Interest Groups and Their Role in American Politics Research Paper

Interest Groups and Their Role in American Politics - Research Paper Example A particular example of an interest group is the organization SAGE (Service and Advocacy for Gay, Lesbian, Bisexual and Transgender Elders). . It is the largest and oldest organization in America devoted to promoting the welfare of LGBT senior citizens and make sure that their voices do not get lost in a cacophony of voices. SAGE formed itself in 1978 not only to deliver services to LGBT elders in New York City but also to push for policy reforms at the national level, and provides technical assistance to similarly-minded groups all over the country. It is not however a simple issue of sterile technical assistance. Considering the historical marginalization of LGBT communities and their susceptibility to the hate agenda of conservative groups, SAGE employs a radical organizing component as well (Reisch, 2005: 288) – that is to say, â€Å"the replacement of oppressive institutions, conditions, systems and practices with ones that reflect principles of justice, equity and respe ct for human diversity.† SAGE works in tandem with other organizations in order to further the shared goal. After all, theirs is a shared commitment towards addressing the needs and uplifting the well-being of LGBT elderly and pushing for equality and tolerance, regardless of age differences. It is through the consolidation of their voices that change can be sought and demands can be made to reform policies or introduce new ones. Coupled with this, SAGE is also following the strategy of pushing for their advocacy on three levels: city/local, state and federal level. This is a sound strategy in that it acknowledges that policy is generated in multiple fulcrums of power an if one is to push an agenda, then pressure tactics must be applied on the multiple fulcrums and not just one one. While interest groups are in theory a crucial component in any thriving democracy, many have criticized how some interest groups have created adverse effects in the American political terrain. Sust ein (1985: 29) writes: The dissatisfaction takes various forms, but many of the concerns have a common root in the problems produced by the existence of interest groups, or â€Å"factions†, and their influence over the political process. The scheme is challenged on the grounds that it allows powerful private organizations to block necessary government action; that the lawmaking process has been transformed into a series of accommodations among competing elites, and that the rise of a large bureaucracy exercising broad discretionary power has undermined original constitutional goals by circumventing the safeguards of separation

Personal Statement for Transferring to University of California

For Transferring to University of California - Personal Statement Example My belief in accomplishing lofty goals has been developed over the years through national level basketball competitions. I grew up in Guangzhou, China. My uncle was a professional basketball player in China. He began to teach me how to play basketball at a very early age. His workouts were grueling. I would run, jump and sprint for hours before I even touched a basketball. He had a very strict methodology he followed when training me. I can remember wondering, while I ran through all sorts of weather in Guangzhou Province, why I was doing all of this training. Was it worth it? I could see as I entered High School that I was worth it. We were a very successful team. We won the Guangzhou Province High School league championship. This was an amazing accomplishment considering the competition is fierce and we were not a very tall team. Our tallest player was only 6’5† and our average height was only 6’2†. Every team we played was taller than us. The difference w as no team we played was better prepared than we were. We practiced for three hours every school day and for five hours every weekend and holiday break. We were better conditioned and had developed better skills than our opponents. After winning the High School championship, I also participated in two three-on-three basketball tournaments featuring international players. Kentucky Fried Chicken sponsored one and Gatorade sponsored the other. We came in first in the tournament sponsored by Kentucky Fried Chicken and second in the one sponsored by Gatorade. As I grew older, I realized that lessons my uncle and coaches were teaching me were great for my basketball skills, but were even more important for my life. If I had not seen that hard work and superior skills bring success, I would never have developed the confidence to apply for an institution like the University of California. I am sure that I will experience challenges after I transfer colleges, but I am confident that I can ri se to meet these challenges. I am equally dedicated to realizing my academic goals as I am to by educational goals. In addition to learning from my uncle and coaches, my family has been a great inspiration to me. My parents are very wonderful role models. My father works for the China Council for the Promotion of International Trade. He is very hard working and intelligent. He has the ability to look at any situation and analyze it deeply and succinctly. He is well regarded by his colleagues. He has taught me many things about life and about working with other people over the years. He is probably the smartest man I know and I have a great desire to make him proud of me. My mother is the manager of a cabin crew for South Chins Airlines. She loves me very much and has always treated me well. She has taken me on trips every summer and winter break since middle school. As a result, we have been able to see many places in China and several European countries as well. Transferring to the University of California to become an Economics major will require me to use all of these good habits I have developed over the years so I could be a successful basketball player and a good son. Economics is a challenging course of study that will require me to think about things in a way that is new. Understanding global economic systems will require the same dedication that is required in learning to sink a three-point

