Daybreak Express free essay sample

Daybreak Express what happens with the beat of the music and the tempo? In Daybreak Express the beat and the tempo of the music is it keeps speeding up and getting more fast peace. What mode of transportation was a favorite of Elongations and is imitated in several of his songs? Elongations favorite mode of transportation would riding the train. 3. What song was the theme song of Duke Elongations band? The theme song of Duke Elongations band is Take the A train. 4.What instrument does Longtime SE to set the mood or rhythm of some of his songs, such as in Sophisticated Lady? Duke Longtime uses the piano to set the mood or rhythm of some of his songs. Longtime started sneaking into Frank Holidays Poolroom at the age of fourteen. Hearing the poolroom pianists play ignited Elongations love for the instrument and he began to take his piano studies seriously. We will write a custom essay sample on Daybreak Express or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 5. What does program music do? Program music is instrumental music that tells a story with explicit episodes or reveals facets off character. Part II 1 .Find an example of onomatopoeia In Dream Boogie and another In The Weary Blues. In Dream Boogie and example would be :Hey Pop, Re-bop, Mop Y-E-A-H and an example In The Weary Blues it would be:He made that poor piano MOAN. 2. Fled an example of assonance In Dream Boogie and another In The Weary Blues. Examples of assonance pop, re-bop, mop; lazy sway poor Plano moan. 3. Len The Weary Blues look at the format of the poem. Notice the lines which are Indented. How does this compare to call and response used In Jazz? When they say, Oh Blues, and Sweet Blues!Its similar to the responses of the congregation to a minister, when the group says, Oh, yeah! and Say It, Brother! 4. Len The Weary Blues there are several examples of personification. List at least two examples. The two examples are Plano moan sleep Like a rock. Len The Weary Blues what words set a tone for the poem? What Is the tone? Lazy, moan, sad, melancholy, troubles, weary, died. Sad, fatigued. 6. An Dream Boogie look at the beat of the lines. What happens as the poem evolves? How does this compare with Daybreak Express by Duke Longtime?They get shorter, thus faster. It makes the person sound more happy excited. 7. Compare Dream Boogie with The Weary Blues. How do the moods of the two poems differ? The mood of the first Is happy excited, the second sad tired. 1 . Find an example of onomatopoeia in Dream Boogie and another in The Weary an example In The Weary Blues it would be:He made that poor piano MOAN. 2. Find an example of assonance in Dream Boogie and another in The Weary Blues. Examples of assonance pop, re-bop, mop; lazy sway poor piano moan.

