Intercultural Differences in Work Environment Essay Example

Intercultural Differences in Work Environment Paper If you talk to a man In his own language, that goes to his heart. Nelson Mandela Culture does not only consist of different languages or our background; it is almost everything that defines who we are. Our age, gender, religion, color, ones peers or our personal values. What a lot of people forget, and what Mister Mandela wanted to draw attention to, Is that It is not enough to address only one part of a mans culture to communicate well with him. And where else than the workplace is it more important to communicate with different people who bring deferent cultures with them? Normally, people cannot decide who they work with In our globalizes world where more and more companies are international, and so are their employees Although the competences that different cultures provide a company with are definitely welcome, the awareness of potential for conflict between individual employees Is increasing steadily. Consequently, constructive dealing with different cultural value systems on the Interpersonal level Is a key skill for managers of international corporations and this skill will emerge into a very important goal of personal development. Defining Culture Culture per SE Is the totality of human behavior (Including norms, values and lifestyles) and therefore, influences every area of life (Kafuffle, 2011, p. 163). Its development results through different aspects off human life. It is crucial where we were born or how and In which country we were raised, which friends we had and so on. We will write a custom essay sample on Intercultural Differences in Work Environment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Intercultural Differences in Work Environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Intercultural Differences in Work Environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This results in our culture dictating how we behave In certain situations. It affects three elementary levels which are: communication, thinking patterns and emotions. For example, if we have a very family centric culture and we notice that our counterpart is treating a family member not as well as our culture demands, we may start having negative feelings towards that person which affects our thinking and how we conduct further communication with that person. In a situation in which both communicators have the same cultural background this is not as likely to happen, since the three levels are most certainly much alike. One can say that culture works as a simplification filter of interaction between two individuals with different surrounds. It helps to reduce complex Information that assures a smooth interaction with others. At the same time it has negative side effects. Especially in the workplace environment where communication is usually limited by time and therefore, has to be precise, slight differences In culture can have a great effect. Misinterpretations are only a small part of things that can go wrong. For example, In a team that has to conduct business with a partner; the team might develop a logical 1 OFF plan to arrest an Issue. However, when ten team NAS to negotiate Witt someone tit a different ethnicity, cultural differences might impair the negotiations. To specify the example: It is very common for Middle Eastern entrepreneurs to begin negotiations with long small talk, which is not common in Germany. One might think that the entrepreneur would adjust his behavior to the culture of the addressed communicator, but often times peoples culturally influenced perception leads them to believe that they are doing nothing unusual. Hopeless Cultural Dimensions There are many dimensions where culture can affect individuals, but a lot of them can be summarized in main concepts. One scientific approach is the five cultural dimensions theory by Egger Hefted. Through a large survey in cooperation with the IBM Corp.. With over one-hundred-thousand participants in over seventy countries, Hefted defined five cultural dimensions across a variety of cultures. These dimensions can be used to analyze a particular culture or be used for distinguishing between many (Kafuffle, 2011). Through his research Hefted identified the five main drivers of culture which are: power distance individualism vs.. Collectivism masculinity vs.. Feminism uncertainty avoidance Long- Term vs.. Short- Term orientation Although each of these dimensions has been found or predicted by social science previously; there has never been such a large data collection which could prove these predictions. In this model each country is assigned a score for each dimension and each dimension groups a variety of social phenomena in itself. The grouping of diverse social behaviors of individuals in only five dimensions can be dangerous, but the data has shown that there are such strong correlations in-between the grouped phenomena that it is valid to assort them together to get a better idea of cultures hill neglecting individual persons and their personal habits. Hefted did not put much importance on the behavior of individuals because there are too many interference factors that are unpredictable in statistical analysis (Hefted, 2001). Based on the five cultural dimensions it can be analyzed which culture related problems or difficulties might occur in a workplace environment. In the following the five dimensions will be elaborated on and what problems can occur in regard of the dimension: Power Distance (PDP): The main idea behind the wording power distance is to describe how people deal with inequalities in their captive society or organization. If a country scores very high on the power distance dimension, as for example, Arab countries which have a score of 80 on the index, it means that an individual who is a rather powerless member of an institution will accept certain inequalities in the power distribution around him. On the other hand, if one looks at a country with a relatively low score on the index, such as Germany (35), the