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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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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Learn!Bio study: Grouping of Participants. 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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Effects of the third national lockdown on learning for bioscience students. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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

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

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How mental health changed compared to last semester. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Effects of students pre-University learning on current university progression. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Supplementary file 1_Intercropping of short- and tall-stature maize decreases lodging risk without yield penalty at high planting density.docx by Jianhong Ren (2186293)

“…Moreover, decreased superoxide dismutase (SOD) activity and SPAD, increased malondialdehyde content of ear leaf was observed for intercropped ZD, due to shading stress caused by tall XY. …”

Comparison of the Area under the Total Airway Resistance Curve (RL-area) under Different Doses of Methacholine Challenge Test (cmH₂O/mL). by Fangwei Xu (11845586)

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Changes in Body Weight (g) of Guinea Pigs in each group before and after modeling. by Fangwei Xu (11845586)

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