Singapore tourism vulnerable to climate change

Singapore tourism vulnerable to climate change Conclusion The overall aim of this research is to understand the ways in which tourism in Singapore is vulnerable to climate change. Predicting climate change is complex but even more complex is predicting how people will respond to that change (Perry, 2005, 94). Therefore, tourists, who are major players in this tourism business, are exceptionally crucial. This study employs tourists perceptions and opinions as well as statistical data from government sources in understanding how tourism in Singapore may be affected under predicted climate change scenarios in the coming decades. Three research objectives were developed for addressing this aim as mentioned in the introduction. In this concluding chapter, summary of the results for each of these objectives would be highlighted. Objective one: To document the nature climate as a resource for tourism in Singapore Atmospheric weather conditions may impact tourist demand, participation, experiences and satisfaction (de Freitas, 2003; Yu et al, 2009). Singapores â€Å"hot and sunny† weather condition and all-year-round sunshine acts as a huge impetus attracting tourists. The significance of climate among other factors was revealed in the survey and confirmed the findings by Hamilton, et al (2005) that weather and climate can act as both push and pull factors. Despite acknowledging that climate is an important resource for tourism in Singapore, this study made an interesting finding that weather did not prove to be the ultimate choice affecting tourists decision to Sentosa. Attractions in the destination was consistently ranked first when respondents were asked the importance of factors relevant to their visit to a country for tourism as well as the most important factor affecting their decision in visiting Sentosa. With attractions being the most important factor affecting tourists choice to Sentosa, there is high possibility that Sentosa may be chosen in spite of the likely bad weather. Tourists indicate that they would likely substitute beach tourism for other activities such as indoor sightseeing attractions within Sentosa which are not weather dependent. Hence visitation to Sentosa is unlikely to be affected because of the diverse types of attractions Sentosa provides. This indirectly points to a bigger picture that for destinations attracting mostly day visitors, climate change may have smaller implications, since potential visitors are more likely to change plans or adapt to the on-site weather conditions (Aylen et al., 2005). Objective two: To estimate future effects and risks on the tourism sector under direct predicted climate change scenarios The tourism sector in Singapore generates more than S$12 billion in tourism receipts yearly and employs about 60% of the workforce in Singapore (MOM, 2009; MTI, 2009). Given the increasing importance of the tourism industry to the economy, it is critical to understand the implications of climate change for the industry. Climate change has the potential modify tourist demand and travel patterns (Scott et al., 2004). Although climate change may bring about new opportunities for some countries, Singapore would most likely be faced with more challenges. Firstly, with global warming, Singapore may become too hot and humid for comfort. Secondly, with the climate of other regions and countries changing for the better, the need for a winter escape to warm climate countries diminishes. In addition, the study investigated the reactions of tourists behaviour to the possible direct impact of climate change that might most probably impact Singapore in the coming years. Increasing rainfall days would most likely result in a decrease in days of stay with tourists indicating that they would still choose to come to Singapore but avoiding that heavy rainfall periods. On the other hand, in the case of an increase in temperature or rainfall events which are highly unpredictable, it seems that tourists would more likely accept and plan their activities to suit these random weather conditions. These fairly negative results demonstrate the need for the sector to look into ways that can improve the attractiveness and competitiveness of Singapore as a tourist destination. Studies have shown that tourists are capable of adapting and changing their travel behaviours when facing uncertainties and unexpected factors. Stewart Vogt (1999) suggest that tourism plans often were changed, especially regarding on-site activities. Therefore, what is most important is the initial motivation of attracting tourists to Singapore. Singapore must prove herself as a worthy destination with many alternative activities that is available for visitors facing extreme hot weather or sudden rainfall due to the changing climate. With Singapores tourism industry being highly diversified without favouring any particular type of tourism, there is a balance of both indoor and outdoor attractions to provide visitors satisfactory tourism experiences even under uncertain weather conditions. In addition, statistics show that shopping, is one of the main motives of tourists coming to Singapore as well as a high revenue earning sector, with Orchard Road being the most visited site in Singapore. Thus, if shopping which is non-weather dependent, is one of the main attractions motivating tourists to Singapore, it seem possible that climate change may have little impact in changing tourists minds