Casa study of Computer Driven Trading Essay Example | Topics and Well Written Essays - 1250 words

Casa study of Computer Driven Trading - Essay Example By eradicating many technical, geographic, and cost barriers impeding the comprehensive flow of information, the Internet is increasing the speed of information revolution, exciting new uses of information technology and latest business models (Loudon, 1998). Since the year 1970s, stock broking dealings have been electronic, getting rid of need for a physical marketplace where purchasers and retailers confer (Rob, 2007). Computer driven trading is also recognized as algorithmic trading is an expansion of that development and employs computer programs to give orders by means of the algorithm making a decision for the timing, cost and still amount of the orders. It financial records for approximately 40 percent of all United Kingdom share dealings (McDowall, 2005). Computer driven trading is the exercise of computer programs for entering business dealing orders by means of the computer algorithm making an assessment on certain features of the order for instance the price, timing or still the closing amount of the orders. It is extensively utilized through evade pension funds, funds, joint funds, and additional institutional dealers to separated up a huge trade into a number of minor trades in order to administer marketplace impact, prospect price, and risk1. It is as well utilized through hedge resources and comparable dealers to put together the choices to start orders supported on information that is established electronically, previous to human traders are still conscious of the information. How it is used? Computer driven trading can be utilized by means of investment policy, comprising marketplace making, arbitrage, inter-market dispersion, or pure speculation (comprising tendency following). The savings assessment and implementation may possibly be increased at any phase by means of algorithmic support or may function totally automatically (Rob, 2007). Where it is implemented? In year 2006 at the London Stock Exchange, more than

Impact Of Higher Level Teaching Assistant Education Essay

Impact Of Higher Level Teaching Assistant Education Essay In 2003, there has been a reform that was signed in order to reform the school workforce. Sets of National Standards were produced in order to reflect the production of Higher Level Teaching Assistants (HLTA). The main purpose of posting HLTAs is to provide a high level of classroom support to help ensure that teachers can focus on their teaching role. A HLTA post-holder will be expected to take on more involved roles in support of teaching and learning and may line manage other support staff (e.g. TAs, LSAs). The precise details of the role will be determined by the school/college. HLTAs work strictly under the direction and guidance of a teacher, within the framework of management and supervision of their school/college. Responsibility for teaching and learning remains with the teacher (and ultimately the head/principal), who will exercise their professional judgment based on what is best for pupils. The distinction between HLTAs and TAs is that HLTAs take on higher level roles than other TAs, including planning their own role within the classroom (in support of the teachers planning) and undertaking some teaching activities within an appropriate system of supervision provided by a teacher. HLTAs may line manage other support staff, including TAs. This paper shall discuss the impact made by HLTAs on teaching and learning. This shall also look into the cost being incurred by posting HLTAs as well as supply rates as opposed to covering of teaching assistants. Impact of HLTA in Teaching Practice The NfER 2007 report Deployment and impact of support staffà ¢Ã¢â€š ¬Ã‚ ¦ cited in the cwd council e-bulletin no.06 August 2007 revealed more than 90% of the senior leaders who responded believe Higher Level Teaching Assistants are having a positive effect within schools and on pupil performance. In some school localities the opportunity to use able TAs in community liaison and fund raising has been a real bonus, bringing very diverse communities closer together. Equally comments such as C. contributes to the School Improvement Plan and represents TAs and chairs TA meetings every two weeks, clearly demonstrates how the role of the TA can be moved forward to the benefit of a whole setting particularly as many settings now have a considerable number of TAs. One setting had twenty three TAs, all of whom need managing and timetabling. She (the HLTA) has a base room and allocates other TAs to specific classes, were the words from one setting. TAs also need to be kept informed of happenings and discussions within settings thus a HLTA representative at meetings has aided the ability to keep TAs informed as they cascade information. It also means that TAs do not all need to attend meetings and yet are all kept informed. This means that numbers at meetings are more manageable and it means TAs who are paid less do not need to give up more unpaid time. There is also the security of knowing that the person covering a class understands and works to the standards but there are difficulties if the HLTA is absent as there are no HLTA supplies currently and so frequently a supply teacher has to be brought in to cover the absent HLTA. In fact there is no insurance to cover the supply when covering for a HLTA. This also raises the issue of pay as the supply would earn more than the TA. There was however one school which had Level two TAs taking classes during PPA time this was questionable as neither wished to undertake HLTA but it is not known if these two had other qualifications that would make this more acceptable. Webb (2010) however argued that while teachers acknowledge the expertise of the assigned HLTAs, as well as the