Paper Entrepreneurialism and Enrons Collapse Essay

Paper Entrepreneurialism and Enrons Collapse - Essay Example A critical analysis of each has been conducted in this assignment to explain how cases like Enron exist and how lay people do not seem to realize the issues in such companies before hand. Reich argues in his article, Paper Entrepreneurialism that accountants and financial experts are particularly trained to manipulate books and numbers. As a result, they have a number of innovative schemes through which an organization can stand to gain through various means. Such paper entrepreneurs manage finances through the usage of paperwork, like establishing holding companies and joint ventures, conducting spinoffs or divestitures, developing mutual funds or conducting exercises that hide realities of the organization under the paperwork and the numbers. Reich suggests that there are other types of entrepreneurs as well which he terms as product entrepreneurs. He believes that these entrepreneurs are developers of products and services that people may want or need. They are innovators of products, and sell such to the consumers. He states that economy has a need for both of them but because paper entrepreneurialism is on the rise, it is expected that organizations will manage to cook up financial gains when competition has become increasingly strong, particularly due to globalization. (Reich) Salter states that Enron is a classic example of deceit and corruption where most of the stakeholders focused on personal gains rather than the organizational gains because of which the shareholders suffered. The problems were deep rooted in ethical and administrative failures, along with lack of corporate governance. As a result, when financial incentives are part of the executives and the board, ethical discipline will definitely be lacking within an organization which was the case in Enron. In such a scenario, Salter explains that corporate governance failure was the key reason why Enron failed and this is the primary way an organization can avoid such a scenario.

Losing Isaiah Essay Example | Topics and Well Written Essays - 500 words

Losing Isaiah - Essay Example When Isaiah’s biological mother went out of the prison and escaped from the iron clutch of drug addiction, she decided to get Isaiah back. Here the controversy began. In the courtroom the parties of the â€Å"conflict† raised questions of ethnical difference between Isaiah and his foster family and wisdom of bringing up the boy in the environment, where nobody is like him. After the heated argument in the court, the judge brought in a verdict to give Isaiah back to his biological mother. That was right decision from the point of common sense, but it did not work in the end. The arguments against the verdict are the following: Isaiah’s biological mother did not know anything about bringing up this child; the boy had psychology problems and radical change of the family could do harm to him; there was a possibility of compromise that would be acceptable for both mothers and the child. Firstly, despite the fact that Isaiah was brought up in the â€Å"white† environment and did not receive enough information about his roots, he was brought up in the atmosphere of love in Margaret’s family. His foster mother was with him from the very childhood. She helped him to overcome the drug addiction and kept him safe from the hunger and poverty. Margaret Lewin was right when she said that Khaila was not inherently his mother. Margaret said that Khaila wouldn’t even know what to do when Isaiah got sick. She really loved the boy, and on the trial she told Khiala’s lawyer that the skin color does not matter when it goes about love, and they are capable to bring up Isaiah as a decent person. Secondly, Isaiah was rather troubled child. He was born from drug addict and during his first days of life he did not receive a proper care. Moreover, his biological mother gave him drugs as a sort of â€Å"lullaby†. The new born baby was drug addicted. All these facts could not but influence his

