Description: All claim reserve systems endeavor to derive estimates of the unpaid portion of claims which have been incurred over a given period of time, making use of information on numbers of claims and amounts paid on claims as of the valuation date. In this paper, a claim reserve system is described. While the system does produce the traditional type of single-point estimates of claim reserves, it also provides the user with frequency distributions of claim reserves

Description: Shapiro 1990 documented some of the criteria used by actuaries when selecting the assumptions for actuarial valuations. He noted, however, that many of these criteria are often were in conflict with one another. This paper uses expected utility theory to model this process of choosing actuarial assumption when faced with potentially conflicting criteria. The three criteria considered are prudence, best estimate and conservativeness.

Description: After reading the Panjer-Bellhouse paper in the Proceedings of the Ball State University Conference, I wondered whether their technique could be used when a realistic investment process was assumed. I believe that such an extension is necessary if the theory is to have any practical application I have had little success in trying to do this. I have decided to present some thoughts and to invite others with different perspectives to bring them to fruition.

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: 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