The answer to all answers Essays - Speculative Fiction,

The answer to all answers There was once a boy called Nico who was relatively normal, apart from this one crucial thing, he didn't have a soul. Now most people don't know what a soul is but I can tell you: it's what stops us from using 100% of our brain power, it's what programs your brain, it's the thing that created natural reflexes, and it's the thing that conceals answers. Now Nico didn't know this, he thought he was just a normal boy until the answer of all answers was revealed. Now all answers come after a question and the answer to all answers question was why is humanity here? What is our job?' And this was the dream: he was on a spaceship, now not one of those spaceships you imagine, like alien one, no, this was a proper one and it was amazing! But there was only one thing wrong, half of it was missing. And then the visions came flashing first he was on a planet looking through a pair of five generations away binoculars and saw earth, but there weren't any humans or buildings, only dinosaurs and jung le. Then there came the next vision, he was on a different planet looking through the same binoculars and he saw a star come flying at the planet he had just been on, then came the next vision and he was in some sort of lab, scientists where rushing around everywhere and out the window another star flew into the planet and then he was floating in the galaxy watching as all the planets burned except earth. He was on another spaceship and there where these monsters huddling over human corpses , eating them and then he was in another lab and then he heard two people talking about nothing interesting, but then he heard one say "now that experiment one has failed let's see if the human colonies can live on earth then once there are enough we will destroy they're planet with the star shooter and eat there toasted bodies and once we destroy they're planet we will move onto the next" and then suddenly Nico woke up and realised that humans where just food for the aliens and that they were ma de to be eaten. He got up and looked out the window hoping that the view of the sky would calm him but all he saw was a bright star coming closer and closer.

How to Be an Amazing and Successful Substitute Teacher

How to Be an Amazing and Successful Substitute Teacher Substitute teaching is one of the most difficult jobs in education. It is also one of the most important. It takes a remarkable person to be able to adapt effectively to all the situations that will be thrown at them as a substitute teacher. Substitute teachers are used in virtually every school across the country every day. It is vital for school administrators to compose a list of top notch people who can successfully substitute teach. Flexibility and adaptability are probably the two most important characteristics that a substitute teacher must possess. They must be flexible due to the fact that they are often not called until the morning of the day they are needed. They must be adaptable because they could be subbing in a second-grade classroom one day and a high school English class the next. There are even times when their assignment will change from the time they are called to the time they actually arrive. Although it is beneficial for a substitute to be a certified teacher, it is not a requirement or necessity. A person without formal training in education can be a successful substitute. Being a good substitute teacher starts with an understanding of what you are expected to do and also knowing that the students are going to test the waters to see what they can get away with and be equipped to deal with any obstacles. Before You Sub Some school districts require new substitutes to attend some type of formal training before they are placed on the substitute list while others do not. No matter the case, you should always try to schedule a short meeting to introduce yourself to the building principal. Use this time to let them know who you are, ask them for any advice, and find out any specific protocol they may have for substitute teachers. Sometimes it is impossible to meet with the teacher but always do so if you have the opportunity. Although meeting the teacher in person is ideal, a simple phone conversation can be extremely beneficial. The teacher can walk you through their schedule, provide you with specific details, and give you a lot of other relevant information that will make your day go smoother. Always try to obtain a copy of the school’s student handbook. Have a solid understanding of what the school expects from their students and teachers. Some schools may even have a substitute policy designed to protect substitutes from poor student behavior. Carry the student handbook with you and refer to it when necessary. Don’t be afraid to ask the principal or a teacher for clarification. It is essential to understand that every district has its own unique student handbook. While there will be similarities, there will also be significant differences. It is essential that you learn each school’s procedures for emergency situations such as a fire, tornado, or lock-down. Taking the time to have a firm understanding of what is expected of you in these situations can save lives. In addition to knowing the overall protocol for an emergency situation, it is also vital that you have knowledge of emergency routes specific to the room you are subbing in as well as how to lock the door if necessary. Being professional starts with how you dress. Make sure that you know the district’s dress code for teachers and adhere to it. It is equally crucial to understand that you are working with minors. Use appropriate language, don’t try to be their friends, and don’t get too personal with them. Meet with the School PrincipalVisit with the TeacherKnow the Student HandbookKnow Emergency ProtocolBe Professional While You Sub Arriving early is a key component of your day. There are so many things a substitute needs to do to ensure that they have a fantastic day before school begins. The first thing they need to do is to report to the appropriate place. After checking in, a substitute should spend the remainder of their time looking over the daily schedule and the lesson plans, making sure that they have a clear understanding of the material they will be required to teach that day. Getting to know the teachers in the rooms around you can provide you with a lot of assistance. They will likely be able to help you with questions specific to the schedule and the content. They may also be able to give you additional tips specific to your students that could benefit you. Finally, it can be beneficial to build a relationship with these teachers because you may have the opportunity to sub for them at some point. Every teacher runs their room different, but the overall makeup of the students in the room will always be the same. You will always have students who are class clowns, others who are quiet, and those that simply want to help. You want to identify the handful of students that will be helpful throughout the day quickly. These students can assist you with finding materials in the classroom, making sure you stay on schedule, etc. The classroom teacher will be able to tell you whom these students are if you are able to visit with them beforehand. This is the single most crucial component of being an effective substitute teacher. Students of all ages are going to push a substitute to see what they can get away with. Start the day off by setting your own expectations and rules. Don’t let them get away with anything. Hold them accountable for their actions and don’t be afraid to assign them consequences. If this doesn’t get their attention, then go ahead and refer them to the principal. Word will spread that you’re a no-nonsense substitute, and students will begin to challenge you less and less making your job much easier in the long run. The single biggest thing that will bother a regular classroom teacher about a substitute is for the substitute to deviate from their plans. The teacher leaves specific assignments that they fully expect to be completed when they return. Deviating or not completing these activities is seen as disrespectful, and you can bet that they will ask the principal not to put that substitute back in their room. Arrive EarlyGet to Know Surrounding TeachersIdentify the HelpersBe StrictStay on Task After You Sub A teacher wants to know how your day went. It is beneficial to include students that were helpful as well as the students that gave you problems. Be detailed including what they did and how you handled it. Address any issues you may have had with the curriculum. Finally, let them know that you enjoyed being in their classroom and give them your phone number to contact you should they have any additional questions. It is important that you leave the room in as good of or better condition than it was when you arrived. Do not let students leave materials or books strung out all over the room. At the end of the day, take a few minutes to have the students help pick up trash on the floor and get the classroom back in order. Leave a NoteStraighten the Room