Inclusion of Children With Disabilities

Inclusion of Children With Disabilities Contemporary research and theoretical perspectives concerning the best way to cater for children with Special Educational Needs in early childhood years in the United Kingdom favour inclusion of children with most kinds of disability within the mainstream educational setting. This position is strongly leveraged by English legislation which has strengthened the endorsement of inclusion over the past 20 years, as will be seen in the body of this paper. The sense in which ‘inclusion is meant when used in Ofsted position papers or policy documents or embraced by Local Educational Authorities and espoused on local Council websites, is for children with reported emotional, physical or psychological disadvantage, to be accommodated within the existing structures of early childhood and primary school settings. The term ‘inclusion has been noted for its susceptibility to ambiguous usage, as it may refer to enhancing partnerships between children and parents in the educational process, or â€Å"concerned with minimising all barriers to learning and participation, whoever experiences them and wherever they are located within the cultures, policies and practices of a school.† In this view, â€Å"there is an emphasis on mobilising under-used resources within staff, students, governors, parents and other members of the schools communities. The diversity of students is stressed as a rich resource for supporting teaching and learning.† Moreover, more recently inclusive education has been viewed as â€Å"disabled and non-disabled children and young people learning together in ordinary pre-school provision, schools, colleges and universities, with appropriate networks of support.† The tension between the more precise usage referring to provision of mainstream educational access for children with special educational needs (SEN), and the broader sense of the term as a reference to removing all types of exclusion on the basis of class, gender, race or religion, has been noted in a report averring that â€Å"whilst schools at the time the project began were increasingly being encouraged to become more inclusive and were able to access guidance on approaches to developing inclusive practices, this required them to make sense of often different and frequently nebulous definitions of ‘becoming inclusive in various texts. Some of these texts, for example, understood inclusion specifically in relation to children identified as having special educational needs. Others saw it as an issue not simply in special needs education, but in provision for all groups of children who had historically under-achieved in the education system, a version of inclusive education related directly to the governments wider ‘social inclusion agenda concerned with ensuring that all social groups participated in the opportunities and activities of ‘mainstream society. Nonetheless, The Centre for Inclusive Education has outlined attributes of an educational setting marked by an ‘inclusive ethos. Some notable features include: â€Å"valuing all students and staff equally; increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools; restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality; reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as `having special educational needs; learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely; viewing the difference between students as resources to support learning, rather than as problems to be overcome; acknowledging the right of students to an education in their locality; improving schools for staff as well as for students; emphasising the role of schools in building community and developing values, as well as in increasing achievement; fostering mutually sustaining relationships between schools and communities and recognising that inclusion in education is one aspect of inclusion in society.† In addition to this helpful delineation, this charitable research body has distinguished the social model of disability, (which they favour as more equitable), from the medical model of disability, (which they deem to be outmoded and more prone to promote exclusion). The charter states, that â€Å"according to the social model of disability, barriers to learning and participation arise from the interactions between learners and the learning environment or from the nature of the setting itself. This contrasts with a medical model in which disabilities and difficulties are attributed to inherent ‘deficits in individuals to be identified and treated as ‘abnormal in segregated settings.† The rationale for inclusion is usually posited â€Å"because children whatever their disability or learning difficulty have a part to play in society after school. An early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges, is the best preparation for an integrated life. Education is part of, not separate from, the rest of childrens lives. Disabled children can, and are, being educated in mainstream schools with appropriate support.† The imperative for Special Educational Needs children, from an early childhood age on, to be accommodated within mainstream educational settings, is also supported by its representation as a matter of human rights. The assertion that all children have a right to learn and not be discriminated against is endorsed by disabled adults who demand an end to segregation right across the social spectrum. Further arguments to support the current political posture with regard to mainstreaming SEN children, focus upon the educational benefits to those with special needs, suggesting they do better academically and socially, as well as assisting educational resources on the whole to be used more efficiently. Moreover, the social imperatives include the conviction that segregation and exclusion teaches children to be ignorant and prejudiced, making the bridge building process of normal relationships beyond their grasp and therefore more difficult in later adult life. Finally, it is noted that inclusion confronts â€Å"deeply held, false beliefs about the impossibility of ever including all children in mainstream, the supposedly ‘huge expense of full inclusion, and the so-called sanctity of parental choice.