employees of a company expect a more consultative approach to decision making by their boss. In cultures with a low score like this, those who have ore power subordinate themselves to this principle because it is rooted in their culture. Power Allocates also means Tanat ten unequal or equal power Illustration Is accepted and expected in the society overall. Considering the dimension power- distance typical problems that can occur are mostly very emotional. Employees coming from one country might feel very uneasy to consult with their superior and would therefore be viewed as a not communicative enough by fellow workers. Individualism vs.. Collectivism: While power distance describes the relationship to authority, the dimension Individualism shows the significance of community and networks in a culture. On the individualism side we find countries like the United States, where being an individualistic person with own ideas, independence and identity are some of the most important values. Individualistic cultures care mostly about their closer family and close friends. Collectivist cultures on the other hand, focus on defining themselves through groups of people. The extended family has the greatest importance in these societies. People find their source of security and identity in large families. A Chinese worker, coming from a collectivist society, may reduce his workforce to not undermine his co- workers and therefore not fulfill the expectations put in him. Masculinity vs.. Femininity: Whereas the other dimensions described by Hefted are used to distinguish between different cultures; the dimension masculinity vs.. Feminism is the only one that shows differences inside a cultural group. It is the only dimension in which men and women gave different answers to questions addressing the same phenomena. On a larger scale feminism vs.. Masculinity describes how different cultures perceive roles of men and women in he society as well as goals individuals have in these societies. In masculine cultures, gender roles are narrowly defined and do not overlap. Men are supposed to show strong personalities, be focused on achievement and success, whereas women are supposed to be more modest, tender, and concerned with quality of life (Hefted, 2001, p. 40). In feminine societies women and men often have equal, overlapping gender roles and are both rather characterized like women in masculine cultures. On an individual level in both cultural poles men and women showed interest in different fields. For example men stated to be interested in high earnings and opportunity for advancement, whereas women showed particular focus on having a good relationship to those in charge and the wi sh to work with cooperative people (Hefted, 2001). A workplace example here might be that a woman, coming from a feminine culture wanting to negotiate business related issues within a very masculine society, would not be accepted by her counterparts. Uncertainty avoidance: This dimension describes how people react in situations they are not familiar with. The main question behind this dimension is whether people tolerate uncertain situations or see them as a threat to their personal security. Weakly pronounced uncertainty avoidance becomes apparent in cultures where people accept new situations and are more tolerant to different sentiments. Whereas strong pronounced uncertainty avoidance is revealed in the need for making detailed plans for the future, a strong wish for security and safety as well as stress and aggressiveness in conflicts. Many countries with high levels of uncertainty avoidance tend to have very strict and formal work related laws which reflect on implicit company guidelines of behavior. People AT Deterrent descent malign Tell very restricted Day tense rules wanly could suppress creative thinking when needed. Long- Term vs.. Short- Term orientation: After conducting further studies especially on the Asian continent Hefted defined his fifth dimension. People in a long-term oriented culture align their actions and goals to achieve the best possible future for themselves. Typical traits of such a culture are self-discipline, thriftiness and respect for others. Short-term oriented societies value traits like freedom, independence and efficiency at work (Kafuffle, 2011). Solving Issues There are many obvious problems that can occur and can be prevented Just by knowing the different dimensions. And this insight is the first step to effective cultural diversity management in a company. If a company has the goal to become more international, it has to conduct trainings for their employees and also for their higher management to be aware of these differences. In order to do so a company usually has to seek out an experienced consultant in this area. The main goal should be to show the employees how to interact with different cultures taking to account hat similarities and distinguishing factors should be focused on and new elements provided by the companys own culture and structure can be integrated (Precept, 2009). Thereby and similar measures intercultural competence can be built into the issued organization. Conclusion Taking everything in consideration there are several benefits in integrating a multicultural staff in a company. Multicultural employees can provide new ways of thinking and general creativity. They also can show how to think more global and conduct business with international partners, which is becoming more important for very organization and has quite a few positive aspects. On the other hand it can be difficult for an inexperienced company to benefit from multicultural employees. First of all the company has to overcome many obstacles. These can reach from interpersonal problems to unwanted behavior by employees with a different culture. To get over these issues the company has to conduct trainings to raise the awareness for intercultural differences of management and staff. One systematic approach could be to explain one scientific approach like Hopeless and show ways of taking his into account in daily business.

