Association football terminology Essay Example for Free

Association football terminology Essay Soccer also known as football in Europe, It is only known as soccer in the United States and in Canada everywhere else it is known as football. It is a very popular sport and it is played between two teams both with eleven players. Over 250 million players in over 200 countries, making it the world’s most popular sport, played the game. The game is played on a very large rectangular field of grass or it can also be played on artificial turf. There is a goal box in the middle of each of the short ends. The goal of the game is to score by kicking the ball into the opposing goal. Soccer has many nicknames such as â€Å"The beautiful game† and â€Å"The World Game†. The game is played by all ages from children to adults. In general play, the goalies are the only players allowed to touch the ball with their hands while the field players are to use their feet to kick the ball, sometimes using other parts of their legs, their torso, or their head. Players have different roles in the team. There are forwards who attack and score goals. There are defenders who help to defend the goal. The team that scores the most goals by the end of the game wins. If in the end the game were to end in a tie either a draw is declared or the game goes into extra time or a penalty shootout, depending on type of competition. The World Cup is the most famous soccer championship. It is held every four years. Teams from many countries of the world compete with each other, and millions of people around the world watch the game on television at that time. It is a very competitive kind of sports that is why it is interesting to watch it. Soccer is even in the Olympics Each team consists of a maximum of eleven players not including substitutes, one of whom must be the goalkeeper. Goalkeepers are the only players allowed to play the ball with their hands or arms, provided they do so within the penalty area in front of their own goal. The basic kit players are required to wear includes a shirt, shorts, socks, footwear and also shin guards. Headgear is not a required piece of basic equipment but there are many famous players today may choose to wear it to protect themselves from head injury. A number of players may be replaced by substitutes during the course of the game. The maximum number of substitutions permitted in most competitive international and domestic league games is three, though the permitted number may vary in other competitions such as friendly games. Common reasons for a substitution include injury, tiredness, ineffectiveness, a tactical switch, or substitutions are used for time wasting at the end of a finely poised game. In standard adult matches, a player who has been substituted may not take further part in a match. A match is not allowed to continue if there are fewer than seven players in either team. A game is officiated by a referee who has full authority over the entire match and whose decisions are final. The referee is assisted by two assistant referees. In soccer there can be consequences for hurting a player. And it is known as a foul, a foul occurs when a player commits an offence while the ball is in play. Handling the ball deliberately, tripping an opponent, or pushing an opponent, are considered as fouls. They are therefore punished by a direct free kick or penalty kick depending on where the foul occurred. Other fouls are punishable by an indirect free kick. The referee may punish a player with a caution also known as yellow card or a dismissal also known as a red card. A player can also receive two yellow cards in the same game which result in the player getting a red card, and therefore to a dismissal. A player given a yellow card also it is called being â€Å"booked†, the referee writes down the players name in his official notebook. If a player has been expelled from the game there can be no substitute that can be brought on in their place. You can receive a card at any time during the game. Soccer has fairly simple rules however it is still a difficult game to play. It is a highly strategic game that requires logical thinking, quick reaction and endurance as it is necessary to run without a rest for a long time.

