¿Es una pandemia un riesgo asegurable?, ¿es o son asegurables los riesgos de daños causados por fuerza mayor, habida cuenta de si podemos situar bajo este paraguas a una pandemia?, ¿qué cubre el seguro en caso de pandemia declarada oficialmente? ¿y qué cubre si la misma no ha sido declarada?, ¿es lo mismo para el seguro y sus coberturas el riesgo de epidemia, de suyo más localizada territorialmente, que el riesgo de pandemia y con un alcance global? El evento pandémico normalmente lleva a una exclusión ab initio de cualesquiera coberturas. ¿Existen seguros epidémicos o de brotes en el mercado? Declarada la pandemia, ¿sobrevenidamente sigue existiendo el riesgo para algunos seguros? Pensemos en la cancelación de vuelos, amén de la compensación o no, y por tanto la recuperación del coste de un vuelo o viaje que no tendrá lugar, en el seguro contra el riesgo de anulación de viajes, el riesgo, sobrevenidamente ha dejado de existir. Pero el contrato de seguro no se suspende. Los seguros de personas cubren es el riesgo del Covid-19, seguros de vida, asistencia sanitaria, decesos, etc., también un seguro de responsabilidad civil vehículos a motor, incendio, robo, pero ¿un seguro por interrupción de actividad de negocio al ser un daño indirecto?

The current coronavirus pandemic fundamentally reshapes existing debates and processes in international development. The unprecedented (and rapidly evolving) crisis is generating a number of substantial challenges for developing economies. Governments in low-income nations often find it extremely hard to cope with the increased demand for health services, make prompt decisions and put them into action, protect vulnerable segments of society and offer immediate relief to affected economic sectors. This book provides a series of reflective chapters that demonstrate how several areas of international development have been severely affected by the Covid-19 outbreak. It provides an in-depth critical discussion on how the current pandemic influences several development outcomes (in the domains of poverty/inequality, health, education, migration, formal/informal employment, (de)globalisation, the extractive sector, climate change, water and the global financial system). Each chapter draws policy recommendations on relevant interventions that can alleviate the identified negative repercussions of the Covid-19 pandemic, especially for the most vulnerable communities in the Global South.

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This book aims to clarify the priorities of the Sendai Framework for the DRR 2015 – 2030, through gathering recent contributions addressing the different ways researchers define, measure, reduce, and manage risk in the challenge of the DRR. Beyond a discussion of the different definitions of disaster risk; this book provides contributions focused on optimization approaches that support the decision-making process in the challenge of managing DRR problems considering emerging disaster risks in the medium and long term, as well as national and local applications. Some of the topics covered include network flow problems, stochastic optimization, discrete optimization, multi-objective programming, approximation techniques, and heuristic approaches. The target audience of the book includes professionals who work in Linear Programming, Logistics, Optimization (Mathematical, Robust, Stochastic), Management Science, Mathematical Programming, Networks, Scheduling, Simulation, Supply Chain Management, Sustainability, and similar areas. It can be useful for researchers, academics, graduate students, and anyone else doing research in the field

This is the first book to fully review the Mexican health system, its organization and governance, health financing, health care provision, health reforms, and health system performance. The book is based on the most recent data and focuses on the three main components that constitute Mexico’s health system: 1) employment-based social insurance programs, 2) public assistance services for the uninsured, and 3) a private sector composed of service providers, insurers, and pharmaceutical and medical device manufacturers and distributors.

The Covid-19 pandemic caused major disruptions to education around the world. Since the World Health Organization declared a pandemic on March 11, 2020, most students on the planet were affected by the interruption of in-person schooling. To mitigate the educational loss such interruption would cause, education authorities the world over created a variety of alternative mechanisms of education delivery. They did so quickly and with insufficient knowledge about what would work well, for which children, and for what aspects of the schooling experience.Having to create such alternative arrangements in short order was the ultimate adaptive leadership challenge, one for which no playbook existed, one for which solutions would have to be invented, rather than drawn from existing technical knowledge. The nature of the challenge differed across the world and regions, and it differed also within countries as a function of the differential public health and economic impact of the pandemic on communities, and of variations in institutional and financial resources available to redress such impact, including availability of digital infrastructure and previous knowledge and experience of teachers and students with digi-pedagogies and other resources to create alternative education delivery systems.Sustaining educational opportunities amidst these challenges created by the pandemic was an example of adaptive education response not to a unique unexpected challenge but to one in a larger class of problems, just one of the many adaptive conundrums facing communities and societies. Beyond the challenges resulting from the pandemic, other complications of that sort predating the pandemic included those resulting from poverty, inequality, social inclusion, governance, climate change, among others. In some ways, the pandemic served as an accelerant for some of those, augmenting their impact or underscoring the urgency of addressing them. Adaptive puzzles of this sort, including pandemics, are likely to continue to impact education systems in the foreseeable future. This makes it necessary to strengthen the capacity of education systems to respond to them.Reimagining education systems so they are resilient in the face of adaptive challenges is an opportunity to mobilize new talent and institutional resources. Partnerships between school systems and universities can contribute to those reimagined and more resilient systems, they can enhance the institutional capacity of education systems to devise solutions and to implement them. Such partnerships are also an opportunity for universities to be more deliberate in integrating their three core functions of research, teaching and outreach in service of addressing significant social challenges in a context in rapid flux.In this book we present the results of one approach to produce the integration between research, teaching and outreach just described, resulting from engaging graduate students in collaborations with school systems for the purpose of helping identify ways to sustain educational opportunity during the disruption caused by the pandemic. This activity engaged our students in research and analysis, contributing to their education, and it engaged them in service to society. The book examines what happened to educational opportunity during the Covid-19 pandemic in Bangladesh, Belize, the municipality of Santa Ana in Costa Rica, Guatemala, Kenya, in the States of Sinaloa and Quintana Roo in Mexico, South Africa, United Arab Emirates, and in the United States in Richardson Independent School District in Texas. It offers an systematic analysis of policy options to sustain educational opportunity during the pandemic.