Teddy Roosevelt Essays (1234 words) - Theodore Roosevelt

Teddy Roosevelt Early Life and Family Theodore Roosevelt, the second of four children, was born in New York, New York on October 27, 1858. He was part Dutch, English, Welsh, Scottish, Irish, French, and German. Because of Roosevelt's poor health, he suffered from asthma and defective vision. He had great energy, curiosity, and determination like his father. ?Teedie? as his family would call him, loved books and the outdoors. He combined these interests into nature study. When he was ten and again when he was fourteen, Teedie went with his family on yearlong trips to Europe and the Middle East. His father built a gymnasium in his house so he could exercise regularly. His father said that he would need a strong body to give his mind a chance to develop fully. Over time, Roosevelt overcame his asthma and built up unusual physical strength. On October 27, 1880, Roosevelt married Alice Hathaway. They were a happily married couple for about 3 years until she died on February 13, 1884, following a baby girl the next day named, Alice Roosevelt's mother died on the same day as Theodore's wife. Baby Alice survived, and was subsequently married in a lavish White House ceremony to Nicholas Longworth. Meanwhile, Roosevelt married his childhood sweetheart, Edith Kermit Carow, in London. She was an intelligent, sensitive and cultivated woman. Resignedly, she accepted many of her husband's most disruptive decisions, such as his break with the Republican Party in 1912. She gave four sons?Theodore, Jr.; Archibals; Quentin; and a daughrt Ethel. The energetic kids in the Roosevelt family were the liveliest group of children to live in the White House. Details of Presidential Life September 14, 1901 Roosevelt took the oath of office at Buffalo and became the twenty-sixth President of the United States. At age 42, he was the youngest man to hold that office. In May of 1902, Crater Lake National Park was established. Other National Parks established by Roosevelt are Windy Cave National Park, South Dakota; Sullys Hill, North Dakota; Platt National Park, Oklahoma; and Mesa Verde National Park. In November of 1903, Roosevelt signed the Treaty with Panama for building the Panama Canal. In November of 1904, Theodore Roosevelt was reelected president over Democrat Alton B Parker. The first major achievement of Roosevelt's second term was the Hepburn Act of 1906, which gave the Interstate Commerce Commission power to fix railroad rates and to prohibit discrimination among shippers. During the last two years of Roosevelt's presidency, Republican leaders defied him almost continuously. Finally on January 31, 1908, Roosevelt lashed back in one of the most bitter and radical presidential messages on record. He said that the representatives of ?predatory wealth? were thwarting his program. In 1902, Roosevelt gave his support to the Democratic-sponsored Newlands Act. Under his authority 30 immigration projects, inculding Roosevelt Damn in Arizona, were begun or completed during his presidency. In October of 1912, Roosevelt was shot and wounded in an assassination attempt during a characteristically aggressive campaign. But Democratic governor of New Jersey, Woodrow Wilson, received 42% of the popular votes and won overpowering in the Electoral College. Early Jobs / Career Goals Prior to Presidency When Theodore was 23, he was elected to serve his first term in the New York State Assembly. As the leader of a minority of reform-minded Republicans, he pushed through a number of ?good government? bills. From 1884 to 1886, Roosevelt took up his lonely time by writing history and by operating a cattle ranch in the Dakota Territory, where he earned the respect of cowhands and ranchers. In the fall of 1886, he returned east to run for mayor of New York against Congressman Abram S. Hewitt and the economist Henry George. Hewitt won decisively, while Roosevelt finished a poor third. In 1887, Roosevelt was named Assistant Secretary of the Navy by President William McKinley. With this important job, Roosevelt worked behind the scenes for war against Spain. In 1878, Roosevelt resigned to accept a lieutenant colonelcy in the 1st U.S. Volunteer Calvary ? the ?Rough Riders?. He led the Rough Riders in a heroic charge up Kettle Hill in the battle for San Juan. As head of the commission, Roosevelt was being lead by the belief that the spoils system was a ?fruitful source

Learner Characteristics Essays