The Residency Application Process

The Residency Application Process In the residency application process, the personal essay plays a tremendous role. As a resident in a hospital, you will no longer be attending medical school classes but actually working as a doctor with live patients. That being said, residency directors want to know as much about your personal beliefs and character as they do your education. The most important part of any residency essay, in my opinion, is the first paragraph. Considering that the admissions committee have hundreds if not thousands of applications to read, you definitely want to make your stand out. The best way to do this is to open your essay with something interesting. There are several ways you can make the first paragraph of your residency essay stand out. One way is to begin with an interesting anecdote or quote. Another is to state your thesis boldly and creatively. Just make sure that whatever you do, it relates directly to the overall theme of your main idea. The residency application process isnt easy, but if you do it well the pay off is more than worth the effort! For more information about finding a residency program and/or if you would like help in writing your AMCAS personal statement, please dont hesitate to access the link provided.

The reason why Nike should not sponsor Tiger Woods Essay

The reason why Nike should not sponsor Tiger Woods - Essay Example Nike’s relationship with Tiger Woods can tarnish the company’s name, as this will depict to the public that it supports the drama that surrounds the golfer (Knittel & Stango, 2010). Most companies sponsor athletes for the sake of advertisement, promote the company’s image, and portray an excellent reputation on behalf of these companies, but Woods had proved otherwise, and most companies do not want to be associated with his persona. This also calls for Nike to take precautions and cease sponsoring him just for the sake of the company’s name and reputation. For Nike to support or be involved with Woods in any way, he should prove to be an outstanding representative of the company values. That is not the case as Woods has since been involved in several scandals including; being a reckless driver and being involved in extramarital affairs and this has damaged his reputation in the public. These values portrayed by Woods are dreadfully unacceptable and are against the values and norms of any reputable company such as Nike, and any relationship with him could jeopardize the outstanding reputation and name of Nike in the public. The losses that Nike is likely to incur if it decides to sponsor Woods would be extremely widespread considering the fact that Nike is a large company; hence, Nike should avoid him at all costs. Woods has proved to be incurring large amounts of loses since the ruin of his reputation, so there is no need to promote someone whose performance and earnings are moving at a downwards trend. In addition, since a larger percentage of Wood’s income is from endorsements, this means that those companies involved with him are likely to be victims of his losses since it is estimated that Woods’s scandal stock market effect, is on both their competitors and sponsors, as well. Nike sponsoring Woods is extremely risky as