Hitlers Foreign Policies

Hitlers Foreign Policies Ultimately Hitlers determination to transform European society brought war and destruction to Europe in 1939. Though not necessarily the war he was planning for; evidence suggests that Hitler was preparing Germany for conflict with Russia. This indication would consist of economic output towards the end of the 1930s for example, according to Anthony Wood in Europe 1815-1945, the output of steel in 1935 stood at 16.1 million metric tonnes; this by far out produced the superpowers steel industry and could imply the planning for military conflict. Hitlers policies based on lebensraum and the establishment of a racial empire on East European and Russian soil were without doubt ruthless, but did they make the Second World War unavoidable? The extent to which Hitlers foreign policies made the Second World War inevitable has constantly been under contention. A J P Taylor argues Hitler was just an average western leader, and the Second World War was at the fault of many rather than solely Hi tlers foreign policy. According to Ian Kershaw, Hitler defines his foreign policy as the art of securing for a people, the necessary quantity and quality of lebensraum Deflated from the effects of The Treaty of Versailles, German economy was crippled, the army was reduced, and they suffered from loss of Land. Germany was desperate to revoke the Treaty which brought it to its knees, and unite all German speaking countries. In protest, Hitler began a course of secret conscription, written in Mein Kampf, Hiter justified this action, Especially your people, doomed to languish along unarmed beneath the thousand eyes of the Versailles peace treaty' This action can be seen as a trigger, contributing to making the Second World War inevitable as surrounding countries felt threatened by Hitler and his determination to reverse the damages of the Treaty of Versailles. Another breach of the Treaty Hitler was able to embark on was his creation of the Air force the Luftwaffe, Taylor agrees that th e treaty is a cause of the war, Second world war was cause by the first world war, the armistice, or the Versailles treaty. Mein Kampf is a crucial element into understanding the reasons behind Hitlers foreign policy, and being able to assess if they made the Second World War inevitable. Introduced within the text, Hitler establishes the need to achieve aims in which he sees as vital to the success of the Third Reich. Hitler sought to destroy the Treaty of Versailles imposed on Germany after the defeat in World War One. Hitler felt the Treaty was unfair and most Germans supported this view. Uniting all German speakers together in one country would strengthen Germany, as after World War One there were Germans living in many countries spread across Europe. Hitler hoped that by uniting them together in one country he would create a powerful Germany or Grossdeutschland. Finally, Hitler wanted to expand his ideology and population into the East to gain land and vital resources for German y, for example the tank producing factories in Czechoslovakia would prove vital if Hitler was planning for war. By signing non-aggression pacts, Hitler gave the impression he had peaceful intentions which would prevent a war. For example the alliance with the Poles, who felt threatened should Germany attempt to win back the Polish Corridor. This could suggest a triumph for Hitler, as it was evidence of peaceful negotiations which would give reason for Britain to follow a policy of appeasement. Moreover this ensured Hitler was guaranteed Polish neutrality whenever Germany should move against Austria and Czechoslovakia. However, according to John Weitz in his book Hitlers diplomat, Hitler had mentioned a definite solution to the Donzig and corridor problems. This questions if Hitler had an overall plan to attack Poland. Neville Chamberlains policy of appeasement could be seen as a mistake which eventually contributed to the Second World War as, Appeasement was partly the result of a h istory lesson too well learned. After The First World War, Europe was left devastated. Chamberlain was keen to avoid another war and sympathised with Hitler and the severity of the Treaty of Versailles upon Germany. Hitler was able to exploit Britain, as he knew they would appease and compromise with Hitler to avoid another War. Thus Hitler could fulfil his aims without the threat of immediate military intervention, Taking full advantage of appeasement the Nazis moved swiftly to annex German Austria in March 1938. The naval agreements between Britain and Germany reiterate the failure of appeasement and its role in contributing to the Second World War, Both Britain and France were reluctant to take stronger stands against German rearmament for fear that this would give the Germans all the more reason to refuse to cooperate in international efforts to maintain peace. Hitler was able to build up strength of the Navy and the Air Force. Foreign Policy encompassed the importance of racia l purity and the need for a nation to be prepared to compete with its neighbours in a fierce, uncompromising and constant struggle to survive and expand into Eastern Europe. Present in Mein Kampf, this expansion was to give extra living space to the Aryan Master Race. For example, Hitler discusses that Germany must find the courage to gather our people and their strength for an advance along