speech about making a decision

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Every Decision Matters – Motivational Speech

Every decision matters – motivational speech by fearless motivation.

Every decision matters! Every action you take has a consequence in your future. Don’t just take this as another success quote to throw up on your wall – when you can truly grasp that EVERY action you take has an impact on your future, you can start making better decisions, more conscious decisions, start building momentum and soon you won’t recognize the person you see in the mirror. The changes can be that great. Commit to take your life to the NEXT LEVEL!

Download or Stream To ANY DEVICE, Worldwide:  iTunes ,  GooglePlay ,  AmazonMP3 ,  Spotify ,  Apple Music Lyrics, Music, Speech: Copyright:  Fearless Motivation Speaker:  Chris Ross

Every Decision Matters – Motivational Speech by Fearless Motivation – WATCH FREE:

Transcript – Every Decision Matters – Motivational Speech |  Fearless Motivation

You are always just one decision away from a totally different life. EVERY DECISION COUNTS! MAKE YOUR DECISIONS COUNT!

Every decision! Every action! Every choice counts!

Every choice that is made in your present moment has an impact on your future. Don’t ever forget this!
. Because it’s one of the most powerful principles you can live by.

Every time you decide to work on yourself, 
instead of taking the easy road, 
that is a STRONGER you in the future!

When you decide to develop your mind, by learning something new, rather than watching the news, that is a STRONGER, BETTER you in the future.

When you decide to eat healthy,
 rather than give in to temptation or feed your body with foods that only do harm… 
STRONGER you in the future.

When you decide to be kind, 
rather than fight a useless battle to defend your position…
STRONGER, BETTER you in the future

When you decide to rise early, and meditate. There is a stronger you. A better you, ready for the future.

When you decide to KEEP GOING despite setbacks – stronger, better you in the future

!

When you decide to write down every day what you are grateful for, rather than complain about what is not there – a stronger better you in the future.

Every decision and every action matters! Every action has a consequence in the future – both ways. 
Good and Bad. So yes, this one time does matter! Yes, that one sleep in does matter! Habits matter! You matter!

From now on DECIDE to make conscious decisions! Powerful decisions every day! Set the standard, and continue to raise the bar in your life!

Your positive actions will compound on themselves and soon you won’t recognize the person you see in the mirror. The changes can be that great
. YOU CAN BE THAT GREAT!

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How to Make Great Decisions, Quickly

• Martin G. Moore

It’s a skill that will set you apart.

As a new leader, learning to make good decisions without hesitation and procrastination is a capability that can set you apart from your peers. While others vacillate on tricky choices, your team could be hitting deadlines and producing the type of results that deliver true value. That’s something that will get you — and them — noticed. Here are a few of a great decision:

• Great decisions are shaped by consideration of many different viewpoints. This doesn’t mean you should seek out everyone’s opinion. The right people with the relevant expertise need to clearly articulate their views to help you broaden your perspective and make the best choice.
• Great decisions are made as close as possible to the action. Remember that the most powerful people at your company are rarely on the ground doing the hands-on work. Seek input and guidance from team members who are closest to the action.
• Great decisions address the root cause, not just the symptoms. Although you may need to urgently address the symptoms, once this is done you should always develop a plan to fix the root cause, or else the problem is likely to repeat itself.
• Great decisions balance short-term and long-term value. Finding the right balance between short-term and long-term risks and considerations is key to unlocking true value.
• Great decisions are timely. If you consider all of the elements listed above, then it’s simply a matter of addressing each one with a heightened sense of urgency.

Where your work meets your life. See more from Ascend here .

Like many young leaders, early in my career, I thought a great decision was one that attracted widespread approval. When my colleagues smiled and nodded their collective heads, it reinforced (in my mind, at least) that I was an excellent decision maker.

• MM Martin G. Moore is the founder of Your CEO Mentor and author of No Bullsh!t Leadership and host of the No Bullsh!t Leadership podcast. His purpose is to improve the quality of leaders globally through practical, real world leadership content. For more information, please visit, www.martingmoore.com.

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Imagine standing before an audience, your heart pounding like a drum, and a critical decision hanging in the balance. Your ability to make a persuasive speech and to communicate effectively has never been more critical. From the hallowed halls of historic speeches to the humble corridors of everyday conversations, persuasive communication is the unspoken power behind change, influence, and success.

In this blog post, we’re embarking on a journey to uncover the art of persuasive speech. Are you ready to discover the secrets that have inspired leaders, swayed opinions, and changed lives throughout history? Let’s begin by demystifying persuasive speech and unlocking its transformative potential, one word at a time.

Understanding Persuasion

Persuasion is the subtle art of influencing the audience to thoughts, decisions, and actions through effective communication. It’s the skill that allows you to win hearts, change minds, and motivate others to your cause.

Whether you’re delivering a persuasive speech in front of a packed auditorium or crafting a persuasive email to your boss, this ability to persuade is a potent tool that can help you navigate life’s challenges with finesse.

Persuasive speech matters because it’s not just about convincing others; it’s about building trust and credibility. When you communicate persuasively, you demonstrate your expertise, sincerity, and empathy. This, in turn, fosters trust and credibility with your audience. People are more likely to listen to, respect, and follow those they trust.

While persuasive speeches often come to mind when we think of persuasion, this skill extends far beyond formal presentations. It’s embedded in conversations, negotiations, marketing messages, and social media posts.

Mastering your persuasive speech means becoming a more effective communicator in all aspects of life, from convincing a friend to join a new adventure to negotiating a critical business deal.

Persuasive communication isn’t something you either have or don’t have; it’s a skill that can be learned, honed, and improved throughout your life. Whether you’re a seasoned professional or just starting your career, the audience to whom you’re communicating is always key. There’s always room for growth. Becoming a persuasive communicator is an ongoing process that involves continually honing your skills to engage the audience to convey your message effectively.

In the upcoming sections, we’ll dive into the essential elements of a persuasive speech topic to enhance your skills as a speaker and writer in any situation. Let’s get started in uncovering these secrets.

Elements Of Persuasive Speech

These elements serve as the foundation upon which your persuasive speech skills are built, whether you’re speaking or writing. Let’s uncover the secrets that will empower you to craft your speech and sway hearts and minds effectively.

1. Building Credibility

Credibility is the cornerstone of a persuasive speech, representing the trust your audience invests in you as a communicator. Without it, your words may lack impact. To build credibility, authenticity is key; by sharing your genuine thoughts, emotions, and intentions, you establish trust rapidly.

Additionally, positioning yourself as an authority on the subject through your speech knowledge, experience, and qualifications enhances your persuasiveness. Moreover, recognizing and managing emotions, a trait linked to emotional intelligence is vital for effective persuasive communication.

2. Understanding Your Audience

Understanding your audience is a fundamental component of a persuasive speech, emphasizing the importance of tailoring your message to address their specific needs, desires, and pain points. Demonstrating your consideration of their perspective and showing empathy, by understanding their emotions and feelings, paves the way for a deeper connection with your audience.

Furthermore, adaptability in your communication style is key; recognizing that different individuals may respond better to various approaches, some driven by logic and data, while emotional stories sway others, ensures a more successful and resonant persuasive speech.

3. Communicating Effectively

Effective communication is the linchpin of a persuasive speech topic , demanding a harmonious blend of clarity, engagement, and active listening to create a deeply resonating message. Clarity is of utmost importance; your message must be free from diluting ambiguity. Use straightforward language and logical arguments to eliminate doubts in your audience . 

Beyond words, effective communication thrives on constant audience engagement for your audience , using anecdotes, examples, and rhetorical questions to sustain their interest and heighten receptivity. Active listening is equally vital, enabling real-time message adjustments by keenly observing your audience responses and non-verbal cues, ensuring your words continually align with their needs and concerns. Your persuasive speech hinges on this interplay, fostering a connection that resonates and influences the audience.

In the following sections, we’ll apply these elements to your persuasive speech , offering practical tips to enhance your persuasive communication skills in different contexts. Let’s continue our journey to unveil the secrets of persuasion.

Developing Persuasive Speaking

In this subsection, we journey into persuasive speaking, uncovering the techniques and strategies that empower you to speak with confidence, clarity, and persuasiveness. Let’s embark on the path to mastering the art of spoken persuasion.

1. Crafting A Compelling Narrative

Imagine you’re about to give a speech on environmental conservation. To start strong, you might begin with a vivid example of the devastating effects of climate change. Perhaps you paint a picture of a future where our children won’t be able to enjoy the beauty of a lush, green Earth. That’s the power of crafting a compelling narrative – it grips the audience right from the beginning.

As you continue, you structure your speech with clear signposts, guiding the audience through your message, and conclude with a memorable call to action. It’s like weaving a story that takes your listeners on a journey.

2. Mastering Persuasive Techniques

Persuasive speaking is all about using the right tools. Think of it like a master craftsman wielding various instruments to create a masterpiece. In your speech, you can employ rhetorical devices, such as using parallelism to emphasize your points, just like Martin Luther King Jr. did in his iconic “I Have a Dream” speech.

Or, you might use persuasive language that taps into your audience emotions. For instance, if you’re advocating for animal welfare, you could describe the suffering of a specific animal, making the audience feel a personal connection. It’s like using different brushes and colors to paint a compelling picture.

3. Use Of Visual Aids in the Persuasive Speech

In the digital age, persuasive speaking should be integrated with visual aids and technology. Imagine you’re giving a speech on the latest technological innovations. To engage the audience , you could incorporate dynamic visuals, like charts, videos, or interactive graphics, that illustrate the impact of these innovations.

You should be using real-time data to support your points. Consider Steve Jobs’ iconic iPhone launch presentations – he used visuals and technology to make complex ideas simple and captivating.

This is about using the power of visuals and tech to enhance your speech , making it more impactful and memorable.

Impact Of Persuasive Speech

In this section, we delve into your speech , witnessing the real-world impact of persuasive communication—how it transforms lives, shapes careers, and influences societies. Here, we explore compelling examples and delve into the personal and societal growth that comes with mastering the art of persuasion.

1. Professional Advancement

Mastering persuasive communication skills should be considered like having a Swiss Army knife for your career. It’s not just about crafting fancy words; it’s about being the captain of your professional ship.

Imagine you’re leading a team, and you want them to tackle a challenging project. With persuasive communication, your speech can inspire and guide them to collaborate effectively, resulting in outstanding results.

But it’s not just about leadership; it also should be your secret weapon for navigating those tricky workplace conflicts and sealing the deal in negotiations. For instance, picture a scenario where you’re resolving an issue with a colleague.

Instead of just fixing the problem, you both end up with a win-win solution that advances your careers.

That’s the magic of persuasive speech – it unlocks your career’s full potential, making your goals achievable and your journey fulfilling.

2. Personal Empowerment

Now, let’s talk about how persuasive thinking and communication should be able to empower you personally. It’s like having your point of view as your superpower, boosting your self-confidence and enriching your relationships.

When you can articulate your speech effectively, you don’t just talk the talk; you walk the walk with confidence.

Picture this: You’re in a group, and you have an idea to share. With a persuasive speech , you express it so well that everyone listens, and you leave a lasting impression. It’s not just about talking to others; it’s also about connecting with them on a deeper level.

Think about how understanding and persuading with empathy should be utilized to create trust and make your personal relationships more fulfilling.

Moreover, in everyday life, persuasive thinking should be a tool that helps you make clear decisions and solve problems with finesse and purpose. It’s like having a guiding light in your pocket for navigating life’s twists and turns.

3. Societal Influence and Change

Now, let’s journey into the world of persuasive speeches and their incredible impact on society. Think about history – about how a persuasive speech is litting the flames of transformative movements across the globe.

Whether it’s the words of influential leaders rallying for change and justice or persuasive communication fueling social activism, their influence is undeniable.

Imagine standing in a crowd, listening to a speech that stirs your soul and inspires you to take action for a cause you deeply believe in. That’s the power of persuasive advocacy. And that leads to the question: What are the key elements that make advocacy truly compelling and influential?

These speeches aren’t just words; they’re catalysts for action and beacons of hope, uniting people and driving positive change on a societal scale from your point of view .

Corporate Influence

In the corporate world, a persuasive speech is not just a tool; it’s the dynamo that powers business growth and innovation. Imagine you’re a corporate leader addressing your team. Your persuasive speech aligns them with a shared vision, igniting their motivation and driving remarkable results.

But it’s not just about the employees; it’s also about stakeholders, investors, and partners. With your point of view on persuasive communication, you can build trust, inspire confidence, and secure vital partnerships that shape corporate influence.

It’s like painting a masterpiece with words, creating a narrative that captivates and influences everyone in your business ecosystem.

Civic Engagement

The impact of a persuasive speech on civic engagement is like a rallying cry for community betterment and democratic participation. Imagine you’re listening to a speech that should be compelling you to vote, engage in public discourse, and address critical social and political issues.

It’s not just words; it’s a call to action in your speech.

Historically, persuasive speeches have ignited social movements, united people in shared causes, and inspired civic action. They nurture collective responsibility, foster civic-mindedness, and empower individuals to advocate for your point of view on positive community change.

Your speech acts like a wave of change, driven by persuasive messages, enhancing democracy and pursuing a more equitable and just society.

In the upcoming sections, we’ll uncover how these facets of personal and societal impact intersect, showcasing the transformative potential of a persuasive speech . 

Famous Examples of the Persuasive Speech

Here, we’ll explore five iconic and influential persuasive speeches throughout history that have demonstrated the power of persuasive speech . By analysing these famous examples, you should be able to gain valuable insights into the art of compelling persuasion.

1. Martin Luther King Jr.’s “I Have a Dream”

Martin Luther King Jr.’s “ I Have a Dream ” speech epitomizes persuasive speech with its rhetorical brilliance, emotional depth, and historical significance.

Dr. King’s power lay in his vision, as he painted a vivid picture of a world where racial equality should be not a mere dream but a shared reality, instilling hope and motivation.

He harnessed rhetorical devices such as repeating phrases like “I have a dream” and “Let freedom ring,” creating a rhythmic, memorable quality reinforcing key messages.

Furthermore, his words tapped into the deep-seated emotions of the audience , stirring a profound sense of urgency and a shared mission, making this speech an enduring testament to the art of your persuasive speech .

2. Winston Churchill’s “We Shall Fight on the Beaches”

Winston Churchill’s “ We Shall Fight on the Beaches ” is a testament to his unwavering resolve and powerful rhetoric, which rallied a nation during a critical historical moment.

Churchill’s words conveyed a spirit of defiance that deeply resonated with a nation facing formidable challenges, highlighting mental health . His speech left no room for ambiguity, articulating a clear path forward and the unwavering commitment required.

Through mobilizing language, Churchill should be galvanizing citizens to come together, confront adversity head-on, and work collectively toward a common objective, making this speech a remarkable example of persuasive leadership.

3. John F. Kennedy’s “Ich bin ein Berliner”

John F. Kennedy’s “ Ich bin ein Berliner ” speech went beyond political boundaries to convey a powerful message of unity. Kennedy’s words expressed unwavering support and a sense of shared identity with the people of Berlin, fostering solidarity.

Through symbolic gestures and a choice of language that demonstrated a deep understanding of the local context, he effectively connected with the audience .

Furthermore, his words resonated with Berliners by highlighting the shared values and ideals they held dear, making this speech a poignant example of international persuasive speech and solidarity.

4. Malala Yousafzai’s United Nations Address

Malala Yousafzai’s United Nations Address established her as a global symbol for education and girls’ rights through her courage and eloquence. Her remarkable courage in the face of adversity should be highlighted as a powerful testament to her unwavering commitment to the girls’ education.

Malala’s youthful perspective and unwavering determination captured the hearts of people worldwide, underscoring the urgency of her message.

Her speech not only inspired but also catalyzed a global movement dedicated to addressing the barriers to the education that girls face worldwide, making her a remarkable advocate for change and the power of a persuasive speech .

5. Ronald Reagan’s “Tear Down This Wall!”

Ronald Reagan’s “ Tear Down This Wall! ” speech became synonymous with the fall of the Berlin Wall and the end of the Cold War. His words conveyed a powerful and symbolic demand, boldly challenging the division of the city and offering a vision of a united, free Berlin.

Reagan’s clarity of message resonated deeply with those yearning for liberty behind the Iron Curtain, addressing not only political freedom but also impacting the mental health of those living in oppressive circumstances.

The historical significance of his speech should be undeniable, as it played a pivotal role in shaping the course of history and ushering in a new era of freedom and cooperation, making it a prime example of persuasive speech with profound global implications.

Persuasive Speech Topics

In this section, we delve into various persuasive speech topics, each carefully curated to captivate the audience , stimulate critical thinking, and drive discussions that matter.

1. Good Persuasive Speech Topics in Arts

The Role of Art in Promoting Mental Health and Well-being

The Impact of Digital Art on Traditional Art Forms

Censorship in the Arts: Balancing Creative Freedom and Societal Values

Art as a Tool for Social Change and Activism

The Importance of Arts Education in K-12 Schools

2. Best Persuasive Speech Topics for High School Students

The Benefits of Mandatory Volunteering for High School Students

Social Media and its Impact on Teen Mental Health

The Importance of Financial Literacy Education in High Schools

Should High School Students Have a Say in Curriculum Development?

The Pros and Cons of Standardised Testing in High Schools

3. Best Persuasive Speech Topics for College Students

Addressing Student Loan Debt: Strategies for College Affordability

The Role of Technology in Modern Education

Campus Free Speech and its Limits: Balancing Freedom and Inclusivity

Promoting Mental Health Awareness and Support on College Campuses

The Impact of Climate Change: What Can College Students Do?

4. Good Persuasive Speech Topics on Academics

The Future of Remote Learning and its Impact on Academic Achievement

Reevaluating Grading Systems: Is Pass/Fail a Better Option?

