Sexuality and chronic illness Essay Example | Topics and Well Written Essays - 2500 words

Sexuality and chronic illness - Essay Example In people’s lives to define sexuality, the term gender is used. Gender is used to determine the sex of an individual being male or female. Gender is used to discuss the different identities, expectations and roles that the society associated with being male and female (McInnes, 2003). People in general view themselves in many ways as male or female. People use social, cultural and psychological characteristics when viewing their gender. Two terms describe behaviors associated with men and women; feminine and masculine. For most people, the sense of being male or female begins when one is young. Most people sense to belong to a certain gender according to their sexual body parts and their physical appearance. People develop certain behaviors and attitudes as per their societies and cultures. In these social and cultural environments individuals are expected to act, feel and think in a particular way according to their masculine or feminine gender. One cannot conceive the idea o f sex as being prior to that of gender since the two are a product of cultural, social and political factors. In the society today, people use different ways to view themselves as being male or female. Gender identification is one of the ways that people view themselves and mostly occurs when one is young. Children in their early years try to identify themselves with the same-sex parent. A boy identifies himself with the father and the girl identifies herself with the mother. People use language to view themselves as male or female. In English, words such as mankind and chairman are used to denote set positions for both men and women though they are biased to the male side. Other words include lady and gentleman used to identify duties for men and women. At times, people use mode of dressing as a way to view their gender. For mothers, they at times dress their children who are girls in pink colored clothes

Creative Song Assignment Essay Example for Free

Creative Song Assignment Essay The Creative Song Assignment was an interesting assignment, because I have zero experience in mixing music. It was an interesting experience, because it did take me out of my comfort zone. When I first started, I felt lost. I had no idea what I was doing, so I decided to do a little research to see how I can best complete this assignment. I finally settled on using a program called Audacity and the genres of hip hop and alternative rock. I chose a program called audacity, because it gives you an option of mixing different songs. I am sure that there are a lot of other programs better suited for this assignment, but I found this to be pretty easy to use. I really enjoyed playing around with the different settings. It took me a couple of days before I finally picked two songs to work on. I am sure that there are many more experienced people out there that can mix my songs better than me, but I think I did a good job considering my experience level. I decide to pick hip hop and alternative rock, because they are two of my favorite genres. I know that hip hop and alternative rock have been mixed before, so I felt an intrigue in trying to accomplish this myself. I knew that I wanted to use Radiohead’s Karma Police as my alternative, because that is one of my favorite songs. I had a difficult time picking a rap song, because the lyrics did not match up well together. I finally decided to just use a hip hop beat that I found on soundcloud. In my opinion, I felt that this was best, because you can hear the lyrics of the alternative song, but still hear the hip hop beat. The part that took me a while was trying to get the songs in sync perfectly. I really wanted to find a way to lower the alternative rock song’s instrumentals, but I could not do it. I think it would have sounded better if I could mix the hip hop beat with the Karma Police vocals. I am sure it could probably be done with professional mixing equipment.

