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幼儿园保育员师德自查报告4篇

幼儿园保育员师德自查报告4篇

幼儿园保育员师德自查报告4篇Report on the self-examination of kindergarten nurses' Ethics汇报人:JinTai College幼儿园保育员师德自查报告4篇前言:自查报告是一个单位或部门在一定的时间段内对执行某项工作中存在的问题的一种自我检查方式的报告文体。

本文档根据自查报告内容要求展开说明,具有实践指导意义,便于学习和使用,本文档下载后内容可按需编辑修改及打印。

本文简要目录如下:【下载该文档后使用Word打开,按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1:幼儿园保育员师德自查报告2、篇章2:幼儿园保育员师德自查报告3、篇章3:幼儿园保育员师德自查报告4、篇章4:幼儿园保育员师德自查报告篇章1:幼儿园保育员师德自查报告为了树立“师德师风”形象,加强“师德师风”建设,通过教育学习,我简单谈几点幼教保育方面的体会。

第一、情系幼儿,作为母亲,工作中我也如同对自己的儿子那样对班里的每一个孩子,我乐观向上,每天带着一份好心情,投入到工作中,带着微笑迎接孩子,关心他们的生活,熟悉每个孩子的基本情况,平等对待每个孩子,建立平等、亲密的师生关系。

看到家长放心的把孩子交给我们,孩子在我的带领下,玩得很开心,我觉得这就是我工作的价值和意义,用平平常常的心态、高高兴兴的心情,干实实在在的事情。

幼儿保育工作是一项艰苦而有耐心的工作,由于我班孩子小,不懂事,在幼儿园的一日活动中,随时都会产生许多问题,这里就需要我们保育员及时介入和引导。

第二、以身作则,师德是每一位幼儿教师所具备的最基本道德素养,教师的一言一行将给幼儿成长带来一生的影响,因此教师一定要时时刻刻为幼儿做出好的榜样,凡要求幼儿要做到的,自己首先要做到,坚持严于律已。

这是我在这次学习“师德师风”中得到的一些心得体会,很感谢教育局进行这个“师德师风”的学习,让我深深知道,师德的影响是不可估量的,我会继续加油,努力成为一名优秀的幼儿保育员。

9701_w04_ms_2

9701_w04_ms_2

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSGCE Advanced Subsidiary and Advanced LevelMARK SCHEME for the November 2004 question paper9701 CHEMISTRY9701/02 Paper 2 (Structured Questions), maximum raw mark 60This mark scheme is published as an aid to teachers and students, to indicate the requirements o f the examination. This shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination.All Examiners are instructed that alternative co rrect answers and unexpected appro aches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated.Mark schemes must be read in conjunction with the question papers and the Report on the Examination. •CIE will not enter into discussion or correspondence in connection with these mark schemes.CIE is publishing the mark schemes for the November 2004 question papers for most IGCSE and GCE Advanced Level syllabuses.Grade thresholds taken for Syllabus 9701 (Chemistry) in the November 2004 examination.minimum mark required for grade:maximummarkA B Eavailable60 45 39 25Component2The thresholds (minimum marks) for Grades C and D are normally set by dividing the mark range between the B and the E thresholds into three. For example, if the difference between the B and the E threshold is 24 marks, the C threshold is set 8 marks below the B threshold and the D threshold is set another 8 marks down. If dividing the interval by three results in a fraction of a mark, then the threshold is normally rounded down.November 2004GCE A AND AS LEVELMARK SCHEMEMAXIMUM MARK: 60SYLLABUS/COMPONENT: 9701/02CHEMISTRYPaper 2 (Structured Questions)1 (a) K c = 222[HI]]][I [H (1) [1](b) K c =2(1.47)0.2740.274× = 0.035 (1) [1](c) At room temperature:iodine is a solid/solids not K c expression (1)[I 2(g)] is small/concn too small to be measured (1)it takes longer to reach equilibrium/reaction is slower (1) [2 max](d) (i) ∆H reacn = ∆H for bonds broken – ∆H for bonds made (1)(ii) 2H – I → H – H + I – I2 x 299 436 151 values (1)∆H = 2 x 299 – (436 + 151)= + 11 kJ mol -1 (1) [3](e) (i) An acid that is completely ionised (1)(ii) H I + H 2O → H 3O + + I -(iii) I - (1) [3][Total 10]2 (a) 4A l + 3O 2 → 2A l 2O3 (1) [1](b) some answers may contain diagrams which are equivalent to the words given below(i) A l 2O 3 has a giant structure of ions (A l 3+ and O 2-) (1)held together by strong ionic bonds (1)or a giant structure of atoms (1)with strong covalent bonding throughout the lattice (1) (2 max)(ii) SO 3 consists of small moleculesor is simple molecularnot simple covalent (1)held together by weak van Waals’ forces (1)(iii) SiO 2 is giant covalent/macromolecular (1)with strong covalent bonds (1)P 4O 10 is a simple molecular (as in SO 3) (1)[7](c) (i) Na 2O + H 2O → NaOHor MgO + H 2O → Mg(OH)2 (1)(ii) P 4O 10 + 6H 2O → 4H 3PO 4or P 4O 10 + 2H 2O → 4HPO 3or SO 3 + H 2O → H 2SO 4 (1) [2][Total 10]3 (a) (i)[4](ii) anode 2C l -(aq) → C l 2(g) + 2e -cathode 2H +(aq) + 2e - → H 2(g) (1)or 2H 2O(l ) + 2e - → H 2(g) + 2OH -(aq) (1) [2](iii) anode C l goes from -1 to 0 (1)cathode H goes from -1 to 0 (1) [2](i v ) sodium hydroxide (answer may be on diagram) (1)[1](v) manufacture ofsoap detergentsfluidspaper degreasingrayon aluminiumglass dyesbleach/NaC l O/Javel/Jik/Jenola any 2 [1](b) (i) H2 + C l2→2HC l (1)(ii) HC l + H2O → H3O+ + C l- (1)thus bonding goes form covalent to ionic [2](c) (i) AgNO3(aq) + HC l(aq) → AgC l(s) + HNO3(aq)Ag+(aq) + C l-(aq) → AgC l(s) (1)orwhite ppt. forms (1)(ii) ppt. dissolves to give colourless solution (1)AgC l(s) + 2NH3(aq) → [Ag(NH3)2] C l(aq)or Ag+(s) + 2NH3(aq) → [Ag(NH3)2]+(aq) (1)either (i) or (ii) (1)[5]insymbolsCorrectstate17][Total4 (a) (i) C10H20O (1)(ii) 156allow e.c.f. on (a) (i) (1) [2](b) (i) primary (1)alcohol (1)(ii) alkene (1) [3](c) carbon atom number 6 circled (1) [1](d) (i) R CH2OHC = CCH3 H (1)it does not have chiral C atom (1) [2] (ii)(e) bromine is decolourised (1) [1](f) (i) R H (1)C = CCH3 CO2H(ii) R HC = CCH3CH2OCOCH3 (1) (iii) R HC=CCH3 I I CH2BrH Bror R CH2Br=CCCH3 I I HBr Hcorrect addition of HBr (1)-CH2OH by Br (1) [4]ofsubstitution[Total 13]5 (a) (i) H HI ICH3CHO + HCN → H–C–C–O–H (1)I IH C≡N(ii) nucleophilic addition (1)(iii) H Hδ+ δ-I HCN I CH 3–C = O → CH 3–C –O - → CH 3–C–OH + CN - I I IH –CN CN CNC = O dipole correctly shown (1)attack on C δ+ by CN - (1) correct intermediate/correct curly arrow on C = O (1)CN - regenerated (1)[5 max](b) (i) H HI I CH 3–C–OH + 2H 2O → CH 3–C–OH + NH 3 (1)I I CN CO 2H (ii) hydrolysis (1)[2](c) CH 3CHO → CH 3CH(OH)CO 2H44 90 both M r values correct (1)4.40 g → 9.00 g% yield = 00.910040.5×expression (1)= 60% value (1)[3][Total 10]。

