The people motivated Essay Example for Free

The people motivated Essay There are many different motivation theorists who each with there own theory as to the way people are motivated, but do people actually behave the way these theories tell us they do or are the people motivated by other things. Elton Mayo conducted some experiments in 1927-32 and found that better lighting equalled high productivity. He set up to groups of workers; these included a test group and also a control group. When he turned up the light in-group one, but not in the other productivity rose in both groups. While in further experiments he reduced the lighting to its original level and turned the lighting up in the other group productivity still rose in both groups. The experiments showed no correlation so Elton Mayo changed the variables within his experiment. Working with a group of women, the experimenters made a number of changes, rest breaks, no rest breaks, free meals, no free meals, more hours in the work-day / work-week, fewer hours in the work-day / work-week. Their productivity went up at each change. Finally the women were put back to their original hours and conditions, and they set a productivity record. The reason for this was that both groups were being consulted and workers developed cohesiveness as a social group. This was mainly due to workers sensing belonging and the UN-weighted desire for higher pay and the need for many to reach productivity targets. This showed that workers were motivated by the carrot and stick theory that people would be motivated by bonuses. An example of these ideas being used in business today is the Volvo plant in Uddevalla, opened in 1989, was designed to allow workers to work in teams of 8-10. Each team built a complete car and made decisions about production. It was found that the absenteeism rates at the Uddevalla averaged 8 per cent, compared to 25 per cent in their Gothenburg plant, which used a production line system. Proving that workers performed better when they felt belonging to a group. Frederick Taylor took a more scientific approach to the way he felt people were motivated, but just like many other theorists he believed people were motivated by money. He believed that if output could be linked to pay then output could rise. So piece rates were introduced, an idea that meant the higher your output the higher your wage would be. However at the time this wouldnt work as many businesses didnt have management and therefor the employees were not always sure of what to do, so Taylor recommended they should have managers to have control over the work of the employees and therefor make the business more efficient. This is also a carrot and stick but the workers would be motivated to get a greater wage.

Bubonic Plague :: essays research papers

Essay On Bubonic Plague In the early 1330s an outbreak of deadly bubonic plague occurred in the east. Plague mainly affects rodents, but fleas can transmit the disease to people. Once people are infected, they infect others very rapidly. Plague causes fever and a painful swelling of the lymph glands called buboes, which is how it gets its name. The disease also causes spots on the skin that are red at first and then turn black. Since China was one of the busiest of the world's trading nations, it was only a matter of time before the outbreak of plague in China spread to western Asia and Europe. In October of 1347, several Italian merchant ships returned from a trip to the Black Sea, one of the key links in trade with China. When the ships docked in Sicily, many of those on board were already dying of plague. Within days the disease spread to the city and the surrounding countryside. An eyewitness tells what happened: "Realizing what a deadly disaster had come to them, the people quickly drove the Italians from their city. But the disease remained, and soon death was everywhere. Fathers abandoned their sick sons. Lawyers refused to come and make out wills for the dying. Friars and nuns were left to care for the sick, and monasteries and convents were soon deserted, as they were stricken, too. Bodies were left in empty houses, and there was no one to give them a Christian burial." The disease struck and killed people with terrible speed. The Italian writer Boccaccio said its victims often "ate lunch with their friends and dinner with their ancestors in paradise." By the following August, the plague had spread as far north as England, where people called it "The Black Death" because of the black spots it produced on the skin. A terrible killer was loose across Europe, and Medieval medicine had nothing to combat it. In winter the disease seemed to disappear, but only because fleas--which were now helping to carry it from person to person--are dormant then. Each spring, the plague attacked again, killing new victims. After five years 25 million people were dead--one-third of Europe's people. Even when the worst was over, smaller outbreaks continued, not just for years, but for centuries. The survivors lived in constant fear of the plague's return, and the disease did not disappear until the 1600s.