about visiting Singapore. Objective three: To discuss mitigation policies employed or suggested by the UNWTO access the consequences of employing these strategies in Singapore Two mitigation strategies are reviewed: encouraging short-haul destinations and market climate policy instruments which includes taxation. Singapore is a small island state with only the Southeast Asian region being within its short-haul destination. Thus, promoting short-haul destination as a mitigation strategy may lead to detrimental economic consequences for Singapore as a result of vast lost of a significant potential share of tourists. Between the two strategies reviewed, the latter seems to be a more desirable. This is reflected in 75% of respondents expressing willingness to increase their spending on green facilities which includes fuel efficient aeroplane. They believe that it is their social and environmental responsibility to spend a little more for the sake of the environment. Although mitigation strategies for the tourism industry may not be welcomed by both tourism operators and tourists as they are likely to result in an increase in cost of travel or inconvenience, thus reducing competitiveness, they are deemed essential. Unlike natural disasters or terrorist attacks, climate change is not just a short-term effect that could then be quickly forgotten. As King concludes aptly â€Å"In my view, climate change is the most severe problem we are facing today, more serious even than the threat of terrorism† (2004: 176). Therefore, the need for mitigation strategies in Singapore to reduce the trend of future climate change impacts is a pressing necessity.

Whose Sentence is it Anyway?

The title of this lesson is â€Å"Whose Sentence is it Anyway?†Ã‚   It is based on the TV show â€Å"Whose Line is it Anyway?† and is a lesson designed to improve the language arts skills of the students.   Under this lesson plan, the subjects, in this case the students, must be able to complete the sentence that is given to them by the instructor.   The goal of these learning exercises is to be able to improve the emphasized language arts strand related to the presentation of English words and sentences. An integral part in the learning of language arts has always been the understanding of how certain words, when used in different order and context, have different meanings and are able to convey a totally different message from what was originally intended.   The key component of these exercises in learning the language arts lies in the entertainment value of such and also the group work that is involved, in an attempt to also encourage social interactions among the students. The main concept to be taught in these exercises involves the understanding of Basic English sentence structures and the use of punctuations in sentences.   Incidental to these learning exercises is the necessity for the students to possess a basic understanding of the many uses of certain words of the English language.   This lesson plan also helps students deal with different social situations and shows what the appropriate responses are to these situations by demonstrating the effects when a proper response is not given as opposed to how effective communication can be when the proper response is provided. The structure of the lesson plan will follow the basic outline as reproduced within this report. Language Arts Activity: Complete the Silly Sentence Emphasized Language Arts Strand: Presenting I. The Basic Concepts: Sentence structure and use of English vocabulary II. Behavioral Objectives The students are expected to learn how to form complete and correct sentences. The students are also expected to be able to relate and interpret how different subjects, verbs and adjectives relate to one another in completing sentences. III. Materials: A container marked â€Å"Feelings† or â€Å"Adjectives†, which contains ten laminated cards with different feelings or adjectives written on them A container marked â€Å"Action† with ten laminated cards with different actions written on them A container marked â€Å"Person† with ten laminated cards with different people or occupations written on them Laminated â€Å"Complete Sentence† cards Small dry erase board and dry erase markers. IV. Teaching/ Learning Procedures: A student is to be chosen as the â€Å"Pantomime Presenter† of the group while another student is chosen to be the recorder.   The â€Å"Pantomime Presenter† takes one of the laminated strips from each of the three labeled containers.   The three strips drawn should form a silly sentence that the â€Å"Pantomime Presenter† must attempt to express without the use of words.   The other students must guess what the words written on each card were and attempt to put these words together to form the silly sentence. Card subjects may be guessed one at a time such that when one card is guessed the recorder writes it on the board.   The first student to correctly guess all three card subjects together and thus forming a complete sentence receives a â€Å"Complete Sentence† card and becomes the next â€Å"Pantomime Presenter†.   The previous â€Å"Pantomime Presenter† now becomes the recorder.   The first student to collect five â€Å"Complete Sentence† cards is awarded with an activity pass which entitles student to five minutes extra center time. V. Evaluation: The teacher evaluates the student’s understanding by observing the game playing activity and by helping to clarify questions or problems when needed.