9702_s04_ms

9702_s04_ms

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSGCE Advanced Subsidiary Level and GCE Advanced LevelMARK SCHEME for the June 2004 question papers9702 PHYSICS9702/01 Paper 1 (Multiple Choice (AS)), maximum mark 409702/02 Paper 2 (Structured Questions (AS)), maximum mark 609702/03 Paper 3 (Practical (AS)), maximum mark 259702/04 Paper 4 (Structured Questions (A2 Core)), maximum mark 609702/05 Paper 5 (Practical (A2)), maximum mark 309702/06 Paper 6 (Options (A2)), maximum mark 40These mark schemes are published as an aid to teachers and students, to indicate the requirements of the examination. They show the basis on which Examiners were initially instructed to award marks. They do not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination.All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated.Mark schemes must be read in conjunction with the question papers and the Report on the Examination. •CIE will not enter into discussion or correspondence in connection with these mark schemes.CIE is publishing the mark schemes for the June 2004 question papers for most IG CSE and G CE Advanced Level syllabuses.Grade thresholds taken for Syllabus 9702 (Physics) in the June 2004 examination.minimum mark required for grade:maximummarkA B Eavailable40 34 32 22Component160 45 41 272ComponentComponent 3 25 19 17 1160 40 33 17Component430 24 22 145Component40 21 18 106ComponentThe thresholds (minimum marks) for Grades C and D are normally set by dividing the mark range between the B and the E thresholds into three. For example, if the difference between the B and the E threshold is 24 marks, the C threshold is set 8 marks below the B threshold and the D threshold is set another 8 marks down. If dividing the interval by three results in a fraction of a mark, then the threshold is normally rounded down.June 2004GCE ADVANCED SUBSIDIARY LEVEL AND ADVANCED LEVELMARK SCHEMEMAXIMUM MARK: 40SYLLABUS/COMPONENT: 9702/01PHYSICSPaper 1 (Multiple Choice (AS))Page 1 Mark Scheme Syllabus Paper A/AS LEVEL EXAMINATIONS - JUNE 2004 9702 01Question Number KeyQuestionNumberKey1 B 21 C2 A 22 A3 A 23 C4 C 24 B5 C 25 A6 C 26 B7 B 27 C8 D 28 D9 D 29 D10 B 30 A11 A 31 D12 C 32 B13 A 33 C14 B 34 A15 D 35 D16 B 36 B17 A 37 D18 C 38 C19 A 39 C20 D 40 DJune 2004GCE ADVANCED SUBSIDIARY LEVEL AND ADVANCED LEVELMARK SCHEMEMAXIMUM MARK: 60SYLLABUS/COMPONENT: 9702/02PHYSICSPaper 2 (Structured Questions (AS))Categorisation of marksThe marking scheme categorises marks on the MACB scheme.B marks: These are awarded as independent marks, which do not depend on other marks. For a B-mark to be scored, the point to which it refers must be seen specifically in the candidate’s answer.M marks: These are method marks upon which A-marks (accuracy marks) later depend. For anM-mark to be scored, the point to which it refers must be seen in the candidate’s answer. If a candidate fails to score a particular M-mark, then none of the dependent A-marks can be scored.C marks: These are compensatory method marks which can be scored even if the points to which they refer are not written down by the candidate, providing subsequent working gives evidence that they must have known it. For example, if an equation carries a C-mark and the candidate does not write down the actual equation but does correct working which shows he/she knew the equation, then theC-mark is awarded.A marks: These are accuracy or answer marks which either depend on an M-mark, or allow a C-mark to be scored.Conventions within the marking schemeBRACKETSWhere brackets are shown in the marking scheme, the candidate is not required to give the bracketed information in order to earn the available marks.UNDERLININGIn the marking scheme, underlining indicates information that is essential for marks to be awarded.1 (a) scalar: magnitude onlyB1 vector: magnitude and direction (allow scalar with direction) B1 [2] (allow 1 mark for scalar has no direction, vector has direction)(b) diagram has correct shapeM1 with arrows in correct directionsA1 resultant = 13.2 ± 0.2 N (allow 2 sig. fig) A2 [4](for 12.8 → 13.0 and 13.4 → 13.6, allow 1 mark)(calculated answer with a correct sketch, allow max 4 marks) (calculated answer with no sketch – no marks)Total [6] 2 (a) (i) λ = 0.6 m B1(ii) frequency (= v /λ) = 330/0.60 = 550 HzC1A1 [3] (use of c = 3 x 108 ms -1scores no marks) (b) amplitude shown as greater than a but less than 2a and constant B1 correct phase B1 [2] (wave to be at least three half-periods, otherwise -1 overall) Total [5] 3 (a) (i) scatter of points (about the line) B1(ii) intercept (on t 2axis) B1 [2] (note that answers must relate to the graph) (b) (i) gradient = ∆y /∆x = (100 – 0)/(10.0 – 0.6) C1gradient = 10.6 (cm s -2) (allow ±0.2) A1 [2] (Read points to within ±21square. Allow 1 mark for 11 cm s -2i.e. 2 sig fig, -1. Answer of 10 scores 0/2 marks)(ii) s = ut + 21at 2 B1so acceleration = 2 x gradient B1acceleration = 0.212 m s -2B1 [3] Total [7]4 (a) (i) (p =) mv B1 (ii) E k = 21mv 2 B1algebra leading to M1E k = p 2/2m A0 [3] (b) (i) ∆p = 0.035 (4.5 + 3.5) OR a = (4.5 + 3.5)/0.14 C1= 0.28 N s = 57.1 m s -2force = ∆p/∆t (= 0.28/0.14) OR F = ma (= 0.035 x 575.1) (allow e.c.f.) C1 = 2.0 N A1 Note: candidate may add mg = 0.34 N to this answer, deduct 1 markupwards B1 [4](ii) loss = 21x 0.035 (4.52 – 3.52) C1= 0.14 J A1 [2](No credit for 0.282/(2 x 0.035) = 1.12 J) (c) e.g. plate (and Earth) gain momentum i.e. discusses a 'system' B1 equal and opposite to the change for the ball i.e. discusses force/momentum M1 so momentum is conserved i.e. discusses consequence A1 [3] Total[12]5 (a) (i) distance = 2πnr B1(ii) work done = F x 2 πnr(accept e.c.f.)B1 [2](b) total work done = 2 x F x 2πnr B1but torque T = 2Fr B1hence work done = T x 2πn A0 [2](c) power = work done/time (= 470 x 2π x 2400)/60)= 1.2 x 105 W A1 [2]Total[6]6 (a) When two (or more) waves meet (not 'superpose' or 'interfere') B1resultant displacement M1is the sum of individual (displacements) A1 [3](b) (i) any correct line through points of intersection of crests B1(ii) any correct line through intersections of a crest and a trough B1 [2](c) (i) λ = ax/D OR λ = a sin θ and θ = x/D C1650 x 10-9 = (a x 0.70 x 10-3)/1.2 C1a = 1.1 x 10-3 m A1 [3]1 no change B1(ii)2 brighter B1[3]3 no change (accept stay/remain dark) B1Total [11]7 (a) (i) P = VI C1current = 60/240 = 0.25 A A1(ii) R ( = V/I) = 240/0.25 M1960ΩA0 [3]=(b) R = ρL/A(wrong formula, 0/3)C1960 = (7.9 x 10-7 x L)/(π x {6.0 x 10-6}2) C1L = 0.137 m A1 [3](use of A = 2πr, then allow 1/3 marks only for resistivity formula)(c) e.g. the filament must be coiled/it is long for a lamp B1 [1](allow any sensible comment based on candidate's answer for L)Total[7]8 (a) V/E = R/R tot or 0.5l x 3900 C1=1.0/1.5 = R/(R + 3900) or 1.0 = 0.5R/3900 M1R = 7800Ω.or R = 7800ΩA0 [2](b) V = 1.5 x (7800/{7800 + 1250}) or I = 1.5/(7800 + 1250) C1= 1.29 V..or V = IR = 1.29 V A1 [2](c) Combined resistance of R and voltmeter is 3900 ΩC1reading at 0 °C is 0.75 V A1 [2]Total [6]June 2004GCE ADVANCED SUBSIDIARY LEVEL AND ADVANCED LEVELMARK SCHEMEMAXIMUM MARK: 25SYLLABUS/COMPONENT: 9702/03PHYSICSPaper 3 (Practical (AS))Page 1 Mark Scheme Syllabus Paper A/AS LEVEL EXAMINATIONS - JUNE 2004 9702 03 (a) Pointer B reading to the nearest half millimetre or millimetre 1Extension correct and to nearest millimetreCondone negative values (i.e. do not penalise 'upside down' rule)(b) Calculation of spring constant to 2 or 3 sf 1k = 0.98/x answer must be given in N m-1.Ignore any negative signs. Do not allow fractions(c) (i) Diameter of one mass to at least 3 sf 1Accept value ± 0.2 mm of Supervisor’s value(ii) Percentage uncertainty in diameter 2 One mark for d∆ (either 0.1 mm or 0.2 mm).One mark for correct ratio and multiplication by 100.(iii) Cross-sectional area 2 One mark for A = πr2.One mark for correct substitution into A = πr2. ECF from (c)(i).Do not allow the second mark if diameter substituted into A = πr2.Wrong formula scores zero in this section.(d) (iv) Measurements 2Expect to see six sets of results in the table (one mark).l must be correct; check a value (one mark).If correct, then tick. If incorrect, then do not award the second mark, and write inthe correct value. If pointer reading not shown then this mark cannot be scored.Minor help given by Supervisor, -1. Major help, then -2.Column headings for d and l (one mark for each correct heading). 2Expect to see a quantity and a correct unit.There must be a distinguishing feature between the quantity and the unit.Consistency of d and l readings. 2Values should be given to the nearest mm.One mark each.(e) (iii) Gradient is negative. 1No ecf from misread rule if gradient is positive.Gradient calculation. 1∆ used must be greater than half the length of the drawn line.Check the read-offs (must be correct to half a small square).Ratio must be correct (i.e. ∆y/∆x and not ∆x/∆y).Graph Axes 1 Scales must be such that the plotted points occupy at least half the graph grid inboth the x and y directions (i.e. at least 6 large squares on the longer side of thegrid and at least 4 squares on the shorter side of the grid).Scales must be labelled. Do not allow awkward scales (e.g. 3:10, 6:10 etc.).Allow reversed axes (penalise in section (f))Plotting of points 1Count the number of plots and write as a ringed total on the graph grid.All the observations must be plotted or this mark cannot be scored.Check a suspect plot. Circle and tick if correct.If incorrect, show correct position with arrow, and -1.Work to half a small square.Line of best fit 1There must be at least 5 trend plots for this mark to be scored.There must be a reasonable balance of points about the line of best fit.Curved trend cannot score this mark. Quality of results1Judge by scatter of points about the line of best fit.There must be at least 5 trend plots for this mark to be scored. Incorrect trend (i.e. positive gradient) will not score this mark.(f)Gradient equated withkAgw ρ−. Condone misuse of negative sign. 1Value in range 800 – 1200 kg m -3(or 0.80 to 1.20g cm -3)1 This mark cannot be scored if the gradient has not been used.This mark will not be scored if there is a Power Of Ten error in the working or reversed axes.Unit correct (kg m -3)1If another unit has been given then it must be consistent with the value.Significant figures in w ρ1Accept 2 or 3 sf only. Ignore trailing zeros (except w ρ = 1000)(g) Difficulty1e.g. hard to see the water surface/surface tension problems/refraction effects/parallax errors. Do not allow vague 'human error'.Improvement 1 e.g. use calibrated beakers or masses/paper behind/mirror behind/travelling microscopeDo not allow 'use dye'/repeat readings.25 marks in totalJune 2004GCE ADVANCED SUBSIDIARY LEVEL AND ADVANCED LEVELMARK SCHEMEMAXIMUM MARK: 60SYLLABUS/COMPONENT: 9702/04PHYSICSPaper 4 (Structured Questions (A2 Core))Categorisation of marksThe marking scheme categorises marks on the MACB scheme.B marks: These are awarded as independent marks, which do not depend on other marks. For a B-mark to be scored, the point to which it refers must be seen specifically in the candidate’s answer.M marks: These are method marks upon which A-marks (accuracy marks) later depend. For anM-mark to be scored, the point to which it refers must be seen in the candidate’s answer. If a candidate fails to score a particular M-mark, then none of the dependent A-marks can be scored.C marks: These are compensatory method marks which can be scored even if the points to which they refer are not written down by the candidate, providing subsequent working gives evidence that they must have known it. For example, if an equation carries a C-mark and the candidate does not write down the actual equation but does correct working which shows he/she knew the equation, then the C-mark is awarded.A marks: These are accuracy or answer marks which either depend on an M-mark, or allow aC-mark to be scored.Conventions within the marking schemeBRACKETSWhere brackets are shown in the marking scheme, the candidate is not required to give the bracketed information in order to earn the available marks.UNDERLININGIn the marking scheme, underlining indicates information that is essential for marks to be awarded.1 (a) charge is quantised/enabled electron charge to be measured B1 [1](b) all are (approximately) n x (1.6 x 10-19C) so e = 1.6 x 10-19C (allow 2 sig. fig. only M1A1 [2]summing charges and dividing ten, without explanation scores 1/2 Total [3]2 (a) mean (value of the) square M1 of the speeds (velocities) of the atoms/particles/molecules A1 [2] (b) (i) p = 31 ><2c ρC1<c 2> = 3 x 2 x 105/2.4 = 2.5 x 105C1r.m.s speed = 500 ms -1A1 [3](ii) new <c 2> = 1.0 x 106 or <c 2> increases by factor of 4 C1<c 2> ∝ T or 3/2 kT = 1/2 m<c 2>C1 T = {(1.0 x 106) / (2.5 x 105)} x 300 = 1200 K A1 [3] Total [8]3 (a) (i) (force) = GM 1M 2/(R 1 + R 2)2B1(ii) (force) = M 1R 1ω2 or M 2R 2ω2B1 [2](b) ω = 2π/(1.26 x 108) or 2π/T C1= 4.99 x 10-8 rad s -1A1[2] allow 2 s.f.: 1.59π x 10-8scores 1/2 (c) (i) reference to either taking moments (about C) or same (centripetal)force B1M 1R 1 = M 2R 2 or M 1R 1ω2 = M 2R 2ω2B1hence M 1/M 2 = R 2/R 1 A0[2] (ii) R 2 = 3/4 x 3.2 x 1011 m = 2.4 x 1011m A1R 1 = (3.2 x 1011) – R 2 = 8.0 x 1010m (allow vice versa) A1 [2] if values are both wrong but have ratio of four to three, then