Spanish Verb Book essays

Spanish Verb Book essays The following section will be the present you are implying that the action is occurring at the present time. For example: Joseph reads the book. The "reads" in the sentence shows that Joseph is in the process of reading the book. Canta muy bien. She sings very well. Hablo espa viajar - to travel cantar - to sing ayudar - to help hablar - to speak viajo viajamos canto cantamos ayudo ayudamos hablo hablamos viajas - cantas - ayudas - hablas - viaja viajan canta cantan ayuda ayudan habla habla hablan Regular AR's are the most common of all verbs, to use them, remove the "ar" ending and insert the appropriate ending on the chart: o for "i ___", as for "you ___", a for "he/she ___", amos for "we ___", an for "they ___". You can also use the following chart for the respective endings. Da el perro Mike. He gives the dog to Mike. Yo quiero a estar un abogado. I want to be a lawyer o for singular Ella est mi amiga. She is my friend. Yo doy tà º este carro. I give you this car. Irregular AR's truly have no rule, to use them you must learn the specific way each is conjugated. See the conjugations above. Pieso el dinero. I am thinking about the money. Cierra el libro. He closes the book. Ellos empiezan a leer. They begin to read. Yo recomiendo el pollo. I recommend the chicken. pensar - to think cerrar - to close nevar - to show empezar - to begin pieso pensamos cierro cerramos nievo nevamos empiezo empezamos piesas - cierras - nievas - empiezas - piesa piensan cierra cierran nieva nievan empieza empiezan The AR stem-changers (e - ie) are a type of verb. To conjugate them you simply change the last e in the stem (which means all the parts of the verb but the "ar" ending) to an ie, then you remove the "ar" ending and add the appropriate ending. However there is one exception, in first person plural you do not change the e ...

Argument "The Pitfalls of plastic surgery Essay

Argument "The Pitfalls of plastic surgery - Essay Example Camillie proceeds and says â€Å"as cosmetic surgery has become more and more widespread and affordable, it has virtually become a civil right, an equal-opportunity privilege once enjoyed primarily by a moneyed elite who could fly to Brazil for a discreet nip and duck.† This clearly shows that cosmetic surgery is no longer a one class activity but that of anyone who has the finances. Despite the exercise spreading at a high rate, there are many moral questions that crop up. For instance Camillie questions â€Å"is cosmetic surgery a wasteful frivolity, an exercise in narcissism?† This is a question worth being answered. Once a person under goes the surgery, does it waste his or her former beauty? Is it only women who insist on the cosmetic surgery as a result of endemic sexism? This question is directed to women since they are the most customers in these surgeries (Camillie 775-777). However, women are not the only affected sex. Male especially celebrities undergo these surgeries as a way of looking more handsome and therefore attracting more fans. This is a race of the best looking and hence people are forced to undergo the surgery. As Camillie puts it â€Å"all these ethical issues deserve serious attention.† This should be worked on in order to eliminate any discrimination based on the looks. Though the practice is unstoppable, it needs to be improved. The chemicals used should be changed or improved in order to reduce long term side effects. It is not possible for a 50 year old looking like a 20 year old youngster. All this is due to the chemicals used in stopping the skin from shrinking. Also, it should be changed in order to stop instances of young people lacking jobs due to the fact that there are older people looking young at their supposed positions (Camillie 776-777). Am not trying to wipe away the practice as the maximization of attractiveness is justifiable in all societies, but it is worrying in America the way rate of female gender attraction could

Participatory Culture of Henry Jenkins Essay Example | Topics and Well Written Essays - 1000 words

Participatory Culture of Henry Jenkins - Essay Example The essay "Participatory Culture of Henry Jenkins" talks about the idea of Henry Jenkins that literacy in the 21st century should be measured as a social or group skill rather than subjective. In short, he has tried to unravel that, whether it is knowledge or education, it should be shared and spread in the present times with the help of different tools that he describes as aids; however, he has also reiterated that incorporating new ideas or methodologies in an effort to make literacy more viable and accessible does not mean that traditional ideas should be refuted in any manner or with a motive, which is virtually irrelevant. Thus, the idea of Jenkins, which says â€Å"the new media literacies should be seen as social skills, as ways of interacting with a larger community, and not simply an individualized skill to be used for personal expression† opens new opportunities. The point that is to be appreciated in the concept is that Jenkins has begun explaining his ideas in an extremely lucid manner that pervades the humdrum of all those concepts that are familiar in everyday life. Although he has entered into a sensitive arena such as literacy and education, Jenkins has tried to maintain a strain of sanguinity throughout the paper. His primary intention is to convince his readers that education is a much broader term and its utilization should not be restrained or limited; rather, the new means of communication can be used for diminishing the cross-cultural barriers that often detains the true purpose of education.

