General amnesty is an extraordinary policy mostly used in the aftermath of civil wars or regime transition to maintain political stability. In Turkey, however, amnesties have historically been used to resolve the chronic problems of the criminal justice system. This radically changed after the Justice and Development Party (AKP) came to power in 2002, which has taken a sharp anti‐amnesty position. This shift should be understood as part of AKP's neoliberal orientation in criminal justice policies that has increased the dose of punitiveness, emphasized individual responsibility of offenders, and enhanced the organizational efficiency of institutions. Central to this neoliberal penal orientation is the party's neopopulist ideology constructed on an image of a strong state that (i) is capable of dealing with structural problems without having to recourse to extraordinary measures, (ii) no longer sees criminals as “victims of fate”, (iii) prioritizes victims’ rights. Our analysis contributes to the mounting literature on neoliberal penalty in two ways: first is by bringing the question of why states forgive at center stage when most work focuses exclusively on how and why states punish; second is by paying closer attention to how developing country governments with limited financial, logistical, and administrative resources manage the tensions and contradictions that neoliberal penal policies bring forth. Our arguments are based on official reports; in‐depth interviews with legal professionals; and descriptive statistics on the criminal justice system.
The aim of this study is to investigate the thoughts of teachers about the educational portals and their usage situations about the educational portals of the science teachers working in the secondary schools affiliated to the Ministry of National Education. The phenomenology design which is one of the qualitative research designs has been used in the research. In this context, the study group consists of 26 science teachers in eight secondary schools in Kocaeli. The data of the study were collected by using semi-structured interview technique. Data obtained from interviews with science teachers were analyzed by using content analysis method. According to the findings of the research, it was determined that science teachers used educational portals actively in their lessons and used EBA, Vitamin and morpa campus portals more than other portals. Some teachers stated that the visuals, videos, interactive experiments and evaluation activities in the portals made the lesson fun, while others stated that they used EBA because of the supervision of the MEB. It was determined that more than half of the teachers had never heard of eTwinning, and those who heard about eTwinning did not use this portal and their projects were incompleted due to the lack of English. It has been learned that evaluation activities were inedaquate and the inadequacy of the internet infrastructure provided by MEB has led to a loss of time.
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