contribution that they are making, most of the teachers believe that their professionalism are being compromised. According to Webbs study, this is because of the HLTAs lack of teaching qualifications. Stewart (2009) shares this same argument. On his study, teachers viewed that the creation of HLTAs is a threat for their professional status. Moreover, a review of Childrens Services Scrutiny Committee was conducted in Oxfordshire County Council with regards to the impact of having support staff in classes. In summary, there have been varied response with regards to the advantages and disadvantages of such. The impact on teachers workload and morale has been positive, though many teachers report that workload continues to increase. Some head teachers, especially, suggest that many teachers have become less flexible. The impact on head teachers workload has been considerable, notably in small schools, especially where they have taken on the responsibility for the details of organization and additional teaching commitments. This has had a negative effect on morale. The impact on support staff has been extremely varied. Some, especially those training to be teachers or HLTAs have greatly welcomed the increased responsibility of leading classes. Of those teaching assistants leading classes without additional training, some enj oy the additional responsibility, but most feel that they do not have the necessary skills, expertise and experience, especially those working with older children. Support staff are often treated with less respect than teachers. Most planning takes account of the medium-term plan, but the responsibility for planning sessions varies widely. Those releasing teachers unwillingly are often concerned about the quality of lessons and sometimes about the health and safety implications. Most support staff have little or no timetabled time to prepare. Much the most common concern, even from those who welcomed the new opportunities, is that any increased levels of pay, by no means universal, in no way matches the additional responsibility. The benefits for teachers workload and morale are perceived to be mainly at the expense of head teachers and support staff who do not wish to lead classes but are doing so. Impact of HLTA in Learning The main benefits for learning are raised standards and support for the students and greater ability to monitor childrens progress. There is also greater continuity and one person questioned said, we are able to deliver sessions more effectively as they (TAs) know the expectations. The TAs also support booster groups, reading, and extends the gifted and talented, and writes reports. According to Walker (2010), there are positive impacts of HLTAs especially those assigned in mathematics and the sciences. According to the students that was interviewed in his case study, the HLTAs made it easier for them to concentrate and stay focused on their tasks; HLTAs also made them feel comfortable, confident and allows them to ask questions; and made the learning experience fun and also HLTAs have helped them to recognize the importance of the subject matter. Moreover, a review of Childrens Services Scrutiny Committee was conducted in Oxfordshire County Council with regards to the impact of having support staff in classes in terms of the students learning and progress. During PPA time, some schools continue with the usual curriculum, especially for children in the Foundation Stage and nursery schools. A changed curriculum is more usual, with PE, Art/Design Technology and a modern foreign language being the most common subjects covered by specialists. Where teaching assistants lead sessions, spelling, handwriting, guided reading and math practice were popular, with other aspects of literacy and numeracy rarely covered. ICT, PSHCE and RE were less frequently mentioned science, history and geography only occasionally. The impact on the quality of the curriculum during PPA time depends very substantially on the quality of the staff leading classes. Where these are specialist teachers or coaches, most schools thought the curriculum was enriche d. Unchallenging lessons result in lessons less well differentiated for those of different abilities. This often leads to poor behavior where staff leading a class were not well qualified and familiar with the children, especially with older children in Key Stage 2. Children who find change difficult were reported as finding a range of adults difficult, but the Review Group believes it is good for children to learn to relate to different adults, as long as this change is not too frequent. The range of the curriculum was usually thought in schools where specialists are used to have been broadened, sometimes in the subjects covered, sometimes in extending provision to a wider age range. The evidence suggests that the quality of teaching and learning has improved in the rest of the week, particularly because of improved planning and assessment. However, time for curriculum coordinators has been reduced. Though many support staff, especially, are concerned about reduced targeted support for children with special educational needs, the evidence on the overall impact on this group is not conclusive. The use of outside specialists runs the risk of reducing opportunities for cross curricular links and, unless the National Curriculum is closely followed, not providing full curriculum coverage and appropriate progression within a subject. Monitoring both at class and at whole-school level of the impact of PPA time on the curriculum has mostly been informal. Impact of HLTA in Engagement The feedback from one setting with regard to engagement was using TAs has engaged the children and given a sense of purpose. Another setting remarked that there was now very good constant contact with all the staff and children, which is clear evidence of good