The United Nations Research Paper Example | Topics and Well Written Essays - 1500 words

The United Nations - Research Paper Example The United Nation was based on the theory that all nations are equal according to international law despite variations in demographics. The United Nations has come to be recognized as a figure of peace and of order where Nations can come together to resolve issues or conflicts among them. Membership includes nearly two hundred different nations and often negotiations between Nations which involve economics, security and democracy are the focus of UN assembly’s. Each member of the United Nations has one vote in these assembly’s; the United States having one vote when assemblies meet to decide on issues and actions or responses to international threats or areas of interest such as global warming which has an effect on every nation. It is thought that the United States uses it financial power and influence to dictate to Countries considered third world or disadvantaged. At times when these Countries have used the United Nations to present their cases against the United States publicly the United States has retaliated with refusal to pay United Nations dues. With the United States being the largest financial contributor to the United Nations dues easily reach over 1 billion dollars. Disagreements caused the US to withdraw from UNESCO, the United Nations Education, Scientific and Cultural Organization. Many operational programs were begun by the UN and operational programs have continued to be developed (Sharp, 1965). The UN Children’s Fund, UNICEF, was given status as a permanent UN program in 1953. It is the oldest and the most recognized of the UN programs. UNICEF focuses on key areas in various locations, meeting the needs of children nationwide. UNICEF provides a global platform to stop preventable deaths among children using interventions such as access to health care, vaccinations, antibiotics, and protections methods from carries of diseases such as Malaria, education in good hygiene practices and the promotion of

