Publications by authors named "C S Teng"

Hepatitis B virus (HBV) DNA integration into the host cell genome is reportedly a major cause of liver cancer, and a source of hepatitis B surface antigen (HBsAg). High HBsAg levels can alter immune responses which therefore contributes to the progression of HBV-related disease. However, to what extent integration leads to the persistent circulating HBsAg is unclear.

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The phenomenon that the depression risk among doctoral students is higher than that of other groups should not be ignored. Despite this, studies specifically addressing depression risk in doctoral students are relatively scarce, and existing findings are not universally applicable. Using neural network feature extraction technology, this study aims to investigate the factors contributing to the high depression risk of doctoral students and effectively identify doctoral students at depression risk, so as to propose corresponding improvement strategies to prevent and intervene doctoral students with depression risk for universities.

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Background: Urinary tract infections (UTIs) are prevalent bacterial infection, with uropathogenic Escherichia coli (UPEC) as the primary causative agent. The outer membrane of UPEC contains a lipopolysaccharide (LPS), which plays crucial roles in the host's immune response to infection. Neutrophils use neutrophil extracellular traps (NETs) are mechanism by which neutrophils defend against bacterial infections.

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Leukaemia stem cells (LSCs) are major contributors to chemoresistance in acute myeloid leukaemia (AML). Identifying potential biomarkers within LSCs that can predict chemosensitivity in AML is key. This prospective study involved 20 consecutive de novo AML patients who underwent '7 + 3' induction therapy.

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Interdisciplinary learning is essential for equipping future health professionals to tackle the complexities of contemporary public health. This mixed-methods study investigates the experiences and perspectives of undergraduate public health students in Singapore on interdisciplinary learning in higher education and employed a convergent parallel design by combining a cross-sectional survey with in-depth interviews. Quantitative data were used to assess the relationship between students' exposure to interdisciplinary learning and its perceived value, while qualitative analysis explored key themes related to facilitators and barriers.

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