A Neo Aristotelian Analysis Of President Obama s Oval...

Diana J. Park Professor Eleanor A. Lockhart Rhetorical Criticism 2 October 2015 A Neo-Aristotelian Analysis of President Obama’s: Oval Office Address on BP Oil Spill Energy On June 15, 2010, President Barack Obama formally addresses the Deepwater Horizon oil spill to inform people of his plans to contain the oil spill and the nation s need for clean energy. The purpose of this paper is to analyze President Obama’s speech on the BP oil spill using Foss’ neo-Aristotelian method of rhetorical criticism, by which I will reconstruct the context of the speech, apply four out of the five canons (excluding the canon of memory), and evaluate the speech’s effect on the intended audience. The first step to reconstructing the context of the speech requires me to provide background information on President Barack Obama. According to Biography.com, in 2008, Obama became the 44th president, and the United States’ first African American president. It is my opinion that much of Obama’s campaign strategy which focused on â€Å"changeâ⠂¬  as a common theme in his slogans was directed at liberals, African Americans, and young voters. Biography.com highlights that in his first term of presidency, Obama passed a $787 billion stimulus bill as well as the affordable care act. President Obama has become an influential leader that is known for his liberal values and determination to act on economic and social policies, such as these. Next, I will examine the occasion: the BP oil spill. Writer Kayla

International NGOs and the Aid Industry - 1024 Words

The Article â€Å"International NGOs and the Aid Industry: constraints on international Solidarity† by Molly Kane is about the Make Poverty History campaign, which is a campaign that tried to eliminate global poverty using governmental action. It was initiated by NGOs trying to gain more aid, to help eliminate third world countries debt, and to help solve trade injustice. The campaign noticed an increase in North American development NGOs, and how all of them were campaigning for social change globally. Issues with social justice and aid depending on international politics are the most significant factors influencing African social, economic, and political life due to the fact that there is colonial ruling. The article talks about how poverty is the main problem facing third world countries, rather than rights and freedom. Increased financial dependence of INGOs has made third world countries dependent on the aid industries development. The process of decolonization was starte d to free the African nations from European colonial rule. The Article â€Å"NGOs, A Tainted History† by Firoze Manji and Carl OCoill is about how NGOs form a prominent part of the development machine in the developing world. With the thousands of NGOs that are now present in the world, their role in development is increasing every year. While their work contributes marginally to the relief of poverty, it also undermines the struggle of the African people to relieve them from economic, social and politicalShow MoreRelatedCritically Examine the Geopolitics of Humanitarian Aid Within the 21st Century.2228 Words   |  9 PagesCritically examine the geopolitics of humanitarian aid within the 21st century. How have responses to famine changed over time and what are the key challenges to famine prevention today? Geopolitics have played a huge role in humanitarian aid in the current century. 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Behaviour For Learning And Management Of Students Education Essay Free Essays