The Role of Critical Thinking in Modern Education

Promoting Multilingual Education for a Globalised World

The Ethics of AI and Automation in Education

5. Good Persuasive Speech Topics on the Economy

Universal Basic Income: A Solution to the Economic Inequality?

Green Jobs and the Transition to a Sustainable Economy

The Gig Economy: Flexibility vs. Workers’ Rights

The Pros and Cons of Cryptocurrency and Digital Money

Economic Impacts of the Aging Population: Preparing for the Silver Tsunami

6. Good Persuasive Speech Topics on Entertainment

The Influence of Streaming Services on Traditional Television and Film

Celebrity Culture and its Effects on Society

The Ethics of Cancel Culture in the Entertainment Industry

The Representation of Diversity in Media and Entertainment

The Future of Live Events and Performances in a Post-Pandemic World

7. Interesting Persuasive Speech Topics on Politics and Government

The Role of Social Media in Shaping Political Discourse

Campaign Finance Reform: Reducing the Influence of Big Money in Politics

Voting Rights and Access: Ensuring a Fair and Inclusive Democracy

The Pros and Cons of Term Limits for Elected Officials

Addressing Cybersecurity Threats to the Election Integrity

8. Good Persuasive Speech Topics on Sports

The Impact of Athletes’ Activism on Social and Political Issues

Gender Equality in Sports: Closing the Pay Gap

The Ethics of Performance-Enhancing Drugs in Professional Sports

Should College Athletes Be Paid for Their Performance?

The Environmental Impact of Major Sporting Events

9. Good Persuasive Speech Topics on Education

The Digital Divide: Bridging the Gap in Access to the Education

Inclusive Education: Supporting Students with Disabilities

The Importance of the Arts and Physical Education in Schools

Homeschooling vs. Traditional Schooling: Pros and Cons

Reimagining Teacher Training and Professional Development

10. Good Persuasive Speech Topics for Social Media

Online Privacy and Data Security: Protecting Your Digital Identity

Social Media Addiction: Recognising the Signs and Finding Balance

The Impact of Social Media on Mental Health and Self-Esteem

Social Media and Cyberbullying: Strategies for Prevention

The Role of Social Media in Political Movements and Activism

11. Good Persuasive Speech Topics for 2023 on Technology

Ethical Considerations in AI and Machine Learning

The Future of the Space Exploration: Private vs. Government Initiatives

Cybersecurity in the Age of IoT: Protecting Our Digital Lives

The Role of Technology in Healthcare: Advancements and Challenges

The Environmental Impact of the E-Waste and Technology Disposal

Empower Yourself With Persuasion

In an era of information overload and constant communication, the ability to wield persuasive speech is a powerful tool that can transform your personal and professional life before your audience , so empower yourself with persuasion.

Acquire the skills to express your ideas effectively, build authentic connections, and drive positive change. With the art of persuasion in your toolkit, you hold the key to leaving a lasting mark on the world and shaping your unique history, all while considering the impact on mental health .

By Rishabh Bhandari

How to give a persuasive presentation: techniques and proven framework, influence vs persuasion: what’s the real difference, what is persuasion: meaning, skills and examples.

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The Power of Making Decisions

Everybody talks about motivation and goal setting. It’s timeless. Everyone is also trying to make it look very complicated, like it’s a secret. They even came up with a DVD called “The Secret.” Really? Since when did all of this “motivational” stuff became a secret. When did taking care of yourself and taking responsibility for your own actions become a novelty? Nowadays, people need to actually read a book in order to treat themselves with respect and love. Personally, I don’t believe that you can buy motivation. You either have it or you don’t. I’m not trying to motivate you with this article; instead, I will provide you with the tools to make better decisions and as results live the life you always wanted.

I’m going to talk a little about something we make every day: decisions.

I hope you understand that everything about and around you is a result of your own decisions. Your whole life is a result of your own decisions.  “Decision” is the bridge between your thoughts and your actions.

We make decisions every day. From simple decisions as brushing your teeth to deciding “with or without crème in your coffee.” Everything you do is a result of a decision.

But what is the definition of a “decision” and why is it so important for you to understand this?

When making any decision, whether you like it or not, you are okay with the consequences. We are instantly and subconsciously validating the outcome of our decisions as we are making them.  If you think about it, it only makes sense to make those decisions that will eventually make us happy and achieve our goals; however, that’s not always the case.  For example, when we decide to stay up all night drinking, we are immediately accepting the fact that tomorrow we are going to have a hangover. Why would you complain about being sick after consciously and deliberately make the decision to drink all night? Because we also made a decision to ignore the consequences. It’s almost a state of denial.  As you take responsibility for the consequences of your decisions, you are also deciding to stay in control, therefore, you cannot complain about the outcome. Remember? You accepted the consequences.  By taking responsibility you have the power to change the outcome. If you don’t like or agree with the results of your decisions, change them.  For example, when you decide to go for a swim, you understand and accept the fact you are not going to drown. Bottom line, when making any decision we are accepting the consequences. When people fail to understand this, they will complain about the consequences and will not be happy with the results.

There are two types of decisions: conscious decisions and subconscious decisions.

A conscious decision can also be associated with setting goals. When we set a goal, we consciously agree to follow a set of actions that are required to make that goal become reality.  Everyone has a goal, from trying to lose weight to wanting to become successful or any other goal. When you set a goal to lose weight, you agree to exercise and eat healthy, right? That is because it is a conscious goal; however, lots of people have a hard time accomplishing this goal. You’re probably asking why? When making a decision to eat poorly, subconsciously, you are immediately accepting the consequences. Subconsciously, you are accepting to look and feel poorly.  Somehow, it serves a purpose for you to feel that way. You have probably heard the saying “everything you do is for a reason”. Let me tell you… It is! Your subconscious goal will sabotage your conscious goal. Most of the time, your subconscious goal will prevail. Why? Because it has been there for a long time and it has become part of who you are. You are a walking billboard of your subconscious mind.  If you are like me, you’ll find it foolish to set a goal to become successful but somehow allow your actions to lead you in the complete opposite direction. Why? Because somehow being a victim serves a purpose for you.

Once you understand that making a decision means agreeing and accepting the consequences, you’re going to gain more clarity in making decisions and your success rate will increase.  It’s going to help you “predict” the future. If you’re aware of the consequences, it will only make sense to make the right decisions that support your goals.  My advice to you:  “Don’t make decisions based on how you feel. Make decisions based on what your goals are.”

Thank you and good luck.

World Wrestling Champion and successful entrepreneur, Leo came to the US 10 years ago with $10 on his pocket and 4 words of English.  Combining his work ethic, knowledge, and adherence to discipline, Leo found a way to share his passion for athleticism and personal growth with people of all ages and walks of life. RESULTS STUDIO and LeoFrincu.com  became the embodiment of Leo’s burning desire to contribute to the community by enabling people to overcome personal adversity and reach their best potential.

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How to write a speech that your audience remembers

Whether in a work meeting or at an investor panel, you might give a speech at some point. And no matter how excited you are about the opportunity, the experience can be nerve-wracking . 

But feeling butterflies doesn’t mean you can’t give a great speech. With the proper preparation and a clear outline, apprehensive public speakers and natural wordsmiths alike can write and present a compelling message. Here’s how to write a good speech you’ll be proud to deliver.

What is good speech writing?

Good speech writing is the art of crafting words and ideas into a compelling, coherent, and memorable message that resonates with the audience. Here are some key elements of great speech writing:

• It begins with clearly understanding the speech's purpose and the audience it seeks to engage. 
• A well-written speech clearly conveys its central message, ensuring that the audience understands and retains the key points. 
• It is structured thoughtfully, with a captivating opening, a well-organized body, and a conclusion that reinforces the main message. 
• Good speech writing embraces the power of engaging content, weaving in stories, examples, and relatable anecdotes to connect with the audience on both intellectual and emotional levels. 

Ultimately, it is the combination of these elements, along with the authenticity and delivery of the speaker , that transforms words on a page into a powerful and impactful spoken narrative.

What makes a good speech?

A great speech includes several key qualities, but three fundamental elements make a speech truly effective:

Clarity and purpose

Remembering the audience, cohesive structure.

While other important factors make a speech a home run, these three elements are essential for writing an effective speech.

The main elements of a good speech

The main elements of a speech typically include:

• Introduction: The introduction sets the stage for your speech and grabs the audience's attention. It should include a hook or attention-grabbing opening, introduce the topic, and provide an overview of what will be covered.
• Opening/captivating statement: This is a strong statement that immediately engages the audience and creates curiosity about the speech topics.
• Thesis statement/central idea: The thesis statement or central idea is a concise statement that summarizes the main point or argument of your speech. It serves as a roadmap for the audience to understand what your speech is about.
• Body: The body of the speech is where you elaborate on your main points or arguments. Each point is typically supported by evidence, examples, statistics, or anecdotes. The body should be organized logically and coherently, with smooth transitions between the main points.
• Supporting evidence: This includes facts, data, research findings, expert opinions, or personal stories that support and strengthen your main points. Well-chosen and credible evidence enhances the persuasive power of your speech.
• Transitions: Transitions are phrases or statements that connect different parts of your speech, guiding the audience from one idea to the next. Effective transitions signal the shifts in topics or ideas and help maintain a smooth flow throughout the speech.
• Counterarguments and rebuttals (if applicable): If your speech involves addressing opposing viewpoints or counterarguments, you should acknowledge and address them. Presenting counterarguments makes your speech more persuasive and demonstrates critical thinking.
• Conclusion: The conclusion is the final part of your speech and should bring your message to a satisfying close. Summarize your main points, restate your thesis statement, and leave the audience with a memorable closing thought or call to action.
• Closing statement: This is the final statement that leaves a lasting impression and reinforces the main message of your speech. It can be a call to action, a thought-provoking question, a powerful quote, or a memorable anecdote.
• Delivery and presentation: How you deliver your speech is also an essential element to consider. Pay attention to your tone, body language, eye contact , voice modulation, and timing. Practice and rehearse your speech, and try using the 7-38-55 rule to ensure confident and effective delivery.

While the order and emphasis of these elements may vary depending on the type of speech and audience, these elements provide a framework for organizing and delivering a successful speech.

How to structure a good speech

You know what message you want to transmit, who you’re delivering it to, and even how you want to say it. But you need to know how to start, develop, and close a speech before writing it. 

Think of a speech like an essay. It should have an introduction, conclusion, and body sections in between. This places ideas in a logical order that the audience can better understand and follow them. Learning how to make a speech with an outline gives your storytelling the scaffolding it needs to get its point across.

Here’s a general speech structure to guide your writing process:

• Explanation 1
• Explanation 2
• Explanation 3

How to write a compelling speech opener

Some research shows that engaged audiences pay attention for only 15 to 20 minutes at a time. Other estimates are even lower, citing that people stop listening intently in fewer than 10 minutes . If you make a good first impression at the beginning of your speech, you have a better chance of interesting your audience through the middle when attention spans fade. 

Implementing the INTRO model can help grab and keep your audience’s attention as soon as you start speaking. This acronym stands for interest, need, timing, roadmap, and objectives, and it represents the key points you should hit in an opening. 

Here’s what to include for each of these points: 

• Interest : Introduce yourself or your topic concisely and speak with confidence . Write a compelling opening statement using relevant data or an anecdote that the audience can relate to.
• Needs : The audience is listening to you because they have something to learn. If you’re pitching a new app idea to a panel of investors, those potential partners want to discover more about your product and what they can earn from it. Read the room and gently remind them of the purpose of your speech. 
• Timing : When appropriate, let your audience know how long you’ll speak. This lets listeners set expectations and keep tabs on their own attention span. If a weary audience member knows you’ll talk for 40 minutes, they can better manage their energy as that time goes on. 
• Routemap : Give a brief overview of the three main points you’ll cover in your speech. If an audience member’s attention starts to drop off and they miss a few sentences, they can more easily get their bearings if they know the general outline of the presentation.
• Objectives : Tell the audience what you hope to achieve, encouraging them to listen to the end for the payout. 

Writing the middle of a speech

The body of your speech is the most information-dense section. Facts, visual aids, PowerPoints — all this information meets an audience with a waning attention span. Sticking to the speech structure gives your message focus and keeps you from going off track, making everything you say as useful as possible.

Limit the middle of your speech to three points, and support them with no more than three explanations. Following this model organizes your thoughts and prevents you from offering more information than the audience can retain. 

Using this section of the speech to make your presentation interactive can add interest and engage your audience. Try including a video or demonstration to break the monotony. A quick poll or survey also keeps the audience on their toes. 

Wrapping the speech up

To you, restating your points at the end can feel repetitive and dull. You’ve practiced countless times and heard it all before. But repetition aids memory and learning , helping your audience retain what you’ve told them. Use your speech’s conclusion to summarize the main points with a few short sentences.

Try to end on a memorable note, like posing a motivational quote or a thoughtful question the audience can contemplate once they leave. In proposal or pitch-style speeches, consider landing on a call to action (CTA) that invites your audience to take the next step.

How to write a good speech

If public speaking gives you the jitters, you’re not alone. Roughly 80% of the population feels nervous before giving a speech, and another 10% percent experiences intense anxiety and sometimes even panic. 

The fear of failure can cause procrastination and can cause you to put off your speechwriting process until the last minute. Finding the right words takes time and preparation, and if you’re already feeling nervous, starting from a blank page might seem even harder.

But putting in the effort despite your stress is worth it. Presenting a speech you worked hard on fosters authenticity and connects you to the subject matter, which can help your audience understand your points better. Human connection is all about honesty and vulnerability, and if you want to connect to the people you’re speaking to, they should see that in you.

1. Identify your objectives and target audience

Before diving into the writing process, find healthy coping strategies to help you stop worrying . Then you can define your speech’s purpose, think about your target audience, and start identifying your objectives. Here are some questions to ask yourself and ground your thinking : 

• What purpose do I want my speech to achieve? 
• What would it mean to me if I achieved the speech’s purpose?
• What audience am I writing for? 
• What do I know about my audience? 
• What values do I want to transmit? 
• If the audience remembers one take-home message, what should it be? 
• What do I want my audience to feel, think, or do after I finish speaking? 
• What parts of my message could be confusing and require further explanation?

2. Know your audience

Understanding your audience is crucial for tailoring your speech effectively. Consider the demographics of your audience, their interests, and their expectations. For instance, if you're addressing a group of healthcare professionals, you'll want to use medical terminology and data that resonate with them. Conversely, if your audience is a group of young students, you'd adjust your content to be more relatable to their experiences and interests. 

3. Choose a clear message

Your message should be the central idea that you want your audience to take away from your speech. Let's say you're giving a speech on climate change. Your clear message might be something like, "Individual actions can make a significant impact on mitigating climate change." Throughout your speech, all your points and examples should support this central message, reinforcing it for your audience.

4. Structure your speech

Organizing your speech properly keeps your audience engaged and helps them follow your ideas. The introduction should grab your audience's attention and introduce the topic. For example, if you're discussing space exploration, you could start with a fascinating fact about a recent space mission. In the body, you'd present your main points logically, such as the history of space exploration, its scientific significance, and future prospects. Finally, in the conclusion, you'd summarize your key points and reiterate the importance of space exploration in advancing human knowledge.

5. Use engaging content for clarity

Engaging content includes stories, anecdotes, statistics, and examples that illustrate your main points. For instance, if you're giving a speech about the importance of reading, you might share a personal story about how a particular book changed your perspective. You could also include statistics on the benefits of reading, such as improved cognitive abilities and empathy.

6. Maintain clarity and simplicity

It's essential to communicate your ideas clearly. Avoid using overly technical jargon or complex language that might confuse your audience. For example, if you're discussing a medical breakthrough with a non-medical audience, explain complex terms in simple, understandable language.

7. Practice and rehearse

Practice is key to delivering a great speech. Rehearse multiple times to refine your delivery, timing, and tone. Consider using a mirror or recording yourself to observe your body language and gestures. For instance, if you're giving a motivational speech, practice your gestures and expressions to convey enthusiasm and confidence.

8. Consider nonverbal communication

Your body language, tone of voice, and gestures should align with your message . If you're delivering a speech on leadership, maintain strong eye contact to convey authority and connection with your audience. A steady pace and varied tone can also enhance your speech's impact.

9. Engage your audience

Engaging your audience keeps them interested and attentive. Encourage interaction by asking thought-provoking questions or sharing relatable anecdotes. If you're giving a speech on teamwork, ask the audience to recall a time when teamwork led to a successful outcome, fostering engagement and connection.

10. Prepare for Q&A

Anticipate potential questions or objections your audience might have and prepare concise, well-informed responses. If you're delivering a speech on a controversial topic, such as healthcare reform, be ready to address common concerns, like the impact on healthcare costs or access to services, during the Q&A session.

By following these steps and incorporating examples that align with your specific speech topic and purpose, you can craft and deliver a compelling and impactful speech that resonates with your audience.

Tools for writing a great speech

There are several helpful tools available for speechwriting, both technological and communication-related. Here are a few examples:

• Word processing software: Tools like Microsoft Word, Google Docs, or other word processors provide a user-friendly environment for writing and editing speeches. They offer features like spell-checking, grammar correction, formatting options, and easy revision tracking.
• Presentation software: Software such as Microsoft PowerPoint or Google Slides is useful when creating visual aids to accompany your speech. These tools allow you to create engaging slideshows with text, images, charts, and videos to enhance your presentation.
• Speechwriting Templates: Online platforms or software offer pre-designed templates specifically for speechwriting. These templates provide guidance on structuring your speech and may include prompts for different sections like introductions, main points, and conclusions.
• Rhetorical devices and figures of speech: Rhetorical tools such as metaphors, similes, alliteration, and parallelism can add impact and persuasion to your speech. Resources like books, websites, or academic papers detailing various rhetorical devices can help you incorporate them effectively.
• Speechwriting apps: Mobile apps designed specifically for speechwriting can be helpful in organizing your thoughts, creating outlines, and composing a speech. These apps often provide features like voice recording, note-taking, and virtual prompts to keep you on track.
• Grammar and style checkers: Online tools or plugins like Grammarly or Hemingway Editor help improve the clarity and readability of your speech by checking for grammar, spelling, and style errors. They provide suggestions for sentence structure, word choice, and overall tone.
• Thesaurus and dictionary: Online or offline resources such as thesauruses and dictionaries help expand your vocabulary and find alternative words or phrases to express your ideas more effectively. They can also clarify meanings or provide context for unfamiliar terms.
• Online speechwriting communities: Joining online forums or communities focused on speechwriting can be beneficial for getting feedback, sharing ideas, and learning from experienced speechwriters. It's an opportunity to connect with like-minded individuals and improve your public speaking skills through collaboration.

