P/C Insurance in the Post-Pandemic World an Industry Overview & Outlook
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General Probability, II: Independence and Conditional Proba- Bility
Math 408, Actuarial Statistics I A.J. Hildebrand General Probability, II: Independence and conditional proba- bility Definitions and properties 1. Independence: A and B are called independent if they satisfy the product formula P (A ∩ B) = P (A)P (B). 2. Conditional probability: The conditional probability of A given B is denoted by P (A|B) and defined by the formula P (A ∩ B) P (A|B) = , P (B) provided P (B) > 0. (If P (B) = 0, the conditional probability is not defined.) 3. Independence of complements: If A and B are independent, then so are A and B0, A0 and B, and A0 and B0. 4. Connection between independence and conditional probability: If the con- ditional probability P (A|B) is equal to the ordinary (“unconditional”) probability P (A), then A and B are independent. Conversely, if A and B are independent, then P (A|B) = P (A) (assuming P (B) > 0). 5. Complement rule for conditional probabilities: P (A0|B) = 1 − P (A|B). That is, with respect to the first argument, A, the conditional probability P (A|B) satisfies the ordinary complement rule. 6. Multiplication rule: P (A ∩ B) = P (A|B)P (B) Some special cases • If P (A) = 0 or P (B) = 0 then A and B are independent. The same holds when P (A) = 1 or P (B) = 1. • If B = A or B = A0, A and B are not independent except in the above trivial case when P (A) or P (B) is 0 or 1. In other words, an event A which has probability strictly between 0 and 1 is not independent of itself or of its complement. -
Nuclear Data Library for Incident Proton Energies to 150 Mev
LA-UR-00-1067 Approved for public release; distribution is unlimited. 7Li(p,n) Nuclear Data Library for Incident Proton Title: Energies to 150 MeV Author(s): S. G. Mashnik, M. B. Chadwick, P. G. Young, R. E. MacFarlane, and L. S. Waters Submitted to: http://lib-www.lanl.gov/la-pubs/00393814.pdf Los Alamos National Laboratory, an affirmative action/equal opportunity employer, is operated by the University of California for the U.S. Department of Energy under contract W-7405-ENG-36. By acceptance of this article, the publisher recognizes that the U.S. Government retains a nonexclusive, royalty- free license to publish or reproduce the published form of this contribution, or to allow others to do so, for U.S. Government purposes. Los Alamos National Laboratory requests that the publisher identify this article as work performed under the auspices of the U.S. Department of Energy. Los Alamos National Laboratory strongly supports academic freedom and a researcher's right to publish; as an institution, however, the Laboratory does not endorse the viewpoint of a publication or guarantee its technical correctness. FORM 836 (10/96) Li(p,n) Nuclear Data Library for Incident Proton Energies to 150 MeV S. G. Mashnik, M. B. Chadwick, P. G. Young, R. E. MacFarlane, and L. S. Waters Los Alamos National Laboratory, Los Alamos, NM 87545 Abstract Researchers at Los Alamos National Laboratory are considering the possibility of using the Low Energy Demonstration Accelerator (LEDA), constructed at LANSCE for the Ac- celerator Production of Tritium program (APT), as a neutron source. Evaluated nuclear data are needed for the p+ ¡ Li reaction, to predict neutron production from thin and thick lithium targets. -
Grading System the Grades of A, B, C, D and P Are Passing Grades
Grading System The grades of A, B, C, D and P are passing grades. Grades of F and U are failing grades. R and I are interim grades. Grades of W and X are final grades carrying no credit. Individual instructors determine criteria for letter grade assignments described in individual course syllabi. Explanation of Grades The quality of performance in any academic course is reported by a letter grade, assigned by the instructor. These grades denote the character of study and are assigned quality points as follows: A Excellent 4 grade points per credit B Good 3 grade points per credit C Average 2 grade points per credit D Poor 1 grade point per credit F Failure 0 grade points per credit I Incomplete No credit, used for verifiable, unavoidable reasons. Requirements for satisfactory completion are established through student/faculty consultation. Courses for which the grade of I (incomplete) is awarded must be completed by the end of the subsequent semester or another grade (A, B, C, D, F, W, P, R, S and U) is awarded by the instructor based upon completed course work. In the case of I grades earned at the end of the spring semester, students have through the end of the following fall semester to complete the requirements. In exceptional cases, extensions of time needed to complete course work for I grades may be granted beyond the subsequent semester, with the written approval of the vice president of learning. An I grade can change to a W grade only under documented mitigating circumstances. The vice president of learning must approve the grade change. -
