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Showing 581 - 600 results of 14,777 for search '(( significant ((changes decrease) OR (largest decrease)) ) OR ( significant increase decrease ))', query time: 0.64s Refine Results
  1. 581
    <i>RTTN</i>-mutated organoids exhibit decreased proliferation and increased cell death at early stages.

    <i>RTTN</i>-mutated organoids exhibit decreased proliferation and increased cell death at early stages. by Justine Guguin (9088672)

    Published 2024
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  2. 582
    Changes in SDE parameters of the Grand Canal (East Zhejiang section)-Maritime Silk Road cultural heritage in different periods.

    Changes in SDE parameters of the Grand Canal (East Zhejiang section)-Maritime Silk Road cultural heritage in different periods. by Jie Li (15030)

    Published 2025
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  3. 583
    Why does task performance decrease with burst length?

    Why does task performance decrease with burst length? by Swathi Anil (17382903)

    Published 2025
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  4. 584
    Table 3_Increasing plasma ketamine concentrations decrease the minimum alveolar concentration of isoflurane in rabbits.docx

    Table 3_Increasing plasma ketamine concentrations decrease the minimum alveolar concentration of isoflurane in rabbits.docx by Linda S. Barter (21466916)

    Published 2025
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  5. 585
    Image 2_Increasing plasma ketamine concentrations decrease the minimum alveolar concentration of isoflurane in rabbits.jpeg

    Image 2_Increasing plasma ketamine concentrations decrease the minimum alveolar concentration of isoflurane in rabbits.jpeg by Linda S. Barter (21466916)

    Published 2025
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  6. 586
    Image 1_Increasing plasma ketamine concentrations decrease the minimum alveolar concentration of isoflurane in rabbits.jpeg

    Image 1_Increasing plasma ketamine concentrations decrease the minimum alveolar concentration of isoflurane in rabbits.jpeg by Linda S. Barter (21466916)

    Published 2025
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  7. 587
    Frequencies of different behaviours (Compartment Changes, Escape Attempts, Stimulus Orientation, Stimulus Approach, Stimulus Contact, Grunting, Barking, Excretion), the minimum distance to the stimulus if a pig had not been in contact with it and the proportion of animals that squealed presented across stimuli and separately for piglets and gilts.

    Frequencies of different behaviours (Compartment Changes, Escape Attempts, Stimulus Orientation, Stimulus Approach, Stimulus Contact, Grunting, Barking, Excretion), the minimum dis... by Sara Hintze (3216885)

    Published 2024
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  8. 588
    Changes in symptom scores and signs of dry eye disease and meibomian gland dysfunction after treatment with intensive pulse light and meibomian gland expression (n =  218).

    Changes in symptom scores and signs of dry eye disease and meibomian gland dysfunction after treatment with intensive pulse light and meibomian gland expression (n =  218). by Yongwoo Lee (2265172)

    Published 2025
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  9. 589
    (a) Changes of SOC (Soil organic matter) content during acification of black soil. The control group (0Y) received no fertilization, while the treatment groups included soils that had been fertilized for 5 years (5Y), 10 years (10Y), 15 years (15Y), 20 years (20Y), and 25 years (25Y). (b) Changes of WSOC (Soil water soluble organic matter) content during acification of black soil. The control group (0Y) received no fertilization, while the treatment groups included soils that had been fertilized for 5 years (5Y), 10 years (10Y), 15 years (15Y), 20 years (20Y), and 25 years (25Y).

    (a) Changes of SOC (Soil organic matter) content during acification of black soil. The control group (0Y) received no fertilization, while the treatment groups included soils that... by Xiaoxu Zhu (11764430)

    Published 2025
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  10. 590
    Social life consequences of the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i>

    Social life consequences of the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

    Published 2025
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  11. 591
    Overall learning experience. <i><i>Results shown in percentages.</i></i>

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

    Published 2025
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  12. 592
    Learn!Bio longitudinal, cross-sectional study 2020-2023: Cohort sizes and participants – overview.

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

    Published 2025
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  13. 593
    Skills development and coping strategies as a consequence of the pandemic. <i><i>Results displayed in percentages.</i></i>

    Skills development and coping strategies as a consequence of the pandemic. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

    Published 2025
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  14. 594
    Level of learning affected by Covid-19. <i><i>Results displayed in percentages.</i></i>

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

    Published 2025
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  15. 595
    Bioscience students career plans during and after the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i>

    Bioscience students career plans during and after the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

    Published 2025
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  16. 596
    Participants perception of wellbeing.

    Participants perception of wellbeing. by Katy Andrews (22311170)

    Published 2025
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  17. 597
    Challenges and hurdles experienced by bioscience students while working from home. <i><i>Results displayed in percentages.</i></i>

    Challenges and hurdles experienced by bioscience students while working from home. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

    Published 2025
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  18. 598
    Covid-19 timeline in the UK: A comprehensive Covid-19 timeline for the United Kingdom from March 2020 to March 2021 detailing national and local restrictions and national lockdowns.

    Covid-19 timeline in the UK: A comprehensive Covid-19 timeline for the United Kingdom from March 2020 to March 2021 detailing national and local restrictions and national lockdowns... by Katy Andrews (22311170)

    Published 2025
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  19. 599
    Personal and social attributes and how these inform student’s perception of post-pandemic teaching and learning. <i><i>Results displayed in percentages.</i></i>

    Personal and social attributes and how these inform student’s perception of post-pandemic teaching and learning. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

    Published 2025
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  20. 600
    Students preferences on teaching post-pandemic: <i><i>Results displayed in percentages.</i></i>

    Students preferences on teaching post-pandemic: <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

    Published 2025
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