Gender and Students Grades Essay Example for Free

Gender and Students Grades Essay I decided to choose to do my project on if the gender of the teacher reflects what the student gets in the class. I am interested in this because I feel that a male teacher, for me, does a better job teaching. They have a stronger personality and are louder which keeps you listening. I chose to do this project because I am interested in seeing how the average student feels compared to how I feel. In order to collect my data, I will test a total of 10 classes, 2 classes from the following subjects; Algebra 2 regular, Chemistry Honors, IB History, Media Arts, and English 10 Honors. One class will be from a male teacher and the other from a female teacher. I will the split the classes into two groups male and female. In the two groups I will categorize the 5 classes into what the student got in the class. There will be 5 categories A, B, C, D, and F. Since I only want 5 columns I will round the A-s, B-s, C-s, and D-s to a regular letter grade. As well as the A+’s, B+’s, C+’s and D+’s to a regular letter grade. After obtaining all the data, I will begin to compare and analyze the data. First, I will do a simple process by finding the mean, median, and mode of the two groups. Since my data is in letter grades I will have to change the letters to a GPA. For example an A would be a 4, also since I am rounding the A-s to As an A- would also be a 4. Finding the mean, median and mode will show what the average grades are in the male and female classes. That data can be compared easily to show what grades are getting in which gender class. Another simple mathematical process is making a histogram. Each category (A, B, C, D, and F) will have two bars coming from it, one male and one female. This can show how many of the each letter grade is coming from each gender. It will visually show what gender is getting what grades in the classes. The last mathematical procedure I will be doing is a Chi-squared table which will be my sophisticated process. This will be my most accurate calculation to show if gender of the teacher is dependent on the grade the student gets in class. I am going to make  ·this table by splitting the date into two columns, male and female, and then by the grade the student got in the class. When making the histogram for one of my simple processes I added all the As together from the male classes then all the Bs and so forth. I did this for the female classes as well. For the graph my x-axis is the grade, y-axis is the number of students in the column. There are two bars coming up from each grade group to show the comparison between male and female. Calculating the Chi-squared of this data will be my last process. To find the Chi-squared I had to make a table with all the grades in it and which gender it was for. I then had to find the expected value, an example of this was multiplying the total number from the male column and the A column then dividing that by the total of grades overall. After getting the observed and expected tables I subtracted the observed from the expected then square rooted this then divided it by the expected. I did this for each column. Then the numbers were added together to get a chi-squared of 4.88. I used the rejection inequality given a significance level of 5%. To find the p-value I put my calculations into my graphing calculator to get a p-value of 0.363. I then found the degrees of freedom by subtracting the rows by the columns. This was able let me know which significance level to use which is 9.488. Since the chi-squared was false, you accept the null. Some of the errors I saw in my project were the classes I chose, Mrs. Mel and Mr. Nichols were an IB History class. An IB History class is a higher knowledge class, all of the students in these two classes got either an A or a B. Since everyone had higher grades this made an error in my project because two of my classes did not have three of the letter grades. This skewed my grades toward higher GPAs. I should have chosen a class that had more variety in grades. Another thing that made an error in my project was when I did the mean, median, and mode I rounded the grades. For instance a B- would be a B and a B+ would be a B. Rounding these grades made the variety not as big. Since students work well with different teachers another way to do this project which would give me more accurate data would be to compare a student who switched teachers between the two semesters from a male to a female. This would have showed more how a certain student acts with different genders rather than how a group of students acts. In conclusion, it shows that the gender of the teacher and the grade the students gets in that class are independent. The x ² calc was less than the critical value. The results I saw were similar to what I thought would happen. All though the calculations were not as accurate as I would have liked them to be and the conclusion is very vague to what I thought would have happened. This does change how I feel about gender affecting the student because I felt like the male was more of an effective teacher than a female but the calculations show the female is more effective.

