№ files_lp_4_process_1_26814
File format: docx
Character count: 6720
File size: 75 KB
Excerpts from speeches illustrate rhetorical concepts and historical context for educational use.
Year:
2026
Region / City:
United States
Subject:
Rhetoric, Speech Writing
Document Type:
Educational Textbook Excerpt
Institution:
EdTech Books
Authors:
Cesar Chavez, John F. Kennedy, Franklin D. Roosevelt, Sojourner Truth, Richard Bedford Bennett, Lyndon B. Johnson
Target Audience:
Students and educators in speech writing and rhetoric
Unit:
4
Included Examples:
Excerpts from historical speeches
Concepts Covered:
Ethos, Pathos, Logos, Theme, Rule of Three
Endnotes / References:
NCHS Data Brief 2021; EdTech Books online
Educational Level:
Secondary and higher education
Contains:
Definitions, examples, exercises for identifying rhetorical concepts
Price: 8 / 10 USD
The file will be delivered to the email address provided at checkout within 12 hours.
The file will be delivered to the email address provided at checkout within 12 hours.
Don’t have cryptocurrency yet?
You can still complete your purchase in a few minutes:- Buy Crypto in a trusted app (Coinbase, Kraken, Cash App or any similar service).
- In the app, tap Send.
- Select network, paste our wallet address.
- Send the exact amount shown above.
The final amount may vary slightly depending on the payment method.
The file will be sent to the email address provided at checkout within 24 hours.
The product description is provided for reference. Actual content and formatting may differ slightly.
Title:
The Power of Rhetoric and Selected 19th Century Speeches on Slavery
Period:
19th century
Dates Referenced:
March 4, 1858; July 4, 1852
Geographical Focus:
United States
Primary Figures:
James Henry Hammond; Frederick Douglass
Political Context:
Slavery debate; sectional conflict between North and South
Document Type:
Educational text with historical speech excerpts
Source Type:
Secondary introduction with primary source excerpts
Intended Audience:
Educators and students
Themes:
Rhetoric; political oratory; slavery; abolition; states’ rights; social hierarchy
Referenced Institution:
U.S. Senate
Referenced Location:
Rochester, New York
Year:
2022
Date of Publication:
12 August 2022
Issuing Body:
Zimbabwe Human Rights Commission (ZHRC)
Country:
Zimbabwe
Document Type:
Press Statement
Legal Basis:
Constitution of Zimbabwe (Sections 3, 44, 48, 52, 67, 232, 233, 242, 243); Zimbabwe Human Rights Commission Act [Chapter 10:30]
Subject:
Hate speech and incitement of violence by political actors
Related Institution:
Government of Zimbabwe
Offices:
Harare; Bulawayo; Mutare
Contact Information:
Hotlines 0771 838 656 / 0786 602 035 / 0719 635 068; Email [email protected]
Note:
; Website www.zhrc.org.zw
Source Publisher:
Veritas
License:
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Year:
N/A
Region / City:
N/A
Topic:
Academic writing, language usage
Document type:
Educational material
Institution:
N/A
Author:
N/A
Target audience:
Students, writers
Period of validity:
N/A
Approval date:
N/A
Modification date:
N/A
Note:
Context
Year:
2013
Region / City:
United States
Topic:
Political rhetoric and logical fallacies
Document type:
Academic paper / Essay
Institution:
Unknown
Authors:
Colin Dolan, Pantelis Miliotis
Target audience:
Students or readers interested in political analysis
Event analyzed:
Republican and Democratic National Conventions
Date of analysis:
October 10, 2013
Main figures discussed:
Clint Eastwood, Michael Moore, Barack Obama, Mitt Romney
Fallacies examined:
Name-calling, Hasty generalization, Straw man, Red herring
Year:
2014
Level:
Stage 2 Essential English
Type of document:
Educational Assessment Task
Author:
Educational Authority
Target audience:
Stage 2 English students
Assessment type:
Responding to texts, written, oral or multimodal
Skills assessed:
Communication, Comprehension, Analysis, Application
Sample texts:
Emma Watson HeForShe speech, Malala Yousafzai UN Youth Assembly speech, Leonardo DiCaprio Climate Summit 2014 speech
Word count / duration:
800 words / 6 minutes or equivalent in multimodal form
Learning objectives:
Clarity, coherence, comprehension, analysis of language features, cultural and social context understanding
Year:
10
Topic:
Speeches
Location:
Online
Date:
Not provided
Syllabus Outcomes:
ACELY1750
Class:
Year 10, Stage 5
Lesson Duration:
1 hour
Total Number of Students:
Not provided
Resources:
Venn Diagram worksheet, Kahoot quiz
Assessment:
Students present speeches in class
Learning Objectives:
Identify and explore the purposes and effects of different text structures and language features of spoken texts
Key Activities:
Research Martin Luther King Jr. and Richard Gill, watch speeches, identify persuasive language
Outcome Measurement:
Venn Diagram, speech presentation
Modifications:
Increased student engagement, real-world examples
Author:
Not provided
Target Audience:
Year 10 students
Teaching Approach:
Focus on language features, persuasive texts
Note:
Year
Contextual Description:
A document providing detailed examples of the classification of programme and support costs for humanitarian projects.