Film Essay – the Hours

The Hours Mellissa Krause 02/08/13 Production: Paramount Pictures/ Miramax Films, January 2003 Producer: Robert Fox; Scott Rudin; Mark Huffman Director: Stephen Daldry Screenplay: David Hare (screenplay); Michael Cunningham (novel) Cinematography: Seamus McGarvey Editing: Peter Boyle Music: Philip Glass Principal Characters: Clarissa Vaughan Meryl Streep Laura Brown Julianne Moore Virginia WoolfNicole Kidman Richard Brown Ed Harris KittyToni Collette Julia Vaughan Claire Danes Louis WatersJeff Daniels Leonard WoolfStephen DillaneSally LesterAllison Lester Dan Brown John C. Riley Vanessa BellMiranda Richardson The pacing in the film The Hours reinforces the mood greatly throughout the film . The film is about three women in three different time periods who all experience suicidal thoughts and homosexual feelings. Although a slower pace, the film has a definite tempo to it, moving between the three main characters smoothly through parallel cuts in a cross-cutting fashion. Most of the p acing is slow, suggesting a thoughtful approach to the movie for the viewer.At times, the film’s pacing mocks the classical music playing in the background, therefore very little contrast in pacing exists. The editing helps to portray a very smooth, almost choreographed feeling to the film. That said, the music in the film, almost a constant, speeds up and slows down during more exciting scenes. An example is during the scene when an adult Richard Brown falls to his death. The music is very calm as he is speaking to his close friend Clarissa Vaughan and then as he falls from the window, the piano in the background gains a much quicker tempo.In one of the opening sequences of the film, the use of jump cuts (all straight cuts) between the characters of Virginia Woolf and Clarissa Vaughan both doing the same tasks, getting ready for the day, shows Clarissa starting to put her hair in a bun and then cuts to Virginia Woolf doing the same. This use of narrative advancement between two time periods begins the task of tying the characters together. This technique is used again shortly thereafter in a montage where all three women, Clarissa Vaughan, Laura Brown, and Virginia Woolf all speak of flowers.Virginia Woolf speaks of her main character â€Å"getting the flowers herself†, then in the next scene cut to Laura Brown starting to read the book Mrs. Woolf is writing in the prior scene and speaks aloud the first line â€Å"Mrs. Dalloway buys the flowers herself† which Mrs. Woolf referenced in the prior scene, and in the last scene Clarissa Vaughan (often referred to as Mrs. Dalloway such as in Virginia Woolf’s novel referenced throughout the film) says â€Å" Sally, I think I will buy the flowers myself†. This successfully ties all three timeframes together along with the characters while supplying the viewer with their common thread.In one of the most poignant sequences when Laura Brown is driving a young Richard Brown back home aft er she almost kills herself at a hotel. She looks at him and tells him, â€Å"Your my guy† and the child smiles the brightest smile of the whole film, very faint slow motion is used at this point to portray the intensity of the situation. This technique also helps with the transition to another time period. Jump cut to another very intense scene where an adult Richard Brown is remembering this and weeping. Another great transition which rakes place is through the use of inside/out editing.While most the film is editing is done from the outside/in perspective, one scene where Virginia Woolf is at the train station, we are jolted from the home of Clarissa Vaughan to a view of a moving train and eventually the details are revealed that the viewer has been transported back to England with Mrs. Woolf as the camera pans back. Works Cited The Hours. Dir. Stephen Daldry. Paramount Pictures/Miramax Films. 2003. http://en. wikipedia. org/wiki/The_Hours_(film) http://www. imdb. com/titl e/tt0274558/fullcredits? ref_=tt_ov_st_sm#cast

Examine the tensile strength of three specimen of low, medium and high carbon steels is examined

