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Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
FINA 240
RISK AND INSURANCE
RIESGO Y SEGURO
© Sistema Universitario Ana G. Méndez, 2009
Derechos Reservados. © Ana G. Méndez University System, 2009. All rights reserved
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ........................................ .............................................................................. 3
Study Guide ....................................... .......................................................................... 10
Workshop One ...................................... ....................................................................... 16
Taller Dos ........................................ ............................................................................. 20
Workshop Three .................................... ...................................................................... 24
Taller Cuatro ..................................... ........................................................................... 28
Workshop Five/Taller Cinco ........................ ............................................................... 32
Anejo A/Appendix A ................................ .................................................................... 36
Anejo B/Appendix B ................................ .................................................................... 38
Anejo C/Appendix C ................................ .................................................................... 40
Anejo D/ Appendix D ............................... .................................................................... 42
Anejo E/Appendix E ................................ .................................................................... 44
Anejo F/Appendix F ................................ ..................................................................... 45
Anejo G/Appendix G ................................ ................................................................... 46
Anejo H/Appendix H ................................ .................................................................... 47
Anejo I/Appendix I ................................ ....................................................................... 49
Anejo J/Appendix J ................................ ..................................................................... 50
Anejo K/Appendix K ................................ .................................................................... 51
Anejo L/Appendix L ................................ ..................................................................... 52
Anejo M/Appendix M ................................ ................................................................... 53
Anejo N/Appendix N ................................ .................................................................... 54
Anejo O/Appendix O ................................ ................................................................... 55
Anejo P/Appendix P ................................ .................................................................... 57
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Prep. 2004. SMP (EPM) Hamilton Cruz Rosa Rev. 2005. Jose Martinez & 2009. Manuel Christiansen, M.B.A.
Prontuario
Título del Curso Riesgo y Seguro
Codificación FINA 240
Duración Cinco semanas
Pre-requisito STAT 201
Descripción
Este curso nos presenta los conceptos de riesgos, las diferentes clases de riesgo, las
formas o métodos para trabajar con ellos y particularmente la institución del seguro
como instrumento para resolver problemas de riesgo. Además se examina en detalle
los requisitos básicos para que un riesgo sea asegurable, los diferentes tipos de
aseguradores y su sistema de mercadeo, los factores a considerar en la selección de
un asegurador, las funciones y organización del asegurador, los principios legales
aplicables al contrato de seguro y los principios fundamentales de los contratos de
seguro.
Objetivos Generales
Al finalizar el curso, el/la estudiante estará capacitado para:
1. Explicar la teoría del riesgo.
2. Clasificar los diferentes riesgos.
3. Distinguir los elementos y características de cada unos de ellos.
4. Identificar las formas o métodos para solucionar el problema de riegos.
5. Describir la institución del seguro y la forma en que trabaja con los problemas de
riesgos.
6. Explicar la importancia del seguro en el mundo de los negocios y la función social
que desempeña.
Texto y Referencias
Rejda, G. (2008). Principles of Risk Management and Insurance. 10th edition.
Prentice Hall.
Vaughan, E. and Vaughan, T. (2007). Fundamentals of Risk and Insurance, 10th
edition. Wiley.
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Prep. 2004. SMP (EPM) Hamilton Cruz Rosa Rev. 2005. Jose Martinez & 2009. Manuel Christiansen, M.B.A.
Dorfman, M. (2008). Introduction to Risk Management and Insurance, 9th edition.
Skipper, H. and Kwon,W. (2007). Risk Management and Insurance: Perspectives in a
Global Economy. 1st edition. Blackwell Publishing.
Triescmann, J, Hoyt, R. and Sommer, D. (2005). Risk Management and Insurance. 12th
edition. Thomson South-Western.
Banks, E. (2004). Alternative Risk Transfer: Integrated Risk Management through
Insurance, Reinsurance, and the Capital Markets. Wiley
Harrington, S. (2004). Risk Management and Insurance, 2nd edition. McGraw-Hill
Mishkin, F. (2004). The Economics of Money, Banking, and Financial Markets. 7th
edition. South-Western College Publishing.
Hamilton, K. & Malecki, D. (1999). Personal Insurance: Property and Liability. 2nd
edition. American Institute for CPCU.
Malvern, P. (2001). “Personal Auto Policy” - The CPCU Handbook of Insurance
Policies, 4th ed. American Institute for CPCU.
Wiening, E., Rejda, G. & Luthardt, C. (2002). Personal Insurance, 5th edition
Insurance Institute of America.