The Minds of Socrates, Plato, and Aristotle Essay Example for Free

The Minds of Socrates, Plato, and Aristotle Essay SOCRATES, one of those who sought to develop a more consistent and purer concept of god, but he paid the price of a pioneer in that the masses misunderstood him. He was considered as the destroyer of the gods of the Greeks. He maintained that the centrality of the real essence of man and individual is not only its acceptance of the different gods but the real understanding of one’s relationship with others in a rational manner. This implies a rational knowledge with all its capabilities within the realm of knowledge – the highest god, thus, the nature and conceptualization of god, for him, is the actual understanding of knowledge which one god. For Socrates, is something that can be reached through knowing and knowledge that the individual can possess? PLATO, the pupil of Socrates, uses the word God, but in a very confused way. Most of the time, he used the word god just a ordinary masses think of them, as beings governing different realms of the universe. In many of his works, we cannot actually distinguish how-in the process he thinks of gods in the same manner as the ordinary citizen of Greece and with his noble background (Drake, 1958), for in it, the mind of the masses, most of the time prevailed. Indeed, the popular conceptions of the gods are strewn all over these thoughts and works, but there were times that. He thought of the existence of one supreme god who is the master and ruler of the entire universe. In his book, the Timaeus, he accounts for the creation of the universe by using a demiurge, or sort of architect, who takes already-created ideas and matter and moulds the universe. In another place, we find him speaking of the creators as the source of souls. ARISTOTLE on this point is clear. He noted that there are two causes in the universe – form and matter. That, â€Å"forms are forces which realize themselves in the world of matter, just as the idea of the artist realizes itself in marble,† was central to the belief of Aristotle. The cause of motion, for him, is for him, is form; and matter moves as it is being caused by form. Thus, for Aristotle, the traces of the early Greek thinking, â€Å"that matter is a living form† was revived. Not only does form, which is within matter, move matter, but matter seeks to become or realize the form. For example, the mango tree is the form and the mango seed is the matter. When the seed grows into a mango tree, it realizes the form â€Å"mango tree† which is in it a mango seed, but unrealized. As it is growing according to Aristotle, it is striving to become a mango tree. This is its motion. Aristotle maintained that, before the mango seed, there was matter, and an idea or form â€Å"mango†. This form was in matter, and matter was striving to become a mango tree because of the presence of the form in it. We might move on tracing these series of events from the crudest matter, each step through the mango tree and beyond, and realizing that at each point there is matter striving to become form, being moved by form. Thus he asks, â€Å"Is this series continuous and forever? † his answer was â€Å"NO†. At the end. He called this an eternal â€Å"UNMOVED MOVER,† the ultimate cause of ll motion, of all becoming and being in the universe. He called the unmoved mover,† â€Å"GOD,† (Saddi, 1997). Aristotle’s god is â€Å"PURE INTELLIGENCE,† the ideal motif of all philosophers.

