Influential Person Essay Samples For Middle School

Influential Person Essay Samples For Middle SchoolOne of the top sources for essay samples for middle school is definitely the college. That is, if you go to college you are going to get a lot of essays that you can copy and use to help you write your own Middle School essays.There are hundreds of essays for middle school that you can find in various book stores. Some of these essays are dated; some are quite good. The important thing is that you do not feel like you have to reinvent the wheel, the middle school essay samples that you are using to help you write the middle school essay are going to be quite useful.You want to find essay samples for middle school because those are the types of essays that you are going to need to write in order to get through middle school. You also want to take advantage of the fact that most of the middle schoolers that you will be dealing with are going to be pretty smart and they are going to be able to spot the good essay sample from the bad one. A good way to get the Middle School essays samples that you are looking for is to find a source that you can use and that has an archive that is really extensive. This is the best way to find really great material because if you can find some great samples then you can use them to help you write the middle school essay. The second way to get them is to search the internet for all kinds of middle school resources.One of the ways that you can find great resources for middle school essay samples is to go through the school and talk to the teachers or whoever runs the middle school. They will tell you that they are always happy to share their favorite essay samples for middle school with you, so don't be shy about asking.Another great resource for Middle School essays samples that you can use is the website that is out there now. That is, you can go to the site and you can find just about any kind of essay sample for middle school that you want.The most important thing that you are goin g to have to do is find the middle school essays samples that you need. You will need to get them and you will need to keep them safe so that they will never become outdated, which is probably the worst thing that you can do.

Is The Reid Technique The Best Solution - 1710 Words

A confession is one of the strongest forms of evidence that can be brought into a court of law. In the United States criminal justice system, prosecutors quickly and swiftly seek confessions as they are the most persuasive evidence to win cases. Interrogations are conducted by law enforcement officials in an effort to seek confessions and develop details about crimes.Communication is key to the art of interrogation. Detectives sometimes end up with false confessions from innocent suspects by using their expertise in psychological manipulation. One major technique of interrogation is known as the Reid Technique. The Reid method is a system of interviewing and interrogation that is widely used by police departments in the United States. The Reid Technique involves three components which include factual analysis, interviewing, and interrogation. Whether this verbal technique is effective or ineffective is a subjective and controversial matter. However, many people who oppose the Reid Te chnique would agree that this method can cause an innocent person to confess to wrong counts made against them. Is the Reid Technique the best solution? With concrete evidence, one can explore and come to an overall result of whether or not this questioning method has a major impact on the outcome of the confession, as well as searching for weaknesses in human nature and if these have any effect on the results of the interrogation and courtroom process. The questioning process is not a simpleShow MoreRelatedLearning Styles and Learning Theories963 Words   |  4 Pages Building on from the learning styles and theories I have covered, it is clear to see that although they target multiple learning groups; they fail to underpin any techniques, skills and strategies to become an effective learner. â€Å"Many students can perform and obtain good results, but that itself may be insufficient to make them effective learners. 