Problem: Background: Theodore Roosevelt Jr. ( ROH-z@-velt; October 27, 1858 - January 6, 1919) was an American statesman and writer who served as the 26th President of the United States from 1901 to 1909. He also served as the 25th Vice President of the United States from March to September 1901 and as the 33rd Governor of New York from 1899 to 1900. As a leader of the Republican Party during this time, he became a driving force for the Progressive Era in the United States in the early 20th century. His face is depicted on Mount Rushmore, alongside those of George Washington, Thomas Jefferson, and Abraham Lincoln.
Context: Theodore Roosevelt Jr. was born on October 27, 1858, at East 20th Street in New York City. He was the second of four children born to socialite Martha Stewart "Mittie" Bulloch and businessman and philanthropist Theodore Roosevelt Sr. He had an older sister, Anna (nicknamed "Bamie"), a younger brother, Elliott, and a younger sister, Corinne. Elliott was later the father of First Lady Anna Eleanor Roosevelt, the wife of Theodore's distant cousin, President Franklin Delano Roosevelt. His paternal grandfather was of Dutch descent; his other ancestry included primarily Scottish and Scots-Irish, English and smaller amounts of German, Welsh, and French. Theodore Sr. was the fifth son of businessman Cornelius Van Schaack "C.V.S." Roosevelt and Margaret Barnhill. Theodore's fourth cousin, James Roosevelt I, who was also a businessman, was the father of President Franklin Delano Roosevelt. Mittie was the younger daughter of Major James Stephens Bulloch and Martha P. "Patsy" Stewart. Through the Van Schaacks, Roosevelt was a descendant of the Schuyler family.  Roosevelt's youth was largely shaped by his poor health and debilitating asthma. He repeatedly experienced sudden nighttime asthma attacks that caused the experience of being smothered to death, which terrified both Theodore and his parents. Doctors had no cure. Nevertheless, he was energetic and mischievously inquisitive. His lifelong interest in zoology began at age seven when he saw a dead seal at a local market; after obtaining the seal's head, Roosevelt and two cousins formed what they called the "Roosevelt Museum of Natural History". Having learned the rudiments of taxidermy, he filled his makeshift museum with animals that he killed or caught; he then studied the animals and prepared them for display. At age nine, he recorded his observation of insects in a paper entitled "The Natural History of Insects".  Roosevelt's father significantly influenced him. His father was a prominent leader in New York's cultural affairs; he helped to found the Metropolitan Museum of Art, and had been especially active in mobilizing support for the Union during the Civil War, even though his in-laws included Confederate leaders. Roosevelt said, "My father, Theodore Roosevelt, was the best man I ever knew. He combined strength and courage with gentleness, tenderness, and great unselfishness. He would not tolerate in us children selfishness or cruelty, idleness, cowardice, or untruthfulness." Family trips abroad, including tours of Europe in 1869 and 1870, and Egypt in 1872, shaped his cosmopolitan perspective. Hiking with his family in the Alps in 1869, Roosevelt found that he could keep pace with his father. He had discovered the significant benefits of physical exertion to minimize his asthma and bolster his spirits. Roosevelt began a heavy regime of exercise. After being manhandled by two older boys on a camping trip, he found a boxing coach to teach him to fight and strengthen his body.
Question: Did Roosevelt have any siblings?
Answer: He had an older sister, Anna (nicknamed "Bamie"), a younger brother, Elliott, and a younger sister, Corinne.

Background: Indigenous languages of the Americas are spoken by indigenous peoples from Alaska and Greenland to the southern tip of South America, encompassing the land masses that constitute the Americas. These indigenous languages consist of dozens of distinct language families, as well as many language isolates and unclassified languages. Many proposals to group these into higher-level families have been made, such as Joseph Greenberg's Amerind hypothesis. This scheme is rejected by nearly all specialists, due to the fact that some of the languages differ too significantly to draw any connections between them.
Context: Although both North and Central America are very diverse areas, South America has a linguistic diversity rivalled by only a few other places in the world with approximately 350 languages still spoken and an estimated 1,500 languages at first European contact. The situation of language documentation and classification into genetic families is not as advanced as in North America (which is relatively well studied in many areas). Kaufman (1994: 46) gives the following appraisal:  Since the mid 1950s, the amount of published material on SA [South America] has been gradually growing, but even so, the number of researchers is far smaller than the growing number of linguistic communities whose speech should be documented. Given the current employment opportunities, it is not likely that the number of specialists in SA Indian languages will increase fast enough to document most of the surviving SA languages before they go out of use, as most of them unavoidably will. More work languishes in personal files than is published, but this is a standard problem.  It is fair to say that SA and New Guinea are linguistically the poorest documented parts of the world. However, in the early 1960s fairly systematic efforts were launched in Papua New Guinea, and that area - much smaller than SA, to be sure - is in general much better documented than any part of indigenous SA of comparable size.  As a result, many relationships between languages and language families have not been determined and some of those relationships that have been proposed are on somewhat shaky ground.  The list of language families, isolates, and unclassified languages below is a rather conservative one based on Campbell (1997). Many of the proposed (and often speculative) groupings of families can be seen in Campbell (1997), Gordon (2005), Kaufman (1990, 1994), Key (1979), Loukotka (1968), and in the Language stock proposals section below.
Question: Did the languages have a positive outlook or outcome?
Answer:
some of those relationships that have been proposed are on somewhat shaky ground.