Cascarelli, J. (2001). “Equity-Indexed Annuities: What They Are and How to Sell
Them Suitably”. Journal of Financial Service Professionals.
Commerce Clearing House. (2001). Tax Legislation: Law, Explanation, and
Analysis, Economic Growth and Tax Relief Reconciliation Act of 2001. Chicago,
IL: CCH Inc.
Kaster, N. (2002). U.S. Master Pension Guide, 2001 Tax Law Changes Included.
Chicago, IL: CCH Inc.
Black, K. & Skipper, H. (2000). Life Insurance. 13th edition. Prentice-Hall.
Graves, E. (2002). McGill’s Life Insurance. 4th edition. The American College.
Hartwig, R. (2002). The Long Shadow of September 11: Terrorism and Its Impacts
on Insurance and Reinsurance Markets. New York: Insurance Information
Institute.
IRMI Research Analysts.(2007). Glossary of Insurance and Risk Management Terms.
11th edition. International Risk Management Institute, Inc. (IRMI).
Dionne, G. The Journal of Risk and Insurance. American Risk and Insurance
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Prep. 2004. SMP (EPM) Hamilton Cruz Rosa Rev. 2005. Jose Martinez & 2009. Manuel Christiansen, M.B.A.
Association.
Greenberg, M. Risk Analysis An International Journal. Society for Risk Analysis.
Weiss, M. Risk Management and Insurance Review. American Risk and Insurance
Association.
CRITERIOS DE EVALUACION:
Asignaciones y problemas 50 puntos
Dos exámenes parciales 100 puntos C/U = 200 puntos
Trabajo de Investigación 100 puntos (incluye presentación oral)
Portafolio 50 puntos
Asistencia y Participación 100 puntos
Total 500 puntos
Curva de evaluación
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que
el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,
el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si
un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,
bien puede escoger el idioma de preferencia para hacer la pregunta. Sin
embargo, el facilitador deberá contestar la misma en el idioma designado para
ese taller. Esto deberá ser una excepción a las reglas pues es importante que
los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de
lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo
en español según aplique.
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Prep. 2004. SMP (EPM) Hamilton Cruz Rosa Rev. 2005. Jose Martinez & 2009. Manuel Christiansen, M.B.A.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el
trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:
permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en
adición al trabajo a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas propuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,
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copiado o presente trazos de otro será calificado con cero (vea la política de
honestidad académica).
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y
sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre
ellas están:
• www.google.com
• www.riskinfo.com/
• www.Altavista.com
• www.hotbot.com
• www.yahoo.com
• www.AskJeeves.com
• www.Excite.com
• www.Pregunta.com
• www.Findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse
en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información
sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: Risk and Insurance
Code: FINA 240
Time Length: Five Weeks
Pre-requisite: STAT 201
Description
This course presents us the concepts of risks, the different classes of risk, the forms or
methods to work with them and particularly the institution of the insurance as instrument
for resolve problems of risk. Besides, it is examined in detail the basic requirements so
that a risk be insurable, the different types of insurance and its system of marketing, the
factors to consider in the selection of an insurer, the functions and organization of the
insurer, the applicable legal principles to the insurance contract and the fundamental
principles of the insurance contracts.
General Objectives
As the course finishes, the student will be capable of:
1. Explain the risk theory.
2. Classify the different risks.
3. Distinguish the elements and characteristics of each ones.
4. Identify the forms and methods to resolve the risks problems.
5. Describe the insurance institution and how it works with the risks problems.
6. Explain the importance of the insurance in the world of businesses and the
social function it performs.
Textbooks and Resources
Rejda, G. (2008). Principles of Risk Management and Insurance. 10th edition.
Prentice Hall.
Vaughan, E. and Vaughan, T. (2007). Fundamentals of Risk and Insurance, 10th
edition. Wiley.
Dorfman, M. (2008). Introduction to Risk Management and Insurance, 9th edition.
Skipper, H. and Kwon,W. (2007). Risk Management and Insurance: Perspectives in a
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Prep. 2004. SMP (EPM) Hamilton Cruz Rosa Rev. 2005. Jose Martinez & 2009. Manuel Christiansen, M.B.A.
Global Economy. 1st edition. Blackwell Publishing.
Triescmann, J, Hoyt, R. and Sommer, D. (2005). Risk Management and Insurance. 12th
edition. Thomson South-Western.
Banks, E. (2004). Alternative Risk Transfer: Integrated Risk Management through
Insurance, Reinsurance, and the Capital Markets. Wiley
Harrington, S. (2004). Risk Management and Insurance, 2nd edition. McGraw-Hill
Mishkin, F. (2004). The Economics of Money, Banking, and Financial Markets. 7th
edition. South-Western College Publishing.
