The Atomic Attack on Japan Essay Example | Topics and Well Written Essays - 750 words

The Atomic Attack on Japan - Essay Example After Germany's surrender in May 1945, the U.S. and its allies were able to concentrate their efforts on forcing Japan to surrender. With the fall of the Marianas Islands in July 1944, it had become apparent to military leaders on all sides that the fall of Japan was a foregone conclusion (Long). The increased capability of B29 bombers to strike Japan opened Japan's cities and industry to severe attacks. Coupled with a Naval blockade that crippled Japan's ability to gain the resources to wage war, it was only a question of when the surrender would occur. By June 1945, General Curtis LeMay estimated that U.S. airstrikes would have no Japanese targets left by October 1945 (Long). As early as June 1945, the U.S. had intercepted cables from the Japanese to the Russians seeking aid in an offer to surrender (Lewis). With Japan weakening, the Potsdam Declaration of July 1945 called for Japan's unconditional surrender. The harsh rhetoric of the declaration, aimed at the Japanese, indicated that Emperor Hirohito would be deposed and treated as a war criminal. Due to the Japanese religious belief that the emperor was a God, the Proclamation was unacceptable even to the Japanese peace movement. While Japan attempted to negotiate surrender through Russia, the U.S. held fast demanding the complete dismantling of the Japanese authority. The fate of the emperor, and the unwillingness of the U.S. to have Russia broker the deal, were the main points impeding a calculated surrender. Leading scientists as well as military leaders of this period overwhelmingly opposed using the new dreadful weapon. Most found its use against a civilian population repugnant. Many of them suggested a demonstration to the Japanese of its awesome capabilities in an effort to persuade them into surrender. Most agreed that a demonstration would be less than effective and a waste of a bomb. Truman writes in his private diary of July 25, 1945, that he has ordered the bomb dropped on a purely military target and spare civilians, women, and children (Truman Diary). It was clear by his diary entry that he understood the ramifications of the bomb's destructive capability. Truman had quipped that the Japanese would fight to their last dying man and an invasion would cost a million American lives. These were anecdotal estimates and had no military basis. In fact, in the days before the bomb was dropped, Japan was trying to secure an acceptable surrender that would maintain the Emperor's fate. Yet, in the face of scientific opposition and military skepticism, Truman stuck to the order to drop the bombs and struck Hiroshima on August 6, 1945. A second strike hit Nagasaki on August 9, 1945. When the bomb was dropped, the American public shared Truman's enthusiasm laced with a hint of the gloom that rose over the horizon. The perception is still prevalent today that the bomb prevented an invasion and saved American lives (Hogan, 146).Estimates are that 170,000 Japanese were killed instantly from the bomb and the ensuing radiation (Anhalt). Most were civilians. Still, the Japanese Cabinet refused to surrender due to their belief in the emperor as a God. As