† Recent legislation since approximately 1990 has had a profound effect upon the educational policies and provision of education for early childhood years SEN children. The Education Act 1993 (section 160) was subsequently consolidated into the Education Act 1996 (section 316). In 1993 the general principle that children with special educational needs should, (where this is what parents wanted), normally be educated at mainstream schools was enshrined into law, conditional on school to accommodate needs of both SEN children and mainstreamed children. Moreover, the statement emanating from the UNESCO world conference in Salamanca, Spain in 1994, urged all governments to â€Å"adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing other wise.† The new British government in 1997 published ‘Excellence for All Children Meeting Special Educational Needs, which embodied a strategy to improve standards for pupils with specials educational needs. The policy, ‘Meeting Special Educational Needs A Programme of Action was published in 1998. It undertook to review the statutory framework for inclusion in conjunction with the Disability Rights Task Force. The Task Forces report ‘From Exclusion to Inclusion published in 1999 recommended â€Å"a strengthened right for parents of children with statements of special educational needs to a place at a mainstream school†. The Special Educational Needs and Disability Act 2001 apparently delivered a strengthened right to a mainstream education for children with special educational needs. The Act has amended the Education Act 1996 and transformed the statutory framework for inclusion into a positive endorsement of inclusion. The Act seeks to enable more pupils who have special educational needs to be included successfully within mainstream education. One implication is that in theory at least, parents who have early childhood SEN children have a genuine right to choose either mainstreaming or dedicated SEN schooling for their child. In addition to the implementation of these legislative measures, the SEN specialist standards have been designed as an audit tool to help teachers and headteachers to identify specific training and development needs in relation to the effective teaching of pupils with severe and/or complex SEN. The statutory framework for SEN leaves no doubt that the presumption of the law is that children with special educational needs should be educated in mainstream schools. The Education Act 1996, reinforced through an amended regulation inserted by the SEN and Disability Discrimination Act 2001, makes this principle clear: ‘Where a statement of special educational needs is maintained for a child, then he or she must be educated in a mainstream school, unless that is incompatible with the wishes of his or her parents, or the provision of efficient education for other children. In so stating, the law formalises what has been increasingly the practice in the majority of LEAs over the last decade. In this context, use of the word ‘inclusion leads frequently to confusion, since the same noun is also applied to a raft of policies designed to secure the full participation in society (social inclusion) of people deemed for a variety of reasons to be ‘at risk. Clearly, not all pupils with SEN are at risk of social exclusion, though some are; equally clearly, not all children at risk of social exclusion have SEN. The process of diagnosis of children for SEN classification is is some ways problematic. According to the Audit Commission (2002), â€Å"One in five children a total of 1.9 million in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged.† The Wrexham County Borough Council website illustrates the process of diagnosis. â€Å"Only a small percentage of children with special needs require a statutory assessment and a statement. The SEN Code of Practice identifies a staged approach to meeting the special needs of children. Schools are required to adopt a graduated response to special needs that include a range of strategies and varying levels of intervention. As a parent you should be informed by school if your child has special educational needs and how these needs are being met. The SEN Code of Practice identifies the stages of identification and meeting special educational needs as follows: Monitoring, Early Years Action/School Action , Early Year Action Plus/School Action Plus, Statutory Assessment and Statement of Special Educational Needs.† The existence of an annual review is heartening from a stigmatization and needs equity perspective. Ones childs â€Å"statement will be reviewed annually. The LEA will notify the school when your childs review should take place and the school will set the date and organise the review. The purpose of the review is to look at the progress made over the previous twelve months in relation to the objectives on the statement.† The Derby LEA illustrates the role of statutory authorities. â€Å"A statutory assessment is a detailed investigation to find out exactly what your childs special educational needs are and what special help your child needs. It is only necessary if a mainstream school or early education setting cant provide all the help that your child needs.† Issues pertaining to gender, social class, culture and language have been well addressed byu Topping. â€Å"Despite the focus on social and educational inclusion and on ‘joined-up thinking the discourses of SEN and of equal opportunities, in terms of race and gender, have remained distinctly discrete. Although the literature on learning difficulties and disability sometimes makes reference to ‘social class, the gender or ethnicity (‘race) of pupils is rarely mentioned. Similarly, research on ethnicity and gender issues rarely acknowledges Special Educational Needs (SEN) and disabilities.†