Remember, while these tools can assist in the speechwriting process, it's essential to use them thoughtfully and adapt them to your specific needs and style. The most important aspect of speechwriting remains the creativity, authenticity, and connection with your audience that you bring to your speech.

5 tips for writing a speech

Behind every great speech is an excellent idea and a speaker who refined it. But a successful speech is about more than the initial words on the page, and there are a few more things you can do to help it land.

Here are five more tips for writing and practicing your speech:

1. Structure first, write second

If you start the writing process before organizing your thoughts, you may have to re-order, cut, and scrap the sentences you worked hard on. Save yourself some time by using a speech structure, like the one above, to order your talking points first. This can also help you identify unclear points or moments that disrupt your flow.

2. Do your homework

Data strengthens your argument with a scientific edge. Research your topic with an eye for attention-grabbing statistics, or look for findings you can use to support each point. If you’re pitching a product or service, pull information from company metrics that demonstrate past or potential successes. 

Audience members will likely have questions, so learn all talking points inside and out. If you tell investors that your product will provide 12% returns, for example, come prepared with projections that support that statement.

3. Sound like yourself

Memorable speakers have distinct voices. Think of Martin Luther King Jr’s urgent, inspiring timbre or Oprah’s empathetic, personal tone . Establish your voice — one that aligns with your personality and values — and stick with it. If you’re a motivational speaker, keep your tone upbeat to inspire your audience . If you’re the CEO of a startup, try sounding assured but approachable. 

4. Practice

As you practice a speech, you become more confident , gain a better handle on the material, and learn the outline so well that unexpected questions are less likely to trip you up. Practice in front of a colleague or friend for honest feedback about what you could change, and speak in front of the mirror to tweak your nonverbal communication and body language .

5. Remember to breathe

When you’re stressed, you breathe more rapidly . It can be challenging to talk normally when you can’t regulate your breath. Before your presentation, try some mindful breathing exercises so that when the day comes, you already have strategies that will calm you down and remain present . This can also help you control your voice and avoid speaking too quickly.

How to ghostwrite a great speech for someone else

Ghostwriting a speech requires a unique set of skills, as you're essentially writing a piece that will be delivered by someone else. Here are some tips on how to effectively ghostwrite a speech:

• Understand the speaker's voice and style : Begin by thoroughly understanding the speaker's personality, speaking style, and preferences. This includes their tone, humor, and any personal anecdotes they may want to include.
• Interview the speaker : Have a detailed conversation with the speaker to gather information about their speech's purpose, target audience, key messages, and any specific points they want to emphasize. Ask for personal stories or examples they may want to include.
• Research thoroughly : Research the topic to ensure you have a strong foundation of knowledge. This helps you craft a well-informed and credible speech.
• Create an outline : Develop a clear outline that includes the introduction, main points, supporting evidence, and a conclusion. Share this outline with the speaker for their input and approval.
• Write in the speaker's voice : While crafting the speech, maintain the speaker's voice and style. Use language and phrasing that feel natural to them. If they have a particular way of expressing ideas, incorporate that into the speech.
• Craft a captivating opening : Begin the speech with a compelling opening that grabs the audience's attention. This could be a relevant quote, an interesting fact, a personal anecdote, or a thought-provoking question.
• Organize content logically : Ensure the speech flows logically, with each point building on the previous one. Use transitions to guide the audience from one idea to the next smoothly.
• Incorporate engaging stories and examples : Include anecdotes, stories, and real-life examples that illustrate key points and make the speech relatable and memorable.
• Edit and revise : Edit the speech carefully for clarity, grammar, and coherence. Ensure the speech is the right length and aligns with the speaker's time constraints.
• Seek feedback : Share drafts of the speech with the speaker for their feedback and revisions. They may have specific changes or additions they'd like to make.
• Practice delivery : If possible, work with the speaker on their delivery. Practice the speech together, allowing the speaker to become familiar with the content and your writing style.
• Maintain confidentiality : As a ghostwriter, it's essential to respect the confidentiality and anonymity of the work. Do not disclose that you wrote the speech unless you have the speaker's permission to do so.
• Be flexible : Be open to making changes and revisions as per the speaker's preferences. Your goal is to make them look good and effectively convey their message.
• Meet deadlines : Stick to agreed-upon deadlines for drafts and revisions. Punctuality and reliability are essential in ghostwriting.
• Provide support : Support the speaker during their preparation and rehearsal process. This can include helping with cue cards, speech notes, or any other materials they need.

Remember that successful ghostwriting is about capturing the essence of the speaker while delivering a well-structured and engaging speech. Collaboration, communication, and adaptability are key to achieving this.

Give your best speech yet

Learn how to make a speech that’ll hold an audience’s attention by structuring your thoughts and practicing frequently. Put the effort into writing and preparing your content, and aim to improve your breathing, eye contact , and body language as you practice. The more you work on your speech, the more confident you’ll become.

The energy you invest in writing an effective speech will help your audience remember and connect to every concept. Remember: some life-changing philosophies have come from good speeches, so give your words a chance to resonate with others. You might even change their thinking.

Elevate your communication skills

Unlock the power of clear and persuasive communication. Our coaches can guide you to build strong relationships and succeed in both personal and professional life.

Elizabeth Perry, ACC

Elizabeth Perry is a Coach Community Manager at BetterUp. She uses strategic engagement strategies to cultivate a learning community across a global network of Coaches through in-person and virtual experiences, technology-enabled platforms, and strategic coaching industry partnerships. With over 3 years of coaching experience and a certification in transformative leadership and life coaching from Sofia University, Elizabeth leverages transpersonal psychology expertise to help coaches and clients gain awareness of their behavioral and thought patterns, discover their purpose and passions, and elevate their potential. She is a lifelong student of psychology, personal growth, and human potential as well as an ICF-certified ACC transpersonal life and leadership Coach.

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The Importance Of The Decision Making Process

Decision-Making

Uncovering hidden causes of indecision, simple solutions to help you make decisions and empower your life..

Posted July 24, 2017 | Reviewed by Jessica Schrader

There are seven words that, when combined and posed as a question, can stir up such massive indecisiveness that it has even started battles between people who have promised eternal love and commitment to each other. That is, until this question gets asked: "What do you want for dinner tonight?"

Hopefully some of you can get a chuckle from the question. If so, you can relate. It’s a relatable example the sheds light on the feeling of helplessness that comes from the inability to make a decision. Some people have more challenges with decision-making than others, yet just about everyone can have a deer-in-the-headlights response to something at some point or another. This post illuminates some of the hidden, and not so hidden, causes of indecisiveness in order to help facilitate decision-making along with generating a little more self-compassion when you feel stuck (and maybe even help you tolerate those “other people” who can’t decide).

In the case of dinner decisions, there are a number of reasons that cause people difficulty in articulating what they want to eat. First, the options are plentiful. So plentiful that it can flood people and leave them with heightened uncertainty. Too many options leads to indecision. The sky is the limit and the challenge has been taken away. Limit the options and make food hard to come by and then you’re salivating gratefully over a warm cup of soup or a piece of sweet melon on a hot day.

On top of that, people can appear to be indecisive when they are trying to please the other person. When both people are trying to please each other, it can be a perpetual ping pong game with each person repeatedly replying, “I don’t know. What do you want?”

Then when someone offers up a suggestion like pizza, the other person may move past their flooding stage from too many options and realize they don’t want pizza. They still don’t know what they want, yet now the decision-making has turned into an elimination game. This is where relationship dynamics can come into play as the person with the suggestion can feel thwarted and defensive. (For relationship issues, read my posts on Resolving Misunderstandings or The Formula for Staying Together .)

We’ve touched on “too many options,” “people-pleasing,” and “playing the elimination game.” For people who have the hardest time making decisions, these issues are powerful in many parts of their lives, yet there are a couple more things that happen to hamper clarity of wants and desires.

Too many options can flood someone, yet their inability to choose may be directly tied to their fear of making a mistake. This is exponentially increased if they have had a history of being corrected when they were making a choice—or always being told what to do and what to want. Both extremes create self-doubt and the inability to connect to one’s own inner guidance.

Let’s look at some common examples. Following are a list of questions that demand big decisions.

• What do you want to be when you grow up?
• What do you want to major in?
• How many kids will you have?
• Where do you want to live?

If a child was told “no” to their answers and directed in all of their answers, over time the cognitive dissonance between their desires and those of the hand that feeds them will lessen and cut them off from their desire. They may rebel and have trouble with authority and do all kinds of things that go against what others want in an attempt to be free, yet the scar of not trusting their instincts may be so severe that they can never connect to what they want.

To heal this kind of wound, begin with little things. Try finding colors that make you happy. Feel temperature changes and discover what your body feels when it’s hot, cold, warm or just right. Adjust your bathwater to what feels best for you. Journal about the things that make you happy and grateful Finding our bliss reveals our truth. Over time, move on to finding your favorite books, movies, vacation places. Read different viewpoints and journal about what you like and don’t like.

Another exercise you can take is to list the fears and “rules” that you were raised with (or influenced by others) that impact you.

A fear list might include the following: “I’m afraid to live in the city;” “I’m afraid that I’m bad at math and can’t do a job that requires math;” “I’m scared I can’t spell or write and don’t how to send a resume or cover letter to a school or a company.”

A list of “rules” might include things like: “Rich people are bad so making too much money will make me a bad person;” “Poor people are lazy so being poor means I am lazy;” “Scientists are nerds and boring and have no friends;” “Artists are poor;” “I cannot love people in different religions because I will go to hell;” “I am a bad person and cannot trust my dreams and desires.”

Take your time creating these lists and be gentle with yourself as new fears and rules reveal themselves. You may cry and grieve as you uncover ingrained beliefs that have been under the radar. The more you excavate, the easier it will be to release them and replace them with alternatives. To do that, write the opposite of the fear. “I have courage and trust that I am safe wherever I choose to reside.” “Math is a learning opportunity and I will find joy in learning what I need in order to reasonably accomplish my job.” Do the same with the rules. “Income does not define people and I am giving and wonderful no matter how much money I make.”

The key is in uncovering old tapes and making new ones that you author so that you can be a more active participant in your life. Sometimes not making a decision is a decision, so take all the time you need. Be gentle with yourself, yet also applaud yourself when you see the advances you’re making. Make a decision every day (no matter how small) and over time, you will discover you’ve made great strides.

As for making a decision about dinner, try limiting the options the next time you feel like asking that seven-word question. Instead, offer three suggestions like: “I was thinking about spaghetti, saag paneer, or filet mignon tonight. Do any of these interest you?”

Generally, not always, you will have a richer and less troublesome conversation about what to eat.

Happy decision-making and bon appétit!

Kimberly Key, Ph.D., is past division president of the American Counseling Association and author of Ten Keys to Staying Empowered in a Power Struggle.

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• B1 listening

Making a decision

Listen to a meeting in which colleagues make a decision to practise and improve your listening skills.

Do the preparation task first. Then listen to the audio and do the exercises.

Preparation

Matching_MjMzNDY=

Jani : Thanks for coming, everyone. So, we're here today to define the timeline for our new project.

Emiko : Yes, Jani, that's a great idea.

Carolina : OK. What do you need from us?

Emiko : Hold on a moment. I think we need to decide between us what to do, to make sure it works for all departments.

Jani : Yes, exactly, don't worry. We're going to discuss this and make a decision together. Let's first think about the scheduling of each project phase. What do you think, Emiko?

David : Can I interrupt? I think we should first be clear about the process we'll use to make the decision. How are we going to do it?

Jani : Ah, yes. Good point. Well, I think the best way is for each of you to give your opinion and then we can discuss and make a decision.

David : OK. That sounds good.

Emiko : Yes, that works for me too. I know we're still planning the structure of the later phases of the project, but I think we should begin phase one as soon as possible. We can work out the rest later, as we go along.

David : I'm sorry, I don't think so. How can we start phase one if we're not fully clear on where the rest of the project will take us? We might make a wrong decision and waste time.

Jani : I agree with you on that point, David. However, we'll waste too much time if we wait until everything is planned before we actually start working on the project. I think we should take an agile approach.

David : Agile approach?

Jani : Well, it means that we start quickly and then adapt as we go along.

Emiko : That's right.

Jani : Carolina, you've been very quiet.

Carolina : Um … I'm sorry. I didn't want to interrupt. I'm listening … and thinking.

David : Do you agree we should get the plan right first, and then start with phase one?

Carolina : I'm sorry, David. I don't think I agree with you. It's important to have a good plan. But plans can change, even the good ones – and business changes often. We need to be flexible, and we also need to move quickly.

Jani : OK. So should we take a vote?

Emiko : Well, you're the project leader. Let's go with your decision.

Carolina : Yes, I'll follow your lead, Jani.

David : Well, I guess that's decided then. We'll follow your agile approach, Jani. Start quickly and keep planning the later stages of the project.

Jani : Yes, that's right.

David : I still don't think this is the right decision, but I'm happy to go with the majority. We should add some space into the schedule later for additional work this 'flexibility' will need.

Jani : Don't worry, David, we will. OK, so it's decided then. We'll start phase one as soon as possible, and in the background we'll continue planning the later phases and adapt them as we go along.

MultipleChoice_MjMzNTQ=.xml

Grouping_MjMzNDc=.xml

How are decisions usually made where you work? 

Language level

How are decisions usually made where you work? Well, we always try to listen to everyone's opinion (just like in the audio), and then we vote to determine the majority's opinion. If someone disagrees, we also take their opinion into consideration.  

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The decision is taken together.

We have a meeting every week to analyze some data from the market and a lot of economic variables that help us to make a decision in how to invest. Additionally, some colleagues bring some ideas or concerns about each points of view about of the economy of the country and market expectations in short and long term.

At my work we make decisions together during the online meetings via Zoom or similar software. The process is similar with the one shown in the dialogue

In workplace I make my decisiıon and then show it for my manager.

I usually have the independence to make my own decisions, but depending on the subject, I prefer to ask someone's opinion... or even discuss it with my manager, depending on her schedule (how busy she is at the moment).

Decisions at my workplace are usually made in different ways depending on the complexity of the situation. For simple conditions, I am able to make decisions on my own. However, for more complex situations, I usually seek guidance from my superiors and consult with them before making a decision.

Good listening, but really difficult for the students to identify who is speaking. They don't use each others' names. Will not use this again for this reason, or will use it with a different task

I agree with you, Okeroker. It can be challenging to identify who is speaking, especially in conversations with multiple people of the same gender where their voices may sound similar, making it difficult for non-native speakers like us. In the first half of the audio, I had no idea who is Emiko and who is Carolina until almost the end when one man mentioned Carolina, and I realized that the woman was speaking earlier was Emiko. However, by that time, the conversation had moved on, and it was hard for me to recall the content when going through the questions. The same goes for the men, as when one man expresses his opinion and the other man agrees with him, saying "I agree with you David," then I realized that the man who was speaking earlier was David. It would be helpful if the speakers could use each other's names more often to make it easier for listeners to follow the conversation.

It depends on situation and difficulties when occur.

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Taking The Right Decision – A Motivational Speech

Published by abmotivational on 22 august 2020 22 august 2020.

Taking the right decision in life is perhaps the most important skill. Friends, today I have brought a speech on the topic “Motivational Speech On Taking The Right Decision”. I hope you will enjoy it and also make the most of it.

This is very true. People sometimes miss the right decision. Friends, your life depends on taking the right decisions. How you make decisions in your life is what determines your success .

Your One Right Decision Can Make You Successful:

More important than decision-making skills in any person is to have clarity in him. If you want to cross a road, your visual sensation is in the right place and you are able to see where the road is full of crowd, then you will very easily get to your way making your way without bumping into anyone.

But if your visual sense is not in the right place just believe, then you will keep hitting on everyone on the road. So, make clarity in your decisions.

We all have difficulties in our lives. If you are weakened by these difficulties then you will not be able to find a way out of that difficulty.

When troubles arise, some people start blaming others and at the same time, some people start learning from it. You have to make these choices whether you blame the troubles or try to learn something from the troubles.

Power Of Taking The Right Decision:

Conclusion:.

• How To Be Successful In Life: 4 – Simple Ways To Follow
• How To Fulfill Your Dreams In Life: By Three – Things

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Importance of Decision Making

Decision-making is the process of selecting the best option among a number of choices. It is an important step in the process of planning. Your success depends on the decisions you have made in your professional and personal life. Whether it is for business or your own personal life, you will not be able to move ahead without taking the necessary decisions at times.

Decision-making will not be a difficult process if you have only a single option for you. It becomes a laborious process if you are to choose between lots of other suitable alternatives. If you are a good decision maker you will be respected and trusted by the people working for you.

To be precise, you cannot achieve success in your life if you do not know how to make your decisions perfectly. You will be able to have a better idea about the importance of decision-making from the below-mentioned points.