the road that will lead this people from its present restricted living space to new land and soil The occupation of Russia would ultimately give him living space which would provide resources for the German population and an area, in which the excess German population could settle and colonise. An additional advantage Hitler saw was that communism would be destroyed. Most historians are in cohesion that Hitler and his foreign policy caused the Second World War, However, A.J.P. Taylor, claims that Hitler never intended a major war and at most was prepared for only a limited war against Poland. Ho wever this claim is widely rejected throughout the differing interpretations. Germanys constant rhetorical on Russia is crucial to the debate. Russia was rich in raw materials such as oil which is vital for any country planning to wage war. Through realisation that Russia would solve internal problems, strengthen it militarily, and enable Germany to become economically self-sufficient by adding food and other raw material sources, The Molotov-Ribbentrop pact is essential within this argument. The Treaty of Non-Aggression between Germany and the Soviet Union had its advantages for both countries involved. The pact meant that Germany was safe from threat of Russia and communism, but in a secret appendix Eastern Europe was divided into German and Soviet spheres of influence, fascism was safe from destruction whilst this bided time for Russia to prepare for a war. Realising the strength of the French Empire and their colonies, Hitler saw Russia as a temporary ally, until this pact was b roken when Hitler invaded Russia in 1941. Another alliance signed was the Rome Berlin Axis, surrounding countries such as Poland were threatened as the aims of this threatened as territorial expansion and foundation of empires based on military conquest and the overthrow of the post-World War I international order; and to stop the spread of communism throughout Europe. The occupation and annexation of Austria into Nazi Germany revealed to Hitler the weaknesses of the allies decision making and tested how far they would be pushed before they would intervene with military action. The events leading up to the union revealed fragments in the Foreign policy of Britain and France who yet again did nothing to protest Hitlers aggressive foreign policy British attitudes were a key factor in the other problem Taylor cites, unity. It also it dealt a severe strategic blow at Czechoslovakia which could now be attacked from the south as well as from the West and North. Another example in which Hi tler recognised is the Abyssinian crisis which Britain and France failed to react towards Mussolini It had already been manifested in their reluctance to wage a full scale economic war on fascist Italy during the Abyssinian crisis, this gave Hitler the opportunity to remilitarize the Rhineland, free from threat from the other western powers, Hitlers coup in the Rhineland the vacillating recognisable pattern of weakness Hitler had given the instruction that if they met any resistance, to withdraw however none was met, And France made no move. This shows the allies as inconsistent, and seemed to be more interested in their own domestic policy rather than foreign policy, most people had the failures of their own government and the everyday worries of trying to cope with economic misery. The Hossbach Memorandum can be used as evidence that Hitler had planned for war and revenge, which would therefore suggest that Hitlers hostile foreign policies made the Second World War inevitable. Thr ough this memorandum Hitlers motives becomes clear. The aim of German policy was to preserve the racial community and gain space; this is mentioned within his works, Mein Kampf. Germany used an aggressive foreign policy force to secure the goals, his successes in foreign policy down to 1938 derived in the main from this bullys intuition, coupled with his instinctive gamblers risk This memorandum has two confliction interpretations, There have been two interpretations of this memorandum, Hugh Trevor-Roper suggest that this was Hitlers scheme for war, The Second World War was Hitlers personal war in many senses. He intended it, he prepared for it, he chose the moment for launching it whereas A.J.P. Taylor disagrees and suggests Little can be discovered so long as we go on attributing everything that happened to Hitler In conclusion, the extent to which Hitlers foreign policies made the Second World War inevitable is open to much debate. A J P Taylor argues Hitler was just an average w estern leader and the foreign policy he shaped would have been similar to that of any other German leader. The Treaty of Versailles acted as a catalyst which ultimately created more problems than in solved. Taylor argues that it was the fault of many events and different leaders, whereas other historians such as Hugh Trevor-Roper suggest that Hitlers foreign policy was fully intent on making the Second World War inevitable. The allies took a stance of non intervention, which could be argued as too little action too late, their policy of appeasement had failed and with it the League of Nations. The evidence put forward would suggest that the aggressive stance in foreign policy that Hitler portrayed was ultimately the last straw in a series of events and different circumstances which led to the destruction of the Second World War.

