Choose a professional career path such as CIMA, ACCA. and critical Essay

Choose a professional career path such as CIMA, ACCA. and critical evaluation of two professional bodies appropriate for your ca - Essay Example This body has an aim of ensuring that that the growth of accountancy is that of influence as well as reputation. Membership Requirements In terms of membership, CIMA offers two grades, which include Associate and fellow. This means that for associate, an auditor for instance has to pass the qualifying examinations of the institute, should have three years of qualifying practice, which has been proved by being signed by witnesses. Two persons have to propose and second the member. As for the fellow, the auditor, being a member, should have the necessary experience from the senior level (Gowthorpe, 2005). On the other hand, a candidate should register as a member so as to undertake a professional scheme qualification. If a member completes the examination successfully, he/she therefore is transferred to the affiliate status. From this status is when a member is supposed to demonstrate through an application form that they have acquired a practical and supervised experience in accountan cy hence becoming an auditor . They should also have acquired the competence that is of standard level in auditing. Also, after a membership of five consecutive years, a senior membership is automatically awarded. ACCA offers its members the access to the Association of Corporate Treasurers membership. The United Kingdom’s Security & Investment Institute also recognizes ACCA members such as financial accountants (Page, 2006). The members are allowed to take International Taxation advanced diplomas at Chartered Institute of taxation. As for the CIMA, members gain recognition by the Society of Management Accountants of Canada. It has a qualification program with New Zealand Institute of Chartered Accountants. Qualifications In terms of qualification, ACCA provides a variety of diplomas and certificates at a foundation level. This is generally known as accountancy foundations. It offers an entry for individuals who want to pursue a career in finance and accounts but are new to t his field and do not meet the ACCA qualification entry requirements. Other qualifications include International auditing certificates, Financial management diplomas, Certificate and Diploma in International Financial Reporting, for ACCA full membership, individuals are offered MBA from Oxford University (Mike, 2008). CIMA offers a syllabus that is structured to motivate accountants pursuing their career in finance. Therefore, the students are at a position acquire Diploma in management accounting, Advanced management accounting diplomas as well as business accounting certificate. However, this body takes a long process when marking the examinations. Before the examinations are marked, a meeting is held between the examiner and the marker whereby they discuss into details of the marking scheme. The examiner is at a position to moderate the marking system at a closer range hence reviewing the scripts of marking. Differences There are a number of differences between a financial account ant from ACCA and an auditor from CIMA. ACCA for instance is a global organization that caters for financial accountants on a professional level while CIMA offers professional management in accounts internationally. CIMA deals with management on corporate strategy, budget making and variance analysis. On the other hand, ACCA concentrates on the technical accounting that best suits tax accountants, auditors as well as corporate

