SAT Practice Essay - Finds a Sample Essay

SAT Practice Essay - Finds a Sample EssayHaving a ready-made, sat practice essay to hand is a convenient way to practice for college and help you hone your writing skills. There are so many different types of essay and the right one can be difficult to choose. However, with this article, you will learn how to find a good one.You should never pick an essay that you have already written as it is almost certain that you will not be able to write one if you are still in school. I recommend that you only choose an essay if you are at least about one semester away from graduating. This gives you time to write a very high quality essay with extra care. This means that you should use the same approach as you would during your college application. The essay should cover a major topic that is extremely important to you.When you select one, look at all of the different versions of it. Also, look at the context and compare it to other examples that are readily available. Make sure that the essay is very close to the exact description of the problem. If it is not, then you may want to find another one. The SAT does not ask you to change it.It will also help if you keep a spare copy of your sat practice essay. Keep the previous version in a drawer or place your personal files in this location. When you are writing the essay, you can insert the old version and make sure that it feels familiar.I recommend that you take some time to read the essays that are available on the internet and from all other sources. This will help you choose a different type of essay. You will have a better idea of what to do once you have finished it. You will be able to improve your writing skills as well as have a guide to follow.The SAT practice essay is easy to write and you can use different tricks when you write it. Many people actually write the same first draft over again. This is usually the case when they do not have the proper steps laid out.So, once you have finished your sat practice es say, see how you can improve your writing skills. With so many different types of essays and topics, you will need to spend some time doing research before you decide which one to write. With practice, it becomes easier and you can gain more confidence.

To Build A Fire By Jack London Essay Example For Students

To Build A Fire By Jack London Essay In To Build a Fire, Jack London uses many details of setting to illustrate the gravity of the protagonists situation. The story is a detailed description of the dangers of intense cold and the stages involved in the process of freezing to death. The man in to build a fire is a very dogmatic and arrogant person who believed in his own abilities and took everything at face value. He didnt analyze and scrutinize over every detail. He definitely wasnt one to philosophize and his conceptions were rooted in the tangible not the surreal. At the end, though, he realizes his own deficiencies and finally dies. The magnitude of the mans situation is fully illustrated and established through Londons descriptions of the landscape, snow, ice, and intense cold. The height of Londons graphic portrayal is the storys explicit description of the intense cold of the arctic winter that the man is travelling through. The sharp, explosive crackle(pg. 119 para. 2) that occurred in the air before the mans spit could even hit the snow is just an example of the vicious cold that the man was travelling through. We will write a custom essay on To Build A Fire By Jack London specifically for you for only $16.38 $13.9/page Order now The frozen moisture of the mans breathing that forms ice on his beard and mustache. The crystal beard of the color and solidity of amber(pg. 120 para. 1) that transpires when the man chews tobacco and the speed in which the mans appendages become numb and unusable are further examples of Londons account of the cold. The journey through the unbroken white north and south, as far as the eye could see (paragraph 2) was another striking account of the wonderful use of setting in this story. Without a doubt, the concept of a world of ice is a major factor in the greatness of this story undermined only by Londons graphic depiction of the mans death. This is depicted in great detail throughout the latter part of the story. The terrain of the Yukon, to the man, is just an obstacle that could easily be overcome with knowledge of your surroundings and a pragmatic attitude, but in truth it is the executioner of the man. The anxiety of falling in the water, the relief when the fire is built, and the shock when it is put out are all situations that build to the tension of the story. The panic when he is unable to build a second fire and the conclusion that is bound to happen are more thoroughly realized when the man is unable to even light a match. The wild rush through the snow and the idea to kill his dog to use its body as warmth are further graphic details of the break down of the man. The innovation of meeting death with dignity(pg. 128 para. 3) is the final stage to the mans realization that he was to die. The idea to sleep off to death(pg.128 para. 3) and the statement, Freezing was not so bad as people thought. There were lots worse ways to die. is an additional step towards the conclusion we had all suspected when the fire was put out. The setting is further developed by these accounts and the harshness of the Arctic winters are even more realized. Thus, Londons setting within the unfeeling Yukon is both descriptive and arousing. The major action takes place after the fire is put out, leading to the climax of the story when the man begins his realization that death had found him. In this way, London uses setting to show the extent of the mans situation and the death that will surely follow if you underestimate it. The events of the story, the unrelenting cold, and the mans final death are all tied together by Londons expert control of setting. .u81b07847a9d6d037d834c17c4be7ea06 , .u81b07847a9d6d037d834c17c4be7ea06 .postImageUrl , .u81b07847a9d6d037d834c17c4be7ea06 .centered-text-area { min-height: 80px; position: relative; } .u81b07847a9d6d037d834c17c4be7ea06 , .u81b07847a9d6d037d834c17c4be7ea06:hover , .u81b07847a9d6d037d834c17c4be7ea06:visited , .u81b07847a9d6d037d834c17c4be7ea06:active { border:0!important; } .u81b07847a9d6d037d834c17c4be7ea06 .clearfix:after { content: ""; display: table; clear: both; } .u81b07847a9d6d037d834c17c4be7ea06 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u81b07847a9d6d037d834c17c4be7ea06:active , .u81b07847a9d6d037d834c17c4be7ea06:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u81b07847a9d6d037d834c17c4be7ea06 .centered-text-area { width: 100%; position: relative ; } .u81b07847a9d6d037d834c17c4be7ea06 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u81b07847a9d6d037d834c17c4be7ea06 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u81b07847a9d6d037d834c17c4be7ea06 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u81b07847a9d6d037d834c17c4be7ea06:hover .ctaButton { background-color: #34495E!important; } .u81b07847a9d6d037d834c17c4be7ea06 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u81b07847a9d6d037d834c17c4be7ea06 .u81b07847a9d6d037d834c17c4be7ea06-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u81b07847a9d6d037d834c17c4be7ea06:after { content: ""; display: block; clear: both; } READ: Quest For Personal Identity In Toni Morrisons The EssayEnglish Essays .