Learner Characteristics Essays Learner Characteristics Paper Learner Characteristics Paper Learner characteristics often influence learner readiness to learn. There are many learner characteristics of employees working in a critical care work setting. Learner characteristics are often multi faceted and include personal, environmental and situational characteristics that may impact ones ability to succeed in a learning environment. It is important that teaching strategies consider adult learner characteristics that may influence the learners ability in the critical care setting specifically as this environment presents unique challenges to learners. Understanding of developmental stages is also vital to the learning process among critical care workers. This paper will discuss learner characteristics and learner readiness to learn in the critical care environment Overview of Learner Characteristics Central to adequate learning and teaching is an adequate understanding of the way some students learn and the characteristics associated with successful learners. Undoubtedly learners display various styles or characteristics of learning in the clinical care setting. It is vital that instructors consider an approach to learning that accommodates the characteristics of the learner and the goals of the teacher in the clinical care setting in order to inspire the greatest success among students and the classroom alike (Anderson, Boud Sampson, 1996). Common learner characteristics exuded by students in the clinical care setting include a tendency toward considering teachers as experts and authorities on all subject matter and the tendency to look forward to learning in a clinical setting or environment (Huttly, Sweet Taylor, 24). Learner characteristics common among clinical care students include the tendency toward preferring self-directed instructed methods and the tendency toward development of reflection and autonomy in the learner (Huttly, Sweet Taylor, 2003). Burns (2002) suggests that understanding learner characteristics can help teachers employ more cognitive and humanist approaches to teaching (p. 142). Further the author asserts that it is important that teachers consider individual behaviors and the influence learning styles have on the individuals potential to succeed, discover, understand and problem solve in the classroom. This approach is referred to as the cognitive approach to learning, and encourages educators to help facilitate individuals learning potentials by promoting self direction and valuing personal experience in the classroom in an environment that is supportive of teacher interaction (Burns, 142). Learner characteristics or attributes may include positive self-esteem or self-concepts that help students, particularly adult students, remain positively motivated in the classroom (Burns, 207). In this type of environment students provide their own validation for learning and view learning as an internal phenomena where they retain a certain degree of autonomy and locus of control (Burns, 207). This compared with the environment where students are more reliant on the teacher for direction and authority. This model, where the teacher acts as a lecturer and directs student interactions is far more common in the health care setting, but not necessarily valuable or supportive of learning particularly in the clinical care environment because it does not support the team model of learning, growth and development (Burns, 2002). Development of self-reliant behaviors is important for stimulating positive self-concept among adult learners and encouraging ample communication among adult learners (Burns, 2002). It is important therefore that the degree of autonomy and self-direction students experience is considered as a learning characteristic in a clinical health care environment. Learner characteristics common to individuals in a clinical care setting and adult environment include the ability to actively participate in learning, develop critical methods for interpreting reality and developing recognition of ones ability to change their reality and environment (Burns, 2002). Learner characteristics also include the tendency to look for opportunities to develop ones potential and discover new avenues for expressing ones abilities in the learning environment (Burns, 2002). While many learner characteristics are generalized including these, it is important to remember that individual learning styles are also very prevalent and important in the educational setting, particularly in an adult learning environment. Adults prefer working in a learning environment that provides an empowering learning situation. Empowered learners generally translate into competent and empowered clinical and critical care learners, helping others including other staff members, employees and patients develop their own sense of identity and empowerment through adaptive learning (Burns, 2002). An adults readiness to learn is often contingent on the amount of previous practice and learning or the amount of stored knowledge they have regarding given concepts or phase sequences (Burns, 260). An adults readiness to learn is also based on their ability and interest for assimilating new information into their current context. Typically readiness to learn is also contingent on the learners intrinsic motivation which is more likely to produce permanent learning because learning becomes more natural or instinctive to the learner (Burns, 260). Further it is important that in the adult learning environment and in critical care settings learners are provided with positive reinforcement for their efforts at learning, which theorists suggest is more effective than ignoring behavior or criticizing and punishing negative behavior (Burns, 2002). Readiness to learn may also be influenced