allow 1/2(d) (i) M 2 = {(R 1 + R 2)2 x R 1 x ω2} I G (any subject for equation) C1= (3.2 x 1011)2 x 8.0 x 1010 x (4.99 x 10-8)2/(6.67 x 10-11) C1= 3.06 x 1029kg A1 (ii) less massive (only award this mark if reasonable attempt at (i)) B1 [4](9.17 x 1029kg for more massive star) Total [12] 4 (a) e.g. amplitude is not constant or wave is damped B1 do not allow 'displacement constant' should be (-)cos, (not sin) B1 [2] (b) T = 0.60 s C1ω = 2π/T = 10.5 rad s -1(allow 10.4 → 10.6) A1 [2] (c) same period B1 displacement always less M1 amplitude reducing appropriately A1 [3]for 2nd and 3rdmarks, ignore the first quarter period Total [7]5 (a) the (value of the) direct current M1 that dissipates (heat) energy at the same rate (in a resistor) A1 [2] allow 'same power' and 'same heating effect' (b) √2I rms = I 0 B1 [1] (c) (i) power ∝ I 2 or P = I 2R or P = V I C1 ratio = 2.0 (allow 1 s.f.) A1 [2] (ii) advantage: e.g. easy to change the voltage B1disadvantage: e.g. cables require greater insulation....... rectification – with some justificationB1 [2] (d) (i) 3.0 A (allow 1 s.f.) A1 (ii) 3.0 A (allow 1 s.f.) A1[2] Total[9] 6 0 - + (-1 for each error) B2 + + 0 (-1 for each error) B2 + + 0 (-1 for each error) B2[6]Total[6] 7 (a) λ = h /p or λ = h /mvM1with λ, h and (or mv) p identified A1 [2](b) E = 21mv 2C1= p 2/2m or v = √(2E /m ), hence M1 λ = h /√(2mE ) A0 [2] (c) E = qV C1(0.4 x 10-9)2 x 2 x 9.11 x 10-31 x 1.6 x 10-19 x V = (6.63 x 10-34)2C1 V = 9.4 V (2 s.f. scores 2/3) A1 [3] Total [7] 8 (a) S shown at the peak B1 [1] (b) (i) Kr and U on right of peak in correct relative positions B1 [1](ii)1 binding energy of U-235 = 2.8649 x 10-10Jbinding energy of Ba-144 = 1.9211 x 10-10Jbinding energy of Kr-90 = 1.2478 x 10-10J C2energy release = 3.04 x 10-11J (-1 if 1 or 2 s.f.) A1 [3]2E = mc 2C1m = (3.04 x 10-11)/3.0 x 108)2 = 3.38 x 10-28kg (ignore s.f.) A1 [2] (iii) e.g. neutrons are single particles, neutrons have no binding energy per nucleon B1 [1] Total [8]June 2004GCE ADVANCED SUBSIDIARY LEVEL AND ADVANCED LEVELMARK SCHEMEMAXIMUM MARK: 30SYLLABUS/COMPONENT: 9702/05PHYSICSPaper 5 (Practical (A2))Question 1(a) (v) Sensible use of fiducial marker placed at centreposition/ 1oscillation/meanofpositionequilibrium(a) (vi) Measurements 36 sets scores one mark. Allow more than 6 sets without penalty.Write the number of readings as a ringed total by the table.Choose a row in the table. Check values for T 2d & d2. Tick if correct.One mark each. If incorrect, write in correct values. Ignore small rounding errors.Impossible values of d or t, -1. Misread stopwatch –1.Minor help from the Supervisor, -1. Major help, then -2.Repeats 1 Expect to see at least two sets of readings of raw times.At least half the raw times > 20 s 1Column heading for T2d1 The column heading must contain a quantity and a unit (e.g. s2 m or s2 cm).There must be some distinguishing mark between the quantity and the unit.Consistency 1 tod (all values of d must be given to the nearest millimetre).ApplySF in d 21 Check by row in the table; compare with raw values of d.The number of significant figures in d2 must be the same as, or one better than,the number of significant figures in d.(a) (vii) Justification of sf in d 2 1Answer must relate the number of sf in d.Do not allow answers in terms of decimal places.(b) (i) Axes 1 The axes must be labelled with the quantities plotted. Ignore units on the axes. The plotted points must occupy at least half the graph grid in both the x and ydirections (i.e. 4 large squares in the x -direction and 6 large squares in the y -direction). Do not allow more than 3 large squares between the labels on an axis. Do not allow awkward scales (e.g. 3:10, 6:10, 8:10 etc.). If axes reversed (i.e. d 2 against T 2d ) then zero and ecf.Plotting of points 1 All the observations must be plotted. Do not allow plots in the margin area.Check one suspect plot. Circle this plot. Tick if correct. If incorrect, mark the correct position with a small cross and use an arrow to indicate where the plot should have been, and score zero. Allow errors up to and including half a small square.Line of best fit 1 Only a drawn straight line through a linear trend is allowable for this mark. This mark can only be awarded for 5 or more plots on the grid.There must be a reasonable balance of points about the drawn line. Do not allow a line of thickness greater than half a small square. Quality of results 1Judge by scatter of points about the line of best fit.5 trend plots can score this mark. Curved trend scores zero.This mark can only be scored if a graph of d 2 against T 2d or T 2d against d 2 has been plotted.(b) (iii) Gradient 1 Ignore any units given with the value. Hypotenuse of ∆ must be > half the length of line drawn. Check the read-offs. Work to half a small square. ∆x /∆y gets zero.Values taken from the table that lie on the line to within half a small square are acceptable. y -intercept 1 The value must be read to the nearest half square. Allow calculation from y = mx + c (c) k = gradient of line of best fit 1 A numerical value is expected. Substitution method scores zero. A = candidate’s value for the y -intercept 1 A numerical value is expected. Substitution method scores zero. Unit of A correct and consistent with value (e.g. s 2 m or s 2 cm) 1 If incorrect allow ecf from column heading in table. (d) Value of T w hen d = 1.0 cm 1 Must be in range 3 – 8 s. A power of ten error anywhere in the working will result in this mark not being scored. Working must be checked. Bald answer scores zero.20 marks in totalQuestion 2basicOK 1ideaandequipmentchoiceA1 Sensibleoffield/detectorSource/magneticInappropriate choice of apparatus cannot score this mark.Ignore lead or aluminium plates at this stage.A2 Method of measuring angle of deflection 1(e.g. detector at edge of large protractor/lengths & trig ratio used)Do not allow vague ‘use a protractor’.This mark can be awarded even if the detector has not been specified.A3 Use Hall probe/search coil/current balance to measure field strength 1 Allow Helmholtz coils expression if Helmholtz coils used.Allow a current or voltage measurement as indication of field strength (as I α B)B1 Method of removing α radiation or statement that α radiation almost undeflected 1 Use paper or distance to detector > few cm/air to absorb alphaCould be shown on the diagram. Do not allow lead/aluminium plate.Allow α to be shown deflecting in the opposite direction to β on the diagram.B2 γ-radiation undeflected/deflect beta particles using electric field 1 Can be shown on diagram. Do not allow ‘absorb gamma with lead plate’.B3 Workablefields 1uniformforprocedureMeasure deflection and field strength; change current in coils and repeat.C1/2 Any two safety precautions 2e.g. use source handling toolstore source in lead lined box when not in usedo not point source at people/do not look directly at sourceplace lead sheet at ‘end of experiment’ to absorb unwanted raysD1/2Any good/further detail. Examples of creditworthy points might be: 2 Type of detector (GM tube/film/screen/scintillation counter). N/a cloud chamber/CRORepeat readings to allow for randomness of activityCorrect deflection of beta on diagram/left hand rule ideas (diagram or written)Separation of coils = radius of coils for uniform fieldDiscussion of count rate (and not just count)Plane of semiconductor slice is perpendicular to field linesCalibrate Hall probeDetail of calibrationCollimation ideasAllow other valid points. Any two, one mark each.B1 = B2 = B3 = 0 if lead or aluminium plate is placed in front of the source. Allow thin(less than 1 mm) sheet or foil10 marks in total.June 2004GCE ADVANCED SUBSIDIARY LEVEL AND ADVANCED LEVELMARK SCHEMEMAXIMUM MARK: 40SYLLABUS/COMPONENT: 9702/06PHYSICSPaper 6 (Options (A2))Categorisation of marksThe marking scheme categorises marks on the MACB scheme.B marks: These are awarded as independent marks, which do not depend on other marks. For a B-mark to be scored, the point to which it refers must be seen specifically in the candidate’s answer.M marks: These are method marks upon which A-marks (accuracy marks) later depend. For anM-mark to be scored, the point to which it refers must be seen in the candidate’s answer. If a candidate fails to score a particular M-mark, then none of the dependent A-marks can be scored.C marks: These are compensatory method marks which can be scored even if the points to which they refer are not written down by the candidate, providing subsequent working gives evidence that they must have known it. For example, if an equation carries a C-mark and the candidate does not write down the actual equation but does correct working which shows he/she knew the equation, then the C-mark is awarded.A marks: These are accuracy or answer marks which either depend on an M-mark, or allow a C-mark to be scored.Conventions within the marking schemeBRACKETSWhere brackets are shown in the marking scheme, the candidate is not required to give the bracketed information in order to earn the available marks.UNDERLININGIn the marking scheme, underlining indicates information that is essential for marks to be awarded.© University of Cambridge International Examinations 2004Option A – Astrophysics and Cosmology1 (a) In an infinite and static Universe M1every line of sight should end on a star M1(or spherical shells argument)so sky at night should be bright A1 [3](b) For expanding Universefinite age limits size (1)light from distant galaxies is red-shifted out of visible (1)light from distant young stars not yet reached Earth (1)Any two points, maximum 2 B2 [2]Total [5]2 (a) 1 pc = 3.26 ly (allow 3.3 ly) C1distance = 16/3.26 = 4.9 pc A1 [2](b) base line is 2 AU C1angle = 2 x 1/4.9= 0.41 arc sec B1 [2]Total[4]3 (a) Universe is same everywhere/homogeneous/isotropic M1when considered on a sufficiently large scale A1 [2](b) characteristic of (black body) 3 K radiation B1CMB is highly isotropic/same from all directions M1This indicates that the Universe is highly uniform A1 [3]Total[5]4 (a) e.g. planet observed by reflected light B1this is too faint (against the starlight) B1small B1tooe.g.physicallyto be resolved (at such great distances) B1 [4](any sensible suggestion (B1) with some further comment (B1) – max 4)(b) e.g. change in intensity of starlight M1as the star is eclipsed A2 [2]e.g. wobble in position of star (M1)as planet orbits star (A1)(any sensible suggestion plus some further comment – max 2)Total [6]Option F – The Physics of Fluids5 (a) force = upthrust – weight of polystyrene in air C1=V x (1000 – 15) x 9.8 C125V = 2.6 x 10-3 m3 A1[3](b) boat will tend to right itself/float higher in the water M1if at positions B A1 [2]Total [5]6 (a) if air is streamline B1air above car moves faster than air below M1so (by Bernoulli) pressure above is lower than below M1and car experiences an upward force A1 [4](b) the spoiler causes turbulence M1turbulence prevents the lift force from developing A1 [2]Total [6]7 (a) symmetrical pattern on above/below sphere M1© University of Cambridge International Examinations 2004© University of Cambridge International Examinations 2004lines closer near top and bottom of sphere A1 [2](b) (i) force on particle = 4/3 πr 3(w ρρ−)gC1 = 4/3 x π x (4.5 x 10-7)3 x (2.9 x 103) x 9.8= 1.08(5) x 10-14NC1 1.085 x 10-14 = 6 x π x (4.5 x 10-7) x 9.5 x 10-4x vC1 v = 1.35 x 10-6 m s -1A1[4] (ii) in 1.0 hours, particles move 1.35 x 10-6 x 3600 (= 4.85 x 10-3m) B1 fraction = (8.0 – 4.85)/8.0 C1 = 0.39 A1 [3] (allow 2/3 for answer of 0.61) Total [9] Option M – Medical Physics8 (a) piezo-electric/quartz crystal B1 across which is applied an alternating voltage B1 crystal vibrates B1 at its resonant frequency B1 [4] (b) (i) trace length = 4.0 mm C1distance = speed x time = 1450 x 0.4 x 10 x 10-6= 5.8 x 10-3m C1 thickness = 0.29 cm A1 [3] (ii) trace length = 5.2 cm C1 thickness = 4.1 cm A1 [2] Total [9] 9 (a) ability of eye to form focused images M1 of objects at different distances from the eye A1 [2] (b) (i) 25 cm (allow ± 5 cm) to infinity B1 [1] (ii) (for close-up vision), power = 1/0.25 – 1/1.2 C1 = 3.17 D A1 (for distance vision), power = -0.25D A1 [3] (iii) use bifocal lenses B1 further detail e.g. region of lens identified B1 [2] Total [8] 10 loss of hearing at higher frequencies B1 loss of sensitivity (at about 3 kHz) B1 further comment on either e .g. upper limit should be about 15 kHz, at 3 kHz, I.L. should be about 10 dB (or less) B1 [3] Total [3] Option P – Environmental Physics11 (a) (i) Sun's energy incident per unit time per unit area M1 on the cross-sectional area of the Earth A1 [2](ii) solar constant = (3.9 x 1026)/(4π x {1.5 x 1011}2)C1 = 1380 W m -2A1[2] (b) at C, greater thickness of atmosphere so more absorption B1 also larger area (for beam of a particular width) B1 explanation of 'larger area' (e.g. diagram or 1/cos θ, with θ clear) B1 [3] Total [7] 12 (a) e.g. daily variations as industry opens up/closes down daily variations with TV programmes, cooking meals, lighting seasonal variations with heating/AC, length of day (any reasonable response, 1 for daily, 1 for seasonal plus 1 more)1 each, max 3 B3 [3](b) power demand may change suddenly B1 pumped water scheme can be brought onto full load in a short time B1 can use surplus energy at times of low demand to pump water 'back up' TotalB1 [3][6]。

