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Summary:Allogeneic and autologous peripheral blood stem cell transplants are frequently complicated by infections. This study was performed to evaluate early and late infections in 74 patients who underwent peripheral blood stem cell transplantation (PBSCT). Fifty-eight patients received allogeneic and 16 autologous PBSCT. All patients received fluconazole, ciprofloxacin and acyclovir prophylaxis. 93.1% of alloPBSCT patients and 87.5% of autoPBSCT patients developed fever. Febrile episodes were commonly seen in the week of transplantation (66%). There was a median of 3 days with fever in alloPBSCT, and 2 days in autoPBSCT. Period of neutropenia was 15 days for AlloPBSCT and 12 days for AutoPBSCT. The microbiological identification rate was 47% (32/68). Gram-positive infections dominated the early period (50%) and Gram-negative bacterial infections dominated the late period (50%). All our patients had Hickman-type catheters and 26 infections involving catheters were seen. Sixteen occurred in the early, and 10 in the late period. Ten of 14 (71.4%) late bacterial infections were catheter-related. The dominance of Gram-positive infections and high rates of methicillin resistance warranted the use of vancomycin extensively. Surveillance cultures were found to be useful in selected patients. Although slime factor is an important virulence factor, there was no difference between slime factor positive and negative coagulasenegative staphylococci isolated during infections. In conclusion, febrile episodes are the most frequent complication of PBSCT and Gram-positive microorganisms remain the main pathogen in these patients because of catheter use, mucositis and ciprofloxacin prophylaxis. Methicillin resistance is increasing and glycopeptides remain the only choice for treating such infections. Although the infection rate is high, measures taken to prevent and treat infections result in very low rates of mortality from infection in PBSCT patients. Bone Marrow Transplantation (2001) 27, 201-205.

In this study, it was aimed to compare different normalization methods employed in model developing process via artificial neural networks with different sample sizes. As part of comparison of normalization methods, input variables were set as: work discipline, environmental awareness, instrumental motivation, science self-efficacy, and weekly science learning time that have been covered in PISA 2015, whereas students' Science Literacy level was defined as the output variable. The amount of explained variance and the statistics about the correct classification ratios were used in the comparison of the normalization methods discussed in the study. The dataset was analyzed in Matlab2017b software and both prediction and classification algorithms were used in the study. According to the findings of the study, adjusted min-max normalization method yielded better results in terms of the amount of explained variance in different sample sizes compared to other normalization methods; no significant difference was found in correct classification rates according to the normalization method of the data, which lacked normal distribution and the possibility of overfitting should be taken into consideration when working with small samples in the modelling process of artificial neural network. In addition, it was also found that sample size had a significant effect on both classification and prediction analyzes performed with artificial neural network methods. As a result of the study, it was concluded that with a sample size over 1000, more consistent results can be obtained in the studies performed with artificial neural networks in the field of education.

Problem Statement: One of the main goals of education is to nurture individuals who know and improve themselves; who is well educated and have scientific perspective; who have developed communal coherency level; who are active, democratic and respectful to human rights.At the present time, according to an up to date mentality in mathematics education which is agreed on, the idea of learning mathematics by doing and experiencing rather than learning pure mathematical knowledge has come into prominence. In this process, there are many significant skills such as how to generate mathematical formulas, how to reach generalizations, how to reason will be developed Purpose of the Study: In this study the direct and indirect relationships between Mathematics success of vocational high school students and their attitudes towards the course, critical thinking tendencies and logical thinking skills were analyzed. Method:The research was conducted with 479 first grade students who study at various departments of Aydın Vocational High School at Adnan Menderes University. SPSS 19.0 and AMOS 16.0 packaged softwares were used for the analysis of the gathered data in the study.

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ÖzBu araştırma üniversite öğrencilerinin matematik dersinde hangi öğretim yöntem ve tekniklerin akademik başarıları bakımından yararlı olduğunu düşündüklerini belirlenmesi amacıyla gerçekleştirilmiştir. Bu amaç kapsamında uzman görüşleri doğrultusunda belirlenen 8 farklı yöntem ve tekniğin ikili karşılaştırma yöntemiyle ölçeklenmesi amaçlanmıştır. Bu kapsamda hazırlanan ölçme aracı 8x8 kare matris formatında hazırlanarak 2013 -2014 Eğitim Yılı Bahar Yarıyılında Ege Bölgesinde bulunan bir devlet üniversitesinin merkez kampüsünde yer alan bir meslek yüksekokulunda öğrenim gören 310 öğrenciye uygulanmıştır. Yapılan ölçekleme işleminde önce V. Hal denklemi sonrasında III. Hal denklemi yardımıyla ölçekleme yapılmıştır. Yapılan ölçekleme işlemi sonucunda öğrenci görüşlerine göre matematik dersinde en faydalı bulunan öğretim yöntem ve tekniklerinin sırasıyla gösterip yaptırma, soru-cevap, düz anlatım, problem çözme, beyin fırtınası, tartışma, grup çalışması ve rol oynama-drama yöntemi olduğu belirlenmiştir. Elde edilen sonuçlara göre ders vermekle yükümlü öğretmen ve öğretim elemanlarının hangi yöntem ve teknikleri kullanmaları gerektiği konusunda önerilerde bulunulmuştur.

analysis and data mining methods are used to investigate the variables that predict the mathematics success of the students. Research Methods: In this study, a quantitative research design was employed during the data collection and the analysis phases. Findings: The findings obtained in this study showed that the variables, which had significant effects on the mathematical success of the students in each method, differ from each other. Although the independent variables with a significant effect on the dependent variable were different according to different methods, the findings indicated that the importance order of the variables did not change according to the method used. In this study, the correct classification ratios obtained by the class concerning PISA mathematics literacy differed by different methods.

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