by various factors including stress, time pressure, the context in which learning occurs, the level of interpersonal relationships the learner has with teachers and even fatigue or health pressures (Burns, 2002). Considering such conditions teaching strategies must target individual learning styles and contexts, working to help improve self-esteem among students and help facilitate more positive experiences within the learning environment (Burns, 2002). Developmental stage is also vital to the learning process for adult learners and learners in critical care work settings. Developmental stage approaches suggest that adult learners exude certain learning characteristics that are similar or analogous to their life experiences (Cross, 1981). Using this model one must consider the learners personal attributes or characteristics as well as situational characteristics that may impair or facilitate learning (Cross, 1981). These characteristics may include a persons physical or life developmental stages and personal characteristics. Biological characteristics including ones age may impact ones ability for example to learn effectively in the classroom; likewise developmental stages involving situational characteristics may include ones ability to work varying schedules in various environments (Cross, 1981). The medical employee working in a critical care environment will face many situational characteristics one must consider when developing a learning program targeted to this population in particular. These may include increased stressors and the need for programs that adapt to the experience level of varying workers in this diverse and often fast paced environment. In this case it may be beneficial for an educational program to focus on the learners personal and experiential characteristics to develop an appropriate learning model. Bibliography : Anderson, G. , Boud, D. Sampson, J. (1996). Learning Contract: A practical guide. London: Kogan Page. Burns, R. (2002). The adult learner at work: The challenges of lifelong education in the new millennium. Crows Nest: Allen Unwin. Cross, K. P. (1981). Adults as Learners. San Francisco: Jossey-Bass. Huttly, S. , Sweet, J. Taylor, I. (2003). Effective learning teaching in medical, dental and veterinary education. Sterling: Kogan Page.

Looking At The Transracial Adoption Process Social Work Essay Example

Looking At The Transracial Adoption Process Social Work Essay Example Looking At The Transracial Adoption Process Social Work Essay Looking At The Transracial Adoption Process Social Work Essay This paper summarizes the theoretical conditions environing Transracial acceptance and provides an account of the current and past inclinations as it pertains to Transracial acceptances. The subjects discussed includes transracial acceptance from foster attention, political issues affecting transracial acceptance, judicial issues affecting transracial acceptance, and ends that need to be met by authorities actions. Method of analysis include information aggregation and a reappraisal of literature. Consequences of the analysis shows that society s insensitivenesss may be straight related to the inability of transracial acceptance being every bit successful as antecedently hoped. The paper draws attending to the construction and guidelines of the Foster attention system. The subject of failings does necessitate extra analysis and counteractive steps by legislative and judicial subdivisions of the authorities. Further survey shows that the current policy constructions needs to be reeval uated. The research evaluated certain cardinal commissariats and concludes that the MultiEthnic Placement Act needs to be re-assessed once more so that farther success can be obtained. It is hence recommended that extra analysis be conducted so that this analysis can be farther defined. Introduction Foster attention besides known as resource attention is when a child ( s ) is removed from the place of their biological parent ( s ) and placed into the place and attention of a province certified supplier ( s ) known as a resource/foster parent. Foster/resource attention is intended to be provided on an temporary footing and the services provided to the households are administered through each province s local section of Social Services, who under the counsel of the Child Protection Services ( CPS ) of that province has removed the kid ( ren ) from the attention and place of their biological parent ( s ) after cogent evidence of either physical or mental maltreatment and/or disregard has been documented. Foster attention is non the solution to the job, and as such, it is suppose to be a short-run step with surrogate attention working with the households of the bush leagues in their attention in order to better the life conditions of the place so that the kid ( ren ) can be returned to their place. When this is non an option, kids are so either placed in what is known as a affinity plan or they are placed up for acceptance after the rights of the parents have been terminated with the apprehension that reunion of the household ( before expiration of the rights ) are the topmost