3 Pages

risk management-syllabus-11

Course: IRPS 423, Spring 2011
School: UCSD
Rating:
 
 
 
 
 

Word Count: 729

Document Preview

of University California, San Diego School of International Relations and Pacific Studies Professor Bruce N. Lehmann Risk Management Office: Phone: E-mail: Class Hours: Office Hours: Spring 2011 IRGN 419 1415 Robinson Building 534-0945 blehmann@ucsd.edu 8:00-9:20, Monday and Wednesday 11:30-12:30, Wednesday and by appointment Recommended Text: Brealey, Richard A., Stewart C. Myers, and Franklin Allen,...

Register Now

Unformatted Document Excerpt

Coursehero >> California >> UCSD >> IRPS 423

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
of University California, San Diego School of International Relations and Pacific Studies Professor Bruce N. Lehmann Risk Management Office: Phone: E-mail: Class Hours: Office Hours: Spring 2011 IRGN 419 1415 Robinson Building 534-0945 blehmann@ucsd.edu 8:00-9:20, Monday and Wednesday 11:30-12:30, Wednesday and by appointment Recommended Text: Brealey, Richard A., Stewart C. Myers, and Franklin Allen, Principles of Corporate Finance, 10th Edition (New York, NY: McGrawHill/Irwin, 2011) COURSE DESCRIPTION This course provides an introduction to risk management using derivative assets, with particular attention given to exchange-traded futures and options on bonds, stocks, and currencies. In order to do so, I must answer the usual questions: who, what, where, why, when, and how. What is especially tricky about these questions in this context is that some of the seemingly obvious answers are not so obvious on deeper examination. In particular, who, why, and when can be quite dicey while what, where, and how are straightforward given sufficient investment in the necessary tools. Much of the course will be devoted to tool acquisition that is, to the what, where, and how of risk management using derivatives but I will always strive to refocus attention on the deeper questions throughout the course. Derivative assets are different from other assets because their values devolve, in whole or in part, from the value of the underlying assets against which they are written. Under some assumptions, ones that are false but not entirely unreasonable, futures and option contracts can be valued using only information on the price of the underlying asset, some of its risk characteristics, and other market statistics such as interest rates. When these assumptions are false, it is still possible to characterize the likely magnitude of the pricing errors. Put differently, futures and options can be valued (almost) analytically, a situation that stands in stark contrast to the considerable uncertainty surrounding bond and stock prices. The arguments leading to the valuation of options and futures derive from the ability (under some assumptions) to construct riskless hedges, the values of which are perfectly correlated with the values of the associated derivative asset. That is, there are plausible assumptions under which there are identifiable portfolios of riskless bonds and the underlying assets whose values change one for one with in changes the values of the derivative security. This analytical tool produces three collateral benefits: (1) a mechanism for determining derivative asset values, (2) a procedure for hedging derivative securities or, equivalently, for constructing synthetic derivatives, and (3) a clear description of the risks that can be hedged with them. These benefits are of enormous importance in the real world, resulting in the explosive growth in an extraordinary range of financial products that are transforming the way business firms and, for that matter, individuals measure and manage risk. This ability to value derivative assets (almost) analytically imposes a cost on students: the mathematical barriers to entry are much higher for this course than for other finance courses like introductory finance, corporate finance, and investments. For this reason (among others), I teach the class very differently. The first two weeks will be devoted to the basics of risk management. The remainder of the quarter will function (I hope) as in-class workshops that get at the core of hedging with derivative assets as well as more advanced questions of derivative asset valuation. The focus in these de facto workshops will be on the spreadsheets I have written that handle hedging and valuation for a variety of derivatives and canonical risk management problems. The course is based primarily on my lecture notes and the spreadsheets. Brealey, Myers, and Allen can serve as a backup; the following outline maps the course to the chapters of that book. Course Outline Week 1: Introduction to Risk Management Brealey, Myers, and Allen: Chapter 26 Week 2: The Basics of Derivative Asset Valuation and Hedging Brealey, Myers, and Allen: Chapters 20 and 26 Week 3: Hedging Interest Rate Risk Brealey, Myers, and Allen: Chapters 3, 23, and 26 Week 4: Hedging Interest Rate Risk for Pension Funds Brealey, Myers, and Allen: Chapters 3, 23, and 26 Week 5: Hedging Exchange Rate Risk Brealey, Myers, and Allen: Chapter 27 Week 6: Risk Management, Managerial Incentives, and Capital Structure Brealey, Myers, and Allen: Chapter 24 Week 7: The Binomial and Black-Scholes Models of Option Valuation Brealey, Myers, and Allen: Chapter 21 Week 8: Hedging with Options Brealey, Myers, and Allen: Chapter 21 Week 9: Value at Risk Brealey, Myers, and Allen: Chapters 23 and 26 Week 10: Modern Risk Management Brealey, Myers, and Allen: Chapters 23 and 26
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

