Complacency case Essay Example | Topics and Well Written Essays - 500 words

Complacency case - Essay Example Her immense reputation on handling any infant in the NICU should enable her to handle even the critically ill infants (Hamlin, 2011). Her failure to read professional journals and her argument and ignorance may make her responsible for any infant death associated with her career (Hamlin, 2011). By believing that her hand are more profession on experience than what a researchers article could ever be. She has no incentives to read articles and practice what she reads. Lack of this and her ignorance leads to a rapid infant mortality (Hamlin, 2011). Deborah’s suction and the employment of another nurse will lead to less infant death rates (Hamlin, 2011). This will be applicable because this new nurse will be handling all the cases unlike Deborah who handles only what she can hold on to she never makes the effort to try a read the ways of handling critically sick infants (Hamlin, 2011). The infants that are critically ill will benefit together with their families. Low mortality rates means that most of the critically ill infants will be facing intensive care from a widely learned nurse (Hamlin, 2011). Goals will only be achieved by the reduction of infant’s death rates (Hamlin, 2011). The employment of the new nurse will ensure that the critically ill infants are taken care of according to the clinical books journals and basic knowledge (Hamlin, 2011). Deborah applied only the knowledge she knew, and she had a false believe (Hamlin, 2011). By believing that her experience was enough for her job, yet she did not care for the critically ill infant was wrong. Every intellect in certain courses needs more additional knowledge in his or her area of specialization no matter how experienced a profession is with that certain case (Hamlin, 2011). The effectiveness of changing a nurse as soon as possible will lead to good health monitoring (Hamlin, 2011). The problem that Debora made was that she misused her handling for the rate

