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Sunday, January 9, 2011

North Europe Expansion

Beginnings Of North European Expansion

European overseas expansion after 1600 entered a second phase, comparable to developments at home. As Spain declined, so did the Spanish empire and that of Portugal, which was tied to Spain by a Habsburg king after 1580 and plagued with its own developing imperial problems. These new conditions afforded opportunities for northern European states. The Dutch, between 1630 and 1650, almost cleared the Atlantic of Spanish warships and took over most of the Portuguese posts in Brazil, Africa, and Asia. The French and English also became involved on a smaller scale, setting up their global duel for empire in the eighteenth century.

The Shifting Commercial Revolution

Behind this change was a decisive shift in Europe's early commercial revolution. Expanding foreign trade, new products, an increasing supply of bullion, and rising commercial risks created new problems, calling for energetic initiatives. During the sixteenth century the Spanish and Portuguese had depended upon quick profits, and because of weak home industries and poor management, wealth flowed through their hands to northern Europe, where it was invested in productive enterprises. Later, this wealth generated a new imperial age.

European markets after the sixteenth century were swamped with a bewildering array of hitherto rare or unknown goods. New American foods included potatoes, maize (Indian corn), peanuts, tomatoes, and fish from Newfoundland's Grand Banks. In an era without refrigeration imported spices, such as pepper, cloves, and cinnamon, made spoiled foods palatable. Sugar became a common substitute for honey, and cocoa, the Aztec sacred beverage, spread throughout Europe. Coffee and tea, from the New World and Asia, soon produced new social habits throughout Europe. North American furs, Chinese silks, and cottons from India and Mexico revolutionized clothing fashion. Luxury furnishings, using rare woods, ivory, and Oriental carpets appeared more frequently in homes of the wealthy. The use of American tobacco became almost a mania among all classes and contributed further to the booming 

European market.

Imported gold and, more significantly, silver probably affected the European economy more than all other foreign goods. After the Spaniards looted Aztec and Inca treasure rooms, the gold flowing from America and Africa subsided to a trickle, but seven million tons of silver poured into Europe before 1660. Spanish prices quadrupled and, because most of the silver went to pay for imports, prices in northern Europe more than tripled. The influx of bullion and the resulting inflation hurt landlords depending on fixed rents and creditors who were paid in cheap money, but the bullion bonanza ended a centuries-long gold drain to the East, with its attendant money shortage. It also increased the profits of merchants selling on a rising market, thus greatly stimulating north European capitalism.

At the opening of the sixteenth century, Italian merchants and money-lenders, mainly Florentines, Venetians, and Genoese, dominated the rising Atlantic economy. The German Fugger Banking house at Augsburg also provided substantial financing. All south European bankers, particularly the Fuggers and the Genoese, suffered heavily from the Spanish economic debacles under Charles V and Philip II. As the century passed, Antwerp in the southern Netherlands became the economic hub of Europe. It was the center for the English wool trade as well as the entrepot (way station) for southbound trade from the Baltic and Portuguese goods from Asia. It was also a great financial center, dealing in commercial and investment instruments. The Spanish sack of Antwerp in 1576 ended Antwerp's supremacy, which passed to Amsterdam, where it furthered Dutch imperial ventures.

Meanwhile, north European capitalism flourished in nearly every category. Portuguese trade was rivaled by that of north European merchants in the Baltic and the North Atlantic. Northern joint stock companies pooled capital for privateering, exploring, and commercial venturing. The Dutch and English East India companies, founded early in the seventeenth century, were but two of the better known stock companies. In England, common fields were enclosed for capitalistic sheep runs. Throughout western Europe, domestic manufacturing, in homes or workshops, competed with the guilds. Large industrial enterprises, notably in mining, shipbuilding, and cannon-casting were becoming common. Indeed, the superiority of English and Swedish cannon contributed to the defeat of the Spanish Armada and the Catholic armies in the Thirty Years' War.

The Dutch Empire

By 1650, the Dutch were supreme in both southern Asia and the South Atlantic. Their empire, like the Portuguese earlier, was primarily commercial; even their North American settlements specialized in fur trading with the Indians. They acquired territory where necessary to further their commerce but tried to advance their interests by pragmatic policies, in accord with native cultures, rather than by conquest. Unlike the Spanish and Portuguese, they made little attempt to spread Christianity.

Systematic Dutch naval operations ended Iberian imperial supremacy, beginning in 1595 when the first Dutch fleet entered the East Indies. Dutch captains soon drove the Portuguese from the Spice Islands. Malacca, the Portuguese bastion, fell after a long siege in 1641. The Dutch also occupied Ceylon and blockaded Goa, thus limiting Portuguese operations in the Indian Ocean. Although largely neglecting East Africa, they seized all Portuguese posts on the west coast north of Angola. Across the Atlantic, they conquered Brazil, drove Spain from the Caribbean, and captured a Spanish treasure fleet. Decisive battles near the English Channel coast of Kent (1639) and off Brazil (1640) delivered the final blows to the Spanish navy. What the English had begun in 1588, the Dutch completed fifty years later.

Trade with Asia, the mainstay of the Dutch empire, was directed by the Dutch East India Company. Chartered in 1602 and given a monopoly of all operations between South Africa and the Straits of Magellan, it served to concentrate resources and eliminate costly competition. In addition to its trade and diplomacy, it sponsored numerous explorations of Australia, Tasmania, New Guinea, and the South Pacific. With its great concentration of capital, larger than the wealth of most states, the company could easily outdistance its European rivals.

The Dutch empire in the East was established primarily by Jan Pieterszoon Coen (1587-1629), governor-general of the Indies between 1618 and 1629 and founder of the company capital at Batavia in northwest Java. At first he cooperated with native rulers in return for a monopoly of the spice trade. When this involved him in costly wars against local sultans as well as their Portuguese and English customers, Coen determined to control the trade at its sources. In the resulting many conflicts and negotiations, which lasted longer than Coen's time, the Dutch acquired all of Java, most of Sumatra, the spice-growing Moluccas, and part of Ceylon. They began operating their own plantations, supplying pepper, cinnamon, sugar, tea, tobacco, and coffee for a fluctuating world market.

Although commercially successful in Asia, the Dutch were not able to found flourishing settlement colonies. Many Dutchmen who went to the East wanted to make their fortunes and return home; those willing to stay were usually mavericks, uninterested in establishing families or permanent relationships. After 1620, the Dutch East India Company experimented with a policy of bringing European women to the Indies, but such efforts were abandoned when they failed to enlist much interest at home or in the foreign stations. Consequently, the Dutch colonies in Asia, as well as those in Africa, the Caribbean, and Brazil, remained primarily business ventures, with little racial mixing, compared with the Iberian areas.

After resuming war with Spain in 1621, the Dutch formed their West India Company, charged with overtaking Spanish and Portuguese holdings in Africa and America. The company wasted no time. It soon supplanted the Portuguese in West Africa and by 1630 dominated the slave trade with America. After driving the Spanish from the Caribbean, the Dutch invited other European planters to the West Indies as customers, keeping only a few bases for themselves. The company then launched a successful naval conquest of Brazil, from the mouth of the Amazon south to the San Francisco River. In Brazil the Dutch learned sugar planting, passing on their knowledge to the Caribbean and applying it directly in the East Indies.

[See Batvia: Batvia(present-day Djakarta) on the island of Java became the headquarters of the Dutch East Trading Company when the Ditch ousted the Portuguese and took command of the East Indies trade in the 17th century. Courtesy]

Dutch settlements in North America never amounted to much because of the company's commercial orientation. In 1609 Henry Hudson (d. 1611), an Englishman sailing for Holland, explored the river named for him and established Dutch claims while looking for a northwest passage. Fifteen years later, the Dutch West India Company founded New Amsterdam on Manhattan Island; over the next few years, it built a number of frontier trading posts in the Hudson Valley and on the nearby Connecticut and Delaware rivers. Some attempts were made to encourage planting by selling large tracts to wealthy proprietors (patroons). Agriculture, however, remained secondary to the fur trade, which the company developed in alliance with the Iroquois tribes. This arrangement hindered settlement; in 1660 only 5000 Europeans were in the colony.

The French Empire

French exploration began early and was followed by attempted settlements in the New World, but no permanent colonies were established until the opening of the seventeenth century. France was so weakened by religious wars that most of its efforts, beyond fishing and privateering, had to be directed toward internal stability. While the Dutch were winning their empire, France was involved in the land campaigns of the Thirty Years' War. Thus serious French empire building was delayed until the reign of Louis XIV.

Early French colonization in North America was based on claims made by Giovanni da Verrazzano (1485-1528) and Jacques Cartier (1491-1557). The first, a Florentine mariner commissioned by Francis I in 1523, traced the Atlantic coast from North Carolina to Newfoundland. Eleven years later, Cartier made the first of two voyages, exploring the Saint Lawrence River. These French expeditions duplicated England's claim to eastern North America.

A wilderness stretching hundreds of miles separated the early French Canadian colonies from their English counterparts. A first French settlement was made at Port Royal (Nova Scotia) in 1605. Three years later, Samuel de Champlain (1567-1635), acting for a French-chartered company, founded Quebec on the Saint Lawrence. The company brought in colonists, but only a few came before Champlain's death in 1635 and only 2500 had arrived by 1663. The company's emphasis on fur trading, the bitter cold of the winters, and the
nearly continuous skirmishes with the Indians retarded growth. Montreal was established in 1642, after which French trapper-explorers began penetrating the region around the headwaters of the Mississippi. New France soon expanded over a wide area, but population remained sparse.

