The Yellow Wallpaper, by Charlotte Perkins Gilman -- Literary Analysis

Charlotte Perkins Gilman wrote an amazing story in 1892 entitled â€Å"The Yellow Wallpaper†. The story is full of symbolism and was inspired by Gilman's own life struggles. This analysis of her work will cover some important parts of the author’s life, the characters, the setting of the story, and the plot. Throughout the analysis will be explanations of symbols and how the author tied her personal experiences into the story. Charlotte Perkins Gilman’s work, â€Å"The Yellow Wallpaper† is a story that the author wrote to depict her own struggle with mental illness. In order to really appreciate this story, it may help to know about the author’s life. Born in 1860, she was the only child of Mary Finch Westcott and Frederick Beecher Perkins, a librarian and writer. It is said that Charlotte’s father abandoned his family, and, on the verge of poverty, they were forced to move around frequently (Merriman). At the age of 24, Charlotte married her first husband, Charles Watson Stetson, with whom she bore a daughter, Katharine Beecher Stetson. Shortly after giving birth, Charlotte began to suffer from severe postpartum depression and had a nervous breakdown. She spent some time at a sanitorium in Pennsylvania, under the care of Dr. Silas Weir Mitchell (Merriman). In 1913, Gilman wrote â€Å"Why I Wrote ‘The Yellow Wallpaper’†; For many years I suffered from a severe and continuous nervous breakdown tending to melancholia – and beyond. During about the third year of this trouble I went, in devout faith and some faint stir of hope, to a noted specialist in nervous diseases, the best known in the country. This wise man put me to bed and applied the rest cure, to which a still good physique responded so promptly that he concluded that there was no... ... the characters in the story, the setting of the story, and the plot of the story. While times have changed drastically since Gilman wrote her story, it is my hope that women everywhere will read â€Å"The Yellow Wallpaper†, recognize the struggles she faced in her life, and be grateful that she chose to not accept the advice of a male physician wanting her to submit to a domestic, docile, stereotypical housewife sort of life. Works Cited Booth, Allison and Kelly Mays. The Norton Introduction to Literature. 10th ed. New York: W. W. Norton & Company, 2010. Merriman, C.D. â€Å"Charlotte Perkins Gilman.† Jalic, Inc. 2006. 27 Feb. 2015. http://www.online-literature.com/charlotte-perkins-gilman/. Voight, Heather â€Å"Symbols in the Yellow Wallpaper, by Charlotte Perkins Gilman.† 2010. 27 Feb. 2015. http://www.helium.com/items/1753292-symbols-in-the-yellow-wallpaper.

Mathematics in the Primary School Essay -- education, teaching, learnin

â€Å"A successful learner in mathematics involves constructing understanding through exploration, problem solving, discussion and practical experience and evidentially through a teacher who has a clear grasp of the underlying structure of the mathematics being taught† (Haylock 2010:3). Analysing my personal journey through mathematics will allow me to explore if my experiences have influenced my attitudes towards mathematics. Beginning by exploring the ways in which I was taught as a child, examining what framework was used for the teaching of mathematics, before continuing to explore if education reforms and learning strategies could have influenced by experiences. Concluding by reflecting on my attitude towards mathematics as an adult and trainee teacher, discussing how they will affect or influence the methods of teaching I will adopt. Entering formal education in 1991 I was taught by means of the revised version of mathematical national curriculum 1991 (DfE 2013b) brought about by the Educational Reform Act 1988.The main two principles of the national curriculum were: firstly to ensure all pupils learn and achieve and secondly to promote pupils spiritual, moral, social and cultural development (DES 1987) The basis of therevised curriculum and its associated testing was to standardise the content taught across schools in order to raise standards of attainment in mathematics. With the introduction of a national curriculum came the introduction of national tests SATs, programmes of study, attainment targets and levels. This was the framework for my memories of mathematics to be established (DfE 2013a). My early recollections of being taught mathematics are through teacher explanation followed by an activity to complete to show you we... ...Utusun Ofsted. (2010). Learning: creative approaches that raise standards. Available: http://www.creativitycultureeducation.org/wp-content/uploads/learning-creative- approaches-that-raise-standards-250.pdf. Last accessed 8th Nov 2013. Orton, A (2004). Learning Mathematics: Issues, Theory and Classroom Practice. 3rd ed. London: Continuum. 49-57. Pound L and Lee T (2011). Teaching Mathematics Creatively. Oxon: Routledge Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis . Stewart, I (2013). The Great Mathematical Problems. London : Profile Books William, P. (2008). Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools. Available: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.go v.uk/publications/eOrderingDownload/Williams%20Mathematics.pdf. Last accessed 1st Nov 2013.