Cross Cultural Studies in Gender Essay Example for Free

Cross Cultural Studies in Gender Essay Most research into gender roles has occurred in Western societies, and generally shows a clear divide in gender roles, most encouraging masculine behaviour in boys, and feminine behaviour in girls. However, in order to further explore the idea of nature vs. nurture (biological vs. social approach); it is important to research gender roles in a variety of countries. If clear themes, it may indicate that gender role development is nature, as would show that men are similar to men across the whole world, and likewise for females, showing there must be something determining the way men work, whereas if there are clear culture differences, it would imply social factors determine gender. Cross cultural research has been explored for many years by anthropologists. Some of the earliest work came from Margret Mead in the 1930’s. Comparing three Papua New Guinean tribes, the Arapesh, the Mundugumor and the Tchambuli, she discovered different behaviours displayed by both men and women in each individual tribe. In the Arapesh, men and women were seen to be gentle, responsive- fitting the Western stereotype as feminine. In the Mundugumor tribe, she found males and females to violent and aggressive- the Western stereotype of masculinity and finally in the Tchambuli tribe, she found role reversal to Western stereotypes, as males were more emotionally dependant and flirtatious, whereas the females were dominant, impersonal and definite. Although at first, Mead concluded that her research showed that gender roles came through cultural determinism as big differences were found between males and females in different cultures, implying that gender roles were driven by social factors. However, after later analysis and extending her research to look at other tribes in Samoa, she changed her view (1949) to that her research actually showed cultural determinism, as despite differences in the roles males and females played in each society, in all the societies she looked at men were more aggressive than the women, contributing to the idea that gender role is determined by nature, as there are some behaviours which are innate and universal, e. g. ggression in men, but that degree to which they are expressed is relative to the particular culture. This fits under the biosocial approach, as her research suggests there are some behaviours which are universal, but the degrees to which these behaviours are expressed depends on social factors, such as culture. Mead’s study was a natural experiment, meaning the tribes were observed in their usual environment, suggesting she was noting their true behaviour. However, her method has been heavily criticised by other psychol ogists such as Freeman (1984). Her research was conducted through interviews and observations of the tribes, but Freeman who also worked with Samoan tribes was told that Mead provided the tribesmen with what she wanted them to say. Although this questions the validity of her research, in later years there has been lots of cross cultural research to show differences and similarities and divisions of labour and behaviour by gender in every society (Munroe and Munroe 1975). Further research to support the nature side of the argument is from Whiting and Edwards 1975. Through looking at 11 non-western societies, they found that gender roles were organised in similar ways across a range of traditional cultures. They found girls were encouraged to spend more time with their mothers and were more likely to be given domestic and childcare jobs, whereas the boys were likely to be assigned jobs outside the house such as herding animals. This lead to girls spending more time with younger infants and adults, whereas boys spent more time with their peers, and so It seemed younger girls were found to be more responsible and nurturing than boys who in early adolescence began to get more responsibility. Whiting and Edwards concluded that the behavioural differences observed came about because of the tasks they are given. Girls are taught how to be responsible at a young age as they are exposed to female role models, and develop skills of caring for younger siblings. In another, Whiting and Whiting (1988) observed children in their natural environment with parents, siblings and peers. There were universal differences that girls were more nurturing and boys showed more dominance. However, the fact there were key differences between boys and girls such as what they were socialised into, and what they were encouraged to achieve, implies that both upbringing and biology play a role in development; socialisation just magnifies the biological difference, hence differences across cultures such as between US and India. Bee (1995) supported the idea of socialisation being the most important factor in determining gender, as he stated children became the company they keep. However, researches such as Omar et al found similarities in varied countries such as Switzerland, Ethiopia and the US. Their research indicated that all boys show higher levels of competitiveness and aggression than females, indicating there are underling biological factors. Further support for the nurture argument comes from Berry et al (2002). They studied male superiority on spatial perceptual tasks in 17 societies. He found that this superiority is only found in relatively tight knit, sedentary societies but absent in nomadic societies. This shows that the magnitude of sex differences is linked to culture and ecology. In tight knit societies, the division of labour is greatest because women stay at home whilst men travel, whereas in nomadic societies, both men and women travel and hunt so there is less division of labour (Van Leeuwen 1978). Therefore, this implies that social factors dictate gender role, due to the cultural differences in division of labour found. Berry’s large study of a variety of societies indicates his results can be representative of the general population and we can generalise results. However, Kimura (1999) offered an alternative biological interpretation, that in hunting societies, those with poor spatial perception are likely to die, thus eliminating such genes from the gene pool. This explains why in nomadic societies, there would be less gender difference in spatial abilities. Further biological support comes from Buss et al (1989). Involving 10,000 participants from 37 cultures, he found universal themes in what males and females looked for in marriage partners. Women desired males who had good financial prospects, whereas men placed more important in physical attraction and youthfulness. Both sexes agreed intelligence, kindness and reliability are important. Due to the fact these finding were universal, and the scale of the study implies we can generalise, it suggests gender roles are biologically determined. However, an alternative argument may be that women look for providers, not because of biology, but because of the fact women tend to earn less in society, and in some countries, have fewer rights, which is a social issue determining differences in gender roles. But despite the fact that labour division are the same in most cultures- irls are brought up to be nurturing, responsible and obedient, likely to raise the children, whereas boys are raised to be more independent, self-reliant and high-achieving, and provide for their family, suggest that it is biology that determines sex roles. However, it is difficult to decipher whether division is the direct outcome of biological differences or whether it is a more indirect outcome of biological differences. Eagly and Wood argued that all cultures shape their socialisation processes along with the lines of inborn biological tendencies. However, there has been research to counter this. Sugihara and Katsurada (2002) found that Japanese men do no not seek to be macho like Americans, but instead value being well-rounded in the arts (usually associated as femininity), showing that labour divisions are not the same in all cultures. As well as looking at the divisions of labour between difference cultures, there has also been research into the differences between gender roles in collectivist and individualistic cultures. In 2002, Chang, Guo and Hau, compared 145 American and 173 Chinese students by giving the students a 10 item Egalitarian Gender Role Attitudes Scale, which measured their attitudes to gender equality at home and in the work place. Chang et al found that American students emphasised the important of equal gender roles at work, whereas the Chinese students emphasised the importance of equality at home and in the family. Although this does indicate differences, this may be due to the nature of their home country. In communist China, equality at work is taken for granted. Further exploring this, Leung and Moore (2003) compared Australians of English and Chinese decent using Bem’s SRI and fond differences in line with the Hofstede’s dimensions. Both male and female English Australians showed masculine traits which are valued in individualistic cultures, whereas Chinese Australian’s; male and female, showed feminine traits valued in a collectivist culture. Both research studies imply that cultural values and expectations have a strong on the development of gender roles and expectations (nurture). A big problem with much research is how you measure sex stereotypes. Williams and Best (1990) study highlighted some of the problems linked to this. 2,800 university students from 30 different nations were given a 300 item adjective checklist (ACL) and asked to decide for each adjective whether it was associated more with men or women. They found a broad consensus across countries- men were seen as more dominant, aggressive and autonomous, whereas women were more nurturing, deferent and interested in affiliation. This suggests there are universal gender stereotypes about gender roles, indicating, they are derived though our genes. However, this study proposed many problems in how they measured sex stereotypes. Firstly, the participants had to pick either male or female, there was no equal category (although there was a ‘cannot say’ category) which may have resulted in the division in gender roles being exaggerated. Furthermore, the task was related to stereotypes, not actual behaviours. Some argue that such stereotypes have a significant effect on socialisation within the culture, and this are related to behaviour, but the data does not demonstrate this. Finally, because all of the participants are students, it indicates there behaviours are similar e. g. intelligences, and exposed to similar influences which may explain the broad consensus. Another problem is a lot of the cross-cultural research has been collected by western researchers, therefore, even though they were collecting data in western and non-western societies, the method of research will be developed by western psychology. This may indicated imposed etic, and the data collected is meaningless and demonstrates cultural bias. To overcome this, Berry et al (2002) concluded that there should be a greater use of more genuine indigenous research, opposed to indigenous researchers carrying out the method of western psychologists. To conclude, despite methodological problems, due to the universal similarity in gender roles found in various investigations, it indicated that biology drives gender roles. However, difference found between cultures indicates social factors are also important, so there is a complex interaction between both factors, so the biosocial approach may be a more suitable approach, as it is less deterministic and acknowledges both aspects. As well, it is important to account for historical changes. Much research was done in the 1970/1980’s when the gender gap in many western countries was much larger than is it today, as it is now accepted that both males and females work, and parental equality. However, males still occupy more powerful positions than women, and women perform more domestic duties. But it is an important factor to consider when looking at data.