IGCSEAccounting(0452)

IGCSEAccounting(0452)

O Lev e l Pr i n c ip l es f Acco n(7110)What is h e co e b k?There is no one book aimed at this particular assessment. Teachers can choose a book from the list available in the syllabus. Copies of the syllabus are available on-line at Can I u e a bo k it e fo an h er a lificat i?Yes. For example, Cambridge University Press (India) has published a text book which covers the IGCSE and O level syllabuses. The title of the book is IGCSE and O Level Accounting,by Catherine Coucom, ISBN 978 0521 72001 4.Cambridge University Press has published IGCSE Accounting, by Catherine Coucom, ISBN 0 521 89346 1, which teachers of O level Principles of Accounts will find very useful. However, you must check that you have covered all the requirements of the O Level syllabus.Do I n e ed t e ac h t h e c e in h e o der giv en in t h e s llabu?No, the order in which you teach the course is entirely up to you. If you are new to the syllabus or to teaching then you might find the suggested schemes of work on the teacher support site at useful. Please ask your Centre administrator for the password to access the site.Is h e u e o f calcu l at a llo ed?Yes. For details of the restrictions on graphic display, data banks, etc, which apply to all CIE examinations, see the Handbook for Centres.When a e t h e ex a min a i?Principles of Accounts is available in the June and November sessions. The date of the examination can be found on the Examination Timetable, which is sent to Centres.Ho ar e t h e can d ida e as e e d?There are two papers which the candidates must take.Pap e1 is a Multiple Choice paper, with 30 items testing the whole syllabus. It is one hour.Pap e2 is a Structured Written paper. There are usually between 4 and 6 compulsory questions, which cover topics across the whole syllabus. It is 2 hours long.Why do e h e n m ber f e io in Pap e2 v ar?Having a few long questions doesn’t always give candidates the opportunity to demonstrate their knowledge. Sometimes it is necessary to have more, but shorter, questions in order to test a wider range of the syllabus.Do e Pa e 2 alw ay hav e a q e io a s e cific p a f t h e s llabu?Yes. No matter how many questions there are, one of them will involve the preparation of the final accounts of a business – the Manufacturing, Trading and Profit and Loss Account and the Balance Sheet. Other questions may require the completion of proformas and tables.Do e t h e Cen e hav e t ide mu l i-c lu m Acco i g p a e?No. For Paper 1 (Multiple Choice) candidates indicate their answers on the special answer sheet which is machine-read.For Paper 2 candidates are expected to answer the questions in the spaces provided on the question paper booklet,except for the last (final accounts) question, which may be written on separate answer paper. Candidates may be provided with multi-column accounting stationery, or candidates may answer on ordinary lined paper if preferred.Do all can d i dat e hav e t a ke Pap er 1 (Mu l i l e Cho i ce)?Yes.Ar e mar k d edu c e d fo g an er in h e m lt i l e cho i c e?No. The candidate’s mark is the total number of questions answered correctly.Ar e t h e mu l i l e cho i ce q es i ar an g ed in an p a i cu l ar der h e p ap e?They are broadly arranged in the same order as the topics appear in the syllabus booklet.Wher e can I fin d t h e k ey t h e mu l i le cho i ce q es i?They are in the published ‘Report on the Examination’, which is available online and on CR Rom. The reports are also available on the teacher support site.Can e u e T acco fo m at?Yes. The syllabus requires candidates to be able to post ledger account entries from the books of prime entry using ‘T’ account format.However the running balance format is also acceptable.What abo h e p e e a io f fin a l a cco?The vertical presentation of final accounts is widely used in business, and this is reflected in CIE Accounting examinations. The final accounts given in mark schemes are usually in a vertical format, but any other recognised format is also acceptable and candidates who present their final accounts in a horizontal format will have marks awarded where their figures are correct. One disadvantage of presenting the accounts in a horizontal format is that there is no figure for working capital, which is sometimes required in a question.Ar e t h er e ma k fo c e ct kin g ev en if t h e an er is g?Yes. Candidates should always show their workings.Ar e t h e mar k s c hemes blis h ed?Yes, from the November 2000 examination onwards. They are available online or for purchasefrom CIE Publications. Past papers and mark schemes are available on the teacher support siteat . Ask your Centre administrator for the password to access the site.The ‘Report on the Examination’ is published after each session and gives guidance on Examiners’ expectations and common candidate errors. This is also available online at and on the teacher support site. There are suggested schemes of work on the teacher support site and a discussion group for teachers of accounting.I hav e hear d t h a t h e s llabu as dat e d in2008. Ho has h e s llabu chan g ed?The Scheme of Assessment is now as follows:Duration marks weightingPaper 1 Multiple Choice 1 hour 30 33.3%Paper 2 Structured Questions 2 hours 120 66.6%There is now a section on Payroll, which covers simple payroll records and the book-keeping entries for payroll. The order of some of the content has changed, and points of clarification have been added.The final question now involves the preparation of the final accounts of a manufacturing a trading business (including services). Previously the final question dealt with the final accounts of a trading business only. Candidates may now be asked to prepare Manufacturing, Trading, Profit and Loss accounts and a Balance Sheet for the final question.Centres are advised to consult the new syllabus for full details.Is h er e a Sp ecimen Pap e an d Mar k S cheme fo h e s llabu?Yes a copy of this is available at and on the teacher support site.。

高考调研报告英语

高考调研报告英语

高考调研报告英语Research Report on College Entrance ExaminationIntroductionThe college entrance examination, also known as the Gaokao, is a standardized test administered in China to determine students' eligibility for admission into university. It is a highly significant event in every student's life and has attracted a great deal of attention from educators, parents, and scholars. This report aims to investigate the current situation regarding the college entrance examination and its potential impact on students.MethodologyTo collect data, a survey was conducted among 500 high school students from different regions in China. The survey consisted of both closed-ended and open-ended questions, focusing on students' opinions, preparation methods, and psychological impact regarding the college entrance examination. The data collected were analyzed using statistical analysis software.ResultsThe results of the survey revealed several interesting findings. Firstly, a majority of the students (70%) expressed the belief that the college entrance examination is the most important factor in determining their future success. This indicates the high pressure students experience during this period. Secondly, the survey showed that 80% of students reported spending more than 10 hours per day studying in preparation for the examination. Clearly, students are dedicating significant time and effort to achieve their desired results. Lastly, it was found that the college entranceexamination has a significant psychological impact, with 60% of students reporting high levels of stress and anxiety during the period leading up to the exam.DiscussionThe findings of this research report indicate that the college entrance examination has a profound influence on students' lives, with a high level of pressure and dedication required for success. The importance attached to the examination by students reflects the deeply ingrained belief in society that success in this test is a determining factor in one's future. The intense preparation undertaken by students highlights the competitiveness of the examination and the need to perform well. Additionally, the psychological impact on students cannot be overlooked, as many students experience stress and anxiety during this period. ConclusionThis research report highlights the current situation regarding the college entrance examination in China. The findings suggest that the examination has a significant impact on students' lives, leading to high levels of pressure, dedication, and psychological stress. It is crucial for educators and parents to provide appropriate support and guidance to students during this period. Additionally, it is necessary to reassess the weight placed on the examination, and explore alternative methods for evaluating students' abilities and potential. Overall, this research contributes to the understanding of the college entrance examination and its implications for students in China.。

2023新高考英语二卷分析报告范文

2023新高考英语二卷分析报告范文

2023新高考英语二卷分析报告范文Analysis Report on 2023 New College Entrance Examination English Paper 2IntroductionThe 2023 New College Entrance Examination English Paper 2 has been viewed as a crucial part of the overall examination. In this analysis report, we will delve into the various aspects of the paper including its structure, content, difficulty level, and potential impact on students' scores.StructureThe English Paper 2 consists of multiple sections including Reading Comprehension, Vocabulary, Grammar, and Writing. This year, the paper followed a similar structure to previous years with slight modifications. The Reading Comprehension section featured a mix of text types including articles, essays, and advertisements. The Vocabulary section tested students' knowledge of synonyms, antonyms, and collocations. The Grammar section covered a range of grammar rules such as tenses, conditionals, and sentence structure. The Writing section required students to write an essay reflective of their own opinions and ideas.ContentThe content of the English Paper 2 was diverse and engaging. The Reading Comprehension texts were thought-provoking and covered a wide range of topics from social issues to environmental concerns. The Vocabulary section challenged students with a mix of easy and difficult words, providing a good balance. The Grammar section was comprehensive, testing students' understanding of various grammar rules in context. The Writing section allowed students to express their thoughts on topics such as technology, education, and culture.Difficulty LevelOverall, the difficulty level of the English Paper 2 was considered moderate. The Reading Comprehension section was challenging for some students due to the complexity of the texts. The Vocabulary section was relatively easier, with most students able to answer the questions correctly. The Grammar section presented some difficulties for students, particularly in identifying the correct grammar rules to apply. The Writing section was seen as manageable, with students able to express their ideas coherently and logically.Impact on ScoresThe English Paper 2 is an important component of the College Entrance Examination, contributing significantly to students' final scores. The varying difficulty levels of the sections could potentially impact students' overall performance. Students who excelled in the Reading Comprehension and Writing sections could have a competitive advantage over others. Conversely, students who struggled with the Grammar and Vocabulary sections may see a dip in their scores. Overall, the English Paper 2 plays a crucial role in determining students' English proficiency and readiness for higher education.ConclusionIn conclusion, the 2023 New College Entrance Examination English Paper 2 was a well-rounded assessment of students' English skills. While it presented some challenges, it also provided students with the opportunity to showcase their knowledge and abilities. Moving forward, it is essential for students to continue practicing and honing their English skills to ensure success in future examinations.。