Practices prevent the abuse of school funds Essay Example for Free

Practices prevent the abuse of school funds Essay The education of students and the welfare situation of the staff are paramount issues in addressing school finance. The nature of the education cadre in high schools is an important part of the formal education of the young child who has in between the childhood and adolescent stages of human development. It is therefore important for he head teacher who is saddled with the responsibility of promoting education within the school to commit the available resources to the right channels to achieve the intended results of infrastructure development and provision of facilities to ensure continuity of education in the school. Some of the Infrastructure development- that needs be upheld include library, art and technical studios, computer rooms, music room; environmental sanitation, provision of teaching and learning aids, game centre and kits, award ceremony for staff and students In this age and time, it is needful to realize that education is a social and economic good; this implies that it is an avenue to build viable human capital which would contribute to , national economic wealth and health alongside the effective utilization of material, capital and natural resources within the environment. This economic good also contributes to individual health by establishing an individual as a positive force within the community where he resides. Although education does not preclude evil but its positive impact apparently outweighs its negatives. This issue is important because it informs the decision of the principal of head teacher of the high school about the judicial use of the funds available to him from various sources. What are these sources of funds to the high school? These include the federal allocation to public schools, the state allocation to schools within the jurisdiction. These two forms the socio-political source of funds, while there is the local source from payments by the attending students. Besides, there could also be internally generated funds from projects, programs and economic activities approved for and/or by the school. Realizing the economic good in education and the source of funding of schools are important tools that can contribute to stemming abuse of funds in schools especially high schools. While it is illegal to misuse funds for personal goals, aspirations like acquisition of political power or savings towards retirement, it is necessary for head teachers to realize the role of education in the growth and development of the adolescent child that attend high schools. If they realize the import this can have on the morals and social development of these kids, the propensity to embezzle schools funds would diminish in our schools. One of the practices that prevent abuse of funds includes fiscal accountability. Realizing that for every allocation by the government or payment by the attending students would be accounted for contribute to stopping the abuse of funds. This fiscal accountability is achieved by tracking fund though the means of revenue and expenditure track, monitoring of accounting transactions and auditing. As part of this measure, auditing is an inevitable tool; it includes internal and external audit. While the former uses local staff, the latter adopts using the appropriate institutions within the society which can rarely be influenced the caprices of a local head of high school. In any situation there is inconsistency in the tracking of the funds, which shows that there is need for more scrutiny of such heads. If this auditing can be effectively carried out at all levels of education especially at high schools, it would drastically change the shape of funding and spending within schools by their principals. Another equally important tool is Budgeting: this includes organizing financial transactions, balancing them through stipulated revenue and expenditure plan with a view to meeting staff needs, fund student activities and attain social and local goals. Organizations can incremental, use of school site, outcome-focused or tailored towards program planning. Balancing includes planning revenue and expenditure in such a way as to achieve a balance, deficit or surplus. The aim of budgeting is basically to draw a financial plan to meet specific needs. This gives rooms for identifying challenges and tackling them within the limit of available resources. A comprehensive budget would meet staffing needs which covers recruitment and selection, compensation, and continuous training and retraining on advancements in technological and teaching practices. It would also make provisions for student’s activities and embark of appropriate programs that can meet school and district missions. There would also be allocations for infrastructure development to cover construction works, architectural lay-out and provision of necessary education facilities. Such a budget would encompass all areas that need improvement within the school; when these goals are outlined and there is institutional will to meet them, it would be difficult to abuse funds. Usually available funds may not even be sufficient to meet needs driving fund-raising and capital programs for increased revenue generation. When purpose is not known, abuse is inevitable. This is the essence of the budget. Realizing the importance of good governance with respect to financial prudence on the morals of staff and students makes a leader a judicious custodian of available financial resources. Fiscal accountability through auditing by internal and external outfits dampens the propensity to divert school funds towards personal goals. Since knowledge does not preclude this evil, strict disciplinary measure meted to offenders who are convicted of this white collar crime is another practice that militates against abuse of school funds. These are measures that prevent misuse of school funds. REFERENCES Safeguarding School Funds by Henry Linn. 4th edition. †¢ Review of Educational Research, Vol. 3, No. 5, 399-408 (1933) 1933 American Educational Research Association Chapter VI: School Finance †¢ Does money matter? GT Burtless Policy Studies Journal, 1997 †¢ Pritchett, Lant Filmer, Deon, 1999. What education production functions really show: a positive theory of education expenditures. Economics of education review. Elsevier, vol. 18(2), pages 223-239, April. †¢ Goldhaber, Dan D. , 1996. Public and private high schools: Is school choice an answer to productivity problem. Economics of education review. Elsevier, vol. 15(2), pages 93-109, April.

US foreign Policy 1865-1914, expansionist or isolationist Essay

Was the foreign policy of the United States primarily isolationist or expansionist through 1865-1914?   Ã‚  Ã‚  Ã‚  Ã‚   At the turn of the century, and after gaining our independence, the United States land mass more than doubled through the use of purchasing, annexing, and war. However, the foreign policy of our government took a predominately isolationist stand. This was a national policy of abstaining from political or economic relations with other countries. General Washington shaped these values by upholding and encouraging the use of these principles by warning to avoid alliances in his farewell speech. The reasoning behind these actions was that the Republic was a new nation. We did not have the resources or the means to worry about other countries and foreign affairs; our immediate efforts were internal. Our goals that were of primary importance were setting up a democratic government and jump-starting a nation. The United States foreign policy up to and directly preceding the Civil War was mainly Isolationist. After the war, the government helped bring together a nation t orn apart by war, helped improved our industrialization, and helped further populate our continent. We were isolationist in foreign affairs, while expanding domestically into the west and into the north through the purchase of Alaska. However, around 1890 the expansionism that had taken place was a far cry from what was about to happen. Expansionism is the nations practice or policy ...