Policy Issues in US Healthcare

Policy Issues in US Healthcare Jessie E Salters   POLICY/ADVOCACY PROJECT The Georgia Public Policy Foundation is a 501(c) (3) non-profit, nonpartisan research institute. The Foundations mission is to improve the lives of Georgians through public policies that enhance economic opportunity and freedom. The Foundation is state orientated, independent, and without particular interest towards any political group. Georgias Public Policy Foundation conducts scholarly research and analysis of state public policy issues and work to educate citizens, policy makers and the media. Several events throughout the state are hosted each year to discuss issues relating to public policy issues that affect Georgians. The present policy issue of significance that this agency is actively seeking to address is health care spending. According to the Georgia Public Policy Foundation, (georgiapolicy.org/2016/08/guide-issues-health-care) the government office of accountability non health care spending accounts for the consistent overall percentage of our Gross Domestic Product (GDP) over time, however health spending increases at an overwhelming rate. Funds that are spent on Social Security, defense, domestic programs, etc., excluding interest expense left unattended causes unsustainable federal deficit spending. This type of spending overshadows other budget interests pertaining to education and transportation thus causing health care spending to strain Georgias families budgets. Health care is very complex and has many challenges to try and address as a whole. The Georgia Public Policy Foundations plan to address the issue is by focusing their attention on what they consider to be policy issues that are misrepresentative of our health care system. The Foundation is addressing the federal tax policy, the Emergency Medical Treatment and Active Labor Act (EMTALA) and coverage for pre-existing conditions.   The Foundation proposed to tighten gaps within the federal tax policy by redefining refundable tax credits to allow unused credits to reimburse safety net providers. This is assumed to be the most impartial way to improve access to health care and provide individuals with alternative ways to purchase health care insurance. The uncompensated care issues caused by the Emergency Medical Treatment and Active Labor Act would be alleviated by use of the tax credits. The tax credits would assist in the transparency between employers provided insurance vs. commercially purchased insurance. To prevent take-over by employer insurance the tax credits would only be offered to employees that dont have employer insurance. Pre-existing conditions would be address by replacing costly regulations with high-risk pools. This is beneficial to individuals who are considered to be medically uninsurable based on certain health conditions or reasons.   The Georgia Public Policy Foundations expected response as a result of their advocacy efforts would be a sound health policy with the characteristics being Patient Centered, Security for the Sickest, Equitable Tax Treatment, Personal Responsibility, Access for All, and Transparency. In reverence to the above current policy issue the article by Alan R. Weil, Coverage Expansion, Accountable Care, and More. Health Affairs 36, no.1 (2017):7 doi: 10.1377/hlthaff.2016.1607 expressed concerns that are associated with the above policy issues. This article identified health care as a primary talking point during the election year. The Affordable Care Act was considered to make Health Care accessible and affordable for all. However, health care coverage expansion, accountable care, and disparities are issues associated with the Georgia Public Policy Foundation. Health care premiums continued to sky rocket in 2016. The health care market is difficult to measure since insurance premiums continued to change from year to year and underwriting has a significant effect on prices. Premium increases are based on the prices of product offered and not products people actually buy. Health Affairs, (2016.1607) reported disparities in California that showed individuals switched their insurance plans to the plan of lowest cost. This in turn caused a rise in the amount of money paid by enrollees, more than individuals that were only searching for insurance. Reports indicated a third of individuals did not received insurance discounts due to the lack of knowledge or because of obtaining the insurance out of the Affordable Care Act Marketplace. Medicare Shared Savings Programs used data that was from two years of services provided by accountable care organizations (ACOs) that indicated racial and ethnic disparities.   New payment procedures are needed to ensure a positive quality of healthcare is provided and accessible. Cost and health care quality in the Alternative Quality Contract (AQC) was compared among enrollees in regions of Massachusetts with lower and higher socioeconomic status which found disparities in process measures but not in outcome measures. Medicare subsidies are not equal to the quality and improvements as in the Alternative Quality Contract. The information contain in this article illustrate and support the need for advocacy in implementing consumer driven health care reforms. This article describes how difficult it is to achieve health care at the local, state and federal levels due to systematic and controversial differences that are prevalent and are affecting our health care system. The need for continued advocacy at all levels is vital to succeeding at revitalizing our health care system. REFERENCES Alan R. Weil, Coverage Expansion, Accountable Care, And More: Health Affairs 36, no. 1 (2017): 7 doi: 10. 1377/hlthaff.2016.1607 Guide to the Issues: Health Care: Retrieved From; http://www.georgiapolicy.org/2016/08/guide-issues-health-care/

A Virtual Training Environment Essay -- Gaming

Technology has become a huge part of the way we live. As the years move on, we are becoming more technologically advanced, and part of that progression is due to the fact that we are using avenues that we would have overlooked 20 years ago. One of these avenues is the use of video games in nonconventional ways, like supplementing a real class room for a virtual one, to help ease some of the social anxiety of those with Aspersers and Autism, and to assist in the training our troops, utilizing a safe and cost effective environment. Unfortunately, these methods have been questioned, by those weary of the dominant presence technology has taken in this new generation of youth; however, all of these pathways are helping solve a real problem with aid of virtual environments. One innovative way virtual environments have been implemented is the use of video games to aid in making learning and teaching situations more comfortable. This new style of education is made possible with the use of virtual classrooms in the massive multiplayer online game, MMO, Second Life (SL). Through the use of this fully virtual world, we are now able to teach tangible skills to others. In â€Å"Using Second Life to enhance classroom management practice in teacher education†, Jennifer Mahon et al. explored this theory. They established that, â€Å"Overall, the results of this study suggest that using SL for a simulation of classroom management is promising (130)†. Because is it always easier to learn in an atmosphere where one feels relaxed and comfortable, this use of Second Life shows great potential. By using online games this way it is allowing not only new teachers, but veteran teachers as well to gain or brush up on skills they need as educators interacting with... ...re will prosper. Works Cited Bauerlein, Mark. The Dumbest Generation: how the digital age stupefies young Americans and jeopardizes our future (or, don’t trust anyone under 30). New York: Penguin Group Orvis, A Karin, et all. â€Å"An Examination of the Role Individual Differences Play in Videogame- Based Training.† Military Psychology 21.4 (2009): 461-467. Academic Search Complete. Web. 15 Apr. 2012. Mahon, Jennifer, et al. â€Å"Using Second Life to enhance classroom management practice in teacher education.† Educational Media International 47.2 (2010): 121-132. Academic Search Complete. Web. 16 APR. 2012. Mitchell, Peter, et al. â€Å"Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders.† Journal of Autism & Developmental Disorders 37.3 (2007): 589-599. Academic Search Complete. Web. 16 APR. 2012.