Effect of Carbon Atoms Number in Alcohol on Combustion

Effect of Carbon Atoms Number in Alcohol on Combustion Research Question How does the number of carbon atoms in the hydrocarbon chain of primary alcohol affect its enthalpy change of combustion? Independent Variable The independent variable in this investigation is the number of carbon atoms in the hydrocarbon chain of primary alcohol. Five different primary alcohol will be used, namely, methanol, ethanol, propan-1-ol, butan-1-ol and pentan-1-ol. Dependent Variable: The dependent variable in this investigation is the enthalpy change of combustion of primary alcohol. Enthalpy change of combustion is the energy released when one mole of fuel is completely burnt in oxygen to form carbon dioxide and water. To measure the enthalpy change of combustion, the heat given out during combustion is first absorbed by water which is calculated by q = mc à ¯Ã‚ Ã¢â‚¬Å¾T where m is the mass of water, c is the specific heat capacity of water and à ¯Ã‚ Ã¢â‚¬Å¾T is the temperature change of water. The heat given out is then divided by the number of moles of alcohol used during the investigation. As combustion is an exothermic reaction, a negative sign is added to give the final enthalpy change of combustion. Control Variables: The table below shows the variables that have to be controlled: Hypothesis: The higher the number of carbon is in the hydrocarbon chain, the greater the enthalpy change of combustion of the primary alcohol. One of the evidence for this hypothesis comes from the IB Chemistry data booklet. The standard enthalpy change of combustion for methanol, ethanol, propan-1-ol and butan-1-ol are –726 kJmol-1, –1367 kJmol-1, –2021 kJmol-1 and –2676 kJmol-1 [1]respectively. Another way to get this trend is to use the average bond enthalpy to estimate the enthalpy change of combustion. Though average bond enthalpies are just average values only, they do give an insight on the trend of the enthalpy change of combustion of different alcohol. The general formula for alcohol is CnH2n+2O. The general equation for combustion of alcohol is CnH2n+2O (l) + 1.5nO2 (g) à ¯Ã†â€™Ã‚   nCO2(g) + (n+1)H2O(l) When the number of carbon increases by one, the following table shows the extra bonds to be broken and extra bonds formed: The average bond enthalpies for the above bonds are shown in the table below: [2] The net change in enthalpy change when one more carbon is added = + 2 Ãâ€" 413 + 347 – 2 Ãâ€" 746 – 2 Ãâ€" 464 = – 1247 kJmol-1 Thus, the enthalpy change of combustion of primary alcohol will decrease by 1247 kJmol-1 (more negative) when one more carbon is added to the hydrocarbon chain. Apparatus: 100 cm3 measuring cylinder ( ±1 cm3) Ãâ€" 6 (one for each alcohol and the other for water) (2 d.p. ) Electronic balance ( ±0.01 g) Ãâ€" 1 Tripod Ãâ€" 1 Copper container with lid Ãâ€" 15 (one for each trial) Stand and clamp Ãâ€" 1 (use to hold the thermometer in position) Mercury in glass thermometer ( ±0.1à ¯Ã¢â‚¬Å¡Ã‚ °C) Ãâ€" 2 (one is used to measure temperature of water and the other used for monitoring the temperature of surrounding) Stirrer Ãâ€" 1 Aluminium heat shield Ãâ€" 4 (to reduce heat loss) Spirit burner with wick Ãâ€" 15 (one for each trial) Lid Ãâ€" 1 (for extinguishing the flame) Stopwatch ( ±0.01 s) Ãâ€" 1 Ruler ( ±0.1 cm) to measure the length of wire and the position of the thermometer Scissor Ãâ€" 1 (used to cut the wick) Chemicals 750 cm3 of distilled water (50 cm3 for each trial) 100 g of each of the following primary alcohol at a concentration of 90%. Methanol, ethanol, propan-1-ol, butan-1-ol and pentan-1-ol Procedures Prepare a spirit burner. Cut the length of its wick to approximately 3.0 cm (the portion outside the burner) with a pair of scissors and a ruler. Measure 50 cm3 of methanol with a 100 cm3 measuring cylinder and pour it in a spirit burner. Weight the spirit burner with an electronic balance. Record the mass of the spirit burner in the table below. Measure 50 cm3 of distilled water with another 100 cm3 measuring cylinder and pour it in a copper container. Place the copper container on a tripod and cover it with a lid. Use stand and clamp to hold a thermometer in the beaker of water. Use a ruler to make sure that the bottom of the thermometer is 1.0 cm from the bottom of the beaker and make sure the thermometer is approximately located at the centre of the beaker. Record the initial temperature of the water and put it in the table below. Place a stirrer in the water. Stir the water throughout the process of heating. Surround the whole setup with heat shield made of aluminium to reduce heat loss. Ignite the wick of the spirit burner with a lighter. Place the spirit burner under the beaker. Immediately start the stopwatch and wait for two minutes. Stop the stopwatch after two minutes. Use a lid to extinguish the flame. Record the highest temperature reached by the thermometer and put it in the table below. Allow the spirit burner to cool. Weigh the final mass of the spirit burner with