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Crisis management has gained importance in the policy agendas of many countries around the world due to the increases in the number of natural disasters and terrorist attacks. Thus, this paper has two purposes. The first is to illustrate how the Turkish Government's Disaster and Crisis Management System has been developed. The second purpose is to make a qualitative evaluation of the current disaster and crisis management systems.

Literature review shows that the disaster and crisis management system in Turkey has been developed after tragic events. The paper examines what kinds of initiatives were introduced and what is the trend in shift. After analyzing recent cases and exploring some government initiatives, alternative approaches and suggestions were included.

Turkey has developed its disaster and crisis management system since 1930, which mostly depended on experiences. The current disaster and crisis management system is governed by a centralized structure which is the responsibility of different ministries. Nonetheless, the system is very weak at local level. Furthermore, participation of non‐profit organizations is very limited at both national and local levels. Thus, coordination and management of first‐response operations during crises are problematic and ineffective. Particularly, the system is not designed for different types of crises such as terrorist attacks.

Crisis management in Turkey needs a more unified and flexible structure to deal with current problems effectively. Further suggestions for better implication are also provided

The effectiveness of the disaster and crisis management system is analyzed in natural and man‐made disasters. Findings show that centralized and decentralized systems have different functions in different situations.

This paper aims to illustrate the main changes during martial law for conducting financial intelligence (monitoring), in particular, in the system of combating legalisation (laundering) of illegally gained income.

The research methodology includes general scientific methods of cognition. The authors used it to research the theoretical, organisational and legal aspects of financial intelligence (monitoring) in normal situations and during martial law. The authors also use the doctrinal legal research method to analyse and describe the legislation connected to the financial intelligence (monitoring) during martial laws.

This paper is an original work written by authors that discusses financial intelligence (monitoring) during martial law. The following changes in the conduction of financial intelligence (monitoring) were highlighted: suspension of scheduled and unscheduled on-site inspections; postponement of the entry into force of the provisions of some regulations on the submission of reports in electronic form; and the norms amending to remove administrative barriers in matters of financial intelligence (monitoring) in martial law. The authors also noted that certain rules for the functioning of the financial intelligence (monitoring) system were being clarified. Thus, the financial intelligence (monitoring) regime is being weakened to some extent.

In connection with the introduction of martial law in the territory of Ukraine on 24 February 2022, the most important changes that have taken place in the banking and financial sectors of the economy should be mentioned. In particular, this applies to the issues of the regulation on the statutory and regulatory levels. Certain vital points regarding the mechanism and procedures for conducting financial intelligence (monitoring) also needed to be changed, on a need-to-know basis to adapt to the needs of Ukrainian society during the military aggression of the Russian Federation. This paper is devoted to the study of financial intelligence (monitoring) during martial law. The authors identified the main changes in the procedure for conducting financial intelligence (monitoring) by both the National Bank of Ukraine (one of the main entities) and the legislator (by amending the current regulatory framework).

THE pre‐occupation of the moment is naturally the work of the Public Libraries Committee of the Board of Education. Its Questionnaire has been widely issued, and has been variously criticised. One or two authorities, including Wandsworth, have declined to furnish replies on the ground that they object to any disturbance of the present local control of libraries. The objection is a sound one, no doubt, although even that point is controversial, but we deprecate the attempt to anticipate the attitude and findings of the Committee. There is as yet no adequate reason to suppose that the Board of Education contemplates any national control of libraries which shall remove them from the keeping of their present authorities. There are many other ways, however, in which reforms are necessary and urgent, and these can only be brought about or even be considered in the light of comprehensive and accurate information. The refusal to supply information is, in any case, an ostrich‐like policy, since, if the Board of Education has determined that they will take over the control of public libraries, the objections of a local authority here and there will not alter that policy. We do not believe, however, that such a change is contemplated, and, in any case, it could only come about by a general agreement on the part of local authorities to that effect.

This chapter is an unpretentious attempt to arouse teachers and educators to convert classrooms into democratic spaces for critical discussion about martial law in the Philippines, a form of military-ruled government during the time of Ferdinand Marcos, the president of the Philippines, who declared it in 1972. Using critical theory, pedagogy, and literacy as tools for engaging teachers in careful and rigorous academic exploration about the topic of martial law, this monograph encourages teachers to view themselves as cultural workers who intend to facilitate meaning-making with students through dialogue, critical deliberation, and courageous civic engagement. In addition, this chapter shares a list of critical pedagogy resources and reflective readings, a socially and culturally situated perspective, and a culturally responsive pedagogy for teachers in their quest for a more committed, caring, joyful, hopeful, and conscientious view of teaching as a human act of generosity and respect for students' identity and autonomy.