The Ethnic Essay Example for Free

The Ethnic Essay ETHNIC RELATIONS IN PENINSULAR MALAYSIA: THE CULTURAL AND ECONOMIC DIMENSIONS Abstract This paper looks at the changing ethnic relations in Peninsular Malaysia in terms of the interactions between the state’s policies to advance Malay cultural dominance and reduce ethnic economic inequality and the aspirations and actions of the Chinese community. The state of ethnic relations partly will depend on whether the majority of the ethnic members, in particular the ethnic elites, are pursuing separatist or amalgamative strategies and goals, and on whether the rival ethnic groups stand in positions of marked inequality or near equality to each other. In this sense, since the 1969 ethnic riots, ethnic relations have eluded out right conflicts in part because the rival ethnic communities have pursued mainly amalgamative strategies and goals, and in part because the economic inequality gap has narrowed between the Malays and non-Malays. However, the expanding place of Islam in the Malay personal, and hence collective, identity and the relative success in making social classes more multiethnic have added additional complexities to the future of ethnic relations. Introduction Ethnicity remains the most potent force in Malaysia even if of late its influence has been somewhat adulterated by other social stratification forces, principally class and gender. The potency of ethnicity lies in its ability to combine both affective and instrumental appeals. As members of distinct and self-conscious cultural communities, Malays, Chinese and Indians naturally were inclined to identify with and treasure their respective languages, cultures and religions, and thus actively strived to preserve and propagate them. 1 Since they share a common pool of generalized symbols and values, the ethnic members would primarily socialize and associate with their own. Ethnicity thus continues to constitute an integral constituent of the individual Malaysia psyche and ethnic membership critically demarcates his/her social life and taste. It follows that the effectiveness of affective appeals originates from the evident passionate attachments to a particular ethnicity that continue to sway individual identification and pattern of social life. Passionate attachments are readily excited for the purposes of galvanizing ethnic individuals to preserve, protect and promote their culture, language, and religion. Historically, in Malaysia, the affective appeals also became intimately intertwined with the instrumental pursuit of political and economic goals that aimed to manipulate the system and distribution of rewards in preference of the particular ethnic members. Consequently, because ethnicity combines â€Å"an interest with an affective tie†, ethnic groups were more effective and successful than social classes in mobilizing their members in pursuit of collective ends in Malaysia. In post-independent Malaysia, ethnic relations became entangled and influenced by the rival ethnic communities’ struggle over the cultural constituents of national identity, the share of political power, and the distribution of economic wealth. This paper is divided into two parts. The first part examines the development in the cultural relations and the second part on the economic relations. The Cultural Dimension In the Western European experience, the process of nation building was preceded by or coincided with the cultural process of collective identity formation that was grounded in ethnicity. If and when ethnicity formed the basis of nationality, the construction of a national culture/identity almost always would be based on the dominant ethnic group’s culture with the concurrent marginalization, and usually annihilation, of the minority ethnic groups’ cultures (Smith 1986). In most of the Western European nations, assimilation of the minority ethnic groups into the dominant ethnic group culture became the normative historical experience. The tacit conflation of nation and ethnicity largely arose from the emergence of European nations with relatively homogeneous national cultures. Indeed, the tacit conflation entrenched and perpetuated the notion of a nationalism that imagines the nation in terms of a people sharing a common history, culture, language and territory. In the colonial world, the conflated conception of nationalism powerfully captured the imaginations of most of the national liberation movements. Inspired by 2 the image of a homogenous cultural nation led to efforts by the dominant ethnic groups in the postcolonial world to fashion national cultures out of their own. A result of this was the proliferation of assimilationist policies in many of the postcolonial nationstates. But, given the multiethnic character of nearly all the postcolonial nation-states, the imposition of assimilationist policies regularly resulted in accentuating the relations between the dominant and minority ethnic groups. Although Malaysia is an exception to the rule in terms of not pursuing an outright assimilationist policy, the Malays, nevertheless, persisted on the construction of a national culture founded on their culture. The unequal relation between