Organic Compounds - Names and Formulas Starting with P

Organic Compounds - Names and Formulas Starting with P This is a list of organic compound names and formulas with names starting with the letter P. PABA - C7H7NO2Paclitaxel - C47H51NO14Palmitic acid - C16H32O2palmitoyl-oleyl-sn-phosphatidylcholine - C42H82NO8PPancracine - C16H17NO4Pantothenic acid (Vitamin B - C9H17NO5Para red - C16H11N3O3Paracetamol (Acetaminophen) - C8H9NO2Paracetamol (Acetaminophen) (ball and stick model) - C8H9NO2Parachlorometaxylenol (PCMX or Chloroxylenol) - C8H9ClOParaformaldehyde - (CH2O)x (x 8 - 100)Parathion - C10H14NO5PSPBDE (Polybrominated diphenyl ethers) general structurePCP (Phencyclidine) - C17H25NPCP (Phencyclidine) (ball and stick model) - C17H25NPelargonic acid - C9H18O2Penguinone (3,4,4,5-tetramethylcyclohexa-2,5-dien-1-one) - C10H14OPentabromodiphenyl ether - C12H5Br5OPentachlorophenol - C6HCl5OPentadecane - C15H32Pentaerythritol - C4H10O3Pentafluoroethane - C2HF5Pentalene - C8H6Pentane - C5H12Pentane (ball and stick) - C5H121-Pentene - C5H101-Pentene (ball and stick model) - C5H10Pentetic acid - C14H23N3O10Pentyl functional group - R-C5H11Pentyl 2,3,5-trichloro-6-hydro xybenzoate - C12H13C l3O31-Pentyne - C5H8Peracetic acid - C2H4O3Peramivir - C15H28N4O4Perazil - C18H21ClN2Perfluorotributylamine - C12F27NPerkins mauveine - C26H23N4Permethrin - C21H20Cl2O3Peroxyacetic acid - C2H4O3Perylene - C20H12Phenacetin - C10H13NO2Phenacyl bromide - C8H7BrOPhenanthrene - C14H10Phenanthrenequinone - C14H8O2Phenazone (Antipyrine) - C11H12N2OPhencyclidine (PCP) - C17H25NPhencyclidine (PCP) (ball and stick model) - C17H25NPhenethylamine - C8H11NPhenobarbital - C12H12N2O3Phenic acid - C6H6OPhenol - C6H6OPhenol (space filled model) - C6H6OPhenolate anion - C6H5OPhenol red (Phenolsulfonphthalein) - C19H14O5SPhenolphthalein - C20H14O4Phenothiazine - C12H9NSPhenylacetic acid - C8H8O2Phenylacetylene - C8H6Phenylalanine - C9H11NO2D-Phenylalanine - C9H11NO2L-Phenylalanine - C9H11NO2-Phenylenediamine - C6H8N2Phenyl Functional GroupPhenylhydrazine - C6H8N2Phenylhydroxylamine - C6H7NOPhyenylic acid (phenol) - C6H6OPhenyllithium - C6H5Li4-Phenyl-4-(1-piperidinyl)cyclohexanol (PPC) - C17H25NOPheny lthiocarbamide (Phenylthiourea) - C7H8N2SPhloroglucinol - C6H6O3Phorate - C7H17O2PS3Phosgene - CCl2Ophosgene (space filled model)- CCl2Ophosphate - O4P3-Phosphate functional group - ROP(O)(OH)2Phosphino groupPhosphodiester groupPhosphonic acid groupPhthalate (general structure) - C8H4O4RR where R and R CnH2n1 (n4-15)Phthalic anhydride - C8H6O2Phthalic acid - C8H6O2Phylloquinone (Vitamin K - C31H46O2Physostigmine - C15H21N3O2Phytic acid - C6H18O24P6ÃŽ ±-Picoline - C6H7NÃŽ ²-Picoline - C6H7NÃŽ ³-Picoline - C6H7NPicrasane - C20H34OPicrate Anion - C6H2N3O71-Picric acid - C6H3N3O7Pimarane - C20H36Pimelic acid - C7H12O4Pinacol - C6H14O2Piperazine - C4H10N2Piperidine - C5H11NPiperonal - C8H6O3Piperylene - C5H8Pivaloyl chloride - C5H9ClOPodocarpane - C17H30Polyacrylonitrile - (C3H3N)nPolycaprolactam (Nylon 6) - (C6H11N)nPolychlorinated biphenyl (PCB) - C12H10-xClx (x 1-10)Polybrominated diphenyl ether (PBDE) - C12H10−xBrxO where x 1, 2, ..., 10 m nPolyethylene - repeating chains of C2H4Polyethylenimine - (C2H5N)nPolyisobutylene - (C4H8)nPolyphenylene oxide - (C8H8O)nPolypropylene - (C3H6)nPolypropylene glycol - (C3H5O)nPolystyrene - (C8H8)nPolytetrafluoroethylene (PTFE or Teflon) - (C2F4)nPolyvinyl acetate - (C4H6O2)xPolyvinyl alcohol - (C2H4O)xPolyvinyl chloride (PVC) - (C2H3Cl)nPolyvinyl fluoride (PVF) - (C2H3F)nPolyvinylidene chloride - (C2H2Cl2)nPolyvinylidene fluoride (PVDF) - (C2H2F2)nPorphyrin - C20H14N4Prednisone - C21H26O5Primaquine - C15H21N3OPrimary aldimine functional group - RC(NH)HPrimary amine functional group - RNH2Primary ketimine functional group - RC(NH)RProcaine - C13H20N2O2Progesterone - C21H30O2Progesterone (space filled model) - C21H30O2Prolactin (PRL)Proline - C5H9NO2D-Proline - C5H9NO2L-Proline - C5H9NO2Prolyl radical - C5H8NOPropane - C3H8Propane (ball and stick model) - C3H8Propane (space filled model) - C3H8Propanedioic acid - C3H4O42-Propanone (Acetone) - C3H6OPropargyl alcohol - C3H4OPropene - C3H3Propene - C3H34-(Prop-1-en-1-y l)phenol (Anol) - C9H10OPropiconazole - C15H17Cl2N3O2ÃŽ ±-Propiolactone - C3H4O2ÃŽ ²-Propiolactone - C3H4O2Propiolic acid - C3H2O2Propionaldehyde (Propanal) - C3H6OPropionic acid - C3H6O2Propionitrile - C3H5NPropoxur - C11H15NO3propylene - C3H6Propylene glycol - C3H8O2Propyl Functional Group - R-C3H7Propyne - C3H4Proton-sponge (Sigma-Aldrich trademark name) - C14H18N2Purine - C5H4N4Putrescine - C4H12N22H-Pyran (1,2-Pyran) - C5H6O4H-Pyran (1,4-Pyran) - C5H6OPyrazine - C4H12N2Pyrazole - C3H4N2Pyrene - C16H10Pyrethrin I - C21H28O3Pyrethrin II - C22H28O5Pyridazine - C4H4N2Pyridine - C5H5N2-Pyridone - C5H5NOPyridoxal (Vitamin B - C8H9NO3Pyridyl Functional Group - RC5H4NPyrilamine - C17H23N3OPyrimethamine - C12H13ClN4Pyrimidine - C4H4N2Pyrocatechol - C12H13ClN4Pyroglutamic acid - C5H7NO3Pyrrole - C4H5NPyrrolidine - C4H9NPyruvic acid - C3H4O3