Importance of History and Context Considerations for Clients

Importance of History and Context Considerations for Clients Historical and Contextual Considerations for Clients Siobhan L. Healy Abstract This paper discusses four cases in total, two from the perspective of a psychologist in private practice and two from the perspective of a school psychologist. First, we will be covering two clients who visited Dr. Goldstein’s private practice: Client #1: Brian, a 28 year old, married father of a two year old daughter and a six month old infant son, is expressing a feeling of unhappiness. He states that he is miserable, making everyone around him miserable. Client #2: Cindy, a 41 year old, recently divorced woman without children and high school education is not able to relax and worries about something all the time. She experiences a feeling of â€Å"going crazy†. Next, we will be discussing two clients Dr. Venneman, the school psychologist, is covering: Client #1: Rosie, a 7-year-old second-grader from an intact family has recently moved into the school district and was referred for experiencing academic difficulties concerning reading and writing, as well as social difficulties with her classmates. Client #2: Marco, a 17 year old high school student was referred for failing grades and refusal to follow course sequences. He is considering dropping out of school. The hypothesis for this paper is, that, when clinicians are able to gather enough information about their clients’ history and weave together pertinent data to get a clear picture of each case, they will be able to use the correct assessment in order to design a treatment plan. According to Groth-Marnat, the evaluation of the referral question in each case is of great importance. An inaccurate clarification of a problem can result in practical limitations of psychological evaluations. It is the clinicians’ responsibility to provide useful information and to clarify the requests they receive, and each clinician is aware of the value and the limitations of psychological tests. Furthermore, clinicians should not assume that requests for evaluation and referrals are adequately described or elaborated on. In fact, clinicians may need to uproot unspoken expectations of clients and uncover interpersonal relationships and hidden agendas. Limitations of psychological tests need to be explained to clients and the clinician is required to fully understand the vocabulary, dynamics, referral setting, and conceptual model (Groth-Marnat, 2003). Because clinicians are rarely asked to provide a general or global assessment, but are instead expected to answer specific questions, they need to address these questions and should contact the source of the referral at various stages in the assessment process. In an educational evaluation, such as in Rosie’s and Marco’s case, the school psychologist should observe the student in the classroom environment. The information gathered from such an observation should then be relayed back to the source of the referral (school) in order to get further clarification and, possibly, a modification of the initial referral question (Groth-Marnat, 2003). After gaining insight into the referral question, clinicians should proceed with the collection of information. A variety of sources may be used for this purpose, such as personal history, interview data, behavioral observations, and test scores. Furthermore, clinicians could obtain any previous psychological evaluations, medical records, police reports, school records, or they could discuss the current issues with the client and/or with parents or teachers (Groth-Marnat, 2003). For example, Dr. Goldstein could ask his client, Brian, the 28 year old father of two small children, a few background questions, such as, â€Å"when did you first experience the feeling of unhappiness and what exactly do you do to make everyone around you miserable†, or â€Å"how was your marriage before the birth of your children†, â€Å"what may be additional stress factors besides the overwhelming task of having two young children†, and â€Å"how is your social life†? Furthermore, Dr. Goldstein should explore any possible medical reasons for Brian’s â€Å"unhappiness†. Once the clinician has ruled out certain factors that may be contributing to Brian’s condition, he may be able to pinpoint the cause of his unhappiness and determine that Brian is simply and temporarily overwhelmed by the addition of a new baby to an already stressful life. After all, additionally to having to go to work to financially support a family of four, Brian is most likely sleep deprived due to his infant son’s irregular sleep pattern. Ultimately, Brian’s wife and daughter may be placing unreasonable demands on him by asking for more help and attention. Most likely this phase will pass and the clinician will be able to design a solid assessment and treatment plan. Dr. Goldstein’s second case of Cindy, the 41 year old, divorced female, may be a complex one to examine. Once again, Dr. Goldstein should ask Cindy questions such as â€Å"what were the reasons for your recent divorce†, and â€Å"when did you first experience the feeling of â€Å"going crazy† and how does it present†, â€Å"what kind of worries are the most prevalent and what have you tried to do in order to relax†? After ruling out a medical problem, the clinician should examine Cindy’s situation carefully, as it sounds like she may be suffering from anxiety and depression due to her recent divorce. After the divorce, she may have also lost common friends she shared with her partner. The divorce may have left her financially and emotionally drained and she may be going through a midlife crisis. In cases like that, the potential for substance abuse as a coping mechanism can be high. With detailed information about Cindy’s background, D r. Goldstein should be able to create a thorough assessment