Conflict Resolution Essay Example for Free

Conflict Resolution Essay Merriam-Webster (n.d) defines conflict as, â€Å"the opposition of persons or forces that gives rise to the dramatic action in a drama or fiction†. Interpersonal conflicts, whether they are between family members, students and teachers, employees and supervisors, or groups, have certain elements in common. Coser (1967) asserts that conflict is a struggle over values and claims to scarce status, power, and resources, in which the aims of the opponents are to neutralize, injure, or eliminate the rivals. (p. 8) Coser’s definition grew out of the cold war, when conflict between the United States and the former U. S.S.R. dominated Western method to conflict. Conflict was viewed as a win-lose solution. According to Dana (2001) there are only three ways to resolve any conflict; power contests, rights contests, and interest’s reconciliation. Power contest is based on Coser’s (1967) win-lose situation. Each party views their point as right each wanting power over the other. Rights contest is an orderly system which has rules, regulations, policies, precedents and a hierarchy of authority which is used in order to â€Å"win† again this model is a win-lose resolution. The solution to conflict resolution is interest reconciliation. This approach enlists support from both parties to find the best solution. All parties win with interest reconciliation model as their solution. Conflict in the workplace is a condition between or among two or more workers whose jobs are independent, who feel angry, who perceive the other(s) as being at fault, and act in a way that causes a business problem. Conflict has three elements feelings (emotions), perceptions (thoughts) and actions (behaviors). â€Å"Psychologists consider these three the only dimensions of human experience. So, conflict is rooted in all parts of the human nature† (Dana, 2001, p. 5) some confuse conflict with indecisi on, disagreement, stress, or some other common experience that may cause or be caused by a conflict. However, those elements are not best handled by conflict resolution. The question many ask, is conflict normal? Conflict is a fact of any organizational life. On the job, conflict is a stubborn fact of organizational life (Kolb and Putnam, 1992, p. 311). Rather than seeing conflict as abnormal, Pondy (1992) suggests we view organizations as arenas for staging conflicts, and managers as both fight promoters who organize bouts and as referees who regulate them (p. 259). In addition, Pondy states that in the company, agency, or small business, conflict may be the very essence of what the organization is about, and if conflict isnt happening then the organization has no reason for being (p. 259). One study surveyed workers and found that almost 85 percent reported conflicts at work (Volkema and Bergmann 1989). With an increasing awareness of cultural diversity and gender equity issues, it is essential that employees become familiar with issues surrounding promotions and harassment. In fact, one can see training in organizations as a form of preventive con flict management (Hathaway, 1995). The recognition of the frequency of conflict at work has led to books on mediating conflict in the workplace (Yarbrough and Wilmot 1995), showing how managers can learn conflict management skills to intervene in disputes in their organization. As employees, daily work with clients, customers, co-workers, or bosses can be a struggle. Conflict is as Wilmot (1995) wrote, What determines the course of a relationship . . . is in a large measure determined by how successfully the participants move through conflict episodes (p. 95). Conflict resolution has five styles, giving in, avoiding, fight it out, comprise, and work together style. No style is right or wrong; however some do work better than others. Accommodation, giving in to the others wishes or smoothing waves sacrifices ones own goals for the sake of the other person. Accommodators often use phrases like: Whatever you want is fine with me. When one party in a conflict genuinely does not care about the outcome of the conflict, accommodation may be the right choice for that situation. However, if accommodation is the only style a person utilizes, he or she is advised to learn more skills. Avoidance is characterized by behaviors that either ignore or refuse to engage in the conflict. While avoidance is by some consider a negative style that shows low concern for both ones own and the other partys interests, there are sometimes strategic reasons to avoid conflict. For example, when the relationship is short-term and the issue is not important or when the situation has a potential to escalate to violence, avoidance may be the prudent choice. Fight it out, competition, or win/lose, style maximizes reaching ones own goals or getting the problem solved at the cost of the others goals or feelings. While always choosing competition has negative repercussion s for relationships, businesses and cultures, it can occasionally be the right style to choose if the other party is firmly fixed in a competitive style or there are limited resources. While competitive strategy is not necessarily dysfunctional, competition can easily slip into a destructive situation. Understanding the methods and strategies of others who use competitive styles can assist conflict managers in neutralizing the negative consequences of competition and work toward a mutual gain approach. Compromise is a give and take of resources. The classic compromise in negotiating is to split the difference between two positions. While there is no victor from compromise, each person also fails to achieve her or his original goal. Finally, working together to collaborate is when parties cooperatively team up until a mutually agreeable solution is found. Compromise and collaboration are win-win solution where as the other styles are win-lose. Why do people avoid dealing with conflict? People have a natural instinct of fear and some let that fear overpower them. The fear of harm causes people to fight-or-flight. Individuals will choose the flight option when in a dangerous part of a city that they have never been in before in order to avoid danger, it shows wisdom or strength to get out a of physically abusive relationship, commendable to stay out emotionally abusive relationships. In spite of this, in some cases people have the response to flight to a false perception of harm. People overstress in their minds the emotional harm that someone can cause harm. The same is said for conflict in the workplace, people will avoid conflict for fear of being harmed by others. Some avoid conflict because of a fear of rejection from others. These individuals feel others will withdraw their friendship or push them away causing more hurt. People have the perception if they do not risk rejection they can suppress their needs and feelings. Loss of relationship is the fear of rejection taken up a level they fear totally losing a relationship. Others avoid conflict to mask their true desires because preserving a relationship is more important than getting what they want. These individuals are trapped into believing their worth is dependant on another accepting them. People avoid conflict for fear of anger. These people do not like listening to someone who is angry. They believe another will hurt them, reject them, or leave them, and they just cannot stand to witness anger. However, anger is just anger and it is not necessarily directed toward them. Individuals do not want to be seen as selfish. In some situations people are not afraid of others reactions, but rather their interpretation of the situation. They fear that they will appear selfish. However, is it wrong to have a need, feeling, or want and to express it? Society has sometimes had it seem that way. Although, there is nothing wrong with asking for what individuals want versus feeling they are entitled to always getting what they want. The truth is if one never asks, then they are depriving people around them from being able give to them effectively. Still, people who feel their wants should not be fulfilled, regardless of what others want, fall into the selfishness category. Sometimes people avoid conflict for fear of saying the wrong thing or something they will regret. Individuals will avoid conflict rather than