practice. Overall the engagement appeared to be better or what we already do or just reinforced or brilliant as one setting put it. The feedback to Have HLTAs had an impact in the workplace was generally positive, HLTAs have undertaken PPA, they have covered a range of subjects, some of the OFSTED reports have commented on the good work of the TAs and evidence was in raised standards in some subjects. They had enriched practice as a direct result of their personal and varied experience. One head-teacher even went so far as to say that experience has more of an impact than the qualification/ status, but as another head remarked an unqualified set of staff is a mums army. Generally only those HLTAs who could manage the children were given extended roles as no setting wishes to create further problems. The skills and strengths of the TA were always taken into consideration. The tracking of children had been developed in some settings. One setting said they had fewer problems as it is a familiar adult. Overall the engagement of children was very positive but the HLTA had to be competent as the classes need to see them as the teachers equal. Another setting said that children are open minded to any engaging teacher or TA, thus where the HLTA demonstrates this, the outcome is positive. Positives in Achieving HLTA A study conducted by the Derby City Local Authority have results regarding the positive advantages of having TAs in attaining HLTA. This new knowledge in turn makes the person feel more confident which in turn develops their sense of self and thus raises their own and others perception of themselves. The NfER report 2007 cited in the cwdcouncil e-bulletin no.06 August 2007 claimed that 74% of HLTAs said their status had led to increased confidence and over half cited greater job satisfaction. 73% of TAs agreed that they would recommend HLTA to other TAs clearly demonstrating a positive view of the achievement. 75% believed HLTA had opened up new opportunities for them. 92% felt HLTA was the best way forward in terms of professional development. Currently the TAs are not convinced that HLTA has helped them to progress but there is still a slight increase in those who think it has as the following demonstrates. The question did not really apply to those who had not yet achieved HLTA. 31% said HLTA had helped them to progress professionally whilst only 15% said that HLTA had not helped them to progress professionally. Overall those who had achieved HLTA were fairly positive and the results demonstrated that remodeling has had an impact but there is less clarity as to the role HLTA has played in this. 35% felt positive about achieving HLTA whilst only 4% were negative about achieving HLTA. Conclusion There was quite clearly a role in most settings for a HLTA or equivalent and this person usually had effective interpersonal skills, was good at time management and planning, they frequently had an additional skill such as art or music and as one Head teacher put it, they need to prove themselves as all employed people have to. The organisation of a setting often had an impact on the number of HLTAs or equivalents as some settings developed one TAs role whilst others split the extended role between two or more TAs. This could also reflect the number of TAs who are ready and experienced sufficiently for such a role as HLTA. Deployment of HLTAs needs to be more attractive with remuneration but once this is achieved HLTAs can make a significant contribution to the management of other TAs, to scaffolding information and representing TAs at meetings. The TAs are interested in further training with a small per cent age of TAs seeking HLTA or teaching and some TAs still requiring Key Skills. There needs to be a relevant professional development route for aspiring TAs with more recognition of the different routes. The HLTA status training needs to include a direct observation of the potential HLTA working with a large group or class as happens to all NQTs and other adults working with classes. TAs are making a considerable contribution to our schools and this research so far seems to demonstrate their distinct contribution as stated in the TDA (2006:3)HLTA Training pack but they are by their continued professional development also helping to create the World-class workforce for children, young people and families, that is the Childrens Workforce Development Councils vision. However as one TA remarked, I would not be interested in the HLTA as I feel that the work involved is far greater than the recognition and pay. This needs to be addressed if we wish to encourage TAs to embrace the changes further. Yet 75% of TAs would still recommend HLTA to other TAs. Overall, the presented literature show that in terms of HLTAs impact on teaching, there are two opposing views. Some of the teachers view that HLTAs are a threat to their profession. In spite of the contributions that HLTAs are giving, it is believed that their professionalism are being compromised because of the lack of teaching experience of HLTAs. On the other hand, other teachers reported that HLTAs have positive contributions for the improvement of their teachings quality. Many teachers still believe that the support that these HLTAs are giving helped them in reducing their workloads and stress. In terms of learning, HLTAs support has contributed in the improvement of the students understanding of the subject matter. Also, they have helped in the improvement of of the students achievement and opportunities for their personalized learning. Finally, in spite of varying opinions regarding the impact of HLTA, it is very important to note that these higher level teaching assistants are doing their best to aid the teachers. It is recommended that their skills should be monitored and upgraded periodically so that their outputs could be exceptional as well.