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Research conducted by John Money showed that a male who ingested female hormoneRead MoreLeadership : A Nurse Manager Of The Telemetry Floor At The Hospital1413 Words   |  6 Pagesaffordability of health care. Leadership establishes an environment that foster personal and professional growth. The purpose of this paper is to discuss the leadership skills in the nursing field exemplified through Mr. FG, a nurse manager in one of the best south Florida hospital. Nurse Leader Mr. FG is a nurse manager of the Telemetry floor at the hospital. He has an Associate Degree in Science Nursing from Broward College and a bachelor degree from Florida Atlantic University. He is currently takingRead MoreEvaluation of Different Training and Development Methods and Their Practicality in the Workplace2914 Words   |  12 Pagesfuture jobs. (Noe 2007) Training and development methods consists of different techniques and materials used by trainers to structure learning experiences, and different delivery methods are better suited for achieving certain learning objectives. Reid (2007) argued that when determining a learning strategy for employees in an organisation, four decision criteria that must be taken into account. Firstly, the training technique needs to be compatible with the objectives. Secondly, transfer of learningRead MorePersonal Experience Related By Registered Nurse Eleanor Geldard1540 Words   |  7 PagesMcCormack and McCance, 2014). A prerequisite of registered nurses, as provided in McCormack and McCance’s (2014) framework for person centred care is, being culturally safe. It is clear to see that cultural safety is a key concern in providing the best care to patients. I know that in the workplace not everyone will agree with me, so I need to be mindful when addressing these situations. Geldard’s ex perience allowed me to recognise that not everyone will share my views, especially on ethnicity, andRead MoreExplain the Utilitarian Deontological Aspects of Informational Privacy for Employers Employees1205 Words   |  5 Pagesimplement either deontological or utilitarianism reasoning. Had she followed a more utilitarian mission she would have been more focused on appeasing the masses. Her course would have had to include a morally correct course of action that was in the best interest for the company as a whole, and it did not. Therefore, her system of ethics judged by its consequences is neither utilitarianism nor that of deontological reasoning. Patty Dunn should have approached the board from the get go. By not doingRead MoreCase Study : Blake Memorial Hospital1725 Words   |  7 Pagesbeds with 1,400 full-time equivalent employees. Due to Blake Memorial’s location, most of the patients are enrolled in Medicaid meaning payments rarely covered the costs of treating these individuals. The board has recently appointed a new CEO, Bruce Reid, who has been left to decide the future of the hospital and its clinics. One of the many problems facing Blake Memorial is the lack of a relationship between the community and the hospital. Blake Memorial offers vital services to low-income residentsRead MoreCorporate Social Responsibility Of The Uk Retail Food Sector1621 Words   |  7 PagesSustainable business has become a crucial factor in the long term prosperity of a business due to a paradigm shift in societal, environmental and corporate values. According to Hawken et al (2000) and Reid (2014), radical changes have occurred within the corporate world from the agrarian era (extensive use of human capital) to the industrial era (profit maximisation at the expense of natural capital) and to the ‘digital’ era or more precisely, ‘the sustainable development era’ (concerned with value

