Valuation of two England football clubs Essay Example | Topics and Well Written Essays - 2250 words

Valuation of two England football clubs - Essay Example Consequently, this paper undertakes a valuation review of two leading teams in the English premier league namely the Southampton Football Club and Portsmouth Football Club. This has been done by reviewing the financial performance of the two clubs over the last five years to depict the current and future possible value of investing in the two different clubs. Southampton Football Club Southampton football club is one of the oldest football organizations in the English premier league since its formation in 1885. The club has been associated with the church since its formation that has earned it the saint’s nickname (Southampton.com, 2013). The performance of the team in the past has been relatively poor since it was relegated on 15 May 2005 from the premier league competitions. However, the club has been able to return to the premier league tournaments in the latest season. Furthermore, the club has been able to win the FA cup title in 1976 and second position in First Division tournament in 1984 (Southampton.com, 2013). Accordingly, the performance of the club in the past has been relatively poor compared to other clubs in the English major tournaments. Currently, the team is ranked at position 33 in the English premier league tournament after it was promoted last season. ... This has seen the financial returns of the club been relatively stable and attractive. Indeed, the club is one of the highest owned clubs by the fans due to its performance over the years. In addition, the club has been able to attract a number of the best players in the English tournaments. Currently, the club is at position 24 in the English premier league (Portsmouth.com, 2013). Financial Ratios valuation To demonstrate the financial valuation of the two organizations, a five years financial ratios computation has been undertaken. In addition, financial valuations of the two clubs have been undertaken by using the financial results of 2012. This is as demonstrated by the computations below. Financial Ratio 2012 2011 2010 2009 2008 Liquidity ratios Current ratio = (current assets/ current liabilities) (Stickney, 2010) Southampton Football Club = (20,07700/ 37,306,000) = 0.54 Portsmouth Football Club = (3133294/ 361,098) = 8.68 Southampton Football Club = (14,694,000/ 25,650,000) = 0.57 Portsmouth Football Club = (6046092/ 339482) = 17.81 Southampton Football Club = (15472/ 7990 = 1.9 Portsmouth Football Club = (2480024/ 314692) = 7.88 Southampton Football Club = (1359.2/ 620) = 2.2 Portsmouth Football Club = (1974021/ 239,815) = 8.23 Southampton Football Club = (1362.0/ 614.8) = 2.22 Portsmouth Football Club = (1471235/ 235240) = 6.25 Quick ratio = (quick assets/ current liabilities) Quick assets = (current assets – inventories) Southampton Football Club = [(20,077,00 – 2,806,000)/ 37,306,000] = 0.46 Portsmouth Football Club = (3,133,294 – 32,541)/ 361,098) = 8.5 Southampton Football Club = [(14,694,000 – 1,902,000)/ 25,650,000] = 0.45 Portsmouth Football Club = (2207669 – 30,282)/

National Training Framework and Vocational Education and Training Term Paper

National Training Framework and Vocational Education and Training Workplace - Term Paper Example Vocational teachers, for the most part--and certainly those who teach in trade, industrial, manufacturing and health occupations programs--did not (and do not today) have to follow the same teacher preparation or state certification rules as did other public school teachers. Throughout the 75-year history of federally supported vocational education, occupational teachers were employed primarily because they had years of extensive experience in a craft or profession--such as auto mechanic, cosmetologist, medical technician, carpenter, nurse, electrician or mason. When college degrees were deemed a minimal requirement for teachers in most states and in most subjects, vocational education was granted an exception. In effect, then, vocational and technical education always has had a nontraditional or alternative approach to preparing and certifying its teaching force. This is an approach that dates to 1917, promulgated by Charles Prosser, the first administrative director of the board, who believed that teachers trade experience would correlate with student outcomes. Today, some vocational-technical educators subscribe to that philosophy, while others lean more toward John Dewey, who promoted a more general education to prepare teachers to help students ready themselves for a lifetime of learning and change. A way of approaching (vocational) training that places primary emphasis on what a person can do as a result of training (the outcome), and as such represents a shift away from an emphasis on the process involved in training (the inputs). It is concerned with training to industry-specific standards rather than an individuals achievement relative to others in the group. (Australian Chamber of Commerce and Industry, 1992)Â