Classroom Observation

Classroom Observation I. Setting a. Reading class b. 2 staff/approximately 17 students c. Smaller class than usual and one of a few classrooms that have an additional staff (paraprofessional) d. 4th grade (student functions on 2nd grade level for Reading) II. Type of Task a. Independent reading/worksheet Antecedent Student is presented with an independent reading task. Behavior Disruption Consequences Least to most hierarchy of student’s specific behavior plan. Antecedent in detail When presented with an independent reading assignment (following similar group work assignment) student will become frustrated because of the difficulty of the assignment causing the maladaptive behavior described Behavior in detail For this student disruptive behavior is defined as any occurrence of calling out, teasing others, name calling, kicking his desk, and/or screaming/yelling that interferes with his and his peers’ instructional time. Consequences in detail This student’s maladaptive behavior of disruption will result in consequences that range from the least to most hierarchy. This is specifically redirection to task, verbal reprimand of upcoming consequences, in class time out away from the majority of the students (at this time the student is still required to be working on the independent task), out of class time out (monitored by the paraprofessional), sent to the behavior specialist assigned to this student. This last step typically results in a phone call to the parent/guardian explaining the student’s maladaptive behavior. It also may result in the requirement of a meeting of the pertinent parties involved (teacher, paraprofessional, and behavior specialist. Dwayne Williams03/29/2010 AntecedentsBehaviorConsequenceFunction Student is presented with an independent reading task. Disruption Least to most hierarchy of student’s specific behavior plan. For Attention Peers Staff

Discuss the various roles of social work which need to be employed in addressing ‘transphobia’