Elsewhere, the French seized opportunities afforded by the decline of Iberian sea power. They acquired the Isle of Bourbon in the Indian Ocean (1642) for use as a commercial base. In West Africa, they created a sphere of commercial interest at the mouth of the Senegal, where they became involved in the slave trade, with only slight opposition from the Dutch. Even more significant was the French presence in the West Indies. They occupied part of Saint Kitt's in 1625 and acquired Martinique and Guadeloupe ten years later. The burgeoning sugar trade helped make the French islands profitable, but fierce attacks by the Caribs limited colonization and economic development.

The English Empire

In terms of power and profit, English foreign expansion before 1650 was not impressive. Like French colonialism, it was somewhat hampered by internal political conditions, particularly by the poor management and restrictive policies of the early Stuart kings, which led to civil war in the 1640s. A number of circumstances, however, promoted foreign ventures. The population increased from three to four million between 1530 and 1600, providing a large reservoir of potential indentured labor. Religious persecution encouraged migration of nonconformists, and surplus capital was seeking opportunities for investment. Such conditions ultimately produced a unique explosion of English settlement overseas.

During the sixteenth century, English maritime operations were confined primarily to exploring, fishing, smuggling, and plundering. English claims to North America were registered in 1497-1498 by two voyages of John Cabot, who explored the coast of North America from Newfoundland to Virginia but found no passage to Asia. For the next century, English expeditions sought such a northern passage, both in the East and in the West. All of them failed, but they resulted in explorations of Hudson Bay and the opening of a northern trade route to Russia. From the 1540s, English captains, including the famous John Hawkins of Plymouth, indulged in sporadic slave trading in Africa and the West Indies, despite Spanish restrictions. Their encounters on the Spanish main generated the exploits of English "sea dogs," like Sir Francis Drake, whose raids on Spanish shipping helped prepare the defeat of the Armada.

After failures in Newfoundland and on the Carolina coast, the first English colony in America was founded in 1607 at Jamestown in Virginia. For a number of years the colonists suffered from lack of food and other privations, but they were saved by their dauntless leader, Captain John Smith (1580-1631), whose romantic rescue by the Indian princess Pocahontas (a. 1595-1617), is an American legend. Jamestown set a precedent for all English colonies in North America. By the terms of its original charter, the London Company, which founded the settlement, was authorized to act as a miniature government for the colonists, who were to enjoy all the rights of native Englishmen. Consequently, in 1619, the governor called an assembly to assist in governing. This body later became the Virginia House of Burgesses, one of the oldest continuously operating representative legislatures.

[See Jamestown In 1607: View of Jamestown in 1607 drawn by John Hull. Surrounded by water on three sides, the marshy peninsula on the James River seemed an easy-to-defend and thus ideal location for the Jamestown fort. By 1614 there were "two faire rowes of howses" protected by a palisade. Courtesy A.H. Robbins Company]

Shortly after the founding of Jamestown, large-scale colonization began farther north. In 1620, a group of English Protestants who called themselves Pilgrims landed at Plymouth. Despite severe hardships, they survived, and their experiences inspired other religious dissenters against the policies of Charles I and Archbishop Laud. In 1629, the Massachusetts Bay Company settled a number of English Calvinists near the present-day site of Boston, where they were given the rights to virtual self-government. From this first enclave,
emigrants moved out to other areas in present-day Maine, Rhode Island, and Connecticut. Before 1642 more than 25,000 people had migrated to New England, laying the foundations for a number of future colonies. This exodus firmly planted English culture and political institutions in North America.

Life in the North American English settlements was hard during those first decades, but a pioneering spirit and native colonial pride was already evident. In all areas, food was scarce, disease was ever present, and Indians
were often dangerous. Yet from the beginning, and more than in other European colonies, settlers here looked to their futures in the new land because they had left less behind in Europe. Most were expecting to stay, establish homes, and raise families, as well as make their fortunes. The first Puritans included both women and men. A shipload of "purchase brides" arrived in 1619 at Jamestown to lend stability to the colony. This was but the first of many such contingents, all eagerly welcomed by prospective husbands. In addition, many women came on their own as indentured servants.

American colonial women were legally dependent upon their husbands, who controlled the property and the children. A widow achieved these rights, but it was not easy to outlive a husband. Hard work and frequent pregnancies-mothers with a dozen children were not uncommon - reduced female life expectancies. Nevertheless, women developed a rough endurance and gained confidence and practical independence. This independent spirit was revealed by Anne Hutchinson (1591-1643), who was banished from Massachusetts for preaching her own religious beliefs and then founded a settlement in Rhode Island. Another example is Anne Bradstreet (c. 1612-1672). Although made painfully aware that men considered her presumptuous, she continued to write thoughtful and beautiful poetry.

The English government considered the rough coasts and wild forests of North America less important in this period than footholds in the West Indies and Africa, where profit were expected from planting and slave-trading. A wave of English migrants descended upon the West Indies, after the Dutch opened the Caribbean. In 1613, English settlers established themselves on Bermuda, and by the 1620s others had planted colonies on Saint Kitt's, Barbados, Nevis, Montserrat, Antigua, and in the Bahamas. Tobacco planting was at first the major enterprise, bringing some prosperity and the promise of more. The white population expanded dramatically, especially on Barbados, which was not subject to Carib attack. There the English settlers increased from 7000 to 37,000 in seven years. As yet, however, there were few blacks on the English islands, although some were already being imported for the sugar plantations.

Meanwhile, English slaving posts in West Africa were beginning to flourish and English adventurers were starting operations in Asia. Captain John Lancaster, with four ships, visited Sumatra and Java in 1601, returning with a profitable cargo of spices. His voyage led to the founding of the English East India Company, which was chartered in 1609. But expansion outside of the Caribbean was difficult, because the Dutch were uncooperative. In the Moluccas, for example, they drove out the English in the 1620s, after repeated clashes. The English fared better in India. By 1622, the English East India Company had put the Portuguese out of business in the Persian Gulf. Subsequently, the English established trading posts on the west coast of India at Agra, Masulipatam, Balasore, and Surat. The station at Madras, destined to become the English bastion on the east coast, was founded in 1639.

To Be a Good Translator

In addition to being a member of our country, we are members of the world community, and this gives us a global identity. Therefore, it is quite natural for us to think about world affairs and cooperate in solving the world's problems. To do so, the first and most important tool is "language," which is socially determined. Our beliefs and ideologies are always reflected in our way of talking, although the connections are hidden and only "critical language study" reveals these hidden connections in discourse.

Furthermore, we know that a nation's culture flourishes by interacting with other cultures. Cultural variety opens our eyes to human rights, but cultural variety can only be recognized through discussions, which leads us back to the major tool for discussion: "language."

The role of language in the developing world is materialized through "translating," and since critical language study is concerned with the processes of producing and interpreting texts and with the way these cognitive processes are socially shaped, it can be considered as an alternative approach to translation studies.

The world is becoming smaller and smaller as the systems of communication and information are developing and becoming more and more sophisticated. In the process of such a rapid exchange of information and for the purpose of improving cultural contacts, one thing is inevitable, and that is "translating." This is why there is a need for competent translators and interpreters.

As mentioned earlier, the whole world is undergoing complex changes in different areas such as technology and education. These changes necessarily have an important bearing on systems of higher education, including translator training programs.

According to Shahvali (1997), theoretical knowledge and practical skills alone are not adequate to prepare students to face the developments in the field. There is a need for ability to adapt; therefore, it is necessary to focus on students' self-updating and to develop their relevant mental, communicative, and planning skills.

Training translators is an important task which should be given a high priority. The service that translators render to enhance cultures and nurture languages has been significant throughout history. Translators are the agents for transferring messages from one language to another, while preserving the underlying cultural and discoursal ideas and values (Azabdaftary, 1996).

The translator's task is to create conditions under which the source language author and the target language reader can interact with one another (Lotfipour, 1997). The translator uses the core meaning present in the source text to create a new whole, namely, the target text (Farahzad, 1998).

Bearing these facts in mind, the question is: what skills are needed to promote translating ability? And how can one become a good translator?

The first step is extensive reading of different translations of different kinds of texts, since translating requires active knowledge, while analyzing and evaluating different translations requires passive knowledge. Therefore, receptive skills should be developed before the productive ones; i.e. by reinforcing their passive knowledge, students will eventually improve their active knowledge. Receptive skills improve the students' language intuition and make them ready for actual translating.

A good translator is someone who has a comprehensive knowledge of both source and target languages. Students should read different genres in both source and target languages including modern literature, contemporary prose, newspapers, magazines, advertisements, announcements, instructions, etc. Being familiar with all these genres is important, since they implicitly transfer culture-specific aspects of a language. Specialized readings are also suggested: reading recently published articles and journals on theoretical and practical aspects of translation. The articles will not only improve the students' reading skill in general, but also give them insights which will subconsciously be applied when actually translating.

"Writing" skills, i.e. the ability to write smoothly and correctly in both source and target languages, are also important. Writing is in fact the main job of a translator. Students should become familiar with different styles of writing and techniques and principles of editing and punctuation in both source and target languages. Editing and punctuation improve the quality and readability of the translation (Razmjou, 2002).

Moreover, translation trainees should have a good ear for both source and target languages; i.e. they should be alert to pick up various expressions, idioms, and specific vocabulary and their uses, and store them in their minds to be used later. This is in fact what we call improving one's "intuition." Intuition is not something to be developed in a vacuum; rather, it needs practice and a solid background. It needs both the support of theory and the experience of practice. Language intuition is a must for a competent translator.

One of the most important points to consider in the act of translating is understanding the value of the source text within the framework of the source-language discourse. To develop this understanding, the translator must be aware of the cultural differences and the various discoursal strategies in the source and target languages. Therefore, the hidden structure of the source text should be discovered through the use of various discoursal strategies by the translator.