• To utilize the resources effectively – The success of every organization depends on the way you utilize your resources. If you have the capability to make better decisions you will be able to use the resources properly to achieve all the objectives of your company. You will also be able to form a bond of trust between the employees as well as your clients with the help of the perfect decisions you have made in the organization.
• To enhance the reputation of you and your organization – Will you work in an organization if it is known for its management’s lack of decision-making skills? The answer to this question is clear and precise. Nobody will join such an organization which is on the verge of failure. The fate of the company you own depends on your decisions. Bad decisions will only help to create a negative reputation in the industry.
• Helps you to face all the challenges – With the appropriate decisions, it will become a lot easier to handle the challenges that come your way. The organization you own or work in will be able to reach the heights even in the midst of all the obstacles and hardships.
• Helps you to save time – Only a good decision-maker will be able to utilize his time effectively. If you can make the right decisions at the right time, you will be able to meet your deadlines and also yield better results in your professional life.
• Helps to enhance the level of dedication of your employees – If your employees understand your capability in making the best decisions for the betterment of the company, they will become more dedicated to their work. This will be beneficial for the future of your entire organization. No employee would like to sacrifice their reputation and life in an organization led by a bad decision-maker.
• To yield better results at a faster rate – People say that hard work will definitely yield good results. This will be true if you are working hard on the right decisions. Working hard on something which has been planned incorrectly will only prove to be a waste of time. Hence, decision-making plays an important role in your success. Also, if your decisions and plans are right and you work hard on it, you will definitely able to yield faster and better results.
• Assess the efficiency of the employees – All the employees in an organization may not have the same kind of efficiency. Different people will have different potential. Hence, you have to be very careful while assigning tasks to them. If you are able to make good decisions, will be able to understand the capability of each and every employee in your organization. You will also be able to recognize the weak-links in each department of your company.
• Helps to create new innovations – If you wish to move ahead in this competitive market, it is necessary to make new innovations at the right time. An innovation can be successful if you are aware of the current market trends and also the needs of the consumers. If you can make better decisions, you will be able to make successful innovations which are efficient enough to satisfy all the needs of the consumers.

Also read: Importance of financial planning

In short, decision-making is indispensable in the current world. However, it may not be possible for you to make the right decisions all the time. If you make a wrong decision, make sure to learn from it and also take measures to not repeat it again. You have to be very vigilant while making a decision because the future of your organization depends on it.

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Chapter 16: Small Groups & Decision Making

Learning objectives.

• Discuss the various perspectives on how and why people become leaders.
• Compare and contrast various leadership styles.
• Discuss the types of power a leader may use.
• Identify and discuss task-related group roles and behaviors; maintenance group roles and behaviors; and negative group roles and behaviors.
• Discuss the common components and characteristics of problems.
• Explain the five steps of the group problem-solving process.
• Describe the brainstorming and discussion that should take place before the group makes a decision.
• Compare and contrast the different decision-making techniques.
• Discuss the various influences on decision making.
• Achievement-Oriented Leaders
• Coercive Power
• Consensus Rule
• Designated Leaders
• Directive Leaders
• Emergent Leaders
• Expert Power
• Information Power
• Information Provider
• Information Seeker
• Interpreter
• Legitimate Power
• Majority Rule
• Minority Rule
• Nominal Group Technique
• Participative Leaders
• Problem Question
• Problem Statement
• Referent Power
• Reward Power
• Self-Centered Roles
• Supportive Leaders
• Tension Releaser
• Unproductive Roles

strive for excellence and set challenging goals, constantly seeking improvement and exhibiting confidence that group members can meet their high expectations

comes from the ability of a group member to provide a negative incentive

a decision-making technique in which all members of the group must agree on the same decision

officially recognized in their leadership role and may be appointed or elected by people inside or outside the group

provide psychological structure for their group members by clearly communicating expectations, keeping a schedule and agenda, providing specific guidance as group members work toward the completion of their task, and taking the lead on setting and communicating group rules and procedures

gain status and respect through engagement with the group and its task and are turned to by others as a resource when leadership is needed

a task-related role that functions to keep the group on track toward completing its task by managing the agenda and setting and assessing goals in order to monitor the group’s progress

comes from knowledge, skill, or expertise that a group member possesses and other group members do not

manages the flow of conversation in a group in order to achieve an appropriate balance so that all group members get to participate in a meaningful way

group role played by members who help manage the various types of group conflict that emerge during group communication

comes from a person’s ability to access information that comes through informal channels and well-established social and professional networks

group role including behaviors that are more evenly shared than in other roles, as ideally, all group members present new ideas, initiate discussions of new topics, and contribute their own relevant knowledge and experiences

asks for more information, elaboration, or clarification on items relevant to the group’s task

helps manage the diversity within a group by mediating intercultural conflict, articulating common ground between different people, and generally creating a climate where difference is seen as an opportunity rather than as something to be feared

a group role that is associated with a high-status position and may be formally or informally recognized by group members

a complex of beliefs, communication patterns, and behaviors that influence the functioning of a group and move a group toward the completion of its task

power that flows from the officially recognized position, status, or title of a group member

a commonly used decision-making technique in which a majority (one-half plus one) must agree before a decision is made

a decision-making technique in which a designated authority or expert has final say over a decision and may or may not consider the input of other group members

guides decision making through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members

work to include group members in the decision-making process by soliciting and considering their opinions and suggestions

a question that guides the group as it generates possible solutions

a single sentence that summarizes the problem a group is trying to solve

takes notes on the discussion and activities that occur during a group meeting

comes from the attractiveness, likeability, and charisma of the group member

comes from the ability of a group member to provide a positive incentive as a compliance-gaining strategy

group role behaviors that divert attention from the task to the group member exhibiting the behavior

group role characterized by communication behaviors that encourage other group members and provide emotional support as needed

show concern for their followers’ needs and emotions. They want to support group members’ welfare through a positive and friendly group climate

someone who is naturally funny and sensitive to the personalities of the group and the dynamics of any given situation and who uses these qualities to manage the frustration level of the group

group role behaviors that prevent or make it more difficult for the group to make progress

Introduction to Speech Communication Copyright © 2021 by Individual authors retain copyright of their work. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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A Little Background

When you talk about “chewing something over” it’s really saying that you are thinking it through.

This is to say that you are considering options, or really giving something a lot of thought.

We did an episode that is related, and you’ll want to check this out for some helpful background.

Annoyed? When To Deal With It and Not Say Anything In English

You saw a phrasal verb recently that we are going to discuss today, and it may be one that you’ve heard before.

It is “chew on” which may sound like it’s a bit confusing.

You may hear this used but you may also wonder if “on” is necessary.

Quite honestly having just chew alone in a sentence has one meaning, while adding the word “on” has an entirely different one.

You have done great phrasal verbs with Aubrey so far, and here we have another one for you.

So what does it mean to “chew on” something?

It can deal with actually chewing on something literally, like picture the act of eating something and chewing it up.

Think of what you could say about chewing up your food, and you would find an example like this “She was chewing on her popsicle when he asked her a question.”

Today we’re talking about it in another way though, as we are focused on using the phrase “chew on” to talk about decision making.

This is a different angle or approach, but it’s an important aspect of things that is bound to come up often.

Talking About Decision Making

Today we are focused on decision making and that’s where the phrase “chew on” comes up as a perfect example.

You can almost envision this if you think about it—you are chewing on or thinking through, or even taking your time with something.

You are letting it sink in, rather than having a quick decision without thought that means nothing.

Let’s break this down and really think about how this phrasal verb can work.

Visualizing it can help you first, and then look at these examples and breakdown to help you to make sense of it and use it in conversation.

When you say you are going to “chew on” something it means to put thought into something.

Maybe you have a choice to make in the future, or have to answer something, but you need to “chew on it” first.

Maybe it isn’t about a decision at all–maybe it’s just something that makes you think or really slow down to reconsider.

It is often about decision making, but not always and that’s where it may be something to make you think or reconsider or even reflect.

Let’s look at a couple of examples which may help you to consider this.

“That last chapter gave me a lot to chew on. I’ll have to read it again before I lead the book club meeting.”

• Chew on this : This is basically telling others that this gives a lot to think about. This is like saying that you have so much to think about or consider before you make a decision. “Chew on this–I’m moving to France.” “The hiring managers have tons of applications to chew on.” “I have a lot to chew on over the weekend. I really don’t know what I’ll decide. “
• Chew over : This can be very similar, but chew over seems to be more about talking out these decisions. This is like saying that something gives you food for thought or a lot to take in and think about. “Can we chew it over during the lunch break?”
• Contemplate : This is a more elevated version of saying that you are thinking something over. You have to think through what is presented to you and then work through it to make a decision. “I have to contemplate how I’m going to handle this situation.”
• Ponder : This is another way to describe that you have to think something over. It’s not necessarily used as often, but it helps to describe you thinking something over in detail. “Here are some questions for you to ponder before we begin,”
• Consider all our options : This is like a visual representation where you can almost see somebody considering each option. This usually works best when you are talking about a choice that has multiple options. “We have to consider all our options before making a decision.”

How do you make big decisions?

Is it difficult for you?

Do you have a formula or a plan to help you make decisions?

Do you make decisions more with your head or your heart?

Roleplay To Help

In this roleplay, Lindsay and Michelle are deciding which college to attend—and they are best friends in high school.

Michelle: “I’m so happy you got that scholarship!”

Lindsay: “Yeah. I have a lot to chew on, though. It’s a tough choice.”

Michelle: “It’s a lot to ponder. It’s good to consider all your options, though. Keep an open mind.”

Lindsay: “Yeah. What about you? Do you know what you are doing, or do you want to chew it over?”

Michelle: “I’m a bit torn.* I was contemplating going with my first choice, but it’s so expensive.”

Today we discussed our patterns with thinking about decision making as this is an important thing to think through.

Decision making is also something that you are likely to talk about often, and it may even lead you to connections as well.

We gave you some new vocab to talk about the idea of decision making, including the phrase “chew on.”

You will always have decisions to make and things to talk about in this area–so try these out today and see how they can work for you!

If you have any questions, please leave them below in the comments section.

We’ll get back to you as soon as we can.

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Speeches > Steven C. Wheelwright > Decision Making—The Lord’s Way

Decision Making—The Lord’s Way

Steven c. wheelwright.

President of BYU–Hawaii

May 26, 2009

Good morning, brothers and sisters. It’s wonderful to be on this beautiful campus with you today. I thank President Samuelson for this opportunity, and I thank each of you for the great spirit you bring to this devotional this morning.

Today I’d like to consider one of the most basic tenets of the restored gospel of Jesus Christ—that of agency . Elder Richard G. Scott called agency “a vital element in our Father in Heaven’s plan of happiness.” 1 And Elder Robert D. Hales said, “Our use of agency determines who we are and what we will be.” 2

While agency is a powerful, eternal principle, our approach to decision making can be considered its mortal embodiment. Agency, the ability to make our own decisions, is a great blessing bestowed by a loving Heavenly Father on all His sons and daughters. In 2 Nephi we read:

Therefore, cheer up your hearts, and remember that ye are free to act for yourselves—to choose the way of everlasting death or the way of eternal life. 3

Choice is inevitably accompanied by opposing forces. Opposition is, in fact, the very essence of choice. Today I’d like to focus my remarks on some of the principles and processes of righteous decision making.

“The Valley of Decision”

In the last chapter of Joel in the Old Testament, we read of a place called “the valley of decision,” 4 a place where multitudes of people will be gathered to prepare for and await the Lord’s Second Coming. I like the powerful imagery of the phrase “the valley of decision” because I see it as analogous to the young adult stage of life—the current stage of life of the majority of you in this audience.

Most of you have already made the wise decision to further your education, but you may now be choosing what to study, what classes to take, and what career path to pursue. You may have had your roommates assigned to you, but you have the choice of whom to spend time with and how to spend your time. Hopefully you young men are considering serving a mission, or, if you have already served, you are choosing to maintain the righteous habits you acquired on your mission. And I suspect more than a few of you are deciding whom to date and even whom to marry and when. The list of decisions you each face goes on and on.

At this busy intersection of adolescence and adulthood, you are experiencing one of the highest per-diem decision rates you will ever face in mortality! If you learn to make decisions according to the Lord’s process, you will form one of the habits most critical to both your earthly and your eternal success.

The Process of Making Decisions

Let’s for a moment reflect on the most basic elements of the decision-making process. When we are presented with a choice, our perspective and our attitude combine to largely determine the course of action we will pursue—or, in other words, the decision we will make.

Now, for discussion’s sake, let’s simplify our decision-making processes into two broad categories: making decisions the Lord’s way versus making decisions the world’s way.

We’ll begin with a closer examination of the world’s way. Let’s use the example of choosing a career path as our choice or decision to be made and assume two possible outcomes, option A and option B.

The world’s perspective on such a significant decision would certainly consider financial ramifications, potential for prestige and power, and ease of acquisition. And a worldly attitude might include such things as self-centeredness, a sense of entitlement, and even political correctness as major factors in choosing between options A or B.

Working together, the influences of perspective and attitude will largely determine the decision we make or, in this example, which career path we choose. The result of following the world’s process of decision making in selecting a career would greatly favor certain professions over others.

In contrast, let’s now take a closer look at making decisions the Lord’s way. We’ll begin with the same choice of which career path to follow, but, since we know that all things are spiritual to the Lord, 5 we’ll consider a spiritual perspective and a spiritual attitude in this process.

A spiritual perspective would, first and foremost, consider eternity, it would be rooted in gospel principles, and it would allow for a quality journey. And a spiritual attitude would be infused with humility, gratitude, and faith. For example, opportunities to provide service to others, to strengthen one’s family, and to spend meaningful time in Church callings would all be considered in the Lord’s process. When a spiritual perspective and a spiritual attitude are factored into a major decision, such as the choice of a career, the resulting action might well be quite different than that resulting from following a worldly decision-making process.

Now, let’s superimpose one of my favorite scriptures over this decision-making process. Proverbs 3:5–6 reads:

Trust in the Lord with all thine heart; and lean not unto thine own understanding.

In all thy ways acknowledge him, and he shall direct thy paths.

Using this scripture, we can subtitle the world’s approach to decision making “leaning to thine own understanding.” Our own understanding is imperfect. We cannot see the future, nor can we see our ultimate potential, but when we follow the world’s process, we rely on that understanding anyway.

Similarly, using this scripture, we can subtitle the Lord’s approach to decision making “trusting in the Lord.” The Lord does see the future, and only He knows our divine potential—thus this approach requires trusting the Lord. C. S. Lewis described this great truth when he likened our lives to a house undergoing renovations:

At first, perhaps, you can understand what [God] is doing. He is getting the drains right and stopping the leaks in the roof. . . . But presently He starts knocking the house about in a way that . . . does not seem to make sense. . . . He is building quite a different house from the one you thought of. . . . You thought you were going to be made into a decent little cottage: but He is building a palace. 6

Therein lies the key reason we need to make decisions by following the Lord’s process: He is building a palace far beyond our wildest plans. Mormon summarized the difference between making decisions in the world’s way versus the Lord’s way when he noted:

And thus we can behold how false, and also the unsteadiness of the hearts of the children of men; yea, we can see that the Lord in his great infinite goodness doth bless and prosper those who put their trust in him. 7

Left to our own understanding, we are unintentionally false and unsteady. But through trusting in the Lord with humility, gratitude, and faith, we are blessed and we prosper. If we trust in the Lord and acknowledge Him, not only will He “direct [our] paths,” but He will also ensure that “then shalt thou walk in thy way safely, and thy foot shall not stumble,” 8 and that “her ways are ways of pleasantness, and all her paths are peace.” 9

Scriptural Examples of Righteous Decision Making

The scriptures are filled with examples of wise men and women trusting in the Lord and following His process of decision making. Keeping in mind those three important components of a righteous spiritual attitude—humility, gratitude, and faith—let’s take a closer look at some of those examples.

In Genesis we read the amazing story of Joseph of Egypt, whom the Lord prospered because of his righteousness. 10 In spite of being sold into slavery by his own flesh and blood, Joseph trusted in the Lord. He did not follow the world’s process of decision making; rather, he remained fully committed to making decisions in the Lord’s way. For example, when repeatedly presented with seductive choices by Potipher’s wife, he retained a spiritual perspective and attitude.

And when he interpreted the butler’s and baker’s dreams in prison, Joseph humbly stated that “interpretations belong to God” 11 rather than taking the credit for himself. Later, after several more years of separation from his family, Joseph gratefully rejoiced that God “hath made me forget all my toil” 12 and “hath caused me to be fruitful in the land of my affliction.” 13 Joseph retained his great faith throughout his epic ordeal. When finally reunited with his starving family, he acknowledged the Lord’s hand, saying, “God did send me before you to preserve life.” 14 What an excellent example of trusting in the Lord and maintaining a consistently spiritual perspective and attitude.

In addition to Joseph, consider the stories of Ruth, Job, Esther, Nephi, and so many others; these courageous men and women trusted in the Lord with humility, gratitude, and faith. Faced with life-altering circumstances and decisions, they chose to trust in the Lord rather than lean unto their own understanding. By so doing, they were blessed with safety and peace, just as we will be.

Following the Lord’s process of decision making results in consistently and powerfully righteous decisions. And that pattern of righteous decision making in turn develops our character. Elder Scott explained the relationship between making decisions the Lord’s way and forming righteous character. He said:

Character is woven quietly from the threads of hundreds of correct decisions (like practice sessions). When strengthened by obedience and worthy acts, correct decisions form a fabric of character that brings victory in time of great need.

Righteous character provides the foundation of spiritual strength that enables you to make difficult, extremely important decisions correctly when they seem overpowering. 15

Building our character is certainly part of the Lord’s process of building us into a palace. Trusting in the Lord actually becomes an upward spiral: when we trust in the Lord, our faith and character are strengthened, and the stronger our character and the deeper our faith, the better we are able to trust in the Lord, and so on, which all results in better decision making.