apple inc. essays

apple inc. essays President Apple was founded in April 1976 by Steve Wozniak, 26 years old, and Steve Jobs, 21, both college dropouts. In 1976 Wozniak was working on the Apple I computer, without keyboard or power supply, for a computer hobbyist club. Later that summer, Wozniak began work on the Apple II, designed to appeal to a greater market than computer hobbyists. Apple's professional marketing team placed the Apple II in retail stores, and by June 1977, annual sales reached $1 million. In 1979 Apple introduced the Apple II+, with far more memory than the Apple II and an easier startup system. By the end of the year sales were up 400% from 1978, at over 35,000 computers. In December 1980, Apple went public. Its offering of 4.6 million shares at $22 each sold out within minutes. A second offering of 2.6 million shares quickly sold out in May 1981. The Apple III was well received when it was released in September 1980 at $3,495 but the Apple III never sold as well as the Apple II. It was discontin ued in April 1984. Unfortunately, the Lisa did not sell as well as Apple had hoped. With the failure of the Lisa, the Macintosh was seen as the future of the company. It was launched with a television commercial in January 1984. The Macintosh computer finally moved Apple into the business office. Corporations saw its ease of use as a distinct advantage. By 1988, over one million Macintoshs had been sold. Now, Apple designs, develops, produces, markets and services microprocessor-based personal computers, related software and peripheral products, including laser printers, scanners, compact disk read-only memory drives and other related products; and manufactures communications products that connect Apple systems to local area networks, connect the Macintosh to other computers and integrate the Macintosh into various computing environments. The stock prices, sales and market share were shown in Exhibit 1, 2 an...

Credit Agricole a multi-channel mutual bank Case Study

Credit Agricole a multi-channel mutual bank - Case Study Example She had developed trust in the bank through her long time financial advisor. In going back to ask for the mortgage, Pauline was a little bit disappointed when she found that her financial advisor had moved 3 months ago. Even though she accepted that reality, she still went forth to seek services of the bank without comparing to other banks. Pauline and Louis were disappointed with the initial interest rate offered to them by Bernard, which was 5.5 interest rate plus insurance. The two had hoped to bargain an insurance rate less than 5.5% based on having a long customer loyalty history. This was not the case as the prices were reached by simulation software and any cut not allowed. Pauline was shocked to get a phone call after cutting a deal with Bernard of paying the mortgage at 5.5% interest rate plus insurance, though she was realized the same bank had an ongoing promotion of 4.8 % which had been reserved to outbound call-center campaign. Pauline was disappointed when Bernard pretended not to know such a service existed, though later called her and gave her the mortgage at 4.8% interest rate. Pauline found that service delivery by the people in the bank to be slow. Before getting an appointment to Bernard, it took her 2 attempt to get a chance. The call center advisor was slow in responding to crucial questions and making arrangements. In addition, Bernard was not available at some point to see Pauline, though she was at his office. Bernard took days to reply to Pauline’s requests and messages. The financial advisors, Bernard appeared not to have coordinated with well will the call center advisors since they had different information about what Pauline should get for her mortgage. The service which Pauline received was not upto standard like the way she had expected. The process of getting the mortgage took a very long time, and it had a lot of uncertainties and conflicting figures

Three ideas(devote one paragragh to each idea) how you might use the Assignment

Three ideas(devote one paragragh to each idea) how you might use the content of our Planning & Evaluation in the future as an adminstrator - Assignment Example The book offers guidance on the importance of project planning in organizations (Sylvia & Sylvia, 2012). Project planning is important if an organization has to achieve its goals and objectives. Project planning help to identify priorities in terms of projects, and which projects should be prioritized for funding. Non-governmental organizations participate in many projects that are aimed at helping the society. Before an NGO participates in a given project, it ensures that it has enough resources that will fund the project. The book offers important information on how planning can be done. Project planning must be consultative with the involvement of all the stakeholders. Consultation helps to come up with the best ways to implement a project to avoid impediments that may face the project. The book offers information about cost-benefit analysis. Cost–benefit analysis is a systematic process used to calculate and compare costs and benefits of a project or decision (Sylvia & Sylvia, 2012).The analysis serves to decide if the investment is sound and provides a basis of comparing projects. As an administrator in a non-governmental organization, I would be able to use cost-benefit analysis to know if a project that my organization intends to undertake has any benefit to the community. An organization can do many projects, but not all of them accrue the same benefits. Cost-benefit analysis will help to determine a project that has a long lasting benefit to the people. As an administrator, I will use cost benefit analysis to establish the amount of money that my organization will pipe into a given project. The analysis will assist to identify the benefits that my organization will get because of investing in a particular project. In my administration role, I will be able to budget for the activities of the organization. Budgeting is critical in order to utilize