The Horrors of War in Wilfred Owens Poem, Dulce et Decorum Est Essay e

The Horrors of War in Wilfred Owen's Poem, Dulce et Decorum Est From the earliest records of history, accounts of war have been portrayed as valiant acts of heroism. Children and adults alike have gathered together to hear tales of war and its glory. From the stories of Alexander the Great to recent-day movies like Saving Private Ryan, war has been praised and exalted with words such as bravery, honor, and freedom. However, Wilfred Owen's poem "Dulce et Decorum Est" shows the ugly, horrible side of fighting. By use of gripping words and vivid descriptions, Owen paints incredible pictures of what World War I was really like. He tears away the glory and drama and reveals the real essence of fighting: fear, torture, and death. No longer are we left with good feelings and pretty phrases like "Liberty and justice for all!" Instead, our hearts grieve over what these soldiers had to suffer through. Every line of the poem rebuts the Roman poet Horace's quotation: "Dulce et decorum est pro patria mori--It is sweet and becoming to die for one's country." T he poem employs three different devices that work together to refute the belief that war is heroic and glorious: the speaker's descriptions, his similes, and his memories. First, the narrator's descriptions are clear and effective, leaving no dispute about what the soldiers had to endure with trenches and mustard gas. The poem does not use vague descriptions such as "It was terrible and horrible." Instead, the fifth and sixth lines read: "Men marched asleep. Many had lost their boots / But limped on, blood-shod. All went lame, all blind." Right away, the reader can almost see the weary soldiers heading "towards [their] distant rest." They are so weary that some are sleeping while... ...ys will be a terrible, terrible thing. In conclusion, "Dulce et Decorum Est" is a magnificent tapestry of poetry. By the speaker's descriptions, similes, and memories, Owen weaves reality and memories together to create a masterpiece. Through the speaker, Owen seems to express his grief over those who have died fighting. He sees no glory in men dying horrible deaths from mustard gas, writhing with pain and agony. No, he does not feel that it is sweet or becoming to die for one's country. His opinion is expressed throughout the whole poem. Yet, his poem is not one of beauty. It has no pleasant words or pleasing sounds; it does not bring good feelings or happy smiles. But it is one of truth, the truth about war. Works Cited: Owen, Wilfred. â€Å"Dulce Et Docorum Est.† The Norton Anthology of English Literature. Ed. M. H. Abrams. New York: Norton & Company, 2000.

How To Improve Student Learning Education Essay

Recently, the subject of how to better pupil acquisition has been of considerable involvement in the administrative and academic community. There is besides considerable treatment about the importance of assignments, prep, quizzes, and trials as it relates to student acquisition ( Smith, Zsidisin, & A ; Adams 2005 ) . This concern for assignments, quizzes, trials, and how to guarantee pupils are maximising their authorship, is the foundation for this survey. For many parents, pedagogues, and teachers, frequent quizzes are an seemingly infallible prescription for bettering pupil public presentation ( Finn & A ; Achilles 2003 ) . As Hughes ( 2003 ) states that the consequence of proving on instruction and acquisition is known as a wash back consequence ; and it can be harmful or good. If a trial is regarded as of import and the bets are high, readying for it can rule all instruction and acquisition activities. Furthermore, he noted that wash back can be viewed as portion of something more general- the impact of appraisal. The impact in educational measuring is non limited to the consequence of appraisal on acquisition and instruction but extends to the manner in which assessment affects society as a whole. Celce-Murcia ( 2001 ) asserted that the ability to show thoughts in composing in a 2nd or foreign linguistic communication and to make with sensible coherency and truth is a major accomplishment. So this paper addresses the impact of constructed- response and selected- response quizzes as scheme for advancing pupil composing accomplishments. University teachers confine themselves largely to multiple- pick or selected- response trial as a concluding scrutiny for the interest of objectiveness ( Brown 2001 ) . That is, the function of frequent disposal of constructed- response quizzes in which the pupil must supply the correct reply, whether in a word, sentence, or try signifier and selected- response quizzes is someway neglected in universities. It might be that fixing selected- response and constructed- response quizzes is more demanding on teachers, need strict marking, and evaluation and administrating of these trials might every bit will be more hard, clip consuming, and debatable. But constructed- response quizzes in which pupils ‘ responses consist of the production of linguistic communication sample may be helpful to EFL productive public presentation. As research workers such as Mirhassani & A ; Rahimipour ( 2003 ) claim that about all Persian teachers confine themselves to mid-term and concluding scrutinies and all classroom- based trials in our state ( Iran ) are based largely on distinct point points. Besides the consequences of surveies such as Gary ( 1972 ) and Arrasmith, Sheehan & A ; Applebaum ( 1984 ) reenforce the demand for farther research in the function of proving in measuring and advancing pupils larning and believing. So the chief consideration in this research will be whether the