Transphobia is a recent phenomenon in the forum of Social Work and inequalities; a term that's tagged on at the end of the line of inequalities faced by people from the differing community factions that don't fit into the mould of societal norms of traditionally white, patriarchal expectations. Despite the profusion of papers on wider transgender issues, there is a paucity of research discussing Social Worker and Mental Health practitioner interventions and their considered roles; this is given the emergence of trans issues in the UK thus highlighting the nascent need for debate. Consideration has to be given to the conflicts that exist on the use of the transgender label, and specifically how it fits in with existence of the bi-polar binary gender system (Monro 2002); practitioners ought to consider a wider remit that includes not just the traditionally considered core elements of transsexual and transvestite people, but notably, the three different spheres of transgenderism which embraces those who are biologically, socially or morphologically transgendered (Laframbiose 2003), moreover, the realisation that the philosophies and politics behind the issues of transgenderism no longer belongs to a small community that practitioners will rarely come across in their careers, but instead on a daily basis to a whole range of individuals that do not adopt society's typically patriarchal expectations of male and female, including those that fit outside the bi-polar gender binary system but who do not adopt the trans label. The new reality that practitioners face is that, daily, there is increasing potential of working with individuals who deviate from the traditional notion of gender binaries, including those people who arguably deviate to a trans role, but who don't adopt the label though non-the-less experience transphobia; a contradiction in terms requiring pause for constructive reflection. Initial stages of practitioner intervention In order to ascertain practitioner roles, there is a need for full appreciation of the barriers in conforming to the norms of the wider society in general. Traditional psychological paradigms are starting to move with mental health providers working towards de-pathologising trans individuals as having ‘normal' mental health (Cole and Meyer, 1998 in Raj, 2002); the inference here is that transgender is not a psychological problem, but more that the problem is handed over to individuals in society who fail to recognise the unconventional variations of gender roles and identity; a similar pattern follows with the social model of disability, which argues that it isn't the impairments that causes the problems of disability, but that the responsibility for disability is placed squarely on society (Oliver, 1990); I argue that this lateral notion is no different, perhaps pioneering a new definition and need for nascent debate for a ‘Social Model of Transgenderism'. Practitioners should adopt clear aims to apply the ‘core values' of Social Work (Thompson, 2000), thus ensuring they work within an anti-oppressive framework which empowers trans individuals to access a range of services to which they are entitled. According to observations by Raj (2002), there is the requirement to express an attitude that is respectful, sensitive, accepting, validating, affirming, empathic, caring, compassionate, encouraging, supportive, and mutually trusting and trustworthy; the Social Model notion mentioned earlier would benefit the relationship between the ‘service provider and customer'; Raj goes on to add that this approach ensures an honest negotiation for services that is informed by a mutual contract of respect and trust for each other; this is currently negated by the specific experiences of transsexual people in the UK who are subjected to various hoops to obtain the treatments they desire, as according to Eyre in her work for Charing Cross, she advises the need for gender identity clinics to become more client focused (1999), signifying that potential conflicts still exist between professionals and differing trans client groups who fear personally negative outcomes of practitioner interventions, an issue that should to be addressed to ensure that the needs of transgender people are being considered appropriately and respectfully. Roles within practitioner intervention The three main areas of work with which practitioners are concerned with are to work effectively and efficiently with trans individuals following standards of conduct laid down by the GSCC (2002), to work effectively with the agencies who can assist trans people and thirdly, to use a pertinent role enabling individuals to move forward with their lives, roles that are important to enable individuals contend with feelings of despair and a lack of self worth, some even attempt suicide; furthermore, according to Monro (2000), she broadly writes; ‘Economic exclusion is one example of transphobia, unless gender ambiguous people are able to successfully ‘pass' as male or female, are frequently victims of violence and abuse and like intersex people, are socially invisible with hardly any representation in the media, social policy and sexual minorities, and lack service provision in areas such as education, the family and the penal system.' If trans people regularly experience these ranges of prejudices, the urgency becomes clear for practitioners to engage trans individuals in resolving these injustices, therefore facilitating their rightful integration as equal citizens; furthermore, the ‘National Association of State Mental Health Program Directors' indicates that not all trans individuals are at the same stage of self-acceptance and identity development (1999); this suggests that there are issues to be addressed in terms of trans people's comfort levels in coming out and disclosing their minority status. Any practitioner's intervention should assess for individual's development in terms of their mental health, stress levels, self concept and access to social supports. Recognising that discrimination against trans people is pervasive in this society (T.A.P. 1999), practitioners are faced with issues of prejudices experienced on a daily basis by individuals which includes being denied housing, employment, medical treatment, legal protection or some aspects of ‘hate crime' in the community. During 1999, transsexual individuals met with key figures at a local health authority to look at patient's clinical needs as they would for any other group (PFC, 1999); this experience contributed to the development of initial recommendations to the Parliamentary Forum, which resulted in the ‘Report of Interdepartmental Working Group Transsexual People' in April 2000 (Home Office). This experience simply highlights how by acting in a significant ‘activist' role and engaging individuals in small, localised issues of concern, can prove to be a stimulating and empowering experience and shows how such efforts by trans people can be used to good effect in proposals for a national governmental initiative thus helping to further break down the barriers of transphobia. As ‘advocates', it is essential to recognise the difficult positions that some trans individuals find themselves. Given that advocacy is something we approach others to take on board (Scottish Executive 2002) trans people become vulnerable as a result of the transphobic prejudices they face whether on a national scale via bad media experiences, or more directly from incidents within the local community. Some trans people do not have the close connections of friends and family to give the support that is required. The practitioner's role in this case would be to ensure that trans individuals have a facility to speak out so that their views and feelings can be expressed in a safe environment without prejudice, and being an effective advocate that sees things from a trans persons perspective can empower individuals to make their own decisions, work a way forward and make some waves to resolve their difficulties. This has to be done on their terms and allows them to be in control of the whole process; for example, it is easy for advocates to do everything on an individual's behalf, though is it only true advocacy if the trans individual was given the power to decide whether the practitioner acts on their behalf, or acts as an influential professional enabling the individual to do things for themselves. Practitioners effectively act as the link between individuals and the agencies and resources available to them. An example of the work of a ‘broker' is perhaps that of the financial advisor, familiar with the availability of financial packages; in this respect, the practitioner needs to have a very clear