an electronic balance. Put the mass in the table shown below. Repeat the experiment (Step 1 to 16) two more times. Repeat the same experiment (Step 1 to 17) for other primary alcohols (i.e. ethanol, propan-1-ol, butan-1-ol and pentan-1-ol). Table for recording raw data and some processed data: Data Processing The mass of fuel used (m) is calculated by subtracting the final mass of spirit burner from the initial mass of spirit burner. The temperature change (à ¯Ã‚ Ã¢â‚¬Å¾T) is calculated by subtracting the final temperature by the initial temperature. The heat (q) absorbed by water can be calculated by the formula q = mc à ¯Ã‚ Ã¢â‚¬Å¾T where m is the mass of water used: 50 g (as the density of water is 1 g cm-3) c is specific heat capacity of water: 4.18 Jg-1K-1 Number of moles of fuel used can be calculated by dividing the mass of fuel used (m) by the molar mass of the fuel. The molar mass is found by adding up the relative atomic mass of the element involved. For example, the molar mass of methanol (CH3OH) is 12.01 + 4 Ãâ€" 1.01 + 16.00 = 32.05 gmol-1. The enthalpy change of combustion of alcohol is found by dividing the heat by the number of moles of fuel with a negative sign added to show that it is exothermic. A graph is plotted with enthalpy change of combustion (y-axis) against the number of carbon atom is the hydrocarbon chain of the primary alcohol (x-axis). Compare this graph with the graph in the hypothesis. Safety Alcohols are flammable. Avoid naked flame near alcohol. [1] Chemistry data booklet (First examinations 2009). United Kingdom: International Baccalaureate, 2008. Print. [2] Chemistry data booklet (First examinations 2009). United Kingdom: International Baccalaureate, 2008. Print.

Positive Outcome for Children Essay

Outcome 2: Understand how practitioners can make a positive difference in outcomes for children and young people. Question 1: Identify the positive outcomes for children and young people that practitioners should be striving to achieve. As we already discussed this in one of the five outcomes in Every Child Matters. As a qualified child care worker I should be aware and make positive contribution in the entire are of child development and support and improve them to achieve all across the five ECM outcomes. Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being. All the children Trust have a board of representatives to ensure that children have accessible and develop plan in a comprehensive and simple manner. A Trust is a partnership which brings the entire organisation together for example schools, police, Family Doctors, Social Workers, and so on. Their aim is to take responsibility for services for children and young people with their families’ to share information, protect and committing to improving children and young people’s lives and each one of them will plan and show how to meet these five outcomes in their area. Every Child Matter is cover from birth to 19 years old. This was highlighted by the tragic death of Victoria Climbie at the hands of her cares, resulting in a independent inquiry into her death. The Laming Report in 2003, in common with other inquiries into child deaths over years, criticised the approach to protecting children on our society. The Laming Report resulted in a green paper, Every Child Matters, which in turn led to the Children Act 2004 in England and other four countries in the UK. 1.To achieve positive outcome in Early Years Foundation Stage whatever their religion or background the government introduce free health meal at school with milk and five a day to all children in which help to reduce obesity in some way because there are most children who don’t have chance to eat at least two or three variety of  fruit a day also it help the parents to achieve the healthy way of living for the seek for the wellbeing for their children. 2. We must comply with law for the safeguarding for children to be safe at all times and we can encourage them, doesn’t matter of age of child that any point they make is valuable to us and must be considerable. We must let them know that they have the voice and they must be heard if they feel any dough or danger. We can make positive difference by keeping children safe from accidents, crime and bullying, forced marriages, missing children, safe environments, FGM, and many more. At Early Years Foundation Stage by the ag e of five a child must achieve 90% of success in school in all area that needed of child development. 3. Every child have right to enjoy and achieve in their study. We are requiring following a child holistic development to observe children doing rather than assuming that you know what are interested in and become familiar with their needs. By the age of Eleven (secondary school) children are expected to achieve a very height expectation in English and Maths skill for adult life at least 90% and in most of the subjects at the age of 15. When the children are well supportive at school their achievement are high expectable by the age of 15, 90% must achieve 5 equivalent GCSEs and at age 19 at least 80% will achieve two to three equivalent A Levels. 