National Center for Complementary and Integrative Health. Know the science: How medications and supplements can interact .
Ibrahim MK, Aboelsaad M, Tony F, Sayed M. Garcinia cambogia extract alters anxiety, sociability, and dopamine turnover in male Swiss albino mice . SN Appl Sci . 2021;4(1):23. doi:10.1007/s42452-021-04902-z
Garcinia . In: Drugs and Lactation Database (LactMed®) . Bethesda (MD): National Institute of Child Health and Human Development; May 17, 2021.
National Institutes of Health - Office of Dietary Supplements. Dietary supplements: What you need to know .
By Brittany Lubeck, MS, RDN Lubeck is a registered dietitian and freelance nutrition writer with a master's degree in clinical nutrition.
COMMENTS
A majority of studies on homework's impact - 64% in one meta-study and 72% in another - showed that take home assignments were effective at improving academic achievement. ... Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home. Practice; however, can be extremely beneficial ...
A TIME cover in 1999 read: "Too much homework! How it's hurting our kids, and what parents should do about it.". The accompanying story noted that the launch of Sputnik in 1957 led to a push ...
Some studies have shown that older students gain more academic benefits from homework than do younger students, perhaps because younger students have less-effective study habits and are more easily distracted (Cooper 1989; Hoover-Dempsey et al. 2001; Leone and Richards 1989; Muhlenbruck et al. 2000).
In a review of studies published from 1987 to 2003, Cooper and his colleagues found that homework was linked to better test scores in high school and, to a lesser degree, in middle school. Yet they found only faint evidence that homework provided academic benefit in elementary school ( Review of Educational Research , 2006).
When homework is effec - tive, it benefits many aspects of students' learning experience. One of the most important benefits of homework is the acquisition of self-regulation. Two studies by Xu (2008a, 2008b) linked homework management to homework completion. In a 2009 study, Xu found that student achieve-
The current study aimed to conduct a systematic review of the research on the comparison of online homework and traditional homework. The focus was twofold: i) learn the methodological features of the studies comparing online homework and traditional homework, and ii) understand which format of homework has more benefits for student's performance.
HARRIS COOPER is a Professor of Psychology and Director of the Program in Education, Box 90739, Duke University, Durham, NC 27708-0739; e-mail [email protected] His research interests include how academic activities outside the school day (such as homework, after school programs, and summer school) affect the achievement of children and adolescents; he also studies techniques for improving ...
The results of such studies suggest that homework can improve students' scores on the class tests that come at the end of a topic. Students assigned homework in 2nd grade did better on math, 3rd and 4th graders did better on English skills and vocabulary, 5th graders on social studies, 9th through 12th graders on American history, and 12th ...
Q+A. Does homework still have value? A Johns Hopkins education expert weighs in. Joyce Epstein, co-director of the Center on School, Family, and Community Partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong. The necessity of homework has been a subject of ...
A 2015 study, for instance, found that kindergarteners, who researchers tend to agree shouldn't have any take-home work, ... Given that homework's benefits are so narrowly defined (and even ...
The current study aims to explore teachers' perspectives on the characteristics of quality homework, and on the characteristics underlying the homework tasks assigned. Findings are expected to shed some light on the role of teachers in the homework process and contribute to maximize the benefits of homework.
Ravitch believes the study's data only supports the idea that those who complete homework benefit from homework. She also cites additional benefits of homework: when else would students be allowed to engage thoughtfully with a text or write a complete essay? Constraints on class time require that such activities are given as outside assignments.
The purpose of mathematics homework is typically to provide practice for the student. Literature reviews and meta-analyses show generally positive or neutral effects for homework on learning (Cooper, Robinson, & Patall, 2006; Maltese, Robert, & Fan, 2012).Effects due to homework are more positive in middle and high school than elementary school (reflecting greater student maturity) and ...
Duke University researchers have reviewed more than 60 research studies on homework between 1987 and 2003 and concluded that homework does have a positive effect on student achievement. ... The authors suggest a number of reasons why older students benefit more from homework than younger students. First, the authors note, younger children are ...
For middle-school students, Cooper and colleagues report that 90 minutes per day of homework is optimal for enhancing academic achievement, and for high schoolers, the ideal range is 90 minutes to two and a half hours per day. Beyond this threshold, more homework does not contribute to learning.
Introduction. Homework is an important part of the learning and instruction process. Each week, students around the world spend 3-14 hours on homework, with an average of 5 hours a week (Dettmers et al., 2009; OECD, 2014).The results of the previous studies and meta-analysis showed that the homework time is correlated significantly with students' gains on the academic tests (Cooper et al ...
As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don't have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989; Cooper et al., 2006; Marzano & Pickering, 2007). A more effective ...
homework has about as many values as compulsory homework; and e) the benefits of assigned homework are too small to counterbalance the disadvantages (Goldstein, 1960). Students in elementary school who receive homework perform no differently than those who do not. In-school supervised study had a greater impact on achievement than homework,
Homework quality perceived by students mediates the relationship between homework purposes, students' homework variables (i.e. homework effort and homework performance), and mathematics achievement.. 3. Methods3.1. Participants. This study is part of a large project on homework in elementary school. The project, which required several data collections, is focused on assessing sixth grade ...
The Overall Importance of Homework. Homework encourages self-development and self-discipline. Students who complete regular homework don't just perform better at school and during exams, they learn broader life skills and associate hard work with long term rewards. Homework has also been found to improve parental relationships.
They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school. Their study found that too ...
8. Practice Makes Perfect. Homework isn't a chore; it's your backstage pass to perfection. It's like the endless rehearsals of a musician or the tireless drills of an athlete. Homework is your playground for practice, where you can fine-tune your skills, ensuring you become a true master in various subjects.
Homework has long been a source of debate, with parents, educators, and education specialists debating the advantages of at-home study. There are many pros and cons of homework. We've examined a few significant points to provide you with a summary of the benefits and disadvantages of homework. Check Out The Pros and Cons of Homework
MIT researchers have discovered how fasting impacts the regenerative abilities of intestinal stem cells, reports Ed Cara for Gizmodo.. "The major finding of our current study is that refeeding after fasting is a distinct state from fasting itself," explain Prof. Ömer Yilmaz and postdocs Shinya Imada and Saleh Khawaled.
Low-calorie diets and intermittent fasting have been shown to have numerous health benefits: They can delay the onset of some age-related diseases and lengthen lifespan, not only in humans but many other organisms. Many complex mechanisms underlie this phenomenon. Previous work from MIT has shown that one way fasting exerts its beneficial effects is by boosting […]
Compensation studies benchmark salaries against industry standards and the local economic context, ensuring that your compensation packages are competitive, fair and reflect the true value of your ...
Excess fluoride linked to cognitive impairment in kids, massive study finds Fluoridation in tap water is "outdated" some experts say, but still has dental benefits.
Nineteen female medical students banned from attending university in Afghanistan are to complete their studies in Scotland. They were forced to give up medicine after the Taliban retook control of ...
Across studies, lion's mane consistently shows the potential to reduce inflammation that contributes to or results from chronic disease. One study demonstrates the anti-inflammatory effects of lion's mane on mice with the digestive condition known as ulcerative colitis. Another study of mice suggests the anti-inflammatory effects of lion's mane ...
Garcinia cambogia is a tree that bears tropical fruit. It is native to Southeast Asia and India and is one of more than 300 species of Garcinia, a genus of the Clusiaceae family. Trees and shrubs of the Garcinia family are commonly referred to as sap trees. Their fruit is sometimes called monkey fruit.