The aim of this laboratory experiment is to examine the tensile strength of three specimen of low, medium and high carbon steels is examined. The microstructure of the specimen is determined and calculations such as tensile strength, yield strength etc were clearly recorded. Also, the background theory was stated, the apparatus and procedure used to achieve the experiment was described. The main part of this lab report is the discussion on the results and how close they've been calculated to the original theoretical values by taking into consideration some external experimental errors. The last part of this report is the conclusion on the whole procedure. INTRODUCTION The main purpose of this lab report is by using a tensile testing machine (Hounsfield tensometer), to determine mechanical properties of three different plain carbon steel materials (low carbon steel, medium carbon steel and high carbon steel). Also, their grain structure is to be examined using a Metallurgical microscope. BACKGROUND The three different materials are the low-carbon, medium-carbon and high carbon steels. Their tensile strength is examined which by definition is explained as the amount of stress that a material can resist when a force pulls it along its length until a complete deformation takes place. A ductile material is a material that contains the properties of plasticity and tenacity and it's able to change its shape when a force acts on it and can keep that changed shape even after that force is removed. (Timings R. 2006) The tensile test is mainly used to specify the strength and ductility of a material. Also the tensile test involves: 1. Material showing a yield point which is the point that an extension takes place without any increase in load 2. Proof stress which is used to determine the amount of plastic deformation. 3. Secant modulus which is used to determine the elasticity of the material. (Timings R. 2006) Plain carbon steels: Ferrous metals are basically a metallic material (iron) and it means that iron is combined with carbon. Iron and carbon, the simplest of the ferrous metals (Latin ferrum=iron), are the main elements of plain carbon steels. Low-carbon steels have a carbon content 0,1-0,3% in addition to impurities. This kind of steels cannot be directly hardened by heat treatment, but they can be readily carburized and case hardened. The type of medium-carbon steels have a carbon content 0,3-0,5%. They can be toughened by heat treatment. All types of high carbon steels (carbon content 0,8-1,0%) are extremely strong and their response to heat treatment is better than the medium-carbon steels. However, because of the high carbon content they can be hardened to a high degree of hardness. (Timings R. 2006) The iron-carbon (Fe-C) diagram in figure1 helps to study and learn more about the microstructure of carbon steels as well as their heat treatment. Figure1. â€Å"The Fe-C phase diagram shows which phases are to be expected.† (1) â€Å"At the low-carbon end of the Fe-C phase diagram, we distinguish ferrite (alpha-iron), which can at most dissolve 0.028 wt. % C at 738 à ¯Ã‚ ¿Ã‚ ½C, and austenite (gamma-iron), which can dissolve 2.08 wt. % C at 1154 à ¯Ã‚ ¿Ã‚ ½C.† (1) EXPERIMENTAL PROCEDURE In order to complete this test, three tensile test specimens, each of different carbon content, are given. Also a tensometer machine is available in order to tense the specimens. The machine works as follows: Firstly, the specimen is placed on the machine and a force pulls it along its length. This force is measured (in kN) on a digital force meter which is connected to the machine. On the top there is a cylinder with a graph paper around it in order to sketch a graph of force against the extension of the specimen. This is done by moving the pointer on the graph paper by 0,5kN respectively and pointing on the graph each time the reading on the digital force meter increases by 0,5kN, for instance, if the reading reaches 1,0kN the pointer has to be pointing at 1,0kN and by the time that the reading is 1,0kN a point is sketched on the graph. (See figure 2 below) Figure 2. Furthermore, measurements of the length and cross-sectional area were taken before and after the test in order to determine the percentages of elongation and the reduction in area. The last part of the experiment is to examine the three micro-specimens given which is the exact