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AIM OF THE STUDY: Based on the authors' collection of specimens used as jie-ji in local Tibetan areas, China, and taxonomic determination, this paper aims to give a list of medicinal plants as jie-ji, formally identify the ones recognized as jie-ji ga-bao or jie-ji na-bao and to offer basic data for further studies on these Tibetan herbs.MATERIALS AND METHODS: Local herbalists were visited in Tibetan areas, China to observe which plants were being used as jie-ji. Samples of the indigenous plants were collected at the same time. Also, the medicinal plants as jie-ji were taxonomically identified.
RESULTS: A list of medicinal plants including 10 species of jie-ji in local Tibetan areas is given, including their morphological pictures used for identification.
CONCLUSIONS: The origin of jie-ji is from 10 species of the Section Cruciata, Genus Gentiana (Gentianaceae). five species with dark blue flowers are used as jie-ji na-bao, the other five with white flowers are used as jie-ji ga-bao. Also, Gentiana macrophylla Pall. with dark blue flowers in the Section Cruciata, Genus Gentiana is not the original plant of jie-ji na-bao. The species endemic to the province are used as the original plants of jie-ji only in local Tibetan area of the province. Finally, the drug use of jie-ji in Traditional Tibetan Medicine is reasonable and it is efficacious.
How children understand the concepts of teaching and learning is inherently underpinned by their mental state understanding and critical to the successful transition to formal schooling. Knowledge is a private representational mental state; learning is a knowledge change process that can be either intentional or not; and teaching is an intentional attempt to change others? knowledge state. Theory of mind (ToM) facilitates children's understanding of knowledge state and change as well as teaching and learning intention in various aspects, including knowing you do not know; knowing what other people know; knowing that other people do not know what you know; and knowing how knowledge comes about. This paper highlights the integral relation between children?s ToM development and their teaching and learning concept based on review of empirical research and discusses the implication for early childhood education and school transition.