A good translator should be familiar with the culture, customs, and social settings of the source and target language speakers. She should also be familiar with different registers, styles of speaking, and social stratification of both languages. This socio-cultural awareness, can improve the quality of the students' translations to a great extent. According to Hatim and Mason (1990), the social context in translating a text is probably a more important variable than its genre. The act of translating takes place in the socio-cultural context. Consequently, it is important to judge translating activity only within a social context.

After developing a good competence in both source and target languages, actual translating may begin. But there is a middle stage between the competence-developing stage and actual translating: becoming aware of various information-providing sources and learning how to use them. These sources include: different monolingual and bilingual dictionaries, encyclopedias, and the Internet.

Using dictionaries is a technical skill in itself. Not all students know how to use dictionaries appropriately. Words have different meanings in different contexts, and usually monolingual dictionaries are of utmost value in this regard. Students need a great deal of practice to find the intended meaning of words in a particular context, using monolingual dictionaries.

Translation trainees also need to be familiar with the syntax of indirect speech and various figures of speech in the source language such as hyperbole, irony, meiosis, and implicatures. Awareness of these figures of speech will reinforce students' creativity and change their passive knowledge into active skill.

While there is a strong emphasis on developing source and target language competencies, the ways in which students can develop them should not be neglected. Group work and cooperation with peers can always lead the translating process to better results. Students who practice translation with their peers will be able to solve problems more easily and will also more rapidly develop self-confidence and decision-making techniques (Razmjou, 2002). Although there is a possibility of making mistakes during group work, the experience of making, detecting, and correcting mistakes will make the students' minds open and alert.

Another important point is that successful translators usually choose one specific kind of texts for translating and continue to work only in that area; for example a translator might translate only literary works, scientific books, or journalistic texts. Even while translating literary works, some translators might choose only to translate poetry, short stories, or novels. Even more specific than that, some translators choose a particular author and translate only her or his works. The reason is that the more they translate the works of a particular author, the more they will become familiar with her or his mind, way of thinking, and style of writing. And the more familiar is the translator with the style of a writer, the better the translation will be.

Translation needs to be practiced in an academic environment in which trainees work on both practical tasks under the supervision of their teachers and theoretical aspects to enhance their knowledge. In an academic environment, recently published articles, journals and books on translation are available to the trainees, who thus become familiar with good translators and their work by reading them and then comparing them with the original texts. In this way, trainees will develop their power of observation, insight, and decision-making, which in turn will lead them to enhance their motivation and improve their translating skills.

Therefore, translation studies has now been recognized as an important discipline and has become an independent major, separate from foreign-language studies, in universities. This reflects the recognition of the fact that not everybody who knows a foreign language can be a translator, as it is commonly and mistakenly believed. Translation is the key to international understanding. So in this vast world of communication and information overload, we need competent translators who have both the theoretical knowledge and practical skills to do their jobs well. The importance of theoretical knowledge lies in the fact that it helps translators acquire an understanding of how linguistic choices in texts reflect other relationships between senders and receivers, such as power relationships, and how texts are sometimes used to maintain or create social inequalities (Fairclough, 1989).

Finally, it is important to know that it takes much more than a dictionary to be a good translator, and translators are not made overnight. To be a good translator requires a sizeable investment in both source and target languages. It is one of the most challenging tasks to switch safely and faithfully between two universes of discourse. Only a sophisticated and systematic treatment of translation education can lead to the development of successful translators. And the most arduous part of the journey starts when translation trainees leave their universities.

Works cited

Azabdaftari, B. 1997. Psychological Analysis of Translation Process. Motarjem Journal, Mashhad, Iran. 21 & 22: 7-12 (Translation).

Fariclough,N. 1989. Language and Power. London, Longman.

Farahzad, F. 1998. A Gestalt Approach to Manipulation in Translation. Perspectives: Studies in Translatology, 6 (2): 153-233.

Hatim, B. & I. Mason. 1990. Discourse and the Translator. London: Longman.

Lotfipour, S.K. 1985. Lexical Cohesion and Translation Equivalence. Meta, XLII, 1, 185-92.

Razmjou, L. 2002. Developing Guidelines for a New Curriculum for the English Translation BA Program in Iranian Universities. Online Translation Journal, V. 6, No.2 http://accurapid.com/journal/20edu1.htm

Shahvali, M. 1997. Adaptation Knowledge, the Passage of Success and Creativity (Translation).

Thursday, December 30, 2010

New year's Eve Around The World

New Year's Eve Celebration around the world

New Year's Eve or Old Year's Night is observed on December 31, the final day of the Gregorian year, the day before New Year's Day. New Year's Eve is a separate observance from the observance of New Year's Day.

In modern practice, fireworks, music, alcoholic beverages and other forms of noise making is part of the New Year's Eve celebration. New Year's Eve is celebrated with parties and social gatherings spanning the transition of the year at midnight.

Localised celebrations

Argentina

In Argentina, the entire family gathers together around 11:00 at night to partake of a good table of traditional dishes. Just before midnight, people hurry out in the streets to enjoy fireworks. The first day of January is celebrated at zero hours with cider or champagne, wishing each other a happy new year, sometimes sharing a toast with the neighbours. People go to parties and celebrate until dawn.

Australia

Each major city around Australia holds New Year’s Eve celebrations, usually accompanied by a fireworks display amongst other events. Gloucester Park, a racecourse in central Perth, is the largest and most recognised display in Perth. In Brisbane 50,000 people annually gather at sites around the Brisbane River in the city to watch a fireworks display while events are held in the city and at Southbank.

The two largest New Year's Eve celebrations in Australia are held in its two largest cities, Sydney and Melbourne. The celebrations in Sydney are usually accompanied by a theme which is displayed in light shows and a large symbol in the middle of the Sydney Harbour Bridge. Over 1.5 million people gathered around Port Jackson (Sydney attendance of 2 million people). The fireworks display last from 12 to 25 minutes and is followed by music shows set on several stages throughout the beach.

As one of the first major New Year's celebrations each year (due to time zones), Sydney's fireworks display is often broadcast throughout the world during the day of 31 December.

Austria

In Austria, the New Year's Eve is usually celebrated with friends and family. At exactly midnight, all radio and television programmes operated by ORF broadcast the sound of the Pummerin (bell of St Stephen's Cathedral in Vienna), and right after that the "Donauwalzer" (The Blue Danube) by Johann Strauss II is played, which many people dance to at parties or on the street. Large crowds gather on the streets of Vienna, where the municipal government organises a series of stages from which bands and orchestras play music. Fireworks are set off both by ordinary people and the municipal governments.

Belgium

Belgian New Year's Eve celebrations are held in all large cities on 1 January. These celebrations are usually accompanied by fireworks.

Brazil

The Ano Novo (New Year in Portuguese) celebration, also known in Brazilian Portuguese by the French word Reveillon, is one of the country's main holidays, and officially marks the beginning of the summer holidays, that usually end by Carnival (analogous to Memorial Day and Labor Day in the United States).
The beach of Copacabana (in Portuguese: Praia de Copacabana) is considered by many to be the location of the best fireworks show in the world.

Brazilians traditionally have a copious meal with family or friends at home, in restaurants or private clubs, and consume alcoholic beverages. They usually dress in white, to bring good luck into the new year. Fireworks, eating grapes or lentils are some of the customs associated with the holiday.
The city of São Paulo also has a famous worldwide event: the Saint Silvester Marathon (Corrida de São Silvestre), which traverses streets between Paulista Avenue and the downtown area.

In other regions, different events also take place. At Fortaleza (Ceará) there is a big party by the yacht area. People gather together for dinner and for a show of one band/group that usually plays during Salvador´s Carnaval.

Canada

In Canada, New Year's traditions and celebrations vary from region to region. Generally, New Year's Eve (also known as New Year's Eve Day or Veille du Jour de l'An in French) in Canada is a social holiday. In major metropolitan areas such as Toronto and Montreal, major celebrations with music and fireworks are often held at midnight. Other common New Year's Eve celebrations such as late-night partying are also major events in these cities and other places around Canada. In some areas, such as in rural Quebec, people ice fish and drink with their friends until the early hours of January 1.

On television, the sketch comedy troupe Royal Canadian Air Farce had been known for their New Year's Eve specials on CBC, which in addition before the start of their weekly television series, was one of their first forays into television after years on radio. Consequentially, the series finale of their television series was a New Year's Eve special on December 31, 2008, although due to their popularity, the CBC requested that they return for a New Year's Eve special for 2009.

China

In China, although the celebrations of the Lunar New Year are not until a few weeks into the new year, celebrations of the Gregorian New Year are still held in some areas. Celebrations with fireworks and rock concerts have taken place in Beijing's Solana Blue Harbor Shopping Park.

Czech Republic

For the Czechs, Silvestr is without doubt the noisiest day of the year. People generally equip themselves with fireworks and champagne for the midnight toast and gather with friends to eat, drink and celebrate at parties, in pubs, clubs, in the streets or city squares. In larger cities and especially in Prague, the first detonations of pyrotechics can be heard in full daylight, even before noon, the frequency steadily rising until midnight. In the first minutes after midnight, people toast, wish each other a happy new year and go outside to light their fireworks or watch others'. All major TV stations air entertaining shows before and after the midnight countdown which is followed by the national anthem. The president gives his New Year's speech in the morning.

Denmark

    * Nytårsaften
    * Happy New Year! is Godt Nytår!

Danish people go to parties or entertain guests at home just as Americans do. The evening meal is more exclusive than usual, with desserts including the ring cake Kransekake next, along with champagne.

The New Year is celebrated with merrymaking and fun. It's usually well-intentioned fun and only playful, not malicious. It can, however, become mischievous.

Two significant traditional events are broadcast on television and radio, viz. respectively the New Year message from Amalienborg Palace kl. 18.00 (6:00 pm) and the Town Hall Clock in Copenhagen striking midnight. Thousands of people gather together in Rådhuspladsen and cheer. The climax is when New Year is celebrated with fireworks as the sound of the Town Hall Tower Bells chime over Copenhagen on the strike of twelve. It's a great chance to see the parade of the Royal Guard in red gala uniforms.