UCSD - IRPS - 423
Example 1: Financing in theSumitomo Copper Scandal Background+ Sumitomo rogue copper trader Hamanakapurchased much of the physical supply ofcopper in LME warehouses from 1993-1996+ Copper prices in 1993 (time of first trades)- Spot price $1620- On
UCSD - IRPS - 423
Bond PricesBond CharacteristicsAnnual couponFace valueCoupon frequencyYears to maturityYield to maturityPriceInterim Calculations7.00%1002106.84%Coupon per periodPeriodsYield per period3.5200.0342$101.15Discussion questionsHow do pri
UCSD - IRPS - 423
Hedging Pension Fund LiabilitiesZero coupon bondsMaturity1EmployeeAgeYears toRetirementRetirementIncome5015100000Dateb12.36b22.9501-0.0017394Profit and loss next day ifTreasury Bond yields rise by:Yield CurveChange1.5Long BondYiel
UCSD - IRPS - 423
Covered Interest ParityForward Market HedgeCash flowSpot exchange rateDomestic interest rateForeign interest rate137.001.110.100.10Time to maturity3.00Forward price1.11Money Market HedgeInitial cash Cash flowflowat expiryCash flow0.001
UCSD - IRPS - 423
Equity as a call optionFace valueof debt50Debt and equity values at maturityValue at maturity of:FirmStockBond1100000001020304050607080010203040505050505050505050140905015010050De b t a n d e quit y va l ue s a
UCSD - IRPS - 423
The properties of binomial option pricing models with one to four time stepsVolatility per yearRiskless rate per yearUnderlying asset priceStrike priceExpiry in years0.150.0535401Number of stepsTime step lengthSquare root of time stepUp move
UCSD - IRPS - 423
Binomial option pricing models with many time stepsVolatility per yearRiskless rate per yearUnderlying asset priceStrike priceExpiry in yearsNumber of steps per year0.150.05354012000Up state values Down state values199919990.00050.00050.
UCSD - IRPS - 423
Binomial option pricing models with many time steps and the Black-Scholes modelVolatility per yearRiskless rate per yearUnderlying asset priceStrike priceExpiry in yearsd1N(d1)d2=d1-TN(d2)Black-Scholes price0.150.0535401-0.4818760.314947
UCSD - IRPS - 436
The United States and South KoreanDemocratizationJAMES FOWLERDuring 1979 and 1980, South Korea experienced a failed transitionto democracy. The Seoul Spring, which took place after the assassination ofauthoritarian leader Park Chung Hee in late 1979,
UCSD - IRPS - 436
Reflections on May 18Jong-Sung You1AbstractThe 1980 massacre of the people by the military junta led by then Major General ChunDoo-hwan was a tragic incident in Koreas history, but the response to the incident was acourageous and heroic uprising by t
UCSD - IRPS - 436
Inequality and Corruption: The Role of Land Reform inKorea, Taiwan, and the PhilippinesJong-Sung YouGraduate School of International Relations and Pacific StudiesUniversity of California, San Diegojsyou@ucsd.eduAbstractThe paper explores the causal
Texas A&M - MATH - 285
Math 285Homework # 1Due Sep. 7Texas A & M UniversityFall 2011Note: All gures must have titles and labels; line width must be 2.1. Let a = 20, b = 85 and c = 12. Compute the following two expressionsusing Matlab.a ) [3 points] (ab 3c)/(b a)b ) [2
Texas A&M - MATH - 285
Math 285Homework # 2Due Sep. 14Texas A & M UniversityFall 2011Note: All gures must have titles and labels.1. Download the le CarData2.xls from the lab webpage and import thedata to Matlab. The data is related to characteristics of various cars. In
Texas A&M - MATH - 285
Math 285Homework # 3Due Sep. 28Texas A & M UniversityFall 2011Note: All gures must have titles and labels.1. [5 points] Fit a polynomial of degree 12 to the data LAB3data.txt fromthe lab webpage. You may use the commands p = polyt(x,y,12); f = poly
Texas A&M - MATH - 285
Math 285Homework # 4Due Oct. 5Texas A & M UniversityFall 20111. Consider the following system of linear equations.5x + 4y + 3z + 3u = 112y + z u 4w = 13x z 4w = 104x + 5y 4w = 34x + 12y 4u 4w = 0a ) [5 points] Form the augmented matrix Mb ) [1