knowledge of the agencies, services and packages available to the trans individual. Despite scant resources, there are important organisations including, but not limited to, the Gender Trust, Beaumont Society, GIRES and PFC, each offering specific roles to trans people. One of the aims of GIRES (2003), is to provide education on gender identity issues; they offer financial support for the educational work carried on at local level by trans people who are unemployed or on low incomes. Understanding the eligibility of these funding resources is just as important as realising the different target groups that each of the remaining organisations are aimed at. In carrying out day to day work, the ‘Trans-Yorks Project (2003) gives inspirational examples of work undertaken by trans people within Yorkshire and Humberside; Trans-Yorks is an organisation run for and by trans people, though needless to say, many lessons can be learnt from observing a project giving ideas for practitioners to take on board in other areas. The founding ‘coordinator' also acted as the ‘initiator' who was responsible for bringing together the components of the voluntary organisation in so many different ways, which ranged from providing a telephone support helpline, discussion e-mail list, resourceful website, newsletter, information library, fundraising and social events. What resulted was the development of a constitution and a committee of trans people charged with the daily running of the groups' activities forging what is a forward thinking voluntary organisation which empowers local trans people to partake in the wider community and raise their own sense of identity, confidence and self esteem. Much can be learned here in developing the same resources elsewhere in the UK. ‘Educating' others about the issues of transphobia and trans lifestyles requires practitioners to become fully informed; they need to be ‘knowledgeable' in order to be effective, and can certainly provide a useful role in highlighting to trans individuals that the problems they have may well not be of their doing; certainly, being ‘told' that they have been the subjects of ‘victimisation', ‘bullying' and ‘harassment' can be empowering, and moreover, engages individuals to realise that there are acts, resources and agencies that can assist in overcoming the problems they face. An example is that the Protection from Harassment Act (1997) can be a powerful tool in engaging the individual with their local police force to resolve issues of ‘hate' crimes that have been made against them. Issues arise if the practitioner is not able to communicate this information effectively so that it is easily understood. Practitioners are often engaged in an ‘Enabler' role with individuals; enabling a trans individual to cope with ‘transitional' stress from one gender to another, in being able to come to terms with, find and accept their own sense of gender identity, along with developing their place in the community is an important role to acknowledge. CCETSW (in Thompson 2000) explained the process of ensuring people have opportunities to explore their own strengths, and then break down the problems that they have into components so that they could be tackled more easily; this process will generally include establishing some aims and goals such as ascertaining access to education, obtaining and maintaining work, or simply finding new friends in the local community. Issues arise in overcoming trans people's sense of poor self esteem and confidence, and so counselling skills formed from social work theories can be used in collaboration with other agencies and community projects, proving of benefit to the trans individual. It is worth noting that the majority of trans people, once they have settled their identity along the gender spectrum, often feel quite happy and contribute to society; however, there are some individuals who would benefit from being informed about the benefits of social work interventions at a level that best suits them, but which does not oppress them into an interventionists ‘contract'. A key task for practitioners is being involved with facilitating activities with local client groups, thus encouraging people to bring their ideas together either in brainstorming sessions, or opportunities that contribute to policy development or new initiatives to benefit the trans community and self defined by the group itself. As the ‘facilitator' in these situations, the essential part of a regular role for practitioners. According to Iowa State University (1992), developing a partnership of trust and ensuring everyone is fully involved in unity to achieve an agreed objective is the most essential task. This is a process that worked very well for Bockting et al (1999) who were charged with the task of getting together community representatives to develop an educational HIV prevention package for transgender people; the effective facilitation of this project resulted in increased partnership which led to a more effective campaign working towards promoting better health amongst transgender people. As in any other community, conflicts and problems do arise, and one of the key practitioner roles in any case is that of ‘mediation' in order to resolve conflicts and problems not just for the trans individuals, but also those closely related to them; one example specifically relates to a call in mediation in relation to trans parents, their partners and their children and often, Social Work practitioners are called in by the Children's a Families section to make an assessment in terms of The Children Act 1989 and the Family Law Act 1996. According to Press for Change (2002) when a custody battle develops, the courts reluctantly award custody to the trans parent thus frequently place very severe restrictions on access, sometimes wholly forbidding access; this relates well with the fact that s.1 of The Children Act (1989) considers the interests of the child as being paramount and commonly, the trans birth parent will often feel oppressed and discriminated against; this is further compounded by the fact that the other parent and their social worker might assess that children could be disturbed by contact with a parent that has a trans identity. This therefore necessitates the role of mediation which enables the practitioner to educate and explain the situation to the close relations and friends to ensure contact is not lost and that access to their children is not prevented. In much of this, the role of ‘negotiator' is often called for, and is not dissimilar to that of the neutral mediator. Getting a consensus even between the different factions of the trans community, and the agencies charged with providing a service to them does involve fighting for a middle ground that all sides can settle down to in order to achieve a consensus between all sides; the question is, just what is there to negotiate? A look back on all the different roles that practitioners play will reveal the deep seated transphobia that trans people face in their lives, and in every aspect of intervention with trans people will mean coming to the bargaining table to achieve the one thing that trans people seek to achieve, a sense of fairness, justice and most all, the right to equality and respect. Conclusion Raj (2002) made some important recommendations in working towards an overall goal of providing a ‘transpositive and therapeutic' approach that is ‘trans affirmative' and which considers individual trans individuals using a ‘best fit' approach; the suggestion here is that rather than perhaps working to a gender binary approach, that instead a reflexive role be taken on which accommodates and appreciates the needs of the specific gender that an individual feels to be, even if it doesn't fit in with societal norms thus eliminating any opportunities for transphobia to occur in the relationship with practitioner and the individual Indeed, the practitioner can apply their role appropriately depending on the practice setting, and that the needs, wishes and feelings of the individual trans person are taken into consideration first and foremost, and certainly before those of the practitioner; Furthermore, the recommendations given by Raj are significant in that suggestions are given for ongoing professional development ensuring that practitioners are ‘aware' of current trends and issues in transgenderism. Not only will such an approach ensure a more effective collaboration between practitioner and individual, but also assures the individual will not only receive the best quality professional response, but that the agency can report an increasingly value for money service which responds to, and is accepted by the trans community.

