During Operations Desert Shield and Desert Storm, George H.W. Bush achieved the rhetorical success that had escaped his prior speaking endeavors. If the aforementioned assessments regarded Bush’s Gulf War rhetoric as a rhetorical triumph, in light of prior damning criticism of his rhetorical abilities, then an explanation for that triumph is in order. Bush’s rhetoric differed from his Presidential predecessors by virtue of two factors. First, as the first U.S. president of the Post-Cold War era, Bush’s rhetoric faced different rhetorical constraints than those faced by his predecessors, as he no longer had the narrative framework of the Cold War to explain U.S. foreign policy action. Second, Bush rhetorically juxtaposed American exceptionalism and realism within his rhetoric itself. This differed from the rhetoric of his immediate predecessor, Ronald Reagan, whose rhetoric employed American exceptionalism without reference to realism, although that rhetoric was strategically geared toward achieving realist foreign policy ends. Bush’s success was also considerable in that he faced significant rhetorical constraints created or exacerbated by Reagan. Reagan’s reputation as the “Great Communicator,” contrasted with Bush’s less-than-stellar reputation as an orator, makes Bush’s rhetorical success particularly worth understanding. President George H.W. Bush relied on three particular arguments to facilitate a U.S. military victory during the 1991 Persian Gulf War. These arguments differed considerably from foreign policy arguments offered by the Reagan administration with respect to the manner in which they addressed issues concerning the United Nations and the Vietnam War. First, Bush promoted U.N. diplomacy as a subsidiary of U.S. foreign policy. For Bush, the U.N. served as a venue where world opinion could be galvanized and action serving United States interests would not be constrained so much as legitimized. Second, he compared and contrasted U.S. action in the Gulf to the Vietnam War. In doing so, he combined the moral urgency of prior foreign policy efforts with the hindsight necessary to avoid a repeat of the American experience in Vietnam. Third, in retrospectively assessing the Gulf War, Bush depicted the conflict as a discrete foreign policy event in which he narrowly defined victory. Bush defined victory as the removal of Iraqi forces from Kuwait, in an attempt to shape a historical consensus on the significance of U.S. action.

<p>In 1989 the United States choose, after years of conflict, to carry out a military intervention in Panama, to remove Manuel Noriega, convicted for drug dealing and for threatening the lives of the Americans living in Panama. The aim of this study is to examine whether George H. W Bush’s arguments for the military intervention comply with the principles of the just war.</p><p>The method chosen for this study is a qualitative literature study, based primarily on secondary data. It is a case study with two complementing theories, the theory of the just war and the world system theory.</p><p>The result showed that the American intervention both can be justified and unjustified following the principles of the Just War Theory. The World system Theory shows typical signs for a relationship between USA and Panama, built on economic, political and military control.</p>

Critical discourse analysis (CDA) is an interdisciplinary approach that studies the relationship between power, language, ideology, and social structures in the various forms of discourse.  Fairclough’s three-dimensional model was employed as the foundation and van Dijk’s ideological square as an assist to deepen the analytical focus on the speeches held by George H. W Bush addressing Somalia and Kuwait. The size of conflict and period differ, this study sees the relevance of comparing the two speeches since they were given by the same person during his period as presidents of the United States and Commander in Chief. The results have shown how Bush uses language to lay arguments for U.S. military action in the out-group nations. By employing concepts such as national self-glorification, empathy, lexicalization, victimization, and polarization: He lay the grounds for the U.S. interventions through language. The results show that representing the United States in a positive light and the out-groups in a negative light e.g. as threat leads to the justification for U.S. intervention but also exposes the underlying power structures and inequality of power.

This was the first comprehensive doctoral dissertation on the George Bush Presidential Library Center at Texas A&M University. The Bush Presidential Library and Museum was the focal point. The purpose was to describe the global significance, work and educational contributions of the Bush Presidential Library while exploring its partnership with Texas A&M University. The primary data sources were: archival records, museum exhibits, interviews and my field work experiences. Beyond being a descriptive dissertation, this study offered unique hypotheses and conclusions. It examined the higher educational aspects of the Bush Presidential Library Center's operating context within Texas A&M University. These included the educational value of George Bush's career, the Bush Presidential Library's contents, and its benefits and technology use in educational programming. This study answered two unique hypotheses: how President Bush's liberation of Kuwait increased the Middle Eastern funding of presidential libraries and the Corps of Cadets' influence on President Bush's selection of Texas A&M University. George Bush's global presidency, distinguished international public service career and his world-changing, historical presidential achievements gave the Bush Presidential Library and Museum an extraordinary educational value. The data showed the educational value of, benefits of and technology's role in educational programming at the Bush Presidential Library and Museum. The global changes mirrored President Bush's career and his effort to combat terrorism. China's emergence as a world power was attributed to President Bush's career. The Bush Presidential Library and Museum is the core asset of the center. The data showed President Bush's liberation of Kuwait directly influenced the funding of his presidential library and the subsequent ones. The data showed the Texas A&M University Corps of Cadets' influence on President Bush's selection of Texas A&M University as the site for his presidential library. Texas A&M University is the best place for the George Bush Presidential Library Center. A university environment is the best place to host a presidential library.

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Over the years the Madrid Peace Conference has been relegated to paragraphs within history books and the importance of the conference seems to have been all but forgotten. While this may be due to the perceived failure of the talks to produce tangible peace negotiations, what one must take into consideration is the fact that neither the Oslo Accords nor the more recent “Road Map” to peace would have been possible if it were not for that first steps taken in Madrid. One must also not forget the diplomacy and countless man hours that were put forth with tireless effort to achieve the goal of a peace conference that would be attended by all desired participants. When studying the Madrid Conference, one must look not only at the conference itself and the rhetoric conveyed by the delegates but also at their personalities and relationships with each other.

In 1989 the United States choose, after years of conflict, to carry out a military intervention in Panama, to remove Manuel Noriega, convicted for drug dealing and for threatening the lives of the Americans living in Panama. The aim of this study is to examine whether George H. W Bush’s arguments for the military intervention comply with the principles of the just war. The method chosen for this study is a qualitative literature study, based primarily on secondary data. It is a case study with two complementing theories, the theory of the just war and the world system theory. The result showed that the American intervention both can be justified and unjustified following the principles of the Just War Theory. The World system Theory shows typical signs for a relationship between USA and Panama, built on economic, political and military control.

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This thesis explores the content of presidential communication to children, specifically the only three presidential speeches that have been designed for children. These three speeches are President Barack Obama's speech to children in 2009, George H.W. Bush's speech to children in 1991, and Ronald Reagan's speech to children in 1988. Through content analysis this thesis was designed to determine whether persuasive strategies were used in these messages to children, and if persuasive strategies were present, which ones were used. Through qualitative analysis conducting a focus group discussion with children exposed to one of the presidential speeches, this thesis also explored the speeches from children's perspectives. Political socialization theory is used as framework for developing the study, and three persuasive theories are used for analysis of the speeches. The findings provide insight into presidential communication to children and implications of future research in this area. Findings suggest that persuasive strategies are present and a variety of techniques are utilized in the speeches. The purpose and common topics of these speeches are also explored. Focus group findings support that children can identify persuasive strategies present in the speeches and provide insight into the knowledge children retain from exposure to the communication.