Reproductive cloning Essay examples -- Ethical Issues, Human Cloning

As years pass, more and more gadgets, machines, transportations, and foods are being improved because of the technological advancements. Even the life of humans is improved by the years, where the life expectancy is increasing because of the developed medical research, medicines, and medical equipments. However, developed biomedical methods such as cloning are controversial, and in fact 93% of all Americans oppose cloning. Because of the controversies against this practice, the United States would not open the door to reproductive cloning, and this lead to a debate between the government, and scientists and bioethicists- who are supporting human cloning. Although the critics of human cloning fear that this biomedical practice would create an unpleasant environment, inequality and contradicts with religious aspects and beliefs, cloning can help infertile women to reproduce, help cure diseases and help restore the sanctity of life. Human cloning is bombarded with predictions that the supporters of cloning find it risky. Cloning is another medical advancement if it will be legalized. Cloning is duplicating the gene of a species where it will make an exact copy of DNA of the particular species, resulting into the existence of two identical species. Human cloning is a very controversial and apprehensive word, for people think that cloning will be equal to robots, not a real person/ species, and simply because they think that the world will be crazy seeing the environment with identical species of person walking on streets; the same fears that the critics are predicting. Because of the abhorrence, critics and writers are predicting the horrors that could happen; for example, stories like a cloned woman who was not talented as her anc... ...flake program has arranged adoptions of nearly a thousand embryos, about twenty of which become babies† (64). Embryos have life, for they can turn into babies; therefore, we should make the embryos become valuable by giving them a chance to live or heal the sick people rather than just throwing them away. Human/Reproductive Cloning has showed many reasons why it should not be banned because of its benefits. Cloning would not make a big difference from what we have right now, like slaves and organ donors that we already have right now, and the religion that not everyone believed in the same God which other people may find reproductive cloning helpful in making a family especially to the infertile couple. Furthermore, help cure the diseases and give life to aborted fetus and embryos. Therefore, we should not take the reproductive off the table and should be decided. Reproductive cloning Essay examples -- Ethical Issues, Human Cloning As years pass, more and more gadgets, machines, transportations, and foods are being improved because of the technological advancements. Even the life of humans is improved by the years, where the life expectancy is increasing because of the developed medical research, medicines, and medical equipments. However, developed biomedical methods such as cloning are controversial, and in fact 93% of all Americans oppose cloning. Because of the controversies against this practice, the United States would not open the door to reproductive cloning, and this lead to a debate between the government, and scientists and bioethicists- who are supporting human cloning. Although the critics of human cloning fear that this biomedical practice would create an unpleasant environment, inequality and contradicts with religious aspects and beliefs, cloning can help infertile women to reproduce, help cure diseases and help restore the sanctity of life. Human cloning is bombarded with predictions that the supporters of cloning find it risky. Cloning is another medical advancement if it will be legalized. Cloning is duplicating the gene of a species where it will make an exact copy of DNA of the particular species, resulting into the existence of two identical species. Human cloning is a very controversial and apprehensive word, for people think that cloning will be equal to robots, not a real person/ species, and simply because they think that the world will be crazy seeing the environment with identical species of person walking on streets; the same fears that the critics are predicting. Because of the abhorrence, critics and writers are predicting the horrors that could happen; for example, stories like a cloned woman who was not talented as her anc... ...flake program has arranged adoptions of nearly a thousand embryos, about twenty of which become babies† (64). Embryos have life, for they can turn into babies; therefore, we should make the embryos become valuable by giving them a chance to live or heal the sick people rather than just throwing them away. Human/Reproductive Cloning has showed many reasons why it should not be banned because of its benefits. Cloning would not make a big difference from what we have right now, like slaves and organ donors that we already have right now, and the religion that not everyone believed in the same God which other people may find reproductive cloning helpful in making a family especially to the infertile couple. Furthermore, help cure the diseases and give life to aborted fetus and embryos. Therefore, we should not take the reproductive off the table and should be decided.

Youth Substance Abuse: A Comprehensive Overview and Proposal for National Education Campaign

