Inflammatory and microbial-derived signals are unable to restrict IL-33 mediated expansion of trTregs <i>in vitro</i>. by Santiago Boccardo (5927954)

THD for the stator current i_sb (ANN-BSC). by Abdelfattah Dani (22226715)

“…<div><p>With the increasing demand for wind energy in the electric power generation industry, optimizing robust and efficient control strategies is essential for a wind energy conversion system (WECS). …”

THD for the stator current i_sb (OTC-FOC). by Abdelfattah Dani (22226715)

“…<div><p>With the increasing demand for wind energy in the electric power generation industry, optimizing robust and efficient control strategies is essential for a wind energy conversion system (WECS). …”

IFN-γ limits trTreg expansion both <i>in vitro</i> after IL-33 stimulation and <i>in vivo</i> during <i>T</i>. <i>cruzi</i> infection. by Santiago Boccardo (5927954)

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

Subjects:

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

Subjects:

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

Subjects:

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

Subjects:

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

Subjects:

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

Subjects:

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)

Subjects:

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

Subjects:

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

Subjects:

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)

Subjects:

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

Subjects:

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

Subjects:

IT technology & the post-pandemic generation of HE learners. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

Subjects:

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

Subjects:

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

Subjects:

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

Subjects: