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  1. Ali F, Taresh S, Al-Nuzaily M, Mok PL, Ismail A, Ahmad S
    Eur Rev Med Pharmacol Sci, 2016 Oct;20(20):4390-4400.
    PMID: 27831631
    Numerous lines of evidence support that bone marrow is a rich source of stem cells that can be used for research purposes and to treat some complex blood diseases and cancers. Stem cells are a potential source for regenerative medicine and tissue replacement after injury or disease, and mother cells that possess the capacity to become any type of cell in the body. They are cells without specific structure and characterized by their ability to self-renew or multiply while maintaining the potential to develop into other types of cells. Stem cells can normally become cells of the blood, heart, bones, skin, muscles or brain. Although, there are different sources of stem cells, all types of stem cells have the same capacity to develop into multiple types of cells. Stem cells are generally described as unspecialized cells with unlimited proliferation capacity that can divide (through mitosis) to produce more stem cells. Several types of adult stem cells have been characterized and can be cultured in vitro, including neural stem cells, hematopoietic stem cells, mesenchymal stem cells, cardiac stem cells and epithelial stem cells. They are valuable as research tools and might, in the future, be used to treat a wide range of diseases such as hematological hereditary diseases, Parkinson's disease, diabetes mellitus, heart disease and many other diseases. Currently, two types of stem cells have been identified based on their origins, namely embryonic stem cells and adult stem cells. Collectively, although many kinds of literature have been studying stem cell application in terms of clinical practice, stem cell-based therapy is still in its infancy stage.
  2. Mohammed Taresh S, Aniza Ahmad N, Roslan S, Ma'rof AM, Mohammed Zaid S
    PMID: 32560042 DOI: 10.3390/ijerph17124284
    Background: Early intervention will help children with autism spectrum disorder (ASD) to attain early learning reinforcement. This study focuses on exploring the ability of preschool teachers to identify children with ASD and their referral decision-making process. Method: This is a mixed-method study (qualitative and quantitative methods) involving 20 respondents. The qualitative study is based on an open question case study, while the quantitative study consists of questionnaire with demographic variables to identify the effect of the demographic variables on the preschool teachers' ability to identify children with ASD. Sample: The sample was selected via convenience sampling among mainstream preschool teachers. The data was analyzed using SPSS software and thematic analysis. Results: The findings show that preschool teachers did not have skills at identifying children with ASD, and the majority of them labelled children with ASD as spoilt or hyperactive children. They also viewed children with ASD as having other disorders such as attention deficit hyperactivity disorder (ADHD) or communication disorders such as introversion. Moreover, preschool teachers expressed that the reason for the child's behaviour could be due to the parents' inability to properly educate their child. Additionally, the demographic variables of the preschool teachers, such as age, education level and teaching experience, were found not to affect their ASD identification skills. Conclusion: Preschool teachers need to improve their skills in identifying ASD among children via training.
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