England

Clocks symbolize the transition that occurs at the stroke of midnight on this occasion, with London's celebration featuring primarily the clock housed in the Clock Tower at the Palace of Westminster, recognized world-wide as "Big Ben". The celebrations have been televised from London over the last few years by the BBC in England and Wales. In 2010, more than 200,000 people across the UK gathered to view the seven-and-a-half minute display of firework above the London Eye.

Other major displays are held in Birmingham, Manchester, Liverpool, Leeds and Newcastle

Bideford in North Devon is also renowned for its New Year's Eve celebrations and traditional fancy dress, the centre of the celebrations on the quayside and around the Old Bridge. However, South West Ambulance Service NHS Trust publicly raised concerns about how the annual party is organised.

Estonia

Estonia celebrates New Year's Eve with fireworks.

France

The French call New Year's Eve "la Saint-Sylvestre". It is usually celebrated with a feast called le Réveillon de la Saint-Sylvestre (also called Cap d'Any in Northern Catalonia). This feast customarily includes special dishes like foie gras, seafood such as oysters and drinks like champagne. The celebration can be a simple, intimate dinner with friends and family or a much fancier ball (une soirée dansante).

On le Jour de l'An (New Year's Day), friends and family exchange New Year's resolutions kisses and wishes, the main ones being "Bonne Année", Bonheur, Sante, Amour, Argent ("Good Year", Happiness, Health, Love and Money). Some people eat desserts made of ice cream

The holiday period ends on January 6 (The Twelfth Night) for the Epiphany, or Jour des Rois. On this day, they celebrate the Wise Men, eating a traditional type of flat pastry cake, la galette des rois, most often two sheets of puff pastry, filled with frangipane (almond paste). The cake contains a fève, small china character, that whoever finds becomes king or queen and get to wear a gold paper crown, then chose their partner. This tradition can last up to two weeks.

Germany

Germans call New Year's Eve Silvester because 31 December is the feast day of St. Sylvester. Since 1972, each New Year's Eve, several German television stations broadcast a short comedy play in English (recorded by West German television in 1963) entitled Dinner for One. A line from the comedy sketch, "the same procedure as every year", has become a catch phrase in Germany. Every year Berlin hosts one of the largest New Year's Eve celebrations in all of Europe which is attended by over a million people. The focal point is the Brandenburg Gate and the fireworks at midnight are centered on that location. Germans have a reputation for spending large amounts of money on firecrackers and fireworks, and so fireworks are to be seen all over the country on this night. When the clock strikes midnight on Silvester, Germans toast the New Year with a glass of Sekt (German sparkling wine) or champagne. 'Bleigießen' is another German New Year's Eve custom, which involves telling fortunes by the shapes made by molten lead dropped into cold water. Other luck bringing things are touching a chimney sweeper or have him rub some ash onto your forehead for good luck and health. Traditionally jelly filled doughnuts with and with out liquor fillings are eaten. An finally a tiny marzipan pig is consumed for more good luck.

Guatemala

In the town of Antigua, Guatemala, people usually get together at the Santa Catalina Clock Arch to celebrate Fin del Año (New Year's Eve). The celebrations are centered around Guatemala City's Plaza Mayor. Banks close on New Year’s Eve, and businesses close at noon on New Year’s Eve. Starting at sundown, firecrackers are lit, continuing without interruption into the night.

Guatemalans wear new clothes for good fortune and down a grape with each of the twelve chimes of the bell during the New Year countdown, while making a wish with each one.

The celebrations include religious themes which may be either Mayan or Catholic. Catholic celebrations are similar to those at Christmas. Gifts are left under the tree on Christmas morning by the Christ Child for the children. Parents and adults do not exchange gifts until New Year's Day.

Hong Kong

In Hong Kong, the people usually get together in Central, Causeway Bay and Tsim Sha Tsui to celebrate and to look at the night lights along the harbor. The Times Square shopping mall in Hong Kong also holds their own send-off to the ball drop held at Times Square in New York City. The celebration had been extended to other districts such as Tsuen Wan, Sha Tin, Mong Kok and Kwun Tong by district-wide celebration activities.

From Year 2008, for the last 60 seconds before entering the next year (23:59:00), 60-sec numerical countdown by LED lights with pyrotechnic display effects on the facade of Two International Finance Centre was launched, followed by special firework display of A Symphony of Lights.

Iceland

"Gleðilegt nýtt ár" is "Happy new year" in Icelandic. In Iceland the biggest new year events are usually in the greater Reykjavik area. Fireworks are very popular in Iceland. Bonfires are also set in several places throughout the country and are often accompanied with shows, musical events and sometimes foodtables.

India

In India, Allahabad with its inherent party culture, is the ideal venue for celebrating the birth of a new year. Tourists and backpackers from all over the world descend on Allahabad to revel in the festivities accompanying the New Year celebration. Most celebrations take place in the larger cities of India like Mumbai, Delhi, Pune, Bangalore, Chennai, Hyderabad, Kolkata, Ahmedabad,Guwahati and since 2009-10, in Chandigarh. Events such as live concerts and dances by Bollywood stars are organised and attended mostly by youngsters. Large crowds also gather at popular spots along the coastline such as the Gateway of India, Girgaum Chowpatty, Bandra Bandstand, Juhu Beach etc. More often than not friends rather than family tend to get together to celebrate the New Year. In Hyderabad, fireworks are very common.Hotels and resorts are all decked up in anticipation of the tourist influx and feverish competition ensures to entice the vacationers with exciting New Year offers.

Indonesia

The local government of Jakarta often holds a music show, a new year's countdown, and fireworks party in New Year's Eve celebration. The events often held in Monumen Nasional, Taman Impian Jaya Ancol, and Taman Mini Indonesia Indah. In Jakarta, people celebrates New Year's Eve in Jalan Muhammad Husni Thamrin, with their families, siblings, or their friends. Trumpet and fireworks are the most important things for Indonesian people to celebrate their New Year's Eve. we party,we dance, we enjoy life

Ireland

The Irish call New Year's Eve New Year's Eve, or in Irish - Oíche Chinn Bliana, Oíche na Coda Móire or Oíche Chaille. Celebrations in major cities are modest. The beginning of 2009 was heralded only by the ringing of church bells. Fireworks ring in the new year along with celebrations around the Country. A lot of Irish people tend to go to the smaller towns and villages around Ireland to celebrate the new year. Some popular destinations include Kerry, Limerick and Galway for festivities.

Israel

New Year's Eve is known by Israelis as the Silvester, and is celebrated by parties, social get togethers, concerts and dining out in major cities such as Jerusalem and Tel Aviv.

Italy

Italians call New Year's Eve Capodanno (the "head of the year") or Notte di San Silvestro (the night of St. Silvestro). Traditionally there are a set of rituals for the new year, such as wearing red underwear and getting rid of old or unused items by dropping them from the window, but this is an old tradition, followed by quite nobody today.

Dinner is traditionally eaten with parents and friends. It often includes zampone or cotechino (a kind of spiced Italian sausage) and lentils. At half past eight pm, The President of the Republic reads a television message of greetings to Italians. At midnight, fireworks are displayed across Italy.

Japan

The day is a preparation day to welcome toshigami (年神), new year's god. Therefore, traditionally, people clean their home and prepare Kadomatsu and/or Shimenawa to welcome the god before New Year's Eve. Buddhist temples ring their bells 108 times at midnight. This tradition is called joya no kane (除夜の鐘) which means "bell rings on new year eve's night." The rings represent 108 elements of bonō (煩悩), defilements, or Kilesa in Sanskrit, which is said people have in their mind. The bells are rung to repent 108 of the bonnō.

A popular TV show on New Year's Eve in Japan is Red and White Year-end Song Festival. Kōhaku Uta Gassen is a 60-year-old tradition involving a singing contest between male and female teams of celebrity singers.

Kiribati, Republic of

This is the first country to receive the New Year. Kiritimati (UTC+14) is the first place of this country to see the sun rise.

Lebanon

In Lebanon, people celebrate the New Year's Eve by the use of fireworks, and by organizing tabouli, hummus and kibbi and other Lebanese foods for family and friend gatherings. These celebrations could also take place at some diners and clubs. Game shows are also organised where people can try their luck to win some money. The synchronised final countdown is broadcast through the leading TV channel and the celebrations usually continue until sunrise.

Macedonia

Macedonian New Year's Eve celebrations are celebrated in all families across Macedonia. New Year's day is usually the day where the children are getting gifts and the celebration is accompanied by fireworks all day long. The day is celebrated together with family or friends in house or usually in restaurants, clubs, cafe's and hotels with evening celebration encompassing good food, music, and dancing to both traditional Macedonian folk music but also modern music. New Year's Eve is celebrated on the 31st of December as well as on the 14 January according to the Macedonian Orthodox Calendar.

Malaysia

A government-held New Year countdown known as 'Ambang Tahun Baru' will be held at Merdeka Square, the field opposite the Sultan Abdul Samad Building in the Malaysian capital of Kuala Lumpur. The event will be broadcast live on government as well as private TV stations.

Besides the governmental event in Merdeka Square, private organizations too hold their own New Year countdown parties at major shopping malls and landmarks, most notably the fireworks display at the Petronas Twin Towers.

Malta

Malta organized its first street party in 2009, parallel to what other major countries in the world organize. The event was not highly advertised and controversial, due to the closing of an arterial street on the day.