4. Making positive contribution for children and young people which include create environment for the children that will help them to develop self-confidence. In my setting we encourage the children to make their own choices and for them to know that us as practitioners are there to support them if they so need it. Making positive contribution which could lead children and young people to participating in positive activities for skills for their lives which motivate their emotion, behaviour, personalise, socialise and promote their well-being I which will reduce the risk of young people getting involved in crime. 5. Achieve economical well being for children and young people we must ensure that all the children’s activities and play areas encourages them to develop their own independent skills that meet with curriculum which will help and lead them to achieve all the learning outcome in their lives for the better future or career for them to be Doctor, Scientist, Pilot and so on. The better achievement economic we plan, the better it will be for children and young people to exceed in their education which will help us beat poverty and many more. BIBLIOGRAPHY Textbook: Children And Young People’s Workforce Early Learning & Childcare Level 3 Author names: Penny Tassoni, Kate Beith, Kath Bulma and Sue Griffin Series Consultant: Maureen Smith Publisher’s name: Heinemann Work-Based Learning. Published on 2010.

A Brief Overview of the Interralatedness of the Three Gospels

Introduction: Coming to Terms with the Problem Most everyone who reads the Synoptic Gospels observes similarities that exist among them; their passages are very similar in content and structure which would make one think the authors borrowed material from each other or perhaps at all the same sources. However they are equally different in content and structure. This brings about the problems with the Synoptic Gospels commonly called the â€Å"Synoptic Problem. † Looking for a solution that is reasonable and defensible, we will look at biblical history, early church history, and the content of the Gospels themselves.As I answer these questions, and bring an overview to the synoptic problem, and provide a defense of the Fourfold-Gospel Hypothesis as the most reasonable and dependable solution to the problem. A General Description of Synoptic Relationships Synoptic Gospels fall into three separate categories: wording (vocabulary), order (structure), and parenthetical material. Re lationships and Content Consider the following verse from the passage in Matthew 19 about the children coming to Jesus.Matthew 19:14 Let the children come to me, and do not hinder them; for to such belongs the Mark 10:14 the children come to me, do not hinder them; for such belongs the Luke 18:16 Let the children come to me, and do not hinder them; for to such belongs the Matthew 19:14 kingdom of heaven. † Mark 10:15 kingdom of God. Truly I say to you, whoever does not receive the kingdom Luke 18:17 kingdom of God. Truly I say to you, whoever does not receive the kingdom Matthew 19:15 And he? Mark 10:16 of God like a child shall not enter it.†And he took them in his arms and Luke 18:17 of God like a child shall not enter it. † Following Swanson’s method of underlining the similarities, one can see there are definite similarities between the Gospels. There are however differences, the italicized words shown in Mark and Luke show the difference in formatting. The parenthetical materials in the Synoptic Gospels writers create the relationship in the content.Stein states that â€Å"it is highly unlikely that two or three writers would by coincidence insert into their  accounts exactly the same editorial comment at exactly the same place†. The Gospels themselves show the phenomenon of similarity and divergence within the structure. Much of the history and teaching of the Synoptic Gospels is contained in pericopac (literary units comprised of one argument or thought) and these pericopae often appear in the same order in all three Gospels, and yet there are obvious differences. Carson and Moo explain this problem well: All three Synoptic Gospels roughly follow the same order of events, even when there is no clear chronological or historical reason to do so.Each evangelist, however, omits material found in the other two, each contains unique incidents, and some of the events that are found in one or both of the others are put in a dif ferent order. The Investigative History of Synoptic Relationships The history of the investigation into the relationship between the Synoptic Gospels is divided into two great epochs: the early Church in the modern church era. The Early Church According to Dugan in his notes a History of Synoptic Problem, many are taken accounts to writing of the life of Jesus of Nazareth including Luke in Luke 1:1-4.Tatian (c. 110-172) put the four Gospels together in his famous book