the Malay and non-Malay cultures was formally recognized and written into the 1957 Constitution2. This was a radical departure from the colonial period where no one ethnic group’s culture was given privileged status and there was no conception of a common national culture. The colonial state moreover practiced an essentially nonintervention policy in the cultural development of the colony and each ethnic group had equal access to and could freely practice their culture in the colonial public space. The postcolonial state played, in contrast, an increasingly interventionist role in the cultural development of the society and actively promoted the public presence of Malay culture. In post-independent Malaysia, the site of cultural contentions was centered over the status and place of the different ethnic groups’ cultures in the public space. To construct a national culture founded on Malay culture necessary would mean the construction of a public space where Malay culture is omnipresence with the nonMalay cultures relegated to the periphery. However, to advance the Malay cultural symbols and Islam in the public space, the state would have to roll back the historically expansive presence of non-Malay cultural symbols in the public space in general and in the urban space in particular. Constitutionally, since the assimilationist notion was abandoned in Malaysia, the predicament was how to advance Malay cultural dominance without alienating the non-Malay communities and violating their rights to practice and to propagate their cultures as guaranteed in the constitution. In short, the ambivalence around the inclusion and exclusion of the non-Malays’ cultures constitutes the key predicament in the construction of the modern Malaysian nation. 3 In the 1960s, the cultural terrain was a fiercely contested arena. This was because, during this period, the majority of Malays and non-Malays held diametrically opposing stances on the cultural, religion and language issues. On the one side, the popular Malay opinion strongly backed the dominant and privileged position of Malay culture in the new nation and expected the state to uphold and promote Malay culture and the official status of Malay language. Consequently, the perceived slow progress made by the state in advancing Malay culture and language led to increasing numbers of Malays, especially the Malay cultural nationalists,3 to become disenchanted with the United Malays National Organization (UMNO) leaders. On the other side, the majority of Chinese vigorously and persitently advocated the equality of status for every culture in the society;4 Mandarin as one of the official languages, equal treatment of Chinese culture and religion, and equal recognition of and rights to education in their mother tongue. The Chinese demand for complete equality was powerfully captured in the notion of a â€Å"Malaysian Malaysia†. The heated cultural contentions considerably envenomed the ethnic relations in the 1960s. In the immediate aftermath of the 1969 ethnic riots, the Malay-dominated state proceeded, aggressively, to reconstitute the public cultural landscape. The National Culture Policy was implemented in 1971 to amplify the symbolic presence of Malay culture and Islam in the public space. Also in 1971, the National Education Policy was executed to incrementally make Malay language as the medium of instruction at all educational levels. Indeed, after 1969, the preeminence of Malay culture in the society became a non-negotiable proposition, and questioning it could result in prosecution under the Sedition Act. Conversely, the pro-Malay cultural policies put the non-Malay communities on the defensive and prodded them to safeguard their cultural presence in and access to the public space. In particular, when the state imposed increasing regulations and restrictions on the their rights to stage public cultural performances or to acquire land to build Chinese schools and places of worship and burial, it induced the Chinese to mobilize to defend and struggle for their cultural space and rights. The impact of the state cultural policies on the ethnic relations over the years depends on several factors. One factor is connected to what was the prevailing conception of Malay culture and the elements of the non-Malay ethnic cultures that 4 could go into the national culture. Another factor has to do with the specific cultural policies formulated and the manner the Malay-dominated state had pursued them. They varying responses of the Malay and Chinese groupings to the state cultural policies constitute another important factor. In the 1970s, pressures from the Malay cultural nationalists pushed the state to strive aggressively to enlarge the presence and function of Malay cultural symbols in the official and public spaces. Since the 1980s, however, pressures from the resurgence of Islam among the Malays led the state to introduce more measures to enhance the â€Å"Islamicization† of the society. Simply put, the state allocated funds and established institutions to research on and propagate Malay arts and cultures, â€Å"altering them where necessary to fit current ideological and religious sensibilities† .

