CCR2 deficiency attenuates the infiltration of myeloid cells and diminishes the numbers and activation of T cells following <i>C</i>. <i>muridarum</i> respiratory infection. by Shuaini Yang (20670608)

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Th1 differentiation and IFN-γ secretion are impaired in <i>ccr2</i>^-/- mice during <i>C</i>. <i>muridarum</i> infection. by Shuaini Yang (20670608)

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CCR2 deficiency upregulates IL-4, IL-5, and Th2 transcription factors during <i>C</i>. <i>muridarum</i> infection. by Shuaini Yang (20670608)

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Reduced resistance and exacerbated lung inflammation in <i>ccr2</i>^-/- mice with <i>C</i>. <i>muridarum</i> respiratory infection. by Shuaini Yang (20670608)

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<i>C</i>. <i>muridarum</i> respiratory infection induces CCR2 expression on lung tissue and immune cells. by Shuaini Yang (20670608)

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CCR2 deficiency elevates <i>C</i>. <i>muridarum</i>-induced Th17-type immune response. by Shuaini Yang (20670608)

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The raw data used to support the findings of this study. by Shuaini Yang (20670608)

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Detailed information of the observation datasets. by Weidong Ji (129916)

“…On longer time scales (6–24 hours), the score and correlation between ERA5 and observations further increased, while the centered root-mean-square error (CRMSE) and standard deviation decrease. 4) Hourly wind data with a regular spatial distribution in ERA5 reanalysis provides valuable information for further detailed research on meteorology or renewable energy perspectives, but some inherent shortcomings should be considered.…”

General technical specification for GW154/6700. by Weidong Ji (129916)

“…On longer time scales (6–24 hours), the score and correlation between ERA5 and observations further increased, while the centered root-mean-square error (CRMSE) and standard deviation decrease. 4) Hourly wind data with a regular spatial distribution in ERA5 reanalysis provides valuable information for further detailed research on meteorology or renewable energy perspectives, but some inherent shortcomings should be considered.…”

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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Skills development and coping strategies as a consequence of the pandemic. <i><i>Results displayed in percentages.</i></i> 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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Participants perception of wellbeing. 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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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)

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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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