Simulation of risk transfer models
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Simulation of risk transfer models
Risk transfer models are used to assess the potential financial losses that a company or organization may incur due to a variety of risks, such as natural disasters, liability claims, or market volatility. These models can be used to help decision-makers make informed decisions about how to manage risk, such as whether to accept, mitigate, or transfer the risk.
One way to simulate risk transfer models is to use Monte Carlo simulation. Monte Carlo simulation is a statistical technique that uses repeated random sampling to generate a distribution of possible outcomes. This distribution can then be used to estimate the probability of different levels of loss.
To simulate a risk transfer model using Monte Carlo simulation, the following steps would typically be followed:
Define the risk that is being modeled.
Identify the possible outcomes of the risk.
Assign probabilities to each possible outcome.
Generate a random sample of outcomes.
Calculate the financial losses associated with each outcome.
Repeat steps 4 and 5 a large number of times.
Use the distribution of losses to estimate the probability of different levels of loss.
For example, let’s say that a company is interested in simulating the financial losses that it might incur due to a natural disaster. The company could define the risk as the occurrence of a hurricane with a wind speed of at least 100 miles per hour. The possible outcomes of the risk would be the company incurring no losses, some losses, or major losses. The probabilities of these outcomes could be estimated based on historical data on hurricane activity.
Once the probabilities of the possible outcomes have been estimated, a random sample of outcomes could be generated using a Monte Carlo simulation software package. The financial losses associated with each outcome could then be calculated using the company’s insurance coverage and other financial information.
The distribution of losses could then be used to estimate the probability of different levels of loss. For example, the company could estimate the probability of incurring losses of $1 million or more.
Monte Carlo simulation is a powerful tool that can be used to simulate risk transfer models. However, it is important to note that Monte Carlo simulation is only a tool. The results of a Monte Carlo simulation should be interpreted with caution, and they should not be used as the sole basis for making decisions about risk management.
In addition to Monte Carlo simulation, there are other methods that can be used to simulate risk transfer models. These methods include:
Analytical methods: Analytical methods use mathematical equations to model the probability of different levels of loss.
Analogous methods: Analogous methods use historical data on similar risks to estimate the probability of different levels of loss.
Expert judgment: Expert judgment can be used to estimate the probability of different levels of loss.
The best method for simulating a risk transfer model will depend on the specific risk that is being modeled and the availability of data.
Simulation of risk transfer models
RUBRIC
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Content (worth a maximum of 50% of the total points) |
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30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
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5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
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3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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