lost Essay -- essays research papers

Peer Pressure   Ã‚  Ã‚  Ã‚  Ã‚  The hard part of being a teenager is learning to make the right decisions. One of the things that affects decision making is pressure we encounter from friends. Peers influence life. At this stage in life, which is our teen years, we will always try to fit in. Everyone has or will face peer pressure sooner or later. Peer pressure can be broken down into two areas; good peer pressure and bad peer pressure. From being a teenager myself, I have been placed in situations where I was pressured into drugs and alcohol. It‘s hard to say no, but to avoid peer pressure, you just have to stand up for yourself and walk away from it.   Ã‚  Ã‚  Ã‚  Ã‚  Whether we know it or not, peers influence our life just by spending time with us. We learn from them, and they learn from us. It’s only human nature to listen and learn from other people in our age group. As people grow into adulthood, peer pressure rarely occurs because they are older, so they can do a lot to take care of their self, be more independent, and make more choices on their own. They are old enough to accept responsibility for them, along with their positive or negative consequences.   Ã‚  Ã‚  Ã‚  Ã‚  Some kids give in to peer pressure because they want to be liked, to fit in, or because they worry that other kids may make fun of them if they don't go along with the group. Others may go along because they are curious to try something new that others a...

The Cracks in Glass’s Career

Stephen Glass was 24 years old when the incident happened. Back then, he was working for The New Republic (TNR) which is reputed to be one of the most influential magazines in America. According to him, the work load was much, the pressure tremendous and they are underpaid. However, the job was made rewarding by the people he works with and their work, the magazine, was read by the people who the cream of the society. The question here is why did the glass shatter? More specifically what made Stephen Glass Break? Long before the actual crack, â€Å"chippings† from Glass can be noticed. These â€Å"chippings† as I have called them are represented by the words he uttered like â€Å"are you mad at me?† and â€Å"don’t hate me†. These words are said by Stephen whenever he was asked by Michael Kelly or Chuck, the editors of TNR to verify a fact from his story. Curiosity will make us ask why he says these things. The answer to this question is that he fears loosing his friends and job. As is depicted in the movie; Stephen is yearning for acceptance which can be deducted as the primary source of â€Å"reward† he gets from his co-workers. The people in The New Republic find him funny and sweet. They also appreciate the things he says about them and the way he treats them. Stephen Glass doesn’t want to lose them. Deep inside him is the gnawing fear that his fictitious places, people and events be discovered. If the inevitable occurs; his job and friends will all disappear. The Glass will lose everything. This is his deepest fear. The chipping continues. Whenever Stephen wrote/created a story, he would present it to the staff in full color to make each one enjoy the account. And just when everybody is having such a good time, he starts referring to the piece as â€Å"silly†, â€Å"stupid† or â€Å"not worth writing†. All the time, Stephen knows his stories are incredible. People even attest to it: A teacher commented that he should write a boring piece once in a while. In these instances, his yearning for acceptance comes out. He wants to ensure that everybody likes his work. Another possible reason is Stephens’ fear of discovery. Almost all his pieces are incredible but he does not know how incredible it is such that people won’t accept it. Most of his stories, if read with a clear mind, will most certainly be doubted. But the idea alone that he works for a big time magazine company makes it credible. The topics which he writes about also go a long way in making his pieces credible. The topics he chooses can be said to be â€Å"secrets† and may seem to be the very type of information to be kept secret from the general public. When most people start their jobs, they always dream of making it big or garnering success. We’ll never know whether Stephen once dreamt of making it big in the world of journalism. But we do know that he did. We also know that he lost it: because the cracks appeared. The New York University journalism hand book for students created a list of laws and ethics in order to guide their students in journalism. Stephen Glass violated three from their list. At beginning of the movie, glass himself said â€Å"do not lie about who you are†. In order to write one of his pieces, which turned up to be partially fabricated, Stephen ‘masqueraded’ himself as a member and did not identify himself as a journalist. The second violation is on ‘quoting’ which he did by making up quotes which was not said. It should be pointed out that according to the NYU hand book, a quote must be a word for word account of what the interviewee said. The third and greatest violation is on ‘fabrication’. According to the movie 27 out of 41pieces he wrote was either partially of wholly fabricated. Stephen Glass made some mistakes. Major ones. However, before we throw stones at him, it must be noted he was still in his early 20’s when the story happened. Just a slip and somehow the work load and pressure got into him. Glass lied. Someone saw through his veils of fiction and fact, investigated and found out he twisted the truth. The Glass started breaking; small cracks at first. But when it started, Caitlin a co-worker saved him or at least tried to. Chuck the new editor of TNR was bombarding Stephen with questions on facts about a piece called â€Å"Hack Heaven†. Caitlin said that Stephen may have made his mistakes due to panic and pressure. While watching the movie, the viewer cannot feel but get angry for Stephen even more because not like Caitlin, I know better. Glass may be just a kid but he can lie his way through jurymen without blinking. He admits it as he said during the movie that he knows what moves a person. The Glass breaks. This time long cracks appeared. Chuck found out that Stephen may have lied on more than one occasion. He comes rushing to Stephen with evident fury in his eyes and tells him he is fired. Stephen never liked Chuck. He may have hated Chuck because the guy replaced Michael Kelly, the editor Glass admires because Kelly fights for his staff. This is rather unfair as Chuck also fights for his staff. When the cracks started appearing, the editor was overwhelmed by the idea of the piece being partly fictional. He even tried to protect Stephen from the journalist who found out but the Glass cracked totally and Chuck was the first to see the cracks. One by one he read trough Glass’ articles and realized such an incident may have happened before. Chuck was furious; his fury was fuelled by the discovery of being played as a fool, of reading lines after lines of fiction he will publish as facts, of defending a liar and of hearing and believing Stephen’s lies whenever confronted with the truth. So didn’t he drive Glass to the airport? He is tired of hearing Stephen’s side of the case which always ends up as a lie. We can see instances from a class where Stephen made a talk as a journalist throughout the movie and use this to explain how far his lies got a hold on him. This also shows how much it took away from him what he once discovered. And the Glass shatters. â€Å"You have to know who you're writing for, and you have to know what you're good at. I record what people do. I find out what moves them, what scares them. and I write that down. That way they're the ones telling the story.† Everyone lies. But a journalist must not. He cannot. Works Cited Penenberg, Adam L. NYU Journalism Handbook for Student: Ethics, Law and Good Practice. New York. â€Å"Shattered Glass Script†. Shattered Glass Script – Dialogue Transcript. 4 May 2008 ; http://www.script-o-rama.com/movie_scripts/s/shattered-glass-script-transcript-stephen.html; ; ; ; ; ; ; ; ; ; ; ; ; ; ;