Chemistry Pick Up Lines to Try on Your Crush

Chemistry Pick Up Lines to Try on Your Crush ​The best chemistry pickup line is sure to set off the reaction for chemical attraction! Here is a collection of cute, corny, funny, and possibly even effective chemistry pick up lines. For best effect, wear a lab coat while delivering a chemistry pick-up line. Safety goggles may help you out, but wearing disposable gloves might come across as creepy. If you really want to make an impression, learn a few science magic tricks. Who wouldnt be impressed by your ability to breathe fire or make glowing drinks? Are you made of copper and tellurium? Because youre CuTe.Do you have 11 protons? Cause youre sodium fine.Are you a carbon sample? Because I want to date you.You must be made of uranium and iodine because all I can see is U and I together.Forget hydrogen, youre my number one element.If I was an enzyme, Id be DNA helicase so I could unzip your genes.Chemists do it on the table periodically.Youre like an exothermic reaction. You spread hotness everywhere.Are you made of Fluorine, Iodine, and Neon? Cause you are F-I-Ne.If I had a choice between DNA and RNA, Id choose RNA because it has U in it.Hey baby, Ive got my ion you!According to the Second Law of Thermodynamics, you are supposed to share your hotness with me.You must be a compound of barium and beryllium because youre a total BaBe.Youre hotter than a Bunsen burner turned up all the way.Hey baby, would a little more alcohol catalyze this reaction?I wish I was adenine so I could get paired with U.Your body must be made of oxygen and neon because you are the ONe. You must be chlorine cause you are polarizing my bond.How about we go back to my place and form a covalent bond?If you were an element youd be Francium because youre the most attractive.You are a photon quanta to my valence electron because you excite me to a higher energy level.My favorite attractive force is van der Waals force. Can you feel it? Ill move closer if you cant.You make me hotter than sulfur hydroxide mixed with ethyl acetate.When Im near you I undergo anaerobic respiration because baby, you take my breath away.Im so strongly attracted to you, scientists will have to discover a fifth fundamental force.Lets find our combined volume by displacing the liquid in my waterbed.We have such great chemistry that we should do some biology together.You are the HCl to my NaOH. With our sweet love, we could make an ocean together.Lets get together sometime. You bring your beaker and Ill bring my stirring rod.I want to stick to you like glucose.Are you made of beryllium, gold, and ti tanium? You must be because you are BeAuTi-ful. Are you into science? Because I LAB you!Are you a non-volatile particle? Because you raise my boiling point.Scientists have recently discovered a rare new element called Beautium. It looks like you are made of it.You must be the acid to my litmus paper because every time I meet you I turn bright red.Could you tell me the oxidation state of this atom and your phone number?My name? Its Bond. Covalent Bond.Honey, were a galvanic cell. Cant you feel the electricity flowing between us?You must be a good benzene ring because you are pleasantly aromatic.How about we slip between my beta-pleated sheets and you get to know my alpha-helix?

Marketing Essay Example | Topics and Well Written Essays - 2750 words - 2

Marketing - Essay Example Else it is only going to add to the problem of putting a product in the market which does not suit the customer and which nobody is willing to invest into. Hence primary surveys such as understanding the customer’s expectations, segmentation of the markets as per age and gender etc are required. Following tables indicate the findings of such surveys. People within and outside the organizations are extremely crucial for the success of the product or service. Organization cannot afford to forget the people who make the product or the service happen in the market 1. Protection is offered for the structure, any non moveable items 2. It needs to cover the cost of rebuilding which is apart from the market value of the property. 3. The risks covered under the insurance policy could range from fire, explosion, theft, to social riots, earthquake, and landslides 4. Contents insured would be any moveable item which the insurer would take along with him. 5. Clear instructions on services provided along with after sales services. Marketing and promotional activity will have to be aligned with the customer base that needs to be addressed. Home insurance industry should also take into account the state of economy while promoting the product. The promotions can happen through various media such as virtual and real. Direct marketing also features very predominantly in marketing and promoting home insurance. Insurance companies these days deal not only with the in house sales staff but also through the people who are appointed as advisors. It is necessary that both these factors pay attention to the name and reputation of the company providing insurance. Along with efficiency they should also be trained to be customer friendly and supportive. These people should also be knowledgeable, compassionate and understanding. The system of selling a home insurance policy and further servicing it should be based on clarity, honesty and transparency for the customer. There is