Comparing Two Heros - Beowulf and Odysseus Essay -- Homer Odyssey Epic

Comparing Two Heros - Beowulf and Odysseus Reading through Beowulf I began to compare it to the last great epic I read, Homer’s Odyssey. While the Odyssey and Beowulf are each examples of both historic and modern ideas of heroism, the acts of Beowulf’s hero seem to fit better within its context. Beowulf exhibits many obvious heroic qualities, such as his strength and confidence in battle. These along with more subtle diplomatic actions serve to define him as both a great warrior and leader. Beowulf shows both wit and patience in his swift retort after Unferth challenges his skill. Later, after proving himself by dismembering Grendel, he accepts Unferth’s sword to face Grendel’s mother. This offering can be seen as an act of apology or forfeit on Unferth’s part and reveals another side of the hero: forgiveness. Beowulf did not deny Unferth his repentance, nor did he ridicule him upon his conceit. In contrast with Beowulf’s concrete depictions of good versus evil, The Odyssey focuses more on the gray areas of punishment and revenge. A main theme throughout the poe...

Encryption and Decryption Algorithm

Encryption and Decryption algorithm using ASCII values with substitution approach.First Author: M.Shruthi and Second Author: Gokaraju Rangaraju Institute of Engineering and Technology, Bachupally, Nizampet, 500092www.griet.ac.in I.AbstractThis paper shows the possibility of employing the characteristics of available algorithms with poly-alphabetic substitution techniques in a linear fashion, to produce ASCII values of the typed text and then putting in the translating, transposition techniques in order to get the encrypted text. Before generating the cipher text, the algorithm will result in Message digest of the given text. This algorithm implements the model of symmetric Key cryptography. This algorithm can be implemented in any programming language such as C, C++, Java etc. In poly-alphabetic substitution the plain text's letters are encrypted differently corresponding to their position. The name poly-alphabetic proposes that can be more than one key so we have used two keys combination instead of one, in order that it produces the cipher text. We can also use three or more keys to make the encoding process more complex. In this paper have generated ASCII Codes of the plain text and then we have reversed it say it as reverse ASCII Codes and then we have produced two random keys named K1 and K2. Then these K1 and K2 Keys are alternatively applied on Reverse ASCII codes in order to produce encrypted text. On the other hand Decrypting algorithm is used to generate the plain text again. Our technique generates random cipher text for the same plain text and this is the major asset of our technique.II. IntroductionRelated work:a. IntroductionNow-a-days need of security is essential to make data secure from the unauthorized user to access. Security is needed in many of the organizations like military, budgets of Government, it is also necessary to our general economy and many business applications also. Business application involves the security among the data of the institute in which information about of the employees, manager workers and owner's profit is itself stored and similarly, application i.e, utilised by the user's according to their use also requires security. So security plays an indispensable role in our day to day life. Cryptography is one of the techniques for guarding data.Information Security is a set of thoughts for managing the processes, tools and policies necessary to prevent, detect, document and counter threats to digital and non-digital content. The responsibilities of Information security include launching a set of business processes that will safeguard information assets regardless of how information is formatted or whether it is transit, is being processed or is at rest in storage.Important information or data cannot be sent across the internet without implementing any security mechanism, because this data can be seen by any intermediate person in order to change the message.So the command for Information Security across the networks is expeditiously increasing day-by-day. Every business organisation has a burden to secure their data from being loss or theft. A message digest is a cryptographic hash function which includes a group of digits generated by a hash formula. Message digests are intended to secure the integrity of a piece of data or information to identify changes or alterations to any part of a message. Basic terms for secure communication are:Let us consider two parties that want to communicate secretly, A and B. If A wants to send something to B, some information, we call that information a plaintext. After