Sodium Thiosulphate and Hydrochloric Acid

Sodium Thiosulphate and Hydrochloric Acid Aim: To investigate how the rate of reaction between Sodium Thiosulphate and Hydrochloric acid is affected by changing the concentration. Background: THE REACTION: when Sodium Thiosulphate reacts with hydrochloric acid sulphur is produced. The sulphur forms in very small particles and causes the solution to cloud over and turn a yellow colour. This causes the cross to fade and eventually disappear. Sodium Thiosulphate + Hydrochloric acid  »Ã‚ » Sulphur + Sodium Chloride + Sulphur Dioxide + Water NA2S2O3 + 2HCL  »Ã‚ » S + 2NaCl + SO2 + H2O (aq) + (aq)  »Ã‚ » (s) + (aq) + (g) + (l) PREDICTION: As the concentration of Sodium Thiosulphate increases the length of time for cross to disappear decreases (inverse). This is because the increase of concentration of Sodium Thiosulphate will increase the rate of reaction between Hydrochloric acid and sodium Thiosulphate particles. SCIENTIFIC REASONS FOR PREDICTION: the results from preliminary experiments support the prediction made. From the results you can see that there is a directly proportional relationship between the concentration and the rate of reaction. If you increase the concentration then the rate of reaction will also increase. METHOD: 1. Set up apparatus as in preliminary experiment. 2. Record the temperature of the room. 3. Add the first of the concentrations of sodium Thiosulphate to the flask. As you add 10cm3 of HCL and start the stopwatch 4. Watch the solution as it clouds over. Once the cross has disappeared stop the clock. 5. Record the time in a results table 6. Repeat the above steps for the other concentration of sodium Thiosulphate. Repeat the experiment 3 times for each of the concentrations. 7. Record all results in a table and work out the rate by dividing 1 by the average time for each. This extract was taken from the link below: This experiment is testing how the rate of reaction is affected when concentration is changed. The theory is said that increasing the concentration can increase the rate of reaction by increasing the rate of molecular collisions. The phenomenon behind all of this is the collision theory and how it plays a big role in this investigation. The higher the concentration the less time/faster it will take for the system to turn into equilibrium, and if concentration id decreased, time taken for the solution to go cloudy increases. Hypothesis: The higher the concentration the faster the rate of reaction will be and the time taken to reach equilibrium will decrease. A more diluted concentration will have a longer rate of reaction and a longer time to reach equilibrium. Apparatus: Method: Gathered all the apparatus needed for the experiment. Using a weight balance we measure out 8g of Sodium thiosulphate, that we added too 200cm ³ of water. We mixed the solution until all the crystals were dissolved. Then you pour 50 cm ³, 40 cm ³, 30 cm ³, 20 cm ³, and 10 cm ³ of the solution into five identical conical flasks. Then you add water to the other conical flasks so that the total volume in each flask in 50 cm ³. Make sure to label the flasks so you know which one has so much concentration. Once thats done, you must now take a beaker and add 35 cm ³ of concentrated Hydrochloric acid to 65 cm ³ of water to make a diluted solution. Now take a piece of paper and draw a black cross on it, and then place one of the flasks on the paper (do one flask at a time). Using a measuring cylinder measure out 5 cm ³ of the hydrochloric solution, and add this to the flask. Immediately stir the flask and start the stop watch. One person should do this part. As soon as you cant see the cross any more stop the stopwatch, and record the results in a table. Repeat this with all the flasks. Results: Concentration (cm ³) Time (s) Rate of reaction (s) 50 24.9 0.04 40 + water 32 0.0313 30 + water 42.2 0.0237 20 + water 74.07 0.0135 10 + water 202.8 0.0049 The rate of reaction is measured by dividing 1 by the time taken for the reaction to take place. Number of moles of sulphur used: n= m/M n= 8/32 = 0.25 mols Discussion: You can see from the graph that as concentration increases, the time taken for the solution to go cloudy decreases. So the stronger the concentration the faster the rate of reaction is. As the concentration of sodium Thiosulphate decrease the time taken for the cross to disappear increases, this is an inverse relationship.When equilibrium was reached the solutions turned a yellow color, the stronger the concentration was the higher the turbidity was. When equilibrium was reached SO2 gas and water were released. The more concentrated solution has more molecules, which more collision will occur. So therefore the rate of reaction should depend on how frequently the molecules collide, so more molecules have greater collisions and the reaction happens faster as more products are made in a shorter time. All related to the collision theory. What we