Impressionist and Post Impressionist Art and Sculpture Term Paper

Impressionist and Post Impressionist Art and Sculpture - Term Paper Example Impressionist painting includes a relatively small but visible brush strokes that changes the qualities of the ordinary subject matter by unusual visual angles (Lewis, 2007). On the other hand, the Post-impressionism is a term used by the British artist in the early 1990s to describe the French art development from the time of Claude Monet. Post Impressionist extended from the impressionism though eliminating its limitations. It included vivid coloring, thick painting, and distinctive brush strokes but had more inclination to the geometric forms. The Post Impressionist much emphasized on the expressive effect and the use of the unnatural arbitrary color (Fleming and Honour, 2005). Many artists gave a hand in the exhibition and Impressionist painting but the main figures were Claude Monet, Pierre Renior, Pissarro, Edgar Degas, and Henri Marie who formed the backbone of the impressionist. Among the most important works were the over 20 impressionists’ paintings by Monet that inc luded the entire favorites, like the blue water lilies and regatta at Argenteuil and London houses of parliament (Robertson, 2005). In France the popular form of woodblock prints were the bold designs from the Japanese. This form of art had an asymmetrical arrangements with contrasting large areas and intricate patterns that offered a compositional format that succeeding impressionists used to develop their ideas about color. This was very helpful as the artist required assurance of following traditional rooted path. Renoir, Degas, and Lautrec made impressionist portraits composition, which had identifiable individuals (Lewis, 2007). Their figure strongly influenced the photographic cropping of the Japanese design. In this work, Lautrec included a self-portrait beside a tall cousin who seemed to walk away from a can-can dancer while La Goulue is seen fixing her hair. At their fronts sits a group of entertainers, writer, and a photographer Paul Sescau. There is another woman with gre en lamp lit and cropped by the edge of a picture thought to be of another dancer, May Milton. Another hugely popular impressionist was the still life as it had â€Å"Plein air† subject fitted to capture the atmospheric qualities of light and color. This has few outstanding examples like Renoir’s fruits whose vegetables carefully selected to range the prismatic colors in the impressionist spectrum. Generally, the impressionists painting and sculptures were celebrated and transformed in the commonplace but finding their beauty in the misty harbor. Another alternative exhibition mounted comprising the painting and sculptures that rejected the official salon but ironically attracted more attention than the original form (Robertson, 2005). It also provided a platform for displaying of any newly invented impressionist art to the entire public. Some of the rejected artist organized an alternative exhibition in the studio of the Parisian photographer named Nada (Lewis, 2007). This exhibition unearthed the name that embodied a new approach to painting. Journalist and satirical magazine writers wrote a scratching review called â€Å"The exhibition of the impressionist† which aimed at ridicule over Claude Monet’s painting. The sarcastic title by Le Harve appealed as the most public name that ever stuck. It was among the first impressionist exhibitions to be shown in the periods between 1874 and 1886. Post-Impressionism Post-Impressionism is a French Art movement in the early modernism also

