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根据以下资料，回答下列问题：
王某为其一项财产办理了保险，某日，李某由于疏忽对王某的财产造成了损害，保险公司经过查勘定损，先向王某支付了保险金，接着向李某进行追偿。
下列叙述正确的有（ ）。 查看材料

A.保险人行使代位求偿权时，向加害人追偿的金额超出其向被保险人支付的赔偿金，超过部分归保险人所有
B.保险人行使代位求偿权时，向加害人追偿的金额超出其向被保险人支付的赔偿金，超过部分归被保险人所有
C.代位求偿原则同样适用于财险合同和寿险合同
D.在财险合同中，保险人不得对被保险人的家庭或成员或其他组成人员行使代位请求赔偿的权利


【参考答案】

BD
我国《保险法》第六十条第一款规定，因第三者对保险标的的损害而造成保险事故的，保险人自向被保险人赔偿保险金之......

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案例的前因后果可以表述为（ ）。 查看材料
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Common Faults and Eye Movement There are a number of bad habits which poor readers adopt. Most of these involve using extra body movement in the reading process. In efficient reading, the muscles of the eye should make the only external movement. Of course there must be vigorous mental activity, but extra body movements, such as pointing with the finger or moving the lips, do not help reading and often slow it down.POINTING AT WORDS A fault that is often seen when students are trying to concentrate is pointing to the words with a finger, pencil or ruler. Young children and very poor readers often point with a finger at each word in turn. Slightly more mature readers sometimes hold a pencil or ruler underneath the line which they are reading. While marking the line might be helpful for beginning readers, it is certainly unnecessary for normal readers. Besides slowing down the reader through the mere mechanical movement of pencil, ruler, or finger, pointing at lines or words tends to cause the student to focus his attention on the wrong thing. The important thing to concentrate on while reading is the idea that the author is trying to communicate, and not the location of the words on the page. The eyes of any child old enough to learn how to read are certainly skillful enough to be able to follow a line of print without extra help from fingers or rulers. Another common fault that is easily observed is head movement. This most often occurs when students are nervous about their reading or trying hard, as during a reading speed test. With head movement the student tries to aim his nose at the word he is reading so that as he reads across the line his head turns slightly. When he makes the return sweep to begin a new line his head quickly turns back so that his nose is pointed at the left-hand margin, and he can now begin to read the new line by slowly turning his head. The belief that this head movement aids reading is pure nonsense. Eye muscles are quite capable of shifting the eyes from word to word, and the)' need no help from neck muscles. Often students are quite unaware that they are moving their heads while reading and they need to be reminded by the teacher not to do-it.VOCALIZATION Vocalization is another fault. Some poor readers think it necessary to pronounce aloud each word as it is read. Usually this pronunciation is quite soft, so that the student is more whispering to himself than actually reading aloud, but even this is very undesirable. The chief disadvantage of pronouncing words while you read them is that it tends to tie reading' speed to speaking speed, and the silent reading of most normal readers is nearly twice as fast as their speaking. Usually this fault can be eliminated in older students by their own conscious effort, possibly with the aid of a few reminders from the teacher. Vocalization by beginning readers is a common fault; after a reader reaches some maturity it becomes very undesirable. Vocalization takes various modified forms. Sometimes a reader will merely move his lips soundlessly. At other times he may make tongue or throat movements without lip movement. Still other readers will have activity going on in their vocal cords, which can be detected by the student if he places his fingers alongside his vocal cords in the throat while he is reading. Vocal cord vibration can be felt with the fingers quite easily. Like true vocalization, these minor parts of 'subvocalization' -- lip movement, tongue or throat movement and vocal cord movement -- can be stopped by conscious effort of the student.SUBVOCALIZATION Subvocalization is the most difficult of all types of vocalization. In suhvocalization there is no body movement. The lips, tongue or vocal cords do not move. But an inner type of speech persists: within the student's mind he is saying each word to himself, clearly pA．YB．NC．NG
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