Violent Video Games Children

Violent Video Games Children The Effects of Violent Video Games on Children Computer video game is one of the most popular trends among children as well as young adults. From the time it was invented it has evolved into a more exciting and challenging media games of all time. The technological advancement has made it even more exciting for the players to religiously play and challenge themselves of what are the things in store for them while they are playing. The graphics and sound effects fascinate its audience, as if they are really there in the setting of the situation, especially those three dimensional computer machines which are seen mostly in computer arcades. The ability of the player to control and maneuver the situation made it more even exciting. Violent video games have been one of the most sought themes among the players. But with the increasing number of people engaged into this computer games, a lot of issues has also been raised, as to the negative effect and the benefit of these violent video games to children and young adults. This essay wi ll argue that violent video games do have a negative effect on children. Early experiments using physiological measures of arousal such as: galvanic skin response, heart rate and respiratory changes found that children are emotionally responsive to even animated television violence. The effects of violent video games on young adults arousal levels and aggressive thoughts have been measured. Results indicated that college students who had played virtual reality game had a higher heart rate and exhibited more aggressive thoughts in a post test, than those who played a non-violent game (Grossman DeGaetano 70-71). These physiologic changes stimulate the sympathetic system which creates excitement and this â€Å"good† feeling makes them to do it repeatedly. Similarly, as cited in an article in AllPsych Journal entitled, The Psychological Effects of Violent Media on Children, The Academy of Pediatrics states â€Å"More than one thousand scientific studies and reviews conclude that significant exposure to media violence increases the risk of aggressive behavior in certain children, desensitizes them to violence and makes them believe that the world is a ‘meaner and scarier place than it is† (Tompkins). According to Tompkins, if children become accustomed and believed that this violent behavior is acceptable and normal it will be hard to change that belief as they grow older. She also relates this to the study of domestic violence where in a person exposed to this violence tend to be either abused or abuser. She further explains this by citing the Columbine incident as an example, where in the two students, who committed a violent act are video fanatics. Their exposure to violence was linked to their violent act since both of them came from a good family. Moreover, â€Å"reward increases imitation† (Gentile 136). And this process of rewarding in computer games makes it more addicting because children tend to be reinforced when they are rewarded, which in psychology termed as â€Å"positive reinforcement† but this reward system in computer games defeats the true purpose of â€Å"positive reinforcement†, that good acts should be rewarded in order to reinforce the action, where as computer rewarding rewards its players after killing or defeating their opponent. Furthermore, â€Å"Participation in violent video games cast a negative cloud over the childrens views of interpersonal interactions. One research revealed that preschoolers most likely experienced fear and anxiety when they saw bloodied victims and watched expressions of emotional distress in connection with the medias constant showing of the events of September 11th and their aftermath† (Cantor, 2002). These experiences that are internalized by children, unconsciously affects their behavior, and when they are placed in situations similar to what they have seen, the child could become anxious and restless. On the contrary there are opposing reaction from different sectors regarding this matter, the president of the Interactive Software Association, Doug Lowenstein stated, â€Å"I think the issue has been vastly overblown and overstated often by politicians and others who do not fully understand, frankly this industry. There is absolutely no evidence, none, that playing a violent game leads to aggressive behavior† (qtd in Bushman Anderson 353). But how can we expect them to see the negative effect of these violent video games, well in fact what they mean is purely business. Likewise, Steven Johnson said: â€Å"The most debased forms of mass diversion-video games and violent television dramas and juvenile sitcoms-turn out to be nutritional after all (9). It is nutritional in the sense that learning comes along while playing these violent video games, such as mastery and control and hand-eye coordination. But this paper totally disagrees with this notion. There are more appropria te ways of learning these things, without jeopardizing the minds of these children of what is good and what is wrong, such as art camps, and other indoor and outdoor activities that utilizes the body, where in physical, psychological and emotional aspects are given importance, which builds friendship and the values of sportsmanship, as well as maintaining a healthy active body, which computer games dont give. Furthermore, computer video games promote isolation, aggressive behavior and a sedentary life style by sitting long hours in front of these computers. In conclusion, violent video game has a significant effect on children, not only on their behavior but also on their physiologic state as well as the emotional state especially that of a vulnerable individual. The government sector should be more critical and sensitive on how to protect its citizen with this kind of media. Parents on the other hand, who have the first hand decision whether to buy this violent video games or not, since they are responsible in giving money or buying this for their children, and what ever decision they would take they should know the consequences of the possible effects of these materials to their children. And users of this video games should be reminded that everything in excess is not good. Annotated Bibliography Anderson, Craig A., and Brad J. Bushman. Effects of Violent Video Games on Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: a Meta-Analytic Review of the Scientific Literature. Psychological Science 12.5 (2001): 353-359. Apr. 2008 Dr. Craig A. Anderson, a professor and chairman of Department of Psychology in Iowa State University. He is a distinguished professor and Director of the center for the study of violence. Most of his current researches focus on aggression especially on the potentially harmful effect of exposure to violent entertainment media. Dr. Brad J. Bushman, a professor in University of Michigan, has a PhD in social psychology in University of Missouri. His focuses are the consequences and causes of aggression. In this research, the authors used methods such as literature search literature, criteria for relevance, coding frame and meta-analytic procedures, to test if violent video games will result to increase aggression in children and young adult. They found out that after conducting the experiment using experimental and non-experimental designs, in both male and female, that it poses public health threat to children and youths including college individuals. Exposure is negatively associated w ith prosocial behavior, and the long term effect on the development of aggressive behavior is absolutely related to exposure to violent video games. This is in contrast to the study made by Tompkins in 2003, which shows no proof that signifies either negative or positive effect of media violence. It is important in this research as it illuminates the side taken by this paper. Cantor, Joanne. The Psychological Effects of Media Violence on Children and Adolescents. Joannecantor. 