COVID-19 Thinking Through the Impact 27 February 2020
COVID-19 Thinking through the impact 27 February 2020 COVID-19, née Wuhan Novel Coronavirus, is certainly achieving celebrity status as viruses go. Google alone suggests it can find over 300,000,000 results for the subject. By contrast, the new Bond film, No Time to Die, is just under 180,000,000. COVID-19 is not a straightforward influenza virus, as it is One of the main characteristics of the SARS outbreak was often simplistically portrayed, but instead is a member of the ‘fear multiplier’ i.e. the reaction of the population to the Coronavirus family. This means that it is in fact closer outbreaks in their communities. For example, the economies to SARS than, for example, Avian Flu. Following this logic, in China, Hong Kong, Taiwan and Singapore were badly a comparison to the SARS outbreak of 2002/3 may affected and overall Asian currencies sustained big losses provide some insight with respect to the potential impacts as traders converted into the safe haven of US dollars, and of the outbreak. there were increases in the risk premiums associated with these ecnomies in international capital markets. SARS 2002-2003 One particular example highlights the power of the fear The emergence of the new and virulent virus Severe Acute multiplier. In March 2003 a tourist infected by SARS Respiratory Syndrome (SARS) in 2002 and 2003 claimed travelled from Hong Kong to Canada and effectively the lives of 774 people and infected over 8,098 people transported the virus there. Although the episode was worldwide1. The mortality rate for this virus hovered at contained it resulted in 44 deaths. -
P-EBT for the 2020 – 2021 School Year
P-EBT for the 2020 – 2021 school year OVERVIEW The Maine Department of Health and Human Services, Office for Family Independence, has been approved by the Food and Nutrition Service to issue Pandemic Electronic Benefit Transfer (P-EBT) benefits to qualified children. Children from ages 0 – 5 will receive P-EBT benefits retroactively on a month-by-month basis from October 2020 through June 2021 if they were both in a SNAP eligible household and one school in their county was not utilizing a predominately in-person learning model. Children who were eligible for the USDA National School Lunch and School Breakfast Program will receive benefits retroactively from September 2020 through June 2021 on a month-by-month basis if their school was utilizing a predominately hybrid or fully remote learning model. The benefit for fully remote learning models is ~ $119 per child per month. The benefit for a hybrid learning model is ~ $59 per child per month. Issuance of P- EBT benefits began June 16 th for the months of October through December. Benefits for January through March 2021 were issued July 15 th . Current and recent SNAP recipients will receive P-EBT on their EBT card. P-EBT benefits for other children will be sent to each child on a P-EBT card. • All EBT and P-EBT cards are currently taking 10 - 14 days to get to recipients due to postal delays. • More details are available at https://www.maine.gov/dhhs/ofi/programs-services/food- supplement which will be updated as more information (such as issuance dates) becomes available. -
Proposal for Generation Panel for Latin Script Label Generation Ruleset for the Root Zone
Generation Panel for Latin Script Label Generation Ruleset for the Root Zone Proposal for Generation Panel for Latin Script Label Generation Ruleset for the Root Zone Table of Contents 1. General Information 2 1.1 Use of Latin Script characters in domain names 3 1.2 Target Script for the Proposed Generation Panel 4 1.2.1 Diacritics 5 1.3 Countries with significant user communities using Latin script 6 2. Proposed Initial Composition of the Panel and Relationship with Past Work or Working Groups 7 3. Work Plan 13 3.1 Suggested Timeline with Significant Milestones 13 3.2 Sources for funding travel and logistics 16 3.3 Need for ICANN provided advisors 17 4. References 17 1 Generation Panel for Latin Script Label Generation Ruleset for the Root Zone 1. General Information The Latin script1 or Roman script is a major writing system of the world today, and the most widely used in terms of number of languages and number of speakers, with circa 70% of the world’s readers and writers making use of this script2 (Wikipedia). Historically, it is derived from the Greek alphabet, as is the Cyrillic script. The Greek alphabet is in turn derived from the Phoenician alphabet which dates to the mid-11th century BC and is itself based on older scripts. This explains why Latin, Cyrillic and Greek share some letters, which may become relevant to the ruleset in the form of cross-script variants. The Latin alphabet itself originated in Italy in the 7th Century BC. The original alphabet contained 21 upper case only letters: A, B, C, D, E, F, Z, H, I, K, L, M, N, O, P, Q, R, S, T, V and X. -
California Bar Examination – Essay Questions and Selected Answers
