Complex cytogenetic findings in the bone marrow of a chronic idiopathic myelofibrosis patient

Chronic idiopathic myelofibrosis is a myeloproliferative disorder characterized by splenomegaly, myeloid metaplasia and reactive bone marrow fibrosis. Karyotype analysis of the bone marrow is an integral part of the diagnosis, especially as a discriminative tool in ruling out reactive conditions. The frequency of clonal cytogenetic anomalies in this disease is the highest among its group, varying between 30 and 75%. Among these, trisomy 1q, 20q-, 13q- and +8 are the most common aberrations. Here we report a 66-year-old male patient whose bone marrow biopsy revealed signs of chronic myeloproliferative changes and dysmegakaryopoiesis. He was administered hydroxyurea treatment, splenic radiotherapy and multiple transfusions. The patient worsened in the following months and the second bone marrow biopsy revealed myelofibrosis. Cytogenetic analysis of this bone marrow sample revealed a complex karyotype reported to be 46,XY,del(9) (q22q34),t(8;17;21)(q22;q21;q22)[23]/46,XY[2], with a previously undefined three-way translocation and deletion in chromosome 9. The patient died shortly thereafter

Immunogenicity of a Haemophilus influenzae type b–tetanus conjugate vaccine when administered separately or in combined vaccines for primary immunization in two consecutive national schedules in Turkey

SummaryBackgroundIn Turkey, the Haemophilus influenzae type b–tetanus toxoid conjugate vaccine (Hib) was replaced by the combined diphtheria–tetanus–acellular pertussis and inactivated polio vaccine (DTaP–IPV/Hib) in 2008. This shift to the new schedule created different cohorts of vaccinated children as a consequence of the different schedules used. We evaluated the immunogenicity of the Hib vaccine in infants vaccinated with these different schedules.MethodsThree groups of children were evaluated: group 1 comprised 145 infants vaccinated with diphtheria, tetanus, and whole cell pertussis (DTwP), oral polio vaccine (OPV), and Hib vaccines simultaneously at separate sites; group 2 comprised 204 infants vaccinated with the DTaP–IPV/Hib combined vaccine; group 3 comprised 100 infants vaccinated with a mixed schedule of DTwP, OPV, and Hib for the first one or two doses, followed by DTaP–IPV/Hib vaccine to complete the series.ResultsAnti-polyribosylribitol phosphate (anti-PRP) titers ≥0.15μg/ml were similar in groups 1, 2, and 3. However, in group 1, who received all the vaccines at separate sites, ≥ l.0μg/ml long-lasting antibody titers and anti-PRP geometric mean titers were higher (p=0.001).ConclusionThis study showed that even one dose administered in combination with other vaccines in a primary series decreased the level of anti-PRP

Vocational Training in the European Union

European Union requires some standards in all areas. Today, the importance of training qualified individuals which holds an important place in the development of countries increases and certain standards are adopted creating common European Union tools in the field of vocational and technical education. In this study, vocational education and training policies system and the standards adopted by the European Union are discussed. Furthermore, this study was accepted as a European Union project in 2010 and the results obtained from the Leonardo Da Vinci Life Learning European Union project called “Web Based Basic Vocational Training” between the years 2010-2012 were presented. Since the partners of these projects are Turkey, Spain and Germany, the structure of vocational education, institutions of public and private vocational education and the diplomas and certificates entitled after these educations are included. As Turkey is on its way to become a European Union member, a number of advices are presented for Turkey to reach its destination about vocational education standards that European Union has aimed. The purpose of the study is not only to be a guide for the young who want to get professional training in the countries that are European Union members or candidates about how and where to have education opportunities but also to give a chance for trainers and training managers, participating in vocational training, so as to glimpse different practices from different countries and compare these practices between the countries of European Union and their countries. The study is also very important as it has the opportunities for training managers to see if their countries' vocational education is close enough to vocational education in European Union