Mexico

Mexicans down a grape with each of the twelve chimes of the bell during the New Year countdown, while making a wish with each one. Mexican families decorate homes and parties, during New Year's, with colors such as red, to encourage an overall improvement of lifestyle and love, yellow to encourage blessings of improved employment conditions, green to improve financial circumstances and white to improved health. Mexican sweet bread is baked with a coin or charm hidden in the dough. When the bread is served, the recipient whose slice contains the coin or charm is believed to be blessed with good luck in the new year. Another tradition is making a list of all the bad or unhappy events from the current year; before midnight, this list is thrown into a fire, symbolizing the removal of negative energy from the new year.At the same time, thanks is expressed for all the good things had during the year that is coming to its end so that they will continue to be had in the new year. The celebration in Mexico City is centered around Zocalo, the city's main square.

Montenegro

Montenegrin New Year's Eve celebrations are held in all large cities on 1 January. These celebrations are usually accompanied by fireworks. It is usually celebrated together with family or friends in house or outside. Restaurants, clubs, cafe's and hotels are always organizing celebration with food and music

Marocco

New Year's Eve is also celebrated in Morocco. Moroccans call it Rass l'aam or (رأس العام) which means the "head of the year".

In Casablanca, New Year's Eve is celebrated in the company of family and friends. People get together to eat cake, dance, laugh. Traditionally, people celebrate it at home, but some of them prefer to hit the clubs. At midnight, fireworks are displayed across Ain Diab, in the Corniche of Casablanca.

Netherlands

New Year's Eve is called Oud en Nieuw ("Old and New") or simply Oudejaarsavond ("old year's evening"), and is usually celebrated as a cosy evening with family or friends. Traditional snack foods are oliebollen (oil dumplings) and appelflappen (apple turnovers) or appelbeignets (apple slice fritters). On television, the main feature is the oudejaarsconference, a performance by one of the major Dutch cabaretiers (comparable to stand-up comedy, but more serious; generally including a satirical review of the year's politics). In Reformed Protestant families, Psalm 90 is read, although this tradition is now fading away. At midnight, Glühwein (bishopswine) or Champagne is drunk. Many people fire off their own fireworks, which are on sale from a few days before. Towns don't organise a central fireworks display, except for Rotterdam where the national fireworks display can be seen near the Erasmus Bridge. Public transport shuts down completely (the only scheduled time during the year) between approximately 20:00 and 01:00. On television a clock is broadcast several minutes before midnight.

New Zealand

Gisborne is 496.3 kilometres (308.4 mi) west of the International Date Line and thus is the first major city to see the beginning of the new year, however it is Kiritimati, Republic of Kiribati that is the first "city" in the world to see the first sun rise for the year. In New Zealand, cities celebrate this with large street parties and fireworks displays. Elsewhere in New Zealand, local councils usually organise parties and street carnivals and fireworks displays. In recent years however, liquor bans have been imposed on many of the more popular areas due to disorder, vandalism and other anti-social behaviour. During the day of New Year's Eve, in recent years, the Black Caps have played a One Day International cricket game in Queenstown. The tallest tower in the southern hemisphere Sky Tower celebrates the new year by lighting up Auckland's sky with fireworks from the top of the tower.

Philippines

Filipinos usually celebrate New Year's Eve with the company of family and close friends. Traditionally, most households stage a dinner party named Media Noche in their homes. Typical dishes include pancit, Hamon, Lechón (roasted pig), which is usually considered as the centerpiece of the dinner table. Barbecued food is also an integral part of the menu.

Most Filipinos follow a set of traditions that are typically observed during New Year's Eve. Included among these traditions is the customary habit of wearing clothes with circular patterns like polka dots, this signifies the belief that circles attract money and fortune or other colorful clothing to show enthusiasm for the coming year. Throwing coins at the stroke of midnight is said to increase wealth that year. Traditions also include the serving of circularly-shaped fruits, shaking of coins inside a metal casserole while walking around the house, and jumping up high which is believed to cause an increase in physical height. People also make loud noises by blowing on cardboard or plastic horns, called "torotot", banging on pots and pans or by igniting firecrackers and pyrotechnics at the stroke of midnight, in the belief that it scares away malevolent spirits and forces.

Urban areas are usually hosts to many New Year's Eve parties and countdown celebrations which are usually hosted by the private sector with the help of the local government. These parties usually display their own fireworks spectacles and are often very well attended.The main celebration is focused on Manila Bay at Roxas Boulevard, Manila Philippines.

Pakistan

New Year's Eve is usually celebrated in the country with joy; however, as Pakistan is an Islamic country, they also celebrate New Year's Eve on the every first of Muharram (First Islamic Month). It is celebrated as a religious occasion with Muslims offering special prayers on this eve.

Poland

The celebration of New Year's Eve in Poland is full of much vibrance. Traditionally, Poles have devoted each day on the calendar to a particular saint for adoration and devotion to that saint. December 31 is named after St. Sylvester, and thus the day is commonly referred to as "Sylwester". Celebrations partake both indoor and out, with the most notable being held in the Main Square - Rynek in Krakow. Here, thousands celebrate the New Year with live music and a fireworks display over St. Mary's Basilica. Similar festivities are held in cities around Poland such as Wrocław.

For those who do not wish to spend the New Year in a city, the mountains are a popular destination. Zakopane, located in the Carpathian Mountain Range, is the most popular Polish mountain resort.

Romania

The celebration of the New Year's Eve in Romania has a totally traditional flavor. Romanians welcome the New Year with the customs, rituals and conventions that have been around for centuries. The children as well as the adults, take part in the joyous celebrations with great enthusiasm. On New Year's Eve in Romania, small school going children sing Plugusorul and Sorcova. The songs wish good luck, happiness and success.

Russia

Most Russians celebrate New Year's Eve with their families and close friends. The origin of this holiday in Russia derives from the Christian holiday of Christmas. Christmas was also a major holiday in Russia up until it was banned along other religious holidays by the Communist Party. To compensate for the absence of Christmas, New Year's was now celebrated similarly to Christmas, just without the religous aspect of the holiday. Even after the fall of the Soviet Union, New Year's is celebrated in Russia and has became a [tradition].

The celebration usually starts one or two hours before midnight and the common tradition is to "say farewell to the old year" by remembering most important events of the last twelve months. At five minutes to twelve most of the people watch the president's speech on TV or watch popular New Year TV shows ("Goluboy Ogonek"). There is a tradition to listen to the Kremlin clock bell ('Kuranty') ringing twelve times on the radio or on TV. During these last 12 seconds of the year people keep silence and make their secret wishes for the next year. After that they drink champagne and have rich dinner, watching TV concerts and having fun. Some people like starting fireworks outside and visiting their friends and neighbors.As the 30th and 31 December are working days, a lot of people also have small parties at work, though 31 December is mostly spent at home or with friends. There is an old superstition that if the first visitor (especially unexpected one) on the 1st of January is a man, the year will be good. People also try to start the new year without debts.

Scotland

New Year's Eve is called Oud en Nieuw ("Old and New") or simply Oudejaarsavond ("old year's evening"), and is usually celebrated as a cosy evening with family or friends. Traditional snack foods are oliebollen (oil dumplings) and appelflappen (apple turnovers) or appelbeignets (apple slice fritters). On television, the main feature is the oudejaarsconference, a performance by one of the major Dutch cabaretiers (comparable to stand-up comedy, but more serious; generally including a satirical review of the year's politics). In Reformed Protestant families, Psalm 90 is read, although this tradition is now fading away. At midnight, Glühwein (bishopswine) or Champagne is drunk. Many people fire off their own fireworks, which are on sale from a few days before. Towns don't organise a central fireworks display, except for Rotterdam where the national fireworks display can be seen near the Erasmus Bridge. Public transport shuts down completely (the only scheduled time during the year) between approximately 20:00 and 01:00.

On television a clock is broadcast several minutes before midnight.

New Zealand

Gisborne is 496.3 kilometres (308.4 mi) west of the International Date Line and thus is the first major city to see the beginning of the new year, however it is Kiritimati, Republic of Kiribati that is the first "city" in the world to see the first sun rise for the year. In New Zealand, cities celebrate this with large street parties and fireworks displays. Elsewhere in New Zealand, local councils usually organise parties and street carnivals and fireworks displays. In recent years however, liquor bans have been imposed on many of the more popular areas due to disorder, vandalism and other anti-social behaviour. During the day of New Year's Eve, in recent years, the Black Caps have played a One Day International cricket game in Queenstown. The tallest tower in the southern hemisphere Sky Tower celebrates the new year by lighting up Auckland's sky with fireworks from the top of the tower.

Philippines

Filipinos usually celebrate New Year's Eve with the company of family and close friends. Traditionally, most households stage a dinner party named Media Noche in their homes. Typical dishes include pancit, Hamon, Lechón (roasted pig), which is usually considered as the centerpiece of the dinner table. Barbecued food is also an integral part of the menu.

Most Filipinos follow a set of traditions that are typically observed during New Year's Eve. Included among these traditions is the customary habit of wearing clothes with circular patterns like polka dots, this signifies the belief that circles attract money and fortune or other colorful clothing to show enthusiasm for the coming year. Throwing coins at the stroke of midnight is said to increase wealth that year. Traditions also include the serving of circularly-shaped fruits, shaking of coins inside a metal casserole while walking around the house, and jumping up high which is believed to cause an increase in physical height. People also make loud noises by blowing on cardboard or plastic horns, called "torotot", banging on pots and pans or by igniting firecrackers and pyrotechnics at the stroke of midnight, in the belief that it scares away malevolent spirits and forces.

Urban areas are usually hosts to many New Year's Eve parties and countdown celebrations which are usually hosted by the private sector with the help of the local government. These parties usually display their own fireworks spectacles and are often very well attended.The main celebration is focused on Manila Bay at Roxas Boulevard, Manila Philippines.

Pakistan

New Year's Eve is usually celebrated in the country with joy; however, as Pakistan is an Islamic country, they also celebrate New Year's Eve on the every first of Muharram (First Islamic Month). It is celebrated as a religious occasion with Muslims offering special prayers on this eve.

