车险理赔流程优化研究——以太平洋保险公司为例

针对车险理赔流程中存在的问题,采用层次分析法和绩效—重要性（IPA）模型研究其需要优化的业务流程。首先,基于SERVQUAL模型确定5个维度17个指标,构建车险理赔服务满意度评价指标体系;然后,运用层次分析法评价各指标的权重,用绩效—重要性（IPA）模型找出需要优化的业务流程;最后以太平洋保险公司车险理赔业务流程为例进行实证分析,确定了其需要重点改进的指标,提出相应的建议,实现车险理赔业务流程的优化。研究结果表明：车险理赔服务中的理赔服务便捷化程度、理赔线上化的程度、理赔服务的差别化程度和理赔服务网点的数量这四个方面需要优化,建议采取推广线上理赔业务,简化理赔手续;提供差异化服务,增加客户黏度;增加理赔服务网点的数量等措施进行优化。     

案例教学法在汽车保险与理赔课程教学中的应用探讨

1汽车保险与理赔课程现状及特点汽车保险与理赔是河北师范大学职业技术学院汽车服务工程专业的必修课程之一,是该专业的核心课程。随着汽车保险行业在我国的迅速发展,该课程建设不断加强,已经     

谈保险“理赔难”问题

保险理赔是保险公司经营中的一个重要环节,然而我国保险经营过程中却时常出现“理赔难”现象．文章分析了“理赔难”现象产生的原因并提出了相关解决措施。     

汽车保险的聚合理赔的簇生点过程模型

章讨论多车辆相撞事故的聚合理赔问题，并将保险中的聚合理赔的经典风险模型－－复合泊松过程模型做了推广，建立簇生点过程模型，以概率母泛函为工具，给出了在（0，t]内理赔总量的均值与方差，并说明了它在应用上的意义。     

两类风险过程总理赔量分布的平移伽玛近似

考虑了含两个类的风险过程,首先介绍复合Poisson分布的一些性质,在此基础上给出了含两个类的风险过程总理赔量分布的近似,并对指数理赔分布的情形给出数值计算结果。     

震撼

我是一家保险公司的理赔工作人员,做了近十年的理赔工作,对于一些意外事故,我似乎已经麻木,查勘、办案,多少个案件在我手中过了又过,都没什么印象和感觉。     

针对“职业经理人”人才培养的汽车保险与理赔课程设计

"职业经理人"为高职院校汽车专业专科生培养提供培养目标,汽车保险与理赔是汽车服务类专业的核心课程。与时俱进地进行汽车保险与理赔课程建设,对汽车售后服务质量的提高具有重要意义。基于此,对汽车售后服务行业现状及行业专业人才的需求情况进行分析,从市场环境、人才需求、课程定位、课程设置、教学策略、师资培养、教材选用等方面提出针对新时期汽车保险与理赔课程建设方案,以期培养出符合新时代汽车保险领域的职业经理人。     

控制变换尾下END序列随机和的广义精致大偏差

重尾场合下随机变量随机和的精致大偏差是现代金融保险学中一项重要研究课题.假定理赔序列为一列END同分布随机变量序列,带控制变换尾,理赔到来过程为一般计数过程,且与理赔序列相互独立,在更弱的条件下,将文献[5]等中所做的一致变换尾上的广义精致大偏差推广到控制变换尾上,得到相应的偏离均值的大偏差结果.     

保险理赔的广义泊松过程模型及其破产概率

针对汽车保险中多车辆相撞事故的理赔建立起广义泊松过程模型,利用概率母泛函给出了其理赔总量在(0,t]内的均值与方差,并基于鞅分析方法证明了其破产概率的Lundberg不等式.     

工程机械保险理赔面临的问题及其防范

我国工程机械保险行业在顺应工程机械市场需求蓬勃发展的同时,凸显出诸多问题。尤其在理赔环节,保险合同当事人容易出现分歧和纠纷。为了更好地推进工程机械保险理赔工作,保障保险合同当事人的合法权利,结合工程机械保险行业实际,对理赔实务中存在的问题进行了探析,并提出相应的防范建议。     

Cause and Event: Supporting Causal Claims through Logistic Models

Efforts to identify and support credible causal claims have received intense interest in the research community, particularly over the past few decades. In this paper, we focus on the use of statistical procedures designed to support causal claims for a treatment or intervention when the response variable of interest is dichotomous. We identify seven key features of logistic regression studies that should play a critical role in estimating a causal effect and discuss their implications for causal inference. These include elaboration of research design, clarification of link function, model specification, challenges and limitations of sample size, interpretation of treatment effect through odds ratios, statistical tests and examination of model fit, and the potential for multilevel logistic models in pursuit of causal claims. Our recommendations are intended to guide researchers in the critical evaluation of logistic regression models for analyses culminating in causal claims and to promote stronger design and modeling strategies for reliable causal inference.     