The following document represents a comprehensive overview of one of the main societal problems in America today: youth substance abuse. Drug and substance abuse among teenagers is substantial.Among youth age 12 to 17, about 1.1 million meet the diagnostic criteria for dependence on drugs, and about 1 million are treated for alcohol dependency.[1] Because of this epidemic we need to institute a more effective national school campaign along with a national health care campaign that will promote education, prevention, early detection, and rehabilitation.Youth substance abuse is a major epidemic currently plaguing the youth and needs to be immediately addressed to protect the future generations of our country. Without an immediate proposal to help eliminate substantial increases in substance abuse, we are setting ourselves up for a sharp decline in a solid civic foundation and substantial increases in health care costs.The research divides itself into six sections covering the social fa ctors that may lead to increased substance abuse, the meaning and experience of illness as related to the changing focus to a health belief model for substance abuse, health care systems and funding on a national level that are aimed at promoting education and rehabilitation of behavior and mental understandingÃ'Ž.Health care providers, providing resources to educate families on youth communication and doctors and nurses on effective mental rehabilitation based on the health belief model, revealing a national education campaign that focuses on physical dangers instead of morality and values violations,   and finally educating youth on health literacy through the national education campaigns.In order to elaborate on more in-depth discussion of substance abuse, first it is important to define our terms. Substance abuse can be defined as an overindulgence in and dependence on a psychoactive leading to effects that are detrimental to the individual's physical health or mental health, or the welfare of others.[2]In a medical sense, if we are to classify substance abuse as an illness, there must be a physiologic dependence on the substance, whereby the person develops a of high amount of tolerance leading to withdrawal symptoms once the substance is removed. Mosby (1998) differentiates between abuse and dependence, stating that both â€Å"are distinct from addiction which involves a compulsion to continue using the substance despite the negative consequences, and may or may not involve chemical dependency.†Ã‚   The textbook definition goes on to state that â€Å"dependence almost always implies abuse, but abuse frequently occurs without dependence, particularly when an individual first begins to abuse a substance. Dependence involves physiological processes while substance abuse reflects a complex interaction between the individual, the abused substance and society.[3]A definition of substance abuse that is frequently cited is that in DSM-IV, the fourth e dition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) issued by the American Psychiatric Association.[4] The DSM-IV defines the term as:A. A maladaptive pattern of substance use leading to clinically significant impairment or distress, as manifested by one (or more) of the following, occurring within a 12-month period: Recurrent substance use resulting in a failure to fulfill major role obligations at work, school, or home (e.g., repeated absences or poor work performance related to substance use; substance-related absences, suspensions or expulsions from school; neglect of children or household) Recurrent substance use in situations in which it is physically hazardous (e.g., driving an automobile or operating a machine when impaired by substance use)Recurrent substance-related legal problems (e.g., arrests for substance-related disorderly conduct   Continued substance use despite having persistent or recurrent social or interpersonal problems caused or exacerb ated by the effects of the substance (e.g., arguments with spouse about consequences of intoxication, physical fights)B. The symptoms have never met the criteria for Substance Dependence for this class of substance.The government began studying substance use among youth in the mid-70s, and have documented a fluctuation in substance abuse since that time. Interestingly, over the past 5-10 years, the level of substance use has remained relatively stable, yet research suggests that the types of drugs being used among youth are changing.While many young people are using alcohol, tobacco, and other illicit drugs, recent data show an actual decline in substance abuse for the first time in nearly a decade. According to the annual PRIDE survey (National Parents' Resource Institute for Drug Education) , which is the nation's largest independent survey of adolescent drug use and violence, there has been a 12.9% decrease in annual illicit drug use among students in grades 6-12 — the str ongest one year decline in overall drug use since 1990-1991. Alcohol use fell by 6.3 percent to the lowest levels in 12 years and cigarette smoking fell by 15.6% to the lowest levels in 8 years.Youth in grades 6 to 8 reported the most significant reductions, whereas the smallest changes in reported substance use were found at the 12th grade level. Among high school seniors, one in four students report using illegal drugs on a monthly basis and over 8% report daily use. Further, more than 24% of 12th graders report drinking alcohol weekly and 23% smoke cigarettes daily.[5]Another report from a Monitoring the Future Study of 8th, 10th, and 12th graders found similar declines in youth substance use, but also noted increases in the use of MDMA (ecstasy) in each grade along with increases in the use of steroids among 10th graders. [6]Social factors that lead to substance abuse Substance abuse in youth, a problem that may lead to later addiction or substance dependence in adult years, oft en times originates within a social incubator encompassing many specific characteristics that may lead to increased tendencies towards substance abuse.And while no panacea of understanding is claimed in regard to the exact reasons why young people turn to substance abuse, we can look into studies that correlate certain components to an increase in youth substance abuse.   Different social factors that lead to substance abuse affect youth at different stages of their lives. One example is the correlation of aggressive behavior in early childhood to later substance abuse.[1] From the National Institute of Health, 2007 [2] Mosby's Medical, Nursing, & Allied Health Dictionary. Edition 5. (1998) [3] (1998). Mosby's Medical, Nursing, & Allied Health Dictionary. Edition 5.[4]Writings from the American Psychiatric Association   (2006) [5] â€Å"Major Progress in Reducing Teen Drug Use, Cigarette and Alcohol Use, Gun Carrying, According to 13th Pride Survey.† Press Release, Septem ber 5, 2000. http://www.pridesurveys.com/[6] Johnston, L. D., O'Malley, P. M., Bachman, J. G. & Schulenberg, J. E. (December 21, 2006). Teen drug use continues down in 2006, particularly among older teens; but use of prescription-type drugs remains high. University of Michigan News and Information Services: Ann Arbor, MI. [On-line]. Available: www.monitoringthefuture.org; accessed MM/DD/YY.