This was certainly the case with Nephi in the opening scenes of the Book of Mormon. From the very first verse, we have evidence of Nephi’s righteous spiritual attitude and of his humility, gratitude, and faith: “I, Nephi, having been born of goodly parents, . . . having seen many afflictions in the course of my days, nevertheless, having been highly favored of the Lord in all my days.” 16

In the following pages, Nephi is faced with many critical decisions: Should he follow his father in fleeing Jerusalem? Should he believe his father’s prophecies of the imminent destruction of the Jews? We know he had “great desires to know of the mysteries of God.” In other words, he had a desire to know God’s will for him, and that desire led to action—he “did cry unto the Lord,” 17 and the Lord visited him, softening his heart and teaching him to believe the words of his father.

This proved to be an important character-building exercise because an even tougher decision lay directly ahead: should Nephi follow his father’s counsel to return to Jerusalem to obtain the brass plates in spite of the inherent dangers and his brothers’ unwillingness? We probably all know Nephi’s faith-filled reply by heart:

I will go and do the things which the Lord hath commanded, for I know that the Lord giveth no commandments unto the children of men, save he shall prepare a way for them that they may accomplish the thing which he commandeth them. 18

Elder Scott described this type of motivating faith as follows:

Motivating faith is centered in trust in the Lord and in His willingness to answer your needs. . . . The consistent, willing exercise of faith increases your confidence and ability to employ the power of faith. 19

Again we see the upward spiral that results from having a spiritual perspective: the stronger our faith, the more we are able to trust in the Lord, and the better the decisions we will make.

The scriptures and the lives and experiences of modern-day prophets are filled with excellent examples of making decisions the Lord’s way. I urge you to study the scriptures with a focus on searching these out. The lessons we learn from the scriptures will strengthen us and fortify our determination to seek the Lord’s will in our own lives as well.

A Personal Example

I am very fortunate to have had opportunities at your age to improve my decision-making abilities. It may surprise you to learn that I struggled with the decision of whether or not to serve a mission. I was young for my grade, so all my friends left on their missions nearly a full year before I was eligible to go. By that time I was quite comfortable in my studies, and I was dating a young woman whom I thought was “just right.” I was a novice at trusting the Lord. I will be forever grateful for the wise counsel of my father and bishop at that critical crossroads. Their loving guidance helped me see the inadequacy of leaning on my own understanding, and I began the upward spiral of trusting the Lord.

By the time I met Margaret following my mission to Scotland, I had added depth and breadth to my spiritual attitude and spiritual perspective. Experience had made trusting in the Lord much easier for me, and I knew right away the correct answers to the questions “Whom should I marry and when?”

Together Margaret and I have made following the Lord’s process for decision making a habit. I testify to you that one of the great blessings of forming this habit as a young adult is that in later years, the Lord will know He can trust you to respond to the directions of His Spirit.

Not all decisions are anticipated the way choosing what to study or whom to date might be. We aren’t necessarily given a road map of the hard choices that we will encounter. Margaret and I came upon just such a decision a few years ago—one that required great trust in the Lord and great faith in responding to the directions of His Spirit.

Before leaving to preside over the England London Mission in the summer of 2000, we prayerfully decided to sell our family home and retire from my career. However, three years later, near the end of our mission, we felt strong promptings to change our plans and return to Boston. Due to our earlier decision, we needed to find a place to live.

After an extensive search we purchased a small home that was just right for the two of us located about a mile from where we had lived for over 20 years. We moved in and immediately went to work renovating and improving it like we had done to prior homes several times before. For the next eight months we lived there comfortably.

Then, one Sunday afternoon, I received a strong impression from the Spirit that we needed to move. I was shocked by this prompting. Another move was not in our plans, and it made absolutely no sense. Yet I knew I had been told that we needed to move.

Later that day I drove down the street we had lived on for so many years before our mission. I hadn’t been on that street in nearly four years—not since we had sold our home there. But as I followed the gentle guidance of the Spirit, I noticed a nice home across the street from the home we had raised our family in. It had a “for sale” sign out in front. The thought quickly crossed my mind, “I wonder if that is the house the Lord wants us to buy.”

For two weeks I pondered the clear impression I’d had, wondering why we needed to move. Unable to make sense of it, but trusting in the Lord with humility, gratitude, and faith, I concluded I just needed to act upon the prompting, and so I finally told Margaret what had happened. She, too, was shocked, but we both felt we should do as the Spirit had prompted, so we put our home on the market and prepared to move.

After a few days of house hunting, we knew that the house across the street from our previous home was indeed the one we should buy. Now, if you knew the Boston housing market, especially at that time, you would have known as I did that this was not likely to be a wise financial decision! We had been in our other home for less than a year, and now we were selling it and buying a home larger than we needed, but we felt strongly prompted that it was what the Lord wanted us to do. We were grateful for the Lord’s guidance, even though we did not understand it.

The day after we moved, Margaret walked next door to visit Barbara, the elderly neighbor she had been acquainted with when we had lived on this street before. She knew Barbara had been raised in the Church but had become inactive when she went away to college. She hadn’t been back to church in over 60 years, and in all the years we had been neighbors previously, Barbara had seemed uninterested in the gospel. When Margaret entered Barbara’s kitchen that morning, Barbara threw her arms around Margaret and immediately began telling her about her 40-year-old daughter, Karen. Karen was dying of stomach cancer, and she and her husband were now living with Barbara so Barbara could help with Karen’s care. Before Margaret could even think, the words came out of her mouth: “Barbara, do you think that Karen would like a priesthood blessing?” Without hesitating Barbara said, “Yes, I know that she would.”

The next day a close friend from the ward joined me, and we gave Karen a priesthood blessing. It was then that Margaret and I began to understand why the Lord needed us to buy the house next door to Barbara and her daughter, Karen. Living a mile away would not have been sufficient for what the Lord needed us to do. Our trust in the Lord had created an amazing opportunity and blessing for us.

Within a week, we started sharing the gospel with Karen. We visited with her almost daily, teaching her and comforting her and her mother in any way we could. Karen started attending Church with us and loved the people in the ward and everything she was learning. She felt like she was coming home! Within a couple of months she was baptized.

Karen said that the day she was baptized was the happiest day of her life. Even though she only lived three months after her baptism, she felt such great joy and happiness and peace from the Lord. Even in her pain and misery, she felt the Lord’s arms around her as she neared the end of mortality. Those last few months of her life were truly a gift from the Lord.

We felt a little like Joseph of Egypt, trusting in the Lord though we didn’t completely understand His plan. We didn’t save an entire region from physical starvation, but, with His help, we did help feed a small family struggling with spiritual hunger at a critical time in their lives. That experience provided a capstone to all we had previously learned of trusting in the Lord.

Elder Neal A. Maxwell summarized beautifully the blessings of habitually trusting in the Lord:

Your personal possibilities, not for status and position but for service to God and mankind, are immense, if you will but trust the Lord to lead you from what you are to what you have the power to become. . . .

. . . If you are righteous, his purposes will be served. 20

Remember, each of us can choose to trust in the Lord, letting Him develop us into a palace rather than settling to become a cottage. And what better time to commit to developing the habit of following the Lord’s process of decision making and learning to trust in Him than during this critical period of young adulthood, full of frequent and significant decision-making opportunities. If we can shift from the world’s way of making decisions to the Lord’s way, our paths will be safe and peaceful and our destination divine.

I testify that the Lord’s promise is sure:

Rather than focusing on ease and prestige, may we concentrate on eternal considerations as we make life’s daily decisions. I pray that we will be able to replace feelings of self-centeredness, entitlement, and political correctness with an attitude of humility, gratitude, and faith through righteous obedience to God’s commandments. Like Saul on the road to Damascus, may we ask, “Lord, what wilt thou have me to do?” 21

I have a deep and abiding testimony, brothers and sisters, of the sanctity of agency. Our free will is literally the only thing that is truly ours; therefore, the ultimate consecration is in yielding ourselves to God. 22 I pray that as we seek to know the Lord’s will for us and as we humbly and gratefully make decisions in His way, we will feel strengthened and enhanced, faithfully contributing to the building up of His kingdom, and that we will enjoy His promised peace in the process. In the name of Jesus Christ, amen.

© Brigham Young University. All rights reserved.

1. Richard G. Scott, “To Heal the Shattering Consequences of Abuse,” Ensign, May 2008, 40; emphasis added.

2. Robert D. Hales, “To Act for Ourselves: The Gift and Blessings of Agency,” Ensign, May 2006, 8.

3. 2 Nephi 10:23 .

4. Joel 3:14 .

5. See D&C 29:34 .

6. A George MacDonald analogy used by C. S. Lewis in Mere Christianity (New York: Macmillan, 1960), 160.

7. Helaman 12:1 .

8. Proverbs 3:23 .

9. Proverbs 3:17 .

10. See Genesis 39:2 .

11. Genesis 40:8 .

12. Genesis 41:51 .

13. Genesis 41:52 .

14. Genesis 45:5 .

15. Richard G. Scott, “Trust in the Lord,” Ensign, May 1989, 37.

16. 1 Nephi 1:1 .

17. 1 Nephi 2:16 .

18. 1 Nephi 3:7 .

19. Richard G. Scott, “The Sustaining Power of Faith in Times of Uncertainty and Testing,” Ensign, May 2003, 76.

20. Neal A. Maxwell, “I Am But a Lad,” New Era, May 1981, 4–5.

21. Acts 9:6 .

22. See Neal A. Maxwell, “Consecrate Thy Performance,” Ensign, May 2002, 36–38.

See the complete list of abbreviations here

Steven C. Wheelwright was president of BYU–Hawaii when this devotional address was given on 26 May 2009.

Decision-making

Collection: Jesus Christ, Our Savior and Redeemer

Podcast: Jesus Christ, Our Savior and Redeemer

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• Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings

Carol C. Dudding, PhD, CHSE, CCC-SLP, Danika Pfeiffer, MA, CCC-SLP

• Professional Issues

Reprinted with permission from: 

Dudding, Carol C. and Pfeiffer, Danika L. (2018) "Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings," Teaching and Learning in Communication Sciences & Disorders: Vol. 2: Iss.1, Article 2. 

Clinical decision-making, a product of critical thinking, is defined as a “contextual, continuous, and evolving process,” where data are “gathered, interpreted, and evaluated” in order to make an evidence-based decision (Tiffen, Corbridge, & Slimmer, 2014, p. 401). Practicing clinicians are continually engaged in the decision-making process as they perform differential diagnosis and provide treatment to persons with communication disorders. Indeed, clinicians’ decision-making skills are the foundation for the development and implementation of high quality clinical care (American Speech-Language-Hearing Association [ASHA], 2005).

Although the assumption has been that degree-seeking students will develop clinical decision-making abilities on their own, through coursework and clinical experiences, (Arum & Roksa, 2010; Crebbin, Beasley, & Watters, 2013), research suggests more explicit instruction is needed for novice clinicians to develop these skills (Ginsberg, Friberg & Visconti, 2016). While 99% of faculty endorse teaching critical thinking as an important goal of university education, a survey of public and private colleges and universities found that as few as 9% of instructors felt they taught critical thinking on a regular basis (Abrami, et al., 2015; DeAngelo, 2009). In response, Finn (2011) suggested requiring the critical thinking to be taught in professional training programs, declaring it a core skills of 21 st  century education.  As Abrambi et al. explained, students are more likely to learn how to think critically when they are taught the skills directly.

Literature Review

Experts and novices: knowing more, knowing differently.

Research has long identified differences in clinical-decision making between experts and novices (Coderre, Mandin, Harasym, & Fick, 2003; Crebbin, et al., 2013; Ginsberg, et al., 2016; Norman, 2005; Tschikota, 1993).  Evans and Gadd (1989) asserted that experts in a given field of study not only know more in a given situation, but they also know differently; having internalized strategies to manage and evaluate information. Novices, on the other hand, require more exposure and explicit training to master thinking and action strategies. Tschikota (1993) published a clinical decision-making study of 19 nursing students. The findings showed that these novices, senior diploma nursing students, assigned equal importance to all pieces of data and made decisions based on factual information rather than hypotheses. Tschikota found, due to limited experience, novice nurses in the study processed information serially and in small amounts, relying on theories instead of schemas or patterns to help them select and use data in making decisions.

Another recognizable difference between a novice and an expert is the faster speed and greater fluidity of thinking; a result of pattern recognition that draws on previously stored schematic representations.  Experts use these patterns to make clinical decisions, eliminating the need to analyze each step and component as novices often do (Coderre, et al., 2003; Crebbin, et al., 2013). Further, advanced decision-making processes allow clinicians to work more efficiently in fast-paced clinical environments (Crebbin, et al., 2013). 

In the field of speech-language pathology, studies of novice clinicians suggest similar trends. Hill, Davidson, and Theodoros (2012) found that novice speech-language pathology  students demonstrated reflective skills focused on the process and content of clinical experiences; few students showed characteristics of deeper, more critical reflectors, such as considering the patient perspective and noting changes in their own perspectives. Ginsberg and colleagues (2016) employed a qualitative methodology to explore the thought processes of 15 SLPs with at least five years of experience and 15 novice speech-language pathology graduate students. The aim of the study was to identify the thinking strategies, or heuristics, used in diagnostic reasoning between these two groups. The results showed that experienced clinicians were more likely to engage in higher-order planning of specific assessment hierarchies, develop contingency plans for the assessment process, and make connections between the assessment process and treatment planning. These processes show that the experienced clinicians in the study were able to prepare for evaluations more efficiently and foresee how the evaluations would impact future treatment goals. The experienced clinicians engaged in the diagnostic process more holistically, using past experiences to prepare and implement the evaluation process. According to Ginsberg and colleagues, modeling connections between assessment data and implications for treatment is crucial to the development of diagnostic reasoning skills. With this insight, training programs can begin to implement intentional teaching practices that will foster development of prototypes and schemas for graduate students.

A Continuum of Development

In medical literature, the highest outcome of refined critical thinking, having the ability to make clinical decisions, is often described as a continuum (Arocha & Patel, 1995; Banning, 2008; Crebbin, et al., 2013). At one end of the continuum, novice clinicians rely most heavily on a slow, analytical and deductive approach for making decisions because of their lack of experience. At the other end, experienced clinicians have the ability to recognize similarities and familiar patterns in a fast and frugal process, requiring little mental energy and less time (Crebbin, et al., 2013).  Furze and colleagues (2005) described a gradual developmental process of clinical reasoning among students. Physical therapy students with beginner level clinical reasoning skills demonstrated a focus on self, compartmentalized thinking, and limited acceptance of responsibility. At this early stage in development, students viewed  each piece of information about a patient as being disconnected from other pieces making it difficult to select and synthesize important data.  Over time, students in the Furze et al. study began to incorporate information from the patient into their clinical reasoning. In their last semester of study, they demonstrated dynamic patient interaction and integrated situational awareness. At this stage, the students began relating to the patient’s background, integrating patient information into care plans, and modifying their interventions around the patient’s needs. Furze et al. found students in this advanced stage of the development process were flexible and able to change directions during evaluations based on interactions with patients, suggesting a higher level of clinical decision-making abilities. Students at this stage of training began to see the client and his plan of care more holistically, moving away from their initial view of clients as segmented parts and pieces. Similar patterns of development have been identified by researchers in the fields of medicine and nursing (Arocha & Patel, 1995; Banning, 2008). 

These findings have implications for teaching clinical decision-making skills to novice clinicians. Research literature suggested that exposure to knowledge, skills and strategies is not sufficient for the development of clinical decision-making (Crebbin, et al., 2013; Norman, 2005). It requires a variety of clinical experiences and “the opportunity for deliberate practice with multiple examples and feedback, to facilitate effective transfer of basic concepts” (Norman, 2015, p. 425). This suggests the necessity of hands-on clinical experiences to foster the development of students’ clinical decision-making skills. 

Purpose of the Study

Based on the previously discussed research, students in health professions demonstrate differences in clinical decision-making as compared to experts (Crebbin, et al., 2013; Ginsberg, et al., 2016).  These skills appear to develop over time (Arocha & Patel, 1995; Banning, 2008; Crebbin, et al., 2013; Furze, et al., 2015). It is proposed that these changes occur as a result of hands-on clinical experiences (Crebbin, et al., 2013; Norman, 2005). Yet some researchers contend that the development of clinical decision-making skills requires direct instruction in critical thinking (Abrami, et al., 2011; Finn, 2011). 

The current study serves as an exploratory examination of the types of changes in clinical decision-making specific to (a) formulation of hypothesis, (b) selection of appropriate evaluation instruments, (c) diagnosis, and (d) recommendations for therapy that occurred in a group of graduate speech-language pathology students, enrolled in academic and clinical coursework and practica, without direct instruction in critical thinking. Results will serve to guide future research in students’ development of clinical decision-making skills in graduate speech-language pathology programs. 

This study examines the following research questions:

• Do speech-language pathology graduate students demonstrate changes in diagnostic clinical decision–making as they gain clinical experiences? 
• If so, which specific diagnostic clinical decision-making skills evidence change?   

It was hypothesized that clinical decision-making skills would change over the course of study as a result of didactic academic coursework and supervised clinical practica experiences; without direct instruction in critical thinking. It was expected that students would require less time to complete case studies. It was further hypothesized that students would demonstrate changes in clinical decision-making across the four diagnostic skills examined. 

Participants

Recruitment of participants was conducted with approval of the Internal Review Board (IRB) at James Madison University (JMU). Participants were recruited from a convenience sample consisting of 22 first year students enrolled in a five-semester speech-language pathology graduate program at JMU; the program is accredited by the American Speech-Language-Hearing Association (ASHA). A total of 11 students (50%) participated in this study following submission of informed consent. Participation was voluntary. Participants had the opportunity to win a gift card in the amount of $25 for completion of each case, but no other compensation was offered. In accordance with the JMU IRB protocol, the researcher was not permitted to recruit students. A research assistant, a peer of the participants, conducted recruitment activities, which may have been a factor in the limited participation. Additionally, it is suspected that the commitment to participate over three semesters may have limited participation. 

While 11 participants started the study, only eight participants (73%) completed both the survey and case study portions of the study at all three stages and were included in data analysis. Of the three participants who did not complete the study, one completed only the initial case and survey and two additional participants failed to complete the final case and/or survey. 