IGCSE English(core)0510_w10_ms_12

IGCSE English(core)0510_w10_ms_12

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary EducationMARK SCHEME for the October/November 2010 question paper for the guidance of teachers0510 ENGLISH AS A SECOND LANGUAGE0510/12 Paper 1 (Reading and Writing – Core),maximum raw mark 56This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers.Mark schemes must be read in conjunction with the question papers and the report on the examination.•CIE will not enter into discussions or correspondence in connection with these mark schemes.CIE is publishing the mark schemes for the October/November 2010 question papers for most IGCSE, GCE Advanced Leve l and Advanced Subsidiary Leve l sy l l abuses and some Ordinary Leve l syllabuses.Exercise 1The Great Barrier Reef(a) 60 kilometres off eastern coast of Australia [1]do not accept ‘cost’ for ‘coast’(b) meals AND talks from marine experts (both points needed for 1 mark) [1]tolerate any mention of snorkelling or scuba diving equipment if both required points arepresent(c) glass bottom boat(s) [1](d) (plenty of) sunlight [1]tolerate mention of ‘grows near the surface’ if required point is present(e) not a strong swimmer / the water is shallow / float on (sparkling blue) sea / look down on(orange and white striped) clownfish (any one for 1 mark) [1](f) close(r) to the reef(offer) full range of activities / full range of entertainment [1]do not credit ‘accommodation’ as an answer but tolerate as additional unnecessaryinformation[Total: 6]Exercise 2The nest hunters of Tam Yai(a) it hardens (quickly) [1](b) can be sold for thousands of dollars / because of their value / are sold for lots of money [1](c) China do not accept ‘Chinese’[1](d) (it contains a large area with) statues of Buddha(s) [1]do not accept ‘status’ or ‘statutes’ for ‘statues’(e) hundreds of metres above the ground / dangerous bamboo poles/ they rarely use safety equipment / if they fall they will die (instantly)(Any two from four for 1 mark) [1](f) twice as much (doubled) / half as much in 1968 / more expensive (higher) / increased [1]Example: ‘the price in 1968 was 2000, in 2008 4000 which is twice as much’ = 1 mark(g) armed guards at the entrance(strict) laws to prevent illegal hunting(strict) laws to ensure proper collecting OR laws to ensure collecting at correct time of year(Any two from three, 1 mark each detail) [2]the idea of ‘laws’ must be mentioned at least once, for example, ‘laws to prevent illegalhunting and to ensure proper collecting’ = 2 marks(h) (has a value in) prolonging life / prescribed for people suffering from skin conditions OR lungdisease OR breathing problems accept general terms e.g. ‘illness’, ‘diseases’[1](i) the other ingredients / meat and coconut [1][Total: 10]Exercise 3Animals and conservation: competition entry formNote: correct spelling is essential for the form-filling exercise.Upper case letters required at the start of proper nouns.The conventions of form-filling (i.e. instructions to tick, circle, delete) must be observed with total accuracy.Section A: Personal DetailsLing Pan172 Dongshan Plaza, Shenzhen, (China)16panlin@ 546733699Shenzhen Public School / local bookshop(President of school) Zoological ClubSection B: Competition DetailsCIRCLE November 2010 – January 2011TICK paintingHelen ChenPrincipal (Shenzhen Public School)TICK School(Local) zoo (visitors’ centre)Max. total for Sections A and B: 6 marksSection CMax. total for Section C: 4 marksNote: the sentences must be written from the point of view of Ling Pan.Sentence 1: it is expected the candidate will write a sentence about the fact that many animals are becoming extinct.Sentence 2: it is expected the candidate will write a sentence about donating money to a project for the protection of wild cats.For each sentence, award up to 2 marks as follows:2 marks: proper sentence construction; correct spelling, punctuation and grammar; gives theinformation asked for1 mark: proper sentence construction; 1–3 errors of punctuation / spelling / grammar (withoutobscuring meaning); gives the information asked for0 marks: more than 3 errors of punctuation / spelling / grammar; and / or does not give theinformation asked for; and / or not a proper sentence; and / or meaning obscure Absence of a full stop at the end should be considered as 1 punctuation error.Absence of an upper case letter at the beginning should be considered as 1 punctuation error.[Total: 10]Exercise 4Multi-taskingNote: correct responses only apply if they are placed under the correct heading (as detailed below). Add the correct answers to give a total out of 6.Remember that this exercise is marked for content (reading), not language.Examples of multi-tasking activities at home (max 3 marks this heading)1 texting (friends) / reading text messagestoast2 making3 surfing on computer / internet activities (not ‘computers’ on its own)4 conversations with family5 updating social network sites6 downloading (and listening to) musicWhat was different ten years ago (max 3 marks this heading)7 took 31 hours to do what we now do in 248 (old fashioned) email (systems)9 (old fashioned) mobile phones10 life was (much) simpler (idea of ‘life’ must be there – not ‘it was simpler’)11 more talking face to face12 more time spent over dinner / more time spent doing nothingExercise 5 Multi-tasking summaryThis exercise is marked for language, not content, but if content is entirely irrelevant to the task, a mark of zero should be awarded.Count words and do not mark anything exceeding 70 words, as specified in the question. Candidates will not be assessed on anything they have written after this limit, but will not be penalised per se for exceeding it.0 marks meaning obscure because of density of language errors and serious problems withexpression / nothing of relevance1 mark expression weak / reliance on lifting from the passage2 marks expression limited / reliance on copying out the notes, but some sense of order3 marks expression good, with attempts to group and sequence ideas in own words4 marks expression very good: clear, orderly grouping and sequencing, largely own words[Total: 4]Exercise 6 Visit to cityTolerate any interpretation of a ‘city’ but time span should be comparable to the length of a weekend. If the candidate clearly writes about a longer period then for content it would be ‘partly relevant’ and ‘some engagement with the task.’Exercise 7 Full-time workFor a ‘satisfactory attempt to address the topic’ (band 4 / 5) candidates need to engage with the idea of full-time work.The following general instructions, and table of marking criteria, apply to both exercises. •Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose / audience / register) and the development of ideas (i.e. the detail / explanation provided and how enjoyable it is to read).•Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs).•When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but doesn’t quite make it into the band above.•When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in the 4–5 mark band.•When deciding on a mark for language, look at both the style and the accuracy of the language.A useful starting point would be first to determine whether errors intrude. If they do not, it will bein the 4–5 mark band.• The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band.•If the essay is considerably shorter than the stated word length, it is unlikely to gain a high mark for content.•If the essay is totally irrelevant and has nothing to do with the question asked, it should be given0 marks for Content and Language, even if it is enjoyable to read and fluent.•If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for language is available.[Total Exercise 6: 10][Total Exercise 7: 10]GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (CORE TIER)Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6)Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5)4–5 4–5 Satisfactory: • Relevance : Fulfils the task, with reasonable attempt at appropriate register, and some sense of purpose and audience. A satisfactory attempt has been made to address the topic, but there may be digressions. Development of ideas: Material is satisfactorily developed at appropriate length. Safe:• Style: Mainly simple structures andvocabulary, sometimes attempting more sophisticated language. • Accuracy: Meaning is clear, and work is of a safe, literate standard. Simple structures are generally sound, apart from infrequent spelling errors, which do notinterfere with communication. Grammatical errors occur whenmore sophistication is attempted. Paragraphs are used but without coherence or unity.2–3 2–3 Partly relevant: • Relevance : Partly relevant and some engagement with the task. Does not quite fulfil the task, although there are some positive qualities. Inappropriate register, showing insufficient awareness of purpose and / or audience. • Development of ideas: Supplies some detail and explanation, but the effect is incomplete. Some repetition.Errors intrude:• Style: Simple structures andvocabulary. • Accuracy: Meaning is sometimes in doubt. Frequent, distracting errors hamper precision and slow down reading. However, these do not seriously impair communication. Paragraphs absent or inconsistent.0–1 0–1Little relevance: • Limited engagement with task, but this is mostly hidden by density of error. Award 1 mark. • No engagement with the task, orany engagement with task iscompletely hidden by density oferror. Award 0 marks. If essay iscompletely irrelevant, no mark can be given for language.Hard to understand:• Multiple types of error in grammar /spelling / word usage / punctuation throughout, which mostly make itdifficult to understand. Occasionally, sense can be deciphered. Paragraphs absent or inconsistent. Award 1 mark. • Density of error completely obscures meaning. Whole sectionsimpossible to recognise as pieces of English writing. Paragraphs absent or inconsistent. Award 0 marks.。

英语四级CET4听力考试试题

英语四级CET4听力考试试题

英语四级CET4听力考试试题把活着的每一天看作生命的最后一天。

以下是为大家搜索CET-4听力试题,希望能给大家带来帮助!更多精彩内容请及时关注我们!The chief prosecutor in the eastern U.S. city of Baltimore, Maryland has announced charges against sixpolice officers in the case of the death of a 25-year-old black man. Freddie Gray died in the hospital April 19th, a week after he was arrested.On Friday, State's Attorney Marilyn Mosby said there is probable cause to bring criminal charges against theofficers involved in the arrest. She said the state medical examiner's office had ruled that Mr. Gray's death was a homicide. Also on Friday, that office said it had sent its report on the examination of Mr. Gray's body -- called an autopsy -- to the state's attorney.Ms. Mosby said Mr. Gray received a severe neck injury while being transported in a police vehicle after his arrest. She said he was not secured in the vehicle as he should have been. Earlier in the week, police admitted that Mr. Gray had not been secured in the van, an action that violates the department's rules.Ms. Mosby also said officers did not seek medical assistance although Mr. Gray said he needed it. And shesaid the knife found on Mr. Gray was legal for him to be carrying. The Baltimore Sun newspaper reports she told Mr.Gray's family that "no one is above the law." It also said Ms. Mosby believes Mr. Gray was "improperly arrested" because police had no legal reason to detain him.Charges against the officers include involuntary manslaughter, assault, misconduct and false imprisonment. The driver of the police vehicle faces second-degree murder and five other charges.Police gave their report on the case to the state's attorney's office on Thursday. That was one day earlier than the time limit police had set. The findings of the internal investigation have not been made public.Officials, citizen groups and others continue to work to restore calm to the city. For now, people are not permitted to be outside from 10 o'clock at night to fiveo'clock in the morning. Officials say this curfew will likely last a few more days. The streets have been mostly empty during the curfew, and the city has been mostly calm since the riots on Monday.Thousands of members of the Maryland National Guard, and police from Baltimore, the state of Maryland and other areas are patrolling the streets during the day and at night.The case of Freddie Gray in Baltimore has influenced demonstrations in other parts of the country, including Boston, Cincinnati, New York, Washington and Philadelphia.Activists demonstrating in support of labor and immigrant rights on May 1 have added tensions with police to their message.Calls for returning order to BaltimoreMany people have condemned the actions of those who rioted on Monday. But they say that in addition toreturning order to the city, officials must deal with the reasons people are angry with police.Gerald Miller lives in Baltimore."Baltimore will recover. I think we will recover. Sure, sure, but it's gonna to take, you know, people getting involved, getting in the trenches not just in behind, you know a lectern, or when the camera's on, or whatever, you gotta get down here in it with the people. This is where the people are. This is where they're hurtin'."Cynthia Green also lives in the city."My heart is heavy for the, the people of Baltimore,for this munity, and all the other munities. And I'm sadfor the young people that got up caught up in all of this."Stephanie Rawlings-Blake is the mayor of Baltimore. She spoke to residents on Tuesday, after the rioting."We saw people ing together to reclaim our city, to clean our city and to help heal our city. I think this can be our defining moment and not the darkest days that we saw yesterday."People had gathered peacefully for days demanding to know why Mr. Gray died. The violence began after thefuneral for Mr. Gray on Monday. Police say members of criminal groups joined the protestors. They say they did not expect that would happen.Officer Eric Kowalczyk is a spokesman for the Baltimore police. On Tuesday, he told reporters that police were expecting most of those who would gather after the funeral would be students."When we deployed our officers yesterday, we were deploying for a high school event. I don't think that there is anyone in the country that would expect us to deploy automatic weapons and armored vehicles to an event with 13, 14- and 15-year-olds."After the violence on Monday, Maryland Governor Larry Hogan declared a state of emergency. He moved his office and his top aides to the city.After the rioting, President Barack Obama said police cannot solve the problems in Baltimore by themselves."We can't just leave it to the police. I think there are police departments that have to do some soul searching.I think there are some munities that have to do some soul searching. But I think we as a country have to do some soul searching."The president said rioting is not the same as protesting. And he said those who caused destruction must be punished.Later the president said it is important that the truth es out about what happened to Mr. Gray. He also noted that the individuals who are charged should receive fair treatment. Mr. Obama said the Justice Department and new U.S. Attorney General Loretta Lynch are municating with Baltimore officials to offer help if needed.Many of the protesters say they are angry about what they believe is continuing poor treatment of blacks by the police and what they say is the unwillingness of city officials to do anything about it. And they say there is little economic power in black neighborhoods. They say that has been a problem for many years.。

公考考察报告格式

公考考察报告格式

公考考察报告格式(Report on Public Examination Inspection)一、报告目的(Purpose)本次报告的目的是对公共考试现场进行考察,了解相关情况并提出建议。

二、考察时间和地点(Time and Location)考察时间:202X年X月X日考察地点:XX省XX市XX考试中心三、考察人员(Inspectors)主考察人员:XXX辅助考察人员:XXX、XXX四、考察内容(Content)本次考察主要包括以下内容:1. 考试环境:包括考室布局、桌椅设置、灯光和通风等情况;2. 考试流程:包括考试前准备、考试过程、考试后处理等环节;3. 监考工作:包括监考人员的素质和执行监考程序的情况;4. 检查设施:包括监控设备、安全设施等是否符合要求;5. 考试材料:包括试卷印刷质量、密封情况和交接流程等。

五、考察方法(Methodology)本次考察采用实地走访、观察记录和访谈等方式收集数据。

考察人员针对每个内容点进行了详细的观察和记录,以获取准确的信息。

六、考察结果(Findings)1. 考试环境:考室布局合理,桌椅设置整齐,但部分考室通风不畅;2. 考试流程:考试前材料准备较为缓慢,考试过程有一定延误,考试后处理较为混乱;3. 监考工作:监考人员素质较高,但在执行监考程序时存在一些疏漏;4. 检查设施:监控设备完好,安全设施齐全;5. 考试材料:试卷印刷质量高,密封情况良好,交接流程有待进一步优化。

七、建议(Recommendations)基于以上考察结果,我们提出以下建议:1. 加强考试环境管理,确保通风良好;2. 优化考试流程,加强考前准备和考后处理;3. 加强监考人员培训,提高执行监考程序的准确性;4. 定期检查设施,确保监控设备和安全设施的有效性;5. 进一步优化试卷交接流程,加强安全保障。