Diatessaron. Tatian worked to fit the four Gospels into one bound book. Ammonius in the third century took Matthews Gospel and broken it paragraphs. He also took the other three Gospels and rearranged their content. Augustine (AD 354-430) produced works called On the Harmony of the Evangelist. Augustine’s work was typical of many harmonies of Gospels purchased early years of the church. Modern synopsis was produced in 1776 by J. J. Griesbach. The Modern ChurchNo attempts were made to parallel the Gospels except for Ammonius until the eighteenth century. The archetype of the modern-day synopsis is Griesbach. From the eighteenth century there’s been an explosion of study and investigation into how the Synoptic Gospels relate to each other. Many criticisms have reason over the Synoptic Gospels from oral traditions to reaction criticism. Proposed Solutions for the Synoptic Problem Forming a hypothesis around the first three Gospels; while looking at the exact agreement within them and yet the wide divergence of what is written in them.There are four principle explanations of the Synoptic Problem. Common Dependence on One Original Source The German critic Gotthold Lessing proposed a solution to the synoptic problem using type of proto-Gospel that has since been lost as a common source for the Gospel writers. This source is referred to as â€Å"Ur-gospel† and it seemed to have been written in Arabic or Hebrew. Lessing understood Luke’s prologue to be a narrative.J. G. Eichho rn and others took the Ur-gospel and modified it to include some possibly â€Å"lost Gospels as the sources for the synoptic Gospels† Common Dependence on Oral Sources  J. G. Herder in 1797, proposed his hypothesis stating the oral summaries of the life of Christ. Gundry believes that the Ur-gospel theory lacks credibility with the relationship between the Gospels. Gundry explains: †¦ Most modern scholars doubt that transmission by word-of-mouth could have retained so many and such minute verbal resemblances as exist among the synoptics, especially in the narrative, which is not so likely to have been memorized verbatim as possibly the words of Jesus were memorized.Common Dependence on Gradually Developing Written Fragments  F. Schleiermacher originally suggested this theory in 1817, suggested that the church began to collect fragmented writings from the apostles. These fragmented writings became the source of material for the Synoptic Gospels. This cannot be true th ough. There is more evidence now than ever that there was simply sharing of material between the synoptic writers. Interdependent This group of proposed solutions assumes that â€Å"two of the evangelists used one or more of the other Gospels in constructing their own.†There were other material that could have been used during this period of time; however the apostles writing at the same time borrowed text from each other to write their own Gospels. The third hypothesis worth mentioning is the Augustine proposal. The Augustine Proposal The Augustine proposal says the Gospels were put into the Canon according to their composition. Some proposal says that Matthew was written first, then Mark, Luke, then John. Augustine is the first theologian from the west to make the connection between Mark and Matthew’s Gospel, and assuming that Luke borrowed documents from both to write his Gospel.Augustine’s theory of interdependent was the predominant theory until the eightee nth century when several other proposals began to surface. The Two-Gospel and Two-Source hypothesis are the most widely accepted theories today. The Two-Gospel (Griesbach) Theory In 1789 J. J. Griesbach published a paper in which he proposed the order of synoptic compositions of Matthew, Luke, and Mark each writer’s previous writers work. Griesbach says Matthew wrote his gospel first, Luke used Matthews Gospel to write his, and Mark used both Matthew and Luke’s Gospel to write his Gospel.Orchard has taken Griesbachs’ theory to a new level. Orchard has done research in the area of the Two-Gospel Theory and believes that Marks Gospel is a composition of Matthew and Luke’s Gospel. The Two-Source Theory This is by far the most widely accepted solution to the Synoptic Problem. Their primary sources of Synoptic Gospels. Markan believes that Mark’s Gospel was written before Matthew and Luke, and â€Å"Q† a saying source. Mark parallels Matthew 97. 2% of the time, while Luke parallels Matthews’s gospel 88. 