<i>N. parisii</i> induces global changes to <i>C. elegans</i> lipidome. حسب Hala Tamim El Jarkass (16625309)

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Lipidomic data from infected and uninfected adults and their embryos. حسب Hala Tamim El Jarkass (16625309)

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All infection data from the study. حسب Hala Tamim El Jarkass (16625309)

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Summary of previous studies in vitamin D and intertrochanteric fractures association and results of our study. حسب Kamran Alijanpour (20314706)

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Baseline characteristics of the study participants and the results of laboratory measurements. حسب Kamran Alijanpour (20314706)

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Effects of increasing gravel on initial escape latency in non-injured <i>vs.</i> حسب Ella R. Dockendorf (21533334)

"…</b> However latency was significantly decrease for the 40 g condition in the injured day 0 animals. **** indicates significant differences across increasing amounts of gravel (p < 0.0001). * indicates a post-hoc test confirming a significant difference between injured and non-injured animals 40 g (p < 0.05).…"

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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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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Covid-19 pandemic and living arrangements for students. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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