same material and condition as the three materials used on the tensile machine and determine the percentage of the carbon content of their grain structure. This is done by using a Metallurgical Microscope. RESULTS The results of the experiment were calculated and recorded on a table as shown below: Test piece material % carbon content Yield strength (N/mm2) Ultimate tensile strength (N/mm2) % elongation % reduction in area Specimen A Low-carbon steel 0,1 315 430 37 66 Specimen D Medium-carbon steel 0,4 475 660 28 62 Specimen N High-carbon steel 0,8 932 960 13 30 All the specimens had normalized treatment conditions. Graphs were plotted for every specimen, which state clearly the points of force and extension. (See Tables below) The ultimate tension strength (uts) was calculated by the following formula: â€Å"† (3) The yield strength (ys) was calculated by the following formula: â€Å"† (4) The elongation percentage (elon.) was calculated by the following formulae: â€Å"† (5) The reduction in cross-sectional area (red.csa) was calculated by the following formula: â€Å"x 100† (6) Microstructure results The following specimens are the result of the experiment. The white region of each specimen is ferrite and the gray region is pearlite. The carbon content is determined using the iron-carbon (Fe-C) phase diagram. SPECIMEN A SPECIMEN D SPECIMEN N DISCUSSION The experiment is now completed and a discussion about the results is made. The values calculated in the experiment are going to meet the theoretical values of the three specimens used. In the table below all the results were recorded: CALCULATED THEORETICAL Low carbon steel UTS (N/mm2) 430 162-3200 YS (N/mm2) 315 140-2400 ELONGATION (%) 37 1-48 REDUCTION A. (%) 66 13-99 Medium carbon steel UTS (N/mm2) 660 450-2290 YS (N/mm2) 475 245-1940 ELONGATION (%) 28 0.6-34.2 REDUCTION A. (%) 62 0.2-71.4 High carbon steel UTS (N/mm2) 960 161-3200 YS (N/mm2) 932 275-2750 ELONGATION (%) 13 1.9-30 REDUCTION A. (%) 30 13.4-75.2 The table above show clearly that the calculated values are close to the theoretical values. This means that the experiment was successful and the calculation were correct. Although, there's always a small percentage error in every experiment. The most common error in every experiment is the human error and this is the main type of error that may took place in this experiment. Also, differences in temperature and the purity of the material used is an important issue. Furthermore, from the examination of determining the grain structure of each material under the microscope the difference between them was very clear. For instance, the different amount of ferrite and pearlite could be identified, high-carbon steel had darker color than low and medium carbon steels which means that the amount of pearlite is almost 100%. Also, from the tables plotted on the tensometer machine the load that every specimen could withstand, the elongation percentage and the reduction in cross-sectional area were different. By considering these values, low-carbon steels have the least amount of load before complete deformation and the most percentage on both reduction in cross-sectional and elongation of the three specimens. This means that low-carbon steels have the least amount of carbon. In addition, low carbon steels can be defined as ductile materials. Medium-carbon and high-carbon steels are less ductile have les percentage of elongation. This means that they are harder and they are applied more load in order for deformation to take place. Finally, the last part of the discussion is about the different yield point of the three specimens. If the graphs are considered, a sudden fall of the load appears to take place on the graphs of low and medium carbon steels during the procedure. This means that the two specimens faced a reduction in cross-sectional area (also known as necking). This doesn't seem to happen to the specimen of high-carbon steel which means that the deformation took place without having any noticeable reduction in cross-sectional area as the load was kept increasing. CONCLUSION In conclusion, the three specimens where tested and results were given. Since the calculated values meet the theoretical values, the experiment was successful. Discussion about the ductility and the main structure of the given specimens was made and also the differences between them were stated.