risk putting â€Å"their foot in their mouth† they contain their anger and frustration which often leads to that which they fear. When people have conflicts in the past that have failed so they avoid future conflict for the fear of failing those too and begin to believe the confrontation is not worth the emotional energy it takes to deal with others. The fear of failing can impact other aspects of ones life. The fear of hurting another is more than just saying the wrong thing. These individuals are extremely sensitive and caring. They would rather hurt themselves than risk hurting another. The fear of success is a fear that most over look. However, it is much like the fear of failure. Some people are afraid to get what they want; they believe they will never get it. These people feel they do not deserve what they want, the consequences of getting of what they want is regret, or the responsibility is more than they need or desire. The fear of intimacy is the most subconscious of the fears. People do not want to share their dreams, desires, and wants with others. They feel they are private and do not want to be exposed. People do not want to appear weak. If resolution involves giving in, avoiding, or compromise they may feel they appear as though they do not have confidence. People do not want the stress of confrontation. They feel it is better to avoid conflict rather than deal with the stress it will cause them in the workplace between co-workers. Our society tends to reward alternative responses to conflict, rather than negotiation. People, who aggressively pursue their needs, competing rather than collaborating, are often satisfied by others who prefer to accommodate. Managers and leaders are often rewarded for their aggressive, controlling approaches to problems, rather than taking a more compassionate approach to issues that may seem less decisive to the public or their staffs. Conflict resolution requires profound courage on the part of all parties: It takes courage to honestly and clearly express one’s needs, and it takes coura ge to sit down and listen to one’s adversaries. It takes courage to look at one’s own role in the dispute, and it takes courage to approach others with a sense of empathy, openness and respect for their perspective. Collaborative approaches to conflict management require individuals to engage in the moment of dialogue in thoughtful and meaningful ways, so it is understandable if people tend to avoid such situations until the balance of wisdom tips in favor of negotiation. People have certain perceptions in conflict when dealing with different situations. Culture shapes and frames each individuals interpretation of appropriate behaviors during conflicts. Conflict across cultures, whether across nations or across the diverse cultures within a country, exacerbates the routine difficulties of conflict management (Fry and Bjorkqvist, 1997). There is no clear conclusion about whether men and women actually behave in different ways while conducting conflicts. However, gender stereotypes do affect conflict behaviors when individual s act and react based on stereotypes of how men and women will/should act rather than selecting behaviors appropriate for the individual one is communicating with (Borisoff and Victor, 1997). Parties respond to conflicts on the basis of the knowledge they have about the issue at hand. This includes situation-specific knowledge and general knowledge. The understanding of the knowledge they have can influence the persons willingness to engage in efforts to manage the conflict, either reinforcing confidence to deal with the dilemma or undermining ones willingness to flexibly consider alternatives. The person sharing the message is considered to be the messenger. If the messenger is perceived to be a threat (powerful, scary, unknown, etc.) the message can influence others responses to the overall situation being experienced. For example, if a big scary-looking guy is yelling at people they may respond differently than if a diminutive, calm person would express the same message. Additionally, if the people knew the messenger previously, they might respond differently based upon that prior sense of the person’s credibility. People are more inclined to listen with respect to someone they view more credible than if the message comes from someone who lacks credibility and integrity. Some people have had significant life experiences that continue to influence their perceptions of current situations. These experiences may have left them fearful, lacking trust, and reluctant to take risks. On the other hand, previous experiences may have left them confident, willing to take chances and experience the unknown. Either way, one must acknowledge the role of previous experiences as elements of their perceptual filter in the current dilemma. These factors, along with others, work together to form the perceptual filters through which people experience conflict. As a result, their reactions to the threat and dilemma posed by conflict should be anticipated to include varying understandings of the situation. This also means that they can anticipate that in many conflicts there will be significant misunderstanding of each others perceptions, needs and feelings. These challenges contribute to our emerging sense, during conflict, that the situation is overwhelming and unsolvable. As such, they become critical sources of potential understanding, insight and possibility. How do people respond to conflict? There are three responses to conflict emotional, cognitive and physical responses that are important windows into our experience during conflict, for they frequently tell people more about what is the true source of threat that is perceived; by understanding the thoughts, feelings and behavior to conflict, a better insight into the best potential solution to the situation. Emotional (feelings) are the feelings we experience in conflict, ranging from anger and fear to despair and confusion. Emotional responses are often misunderstood, as people tend to believe that others feel the same as they do. Thus, differing emotional responses are confusing and, at times, threatening. Cognitive (thinking) are our ideas and thoughts about a conflict, often present as inner voices or internal observers in the midst of a situation. Through sub-vocalization (self-talk), people understand these cognitive responses. Physical (behavior) can play an important role in our ability to meet our needs in the conflict. They include heightened stress, bodily tension, increased perspiration, tunnel vision, shallow or accelerated breathing, nausea, and rapid heartbeat. These responses are similar to those we experience in high-anxiety situations, and they may be managed through stress management techniques. Establishing a calmer environment in which emotions can be managed is more likely if the physical response is addressed effectively. Dealing with someone unwilling to negotiate can be difficult for the person who is trying to resolve the conflict. However, the 8 Step Model can be very beneficial, by focusing first on listening to the other person, and seeking to understand the sources of their resistance, the stage can be set for clarifying the conditions he or she requires in order to talk things out. This is not about being right or wrong in the situation, but a practical strategy for getting the other person engaged as a partner in the negotiation process. Another alternative is to focus on things we can do to influence conflicts in the future, rather than putting initial energy into understanding (or solving) problems we have had in the past. By remaining relatively flexible about the agenda taking on topics individuals care about, but not necessarily the most pressing issues – thus, creating an opportunity to reduce the fears associated with resistance. While the conflict may not be able to be truly resolved, some key issues that exist will be managed and will help to prevent the issues from getting worse. Power is an important and complex issue facing anyone seeking a negotiated solution to a conflict. Before negotiating clarify the true sources of power in the room: The boss has position power, associated with the carrots and sticks that come with the role. She or he may also have coercive power, supported by contracts or statute that compels employees