of import option before any other options are to be considered. So, why does it look that a job may be with respects to transracial acceptance as it relates to further attention parents of a race different from that of the kid ( ren ) in their attention? The issue that is traveling to be addressed within this survey will be to concentrate on the topic of interracial acceptances within the Foster attention system and exterior of the Foster attention system and how political and judicial figures have in the past and presently manage this sensitive state of affairs. Besides being discussed is whether the Multiethnic Placement Act enacted during President Clinton s disposal continue to be effectual and if so, how? Background What is Transracial Adoption? Transracial acceptance is the puting a kid who is of one race or cultural group with adoptive parents of another race or cultural group ( Adoptive Families, 2010 ) . Transracial acceptance has existed in U.S. history prior to the 1950s ; nevertheless, after the 1950s with the innovation of the modern twenty-four hours birth control ( prophylactic ) pill, lawful abortion rights, etc. , the demand for parents to follow interracially became more predominate. Transracial acceptance from the Foster Care system Transracial acceptance from the Foster attention system is a more desirable pick than to stay in the Foster ( resource ) attention plan ; nevertheless, there do be unwritten regulations which guides the acceptance procedure. Children are staying in surrogate attention longer than necessary or until they age out due to what is known as race matching , which is the thought procedure that a kid should merely be allowed to be adopted by those of the same cultural background as themselves, therefore a Caucasic kid could merely be adopted by a Caucasic couple/individual and a Latino kid could merely be adopted by a Latino couple/individual. There are those who believe that transracial acceptance from foster attention allows for kids within the system the chance to be provided with a lasting and loving place which is particularly true for older kids who would otherwise stay in the Foster attention plan until they aged out or make the age of 18. It is in the best involvement of all kids within the surrogate attention plan that will non be reunified with their biological household to hold the chance to go a portion of a devoted and fostering household who will supply that kid with stableness regardless of the race or ethnicity of the kid being adopted or the household making the acceptance. Based on the Foster attention statistics published by the Child Welfare Information Gateway in 2009 based on determination of the most recent national statistics from the twelvemonth 2006 of the estimated 510,000 kids in Foster attention on September 30, 2006, 23 per centum had a end of acceptance ( US Dept. of Health A ; Human Services, 2009 ) and of the estimated 289,000 kids who exited foster attention during FY 2006, 17 per centum were adopted ( US Dept. of Health A ; Human Services, 2009 ) demoing that a good place and great parents are being provided where otherwise the kids within Foster attention would non happen places and would digest the cost that are associated with being in Foster attention on a long-run footing. Cause for Government intercession MultiEthnic Placement Act ( MEPA ) The MultiEthnic Placement Act of 1994 was put into action in order to take barriers which could forestall kids within the public assistance system ( surrogate attention ) from being provided with a safe and lasting place, well-being, and to guarantee that any Foster attention and acceptance arrangements are non denied based on race or national beginning. Concerns exist that African American kids who are in surrogate attention expecting acceptance and who are finally placed in a transracial places will hold experiences that are damaging to those kids s well being, self-pride, and their cultural individuality. Others stress that more accent should be placed on turn toing ways in which to maintain those kids from holding to be removed from their biological households in the first topographic point and that if those attempts are non successful in forestalling the remotion that more accent should be placed on reunion of the kids with their biological households in order to extinguish the demand for acceptance. In order to bridge the spread between both sides, MEPA was implemented in order to cut down the sum of clip kids had to pass in Foster attention before they were released to be adopted after reunion with the biological household was no longer an option, it was put into action in order to forestall favoritism with respects to how kids are placed in surrogate places and in adoptive places so that these arrangements are non based on national beginning or race, and in conclusion MEPA kind to better the recruiting demands for Foster and adoptive households so that the demands of the kids being brought into attention could be met. MEPA and is it effectual? After the MultiEthnic Placement Act of 1994 was implemented it was so amended in 1996 in order to extinguish