Research Paper on Hitler and Stalin

Research Paper on Hitler and Stalin Though Stalinist Russia and Hitlerian Germany had different rhetoric, they were both totalitarian dictatorships that sought to attain total power for both leaders. Both evidenced a singleness of goal combined with complete tactical flexibility and shared a passion to dominate all around them. Appeal to the lowest classes ensured that the masses supported their rule, as both realised that one of the central ideas to attaining power was through the lower classes. Both used government to control and exercise power; Hitler, by legalising his actions, and Stalin, by using force. Propaganda and secret police ensured that, if indoctrination failed, then terror would reign supreme, instilling fear into the people and ensuring their control. Part of elevating themselves to total power was their appeal to the lower classes. Because lower and middle classes made up the majority of Germany, and basically all of Russia, they reached the highest positions by appealing to the lowest classes. Like Stalin, Hitler treated policies and tactics as matters, not of principle, but of expediency, the object of which was to gain support and win power. For example, the lower classes that had been absorbed into the Nazi party were seduced by the promise of the closing down of the big department stores and consumer co-operatives. This was an attractive promise to the lower class because they were the smaller competition to these big businesses and they would benefit economically by their elimination as rivals. However, Hitler had no intention of doing this, but used its promise to gain support from the lower classes. Stalin wooed the lower classes of Russia to gain power. He broadened the base of the Communist Party by insisting it had to recruit 50 000 more workers. This helped public perception that the party embraced the proletariat. Stalin saw the support of the proletariat necessary because of the size of Russias peasant population, which was around eighty percent of the whole population. Since the peasants lived in abject poverty, Stalin believed he could win them through promising economic and social reform through collectivisation. Collectivisation was the conversion of the individual farms and strips of land owned by the peasants into large collective farms. Collectivisation was attractive to the peasants because it promised to end the centuries old backwardness of Russia and turn it into a modern, industrialised society. By appealing to the lower classes, each man attained support of their totalitarian dictatorships, which thus allowed them to elevate their power. Both emphasised leadership as a means of national unification to establish their total control. Stalin created an ideology based on a perversion of communism. He preached Socialism in One Country, which meant that everybody had to work to ensure the victory of communism in Russia. The building of such ideology, he preached, would enforce unity in Russia. But communism is about class conflict, and unifying people to one goal turned communism into nationalism, so this was Stalins way of obtaining power, perverting communism so that the people turned to him, unified. Stalin took power by emphasising leadership to ensure the victory of the already established communist state. He saw his mission as ending the centuries old backwardness of Russia and turning a peasant society into a modern industrialised one.Hitlerian Germany was based on the Fuhrerprinzip, visualizing the concentration of power in the hands of a leader, unlimited by any kind of constitutional or parliamentary control, with authority to direct the state. Nazi ideology was Hitlers ideology, and he manipulated and indoctrinated his followers to achieve his aims and beliefs. This is shown in Nazi rhetoric: One nation, one people, one leader! Both emphasised their leadership as a mean of national amalgamation to ensure their total power. Both Hitler and Stalin used their ideology to eliminate their rivals. Stalin was preoccupied with building an instrument in the party organization which would enforce unity, and defeat the opposition to this of other groups in the party. Stalins desire to justify the doctrine of socialism in one country, which he insisted had been formulated by Lenin, was discredited by Trotsky and Zinoviev. So he relied on a packed congress to vote them down, and, one after another, his critics were silenced, which allowed him to continue his totalitarian rule. The clash of ideas between these leaders was imperative because Trotsky and Zinoviev believed in the idea of World Communism, based on the writings of Marx, when Communism would embrace the world and become the way of life. Stalins Socialism in One Country, which he argued was established by Lenin, contradicted the ideas of Trotsky and Zinoviev, who had conclusive evidence that Lenin did not establish the idea of Socialism in One Country. Thi s threat to Stalins ideology was eliminated because he could not maintain his philosophy if there was opposition to it, and he could not establish his tyrannical rule with opposition, so he got rid of it! Hitler gained total control of the state, as well, but he did by controlling the political processes. The Enabling Act gave him the power to make or change existing laws, including the right to alter the constitution and the right to draft laws. This allowed him to pass laws forbidding any political party, apart from the National Socialists. This also gave him the power to eliminate threat inside the party. This led to the Night of The Long Knives, in which he eliminated Roehm ,who as leader of the SA, held