perennial disposal of quizzes affects the abilities of Persian EFL scholars ‘ public presentation and particularly their formal organisation in general authorship accomplishments.Reappraisal of LiteratureInterest in how to better pupil acquisition is non new. It is a cosmopolitan concern among parents, pedagogues, teachers, and decision makers of educational establishments. It is by and large assumed that quizzes and trials are a req uirement for a successful completion of class plants. In pattern, co-worker and university teachers list regulations and guidelines related to quizzes and trials outlooks for pupils ( Felix 2005 ) . He considers quizzes and trials to be the pupil ‘s duty and he/she is expected to take all quizzes, trials, and complete all assignments. Geist & A ; Soehren ( 1997 ) besides investigated the effects of frequent quizzes on dental pupil public presentation in a class on introductory radiology. Consequences indicated that the group with frequent quizzes performs significantly better on mid-term and concluding scrutinies than the control group. In relation to the surveies of frequent quizzing and public presentation, they conclude that frequent quizzes had a good and important influence on pupil public presentation and claim that the positive effects on public presentation increased as quizzes increased. Therefore, they further found that the positive affair for academic public presentation, and learning had an influential independent consequence on acquisition. Freilich ( 1989 ) examined the impacts of frequent testing on pupil public presentation in a general chemical science class. He found that quizzes were a determiner of pupil public presentation. These surveies clearly suggest there is added value to pupils who take quizzes. If pupils who take quizzes outperform those who experienced no quizzes, it seems sensible to reason that something is happening as a consequence of pupils who were exposed to test. Therefore, the research workers hypothesized that pupils with hebdomadal quizzes, non merely execute better on trials but besides learn more. Gary ( 1972 ) in relation to the consequence of frequent quizzes disposal on illative thought made a research with indiscriminately selected groups. The first group took eight hebdomadal quizzes necessitating pupils to remember declared facts while the 2nd group took hebdomadally quizzes necessitating pupils to pull illations about political involvements of several spiritual, economic, and geographic groups. Four trials were administered at the terminal of this intervention period. Consequence showed that frequent quizzes disposal affect significantly the scholars ‘ public presentation. Study of Tuckman ( 2008 ) shows that frequent proving provides incentive motives. Frequently tried pupils outperform other pupils on scrutinies. He mentions that what it might be drove a pupil to acquire information into long- term memory are trials. Trials motivate pupils because they create the chance or necessity to accomplish success or avoid failure. In that manner, trials provide an inducement to larn and they are a beginning of incentive motive. The overall consequences clearly showed that the frequent trials enhanced motive for pupils who have typically performed ill to acquire content into long- term memory instead than simply aiming for them what to analyze. Weekly, in-class quizzes are based on some proving specializer such as Ruscio ( 2001 ) and Wilder, Flood & A ; Stomsnes ( 2001 ) have been associated with positive larning outcomes including increased pupil accomplishment attending, and assurance. Their survey shows that frequent quizzes reportedly maintain pupil survey attempt and advance class battle. The research literature, nevertheless, does non nem con back up the achievement benefits of quizzes. For illustration, Haberyan ( 2003 ) provided two subdivisions of general biological science pupils with hebdomadal in- category quizzes ; two tantamount subdivisions did non entree quizzes. Although pupils rated the quizzes favourably and believed that they were helpful in fixing for in- category scrutiny, there were no important accomplishment differences across subdivisions. Kluger & A ; Denisi ( 1997 ) conducted a meta- analysis on feedback intercessions, including quizzes, and concluded that such feedback does non ever heighten lea rner public presentation and may, in some instances, have damaging effects. Bryan ( 1998 ) conducted a research on factors lending to a decrease in race based subgroup differences on a constructed- response paper and pencil trial of accomplishment. Consequences showed that the constructed- response trial format may be a feasible option to the traditional multiple- pick format in predicators of occupation public presentation and at the same time cut down subgroup differences and subsequent inauspicious impact on trials of cognition, accomplishment, ability, and accomplishment. However, extra research is needed to further show the rightness of the constructed- response format as an option to traditional testing methods. Chowdhury, Al-share & A ; Miller ( 2005 ) express that in an epoch characterized by speed uping technological alteration, increasing economic uncertainness, low pupil accomplishment, and turning demand for answerability, educational establishments are challenged to fix pupils to work successfully in their chosen callings in the universe. They believe hebdomadal quizzes and their reappraisals, it is easier for an teacher to cognize earlier on how good the pupils understand each talk or construct and that is best larning when the teacher actively engages or involves pupils to larn by making the