to behave in certain ways and do certain tasks associated with the job. Some may have a great deal of expertise power, accumulated from doing your job over a period of time. Either conflict participants may possess normative power, through which they know the lay of the land in their department and, therefore, how to get things done. And either may possess referent power, through which others show respect for the manner in which the employee conducts themselves. Generally, referent power accrues to those who demonstrate a mature willingness to seek collaborative solutions. An impasse is the sense of being stuck. Impasse is the point within a dispute in which the parties are unable to perceive effective solutions. People feel stuck, frustrated, angry, and disillusioned. Therefore, they might either dig their heels in deeper, anchoring themselves in extreme and rigid poitions, or they might decide to withdraw from negotiation. Either way, impasse represents a turning point in our efforts to negotiate a solution to the conflict. As such, rather than avoiding or dreading it, impasse should be viewed with calmness, patience, and respect. Multi-party disputes are complex situations, and they require careful attention and persistence. However, the same 8 Step Model can be applied to the disputes. In spite of using the same process expect everything to take a bit longer than if there where only two or three people. Patiently make sure that all points of view are heard, that issues are clarified for all to see, and that all members in the group accept the agreements being negotiated. If there are limits to the groups decision-making power, then it is important to acknowledge those limits and understand how they are perceived by all members of the group. There are many different ideas of the steps for resolution, some claim five steps while others claim six or seven for the purpose of this paper Weeks (1992) eight step resolution style is identified. Step one – Create an Effective Atmosphere Creating the right atmosphere in which the conflict resolution process will take place is very important, yet most overlook its importance. The atmosphere is the frame around the canvas which will be painted the negotiations and building of better relationships (Weeks, 1992). Step two – Clarify Perceptions Perceptions are lenses through which a person sees themselves, others, their relationships, and the situations they encounter. Perceptions have a great influence on behavior of people. Once people perceive something in certain way, even if the perception is wrong, in the mind it is that way, and often base behaviors on that perception (Weeks, 1992). Step three – Focus on the Individual and Shared Needs This step builds on the previous step as needs as the conditions people perceive they cannot do without, those conditions critical to each persons wellbeing and relationships. However, step three focuses more on skills involved in the conflict partnership approach. There are several key points to keep in mind in this step. 1) Needs are the foundation of relationship and are an essential part of that foundation. 2) People sometimes confuse needs with desires. 3) Personal needs in relationships perceived by individuals must allow for respect of the needs or the relationship (Weeks, 1992). Step four – Build Shared Power Power is a part of every relationship. However, the way people perceive and use power is seen frequently as a dirty word. Such as when people use power as means to control or to manipulate some else to get what they want. Although, power is and of itself not corrupt, it is the way in which people use their power and whether they allow such power to corrupt. Developing positive self power through a clear self-image means that we base our perceptions of ourselves not on what others expect of us or want us to be but what we believe to be our own needs, capabilities, priorities and goals (Weeks, 1992, p. 152). Step five – Look to the Future, Then Learn from the Past. All relationships and conflicts have a past, present and future. Resolving conflicts requires dealing with all three. The conflict partnership process encourages the use of positive power to focus on the present-future to learn from the past. The past experiences people face set the landscape for present and future decision making and how relate to others (Weeks, 1992). Step six – Generate Options People have the ability to discover new possibilities in their relationships as well as conflict resolution. However, both are often impaired by the packaged truths and limited vision people hold onto in times of stress, insecurity, and conflict. Generating options breaks through the predetermined restrictions brought into the conflict resolution process. Generating options imparts choices which specific steps to resolve conflicts and enhanced relationship can be agreed upon (Weeks, 1992). Step seven – Develop â€Å"Doables†: the Stepping-stones to Action Doables are the necessary stepping-stones taken along the way to resolve conflict. Doables are explicit acts that stand a good possibility of success, meet some individual and shared need, and depend on positive power, usually shared power to be carried out. Working on and accomplishing some doables can help the conflict partners see more clearly where they need to go. Many conflict partners have changed their preconceived definitions of both the conflict itself and the expected outcome due to the lessons learned and clarified perceptions through working with doables (Weeks, 1992) Step eight – Make Mutual-Benefit Agreements Mutual-benefit agreements are the next step on the pathway to conflict resolution. Conflict resolution agreements must be realistic and effective enough to survive and the potential to develop further as challenges arise in the future. Mutual-benefit agreements replace the need or want for demands, see the others needs, shared goals, and establish a standard wherein power is identified as positive mutual action through which differences can be dealt with constructively (Weeks, 1992). Conclusion Conflict is an unavoidable aspect of everyday life whether it is with family, teachers, students, friends, or an organization. The best approach to resolving conflict is interest reconciliation. It joins both parties of the dispute to find the best solution. In so doing, all parties win. People respond to conflict in three ways emotional (feelings), cognitive (thinking), and physical (behavior). All are important to the conflict experience. They allow a better awareness to best furnish a solution to the situation. An important tactic to conflict resolution is to develop persuasion skills with the ability to clearly explain one’s point of view and to argue for their conclusions and convictions. Week’s Eight-Step Process is a valuable tool in helping people to become more strategic about resolving conflict. References Borisoff, D., and D. A. Victor., (1997). Conflict management: A communication skills approach, 2nd ed. Boston: Allyn and Bacon. Conflict, (n.d.). In Merriam-Webster’s online dictionary Retrieved from http://www.merriam-webster.com/dictionary/conflict Coser, L. A. 1967. Continuities in the study of social conflict. New York: Free Press. Dana, D. (2001). Conflict resolution. New York: Mcgraw-Hill. Fry, D. P., and Bjorkqvist K., (1997). Cultural variation in conflict resolution. Mahwah, N. J.: Lawrence Erlbaum Associates. Hathaway, W., (1995). A new way of viewing dispute resolution training. Mediation Quarterly, 13(1), 37-45. doi:10.1002/crq.3900130105 Kolb, D. M., Putnam, L. L. (1992). The Multiple Faces of Conflict in Organizations. Journal of Organizational Behavior, (3), 311. doi:10.2307/2488478 Pondy, L. R. (1992). Reflections on organizational conflict. Journal of Organizational Behavior, 13(3), 257-261. Volkema, R. J., and Bergmann T. J., (1989). Interpersonal conflict at work: an analysis of behavioral responses. Human Relations 42: 757-770. Weeks, D. (1992). The eight essential steps to conflict resolution: preserving relationships at work, at home, and in the community. Los Angeles, J.P. Tarcher; New York: Distributed by St. Martins Press Wilmot, W. W. (1995). Relational communication. New York: McGraw-Hill. Yarbrough, E., and Wilmot W., (1995). Artful mediation: Constructive conflict at work. Boulder, Colo.: Cairns Publishing.