some of the ambiguity of the original enacted jurisprudence of 1994 ; nevertheless, in 1998 the act once more received unfavorable judgment because of the continued favoritism within the surrogate attention plan with respects to transracial acceptance. Social/Case workers are charged with working to take the mute regulation of race fiting from the kid public assistance plan and should be seeking to make what is in the best involvement of the kid with respects to placement determinations, nevertheless, this may non needfully ever be the instance as some workers seek to put kids, particularly minority kids within places that support that kid s racial individuality, which means those kids are placed in adoptive places with kids of the same cultural background as themselves which is non needfully a job except when it affects kids, particularly older kids, holding to stay in surrog ate attention because of the inability of the worker to happen an adoptive household of the same cultural background. Issues Political issues affecting Transracial Adoption The issue of transracial acceptance serves as a hot political subject for many grounds and particularly as it relates to how much control each province should hold when it comes to count that affect an person s pick as it pertains to their household life. The provinces attempt at control of an person s household life particularly with respects to transracial relationships can be seen with the 1984 instance of 466 U.S. 429 Palmore v. Sidoti, where a white twosome with one kid together divorced and the female parent was awarded detention of that kid. Later both female parent and male parent remarried to other people ; nevertheless, the female parent married a black adult male which lead to the male parent registering a request in the State of Florida to hold the female parent s rights revoked based on her holding married another race. Florida s Supreme Court ruled in favour of the male parent saying that even though race dealingss have been bettering in the United States, the kid would still endure from societal stigmatisation if she was to stay in the detention of a female parent who was married to a black adult male. A judicial opinion of taking a kid from its female parent detention based entirely on the female parent engagement with another race lead to the State of Florida Supreme Court s opinion being nem con overturned by the U.S. Supreme Court, even though State Supreme Court determinations are normally concluding ( Van Horn, Baumer, Gormley ( 2001 ) . The U.S. Supreme Court justice ruled that the opinion by the State of Florida Supreme Court was and is a misdemeanor of the 14th Amendment which seeks to extinguish all signifiers of racial favoritism that could be imposed by the U.S. Government. The U.S. Supreme Court farther went on to province that it is the responsibility of the State of Florida Suprem e Court to protect kids from being harassed by race nescient persons but that it is was still unconstitutional to protect kids by integrating favoritism and intolerance into jurisprudence. If this is the kind of reaction and determinations that have to be made from a political point of view what does it state for the instance of utilizing race with acceptance arrangement and why those instances are so ill-defined. Judicial issues affecting Transracial Adoption What does it intend when Foster attention refer to what is in the best involvement of the kid ? It is supposed to intend that it is the guiding rules, whereas, any and all determinations made by the judicial system ( tribunals ) with respects to finding how to maintain the kids who are presently in attention safe and how to guarantee that their demands ( the kids s demands and non the parent s ) are being met and that besides includes who is and who will be physically responsible for the safety of the kids that they ( Judgess ) are judicially responsible to and for. Each province refers to the phrase what is in the best involvement of the kid in their ain manner by implementing their ain set of political orientations which help to regulate how the judicial procedure with respects to its Foster and acceptance plan will be handled. It is still hard for each province s judicial system to qualify and place precisely what is in the best involvement of the kid because of its biased/subjective mode. Goals to run into by governmental actions The ends that each local Foster attention and acceptance office should concentrate on, is once more, what is in the best involvement of the kids and if reunion is non an option so the focal point must instantly be redirected to looking for adoptive places for the kids in attention. The primary concentration of governmental actions as it relates to the importance of the kids in the Foster attention plan waiting for acceptance should be focused on the adoptive guiding rule, ordinances, and processs. . Another end that needs to be met by governmental actions is the alterations or revisions needed by the MultiEthnic Placement Act of 1994 so that the consideration of race becomes a factor ; nevertheless, it should non be the lone factor when a kid