Interprofessional Collaboration in Health Care

Interprofessional Collaboration in Health Care Interprofessional Collaboration in Health and Social Care is changing the face of service delivery based on governments attraction to this concept. This essay is an attempt to identify and evaluate weaknesses that affect interprofessional working, using a practice based critical incident (see Appendix A). In order to achieve this, a model of critical reflection, a combination of systematic analytical tools (SWOT, PESTEL) and use of relevant theories are adopted to unearth various assumptions and their sources with a view of engaging the application of theory to practice which will consequently improve provision of services to end users in practice with the added benefit of improving interprofessional working. The various influencing factors identified from the analysis that conflate in the arena of interprofessionalism makes it a very complex, yet desirable concept to embrace and implement for the effective delivery of service within health and social care. The case for a Model of Critical reflection Reflection has been defined as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice Reid (1993). Researching various models of critical reflection (Gibbs reflective cycle (1988), Stephensons framework of reflection (1993), Fook and Askeland (2006) indicated a number of variables which are relevant in the evaluation and reflection on practice situation. For the purpose of this particular case study, I have chosen to reflect on the critical incident described in Appendix A by using Fooks model of critical reflection. This model; Focuses on identifying underlying assumptions with a specific purpose of fostering improvement in professional practice Fook and Askeland (2006,p), Highlights power as a critical element of transforming the revealed assumptions with a view to create a positive change in the practice situation. The concept of power in critical reflection is relevant in the social, cultural, professional and political context with the aim of gaining a sense of personal power therefore more control and choice, through the exposure of dominant assumptions in operation. Fook (2006), Foucault (1983) cited in White et al (2006, p44). Fooks model enables reflection on awareness and use of power in the course of performing my professional role. Fook also emphasises the place of emotion, communication, dialogue and learning in this model of critical reflection. This is particularly relevant to the practice situation as it led to competence queries in the light of the ensuing reverberation. This model of critical reflection is a valuable tool, enabling better decision-making, improved ability to work with uncertainty and multiple perspectives, resolve dilemmas, recognising the use and power of emotion, and better ability to learn from practice. Fook and Askeland (2006) My choice of Fooks critical reflection model helps me to take a look at what I do, why I do it, unearthing relevant hidden assumptions influenced by my cultural, social, professional and political beliefs (see PESTEL analysis in Appendix C). It also enables me to reframe myself in view of the revealed assumptions behind my thinking that affects my practice. This model seeks to empower by giving choices and creating new knowledge when the process of reflection is practised. It could also potentially reaffirm personal beliefs that may have been previously separated from professional roles which inadvertently create conflict. Interprofessional Concept Interprofessional concepts that are apparently relevant to the practice situation are collaboration and communication. The key weaknesses identified were due to lack of communication and failings in collaboration between the pharmacy, social services professions and general practitioner (GP) engaged in the care of the older people in the community. In order to analyse the practice situation, two analytical tools are adopted namely SWOT analysis considers the strengths and weaknesses in the case and also the opportunity and threats embedded in it. (Appendix B). PESTEL analysis This tool relates the situation to its external environmental factors with a view to identifying influences and impacts of the environment.( Appendix C) The two major areas of weakness focused on are: The gaps in collaboration between pharmacist, social workers and GPs in the community. Poor communication between Health and Social Care (HSC) professionals in the community. Literature Review The concept of interprofessional collaboration has been defined as working together with one or more members of the health care team where each makes a unique contribution to achieving a common goal. Each individual contributes from within the limits of his/her scope of practice. Broers et al (2009), College of Nurses Ontario (2008), Makowsky et al (2009). The Health and Social care policy on joined up working Department of Health (DoH 2000) has been regarded as a major document pointing the way to or representing one of the imperatives for the modernisation agenda. Health and Social Care policies has witnessed several changes in the last twenty five years with a shift in focus from institutional to community care with an attendant upsurge in service commissioning, which created an increasing role for primary care. Karban Smith (2006). The need for greater collaboration and communication has been highlighted by the recent increase in major enquiries into several aspects of health and social care (Victoria Climbie inquiry report by Laming (2003), Baby Ps case). Loxley (1995) asserted that the recognition of health and welfare within society as an interactive, adaptive process without an end becomes the only creative basis for strategies, policies and practices and as such, the ability to collaborate is thus an essential in this interactive process. The National Service Framework for Older people DoH (2001) clearly demands that the NHS and local authorities work in partnership to promote health ageing and prevent disease in older people. DoH (2001). Various government policies has emphasised partnership and joint working as the main focus to drive improved care to users of health and social care services. DoH (1998a) Partnership in Action (1998b); Working Together (1998c); First class service; quality in the new NHS) Leathards(2003) review on McGraths (1991) study on interprofessional teamwork in Wales found that joint working led to more efficient use of staff, efficient service provision and a more satisfying work environment. Other benefits include the value of knowledge sharing, potential for comprehensively integrated services, efficient use of public funds and the avoidance of duplication and gaps in services. The New NHS-modern and dependable: DoH (1998). The governments objective is to build a reliable health service where patients have access to high quality services based on identified need, building on integrated care between health and social care where each have equally important roles to play. The White paper (1998) sets out the framework for the partnership, with the intention to remove barriers to effective collaboration in the existing systems and provide new incentives for joint working across agencies. The role of Pharmacists in interprofessional collaboration. The pharmacy professions code of ethics is traditionally based on the medical model of health, where duty of care is to the patient and mainly prescriptive and paternalistic. Naidoo and Wills (2009). There are no strong evidences to support joint working between community pharmacy and other health and social professions despite a strong need for collaboration for the delivery of excellent patient care across the primary and secondary interface. Makowsky et al (2009) review indicates that collaborative working relationships between nurses and physicians have been the focus of several researches, but relatively little work has investigated the integration and nature of collaborative relationships pharmacists have with other health care practitioners. The review stated that most investigations into professional relationship between pharmacy and other healthcare profession has been on physicians satisfaction attitudes or perceptions towards specific aspects of pharmacy practice, pharmaci st roles, perceived barriers between physicians and community pharmacists, unmet needs in the medication use process, physician expectations of pharmacist and physicians receptiveness to clinical pharmacists. Competencies of the Future Pharmacy workforce a publication by the Royal Pharmaceutical Society of Great Britain (2003/2004) highlights the need for greater levels of collaboration between pharmacists across all sectors and boundaries as the way forward for relevance within the healthcare workforce. The Pharmacy White paper (year) also emphasised the role of pharmacists in providing