encrypting the plaintext a cipher text is produced. B knows the encryption method since he is the intended receiver and since he must use the same method together with his secret key to decrypt the cipher text and reveal the plaintext.b. Related Work:1. Avinash Sharma and his team have proposed a technique for encryption and decryption. In this paper they have explained about encryption and decryption techniques using ASCII values and substitution approach. (IJASCSE Vol 1, Issue 3, 2012)2. R.Venkateshwaran in his paper shows the possibility of utilizing the features of Genetic techniques with poly substitution methods in a linear way, to produce ASCII values of the given text and then employ transition, substitution with the features of Cryptography. (International Journal of Computer Applications (0975 – 8887) Volume 3 – No.7, June 2010)3. Sumith Chowdary and his team described about the algorithm in which randomly generated numbers are used with the help of modulus and remainder by making program in any language i.e. c, c++ and java. (IJARCCE Vol. 2, Issue 8, August 2013)III. Basic Mechanism for cryptographyP=Plain text C=Cipher text X= Some Plain text Y=Cipher text of plain text K=Any Random key E(K,X): Encryption of X using key D(K,Y): Decryption of Y using K C=E[K,P] P=D[E,C]IV. History of CryptographyThe art of cryptography is considered to be born along with the art of writing. As civilizations period started, human beings got incorporated in tribes, groups, and kingdoms. This led to outgrowth of ideas such as power, battles, supremacy, and politics. These thoughts further furnished the natural need of people to communicate covertly with discriminative recipient which in turn assured the continuous evolution of cryptography as well. The roots of cryptography are found in Roman and Egyptian civilizations. The word Cryptography has been derived from the Greek word kryptos (hidden) and graphing (writing).Cryptography is the technique with which a plain text can be converted to cipher text so that this cipher text is not understandable by anyone excluding the recipient. Cryptography, the science of encrypting and decrypting information can be traced back all the way to year 2000 BC in Egypt. Here it was first used with the help of the standard hieroglyphics in order to communicate secretly. Julius Caesar (100-44 BC) used a simple substitution cipher which has been named after him today. During the first and the second war the command for confidentiality increased rapidly all kinds of new cryptographic techniques developed.V. Objective of the AlgorithmThe core objective of the research is to safeguard information stealing in what so ever manner it may be, with the use of appropriate technology. To secure information spilling and to provide a high-level integrity and authenticity to data or information using MD5 and Cryptographic algorithm that is sent over the network. Integrity: Ensures that a message is unchanged from the time it sent from the sender and till it is opened by the receiver.Authenticity: It verifies whether the identity of user in the system is a true or genuine user.To check the integration of message/information MAC is verified.VI. Algorithm for EncryptionDecryption and MAC Generation:Algorithm encryption{Generate two random keys k1, K2.Take dataFind ASCII values for each character in the data.Reverse each ASCII value and store it.Add each key alternatively to each reversed ASCII value.//This is the encrypted data.}Algorithm decryption{Take the encrypted data and random numbers.Subtract the keys from the encrypted dataEach alternativelyReverse the obtained values.// The reversed values will be ASCII codes of characters.Print the retrieved ASCII value's corresponding characters.}Algorithm MD5{Firstly append padded bitsThen append lengthInitialise MD BufferLater process message in 16-word blocks.Display the output.}Encryption Process: The above figure (fig 1.1) depicts the procedure of encryption.Let the text be HELLO WORLD.Firstly, generate 2 random keys named k1 and k2. For example let us assumeK1 =1123K2=1452Then translate the each character of message into its corresponding ASCII Code and the we reverse these ASCII codes. (This is shown in table1.1)Next, these keys k1, K2 are added alternatively to reverse ASCII numbers in order to generate cipher text. Table 1.1:Plain text ASCII number Reverse ASCII Number Cipher textH 72 27 1150E 101 101 1553L 108 801 2253L 108 801 1923O 111 111 1563 32 23 1146W 87 78 1530O 111 111 1234R 114 411 1863L 108 801 1923D 100 001 1453Decryption Process: This technique is exactly reverse technique to that of encryption. So in this process, subtract the keys from the obtained cipher text.That is first subtract k1 from first value of encrypted/cipher text and then subtract