Boxplot comparing Ct values for HD in flies and clothes. by Philippe Ndzomo (17706039)

Least squares support vector machine model. by Yang Guo (399435)

“…In this paper, a fault diagnosis model of Chiller is designed by combining least squares support vector machine (LSSVM) optimized by hybrid improved northern goshawk optimization algorithm (HINGO) and improved IAdaBoost ensemble learning algorithm. …”

S1 Data. Bibliometric analysis. S2 Data. Estrogen level analysis. S3 Data. MicroCT quantification. S4 Data. Markers of bone metabolism. by Yan She (8639796)

Learn!Bio study: Grouping of Participants. by Katy Andrews (22311170)

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Mean ± SD of the different parameters relative to bipedal stance on soft support with the eyes open recorded in the Chewing and Hand Grip groups. by Cristina Dolciotti (16317330)

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List of network connections predictive of individual SoF values, together with their β weights, in decreasing order. by Yinan Xu (12440894)

Skin marks is the S1 Fig title. by Mercedes Soto-González (20422078)

Statistic Result of Support Vector Classifier. by Gaurav Sandeep Dave (21519884)

Confusion Matrix for Support Vector Classifier. by Gaurav Sandeep Dave (21519884)

Overall learning experience. <i><i>Results shown in percentages.</i></i> by Katy Andrews (22311170)

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Average mean decrease Gini across 100 partitions for the top 10 most important variables for binary mixed model and random forest. by Helal El-Zaatari (20442243)

Long-term effects of remote learning on current bioscience students. Results displayed in percentages. by Katy Andrews (22311170)

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Project Summary - Supporting Learners with a contextualised Community of Practice (CoP) by Leigh-Anne Perryman (20453192)

“…The OU support mechanisms (comprising of study advisors, tutors, the student support team etc.) can go a long way with the backbone of a peers-educators partnering community to aid with establishing identity, increasing engagement and decreasing the sense of isolation. …”

Learn!Bio longitudinal, cross-sectional study 2020-2023: Cohort sizes and participants – overview. by Katy Andrews (22311170)

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Level of learning affected by Covid-19. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Remote learning: Preferences on recorded content. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Effects of the third national lockdown on learning for bioscience students. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Effects of students pre-University learning on current university progression. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Consequences of remote and blended learning on participants wellbeing in academic year 2020-2021. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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School learning model dispositions data. by David A. Katz (10056006)

“…From 2019 to 2021, reported persistent feelings of sadness/hopelessness (2019 = 36.3%, 2021 = 41.3%), seriously considering suicide (17.0-18.7%), making suicide plan(s) (14.2-16.9%), and experiencing sexual dating violence in past 12 months (6.7-7.8%) increased significantly, while alcohol use (22.5-17.1%), binge drinking (8.5-6.2%), and marijuana use (20.2-14.3%) in past 30 days, ever prescription opioid misuse (16.0-13.2%), and gun-carrying (5.5-4.5%), physical fighting (22.3-17.3%), and any sexual violence (11.3-10.4%) in past 12 months decreased significantly. Students in virtual learning jurisdictions reported relative decreases in injury during suicide attempt(s) (OR=0.68, 95%CI = 0.52-0.88), experiencing sexual violence (OR=0.78, 95%CI = 0.67-0.91), using electronic vapor products (OR=0.81, 95%CI = 0.70-0.95), using alcohol (OR=0.84, 95%CI = 0.74-0.95), and misusing prescription opioids (OR=0.82, 95%CI = 0.72-0.94). …”