Discovery learning and math teaching

Discovery learning and math teaching Castronova, J. (2002). Discovery Learning for the 21st Century: What is it and How Does it Compare to Traditional Learning in Effectiveness in the 21st Century? Action Research Exchange 1 (1). The researchers in this article developed a technology tool of discovery learning which called web quest. They defined discovery learning as the technique to learn and can be assistance by teaching process. Also, try to discover the efficiency of a technology depended on discovery learning. Researchers agree that the effective learning should be active more than passive, learning procedures, and how failure and feedback both are very important. And the last one was the depth of understanding. The researchers show that to theories which they depend it of discovery learning such as John Dewey, Jean Piaget and Levvygot sky and the teacher center of attention on students refection and he answered the student questions but as indirect way and students will not be learn if they didnt make mistakes, so they have to make these mistakes to learn very well. Additionally, researchers indicated the basic architectures, which found in discovery learning 1) case based learning, 2) incidental learning 3) learning by exploring 4) learning by reflection and simulation based learning. Moreover, this article covers the main 4 idea of focus 1) motivation 2) relation 3) achievement, 4) transference. A-Web Quest is a educational tool of an inquiring oriented activity that uses recourses from internet to complete and finish their projects. I think this resource is a valuable, reliable, and its very important because it shows that a Web Quest is a good tool for teachers and useful for integrating the technology in classroom. Rieber, L.P. (2009). Supporting Discovery-Based Learning within Simulations. Cognitive Effects of Multimedia Learning. (pp 218-228). IGI Global:USA This study describes the visualization in education simulations and this article covers how are using different simulation representations and creative designs to the simulations interface. Furthermore, researchers showed that the theoretical carry for visualization in learning for example dual coding theory and mental models. Additionally, to integrate and combine discovery learning technology and design of simulations needing to teach the teachers to support the computer based simulations. The teaching of mathematics lessons will be more interactive and effective if these simulations applied very well and in the correct ways in the classrooms. For what I read, I found that, the positive effects of discovery learning on students achievement happen if the simulations are attractive. This article good and emphasizes to the teachers how they can design computer based simulations lessons. Zakaria,E., Nordin, N. M.(2008). The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement Eurasia Journal of Mathematics, Science Technology Education, 4(1), 27-30. Retrieved from http://www.iwm-kmrc.de/workshops/visualization/rieber.pdf One of the aims of matriculation education was to develop students knowledge competency and interest in the subject area (Nordin Zakaria) 2007. The authors in this study try to investigate if there was a statistical difference between matriculation students motivation and achievement when they were can classified depending to math anxiety levels and if the discovery learning has effective in learning progress. The researchers applies this study on (73 females and 15 male) students, they selected by volunteer and they know it is will not affect in their grades during the semester. About the results if this study was emphasized that there was a relationship between anxiety and achievement. Thats mean if mathematics anxiety scores increase then the achievement scores decrease and vice versa.. In addition, there are teaching procedures, which decrease mathematics anxiety suggested by Woodard (2004) (1) Create an environment in which students do not feel helpless and allow them to relax and rest. (2) Use cooperative grouping in the class room. It helps students to understand that others have the same problems as they do. (3) Teach at a slow pace. It can help students better comprehend the material during taught. (4) provide extra teaching sessions so that they are not left behind academically. Therefore, I believe that the teachers should try to think that how they could get less anxiety on the students by preparing a good environment in their class and try to find the best ways for teaching mathematics. Duggan, M., Husman, J. (2007). Online Mathematics Achievement: Effects of Learning Strategies and Self-Efficacy Zeitschrift fà ¼r Pà ¤dagogische Psychologie, 4(1), 27-30. This Research showed that the increased independence of an online or web-based learning environment may support students motivation for learning and enhancing the discovery learning in learning. The purpose of our article was to investigate students learning strategies and motivation in the framework of an online developmental mathematics course. Moreover, the cores of this study to help teachers and be more efficient and be more convenience with this strategy. The researchers applied the experiment 511 students with 89 participants completed all the surveys they answered all the questions. There are limitations and margins of this study one of them was the number of the sample with 89 students cannot generalizing the results. The second one was the timing of the survey time problem, which collected the data at the end of semester. According to this article I believe that a good web-based learning environment will be more effect thats what the results indicated in this article, on the other hand this research is valuable and currency. Matsuda, T. (2008). Using instructional activities game to promote mathematics teachers innovative instruction US-China Education Review, 5(3), 24-30. ISSN1548-6613 The author completed a study which improves teachers professional competence and he indicated that the curriculum or the instructional method should be changed and it is difficult to change the curriculum so he chooses the instructional method. The change on the instructional method should be based on three types of scientific resources approach for solving problems in daily life. First approach uses experiments and observations, the second approach uses mathematical concepts and procedures and the last approach is computer based approach, which is easy to understand and utilize than other approaches. (Matsuda, 2008) However, the purpose of this study to develop a training system to improve teachers professional proficiency through the design of lessons and created which will develop students ability to solve problem sloving questions using ICT (Information and Communication Technology) in (Matsuda, 2008) So, this a case study which the researcher use the model and concluding a meaningful graphs and tables which show what researchers indicated. This article also, was written very well with many references that help us as teachers to be professional development.

San Francisco and Influenza :: Journalism Spanish Flu Health Essays

San Francisco and the Spanish Flu SAN FRANCISCO--No one can deny the amount of patriotism San Franciscans have for their country especially during the Great War. Rallying, Parading, and marching down the streets of San Francisco are where these civilians choose to be, whether they like wearing gauze masks or not. Such undertakings, however, are exactly the kinds of activities a community seeking to protect itself from Spanish Influenza should definitely avoid. With the commotion of World War I many San Franciscans fail to notice the rapid rate at which people are falling victim to the epidemic influenza. Origins at this time are not specifically known although it was dubbed the name, Spanish Flu, for its early affliction and large mortality rates in Spain. The influenza, also known as the Spanish Flu, is affecting roughly all of northern California economically and socially whether San Franciscans notice it or not. Several schools, churches, and buildings are closed due to preventive orders by authorities. Insurance companies and the Government are spiraling downwards financially as they become responsible for the victims of this deadly influenza. Moreover, ordinances mandated the wearing of gauze masks in public places. Such laws are outraging civilians as well as important politicians. Individuals against the mandatory wearing of gauze masks appealed the law while others chose to be arrested rather than wear the masks. Governor Stephens attempted to set an example for all Californians by wearing a gauze mask to a meeting at the Capitol. Even state senators are ordered to wear masks when attending meetings in the senate. On January 12, the public health committee of the Alameda County Medical Society suggested and presented codes of conduct to combat the influenza epidemic. The Medical Society advise civilians to wear gauze masks when congregating with two or more people. Military reservations and forts are being quarantined to halt the spread of the influenza epidemic. Agreements cannot be made between local authorities and civilians nor can they accept the safety precautions local authorities are trying to apply. While newspapers such as The San Francisco Chronicle have explosive front page headlines of the war, the deadly influenza epidemic seems miniscule in comparison. There are far too many articles on insignificant stories of divorces, crimes, and debutantes of San Francisco. Of what was actually mentioned in between the pages of war talk were the repeals over the laws requiring civilians to wear gauze masks.

Economics :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The economic problem is simply the process of providing for the material well- being of society.(Heilbroner) In my own words, I feel that the economic problem is simply that there are to many jobs and to many people that are not qualified for the â€Å"right† job that they can perform. This then leads to people who do not have the â€Å"right† job for them to not work, because they feel that that is not the job for them. This could be a huge problem that eventually leads to unemployment. Also as technology improves we will no longer need people to do the job but machinery.   Ã‚  Ã‚  Ã‚  Ã‚  Tradition is particular rules that have been adapted to society. This is simply being handed down the family business. There are advantages and disadvantages to this. One advantage is that you are set in a business and really do not have to worry what you are going to do when you get older. But on the other hand there is a disadvantage, being handed down the family business, you are set in that business for basically life and and there is a lack of progress. And progress is the origin of new goods and services.   Ã‚  Ã‚  Ã‚  Ã‚  When dealing with command there is always going to be someone who is in charge, the one with all the power, the one who says you do this. Command and slavery are tied together. Central authority can help economic progress. Markets are systems that allows individuals to make their own decisions.   Ã‚  Ã‚  Ã‚  Ã‚  There are two dimensions of production and distribution. One being, to organize a system to assure the production of enough goods and services for its own survival. According to Robinson Cruso this means to be able to live are your own. By doing everything by yourself as opposed to a society working together. And the second dimension being, to arrange the distribution of the fruits of its production so that more production can take place. I think that this basically means to spread the wealth so that

Hard times :: essays research papers

Hard Time To be young is to be mischievous. There has probably never been a time in history when young people did not occasionally steal, damage property, runaway from home or school, assault other people, or act disrespectful to adults. Within the past three decades, judicial decisions, legislative amendments, and administrative changes have transformed the juvenile court from a nominally rehabilitative social welfare agency into a scaled-down-class criminal court for young people. Webster’s Dictionary describes juvenile delinquency as juvenile conduct â€Å"characterized by antisocial behavior that is beyond parental control and therefore subject to legal action.† (Grinney 14) Delinquent behavior in teens existed way back in the Middle Ages and Renaissance. This definition shows that 19th- century American society had determined it was suitable to take legal action against intolerable youthful behavior. What the definition does not disclose is that thoughts about what that legal action should be were changing quickly. By 1900, 36 states had separate restraining facilities for juvenile offenders. In the beginning, these facilities were built for a dual purpose. They were developed as a way to take away difficult children from society while keeping them away from adult prisoners who were likely to persuade them even more negatively. The courts also hoped that such facilities would help children find the formation and the ethical guidance they needed to improve there ways. However, these institutions were actually better than prisons. Moreover, youngsters were often immediately taken to them-without an official trial-by the courts, the police, their parents, or their guardians. When these types of facilities were not accessible, children were sent to adult jails and prisons for every kind of offence, from common disruptiveness to assault with a lethal weapon. In 1870, Boston began having separate hearings for offenders under age 16, and New York City soon followed. In 1899, Illinois became the first state to create a juvenile court system. Other states rapidly did the same. Supporters of the juvenile court system did not want young people to associate with adult criminals in institutions. One of the major goals of the juvenile court system was to keep young offenders out of institutions. This system promoted the term juvenile delinquent in order to differentiate between an adult criminal and a mischievous child who may of may not be guilty of criminal behavior. According to James S. Coleman, the juvenile court system introduced a totally new purpose. Its purpose was to revitalize the child rather than to discipline him or her.

