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Social pension and security systems worldwide are experiencing difficulties in maintaining the financing required to provide promised benefits. Despite their economic and political difficulties, many Latin American countries have arguably been more proactive and innovative with the implementation of social security reform than other regions of the world. Suggestions for reform of the Social Security system in Venezuela are provided by integrating many of the same concepts found in other restructurings in Latin America. It is the conclusion of this analysis that, given the political and economic instability of the region, a major overhaul of the existing system is not politically feasible. An incremental approach with minimal disruption is more attainable given the circumstances.

This book is an attempt to reflect on what we have learned from financial policies and financial crises in Latin America. The 21 chapters in this volume capture the developments in various ways. They cover theoretical contributions, regional empirical studies, and specific inquiries on Argentina, Brazil, Chile, Colombia, Cuba, Ecuador, Mexico, Peru and Venezuela. The breadth of methodologies implemented suggests that researchers are looking at Latin American financial markets through a variety of lenses. The chapters are divided into 7 parts, including, in Part I, an initial overview. Part II examines the foreign exchange markets in Latin America and their interactions with other markets. Part III discusses dollarization issues in the region. Part IV then takes up the issue of banking in Latin America. Equity and bond markets are considered in Parts V and VI, respectively. Lastly, Part VII considers pension systems in Latin America. Taken as a whole, the 21 chapters seize the excitement of studying Latin America and provide lessons that are applicable around the world.

In this chapter, the professional knowledge landscape of schools is explored for its shaping effect on the life satisfaction and morale of teachers. Knowledge communities, those associations and relationships that teachers experience as they navigate life in schools, is the conceptual lens that is used. Two teacher stories are explored. Both narratives reveal emotional and relationship influences on teachers as they find, build and work in knowledge communities. Knowledge community interactions, in turn, help them to understand the issues of their school community and support their survival on the larger professional landscape. This chapter uses narrative inquiry to analyse the stories that the teachers in the two exemplars (one Canadian; one American) lived and relived, told and re-told. Finally, serial interpretation allows for the unearthing of encompassing ideas which cut across both narratives and make visible common themes worthy of research attention.

We investigate the relationship between job complexity and skill development of adult workers in Europe using the Cedefop European Skills and Jobs Survey. ¹ The results suggest that challenging workplaces in which jobs are designed to include complex tasks that place high demands on workers’ skills also stimulate skill development. Increasing the degree of job complexity has positive and robust effects on the degree of skill development. Skill development is also positively linked to job tenure. The analysis stresses the importance of on-the-job learning and contextual workplace characteristics for adult workers’ skill development.

The circular economy (CE) requires that ‘used’ materials continue to be in circulation after their initial use has finished. Materials are typically sourced in the building industry as new materials in bulk that carry guarantees of safety, quality and delivery. The distributed and diverse origins of used materials mean that they do not normally carry these guarantees. Furthermore, existing potential procurement systems for reused materials such as eBay allow users to present their auctions in a loosely structured form that can make it difficult to manage and procure multiple items to satisfy the quantities, condition and type required by the contractor. Therefore, this chapter proposes an information system to support the agile procurement of used materials at a scale that is appropriate for construction projects to support the CE. It describes the development of a tool called ‘JunkUp’ that would allow multiple auctions of similar items from diverse sellers to be managed as a single item. Based on this system, in future work, it should be possible to use this tool to test strategies to address the risk to safety, quality and delivery of reused materials in construction. This should ultimately lead to the opportunity to increase material reuse (and reduce waste) in the building and construction sector and support an agile CE for the building industry.

This study examines the perceptions of accounting faculties toward ethics education, the extent of ethics coverage and reasons why ethics should (or should not) be taught in Japanese tertiary schools. Data for this research was collected from faculties that primarily teach accounting in Japanese tertiary schools in 2009. The results indicate that over 90% of accounting faculties believe that ethics should be taught within the accounting curriculum. In terms of how ethics should be delivered survey participants believed in a more holistic approach, which would encompass the benefits of teaching it as both a stand-alone course and integrating it with other relevant courses. This outcome is in direct contrast to the results obtained from previous studies undertaken outside of Japan. Of particular interest was the fact that the current survey revealed that only 55.2% of respondents actually intend to incorporate ethics into their accounting courses in the foreseeable future. This research successfully adds value to the shortage of literature existing on the perceptions of ethics education among Japanese accounting faculties.