saw what happened was exactly what we expected from the experiment. Our predictions were accurate. Evaluation: The method we used was fairly accurate, our results werent perfect but they were good enough for us to see what happens during the experiment. So overall the results proved the hypothesis and I was able to draw graphs with a line of best fit. In our experiment we keep the HCL a constant, and also keeping the volume of the solution was important to get more accurate results. The results were fairly reliable under our conditions. They could be a bit off from bad measuring, unclean equipment and the timing. Conclusion: When the concentration of Sodium thiosulphate was increased the rate of reaction increased and the time taken to reach equilibrium decreased, so therefore the rate of reaction is directly proportional to the concentration. Bibliography: azete.com/view/48253 6 September 2009 woodrow.org/teachers/ci/1986/exp19.html 9 September 2009

The Symbols In The Awakening English Literature Essay

The Symbols In The Awakening English Literature Essay In Kate Chopins The Awakening, the underlying meaning is imparted to the reader through the use of explicit symbolism. The major role of the use of symbolism in the novel is to attempt to draw a link between the world that Edna knows and her several awakenings and make that link more powerful and compelling. Analyzed in this essay are three prominent symbols of interest which are birds, the ocean and the houses Edna resides in. The avian allusions and symbols that are present throughout the story serve to represent the ability to fly and the freedom it enables. The references to oceans and seas within the novel are symbolic of freedom and empowerment as it relates to Edna. Further houses allow the reader to observe the different transformations that Edna undergoes. The Awakening, written by Kate Chopin, is filled with numerous symbols and motifs that allow the reader to develop a deeper understanding of its message. The first symbol to be analyzed is the recurring sign of birds present throughout the novel. When birds appear in the novel they serve as a reflection of Ednas self, and her thoughts. The novel opens not with a main character speaking but with parrot, Allez vous-en! Allez vous-en! Sapristi! (pp. 3). This declaration from the bird translates to Go away! Go away! For heavens sake! It can be inferred that these lines are representative of the thoughts that are passing through Ednas mind for much of the novel. Much like the parrot which could speak a little Spanish, and also a language which nobody understood, (pp. 3) Edna is unable to communicate her true desires and her true feelings to anyone else because they could not understand. Edna wishes to abandon her role as a compliant wife, and acquiescent mother that the Creole society demands she be. Further the bird discussed above is caged symbolizing the entrapment of Edna by society and its expectations for females of that era. Perhaps the only other character in the novel that understands Edna is Mademoiselle Reisz, who stirs Ednas soul with music, and gives advice to her. Edna informs Arobin that Mademoiselle Reisz: Put her arms around me and felt my shoulder blades, to see if my wings were strong, she said, The bird that would soar above the level plain of tradition and prejudice must have strong wings. It is a sad spectacle to see the weaklings bruised, exhausted, fluttering back to earth. (pp. 103) It appears that Reisz knows beforehand that Edna will attempt to fly and expresses an uncertainty as to whether or not Edna is strong enough to succeed. Mademoiselle Reisz is warning Edna in this passage that her flight may ultimately end in failure but Edna does not receive this message for she is not thinking of any extraordinary flights. I only half comprehend her. Reisz is attempting to help her with this flight by inferring that she is perhaps not strong enough, and may fail but it falls on deaf ears as Edna does not comprehend what Reisz is trying to do. The reader encounters birds towards the conclusion of the novel during a pivotal moment in Ednas life, All along the white beach, up and down, there was no living thing in sight. A bird with a broken wing was beating the air above, reeling, fluttering, circling disabled down, down to the water. (pp. 113) Edna observes this as she is about to walk into the ocean and go through her final awakening. This bird with a broken wing em bodies Edna representing that she, much like the bird, is unable to fly away and escape from the things that confine her. Further it also illustrates that Edna is already dead before she enters the water like the bird that is doomed to death. The second symbol to be analyzed is the frequent appearance of the ocean/sea. Of all the symbols in the novel, the ocean appears most regularly. Edna consistently connects the ocean with a certain personal free will even when she is a child, [a meadow] seemed as