Hamilton, K. & Malecki, D. (1999). Personal Insurance: Property and Liability. 2nd
edition. American Institute for CPCU.
Malvern, P. (2001). “Personal Auto Policy” - The CPCU Handbook of Insurance
Policies, 4th ed. American Institute for CPCU.
Wiening, E., Rejda, G. & Luthardt, C. (2002). Personal Insurance, 5th edition
Insurance Institute of America.
Cascarelli, J. (2001). “Equity-Indexed Annuities: What They Are and How to Sell
Them Suitably”. Journal of Financial Service Professionals.
Commerce Clearing House. (2001). Tax Legislation: Law, Explanation, and
Analysis, Economic Growth and Tax Relief Reconciliation Act of 2001. Chicago,
IL: CCH Inc.
Kaster, N. (2002). U.S. Master Pension Guide, 2001 Tax Law Changes Included.
Chicago, IL: CCH Inc.
Black, K. & Skipper, H. (2000). Life Insurance. 13th edition. Prentice-Hall.
Graves, E. (2002). McGill’s Life Insurance. 4th edition. The American College.
Hartwig, R. (2002). The Long Shadow of September 11: Terrorism and Its Impacts
on Insurance and Reinsurance Markets. New York: Insurance Information
Institute.
IRMI Research Analysts.(2007). Glossary of Insurance and Risk Management Terms.
11th edition. International Risk Management Institute, Inc. (IRMI).
Dionne, G. The Journal of Risk and Insurance. American Risk and Insurance
Association.
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Prep. 2004. SMP (EPM) Hamilton Cruz Rosa Rev. 2005. Jose Martinez & 2009. Manuel Christiansen, M.B.A.
Greenberg, M. Risk Analysis An International Journal. Society for Risk Analysis.
Weiss, M. Risk Management and Insurance Review. American Risk and Insurance
Association.
Evaluation
Assignments and problems 50 points
Two Partial exams 200 points (100 points e/o)
Research Study 100 points (including oral presentation)
Portfolio 50 points
Attendance and Participation 100 points
Total 500 points
Evaluation curve
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based
Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop,
dividing that workshop’s time and activities between the two languages. If
students have difficulty with asking a question in the target language in which the
activity is being conducted, students may choose to use their preferred language
for that particular question. However, the facilitator must answer in the language
assigned for that particular day. This should only be an exception as it is
important for students to use the assigned language. The 50/50 model does not
apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
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2. The course is conducted in an accelerated format and requires that students prepare
in advance for each workshop according to the course module. Each workshop
requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade based
on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
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students should not risk losing credit for material that is clearly not their own (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is
a philosophy of learning founded on the premise that, by reflecting on our experiences,
we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use
to perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and regurgitate someone else's meaning.
Since education is inherently interdisciplinary, the only valuable way to measure
learning is to make the assessment part of the learning process, ensuring it
provides students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
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Workshop One Specific Objectives:
At the end of the workshop, the student would be qualified to:
1. Understand the definition of risk.
2. Differentiate between pure and speculative risk.
3. Identify the three types of pure risks.
4. Explain the five basic methods of handling risk.
5. Understand the definition of insurance and explain the basic characteristics of
insurance.
6. Describe the types of insurance.
7. Explain the law of large numbers.
8. Explain the Social Benefits and Costs of Insurance.
Language Objectives:
Students will:
1. Use cooperative learning strategies to analyze and discuss a topic.
2. Use the reading process effectively.
3. Write a reflective diary using appropriate vocabulary, grammar, and style.
Electronic Links (URLs):
American Institute for CPCU and Insurance Institute of America’s Publications
http://www.ircweb.org/IRCProducts/Publications.htm#Recent
The Insurance Information Institute (III)
http://www.iii.org/media/research
Risk Analysis
http://www.riskinfo.com/RiskAnalysis/
Federal Emergency Management Agency (FEMA)
www.fema.gov
Definition of Risk
http://www.investorwords.com/4292/risk.html
Insurance Information Institute
www.iii.org
The Society for Risk Analysis (SRA)
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http://www.sra.org/
The law of truly large numbers (coincidence)
http://skepdic.com/lawofnumbers.html RISKMail
www.riskmail.org/account.htm
Society for Risk Analysis (SRA)
www.sra.org
American Insurance Association (AIA)
www.aiadc.org
Coalition Against Insurance Fraud
www.insurancefraud.org
Insurance.com
www.insure.com
InsWeb – www.insweb.com
National Association of Mutual Insurance Companies
www.namic.org
Assignments before Workshop One:
1. Find information about the following topics:
Risk in Our Society
Insurance and Risk
2. Answer the following questions:
• Explain the meaning of risk, the differences between objective and subjective
risk and the differences between objective probability, subjective probability
and the chance of loss distinguished from risk.