The impact on the american public school system

Democracy and instruction are footings that are clearly definable yet easy misunderstood. Education is the procedure of determining society and future coevalss ( Hollis, as stated in Carr & A ; Harnett, 1996 ) ; nevertheless, it is more than simply learning immature people to read, compose, and decipher. Education is about fixing people to go responsible citizens, bettering societal conditions, and advancing cultural integrity ( Do We Still Need Public Schools, 1996 ) . Democracy, on the other manus, is a familiar word that continues to be at the centre of confusion and abuse. Defined as a type of authorities in which the supreme power is vested in the people and exercised straight by them, democracy is a set of ideals and rules by and large environing the thought of freedom. When jointly trying to specify democracy and instruction, it is easy to happen yourself amongst a sea of vagueness, confusion, and obfuscation. Possibly the most effectual manner to specify, explicate, or understand the interconnection between democracy and instruction is to show a clear illustration of a critical issue within the American instruction system and the impact it has on our state ‘s democracy: standardised testing for answerability. Standardized proving for answerability, besides known every bit high bets proving, has become a combative cause for argument. It, harmonizing to Dylan ( 2010 ) , is best described as â€Å" the usage of standardised accomplishment trials for the intent of keeping instructors, schools, and territories accountable † ( p. 107 ) . Populating in a democratic society, instructors, schools, and territories are being held accountable by taxpayers and parents ( although these are frequently the same people ) for the exclusive intent of guaranting that pupils enrolled in the American public school system are having an appropriate instruction. The history of standardised proving for answerability can day of the month back to the 19th century when public schools in England and Wales had been financed by voluntary organisations. By 1833, the function of support within the public schools expanded to include grants for the building of new edifices, the preparation of instructors, and for the encouragement of go toing school ( Dylan, 2010 ) . In 1858, a Royal Commission was established to ask into the province of popular instruction in England and to see what steps were required for extension of sound and inexpensive direction. The Commission ‘s study, published in 1861, recommended that the sum of public money paid to each simple school should depend on three factors: the status of the school edifices ; pupil attending ; and the public presentation of the pupils go toing the school on an unwritten scrutiny of every kid in every school to which grants were paid. Like England and Wales, standardized proving within the United States dates back to the 19th century ; nevertheless involvement in standardised testing for answerability may be traced to the landmark 1966 study Equality of Educational Opportunity, besides known as the Coleman study for its lead writer, sociologist James Coleman. Written as a survey to compare the distribution of resources and chances among kids of different races, the Coleman study besides examined differences in accomplishment tonss, or outcomes. Ravitch ( 2002 ) stated that the survey was important for many grounds, including the â€Å" displacement in research focal point from inputs to consequences, ensuing in the writers ‘ determination to analyze how school resources affected accomplishment † ( p. 14 ) . Prior to the Coleman study, instruction reform had focused chiefly on the distribution of resources, on the premise that more generous commissariats for instructors ‘ wages, installations, text editions, and supplies would repair whatever ailed the state ‘s schools. After the Coleman study, reformists advanced a broader array of proposals, many of which sought alterations in public presentation instead than, or in add-on to, additions in resources ( Ravitch, 2002 ) . This displacement in focal point from resources to student accomplishment was facilitated by the increased handiness of trial tonss. In 1970, the constitution of the National Assessment of Education Progress ( NAEP ) provided cumulative new informations and tendency lines to document educational accomplishment of American pupils. By 1992, the NAEP coverage was expanded to include pupils in take parting provinces. As more and more information was collected about pupil public presentation, elected functionaries came under force per unit area to make something about low accomplishment and about the big spreads among different groups of pupils. Confronted with the demand to better their schools in order to pull new industries to their provinces and vicinities, elected functionaries, harmonizing to Ravitch ( 2002 ) , looked at instruction much as