is being placed in a prospective adoptive place and when transracial acceptance is the option being kind, the adoptive parents must be advised as to how transracial parenting issues have to be addressed for the benefit of the kid or kids they are following or sing following and station adoptive services should be provided to assist the transracial households meet the demands of their adoptive kid ( ren ) . Adoptive services provided by the provinces foster/adoption attention plans that arise from foster attention should actively seek possible households who meet the demands of the kids in Foster attention, particularly those households holding the same cultural background, where the race or ethnicity of kids presently in Foster attention a re 40 % Caucasic, 31 % Afro-american, 20 % Hispanic, and 1 % Asiatic ; 8 % other . ( Caughman, S. , 2010 ) The last end that needs to be met by governmental actions would be to back up the attempts of the kid ( ren ) by leting for the kids to stay with their biological household, a service that provide drawn-out support, every bit good as, fiscal services to those households and the kids staying in the affinity plan. Realization Problems What are the realisation jobs being faced by transracial acceptance as it relates to further attention in the United States? Has the involvement of our foster/adoption attention changed from the demands of our kids to the demands of the perspective adoptive parents? The demands of our kids within the surrogate attention plan and those within the acceptance plan will non be served until we as a society can admit that race has an of import affect. One job that can be seen with transracial acceptance is that it is non turn toing the demands of the older kids who remain in the Foster attention plan and alternatively seems to be giving penchant to those who seek merely to follow babies or yearling age kids who become available after expiration rights have been dissolved. Transracial acceptance demands to be redefined and to see if what is presently go oning is a consequence of switching our focal point from run intoing the demands of our kids to run intoing the demands of those grownups wishing to go parents. There is a important demand to happen ways in which to supply our kids who are in surrogate attention with the sort of fostering that will enable our kids to turn and lend to the society in which they live as productive grownups. In order for our kids to be comfy with their heritage after acceptance, the adoptive parents must be willing to confront the worlds as they pertain to race in the United States and they must be willing to let and supply for their adopted kid to hold chances for relationships and fond regards with the community in which they are a portion, which can be accomplished besides by supplying the kid with a supportive environment, positive experiences with their civilization and a diverse manner of life so that the kid ( ren ) can experience a comfort with the universe in which they are a portion. Decision The findings is that oppositions of transracial acceptance believe that surrogate kids being placed for acceptance should be of the same cultural group ( race ) which will supply the kid ( ren ) with the ability to hold a life full of cultural profusion and racial heritage. Those in favour of transracial acceptance believe that it does non count with respects to the cultural background of the adoptive households every bit long as the household is loving and can run into the demands of the kid being adopted and that race should non be a factor. It, nevertheless, is critical that the focal point of acceptance from foster attention be focused on the involvement of the kids who are in demand of a lasting place and it should non be focused on functioning the involvement of the adoptive household, the societal worker, nor the political sphere charged with looking out for the best involvement of those being served .the kids. Biography Caughman, S. ( 2010 ) . Resources for Parents Adopting from Foster Care. Retrieved August 18, 2010, from hypertext transfer protocol: //www.adoptivefamilies.com/foster/ Supreme Court of the United States. ( 1984 ) . Palmore v. Sidoti 466 U.S. 429. Retrieved from hypertext transfer protocol: //scholar.google.com/scholar_case? case=5853206159663402042 A ; hl=en A ; as_sdt=2 A ; as_vis=1 A ; oi=scholarr Transracial/Transcultural Adoption. ( 2010 ) . Retrieved August 18, 2010, from hypertext transfer protocol: //transracial.adoption.com/ U.S. Department of Health and Human Services, Administration for Children A ; Families. ( 2009 ) . Foster Care Statistics. Retrieved from hypertext transfer protocol: //www.childwelfare.gov/pubs/factsheets/foster.cfm U.S. Department of Health and Human Services, Administration for Children A ; Families. ( 2009 ) . A Guide to The Multiethnic Placement Act of 1994. As Amended by the Interethnic Adoption Provisions of 1996. Retrieved from hypertext transfer protocol: //www.acf.hhs.gov/programs/cb/pubs/mepa94/ Van Horn, C.E. , Baumer, D.C. , A ; Gormley Jr. , W.T. ( 2001 ) . Politics and Public Policy ( 3rd Ed. ) . Washing, DC: CQ Press.