services in the present NHS structure and this would necessitate a greater awareness and participatory collaboration with other healthcare professionals. Barriers to Interprofessional Collaboration In spite of the laudable and apparently desirable benefits of interprofessional collaboration, in reality there are barriers that limit effectiveness of this concept between health and social care professionals as apparent in my practice situation. Historically, barriers such as professional cultures, different forms of accountabilities between health and social services, political agendas, rigid boundaries, departmental survival existed and still remain to challenge present day twenty-first century health and social care. Hardy et al (1992) cited in Leathard (2003) identified five categories of the challenges facing joint working within health and social care as; Structural issues such as service fragmentation, gaps in services. Procedural matters which hinders joint planning through different budgetary planning cycles and procedures. Financial factors such as different funding mechanisms, administrative and communication costs Status and legitimacy, for example local responsibilities are based within a democratically elected arena and in contrast, all services are commissioned and centrally run by the NHS. Professional issues which include problems associated with conflicting views and ideologies about users, professional self-interest, competition for domains, as well as differences between expertise, specialism and skills. Leathard (2003) noted more barriers such as practitioners isolated with little management support, inequalities in status and salary, differing leadership styles, lack of clarity about roles as damaging to inter professional collaboration. It has been noted that service users and carers as typified by the examples in the practice situation (see appendix A) often experience frustration and distress in trying to organise the type of care they want or support needed as a carer. This process, involving contact with different agencies and each with different assessment processes, often leave users and carers unclear as to who should be doing what and how it all links together. DoH (1998a) Joint working has been identified by the DoH (1998) as needed at three levels; strategic planning, service commissioning and service provision. In the practice of pharmacy in the care of the community, service provision must deliver an integrated package that avoids the burden of complex bureaucracy. Barriers to Joint Working: Communication Another weakness identified in the SWOT analysis, (see Appendix C) is poor communication. Information sharing in the appropriate context is important in helping to promote informed decision making and aid the provision of user-focused care. On the other hand, incorrect information can destroy or reinforce negative or destructive stereotypes and therefore limit the range of options offered to the user. Hammick et al (2009). Poor communication can be a barrier to effective information sharing in professional practice. The lack of clarity in the process of communication experience in my context can also be down lack of awareness of how the agencies work together. Meads et al (2005) states that poor systems and lack of parity between different professionals can be major risk factors, particularly with regards to effective communication. In the inquiries into the events that led to Victoria Climbies death in 2000 and the Bristol Royal Infirmary incident, systemic failures that led to poor communications were highlighted. The issue of communication was further complicated by the fact that I had no prior knowledge of any disability suffered by the patient that would necessitate any form of assessment set out by the Disability Discrimination Act (2004), I assumed that the clients GP would be aware of the process of referral for patients needing support with their medicines as they are usually their first point of call. Carers expectation was that all service providers talked to each other in a way that gets things done smoothly. Reflecting on what I have learnt on interprofessional collaboration, the situation became clearer as I realised that different organisations have different operating procedures which, despite attempts at collaboration, can still be conflicting. External influences on the practice situation such as legal factors (see Appendix C) include issues such as patient confidentiality and data protection requirements which make it imperative that proper channels of communication are followed to protect clients privacy. This raises ethical and legal questions on how much is too much or too little to exchange with other agencies. I have learnt that the failings in the practice situation described is not a clear cut failing by a single person, but a classic example of how the barriers to interprofessional working can have a direct impact on both the service user and provider. Systems Approach to Joint Working: A resolve A systemic approach to collaboration as stated by Payne(1997) in Hammick et al(2009) is relevant to interprofessional practice as it sees individuals as social beings, affected by and influencing others around them, the organisations with which they have contact and the wider society, drawing attention to relationships, structure, processes and interdependence. The whole systems concept developed by Bertanlanffy (1971) describes the exchange across permeable boundaries between systems and environments. This characteristic of the systems theory is crucial in its application to service organisations, like the NHS and social service. The key elements from the systems theory as concurred to by Loxley(1997) and Willumsen (2008)relevant to understanding collaboration in interprofessional practice is interdependence and interaction, emphasis on management of processes, the recognition of equifinality the achievement of the same goal from different starting points. Loxley (1997) asserts that it is possible to manage complexity and differences through the recognition and use of common properties which apply to both parts and to a whole when experiences are shared. For the whole systems approach to work, the right conditions as advocated by Maddock and Morgan (1999) in Leathard (2003) include; Support for communication between users and frontline staff Involvement of actively committed staff Appropriate performance measures supporting change and staff development Management and practitioners sharing the same agenda on quality and funding issues A senior management team with a unity of vision. The benefits of the whole systems approach as shown by the study on delivery of services to older people across health and social care in Brighton and Hove, Sussex Callanan (2001) include; initiatives to identify gaps in services, an improvement in the services provided in the multidisciplinary assessment and review, improved flexibility to meet users needs and the enabling of small changes which would result in significant improvements in service provision. The whole systems approach with the theorised benefits is not without its limitations. CSIP(Care Service Improvement Partnership) Older People Team cited in the whole systems approach , a document paper by the NHS Wales(2006) concluded that for most places, a whole systems approach is a statement of aspiration rather than a statement of achievement as there are limitations inherent in the approach. Conclusion The way forward may be more opportunities for joint learning among health and social care professionals in practice. Integrating joint learning in the whole systems approach to effective collaboration might in some way resolve some of the perceived barriers. Learning together reflectively will challenge traditional barriers, professional barriers and compartmentalised thinking. Karban and Smith (2006). They argued that a model of critical and reflective practice acquired through learning together will enable future practitioners develop a shared understanding of the world and ways of working together based on creating a shared dialogue within communities of practice that will enhance the experience of service users. Forming multidisciplinary teams in the care of the community for specific target population may also be effective in closing the gap in collaboration between pharmacy and other health and social care profession. In order to avoid the reoccurrence of the incident discussed in my practice situation, I will seek to implement the following Raise awareness/understanding of referral process among professionals engaged in the management of older people with disability by writing a letter to all agencies concerned. Organise seminars at local GP meetings with other healthcare professionals involved in the care of older people with the view of clarifying the referral procedures for effective provision of service