Remembering a Life Essay

I remember him in the misted vision of toddler years and again in girlhood, the booming voice on TV, someone grown-ups talked about, eyelids flapped wide. Elders huddled ’round the screen enraptured, in fear for him, in awe. In her â€Å"Remembering a Life,† Nordette Adams describes the black pioneer, heartthrob, charming, charismatic and inspirational leader; Martin Luther King. Although the main purpose of this paper is to speak about the immense power of the audio/visual media as well as identify its tools and spots of power, and according to essay writing rules, the introductory sentence should include the formal goal exposed; the writer finds it more appropriate and even attracting to start by the most important tool in visual media; the presenter. In the globalization era, media is the number one intercontinental tool. It has different types; starting with the written media represented in newspapers and journals, audio media represented in the radio, and finally and most influential the audio/visual media represented in speeches and TV shows. Obviously, the audio/visual media attracts the highest number of audience for its wide-spread and easy access features. â€Å"Sound and visual ‘illustrations’ are no longer mere minor complements to thought but they directly influence the thoughts and the very conduct of millions of individuals. It was therefore inevitable that a desire should spring up to master such a powerful instrument, to discipline it for better (education) or for worse (advertising, for example). † (pp. 1) Thence, the important elements that constitute any powerful piece of news item are: the effective words, charismatic presenter, as well as the use of intonation, gestures and above all the strong meaningful cause. A close look into the successful speech â€Å"I have a dream† presented by Martin Luther King can show the effective and successful elements of a media news item. As well-known to everyone, Martin Luther King is a revolutionary man who devoted himself to pursuing the case of the black, and defending their rights against oppression and discrimination. He is such a charismatic leader and talented speech presenter whose characteristics are essential to any media man. He was such an eloquent man who inspired many people. In this regard, Oprah Winfrey says: Nothing that has happened in my life since I was 16 years old would’ve been possible. I wouldn’t have been in radio, I wouldn’t have been on television, I would have been have been who I am †¦ I just wouldn’t have the life that I have without Martin Luther King Jr. , To have been a living witness to the changes his vision and his dream have brought – not just for me personally but for me personally – it really is amazing grace. He possessed wisdom of thought and strength of cause; and for his beliefs he said many philosophical quotes that can inspire any person wherever he is. To exemplify, he pleaded for work until the final breath â€Å"Even if I knew that tomorrow the world would go to pieces, I would still plant my apple tree,† he even cared for schools â€Å"When schools flourish, all flourishes,† and above all, he detested war â€Å"War is the greatest plague that can afflict humanity, it destroys religion, it destroys states, it destroys families. † In fact, it is no wonder he became the nowadays well-known Martin Luther King. In his speech â€Å"I have a dream,† Martin Luther King speaks it all loud in fluent, strong and coherent chosen words. He speaks the cause, history, acknowledgment, union, and requests. At the very beginning, he exposes the cause and history for the march and his speech; Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we’ve come here today to dramatize a shameful condition. From the very beginning, the listener can highly sense the strong articulation of every word, as if Martin Luther King does not want the listener to escape a letter denoting the gravity of his cause. The brilliance is not merely in the choice of the eloquent words, or in the smooth flow of sentences, but it is clearly shown also in his mild intonation; for he uses a stable tone rising at certain points of needed assertion. For example, he emphasized the injustice done to the Negro by straining his vocal cords reflecting his pain and strong belief in his cause. Upon this pattern, he continues to unfold his reasons. Actually, Martin Luther King uses variable styles incorporating even ironic and literary images that enriche his speech turning it into a beautiful piece of art achieving amusement for any listener. He believes that God is just and that a discrimination free atmosphere is urgently needed for both Blacks and Whites. He states in rather an ironic image that â€Å"we refuse to believe that the bank of justice is bankrupt† moving the crowds to laugh at his simple, yet, powerfully righteous note. One more time, his intonation rises, but this time while talking about the present; Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksand’s of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children. He speaks about the urgency of having real democratic and free country. However, he is also very reasonable. He refuses the black to obtain their freedom on the bodies of the white. He refuses violence thoroughly. Therefore, he gives credit to the white who support him in his cause; The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom. Briefly, Martin Luther King exposes calmly his stance and asserts his beliefs before he reaches his climax. The climax of the speech exposes the ultimate strength of the words and performance. I have a dream that one day this nation will rise up and live out the true meaning of its creed: â€Å"We hold these truths to be self-evident, that all men are created equal. † I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today! Without taking a course in presentation skills, and without having training for an interview, Martin Luther King manages to use a firm and strong voice, in addition to his gestures that make the audience soar with his words. Watching this speech is indeed a pleasure because it bears within the meaningful message of a leader transmitted through media. The injustice done to any person in this life, and the discrimination against any person, all echo in this speech. The cause is so clear in the words, the presenter’s belief, and the crowds aggregated around him believing in his cause. In a nutshell, today’s democracy, freedom, peace and coexistence were built upon the shoulders of inspirational leaders such as Ghandi and Martin Luther King. ? Works Consulted: Adams, Nordette. Remembering A Life: A Poem Honoring Dr. Martin Luther King, Jr. Retrieved on March 30, 2010 from: http://www. authorsden. com/categories/poetry_top. asp? catid=69&id=109389 King, Martin Luther. (1963). I have a Dream Speech. Retrieved on March 30, 2010 from: http://www. mlkonline. net/video-i-have-a-dream-speech. html King, Martin Luther. Martin Luther Quotes. Retrieved on March 30, 2010 from: http://www. brainyquote. com/quotes/authors/m/martin_luther_3. html Lestage, Andre. (1959). The Use of Audio-visual Aids in Education. UNESCO Chronicle. Retrieved on March 30, 2010 from: http://www. unesco. org/education/nfsunesco/pdf/LESTAG_E. PDF Winfrey, Oprah. (2008). Oprah Winfrey: How Martin Luther King Changed My Life. Retrieved on March 30, 2010 from: http://www. people. com/people/article/0,,20172797,00. html

A Game of Thrones Chapter Twenty-seven