How does J.D Salinger use the character of Holden Caulfield to explore :: English Literature

How does J.D Salinger use the character of Holden Caulfield to explore the issues related to growing up? ‘The Catcher in the Rye’ was written in the late 1940’s and first published in a magazine in 1947. The novel is like a bildungsroman but only consists of two and a half days in the life of a 17 year old boy called Holden Caulfield, although he argues that the book is not about his â€Å"lousy childhood†. Holden seems to be very conscious of this and doesn’t want it to be â€Å"all that David Copperfield kind of crap†. Nevertheless the book is an insight into a young man’s mind. Salinger creates Holden Caulfield’s idiolect with all the colloquialisms and swearing, which resulted in the book being banned in many states of America. Holden is very open and does not refrain from sharing some of his views on society and the war. At the time of publishing, America was experiencing very rich, prosperous, affluent years. Hollywood was the worlds best film industry and something America was very proud of and enjoyed, â€Å"Everybody was on their way to the movies† but Holden â€Å"couldn’t stand looking at them†, this was a big dig at American society and became very controversial. Holden doesn’t hold back his political views either, â€Å"I’m sort of glad they’ve got the atomic bomb invented. If there’s another war, I’m going to sit right the hell on top of it†. Due to the contextual time of post WW2 this was deeply shocking and disturbed many people, the atomic bomb had killed millions of innocent people and thousands had relatives lost in the war. At this time America was very anti-communism but Holden hints anti-capitalist views, â€Å"Goddamn money. It always ends up making you feel blue as hell†, and he often wears a â€Å"red hunting hat† which could have easily symbolized a communist. This was also a contributing factor to the shock this gave American society. However these are just the views of a teenager and all is part of J.D Salinger exploring the confused, rebellious thoughts of someone growing up. Salinger explores the issues of growing up in many different ways. Most of them contradict themselves at some point as well, portraying the confusion and unsettled mind of an adolescence. One of these main issues is Holden’s longing to gain independence. This is seen from early on in the book and is carried on throughout. The first main example of Holden wanting to move freely with independence is when he decides he’d â€Å"get the hell out of Pency...not wait till Wednesday† when he is supposed to break up from his boarding school.