4% of the time.Mark awkwardly wrote suggesting that it was the first gospel written and that my fuse was written later, using Mark’s primary source, correcting the difficulties with the language. It would be easy later on in expressions that might be misunderstood. With Matthew and Luke having so many verbal language agreements with Mark it would indicate that Mark was written first and they at least collaborated or used the same material when writing the Gospels. The â€Å"Q† becomes a factor when looking at Markans assumption that Matthew and Luke used Marks Gospel yet writing independent of each other.The two source theory is by far the most widely accepted explanation of the Synoptic Problem. With this theory Matthew and Luke used Marks Gospel as their narrative source and Q for their material. However there appears to be a better explanation of the synoptic problem. The Fourfold -Gospel Hypothesis t akes in both the initial evidence the external evidence. The Fourfold -Gospel hypothesis is the most dependable and reasonable solution to the synoptic problem. The fourfold-Gospel Hypothesis: A Most Reasonable and Defensible Solution Scott McKnight makes and observation surrounding the Synoptic Problem.Literary levels connect Matthew Mark and Luke and they are highly mutually dependent on each other. Mark can be considered the middle factor. Benard Orchard gives a logical conclusion to the Synoptic Problem. Orchard states: â€Å"†¦ The historical and patristic evidence, the internal critical evidence for mutual literacy dependence, and the â€Å"scenario† necessary to show how the tendency between the first and the second lines of the argument can be satisfactorily resolved.†With the Fourfold-Gospel Hypothesis, Matthew Rocha particularly Jewish church in acts 1-12, Luke wrote second to provide the gospel to a Hellenistic church that was in a missionary expansion with Paul in acts 13-28, while Mark was last Gospel written and records Peter preaching in Rome. External Historic and Patristic Evidence With fourteen different patristic witnesses on Blacks list that support the theory that Mark wrote last and used Matthew and Luke. According to the Patristic witnesses Matthew wrote second and John wrote last.Paul helped Luke write his Gospel either second or third. According to historic evidence in the early church, Matthew wrote first, second, and Mark). Lea and Black disagree with Markan saying: â€Å"however popular Markan priority may be today, it seems to fly in the face of the statements of the earliest church fathers, who are almost unanimous in asserting that Matthew predated both Mark and Luke. † Internal Evidence Markan states Mark was written first due to the shortness of the Gospel.As Matthew and Luke wrote their Gospels more accurate information was available then when Mark wrote his Gospel. Mark writes about five periods of C hrist’s ministry. Mark’s writing style is also simple and primitive compared with Matthew and Luke. Mark writes much of Peter’s preaching. â€Å"All that internal literacy criticism can do is to show that an existing text could have originated in more than one way. † When looking for reasonable and dependable solutions one must choose â€Å"the source theory that best reflects the actual historical circumstances† for this solution of the SynopticProblem. When looking historically and biblically as a scenario to Mark’s writing the Fourfold- Gospel Hypothesis represents Mark’s writing well. The Scenario of Mark’s Writing In Jerusalem and Palestine during the final stages of the formation of the early church there was almost exclusive focus on preaching of the Gospels to the Jews. Matthew predicts Jesus is the fulfillment of the Jewish prophecy. A need arose as the gospel progressed from Palestine to the Jews of Diaspora and then to the Gentiles. The need for a universal Christ and less Jewish Christ and a more Hellenistic Gospel.This would be Luke’s account it is â€Å"directed toward those Hellenistic congregations founded by the apostle Paul on his missionary journeys. † Mark binds Matthew and Luke’s Gospels together. Black explains Mark’s gospel: â€Å"because secondary chapter, Luke needed the approval of an eyewitness apostle proper accreditation in the church†¦ Peter himself was apostolic eyewitness they provided the accreditation for the gospel of Luke by personally comparing it with the Gospel of Matthew as he gave his own oral version of the stories common to both, at which he himself had been present in person.†Peter uses both Luke and Matthew’s Gospels to preach from, giving accreditation to both Gospels. Paul had been using Luke and Matthews’s gospel and with Peter using them and accepting them it gave a stamp of approval for Paul so no one c ould accuse Paul of wrong-doing. Looking at the Synoptic Problem the Fourfold- Gospel Hypothesis is a dependable solution because it takes into account the biblical writing the Gospels, evidence in the writing of the early church fathers, the internal evidence of the Gospels. All three Gospels speak to their own time period.Conclusion This brief overview of the Synoptic Problem has defined the problem by definition. The source relates to the Synoptic Gospels can be seen as a problem. It is difficult to determine the true source of the Synoptic Gospels. They have been part of the canon and church history for centuries. The Synoptic Gospels are part of the big picture, it is divinely inspired, and the inerrant Word of God. The historical evidence would lead one to believe the Fourfold- Gospel Hypothesis is the most reasonable way to make the picture fit.