Eddard It's the hand's tourney that's the cause of all the trouble, my lords,† the commander of the city watch complained to the king's council. â€Å"The king's tourney,† Ned corrected, wincing. â€Å"I assure you, the Hand wants no part of it.† â€Å"Call it what you will, my lord. Knights have been arriving from all over the realm, and for every knight we get two freeriders, three craftsmen, six men-at-arms, a dozen merchants, two dozen whores, and more thieves than I dare guess. This cursed heat had half the city in a fever to start, and now with all these visitors . . . last night we had a drowning, a tavern riot, three knife fights, a rape, two fires, robberies beyond count, and a drunken horse race down the Street of the Sisters. The night before a woman's head was found in the Great Sept, floating in the rainbow pool. No one seems to know how it got there or who it belongs to.† â€Å"How dreadful,† Varys said with a shudder. Lord Renly Baratheon was less sympathetic. â€Å"If you cannot keep the king's peace, Janos, perhaps the City Watch should be commanded by someone who can.† Stout, jowly Janos Slynt puffed himself up like an angry frog, his bald pate reddening. â€Å"Aegon the Dragon himself could not keep the peace, Lord Renly. I need more men.† â€Å"How many?† Ned asked, leaning forward. As ever, Robert had not troubled himself to attend the council session, so it fell to his Hand to speak for him. â€Å"As many as can be gotten, Lord Hand.† â€Å"Hire fifty new men,† Ned told him. â€Å"Lord Baelish will see that you get the coin.† â€Å"I will?† Littlefinger said. â€Å"You will. You found forty thousand golden dragons for a champion's purse, surely you can scrape together a few coppers to keep the king's peace.† Ned turned back to Janos Slynt. â€Å"I will also give you twenty good swords from my own household guard, to serve with the Watch until the crowds have left.† â€Å"All thanks, Lord Hand,† Slynt said, bowing. â€Å"I promise you, they shall be put to good use.† When the Commander had taken his leave, Eddard Stark turned to the rest of the council. â€Å"The sooner this folly is done with, the better I shall like it.† As if the expense and trouble were not irksome enough, all and sundry insisted on salting Ned's wound by calling it â€Å"the Hand's tourney,† as if he were the cause of it. And Robert honestly seemed to think he should feel honored! â€Å"The realm prospers from such events, my lord,† Grand Maester Pycelle said. â€Å"They bring the great the chance of glory, and the lowly a respite from their woes.† â€Å"And put coins in many a pocket,† Littlefinger added. â€Å"Every inn in the city is full, and the whores are walking bowlegged and jingling with each step.† Lord Renly laughed. â€Å"We're fortunate my brother Stannis is not with us. Remember the time he proposed to outlaw brothels? The king asked him if perhaps he'd like to outlaw eating, shitting, and breathing while he was at it. If truth be told, I ofttimes wonder how Stannis ever got that ugly daughter of his. He goes to his marriage bed like a man marching to a battlefield, with a grim look in his eyes and a determination to do his duty.† Ned had not joined the laughter. â€Å"I wonder about your brother Stannis as well. I wonder when he intends to end his visit to Dragonstone and resume his seat on this council.† â€Å"No doubt as soon as we've scourged all those whores into the sea,† Littlefinger replied, provoking more laughter. â€Å"I have heard quite enough about whores for one day,† Ned said, rising. â€Å"Until the morrow.† Harwin had the door when Ned returned to the Tower of the Hand. â€Å"Summon Jory to my chambers and tell your father to saddle my horse,† Ned told him, too brusquely. â€Å"As you say, my lord.† The Red Keep and the â€Å"Hand's tourney† were chafing him raw, Ned reflected as he climbed. He yearned for the comfort of Catelyn's arms, for the sounds of Robb and Jon crossing swords in the practice yard, for the cool days and cold nights of the north. In his chambers he stripped off his council silks and sat for a moment with the book while he waited for Jory to arrive. The Lineages and Histories of the Great Houses of the Seven Kingdoms, With Descliptions of Many High Lords and Noble Ladies and Their Children, by Grand Maester Malleon. Pycelle had spoken truly; it made for ponderous reading. Yet Jon Arryn had asked for it, and Ned felt certain he had reasons. There was something here, some truth buried in these brittle yellow pages, if only he could see it. But what? The tome was over a century old. Scarcely a man now alive had yet been born when Malleon had compiled his dusty lists of weddings, births, and deaths. He opened to the section on House Lannister once more, and turned the pages slowly, hoping against hope that something would leap out at him. The Lannisters were an old family, tracing their descent back to Lann the Clever, a trickster from the Age of Heroes who was no doubt as legendary as Bran the Builder, though far more beloved of singers and taletellers. In the songs, Lann was the fellow who winkled the Casterlys out of Casterly Rock with no weapon but his wits, and stole gold from the sun to brighten his curly hair. Ned wished he were here now, to winkle the truth out of this damnable book. A sharp rap on the door heralded Jory Cassel. Ned closed Malleon's tome and bid him enter. â€Å"I've promised the City Watch twenty of my guard until the tourney is done,† he told him. â€Å"I rely on you to make the choice. Give Alyn the command, and make certain the men understand that they are needed to stop fights, not start them.† Rising, Ned opened a cedar chest and removed a light linen undertunic. â€Å"Did you find the stableboy?† â€Å"The watchman, my lord,† Jory said. â€Å"He vows he'll never touch another horse.† â€Å"What did he have to say?† â€Å"He claims he knew Lord Arryn well. Fast friends, they were.† Jory snorted. â€Å"The Hand always gave the lads a copper on their name days, he says. Had a way with horses. Never rode his mounts too hard, and brought them carrots and apples, so they were always pleased to see him.† â€Å"Carrots and apples,† Ned repeated. It sounded as if this boy would be even less use than the others. And he was the last of the four Littlefinger had turned up. Jory had spoken to each of them in turn. Ser Hugh had been brusque and uninformative, and arrogant as only a new-made knight can be. If the Hand wished to talk to him, he should be pleased to receive him, but he would not be questioned by a mere captain of guards . . . even if said captain was ten years older and a hundred times the swordsman. The serving girl had at least been pleasant. She said Lord Jon had been reading more than was good for him, that he was troubled and melancholy over his young son's frailty, and gruff with his lady wife. The potboy, now cordwainer, had never exchanged so much as a word with Lord Jon, but he was full of oddments of kitchen gossip: the lord had been quarreling with the king, the lord only picked at his food, the lord was sending his boy to be fostered on Dragonstone, the lord had taken a great interest in the breeding of hunting hounds, the lord had visited a master armorer to commission a new suit of plate, wrought all in pale silver with a blue jasper falcon and a mother-of-pearl moon on the breast. The king's own brother had gone with him to help choose the design, the potboy said. No, not Lord Renly, the other one, Lord Stannis. â€Å"Did our watchman recall anything else of note?