Is It Proper to place someone in jail for a seatbelt violation Essay

  Ã‚  Ã‚  Ã‚  Ã‚  States across the nation have seat belt laws in place that make it a requirement for drivers and passengers in vehicles that are being operated on public streets to wear some sort of safety belt. In 1998, 41,471 people were killed in 6,334,000 reported motor vehicle accidents in the United States. Seat belts are estimated to save 9,500 lives each year, and statistics show a higher degree of seat-belt use in states that aggressively enforce seat belt laws. The laws, as well as the punishments available for violation of the laws vary by state. In most states, however, it is considered a misdemeanor and punishable by a small fine. The properness of an arrest for such violations is a good question and has been addressed by various courts including the Supreme Court.   Ã‚  Ã‚  Ã‚  Ã‚  In North Carolina, the â€Å"Click It or Ticket† program was put into place in 1993 by former Governor Jim Hunt to increase safety belt and child safety use rates through stepped up enforcement of the state’s safety belt law. According to North Carolina’s safety belt law all drivers and front seat passengers over the age of 16 are required to wear safety belts. Children less than age 16 are covered under the North Carolina Child Restraint Law. This law requires that children must be buckled up no matter where they are seated in the vehicle. Violators of the safety belt law are issued tickets and are subject to a fine of $25 plus $50 court costs. These violations have been defined as â€Å"infractions† and are not entered on driving records. In addition to this, effective January 1, 2005, any child less than 8 years old or 80 pounds in weight must ride in a booster seat. Violations of this law will result in a $25 fine plus court costs a s well as having 2 points placed against driver’s license. However, drivers cited for this violation of this law for a 5,6, or 7 year old will be able to have the charges dismissed if they present proof to the court that they have acquired an appropriate restraint for that child. Statistics have been gathered on safety belt use since this program began and has shown that seat belt use has increased from 65 percent to 84 percent. It has also shown that fatal and serious injuries in North Carolina have been cut by 14 percent. Resulting in a savings of at least $135 million in health care related costs. Other positive ef... ...rrests for all sorts of relatively minor offenses unaccompanied by violence, including, among others, night walking, unlawful game-playing, profane cursing, and negligent carriage-driving. The Supreme Court has acknowledged that the court has had little to say about warrantless misdemeanor arrest authority; however in what little they have said they have focused on the circumstance that an offense was committed in the officer’s presence, to the omission of any reference to a breach of the peace limitation.   Ã‚  Ã‚  Ã‚  Ã‚  It has been determined by the Supreme Court that it is proper to arrest someone for a violation of a seat belt law if it has been violated in the presence of an officer. All 50 states and the District of Columbia have statutes that permit warrantless misdemeanor arrests by at least some peace officers without requiring any breach of the peace. Because The â€Å"Click it or Ticket† program in North Carolina has served as a model for the nation and the Presidential Initiative for Increasing safety belt use Nationwide highly recommends that other communities adopt this program it appears as though safety belt laws will continue to exist for years to come. Is It Proper to place someone in jail for a seatbelt violation Essay   Ã‚  Ã‚  Ã‚  Ã‚  States across the nation have seat belt laws in place that make it a requirement for drivers and passengers in vehicles that are being operated on public streets to wear some sort of safety belt. In 1998, 41,471 people were killed in 6,334,000 reported motor vehicle accidents in the United States. Seat belts are estimated to save 9,500 lives each year, and statistics show a higher degree of seat-belt use in states that aggressively enforce seat belt laws. The laws, as well as the punishments available for violation of the laws vary by state. In most states, however, it is considered a misdemeanor and punishable by a small fine. The properness of an arrest for such violations is a good question and has been addressed by various courts including the Supreme Court.   Ã‚  Ã‚  Ã‚  Ã‚  In North Carolina, the â€Å"Click It or Ticket† program was put into place in 1993 by former Governor Jim Hunt to increase safety belt and child safety use rates through stepped up enforcement of the state’s safety belt law. According to North Carolina’s safety belt law all drivers and front seat passengers over the age of 16 are required to wear safety belts. Children less than age 16 are covered under the North Carolina Child Restraint Law. This law requires that children must be buckled up no matter where they are seated in the vehicle. Violators of the safety belt law are issued tickets and are subject to a fine of $25 plus $50 court costs. These violations have been defined as â€Å"infractions† and are not entered on driving records. In addition to this, effective January 1, 2005, any child less than 8 years old or 80 pounds in weight must ride in a booster seat. Violations of this law will result in a $25 fine plus court costs a s well as having 2 points placed against driver’s license. However, drivers cited for this violation of this law for a 5,6, or 7 year old will be able to have the charges dismissed if they present proof to the court that they have acquired an appropriate restraint for that child. Statistics have been gathered on safety belt use since this program began and has shown that seat belt use has increased from 65 percent to 84 percent. It has also shown that fatal and serious injuries in North Carolina have been cut by 14 percent. Resulting in a savings of at least $135 million in health care related costs. Other positive ef... ...rrests for all sorts of relatively minor offenses unaccompanied by violence, including, among others, night walking, unlawful game-playing, profane cursing, and negligent carriage-driving. The Supreme Court has acknowledged that the court has had little to say about warrantless misdemeanor arrest authority; however in what little they have said they have focused on the circumstance that an offense was committed in the officer’s presence, to the omission of any reference to a breach of the peace limitation.   Ã‚  Ã‚  Ã‚  Ã‚  It has been determined by the Supreme Court that it is proper to arrest someone for a violation of a seat belt law if it has been violated in the presence of an officer. All 50 states and the District of Columbia have statutes that permit warrantless misdemeanor arrests by at least some peace officers without requiring any breach of the peace. Because The â€Å"Click it or Ticket† program in North Carolina has served as a model for the nation and the Presidential Initiative for Increasing safety belt use Nationwide highly recommends that other communities adopt this program it appears as though safety belt laws will continue to exist for years to come.