Island Of The Blue Dolphins :: essays research papers

Island of the Blue Dolphins by Scott O’Dell In the Pacific there is an island shaped like a big fish sunning itself in the sea. Around it, blue dolphins swim, otters play, and sea elephant and birds abound. A young Indian girl lives and waits for her people to return for her, from the land to the east. Karana with her long black hair and her dark skin, held her own on an island after her people had left for a new place. She was sure they would come back the next spring, but after two springs she learned to live on her own. I really admire her strength and her will power. She faces so many different adventures that you can relate to your life in a different fashion. Living on your own brings in many new ideas and adventures. Karana has many hard decisions to make, when she has to decided to go with childhood teaching or fending for herself. " I wonder what would happen to me if I went against the law of our tribe which forbade the making of weapons by women†¦ would the four winds blow in from the four directions of the world and smother me as I made the weapons? Or would the earth tremble, as many said, and bury me beneath its falling rocks?" The choice to build weapons saves her life and brings her a wonderful friend. "He stood facing me, his front legs spread as if he was ready to spring. The arrow struck him in the chest." This dog had been her enemy he killed her brother and she had vowed revenge on him she had gotten what she wanted, yet she had not killed the dog just wounded him. "Why I did not send the arrow I cannot say. I stood on the rock with the bow pulled back and my hand would not let it go. The big dog lay there and did not move and this may be the reason. If he would have gotten up I would have killed him. I stood there for a long time looking down at him and then I climbed off the rocks and picked him up." This dog became her friend and he salvation. It must have been lonely and she made many friends, otters, she had birds anything to keep her busy. Each spring she hoped that her people would return and take her to the far off land which they had left for.