The demand to pull off behavior has long been an issue within schools. With the push on raising attainment, the development of SEN proviso and the addition in policy, to be inclusive of all scholars irrespective of their academic degree or their societal behavior, as identified that 20 % of all SEN scholars have SEBD. Current policy has adapted towards a positive attack concentrating on the ability of instructors to make a positive acquisition environment developing positive relationships in order to advance a positive attitude towards larning, maneuvering off from the one time punitory attack and non being re-active to negative behavior but more pro-active as supported by ( EPPI ) Behaviour direction is frequently flagged as an country that ITE pupils feel they would profit from holding greater support in when come ining the profession of instruction ( Buell et al. We will write a custom essay sample on Behaviour For Learning And Management Of Students Education Essay or any similar topic only for you Order Now , 1999 cited in EPPI ) . This has been met by the outlooks set by the TTA via the Qualifying to learn, the new criterions and demands for Qualified Teacher Status ( QTS ) ( TTA,2002 ) . B4L is a construct that has been developed through a reappraisal of effectual behaviour direction schemes. It has been identified that B4L is a consequence of battalion of influences and non simply the desire of a scholar to misconduct and unwillingness to larn. It is of import to place the theoretical rules behind the manner in which scholars manifest themselves in footings of behavior, as identified in the principle for the EPPI systemic reappraisal of how theories explain larning behavior in school context. Behaviour for larning ( B4L ) identifies the nexus between pupils societal behavior and behavior and the manner in which they learn. The schools policy clearly states high outlooks of pupils, â€Å" We expect pupils to reflect this in their visual aspect, attitudes and behavior. We know we are modeling the citizens of the hereafter and will promote them to care for one another, be unfastened, just, honest and merely. We want them to hold a sense of pride in being portion of our school community. † ( School Aims, Staff enchiridion ) . Further to this the school s vision is to raise accomplishment by developing a civilization where ‘learning is at the bosom of the school community ‘ . To accomplish this vision the school identifies whole school precedences for 2010/2011 including bettering behavior and attending. It besides stated that the school will concentrate on integrating SEAL pattern in the schoolroom, which has been identified as an of import key in developing scholar ‘s emotional intelligence ( Coleman, 1996 ) supplying scholars with the accomplishment set to supervise and better their behavior independently. It was clearly identified in the School Development Plan that Behaviour for larning needed to be addressed ( appendix 1 ) . This was farther reinforced as a high precedence country during staff meetings and subsequent correspondence from the Head Teacher ( Appendix 1a ) , which focused on current issues in lessons and the demand to better B4L. Two cardinal issues that arose were the usage of nomadic phones within lessons and consistence of countenances ( Appendix 1a ) . It is interesting to observe that these both encompass the instructor and the scholar. It is refering to observe that usage of nomadic phones within lessons is being flagged as a B4L issue and non a mark of detachment. Intelligibly there is a close nexus between the quality of acquisition, instruction and behavior, and hence raises the inquiry can behaviour be improved through bettering the quality of larning A ; learning? The school clearly identifies that there is a demand to reenforce their school policies on beha vior for acquisition. Through initial observation it was interesting to observe the degree of behavioral issues happening both in and out of lessons. It poses the inquiry is this a school being pro-active in pull offing behavior for larning or re-active to behaviour that had non been managed systematically? This survey will concentrate on the schools current policy on behavior for larning and how this is implemented on a day-to-day footing. Through a reappraisal of the schools current policy and issues this survey will trust to propose future recommendations to better behavior for acquisition. Recent national policy has moved off from a punitory system where pupils were punished for making something incorrect ‘reactive ‘ and are now working towards understanding what causes scholars to be off undertaking and show unwanted behaviour ‘pro-active ‘ . With the recent development of particular educational demands designation and proviso it is no longer acceptable to react in a punitory manner. National policy now promotes the inclusion of a greater diverseness of scholars in schools irrespective of degree of accomplishment or societal behavior ( Department for Education A ; Employment ( DfEE ) , 1999 ) . It is of import for schools to recognize this and develop schemes to advance B4L as over 20 % of SEN proviso are scholars with societal emotional and behavioral upset ( SEBD ) ( Department for Children, Schools A ; Families, 2008 ) . SEBD scholars by nature can expose unwanted behavior unless managed in a positive manner, and would it non be deemed una cceptable from an instruction professional ‘s position for a scholar predisposed to expose hapless behavior as the consequence of a recognized upset, to fall victim to punitory actions. It is hence of import for schools to hold a well-structured B4L policy that coincides with the SEN policy. Communication between the SEN section and the remainder of the school is besides indispensable. ( back up with research ) excessively many lessons lack challenge and make non take sufficient history of pupils ‘ single capablenesss or promote independent acquisition. Besides, quality of marker and feedback by and large varies well across the school. However, a little minority of parents expressed positions that the school ‘s communicating with parents could be better, and besides that pupils ‘ behavior was non ever every bit good as it should be. Inspectors found behavior to be satisfactory overall, but variable. In general, pupils have a high respect for their school, bask their instruction and appreciate the assortment of chances on offer to them, both within the course of study and beyond. They are developing a good scope of personal accomplishments that are fixing them good for their instruction and employment after school. Ensure that lesson activities systematically challenge pupils of all ability groups to do better advancement and develop their independent acquisition accomplishments, particularly at Key Stage 4. Behaviour in lessons is satisfactory, although someinstances of students being excessively rambunctious were seen during the review. However, there is by and large non plenty truly disputing learning across the school to guarantee that pupils make systematically good advancement in their acquisition and therefore develop the assurance and ability to work independently. Where learning is less effectual, be aftering does non take sufficient history of pupils ‘ different capablenesss and get downing points, and is excessively teacher-directed. Teachers do supply some clear, detailed and utile written feedback, but this is inconsistent across the school and does non ever give specific advice about what pupils need to make to better their work – a job which persists since the last review. How to cite Behaviour For Learning And Management Of Students Education Essay, Essay examples

Describe the Relationship Between Hatshepsut and Thutmose Iii Essay Example For Students

Describe the Relationship Between Hatshepsut and Thutmose Iii Essay Section III – personalities in Their Times 2007 Question 14 – Option A – Egypt: Hatshepsut a) Describe the relationship between Hatshepsut and Thutmose III? There are many contradicting views and interpretations in regards to the relationship Hatshepsut had with Thuthmose III. Hatshepsut had ruled with Thuthmose III for over 10 years, it is definitely evident that Hatshepsut was the senior Pharaoh in the co-regency. However, the nature of their relationship is not entirely known. Some of the perceptions are that Thutmose III was frustrated and resentful towards Hatshepsut and that she was the ‘evil stepmother’. However there is also much evidence to support the idea that Thutmose III was completely fine with the co-regency, as he knew that he would assume the throne when Hatshepsut had passed away and things were working well in the co-regency. Even though Hatshepsut was the senior partner in the co-regency, the surviving inscriptions indicate that she accorded Thuthmose III the respect to which he was entitled. Throughout the co-regency it seems that Hatshepsut was careful to show her young partner the respect he was entitled to, even though she was almost invariably shown as the dominant pharaoh. Hatshepsut and Thuthmose III appear in many reliefs and inscriptions together. In a relief on a building in western Thebes, Hatshepsut and Thutmose III are depicted worshiping Amun-Re together. Thutmose III’s private thoughts about Hatshepsut are unknown; it appears that he did not challenge Hatshepsut’s authority. Historian Steindorf believes that, â€Å"It must have been much against his will that the energetic young Thutmose III watched from the side lines the high-handed rule of the pharaoh Hatshepsut and the chancellorship of the upstart Senenmut. Surely a collision was inevitable between the maturing strength and the resentment of the young king and the waning powers of the queen†. Evidence for a hostile relationship between Hatshepsut and Thuthmose III in the co-regency is the fact that all of Hatshepsut’s monuments were destroyed some years after her death, during the reign of Thuthmose III. Many historians believe that this may be a case of demnatio memorae, however Redford describes the events of the damaging of her monuments as a political necessity as Thutmose III may have been preferred to be linked to his male ancestors for posterity rather than to an atypical woman. The exact nature of the relationship between Hatshepsut and Thuthmose III will never be known, however there is evidence for both civil, successful co-regency on both parts – Hatshepsut took care of the homeland and Thutmose III was a traditional warrior pharaoh. There is also evidence for Thutmose III as raging with anger and hated his stepmother. While the exact nature of the relationship remains unknown, Hatshepsut and Thutmose III ruled very successfully in a co-regency which some describe as the most successful and prosperous period in Egypt’s reign.