Texas A&M - MATH - 285
Math 285Homework # 5Due Oct. 19Texas A & M UniversityFall 20111. Consider the following system of linear equations. 5x + ay + 3z + 3u = 112y + z u 4w = 13x z bw = 104x + 5y 4w = 34x + cy 4u 4w = 0a ) [15 points] Using Matlab symbolic solver nd
Texas A&M - MATH - 285
Math 285Homework # 6Due Nov. 2Texas A & M UniversityFall 20111. [50 points] Use Matlab to solve the following nonlinear problem. Includea graph of the feasible region and the contours of the nonlinear objectivefunction.Perth Mining Company operates
Texas A&M - MATH - 285
Math 285Homework # 8Due Nov. 17Texas A & M UniversityFall 20111. (25 points) Write a short essay (< 300 words) about real-world applications of Markov Chains. Include a few specic examples.2. (20 points) What are absorbing Markov chains. Describe th
Texas A&M - MATH - 285
Math 285Lab 1 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. How to use Matlab as a calculator; 2. Learn about variables and logic; 3.Learn about Matlab built in functions; 4. How to plot 2-dimensional graphs.To begin we must star
Texas A&M - MATH - 285
Math 285Lab 2 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Use Matlab to do data export, import, and stats; 2. How to sort datausing Matlab; 3. How to obtain a statistical visualization of data. 1. Data Import, Export and Stats
Texas A&M - MATH - 285
Math 285Lab 3 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Data interpolation and splines with Matlab2. Least Squares curve tting (Regression analysis)3. Data transformation before curve tting1. We begin with an example of spli
Texas A&M - MATH - 285
Math 285Lab 4 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Row operations on matrices2. MATLAB rref command3. Solving linear systems with Matlab1. We want to solve the following linear system using row operations. x + 4y + 3z
Texas A&M - MATH - 285
Math 285Lab 5 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Matrix and Vector arithmetics; 2. Review of methods for solving linearsystems; 3. How to plot 3-dimensional graphs.1. Vectors: elements of row vectors are separated by s
Texas A&M - MATH - 285
Math 285Lab 6 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Solve linear systems of equations with unknown coecients;2. Generate area graphs;3. Solve linear programming problems;1. Using Matlab, it is possible to solve linear sy
Texas A&M - MATH - 285
Math 285Lab 7 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Matlab m les2. Building a solver3. Solve nonlinear programming problems1. Find minimum of function f (x1 , x2 , x3 ) = x2 + x2 /(1 + x2 ) subject to13constraints x1
Texas A&M - MATH - 285
Math 285Lab 8 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Set Operations2. Permutations and Combinations1. In Matlab, sets are given as vectors. To nd the union and intersection oftwo sets A and B we may enter union(A,B) and i
Texas A&M - MATH - 285
Math 285Lab 9 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Monte Carlo Simulation2. Histogram Representations3. Central Limit Theorem1. Monte Carlo simulation is a method in which random numbers are usedto predict the long-ter
Texas A&M - MATH - 285
Math 285Lab 10 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Markov Chains2. Steady State Matrices3. Steady State Distribution Vector1. A Markov chain is a mathematical system that changes from one stateto another over time. Ex
Texas A&M - MATH - 285
Math 285Lab 11 - WorksheetTexas A & M UniversityFall 2011Learning Objectives:1. Markov Chains2. Probability Distributions4. Variance and Standard Deviation1. Figure 1 represents a Markov process of daily transitions states of weatherconditions (i
Texas A&M - MATH - 308
Math 308Homework # 1Due Sep. 8Texas A & M UniversityFall 2011Instructions:a ) All gures or sketch graphs must have titles and labels.b ) No credit will be given for nal solutions, if there is no indication ofhow the solutions were derived.c ) Par