Hanover Jamaica

The Hanover Revolt of 1776 AP-HIST 1050 Dave Cousins November 21, 2012 The Hanover Revolt of 1776 Two documents which discuss the slave revolt in seventeen seventy-six are titled as â€Å"The Jamaican Slave Insurrection† by Richard Sheridan and â€Å"Testing the Chains† by Michael Craton. Both these documents contain these historian’s perspectives about the seventeen seventy-six slave revolt. These documents both have similarities and differences and contribute aspects with the seventeen seventy-six slave revolt. Sheridan’s document is very detailed discussing the life of the maroons from before and after they signed the treaty.Sheridan’s document also discusses the events that occurred before the slave revolt, what caused the slave revolt, American Revolution, and the plot of the slaves. Sheridan’s document goes into depth and presents many details on what he is trying to say. On the other hand, Craton’s document only discusses one ma jor event which was about the plot of the slaves. With no evidential proof on what caused the slave revolt, these historian’s share with us there perspectives and gives us an idea on what some of the answers to our questions might be.Before the slave revolt occurred in seventeen seventy-six, there were many other slave outbursts that occurred in the past. It was stated in Sheridan’s document that after years of getting ambushed and attacked, the whites sued the Maroons for peace. The Maroons and the whites eventually signed the first treaty which occurred on March seventeen thirty-nine. The rebellions began to get very frustrated with the maroons do to the fact that there have been no plans of attack since the treaty was signed. Although, in seventeen sixty, slaves from numerous plantations in the parish of St.Mary fought back. This attack was successful due to the fact that the slaves broke in a fort and acquired arms and gunpowder. This led to the action of the slave s going from plantation to plantation killing the whites and black recruits were increasing. With the understanding of what situations occurred before, during and after the slave revolt in seventeen seventy-six, it is questioned among us on what caused the revolt? Although there is not much evidential proof on exactly what caused it, but there are historian’s point of views such as Sheridan’s.In his document, Sheridan mentions that hard labor and harsh punishment were cited as strong motives by several slaves who were examined by magistrates of Hanover parish (Sheridan, 299). In Sheridan’s document there are an example from both Orlando Patterson and Monica Schuler who confirm that, â€Å"most of the conspiracies and revolts in the period of this study began on estates belonging to absentee proprietors† (Sheridan, 299). Slaves were forced to work harder so that the white men would produce large profits and salaries for themselves. Sheridan states that the se factors were the reason why the slave revolt slowly began.The slaves were eventually getting fed up and tired of the treatment they were receiving from the whites. Most of the slave outbreaks throughout Jamaica within this period began on estates belonging to absentee proprietors (Sheridan, 299). Absenteeism resulted in gross mismanagement of estates by attorneys who forced the slave to work far beyond their strength, to produce large profits for principles, commissions and salaries for themselves (Sheridan, 292). Absenteeism is an example of how slaves were treated shamefully, because of food shortages and huger brought misery and dissatisfaction to these slaves.Thus the harsh punishment and dissatisfaction mainly led the slaves to discomfort, which then led them to created rebellion. It is questioned throughout these documents as to why these slave outbreaks occurred and to what the real motive was behind plots. It is stated in Sheridan’s document that the slaves plan to attack the whites when they were most vulnerable. In this case it was said to be they were most defenseless during a Christmas Holiday. The slaves planned to take advantage of the white’s weakness; in this case they planned to patiently wait until the white men removed their military unit so an attack would be more effective.The plot to raise an attack on the white people was discovered on Monday, July 15th. Both Sheridan and Craton state in their documents that July 15 was indeed the correct date for the discovery of the plot. Although, in the documents the stories that led to the discovery of the plot are both dissimilar. In Craton’s document he states that a domestic slave was found with his master’s pistol. While in Sheridan’s document he gets more into detail with it and explains that a slave boy was discovered to be holding a pistol while filling it with oil and cotton.On the other hand, the after math of this situation is both similar on the docum ents. Stating that forty-eight ringleaders were arrested and imprisoned and that six of the most obviously guilty were executed within the next couple of days. In both documents Sheridan and Craton both mention the same slave. Although Craton spells the slaves name as â€Å"Pontiac† while Sheridan spells the slaves name as â€Å"Pontack†. The significance point about this slave is that in both documents it states that this man was a run away slave who was part of the â€Å"Blue Hole estate†. This led to the actions of getting captured and interrogated.The white men interrogating Pontiac by pressuring him into giving out details about the rebellions. Instead of answering the question, he changed the subject and talked about the maroons and how Billy and Asherry were advising the slaves on what to do and that they were going to support them. This leads to the conclusion that even though there is not evident proof that all the maroons united with the slaves, there is evident proof which is written in both documents that Billy and Asherry did. Maroons were eventually replaced by slave rangers to chase down runaways after this incident.Jamaican’s economy had an extraordinary growth from the Maroon treaties of 1739-40 to the outbreak of the American Revolution in seventeen seventy-five (Sheridan 293). Sheridan states the five parishes which are the Hanover, St. James, Trelawny, St. Elizabeth and Westmoreland. It was very understandable that the slaves out numbered the white men vastly. In seventeen seventy-four St. James had 12,557 slaves while there were only 478 whites. This can also be said in a ratio of 26:1. In the document of Craton it is stated that the ratio in the Hanover from black to whites was 25:1.Similarities do occur in this situation as both documents notify the ratio which is not exact but very similar. With this being said, a major comparison also is identified within the two documents with the relative subject. In Sheri don’s document it is acknowledged that from the years 1763-1775, sugar plantations increased from 429 to 775. While in Craton’s document he states that there were 75 sugar plantations starting at the year of seventeen seventy-fifty. Revered John Lindsay D. D is a man who is mentioned in both Sheridan and Craton’s document.He states linked conspiracy with revolutionary ideology (Sheridan, 300). This is stated by Revered John Lindsay D. D within a letter that he wrote. This letter can be found on page 175 of Craton’s document and on page 300 of Sheridan’s document. This letter by John Lindsay was written to a man named Dr. William Robertson, who was a famous historian. The letter informed William Robertson that while slave insurrections were not uncommon, the conspiracy of seventeen seventy-six was unique in its involvement of both the Creole and house slaves (Sheridan, 300).John Lindsay then discusses in his letter how when the whites are sitting at the table, where there is a waiting man behind every person; the topic of American Rebellion has been disaffected amongst us (Sheridan, 300). Another example which is found in Sheridan’s document is from Stephan Fuller. Stephen suggested that the American Revolution may have been partly responsible for the slave revolt scare of seventeen seventy-six. In other words, after reading both documents it is clear to the readers that different historians discuss events and situations that are similar but yet different at the same time.In this case for example, Sheridan spells the runaway slaves name as â€Å"Pontack† in his document, while Craton spells it as â€Å"Pontiac† in his document. This only proves that there are no evidential proof and true facts on the seventeen seventy-six slave revolt. Analyzing both documents, it is clear that the main question asked and still unknown is â€Å"what caused the slave revolt†. This question was not answered in Cratonà ¢â‚¬â„¢s documents, with the assumption that he did not know what caused it. While Sheridan states in his documents that the main cause for the revolt in eventeen seventy-six was due to the fact the slaves were just fed up and tired of the treatment that they were receiving. Understanding Craton and Sheridan’s point of view in their documents, it is too quick to judge which information is false or which information is the most accurate when reading the detailed events and situations during the revolt. As a historian there is no certainty that what your saying is correct or a fact, but a point of view from gathering information would never hurt or interest one historian after another.