The propositional approach to associative learning as an alternative for association formation models

Dickinson (2009) agrees with two of the core claims that were made in my target article (De Houwer, 2009): Associative learning effects (often) depend on (1) the formation of propositions and (2) the operation of nonautomatic processes. Whereas I derived these claims from propositional models of learning, Dickinson (2009) argues that they are also compatible with association formation models (AFMs). He also defends the position that only AFMs can explain “nonrational responses to associative experiences.” In this comment, I question whether there is much value in continuing to cling to AFMs.     

国外现代远程开放教育教学模式刍议

了解和研究国外远程开放教育教学模式的特点及适用背景条件,对我国远程开放教育教学模式的改革具有重要的借鉴作用和现实意义。     

对马克思恩格斯正义思想两种解读模式的质疑

在对马克思恩格斯正义思想的研究中,主观正义论与超越正义论是两种很有影响的解读模式.本文对这两种模式提出了质疑,认为它们对马克思恩格斯正义思想的理解并不全面.在此基础上,对马克思恩格斯的新正义论的主要内涵进行了初步揭示.     

A Fallacy in Constructivist Epistemology

Constructivism comes in a number of forms. Some are models of learning which involve few, if any, startling epistemological claims. On the other hand, what has been promoted as 'radical constructivism' holds that our concepts cannot be related directly to an external reality, and that claims for the objectivity of knowledge are therefore unjustified. This standpoint is an anti-realist version of evolutionary epistemology. I argue that it relies on a mistaken interpretation of the Darwinian theory of evolution by natural selection, and that its application of this model to the relation between knowledge and the world is also mistaken.     

论翻译标准与翻译模式

用一种翻译标准去衡量所有的翻译是不科学的,也是不可能的;同时,指望用一种或几种翻译模式就解决所有的翻译问题也是徒劳的。翻译标准和翻译模式应随着原文、译文、原文风格、译者和译文读者的不同而不同。     

英美教育实习模式比较分析

通过分析英美教育实习模式,结合我国高师教育实习现状,提出我国高师教育实习应构建全程动态教育实习模式,拓展教育实习内容与形式,构建合作化教育实习管理模式,以适应现代教师教育专业化发展的要求。     

养老保险制度安排的模型分析与评价

养老保险制度改革一直是业界争论的热点.不同的养老保险制度对经济增长和社会福利有着不同的影响,因此,一国应当根据特定的经济形势选择具体的养老保险制度.通过比较现收现付制和基金制养老保险制度在不同经济条件下的适用性,进而探讨我国当前的混合养老保险制度,结合现阶段国内经济动态效率评价,可以发现,当前我国实施的养老保险制度是合理的,而且有助于社会福利的帕累托改进,但从长远来看却必须逐步转型.     

论证的形式模型概述及其在哲学上的应用

论证是一个用理由支持观点以及回应其所受攻击的过程.在过去的几十年里,论证已经成为哲学和人工智能研究领域中的一个重要主题.在哲学方面,十九世纪50年代和60年代图尔敏和佩雷尔曼对形式逻辑的批判,促进了非形式逻辑这一学科的产生,它研究推理和论证的非形式模型.在人工智能方面,论证的形式模型也发展成为常识推理和多主体冲突解决的基本模型.本文将讨论后一领域中所研究发展的形式模型如何能够用以澄清一些哲学领域、以及非形式逻辑领域中的理论问题和争议.本文的一个重要观点是,图尔敏和佩雷尔曼时代的形式逻辑只关注数学化的推理,但那些非数学化的推理形式其实同样也能够被形式化.     

The Salamanca Statement and sign language education for deaf learners 25 years on

ABSTRACT

The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex in bilingual education for deaf students in certain countries, and the World Federation of the Deaf (WFD), joined by Swedish and Danish government and deaf advocacy organisation delegates, successfully lobbied for inclusion of Section 21. This section makes three claims regarding the importance of policy-level recognition of differences among learners, the right of deaf learners to education in a national sign language, and the suggested greater suitability of deaf schools or congregated programmes for many deaf learners. The Salamanca Statement, like Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) and related General Comments, makes universalising claims within a rights-based framework; however, the competing claims of deaf advocacy organisations have posed a challenge and corrective to such statements since deaf learners are often excluded in inclusive classrooms.