quizzes. In mensurating composing abilities Harris ( 1996 ) discussed that, examiner may be sensitive to grammatical forms appropriate to the written accomplishment and we know that many pupils may neglect to utilize such forms. Therefore, if our trial is to hold relevancy and cogency it should incorporate the sorts of formal grammatical points by which the pupils will later be judged in real- life state of affairs. Such sort of formal organisational forms that might include in our trials of composing accomplishments are subject- verb understanding, structural correspondence, comparing of adjectives, formation of adverbs, formation of irregular verbs, and so forth. Therefore, with respect to larning benefits of quizzes, research findings have been contradictory and therefore inconclusive. Brothen & A ; Wambach ( 2001 ) , describe a developmental psychological science class in which pupils had entree to computerise quizzes as tools to fix for proctored scrutinies. Their consequences indicated that passing more clip taking quizzes and taking them more times was related to hapless exam public presentation. They province that a possible account for this consequence is that pupils used the text edition to reply quiz points and mistakenly interpreted high quiz tonss as declarative mood of content command. Grabe & A ; Sigler ( 2001 ) , on the other manus, provided pupils with four online survey tools ; multiple- pick pattern trial points, short reply pattern trial points, talk notes, and text edition notes. Students often accessed multiple- pick pattern trial points ; no information was provided on the usage of short reply inquiries because really few pupils made usage of this resource. Students who made usage of the tools academically outperformed those who did non. Mirhassani and Rahimipour ( 2003 ) studied the relationship between quiz, frequence of disposal, and Persian EFL scholars ‘ public presentation on summational accomplishment trials. Their survey showed that completion quizzes with 10 times frequence of disposal work better with the betterment of Persian EFL scholars ‘ public presentation on summational accomplishment trials. They stated that the more pupils receive quizzes on the content of the book taught, the more they learn the stuffs taught in deepness.Methodology1. ParticipantsThe survey is conducted at Islamic Azad university of Dehloran. Sixty male and female pupils within the age scope of 18 to 20 took portion in this research. They were chosen among sophomore pupils based on non- random convenient trying method. They all major in package computing machine technology and were all native talkers of Persian. To guarantee whether the participants were homogenous, a linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) was administered as a pre- trial. Then, the pupils were indiscriminately divided into two groups, and each group included 30 pupils.2. InstrumentalityThree instruments were used in this survey. Their dependability coefficients were estimated based on KR- 21 expression. The first instrument was a general linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) in order to happen out lingual abilities of participants. Its ‘ dependability coefficient was calculated by KR-21 expression as ( r= .79 ) . The 2nd 1 was 10 quizzes of constructed- response points as intervention in the survey. Last 1s, was a parallel validated summational accomplishment trial administered as a post- trial in order to look into out the effects of the research variable.3. ProcedureAt the beginning, a general linguistic communication proficiency trial ( Appendix A ) was given to 115 package computing machine technology pupils ( i.e. , 48 males and 67 females in Islamic Azad uni versity of Dehloran ) who were invited to take this trial as a pre- trial in this survey. This trial included 50 multiple-choice points which was adapted by the research worker in conformity with an reliable testing book written by Fowler and Coe ( 1976 ) . After roll uping informations, the responses of participants were analyzed. Then 60 pupils whose public presentation ranged from one standard divergence above and one below the mean were chosen for this survey. Over a 12 hebdomad period, a autumn semester in 2008, the first group received constructed- response quizzes, and the control group served as the control group to formalize this survey. Over all, experimental group received ten quizzes which lasted about 10-15 proceedingss, during 10 hebdomads. The first hebdomad was spent on the account of process and besides participants were asked to go to and take a linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) . From the 2nd hebdomad till the terminal of the term the participants took hebdomadal quizzes. Following each subdivision, pupils ‘ quizzes were collected and graded by the research worker, and they were informed that the norm of their classs on these quizzes of general English book would number toward their concluding class every bit much as one of the major class scrutinies. At the terminal of the term, participants were given a parallel summational achievement trial in order to mensurate the grade of the li nguistic communication scholars ‘ success in the formal organisation in general authorship accomplishments.Datas AnalysisAt the beginning, the pupils ‘ tonss on pre- trial were obtained so descriptive statistics, mean and standard divergence of each group, were calculated. Consequences indicated that the agencies for these groups were similar. Table 1 is a study of pre- trial which was administered as the homogeneousness trial. The mean scores showed that the groups did non much differ in relation to their