Muslim Night Essay

An event called ‘Muslim Night’ was held on Saturday, May 7, at MLIC 3rd Floor, IUJ. This annual event starting from 7 pm was initiated and implemented by Muslim Student Association (MSA). Some of students at IUJ come from Muslim countries; they are from Soth East countries : Indonesia and Malaysia; Middle East : Uzbekistan, Kyrgyzstan, Kazakhstan, Turkmenistan, and Tajikistan; South Asia : Bangladesh, Pakistan; and Africa Sudan. Those countries have a value or culture influenced by Islam. Entitled ‘Muslim heritage in our world’, the event is expected to be cross-cultural understanding and value sharing for Muslim. Muslim culture has many heritages to the world, especially some inventions that still used till today. The inventions are from many aspects such as economy, science, engineer,etc. A short opening speech was delivered by Professor Ahmed. He said that more than 3 billion people in the world hold Islam. â€Å"This contributes significant influence to enrich world culture† added he. Islamic values cannot be separated from the way of Muslim life. Islam which means submission brings peaceful to any human beings. This is reflected from Islamic greeting ‘Assalamual’aikum’ which means to give peace upon to the addressee. The President of MSA – Nur Adib Najamuddin in this occasion said that †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (mohon diisi ya mas, maaf waktu saya lagi moto di luar) President of IUJ, Masakatsu Mori through his email is welcome this event. However, he was absent due to his scheduled appointments in Tokyo. This event is open for all IUJ’s community. More than 250 participants – student, staff, and faculty members were joining in. Much information about Islamic values and culture are available in the form of booklet and poster. Nasheed song describing Islamic culture was heard during the event. The Muslim Night 2011 provided some activities such as (1) a short movie presentation with the title â€Å"1001 Inventions and the Library of Secrets’ which tells about pioneering scientists and engineers from the history of Muslim civilization, such as Al Zahrawi, Al Jazari, and others. The film starred by Sir Ben Kinsley has won Cannes Festival France 2010 for best educational film and New York Film Festival 2010 as the best movie. (2) Islamic corner provided a free writing name in Arabic calligraphy for the participants and it was recorded that almost 200 participants wanted to be written their name in Arabic, (3) and ethnic food and drinks from various Muslim countries, such as South East Asia, Middle Asia, and South Asia.

