Description: This is Mr. Gerber's proof of the Schuette-Nesbitt formula.

Description: In the past few years, SoA members and leaders have raised questions about future needs for actuarial skills, globalization of markets, and the appropriate focus of the present education system in preparing actuaries for their professional futures. As a consequence of these questions, the SoA Board of Governors set aside a major portion of its January 1994 meeting to discuss the education of actuaries, with primary consideration being given to a longer horizon than the immediate future. Chris Daykin, representing the Institute of Actuaries, reported that the Institute was incorporating fundamental changes to its basic Education and Examination [E&E] system. These changes were aimed at focusing more on fundamental principles and away from details of practice.

Description: In this paper we will describe how richer actuarial programs can be provided if a number of schools with smaller programs combine resources by forming a regional cooperative or consortium. We have already formed our own consortium, the Southwest Actuarial Education and Research Consortium SWAERC. The strategies proposed here have already been used in SWAERC, and we will illustrate each of them by describing our own experience with it.

Description: This is Mr. Hilary L. Seal's response letter to Editor Arnold F. Shapiro in regards to the 1983.1 ARCH's document on number of deaths observed in a mortality study.

Description: This paper attempts to broaden awareness of the Actuarial Faculty Forum AFF within the academic actuarial community and to stimulate some conversation about the future role of this organization.

Description: This is a proof on Lidstone's theorem. It contains formulas for calculating policy dividends.

Description: This is a letter to Professor Ralph Garfield in response to his contribution to the 1978.1 issue of ARCH. It answered his question concerning the non-applicability of an identity.

Description: The basic thesis of this paper is that student capability to iNteract with new problems can be significantly increased by frequently exposing them to Written derivations, verbal-Intuitive justification of formulae and core sets of Comprehensive techniques by which to approach problems. Both instructor composition of problem resources for presentation and student practice of these problem resources can be achieved by semi-mechanical procedures accessible to everyone. For brevity we shall refer to this type of instruction by the acronym WINC. Presented at the 30th Actuarial Research Conference, August 17-19, 1995, Pennsylvania State University, Pennsylvania