Transcript of A Moonlight Fable by H.G. Wells Essay

A Moonlight Fable H.G.Wells Background Beginning Middle Ending Ending Cont. Middle Cont. Symbols H.G. Wells was an English author in the science fiction genre. He is known as the â€Å"Father of Science Fiction.† He began studying in biology and soon wrote novels on the Darwinian theory. Wells is known for his haunting and unpredictable stories. A mother sews a suit for her son and he loves it so much he wants to wear it all the time. His mother insists that he keeps it safely locked away until a special day. He adored it so much that he dreamt about it, but would only wear it once a week. His mother let him wear the suit as long as the buttons were covered in tissue so they wouldn’t tarnish.The boy was attentive to the buttons and saw them getting duller, which caused him anxiety. On night, when the moonlight shined through the window, the boy finds the urge to put the suit on. He tears all of the tissues and protective items off. He hurries out of his house and into his mother’s garden in the suit. He runs carelessly through the garden letting the thorns rip the jacket. He then runs into the duck pond and swims around. After swimming in the pond, he sees a moth and lets it fly around his head. He chases it and falls into a pit without noticing. The next morning, he is found dead at the bottom of the pit. Moonlight-Opportunity to change When the moonlight the story, the man begins to venture into wearing his suit The moonlight in the garden drives him to run through the thorns Buttons-Hopes and happiness Throughout the story, his happiness is suppressed and hidden like the buttons When he takes of the tissue, he is liberated and can finally be happy Garden- freedom In the garden, the boy is happiest and can be free When he dies in the lake, he is smiling showing that he was finally free and happy Symbols Cont. Setting & Characters Characters: the young boy and his mom Setting: In their home and church, not time is specified, most significant occurrences are during the night Important Quotations â€Å"It seemed to him the moonlight was not common moonlight, nor the night a common night, and for a while he lay quite drowsily with this odd persuasion in his mind.† â€Å"He did not care, for he knew it was all part of the wearing for which he had longed.† â€Å"‘Do you think my clothes are beautiful, dear moth? As  beautiful as your scales and all this silver vesture of the earth and sky?'† A Moonlight Fable By AYESHANUML90 | May 2013 Page 1 of 2 Summary and analysis of A Moonlight Fable by HGWells? Literature and Language Questions Answers.com > Wiki Answers > Categories > Literature & Language * Coke KahaniA story of our lives, happiness & togetherness, on your TV Screens.www.facebook.com/cocacola * FablesFind, Create, Share Infos With Attrakt Custom Searchwww.attrakt.com/ Ads Best Answer In this short story by H.G. Wells, a young man loves a suit that his mother sews for him. He loves this suit so much, he wants to wear it all the time. His mother however insists he keep the suit safely packed away until his wedding day. It was green and gold and woven so that I cannot describe how delicate and fine it was, and there was a tie of orange fluffiness that tied up under his chin. And the buttons in their newness shone like stars. He was proud and pleased by his suit beyond measure, and stood before the long looking-glass when first he put it on, so astonished and delighted with it that he could hardly turn himself away. The boy loved his suit so much that he dreamt about it. He would often take the suit out of it’s storage and admire it. His mother allowed him to wear the suit on Sundays to church, but with tissue covering the buttons so they wouldn’t tarnish and tacked on protective guards on the elbows and cuffs so they wouldn’t tear. Whenever the boy would peek at the buttons under the tissue wrap, he would notice they were becoming duller and duller, and this would cause him anxiety. One night he sees the moonlight shining into his bedroom and he gets out of bed with an urge to put the suit on. He makes up his mind to tear off the protective tissue and guards off the suit. Thought joined on to thought like things that whisper warmly in the shadows. Then he sat up in his little bed suddenly, very alert, with his heart beating very fast and a quiver in his body from top to toe. He had made up his mind. He knew now that he was going to wear his suit as it should be†¦