• Define “peril”; and the four different types of hazards: “physical hazard”;
“moral hazard”; “moral hazard”; and “legal hazard.”
• What is the meaning of insurance?
• What are the requirements of an insurable risk?
• Describe the four distinct characteristics of insurance plans.
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• Explain the Law of Large Numbers and how the insurer can predict future
losses with a greater degree of accuracy as the number
of exposures increases.
• Compare insurance and gambling, and insurance and hedging.
• Identify the main application of the private and government insurance.
• Explain the Benefits and Costs of Insurance to Society.
3. Create a table in Word explaining the five basic methods of handling risk.
Provide an example of each one of them.
4. Using a Venn Diagram (see Appendix P) define and explain the differences
between pure and speculative risks, and fundamental and particular risks. Define
enterprise risk.
Activities:
1. The facilitator and the students will introduce themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. The facilitator will discuss the class objectives and will help select the student
representative. He/she will also verify that all students are in the right class.
3. Students will meet in groups to discuss the assigned questions. A member of the
group will discuss the answers. The facilitator will collect the assignments.
4. Students will meet in groups to:
a. Select and discuss in class one of each subjects:
i. Types of insurance.
ii. How can you minimize risk?
iii. How insurance can control risk?
b. Explain the following:
i. The differences between pure and speculative risks, and fundamental
and particular risks.
ii. The Law of Large Numbers.
5. The facilitator will show the following video:
http://www.youtube.com/watch?v=nXfGeMNnBsM
to understand some types of insurance.
6. Students will discuss the tables and Venn Diagrams created as assignments.
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7. Fill out the course expectations form (see Appendix L) and the reflective diary.
8. The facilitator will explain the assignments to be completed before workshop two.
Assessment
1. Written report rubric.
2. Class participation rubric.
3. Course expectations.
4. Reflective diary
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Taller Dos
Objetivos Específicos:
Al finalizar el Taller, el/la estudiante estará capacitado/a para:
1. Definir el significado de la gerencia de riesgo y explicar los objetivos de la misma.
2. Describir los cuatro principales pasos que incluye el proceso de la gerencia de
riesgo.
3. Distinguir entre el control de riesgo y riesgo financiero y riesgo financiero como el
riesgo primario para identificar perdidas e identificar las técnicas utilizadas por
cada uno de ellos.
4. Identificar las diferentes fuentes de información que se pueden utilizar para
identificar pérdidas potenciales.
5. Explicar los principios legales fundamentales que se reflejan en los contratos de
seguros, incluyendo los principios de indemnización y subrogación.
6. Describir los requerimientos básicos para crear un contrato de seguro y los tipos
de deducciones comunes que aparecen en los contratos de seguros.
7. Identificar las partes básicas de un contrato de seguro y las ventajas y desventajas
de un contrato de seguro en un programa de gerencia de riesgo.
Objetivos del Lenguaje:
1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones
formales e informales incluyendo actividades de reflexión y análisis, respetando
diversos puntos de vista.
2. Los estudiantes utilizarán el proceso de lectura efectivamente.
3. Los estudiantes expresarán sus ideas en español oralmente de manera efectiva
usando organizadores gráficos.
4. Los estudiantes resumirán las ideas principales usando adecuadamente la
gramática y la ortografía después de leer una amplia variedad de recursos
impresos.
Enlaces Electrónicos:
National Academy of Social Insurance
http://www.nasi.org
International Risk Management Institute, Inc. (IRMI)
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http://www.irmi.com
Captive Insurance Companies Association
www.captive.com
International Financial Risk Institute
www.riskinstitute.ch
Nonprofit Risk Management Center
www.nonprofitrisk.org
Public Risk Management Association
www.primacentral.org
Risk and Insurance Management Society (RIMS)
www.rims.org
Requirements of insurable risk
http://www.allbusiness.com/glossaries/requirements-insurable-risk/4961275-1.html
Self-Insurance Institute of America
www.siia.org
Law Links
www.lawlinks.com
Legal Information Institute of Cornell Law School
www.law.cornell.edu
Nolo.com
www.nolo.com
New York State Institute Department
www.ins.state.ny.us
Office of the Commissioner of Insurance, State of Wisconsin
www.oci.wi.gov
Insurance Information Institute
www.iii.org
Asignaciones antes del Taller Dos:
1. Busque información en la Internet o en algún libro de texto sobre:
Introducción a la gerencia de riesgo
Principios Legales y Seguros
Análisis contractual de Seguros
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2. Conteste y entregue las siguientes preguntas:
a. Definir el significado de la gerencia de riesgo y como éste difiere del seguro
gerencial.
b. Explique el principio de subrogación y cómo funcionan las condiciones.
c. Identifique los cuatros requerimientos para validar un contrato de seguro.
d. Mencione algunas deducciones comunes encontradas en un contrato de
seguro.
