The enzyme activity of GCN2 in <i>H. armigera.</i> by Caihong Zhang (1633294)

Analysis of the difference in overall bacterial community structure in each group. by Shudan Liu (7049483)

A) Expression of known ‘tendon’ transcription factors, B) TGFβ and C) ECM genes measured with RNA-seq. by Heather L. Dingwall (14573796)

“…Expression of ECM related genes are significantly differentially expressed in unique directions during postnatal stages with <i>Dcn</i> and <i>Fmod</i> increasing gradually over time, <i>Col2a1</i>, <i>Col14a1</i>, <i>Col3a1</i>, and <i>Tnmd</i> decreasing over time, <i>Col1a1</i> and <i>Col1a2</i> peak in expression at P14, and <i>Bgn</i> is expressed at higher levels from P0-P14 after which its levels decrease (C). …”

The involvement of GCN2 in eIF2 phosphorylation and <i>HaCAD, HaABCC2 and HaABCC3</i> expression. by Caihong Zhang (1633294)

Determination of SCFA content in fecal stool and intestinal metabolites of rats in each group. by Shudan Liu (7049483)

Effects of Ni²⁺ on mitochondrial (A), glycolytic (B), and total (C) ATP production rates in BMDM. by Jesse Corbin (21736578)

“…A double dagger (‡) indicates a significant decrease of mitochondrial ATP production rates (slope = −0.79 ± 0.21, <i>R</i>^<i>2</i> = 0.40, <i>F</i>(1, 22)=15.0, <i>p </i>< 0.001) from 0 to 72 ppm Ni²⁺. …”

Global trends of SAH in AYAs from 1990 to 2021. by Xuanchen Liu (12188147)

“…Decomposition analysis indicated that population growth was the primary driver of increased SAH cases, while epidemiological changes contributed significantly to the decline in deaths and DALYs.…”

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

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

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

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Students preferences on teaching post-pandemic: <i><i>Results displayed in percentages.</i></i> by 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> 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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Working at home – students’ workplaces. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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

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

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