You have been asked to perform a stock valuation prior to the annual shareholders’ meeting next week. The two models you have selected to value the firm are the dividend discount model and the discounted cash flow model. Explain why the estimates from the two valuation methods differ. Address the assumptions implicit in the models themselves as well as those you made during the valuation process.
The dividend discount model (DDM) and the discounted cash flow (DCF) model are two of the most common stock valuation methods used to assess a company’s worth. While both use future cash flows to calculate the present value, there can be some variation in the actual estimates produced by each method due to underlying assumptions as well as data inputs.
One reason for differences between DDM and DCF models is that they contain different implicit assumptions when it comes to calculating future cash flows. For example, DDM uses dividends or other distributions as its basis for estimating future values; whereas, DCF takes into account expected changes in operating performance over time such as revenue growth. Additionally, both models may produce different results based on varying assumptions about factors like cost of capital or inflation rate etc..
In addition to inherent differences between these two methods there can also be discrepancies arising from variations in data used during the estimation process—for instance if one model relies on more conservative estimates than another. Furthermore, even if identical data is utilized across both approaches certain considerations such as excluding non-cash expenses or reinvestment rates could still lead to slightly dissimilar outcomes.
Overall, while DDM and DCF models typically yield similar results there can be cases where this is not necessarily so depending on how they are applied; which means it is important to consider any potential sources of discrepancy before relying solely on either approach when performing valuations.
Lamb, S (1997) portrays the idea that poor literacy and numeracy achievement is linked to early school leaving and periods of unemployment. Evidentially, having the key fundamental skills in numeracy and literacy are essential. Students should not be able to leave school without the very minimum knowledge to be able to implement these skills in all aspects of life. Quinn, R (2011) stated that literacy and numeracy are amongst the most important life skills that schools teach. Without these skills, students would not be able to access the different subject areas; moreover be successful and have a positive effect on society. The importance’s of these skills are the responsibility of each individual subject area and should not just be thought of as being a focus for the English and Mathematics departments.
Numeracy is defined as ‘the ability to use mathematics in everyday life’ (National Numeracy, 2015). Not being able to apply mathematics in life would result in not being able to carry out the simplest of tasks needed every day. For example, being able to count change or telling the time. Besides, regardless of the subject, the National Curriculum states that being confident in numeracy and other mathematical skills is a necessity to help students be successful across the curriculum. (DfE, 2014, p.9). Undoubtedly, by incorporating basic numeracy skills in my lessons, I am not only preparing students to be successful in education but for everyday life tasks.
In the activities to be conducted, a basic knowledge of numeracy is crucial in order to solve simple programming tasks, where students are required to use standard arithmetic operators and data types. Furthermore, students need to know about these basic skills for example; adding or subtracting two integers together in order to be able to work out whether the output from their program is c