Because of a lack in male enrollment, all eight participants were female; a representative demographic of the communication sciences and disorders field. At the initial time of the study, participants completed 27 credit hours of graduate level coursework with grade point averages (GPAs) ranging from 3.30 to 3.94 on a four-point scale (M = 3.66, SD = .19). Directly related to the study, students had completed three graduate courses (nine credit hours) in child language disorders, child phonological disorders and phonetics. At the start of the study, the total number of clinical hours completed by the participants in the university clinic ranged from zero to 61 (M = 45, SD = 20.5), and the number of child assessment hours ranged from zero to 30 (M = 13, SD = 9.9).

Measures 

Case Simulations.  Participants were required to complete a total of three web-based pediatric case simulations created for this study.  One simulated case was of a child with an articulation disorder, one with a phonological disorder, and the other with typical speech and language. The web-based case simulations were developed, housed and accessed by participants through DecisionSim, a hosted, secure software service that allows for the creation of multi-media simulations. Each student participating in this study was assigned a unique username and password to the DecisionSim website. Once logged into the case simulation, students were given a comprehensive case history of a patient: the reason for referral, background information, a video example of connected speech, and test results. DecisionSim recorded the number of steps and time in seconds required to complete each case. 

Participants were then asked to provide text-based input on a series of questions related to the simulation. The prompts were as follows:    

• Identify the three most important pieces of information (free response). 
• Identify initial impressions (free response). 
• Select tests to administer to the patient (multiple choice). 
• Select a diagnosis (multiple choice). 
• Make recommendation for treatment (yes, no). 
• Determine referrals needed (multiple choice). 
• Create treatment goals (free response).  

These prompts were identified from requisite knowledge and skills in the area of evaluation as outlined in Standard V-B of ASHA’s 2014 Standards for Certificate of Clinical Competence in Speech-Language Pathology (Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2013). 

The case simulations were parallel in complexity and structure. All three cases were built employing identical branching and node structures. That is, all cases presented information and prompts in identical manner. A post hoc analysis of overall student accuracy and seconds per step to complete cases suggested equivalency of cases (M = 42, SD = 7.22, M = 153, SD = 31; respectively). To determine accuracy of responses, five clinical educators with at least five years of clinical experience, completed each of the cases online and provided answers to each prompt. A research assistant compiled the responses. The researcher and clinical educators met as a group to discuss each set of responses. Correct responses for each of the cases were determined by group-consensus method; that is all clinical educators were in agreement in order for a response to be deemed correct.  

Online Survey.  The students who participated in this study were also required to complete an online survey providing the following information: their academic status (GPA), number of completed direct clinical hours, coursework completed, and confidence levels in their knowledge and skills in the area of assessment outlined in ASHA’s 2014 Standards for Certificate in Speech-Language Clinical Competence in Speech-Language Pathology.  The survey required a four-point Likert scale response indicating level of confidence (i.e., self-efficacy) in each of the 21 clinical skills presented.  Participants completed the survey at the initiation of each case simulation, for a total of three times.  The purpose of the online survey was to probe for factors that might account for changes in clinical decision-making.  

Research Design

Participants completed two measures (case simulation and online survey) at three stages in their five-semester graduate program. The first stage occurred after completion of the first semester of coursework, which included graduate level courses in phonological disorders, child language disorders, and the diagnostic process. The students had also completed  their first clinical assignment in the university clinic with an average of 45 clinical hours (SD = 20.5). The second set of data was obtained after the completion of three semesters of graduate study. At this point in the program, students had completed 79% of coursework and three practica at the university clinic. At this stage, participants reported a mean GPA of 3.60 (SD =.18) and ranged in clinical hours from 54 to 171 (M = 114, SD = 38). The third set of data was completed after the fourth semester of graduate coursework; this stage followed completion of all coursework, as well as, an off-campus clinical practica (three or four days per week). At this time, students reported an average GPA of 3.70 (SD =.14) and ranged from 115 to 356 clinical hours (M = 273, SD = 74.60). This time frame was determined to be the final data point because the researchers were concerned that students, enrolled full-time in off-campus placements, distanced from the program and close to graduation would not elect to participate in the final phase of this project if it were extended to the end of the final semester. 

The order of case simulation completion (i.e., a child with an articulation disorder, one with a phonological disorder, and the other with typical speech and language) was randomized across participants. Participants were instructed to complete the DecisionSim simulated case and online survey at a time and location convenient to them within a given two-week period. 

Carol C. Dudding, PhD, CHSE , CCC-SLP

Carol is Director of SLP online graduate program and associate professor at James Madison University.  She is a certified speech language pathologist and has earned a doctorate in Instructional Technology.  Carol has published and presented internationally, nationally and locally on the topics of clinical education and supervision, telepractice, e-supervision and online learning.  She is a certified Healthcare Simulation Educator (CHSE) and Distinguished Scholar and Fellow in the National Academies of Practice. She served on the CAPCSD Board of Directors from 2013-2017.  

Danika Pfeiffer, MA , CCC-SLP

Danika L. Pfeiffer, MS CCC-SLP, is a doctoral candidate (ABD) at James Madison University and a preschool speech-language pathologist. Danika’s research interests include language and literacy development/disorders in preschool children, as well as interprofessional education and practice in schools. Danika has presented her work at  the international, national and state levels. She is a member of ASHA SIGs 1 and 16. Her dissertation research focuses on the effects of an interprofessional emergent writing intervention for preschoolers. 

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20q: infection control strategies for slps, course: #9729 level: intermediate 1 hour, understanding mental health in older adults, course: #10246 level: introductory 1 hour, social work with adults: an overview for slps, course: #10003 level: introductory 1 hour, social work with children and teens: an overview for slps, course: #10004 level: introductory 1 hour, 20q: becoming a medical slp: from nicus to snfs and everything in between, course: #10005 level: intermediate 1 hour.

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USC cancels Muslim valedictorian's speech

STORY: The University of Southern California (USC) has come under the spotlight this week after canceling a valedictorian speech from a Muslim student.

The school, regarded as one of California's most prestigious private universities, has defended their decision by citing safety concerns and tensions around the current conflict in the Middle East.

South Asian-American Muslim Asna Tabassum says she is being silenced by anti-Palestinian hatred for her views on human rights.

In a statement published by the Council on American Islamic Relations (CAIR), the biomedical engineering major said she was "profoundly disappointed" by the decision.

Reuters spoke with executive director of CAIR, Hussam Ayloush:

“What took her by surprise is the way her university acted. You know, the way the university threw her under the bus for her was unexpected.”

Several pro-israel student groups on campus called for Tabassum’s removal as commencement speaker earlier this month.

They claimed that she had espoused antisemitic views in the past, citing an Instagram link to a post advocating for "one Palestinian state" and the "complete abolishment of the state of Israel."

Tabassum told local media she posted the link five years earlier and did not author the post.

Ayloush said the university had not asked for an advanced copy of Tabassum's address before withdrawing her invitation to speak, and that she had not even begun working on her speech.

He says USC’s decision undermines free speech, and fuels Islamophobia.

“In this case, the university is saying, well, we talk about free speech, but we're not going to necessarily support and protect free speech, because she is being penalized for using free speech to stand for human rights for all people, including Palestinians. In a way, by caving in to that pressure, they're fueling Islamophobia because they're rewarding such acts. They're making it okay.”

USC Provost Andrew Guzman said in a statement Monday the school’s decision was made solely in the interest of campus security.

It added quote: “The intensity of feelings, fueled by both social media and the ongoing conflict in the Middle East, has grown to include many voices outside of USC and has escalated to the point of creating substantial risks relating to security and disruption at commencement."

Tabassum said USC officials refused to share details of their security assessment in a meeting with her.

She said she was told the school was capable of implementing appropriate safety measures for the speech, but opted not to because a tougher security posture was "not what the university wants to 'present as an image.'"

USC did not respond to Reuters’ request for comment.

Public safety officials and civil rights advocates have reported a rise in hate crimes against Muslims, Jews, Arabs and Palestinians in the United States since the start of the Israel-Gaza war in October.

They have also noted an escalation in tensions related to the conflict on college campuses.

USC’s commencement ceremony, set for May 10, is expected to draw 65,000 people to its downtown Los Angeles campus.

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Middle East crisis: Israel will ‘make its own decision’ on Iran after UK and Germany call for restraint – as it happened

Benjamin Netanyahu’s comments came after UK foreign minister David Cameron and his German counterpart travelled to Israel for talks

• See all our Middle East crisis coverage
• 22h ago Summary
• 22h ago Crew of ship seized by Iran are safe, operator MSC says
• 23h ago Summary of the day so far …
• 1d ago Netanyahu: 'we will make our own decisions' about response to Tehran strikes
• 1d ago Hezbollah launches missiles and drones on Israeli military facility
• 1d ago Truce negotiations between Israel and Hamas have stalled, says Qatar's prime minister
• 1d ago Qatar PM: Gaza ceasefire and hostage release talks at 'delicate phase'
• 1d ago UK foreign secretary Cameron: 'clear the Israelis are making a decision to act'
• 1d ago UK foreign secretary David Cameron lands in Israel
• 1d ago US expected to impose new sanctions on Iran after attack on Israel
• 1d ago Opening summary

Netanyahu: 'we will make our own decisions' about response to Tehran strikes

Israeli prime minister Benjamin Netanyahu thanked the visiting foreign ministers of Germany and Britain for their support on Wednesday but said Israel would reach its own decisions on its security.

“They have all sorts of suggestions and advice. I appreciate that. But I want to make it clear – we will make our own decisions, and the state of Israel will do everything necessary to defend itself,” Reuters reports he said, according to a statement released by his office.

Iran’s president Ebrahim Raisi warned in Tehran on Wednesday morning that the tiniest strike by Israel om Iranian soil would bring a “massive and harsh” response. Raisi said the weekend’s attack was a limited one, and that if Iran had wanted to carry out a bigger attack, “nothing would remain from the Zionist regime.”

Earlier the UK foreign secretary David Cameron had said he hoped Israel would show restraint and be “smart but tough” after the unprecedented direct state-on-state attack by Iran on Israel which used over 300 weapons.

The statement from the Israeli prime minister also said that he had briefed Cameron and Annalena Baerbock on the scope of humanitarian aid entering Gaza , and Netanyahu said he rejected claims by international organizations that there was starvation in Gaza.

In March the Integrated Food Security Phase Classification (IPC) stated that 1.1 million people in the Gaza Strip were experiencing catastrophic food insecurity and that famine was imminent.

In its latest update yesterday , the UN’s agency for Palestinian refugees, Unrwa , said “There has been no significant change in the volume of humanitarian supplies entering Gaza or improved access to the north,” adding that an average of 181 aid trucks enter each day, well below the target of 500.

“Israel is going above and beyond on the humanitarian situation,” Netanyahu’s statement said.

We are now closing this blog but you can read all our coverage of the Middle East crisis here .

It has just gone 5pm in Gaza and 6pm in Tel Aviv .

Here is a recap of the latest developments:

Israeli prime minister Benjamin Netanyahu thanked the visiting foreign ministers of Germany and Britain for their support on Wednesday but said Israel would reach its own decisions on its security. “They have all sorts of suggestions and advice. I appreciate that. But I want to make it clear – we will make our own decisions, and the state of Israel will do everything necessary to defend itself”. Israel is still expected to respond to the unprecedented state-on-state attacked launched at it by Iran at the weekend.

Iran’s president Ebrahim Raisi warned in Tehran on Wednesday morning that the “tiniest” invasion by Israel on Iranian soil would bring a “massive and harsh” response. Raisi said the weekend’s attack was a limited one, and that if Iran had wanted to carry out a bigger attack, “nothing would remain from the Zionist regime”. Raisi was speaking at Iran’s national army day parade. At the same event, Iranian army chief commander, Maj Gen Abdolrahim Mousavi, said that any aggression against Iran’s interests will be met with a “firm and regret-inducing response”.

German foreign minister Annalena Baerbock said she made clear to Netanyahu that the Middle East must not be allowed to slide into a situation whose outcome is completely unpredictable. “Because that would serve no one,” she said. “Not Israel’s security, not the many dozens of hostages still in the hands of Hamas, not the suffering population of Gaza, not the many people in Iran who are themselves suffering under the regime, and not the third countries in the region who simply want to live in peace.”

UK foreign minister David Cameron has also called for restraint , saying while it was clear the Israelis were preparing to act, the UK “hopes they do so in a way that does as little to escalate this as possible”.

The 25 crew members of the MSC Aries, which was seized by Iran on 13 April, are safe, shipping firm MSC said on Wednesday , adding that discussions with Iranian authorities are in progress to secure their earliest release. “We are also working with the Iranian authorities to have the cargo discharged,” the Swiss headquartered company said in a statement.

Netanyahu’s office issued a statement which also said he had told Cameron and Baerbock that Israel rejected claims by international organizations that there was starvation in Gaza. In March the Integrated Food Security Phase Classification (IPC) stated that 1.1 million people in the Gaza Strip were experiencing catastrophic food insecurity.

Negotiations between Israel and Hamas to secure a truce in Gaza and a release of hostages have stalled, Qatar’s prime minister said on Wednesday. “We are going through a sensitive stage with some stalling, and we are trying as much as possible to address this,” he said.

At least 18 people were injured earlier, one critically, when what appears to have been a Hezbollah-fired rocket or drone hit a community centre in the northern border village of Arab al-Aramshe. Israel’s military said it subsequently struck at the source of the projectile. It marks the third consecutive day Hezbollah strikes have injured people inside Israel.

Palestinian news agency Wafa reports that Israel has “intensified airstrikes on Gaza City and the central Gaza Strip, killing dozens and injuring others with various wounds, amid widespread property destruction”. The Hamas-led health authority in Gaza said Israel’s military offensive had now killed 33,899 people since 7 October.

Turkey’s foreign minister Hakan Fidan met Hamas leader Ismail Haniyeh on Tuesday during a visit to Qatar to discuss humanitarian aid to Gaza, ceasefire efforts and hostages , it was revealed. Haniyeh will visit Turkey at the weekend to hold talks with Turkey’s president Recep Tayyip Erdoğan.

Israel’s government has accelerated the construction of settlements across East Jerusalem , with more than 20 projects totalling thousands of housing units having been approved or advanced since the start of the war in Gaza six months ago, planning documents show.

Italian foreign minister Antonio Tajani on Wednesday called on Israel to halt its military operations in Gaza. The call comes ahead of Tajani hosting a G7 foreign ministers meeting which is expected to press for further sanctions on Iran.

The US is also expected to impose new sanctions , with national security adviser, Jake Sullivan, saying they will target Tehran’s missile and drone program, Revolutionary Guards and defence ministry.

Israel’s cabinet on Wednesday approved a five-year, 19bn shekel ($5bn) plan to rebuild and strengthen communities near the Gaza border after the 7 October attack by Hamas militants, the Prime Minister’s Office (PMO) said. Netanyahu said Israel would invest the funds in housing, infrastructure, education, employment, health and other areas.

Al Jazeera confirmed that Philippe Lazzarini, commissioner general of the UN Relief and Works Agency for Palestine Refugees (Unrwa), will brief the Security Council at a meeting requested by Jordan. According to the report, the session is due to begin at 7pm GMT/8pm BST on Wednesday.

Crew of ship seized by Iran are safe, operator MSC says

The 25 crew members of the MSC Aries , which was seized by Iran on 13 April, are safe, shipping firm MSC said on Wednesday, adding that discussions with Iranian authorities are in progress to secure their earliest release.

“We are also working with the Iranian authorities to have the cargo discharged,” the Swiss headquartered company said in a statement, reports Reuters.

Iran’s Revolutionary Guards seized the container vessel in the strait of Hormuz days after Tehran vowed to retaliate for a suspected Israeli strike on its consulate in Damascus on 1 April. Iran had said it could close the crucial shipping route.

The International Transport Workers’ Federation (ITF) , the leading seafarers’ union, said on Wednesday that their priority was the welfare and safety of the seafarers onboard.

“I can confirm the ITF has been in touch with family of the crew on board MSC Aries – who have reported today they’re safe and being treated reasonably,” ITF inspectorate coordinator Steve Trowsdale told Reuters. “We continue to call on the Iranian authorities to urgently release the crew and the vessel.”

Portugal ’s foreign ministry summoned Iran’s ambassador on Tuesday to condemn Saturday’s attack on Israel by Tehran and to demand the immediate release of the Portuguese-flagged ship.

Iran’s foreign ministry said on Monday that the MSC Aries was seized for “violating maritime laws”, adding that there was no doubt the vessel was linked to Israel. MSC leases the Aries from Gortal Shipping , an affiliate of Zodiac Maritime . Zodiac is partly owned by Israeli businessman Eyal Ofer .

Israel ’s cabinet on Wednesday approved a five-year, 19bn shekel ($5bn) plan to rebuild and strengthen communities near the Gaza border after the 7 October attack by Hama s militants, the Prime Minister’s Office (PMO) said, according to Reuters.

Prime minister Benjamin Netanyahu said Israel would invest the funds in housing, infrastructure, education, employment, health and other areas.

“Hamas terrorists wanted to uproot us – but we will uproot them and deepen our roots,” he said in a statement. “We will build the Land of Israel and protect our country.”

His office said local communities would work with government ministries, and along with the business sector and philanthropy, to bring the region to be a “vital, flourishing and attractive area”.

Al Jazeera has confirmed that Philippe Lazzarini , commissioner general of the UN Relief and Works Agency for Palestine Refugees (Unrwa) , will brief the Security Council at a meeting requested by Jordan .

According to the report, the session is due to begin at 7pm GMT/8pm BST.