3. Prepare un diagrama comparando el control de riesgo y el riesgo financiero
como las técnicas principales de la gerencia de pérdidas. Presente ejemplos de
cada una.
4. Prepare una tabla en Word explicando las partes básicas de un contrato de
seguro.
5. Busque información sobre los pasos en el proceso de la gerencia de riesgo y el
proceso de indemnización. Prepare una breve historia presentando problemas
relacionados a estos temas con la intención de discutirla en el salón y buscar
soluciones en grupo.
6. Continúe trabajando con su portafolio.
Actividades:
1. El facilitador comenzará la clase con un breve repaso.
2. El facilitador recogerá la asignación para este taller y se discuten las
preguntas asignadas.
3. Los estudiantes formarán grupos de tres para analizar y discutir varios casos
a ser asignados por el facilitador.
4. Los estudiantes se reunirán en grupo para comparar las historias escritas.
Luego seleccionarán la mejor historia y la compartirán en el salón. Los
demás estudiantes
5. El facilitador entregará el primer examen parcial que será recogido en el
próximo taller.
6. Los estudiantes formarán dos grupos. Utilizando la técnica del debate, el
primer grupo presentará argumentos a favor y el segundo grupo presentará
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argumentos en contra sobre un tema asignado por el facilitador relacionado a
este taller.
7. Los estudiantes observarán el siguiente video:
http://www.youtube.com/watch?v=zQLhuYqc3VA Identifique las partes
básicas de una póliza de seguro. Tome notas y prepárese para discutirlo en
clase.
8. Los estudiantes llenarán el Anejo N (One Minute Paper).
9. El facilitador discutirá las asignaciones antes del taller.
Avalúo:
1. El Anejo B se utilizará para evaluar la participación en clase.
2. El Anejo A se utilizará para evaluar el trabajo escrito.
3. El Anejo C se utilizará para evaluar la discusión oral.
4. El Anejo N.
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Workshop Three
Specific Objectives:
At the end of the workshop, the student would be qualified to:
1. Understand and identify the main coverage under the Personal Automobile
Policy (PAP).
2. Identify the covered autos under the PAP.
3. Explain the coverage for damage to your auto under the PAP, the meaning and
costs of premature death and the financial impact of premature death on different
types of families
4. Understand the amount of life insurance to own.
5. Describe the three main types of life insurance and its variations and the basic
characteristics of any life insurance policy.
6. Explain the primary purpose of the legal reserve and the main features of
Universal Life insurance.
Language Objectives:
Students will:
1. Express their ideas in spoken English effectively using graphic organizers.
2. Develop ideas to solve problems in an effective way.
3. Summarize main ideas using correct grammar and spelling in English after
reading a selection.
4. Use cooperative learning strategies to analyze and discuss a topic.
5. Use the reading process effectively.
6. Write a reflective diary using appropriate vocabulary, grammar, and style.
Electronic Links (URLs):
Geico Direct
www.geico.com
Insurance Information Institute
www.iii.org
Insurance.com
www.insure.com
InsWeb
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www.insweb.com
Quicken.com
www.quicken.com/insurance
National Association of Insurance Commissioner (NAIC)
www.naic.org
A. M. Best Co.
www.ambest.com
American Council of Life Insurers
www.acli.com
Life Office Management Association (LOMA)
www.loma.org
LIMRA International, Inc.
www.limra.com
National Association of Insurance and Financial Advisors
www.naifa.org/index.html
National Underwriter Company
www.nationalunderwriter.com
Society of Financial Service Professionals
www.financialpro.org
Consumer Federation of America (CFA)
www.consumerfed.org
InsWeb
www.insweb.com
Assignments before Workshop Three:
1. Find information about:
Auto Insurance
Fundamentals of Life Insurance
The major types of Life Insurance sold today
2. Answer and submit the following questions:
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• Describe the major coverage under the Personal Automobile Policy (PAP)
and the coverage for damage to your auto under the Personal Automobile
Policy (PAP).
