from the world's big
Expert tips for avoiding the 'time famine' trap
How to manage your time so you can actually accomplish what you want to.
- In a world that's always online, it's easy to feel like we have insufficient time for ourselves, or to spend with our families and loved ones.
- Working out what you need to get done each day, and how long it will take, will allow you to create priorities on which you can focus your available time.
- If you find the traditional methods of mindfulness meditation too difficult, then meditative practices such as yoga or even running can also be extremely beneficial.
Even before the world entered a "new normal" resulting from the global pandemic, time management was a challenge for many of us.
This is a particular problem for the United States. Longer paid vacations and caps on working time for many Europeans have led to a situation where Americans work, on average, around 10 percent more than their European counterparts.
Nevertheless, "time famine" is a very real phenomenon across the globe. In a world that's always online, it's easy to feel like we have insufficient time for ourselves, or to spend with our families and loved ones. In reality, there are never (no, never) more than 24 hours in any given day, and proactively choosing how we spend them can help to reduce the feeling that we're starved of time.
Here are some ways to achieve a healthier balance, so you can hopefully avoid the inevitable burnout that results from overexposure to time famine.
1. Make sure you get enough sleep
According to Harvard Medical School, around half of us get less sleep than the recommended guidelines. The average adult needs around seven or eight hours per night. If you're feeling starved for time, then the chances are that losing sleep feels like an easy compromise to cram more hours into the day. But the opposite is true.
A lack of sleep will seriously affect your productivity and creativity. One study found that even moderate sleep deprivation will impact your cognitive and motor performance to the equivalent level of having a 0.1 percent blood alcohol concentration, which is also the threshold for driving legally.So, although it may seem paradoxical, getting the right amount of sleep should provide an immediate productivity boost that will help you get through more each day.
2. Don’t let chaos control you
Hiten Shah, co-founder of document management software company FYI, has an anecdote about a friend who was asked by his boss to pull up a document while in the middle of a meeting. The friend started frantically scouring his hard drive, Google Docs and email attachments to try and locate the document.
All the while, the boss was sitting there, becoming more and more impatient, as Shah's friend was getting more and more flustered and embarrassed, which of course made it even harder for him to find the missing file. "Finally, out of cosmic mercy, someone sends him the document," Shah writes. "But my friend didn't feel relief at that point, he felt anxious."
It's a cautionary tale, to be sure. Truth be told, we've probably all had one of those moments. But if your day has become an endless cycle of looking for documents, trying to find your keys, and wondering where you put shoes when you took them off last night, then you'll benefit from getting organized.
This may mean using a document management system or simply creating a designated space for everyday objects. Doing so will mean you free up all that time spent looking for missing things and reduce your overall stress levels.
3. Schedule your time – but don’t overdo it
Effective scheduling of your time doesn't mean assigning each half-hour to specific activities. In fact, doing this will probably make you even more stressed as there's no flexibility to respond to last-minute changes.
But working out what you need to get done each day, and how long it will take, will allow you to create priorities on which you can focus your available time. In their book "The ONE Thing," authors Gary Keller and Jay Papasan recommend asking yourself, "What's the ONE thing you can do this week such that by doing it everything else would be easier or unnecessary?"
While it may be difficult to find that one task, you can start to list the top one to three most important tasks each day. Prioritizing these within your available working time will ensure you're focusing on the right activities to stay productive.
4. Get more comfortable with saying no
Once you have a daily or weekly list of priorities, it becomes easier to learn how to say no. If what's being requested of you doesn't somehow make it easier to achieve your mission-critical tasks, then you'll find it easier to politely decline. In the words of Warren Buffet, "Successful people say no to almost everything."
One easy way to start saying "no" is to switch off your phone alerts. Constant notifications can be a powerful distraction from achieving your goals. When we switch between tasks, it can take around 23 minutes to get focused again. Unless your job involves managing social media accounts, chances are you don't need to be notified about the latest like on a Facebook picture.
Similarly, if you confine checking emails to scheduled slots each day, you can dedicate your productive time to working on your priorities.
5. Use the help immediately available to you
If it's not possible to say no to a particular task or request, then perhaps it's possible to simply have someone else do it instead.
In his book, "Find Your Why," Simon Sinek writes that truly knowing yourself is the key to a sense of purpose. "When we focus on our strengths and lean in to the strengths of others," he writes of collaboration and delegation, "we can make the impossible possible."
Many people believe they have to do everything themselves to be successful. But a failure to leverage the help around you can lead to overload and fatigue. If you're in a position to delegate or outsource tasks, then do so whenever you have the opportunity.
6. Create some space for your head
According to a survey conducted by Buffer, 41 percent of workers believe that their biggest barriers to self or family care are feeling distracted and anxious. Feeling starved of time only makes it harder to be fully present doing whatever you're doing at a given moment, adding fuel to these negative emotions.
In a similar way to getting more sleep, it may seem difficult to make time for meditation if you're starting to feel overwhelmed. But studies have shown that meditation has multiple positive health benefits, including reducing stress, controlling anxiety and lengthening attention span.
If you find the traditional methods of mindfulness meditation too difficult, then meditative practices such as yoga or even running can also be extremely beneficial.
Let the feast begin
Time famine is a problem from which many of us suffer. But these few simple habits and practices can help to alleviate the feeling of overwhelm and increase productivity.
There may only be 24 hours in each day, but directing them into the right activities and priorities helps to cultivate a sense that time is a more abundant resource.
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Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
What leads people to believe in "chi" attacks and "no-touch" knockouts?
- A small fraction of martial arts teachers claim to possess extraordinary powers, like being able to knock out opponents without touching them.
- A recent video essay explores the psychological factors that drive people to believe in fake martial arts.
- These factors might also help to explain why there's often some degree of blind self-deception regarding the efficacy of traditional martial arts.
Why do people buy into fake martial arts?<p>In a recent video essay, YouTuber <a href="https://www.youtube.com/channel/UCtGoikgbxP4F3rgI9PldI9g" target="_blank">Super Eyepatch Wolf</a> explores that question by taking a look at the history of fake martial arts, and some of its noted "masters."</p>
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