Year:
2004
Region / city:
Global
Topic:
Marine Warranty, Offshore Construction
Document Type:
Code of Practice
Organization:
Joint Rig Committee
Author:
Unknown
Target Audience:
Marine Warranty Surveyors, Underwriters, Assured
Effective Period:
2004–ongoing
Approval Date:
15 July 2004
Amendment Date:
3 September 2019
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters
Note:
Year
Year:
2002
Organization:
Academy of Nutrition and Dietetics
Document Type:
Professional guideline
Topic:
Nutrition Care Process, PES Statements, Nutrition Diagnosis
Target Audience:
Registered Dietitian Nutritionists (RDNs)
Steps:
Nutrition Assessment, Nutrition Diagnosis, Nutrition Intervention, Nutrition Monitoring/Evaluation
PES Components:
Problem, Etiology, Signs and Symptoms
Classification:
Intake, Clinical, Behavioral
Examples Included:
Yes
References:
eatrightpro.org, andeal.org, jrnjournal.org
Version:
1.3
Note:
Document history
Version (date):
2018-04-04
Document version (date):
2018-04-04
Author:
Christoph Plasil, Jörg Dittmar, Mario Sattler, Bernd Birklhuber, Michael Brunsch, Olaf Willmann, Jan Gilissen, Jonas Roels
Organisation:
via donau; AT, BMVIT; AT, WSV; DE, ITZBund; DE, nv De Scheepvaart; BE
Authorised by:
NtS Expert Group
Source:
www.example.com
Subject:
Infoservice, Announcement
Validity period:
01.01.2016 – 20.04.2016
Date:
02.01.2016 – 20.02.2016
Object section:
River, Lock
Location:
Rhein (Gesamtstrecke), Elbe-Havel-Kanal, Donau
Period of limitation:
02.01.2016 – 20.02.2016
Interval:
Monday to Friday except public holidays
Kind of limitation:
Blockage
Reason of notice:
Repair
Communication means:
Internet
Contents:
Information about maintenance, repairs, and public holiday notices
Fairway section:
Rhein, Elbe-Havel-Kanal, Donau
Local name:
Rhein, Wusterwitz, Kachlet
Geo object:
Lock chamber, River
Start and end of affected section:
170.0 – 865.5
Year:
2009
Region / City:
United States
Topic:
Citation Styles
Document Type:
Guide
Author:
Modern Language Association
Target Audience:
Students, Academics
Period of Application:
2009-present
Approval Date:
2009
Date of Changes:
N/A
Topic:
Child nutrition and feeding practices
Document type:
Guidance handout
Intended audience:
Parents and caregivers of infants and toddlers
Duration covered:
Three days (two weekdays and one weekend day)
Context of use:
Workshop attendance
Content includes:
Recording instructions, tips, and sample food diary entries
Examples provided:
Infant and toddler food diary entries
Example dates:
January 2017
Focus age groups:
Infants and toddlers
Note:
Year
Year:
2023
Subject area:
Pharmacy residency training
Document type:
Policy examples
Governing standards:
ASHP Standards for Accreditation of Postgraduate Pharmacy Residencies
Issuing organization:
American Society of Health-System Pharmacists
Intended audience:
Pharmacy residency programs and residents
Scope:
Duty hours, moonlighting, and on-call requirements
Compliance reference:
ASHP Duty Hour Requirements for Pharmacy Residencies
Monitoring process:
Monthly duty hour attestation in PharmAcademic™
Responsible role:
Residency Program Director
Content period:
Ongoing
Year:
2005
Region / city:
Federal Republic of Germany, United States
Theme:
Security requirements for contractors
Document type:
Government regulation
Organization / institution:
U.S. Government
Author:
Not specified
Target audience:
Contractors, Subcontractors
Effective period:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Year:
2010
Region / City:
North Carolina
Topic:
Legal Documents, Notarization, Grantor Execution
Document Type:
Legal Deed
Organization / Institution:
Department of Transportation
Author:
Not specified
Target Audience:
Individuals, Corporations, Legal Professionals
Period of Validity:
Not specified
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
2023
Region / City:
Indiana
Topic:
Program Guidelines, Child Safety
Document Type:
Policy Template
Organization:
Indiana University
Author:
Indiana University
Target Audience:
Program staff, volunteers
Period of validity:
Ongoing
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2023
Region / City:
USA
Topic:
Cybersecurity Services, Risk Assessment, Vulnerability Testing
Document Type:
Template
Agency/Institution:
HACS
Author:
HACS
Target Audience:
Federal Agencies, Contractors
Period of Action:
N/A
Approval Date:
N/A
Modification Date:
N/A