• Explain the meaning of premature death and the financial impact on different
types of families.
• Define the human life value. How can it be measured?
• Describe the main purpose of a legal reserve and the main features of a Life
Insurance.
• Describe other types of Whole Life Insurance such as Modified Life Insurance
and Preferred Risks.
3. Go to the internet and make a research for several insurance companies. Make
a list of the insurances offered and compare each one including their prices.
Select the best company.
4. Create a table in Word comparing the main features with the limitations of
Universal Life insurance.
Activities:
1. The facilitator will discuss the class objectives.
2. Students will meet in three groups to discuss about:
• Payments under the four major types of coverage.
• Fundamentals of Life Insurance.
• Compare the three types of life insurance.
3. The facilitator will collect assignments.
4. The facilitator will show the following videos:
http://www.youtube.com/watch?v=pSj3FLO3IXA,
http://www.youtube.com/watch?v=pkq-CX17aO8, and
http://www.youtube.com/watch?v=kDSuHMfqdL8. The class will have an open
discussion about car insurance and the different options available in the market.
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5. Students will discuss the importance of life insurance and will share the results of the
internet search.
6. Students will meet in groups of three to discuss the questions assigned.
7. Students will discuss the table they created comparing the main features with the
limitations of Universal Life insurance.
8. The facilitator will explain assignments to be completed before Workshop 4.
Assessment:
Each student will be assessed based on:
1. Appendix B rubric for class participation.
2. Appendix C for the individual/group presentation.
3. Fill out the Whip (Appendix M).
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Taller Cuatro
Objetivos Específicos:
Al finalizar el Taller, el/la estudiante estará capacitado/a para:
1. Demostrar la diferencia básica entre una anualidad y un seguro de vida.
2. Explicar el principio básico de una anualidad.
3. Describir el proceso de tasación para las anualidades.
4. Describir las características básicas de anualidades fijas, anualidades variables
y anualidades de patrimonio indexadas.
5. Identificar los fundamentos de un plan de retiro privado.
6. Identificar los principales tipos de planes calificados.
7. Definir los requerimientos de elegibilidad para una cuenta de Retiro Individual
(IRA).
8. Identificar las ventajas desde el punto de vista de impuestos federales para
empleadores y empleados en un plan de retiro calificado.
9. Describir las características básicas de un plan de la Sección 401(k).
10. Describir las características básicas de un plan Keogh.
Objetivos del Lenguaje: 1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones
formales e informales incluyendo actividades de reflexión y análisis, respetando los
diversos puntos de vista de otros.
2. Los estudiantes desarrollarán ideas para solucionar problemas de una manera
efectiva.
3. Los estudiantes utilizarán el proceso de lectura efectivamente.
4. Los estudiantes expresarán sus ideas en español oralmente de manera efectiva
usando organizadores gráficos.
5. Los estudiantes resumirán las ideas principales usando adecuadamente la
gramática y la ortografía después de leer una amplia variedad de recursos
impresos.
Enlaces Electrónicos:
Annuity.com
www.annuity.com
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Insurance.com
www.insure.com
Motley Fool
www.fool.com
American Benefits Council
www.appwp.org
Employee Benefits Research Institute (EBRI)
www.ebri.org
Fidelity Investments
www.fidelity.com
Pension Benefit Guaranty Corporation
www.pbgc.gov
Charles Schwab
www.schwab.com
Vanguard Group
www.vanguard.com
American College
www.amercoll.edu
American Council of Life Insurers
www.acli.com
American Institute for CPCU
www.aicpcu.org
American Insurance Association (AIA)
www.aiadc.org
Insurance Information Institute
www.iii.org
Insurance.com
www.insure.com
LIMRA International, Inc.
www.limra.com
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Asignaciones antes del Taller Cuatro:
1. Buscar información sobre los siguientes temas:
Anualidades y Planes de Retiro Individuales
Beneficios de empleados y Planes de Retiro
Tipos de Seguros y Sistema de Mercadeo
2. Conteste y entregue las siguientes preguntas:
• ¿Cómo se diferencia una anualidad de un seguro de vida?
• Explique los requerimientos de elegibilidad para una cuenta de Retiro
Individual “IRA”
• ¿Cuáles son los límites de contribución para una cuenta de Retiro Individual
“IRA”?
• Explique características básicas una cuenta de Retiro Individual “IRA”
• Describa las ventajas desde el punto de vista de los impuestos federales para
empleadores y empleados en un plan de retiro calificado.
• Mencione las tres edades de retiro un plan de retiro privado y las
características básicas de un plan de la Sección 401(k).
