Skip to main content

The rivals

Nieuw binnengekomen: The Rivals - F1's Greatest duals
Formula One
The Rivals: F1's Greatest Duels
English | Hardcover | 240 pages

Delve into Formula One’s most iconic rivalries with stunning photography, insight from celebrated F1 journalist Tony Dodgins and a foreword by nine-time grand prix winner Mark Webber.

At the heart of Formula One lies the blistering contests and feuds between the drivers. The drama, personality and thrill of the sport is borne of these fierce duels, where only the fastest and savviest survive.

The rivalry between Lewis Hamilton and Max Verstappen is one of the fiercest we have seen in Formula One in decades. Incendiary both on and off the track, the battles between the seven-time world champion and the hard-driving Dutchman have only served to highlight the importance of these dramatic conflicts to the sport.

In Formula One: The Rivals, Dodgins identifies the most prominent rivalries since the championship’s inception in 1950, including the feud between Hamilton and Verstappen. This highly illustrated book explores the dramatic collisions between drivers vying for the top spot, the bitter wars of words as tension runs high and the controversial decisions that have captivated viewers and delivered truly thrilling racing.

From the slow burn of intense dislike between Ayrton Senna and Alain Prost to the verbal barbs dished out by Nigel Mansell and Nelson Piquet to the clash between James Hunt and Niki Lauda that inspired a Hollywood blockbuster, the rivalries include:

Hakkinen vs Schumacher
Hill vs Schumacher
Alonso vs Schumacher
Pironi vs Villeneuve
Mansell vs Piquet
Prost vs Lauda
Prost vs Senna
Hunt vs Lauda
Hamilton vs Rosberg
Hamilton vs Massa
Hamilton vs Verstappen
Vettel vs Webber
And many more

This book is a must-read for all fans of the sport, whether you have been following F1 for decades or are a new fan drawn by the intensity of recent seasons.




Comments

Popular posts from this blog

Benefits Of Healthy eating Turmeric every day for the body

One teaspoon of turmeric a day to prevent inflammation, accumulation of toxins, pain, and the outbreak of cancer.  Yes, turmeric has been known since 2.5 centuries ago in India, as a plant anti-inflammatory / inflammatory, anti-bacterial, and also have a good detox properties, now proven to prevent Alzheimer's disease and cancer. Turmeric prevents inflammation:  For people who

Women and children overboard

It's the  Catch-22  of clinical trials: to protect pregnant women and children from the risks of untested drugs....we don't test drugs adequately for them. In the last few decades , we've been more concerned about the harms of research than of inadequately tested treatments for everyone, in fact. But for "vulnerable populations,"  like pregnant women and children, the default was to exclude them. And just in case any women might be, or might become, pregnant, it was often easier just to exclude us all from trials. It got so bad, that by the late 1990s, the FDA realized regulations and more for pregnant women - and women generally - had to change. The NIH (National Institutes of Health) took action too. And so few drugs had enough safety and efficacy information for children that, even in official circles, children were being called "therapeutic orphans."  Action began on that, too. There is still a long way to go. But this month there was a sign that

Not a word was spoken (but many were learned)

Video is often used in the EFL classroom for listening comprehension activities, facilitating discussions and, of course, language work. But how can you exploit silent films without any language in them? Since developing learners' linguistic resources should be our primary goal (well, at least the blogger behind the blog thinks so), here are four suggestions on how language (grammar and vocabulary) can be generated from silent clips. Split-viewing Split-viewing is an information gap activity where the class is split into groups with one group facing the screen and the other with their back to the screen. The ones facing the screen than report on what they have seen - this can be done WHILE as well as AFTER they watch. Alternatively, students who are not watching (the ones sitting with their backs to the screen) can be send out of the classroom and come up with a list of the questions to ask the 'watching group'. This works particularly well with action or crime scenes with