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

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

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

RipU^K60 decreases microtubule abundance at 48 hours post infiltration. حسب Rachel Hiles (20477573)

"…(B) Heterologous expression of RipU^K60 significantly decreased microtubule number compared to controls at 48 hpi in <i>N</i>. …"

Increase in physical activity (100 step, 500 steps or 1000 steps) after the challenge according to decrease in screen time < or ≥60 minutes. حسب Annaëlle Le Steunf (19838110)

The spike-in of synthetic hsa-lest-7a-5p miRNA decreases the Ct Values of extracted small RNA samples. حسب Marc Van Der Hofstadt (1423027)

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

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

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

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

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

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

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Participants perception of wellbeing. حسب Katy Andrews (22311170)

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

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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... حسب Katy Andrews (22311170)

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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> حسب Katy Andrews (22311170)

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

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Participants pathway to resilience at the height of the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> حسب 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> حسب Katy Andrews (22311170)

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Working at home – students’ workplaces. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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