Summary of the day so far …

Iran’s president Ebrahim Raisi warned in Tehran on Wednesday morning that the tiniest strike by Israel on Iranian soil would bring a “massive and harsh” response. Raisi said the weekend’s attack was a limited one, and that if Iran had wanted to carry out a bigger attack, “nothing would remain from the Zionist regime”. Raisi was speaking at Iran’s national army day parade. At the same event, Iranian army chief commander, Maj Gen Abdolrahim Mousavi , said that any aggression against Iran’s interests will be met with a “firm and regret-inducing response”.

UK foreign minister David Cameron has also called for restraint, saying while it was clear the Israelis were preparing to act, the UK “hopes they do so in a way that does as little to escalate this as possible”.

Netanyahu ’s office issued a statement which also said he had told Cameron and Baerbock that Israel rejected claims by international organizations that there was starvation in Gaza. In March the Integrated Food Security Phase Classification (IPC) stated that 1.1 million people in the Gaza Strip were experiencing catastrophic food insecurity.

18 people were injured earlier, one critically, when what appears to have been a Hezbollah-fired rocket or drone hit a community centre in the northern border village of Arab al-Aramshe . Israel’s military said it subsequently struck at the source of the projectile. It marks the third consecutive day Hezbollah strikes have injured people inside Israel.

Palestinian news agency Wafa reports that Israel has “intensified airstrikes on Gaza City and the central Gaza Strip , killing dozens and injuring others with various wounds, amid widespread property destruction”. The Hamas-led health authority in Gaza said Israel’s military offensive had now killed 33,899 people since 7 October.

Turkey’s foreign minister Hakan Fidan met Hamas leader Ismail Haniyeh on Tuesday during a visit to Qatar to discuss humanitarian aid to Gaza, ceasefire efforts and hostages, it was revealed. Haniyeh will visit Turkey at the weekend to hold talks with Turkey’s president Recep Tayyip Erdoğan .

The US is also expected to impose new sanctions, with national security adviser, Jake Sullivan , saying they will target Tehran’s missile and drone program, Revolutionary Guards and defence ministry.

The Times of Israel is now reporting that 18 people were injured earlier, one critically, when what appears to have been a Hezbollah-fired rocket or drone hit a community centre in the northern border village of Arab al-Aramshe .

Israel’s military said it subsequently struck at the source of the projectile.

Zeina Khodr, a senior correspondent for Al Jazeera, notes this is the third consecutive day there have been injuries on the Israeli side of the UN-drawn blue line that separates Israel from Lebanon inflicted by Hezbollah.

A Turkish diplomatic source has revealed to Reuters that Turkey’s foreign minister Hakan Fidan met Hamas leader Ismail Haniyeh on Tuesday during a visit to Qatar to discuss humanitarian aid to Gaza, ceasefire efforts and hostages,

It was announced earlier today that Haniyeh will visit Turkey at the weekend to hold talks with Turkey’s president Recep Tayyip Erdoğan .

A little more from Annalena Baerbock here, who in her press conference at the Ben Gurion international airport in Israel , said:

Everyone must now act prudently and responsibly. I’m not talking about giving in, I’m talking about wise restraint, which is nothing less than strength. Israel has already shown strength in its defensive victory at the weekend. Because it can defend itself with strong partners and states in the region. And by making it clear to the Iranian regime how much Iran has miscalculated and is isolated. The countries in the region also do not want to become a substitute battlefield. One of the strongest weapons against Iran is the desire of people in all countries in the region to simply live in peace.

German foreign minister Annalena Baerbock said she made clear during talks in Israel with Benjamin Netanyahu that the Middle East must not be allowed to slide into a situation whose outcome is completely unpredictable.

“Because that would serve no one,” she said. “Not Israel’s security, not the many dozens of hostages still in the hands of Hamas , not the suffering population of Gaza, not the many people in Iran who are themselves suffering under the regime, and not the third countries in the region who simply want to live in peace.”

Baerbock was visiting Israel for the seventh time since Hamas’ attack on Israel on 7 October. She is now heading to the G7 foreign ministers meeting in Italy.

• Middle East crisis live
• Palestinian territories
• Middle East and north Africa
• US foreign policy

More on this story

US to impose new sanctions against Iran after its air attack on Israel

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Middle East conflict risks sharp rise in oil prices, says IMF

IDF chief of staff says Israel will respond to Iran missile attack

Backlash as USC cancels valedictorian’s speech over support for Palestine

Jordan faces difficult balancing act amid row over role in downing Iranian drones

Britain has no business intervening in the war in Gaza. So why did it defend Israel against Iran?

Iran attack shows Israeli deterrence policy ‘shattered’, Netanyahu critics say

Most viewed.

Prayer ban ruling a ‘victory for all schools’, says Katharine Birbalsingh

Katharine Birbalsingh has said a High Court ruling that a prayer ban is lawful is a “victory for all schools”.

Ms Birbalsingh, who is described as Britain’s strictest headteacher, said she introduced the prayer ban in March last year “against a backdrop of events including violence, intimidation and appalling racial harassment of our teachers”.

Commenting on Tuesday’s judgement, she said: “A school should be free to do what is right for the pupils it serves.

“The court’s decision is therefore a victory for all schools. Schools should not be forced by one child and her mother to change its approach simply because they have decided they don’t like something at the school.”

Michaela Community School, in Brent, north-west London, was ranked top in the country last year for “Progress 8”, a measure of how much a secondary school has helped pupils improve since primary school.

Its strict rules include silence in corridors, pupils ending every interaction with teachers with “sir” or “miss” and a tracking system whereby pupils “must pay constant attention” during lessons.

Live Reporting

That’s all for today.

Thanks for following our live coverage. Here is a brief summary of today’s events: 

• Mr Justice Linden ruled a prayer ban at Michaela Community School, in Brent, north-west London, to be lawful
• Katharine Birbalsingh, the headteacher at the free school, said the High Court ruling was a “victory for all schools”
• The mother of the pupil who brought the legal challenge said she was “profoundly dismayed by the case’s outcome”
• The judge said the ban did not amount to an “interference” with the pupil’s right to religious freedom
• Kemi Badenoch, the Business Secretary, called the ruling a “victory against activists” trying to “subvert public institutions”

Ruling is a victory over those trying to subvert public institutions, says Badenoch

Kemi Badenoch has called the prayer ban ruling a “victory against activists” who are trying to “subvert public institutions”. 

Responding to Katharine Birbalsingh’s statement on social media, which was posted after Mr Justice Linden’s judgement on Tuesday, the Business Secretary said: “This ruling is a victory against activists trying to subvert our public institutions. No pupil has the right to impose their views on an entire school community in this way. 

“The Equality Act is a shield, not a sword and teachers must not be threatened into submission.”

She added: “Many want to smear the Michaela school because it is an extraordinary tale of academic success… and proves the Conservative’s free school programme gave families a genuine choice, raised standards and provided opportunity – in one of the most deprived areas of London.”

This ruling is a victory against activists trying to subvert our public institutions. No pupil has the right to impose their views on an entire school community in this way. The Equality Act is a shield, not a sword and teachers must not be threatened into submission. (1/2) https://t.co/0AeKDHi3BU — Kemi Badenoch (@KemiBadenoch) April 16, 2024

Prayer ban restored ‘good relations within school’

Mr Justice Linden said evidence showed that since the prayer rituals ban was introduced “good relations within the school community have been restored”.

Speaking about the pupil who brought the case, the judge said: “I do not doubt that she has strong feelings, but she says that they are based on the whole of the events which have led to this claim... and on her views that she has been treated differently because she is a Muslim, that she is the victim of discrimination, and that she has effectively been told that she does not ‘properly belong here’, none of which is in fact the case.”

Judges rules prayer ban not an ‘inteference’ to religious freedom

In his ruling, Mr Justice Linden said the ban on prayer rituals on the school’s premises was not an “interference” with the pupil’s right to religious freedom.

He said the student had “at the very least impliedly accepted” that she would be “subject to restrictions on her ability to manifest her religion” when joining the secular school.

The judge said the pupil could also perform “Qada” prayers - permitted by Islam to “make up” for missing prayers earlier in the day - “to mitigate the failure to pray within the allotted window”.

He accepted the prayer policy caused the pupil a “detriment”, but concluded it was “a proportionate means of achieving a legitimate aim”, adding that the school was justified in deciding that there were practical difficulties in allowing indoor Muslim prayer during the school day.

Telegraph readers weigh in on High Court judgement

‘have confidence in making decisions for your school,’ education secretary tells teachers.

Gillian Keegan, the Education Secretary, told headteachers to have confidence in making decisions for their school in the wake of the ruling.

She said: “The Michaela Community School is an outstanding school with a history in excelling in its outcomes for all pupils, many of whom are from some of the most disadvantaged parts of London.

“The government has always been clear that heads are best placed to take decisions on what is permitted in their school on these matters, to balance the rights of all with the ethos of the school community – including in relation to whether and how to accommodate prayer. This judgment confirms this.

“This should give all school leaders confidence in making the right decision for their school, while prioritising tolerance and respect between those of different faiths and none.”

Pupil who brought challenge ‘very disappointed’

The pupil who brought the legal challenge said in a statement provided by law firm Simpson Millar: “I am obviously very disappointed that the judge did not agree with me.

“As is set out in the judgment, I do not agree that it would be too hard for the school to accommodate pupils who wished to pray in the lunch break.

“The school is very well run and generally very good at managing everything. The school doesn’t wish to allow pupils to pray, has chosen a different path and the judge has found in their favour.

“Even though I lost, I still feel that I did the right thing in seeking to challenge the ban. I tried my best and was true to myself and my religion.

“Being involved in this case has not been easy for me ... The teachers are very good here and I hope to do the best that I can. I am also grateful for the understanding that my non-Muslim friends at school have shown as to the issues that affect us.”

Pupil’s mother ‘profoundly dismayed’ by outcome

The pupil’s mother said she was “profoundly dismayed by the case’s outcome”.

In a comment issued by law firm Simpson Millar, she said: “The case was rooted in the understanding that prayer isn’t just a desirable act for us - it’s an essential element that shapes our lives as Muslims.

“In our faith, prayer holds undeniable importance, guiding us through each challenge with strength and faith.”

She added: “My daughter’s impassioned stance compelled me to support her and I stand firm in that decision.

“Her courage in pursuing this matter fills me with pride and I’m confident she’s gained invaluable lessons from the experience.”

Need for social cohesion outweighed disadvantage of prayer ban

Mr Justice Linden said there was a “a rational connection between the aim of promoting the team ethos of the school, inclusivity, social cohesion etc and the prayer ritual policy”.

He said: “The disadvantage to Muslim pupils at the school caused by the prayer ritual policy is in my view outweighed by the aims which it seeks to promote in the interests of the school community as a whole, including Muslim pupils.”

Education Secretary backs High Court decision

Gillian Keegan, the Education Secretary, has backed the High Court decison that a prayer ban at Katharine Birbalsingh’s school is lawful.

She said: “I have always been clear that headteachers are best placed to make decisions in their school.

“Michaela is an outstanding school and I hope this judgment gives all school leaders the confidence to make the right decisions for their pupils.”

Verdict ‘a victory for all schools’

The judgement that a prayer ban at Michaela Community School is lawful has been hailed a “victory for all schools” .

Katharine Birbalsingh, the headteacher of Michaela Community School, said: “A school should be free to do what is right for the pupils it serves.

“The court’s decision is therefore a victory for all schools.

“Schools should not be forced by one child and her mother to change its approach simply because they have decided they don’t like something at the school.”

My statement regarding the verdict on our ban of prayer rituals at Michaela. pic.twitter.com/88UMC5UYXq — Katharine Birbalsingh (@Miss_Snuffy) April 16, 2024

Challenge against temporary exclusion upheld

Mr Justice Linden upheld the student’s challenge to a decision to temporarily exclude her from the school in a written judgement. 

High Court rules ban lawful

In an 83-page judgment dismissing the student’s case, Mr Justice Linden said: “It seems to me that this is a case ... where the claimant at the very least impliedly accepted, when she enrolled at the school, that she would be subject to restrictions on her ability to manifest her religion.

“She knew that the school is secular and her own evidence is that her mother wished her to go there because it was known to be strict.

“She herself says that, long before the prayer ritual policy was introduced, she and her friends believed that prayer was not permitted at school and she therefore made up for missed prayers when she got home.”

Katharine Birbalsingh defence of prayer ban

Katharine Birbalsingh posted a defence of her school’s ban on “prayer rituals” on social media.

Taking to X, formerly Twitter, she said:

pic.twitter.com/kbPWOYkd9S — Katharine Birbalsingh (@Miss_Snuffy) January 17, 2024

What are the unique practices at ‘Britain’s strictest school’

Michaela’s practices and its “ultra-strict enforcement” of behaviour rules include: 

• Children cannot choose where they sit during lunch but are allocated to tables of six depending on their year and form. They first stand behind their chairs and chant poetry from memory with teachers then setting mandatory topic of conversation
• Pupils must end every interaction with teachers with “Sir” or “Miss”
• Pupils “must pay constant attention” to the teacher during lessons
• Students move around the school’s narrow corridors in single file and in silence and can only acknowledge staff
• Groups of more than four pupils are not allowed, including when in the school yard

Who is ‘Britain’s strictest headteacher’ Katharine Birbalsingh

Katharine Birbalsingh, the headteacher of Michaela Community School, is at the centre of a legal challenge after she decided to ban prayer rituals at the secondary school.

Ms Birbalsingh has attracted a lot of media attention over the years for her outspoken views on education and “woke” culture.

In 2010, she made a damning speech on the state of England’s schools at the Conservative Party conference where she said standards had been “so dumbed down that even the teachers know it” and the education system was broken “as it keeps poor children poor”.

A few weeks after her speech to delegates at the Tory conference, Ms Birbalsingh left her post as deputy headteacher of St Michael and All Angels Church of England Academy in south London.

In 2014, she founded Michaela Community School – a free school which has been dubbed the strictest in the country.

What has happened so far?

A high-achieving north London school, previously dubbed Britain’s strictest, is to find out whether a Muslim student has won a challenge against its ban on “prayer rituals”.

The pupil, who cannot be named, took legal action against Michaela Community School in Brent, claiming that the policy was discriminatory and “uniquely” affects her faith due to its ritualised nature.

She alleged that the school’s stance on prayer, which is one of the five pillars of Islam, was “the kind of discrimination which makes religious minorities feel alienated from society”, a judge was told.

The case against the free school was heard at the High Court in London in January.

Mr Justice Linden is due to issue his written ruling over the case today.

Good morning and welcome

Good morning and welcome to The Telegraph’s live coverage of the High Court ruling over a prayer ban that has been imposed at a school.

A Muslim pupil has taken legal action against Katharine Birbalsingh’s Michaela Community School in Brent, north-west London, following the ban on “prayer rituals”.

Follow this blog for the latest updates.

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USC decision to cancel Muslim valedictorian's speech further inflames tensions on campus

LOS ANGELES — Some students at the University of Southern California said their sense of pride was dashed this week when the school canceled Muslim student Asna Tabassum's valedictorian speech out of security concerns.

They said the announcement of Tabassum's selection as valedictorian this month made them feel seen and heard.

“It showed me that our people have a voice on campus,” said USC student Abdullah Khlefat, who is Muslim.

Another student, named Layan, who asked that her last name not be used because she was afraid of being harassed for speaking out, said the announcement had brightened her outlook about the future.

“For a sliver of a moment, I had a sense of hope. I felt like one day I could be like Asna,” said Layan, a first-year student majoring in political science.

Those dreams were crushed when USC Provost Andrew Guzman rescinded Tabassum's invitation to speak at graduation, citing security concerns over tensions related to “the ongoing  conflict in the Middle East ."

He said in an announcement Monday  that “over the past several days, discussion relating to the selection of our valedictorian has taken on an alarming tenor.”

“The intensity of feelings, fueled by both social media and the ongoing conflict in the Middle East, has grown to include many voices outside of USC and has escalated to the point of creating substantial risks relating to security and disruption at commencement,” the announcement read in part.

University officials did not respond to a request for details about threats the school may have received since the announcement or whether Tabassum had been made aware of them.

First-year student Danica Gonzalez, who supports Tabassum as valedictorian, said she believes the university is using security as pretext. She pointed to last year's commencement, which former President Barack Obama and his wife, Michelle, attended when their daughter Sasha graduated.

"There is no way the university can’t protect her," Gonzalez said of Tabassum. "It’s just that they’re choosing not to."

After Tabassum was selected as valedictorian, at least two pro-Israel and Jewish groups complained to USC about the choice. They pointed to her social media activity, including her Instagram account, which links to a slideshow encouraging people to “learn about what’s happening in palestine, and how to help.”

It calls for “one palestinian state,” which it says “would mean palestinian liberation, and the complete abolishment of the state of israel.” 

Brandon Tavakoli, president of Trojans for Israel, called Tabassum’s post “antisemitic.”

“The university has to make the decision about whether this valedictorian and her propagation of antisemitic vitriol online is worthy of being the representative of the class of 2024,” he told NBC News . “Commencement is supposed to be an inclusive and welcoming space for all students, including Jewish graduates and their families.”

Trojans for Israel said in a statement on Instagram that university officials failed to vet Tabassum's social media posts and condemn what it described as antisemitic content.

"We call on the University to speak with more moral clarity and hold our esteemed leaders to the highest standards of University standards," the statement read in part.

The recent controversy at USC underscores rising tensions across college campuses since the Israel-Hamas war started on Oct. 7.

Last week, a University of California, Berkeley, professor confronted a Muslim student during a dinner for graduating law students, an incident that was recorded on video and triggered an outpouring of anger and frustration from both pro-Palestinian and pro-Israel groups.

Earlier this month, 20 students at Pomona College in Southern California were arrested after they stormed and occupied the college president’s office.

At Columbia University in New York, several students were suspended this month after they hosted an unsanctioned event on campus featuring a speaker linked to a terrorist organization.