Critical Commentary of Book Ends by Tony Harrison free essay sample

Book Ends by Tony Harrison is a poem about the death of the writer’s mother, and the effect this has on the complicated relationship between father and son, who are unable to relate to each other or communicate emotionally. The tone of the poem is melancholic, reflecting on the theme of death and the breakup of family, with a bitter edge in the description of the unbridgeable rift between father and son which widens following the mother’s death. The poem is separated into two parts, each with sixteen lines, and is loosely based on an iambic pentameter metre. The rhyme scheme is ABAB throughout the poem, with the noticeable exception of the last four lines of part II, in which it changes to ABBA, reflecting a time shift in the poem’s narration. The first ten lines are made up of couplets, but the general structure is flexible and there is no strict format or line grouping to the poem – this is perhaps representative of the emotions and disjointed thought pr ocesses felt by the writer following his mother’s death. The two parts of the poem take place at different points in time. Narrated by the son from a first person perspective, part I describes his and his father’s reactions immediately after the death of the mother and introduces their problematic relationship. The first line is a sudden and mildly unsettling beginning to the poem, and juxtaposes the homely, familiar image of a homemade apple with the stark reality of death in a reminder that devastation can strike at even the most ordinary of moments. The father and son slowly chew over both the pie and the actuality of the mother’s death as they begin to come to terms with their loss. The father, ‘shocked into sleeplessness’, seems to feel the absence of his wife most profoundly, and his son accuses him of being ‘scared of bed’ and unable to face his loneliness. He reflects that the two of them have always had difficulty communicating, but now in the time when they need each other’s support most they don’t even try and share their grief. This is the first hint of the awkward relationship existing between the father and son, which becomes a central theme later on in the poem. The next two lines are spoken by the mother, who compares her husband and son to book ends. This concept, which the reader first encounters in the title, is an extended simile within the first part of the poem, and characterises the similarities and differences between the father and son. Just like book ends, which look identical but face opposite directions, they are much the same in terms of appearance and habitudes, but as we find out in the next couplet these resemblances only go so far and do not translate into a close relationship. Here we are told that while the father is ‘worn out on poor pay’ and comes from a working class background, the son is a ‘scholar’, who has had a university education. The use of inverted commas here suggests the writer is being sarcastic and somewhat tongue-in-cheek about his educational prowess, which adds a sense of irony to their dissimilarity. This contrast of circumstances means that despite their physical resemblances and close blood relations, they have very little in common – indeed, as the writer says, they are linked solely by their uncommunicativeness: ‘only our silence made us a pair’. In the next couplet, the writer tells us that blue gas fires are ‘not as good for staring in’, perhaps in comparison to a wood fire in the grate the mother described the father and son as hogging earlier on in the poem. This is evidence that time has passed and things, including technology, have moved on from the days which the mother is referring to. It is also a link to Tony Harrison’s poem Long Distance II, in which he tells us that his father kept his mother’s slippers warming by the gas even after her d eath, a habit so ingrained into his everyday life that he can’t help himself from continuing it even when the wearer of the slippers is long gone. The writer makes a point of comparing the two types of flame: this could indicate that he has a lot of time on his hands, and, without any idea of how to fill it, spends long hours staring into the fire, perhaps in his father’s silent company. He describes the blue gas flame as being ‘too regular each bud, each yellow spike’, and this criticism is perhaps evidence of his inner turmoil and a need for a chaotic emotional outlet. The next couple of lines portray the idea that it is only through the mother that the father and son are united. In life, her presence and assurances that they are alike linked them, and once she is gone, there is little to bring them together except their shared grief, which as they are so emotionally divided they find impossible to communicate. Up until this point, the narrator of the poem has clearly been the son, but it is unclear who is speaking in the line ‘Your life’s all shattered to smithereens’, or indeed whose life is being referred to in this highly effective image of broken glass, smashed into tiny shards. It could be the son talking to the father or vice versa, or the mother talking to either one of them, but equally the shattered life in question could be the mother’s, in that her life, which once combined her husband, her son and herself in one family, is now fragmented into separate pieces following her death as the father and son drift apart. Earlier on in the poem we are told that the son and father come from very different cultural backgrounds, but it is only in the last three lines of the part I that we realise that the son’s education is not merely a dividing factor but a considerable bone of contention between him and his father. In an attempt to bond with each other, t hey turn to drink to forget their grief, but it is to no avail as they revert to their perpetual silence and inability to relate to one another, communicating solely by ‘sullen looks’. Separated