八、总结(Conclusion)通过本次考察,我们对公共考试现场进行了全面的了解和分析,发现了一些存在的问题并提出了合理的建议。

月考英语检讨书范文

月考英语检讨书范文

月考英语检讨书范文英文回答:Reflection Report on Mid-term Examination in English.After receiving my recent mid-term examination score in English, I was somewhat disappointed with my performance. While I had prepared diligently, I made a number of careless mistakes that resulted in a lower score than I had anticipated.Reasons for Dissatisfaction.Upon reviewing my examination paper, I identified several key areas where I underperformed:Vocabulary: I struggled with the meanings of several unfamiliar words, particularly in the reading comprehension section.Grammar: I made several grammatical errors, such as incorrect verb tenses and subject-verb agreement.Time management: I did not allocate my time wisely, rushing through the easier questions and spending too much time on the more challenging ones.Careless mistakes: I made a number of silly mistakes, such as misreading questions and accidentally skipping a section.Areas for Improvement.In order to improve my performance in future English examinations, I have identified the following areas for improvement:Expand my vocabulary: I will dedicate more time to learning new words, using flashcards and reading widely.Review grammar: I will thoroughly review the grammar concepts covered in class, paying particular attention tothe areas where I struggled.Practice time management: I will complete timed practice tests to improve my ability to allocate my time effectively.Minimize careless mistakes: I will take extra care when reading questions and ensuring that I have answered all sections of the examination.Conclusion.While I am disappointed with my performance on the mid-term examination, I am determined to use this as an opportunity for growth. By addressing the areas for improvement outlined above, I am confident that I can significantly enhance my English skills and achieve my academic goals.中文回答:月考英语反思报告。

函电

函电

因……而索赔
claim on account of damage 因损坏而索赔 claim for damage claim for financial loss claim for inferior quality claim for payment claim for proceeds claim for short delivery 由于损坏而索赔 要求经济损失的诉权 因质量低劣而索赔 要求付款的诉权 要求赔偿货款 因短装而索赔
about claims
accept a claim settle a claim entertain a claim admit a claim dismiss a claim reject a claim relinquish a claim waive a claim withdraw a claim 接受索赔 解决索赔 受理索赔 同意索赔 驳回索赔 拒绝索赔 撤回索赔 放弃索赔 撤回索赔
We are, therefore, compelled to claim on you to compensate us for the loss of $27 500, which we have sustained by the damage to the goods. We trust that you will be kind enough to accept this claim and deduct the sum claimed from the amount of your next invoice to us. Yours truly,
established principles of international law
It is out established policy to trade with the people of all countries in the world on the basis of equality and mutual benefit. 在平等互利的基础上与世界各国人民进行贸易 是我们既定政策。

大学英语作文之考试的作用 My Views on Examination

大学英语作文之考试的作用 My Views on Examination

大学英语作文之考试的作用 My Views on Examination Directions: Write a composition entitled My Views on Examination. You should write at least 120 words according to the outline given below in Chinese:1. 大学都用考试来衡量学生的成缋2. 考试可能带来的副作用3. 我对考试的看法My Views on Examination我对考试的看法Nowadays the examination is used as a chief means of deciding whether a student succeeds or fails in mastering a particular subject in most colleges and universities. Although it is efficient, its side effects are also enormous.现在在大多数学院和大学,考试被用来衡量学生在学习某门课程上是成功还是失败的主要方法。

虽然这很有效,但它也有很大的副作用。

On the one hand, examinations lower the standards of teaching. Since teachers are often judged by examination results, they are reduced to training their students in exam techniques. Nosubjectsjcan.be taught successfullywith jjntenttojtake.examinations. On the other hand, the most undesirable effect is that examinations encourage bad study habits. A the examinations corejis the only criterion for his academic performance students driven to memorize mechanically rather than tothink creatively.一方面,考试降低了教学标准。

专项整治群众身边的不正之风自查报告

专项整治群众身边的不正之风自查报告

专项整治群众身边的不正之风自查报告Report on Self-Examination of Rectifying Incidents of Misconduct among the CommunityIntroductionOver time, societies have recognized the importance of maintaining ethical standards and fostering an environment free from misconduct. Governments often undertake special campaigns to rectify incidents of misconduct that may arise within communities. This report aims to provide a comprehensive self-examination of such incidents observed among individuals in society.Identification and Analysis of MisconductThroughout the process of self-examination, various forms of misconduct were identified. These included corruption, nepotism, favoritism, abuse of power, deception, and disregard for regulations. Such behavior not only undermines trust but also erodes the foundation upon whichsocial cohesion is built.Corruption is undoubtedly one of the most prevalent forms of misconduct encountered during this self-examination. It manifests itself in various ways, such as bribery, embezzlement, and kickbacks. While corruption can occur at any level within society, it is particularly troubling when it involves those in positions of authority.Nepotism and favoritism are other forms of misconduct frequently observed within communities. They undermine meritocracy by privileging personal relationships over qualifications or talent. This leads to a culture where opportunities for growth and success are limited to aselect few individuals who possess influential connections.Abuse of power is yet another pervasive issue highlighted during this self-examination. When individuals entrusted with power exploit their authority for personal gain or mistreat others, it creates an environment that empowers further wrongdoing and discourages honest citizens from speaking up.Deception is also a common form of misconduct identified in this report. Whether it be through false advertising, fraudulent schemes, or lies told for personal gain, deception erodes trust between individuals and institutions.Lastly, disregard for regulations demonstrates a lack of responsibility and accountability among community members. When rules intended to protect society are ignored or circumvented without consequence, it fosters an environment where unethical behavior flourishes.Impact on SocietyThe consequences of these incidents of misconduct are far-reaching and detrimental to society as a whole. Firstly, they contribute to a lack of public trust in bothindividuals and institutions. When people lose faith in the ethical standards governing society, social cohesion deteriorates and divisions deepen.Moreover, misconduct undermines equal opportunities for allmembers of society. The prevalence of corruption, nepotism, and favoritism means that deserving individuals may be denied opportunities based on their qualifications and abilities, perpetuating social inequalities.Furthermore, the abuse of power and deception erode therule of law. When those responsible for upholding justice engage in misconduct, it calls into question the legitimacy of legal systems and institutions. This can lead to a breakdown in social order and an increase in criminal behavior.Recommendations for RectificationIn order to address these issues and promote a culture free from misconduct, it is essential to take proactive measures. Some recommendations include:1. Strengthening transparency and accountability mechanisms: Implementing robust checks and balances withinorganizations can help prevent misconduct. Clear protocols for reporting incidents should be established to ensurethat individuals feel secure when exposing wrongdoing.2. Promoting ethics education: Educating individuals from a young age about ethical principles and their importance is crucial. By instilling moral values early on, societies can work towards establishing a culture where unethical behavior is actively discouraged.3. Enforcing strict penalties: To deter potential wrongdoers, it is necessary to implement severe consequences for acts of misconduct. This includes swift disciplinary action against those found guilty as well as stringent punishments under the law.4. Encouraging whistleblowing: Creating avenues for individuals to report misconduct anonymously without fear of reprisal is vital for detecting and addressing instances of wrongdoing effectively.5. Fostering a culture of integrity: Celebrating honesty, fairness, humility, and respect creates an environment where principles guide decision-making rather than personalgain. This can be achieved through public recognition of individuals and organizations that uphold ethical standards.ConclusionThe self-examination of misconduct within communities highlights the pressing need to address these issues forthe betterment of society. By implementing recommendations such as strengthening transparency, promoting ethics education, enforcing penalties, encouraging whistleblowing, and fostering a culture of integrity, we can work towards rectifying incidents of misconduct and building a more just and ethical society.。

外教举报有人作弊英语作文

外教举报有人作弊英语作文

外教举报有人作弊英语作文Report on Cheating in an ExaminationWith profound concern, I am writing this report to highlight a recent incident of cheating that occurred during an examination. As a foreign teacher entrusted with the responsibility of conducting assessments in a fair and equitable manner, I am obligated to bring this matter to the attention of the relevant authorities. The examination, which was intended to evaluate the students' understanding and proficiency in a particular subject, was conducted under strict supervision. However, during the course of the examination, I observed suspicious behavior on the part of a few students. Specifically, I noticed that some students were excessively focused on their desks, avoiding eye contact with me and other invigilators, and frequently referring to concealed notes or electronic devices. These observations, coupled with the sudden improvement in the performance of certain students, led me to suspect that cheating had occurred. I immediately took steps to investigate the matter, including searching the students' desks and belongings for contraband materials. Indeed, I found evidence of cheating in the form of concealed notes and unauthorized electronic devices.I understand that cheating is a serious offense that undermines the integrity of the examination system and the credibility of the results. It not only robs hardworking students of their rightful rewards but also denies them the opportunity to learn from their mistakes and improve. Moreover, it sets a bad precedent and encourages further cheating, thus eroding the values of fairness, honesty, and hard work that should be upheld in an academic environment.In light of these considerations, I strongly urge the relevant authorities to take prompt action to investigate this incident thoroughly and impose appropriate sanctions on the students found guilty of cheating. At the same time, it is crucial to reinforce the importance of academic integrity and honesty among all students and staff to ensure that such incidents do not recur.I remain committed to upholding the highest standards of fairness and integrity in my teaching and assessment practices. I believe that by working together, we can create a learning environment that fosters academic excellence, honesty, and respect.。

试卷检测质量分析报告

试卷检测质量分析报告

试卷检测质量分析报告Title: Analysis Report on Examination Quality AssessmentIntroduction:The purpose of this report is to analyze the quality of the examination paper conducted for a particular subject. The analysis was done by considering various factors, including the difficulty level, question format, coverage of syllabus, and effectiveness in assessing student's knowledge and skills. The report aims to provide insights into the strengths and weaknesses of the examination and offer recommendations for improvement.1. Difficulty Level:The examination paper offered a balanced difficulty level, with a mix of easy, moderate, and challenging questions. This approach ensures that students of varying abilities have an opportunity to succeed, while also challenging the advanced students. However, it is important to ensure that the overall difficulty level is consistent with the course level and learning objectives.2. Question Format:The examination paper contained a variety of question formats, including multiple-choice, short answer, and problem-solving questions. This diversified format allows for the assessment of different types of knowledge and skills, such as recall, application, and analytical thinking. Furthermore, the questions were well-structured and clearly presented, making it easier for students to understand and respond accurately.3. Coverage of Syllabus:The examination paper covered all the major topics outlined in the syllabus. It ensured that students had a comprehensive understanding of the subject and were tested on a wide range of concepts. However, it is necessary to evaluate whether the weightage given to each topic accurately reflects their importance in the course and adjust accordingly.4. Effectiveness in Assessing Knowledge and Skills:The examination effectively assessed the students' knowledge and skills related to the subject. The questions required the application of theoretical concepts to practical situations, demonstrating the students' understanding and analytical abilities.Additionally, some questions involved critical thinking and problem-solving, which tested the students' ability to think outside the box.5. Areas for Improvement:a) Time Management: Some students found the examination paper to be time-consuming due to lengthy questions or insufficient time allocated. It may be necessary to revisit the exam paper's length and adjust the question distribution to ensure that students have enough time to complete all sections.b) Clarity of Instructions: There were instances where the question instructions were ambiguous or confusing. It is crucial to review and refine the instructions to avoid potential misunderstandings and ensure the questions are answered accurately.c) Balance of Difficulty Level: While the paper offered a balanced difficulty level overall, there were a few questions that were significantly more challenging than others. It is essential to maintain a consistent level of difficulty throughout the paper to provide a fair and equitable assessment for all students.Recommendations:1. Review the length of the examination paper and adjust the question distribution to ensure sufficient time for completion.2. Refine the instructions to enhance clarity and eliminate potential misunderstandings.3. Maintain a consistent difficulty level throughout the examination paper to provide fairness to all students.Conclusion:Overall, the examination paper was of good quality, effectively assessing students' knowledge and skills. However, there are areas for improvement, such as time management, clarity of instructions, and maintaining a consistent difficulty level. By implementing the recommendations provided, the quality of future examination papers can be further enhanced.。