A Day In The Death of Joe Egg †Prompted Essay

A Day In The Death of Joe Egg – Prompted Essay Free Online Research Papers A Day In The Death of Joe Egg Prompted Essay How does Peter Nichols play â€Å"A day in the death of Joe Egg† involve its audience in the problems of looking after a handicapped child? A day in the death of Joe Egg is a powerful dramatic novel written upon a husband and wife looking after a special needs child. Throughout the play Peter Nichols the writer uses meaningful devices that emphasises their situation and gives the reader a powerful insight to what its like being in they’re in their shoes. Although the play was written in 1967 it still closely resembles some of the harsh issues that parents face today. Many methods are use to by Peter Nichols to give the play a body; he uses features such as fraudin slip, metaphors, similes but by far the most striking method Peter uses is the suspension of disbelief. This striking method is used to hold the reader in suspense until a certain point believing something that is not actually the truth. The play is very open minded to the reader, at some points in the play it is very hard for the reader to actually understand what is going on. Powerful slow motion images of Joe skipping and being fed are used as if she is a perfectly normal child is used to confuse the reader. Peter Nichols also uses a clever device called a Freudian slip. A Fre udian slip is when the author purposely makes a certain character accidentally make a mistake in speech forcing out a word or sentence that should not have been said. It is used to give the reader or some one else in the play a hint on a certain subject that maybe another character should not know. A good example would be to tell a lie to someone then accidentally say something that would make it easy to understand that you were telling a lie. This is a play that I would highly recommend to anyone of all ages, some people may find this dramatic story disturbing and may become upset to see what Joe has to go through or how she is received from other people. Brian is Joe’s father who plays the part of what some people would say an ignorant grumpy aging man. The play begins with Brian teaching his class at school. Instantly it is easy to pick out Brian’s character. He gives the impression that he is a very strict man that is hard to take serious at times. Brian even calls on of his pupils a ‘flasher’. Sheila is Brian’s wife that respects the fact of the way Joe is but Brian likes to make little jokes out of it that some people may find funny and others may find harsh. I think this is a great idea because this is a play to attract all kinds of readers and here is a good example of Shelia respecting the fact and Brian making a joke about it. Problems that Bri and Sheila face are a big part of this play. It seems as if Bri becomes so stressed at one point that he tries to murder Joe because of stressful situations in looking after her. The couple come up against problems such as, Bri making jokes about everything Bri feeling as if he cannot compete with Sheila’s previous boyfriends Not able to have too much quality time together And finally a controversial that maybe Bri is jealous of all the attention that Joe gets. Over all this is a play that will attract anyone of any age, its interesting, disturbing, and partly funny but most of all the play resembles some of the harsh real life situations. This is guaranteed to keep any reader continuing their journey into a day in the death of Joe Egg. Research Papers on A Day In The Death of Joe Egg - Prompted EssayMind TravelHonest Iagos Truth through DeceptionComparison: Letter from Birmingham and CritoThe Effects of Illegal ImmigrationPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenThe Masque of the Red Death Room meaningsArguments for Physician-Assisted Suicide (PAS)Harry Potter and the Deathly Hallows EssayHip-Hop is Art