Classroom Management & Motivation Tips - Free Sample

Question: Using information from the text and citing recent specific examples and statistics from actual classrooms or districts, in 3-5 pages summarize how the pieces of motivation, communication, and discipline fit into the larger concept of classroom management. Answer: Motivation in Classroom Management Motivation is the key factor within a classroom context in order to effectively manage the diverse nature of the students. In majority of the UK schools the teachers and the co coordinators focus on introduction of motivational strategies like rewards inform of candies and stickers, recognition through name announcements in the bulletin board and benefits like extra recess times, written praises etc. Anderman and Anderman (2010) suggested that in a classroom context three major stages of Maslows hierarchy of needs theory needs to be fulfilled namely the fundamental sense of safety, love and belonging and self-esteem. Motivating these three segments within a Childs school life tends to increase the performance level of the children. The surveys suggests that around 80% of the students in the schools have reported high performance levels due to employment of motivational strategies like appraisals and work recognition. Positive student motivation helps to ensure that the classroom stud y material is effectively absorbed and retailed by the students. In the middle school, the teachers focus on motivational strategies that will reduce the peer pressures and reduce the educational competition among the students. In USA classroom context, it is seen that in the middle schools the teachers use the concept of Extra minutes as a motivation reward strategy for the students. This strategy involves rewarding extra recess minutes to the students who are well behaved, helpful to their peers, attentive and avoids any kind of misbehavior. Thus, students psychological survey shows that 80% of the motivated students are capable of managing themselves single-handedly after the primary school age (Kircher, Kovanda and Leonetti, 2010). Communication in classroom management According to Beirne and Floquet (2012) the major motivation of the students is to develop a sense of belongingness in a classroom context. Thus, the teachers in the present scenarios, focus on developing effective communication skills like open conversation, verbal and non verbal communication, conflict resolution, behavioral charts, smiles and greetings in order to develop the classroom behavior. Elsworth (2009) suggested that non verbal communication is very important in a classroom context. The ability of the teacher to smile and greet students and order them by adopting and ordering tone rather than a rude tone settles majority of the problems within the classroom context. Reports show that around 7% of students in any classroom setting suffer from language constraints hence it is essential for the teachers to effectively strategies the nonverbal communication techniques so that all students are equally benefited. In UK, the advent of the Hello camping formulated the importance a nd brought into notice the ways in which the communication skills should be used for the classroom context. This campaign suggested that the teachers should teach all students to greet each other with a smile and say hello to each other whenever they meet within the school premises. This creates a sense of belonging among the students. Discipline in classroom management Effective classroom management will result from the level of discipline showed by the students. However, discipline within a classroom will be obtained only if the teaching style of the teachers is innovative and engaging. The UK classrooms shows the features like keeping the class interested in the study material, practice fairness, keep a sense of humor, avoids instances of threatening, adopts situational leadership, remaining alert and avoid humiliating the students. However Beirne and Floquet (2012) in spite of adoption of these qualities around 55% of the teachers in UK and USA schools face difficulties related to maintenance of discipline within the school context. Charles and Senter (2005) suggested that personal problems of the students might be responsible for the loss of discipline within a classroom. In majority of the classroom scenarios, it is seen that the teachers use assertive discipline strategies. This strategy suggests that the teachers should recognize the student s with rewards if they are found to exhibit good behavior. This will further motivate them to remain disciplined for the rest of the student life tenure. Further, 20% of the schools in UK are seen to adopt the discipline with dignity strategy. This strategy provides guidelines that the teachers should consistently treat the students with dignity and fairness so that the self esteem of sthe students are generated and they become self disciplined. However, O'Donovan (2010) argued that this is a difficult concept because the establishment of the same does not guarantee success. The reality therapy is also another instance used by some of the USA schools. This theory states that the students should be made aware of the negative consequences of lack of discipline. However even this is practically difficult (Mac Kenzie and Stanzione, 2010). References Anderman, E. and Anderman, L. (2010).Classroom motivation. Upper Saddle River, N.J.: Pearson. Beirne, K. and Floquet, P. (2012). How Personal Heirloom Stories Can Spark Emotion and Motivation by Using Short Films in the EFL1 Classroom.Recherche et pratiques pdagogiques en langues de spcialit, (Volume XXXI N 2), pp.103-112. Charles, C. and Senter, G. (2005).Building classroom discipline. Boston: Pearson/A B. Elsworth, D. (2009).Motivation in education. New York: Nova Science Publishers. Kircher, M., Kovanda, T. and Leonetti, J. (2010). Facial Schwannoma Clinical Presentation and Surgical Managment.The Laryngoscope, 120(S3), pp.S80-S80. Mac Kenzie, R. and Stanzione, L. (2010).Setting limits in the classroom. New York: Three Rivers Press. Nursing Monitoring and Managment of Free and Pedicled FlapsOutcomes of Teaching Sessions on Flap Care. (2010).Plastic Surgical Nursing, 30(4), pp.217-218. O'Donovan, B. (2010). Filling a pail or lighting a fire? The intellectual development of managment undergraduates.The International Journal of Management Education, 9(1), pp.1-10. Wilkinson, D. (2012). A Data-Driven Approach to Increasing Student Motivation in the Reading Classroom.Language Education in Asia, 3(2), pp.252-262.