by the son’s academia and learning, it is not age which poses the problem, but a university degree and ‘books, books, books’. This repetition is effective in emphasising the gap between them, and concludes the extended metaphor of part I: the books, representing knowledge and education, do not only alienate the father and son, but also separate the book ends to which the two men are compared earlier in the poem, in a highly effective double metaphor. The second part jumps forward in time, to a point a while after the mother’s death when the father and son, divided in all other fields but united once more by the mother, are deciding what to have cut on her gravestone. As they come from a modest financial background, the stone is far from grand and there is little room for flowery words or description, so the wording must be concise and to the point. In the next couplet, the father expresses his anger and exasperation: he was certain that with his son’s learning and knowledge of words he would effortlessly produce something touching and eloquent for the headstone, but the son, devastated by his mother’s death, is unable to find the words needed to commemorate her in his grief. The father is incredulous, and tells him dismissively that ‘it’s not as if we’re wanting verse’, implying that it must be easier to  find the words to write on his one’s mother’s gravestone than to write a poem. The next few lines of the poem are further evidence of the father and son’s lack of common relations, as they are united once more by alcohol in their attempt to deal with their suffering. Under the influence of whisky, perhaps the only way he can express himself without inhibitions, the father says he had always been ‘clumsy talker’, and admits that he can’t come up with anything better for the headstone that ‘beloved wife’, which he seems to consider inelegant and unworthy of the emotion he would express if he had the words to do so. There is a certain bitterness in the writer’s tone when he reflects that while his father is open about his own lack of eloquence, which itself reveals hi s working class origins, his words are not so unpolished to be incapable of making a caustic remark. The phrase ‘still can’t cut’ has a double meaning, as it refers to both this and the action of cutting the words into the gravestone. The father’s anger is manifest at his son’s inability to produce an inscription for the grave, and he tells his son that he is ‘supposed to be the bright boy at description’, in an obvious jibe about his university education. The use of an exclamation mark and the word ‘fuck’ in his comment are evidence of his considerable anger and frustration, and are also evidence of a dysfunctional family situation. The line ‘I’ve got to find the right words on my own’ is another ambiguous line, as it is not clear who is speaking. The reader gets the idea that the father could be saying the words after he realises his son is incapable of producing anything better, in a kind of exasperation. However the line could also be spoken by the writer, either as a response to the father’s insistence that he come up with something beautiful and touching for the inscription, or some time afterwards, when his father has passed away and he is left truly alone to choose the words for their shared headstone. This double narrative emphasises the solitude of the two men in the face of death, and their isolation from one another. In the last three lines, the writer tells us he has found the envelope on which his father had been scribbling ideas for his wife’s headstone. He describes the words as ‘mis-spelt, mawkish’ and ‘stylistically appalling’, but admits that he cannot find a way to better express the loss he has experienced, or in other words is unable to ‘squeeze more love into their stone’. The use of the word ‘their’ in this metaphor subtly explains that the gravestone is shared, and  that the father has passed away and is now buried alongside the writer’s mother. It is in this final concluding line that the writer freely admits that despite his education and writing ability, he cannot seem to manage to write anything more honest or pure than his father’s unsophisticated words. The poem has a personal register, with intimate emotional description. The majority of the lines use informal language and syntax, such as the father’s exclamation ‘Come on, it’s not as if we’re wanting verse’, which is very much an expression of the vernacular. By avoiding overly flamboyant phrases, the poem does not lose its authenticity, and the raw emotion comes across effortlessly. Simple and unaffected, the writer’s voice relates with painfully truthful accuracy the consequences the death of a loved one can have on an already strained family situation. Tony Harrison is open and honest, and his poem uses a remarkable lack of the melodramatic imagery and ideas expressed in many poems which deal with death. In this way Book Ends shares certain likenesses with his poem Long Distance II, which is similarly written in a conversational tone and contains few grandiloquent metaphors. A major theme in Book Ends is one of pairs. Aside from the book ends of the title, the father and son are made to ‘seem a pair’ in their habits and appearances, and it is this comparison which is at an uncomfortable odds with the rest of the themes discussed, primarily the conflict between the two of them. Furthermore, the poem is structured into two parts, again reflecting the idea of pairs. The poem Book Ends is a reflection on the inadequacy of words, and that the feeling behind them is often more important than the way the idea is expressed. Tony Harrison considers what it is to be a poet, and what purpose it serves to be able to manipulate words into shapes and images if, even as a learned man with a greater degree of education than his working class father can ever hope to have, he is unable to produce a fitting tribute to his departed parents.

