Objective: To simplify the TCM pattern of the zang-fu organs. Methods: A database of zang-fu syndromes was established. The relationship between the zang-fu syndromes was analyzed by means of frequency analysis, assoc...Objective: To simplify the TCM pattern of the zang-fu organs. Methods: A database of zang-fu syndromes was established. The relationship between the zang-fu syndromes was analyzed by means of frequency analysis, association rule, and ф-coefficient correlation. Results: The six zang-fu organs of the heart, liver, spleen, lung, kidney, and stomach prove to be the main components of the zang-fu pattern. The large intestine, small intestine, gallbladder, bladder, triple energizer, and pericardium have strong association and positive correlation with the above-mentioned six zang-fu organs, and their clinical symptoms can all be included into the symptoms of these six zang-fu organs. Conclusion: The traditional TCM pattern of six-zang and six-fu can be simplified into five-zang and one-fu.展开更多
Traditional Chinese medicine （TCM） has an ancient history and unique system, including theory, methodology, prescription, formulation and medicines. There are differences between TCM and chemical drugs. For TCM, the...Traditional Chinese medicine （TCM） has an ancient history and unique system, including theory, methodology, prescription, formulation and medicines. There are differences between TCM and chemical drugs. For TCM, the multiple components in vivo are possibly to be detected; the number of components is relatively restricted; they could represent the therapeutic effect of the parent recipe; the concentrations and pharmacokinetics （PK） could affected by the combination of traditional medicines in recipe; the effects of new bioactive compounds （metabolites） related with those of their recipe; and the PK can be affected by body state in TCM treatment significantly. Therefore, the difficulty and challenge are far greater in PK study of TCMs than the chemical drugs.展开更多
When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to...When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to the complex considerations involved in establishing a basic concept of education. In this article, the author explores in a preliminary fashion the possibility of identifying the essence of education in its performativity as an occurrence in context that always precedes and supersedes our theoretical considerations of it. Education is not to be understood primarily as something conceptual （theory） but rather in terms of its significance as a situational event （reality）. Educational reality thus informs educational theory and this relationship implies a knowledge-ethical surplus of the former as an inexhaustible source for the latter.展开更多
基金Supported by the National Fund Supporting Project of Natural Science (No.30772695)National Supporting Plan for Science and Technology in "The 11th Five-year Plan" (No.2006 BAI08B01-05)National Major Special Subject of Science and Technology (No.2009ZX10005-019)
文摘Objective: To simplify the TCM pattern of the zang-fu organs. Methods: A database of zang-fu syndromes was established. The relationship between the zang-fu syndromes was analyzed by means of frequency analysis, association rule, and ф-coefficient correlation. Results: The six zang-fu organs of the heart, liver, spleen, lung, kidney, and stomach prove to be the main components of the zang-fu pattern. The large intestine, small intestine, gallbladder, bladder, triple energizer, and pericardium have strong association and positive correlation with the above-mentioned six zang-fu organs, and their clinical symptoms can all be included into the symptoms of these six zang-fu organs. Conclusion: The traditional TCM pattern of six-zang and six-fu can be simplified into five-zang and one-fu.
文摘Traditional Chinese medicine （TCM） has an ancient history and unique system, including theory, methodology, prescription, formulation and medicines. There are differences between TCM and chemical drugs. For TCM, the multiple components in vivo are possibly to be detected; the number of components is relatively restricted; they could represent the therapeutic effect of the parent recipe; the concentrations and pharmacokinetics （PK） could affected by the combination of traditional medicines in recipe; the effects of new bioactive compounds （metabolites） related with those of their recipe; and the PK can be affected by body state in TCM treatment significantly. Therefore, the difficulty and challenge are far greater in PK study of TCMs than the chemical drugs.
文摘When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to the complex considerations involved in establishing a basic concept of education. In this article, the author explores in a preliminary fashion the possibility of identifying the essence of education in its performativity as an occurrence in context that always precedes and supersedes our theoretical considerations of it. Education is not to be understood primarily as something conceptual （theory） but rather in terms of its significance as a situational event （reality）. Educational reality thus informs educational theory and this relationship implies a knowledge-ethical surplus of the former as an inexhaustible source for the latter.