background cognition. The low criterion divergence signifies that the pupils ‘ public presentations were really near to each other. In other words, their average tonss showed no important differences. Table 1. Descriptive statistics of pre- trialGroupsNitrogenMinimumMaximumMeanSouth dakotaControl 30 2 7 4.8333 1.5264 Constructed 30 2 7 4.5000 1.6552 Entire 60 2 7 4.6666 1.5908 At the terminal of the term, a parallel summational achievement trial was administered to the pupils. Table 2 shows the post- trial consequences descriptively. Table 2. Descriptive statistics of post- trialGroupsNitrogenMinimumMaximumMeanSouth dakotaControl 30 2 9 5.7333 2.1642 Constructed 30 10 17 13.1666 1.8000 Entire 60 6 13 9.4499 1.9821 Consequences showed that the pupils ‘ public presentation in the concluding scrutinies were drastically different. Therefore, their average tonss were significantly different comparing to each other. Table 3 compares the public presentation of the groups by T-test. Table 3. T-test for the control and constructed groupsGroupsNitrogenMeandft-obs2-tails sog.Control 30 5.7333 58 14.4580 .05 Constructed 30 13.1666 This tabular array indicates that the difference is important at.05 alpha degrees. It can be claimed that frequent quizzes disposal, as Ballard and Johnson ( 2004 ) claim, better pupils ‘ public presentation. On all steps of composing achievement pupils who received 10 times constructed- response quizzes outperformed pupils who did n't have this survey tool.DiscussionThe consequences of the survey made it clear that taking constructed- response quiz leads to better scholars ‘ composing public presentation. This survey provides grounds that module will probably draw a bead on their pupils to take hebdomadal constructed- response quizzes. Therefore, the research worker can claim that frequent constructed- response quizzes better the formal organisation in general authorship accomplishments. The consequence of this survey confirmed our anticipation that pupils who took hebdomadally constructed- response quizzes would demo better keeping of grammatical forms than would pupils who were non engaged in the hebdomadal graded constructed- response quizzes. The consequences of this survey revealed that hebdomadal quizzes can hold a greater impact than antecedently found by Derouza & A ; Fleming ( 2003 ) and Haberyan ( 2003 ) . They studied scientific discipline pupils while the sample in this survey was drawn from package computing machine technology pupils. They found that pupils ‘ public presentation was non strongly impacted while the research worker found significantly better public presentation. More surveies with different population majoring in other Fieldss of survey are needed to better our apprehension of how pupil ‘s public presentation is impacted by hebdomadal quizzes, for case, classs in physical scientific disciplines. These findings clearly suggest that hebdomadal quizzing ( constructed- response ) is of import in larning English authorship accomplishments. In pre- intermediate degree, as Harris ( 1996 ) claims, composing exercisings should by and large be used merely to reenforce the acquisition of specific grammatical points or lexical points. Teachers ‘ experiences showed that EFL scholars by and large have deficient cognition of English composing accomplishments in pre- intermediate degree. This has prompted us and other research workers like Baker ( 1989 ) and Werner ( 1993 ) to stress the importance of constructed- response quizzes alternatively of other survey tools and to place constructed- response quiz as the most effectual instrument to utilize because tapped on composing accomplishments of pupils. The betterment among the composing abilities of participants were striking where they took constructed- response quizzes.DecisionBased on the statistics done, it can be concluded that r epeated constructed- response quizzes receives the first precedence. Therefore, there was a important difference between the Hagiographas ‘ public presentation of the group who received 10 times constructed- response quizzes and the group who did n't have any quizzes. The findings indicated that constructed- response quizzes can be used for advancing different accomplishments and constituent of linguistic communication acquisition ; hence, trial interior decorators should take constructed- response quizzes. The findings of the present survey gave empirical support to this position. This, as a rule of linguistic communication usage, is didactically cardinal in the instruction and testing of linguistic communication acquisition and needs to be taken in to account in the design of suited instructional stuffs and in the methodological analysis of schoolroom instruction.Pedagogical DeductionsBased on the research findings, this survey gives the undermentioned deductions and suggestions to EFL scholars and teachers that may be helpful in developing EFL linguistic communication acquisition, instruction, and proving. Teachers have got to supply pupils with appropriate feedback. Repeated disposal of quizzes may pave the manner for better acquisition, actua te the pupils to larn, supply adequate feedback for the pupils, and find the weak and strong points of pupils. All these can stop in long- term keeping of the stuffs taught and prevent the pupils from inquiring for their scrutiny. Though many of the surveies should be regarded as plants in advancement instead than concluding surveies, this survey does efficaciously foreground some of the complexnesss involved in current quiz research. By so we should be seeing new coevals of wash dorsum surveies which are progressively sophisticated and refined.