and a feasible treatment plan. In the case of Rosie, the 7-year-old second-grader from an intact family who recently moved to a new school district, the school psychologist, Dr. Venneman, should obtain any and all school and medical records and he should gather as much information from Rosie’s parents and current and former teachers (or principals). Dr. Venneman should explore whether Rosie had any academic issues in her former school. She may have to get an eye exam to rule out a vision problem since her decreasing performance involves reading and writing. After ruling out any medical problems, Dr. Venneman should find out if Rosie may be missing her old friends and social activities. He should ask parents and teachers questions such as â€Å"has she made any friends at all yet†, or â€Å"is she still involved in the sports activities that she used to enjoy†? It is very likely that Rosie is just experiencing a temporary loss of a sense of stability (of a predictable environment and routine) a nd the loss of her friends due to the move. Once she is used to her new situation, she will most likely be able to adapt, make new friends, and catch up with school work. In the case of Marco, the 17 year old high school student who is considering dropping out of school, Dr. Venneman may have to explore his school and police records and conduct interviews with his family and teachers. After ruling out a medical condition or a possible criminal past, the clinician should ask Marco and everyone concerned a number of questions, such as â€Å"how long has the lack of interest in school work persisted and what was done to intervene†, â€Å"what are his peers like†, and â€Å"what does Marco want for his future†? Fortunately, Marco is a short time away from graduating from high school and the clinician should put emphasis on finding a quick and solid solution to jump-start Marco’s motivation. In all of these cases, it is important to realize that any tests themselves are just one tool (or source) for gathering data. Each case history is of importance as it provides the clinician a context for understanding each client’s current issue and with this knowledge the test scores become meaningful. A number of ethical guidelines have emerged for conducting formal assessments, ensuring â€Å"that appropriate professional relationships and procedures are developed and maintained† (Groth-Marnat, 2003, p.48). When assessing all of the above clients, the clinician must carefully consider what constitutes his or her ideal practice. There will always be difficulties involving assessment procedures. The main issues are the â€Å"use of tests in inappropriate contexts, confidentiality, cultural bias, invasion of privacy, and the continued use of tests that are inadequately validated† (Groth-Marnat, 2003, p.48); consequently, this has resulted in many restrictions as to the use of certain tests, increased skepticism, and a greater need for clarification within regarding ethical standards within the field of psychology (Groth-Marnat, 2003). As in Rosie’s and Marco’s case, the clinician would be concerned about dealing with minors, especially if one was diagnosed with a disability, and should obtain consent to perform the assessments through a parent or legal guardian. As described by Steege Watson (2013) â€Å"when information is systematically collected and analyzed for the express purpose of determining behavioral function and the development of a BIP, it should be considered an evaluation and parental permission obtained† (p.34). Furthermore, it would be unethical of Dr. Goldstein, for example, to reveal information about Brian or Cindy to others, unless the clients are posing a risk to themselves or others (such as a threat of suicide or homicide) (Steege Watson, 2013). In the case of Cindy, Dr. Goldstein could begin with a semi-structured interview format and list a sequence of questions that he would like to ask her. The first series of questions could include: â€Å"What are some important concerns that you may have?† â€Å"Could you describe the most important of these concerns?† â€Å"When did the difficulty first begin?† â€Å"How often does it occur?† â€Å"Have there been any changes in how often it has occurred?† â€Å"What happens after the behavior(s) occurs?† (Groth-Marnat, 2003, p. 79-80). Since clients vary in their personal characteristics (age, degree of cooperation, educational level, etc.) and type of problem (childhood difficulties, legal problems, psychological problems), the questions should vary from person to person (Groth-Marnat, 2003). In Cindy’s case, the above questions are appropriate to ask. The series of questions should not be rigid, but asked with a certain level of flexibility, in order to explore relevant but unique issues that may arise during the interview. It is difficult to speculate on the conduction and outcome of the interview, because different theoretical perspectives will exist when it comes to clinician-client interaction between Dr. Goldstein and Cindy. It is important to note, that, a successful interview is achieved first and foremost with a proper attitude of the clinician, and not so much by what he or she says or does. The interviewer should always express â€Å"sincerity, acceptance, understanding, genuine interest, warmth , and a positive regard for the worth of the person. If clinicians do not demonstrate these qualities, they are unlikely to achieve the goals of the interview, no matter how these are defined† (Groth-Marnat, 2003, p. 80). Dr. Goldstein should be aware of the interviewer effect because his interview with Cindy is a social interaction and his appearance may influence her answers. This is a common problem and such bias can render the results of the study invalid. For example, body language, age, gender, ethnicity, or social status of the interviewer can create this effect. If Dr. Goldstein happens to be