California Bar Examination Essay Questions and Selected Answers July 2018 The State Bar Of California Committee of Bar Examiners/Office of Admissions 180 Howard Street • San Francisco, CA 94105-1639 • (415) 538-2300 845 S. Figueroa Street • Los Angeles, CA 90017-2515 • (213) 765-1500 ESSAY QUESTIONS AND SELECTED ANSWERS JULY 2018 CALIFORNIA BAR EXAMINATION This publication contains the five essay questions from the July 2018 California Bar Examination and two selected answers for each question. The answers were assigned high grades and were written by applicants who passed the examination after one read. The answers were produced as submitted by the applicant, except that minor corrections in spelling and punctuation were made for ease in reading. They are reproduced here with the consent of the authors. Question Number Subject 1. Contracts 2. Evidence 3. Professional Responsibility 4. Community Property 5. Constitutional Law ESSAY EXAMINATION INSTRUCTIONS Your answer should demonstrate your ability to analyze the facts in the question, to tell the difference between material facts and immaterial facts, and to discern the points of law and fact upon which the case turns. Your answer should show that you know and understand the pertinent principles and theories of law, their qualifications and limitations, and their relationships to each other. Your answer should evidence your ability to apply the law to the given facts and to reason in a logical, lawyer-like manner from the premises you adopt to a sound conclusion. Do not merely show that you remember legal principles. Instead, try to demonstrate your proficiency in using and applying them. -
Why Romans Sometimes Wrote 8 As VIII, and Sometimes As IIX: a Possible Explanation
International Mathematical Forum, Vol. 16, 2021, no. 2, 95 - 99 HIKARI Ltd, www.m-hikari.com https://doi.org/10.12988/imf.2021.912243 Why Romans Sometimes Wrote 8 as VIII, and Sometimes as IIX: A Possible Explanation Olga Kosheleva 1 and Vladik Kreinovich 2 1 Department of Teacher Education 2 Department of Computer Science University of Texas at El Paso 500 W. University El Paso, TX 79968, USA This article is distributed under the Creative Commons by-nc-nd Attribution License. Copyright c 2021 Hikari Ltd. Abstract Most of us are familiar with Roman numerals and with the standard way of describing numbers in the form of these numerals. What many people do not realize is that the actual ancient Romans often deviated from these rules. For example, instead of always writing the number 8 as VIII, i.e., 5 + 3, they sometimes wrote it as IIX, i.e., as 10 − 2. Some of such differences can be explained: e.g., the unusual way of writing 98 as IIC, i.e., as 100 − 2, can be explained by the fact that the Latin word for 98 literally means \two from hundred". However, other differences are not easy to explain { e.g., why Romans sometimes wrote 8 as VIII and sometimes as IIX. In this paper, we provide a possible explanation for this variation. Mathematics Subject Classification: 01A35 Keywords: Roman numerals, history of mathematics 1 Formulation of the Problem Roman numerals as we know them. Most people are familiar with Roman numerals. There, 1 is I, 5 is V, 10 is X, 50 is L, 100 is C, 500 is D, 1000 is 96 O. -
12. Sparsity and P >> N
12. Sparsity and p>>n When p>>n (the “short, fat data problem”), two things go wrong: • The Curse of Dimensionality is acute. • There are insufficient degrees of freedom to estimate the full model. However, there is a substantial body of practical experience which indicates that, in some circumstances, one can actually make good statistical inferences and predictions. Recently, a great deal of statistical attention has gone into the question of determining under which conditions it is possible to do good statistics, and under what circumstances is it impossible to learn from such data. 1 The issue of insufficient degrees of freedom has arisen previously. In fractional factorial designs, one does not have sufficient observations to estimate all of the main effects and interactions, and consequently one aliases (or confounds) cleverly chosen sets of terms, estimating their sum rather than the separate components. The intuition behind that approach is the bet on sparsity principle, which says that in high dimensions, it is wise to proceed under the assumption that most of the effects are not signficant. This principle can be justified in two ways: • it is often true (Occam’s Razor is empirically sound); and • if the problem is not sparse, you won’t be able to do anything useful anyway. In some cases things aren’t strictly sparse, in that all effects are non-zero, but a handful of the effects may explain a very large proportion of the variation in the data. 2 There are several different kinds of sparsity. The following list is framed in terms of regression, but similar points apply to classification. -
MAKING a DIFFERENCE in the MOMENTS THAT MATTER 2020 Annual Report Risk & Insurance Services Consulting