De Niros Game

De Niro’s Game â€Å"De Niro’s Game† by Rawi Hage is a coming of age story about a boy named Bassam from war torn Lebanon. The main settings are the headings of the three parts of the novel; Roma, Beirut and Paris. The settings help to illustrate character development, the novel’s themes and are important symbols throughout. The first section of the novel is entitled â€Å"Roma,† but the events all occur in Beirut. Bassam never goes to Roma, however it is always present in the novel and an important symbol throughout. Roma is a place that Bassam has wanted to go his entire life.Roma symbolizes Bassam’s hope for a better life. He fantasizes that it is a perfect place, almost a heaven. When a little girl from his neighborhood dies he says â€Å"I went to the little girl’s funeral, the little girl who was on her way to Roma. † pg. 25. While visiting his friend George he says that they â€Å"whispered conspiracies, exchanged money, drank beer, rolled hash in soft, white paper and I praised Roma. † pg. 34. In the Roma section Bassam is younger and more innocent than in the other sections. Bassam is still a petty criminal.He only commits small crimes such as vandalism and drug use. The fact that the first section is called Roma, yet it is not in Roma, is a form of foreshadowing, suggesting this fantasy may never become reality. The second part of the novel is called â€Å"Beirut. † This section is the turning point of Bassam’s life. In this section Bassam stops dreaming about Roma. Beirut symbolizes Bassam’s loss of innocence. He starts committing major crimes, such as murdering the militiaman ‘Rambo. ’ Bassam starts to learn about the brutality of the war and the slaughter being committed by the militia.Beirut is a symbol of the horror in the world. In Beirut, Bassam realizes how harsh reality and the war are. Soon after realizing this he says â€Å"Ten thousand coffins had slipped underground and the living still danced above ground with firearms in their hands† pg. 88. At one point Bassam says â€Å"From the roof I could see West Beirut on fire. The Israelis bombarded the inhabitants for days, orange light glowed in the night, machine gun bullets left the ground and darted into the air in red arches. The city burned and drowned in sirens, loud blood and death† pg. 163.Not only does Bassam learn about the horrific things going on in the war but he also witnesses his best friend George killing himself, because George cannot go on knowing that he has committed such heinous crimes against humanity. Because of the war Bassam is betrayed by his best friend, tortured by the militia for a crime he did not commit and is forced to realize that the militia and war are not good, but rather morally wrong and pointless. Part III, of the novel is called Paris. Bassam escapes from Beirut and goes to Paris searching for George’s father. After Bassam finds Georges family, they soon betray him.Paris is a symbol of Bassam’s complete and utter hopelessness. In Paris Bassam thinks â€Å"I had no plans, and realized that I could not think of any. Other than Rhea, no one in Paris knew me, no one was expecting me for dinner, nor to walk in a funeral procession, nor to work, eat, carry the wounded, speed around on motorcycles† pg. 215. He has almost no place in Beirut and even less of a place in Paris. Paris symbolizes that Bassam is ruined by the war in Lebanon. Bassam is an outsider in Paris because of his twisted morals and values that were corrupted due to the war.He reads â€Å"The Outsider† by Albert Camus, which talks about the meaninglessness of existence and realizes there are many similarities between him and the character in the book. No matter where he goes, Bassam will always be an outsider. Paris helps Bassam develop as a person, realizing that things are horrible everywhere, and he cannot esca pe his past. Near the end of the novel, Bassam says â€Å"And so I drifted for hours, trying and failing to reconcile Paris with the phantasm of my youth, with the books I had read, with my teachers stories† pg. 204. Bassam realizes Roma is a fantasy.Setting and place are vital literary devices in â€Å"De Niro’s Game†. The settings are linked to the themes, in that Beirut is a city destroyed by war as Bassam is destroyed by war, and due to his journey through Paris he realizes his dreams of Roma are unattainable. The changes in setting also parallel and mark the stages of his coming of age. In Roma Bassam was a boy, in Beirut his transformation began and in Paris, Bassam became a man. While Bassam is in no way a perfect or even good person, he has made a transformation into adulthood. Without the setting his transformation into manhood would have been less clear and with