K2 from second value of cipher text, consecutively. Repeat this step until you reach to the end of the message.Finally we will get the plain text which was sent by user.Following table will depict the process of decryption:Cipher text Reversed ASCII number ASCII code Plain text1150 27 72 H1553 101 101 E2253 801 108 L1923 801 108 L1563 111 111 O1146 23 32 1530 78 87 W1234 111 111 O1863 411 114 R1923 801 108 L1453 001 100 DVII. MAC Generation:The MD5 hashing algorithm is a cryptographic technique that accepts a text of any length as input data and returns as output a constant-length digest parameter to be utilised for authenticating the true message.From past years, there has been exaggerated interest in generating a MAC produced from a Cryptographic hash code, like SHA-1, MD5, etc. Here in this, we have used MD5 algorithm for resulting a 128 bit hash-value. It is employed as a checksum to ascertain data integrity.Ex:1. helloMD5 Hash of your string: 5D41402ABC4B2A76B9719D911017C5922. The attack is at 5 p.m.MD5 Hash of your string: 54759A4BE2031EA6CC8D56B10CD4A9AAVIII. Snap shots of the algorithm implementationHome page: After entering some text: Click on encrypt button: Click on Decrypt button: If the text-box is empty: And if clicked encrypt then it results to a message:IX. Key words and AbbreviationsCryptography: The process of encrypting and decrypting text for securing it.Cryptanalysis: is the art of decoding or obtaining plain text from hidden messages over an insecure channel. It is also known as code cracking.Encryption: The technique of converting plain text into some other format with the help of a key is known as Encryption. Decryption: The technique of altering cipher text or encrypted text into plain (original) text is called as Decryption with the help of same key or other key.Key: An amount of information used for encrypting and decrypting text.Cipher text: The message written in secret code and is not understandable by anyone. Plain text: The original message given by end-user.Encryption Algorithm: An Algorithm for encrypting given text.Decryption Algorithm: An Algorithm for decrypting the encrypted text.MD5 Algorithm: An Algorithm for finding 128 bit Message digest for the given text.Abbreviations used:MAC: Message Authentication CodeASCII: American Standard Code for Information Interchange.MD5: Message Digest v5X. Future scopeThis algorithm is formulated for the sake of security.There are many future scope of substitution approach employing ASCII value for Encryption & Decryption. Firstly it is certified that any intermediate person don't hack the data between the gap of plain text and cipher text. Secondly receiver receives the encrypted text as it's same as the senders send the plain text. Thirdly in the contemporary world, new technologies ameliorate day by day so we can exaggerate changes in this algorithm according to the requirement. This work can be further improvised upon in the future in many different ways.XI. ConclusionThere are many techniques such as RSA, IDEA, AES, DES, DIFFIE-HELLMAN algorithms and much more that can be utilized to modify a plain text into cipher text to transfer over the network so nobody else than an actual recipient can understand the message. But Substitution and Transposition is the ground for every algorithm as each and every algorithm employs Transposition or Substitution or both of them. In this view we have introduced a new technique that is titled as substitution using ASCII Codes. This new method for text encryption and decryption behaves randomly so grouping of the same cipher text and breaks it by just guessing it becomes more difficult. This technique of combining cryptography and Message digest can lead to new area of research on securing data by other mechanisms. This technique of text encrypts and decrypt employing ASCII algorithm is definitely an impelling process when compared with other cryptographic systems. This algorithm is very meteoric, procure and trust worthy.XII. References:1. Stallings W. Cryptography and Network Security: Principles and Practice, 2/3e Prentice hall, 1999; 30-49.2. Author: Vineet Sukhraliya, Sumit Chaudhary, Sangeeta Solanki, Title: Encryption and Decryption Algorithm using substitution array approach. IJARCCE Vol 2 Issue 8 August 2013.3.Author: Avinash Sharma, Anurag Bhatnagar, Nikhar Tak, Anuradha Sharma, Jitendra Avasthi, Prerna Sharma Title: An Approach Of Substitution Method Based On ASCII Codes In Encryption Technique ,IJASCSE Vol 1, Issue 3, 20124.Author: R. Venkateswaran Dr. V. Sundaram, Title: Text Encryption and Decryption with Poly Substitution Method and Combining the Feat ures of Cryptography. IJCA Vol 3 – No. 7 June 2010. 5. https://en.wikipedia.org/wiki/Cryptography 6.https://en.wikipedia.org/wiki/MD5XII.