Tensions at USC reached a boiling point this month after Tabassum was selected as valedictorian, Gonzalez said. Students who disagreed with Tabassum's support for the Palestinian cause berated her on social media, and her supporters used those same platforms to defend her and denounce the school when her speech was canceled.

"It's been very jarring," Gonzalez said. "It feels like the university is just trying to protect its image."

Tabassum was born in the Southern California community of Chino Hills and majored in biomedical engineering with a minor in resistance to genocide, which included studying how technology, immigration and literacy play roles in the type of medical care people receive, according to a statement USC released when she was named valedictorian.

Layan, who was born in Syria and moved to the U.S. in the fifth grade, described Tabassum as a mentor and a role model.

“She wears a hijab, and I wear a hijab and am also Muslim,” Layan said. “I feel so connected to her.”

Layan first met Tabassum at the Muslim Student Union this year, she said. Tabassum introduced herself and swapped phone numbers with Layan, promising to keep her updated on events where Layan could meet new people.

“She is genuinely such a sweet person. I just know from the bottom of my heart she wouldn’t wish violence on anyone,” Layan said.

In a statement, Tabassum said the university’s decision is thinly veiled racism.

“Although this should have been a time of celebration for my family, friends, professors, and classmates, anti-Muslim and anti-Palestinian voices have subjected me to a campaign of racist hatred because of my uncompromising belief in human rights for all,” she said.

Alicia Victoria Lozano is a California-based reporter for NBC News focusing on climate change, wildfires and the changing politics of drug laws.

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Are ‘Forever Chemicals’ a Forever Problem?

The environmental protection agency says “forever chemicals” must be removed from tap water. but they lurk in much more of what we eat, drink and use..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

From “The New York Times,” I’m Sabrina Tavernise. And this is “The Daily.”

[THEME MUSIC]

This month for the first time, the Environmental Protection Agency began to regulate a class of synthetic chemicals, known as forever chemicals, in America’s drinking water. But the chemicals, which have been linked to liver disease and other serious health problems, are in far more than just our water supply. Today, my colleague Kim Tingley explains.

It’s Wednesday, April 17.

So Kim, any time the EPA announces a regulation, I think we all sort of take notice because implicit in it is this idea that we have been exposed to something — something bad, potentially, lead or asbestos. And recently, the EPA is regulating a type of chemical known as PFAS So for those who don’t know, what are PFAS chemicals

Yeah, so PFAS stands for per and polyfluoroalkyl substances. They’re often called forever chemicals just because they persist so long in the environment and they don’t easily break down. And for that reason, we also use them in a ton of consumer products. They’re in makeup. They’re in carpet. They’re in nonstick cookware. They’re in food packaging, all sorts of things.

Yeah, I feel like I’ve been hearing about these chemicals actually for a very long time. I mean, nonstick pans, Teflon — that’s the thing that’s in my mind when I think PFAS.

Absolutely. Yeah, this class of chemicals has been around for decades. And what’s really important about this is that the EPA has decided, for the first time, to regulate them in drinking water. And that’s a ruling that stands to affect tens of millions of people.

So, help me understand where these things came from and how it’s taken so long to get to the point where we’re actually regulating them.

So, they really actually came about a long time ago. In 1938, DuPont, the people who eventually got us to Teflon, they were actually looking for a more stable kind of refrigerant. And they came upon this kind of chemical, PFAS. The thing that all PFAS chemicals have is a really strong bond between carbon atoms and fluorine atoms. This particular pairing is super strong and super durable.

They have water repellent properties. They’re stain resistant. They’re grease resistant. And they found a lot of uses for them initially in World War II. They were using them as part of their uranium enrichment process to do all these kinds of things. And then —

Well, good thing it’s Teflon.

In the 1950s is when they really started to come out as commercial products.

Even burned food won’t stick to Teflon. So it’s always easy to clean.

So, DuPont started using it in Teflon pans.

Cookware never needs scouring if it has DuPont Teflon.

And then another company, 3M also started using a kind of PFAS —

Scotchgard fabric protector. It keeps ordinary spills from becoming extraordinary stains.

— in one of their big products, Scotchgard. So you probably remember spraying that on your shoes if you want to make your shoes waterproof.

Use Scotchgard fabric protector and let your cup runneth over.

Right — miracle product, Scotchgard, Teflon. But of course, we’re talking about these chemicals because they’ve been found to pose health threats. When does that risk start to surface?

Yeah, so it’s pretty early on that DuPont and 3M start finding effects in animals in studies that they’re running in house.

Around the mid ‘60s, they start seeing that PFAS has an effect on rats. It’s increasing the liver and kidney weights of the rats. And so that seems problematic. And they keep running tests over the next decade and a half. And they try different things with different animals.

In one study, they gave monkeys really, really high levels of PFAS. And those monkeys died. And so they have a pretty strong sense that these chemicals could be dangerous. And then in 1979, they start to see that the workers that are in the plants manufacturing, working with these chemicals, that they’re starting to have higher rates of abnormal liver function. And in a Teflon plant, they had some pregnant workers that were working with these chemicals. And one of those workers in 1981 gave birth to a child who had some pretty severe birth defects.

And then by the mid 1980s, DuPont figures out that it’s not just their workers who are being exposed to these chemicals, but communities that are living in areas surrounding their Teflon plant, particularly the one in Parkersburg, West Virginia, that those communities have PFAS in their tap water.

Wow, so based on its own studies, DuPont knows its chemicals are making animals sick. They seem to be making workers sick. And now they found out that the chemicals have made their way into the water supply. What do they do with that information?

As far as we know, they didn’t do much. They certainly didn’t tell the residents of Parkersburg who were drinking that water that there was anything that they needed to be worried about.

How is that possible? I mean, setting aside the fact that DuPont is the one actually studying the health effects of its own chemicals, presumably to make sure they’re safe, we’ve seen these big, regulating agencies like the EPA and the FDA that exist in order to watch out for something exactly like this, a company that is producing something that may be harming Americans. Why weren’t they keeping a closer watch?

Yeah, so it goes kind of back to the way that we regulate chemicals in the US. It goes through an act called the Toxic Substances Control Act that’s administered by the EPA. And basically, it gives companies a lot of room to regulate themselves, in a sense. Under this act they have a responsibility to report to the EPA if they find these kinds of potential issues with a chemical. They have a responsibility to do their due diligence when they’re putting a chemical out into the environment.

But there’s really not a ton of oversight. The enforcement mechanism is that the EPA can find them. But this kind of thing can happen pretty easily where DuPont keeps going with something that they think might really be a problem and then the fine, by the time it plays out, is just a tiny fraction of what DuPont has earned from producing these chemicals. And so really, the incentive is for them to take the punishment at the end, rather than pull it out early.

So it seems like it’s just self-reporting, which is basically self-regulation in a way.

Yeah, I think that is the way a lot of advocacy groups and experts have characterized it to me, is that chemical companies are essentially regulating themselves.

So how did this danger eventually come to light? I mean, if this is in some kind of DuPont vault, what happened?

Well, there’s a couple different things that started to happen in the late ‘90s.

The community around Parkersburg, West Virginia, people had reported seeing really strange symptoms in their animals. Cows were losing their hair. They had lesions. They were behaving strangely. Some of their calves were dying. And a lot of people in the community felt like they were having health problems that just didn’t really have a good answer, mysterious sicknesses, and some cases of cancers.

And so they initiate a class action lawsuit against DuPont. As part of that class action lawsuit, DuPont, at a certain point, is forced to turn over all of their internal documentation. And so what was in the files was all of that research that we mentioned all of the studies about — animals, and workers, the birth defects. It was really the first time that the public saw what DuPont and 3M had already seen, which is the potential health harms of these chemicals.

So that seems pretty damning. I mean, what happened to the company?

So, DuPont and 3M are still able to say these were just a few workers. And they were working with high levels of the chemicals, more than a person would get drinking it in the water. And so there’s still an opportunity for this to be kind of correlation, but not causation. There’s not really a way to use that data to prove for sure that it was PFAS that caused these health problems.

In other words, the company is arguing, look, yes, these two things exist at the same time. But it doesn’t mean that one caused the other.

Exactly. And so one of the things that this class action lawsuit demands in the settlement that they eventually reach with DuPont is they want DuPont to fund a formal independent health study of the communities that are affected by this PFAS in their drinking water. And so they want DuPont to pay to figure out for sure, using the best available science, how many of these health problems are potentially related to their chemicals.

And so they ask them to pay for it. And they get together an independent group of researchers to undertake this study. And it ends up being the first — and it still might be the biggest — epidemiological study of PFAS in a community. They’ve got about 69,000 participants in this study.

Wow, that’s big.

It’s big, yeah. And what they ended up deciding was that they could confidently say that there was what they ended up calling a probable link. And so they were really confident that the chemical exposure that the study participants had experienced was linked to high cholesterol, ulcerative colitis, thyroid disease, testicular cancer, kidney cancer, and pregnancy induced hypertension.

And so those were the conditions that they were able to say, with a good degree of certainty, were related to their chemical exposure. There were others that they just didn’t have the evidence to reach a strong conclusion.

So overall, pretty substantial health effects, and kind of vindicates the communities in West Virginia that were claiming that these chemicals were really affecting their health.

Absolutely. And as the years have gone on, that was sort of just the beginning of researchers starting to understand all the different kinds of health problems that these chemicals could potentially be causing. And so since the big DuPont class action study, there’s really just been like this building and building and building of different researchers coming out with these different pieces of evidence that have accumulated to a pretty alarming picture of what some of the potential health outcomes could be.

OK, so that really kind of brings us to the present moment, when, at last, it seems the EPA is saying enough is enough. We need to regulate these things.

Yeah, it seems like the EPA has been watching this preponderance of evidence accumulate. And they’re sort of deciding that it’s a real health problem, potentially, that they need to regulate.

So the EPA has identified six of these PFAS chemicals that it’s going to regulate. But the concern that I think a lot of experts have is that this particular regulation is not going to keep PFAS out of our bodies.

We’ll be right back.

So, Kim, you just said that these regulations probably won’t keep PFAS chemicals out of our bodies. What did you mean?

Well, the EPA is talking about regulating these six kinds of PFAS. But there are actually more than 10,000 different kinds of PFAS that are already being produced and out there in the environment.

And why those six, exactly? I mean, is it because those are the ones responsible for most of the harm?

Those are the ones that the EPA has seen enough evidence about that they are confident that they are probably causing harm. But it doesn’t mean that the other ones are not also doing something similar. It’s just sort of impossible for researchers to be able to test each individual chemical compound and try to link it to a health outcome.

I talked to a lot of researchers who were involved in this area and they said that they haven’t really seen a PFAS that doesn’t have a harm, but they just don’t have information on the vast majority of these compounds.

So in other words, we just haven’t studied the rest of them enough yet to even know how harmful they actually are, which is kind of alarming.

Yeah, that’s right. And there’s just new ones coming out all the time.

Right. OK, so of the six that the EPA is actually intending to regulate, though, are those new regulations strict enough to keep these chemicals out of our bodies?

So the regulations for those six chemicals really only cover getting them out of the drinking water. And drinking water only really accounts for about 20 percent of a person’s overall PFAS exposure.

So only a fifth of the total exposure.

Yeah. There are lots of other ways that you can come into contact with PFAS. We eat PFAS, we inhale PFAS. We rub it on our skin. It’s in so many different products. And sometimes those products are not ones that you would necessarily think of. They’re in carpets. They’re in furniture. They’re in dental floss, raincoats, vinyl flooring, artificial turf. All kinds of products that you want to be either waterproof or stain resistant or both have these chemicals in them.

So, the cities and towns are going to have to figure out how to test for and monitor for these six kinds of PFAS. And then they’re also going to have to figure out how to filter them out of the water supply. I think a lot of people are concerned that this is going to be just a really expensive endeavor, and it’s also not really going to take care of the entire problem.

Right. And if you step back and really look at the bigger problem, the companies are still making these things, right? I mean, we’re running around trying to regulate this stuff at the end stage. But these things are still being dumped into the environment.

Yeah. I think it’s a huge criticism of our regulatory policy. There’s a lot of onus put on the EPA to prove that a harm has happened once the chemicals are already out there and then to regulate the chemicals. And I think that there’s a criticism that we should do things the other way around, so tougher regulations on the front end before it goes out into the environment.

And that’s what the European Union has been doing. The European Chemicals Agency puts more of the burden on companies to prove that their products and their chemicals are safe. And the European Chemicals Agency is also, right now, considering just a ban on all PFAS products.

So is that a kind of model, perhaps, of what a tough regulation could look like in the US?

There’s two sides to that question. And the first side is that a lot of people feel like it would be better if these chemical companies had to meet a higher standard of proof in terms of demonstrating that their products or their chemicals are going to be safe once they’ve been put out in the environment.

The other side is that doing that kind of upfront research can be really expensive and could potentially limit companies who are trying to innovate in that space. In terms of PFAS, specifically, this is a really important chemical for us. And a lot of the things that we use it in, there’s not necessarily a great placement at the ready that we can just swap in. And so it’s used in all sorts of really important medical devices or renewable energy industries or firefighting foam.

And in some cases, there are alternatives that might be safer that companies can use. But in other cases, they just don’t have that yet. And so PFAS is still really important to our daily lives.

Right. And that kind of leaves us in a pickle because we know these things might be harming us. Yet, we’re kind of stuck with them, at least for now. So, let me just ask you this question, Kim, which I’ve been wanting to ask you since the beginning of this episode, which is, if you’re a person who is concerned about your exposure to PFAS, what do you do?

Yeah. So this is really tricky and I asked everybody this question who I talked to. And everybody has a little bit of a different answer based on their circumstance. For me what I ended up doing was getting rid of the things that I could sort of spot and get rid of. And so I got rid of some carpeting and I checked, when I was buying my son a raincoat, that it was made by a company that didn’t use PFAS.

It’s also expensive. And so if you can afford to get a raincoat from a place that doesn’t manufacture PFAS, it’s going to cost more than if you buy the budget raincoat. And so it’s kind of unfair to put the onus on consumers in that way. And it’s also just not necessarily clear where exactly your exposure is coming from.

So I talk to people who said, well, it’s in dust, so I vacuum a lot. Or it’s in my cleaning products, so I use natural cleaning products. And so I think it’s really sort of a scattershot approach that consumers can take. But I don’t think that there is a magic approach that gets you a PFAS-free life.

So Kim, this is pretty dark, I have to say. And I think what’s frustrating is that it feels like we have these government agencies that are supposed to be protecting our health. But when you drill down here, the guidance is really more like you’re on your own. I mean, it’s hard not to just throw up your hands and say, I give up.

Yeah. I think it’s really tricky to try to know what you do with all of this information as an individual. As much as you can, you can try to limit your individual exposure. But it seems to me as though it’s at a regulatory level that meaningful change would happen, and not so much throwing out your pots and pans and getting new ones.

One thing about PFAS is just that we’re in this stage still of trying to understand exactly what it’s doing inside of us. And so there’s a certain amount of research that has to happen in order to both convince people that there’s a real problem that needs to be solved, and clean up what we’ve put out there. And so I think that we’re sort of in the middle of that arc. And I think that that’s the point at which people start looking for solutions.

Kim, thank you.

Here’s what else you should know today. On Tuesday, in day two of jury selection for the historic hush money case against Donald Trump, lawyers succeeded in selecting 7 jurors out of the 12 that are required for the criminal trial after failing to pick a single juror on Monday.

Lawyers for Trump repeatedly sought to remove potential jurors whom they argued were biased against the president. Among the reasons they cited were social media posts expressing negative views of the former President and, in one case, a video posted by a potential juror of New Yorkers celebrating Trump’s loss in the 2020 election. Once a full jury is seated, which could come as early as Friday, the criminal trial is expected to last about six weeks.

Today’s episode was produced by Clare Toeniskoetter, Shannon Lin, Summer Thomad, Stella Tan, and Jessica Cheung, with help from Sydney Harper. It was edited by Devon Taylor, fact checked by Susan Lee, contains original music by Dan Powell, Elisheba Ittoop, and Marion Lozano, and was engineered by Chris Wood.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for The Daily. I’m Sabrina Tavernise. See you tomorrow.

• April 18, 2024   •   30:07 The Opening Days of Trump’s First Criminal Trial
• April 17, 2024   •   24:52 Are ‘Forever Chemicals’ a Forever Problem?
• April 16, 2024   •   29:29 A.I.’s Original Sin
• April 15, 2024   •   24:07 Iran’s Unprecedented Attack on Israel
• April 14, 2024   •   46:17 The Sunday Read: ‘What I Saw Working at The National Enquirer During Donald Trump’s Rise’
• April 12, 2024   •   34:23 How One Family Lost $900,000 in a Timeshare Scam
• April 11, 2024   •   28:39 The Staggering Success of Trump’s Trial Delay Tactics
• April 10, 2024   •   22:49 Trump’s Abortion Dilemma
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• April 7, 2024 The Sunday Read: ‘What Deathbed Visions Teach Us About Living’
• April 5, 2024   •   29:11 An Engineering Experiment to Cool the Earth

Hosted by Sabrina Tavernise

Featuring Kim Tingley

Produced by Clare Toeniskoetter ,  Shannon M. Lin ,  Summer Thomad ,  Stella Tan and Jessica Cheung

With Sydney Harper

Edited by Devon Taylor

Original music by Dan Powell ,  Elisheba Ittoop and Marion Lozano

Engineered by Chris Wood

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music

The Environmental Protection Agency has begun for the first time to regulate a class of synthetic chemicals known as “forever chemicals” in America’s drinking water.

Kim Tingley, a contributing writer for The New York Times Magazine, explains how these chemicals, which have been linked to liver disease and other serious health problems, came to be in the water supply — and in many more places.

On today’s episode

Kim Tingley , a contributing writer for The New York Times Magazine.

Background reading

“Forever chemicals” are everywhere. What are they doing to us?

The E.P.A. issued its rule about “forever chemicals” last week.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

Fact-checking by Susan Lee .

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

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