big as the oceanà ¢Ã¢â€š ¬Ã‚ ¦she threw out her arms as if swimming when she walked. (pp. 21) Clearly Edna feels freedom and excitement in the above passage illustrated through the reference to the wide open ocean. Further, it is in the ocean located off from the Grand Isle where we observe on of Ednas awakenings. Before this awakening she has already learned how to swim, and when she attempts to swim out into the ocean for the first time a certain metamorphosis occurs, A feeling of exultation overtook herShe grew daring and reckless, overestimating her strength. She wanted to swim far out, where no woman has swum before. (pp. 37) This scene is critically important in the progression of the novel because with her discovery o f her ability to swim she also realizes that her life is an empty shell. Perhaps this realization serves to assist her in the changes that she will encounter later in the novel. But there is an aspect of foreshadowment in the line she grew daring and reckless, overestimating her strength. Though swimming in the ocean gives her many positive feelings of freedom she has not the strength to swim for longer periods of time and as a result will drown. Her desire to swim far out, where no woman has swum before is a noble desire to escape from her entrapment due to Creole society, and she somewhat accomplishes this wish but ultimately fails with her demise. The ocean in the novel allows Edna some of the feelings of freedom, but it also serves as an instrument of her demise; Exhaustion was pressing upon and over possessing her. Good-bye, because I love you à ¢Ã¢â€š ¬Ã‚ ¦ He did not know; he did not understand. He would never understand à ¢Ã¢â€š ¬Ã‚ ¦ it was too late; the shore was far beh ind her, and her strength was gone. (pp. 116) Edna believes that the ocean allows her to express herself and escape from the power that is exenterated over her by society. But she realizes that no matter what she attempts to do she will always be trapped by society, for she lacks the ability to change the way her life is. After coming to this realization she decides that she will retire where she feels the most free and away from being influenced; into the ocean. The third and final symbol to be analyzed in this paper is the dynamic symbolism of the houses that Edna resides in. These houses are a direct reflection of the numerous mental and emotional states that Edna experiences throughout her journey. The cottages that are located on the Grand Isle have several symbolic meanings. They serve as separate cages for Edna and also are a reflection of the families that reside within them. Further, all of the cottages at places like this are nearly identical suggesting that all families that dwell in them are identical according to the traditions of the Creole society. Perhaps the most iconic and important house that is encountered during the novel is Ednas pigeon-house. The imagery relating to this house instantly gives the reader insight into why this house is so important to Edna, In a little four-room house around the corner. It looks so cozy, so inviting and restful. (pp. 79) This pigeon house serves to provide Edna with the comfort and indepe ndence that her old house with her husband never provided. Her freedom she experiences allows her to realize how much control she can have over her life, she had resolved never again to belong to another than herself. (pp. 80) This can be considered one of her many awakenings for she realizes that she does not need a man in order to fulfill and complete her life. It is also important to note the contrast from her previous feelings to the new feelings and abilities that arise after Edna moves into the pigeon house; before when she kisses Arobin in the house of her husband she has feelings of reproach looking at her from the external things around her which he had provided for her external existence. (pp. 84) Yet when she engages with Arobin at her new pigeon-house she experiences no feelings of reproach or regret. This illustrates how she is now more free in this house than she has been in any other setting. There are many symbols in the novel The Awakening, and in this essay three of the most prominent have been examined leading us to a huge conclusion. Clearly it is necessary in this novel, and most others to analyze and apply the occurrences and meanings behind symbols scattered throughout the work. Birds serve as an allusion to Edna herself and as an instrument of foreshadowment in regards to her own demise. The ocean is used numerous times throughout the novel as a source of freedom and self expression that allow Edna a release from everything going on in her life. The last symbol was the many houses that Edna was in during the novel that were representative of her current feelings and were a reflection of her. Without the analysis and acknowledgment of these symbols the story becomes just a simple piece of writing and lacks significant deeper meanings.