Jane Austen strongly emphasises the links between romance and finance: her attitude is always practical

At the time in which Austen was writing women were under enormous pressure to marry for the purpose of securing their financial futures. Therefore, marriage, though romanticised, was in many ways a financial transaction and social alliance rather than a matter of love. Although Jane Austen did not condone loveless marriages (she stayed single all her life), she did approve of matches having equality in various aspects, including wealth, social status, love and mind. Austen strongly believed in not marrying for the wrong reasons. With reference to money this meant that a person Austen would disapprove of would be someone who married purely for the gain of wealth. Perhaps those who are well of anyway, but want a greater financial security in life, or those who were of mediocre wealth who married for money to avoid being a poor spinster in later life. An example of someone who wishes to marry for money in ‘Pride and Prejudice' would be Caroline Bingley. Caroline Bingley, by way of her brother's good fortune is a wealthy character, with a dowry of, â€Å"twenty thousand pounds† Her financial interest in marrying Mr. Darcy would be for the gain of a greater financial standing. Miss Bingley shows little true affection or understanding for his character, indeed Miss Bingley says to him, â€Å"You are considering how insupportable it would be to pass many evenings in this manner- in such society† The assumption made here is that Miss Bingley thinks herself to have the same status and therefore feelings as Mr. Darcy. We are told later on that Miss Bingley whilst reading a book in Mr. Darcy's company, â€Å"†¦ quite exhausted by the attempt to be amused with her own book, which she had only chosen because it was the second volume of his†¦ This shows us that Miss Bingley has few of the same interests or indeed the same superior mind as Darcy, making the match unsuitable, for in Jane Austen's view a couple should generally not only have equality in status but in mind as well. This relationship is comparable to that of the Eltons in ‘Emma'. Mrs. Elton, formerly Miss Augusta Hawkins is from a trade background in Bristol, is one of the characters that Jane Austen classifies as ‘neuveau riche'. Mrs. Elton is married to Mr. Elton, who at the beginning of the novel appears to be a relatively handsome, agreeable village vicar but who quickly becomes a character who is presented as being proud, conceited, and superficial. This match of these characters in a financial manner is considered, by Austen to be suitable. Mr Knightley says to Emma, â€Å"Elton knows the value of a good income as well as anybody, Elton may talk sentimentally, but he will act rationally. † By marrying Mrs Elton he is gaining a good financial source. She has a brother with a large fortune residing at ‘Maple Grove' and thanks to her brother's good fortune she is financially secure. However this is where Jane Austen's view on the match becomes negative. At the ball at Randall's, Mrs Weston suggests that Mr Elton dance with Harriet but he refuses profusely within her range of hearing, â€Å"his wife who was standing immediately above her, was not only listening also, but even encouraging him by significant glances. † This quote shows that Mrs Elton is a poor match for Mr Elton as she encourages him to be cruel to Miss Smith. Indeed through Emma's thoughts later on in the novel, Jane Austen informs us that Mr Elton, â€Å"was growing very like her [his wife]†. This implies that Austen believes that a marriage between two people should be a productive one. Not one in which the couple encourage the bad mannerisms in each other. Jane Austen also portrays the foolishness of not taking money in to consideration when choosing a partner. Austen shows the reader here that money is not an irrelevant matter in marriage. This idea is shown through the marriage of Mr Collins and Miss Lucas in ‘Pride and Prejudice' Charlotte Lucas says to Elizabeth Bennet, â€Å"Happiness in marriage is entirely a matter of chance. This shows the practical side to Austen's view of marriage, sometimes marriage must be a practicality and financial gain is an important factor in making the choice of who to marry. Later on the reader is told that Miss Lucas accepted the proposal she received from Mr Collins, â€Å"†¦ solely from the pure and disinterested desire of an establishment† This shows the logicality behind the acceptance of Mr Collins marriage, without it Miss Lucas, although she would not have to work, would have to look after her parents in their elderly state as a spinster. However we also hear Jane Austen's opinion on this matter later on when Mrs Gardiner advises Lizzy, saying, â€Å"Do not involve yourself, or endeavour to involve him in an affection which for the want of fortune would make so very imprudent. † Later in life a woman would rely on her husband's income when her own dowry had run out. A man with little income had few prospects for a woman and so the match would be unwise and thoughtless. Austen presents the point here that it is difficult for a woman to find the line between marrying purely for financial gain and not being improvident and choosing a man without some money to his name. This is contrastable with the marriage of Jane Fairfax and Frank Churchill in ‘Emma'. Frank Churchill disregards the fact that Jane has no money, and wishes