they looked at other maps of authorities and at private corporations. Elected functionaries concluded that what mattered most was consequences – that is, whether pupils were larning. They used trial tonss as the best step of pupil acquisition, and they urged that school s should concentrate unrelentingly on bettering pupil accomplishment. By the early 1980s, governors were turning to concern leaders as their natural Alliess in seeking to better their province ‘s educational system. In every province, instruction was the individual biggest budget point, normally devouring 40 per centum of the province ‘s outgos ( Ravitch, 2002 ) . Some governors wanted to acquire instruction under their control, some wanted to do instruction disbursement more cost effectual, and most wanted to carry through both. The governors looked to concern leaders for advice on pull offing complex, labour-intensive organisations. The concern leaders looked at the schools through the lenses that were customary for them. They expected to see transparence of describing about budget, resources, operations, and consequences ; they expected to see answerability for public presentation. They encouraged governors and other elected functionaries to see incentive constructions that worked routinely in concern to better public presentation. In April 1983, the biggest accelerator for alteration within the public school system came in the signifier of a study titled A State At Risk. The National Commission on Excellence in Education issued its eye-opening study that indicted educational functionaries, schools leaders, and the American populace for complacence ( â€Å" A Nation Accountable, † 2008 ) . The recommendations set Forth in A State At Risk promised permanent reform through demanding the best attempt and public presentation from all pupils, whether they are gifted or less able, flush or disadvantaged, whether destined for college, the farm, or industry ( U.S. Dept. of Ed. , 1983 ) . A State At Risk marked the beginning of an development in proving for answerability and standards-based instruction reform. This motion towards standards-based instruction and appraisal that began with A State At Risk went national with the transition of the Improving America ‘s Schools Act of 1994 ( IASA ) . IASA reauthorized the Elementary and Secondary Education Act of 1965 ( ESEA ) , foremost enacted as portion of President Lyndon Johnson ‘s War on Poverty that was designed to concentrate federal support on hapless schools with low accomplishing pupils. In exchange for stressing higher pupil larning results, the revamped ESEA gave provinces and vicinities more flexibleness to plan and run their ain federally funded instruction plans. The 1994 ESEA was intended to work in concert with Goals 2000: Educate America Act, which supported province and local attempts to put ambitious content and public presentation criterions and to transport out school reforms that will raise the achievement degrees of all pupils ( U.S. Dept. of Ed. , 1996 ) . With the new millenary, the criterions and answerability motion reached a new degree. President George W. Bush called for important reforms at the federal degree, which led to the passage of the No Child Left Behind Act of 2001 ( NCLB ) . This jurisprudence, which was passed with bipartizan bulks in Congress and with the support of the concern and civil rights communities, built on the foundation laid in the 1980s and 1990s by guaranting that provinces accepting federal authorities ‘s targeted investing agree to step and study on consequences in footings of criterions and answerability. No Child Left Behind was complex and contained many plans, nevertheless its cardinal focal point was answerability. This was an issue that brought together Republicans and Democrats. Harmonizing to Ravitch ( 2002 ) , had there non been bipartizan understanding on answerability, NCLB would ne'er hold become a jurisprudence. Both parties believed that answerability was the lever that would raise accomplishment. While many advocates for educational reform will reason that standardised proving for answerability is a agency to transfuse a positive alteration, the cogency and value of standardised testing is frequently capable for argument. Assorted surveies raise inquiries about whether betterments in trial tonss really signal an betterment for larning ( Cannell, 1988 ) . Other surveies point to standardise trials ‘ narrowness of content, their deficiency of lucifer with course of study and direction, their disregard of higher order believing accomplishments, and the limited relevancy and meaningfulness of their multiple pick formats. Harmonizing to Herman ( 1994 ) , instead than exercising a positive influence on pupil acquisition, proving may trivialise the acquisition and instructional procedure, distort course of study, and usurp valuable instructional clip. When concentrating on the effects of standardised proving