A Plot Summary of Our Town

A Plot Summary of Our Town Written by Thorton Wilder, Our Town is a play that  explores the lives of people living in a small, quintessentially American town. It was first produced in 1938 and received the Pulitzer Prize for Drama. The play is divided into three aspects of the human experience: Act One: Daily Life Act Two: Love / Marriage Act Three: Death / Loss Act One The Stage Manager, serving as the play’s narrator, introduces the audience to Grover’s Corners, a small town in New Hampshire. The year is 1901. In the early morning, only a few folks are about. The paperboy delivers papers. The milkman strolls by. Dr. Gibbs has just returned from delivering twins. Note: There are very few props in Our Town. Most of the objects are pantomimed. The Stage Manager arranges a few (real) chairs and tables. Two families enter and begin pantomiming breakfast. The Gibbs Family Dr. Gibbs: Hardworking, soft-spoken, disciplined.Mrs. Gibbs: The Doctor’s wife. She believes her husband is overworked and should take a vacation.George: Their son. Energetic, friendly, sincere.Rebecca: George’s little sister. The Webb Family Mr. Webb: Runs the town’s newspaper.Mrs. Webb: Strict but loving to her children.Emily Webb: Their daughter. Bright, hopeful and idealistic.Wally Webb: Her younger brother. Throughout the morning and the rest of the day, the townspeople of Grover’s Corner eat breakfast, work in town, do household chores, garden, gossip, go to school, attend choir practice, and admire the moonlight. Some of Act One’s More Compelling Moments Dr. Gibbs calmly chastises his son for forgetting to chop firewood. When George has tears in his eyes, he hands him a handkerchief and the matter is resolved.Simon Stimson, the church organist, leads the church choir while intoxicated. He staggers home drunk and deeply troubled. The constable and Mr. Webb try to assist him, but Stimson wanders away.  Webb wonders how the man’s sorry situation will end, but decided there is nothing to be done about it.Emily Webb and George Gibbs sit at their windows (according to the stage directions, they are perched on ladders). They talk about algebra and the moonlight. Their words are mundane, perhaps, but their fondness for each other is obvious.Rebecca tells her brother a funny story about a letter Jane Crofut received from a minister. It was addressed: Jane Crofut; The Crofut Farm; Grover’s Corners; Sutton County; New Hampshire; United States of America; North America; Western Hemisphere; the Earth; the Solar System; the Univers e; the Mind of God. Act Two The Stage Manager explains that three years have passed. It is the wedding day of George and Emily. The Webb and Gibbs parents lament how their children have grown so quickly. George and Mr. Webb, his soon-to-be father-in-law, awkwardly converse about the futility of marital advice. Before the wedding commences, the Stage Manager wonders how it all began, both this specific romance of George and Emily, as well as the origins of marriage in general. He takes the audience back in time a bit, to when George and Emily’s romantic relationship began. In this flashback, George is the captain of the baseball team. Emily has just been elected as the student body treasurer and secretary. After school, he offers to carry her books home. She accepts but suddenly reveals how she does not like the change in his character. She claims that George has become arrogant. This seems to be a false accusation, however, because George immediately apologizes. He is very grateful to have such an honest friend as Emily. He takes her to the soda shop, where the Stage Manager pretends to be the store owner. There, the boy and girl reveal their devotion to one another. The Stage Manager segues back to the wedding ceremony. Both the young bride and groom are scared about getting married and growing up. Mrs. Gibbs snaps her son out of his jitters. Mr. Webb calms his daughter’s fears. The Stage Manager plays the role of the minister. In his sermon, he says of the countless who have gotten married, â€Å"Once in a thousand times it’s interesting.† Act Three The final act takes place in a cemetery in 1913. It is set upon a hill overlooking Grover’s Corner. About a dozen people sit in several rows of chairs. They have patient and somber faces. The Stage Manager tells us that these are the dead citizens of the town. Among the recent arrivals are: Mrs. Gibbs: Died of pneumonia while visiting her daughter.Wally Webb: Died young. His appendix burst during a Boy Scout trip.Simon Stimson: Facing troubles the audience never understands, he hangs himself. A funeral procession approaches. The dead characters comment nonchalantly about the new arrival: Emily Webb. She died while giving birth to her second child. The spirit of Emily walks away from the living and joins the dead, sitting next to Mrs. Gibbs. Emily is pleased to see her. She talks about the farm. She is distracted by the living as they grieve. She wonders how long the sensation of feeling alive will last; she is anxious to feel like the others do. Mrs. Gibbs tells her to wait, that it is best to be quiet and patient. The dead seem to be looking to the future, waiting for something. They are no longer emotionally connected to the troubles of the living. Emily senses that one can return to the world of the living, that one can revisit and re-experience the past. With the help of the Stage Manager, and against the advice of Mrs. Gibbs, Emily returns to her 12th birthday. However, everything is too beautiful, too emotionally intense. She chooses to go back to the numbing comfort of the grave. The world, she says, is too wonderful for anyone to truly realize it. Some of the dead, such as Stimson, express bitterness to the ignorance of the living. However, Mrs. Gibbs and the others believe that life was both painful and wonderful. They take comfort and companionship in the starlight above them. In the last moments of the play, George returns to weep at Emily’s grave. EMILY: Mother Gibbs? MRS. GIBBS: Yes, Emily? EMILY: They don’t understand, do they? MRS. GIBBS: No, dear. They don’t understand. The Stage Manager then reflects upon how, throughout the universe, it may be that only the inhabitants of the earth are straining away. He tells the audience to get a good night’s rest. The play ends.