• Describa el plan Keogh para trabajadores independientes.
3. Prepare un diagrama Venn (Anejo P) mostrando las características básicas de los
diferentes tipos de sistemas de mercadeo para propiedades y seguros de deuda:
A. Sistema de Agencia Independiente
B. Sistema de Agencia Exclusiva
C. Sistema de Escritura Directa
D. Sistema de Respuesta Directa
E. Sistema de Distribucion Multiple
4. Prepare una tabla en Word comparando una anualidad fija con una anualidad
variable.
5. Prepare un ensayo explicando las características básicas de los diferentes tipos de
sistemas de mercadeo para los seguros de salud y de vida. Use formato APA.
i. Sistema de “Building Agency”
ii. Sistema de “Nonbuilding Agency”
iii. Sistema de Respuesta Directa
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Actividades:
1. El facilitador comenzará la clase con un breve repaso.
2. El facilitador recogerá las asignaciones y las discutirá.
3. El facilitador mostrará los siguientes videos:
http://www.youtube.com/watch?v=CmNrl_3gRjQ,
http://www.youtube.com/watch?v=WuBG3kS5cjs, y
http://www.youtube.com/watch?v=utnBtPO4BbQ. Para comenzar la discusión en
clase sobre el tema.
4. Los estudiantes hablarán sobre los ensayos que prepararon como asignación.
5. El facilitador entregará varios estudios de caso.
6. Los estudiantes formarán grupos de tres para analizar y discutir los casos
asignados.
7. La clase se dividirá en dos grupos. Cada grupo seleccionará uno de estos temas y
preparará un resumen verbal.
a) Cuentas de Anualidades
b) Cuentas de cuenta de Retiro Individual “IRA”
8. El facilitador entregará el segundo examen parcial en clase. Este deberá ser
entregado en el próximo taller.
9. Los estudiantes llenarán su diario reflexivo.
10. Explicación de las tareas a ser completadas antes del Taller cinco.
Avalúo:
1. El Anejo B se utilizará para evaluar la participación en clase.
2. El Anejo A se utilizará para evaluar el trabajo escrito.
3. El Anejo C se utilizará para evaluar la discusión oral.
4. El Anejo O se utilizará para el diario reflexivo.
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Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives:
At the end of the workshop, the student would be qualified to:
1. Identify the important aspects of an insurer’s operations.
2. Describe the basic insurance company functions: Rate Making, Underwriting,
Production, Claim Settlement, Reinsurance, Investments, Accounting, Legal
Function, Loss Control Services, and Electronic Data Processing.
3. Understand the rate making process. How Insurance pricing differs from pricing of
other products and activities of Actuaries.
4. Describe the basic underwriting principles.
5. Describe the steps in underwriting.
6. Identify the reinsurance process, the reasons for reinsurance, the types of
reinsurance, and the alternatives to traditional reinsurance.
7. Describe the life insurance investments and the property and casualty insurance
investments.
8. Understand the various job opportunities in the insurance industry.
Language Objectives:
Students will:
1. Summarize main ideas using correct grammar and spelling in English or Spanish
after reading a selection.
2. Use cooperative learning strategies to analyze and discuss a topic.
3. Use the reading process effectively.
4. Write a report using appropriate vocabulary, grammar, and style.
Electronic Links (URLs):
American Institute for CPCU
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www.aicpcu.org
American Council of Life Insurers
www.acli.com
American College
www.amercoll.edu
American Insurance Association (AIA)
www.aiadc.org
Insurance Information Institute
www.iii.org
Office of the Chief Actuary
http://www.ssa.gov/OACT/actuaries/actssa.html
Encyclopedia Britannica
http://www.britannica.com/EBchecked/topic/289537/insurance/13258/Underwriting-
principles
Associate, Reinsurance Administration (ARA) Program
http://www.loma.org/ARA.asp
Life Office Management Association (LOMA)
www.loma.org
Assignments before Workshop Five:
1. Find information about Insurance Company Operations
2. Answer and submit the following questions in English:
• Describe the basic underwriting principles and the steps in underwriting.
• Explain the general nature of Production and identify the professional
designations.
• Describe the following insurance company functions:
A. Accounting
B. Legal Function
C. Loss Control Services
D. Electronic Data Processing
3. Prepare an essay in Spanish regarding the importance of all types of insurance.
Use APA style.
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4. Find two articles regarding insurance company claims. Summarize them in English
and bring them to class.
5. Give the final touches to your portfolio.
Activities:
1. The facilitator will start the class with a short review and will clarify any doubt of the
material covered in this course thus far (in Spanish).