Critical Essay On Human Error In Healthcare System Nursing Essay

Critical Essay On Human Error In Healthcare System Nursing Essay The potentially devastating consequences of accidents means the NHS has a clear mandate to prioritise medical error reduction, whilst utilising energy, attention, and creativity towards delivering high-performance, high-confidence healthcare (DoH, 2000). The application of psychological theories of human action and error has an important part to play within this endeavour, not least because they exceed the merely descriptive, instead combining cognitive, affective and behavioural considerations to provide more integrated understandings of patient safety issues (Parker Lawton, 2006). Indeed, according to Zhang and colleagues (2002, p.75) medical error is primarily an issue for cognitive scienceà ¢Ã¢â€š ¬Ã‚ ¦not for medicine. Psychology has a long and distinguished tradition of discerning the nature and sources of human error (e.g., Broadbent, 1958; Rasmussen, 1990; Reason, 2000) and, in terms of patient safety, researchers are increasing recognising that appreciating such mechanisms is a vital prerequisite for devising suitable remediation (Parker Lawton, 2003, 2006). One important distinction in this regard is between the concept of slips/lapses (a sound plan, poorly executed), mistakes (an inappropriate plan, correctly implemented) and violations (a deliberate deviation from recommended practice). In contrast to the latter, which are generally intentional, slips/lapses and mistakes are primarily driven by failures in cognitive processing, and are therefore amenable to interventions based on knowledge acquisition, skills enhancement, and information provision (Lawton, 1998). It is these particular principles that form the basis of this review. Practitioner Errors Error in the health industry is ubiquitous, and the capacity for mistakes within even routine medical procedures is considerable (Bogner, 2004a). For example, a sobering compilation by Van Cott (1994) identified medication/anesthesia administration, laboratory testing, blood transfusions, diagnostic screening and the operation of medical technology as regular candidates for both incident reporting and malpractice claims. However, while healthcare providers conventionally emphasised refining technical proficiencies, appreciating the intricacy of staffs cognitive performance (and developing strategies to augment it) has a greater likelihood of enhancing safety (Hudson, 2003; Looseley et al., 2009; Zhang et al., 2004). According to Casey (1993, p.9) the individual as an independent system (i.e., unhampered by any kind of technology) is actually remarkably reliable; conversely, error likelihood is amplified by incompatibilities between the characteristics of peopleà ¢Ã¢â€š ¬Ã‚ ¦and the characteristics of the things we create and use. Applying psychological principles within healthcare systems has shown that working conditions, conventions, and procedures can be tailored to complement what we know about human behaviour, and that this wisdom can be utilised in a corrective way. Psychological research within other high-risk industries demonstrates that while mental operations often function beyond voluntary control, it is both possible and desirable to modify conditions in which staff perform (Green, 2004; Raab et al., 2006; Wilf-Miron et al., 2003). For example, McCulloch and colleagues (2009) designed an intervention derived from aviation-style Crew Resource Management coaching, implemented in the o perating theatre of a UK teaching hospital. The programme, comprised of teamwork skills, safety attitudes and performance training, was associated with significant reductions in operative technical errors and non-operative procedural errors. Similar results have been reported by Haller et al. (2008), who found that aviation-style training contributed to a significant improvement in multidisciplinary teamwork and organisational safety culture. In contrast, Rogers and colleagues (2004) advocate designing nurses work-shift cycles in concordance with current psychological knowledge about the impact of sleep disruption on acuity and performance, whereas Laschinger and Finegan (2005) suggest using empowerment principles derived from organisational psychology (e.g., workplace trust, respect, and justice) to motivate staff to lend their energy and expertise to prioritising patient safety. In more cognitive terms, Valenstein (2008) used tenets from the psychology of perception (e.g., optimized information density, ease of transfer, maximized fidelity/speed) to devise strategies for pathologists to format surgical reports in a manner that communicates most effectively and limits the chance of misinterpretation. Similarly, Shojania (2002) suggests that research inspired both by cognitive psychology and accident investigation within other industries provides the raw materials for predicting errors, recording critical incidents, and r eacting to them in a proactive, non-punitive manner. According to Reason (1994, p.ix) blaming fallible individualsà ¢Ã¢â€š ¬Ã‚ ¦is universal, natural, emotionally satisfying and legallyà ¢Ã¢â€š ¬Ã‚ ¦convenient. Unfortunately it has little or no remedial value  [1]  . One of the most basic principles of error management that transitory mental states like preoccupation, disorientation, and distraction are mostly inadvertent and hugely variable has been guided by psychological research into human performance that emphasise the necessity of systems-based approaches which identify latent organisational failures in addition to active individual errors (Bogner, 2004b). Medical systems incorporate vast, intricate arrays of disparate and semi-autonomous components, operating within variable, diffused and unpredictable circumstances. Indeed, according to Van Cott (1994, p.55) of all sociotechnical systems [healthcare delivery]à ¢Ã¢â€š ¬Ã‚ ¦is the largest, most complex, most costly and, in some respects, the most unique. Furthermore, it is grounded within a person-centred, person-driven system, with human operators its most ubiquitous and valuable element. Using the science of human thought and behaviour to enhance and refine human performance therefore appears a profitable way of pursuing healthcare quality and safety. Patient Errors Poor adherence to self-administered medical interventions is a pervasive, wide-ranging problem which compromises the efficacy of prescribed healthcare, squanders