Hepatitis B Vaccination Results Which dose is Sufficient for Immunosuppressive Patients? Single or Double?

Aim: Despite effective HBV vaccine and vaccination programs, Hepatitis B still causes nearly one million deaths annually, according to the World Health Organization. The immunization rates are high by hepatitis B vaccination especially in young healthy population. However, advanced age, comorbidities and immune deficiency affect the rates of vaccine response negatively. We aimed to evaluate the factors affecting the vaccine response in the patients who received hepatitis B vaccine in our hospital retrospectively.Materials and Methods: Patients who received hepatitis B vaccine and followed-up for immunization status were evaluated retrospectively in our vaccination unit. The patients were examined in terms of age, comorbidities, vaccine scheme, vaccine dose, utilization of immunosuppressive-biological agents, immunization success, and common characteristics of patients who did not develop immunity.Results: Anti-HBs titers were significantly lower in patients over 50 years old. In addition, lower Anti-Hbs titers were detected in patients with comorbidity and who received immunosuppressive therapy. Statistically higher Anti-HBs titers were obtained with double dose vaccination than single dose vaccination in patients receiving immunosuppressive treatment. Moreover, it was documented that a single dose vaccination protocol was applied to all seven patients who failed vaccination. Six of these patients were over 50 years old, two were diabetic, five were diagnosed with rheumatic disease and all of them were using biological agents.Conclusion: Vaccination before treatment in patients who will receive immunosuppressive therapy, administration of high dose vaccines in patients under immunosuppressive therapy or delaying immunosuppressive therapy during vaccination may be considered as appropriate alternatives. Considering the safety and cost-effectiveness of high-dose hepatitis B vaccine, it should be preferred in the immunosuppressive patient group

First record red lionfish Pterois volitans (Linnaeus, 1785) in the Mediterranean Sea

A single male specimen of red lionfish Pterois volitans was recorded for the first time in 13 May 2016 from the Iskenderun Bay, North-eastern Mediterranean, Turkey. The present paper also reports the first record of the red lionfish P. volitans along the Mediterranean Sea

Phylogenetic Relationships of Turbot Species (Scophthalmidae) Inferred from the Mitochondrial COIII Gene and Morphological Characters

In this study, the validity, distribution and structure of three turbot species, Scophthalmus maeoticus, S. maximus, S. rhombus, belong to Scophthalmidae family in Turkish, Bulgarian and Russian coastal waters were determined with mtDNA sequencing of Cytochrome c oxidase subunit III (COIII). The sequencing of the COIII region revealed 8 bp variable and 6 bp parsimony informative sites between all turbot species. The overall genetic and haplotype diversities among all turbot species were found to be 0.004109 and 0.7655, respectively. Genetic distance analysis showed that the highest nucleotide differences was observed between S. maximus and S. rhombus species with a value of 0.09620 and, the lowest value (0.02482) was observed between S. maximus and S. maeoticus species. Neighbor Joining and Maximum Parsimony phylogenetic approaches resulted in the similar tree topologies that S. maximus and S. maeoticus were found as sister group, whereas S. rhombus was more divergent from this group. The mtDNA COIII gene is a useful genetic marker for species specific identification of the genus Scophthalmus due to its inter-specific heterogeneity producing a species-specific pattern. In morphological analyses, S. rhombus was most differentiated from S. maximus and S. maeoticus. The genetic data was supported by the detected morphometric variations among the turbot species

Küreselleşmenin epistemolojisi ve coğrafya eğitimi

The main argument of this study is based on the idea that certain precepts are transfferred from economic sphere to social one leading arragement of social structures in accordance with principles of free market. This, in turn, has resulted in commodofication of education. One of the main tools that neoliberal globalism uses to commodify education is to leave out critical theory from teacher education and adopt a meta-epistemology in educating teachers. In this respect, we could observe a transformation from “teacher education” to “teacher training” in the world. In this study, in general the epistemology of globalisation is examined. In particular, the epistemology of globalisation is criticised due to the fact that it builds upon the Enlightment ideals. Then, today’s catch phrase, “student centered education” is examined by proposing that it could be perceived differently in the context of the epistemology of globalisation. Finally, how geography education and geography teacher education should be conceptualised are discussed. In conclusion, it is argued that geographical inquries should not based on “objectivty” and “claims of truth” but rely on the relationship between “power” and “knowledge”. Similarly geography teacher education should include critical theory and pedagogy and should be given through reflective practice.Bu çalışmanın hareket noktasını küreselleşmenin eğitim üzerindeki en önemli sonucunun belli ilkelerin ekonomik alandan sosyal alana transfer edilmesi, dolayısıyla sosyal alanın serbest pazar ilkeleri doğrultusunda düzenlenmesi ve sonuçta da eğitimin pazarlaştırılması fikri oluşturur. Neoliberal odaklı küreselleşmenin eğitimi ticarileştirmek için kullandığı en önemli araçlardan birisi öğretmen eğitiminden eleştirel teoriyi çıkartmak ve öğretmenlere verilen eğitimde belirli bir epistemolojik üst anlatıyı benimsemektir. Bu bağlamda, dünyada “öğretmen eğitiminden” “öğretmen talimine” doğru bir eğilim gözlenmektedir. Bu çalışmada yukarıdaki düşünceler ışığında genel anlamda küreselleşmenin epistemolojik kabulleri irdelenmiştir. Bu kapsamda daha özelde ise küreselleşmenin epistemolojisine Aydınlanma idealini temel alması nedeniyle eleştiriler getirilmiştir. Ardından günümüzde çok popüler olan “öğrenci merkezlilik” algısı küreselleşmenin epistemolojisi açısından tartışılarak, nasıl farklı algılanabileceği dile getirilmiştir. Son olarak ise coğrafya eğitimi ile coğrafya öğretmen eğitiminin günümüzde nasıl kavramsallaştırılması gerektiği belirtilmiştir. Bu bağlamda coğrafi sorgulamaların temelini küreselleşmenin epistemolojisinin öne sürdüğü “objektiflik” ve “gerçeklik” değil, “güç” ve “bilgi” arasındaki ilişkinin oluşturması gerektiği belirtilmiştir. Aynı şekilde coğrafya öğretmen eğitiminin temelini de eleştirel teori ve pedagojiye dayanan yansıtıcı düşünmenin oluşturması gerektiği savunulmuştur