for answerability, it is indispensable to find whether or non betterments in trials tonss really signal an betterment for larning. Harmonizing to Ravitch ( 2010 ) , the information derived from trials can be highly valuable, if the trials are valid and dependable. Test consequences can demo what pupils have learned, have non learned, and where they need betterment. They can state parents how their kids are making in comparing to other kids of their age and class. Test consequences can inform instructors and school decision makers to find which pupils need extra aid or different methods of direction. It can place pupils who need aid in larning English or particular instruction services. They can inform educational leaders and policy shapers about the advancement of the instruction system as a whole. Consequences can demo which plans are doing a difference and which are non, which should be expanded and which should be terminate d. Last, they can assist to direct extra support, preparation, and resources to instructors and schools that need them ( Ravitch, 2010 ) . The drawback with utilizing standardised trials to do of import determinations about people ‘s lives is that standardised trials are non precise instruments ( Ravitch, 2010 ) . All trials have a border of mistake and the same pupil could bring forth different tonss when taking the same trial on different yearss. Testing experts ( Ravitch, 2010 ) often remind school functionaries that standardized trial tonss should non be used in isolation to do eventful determinations about pupils, but in concurrence with other steps of pupil public presentation, such as classs, category engagement, prep, and instructors ‘ recommendations. When finding if a standardised trial signals an betterment of acquisition, or deficiency thereof, cogency, as stated by Riffert ( 2005 ) , becomes a inquiry of whether a trial does so mensurate what its developers intended to mensurate. If a trial fails to supply an acceptable degree of cogency for a certain intent, the consequences are deemed useless. The cogency of standardised trials relies mostly on the course of study taught by the instructors prior to the existent trial. Adequate exposure to the course of study allows each pupil a just opportunity to derive cognition of the stuff. However, it is virtually impossible to obtain curriculum cogency at the province or national degree due to a high grade of diverseness within each schoolroom, school site, territory, and province ( Riffert, 2005 ) . For this ground, seldom will the trial green goods consequences that replicate aims that coincide with the schoolroom ( Goodwin and Driscoll, 1980 ) . The effects of standardised proving for answerability go beyond dependability and cogency. A common concern heard by educational leaders is narrowness of content due to a focal point on nucleus course of study. Similarly, many advocates argue that standardised proving for answerability disregards higher order believing accomplishments and alternatively focal points on lower order believing accomplishments such as callback of facts and information ( Dylan, 2010 ) . As advocates for standardised testing for answerability continue to concentrate on increasing trial tonss, instructors and decision makers are forced to concentrate their attempts on trial readying, go forthing many to oppugn whether an addition in trial tonss signals an overall addition in cognition. In a widely reported analysis, Amrein and Berliner ( 2002 ) examined the impact of the debut of proving for answerability in 18 provinces. They concluded that although there was clear grounds that tie ining answerability ( effects ) to prove mark results had increased tonss on the trials used within the plan, there was no grounds of improved trial tonss on other related steps. Furthermore, they found that the debut of standardised proving for answerability was associated with increased pupil dropout rates, inappropriate trial readying patterns, and decreased teacher morale. A subsequent analysis ( Amrein & A ; Berliner, 2002 ) confirmed these findings and indicated that the debut of hig h school graduation scrutinies was associated with a lowering of mean academic accomplishment. While standardised proving for answerability doubtless robs pupils of an reliable acquisition experience, the most scarey impact is the impression that high-stakes testing via medias our democratic society. Democracy is the foundation of our state ‘s history and hereafter, and guaranting and prolonging it is at the bosom of the American public school system. Harmonizing to A State at Risk, â€Å" a high degree of shared instruction is indispensable to a free, democratic society and to the fosterage of a common civilization, particularly in a state that prides itself on pluralism and single freedom † ( 1983 ) . Because democracy assumes and depends upon active and engaged people ( â€Å" Do We Still Need Public Schools, † 1996 ) , the American public school system is the vehicle in which to educate all people in order to accomplish certain basic democratic ends. Harmonizing to Ravitch ( 2010 ) , in a democracy, schooling is vitally of import and really different from schooling in other societies. No other establishment in our society is every bit suited as the public schools for presenting the immature to both the thoughts inherent in a societal and political democracy every bit good as the ideals from which democracy is derived. Harmonizing to Wolk ( 2007 ) , we are populating in a school psychotic belief. He poses the inquiry, â€Å" Do we truly believe that our schools animate our kids to populate a life of contemplation, imaginativeness, empathy, and societal duty? † ( p. 649 ) . Because of standardised proving for answerability, our state, and our schools are afflicted with a famine of educational imaginativeness, a deficiency of pedagogical bravery, and rampant anti-intellectualism ( Wolk, 2007 ) . Our textbook-driven course of study have become educational ageless gesture machines of rational, moral, and originative averageness. We dumb down and sanitise the course of study in the name of techno-rational efficiency and â€Å" American Interests † ( Wolk, 2007 ) . When our kids ‘s school experiences are chiefly about make fulling in spaces on worksheets, regurgitating facts from text editions, composing formulaic five-paragraph essays, taking multiple pick trials, and doing the occasional panorama – that is, when they are barren of chances to make an original idea – we should anticipate the obvious result: kids – and subsequently grownups – who are unable to believe for themselves. None of this should surprise us. Passive schooling creates inactive people. If we want people to believe, larn, and attention about the many dimensions of life, if we want neighbours who accept duty of be givening to the universe and doing it a better topographic point, so we need schools and course of study that are really about life and the universe. Alternatively, we have schools that prepare kids to believe like a wassailer ( Wolk, 2007 ) . In order for democracy to go on on, there is an undoubted demand for the production of democratic people via the public school system. However, standardized proving for answerability is working against the production of democratic people and is alternatively, fabricating future citizens satisfied with averageness and ignorance. From scripted course of study to a focal point entirely on mathematics and linguistic communication humanistic disciplines, schools that are committed to merely bettering standardised trials tonss have produced a state of ace trial takers. Our current public school system has done nil to develop thoughtful, considerate human existences, or to educate a democratic people ( Ravitch, 2010 ) . The transition of No Child Left Behind has made proving and accountability our national instruction scheme. The chief intent was to raise trial tonss, irrespective of whether or non pupils acquired any cognition of history, scientific discipline, literature, geographics, the humanistic disciplines, and other topics that were non of import for answerability intents. Harmonizing to Ravitch ( 2010 ) , accent on trial public presentation to run into criterions in certain academic countries may decrease the end of constructing active and morally sensitive citizens who carry out their civic responsibilities. Over the last decennary, pedagogues, policymakers, and the populace have begun to hammer a consensus that our public schools must concentrate on better fixing all kids for the demands of citizenship in the twenty-first century ( â€Å" Investing In a Culture of Learning, † 2010 ) . This push has resulted in the rise of standardised testing as the agencies of educating and measuring the success of all pupils, schools, and territories enrolled in the public school system. However, as outlined within this paper, standardized proving for answerability has many unintended effects, including: narrowing of the course of study and experiences, a focal point on lower degree thought as opposed to high order thought, a turning dissatisfaction amongst pedagogues and parents, and in conclusion, the impression that standardized proving for answerability via medias our democratic society. Despite the cooling and formidable effects, many advocates of educational reform are inquiring the inqui ry â€Å" if non standardized proving for answerability, so what? † Performance based appraisal, besides known as reliable appraisal, is an equivocal construct to pedagogues ( Keyser & A ; Howell, 2008 ) . Some refer to as a specific appraisal that reflects a real-world context while others describe it as an appraisal aligned to real-world activities or some combination thereof. Harmonizing to Wood, et Al ( 2007 ) , public presentation appraisals are tools that allow instructors to garner information about