Women And Men

It has become a troubling cliche that women feel unavoidably attracted to men who are completely wrong for them. This leads to other overarching platitudes that permeate our social interactions. All men are pigs. Nice guys finish last. The frustration over these seemingly impenetrable absolutes builds and builds until it bursts in a flurry of Cosmo quizzes. What’s going on, and can it be remedied? You all know someone who’s been affected by this paradox, and probably have encountered it sometime yourselves. A friend of mine recently had her birthday ruined by her boyfriend. He accompanied her and many of her friends on a trip to Magic Mountain. After disappearing for hours, she finally found him. He was asleep in her car in the parking lot, which he had broken into in order to nap inside, the ideal resting place. His only present to her was a card. They are still together today. I couldn’t have written a more ridiculous scenario myself. (Well, I could, but it would involve a lobster playing trombone.) Are women attracted to guys like this because somehow the qualities of meanness and insensitivity are inherently desirable? The answer is no. Granted, there is a positive correlation between the degree of a male’s lack of compassion and his ability to engender the attention of the opposite sex, but as any of you know who have taken a statistics course, a correlation does not prove causation. There is an underlying factor that produces this result. That factor is power. What women seek is someone who is powerful, who can control any situation and make things go his way. From an evolutionary standpoint, this means women are far more likely to be attracted to the guy who kills the charging lion than the guy who paints one on the cave wall. If there is one thing that jerks certainly have, it is power. Women perceive them as having great security and influence. What they often fail to notice is that this power is derived through meanness and selfishness. Conversely, kindness and selflessness are perceived as signs of weakness. I do not recommend, however, that women try to find comfort in the arms of the spineless.Spineless people aren’t necessarily kind. They simply possess too much cowardice to act on their angry impulses. Kindness is not the absence of malice; rather, it is the active pursuit of the satiation of the needs of others above one’s own. It takes far greater strength to pursue good instead of evil, as the odds are stacked against the good. A jerk demonstrates his strength by dominating other males through force and/or humiliation. A kind man will be far subtler. My grandfather once gave me some advice on the subject. He said, â€Å"A great man doesn’t tell people how great he is. If he is truly great, then they will know it.† Clearly something separates the boys from the men, but how to define that separation? Rudyard Kipling comes fairly close in his poem, â€Å"If.† I leave it to you to read it; it will be two minutes well spent. When it comes to how a male treats a woman, I have found a definition that seems to distinguish the mature from the immature. A boy sees his woman as a treasure. She is beautiful, charming, intelligent, etc. The boy will recognize all of these positive attributes as valuable, and therefore worth preserving through his best efforts. He does not love her for herself, only for how she makes him feel about himself. A man will treasure his woman. He will cherish her, support her, and devote the best fibers of his being to her. This is based on sacrifice and love, rather than on possession. A treasure, noun, is an object worth keeping. But a relationship should not be a museum in which a male showcases his best piece. To treasure, a verb, implies upkeep and care, dedication and perseverance, love and honor. This is surely the measure of a man. In trying to avoid sub-standard men, women often fall into another relationship sand trap, the older man. By older, I refer to an age they should be together. At the same time, our wants must be tempered with cognizance. The â€Å"plenty of fish in the sea† metaphor still applies to the beginning of a relationship. Squeeze a few tomatoes before you pick one out. Most of us aren’t out there looking for husbands and wives just yet, so perhaps it is adaptive that the qualities that make a good spouse are not those we necessarily value in a college relationship. On the other hand, high school is over, so perhaps it’s time for the homo erectus in the varsity jacket to say goodbye. I find it disheartening that women, seeking powerful men, would rather date Lex Luthor than Superman, or at least are more likely to fall for Luthor initially. Of course, not all guys fit neatly into the categories of heroes and villains. In truth, we are neither. Ladies, give us the litmus test for selfishness. A man should be a pillar of strength to his woman, but he should be made of something warmer than cold stone.