Ligustri lucidi fructus (LLF) is the fruits of Ligustrum lucidum Ait. (Oleaceae). This review based on nearly 80 literary sources discusses the knowledge of chemistry and biological effects of this species. Several types of chemical constituents considered as the characteristic and active constituents from LLF were isolated including 40 triterpenoids, 48 iridoids, 10 flavones, 10 phenylethanoid glycosides and others. Various extracts and individual compounds derived from this species have been found to possess a variety of pharmacological effects, e.g. anti-tumour, hepatoprotective, immune regulating, antioxidative and anti-ageing effects, anti-inflammation and reducing hypercholesterolaemia effects and so on. The results of data analysis on the chemical, pharmacological characteristics of LLF support the view that this species has many therapeutic properties and indicate its potential as an effective herbal remedy. Finally, some suggestions for further research on chemical and pharmacological properties are given in this review. Theoretical basis was given for further exploiting and utilising LLF.

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Education reform is increasingly based on emulating the features of 'world-class' systems that top international attainment surveys and, in England specifically, East Asia is referenced as the 'inspiration' for their education reforms. However, the extent to which the features identified by the UK Government accord with the situation within East Asia is problematic. This paper examines the relationship between the English representation and the 'reality' of East Asian education systems, using school autonomy as an illustrative example. We focus on Singapore, Hong Kong and Shanghai, which are cited extensively to legitimate policies providing greater autonomy for schools in England. We argue firstly that the English representation has been largely discursive and inaccurate; has failed to recognise the variations across the region; and has been selected to endorse the Government's ideological preferences. Secondly, the scope, form and nature of school autonomy vary markedly, and are operationalised in each society in ways reflecting the prevailing sociopolitical priorities.

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Purpose: This article aims to provide an alternative understanding of learning experience in contrast to the dominant constructivist interpretation, and discuss its implication for pedagogy. Design/Approach/Methods: The aim is specifically achieved in the comparison between a review of how experience is understood in constructivism and its philosophical underpinnings and an exploration of how it can be understood alternatively inspired by Confucius’ educational thought and premised on his ontology. Drawing on this philosophical discussion, learning experience is reinterpreted. Findings: Beyond rationally translating experience into knowledge or gaining knowledge on the basis of experience, learning leads students to immediately and consistently experience dao in which tian and ren harmoniously unit. This experience renders aesthetics and religiousness in learning and moral transformation in life events. Originality/Value: By illustrating this ontological alternative of learning experience, this article is an attempt to fundamentally decolonize thinking about pedagogy.