therapeutic resources and, most seriously, potentially endangers patient well-being (Park et al., 2004; Roter et al., 1998; Thomas, 2009). Research suggests that at least 50% of patients fail to receive the full benefit of therapeutic recommendations (e.g., preventative practices, medication regimens, lifestyle modification) due to inadequate observance of medical advice (Morisky et al., 2009), whereas up to 30% use drug prescriptions in a manner that poses a serious risk to health (Schmittdiel et al., 2008). Both conceptually and methodologically, medical compliance raises complex issues for patients and providers, meaning that a careful consideration of the problem is necessary before significant and meaningful enhancements in adherence (and consequent health status) can be achieved (Haynes et al., 1996). An important contribution from psychology for precluding self-care errors is a systematic understanding of the cognitive changes that may provoke them. Specifically, memory and comprehension deficits are a manifest cause of poor compliance (Park et al., 2004). This is particularly prevalent in terms of age-related cognitive decline, although even younger adults with high cognitive functioning are not exempt from the kind of intellective impairments that thwart the ability to attend to ones medical needs. This is consistent with the well-established finding that declines in cognitive ability are gradual, continuous and linear across the adult lifespan (Baltes Lindenberger, 1997). For example, medical errors in elderly individuals may be partly generated by deteriorations in processing speed, working memory and long-term recall (Davis et al., 2010; Hayes et al., 2009; Stoehr et al., 2008), which impede the ability to both encode and retrieve unfamiliar medical regimens, or to incorpor ate them into a treatment plan compatible with daily routine. In contrast, deficits in time-based prospective memory (Woods et al., 2009), working memory (Smith, 2007), and source memory (Park et al., 2004) can compromise the capacity of younger adults to adequately self-manage medical recommendations, an effect exacerbated amongst those who are inexperienced healthcare consumers (Park, 1999), or who are subject to excessive distraction, stress or fatigue (Stilley et al., 2010). Similarly, the illusion of truth effect, whereby statement repetition heightens perceived truth (Begg, 1992), is a powerful memory distortion to which adults of all ages are susceptible, and which can be dangerous in the medical realm if false information is remembered as true (for example, a conscientious clinician who repeatedly extols the futility of herbal remedies for diabetes may risk her patient paradoxically recalling herbal remedies as advantageous, due to failures in context-dependent memory: Park et al., 2004). In response to this, psychological research has informed a range of interventions to reduce medical self-management errors. For example, providing older adults with novel information in written form promotes assimilation through decreasing burdens on working memory (Tsai, 2006), whereas comprehension and decision-making can be enhanced through environmental supports like audiovisual materials, telephone instruction, and follow-up sessions with a healthcare provider (Myers Midence, 1998). Cognitive resources may also be supplemented with contextual supports, which help consolidate memory for health communications at the time of encoding and retrieval for patients of all ages. For example, simplified treatment regimens, or those that are conveniently tailored to daily habits (Smith, 2007), medication organizers and reminder pill packaging/prescription refills (Petersen et al., 2007), supportive home visits (Kripalani et al., 2007), behavioural contracting and modelling (Christensen J ohnson, 2002), text-message prompts (Matsui, 2009), and electronic beepers (Kalichman, 2005), have all been shown to consistently enhance treatment adherence, with subsequent improvements in treatment outcomes. A considerable benefit of all these strategies is that they employ resources that are readily accessible within clinical settings. Conclusions According to Rasmussen (1994, p.392) patient safety is a frontier for change. An important aspect of this process is effective transfer of research themes into clinical practice. While psychological approaches have facilitated enhanced performance and learning at both organisational and individual levels, ensuring such improvements remain sustained and intentional is a complex task. Successful diffusion of evidence-based interventions to real-world applications requires prudent planning, implementation, and evaluation in order that healthcare quality can be constantly revised and refined. For example, inadequate understandings of the theoretical processes implicated in behaviour change means evidence-based guidelines are often poorly implemented within medical settings (Michie et al., 2005), while the intense rapidity and intricacy of change within healthcare means conflict can exist between academics seeking to develop and refine theories, and the more immediate, practical need of p ractitioners seeking information on which to develop interventions. In this respect, a promising area for development is increased multidisciplinary working, not only in terms of partnerships between practitioners and psychologists, but in the active involvement and recruitment of patients themselves (DoH, 2005). Collaboration can be seen as the coming together of diverse interests and people to achieve a common purpose via interactionsà ¢Ã¢â€š ¬Ã‚ ¦and coordination of activities(Jassawalla Sashittal, 1998, p.239), with such alliances potentially facilitating the merging of science and practice through enhanced information-sharing, formulating accessible and meaningful research questions, developing shared visions of patient safety, and designing/disseminating interventions using appropriate materials and methods for practitioner/patient needs. As Carr and Kemmis (1996, p.165) observe, within this aspiration is: Improvement of a practice of some kindà ¢Ã¢â€š ¬Ã‚ ¦improvement of the understanding of a practiceà ¢Ã¢â€š ¬Ã‚ ¦andà ¢Ã¢â€š ¬Ã‚ ¦the improvement of the situation in which the practice takes placeà ¢Ã¢â€š ¬Ã‚ ¦Those involved in the practice being considered are to be involved inà ¢Ã¢â€š ¬Ã‚ ¦all its aspects of planning, acting, observing and reflecting for optimum results. 1782=1727