Cultural Perspectives in Education Essay Example for Free

Cultural Perspectives in Education Essay The word ‘Culture’ refers to civilization or human activity. It can also refer to universal human capability to categorize skills, and to train and convey them characteristically. Therefore, one can say that Culture evolves over a period of time in response to adaptive challenges. What activities are carried out, who should participate, why they are valued and the rules of interaction are coded into the cultural models. There are different ways to educate, express or reveal knowledge to a student. The student’s education very much depends upon the teacher’s philosophy of education. This philosophical point of view appears to be true that could bring a negative influence in the classroom, no matter what syllabus is designed for the student. The students possess different qualities and beliefs that teachers should realize and learn to adapt to in the classroom. If teachers are not able to go beyond the boundaries of social class, religion, race, creed, gender, sex, disability or cultural background, then the focus of the students will also turn heavily upon differences and the classification of students as special needs or underachiever, thus building insensitive pre-expectations toward students in the classroom. â€Å"The primary goal of education is to show students different points of view and encourage them to evaluate their own beliefs. The teacher should help the students to appreciate how ones observations and interpretations are influenced by social identity and background†. Chang, H. (1993). Students should be allowed to feel free to voice an opinion and empowered to defend it. A student is able to focus on and enjoy learning more when the school and classroom make him feel safe-comfortable with himself and with his surrounding. The learning situation should be made culturally neutral by keeping in mind the potential barriers and obstacles that each student may have. Taking this into account Marda Steffey (2001) suggests a four point motivational framework for culturally open teaching: 1. Establishing inclusion—norms, procedures, and structures woven together to form a learning context in which all learners and teachers feel respected by and connected to one another. 2. Developing attitude—â€Å"norms, procedures and structures that create through relevance and choice a favorable disposition among learners and teachers toward the learning experience or learning goal. 3. Enhancing meaning—norms, procedures, and structures that expand, refine, or increase the complexity of what is learned in a way that matters to learners, includes their values and purposes, and contributes to a critical consciousness. 4. Engendering competence—norms, procedures, and structures that create an understanding for learners of how they are or can be effective in learning something of personal value†. (Nawang, 1999) The main idea of the four points is that when student and teachers find themselves submerged in a unique world of the classroom, the interaction of culture is invaluable for the success of the learning process. Solomon, B. B. (1991). Teacher should recognize any biases or stereotypes in the class room, â€Å"by treating each student as an individual, and respect each student for whom he or she is. Amend any language practices or examples that exclude or degrade any group, should be aware of how students feel about the cultural climate in the classroom†. (Woolbright, 1989) A productive education must start with an awareness of these issues and some basic schemes for overcoming them. Although a variety of teachings can be fruitful, it seems especially cooperative to offer an atmosphere where students can easily hold an open discussion rather than class session in which a correct answer is required. True open discussion will send a message of authority between equal students who have something substantial to add to a common endeavor. Sharing the facts and principles of ones discipline with students is very important as that helps to prepare an environment of comfort, trust and joint respect. Therefore, such an environment makes it possible for people to exchange ideas and thoughts on complex and often terrifying issues. It opens a way for students to carry out a common ground of joint practices and respect which can bind students together and at the same time make it easier for them to understand and observe many differences. The teacher should not only establish a content of diversity but a procedure that creates and demonstrate appreciation of diversity. It is important to keep in mind that students always observe and learn their teachers’ behavior as well as their expressions. The classroom environment not only represent the fundamental value of appreciation of diversity of cultures nevertheless it also capitulate great rewards in terms of vital thinking skills, especially the aptitude to value sophisticated multiple point of views on complex rational and ethical issues. The school or college should recognize all of the various types of diversities, whether it is cultural or not. Students should understand when they go their classroom that they will be interacting with many different types of students from all walks all of life. Levinson, B. A. , and Holland, D. (1996). They should understand that they are all in this facility for a reason and that it doesn’t matter what they look like or what language they speak, they need to cooperate to make their class environment more conducive to learning. It is very unfortunate to say that not much improvement in this has been made around the world except few countries, while in rest there is still school and colleges where cultural factors are given preferences. Every discipline is influenced by the inequity of power that exists across racial and cultural groups, between genders, and among other socially created classes of difference. In spite of advances in race and cultural relations, gender equality, and religious tolerance, significant documented differences continues to exist around the world. In order to gain a true moderate education, school administration should honor diversity of cultures. It should recognize holidays of other ethnicities and always study new and interesting ways of life. The students of the respective schools and colleges should â€Å"love learning about other cultures and how they interact with one another†. (Harold, 2006) The students should be allowed to do arts and projects that are representatives of other cultures and take great pride in the fact that they now have knowledge of their brothers and sisters around the world. Educators have a responsibility to assist the people who are privileged enough to be students in becoming aware of the inequalities around them. Therefore, each educator should work to infuse each class with the diverse voices that contributed to the knowledge base of the discipline. References Chang, H. (1993) Affirming Childrens Roots: Cultural and Linguistic Diversity in Early Care and Education: California Tomorrow. Hodgkinson, Harold L. (2006) Education in Social and Cultural Perspectives: Prentice-Hall Levinson, B. A. , and Holland, D. (1996). The cultural production of the educated person: An introduction. In B. A. Levinson, D. Foley, and D. Holland (Eds. ), Albany: SUNY Press. Phuntsog, Nawang. Magic of culturally responsive pedagogy: In search of the Genies lamp in multicultural education. Teacher Education Quarterly, Summer 1999 Solomon, B. B. (1991) Impediments to Teaching a Culturally Diverse Undergraduate Population: Kendall/Hunt Publishing. Woolbright, C. (Ed. ). (1989) Valuing Diversity on Campus: A Multicultural Approach. Bloomington, Ind. : Association of College Unions-International.