Poland

The celebration of New Year's Eve in Poland is full of much vibrance. Traditionally, Poles have devoted each day on the calendar to a particular saint for adoration and devotion to that saint. December 31 is named after St. Sylvester, and thus the day is commonly referred to as "Sylwester". Celebrations partake both indoor and out, with the most notable being held in the Main Square - Rynek in Krakow. Here, thousands celebrate the New Year with live music and a fireworks display over St. Mary's Basilica. Similar festivities are held in cities around Poland such as Wrocław.

For those who do not wish to spend the New Year in a city, the mountains are a popular destination. Zakopane, located in the Carpathian Mountain Range, is the most popular Polish mountain resort.

Romania

The celebration of the New Year's Eve in Romania has a totally traditional flavor. Romanians welcome the New Year with the customs, rituals and conventions that have been around for centuries. The children as well as the adults, take part in the joyous celebrations with great enthusiasm. On New Year's Eve in Romania, small school going children sing Plugusorul and Sorcova. The songs wish good luck, happiness and success.

Russia

Most Russians celebrate New Year's Eve with their families and close friends. The origin of this holiday in Russia derives from the Christian holiday of Christmas. Christmas was also a major holiday in Russia up until it was banned along other religious holidays by the Communist Party. To compensate for the absence of Christmas, New Year's was now celebrated similarly to Christmas, just without the religous aspect of the holiday. Even after the fall of the Soviet Union, New Year's is celebrated in Russia and has became a [tradition].

The celebration usually starts one or two hours before midnight and the common tradition is to "say farewell to the old year" by remembering most important events of the last twelve months. At five minutes to twelve most of the people watch the president's speech on TV or watch popular New Year TV shows ("Goluboy Ogonek"). There is a tradition to listen to the Kremlin clock bell ('Kuranty') ringing twelve times on the radio or on TV. During these last 12 seconds of the year people keep silence and make their secret wishes for the next year. After that they drink champagne and have rich dinner, watching TV concerts and having fun. Some people like starting fireworks outside and visiting their friends and neighbors.As the 30th and 31 December are working days, a lot of people also have small parties at work, though 31 December is mostly spent at home or with friends. There is an old superstition that if the first visitor (especially unexpected one) on the 1st of January is a man, the year will be good. People also try to start the new year without debts.

Spain

Spanish New Year's Eve (Nochevieja or Fin de Año in Spanish, Cap d'Any in Catalan, Nit de Fi d'Any in Valencian, Cabo d'Anyo in Aragonese) celebrations usually begin with a family dinner, traditionally including shrimp and lamb or capon. Spanish tradition says that wearing new, red underwear on New Year's Eve brings good luck. The actual countdown is primarily followed from the clock on top of the Casa de Correos building in Puerta del Sol square in Madrid. It is traditional to eat twelve grapes, one on each chime of the clock. This tradition has its origins in 1909, when grape growers in Alicante thought of it as a way to cut down on the large production surplus they had had that year. Nowadays, the tradition is followed by almost every Spaniard, and the twelve grapes have become synonymous with the New Year. After the clock has finished striking twelve, people greet each other and toast with sparkling wine such as cava or champagne, or alternatively with cider.

After the family dinner and the grapes, many young people attend New Year parties at pubs, discothèques and similar places (these parties are called cotillones de nochevieja, after the Spanish word cotillón, which refers to party supplies like confetti, party blowers, party hats, etc.). Parties usually last until the next morning and range from small, personal celebrations at local bars to huge parties with guests numbering the thousands at hotel convention rooms. Early next morning, party attendees usually gather to have the traditional winter breakfast of chocolate con churros (xurros amb xocolata in Catalan, xurros en xocolate in Valencian), hot chocolate and fried pastry.

Suriname

Pagara (Red-firecracker-ribbons) New Year's Eve in Suriname is called Oud jaar which means old year. It is during this period that the Surinamese population goes to the city's commercial district to watch demonstrational fireworks. This is however, a spectacle based on the famous red-firecracker-ribbons. The bigger stores invest in these firecrackers and display them out in the streets. Every year the length of them is compared, and high praises are held for the company that has managed to import the largest ribbon. These celebrations start at 10 in the morning and finish the next day. The day is usually filled with laughter, dance, music, and drinking. When the night starts, the big street parties are already at full capacity. The most popular fiesta is the one that is held at café 't Vat in the main tourist district. The parties there stop between 10 and 11 at night. After which the people go home to light their pagaras (red-firecracker-ribbons) at midnight. After 12, the parties continue and the streets fill again until daybreak.

Switzerland

In Switzerland, New Year's Eve is typically celebrated at a residence with friends (Christmas usually having been celebrated with family). There are no particular main dishes associated with the event, although sweets and desserts are usual. Each commune has its own government-arranged countdown in a public space, accompanied with formal fireworks shows in larger cities.

Sweden

In Sweden, New Year's Eve is usually celebrated with families or with friends. A few hours before and after midnight, people usually party and eat a special dinner, often three courses. New Year's Eve is celebrated with large fireworks displays throughout the country, especially in the cities. People over 18 are allowed to buy fireworks, which are sold by local stores or by private persons. While watching or lighting up fireworks at midnight, people usually drink champagne.

Taiwan

In Taiwan, the end of the year is celebrated with concerts held in cities including Taoyuan, Taichung, Taipei, and Kaoshiung. Recently, the nation has used higher technology to communicate among the cities via video, enabling the cities to count down together. The most crowded city is the capital, Taipei, where most people gather by Taipei 101 and shopping centres in its vicinity. The tower is located in the shopping and financial area of the Xinyi District. People gather around the streets of Taipei 101 as they count down. With each number they count, one of the layers of Taipei 101 (eight floors per layer) lights up until 0, when the fireworks shoot out from the top of each layer (eight layers excluding a layer under the antenna) in different directions, as shown in the picture at right.

Turkey

Numerous decorations and customs traditionally associated with Christmas and Bayrams find a secular translation in Turkish New Year's Eve celebrations, where homes and streets are lit up in glittering lights as well as various traditional Turkish aesthetic practices. Small gifts are exchanged, and large family dinners are organized with family and friends, featuring a special Zante currant-pimento-dill iç pilav dish, dolma, hot börek, baklava and various other eggplant dishes, topped with warm pide, salep and boza.

Television and radio channels are known to continuously broadcast a variety of special New Year's Eve programs, while Municipalities all around the country organize fundraising events for the poor, in addition to celebratory public shows such as concerts and family-friendly events, as well as more traditional forms of entertainment such as the Karagöz and Hacivat shadow-theater and even performances by the Mehter - the Janissary Band that was founded during the days of the Ottoman Empire.

Public and private parties with large public attendances are organised in a number of cities and towns, particularly in the largest metropolitan areas such as Istanbul, Ankara, Izmir, Adana and Antalya, with the biggest celebrations taking place in Istanbul's Taksim, Beyoğlu, Nişantaşı and Kadıköy districts and Ankara's Kızılay Square, which generally feature dancing, concerts, laser and lightshows as well as the traditional countdown and fireworks display.

Ukraine

In the former Soviet Union, New Year has the same cultural significance as Christmas has in the United States, but without the religious connotations. Russian, Ukrainian and other families from former Soviet Union traditionally install spruce trees at home, the equivalent of a Christmas tree. In Eastern Europe, there is the Ded Moroz, who looks similar to Santa Claus, except he wears robes, and instead of reindeer, he is pulled by a troika (i.e. a three-horse drawn sled). Families gather to eat a large feast and reflect on the past year. They have a large celebration, make toasts, and make wishes for a happy New Year. Families give presents to their friends as well as informal acquaintances. This is due to Russians being a closely-knit community, and it is seen as a taboo to not give presents to those the family associates with. Children stay up until midnight, waiting for the New Year. Also, during these celebrations many Russians tune to special New Year shows, which have become a long-standing tradition for the Russian TV.

New Year is often considered a "pre-celebration" for the Eastern Orthodox living in Eastern Europe, primarily in Russia and Ukraine, since Christmas is celebrated on January 7 according to the Eastern Orthodox tradition.

United Stated

In the United States, New Year's Eve is a major social holiday. One of the top destination cities for New Year's Eve is New York City.

In the past 100 years the "ball dropping" on top of One Times Square in New York City, broadcast to all of America (and rebroadcast in many other countries), is a major component of the New Year celebration. The 11,875-pound (5,386 kg), 12-foot (3.7 m) diameter Waterford crystal ball located high above Times Square is lowered, starting at 11:59:00pm and reaching the bottom of its tower 60 seconds later, at the stroke of midnight (12:00:00am). This is repeated in many towns and cities across the United States. From 1981 to 1988, New York City dropped an enlarged apple in recognition of its nickname. It is sometimes referred to as "the big apple" like the city itself; the custom derives from the time signal that used to be given at noon in harbors.