Cultural Exchange through trade in the Sixteenth Century

Introduction People consider trade as one among the human activities that enhanced cultural exchange during the sixteenth century. During this period, merchants embarked on trade missions that lasted months and years on either land or sea. The fact that the commodities involved in the trade were only available in some regions forced these merchants to travel or sail to different destinations in search of those commodities that were not available in their regions.Advertising We will write a custom research paper sample on Cultural Exchange through trade in the Sixteenth Century specifically for you for only $16.05 $11/page Learn More Cultural values such as religious beliefs, art or aesthetic values, language, and even systems of government are among the cultural values that were exchanged during these trading missions (Sanders et al, 2006, p.69). This paper examines how trading activities during the sixteenth century enhanced the exchange of these values among people of different ethnicities who were involved in trade in the different trade routes that existed in the period. Cultural aspects exchanged through trade during the sixteenth century Religion Some of the world’s famous religions benefitted immensely from the trading activities in the sixteenth century. Merchants spread their religious beliefs and practices along the route of their trade. For instance, Christianity and Islam experienced a substantial boost in the sixteenth century as traders introduced the religions to new people they encountered along their trade routes. Arab traders from Asia who were engaged in trading activities in North Africa took advantage of the opportunity accorded to them by the trading activities to spread Islam in the region. As a result, even today most of the North African states are Islam states. Christianity and Buddhism also spread immensely to some African, European, American and Asian nations where the beliefs never existed before . Art/ aesthetic values Art and aesthetic values were also exchanged immensely during the trading activities of the sixteenth century. The medium of exchange of artistic and aesthetic values was in either written form or oral. The commodities of trade in some aspects inspired this exchange in cases where by traders sold their artifacts to others who fancied them. In most cases, people considered cultures as superior to others that benefited most from this cultural exchange (Van Tielhof, 2002, p.112). The most civilized cultures passed their aesthetic values to other cultures who considered them as superior. Language Just like the artistic and aesthetic values, languages that people considered superior to others were considerably exchanged. As a result, they spread tremendously during the trading activities of the sixteenth century. Languages such as English spread considerably during this period for a couple of reasons.Advertising Looking for research paper on history? Let's se e if we can help you! Get your first paper with 15% OFF Learn More For instance, most traders found the English language as the best-suited language for business purposes, which made even non-English speakers struggle and muster the language. Second is the fact that the Bible was experiencing more translations into the English language, which made more and more people who had converted to Christianity desire to know the language (Clark, 1999, p.58). Finally, the language was hold with a high esteem, which made people who acquired it feel superior to others who did not. There are instances where new languages were born because of the interactions that took place through the trading activities. These languages include the Swahili language in the eastern coast of Africa, which was born because of the interaction of the African Bantu communities and the Arab traders who stationed at the coast on their way to other trade destinations or even trading with the local communities. T he language comprises of a mixture of candid Arabic words and African words. Therefore, it eased the communication between the two diverse trading partners (Pirenne, 1987, p.30). Traders had overcome the language barrier and could now negotiate with each other with a common language. Other languages include Mandarin Chinese and the Creole language. Political values Another cultural aspect that experienced noticeable change during the sixteenth century is the government ideologies. During this historic period, states were desperate to discover what system of government was most effect to ensure that the states did not fall (Aksel, 1941, p.103). As traders encountered each other during the various trades, they exchanged political values. Various systems that were considered more effective such as democracy were spread appreciably during this period. The traders from the regions that people considered more politically stable were at an advantage when it came to influencing others and p assing their political ideologies on to them. Major trade routes in the sixteenth century Irrespective of the nature of the major commodities of trade that were involved in different trade routes in the sixteenth century, it can be argued that cultural values were more exchanged than the actual commodities. Sanders et al. (2006) argues that this is because a trader could fail to reach at an agreement with another and consequently fail to close a sales deal, but in the process of their interaction, the exchange of cultural values and ideas was inevitable (p.70). The principal trade routes of the period in which cultural exchange is considered to have taken place substantially include the following; the trans- Saharan trade, the Trans –Atlantic slave trade, the spice routes, the monsoon trade, the Baltic trade and the Silk Road.Advertising We will write a custom research paper sample on Cultural Exchange through trade in the Sixteenth Century specifically for you for only $16.05 $11/page Learn More Trans-Atlantic slave trade The trans- Atlantic slave trade connected the Asian continent with North and West of