of the same age and ethnicity of Cindy’s ex-husband, with a similar social status and body language, she may not answer all the questions without bias. Unfortunately, there is always going to be such a possibility when conducting an interview. After Dr. Goldstein has concluded the interview with Cindy, he will then provide an outline of the behavioral assessment, similar to the behavioral interview. He will initially provide Cindy with an overview of what has to be accomplished with a clearly detailed specification of her problem behavior. Dr. Goldstein will identify the target behavior(s) and define them in exact behavioral terms. For example, Cindy’s target behaviors may be excessive worry and inability to relax as part of an anxiety disorder. The clinician will then determine the problem frequency, duration, and intensity (â€Å"How many times has the feeling of â€Å"going crazy† occurred today,† â€Å"How long did it persist†, etc.). He will then identify the conditions in which the problems (worrying, not being able to relax, and so on) occur â€Å"in terms of its antecedents, behaviors, and consequences† (Groth-Marnat, 2003, p. 114). Dr. Goldstein will determine the desired level of Cindy’s performance and consider an estimate of how realistic this is for her with possible deadlines. He will definitely identify Cindy’s strengths and also suggest procedures for measuring her relevant behaviors. He will decipher who will record what and how will it be recorded, when and where. Then, Dr. Goldstein will determine how the effectiveness of the program should be evaluated. After completing the discussion of areas, he will summarize it to ensure that Cindy understands and agrees. Again, this outline should not be rigid and should be used as a general guideline (Groth-Marnat, 2003). In Cindy’s case, the behavioral interview itself may have presented enough material for an adequate assessment but some form of actual behavioral observation may be required before, during, and after treatment. A method for observing the behavior(s) is often decided on during the initial behavioral interview. While interviews primarily serve to obtain verbal information from clients, behavioral observation conducted to actually carry out certain techniques and strategies of measuring relevant areas of behavior that were previously discussed during the behavioral interview. With Cindy, a behavioral observation may be useful, although it is usually used more frequently in cases such as assessing young children, the developmentally disabled, or resistant clients, but it would be interesting to obtain interval recording, narrative recording, ratings recording, and event recording. Dr. Goldstein may ask Cindy to observe her relevant target behaviors. He and Cindy will have to decid e on the number of target behaviors to record and the complexity of a recording method, as the task will have to remain manageable and not â€Å"overly complex† (Groth-Marnat, 2003). Target behavior(s) should be identified in a narrative description of Cindy’s problems and later specified by determining the antecedents and consequences related to her problem behavior. All of her behaviors need to be measured in an objective manner, with complete definitions that enable concise observations of the measures of the behaviors. Such definitions should not include abstract terms, such as absentmindedness or sadness, and instead concentrate on specific behaviors. Furthermore, the definitions should be easy to read. When Dr. Goldstein is measuring behavioral frequencies, he must clearly define when the behaviors begin and end. It can be difficult to measure less clearly defined behaviors. The recordings should measure the duration of behaviors and their intensity. For example, how fast does Cindy’s heart beat during an anxiety/panic attack in which she feels that she is losing her mind and how long did this heart rate remain? Measurements as such will deter mine how urgent and strong a treatment approach should be (Groth-Marnat, 2003). Of further importance is the setting of a behavioral observation and it can range from a natural setting to a highly structured one. Natural, or in vivo, settings for Cindy can include her home, the park, or the mall. Such natural settings are the most effective ones when trying to assess high-frequency or depressive behaviors, as in Cindy’s case. Unfortunately, observations in natural settings require an extensive amount of time but are useful when the amount of change the client has made is measured after a treatment. Dr. Goldstein may decide to create a structured environment, such as a role play, that bring out specific types of behaviors. Such environments can be important for infrequent behaviors but this type of setting may not generalize into Cindy’s actual life. The training of the observer has to include a clear understanding of measuring the behaviors, emphasizing on taking objective and accurate recordings. The clinician should take precautions to avoid obse rver error, through bias, lapses in concentration, leniency, and discussing of data with other observers. Reliability may be checked by â€Å"comparing the degree of agreement between different observers rating the same behaviors† (Groth-Marnat, 2003, p.116). After gathering enough information about their clients’ history and pertinent data during behavioral interviews and assessments, clinicians have a clear picture of each case and will be able to design and implement the correct treatment plan. References Groth-Marnat, Gary (2003). Handbook of Psychological Assessment 4th ed. John Wiley Sons. Retrieved on 20 February 2015 from http://marijag.home.mruni.eu/wp-content/uploads/2009/02/handbook-of-psychological-assessment-fourth-edition.pdf. Steege, M.W., Watson, T.S. (2013). Conducting School-Based Functional Behavioral Assessments, Second Edition. Guilford Press. VitalBook file.