19 Apr. 2002. HEC  Montreal. 19 Apr. 2008 . Joanne Cantor is an expert on the effects of the mass media on youth. A Professor Emerita and Director of the Center for Communication Research at the University of Wisconsin-Madison, is a well-known expert on children and the mass media. Joanne Cantor and her associates have conducted a program of research to explore developmental differences in media-induced fright reactions based on theories and findings in cognitive development. This study illustrates the effects of media events and images are less bothering on older children, where as other things become potentially more upsetting. This gives another highlight to the side taken by this research that there is a significant negative effect on the part of the children. Gentile, Douglas A. â€Å"Media Violence and Children: a Complete Guide for Parents and Professionals†. London: Praeger Publications, 2003. Douglas Gentile, a known developmental psychologist and a research director for the National Institute on Media and the Family. He conducts many researches about children and adult. In this book, he contends that learning comes from repetition. The fact that the violent games require violent acts to be played over and over again creates an ideal learning situation. But what the players are learning is antisocial behavior and the idea that violence is a good way to resolve conflict. He used data from other books, studies made by different authors, and other references in order to come up with a book that serves as guideline for parents and professional with regards to the effect of media violence to children. One important insight was when he said that the difference between television and computer games when it comes to the response of the individual is that violence in televisions are rarely sustained, because of commercial gaps and changing of scenes, in contrast to video games whe re violence is continuous. Where in players should always be alert for hostile enemies and must constantly choose and enact aggressive behaviors, exposing children to continual stream of violent scene. In contrast with the book of Grossman and DeGaetano, where in the authors were more subjective of the subject matter; by trying to make a call and make action on media violence, Douglas A. Gentile showed neutrality on the issue and focused more on how to guide parents and professionals decide on the issue after presenting the datas. Grossman, Dave, and Gloria Degaetano. â€Å"Stop Teaching Our Kids to Kill: a Call to Action Against TV, Movie Video Game Violence†. First ed. New York: Crown, 1999. LT. Col. Dave Grossman, who is a retired US Army and a professor of military science in Arkansa State University. He is the author of On Killing: Psychological Cost of Learning to Kill in War and Society, and specialized in the study of psychology of killing, which he called â€Å"killology.† Gloria DeGaetano is a known educator in the field of media violence, and the author of Screen Smarts: A Family Guide To Media Literacy. The authors, used datas from different resources: books, journals, researches of different authors, in order to come up with a book which calls for an action against T.V.., movie and video game violence The book talks about different factors as to the effect of media violence on children. They are very much concern of the negative effects of this violence in media as well as video games to children. They presented in their book the negative effects of media violence to society, that in reality there are a lot of children and teenagers engage themselves in to violent acts, and the disadvantages that this gives to the individual, their family and the society. This research used this book, because it gives a distinct description on what this paper is trying to point out, that there is significant negative effect on the childs behavior, it does not only gave comprehensive details, but the insights of the authors made it more meaningful. Johnson, Steven. Everything Bad is Good for You. Canada: Riverhead Books, 2005. Steven Johnson, who is a well-known author Mind Wide Open: Your Brain and the Neuroscience of Everyday Life, and a distinguish writer in New York, put emphasis on his book that violence on television and video games are not really bad for children. For the author, the kind of education that video games are giving is not learned in classroom situations or cannot be seen in museums. There are benefits in playing violent computer games. He wants to tell the reader that the learning in computer games enhances cognitive faculties, not dumbing them down. In his book, he made comparison between reading books and playing video games. According to him, reading books or novels enhance our imagination, while playing video games help you to choose the right decision by evaluating facts, examining situation, and by considering your long term goals. In contrast with the study made by Bushman and Anderson and that of Joanne Cantor, where in the two believed that there is significant negative effect of violent video games on children. Tompkins, Aimee. The Psychological Effects of Violent Media on Children. AllPsych Journal (2003). 20 Apr. 2008 . Aimee Tompkins used the reports of the studies made by the Academy of Pediatric Society, The National Coalition on Television violence and cited stories where in violent video game fanatics were involved in shooting incidents and killing people, in order to assess the psychological effects of violent media on children. After presenting and analyzing the studies made, the author concluded that there was no proof either positive or negative long term outcomes of violent media and that parents should pay more attention on the activities of their children. In contrast on the result of the study made by Bushman Anderson, that there is a significant effect on the behavior of children by increasing their aggression. This study was given importance in this essay because it gave another perspective on the issue discussed.