The Odyssey Essay example -- essays research papers fc

japanese-American During WWII By: Japanese immigrants and the following generations had to endure discrimination, racism, and prejudice from white Americans. They were first viewed as economic competition. The Japanese Americans were then forced into internment camps simply because of the whites fear and paranoia. The Japanese first began to immigrate to the United States in 1868. At first they came in small numbers. US Census records show only 55 in 1870 and 2,039 in 1890. After that, they came in much greater numbers, reaching 24,000 in 1900, 72,000 in 1910, and 111,000 in 1920.(Parrillo,287) Most settled in the western states.(Klimova,1) Many families in Japan followed the practice of primogeniture, which is when the eldest son inherits the entire estate. This was a â€Å"push† factor. Because of primogeniture, â€Å"second and third sons came to the United States to seek their fortunes.†(Parrillo,287) The promise of economic prosperity and the hope for a better lif e for their children were two â€Å"pull† factors. These foreign-born Japanese were known as Issei (first generation). They filled a variety of unskilled jobs in railroads, farming, fishing, and domestic services. (Klimova,1) The Japanese encountered hostility and discrimination from the start. In California, a conflict with organized labor was due to their growing numbers in small areas and racial visibility.(Parrillo,287) White workers perceived Japanese as economic competition. Their willingness to work for lower wages and under poor conditions brought on hostility from union members. The immigrants became victims of ethnoviolence. In 1890, Japanese cobblers were attacked by members of the shoe maker’s union, and Japanese restaurateurs were attacked by members of the union for cooks and waiters in 1892. It was very difficult to find steady employment; therefore, most of them entered agricultural work. They first worked as laborers, accumulated sufficient capitol, th en as tenant farmers or small landholders. Some became contract gardeners for whites.(Parrillo,287) The Japanese farmers were very knowledgeable of cultivation, which made them strong competitors against white farmers. More discrimination by the dominant group soon followed. â€Å"In 1913, the California legislator passed the first alien landholding law, prohibiting any person who was ineligible for citizenship from owning land in the state, and per... ...omic exploitation. After enduring such injustices and hardships, many are now enjoying the life the Issei dreamed of for their families. Bibliography Work Cited Parillo, Vincent N. Strangers to These Shors: Race and Ethnitc Relations in the United States. Needham Heights, : Massachuchetts: 2000, 287-289. Klimova, Tatiana A. â€Å"Internment of Japanese Americans: Military Necessity or Racial Prejudice.† Old Dominion University. 1-9 (5/2/00) Asia, Ask. â€Å"Linking The Past to Present: Asian Americans Then and Now.† The Asia Society 1996. 1-3 (5/1/00 Spickard, Paul R. Japanese Americans: The transformation and Formation of an Ethnic Group. New Yourk:1996,93-159 McWilliams, Carey. Prejudice Japanese Americans: Symbol of racial Intolerance. boston: 1945,106-190. Myer, Dillon S. â€Å"Joseph Yoshisuke Kurihara.† Upprinted Americans 1971. 1-5 (5/1/00) Asin, Stefanie.†Poignand Memories.† Houston Chronicle 7/31/95.1-3 5/2/00 Reaseach Center.†resea rch on 100th/442nd reginent conbat team.:NJAHS.1-2 5/2/00 Miyoshi, Nubu.:Idenity Crisis of the Sansei.†Sansei legacy project 3/13/98.1-21 5/1/00 Kiang, Peter.† Understanding the Perception of Asian Americans.† Asian Society1997.1-2 5/2/00 Word Count: 1862