Things a Successful School Principal Does Differently

Things a Successful School Principal Does Differently Being a principal has its challenges. It is not an easy profession. It is a high-stress job that most people are not equipped to handle. A principal’s job description is broad. They have their hands in virtually everything related to students, teachers, and parents. They are the chief decision-maker in the building. A successful school principal does things differently. As with any other profession, there are those principals who excel at what they do and those who lack the skills necessary to be successful. Most principals are in the middle of that range. The best principals have a particular mindset and a leadership philosophy that allows them to be successful. They utilize a combination of strategies that make themselves and others around them better thus allowing them to be successful. Surround Themselves with Good Teachers Hiring good teachers makes a principal’s job easier in virtually every aspect. Good teachers are solid disciplinarians, they communicate well with parents, and they provide their students with a quality education. Each of these things makes a principal’s job easier. As a principal, you want a building full of teachers that you know are doing their job. You want teachers that are 100% committed to being effective teachers in every aspect. You want teachers who not only do their job well but are willing to go above and beyond the core requirements to ensure that every student is successful. Simply put, surrounding yourself with good teachers makes you look better, makes your job easier, and allows you to manage other aspects of your job. Lead by Example As a principal, you are the leader of the building. Every person in the building is watching how you go about your daily business. Build a reputation for being the hardest worker in your building. You should almost always be the first one to arrive and the last one to leave. It is essential that others know how much you love your job. Keep a smile on your face, maintain a positive attitude, and handle adversity with grit and perseverance. Always maintain professionalism. Be respectful to everyone and embrace differences. Be the model for fundamental qualities such as organization, efficiency, and communication. Think Outside the Box Never put limitations on yourself and your teachers. Be resourceful and find creative ways to meet needs when issues arise. Do not be afraid to think outside the box. Encourage your teachers to do the same. Successful school principals are elite problem solvers. Answers do not always come easy.  You have to utilize the resources creatively you have or figure out ways to get new resources to meet your needs. A terrific problem solver never dismisses another person’s idea or suggestion. Instead, they seek out and value input from others cooperatively creating solutions to problems. Work With People As a principal, you have to learn to work with all different types of people. Each person has their own personality, and you must learn to work effectively with each type. The best principals are able to read people well, figure out what motivates them, and strategically plant seeds that will eventually blossom into success. Principals must work with every stakeholder in the community. They should be skilled listeners who value feedback and use it to make recognizable changes. Principals should be on the front lines, working with the stakeholders to improve both their community and school. Delegate Appropriately Being a principal can be overwhelming. This is often amplified as principals by nature are typically control freaks. They have high expectations on how things should be done making it difficult to let others take the lead role. Successful principals are able to get past this because they realize there is value in delegating. First of all, it shifts the burden of responsibility from you, freeing you up to work on other projects. Next, you can strategically make individuals responsible for projects that you know fit their strengths and will help build their confidence. Finally, delegating reduces your overall workload, which in turn keeps your stress level at a minimum. Create and Enforce Proactive Policies Every principal should be an adept policy writer. Each school is different and has their own unique needs in terms of policy. Policy works best when it is written and enforced in such a way that very few want to take the chance to receive the attached consequences. Most principals will spend a large part of their day dealing with student discipline. Policy should be seen as a deterrent to distractions that interrupt learning. Successful principals are proactive in their approach to policy writing and student discipline. They recognize potential problems and address them before they become a significant issue. Look for Long-Term Solutions to Problems A quick fix is seldom the right solution. Long-term solutions require more time and effort in the beginning. However, they typically save you time in the long run, because you won’t have to deal with it as much in the future. Successful principals think two to three steps ahead. They address the little picture by fixing the large picture. They look beyond the specific circumstance to get to the cause of the problem.  They understand that taking care of the core problem may head off several smaller issues down the road, potentially saving both time and money. Become an Information Hub Principals have to experts in many different areas including content and policy. Successful principals are a wealth of information. They stay up-to-date on the latest educational research, technology, and trends. Principals should at least have a working knowledge of the content being taught in each grade for which they are responsible. They follow educational policy at both the state and locals areas. They keep their teachers informed and are able to offer tips and strategies concerning best classroom practices. Teachers respect principals who understand the content they are teaching. They appreciate when their principal offers well thought out, applicable solutions to problems they may be having in the classroom. Maintain Accessibility As a principal, it is easy to get so busy that you shut your office door to try and get a few things done. This is perfectly acceptable as long as it isn’t done a regular basis. Principals must be accessible to all stakeholders including teachers, staff members, parents, and especially students. Every principal should have an open door policy. Successful principals understand that building and maintaining healthy relationships with everyone you work with is a key component to having an outstanding school. Being in high demand comes with the job. Everyone will come to you when they need something or when there is a problem. Always make yourself available, be a good listener, and most importantly follow through on a solution. Students are the First Priority Successful principals keep students as their number one priority. They never deviate from that path. All expectations and actions are directed to better students both individually and as a whole. Student safety, health, and academic growth are our most fundamental duties. Every decision that is made has to take the impact it will make on a student or group of students into account. We are there to nurture, counsel, discipline, and educate each and every student. As a principal, you must never lose sight of the fact that students should always be our focal point.