Africa and Europe. The major commodities of this trade were minerals mostly gold from West Africa. Other things included ceramics and food commodities. The cultural exchange that was most experienced during this trade is the exchange of religious and political values (Clark, 1999, p.70). The Islam culture was spread to most areas covered in this trade route by the Arab merchants from the Arab world. Most of the nations adopted the Islamic culture. They practice it up until to-date. Values associated to this religious culture replaced the other values that existed before this trade. Political values and aesthetic values were also exchanged in this trade. Trans- Saharan trade People consider the trans- Saharan trade, which connected the Eastern coast of the American continent with the western coast of Africa and Europe, as the most infamous trade that ever took place in the history of humanity (De Vries, 1976, p.12). The major commodity of this trade was slaves who were forcibly removed from their cultures in Africa and taken to the Americas, Europe and the Caribbean to work in plantations and homes. The slaves were introduced to new cultural values, which they integrated with theirs as they settled down in strange lands (Sanders et al., 2006, p.39). Religious values and other values that justified the slavery to the slaves in order to accept their conditions were instilled on them. In order to avoid more friction with the slaves and as an effort to get along smoothly with the slaves, masters and slave traders had to learn some cultural aspects of the slaves. This helped dissolve the hatred that had emerged between them. Traders also had to learn the languages of other traders that they were involved with in the course of their business (Clark, 1999, p.79). For instance, in order to achieve this, the Creole language of West Africa, which necessitated the communication among traders and with slaves developed. This language is formed of words that are drawn from both the English language and the native West African languages. Another language that emerged during the time of this trade is Pidgin English, which is also formed by incorporating both English and some native West African languages (Clark, 1999, p.37). The Silk Road This trade route is considered the trade route that lasted for many centuries. Some people claim that the trade route exists even today. The trade route connects Asia, mostly China with the Indian sub-continent, Europe and Africa.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The major commodities of this trade included gold and other minerals as well as ceramics and artifacts. According to Pirenne (1987), this trade route is held responsible for the growth of and spread of the Buddhist faith even before the sixteenth century (p.47). Cultural values such as aesthetic values and social ideas were exchanged during the course of this trade. The Indian Ocean trade This trade connected the European continent with Asia, Africa, and the Indian sub continent. The major commodities of the trade involved ivory, minerals and at times slaves. This trade achieved its apex during the sixteenth century when the Suez Canal was created (Aksel, 1941, p.34). This trade route necessitated the spread of the Islam culture and the birth of the Swahili culture. The eastern Africa coast, which was a significant trade zone and destination in this trade, experienced a lot of cultural integration, which further resulted into, inter- marriages. The spice routes The spice routes most ly originated from Asia and connected the region with others such as the north of Africa and Europe. These routes include the salt routes that transverse the entire European continent and Asia (Aksel, 1941, p.56). These trade routes served as platforms for traders to exchange ideas both inside and outside the business world. Political, social and religious values were exchanged during this trade. People consider the cultural values to have been spread the most during this particular trade are the Buddhist religious values and the Buddhist culture (Bentley et al, 2008, p. 23). Aesthetic values, as well as languages, were also profoundly exchanged because of this trade. The Mandarin Chinese language was developed to necessitate communications during the trading activities. Conclusion For effective trading, the traders involved in the different trading activities during the sixteenth century had to ensure that they understood each other as much as they could. As a result, this enhanced cultural exchange, which helped to dissolve the differences that existed between them considering that they hailed from different places and held different cultural values. The traders believed that if they shared similar beliefs with their counterparts in trade, they will easily negotiate and close deals without any problems that their differences could have brought upon them (Van Tielhof, 2002, p.35) Trade, therefore, served as an excellent platform for cultural exchange in the sixteenth century as people exchanged these values during their interactions. Reference List Aksel, C. (1941). Dutch Trade to the Baltic about 1600. Journal of culture, 23(1), 1-110. Bentley, J., Ziegler, H., Streets, H. (2008). Traditions and encounters: A brief global history. New York: McGraw Hill. Clark, S. (1999). Trade and Empire. London: Zed Books. De Vries, J, (1976). The Economy of Europe in an Age of Crisis, 1600-1750. Journal of Economics, 34(4), 12. Pirenne, H. (1987). The Place of trade in th e Cultural History of Medieval Europe. Economic History Review, 2(1), 30-89. Sanders, T., Nelson, S., Morillo, S., Ellenberger, N. (2006). Encounters in world history:Â  Sources and themes from the global post volume one: to 1500. New York: McGraw Hill. Van Tielhof, M. (2002). The ‘Mother of all Trades’: The Baltic Grain Trade from the Late Sixteenth to the Early Nineteenth Century. Leiden: Brill. This research paper on Cultural Exchange through trade in the Sixteenth Century was written and submitted by user Teagan Cantrell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