Greek Architecture And Orders :: essays research papers

Greek Architecture and Orders Greek Architecture   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Greek architecture has been noted as some of the world's finest buildings known to man kind. Such as the Parthenon, and the temples they built to their Gods, have been studied over for many years. The way these structures were built is fascinating. The Three Greek Orders of Architecture   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Greek architecture is broken down into three orders. These orders were determined by the way that the top or capital of each column was sculpted. The first order was called the Doric Order. This was the most simple of the three. It was only meant for sturdiness, not for beauty. The second order was called the Ionic order. They had capitals sculpted like spiraling scrolls. They too were not that beautiful, but very sturdy. The third was the Corinthian Order. Ta the top of each capital of this order were carved Acanthus leaves. They were very beautiful, but not quite as sturdy as the other two. The columns were sometimes replaced with load-bearing statues called Caryatids. Greek Homes   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Greek houses were probably the most common of all buildings. They were built out of mud, and bricks. They all had a few rooms for dining, cooking, bathing, and sleeping. To conclude about Greek homes, most Greek citizens spent their time away from home, so little architectural specialties were put into the households. Ancient Greek Temples   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Greeks spent alot of hard work, time and effort into the temples they built for their gods. This was where the three orders were put into effect. The Doric, Ionic, and Corinthian orders were popular forms all over Greece. Greek temples were made of stone, some were made of Marble. The Greeks constructed many acropolises, one famous one was the Partheneon.

Native American Movement

To most experts, the 1950’s was a defining period for the Americans; one which saw the emergence of the United States as a global superpower, whose clout and influence extended to the far reaches of the globe. America’s glorious victory in World War II has paved the way for a leadership role that the United States took to with effortless skill. This newfound sense of economic and political power changed the lay of America’s land. While World War II ended successfully for the United States, its end meant the beginning of a new struggle for the Americans, or to be more accurate, the continuation of a struggle that started when the Pioneers first settled in America. The Native Americans, as first settlers of the United States before it was called as such, have always been reluctant to welcome the Pioneers. This has led to several violent battles, but eventually to an uneasy compromise. This tenuous peace was threatened once again after the war, as renewed prosperity encouraged the United States government to attempt the re-assimilation of the Native Americans into mainstream society. This brought about an upheaval among Native Americans as they considered this move a threat to their culture and way of living which they have furiously fought for. Most of the uprooted Native Americans were unable to adapt to urban life, and ended up worse than where they started. Clearly while the United State government meant well, the move to urbanize Native Americans failed miserably. The 1960’s brought with it a legacy of â€Å"assimilation and cultural legitimization† (Benham, 2002, 3), and it left on its heels a nation of Native Americans who are more aware of their rights and became more assertive in pushing for those rights. The 1960’s saw the Native American Movement taking off led by a new generation of well-educated leaders fighting to restore Native Americans lands that have been taken away from them. All across the United States, these Native American leaders disputed violations and successfully negotiated for expanded rights for the American Indians. This movement culminated in the establishment of the American Indian Movement (AIM) in 1968 which was founded with the initial purpose of placing state-mandated subsidies in the hands of locally-controlled American Indian organizations, and then channel these funds to Native Indians who needed them the most. However, in the 1970’s the American Indian Movement evolved into a secessionist group which aggressively promoted â€Å"self-governance and return to tribal ways† (Patterson et al, 2005, 77) This fervor spread like wildfire across the United States. American Indians took their cause to the streets, to the courts, to the media, and to all other possible venues where they can express their indignation and press for their rights. In an effort to recover ancestral land, they sued the states that have forcibly taken American Indian territories. They have also been able to protect their land against development. Needless to say, all of these militant protests paid off, with the government granting them concessions. In the 1970’s, there was a succession of legislation passed ensuring better treatment for the Native Americans. In 1972, the Indian Education Act gave Native American greater options over the schools that they can choose to send their children. In 1976, the Indian Health Care Act was passed to provide better health care for American Indians. In 1978, in acknowledgement of Native Indian ways, the Indian Child Welfare Act was enacted which gave Indian tribes the authority to deliberate and decide custody issues involving Indian children. (Mintz, 2007) Indeed the late 1960s and early 1970s was a period of political enlightenment and activism, not just among Native Americans, but among disenfranchised groups such as the African Americans and women’s rights groups. In the case of the Native Americans, the activism was spurred by poverty and lack of support from the government. By the 1960s, while most of the United States was experiencing prosperity, American Indians have remained among the poorest of the country’s minority groups, and the government has remained largely indifferent to their plight. This resurgence in Native American Nationalism resulted in armed confrontations and death, but it managed to bring desired results as well. Sometimes it does take militant action to compel a government to pay attention and take action. Other Americans, who did not know any better, became more aware of Native Americans and their plights, and some became active supporters to their cause. Elected officials such as senators and congressmen were compelled to support legislation that protected the rights of the American Indians and ensured their equal protection. Indeed it might be said that the Native American movement was a movement that has been a long time in the making. But when it did take place, it did so at the best possible time. The movement came at a time when Americans were becoming aware of the rights of others, and thus American society was only too willing to heed the call of a people who have been in the land long before anyone else did. References: Benham, K.P. (2002). The Renaissance of American Indian Higher Education: Capturing the Dream. Edited by Wayne J. Stein. NJ: Lawrence Erlbaum Associates. P. 3. Mintz, S. (2007). America in Ferment: The Tumultuous 1960s. The Native American Power Movement. Digital History. Retrieved October 10, 2007 from http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=387 Patterson, J. T., et al. (2005). The Oxford history of the United States. Oxford University Press. p. 77.   