Texas A&M - MATH - 308
Math 308Homework # 2Due Sep. 15Texas A & M UniversityFall 2011Instructions:a ) All gures or sketch graphs must have titles and labels.b ) No credit will be given for nal solutions, if there is no indication ofhow the solutions were derived.c ) Pa
Texas A&M - MATH - 308
Math 308Homework # 3Due Sep. 22Texas A & M UniversityFall 2011Instructions:a ) All gures or sketch graphs must have titles and labels.b ) No credit will be given for nal solutions, if there is no indication ofhow the solutions were derived.c ) Pa
Texas A&M - MATH - 308
Math 308Texas A & M UniversityHomework # 4Due Oct. 6Fall 2011Instructions:a) All figures or sketch graphs must have titles and labels.b) No credit will be given for final solutions, if there is no indication ofhow the solutions were derived.c) Pa
Texas A&M - MATH - 308
Math 308Homework # 5Due Oct. 18Texas A & M UniversityFall 20111. Solve each of the following dierential equations by variation of parameters.a ) [7 points] y 9y =9xe3xxb ) [8 points] 4y 4y + y = e 2 1 x22. [10 points] Find the general solution
Texas A&M - MATH - 308
Math 308Homework # 6Due Nov. 3Texas A & M UniversityFall 20111. Use the Laplace transform to solve the following initial value problems.a ) [10 points] y + 2y = f (t), y (0) = 0, wheref (t) =t0if 0 t < 1if t 1b ) [10 points] y + 4y = f (t), y
Texas A&M - MATH - 308
Math 308Homework # 7Due Nov. 10Texas A & M UniversityFall 20111. Find the general solution of the following systemsa ) [15 points] dx/dt = x + ydy/dt = x + 2y + zdz/dt = 3y zb ) [15 points] dx/dt = 5x 4ydy/dt = x + 2zdz/dt = 2y + 5zc ) [10 p
Texas A&M - MATH - 308
Math 308Homework # 8Due Nov. 17Texas A & M UniversityFall 20111. Use variation of parameters to solve the following systems.a ) [15 points]dx/dt = 2x ydy/dt = 3x 2y + 4tb ) [15 points]dx/dt = x y + et cos tdy/dt = x + y + et sin t2. Classify t
Texas A&M - MATH - 308
Math 308Homework # 9Due Nov. 29Texas A & M UniversityFall 20111. Without actually solving the following dierential equations, nd a lowerbound for the radius of convergence of power series solutions about the ordinary point x = 0. Also about the ordi
Texas A&M - MATH - 148
Math 148Texas A & M UniversityAssignment # 6Spring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is only possible withsome written indication of your thoughts. (c) Please put a box around your f
Texas A&M - MATH - 148
Math 148Texas A & M UniversityAssignment # 7Spring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is onlypossible with some written indication of your thoughts. (c) Please put a box around your f
Texas A&M - MATH - 148
Math 148Texas A & M UniversityAssignment # 8Spring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is onlypossible with some written indication of your thoughts. (c) Please put a box around your f
Texas A&M - MATH - 148
Math 148Texas A & M UniversityAssignment # 9Spring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is onlypossible with some written indication of your thoughts. (c) Please put a box around your f
Texas A&M - MATH - 148
Math 148Texas A & M UniversityAssignment # 10Spring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is onlypossible with some written indication of your thoughts. (c) Please put a box around your
Texas A&M - MATH - 148
Math 148Quiz # 1 Version ATexas A & M UniversitySpring 20121. [80 points] Evaluate the following integrals.a)x3 (2 + x4 )5 dxb)sin xdx1 + cos2 xc)ecos x sin xdx1d)0dx(1 + x)4192. [20 points] Using integration by parts, evaluate42ln
Texas A&M - MATH - 148
Math 148Quiz # 1 Version BTexas A & M UniversitySpring 20121. [80 points] Evaluate the following integrals.exa)dxex + 1b)xdx1 + x4c)sin x cos4 xdxe4d)edxx ln x112. [20 points] Using integration by parts, evaluate02ydy.e2y
Texas A&M - MATH - 148