MAKING A DIFFERENCE IN THE MOMENTS THAT MATTER 2020 Annual Report Risk & Insurance Services Consulting Marsh Guy Carpenter Mercer Oliver Wyman Insurance Broking Reinsurance Health, Wealth Strategy, Economic & Risk Management & Capital Strategies & Career Consulting & Brand Consulting We are 76,000 colleagues in four global businesses united by a common purpose—to make a difference in the moments that matter. Three commitments unite us as we strive to live our purpose: SUCCEEDING TOGETHER. We are in business to expand what’s possible for our clients and each other. ACCELERATING IMPACT. We embrace change and create enduring client value. ADVANCING GOOD. We strive to serve the greater good. We work with our clients to enable enterprise around the world and secure better futures for all. TO OUR SHAREHOLDERS, COLLEAGUES AND CLIENTS, 2020 was a year when every moment mattered. Around the world, no organization was unaffected or unchanged as we all navigated the crisis of a global pandemic, a global economic crisis, another devastating year in a gathering climate crisis, and an overdue reckoning with race, equity and social justice. No one could plan for such a year, but looking back, our company was ready. 2 | Marsh McLennan 2020 Annual Report As we found smarter ways, every day, to accelerate impact for our clients, we did the same for our communities. From fundraising for medical workers, to mask-making, to one colleague who volunteered at night as an ambulance responder, we stood up for our communities when they needed it most. And we didn’t forget each other. Across our company, groups of supportive colleagues coalesced to help one another balance heightened professional and personal demands, organizing everything from online yoga 2020 was a crucible that brought out the best in classes to children’s reading programs. -
P/O Ratios of Mitochondrial Oxidative Phosphorylation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Biochimica et Biophysica Acta 1706 (2005) 1–11 http://www.elsevier.com/locate/bba Review P/O ratios of mitochondrial oxidative phosphorylation Peter C. Hinkle* Department of Molecular Biology and Genetics, Cornell University, Ithaca, NY 14853, United States Received 12 August 2004; accepted 9 September 2004 Available online 21 September 2004 Abstract Mitochondrial mechanistic P/O ratios are still in question. The major studies since 1937 are summarized and various systematic errors are discussed. Values of about 2.5 with NADH-linked substrates and 1.5 with succinate are consistent with most reports after apparent contradictions are explained. Variability of coupling may occur under some conditions but is generally not significant. The fractional values result from the coupling ratios of proton transport. An additional revision of P/O ratios may be required because of a report of the structure of ATP synthase (D. Stock, A.G.W. Leslie, J.E. Walker, Science 286 (1999) 1700–1705) which suggests that the H+/ATP ratio is 10/3, rather than 3, consistent with P/O ratios of 2.3 with NADH and 1.4 with succinate, values that are also possible. D 2004 Elsevier B.V. All rights reserved. Keywords: Oxidation phosphorylation; P/O ratio; Proton leak; Slip; ATP synthase 1. Introduction P/O ratios should be reconsidered yet again. The current situation is that some textbooks give P/O’s of 3 and 2, one P/O ratios of oxidative phosphorylation (the ATP saying they are bmore established valuesQ [5], others give produced per oxygen atom reduced by the respiratory 2.5 and 1.5, and a recent review said only that the values are chain) were first studied in the 1940s and 1950s when the variable [6]. -
Humanities Approved Distribution Course List (P/S)
HUMANITIES APPROVED DISTRIBUTION COURSE LIST (P/S) = Performance/Skills courses use of a mix of lecture, guided activities, and individual projects as teaching and learning methods. These courses often include creative projects and performances. Typical performance/skills courses include: studio art, music ensembles and creative writing courses. + Courses no longer offered at TCC. All courses listed below are 5 credit classes Course # Course Name ANTH& 207 Linguistic Anthropology ART& 100 Art Appreciation ART 102 Two-Dimensional Design (P/S) ART 103 Three-Dimensional Design (P/S) ART 105 Beginning Drawing (P/S) ART 106 Drawing (P/S) ART 110 Beginning Graphic Design (P/S) ART 111 Intermediate Graphic Design (P/S) ART 131 Beginning Ceramics (P/S) ART 132 Intermediate Ceramics I ART 133 Intermediate Ceramics II ART 146 Beginning Photography (P/S) ART 147 Introduction to Digital Photography (P/S) ART 150 Beginning Printmaking (P/S) ART 156 Beginning Painting (P/S) ART 172 Beginning Sculpture (P/S) ART 180 Art for Elementary Teachers ART 199 Gallery Viewing Lab ART 201 History of Western Art: Ancient ART 202 History of Western Art: Medieval and Renaissance ART 203 History of Western Art: Baroque through Modern ART 231 Low-Fire Ceramics ART 232 Surface Embellishment and Form Alteration ART 247 Intermediate Digital Photography CMST& 101 Introduction to Communications CMST 110 Multicultural Communications CMST& 220 Public Speaking ENGL& 220 Introduction to Shakespeare ENGL 234 Introduction to Mythology and Folk Stories ENGL 242 Contemporary Non-Western