International Tensions Between 1871 - 1914 Essays - Orders

International Tensions Between 1871 - 1914 Essays - Orders International Tensions Between 1871 - 1914 International Tensions between 1871 - 1914 With some tough footsteps in which to follow, Wilhelm II was led towards a military lifestyle. He surrounded himself with the German military and its militaristic society. As the Kaiser grew older, he wanted a place in the sun for the German people and to do that, Germany needed to have colonies overseas. There wasnt much room left for new colonisation, never the less, Wilhelm built up the German military and under the Tripitz Plan, built a naval fleet to rival that of Great Britains. The British completion of the HMS Dreadnought in 1906, brought unexpected results. The HMS Dreadnought represented a true terror weapon of the day whose speed, armament, and firepower obsoleted every other battleship in existence. Kaiser William II of Germany hated and envied Britain for having a stronger navy than his. He increased the German navy and built many warships. Britain responded with building more ships and in creasing its navy too. This started a race for building more and better warships and it created tension and competition between the two countries, it was called the arms race. The British were aware of the fact that the defeat of the their navy would mean the end of their empire while the defeat of the German navy wouldnt ensure the absolute defeat of Germany. The relations between these two countries dropped dramatically as the result of this race and it assured the joining of Britain to the Franco-Russian side in the event of a conflict. Germany and France were rivals for centuries, the rivalry had increased since the beginning of the century and the end of the 19th century. This happened because of the war between those two countries in 1870-71, when Germany defeated France. Germany took over the areas of Alsace and Lorraine and the French people wanted to revenge Germany and take back the lands. France could not start a war against Germany, simply because of the reason that Germany had more

Is there such thing as a normal sexual orientation Essay

Is there such thing as a normal sexual orientation - Essay Example Traditional perception of sexuality takes it origins from the ancient times. Ruse (1988) implies that Ancient Greeks and Jews were the groups who were primarily influential on the morality of modern civilization. However, over the matter of sexual orientation, Greek and Jewish thoughts enter the conflict, and it is often the Jewish tradition that proves triumphant. As a result, people’s perception that the â€Å"normal† sexual orientation is heterosexuality has long since become tradition. This essay will argue that in spite of traditional views against homosexuality and bisexuality, there is no such thing as a normal sexual orientation. It will further conclude that heterosexuality as a sexual orientation is a socially constructed view. On the one side, there are several factors that prove the existence of the concept of normal sexual orientation. Firstly, the religious way of looking at sexuality forbids any homosexual acts. For example, Magonet (1995) notes that Juda ism, as one of the oldest monotheistic religions, considers homosexual acts as a â€Å"halakha† (which means a violation of traditional Jewish law). In addition, Hertzberg (1991) implied that The Torah forbids the act of homosexuality, which is known as mishkav zakhar, and considers a homosexual act between two men to be an abhorrent thing (which is known as to’evah), and is punishable by death—a strong prohibition. Likewise, Islam regards homosexuality as a sin and a vast deviation from the norm: "We also sent Lut: He said to his people: ‘Do ye commit lewdness such as no people in creation (ever) committed before you? For ye practice your lusts on men in preference to women: ye are indeed a people transgressing beyond bounds. Quran 7:80-81)’†. Moreover, according to a pamphlet produced by Al-Fatiha, there is a consensus among Islamic scholars that all humans are naturally heterosexual. All Islamic schools of thought and jurisprudence consider gay acts to be unlawful and sinful (Habib, 2010). Like Judaism and Islam, Christianity also does not accept homosexuality, and considers it is an illicit lust that is forbidden by God. He said to His people of Israel, "Thou shalt not lie with mankind, as with womankind: it is abomination (Leviticus 18:22).† "If a man also lie with mankind, as he lieth with a woman, both of them have committed an abomination: they shall surely be put to death; their blood shall be upon them (Leviticus 20:13).† In these passages from The Old Testament of the Bible, homosexuality is condemned and shown as a prime example of a sin, a sexual perversion. A Christian can neither alter God's viewpoint nor depart from it (Boswell, 1980). They may believe otherwise, but this does not change how Christianity as a whole views homosexuality. From the scientific perspective, sex is made for reproduction and a male and female’s genitals are designed to mate with one another. Arguments from biol ogy have proven to be very powerful in maintaining heterosexual relations. The anatomical construction of genitalia is a great necessity for heterosexual relations. It is not possible to create future generations without heterosexual relations between genders not only for human being, but also for animal species. For example, Kant, in his Lectures of Ethics, argues that homosexuality is unnatural in that it "degrades mankind below the level of animals, for no animal turns in this way from its own

