Rhetorical Analysis
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In the journal article “The importance of education on disasters and emergencies: A review article,” ( https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6512217/) Torani, et al. argue that economic and social losses, earthquakes, and education for vulnerable individuals have been on the rise over the years. The authors acknowledge that with today’s technological advancement, acquisition of knowledge, and its acquisition, and application is the surest way of combating disasters. Further, the authors defended their thesis by conducting a review of the significance of education on the hazard and risk reduction and the level of preparedness of the most vulnerable people (Torani et al., 2019). Moreover, the authors relied on articles from various websites between 1990 and 2017. From the results obtained, the study revealed that disaster management was an operational, functional, and cost-effective tool that can be used for risk management. The primary audiences of this article are the vulnerable individuals and groups; the authors intend to offer knowledge and information to them to reduce the rate of their vulnerability to disasters
Analysis of the Rhetorical Strategies used by the Authors
Throughout this piece, the scholars utilize many sources that make their argument credible and appeal to ethos. For instance, “The evidence is well-documented in the Hyundai document during 2005–2015”. The authors also relied on secondary sources from Web of Science, Pub Med, Scopus, Google Scholar, and Science Direct to search for keywords. They included education, disaster, vulnerable group, emergencies, and target groups (Torani et al., 2019). Likewise, the authors relied on the World Health Organization’s data to define vulnerability as the degree to which an individual, a population, or an organization rests, copes, and rehabilitates after experiencing a disaster. Further, the authors used secondary data to reveal that the most vulnerable individuals as the elderly, expectant women, children, and people with disabilities and those with malnutrition challenges. The scholars used researches by Collymore to conclude that designing and planning for education programs can significantly enhance their preparedness and resilience to disaster management.
Second, the authors used persuasive appeals by highlighting quantitative data. For instance, they used 128 primary searches and 31 references of the selected samples of the research articles under study. They also established that 169 school children were interviewed and noted that a curriculum based disaster program was effective in risk management (Torani et al., 2019). The researchers also asserted that 106 teachers from 19 districts of Nepal admitted that education should be promoted to communities through well-educated teachers, which was a critical step in disastrous management. Moreover, authors used quantitative data of 557 households in Thailand, which experienced tsunami warnings after the Indian Ocean earthquakes that occurred on 11 April 2012 to assert that education was the key to increasing disaster preparedness to disaster management. Finally, they relied on the quantitative data of 889 respondents from Thailand and the Philippines, who were aged between twenty and seventy-five to note the importance of education on disaster management.
Evaluation of the effectiveness of the rhetorical strategies
Based on the use of ethos and logos by scholars, it can be argued that their research is partially valid. It is useful because they do not rely on their biased arguments to conclude about the significance of education in disaster management. Further, using quantitative data is an effective strategy to highlight the seriousness of the study. However, the study is ineffective because it involved internal inconsistencies (Torani et al., 2019). For example, the researchers can pinpoint in various cases how educating the children can be useful in disaster management. Yet, in the beginning, they indicated that children, pregnant women, older people, those living with disabilities, and those with malnutrition are vulnerable. Hence, they do not tell readers if the other group can be educated and how effective the strategies will be on them. Therefore, it can be argued that the research was skewed and biased by focusing mainly on children as subjects.
Conclusion
From the results of the study, special attention is required for vulnerable individuals. The exposed persons should be identified and offered training, for trained individuals can protect themselves. Truly, training can lower financial and human loss as a result of disasters, which is very crucial for vulnerable individuals. Professional teams of training and standard programs of training should be adopted for the vulnerable persons and proper assessment of the programs to be entirely conducted to identify weaknesses and strengths.
Reference
Torani, S., Majd, P., Maroufi, S., Dowlati, M., & Sheikhi, R. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and
Health Promotion, 8(1). Retrieved 9 April 2020, from
https://search-proquest-com.ezproxy.libproxy.db.erau.edu/docview/2231806948?pq-origsite=summon.