tremendous power and loyalty. Roehms desire to join the army with the SA had the potential to turn him into the most powerful man in Germany, and thus threatened to destroy Hitler and his grip on the Nazi party. Hitler had made it clear that he was the supreme ruler of Germany who had the right to be judge and jury. Through ideological purges, both men were able to maintain their totalitarian rule. Both leaders manipulated propaganda to create personality cults that ensured the maintenance of their power. Stalins cult of the personality was vital to public support, and, as early as December 1929, the party and media consciously began to build Stalin as a hero, portraying him as father of the nation, who saved the Soviet Union from its enemies and an expert in science and culture. Because Russians were so uneducated, it was easier for Stalins image to be boosted to be seen as a saviour. The cult of personality led Russians to believe Stalin was close to deification, adopting a role that of was the plain man, who spoke the same practical language as the proletariat. Hitler, however, saw education as being the prime means of developing his personality cult so he could almost permanently control Germany. He believed that young people were less likely to be contaminated by factual knowledge than their elders, and were generally more susceptible to appeals to idealism and emotions. The entire work of education was to find culmination in branding forever, through instinct of reason, loyalty to the Fuhrer. The appointment of Goebbels as propaganda chief saw the Hitler myth become the greatest propaganda achievement, as Goebbels presented Hitler as the embodiment of national unity standing above all sectional interests; the architect of GermanyÐ ¢s recovery; personally incorruptible; and a fanatical defender of German honour. This meant that the German people supported his tyrannical rule, similarly to the Russians, and each were able to maintain control through their own personality cult. By using the secret police such as the SS, Gestapo, Cheka and NKVD, Stalin and Hitler were each able to ensconce their dictatorships and ensure total power. Tremendous increase in support for Hitler was partly a result of violence. He saw the state as an instrument of power in which the qualities to be valued were discipline, unity and sacrifice. Violence would be used to achieve this. By July 5, 1933, a new law decreed The National Socialist German Workers Party constitutes the only political party in Germany. By controlling the police, the Nazis legalised violence and terror to legitimise Hitlers elevation to power. Without the terrorist police support, Hitler would have been unable to exercise sustained and unopposed control. Likewise, the Cheka and NKVD, along with the secret of concentration camps, allowed the repressive system of Stalin to reign supreme. This propaganda was backed by police terror, enabling Stalin to indoctrinate Russians, and any opposition was classed as an enemy of the Soviet. In 1929, when Stalin launched Russia into complete revolution, he already totally controlled the police apparatus. Collectivisation saw the disappearance of individual farming accompanied by extraordinary displacement of people, due to deportation and regrouping. During collectivisation, arbitrary arrest and execution without trial by the Cheka became commonplace, and, since the Cheka was a government controlled police force, arrests and executions were state-sponsored terrorism. Both pushed terror way beyond its limit, realising control over the media and effective propaganda was often not enough to establish and secure total power; coercion and violence, or at least threat of them, were necessary weapons. Though Stalinist Russia and Hitlerian Germany had different rhetoric, they were both totalitarian dictatorships that sought to attain total power for both leaders. Attracting the poorer classes, made certain that they had mass support, because both realised that the key to power was through the proletariat or working classes. Both used ideology and government to eliminate their rivals and exercise power. Propaganda and secret police ensured that, if indoctrination failed, then fear would control the people and ensure their dictatorial power. Given this, both Hitler and Stalin were different sides of the same totalitarian coin. You can also order a custom essay, term paper, thesis, dissertation or research paper on Hitler and Stalin from our professional custom writing service which provides high-quality custom written papers. Here is a list of the most popular research paper topics on Hitler and Stalin:   The Rise of Germany to a Fascist State: The Role of Hitler’s Personality and Oratory   Adolf Hitlers Rise to Power   Hitlers racial policies   Hitlers Consolidation of Power   How did Hitler turn Germany from a democracy into a dictatorship between 1933 and 1934? How far did he have full control by 1934?   Why did Hitler become Chancellor in 1933?   Assess Hitlers use of fear and terror in Nazi Germany   Comparison of propaganda usage between Hitler and Napoleon   Hitlers Mein Kampf   Hitlers Search for Religous Artifacts During WWII   Adolf Hitler: the Modern Machiavelli   Hitlers foreign policy   How did the Great Depression in Germany Lead to the Rise of Hitler?   Hitlers Right to Punishment   Was Hitler Gay?   Joseph Stalins Positive Influence on the USSR   How Convincing Is The View that Stalin Simply Took Lenin’s Policies To Their Logical Extent?   The Industralisation of the U.S.S.R under Stalin   Why was Stalin able to secure his hold on power in the Soviet Union in the years 1928 1941?   Stalin vs. Mussolini