Math 148Quiz # 2 Version ATexas A & M UniversitySpring 20121. [20 points] Use integration by parts to evaluate2. [40 points] Evaluate5x + 1dx.(2x + 1)(x 1)1 cos d.3. [40 points] Determine whether the following improper integrals are Type1 or T
Texas A&M - MATH - 148
Math 148Quiz #2 Version BTexas A & M UniversitySpring 20121. [20 points] Use integration by parts to evaluate12. [40 points] Evaluate0x2x4dx. 5x + 61x cos(5x)dx.3. [40 points] Determine whether the following improper integrals are Type1 or
Texas A&M - MATH - 148
Math 148Quiz #3 Version ATexas A & M UniversitySpring 20121. Let f (x) = (x 1)2 , g (x) = e2x and h(x) = 1 + ln(1 2x).a ) [30 points] Find linear approximations of f, g, and h at a = 0. Whatdo you notice? How do you explain what happend?b ) [40 poi
Texas A&M - MATH - 148
Math 148Quiz #3 Version BTexas A & M UniversitySpring 20121. [30 points] Find the 6th-degree Taylor polynomial T6 centered at a = 0for the function f (x) = cosx. Graph f (x) together with T6 in the viewingxy-rectangle [5, 5] by [1.4, 1.4].12. Let
Texas A&M - MATH - 148
Math 148Texas A & M UniversityQuiz # 4Spring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is only possible withsome written indication of your thoughts. (c) Calculators may not be shared. (d) P
Texas A&M - MATH - 148
Math 148Texas A & M UniversityQuiz # 5 Version ASpring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is only possible withsome written indication of your thoughts. (c) Calculators may not be sha
Texas A&M - MATH - 148
Math 148Texas A & M UniversityQuiz # 5 Version BSpring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is only possible withsome written indication of your thoughts. (c) Calculators may not be sha
Texas A&M - MATH - 148
Math 148Texas A & M UniversityQuiz # 6 Version ASpring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is only possible withsome written indication of your thoughts. (c) Calculators may not be sha
Texas A&M - MATH - 148
Math 148Texas A & M UniversityQuiz # 6 Version BSpring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is only possible withsome written indication of your thoughts. (c) Calculators may not be sha
Texas A&M - MATH - 148
Math 148Texas A & M UniversityQuiz # 7 Version ASpring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is onlypossible with some written indication of your thoughts. (c) Calculators may not be sha
Texas A&M - MATH - 148
Math 148Texas A & M UniversityQuiz # 7 Version BSpring 2012Instructions:(a) Show all steps; unjustified answers will not receive credit. (b) Partial credit is only possible withsome written indication of your thoughts. (c) Calculators may not be sha
Texas A&M - MATH - 148
Math 148Assignment # 1Texas A & M UniversitySpring 20121. [40 points] Evaluate the following indenite integrals.a ) 3x2 x3 5dxb)cos(6x2 3x)(4x 1)dxc)3t2 1dtt3 td)tan tdt12. [60 points] Let u(a) be the current population density of a single
Texas A&M - MATH - 148
Math 148Assignment # 2Texas A & M UniversitySpring 201221. [10 points] Evaluate(x + 3) 4 x2 .22. [15 points] A bacteria population starts with 400 bacteria and grows ata rate of r(t) = 450.268e1.12567t bacteria per hour. Assuming no mortality,co
Texas A&M - MATH - 148
Math 148Assignment # 3Texas A & M UniversitySpring 20121. [20 points] Use integration by parts to evaluatearctan(4t)dt.2. [20 points] Write out the form of the partial fraction expansion of thefunction. Do not determine the numerical values of the
Texas A&M - MATH - 148
Math 148Assignment # 4Texas A & M UniversitySpring 20121. [20 points] The following table shows the population of Nepal (in millions)as of June 30 of the given year. Use a linear approximation to estimate thepopulation at midyear in 1989. Use anothe
Texas A&M - MATH - 148
Math 148Assignment # 5Texas A & M UniversitySpring 20121. [30 points] Solve the following initial value problems.a )y =b)2 cos 2x, y (0) = 03 + 2ydT= 2(100 T ), T (0) = 100dtc ) y = t3 (1 y ), y (0) = 312. [50 points] Find and classify the