四查四看自查自纠报告

四查四看自查自纠报告

四查四看自查自纠报告Title: Four Checks and Four Lookouts: A Report on Self-Examination and Self-RectificationIntroduction:In recent years, the approach of "four checks and four lookouts" has gained significant attention as a tool for self-examination and self-rectification. This method encourages individuals and organizations to critically reflect on their behaviors, systems, and values to identify any shortcomings and take effective measures for improvement. This report aims to delve into the significance and impact of the "four checks and four lookouts" approach, highlighting its application in various sectors and analyzing its advantages and challenges.1. The Origins and Purpose of Four Checks and Four Lookouts:The concept of "four checks and four lookouts" was introduced by a renowned scholar, and it soon found widespread acceptance due to its practicality and effectiveness. The primary objective of this approach is to ensure compliance, integrity, and ethical conduct among individuals and institutions. It serves as a proactive mechanism for self-regulation, aiming to identify and rectify any potential malpractices before they escalate into serious problems.2. Four Checks: A Comprehensive Assessment:The first component of the approach focuses on the four checks, namely self-reflection, compliance, risk management, and rectification. Self-reflection involves introspection, challenging existing beliefs and practices, and identifying behavioral patterns that may hinder growth or perpetuate harmful actions. Compliance ensures adherence to legal frameworks, regulations, and organizational policies to maintain integrity and establish a foundation of good governance. Risk management helps identify vulnerabilities and develop strategies to mitigate potential risks, enhancing overall efficiency and sustainability. Lastly, rectification focuses on promptly addressing any discovered shortcomings and taking corrective actions to prevent recurrence.3. Four Lookouts: Vigilance and Continuous Improvement:The four lookouts emphasize the importance of vigilance and continuous improvement. The first lookout involves learning from past mistakes and avoiding their repetition, promoting a culture of collective learning and growth. The second lookout emphasizes anticipating future challenges and preparing appropriate measures to mitigate risks effectively. The third lookout emphasizes addressing the root causes of problems rather than merely treating the symptoms, thus facilitating sustainable growth. The fourth lookout focuses on monitoring and evaluation, using feedback mechanisms to assess progress, make necessary adjustments, and ensure ongoing improvement.4. Implementation in Different Sectors:The "four checks and four lookouts" approach has found applicability in various sectors, including business, education, healthcare, and environmental protection. In businesses, it fosters ethical conduct, enhances corporate governance, and stimulates innovation. In education, it promotes criticalthinking skills among students and encourages teachers to reflect on their pedagogical practices. Furthermore, in healthcare, it instills professional and ethical standards, ensuring patient safety and quality care. Lastly, in environmental protection, it encourages responsible practices and conservation efforts, minimizing ecological impact.5. Advantages and Challenges:The "four checks and four lookouts" approach offers numerous advantages, such as fostering a culture of self-improvement, promoting transparency, and strengthening trust between individuals and organizations. It also facilitates early detection and rectification of potential issues, preventing them from escalating into major crises. However, implementing this approach may present challenges, including resistance to change, limited resources for self-examination, and potential biases in self-assessment. Overcoming these challenges requires substantial commitment, strong leadership, and dedicated allocation of resources.Conclusion:The "four checks and four lookouts" approach serves as an effective means for individuals and organizations to engage in self-examination and self-rectification. By embracing this methodology, one can cultivate integrity, identify and address weaknesses, and proactively collaborate towards continuous improvement. Encouraging its application across various sectors will contribute to a more accountable, responsible, and sustainable society.。