to marry her nonetheless. This situation is portrayed by Austen through the use of her ‘Cinderella plots. ‘ This is a term used when a woman marries above their class, Jane, who is facing the threat of a life of, â€Å"penance and mortification† as a governess is saved by both the financial and social status of Frank Churchill. In these plots lines the woman is generally shown to be intellectually astute, so as to match up to her husband. Jane is extremely accomplished in music and manners as well as having a, â€Å"an excellent education. Living constantly with right- minded people and well- informed people, her heart and understanding had received every advantage of discipline and culture† this infers that Austen approved of this match, despite the fact that money has been disregarded in the relationship. Arranged marriages feature in Austen's work. The finance and romance conundrum of these is a point of interest expressed through many of the main protagonists. Austen portrays the belief that ‘money should marry money'. The match between Mr Darcy and Miss Anne de Bourgh made only in Lady Catherine de Bourgh's mind shows this point of view. Miss Anne de Bourgh is the daughter of a noble woman and so in this era should be marrying a rich aristocratic man such as Mr Darcy. Indeed Elizabeth exclaims, â€Å"She will make him a very proper wife. † This is possibly the truth but Austen encourages the reader to view the idea of this match with some irony. Miss de Bourgh is a very quiet young lady, unable to hold a lively conversation or debate. She is, â€Å"sickly† looking and unaccomplished, as stated by her mother when she says, â€Å"If I had ever learnt [to play the piano] I would have been a great proficient, so would Anne, had her health allowed it†. This description of Miss de Bourgh shows Austen with a low opinion of her. Mr Darcy would never have married the kind of person who matched his social or financial status, unless they matched him in his intellectual dominance as well. This arranged match is contrastable with that of Mr Knightley and Emma Woodhouse in ‘Emma'. In this match Austen gives the reader her approval. The couple are shown to compliment each other, Mr Knightley is said to be, â€Å"one of the few people who could find fault in Emma Woodhouse† this shows the idea that although Mr Knightley is not under the view that Emma is perfect, he still likes and admires her greatly. The fact that Emma has a i30, 000 dowry and Mr Knightley is a rich aristocrat also shows the suitability of the match. They are similar in many ways and the fact that Emma doesn't need to marry to secure her future shows that their marriage is purely for love and admiration of one another's qualities. The gentle nature in which he reproaches her about Miss Bates and how much admiration he shows for her at her remorse is shown in the actions, â€Å"He took her hand†¦ and certainly was on the point of carrying it to his lips† and later when he addresses her, â€Å"Emma, my love†¦ † I feel that the idea of ‘money marrying money' is a strong Austen point. She both agrees and disagrees with the idea. Those who have money and wish to marry someone else with money should also look for equality of mind and standing in order to secure a worthy relationship. The idea of finance being considered whilst a man chooses his wife is also portrayed by Austen in many of her novels. Mr Wickham in ‘Pride and Prejudice' is said to have wanted to marry Miss Georgiana Darcy, a young lady with a great fortune behind her name. However when this affection on his behalf is abruptly ended by her brother Mr Fitzwilliam Darcy, Mr Wickham looks for an alternative wife. Settling on Elizabeth Bennett this encourages the idea of Mr Wickham being a ‘male fortune seeker'. Having little money of his own it is Mr Wickham who is looking for financial gain through marriage, which Lizzy consequently denies him. Austen disapproves of this idea, perhaps not surprisingly so because in Regency England men were supposed to provide for the woman, as apposed to the other way around. This match is comparable to that of Mr and Mrs Elton. Mr Elton first proposes to Emma Woodhouse, a young woman with a thirty thousand pound dowry, when refused he looks for a alternate source of money. When Emma suggests that he might like Harriet, a poor and illegitimate woman with little money to her name. Eventually Mr Elton marries a woman named Augusta Hawkins, a woman with a ten thousand pound dowry. This shows that Mr Elton considered the gain of financial wealth through his choice of wife very important in the match. Jane Austen shows many different situations in which finance should affect your choice of who to marry. In many of these situations she frowns upon those who seek money through marriage, Mr Elton and Miss Bingley are fine examples of these people, and the irony with which their characters are portrayed shows the disdain that Austen feels towards them. However Austen also shows the foolishness of not considering finance in a match, pointing out that in later life a woman will be reliant on the wealth of the man that she has chosen to marry and so she should choose carefully. I believe that although Austen would like to frown on those who look for financial support over love she sees the sensibility and logic in doing so. Austen who remained single for all her life shows an insightful view to the problems of finance and romance in the 18t century.