Showing 1 - 6 results of 6 for search 'Civan Işlak', query time: 0.04s Refine Results
  1. 1
    Diagnostic and Interventional Neuroradiology: Who Should Do and How?

    Diagnostic and Interventional Neuroradiology: Who Should Do and How? by Civan Işlak

    Published 2016-06-01
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  2. 2
    Unusual collaterals through interhemispheric connections in Moyamoya disease

    Unusual collaterals through interhemispheric connections in Moyamoya disease by Ömer Bağcılar, Bora Korkmazer, Osman Kızılkılıç, Civan Işlak

    Published 2024-01-01
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  3. 3
    Integrated particle image velocimetry and fluid–structure interaction analysis for patient-specific abdominal aortic aneurysm studies

    Integrated particle image velocimetry and fluid–structure interaction analysis for patient-specific abdominal aortic aneurysm studies by Can Özcan, Özgür Kocatürk, Civan Işlak, Cengizhan Öztürk

    Published 2023-12-01
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  4. 4
    Geometrical characteristics after Y-stenting of the basilar bifurcation

    Geometrical characteristics after Y-stenting of the basilar bifurcation by Muzaffer Sağlam, Osman Kızılkılıç, Vania Anagnostakou, Bülent Yıldız, Naci Koçer, Civan Işlak

    Published 2015-11-01
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  5. 5
    First-grade students, their parents, and teachers met distance education (DE) and remote literacy instruction (RLI) as a result of the quarantine measures and rigorous regulations implemented to stop the spread of COVID-19. The aim of this study was to investigate first-grade teachers’ experiences and opinions on RLI in DE during the COVID-19 pandemic. Qualitative research paradigm and case study design were used to gather the data. Focus group interviews using a semi-structured interview form were carried out as a data collection method. The study group included 15 first-grade teachers working in public primary schools in Istanbul. Data were collected online, and content analysis was applied. The findings revealed that the teachers perceived DE as a crisis because they were more fatigued mentally. They could not communicate with their parents properly. They could not teach values. They could not manage the classroom. DE was also an opportunity because the teachers were less fatigued physically. They could develop professionally. While teaching online, teachers used various materials. They could apply different activities and instructional methods. They achieved student-student interaction as well as student-teacher interaction. Teachers could assess both reading comprehension and writing not only during the course but also after the course. They had some expectations and plans about school life after DE although they predicted to have some problems. They thought they could teach literacy online if they had to. The results highlighted the need for a sense of belonging, collaboration, and positive relationship among teachers, students and parents in RLI.

    First-grade students, their parents, and teachers met distance education (DE) and remote literacy instruction (RLI) as a result of the quarantine measures and rigorous regulations... by Bora Korkmazer, Ahmet Kürşat Karaman, Ahmet Üstündağ, Kanullah Süleyman, Serdar Arslan, Osman Kızılkılıç, Naci Koçer, Civan Islak

    Published 2024-04-01
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  6. 6
    Preliminary experience with precipitating hydrophobic injectable liquid in brain arteriovenous malformations

    Preliminary experience with precipitating hydrophobic injectable liquid in brain arteriovenous malformations by Naci Koçer, Hakan Hanımoğlu, Şebnem Batur, Sedat Giray Kandemirli, Osman Kızılkılıç, Zihni Sanus, Büge Öz, Civan Işlak, Mehmet Yaşar Kaynar

    Published 2016-03-01
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