2. Students will discuss their essays (in Spanish).
3. The students will start the presentations of their research projects (in Spanish) and
will turn in the written reports (in English).
4. The facilitator will collect the partial exam #2 to discuss and make any clarifications
about it.
5. Students will meet in groups of three to discuss the articles they summarized. They
will orally present their findings (in English).
6. The group representative will distribute the course evaluation form.
7. Students will fill out Appendix N (One Minute paper).
8. Students will hand in their portfolios.
9. The facilitator will make final comments (in Spanish).
Assessment:
Each student will be assessed based on:
1. Appendix B rubric for class participation.
2. Appendix C for the individual/group presentation.
3. Appendixes D-K for Portfolio Assessment.
4. Appendix N – One minute paper
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Anejos/Appendixes
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Anejo A/Appendix A
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content.
10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality.
10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
Manages and uses verbs appropriately and correctly.
10
Total Po ints 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criteri o Puntos Puntuación
Contenido
Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido.
10
La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad.
10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente.
10
Maneja verbos y acentuación apropiada y correctamente.
10
Total P untos 100 (70% conten ido y 30% lenguaje)
Puntuación Total : _______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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Anejo B/Appendix B
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criteri o Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
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RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteri a Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
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Anejo C/Appendix C
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL
ORAL
Nombre del estudiante: _______________________Fecha:_________________
Criteri o Puntos Puntuación del estudiante
Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y 30%
Lenguaje)
Puntuación del Estudiante:
________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________
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RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and 30% of language)
Student’s Total Score: ________
Student’s signature: __________________Facilitator’s Signature: __________________
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Anejo D/ Appendix D
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be
placed at the beginning of the portfolio.
• The entire portfolio will follow APA style: Courier or Times New Roman font,
size 12, double space, and 1-inch margins. See a “Publication Manual of the
APA, Fifth Edition”
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
include a brief description, date produced, date submitted, and date evaluated
(Appendix F ).
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• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added
to the end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix E ).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix I ). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
6. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix J ).
• After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document, portfolio
samples will be destroyed; otherwise, they will be returned to their original
authors (Appendix K ).
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Anejo E/Appendix E
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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Anejo F/Appendix F Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo G/Appendix G
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
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Anejo H/Appendix H
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
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� Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
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Anejo I/Appendix I
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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Anejo J/Appendix J
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo K/Appendix K
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period of
time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo L/Appendix L
COURSE EXPECTATIONS
Objective : To align the objectives of the course with the student’s expectations.
Procedure:
Students will write their expectations of the course, the perceived objectives and
their goals to be achieved with the course. The student will share their expectations
with the rest of the group.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Anejo M/Appendix M
The “Whip”
Objective:
To allow the students to express their thought in regards to what they have learned
in the workshop and, to emphasize the important concepts that come up from the
students’ answers.
Procedure:
The students will answer in complete sentences the questions at the bottom. The
facilitator will go around the room asking each student to respond to a question and
he/she would answer with short phrases. Every student is expected to respond.
They may pass on the first turn but, must answer once the whip circles again.
• What was one thing you learned today?
• What was one thing you are unclear about today?
• What one surprise was in today’s class?
• What was one thing you want to think more about?
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Anejo N/Appendix N
ONE MINUTE- PAPER
Name ________________________
Answer the following questions and return the document to the facilitator. These
answers will provide the facilitator with valuable information regarding your doubts
about the topics or concepts discussed in class today.
1. The most important topic or theme of today’s workshop was
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________.
2. After discussing the topic, some questions are still unanswered. These are…
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________.
3. I would like this discussion to go further into these other/s topic/s that are very
important for me.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________.
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Anejo O/Appendix O
DIARIO REFLEXIVO Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los
sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de
cada taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto
evaluación.
Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller
y conteste las mismas en forma de ensayo con excelente gramática, ortografía y
puntuación:
1. Hoy aprendí….
2. Este tema presentado en clase me ayuda a……
3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…
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Reflective Diary
Name ____________________________
Date ____________________________
The purpose of this diary is to reflect and write about the concepts, feelings, and
attitudes experienced after class discussion and assignments. This process will help
your self-assessment.
Using the following questions, reflect about what was presented in this workshop
and answer the questions following an essay style using excellent grammar, syntax
and punctuation:
1. Today I learned…
2. The topic presented today helps me…
3. I can apply today’s discussion to my life and personal experiences…
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Anejo P/Appendix P
Venn Diagram
_____________________
______ ______
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_____ _____