Beatrix Potter

Beatrix Potter was known from her literary woks that deal with the formation of ideal minds of children. Her children stories made significant prints in the world of literature. Through this, Potter became famous and influential in different parts of the world in terms of her writings and contributions to literature.Potter was born in South Kensington, London on July 28, 1866. She was not able to experience a normal and meaningful life during her childhood. Every action were detailed and numbered. She could not have more time to interact or communicate with other people.Only her pets became her friends as she kept them, studied about them, and draw them. Despite of this, she was luck for she was not a poor child like other authors or writers who seemed to start from rugs to riches. During her teenage years, she was introduced to many prominent personalities that gave her the opportunity to show her talent in writing and painting. Because she was unhappy with her childhood life, she s hared her talent to the children whom she wanted to imagine, to amaze, to laugh, or to simply become happy.Another factor that manifest in her literary works was her love for animals. Her first children story was about an animal. Her story book was filled with animal pictures along with a simple story to make a child happy. This was happen in 1892, when she started to create a children short story. She sent her story to her friends’ son. Soon, this piece became the â€Å"tale of Peter Rabbit† in 1920. This story was her first and major published work that many children used to read until today. After a year, another story was published with the help of her friends and family.Yearly, she publicized one to two stories that became famous and significant in different parts of the world during her time and until today, which can still be seen in the future. Most of her topics in her stories are about animals and vegetables because for her, it can be a way for children to be come more familiar and close to their pets and other animals as well as their eating habit when it comes to eating vegetables. Along with her writing stories, she also paints different kinds of paintings. Though those paintings are simple, they still bring life to the many people.As she started her first story in 1902, she worked for different stories that were published until 1944, a year after her death. However, though she stopped writing stories, she still wrote different letters as well as manuscripts whether personal or career manuscripts were not taken for granted. After her death on December 22 1943 at the age of 77, many authors and chroniclers had their way to give importance to the life and contribution of Potter. Her books have been translated to braille and numerous languages including German, Latin, Welsh, Spanish, French, Japanese and Dutch (Merriman, 2006).As many authors and writers’ way of giving gratitude and respect towards potter, they made her pieces rec ognized in different parts of the world by translating her text in different kinds of languages. Because of her contribution to literature, many authors of children stories patterned their pieces on Potter’s works for it can be seen as a way of nurturing children through the use of animal and vegetable characters. From this sense, many analysts have thought about the deeper sense of Potter’s attack to her writings.According to different analysts, Potter can be perceived as a conservationist for she helped environmentalists to publicize animal and plant affection through her writings. Beatrix Potter was not only an accomplished writer and artist in watercolor; she was also an observant naturalist; a hard-headed but kindly farm manager; above all she was an ardent conservationist (Diaz, 2007). She was also perceived as a potential botanist from her short stories as she transcends the life and essence of animal and plant characterization.Aside from writing and illustratin g children's books, Beatrix Potter created precise, realistic botanical drawings and paintings, which she wished to be used to illustrate scientific books on flora and fauna. (Literary Traveler, 2008). She also discussed the preservation of natural resources in a simpler yet attackable concept that children would understand. For her, because children are easy to educate, they were became her prospect to a further change on the environment. Another significant reason why Beatrix Potter became famous is because she used to writer her stories through coding.She used to write by using her own code that only she as the writer of her stories can understand the meaning of her writings. Through this, many writers, authors, analysts, and critics tried to understand the capabilities and attacks of Potter in her writings by using her code. For her, her code became her secret to provide good writing and classification of manner to formulate for children’s young minds and justifications. Another artistic pursuit for the teenage Potter was writing a journal in a code no-one could read.The Journal of Beatrix Potter 1881-1897 (first published by Frederick Warne in 1966) is part of this document, transcribed from code by Potter scholar Leslie Linder. She kept this type of journal until the age of 30 (Literary Traveler, 2008). It was seen that it was a phenomenon style that few writers or authors could do. it can be said that Potter has her own strategy to formulate her own thoughts to create stories for children. In conclusion to this, Beatrix Potter was not just a simple writer and painter during her lifetime.She made some difference in her period that is significant until today. Her literary pieces brought different light in science as well as humanity. Her secret code was also made to produce her passion for children stories without any proportion of unjustified claims and arguments from other people. It was revealed that by using her own code, Potter had a personali ty that she wanted to be along and would close her door from others. She made her own wall to separate herself from the other.It created positive impact on her writings but not on her personality and being for she remained single until she died. Works Cited Diaz, Rony. 2007. â€Å"Center for Gravity: Miss Potter. † The Manila Times. 3 February 2008. http://www. manilatimes. net/national/2007/apr/15/yehey/opinion/20070415opi2. html Frederick Warne & Co. 2007. â€Å"Beatrix Potter: A Life in Nature. † 3 February 2008. http://www. bpotter. com/? v1=BeatrixPotter&v2=Writings Kutzer, Daphne. Beatrix Potter: Writing in Code (Children's Literature and Culture, 27).Routledge Publishing, 2002. Literary Traveler. 2008. â€Å"Beatrix Potter – More Than Just Bunnies: The Legacy of Beatrix Potter. † 3 February 2008. http://www. literarytraveler. com/authors/beatrix_potter. aspx Merriman, C. D. 2006. â€Å"Beatirx Potter. † The Literature Network. 3 February 200 8. http://www. online-literature. com/beatrix-potter/ National Trust. 2008. â€Å"The Story of Beatrix Potter. † 3 February 2008. http://www. nationaltrust. org. uk/main/w-chl/w-places_collections/w-collections-main/w-collections-beatrix_potter/w-collections-feature_1-2. htm