Early races

Early races believed that the earth was flat and stationary, with the sky rotating round it once a day. The early races also believed things that sound weird to us today like the Vedic priests of India believed that the earth was supported upon 12 massive pillars and during the hours of darkness the sun travelled between these pillars without hitting them. The Hindu theory sounds even more peculiar as they believed that earth stood on the back of four elephants, which in turn the elephants stood on the shell of a gigantic tortoise, the tortoise however was supported upon a serpent floating in a limitless sea. All these beliefs had mistakes in the beginning, but as more people tried to explore astronomy, their observations and records became of more value. Most likely, the first astronomers were Chinese as they adopted a year of 365 days, which enabled them to work out a calendar, and from this they were able to predict eclipses. The Chinese did not just record eclipses, they also recorded comets as so did the Egyptians, but both civilisations were puzzled to what the phenomena meant, and they probably regarded the phenomena as being part of astrology. The early Egyptians were extremely skilful at measuring the positions of the stars as they built the Great Pyramid that lined up with the north pole of the sky. This is important as it gave a clue to how old the Pyramid was. About 600 years before Christ, came the great Greek astronomers. Thales was the first of the great Greek astronomers, he was born in about the year 624 B.C and died around about 546 B.C, as well as being a philosopher, he too studied the stars but he went further and tried to explain what he saw. Next was Aristotle who was a famous philosopher who lived from about 384 to 322 B.C. He proclaimed that the earth was not flat but a sphere, he also argued about earth being at the centre of the universe. Aristarchus who lived from 310 to 230 B.C, he concluded that th...

The Tanabata Festival in Japan and the Tanabata Story

The Tanabata Festival in Japan and the Tanabata Story July 7th (or August 7th in some areas) is the Tanabata, or star festival, in Japan. Tanabata is written with a two kanji characters ä ¸Æ' and Ã¥ ¤â€¢. People write their wishes on tanzaku (colorful small strips of papers) and hang them on bamboo trees along with other decorations. The most common tanabata decorations are the streamers that are usually made with variously colored origami. The bamboo branches with colorful decorations are quite pretty and look like a summer Christmas tree. There is even a popular ​childrens song for Tanabata.   Decorations If you are interested in creating Tanabata decorations, the Origami Club site has a collection of decorations that you can make with easy to follow instructions. The Kid Nifty site has some tanzaku papers that can be downloaded for you to write your wishes on. Lets all hope everyones wishes come true this year! Celebrations in Sendai The Sendai Tanabata Festival is considered one of the three major festivals of the Tohoku region, which is visited by over 2 million people every year. Tanabata is generally celebrated as a national event on July 7th, but the Sendai Tanabata Matsuri is held in August, in accordance with the lunar calendar. Similar events are held throughout the nation, but the Sendai Tanabata Festival is the most famous of all. Tanabata Story The Tanabata story was inspired by a famous Chinese legend. It also includes elements of local Japanese beliefs. The Tanabata story is associated with the stars, Altair (the Cowherd Star) and Vega (the Weaver Star). Here is the Tanabata Story and a romaji translation. Also on this site, you can listen to the audio for the story. 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