The Impact of a Mother’s Death on the Family Essay -- Faulkner’s As I

The Impact of a Mother’s Death on the Family Death ultimately brings individuals together and the Bundren family is no exception. Each member of this chaotic family dealt with their mother Addie’s death quite differently. Throughout the novel, Cash is the silent, hard-working type who says next to nothing about his family’s crazy nature and how he exactly feels about their current situations. I believe that Cash making his mother’s coffin outside the window was not cruel or disrespectful; it shows his loyalty and commitment to his mother. Of all the Bundren children, Cash dealt with his mother’s death through physical emotion. He worked diligently on constructing the coffin and making sure it would not slant or move during the journey to Jefferson, however, readers know that everything did not go as planned. Darl, the most rational of the group, â€Å"goes off the deep end†, so to speak because of his mother’s death. While Darl and Jewel are away getting Tull’s horses, Addie dies and Darl can see what is going on back at home. His omniscent nature makes him a wonderful narrator becau...

Can Siebel Stop Its Slide Essay -- Recession, Case Study, solution

In the fall of 2001, business software pioneer Thomas M. Siebel was giddy as he looked ahead. Sure, the recession was hurting. But he claimed his company, Siebel Systems Inc. -- the leader in software for managing sales forces and customer-service departments -- would be more resilient than its competitors. ``Everybody is going to be naked,'' Siebel said with relish. ``We're going to find out who are the dilettantes. We're going to find out who are the scumbags, and who are the sleazeballs. Everybody is going to be exposed for who they are. It's going to be a remarkable time.'' Two months later, he confidently predicted that the high-tech downturn was about to end. He could be certain, he said, because of the forecasting capabilities in his own software. Well, both Tom Siebel and his software get failing grades for prognostication. The tech industry is still mired in slow growth, and Siebel Systems, software's highest flier in the go-go '90s, has tumbled farther than its ``dilettante '' rivals. Revenues last year tumbled 22%, to $1.6 billion, compared with a drop of only 2% for the overall corporate-applications-software industry. In the first quarter, Siebel's revenues dropped 30%, to $333 million. Siebel's stock price, at $8.50, is off a staggering 94% from its peak in 2000 of $119. It wasn't just the economy that hobbled Siebel Systems. A 2001 product upgrade was so difficult to install that customers were reluctant to buy it. The company's reputation suffered from bad publicity about its customer-satisfaction record. And it lost ground to corporate-applications leader SAP. In 2002, Siebel Systems' share of the customer-management market it helped pioneer slipped from 29% to 23%, according to Gartner Dataquest. No. 2 SAP gained ... ...ness-software maker Siebel Systems has seen revenues slide 44% over the past two years. Here's a look at why, and at its prospects going forward. COMPLEXITY INCOMPATIBILITY PROBLEM Customers complain Its applications don't work Siebel's software is easily with rival software complex and hard to that handles financials and install. Major projects human resources. can take a year to com- plete. FIX A team of 60 consultants New integration technologies helps customers plan improve things, but rivals that projects, but something make full suites of products must still be done to have an advantage. simplify the products. TARNISHED REPUTATION PROBLEM It has been accused of overstating customer satisfaction and was slammed by the SEC for a financial disclosure violation. FIX It hasn't adequately addressed customer satisfaction issues and is stingy with financial information.

How To Develop A Good Personality

Having a good personality is an important skill in life. It is not an easy feat to achieve but with these simple yet crucial steps, a good, well-meaning personality can be achieved by anyone. Take care of your appearance. ;Manner of dressing ;Use of make-up and hairdo ;Language used ;poise 2 Think positive thoughts, both about yourself and others in general. The thoughts that we think soon turn into the words we say and the actions we take. Having good thoughts about yourself gives you self-confidence and self-respect, essential in any good person.Never lose a chance to prove yourself. In our day to day life we came across several opportunities which could help our self in defining our personality. For example if you are in a conversation with a group or a individual you must talk in a way thou can prove others what you are really†¦. And it does not matter if you say a line or a speech. The thing which will matter is the words of yours. Whether they were able to leave an impact on others or not. 4 Look for famous people whose personality defined them. Athletes, artists, actors and musicians are people who ace challenges in their careers everyday.They have to have patience and perseverance in order to succeed. Many of them are humble in spite of their success and fame. These are life skills which is learned culminate in the creation of a good personality. 5 Look deep inside yourself and think about who you are. Many people find themselves to be better by reflection. 6 Help wherever and whenever you can. A little sacrifice can go along way in changing another person's day. 7 Always be yourself. If you are following some famous personality, make sure that you never lose yourself.It means that you have to stick to that behavior every time. Feel it in your blood. 8 Learn to love other people. Many bad personalities come about because people do not want to forgive each other and thus become filled with so much interpersonal hate that they hate other people. This makes them come off as bad and self-centered when all they lack is the insight to forgive and forget whatever may be the root of conflict between them.