Characters in A Perfect Day for Bananafish by J.D. Salinger Essay

Characters in A Perfect Day for Bananafish by J.D. Salinger The characters in Salinger?s ?A Perfect Day for Bananafish? seem to exist in opposite worlds. On one hand, Salinger creates Muriel to represent materialism and superficiality and on the other hand, he creates Sybil to provide justification of the child-like innocence rarely found in society. Salinger?s main character, Seymour, is aware of the superficiality expressed in Muriel?s world and chooses not to be apart of it. Seymour wants to be a part of the simple immaterial world that Sybil represents. Nevertheless, Seymour find himself trapped between two worlds unable to regain the one he desires. Therefore, Salinger bases ?A Perfect Day for Bananafish? on Seymour?s disillusionment with life and his inability to regain a child-like perception of the world. Salinger?s portrayals Seymour and his world are described below. Sybil is composed of all the characteristics Seymour is seeking. She is young, innocent and childlike and therefore not polluted by the materialism, mistrust and snobbery known to society. Furthermore, her actions suggest that she relates to Seymour because he seems to act like a child somewhat similar to herself (for example Sybil feels secure around Seymour but feels insecure when sitting with her own mother). This would imply that Seymour does not appear abnormal to her because she, unlike most, she has the ability to see through his exterior and is not intimidated by what she has found. In the later part of the story she continually repeats the phase ?see more glass?(10) using the term ?glass? to describe her own unique ability to see through the transparency of superficial people (much like her own mother). What Seymour respects... ...g that was originally molded to portray the image society would expect of a ?Lady? of her caliber. In turn, it does not seem to matter who Muriel is in Salingers?s story but what she represents. In conclusion, Seymour is similar to the bananafish as he swam his way up the stream of life ingesting the materialism and superficiality that past him on his journey. Half way up the stream he stopped pondered why he had even bothered in the first place. Now he cannot go back down the stream (to Sybil) against the current and cannot bear to continue (with Muriel). At this point Seymour is described as having ?banana fever? or becoming so engulfed in materialism. His only rational option would be to stay in the banana hole and die. Work Cited Salinger, J.D. Nine Stories: A Perfect Day for Bananafish. United States: Little, Brown and Company Limited, 1991.

Automobiles in the 1950s Essay -- essays papers

Automobiles in the 1950s Another element that was present in the 1950’s was automobiles. Automobiles were something that everyone once dreamed of owning. Now after the war. they could finally own one. Automobiles of the 1940’s were dull and very plain. This was because designers were too busy designing tanks, planes, etc... for the ongoing war. The major event that took place that changed the way cars looked and how they performed happened on October 14, 1947. This was when Chuck Yeager broke the sound barrier. From this point on everyone wanted to go faster. People wanted automobiles with larger displacement engines. They also wanted sleek and aerodynamic cars. This prompted General Motors Corporation to hold Motorama in 1949. This was a giant exposition of concept cars that had an emphasis on power, style, convenience, and features. These for features would be what many cars of the 1950’s would be based on. One car that was a design evolution was the Chevrolet Corvette. The first Corvette was built on June 30th, 1953 at the Flint, Michigan plant and continues to be produced today. In 1953 it featured an all fiberglass body with a chromed grill. The car had no side windows and no outside door handles. Each 1953 Corvette was virtually hand built and all 1953 models were white and had red interiors. This may have not been the most technologically advanced car but it would pave the way for the true performance and sports car. Concept cars also played a part in the 1950’s. They were designed to attract the publics eye, introduce and gauge the publics reaction to new styling and engineering ideas, help attract the public to the auto dealerships where they were displayed at, and to drive car crazy kids nuts. The 1955 Lincoln Futura featured a plexiglass bubble top and a 300 horsepower V-8. In the 1960’s this car was sold to a car customizer in California and was converted into the first ever Batmobile. The 1958 GM Firebird III was the most radical concept car of the 1950’s. It was powered not by the normal combustion engine but by a gas turbine engine. It also featured a dual cockpit design and was controlled by joystick controller instead of the normal steering wheel. Another element that was seen in the 1950’s were the tail-fins present on most Cadillacs. The first Cadillac that had the tail fin was introdu... ...1957. It was a very basic satellite and let out beeps every few seconds. This was very surprising to the US. They did not think that the Soviets had the knowledge of anything as complicated as a satellite. As a result of the launch of Sputnik the US began to put greater emphasis on science and engineering in education. They also began to try extra hard to develop space technology. Thus the space race had begun. The American Dream of the 1950’s involved achieving and expanding upon the success of previous generations. This is shown in all of the things mentioned. Cars for example show how much of a success previous generations were at creating machines. In the 50’s however people made these cars better and equipped them with newly developed technology. This was the progressive spirit that the 1950’s had. People had the spirit to expand to new areas. The introduction of the interstate system allowed for easy expansion and growth. People began to move away from the norms that the 30’s and 40’s had set. They began to live the ways that they wanted and they would not let things such as technology restrict them. This is how the 1950’s played out the American Dream.