The Destruction of Macbeth :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  At some point in the life of every individual, certain events and changes occur that shape the person into how they will behave and appear in the future. The life of an individual either starts to blossom with opportunity or starts going through a consistent downward spiral. How does it work out perfectly for some and go wrong for others? Macbeth is a prime example of how one decision can alter life forever. As Macbeth tries to successfully pursue his prophecies, his mind and body slowly deteriorate until he has nothing left to live for. Tillyard once explained that the human mind works through reason, will, and passion (Tillyard-The Elizabethan World Picture). These ideas are somewhat parallel to Macbeth’s actions. Once he begins feeling guilty of his actions, fearful of being caught, and driven to have total control, the motives of his mind are gradually moving from being thought out with reason, to will, and finally to passion. As Macbeth makes his desc ent into death, his passion to be king gradually takes control his whole being. At the lowest point of his existence there is no reason left inside him. His mind is so busy and crazy that he no longer has the ability to make thoughtful and insightful decisions. He goes from being a loyal and careful servant to a deceitful and scattered ruler.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth’s path into insanity begins when Macbeth first hears the witches refer to him as the thane of Cawdor and reveal that he will be the king (1.3.51-53). The prediction makes no sense to him and the thought that Duncan would no longer be king leaves him completely confused and fearful of the future. When he does become the thane of Cawdor, however, he immediately wonders if his prediction could really speak the truth. Macbeth imagines the King being murdered and himself becoming king but immediately shows regret and tries to forget ever thinking such an absurd scene (1.3.164). His regret for imagining this along with logic and reason force him to decide that if the prophecies are meant to happen they will whether he gets involved or not: â€Å"If chance will have me king, why, chance may crown me,/Without my stir†(1.3.155-156). Macbeth convinces himself that he will not interfere with the predictions at all. Despite his good intentions, when Dunc an crowns Malcolm as the Prince of Cumberland, giving him the title of future king, Macbeth acknowledges that this is an obstacle that interferes with his prophecy of being king: â€Å"The Prince of Cumberland! That is a step/On which I must fall down, or else o’er-leap,/For in my way it lies† (1. The Destruction of Macbeth :: essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  At some point in the life of every individual, certain events and changes occur that shape the person into how they will behave and appear in the future. The life of an individual either starts to blossom with opportunity or starts going through a consistent downward spiral. How does it work out perfectly for some and go wrong for others? Macbeth is a prime example of how one decision can alter life forever. As Macbeth tries to successfully pursue his prophecies, his mind and body slowly deteriorate until he has nothing left to live for. Tillyard once explained that the human mind works through reason, will, and passion (Tillyard-The Elizabethan World Picture). These ideas are somewhat parallel to Macbeth’s actions. Once he begins feeling guilty of his actions, fearful of being caught, and driven to have total control, the motives of his mind are gradually moving from being thought out with reason, to will, and finally to passion. As Macbeth makes his desc ent into death, his passion to be king gradually takes control his whole being. At the lowest point of his existence there is no reason left inside him. His mind is so busy and crazy that he no longer has the ability to make thoughtful and insightful decisions. He goes from being a loyal and careful servant to a deceitful and scattered ruler.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth’s path into insanity begins when Macbeth first hears the witches refer to him as the thane of Cawdor and reveal that he will be the king (1.3.51-53). The prediction makes no sense to him and the thought that Duncan would no longer be king leaves him completely confused and fearful of the future. When he does become the thane of Cawdor, however, he immediately wonders if his prediction could really speak the truth. Macbeth imagines the King being murdered and himself becoming king but immediately shows regret and tries to forget ever thinking such an absurd scene (1.3.164). His regret for imagining this along with logic and reason force him to decide that if the prophecies are meant to happen they will whether he gets involved or not: â€Å"If chance will have me king, why, chance may crown me,/Without my stir†(1.3.155-156). Macbeth convinces himself that he will not interfere with the predictions at all. Despite his good intentions, when Dunc an crowns Malcolm as the Prince of Cumberland, giving him the title of future king, Macbeth acknowledges that this is an obstacle that interferes with his prophecy of being king: â€Å"The Prince of Cumberland! That is a step/On which I must fall down, or else o’er-leap,/For in my way it lies† (1.