SUMMARY OBJECTIVE: Because of the coronavirus disease 19 pandemic, studies on vaccination are being conducted in our country as well as across the world. In this study, the antibody levels in healthcare workers vaccinated with two doses of inactivated vaccine and the factors affecting these levels were investigated. METHODS: Randomly selected volunteers from healthcare workers, who had been vaccinated with two doses of inactivated vaccine in January to February 2021, were included in the study. Blood samples were drawn twice, 1 month and 6 months after the second dose vaccine (CoronaVac:Sinovac Life Science Co, Ltd, Beijing, China). The antibody levels were determined by the chemiluminescence microparticle immunoassay method using kits for quantitative detection of immunoglobulin class G antibodies to severe acute respiratory syndrome coronavirus 2. RESULTS: The mean antibody levels of 129 volunteers were 1232.5 (min: 103 to max: 7151) AU/mL in the first month and 403.5 (min: 23 to max: 4963) AU/mL in the sixth month. According to the survey results, 91 (71%) volunteers had not been diagnosed with coronavirus disease 19 before vaccination. The antibody levels 1 month and 6 months after the second dose of vaccination were significantly higher in those who had been diagnosed with coronavirus disease 19 before vaccination than in those who had not. It was found that age, gender, fast food, or healthy nutrition had no effect on antibody levels. CONCLUSION: Vaccines are very important both to protect against coronavirus disease 19 and to experience only a mild form of the disease. Immunoglobulin class G levels formed after vaccination may be affected by many factors and may decrease over time.

This study presents a critical review of religious education policies and practices from the perspective of inclusion. In this sense, it raises the problematics of compulsory and optional religious education courses and Imam Hatip schools, which have an important place in state-religion relationships in Turkey as an inclusive education issue. Considering the education policies and practices that emerged as a result of these policies, it can be argued that no matter how objective, democratic, pluralistic and thus inclusive the discourses the authorities and governments used were, from the very beginning, they did not manage to be independent of any ideology and included exclusive practices in differing aspects. Accordingly, what is expected from the Turkish education system is to embrace an inclusive approach that encourages the representation of all religious groups and atheists and to prioritise "students," not ideologies.