Beowulf Thus Presents An Individual - Free Essay Example

Sample details Pages: 3 Words: 939 Downloads: 8 Date added: 2019/05/08 Category Literature Essay Tags: Beowulf Essay Did you like this example? Military might and conquest have always been attributed to heroes. Every generation has young people believing in past heroes and often set out to go to war in the name of echoing and promoting the values of one fighting for their nation or their glory. The epic of Beowulf comes out as an illustration of a hero’s effort to rid his society of the existing and attacking monsters. Don’t waste time! Our writers will create an original "Beowulf Thus Presents An Individual" essay for you Create order With societies divided among themselves and facing extinction from attacks by monsters, it comes as no surprise the effort by Beowulf to ensure the society remains safe. Even in death, he moves to work and leaves behind a society that lacks harassment from the monsters. As such, killing the dragon and ending up sacrificing his life in the process makes him both a saint and hero. Upon arriving at Danes and docking, Beowulf gets off the ship and asserts his stand and mission to the guards. He tells them who they were and the reason they had come to the land. In addition, he recounts his heroic deeds to the king to give him credit before asserting that he could defeat Grendel in a one-on-one fight. King Hrothgar becomes peaceful upon hearing the tales and getting the assurance that Grendel would no longer be a threat to the Heorot kingdom. As such, by explaining that he was not afraid of the death, the narration presents a scenario of real courage, which surpasses that of death. Beowulf thus presents an individual who has already delegated his fate into the hands of the gods and hence, he believes when his time to die comes, he will die in the end. As such, with the ability and permission to live on a particular day, he would rather live it to the fullest instead of speculating over things he had no control over. While courage is at the heart of different heroes, nobility and keeping one’s word is essential in promoting credibility and reliability. When Heorot and Beowulf begin feasting, Unfearth approaches Beowulf and inquires upon the race they had with Brecca and goes on to assert that many warriors had come before him and all failed to defeat Grendel, and the same fate awaited Beowulf. However, the trust Beowulf has in his skills leads him to assert that, â€Å"when the going was heavy in those high waves, I was the strongest swimmer of all,† which aims to let Unfearth know that back then when he raced Brecca and even in the present moment, he was more than a match for the present monster. He further challenges Unfearth’s view that he was the strongest and he would not allow Grendel to get away with killing so many of Heorot’s population. Grendel recognizes the fact that, the kingdom has no strong people capable of challenging his murdering spree. However, Beowulf asserts that he would be different. Through such assertions, Beowulf recognizes and appreciates his strength to stand up to any monster, a fit that he fulfills when he drives Grendel under the Fen-bank mortally wounded. Through the act of defeating Grendel, he fulfilled his stand of being the greatest warrior in the region. While heroes are great individuals, they must be able to keep their words through actions for the public to believe in them. Going through Beowulf presents the belief of the existence of the gods and how they work to protect the mortals. Moreover, the story is an illustration of hope held by different people whenever they are faced with uncertainty and chaos. Heroes often arise in the midst of chaotic ascriptions where societies are under the threat of elimination. As in the case of Beowulf, he comes at a time when Heorot was at its lowest with most people preferring to go to far off lands for their safety. Even in such a situation, they believed in the hope that a savior would come to save them from the clutches of Grendel. As illustrated at the beginning of the story, the story narrates a prophetic view of what the future holds of the Danish people and how a leader that stands above all will come to redeem them. Additionally, the shield was meant to be even when the man crossed over to the keeping of the Lord as stated, â€Å"Shield was still thriving when his time came, and he crossed over into the Lords keeping.† To theological analysts, the statement means the word of God and how it protects one from chaos as they await their death. Another aspect that is interesting is the asserting of god-cursed, a fit that is similar to the banishment and curse of the devil by God for eternity. The glee in Grendel’s eyes was one of pure evil as he surveyed how he would rip people’s lives out in the night. To Grendel, causing misery to the Danes people was what he enjoyed the most, which is similar to the feelings derived by a devil. The current world is a combination of hypocritical and personal centeredness of people. However, the same lessons promoted in the heroic epics are still present in the present-day comics. For example, the production studios present heroes like Black Panther, Captain America, Batman and others who promote and share the same message promoted by Beowulf. As such, it is a call for masses to remain hopeful regardless of the situation they may be going through. Just as the people of Heorot remained optimistic in the face of Grendel’s attacks, so does the world need to continue believing regardless of whether the situation is dire or not.