People, Profit and Price Essay Example | Topics and Well Written Essays - 1500 words

People, Profit and Price - Essay Example Q2: What do you mean by income elasticity? Identify the symbolic form of income elasticity. Income elasticity of demand refers to the reaction of demand to change in consumers' income. In other words, it is the extent of change in demand to a change in consumers' income. Income elasticity of demand is calculated by the ratio of percentage change in demand to income (Anon., 2005, p.22). According to Anon (2005, p.22) it is represented as: Income Elasticity of Demand = In symbolic form, eY=  Where eY =Income elasticity of demand; Y =income of consumer, Q=quantity demand, Y=proportionate change in income Q: 3 what is mean by production function? What is the use of production function in production analysis? The production function refers to a technological relationship between input and output (Anon., 2005, p.50).It indicates the output of a business, industry, or economy for the input. When it comes to the use of production function in production analysis, assume a firm that uses N amount of inputs, such as, machinery, labor, and materials, for producing a single output. Production function (q=f(x)) is used to summarize the technological possibilities of that firm. Here, q represents the output and x=(x1, x2†¦xn)' is an N?1 vector of inputs (Coelli, Prasada, Christopher and George, 2005, p.12). Q: 4 what are the characteristic features of free market economics? How are the central problems of resource allocation solved in such economic? Characteristics of free market economy include: consumers, producers, private owners, and government are primary actors, three actors (consumer, producer, property owners) are driven by self-interest while government is driven by social welfare, all factors of production are the property of private owners, owners have the right to buy and sell through market mechanism, competition exists when there is freedom to allocate resources. Decision making is decentralized since individual economic actors are free to allocate th eir resources. Resource allocation is defined by individual economic agents. Economic actors pursue their interest but resource allocation is in interest of society (Anderton, 2006, p.22). Q: 5 explain the term â€Å"economic costs†? How do these differ from accounting costs? Use examples to illustrate your answer The economic cost (EC) is greater than the accounting cost (AC) because EC includes both explicit accounting cost and implicit cost which is the value of owner's personal resources.EC incorporates implicit costs that could have been gained when same resources are invested somewhere else. If a couple decides to invest $100,000 on building for opening a restaurant. Implicit costs would be 3 percent or $3,000 or the money earned from some other investment. It is because of different rate of return in mutual funds (9 percent) and capital investment (6 percent) on $100,000(Musgrave and Elia, 2001). Task: 2 Explain the causes of market failure. Should market failure alway s invite government intervention? Discuss the different ways in which government intervene in the market. Give example in support of your answer? Introduction "Market failure is a blanket term used by economists to describe situations in which markets might not work and/or markets might

How did the plan to put a man on the moon by 1969 succeed, or was it Research Paper

How did the plan to put a man on the moon by 1969 succeed, or was it the moon landing faked - Research Paper Example Arguments from both sides have led to the dilemma whether man was able to land on the moon with the level of technology back then the manned landing was planned on earth for reasons of fame and power. Most of the conspiracy theories argue that The United States faked the moon landings to beat the Soviet Union and assure Americans that J.F. Kennedy has achieved his long-term goal. It was clear that the moon landing was faked until NASA counter-attacked the critics on behalf of the government. The landing of man on the moons surface was not a hoax. NASA claimed that it had it had carried out various researches on sending astronauts to the moon and the 1969 program was its first successful landing on the moon after the Apollo 1 program failed. According to NASA sources, the first program was not successful due to a fire in the cabin that led to the deaths of all astronauts. Improvements and renovations were made to the Apollo 11 making it possible for humans to land on the moon using the Lunar module (Braeunig). Kennedys administration funded the programs leading to the construction of two space centers, the Kennedy Space Center and the Johnson Space center. Funding of these centers at the time led to advances in technology in NASAs computers, avionics, and telecommunication systems. These technological advancements led to Armstrong and Aldrin landing on the moon on July 20, 1969 (Braeunig). Michael Collins was left at the command spacecraft to ensure departure preparation s for the Lunar Module. To present proof, the astronauts took pictures and recorded videos. They also took rock and soil samples from the moon and Neil Armstrong left the American flag on the surface of the moon (Knight 500). Above all, the Americans were the first to take a man to the moon and were ready to provide proof. Critics emerged as soon as NASA started transmitting the