Catcher In The Rye Essays (716 words) - Literary Realism

Catcher In The Rye Essays (716 words) - Literary Realism Catcher In The Rye The Catcher in the Rye In J.D. Salinger's The Catcher in the Rye, the first person narration is critical in helping the reader to know and understand the main character, Holden Caulfield. Holden, in his narration, relates a flashback of a significant period of his life, three days and nights on his own in New York City. Through his narration, Holden discloses to the reader his innermost thoughts and feelings. He thus provides the reader not only with information of what occurred, but also how he felt about what happened. Holden's thoughts and ideas reveal many of his character traits. One late Saturday night, four days before the beginning of school vacation, Holden is alone, bored and restless, wondering what to do. He decides to leave Pencey, his school, at once and travels to New York by train. He decides that, once in New York, he will stay in a cheap motel until Wednesday, when he is to return home. His plan shows the reader how very impetuous he is and how he acts on a whim. He is unrealistic, thinking that he has a foolproof plan, even though the extent of his plans are to take a room in a hotel.., and just take it easy till Wednesday. Holden's excessive thoughts on death are not typical of most adolescents. His near obsession with death might come from having experienced two deaths in his early life. He constantly dwells on Allie, his brother's, death. From Holden's thoughts, it is obvious that he loves and misses Allie. In order to hold on to his brother and to minimize the pain of his loss, Holden brings Allie's baseball mitt along with him where ever he goes. The mitt has additional meaning and significance for Holden because Allie had written poetry, which Holden reads, on the baseball mitt. Holden's preoccupation with death can be seen in his contemplation of a dead classmate, James Castle. It tells the reader something about Holden that he lends his turtleneck sweater to this classmate, with whom he is not at all close. Holden's feelings about people reveal more of his positive traits. He constantly calls people phonies, even his brother, D.B., who has sold out to Hollywood. Although insulting, his seemingly negative feelings show that Holden is a thinking and analyzing, outspoken individual who values honesty and sincerity. He is unimpressed with people who try to look good in other's eyes. Therefore, since it is obvious that Holden is bright, the reason for his flunking out of school would seem to be from a lack of interest. Holden has strong feelings of love towards children as evidenced through his caring for Phoebe, his little sister. He is protective of her, erasing bad words from the walls in her school and in a museum, in order that she not learn from the graffiti. His fondness for children can be inferred when he tells her that, at some time in the future, he wants to be the only grown-up with all these little kids playing some game in this big field of rye and all. He'll stand on the edge of a cliff and catch anybody who starts to fall off the edge of the cliff. He got this image from his misinterpretation of a line from the Robert Burns poem, if a body catch a body comin' through the rye. When situations are described, in person or in a book, they are influenced by the one who describes them, and by his or her perceptions and experiences. Through Holden's expressions of his thoughts and feelings, the reader sees a youth, sensitive to his surroundings, who chooses to deal with life in unique ways. Holden is candid, spontaneous, analytical, thoughtful, and sensitive, as evidenced by his narration. Like most adolescents, feelings about people and relationships are often on his mind. Unfortunately, in Holden's case, he seems to expect the worst, believing that the result of getting close to people is pain. Pain when others reject you or pain when they leave you, such as when a friend walks off or a beloved brother dies. It would not have been possible to feel Holden's feelings or understand his thoughts nearly as