From 1972 through 2007 (except in 1999), Dick Clark hosted televised coverage of the event called Dick Clark's New Year's Rockin' Eve, shown on ABC, and now renamed Dick Clark's New Year's Rockin' Eve with Ryan Seacrest for the arrival of 2009 with Ryan Seacrest handling hosting duties. The show did not air for the arrival of 2000 as it was preempted by ABC 2000 Today, but Dick Clark reported during the "ABC 2000" broadcast, with an introduction from Peter Jennings, saying some would not consider it the New Year if Dick Clark did not count it down. From 1956 to 1976 on CBS, Guy Lombardo and his Royal Canadians serenaded the United States from the ballroom of the Waldorf-Astoria Hotel on Park Avenue in New York City. The Royal Canadians continued on CBS until 1978, and Happy New Year, America replaced it in 1979, continuing until 1995. The song Auld Lang Syne has become a popular song to sing at midnight on New Year's Eve, with the Lombardo version being the standard. NBC also has hosted New Year's coverage; traditionally, the networks' late night hosts have hosted special editions of their regular shows (including a special Central Time Zone-specific countdown on Late Night with Conan O'Brien), but since 2005, the network has opted for a special entitled New Year's Eve with Carson Daly. Fox, CNN, and Fox News Channel also have their own New Year's specials. One of the more popular traditions is the Twilight Zone marathon hosted on Syfy (formerly SciFi).
Communities

Religious Communities

    Many Protestant and Methodist churches, especially those consisting of the African American community, have a tradition of New Year's Eve known as "Watch Night." Many Reformed congregations also have New Year's Eve worship services. In those churches observing Watch Night, the faithful congregate in such services commencing New Year's Eve night and continuing past midnight into the new year. In each of these communities, New Year's Eve services are a time for giving thanks for the blessings of the outgoing year and praying for divine favor during the upcoming year. Though held by some to have begun in the African American community, watch night can actually be traced back to John Wesley, the founder of Methodism. Wesley learned the custom of Watchnight from the Moravian Brethren who came to England in the 1730s.Moravian Congregations still observe the Watchnight Service on New year's Eve. Watch Night took on special significance to African Americans on New Year's Eve 1862, however, as slaves anticipated the arrival of January 1, 1863, and Lincoln’s signing of the Emancipation Proclamation.

Local celebrations
Main article: List of objects dropped on New Year's Eve

Certain cities in the U.S. have their own local version of the traditional New Year's celebration, even while keeping an eye on New York, and echoing the New York tradition of ball drop, these cities also descend or lower an object (or an enlarged representation of an object).

There are also examples of objects being raised. The countdown in Seattle is done by raising the Space Needle's elevator and launching fireworks up the side of the tower until both reach the top at midnight.

Major cities including Chicago, Atlanta, Cleveland, New Orleans, Las Vegas and San Francisco host annual New Year's celebrations similar to the annual celebration in Times Square. New Year's Eve is a major event. The streets are shut down as crowds of people gather together to celebrate the New Year.

New Year's Eve is traditionally the busiest day of the year at Walt Disney World in Florida and Disneyland in California, where the parks stay open late and the usual nightly fireworks are supplemented by an additional New Year's Eve-specific show at midnight.

New Year celebrations in certain regions are punctuated by celebratory gunfire which could potentially cause injuries or deaths. Police departments in these cities, aided by gun safety organizations, have attempted to crack down on this practice through technology and the enforcement of stiffer penalties.

The Children's Museum of Houston has a celebration called New Year's Noon available for families, with a Brilliant Ball Drop and Countdown "like they do in Times Square", but at noon instead of midnight.

Over 60 cities nationwide celebrate First Night, a non-alcohol family-friendly New Year's Celebration, generally featuring performing artists, community events, parades, and fireworks displays to celebrate the New Year.

It is common to spend New Year's Eve with loved ones and to kiss them at midnight. It is also a popular occasion for marriage proposals and elopements.

Venezuela

In Venezuela, many of the traditions are very similar to the ones from Spain, with an over-emphasis in traditions that supposedly will bring good luck in the year forthcoming. Those who want to find love in the New Year are supposed to wear red underwear on New Year's Eve; those who want money must have a bill of high value when toast, those who want to travel must go out home while carrying some luggage, and so on. Yellow underwear is worn to bring happiness in the New Year.

Usually, people listen to radio specials, which give a countdown and announce the New Year according to the legal hour in Venezuela, and, in Caracas, following the twelve bells from the Cathedral of Caracas. During these special programs is a tradition to broadcast songs about the sadness on the end of the year, being popular favorites "Viejo año" ("Old year") by Gaita group Maracaibo 15 and "Cinco pa' las 12" ("Five minutes before twelve") who was versioned by several popular singers like Nestor Zavarce, Nancy Ramos and José Luis Rodríguez El Puma, and the unofficial hymn for the first minutes of the New Year is "Año Nuevo, Vida Nueva" ("New Year, New Life"), by the band Billo's Caracas Boys.

Wales

Welsh celebrations on New Year's Eve are known as Calennig. The tradition of giving gifts and money on New Year's Day is an ancient custom that survives even in modern-day Wales, though nowadays it is now customary to give bread and cheese.

Thousands of people descend every year on Cardiff city centre to enjoy live music, catering, ice-skating, funfairs and fireworks. Many of the celebrations take place at Cardiff Castle and Cardiff City Hall.
Nos Galan road race - Welsh: Rasys Nos Galan

Every New Years Eve there is a 5 kilometre (3.1 mi) running race called the Nos Galan road race (Welsh: Rasys Nos Galan) in Mountain Ash (Welsh: Aberpennar) in the Cynon Valley (Welsh: Cwm Cynon), Rhondda Cynon Taf, South Wales.

The race celebrates the life and achievements of Welsh runner Guto Nyth Brân. Founded in 1958 by local runner Bernard Baldwin, it is run over the 5 kilometre route of Guto's first competitive race. The main race starts with a church service at Llanwynno, and then a wreath is laid on Guto's grave in Llanwynno graveyard. After lighting a torch, it is carried to the nearby town of Mountain Ash, where the main race takes place.

The race consists of a double circuit of the town centre, starting in Henry Street and ending in Oxford Street, by the commemorative statue of Guto. Traditionally, the race was timed to end at midnight, but in recent times it was rescheduled for the convenience of family entertainment, now concluding at around 21:00. This has resulted in a regrowth in size and scale, and the proceedings now start with an afternoon of street entertainment, and fun run races for children, concluding with the church service, elite runners' race and presentations.

Sunday, December 12, 2010

A Test for Students Anxiety

Helping Students Cope with Test Anxiety. ERIC Digest.

Anxiety is a basic human emotion consisting of fear and uncertainty that typically appears when an individual perceives an event as being a threat to the ego or self-esteem (Sarason, 1988). In some instances, such as avoiding dangerous situations, anxiety can be helpful. However when taken to extremes, it may produce unwarranted results. One of the most threatening events that causes anxiety in students today is testing. When students develop an extreme fear of performing poorly on an examination, they experience test anxiety. Test anxiety is a major factor contributing to a variety of negative outcomes including psychological distress, academic underachievement, academic failure, and insecurity (Hembree, 1988). Many students have the cognitive ability to do well on exams but may not do so because of high levels of test anxiety. Because of the societal emphasis placed on testing, this could potentially limit their educational and vocational opportunities (Zeidner, 1990).

CHARACTERISTICS OF TEST ANXIETY

Test anxiety is composed of three major components: cognitive, affective, and behavioral. Students who experience test anxiety from the cognitive perspective are worriers lacking self confidence. They may be preoccupied with negative thoughts, doubting their academic ability and intellectual competence (Sarason & Sarason, 1990).

Furthermore, they are more likely to overemphasize the potential negative results and feel helpless when in testing situations (Zeidner, 1998). Some students may feel the need to answer every question on the test correctly. When this does not occur they may think of themselves as being incompetent, thus fueling negative thoughts such as, "I knew I was not going to pass this test," "I know I am going to make a poor grade," or "Everyone knows I am not smart." In order for students to have the best opportunity for academic success, negative thinking must be minimized and controlled.

From the affective perspective, test anxiety causes some students to experience physiological reactions such as increased heart rate, feeling nauseated, frequent urination, increased perspiration, cold hands, dry mouth, and muscle spasms (Zeidner, 1998). These reactions may be present before, during, and even after the test is completed. In conjunction with the physiological reactions, emotions such as worry, fear of failure, and panic may be present. When students are not able to control their emotions, they may experience higher levels of stress, thereby making it more difficult for them to concentrate.

Test-anxious students express anxiety behaviorally by procrastinating and having inefficient study and test-taking skills. Zeidner (1998) contends that test-anxious students have a more difficult time interpreting information and organizing it into larger patterns of meaning. In addition, some students may physically feel tired or exhausted during test administration because they do not have a healthy diet, have poor sleeping habits, and fail to routinely exercise.


SUGGESTIONS TO HELP STUDENTS OVERCOME TEST ANXIETY

There are a number of suggestions that school administrators, teachers, school counselors, and parents may utilize to help students effectively manage test anxiety.

Administrators should:

* attempt to build a strong alliance with parents, students and teachers by explaining to them the importance of testing including potential advantages and disadvantages.

* encourage teachers to teach the curriculum rather than teaching to the test because ideally the test should reflect the curriculum being taught.

* develop school policies on standardized tests that are clear and easily understood.

* consider giving students school-wide practice tests.

* encourage school counselors to address test anxiety with students individually, in small groups, and during classroom guidance lessons.

Teachers should:

* become aware of students' developmental levels and the pressure they may be placing on students prior to test administration.

* teach students successful test-taking strategies that include understanding test time limits, the importance of pacing, and the different type of test formats (e.g. multiple choice, essay, fill in the blank).

* consider designing some classroom tests using the standardized test format during the school year.

* help students understand test ceilings and provide information on whether or not they will be penalized for incorrect responses. If points are deducted for incorrect responses students should be informed to leave items blank (Sycamore & Corey, 1990).

* address test anxiety in class by exploring students' concerns and, if necessary, meet with the school counselor and parents of identified students to confront this issue.

School counselors should:

* collaborate with school officials to identify students experiencing test anxiety.

* conduct classroom guidance topics on test anxiety, test-taking strategies, and effective study skills, and consult with teachers.

* practice different forms of relaxation techniques with students and provide them with the cognitive tools to defeat the negative self-talk they may experience before, during, and after the test.

* offer workshops to parents focusing on ways they may help their children reduce test anxiety.

* meet with students experiencing test anxiety individually or in small groups to address this issue in more detail.