† â€Å"The lad swears Lord Jon was as strong as a man half his age. Often went riding with Lord Stannis, he says.† Stannis again, Ned thought. He found that curious. Jon Arryn and he had been cordial, but never friendly. And while Robert had been riding north to Winterfell, Stannis had removed himself to Dragonstone, the Targaryen island fastness he had conquered in his brother's name. He had given no word as to when he might return. â€Å"Where did they go on these rides?† Ned asked. â€Å"The boy says that they visited a brothel.† â€Å"A brothel?† Ned said. â€Å"The Lord of the Eyrie and Hand of the King visited a brothel with Stannis Baratheon?† He shook his head, incredulous, wondering what Lord Renly would make of this tidbit. Robert's lusts were the subject of ribald drinking songs throughout the realm, but Stannis was a different sort of man; a bare year younger than the king, yet utterly unlike him, stern, humorless, unforgiving, grim in his sense of duty. â€Å"The boy insists it's true. The Hand took three guardsmen with him, and the boy says they were joking of it when he took their horses afterward.† â€Å"Which brothel?† Ned asked. â€Å"The boy did not know. The guards would.† â€Å"A pity Lysa carried them off to the Vale,† Ned said dryly. â€Å"The gods are doing their best to vex us. Lady Lysa, Maester Colemon, Lord Stannis . . . everyone who might actually know the truth of what happened to Jon Arryn is a thousand leagues away.† â€Å"Will you summon Lord Stannis back from Dragonstone?† â€Å"Not yet,† Ned said. â€Å"Not until I have a better notion of what this is all about and where he stands.† The matter nagged at him. Why did Stannis leave? Had he played some part in Jon Arryn's murder? Or was he afraid? Ned found it hard to imagine what could frighten Stannis Baratheon, who had once held Storm's End through a year of siege, surviving on rats and boot leather while the Lords Tyrell and Redwyne sat outside with their hosts, banqueting in sight of his walls. â€Å"Bring me my doublet, if you would. The grey, with the direwolf sigil. I want this armorer to know who I am. It might make him more forthcoming.† Jory went to the wardrobe. â€Å"Lord Renly is brother to Lord Stannis as well as the king.† â€Å"Yet it seems that he was not invited on these rides.† Ned was not sure what to make of Renly, with all his friendly ways and easy smiles. A few days past, he had taken Ned aside to show him an exquisite rose gold locklet. Inside was a miniature painted in the vivid Myrish style, of a lovely young girl with doe's eyes and a cascade of soft brown hair. Renly had seemed anxious to know if the girl reminded him of anyone, and when Ned had no answer but a shrug, he had seemed disappointed. The maid was Loras Tyrell's sister Margaery, he'd confessed, but there were those who said she looked like Lyanna. â€Å"No,† Ned had told him, bemused. Could it be that Lord Renly, who looked so like a young Robert, had conceived a passion for a girl he fancied to be a young Lyanna? That struck him as more than passing queer. Jory held out the doublet, and Ned slid his hands through the armholes. â€Å"Perhaps Lord Stannis will return for Robert's tourney,† he said as Jory laced the garment up the back. â€Å"That would be a stroke of fortune, my lord,† Jory said. Ned buckled on a longsword. â€Å"In other words, not bloody likely.† His smile was grim. Jory draped Ned's cloak across his shoulders and clasped it at the throat with the Hand's badge of office. â€Å"The armorer lives above his shop, in a large house at the top of the Street of Steel. Alyn knows the way, my lord.† Ned nodded. â€Å"The gods help this potboy if he's sent me off haring after shadows.† It was a slim enough staff to lean on, but the Jon Arryn that Ned Stark had known was not one to wear jeweled and silvered plate. Steel was steel; it was meant for protection, not ornament. He might have changed his views, to be sure. He would scarcely have been the first man who came to look on things differently after a few years at court . . . but the change was marked enough to make Ned wonder. â€Å"Is there any other service I might perform?† â€Å"I suppose you'd best begin visiting whorehouses.† â€Å"Hard duty, my lord.† Jory grinned. â€Å"The men will be glad to help. Porther has made a fair start already.† Ned's favorite horse was saddled and waiting in the yard. Varly and Jacks fell in beside him as he rode through the yard. Their steel caps and shirts of mail must have been sweltering, yet they said no word of complaint. As Lord Eddard passed beneath the King's Gate into the stink of the city, his grey and white cloak streaming from his shoulders, he saw eyes everywhere and kicked his mount into a trot. His guard followed. He looked behind him frequently as they made their way through the crowded city streets. Tomard and Desmond had left the castle early this morning to take up positions on the route they must take, and watch for anyone following them, but even so, Ned was uncertain. The shadow of the King's Spider and his little birds had him fretting like a maiden on her wedding night. The Street of Steel began at the market square beside the River Gate, as it was named on maps, or the Mud Gate, as it was commonly called. A mummer on stilts was striding through the throngs like some great insect, with a horde of barefoot children trailing behind him, hooting. Elsewhere, two ragged boys no older than Bran were dueling with sticks, to the loud encouragement of some and the furious curses of others. An old woman ended the contest by leaning out of her window and emptying a bucket of slops on the heads of the combatants. In the shadow of the wall, farmers stood beside their wagons, bellowing out, â€Å"Apples, the best apples, cheap at twice the price,† and â€Å"Blood melons, sweet as honey,† and â€Å"Turnips, onions, roots, here you go here, here you go, turnips, onions, roots, here you go here.† The Mud Gate was open, and a squad of City Watchmen stood under the portcullis in their golden cloaks, leaning on spears. When a column of riders appeared from the west, the guardsmen sprang into action, shouting commands and moving the carts and foot traffic aside to let the knight enter with his escort. The first rider through the gate carried a long black banner. The silk rippled in the wind like a living thing; across the fabric was blazoned a night sky slashed with purple lightning. â€Å"Make way for Lord Beric!† the rider shouted. â€Å"Make way for Lord Beric!† And close behind came the young lord himself, a dashing figure on a black courser, with red-gold hair and a black satin cloak dusted with stars. â€Å"Here to fight in the Hand's tourney, my lord?† a guardsman called out to him. â€Å"Here to win the Hand's tourney,† Lord Beric shouted back as the crowd cheered. Ned turned off the square where the Street of Steel began and followed its winding path up a long hill, past blacksmiths working at open forges, freeriders haggling over mail shirts, and grizzled ironmongers selling old blades and razors from their wagons. The farther they climbed, the larger the buildings grew. The man they wanted was all the way at the top of the hill, in a huge house of timber and plaster whose upper stories loomed over the narrow street. The double doors showed a hunting scene carved in ebony and weirwood. A pair of stone knights stood sentry at the entrance, armored in fanciful suits of polished red steel that transformed them into griffin and unicorn. Ned left his horse with Jacks and shouldered his way inside. The slim young serving girl took quick note of Ned's badge and the sigil on his doublet, and the master came hurrying out, all smiles and bows. â€Å"Wine for the King's Hand,† he told the girl, gesturing Ned to a couch. â€Å"I am Tobho Mott, my lord, please, please, put yourself at ease.