004 Valuing Cash Flows

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SKOOL COMPUTER EDUCATION The Derivatives VALUING CASH FLOWS SKOOL COMPUTER EDUCATION

Transcript of 004 Valuing Cash Flows

Page 1: 004 Valuing Cash Flows

SKOOL COMPUTER EDUCATION

The DerivativesVALUING CASH FLOWS

SKOOL COMPUTER EDUCATION

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SKOOL COMPUTER EDUCATION

Introduction to State Prices

• Consider a world that can be in two distinct states tomorrow.

• The realization of tomorrow's state affects the agent's utility, not necessarily in a financial way.

• We will denote for convenience the two states with u-standing for 'up', and d-standing for 'down'.

• We also make the assumption that if the agent could choose tomorrow's state, she would choose 'up'. For example, such states could be

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SKOOL COMPUTER EDUCATION

Introduction to State Prices

• It is important to observe that we have not mentioned at all the probabilities of ending up 'up' or 'down' tomorrow.

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SKOOL COMPUTER EDUCATION

Introduction to State Prices

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SKOOL COMPUTER EDUCATION

THE PREFERENCES• Suppose that the agents utility, which has to be state dependent, is of the standard form, illustrated in figure

• The utility has to be increasing and concave.

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SKOOL COMPUTER EDUCATION

THE PREFERENCES

• The money the agent looses if the state is 'down' is the same as the money she would make if the state was 'up'.

• Also assume that the probabilities are equal, in order to eliminate the aforementioned likelihood effect.

• Even in this [perfectly symmetric] case, the special utility shape implies that the absolute utility changes are not equal: The drop of the utility in the 'down' state is higher than the utility gains in the 'up' state.

• A rational agent would therefore value the 'down' state with a higher state price: more money would be happily paid out in order to ensure a higher consumption in the 'down' state.

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SKOOL COMPUTER EDUCATION

THE PREFERENCES

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THE PREFERENCES

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SKOOL COMPUTER EDUCATION

THE PRICING KERNEL