what pupils can make with what they are larning – scientific discipline experiments that pupils design, carry out, analyze, and compose up ; computing machine plans that pupils create and test out ; research enquiries that they pursue, seeking and piecing grounds about a inquiry, and showing it in written and unwritten signifier. Whether the accomplishment or criterion being measured is composing, speech production, scientific or mathematical literacy, or cognition of history and societal scientific discipline research, pupils really execute undertakings affecting these accomplishments and the instructor observes and gathers information about, and scores the public presentation based upon a set of pre-determined standards. Performance based appraisal, frequently locally controlled and affecting multiple steps of accomplishment, offer a manner to travel beyond the bounds and negative effects of standardised proving for answerability ( Wood, et Al, 2007 ) . When comparing standardized proving for answerability and public presentation based appraisals, the research ( Wood et al, 2007 ) suggests that such appraisals are better tools for demoing the extent to which pupils have developed higher order believing accomplishments, such as the abilities to analyse, synthesise, and evaluate information. They lead to more student battle in acquisition and stronger public presentation on the sorts of reliable undertakings that better resemble what they will necessitate to make in the universe outside of school. They besides provide richer feedback to instructors, taking to improved acquisition results for pupils. As a state, we need a strong and vivacious public instruction system. Ravitch ( 2010 ) stated that as we seek to reform our schools, we must take attention to make no injury. In fact, we must take attention to do our public schools one time once more the pride of our state. Our public instruction system is the cardinal component of our democratic society. Our public schools have been the tract to chance and a better life for coevalss of Americans, giving them the tools to manner their ain life and to better the general public assistance of all. To the extent that we strengthen them, we strengthen our democracy ( pgs. 241-242 ) .

Lord Of The Flies By William Golding - 1500 Words

Hannah Klepper 11/20/14 Mr.Schaeffer Lord of the Flies Essay Thy Followers Shall Bow There are always people who, in a group, come out with better qualities than others. The strongest however, become the greater influences, which others tend to follow. However, the strongest character may not be the best choice. Throughout â€Å"Lord of the Flies† by William Golding, there are many instances that show that the more seemingly stronger character, Jack, is not fit to be the best leader. Despite the fact that Ralph may not be very assertive, he is the best choice for leader because he cares for the well being of the group. Ralph is not the only one that cares about the survival of the boys, though. Piggy also cares about the groups well being, but he is not fit to be a leader because of his unpopularity. Since Piggy is so disliked, most of the boys won t even listen to him. For instance, whenever Piggy gets a hold of the conch, the other boys tend to tell him to ‘shut up’ and refuse to let him speak. â€Å" ‘ I got the conch-’ Jack turned fiercely. ‘You shut up!’† (ch.1 pg 40) Piggy would like to speak out and try and help the group, but the boys disrespect him so much that they will never hear him out. Piggys unpopularity make him unfit to be a leader. To be a leader, you need respect from your subjects, or else they won t listen. Piggy doesn t have respect, therefore he would not be a good leader. Something thatShow MoreRelatedLord Of The Flies By William Golding869 Words   |  4 PagesLord of the Flies Psychology Sometimes people wear fake personas like a cloak over their shoulders, used to hide what is really underneath. This harsh reality is witnessed in William Golding’s classic Lord of the Flies, a novel that is famous for not only its sickening plot, but also for the emotional breakdowns all of its characters experience. 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Its either about the inalienable underhanded of man, or mental battle, or religion, or personal inclination, or the creators emotions on war; however William Golding was in the Navy throughout World War II, or perhapsRead MoreLord Of The Flies By William Golding1383 Words   |  6 PagesAccording to Lord of the Flies is still a Blueprint for Savagery by Eleanor Learmonth and Jenny Tabakoff, the words â€Å"I’m afraid. Of us† first appeared in Golding’s novel 60 years ago. Lord of the Flies by William Golding follows a group of schoolboys trapped on an island after a plane crash during a world war. At the beginning, they celebrate as the y have total autonomy as there are no adults around. 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