My Fair Lady Essays - My Fair Lady, Tony Award For Best Musical

My Fair Lady My Fair Lady is a musical comedy written by Bernard Shaw, which is set in England. The story is about Elisa, who spoke very bad English, with a cockney accent, but she wanted to learn how to speak better English, so she went to a phonetics' teacher, Higgins. Elisa was very poor, so she didn't have the money to pay for the lessons. Then Higgins made a bet with Pickering, another phonetics' teacher, that he could pass Elisa of as a duchess. Then after two months they had to put her on proof. She did great. But they didn't give her any credit for her work, only for Higgins' work. So she went out of Higgins' house. But Higgins' missed her. Later Elisa returned and they stayed together. I think the actors are very good. And Audrey Hepburn as Elisa and Rex Harrison as Higgins were perfect. Stanley Holloway as Pickering was very good too. I learnt that you needn't speak perfectly to be a better person. I would recommend this film to people who like musical, because there's too much singing in the film.

Using Transformational Leadership in the Era of No Child Lef essays

Using Transformational Leadership in the Era of No Child Lef essays Using Transformational Leadership in the Era of No Child Left Behind: Creating Teacher Leaders to Increase Reading Achievement There is a dearth of information to be found on the subject of how to raise achievement scores in low performing schools. Millions of dollars have been spent on various programs to address the needs of large at-risk populations: Reading First, Americas Choice, Success for All are just a few. Schools at the other end of the spectrum - those who are top performers receive recognition at the state as well as national levels. Those schools are the model schools that seem to have figured out the formula that no one wants to tinker with. But what about those schools in middle? Those schools who are neither low performing, nor in the top strata of the educational pile. They are good, but not quite good enough. They have come a long way, but still have lots of room for improvement. How does one keep that upward spiral going? What type of leadership does it take to maintain that forward momentum? And of course, the bigger question, in todays milieu of No Child Left Behind (NCLB) and accountability, is how to keep those student scores going up so that we eventually meet that goal of 100% proficiency on high-stakes testing? This paper will attempt to answer these questions: what type of leadership is needed at the school level to continue raising achievement scores, specifically in the area of reading on the Criterion Referenced Test in the state of Georgia for the subgroup of Economically Disadvantaged students? My elementary school met the standards for Adequate Yearly Progress (AYP) in each of the two previous years testing cycles: 2003 and 2004. We are not a Needs Improvement school based on NCLB guidelines. We do, however, have room for improvement. We still have about 20 students at each grade level who scored in Level 1 in Readin...