Webinars in Education

Webinars in Education A webinar is a synchronous distance education, synchronized with live instructors. Instant messaging applications like AIM, Skype, Pidgin, BigBlueButton and web conferencing are very useful in conducting webinars. The tutor, while factoring in the knowledge level of the trainees/participants, spearheads the session. This form of learning allows learners and their tutor(s) to interact in a similar way as in an actual classroom.Advertising We will write a custom essay sample on Webinars in Education specifically for you for only $16.05 $11/page Learn More Students or trainees ask questions and prompt feedback is given to them in an interactive style (Hrastinski, 2008). Students are able to make prompt clarifications that would only be made in an actual classroom set up. Therefore, the webinars are an imitation of a real classroom and they allow trainees and their moderators to interact and share information. Thematic change in synchronous learning is sudden an d usually not anticipated by trainees/students. Webinars are speedy because so much is to be achieved within a short period of time. As a result, there is usually interference as students continue to give input to old themes while a moderator is already establishing new themes (Synchronous Course Delivery, 2012). The time taken to internalize ideas and type any comment is long to the extent that moderators will have proceeded to subsequent themes. The occurrence of multiple time zones is challenging because the participants cannot participate and engage in thoughtful discussions and assignment in the same way. When it is night-time, some participants may be very exhausted and will not have the enthusiasm required to actively participate in the seminar sessions. Alternatively, the session may conflict with the busy schedules for some trainees (Synchronous Course Delivery, 2012). References Hrastinski, S. (2008). A study of asynchronous and synchronous e-learning methods discovered th at each supports different purposes. EDUCAUSE QUARTERLY, 4, 51-55.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Macaulay, L., Dyer, L. (2011, November 14). Interactive web conferencing brings big benefits to the online classroom. Faculty Focus. Web. Relearning Learning- Applying the Long Tail to Learning [MITVIDEO]. Web. Synchronous Course Delivery. (2012). Elearning Faculty Modules. Web.

ETHICAL AND SOCIAL IMPLICATIONS OF ICT Essay Example | Topics and Well Written Essays - 2250 words

ETHICAL AND SOCIAL IMPLICATIONS OF ICT - Essay Example Radio, television, and print media like newspapers and magazines were the main source of information and communication in the earlier days in the developing countries. However the recent decades witness the increased use of mobile phones, internet, and other new technological applications like VoIP (Voice over Internet Protocol - implying the transmission of telephonic conversation over the internet) being the advanced utility of ICT. The usage of such improved applications has been found to exist in large numbers in the developing countries. The mobile phone usage can be identified as the most rapid and voluminous in the ICT growth in the developing countries. For examples the total access to telephone connection including the fixed land line and mobile connections in the developing countries has shown an increase from 2 percent in the year 1991 to about 31 percent in the year 2004. Similarly the internet usage in the developing countries has increased from a meager 0.03 percent in the year 1994 to over 6.7 percent in the year 2004. (Parliamentary POST Note) There are certain ICT ... Examples of the Contribution of ICT to the Economies of Developing Countries There are certain ICT projects undertaken in the developing countries that involve the role and contribution of international community, the Non-Government Organizations, education department, rural governments, and the industry. These projects have the objective of extending the benefits of ICT to a wide range of sectors like health, education, trade and commerce, scientific research and development capabilities, human right awareness and empowerment of women - all are closely related to the social causes of the community in general in the developing countries. However it must be noted that the benefits of ICT are not fully utilized by the developing countries for the growth and development of their economies due to inadequate infrastructural facilities and also due to lack of required human capital to support the growth of ICT. Some of the examples of ICT projects in the developing countries towards social causes are: Health Sector: The telemedicine project in Kenya has the objective of providing an online network of medical consultations for all the hospitals and health centers in Mali. The website is being used solely by the physicians while the other health care staff is also encouraged to contribute to the functioning of the telemedicine project. Women Empowerment: The Grameen Bank a non-government project in Bangladesh provides low cost loans to the ladies to set up mobile phone exchanges. With the income from the mobile exchanges the ladies are able to improve the standards of their living and educate their children. (Parliamentary POST Note) Development in Human Rights: In Zimbabwe the Kubatana Trust using Email and internet provides the human rights and civic

Cammunication Channels Essay Example | Topics and Well Written Essays - 1250 words