Comparison Between Beowulf the Epic and Beowulf the Film Essay

Contrast and Similarities between Beowulf and â€Å"Beowulf† Beowulf, an epic written down in the year 1060 by the Beowulf Poet, is the epitome of what true writing is, defining the standard of the epic itself. The more modern film of â€Å"Beowulf†, produced in 2007, is an attempt to do justice to the Beowulf Poet’s masterpiece. The poem and film have several key similarities and differences which influence the reader/viewer. Important similarities between the two include the heroic characteristics of Beowulf and the severing of Grendel’s arm; however, the movie does have some drastic differences from the text such as Beowulf’s seduction by Grendel’s mother, and how the product of this sin is his son the dragon, while in the text this beast is regarded as a rogue monster. Similarities between the text and the movie are established to stay true to the theme of Beowulf, a theme in which a hero conquers great odds and shows what the epitome of humanity can achieve; this theme is essential to the development of any true epic. The most prominent similarity between the two is the characteristics granted to Beowulf, the key trait being arrogance. Arrogance is an important trait of any epic hero, in the film this arrogance is established in Beowulf’s tale of swimming in the ocean during which he states he slew several sea monsters, however in the background his followers can be seen stating that the original number was much smaller than Beowulf has stated. This arrogance is mirrored in the text when Beowulf is proclaimed as â€Å"†¦the strongest of the Geats – greater and stronger than anyone anywhere in this world† (Beowulf Poet 110-111), while in truth it is unlikely that he was the greatest warrior of the time, making this a very boastful statement. This arrogance is again mirrored when Beowulf refuses to fight Grendel with any weapons or armor, in the film he simply strips before sleeping and in the text he states that â€Å"†¦My Lord Higlac might think less of me if I let my sword go where my feet were afraid to, if I hid behind some broad linden shield: my hands alone shall fight for me, struggle for life against the monster.† (Beowulf Poet 169-174). This arrogance is persevered in the film to demonstrate the characteristics of a hero. At the time heroes were people who had such a boastful attitude, thus the film writers made sure to impart this narcissism onto the viewer to show Beowulf’s strength of attitude. The film establishes a second similarity to the text by  illustrating Beowulf’s fight with Grendel. Beowulf is displayed grappling around with Grendel and eventually removing his arm, claiming it as a sign of â€Å"The Victory, for the proof, hanging high from the rafters where Beowulf had hung it, was the monster’s Arm, claw and shoulder and all† (Beowulf Poet 356-358). This â€Å"prize† is an important object that is established in both the text and the film to display both the epic struggle between Beowulf and once more show how strong Beowulf truly was, further establishing him as an epic hero. During the course of the film, there are some artistic liberties taken which change the plot from that of the text; these changes were made to display a more unified tale between that of the younger Beowulf and the older Beowulf. These differences begin immediately following the death of Grendel, coming to head when Beowulf confronts Grendel’s mother. In the text, Beowulf is seen to fight with Grendel’s mother until â€Å"Her body fell to the floor, lifeless, the sword was wet with her blood† (Beowulf 523-524). This is a drastic difference from the film, where Grendel’s Mother is shown seducing Beowulf promising him a long life and a successful reign if he gives her a son along with the golden horn he received for killing Grendel. This change was made to make a smooth transition between the two parts of the epic, the first concerning Grendel, the second concerning the dragon. It is at the end that the second change, and the product of the transition, is sh own. This product is the dragon, who is shown to be the son of Beowulf and Grendel’s Mother. This further differs from the text where Beowulf fights a â€Å"dragon hiding in his tower† (Beowulf 610) that has been terrorizing the country side, not his own offspring. These changes are made to make a connection between the two parts of the epic tale of Beowulf. In the text, the tales of the dragon and Grendel are completely unrelated thus may be viewed with some confusion by the reader. However, when the dragon is shown to be Beowulf’s son who comes back for revenge, the death of Beowulf is that much more conclusive showing him wrapping up the mistakes of his life and fully concluding his tale. The differences and similarities between Beowulf and â€Å"Beowulf† are precisely placed in order to retain what makes Beowulf an epic tale, while the  differences help to establish a smoother transition and backstory between Beowulf and his fight with the dragon. Similarities between the two include Beowulf’s epic characteristics and his fight with Grendel; while the key differences are Beowulf’s failure to slay Grendel’s Mother and his fight with his own son, the dragon. In the end, the stories effectively conclude the tale of Beowulf and demonstrate how effective both similarities and differences can be at changing ones viewpoint.