† He wore a black velvet coat with hammers embroidered on the sleeves in silver thread, Around his neck was a heavy silver chain and a sapphire as large as a pigeon's egg. â€Å"If you are in need of new arms for the Hand's tourney, you have come to the right shop.† Ned did not bother to correct him. â€Å"My work is costly, and I make no apologies for that, my lord,† he said as he filled two matching silver goblets. â€Å"You will not find craftsmanship equal to mine anywhere in the Seven Kingdoms, I promise you. Visit every forge in King's Landing if you like, and compare for yourself. Any village smith can hammer out a shirt of mail; my work is art.† Ned sipped his wine and let the man go on. The Knight of Flowers bought all his armor here, Tobho boasted, and many high lords, the ones who knew fine steel, and even Lord Renly, the king's own brother. Perhaps the Hand had seen Lord Renly's new armor, the green plate with the golden antlers? No other armorer in the city could get that deep a green; he knew the secret of putting color in the steel itself, paint and enamel were the crutches of a journeyman. Or mayhaps the Hand wanted a blade? Tobho had learned to work Valyrian steel at the forges of Qohor as a boy. Only a man who knew the spells could take old weapons and forge them anew. â€Å"The direwolf is the sigil of House Stark, is it not? I could fashion a direwolf helm so real that children will run from you in the street,† he vowed. Ned smiled. â€Å"Did you make a falcon helm for Lord Arryn?† Tobho Mott paused a long moment and set aside his wine. â€Å"The Hand did call upon me, with Lord Stannis, the king's brother. I regret to say, they did not honor me with their patronage.† Ned looked at the man evenly, saying nothing, waiting. He had found over the years that silence sometimes yielded more than questions. And so it was this time. â€Å"They asked to see the boy,† the armorer said, â€Å"so I took them back to the forge.† â€Å"The boy,† Ned echoed. He had no notion who the boy might be. â€Å"I should like to see the boy as well.† Tobho Mott gave him a cool, careful look. â€Å"As you wish, my lord,† he said with no trace of his former friendliness. He led Ned out a rear door and across a narrow yard, back to the cavernous stone barn where the work was done. When the armorer opened the door, the blast of hot air that came through made Ned feel as though he were walking into a dragon's mouth. Inside, a forge blazed in each corner, and the air stank of smoke and sulfur. Journeymen armorers glanced up from their hammers and tongs just long enough to wipe the sweat from their brows, while bare-chested apprentice boys worked the bellows. The master called over a tall lad about Robb's age, his arms and chest corded with muscle. â€Å"This is Lord Stark, the new Hand of the King,† he told him as the boy looked at Ned through sullen blue eyes and pushed back sweat-soaked hair with his fingers. Thick hair, shaggy and unkempt and black as ink. The shadow of a new beard darkened his jaw. â€Å"This is Gendry. Strong for his age, and he works hard. Show the Hand that helmet you made, lad.† Almost shyly, the boy led them to his bench, and a steel helm shaped like a bull's head, with two great curving horns. Ned turned the helm over in his hands. It was raw steel, unpolished but expertly shaped. â€Å"This is fine work. I would be pleased if you would let me buy it.† The boy snatched it out of his hands. â€Å"It's not for sale.† Tobho Mott looked horror-struck. â€Å"Boy, this is the King's Hand. If his lordship wants this helm, make him a gift of it. He honors you by asking.† â€Å"I made it for me,† the boy said stubbornly. â€Å"A hundred pardons, my lord,† his master said hurriedly to Ned. â€Å"The boy is crude as new steel, and like new steel would profit from some beating. That helm is journeyman's work at best. Forgive him and I promise I will craft you a helm like none you have ever seen.† â€Å"He's done nothing that requires my forgiveness. Gendry, when Lord Arryn came to see you, what did you talk about?† â€Å"He asked me questions is all, m'lord.† â€Å"What sort of questions?† The boy shrugged. â€Å"How was I, and was I well treated, and if I liked the work, and stuff about my mother. Who she was and what she looked like and all.† â€Å"What did you tell him?† Ned asked. The boy shoved a fresh fall of black hair off his forehead. â€Å"She died when I was little. She had yellow hair, and sometimes she used to sing to me, I remember. She worked in an alehouse.† â€Å"Did Lord Stannis question you as well?† â€Å"The bald one? No, not him. He never said no word, just glared at me, like I was some raper who done for his daughter.† â€Å"Mind your filthy tongue,† the master said. â€Å"This is the King's own Hand.† The boy lowered his eyes. â€Å"A smart boy, but stubborn. That helm . . . the others call him bullheaded, so he threw it in their teeth.† Ned touched the boy's head, fingering the thick black hair. â€Å"Look at me, Gendry.† The apprentice lifted his face. Ned studied the shape of his jaw, the eyes like blue ice. Yes, he thought, I see it. â€Å"Go back to your work, lad. I'm sorry to have bothered you.† He walked back to the house with the master. â€Å"Who paid the boy's apprentice fee?† he asked lightly. Mott looked fretful. â€Å"You saw the boy. Such a strong boy. Those hands of his, those hands were made for hammers. He had such promise, I took him on without a fee.† â€Å"The truth now,† Ned urged. â€Å"The streets are full of strong boys. The day you take on an apprentice without a fee will be the day the Wall comes down. Who paid for him?† â€Å"A lord,† the master said reluctantly. â€Å"He gave no name, and wore no sigil on his coat. He paid in gold, twice the customary sum, and said he was paying once for the boy, and once for my silence.† â€Å"Describe him.† â€Å"He was stout, round of shoulder, not so tall as you. Brown beard, but there was a bit of red in it, I'll swear. He wore a rich cloak, that I do remember, heavy purple velvet worked with silver threads, but the hood shadowed his face and I never did see him clear.† He hesitated a moment. â€Å"My lord, I want no trouble.† â€Å"None of us wants trouble, but I fear these are troubled times, Master Mott,† Ned said. â€Å"You know who the boy is.† â€Å"I am only an armorer, my lord. I know what I'm told.† â€Å"You know who the boy is,† Ned repeated patiently. â€Å"That is not a question.† â€Å"The boy is my apprentice,† the master said. He looked Ned in the eye, stubborn as old iron. â€Å"Who he was before he came to me, that's none of my concern.† Ned nodded. He decided that he liked Tobho Mott, master armorer. â€Å"If the day ever comes when Gendry would rather wield a sword than forge one, send him to me. He has the look of a warrior. Until then, you have my thanks, Master Mott, and my promise. Should I ever want a helm to frighten children, this will be the first place I visit.† His guard was waiting outside with the horses. â€Å"Did you find anything, my lord?† Jacks asked as Ned mounted up. â€Å"I did,† Ned told him, wondering. What had Jon Arryn wanted with a king's bastard, and why was it worth his life?