Cammunication Channels - Essay Example Communication channels refer to modes of transfer of information from a sender to a receiver. Some examples of communication channels are face-to-face communication, telephone, meetings, and letters. This paper explores communication cases to determine the most appropriate communication channel for each case. Situation 1 A company’s competitor has acquired it and 15 percent of its employees will be laid off in the next three months. Best communication channel The best communication channel for the case is the use of internal memo that is selected on the following criteria. Formality Poor feedback potential Poor interpersonal warmth It is economical Justification A memo formal and develops a general perception of an organization’s official position because any employee who reads it knows that it is a communication from the organization’s authority. The legal scope of the case also requires formal communication to facilitate implementation of the acquisition. Anoth er reason the channel is its poor feedback potential. While the case requires immediate delivery, any form of feedback is not necessary and should be discouraged because they do not add value to the adopted position. Adopting a channel with a poor feedback capacity such as a memo would therefore benefit the organization’s management (Robbins and Coulter, 2007). The nature of the message, being a bad message to the employees, also requires a communication channel that is generally associated with unfriendly types of information. Memos, for instance, is poor on â€Å"interpersonal warmth† and this prepares the recipient of the possibility of some bad news (Robbins and Coulter, 2007, p. 295). This is therefore beneficial to recipients who are emotionally unstable as it allows them to prepare and adjust before receiving the exact news. Memo would also be suitable because of its relatively low cost that makes it economical to the management (Robbins and Coulter, 2007). Situ ation 2 A customer has sent an email to complain about an employee. Investigations have proved validity of the customer’s claim and the issue must be communicated to the employee. Best communication channel The best communication channel is face-to-face communication and is selected based on the following criteria. Efficient room for feedback Confidentiality Ease of encoding It is friendly Justification Face-to-face communication has efficient feedback ability and therefore allows for the employee’s response to the customer’s complaint. This is because in as much as the claim is believed to be true, a good decision making or conflict resolution requires hearing both parties to a case. Confidentiality of the communication channel that leads to protection of human resource factors such as the employee’s motivation and confidence in work also makes face-to-face communication the best channel. This is because the case could have been an isolated instance of a mistake and a personal approach would identify the mistake to the employee without causing embarrassments. The ease of encoding information in the communication channel will also ensure that the employee understand the concern and will lead to corrective measures. The involved friendliness of face-to-face communication also has a positive effect of offering leadership to the employee who may need training and guidance in the course of duty (Robbins and Coulter, 2007; Guffey and Loewy, 2012). Situation 3 The company’s founder, who is popular among members of the organization, has died of a chronic disease and information about his death needs to be communicated to the members. Best communication channel Group meeting of all members of the organization would be the best communication channel as illustrated by the following criteria. Involved time Cost Instant feedback Ease of encoding Justification The ability of group meetings to deliver a message instantly ensures delivery o f the message as soon as possible. This is because its limited time constraint makes it suitable for the situation that

Synoptic Gospels Essay Example | Topics and Well Written Essays - 2000 words

Synoptic Gospels - Essay Example Synoptic problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 7. Faith seeking understanding†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 8. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 9. Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 Introduction The first three books in the New Testament (Mathew, Mark , and Luke) are referred to as synoptic gospels. These books talk about similar subjects an d stories concerning Jesus Christ. However, these books do not cover the events about Jesus Christ in the same length and detail. The books cover the events surrounding the life of Jesus Christ in the same sequence, and in most cases, have used similar words1. Relationship between the Synoptic Gospels The book of Mathew was written about 6 years after the ascension of Jesus Christ. This is according to the chronology of gospels that are found in the crucial dates in the lives of Mary and her son, Jesus Christ. The book of Mark followed after the writing of the gospel according to St. Mathew. It was written about 16 years after the ascension of Jesus Christ. The gospel according to St. Luke was written 27 years after the ascension of Jesus Christ while John wrote about 62 years after the ascension2. ... It is important to note that the synoptic gospels have difference and similarities. The similarities cannot be explained just in terms of event sequences. These books differ in terms of language, grammar, and expression3. The first similarity among the synoptic is seen in their chronology. After Mathew’s gospel had been written and widely read by other Christians, the gospel according to Mark was written. It is assumed that Mark wrote the gospel after reading the work of Mathew. This is due to the fact that Mark could read Hebrew, the language that Mathew used in writing his gospel. The main difference between the three gospels is seen in respect of languages used by the two gospel writers were using. Mark was using Latin to write the gospel after reading the Hebrew version of Mathew4. After Mark and Mathew had written their gospels, Luke wrote his gospel. The writing of the gospel according to Luke is assumed to have been influenced by the writings of Mark and Mathew since th eir gospels had been circulated widely. However, Luke could not interpreted Hebrew language in which Mathew’s gospel was written. The difficulty in understanding Hebrew explains why Luke’s gospel is more similar to that of Mark that Mathew. John’s gospel does not fall under the synoptic gospels because the book was written several years after the synoptic gospels had been written and were in wide circulation. The synoptic had already been translated into other languages when John decided to write the gospel. The difference between the synoptic and John’s gospel is in respect of the fact that John did not want to repeat the same events that had been narrated. John knew that his gospel was directed toward the whole church unlike the synoptic that were directed to specific audiences. The