* seek out students who have successfully defeated test anxiety and have them speak or partner with other students to share their experience (Wilkinson, 1990).

* be aware of the developmental levels of students and recognize when test anxiety is out of control, because more serious anxiety-related problems could be present

Parents should:

* make sure their children attend school regularly.

* create and maintain a home environment that will help their children be well rested during regular school days and during the week of testing.

* evaluate their children's academic progress over a period of time rather than on one single test score.

* talk with their children and encourage them to do their best.

* be proactive, contact school officials if they have questions concerning tests results (U.S. Department of Education, 1993).

* encourage their children to maintain a healthy diet and exercise on a regular basis.Students are encouraged to:

* consistently develop good sleeping habits, especially during the week of the test, and maintain a healthy diet and exercise regularly.

* avoid cramming, develop good study habits and good test taking skills.

* wear comfortable clothes during the exam and maintain a comfortable and relaxed body posture during the test.

* be aware of time allotted for the test, read directions carefully, and for time management purposes leave questions blank that they are not sure of and attempt to answer them later.

* not compare themselves to other students while taking the test.

* take deep breaths and attempt to regain composure when anxiety levels are high or when negative thoughts are present.

CONCLUSION

Test anxiety is something that impacts students from all ethnic backgrounds and grade levels. Helping students learn to effectively manage such anxiety is a challenging task that requires a genuine team effort. Students, parents, teachers, school counselors, and school administrators must all find ways to be actively involved in reducing test anxiety. We live in a test-taking society and when students are anxious during tests, they are less likely to perform up to their academic potential.

Source: ERIC Counseling and Student Services Clearinghouse

REFERENCES

Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 7-77.

Sarason, I. G. (1988). Anxiety, self-preoccupation, and attention. Anxiety Research, 1, 3-7.

Sarason, I. G., & Sarason, B. R. (1990). Test anxiety. In H. Leitenberg (Eds), Handbook of social and evaluative anxiety (pp 475-496). New York: Plenum Press.

Syncamore, J. E., & Corey, A. L. (1990). Reducing test anxiety. Elementary School Guidance & Counseling, 24, 231-233.

U. S. Department of Education (1993). Help Your Child Improve in Test-Taking.
Washington, DC: U. S. Government Printing Office.

Wilkinson, C. M. (1990). Techniques for overcoming test anxiety. Elementary School Guidance & Counseling, 24, 234-237.

Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by
gender and sociocultural group? Journal of Personality Assessment, 55, 145-160.

Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.

Friday, December 10, 2010

How To Use Dictionary

Instructions
Things You'll Need:

    * Dictionaries
    * Oxford English Dictionary On CD-ROM

Read the introductory or front matter of the dictionary. You'll understand the various features and how they're set off using typefaces (bold, italic), numbering, lettering and punctuation.

Pick an entry or two to review, referring back to the introduction. Find the parts of speech and related words, and look up the abbreviations used.

Find several etymologies (word histories) and use the list of abbreviations to decipher them.

Check the pronunciations of some words you know, using the pronunciation key to become familiar with the conventions used in your dictionary. Then look up a word that you do not know how to pronounce and see whether you can figure it out.

Consult your dictionary about finding words if you don't know the spelling. Often, good suggestions are offered in the explanatory material.

Note special features such as quotations or examples of use. These are intended to help you find the exact meaning you're seeking. Try substituting the word in a sentence to test it.

Look up abbreviated labels in the table for them. They can indicate that a word is used in a certain region, for a specific subject, or that it has a special usage ' slang, informal, nonstandard, archaic, obsolete, vulgar and so on.

Use the dictionary to hunt around for synonyms of words. Although it's not as handy as a thesaurus, you will find plenty of related words by doing multiple lookups using the words in definitions.


Tips & Warnings

Consider investing in specialized dictionaries: unabridged, foreign language and special subjects (science, etymological, geographical and so on), for example. Not all words are in any one dictionary.

Dictionaries advertise high word counts based on the fact that entries have "run-ons" and "derivatives" as well as "inflections." Run-ons and derivatives are forms of the base word such as electricity from electric. Inflections are grammatical changes in number, person, mood or tense ' and plurals.

You may be surprised to learn that there are variant spellings and pronunciations. The first listing is not necessarily correct but, rather, preferred.

Remember that the dictionary is not an unquestionable authority. It is written by trained professionals reporting on the real use of words and phrases by the general public.
The use of the name Webster is public domain. All dictionaries called Webster are not created equal. Read dictionary reviews before buying a new one.

Monday, December 6, 2010

10 Secrets to a Perfect Teaching Interview

Are you nervous about your next interview for a teaching job? Don’t be! Just remember these 10 secrets to a perfect interview!

1. Have a teaching portfolio that is filled with lesson plans and student work samples.

We know it takes a great deal of time to assemble a teaching portfolio, but your hard work will pay off. Instead of just telling them you’re a great teacher, you can use your portfolio to show interviewers the exciting lessons you’ve used to teach children in the past.

2. Practice sample interview questions before you go to the interview.

Interview questions aren’t usually unique. In fact, the same questions will be asked at almost every interview. Do a google search to find common teacher interview questions and practice your responses beforehand. (50 common interview questions and answers are also available in my eBook, which can be downloaded from: http://www.iwantateachingjob.com )

3. Be sure you dress professionally.

You’d be surprised at how much your clothing matters. If you dress to casually, the interviewers may not believe that you’re taking the interview seriously enough.

4. Make eye contact with all of the interviewers at the table, not just the principal.

We’ve sat in on many interview committees and have noticed that many candidates look directly at the principal and seem to ignore the rest of the panel. Be sure you make eye contact with everyone at the table.

5. Project a friendly, bubbly, positive, and outgoing personality.

Interview committees are looking for friendly people to be on their staff. While your teaching credentials are important, you need to remember that the interview committee is also looking for someone with a positive person that is easy to get along with. If they can see your glowing personality shine through, they are more likely to want you at their school.

6. Research the school district beforehand.

Visit the district’s website to find out their philosophy of education. Also, research information about the types of students that you will be teaching, the community, and the subjects being taught there.

7. Be sure your educator vocabulary is up-to-date.

Be sure you’re familiar with educational jargon and teaching acronyms. All of those big vocabulary words you learned in college may come back to haunt you at the interview. If you’re asked about differentiated instruction, IEPs, Everyday Math, NCLB, or ELL students, you don’t want to be the candidate that responds with, “Huh?”

8. Use lots of specific examples when you discuss your teaching experiences.

Want to seem like an experienced professional? Whenever an interviewer asks you how you would do something, tell them how you have already been doing it. If you use words like, “I would like to…” or “I might try to…” or “I could…”, then you will seem inexperienced. Instead, say things like, “When I was student teaching, I…” or “When I taught __, I would…” or “One thing I always do is…” This will help to emphasize and highlight your expereince.

9. Prepare a good question to ask at the end of the interview.

Your questions should be complimentary to the school and open-ended. Try to prepare a question that will require the interviewer to think, rather than just provide you with a one-word answer. Thoughtful questions will leave a lasting impression.

10. Don’t forget to mail your thank you letter right away!

Whether you send a greeting card or a formal business letter, be sure you thank the interviewers for meeting with you. You letter should express your appreciation, compliment the school environment, and invite the interviewers to contact you again.

Wednesday, December 1, 2010

Student Attitude

WHAT INFLUENCES STUDENT ATTITUDES TOWARD A COURSE?

From: Curran, J. M. and Rosen, D. E. (2006). Student attitudes toward college courses: An examination of influences and intentions. Journal of Marketing Education, 28 (2), 135-148.

The first and most obvious answer is the instructor. Much previous research establishes the powerful ways instructors influence how students respond to and in a course. But two researchers wondered if the instructor was the only factor influencing student attitudes. Drawing from work in their discipline, services marketing and management, they extrapolated seven factors that might be significant determinants of student attitudes. Using a complex statistical model, they tested the seven factors and found that four of them explained 77 percent of the variations in attitude toward the course: instructor, course topic, course execution, and the room (physical environment).

They write of these findings: "An important result is that there are significant factors, in addition to the instructor, at work shaping a student's attitude toward a class that he or she may take. The model shows that course topic has just as strong an influence on attitudes as does the instructor." (p. 144) Only required courses were included in the study. They covered topics about which students had a range of interests, from not being interested at all to the course topic being introductory to a major. The researchers point out that if the subject matter of a course influences how students relate to a course, then their level of interest ought to be acknowledged as a contributing factor on course evaluations. At this time most course evaluations focus exclusively on instructor-related variables.

Equally interesting in this work are those other factors not found to influence student attitudes toward courses. For example, the student him- or herself was not found to significantly contribute toward attitude about the course. The researchers explain why they were surprised by this finding. "Given the emphasis some educators place on encouraging students to take ownership of their education, it was surprising to find that, overall, this group of students did not see themselves as being instrumental in shaping their own education experience." (p. 146) What the findings confirm is that students (at least those in this cohort) do not understand that they are at least partially responsible for what happens to them in courses. It seems to reconfirm the extremely passive orientation many students take toward knowledge acquisition.

Also surprising was that fact that other students were not seen as a factor influencing student attitudes. This means that "educators cannot assume that students will automatically appreciate the value of the diverse student population that takes a given college course together."

Finally, in a follow-up analysis that explored some of the factors related to course execution (which these researchers defined as overall design and conduct of the course), there was confirmation for some facts about participation many of us have observed in our individual classrooms. "Students in classes where participation was expected and graded were significantly more likely to prepare for class, attend class, and commit to excellence. Students in those classes where participation was emphasized were also significantly more likely to value the contributions that other students make to their learning experiences."

Road To Prototype Curiculum

C oinciding with the commemoration of Teacher's Day on November 25, 2021 in Indonesia, the  Ministry of Education and Culture, Mr. Anwa...