Derm Project Assignment Example | Topics and Well Written Essays - 1000 words

Derm Project - Assignment Example Acne Folliculitis Acne, scientifically called Acne vulgaris is a common skin condition. It affects the hair follicles at the chest, face or even the back. It is manifested in the skin as congested pores called comedones, pustules, tender red bumps or cysts. Diagnosis of acne is on the basis of patient history and physical assessment. Initial pathology through microscopy is called microcomedo and, involves open or comedones referred to as blackheads and whiteheads respectively. These include Pillsbury acne grading scale, acne cook scale and acne Leeds technique (Gaeddert, 2003). Folliculitis is a common skin condition which is evident by several minute red or pink bumps predominant in at the hair follicles. This skin condition can affect any part of the body including the back, arms, legs, chest and cheeks. Ranging between 10 - 100 bumps, this skin condition appears as a scatter within the affected area. The spots or bumps can be slightly red indicating an inflammation. Accidental scr atching of the bump reveals a coiled hair engulfed within the bump. Diagnosis of Folliculitis basically involves the assessment of the skin’s appearance (Gaeddert, 2003). On rare instances is skin biopsies required so as to help the dermatologist on diagnosis. Additionally, the skin could be cultured in bacterial media so as to help in detection of the causative agent. Microscopic tests on the skin including fungal tests can be conducted using potassium hydroxide. This procedure helps in determining whether the condition is caused by a fungus or yeast. A histopathological procedure can be conducted to reveal epidermal hyperkeratosis as well as clustering of leukocytes. Rosacea Eczema Rosacea is a thriving skin condition which affects the eyes and the face. It is characterized by reddening of the affected region indicating a possible inflammation as well as emergence of pimples. This dermatological condition is most pronounced in women and individuals with fair skin tone. Usua lly, Rosacea is evident in the age range of between 30 to 60 years. Also termed as acne rosacea, this condition is characterized by symptoms of swollen nose, thick skin, red and itchy eyes. Moreover, there is a stinging facial skin on application of lotions as well as minute red veins on the face. The diagnosis of Rosacea is mostly dependent on physical examination categorized as primary or secondary features. A patient is diagnosed with Rosacea if he or she possesses one of the primary features of persistent flushing, pimples, visible blood vessels. Secondary features are manifest in several subtypes including Papulopustular, Phymatous Erythematotelangiectatic and ocular rosacea (Gaeddert, 2003). Eczema is characterized by vesicles that are small and which contain fluid substance. These vessicles are pimple like and are evident as reddish and swollen. When dried, the fluids leave behind dry patches on the surface of the affected areas. This condition occurs in the facial region in a majority of patients. Eczema can be diagnosed through microscopy. Seborrheic Dermatitis Scalp psoriasis A close relative psoriasis is the seborrheic dermatitis that affects the scalp as well. This condition is inflammatory and it leads to the production of flaky, white to yellowish scabs on the skin. Symptoms of this condition include reddish swollen patches around the nose, armpits and mouth. Others include itching, widespread