Macbeth Essay Essay

This puts Macbeth at a loss for words , they then look at banquo and tell him his sons will be king someday aswell but not him. â€Å"All hail, Macbeth, hail to thee, Thane of Glamis/ All hail, Macbeth, hail to thee, Thane of Cawdor/ All hail, Macbeth, Thou shalt be king hereafter! † (1. 3. 50-53). This is the first set of prophecies the witches made and the start to Macbeth’s downfall. What the witches done to Macbeth with these prophecies to make him commence his downfall was they filled his head with these positive flattering things that made him want to go to extreme measures just to become what the witches proclaimed would happen. Proof that this first set of prophecies commenced his downfall is once king Duncan had named malcom to be king apposed to Macbeth, Macbeth then considered the idea that he should murder Duncan to become king. The second set of prophecies given to Macbeth appeared as apparitions by the three witches and each apparition gave Macbeth a different prophecy. The first prophecy is an armed head which tells Macbeth to beware of Macduff â€Å" Macbeth! Macbeth! Macbeth! Beware Macduff. Beware the thane of Fife. Dismiss me. Enough. † (4. 1. 74-75). The second apparition appeared as a bloody child who tells Macbeth the only person who can harm him is a man not born of a woman. â€Å" Be bloody, bold, and resolute. Laugh to scorn/The power of man, for none of woman born/Shall harm Macbeth. † (4. 1. 81-83). The final apparition summoned by the witches was a crowned child holding a tree that states Macbeth will not be killed until the woods of birnam are at Dunsinane Hill. Be lion-me ttled, proud, and take no care/Who chafes, who frets, or where conspirers are. /Macbeth shall never vanquished be until/Great Birnam Wood to high Dunsinane Hill/Shall come against him. † (4. 1. 94-98). These summons created by the witches are a big part in Macbeth’s downfall because they gave him more confidence that he would not be killed. Macbeth believed that these prophecies were ridiculous and that it was impossible for him to happen although he did not think them through because all of these prophecies came true in the end. Although the witches gave Macbeth these prophecies making him over confident and giving him the idea to kill Duncan they are not the only ones to blame, Macbeth’s wife Lady Macbeth also played a big role in the downfall of Macbeth by persuading Macbeth to kill King Duncan. She did this by telling him that if the witches prophecies were to come true and he were to become king he must kill those who stood in the way. She then proceeds to question his manhood and makes him feel guilty for her when she says she would kill her own child if she had promised it to her beloved to do it. What beast was ’t, then, That made you break this enterprise to me? When you durst do it, then you were a man; And to be more than what you were, you would Be so much more the man. Nor time nor place Did then adhere, and yet you would make both. They have made themselves, and that their fitness now Does unmake you. I have given suck, and know How tender ’tis to love the babe that milks me . I would, while it was smiling in my face, Have plucked my nipple from his boneless gums And dashed the brains out, had I so sworn as you Have done to this. † (1. 7. 47-59). Lady Macbeth was fully capable of killing the king herself, she had made a good plot to kill him but she never killed him herself because she claimed King Duncan reminded her of her father. â€Å"Had he not resembled/My father as he slept, I had done ’t. † (2. 2. 12-13). If Lady Macbeth would have performed the murder herself Macbeth would not have been driven mad. After Macbeth killed King Duncan the guilt he felt was taking over his mind, saying that there was blood on his hands that would not come off. Lady Macbeth could maybe have comforted him in this time of need but instead she called him mad nd put him down. Although both the witches and Lady Macbeth were contributors to Macbeth’s death they cannot take all the blame for Macbeths death, Macbeth himself plays a big role in the his tragic death. Macbeth knew killing King Duncan was wrong he was always loyal to the king and Duncan trusted Macbeth greatly but he let the witches get into his head and let their prophecies corrupt his mind without no proof saying he had to kill Duncan to become king. Although Lady Macbeth gave him guilt and questioned his manliness he could have told her no he could have told her no and went with what he knew was best. Macbeth’s ambition to hold his spot on the throne was another good reason as to why he died, after killing Duncan Macbeth decided that he should also kill Banquo because Macbeth thought Banquo would suspect him after the prophecies the witches made. This was a mistake by Macbeth because this only made Macbeth more aggressive and his desire to kill stronger. The main mistake Macbeth made was the faith he had towards the prophecies made by the witches, he felt he was invincible. Even once the prophecy about the Birnam Woods reached the castle he belived he could not be killed by anyone because he thought all men were born of a woman. â€Å"Fear not, till Birnam wood/Do come to/Dunsinane†; and now a wood/Comes toward Dunsinane. ’(5. 5. 43-45) â€Å"Thou wast born of woman. /But swords I smile at, weapons laugh to scorn,/Brandished by man that’s of a woman born. (5. 7. 13-15). This confidence followed Macbeth right to his fight against Macduff, once he began to fight with macduff we learn that macduff was actually ripped out of his mothers stomach and not born from the womb making him not born bt a woman. â€Å"Despair thy charm,/And let the angel whom thou still hast served/Tell thee,/Macduff was from his mother’s womb/Untimely ripped. (5. 8. 13-17). Macbeth then accepted his fate and fought Macduff and lost his life. Although there was multiple factors that led to Macbeths demise such as evil witches and a power hungry wife the one who played the biggest role in his death was Macbeth himself. Even though all of the witches prophecies came true there no proof saying they were destined to come true but only that Macbeth caused these prophecies to be true. If Macbeth would have did what he knew was right he would have saved the lives of a lot of people including the wife he loved so dearly.