Guns, Money and Politics Notes #1 Essays - Democracy, United States

Guns, Money and Politics Notes #1 Essays - Democracy, United States Federalist No. 10 written by James Madison was a series arguing for the ratification of the United States Constitution. Published on November 22, 1787 .it is titled, "The Same Subject Continued: The Utility of the Union as a Safeguard Against Domestic Faction and Insurrection". No. 10 addresses the question of how to guard against "factions", or groups of citizens, with interests contrary to the rights of others or the interests of the whole community The question of faction Federalist No. 10 continues the discussion of the question broached in Hamilton's Federalist No. 9. Hamilton there addressed the destructive role of a faction in breaking apart the republic. The question Madison answers, then, is how to eliminate the negative effects of faction. He defines a faction as "a number of citizens, whether amounting to a minority or majority of the whole, who are united and actuated by some common impulse of passion, or of interest, adverse to the rights of other citizens, or to the permanent and aggregate interests of the community". He identifies the most serious source of faction to be the diversity of opinion in political life which leads to dispute over fundamental issues such as what regime or religion should be preferred. However, he thinks that "the most common and durable source of factions has been the various and unequal distribution of property. Those who hold and those who are without property have ever formed distinct interests in society". He saw direct democracy as a danger to individual rights and advocated a representative democracy in order to protect what he viewed as individual liberty from majority rule, or from the effects of such inequality within society. Madison's arguments Madison first assessed that there are two ways to limit the damage caused by faction: either remove the causes of faction or control its effects. He then describes the two methods to removing faction: first, destroying liberty, which would work because "liberty is to faction what air is to fire", but it is impossible to perform because liberty is essential to political life. The second option, creating a society homogeneous in opinions and interests, is impracticable. The diversity of the people's ability is what makes them succeed more or less, and inequality of property is a right that the government should protect. Madison particularly emphasizes that economic stratification prevents everyone from sharing the same opinion. Madison concludes that the damage caused by faction can be limited only by controlling its effects. He then argues that the only problem comes from majority factions because the principle of popular sovereignty should prevent minority factions from gaining power. Madison offers two ways to check majority factions: prevent the "existence of the same passion or interest in a majority at the same time" or render a majority faction unable to act. Madison concludes that a small democracy cannot avoid the dangers of majority faction because small size means that undesirable passions can very easily spread to a majority of the people, which can then enact its will through the democratic government without difficulty. With pure democracy, he means a system in which every citizen votes directly for laws, and, with republic, he intends a society in which citizens vote for an elite of representatives who then vote for laws. He indicates that the voice of the people pronounced by a body of representatives is more conformable to the interest of the community, since, again, common peoples decisions are affected by their self-interest. He then makes an argument in favor of a large republic against a small republic for the choice of "fit characters" to represent the public's voice. In a large republic, where the number of voters and candidates is greater, the probability to elect competent representatives is broader. The voters have a wider option. In a small republic, it would also be easier for the candidates to fool the voters but more difficult in a large one. The last argument Madison makes in favor of a large republic is that as, in a small republic, there will be a lower variety of interests and parties, a majority will more frequently be found. The number of participants of that majority will be lower, and, since they live in a more limited territory, it would