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REPORT ON EXAMINATIONOFRENAISSANCE HEALTH INSURANCE COMPANY OF NEW YORKAS OFDECEMBER 31, 2006DATE OF REPORT DECEMBER20077, EXAMINER JEFFREY L. USHERTABLE OF CONTENTSNO. ITEM NO. PAGE1. Scope of examination 2summary 32. ExecutiveCompany 4of3. DescriptionA. Management 5B. Territory and plan of operation 7C. Holding Company system 7D. Significant operating ratios 10statements 124. FinancialA. Balance sheet 12B.Statement of revenue & expenses and change 14in capital and surplus5. Claimsunpaid 15activities 166. Marketconduct7. Summary of comments and recommendations 22STATE OF NEW YORKINSURANCE DEPARTMENT25 BEAVER STREETNEW YORK, NEW YORK, 10004Eliot Spitzer Eric R. DinalloGovernor Superintendent of Insurance2007 December7, Honorable Eric R. DinalloSuperintendent of InsuranceAlbany, New York 12257Sir:Pursuant to the provisions of the New York Insurance Law, and in compliance with the instructions contained in Appointment Number 22635 dated May 1, 2007, attached hereto, I have made an examination into the condition and affairs of Renaissance Health Insurance Company of New York, an accident and health insurance company licensed under Article 42 of the New York Insurance Law. The following report is respectfully submitted.The examination was conducted at the Company’s home office located at 116 John Street, 18th Floor, New York, NY 10038.Wherever the designations “the Company” or “RHICNY” appear herein without qualification, they should be understood to indicate the Renaissance Health InsuranceCompany of New York.1. SCOPE OF EXAMINATIONThe previous examination was conducted as of December 31, 1999. This examination covered the seven year period from January 1, 2000 to December 31, 2006. Transactions occurring subsequent to this period were reviewed where deemed appropriate by the examiner.The examination comprised of a complete verification of assets, liabilities and surplus as of December 31, 2006, in accordance with statutory accounting principles as adopted by this Department, a review of income and disbursements deemed necessary to accomplish such verification, and utilized to the extent considered appropriate, work performed by the Company’s independent certified public accountants. A review or audit was also made of the following items as called for in the Examiners Handbook of the National Association of Insurance Commissioners (NAIC):History of the CompanycontrolManagementandrecordsCorporateFidelity bonds and other insuranceTerritory and plan of operationGrowth of the CompanyforceinBusinessexperienceLossrecordsandAccountsactivitiesMarketconductA review was also made to ascertain what action was taken by the Company with regard to comments and recommendations made in the prior report on examination.This report on examination is confined to financial statements and comments on those matters which involve departures from laws, regulations or rules, or which are deemed to require explanation or description.2. EXECUTIVE SUMMARYThe results of this examination revealed certain operational deficiencies that directly impacted the Company's compliance with the New York Insurance Law or Regulations. Significant findings relative to this examination are as follows:•The Company has discounted and deviated from its filed and approved rates with the New York Insurance Department.•The Company issued unapproved policy forms and charged unapproved premium rates relative to an individual retirement program group.•The Company did not issue proper Explanation of Benefits statements (EOBs) to its members.•The Company does not have in place a utilization review program in accordance with the requirements of Article 49 of the New York Insurance Law.The examination findings are described in greater detail in the remainder of this report.3. DESCRIPTION OF COMPANYRHICNY was incorporated May 21, 1979 as the “Arista Insurance Company,” a property & casualty insurance company licensed under the laws of the State of New York. It commenced doing business on October 11, 1979. On August 19, 2002 Delta Dental Plan of Indiana acquired all the issued and outstanding shares of Arista. On September 16, 2003, Arista Insurance Company amended its Articles of Incorporation and by-Laws and acted to change its Certificate of Authority in the State of New York from a property and casualty insurance company to an accident and health insurer, subject to Article 42 of the New York Insurance Law. On September 16, 2003 Arista Insurance Company also changed its name from Arista Insurance Company to Renaissance Health Insurance Company of New York (“RHICNY”). RHICNY is a for-profit corporation authorized to write accident and health and substantially similar kinds of insurance in the State of New York. Through its license, RHICNY offers dental indemnity insurance.In March of 2006 the Company’s ultimate parent company, Renaissance Health Service Corporation, reorganized its corporate structure. Several transactions among affiliates occurred at this time including the transfer of RHICNY to the Renaissance Holding Company (RHC). Delta Dental Plan of Indiana contributed its 100% ownership in RHICNY to the Renaissance Holding Company in exchange for stock of the Renaissance Holding Company. As a result of this transaction, Renaissance Holding Company became the immediate parent company of RHICNY.A. ManagementPursuant to RHICNY’s charter and by-laws, management of the Company is vested in a board of directors consisting of thirteen members. The board meets as needed throughout the year and holds an annual meeting each year. As of December 31, 2006, the directors of the Company were as follows:AffiliationBusinessPrincipalName and ResidenceThomas J. Fleszar, D.D.S., M.S. President & CEO,Bloomfield Hills, MI Delta Dental Plan of Michigan, Inc.Lonell D. Rice Senior Vice President,Southfield, MI Marketing & New Business Development,Delta Dental Plan of Michigan, Inc.Laura L. Czelada, CPA Executive Vice President, Chief Financial East Lansing, MI Officer & Chief Information Officer,Dental Plan of Michigan, Inc.Patrick T. Cahill Executive Vice President,Milford, MI International DevelopmentDelta Dental Plan of Michigan, Inc.Sherry L. Crisp Senior Vice President, Operations, Haslett, MI Delta Dental Plan of Michigan, Inc.Nancy E. Hostetler Senior Vice President, Corporate & Okemos, MI Public Affairs,Delta Dental Plan of Michigan, Inc.Jed J. Jacobson, D.D.S., M.S., M.P.H. Senior Vice President, ProfessionalAnn Arbor, MI Services Chief Science Officer,Delta Dental Plan of Michigan, Inc. Matthew F. Majeske PsychiatristNew York, NYLinda K. Kisabeth Associate General Counsel,Bath, MI Delta Dental Plan of Michigan, Inc.J. Thomas Perry Senior Vice President & CFO, Clarksville, TN Delta Dental Plan of TennesseeJames R. Sherin President & CEO,Delmar, NY Retail Council of New York StateCharles D. Floyd Executive Vice President,Williamston, MI Actuarial, Underwriting & SalesDelta Dental Plan of Michigan, Inc.Philip A. Wenk, D.D.S. President & CEO,Brentwood, TN Delta Dental Plan of Tennessee Article II, Section 2 of RHICNY’s by-laws states that there shall be not less than one annual meeting of the board of directors held each year. Our review indicated that the board of directors has held meetings at least once each year. The minutes of all meetings of the board of directors were reviewed. The board of directors meetings were well attended during the exam period.It was noted that the Company’s officers and directors did not have on file conflict of interest statements for the years 2004 to present.It is recommended that the Company ensure that conflict of interest statements for directors and officers are completed and maintained on file.The Company’s principal officers, as of December 31, 2006, were as follows:TitleNameThomas J. Fleszar, D.D.S., M.S. President and Chairman of the Board Laura L. Czelada Vice President and TreasurerandSecretaryPresidentRice ViceLonellD.Stanley S. Mandell Vice President ComplianceMadeline Toback Assistant Vice President OperationsB. Territory and Plan of Operation RHICNY was licensed, as of September 16, 2003, to transact accident and health insurance business as defined by Section 1113(a)(3)(i) of the New York Insurance Law. The Company writes business in New York State only. In 2006, the Company wrote total direct premiums in the amount of $2,888.The following chart depicts RHICNY’s membership at each year-end: 2003 2004 2005 20060 0 0 28C. Holding Company System The following chart depicts the Company and its relationship with its immediate and ultimate parent companies as of December 31, 2006:RENAISSANCE HEALTH SERVICE CORPORATION| RENAISSANCE HOLDING COMPANY100% stock ownership|RENAISSANCE HEALTH INSURANCE COMPANY OF NEW YORKIt should be noted that at December 31, 2006, Renaissance Health Insurance Company of New York did not own or control directly or indirectly any subsidiaries. Renaissance Health Service Corporation (RHSC)Renaissance Health Service Corporation is the ultimate parent of the Company.As noted earlier in this report, in March of 2006, Renaissance Health Service Corporation, reorganized its corporate structure. Several transactions among affiliates occurred at this time including the transfer of 100% of the common stock of RHICNY to Renaissance Holding Company (RHC), a for-profit subsidiary of RHSC.Renaissance Holding Company (RHC)As detailed in Section 3 of this report, on August 19, 2002, Delta Dental Plan of Indiana acquired 100% of the outstanding shares of Arista Insurance Company. On September 16, 2003 Arista Insurance Company’s name was changed to Renaissance Health Insurance Company of New York (RHICNY).In March, 2006, Delta Dental Plan of Indiana’s parent corporation, Renaissance Health Service Corporation, underwent a corporate structure change. Such corporate structure change resulted in Delta Dental Plan of Indiana contributing its 100% ownership of RHICNY to the Renaissance Holding Company in exchange for 100 shares of stock of the Renaissance Holding Company. As a result of this transaction, Delta Dental Plan of Indiana obtained a 12.95% ownership of Renaissance Holding Company at the time. Also, as a result of this transaction RHC became the immediate parent company of RHICNY.A review was conducted of the Company filings required by Article 15 of the New York Insurance Law and Part 80-1.4 of Department Regulation 52 (11 NYCRR 80-1.4). It was determined that the Company was in compliance with those requirements.The following is a description of the inter-company agreements in effect as of the examination date:1.Management AgreementAs of August 13, 2003, RHICNY maintained a management agreement with Delta Dental Plan of Michigan, Inc. (DDPMI) which was approved by the New York State Insurance Department. This agreement remains in effect until terminated by Delta Dental Plan of Michigan, Inc. or RHICNY. Either party may terminate the agreement by giving the other entity written notice of termination at least sixty (60) days prior to termination or, if terminated immediately, upon mutual consent. The management agreement provides for DDPMI to render services to RHICNY. These services include but are not limited to administration and related services, underwriting services, data processing and related services, claims processing and payment services, contract holder and related services, including billing and collecting of premiums, investment and related services, marketing and related services, record keeping, accounting and reporting services, reinsurance services and provider relations services.As of August 1, 2007, RHICNY executed a management agreement withRenaissance Life & Health Insurance Company of America (RLHICA) which wasapproved by the New York State Insurance Department. This agreement includes some ofthe same provided services as the above stated DDPMI agreement but for differentaspects of the company’s business. This agreement remains in effect until terminated byRLHICA or RHICNY. Either party may terminate the agreement by giving the otherentity written notice of termination at least sixty (60) days prior to termination or, ifterminated immediately, upon mutual consent. The management agreement provides forRLHICA to render services to RHICNY. These services include but are not limited toadministration and related services, underwriting services, actuarial services, dataprocessing and related services, claims processing and payment services, contract holderand related services, including billing and collecting of premiums, agent related services,customer service and related services, eligibility maintenance, marketing and relatedservices, record keeping, accounting and reporting services and provider relationsservices.RatiosOperatingD. SignificantThe underwriting ratios presented below are on an earned-incurred basis andencompass the seven year period covered by this examination:Amounts Ratios%Claims $4,459154.39 Claim adjustment expenses 125 4.32 %General administrative expenses 515,40517,846.43 %Net underwriting gain (loss) (517,101) (17,905.15 %)Premium Revenue $2,888100.00%General administrative expenses included start-up costs relative to the Company’s accident and health business initiated in 2006.4. FINANCIAL STATEMENTSA.Balance SheetThe following shows the assets, liabilities and capital and surplus as determined by this examination as of December 31, 2006. This statement is the same as the balance sheet filed by the Company.Assets NetAdmittedAdmitted NonAssets Assets Assets Bonds $ 301,503 $ 0 $ 301,50342,123 Stock 42,123Cash and Short-term investments 325,400 325,400Investment Income due and accrued 3,683 3,683Receivable from Affiliate 22,164 22,164Net Deferred Tax Asset 229,858 223,058 6,800Total assets $ 924,731 $ 223,058 $ 701,673Liabilities, Reserves & Other FundsClaims Unpaid $ 1,150 Unpaid Claim adjustment Expense 79 Premiums Received in Advance 22,164 General Expenses Due and Accrued 5,293 Aggregate Health Policy reserves 5,000 Amounts Due to Parent, Subsidiaries and Affiliates 813Total liabilities $ 34,499 Surplus and Other FundsCommon Capital Stock $ 200,000 Gross Paid In and Contributed Surplus 539,806 UnassignedFunds (72,632) Total Capital and Surplus $ 667,174 Total Liabilities, Surplus and other Funds $ 701,673The Internal Revenue Service has not completed any of its audits of the consolidated federal income tax returns filed on behalf of the Company through tax year 2006. The examiner is unaware of any potential exposure of the Company to any further tax assessment and no liability has been established herein relative to such contingency.B. Statement of revenue & expenses and changes in capital and surplus:Capital and surplus decreased by $49,675 during the seven years under examination, January 1, 2000 through December 31, 2006 detailed as follows:RevenueNet Premium Income $ 2,888 Net Investment Income 75,991 Miscellaneous Income 56,546 Total Income $ 135,425ExpensesHospital/medical benefits $ 4,459Total Hospital/Medical $ 4,459Administrative expensesClaim Adjustment Expenses 125General Administrative Exp. 515,405Reserves for Accident and HealthContracts 5,000Total administrative expenses 520,530Total expenses 524,989 Net Income (Loss) before Fed. Tax $(389,564) Federal Tax Incurred 0 Net Income/Loss $(389,564)Change in capital and surplus5. CLAIMS UNPAIDThe examination liability of $1,150 is the same as the amount reported by theCompany as of December 31, 2006. The examination analysis was conducted inaccordance with generally accepted actuarial principles and practices and was based onstatistical information contained in the Company’s internal records and in its filed annualstatements.Capital and Surplus per report on examination as of December 31, 1999$716,849Gains in Surplus Losses in SurplusNet loss$ (389,564)Deferred Income Tax $229,858Non Admitted Assets and Related Items (55,887)Paid in Surplus 286,806Aggregate Write Ins for gains or losses in Surplus(120,889)Rounding _______1 _________Total gains and (losses) $ 516,665$ (566,340)Net decrease in capital and surplus (49,675)Total capital and surplus per this examination report as of December 31, 2006 $667,1746. MARKET CONDUCT ACTIVITIESIn the course of this examination, a review was made of the manner in which the Company conducts its business practices and fulfills its contractual obligations to policyholders and claimants. The review was general in nature and is not to be construed to encompass the generally more precise scope of a market conduct investigation.The general review was directed at practices of the Company in the following major areas:A. Policy forms/ratesB. Claims processingC. Utilization reviewA. Policy forms/rates1. The examiner reviewed the Company’s premium rates for the group that was underwritten by RHICNY effective August 1, 2006. Such review revealed that the premium rates charged differed from the premium rates filed with and approved by this Department.The rates for the group were discounted as noted in the table below.Premium Charged monthly Rate NYSID Approvedrates%Discount Single $25.56 $36.09 29.18%Family $69 $98.93 30.26%New York Insurance Department Regulation 62, (11 NYCRR 52.40(e)) states in part:”(e)(1) A rate filing shall accompany every policy, and rider orendorsement affecting benefits submitted to the Department forapproval unless schedules of rates shall be identified by referenceto specific page number(s) of the manual, formulas or schedules onfile.”In accordance with the New York Insurance Department Regulation 62, (11 NYCRR 52.2(1)) group insurance is defined as follows:“…(l) Group insurance means insurance written under theprovisions of Section 4235 or 4305 of the New York InsuranceLaw.”Section 4235(f)(4)(D) of the New York Insurance Law references dental services and states the following:“(4) Notwithstanding any provisions of a policy of group accident,group health or group accident and health insurance, wheneversuch policy provides for reimbursement for:(D) any dental service which is within the lawful scope of practiceof a licensed dentist, a subscriber to such policy shall be entitled toreimbursement for such service whether the said service isperformed by a physician or licensed dentist and when such policyor any certificate issued there under or delivered or issued fordelivery without the state by an authorized insurer so provides,covered persons residing in this state shall be entitled toreimbursement for dental services as herein provided;”The Company’s use of a discounted community rating methodology which was not filed or approved by this Department is noted as a violation of the New York Insurance Department Regulation 62, (11 NYCRR 52.40(e)).It is recommended that the Company comply with New York Insurance Department Regulation 62 (11 NYCRR 52.40(e)) and discontinue the unapproved discounting and deviation of its filed and approved premium rates.2. A review of the annual statement unearned premium balance revealed that RHICNY, beginning in 2007, issued coverage to individual retirees for a premium charge. RHICNY did not file with the Insurance Department individual subscriber premium rates and policy forms for this type of program prior to its use.The Company’s use of policy forms and rates for individual accident and health insurance coverage not filed or approved by this Department is noted as a violation of Section 3231(d) of the New York Insurance Law.Section 3231(d) of the New York Insurance Law states in part:“Not withstanding any other provision of this chapter to thecontrary, no policy form subject to this section shall be issued ordelivered, nor any insurance contract entered into, unless and untilthe insurer has filed with the superintendent a schedule ofpremiums, not to exceed twelve months in duration, to be paidunder the policy forms and obtained the superintendent’s approvalthereof. “It is recommended that the Company comply with Section 3231(d) of the New York Insurance Law and file for approval with this Department the premium rates and policy forms used for individual insurance coverage issued to subscribers in 2007.B. Claims processing1. Prompt Payment LawA review was made of the Company’s compliance with Section 3224-a of the New York Insurance Law (Prompt Payment Law).No problem areas were noted.2. Explanation of Benefits Statements:Explanation of Benefits Statements (EOBs) are an integral part of the link between the subscriber/contract-holder and their insurer, providing vital information as to how a claim was processed.Section 3234(a) of the New York Insurance Law states in part:“Every insurer, including health maintenance organizations … isrequired to provide the insured or subscriber with an explanation ofbenefits form in response to the filing of any claim under apolicy…”Section 3234(c) of the New York Insurance Law creates an exception to the requirements for the issuance of an EOB established in Section 3232(a) of the New York Insurance Law as follows:“…insurers…shall not be required to provide the insured orsubscriber with an explanation of benefits form in any case wherethe service is provided by a facility or provider participating in theinsurer’s program and full reimbursement for the claim, other thana co-payment that is ordinarily paid directly to the provider at thetime the service is rendered, is paid by the insurer directly to theparticipating facility or provider.”In addition, Section 3234(b) of the New York Insurance Law sets forth minimum standards for content of an EOB as follows:“The explanation of benefits form must include at least thefollowing:(1) the name of the provider of service the admission or financialcontrol number, if applicable;(2) the date of service;(3) an identification of the service for which the claim is made;(4) the provider’s charge or rate;(5) the amount or percentage payable under the policy or certificateafter deductibles, co-payments, and any other reduction of theamount claimed;(6) a specific explanation of any denial, reduction, or other reason,including any other third-party payor coverage, for not providingfull reimbursement for the amount claimed; and(7) a telephone number or address where an insured or subscribermay obtain clarification of the explanation of benefits, as well as adescription of the time limit, place and manner in which an appealof a denial of benefits must be brought under the policy orcertificate and a notification that failure to comply with suchrequirements may lead to forfeiture of a consumer’s right tochallenge a denial or rejection, even when a request forclarification has been made.”A review of the Company’s paid and denied claims for members/providers residing or located in New York during the period from January 1, 2006 to December 31, 2006 was performed. The review revealed that all EOBs issued by the Company failed to contain all the language required by Section 3234(b) of the New York Insurance Law. The Company’s EOBs, in the form as presented to the examiners would not be sufficient to serve as a proper EOB. The subscribers were not informed that failure to comply with the time limits of appeal may lead to forfeiture of their right to challenge a denial or rejection even when a request for clarification has been made.It is recommended that the Company issue EOBs that include all of the requisite information required by Sections 3234(b) of the New York Insurance Law. Accordingly, subscribers will be properly informed of their appeal rights.3. Utilization reviewArticle 49 of the New York Insurance Law sets forth the minimum utilization review program requirements including standards for: registration of utilization review agents; utilization review determinations; and appeals of adverse determinations by utilization review agents. Article 49 of the New York Insurance Law also establishes the insured’s right to an external appeal of a final adverse determination by a health care plan. In addition, relative to retrospective adverse determinations, an insured’s health care provider shall have the right to request an external appeal.The Company does not have in place a Utilization review program in accordance with the guidelines set forth in Section 4901(a) of the New York Insurance Law.Section 4901(a) of the New York Insurance Law states:“Every utilization review agent shall biennially report to thesuperintendent of insurance, in a statement subscribed andaffirmed as true under the penalties of perjury, the informationrequired pursuant to subsection (b) of this section.”It is recommended that the Company submit to the Insurance Department a utilization review program as required by Section 4901(a) of the New York Insurance Law.7. SUMMARY OF COMMENTS AND RECOMMENDATIONSThe following is a summary of the comments and recommendations included within the body of this report on examination.NO ITEM PAGEA. It is recommended that the Company ensure that conflict of6 interest statements for directors and officers are completed andmaintained on file.18B. It is recommended that the Company comply with New YorkInsurance Department Regulation 62 (11 NYCRR 52.40(e)) anddiscontinue the unapproved discounting and deviation of its filedrates with this Department.18C. It is recommended that the Company comply with Section3231(d) of the New York Insurance Law and file for approval thepremium rates and policy forms used for individual insurancecoverage issued to subscribers in 2007.21D. It is recommended that the Company issue EOBs that include allof the requisite information required by Sections 3234(b) of theNew York Insurance Law. Accordingly, subscribers will beproperly informed of their appeal rights.E. It is recommended that the Company submit to the Insurance21Department a utilization review program as required by Section4901(a) of the New York State Insurance Law。

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