Investigations on thermal behavior of drug samples such as acyclovir and zidovudine are interesting not only for obtaining stability information for their processing in pharmaceutical industry but also for predicting their shelf lives and suitable storage conditions. The present work describes thermal behaviors and decomposition kinetics of acyclovir and zidovudine in solid state, studied by some thermal analysis techniques including differential scanning calorimetry (DSC) and simultaneous thermogravimetry-differential thermal analysis (TG/DTA). TG analysis revealed that thermal degradation of the acyclovir and zidovudine is started at the temperatures of 400°C and 190°C, respectively. Meanwhile, TG-DTA analysis of acyclovir indicated that this drug melts at about 256°C. However, melting of zidovudine occurred at 142°C, which is 100°C before starting its decomposition (242°C). Different heating rates were applied to study the DSC behavior of drug samples in order to compute their thermokinetic and thermodynamic parameters by non-isothermal kinetic methods. Thermokinetic data showed that both drugs at the room temperature have slow degradation reaction rates and long shelf lives. However, acyclovir is considerably more thermally stable than zidovudine.

This review describes the key ideas of the influential psychologist Eleanor J. Gibson, developed over 70 years of research with infants, children, adults, and a wide range of nonhuman species. Gibson’s ecological approach to perceptual learning and development describes how perception—extracting meaningful information from the environment to guide actions adaptively—improves with experience, the acquisition of new means of exploration, and the development of new perception-action systems (Adolph and Kretch). The Gibson’s ecological theory is a theory of human development that was created by American psychologist Eleanor J. Gibson during the 1960s and 1970s. Gibson emphasized the importance of environment and context in learning. Perception is important because it allows humans to adapt to their environment. Gibson stated that children learn to detect information that specifies objects, events, and layouts in the world that they can use for their daily activities (Miller, 2002).

In ecology, a niche is a term with a variety of meanings related to the behavior of a species living under specific environmental conditions. The ecological niche describes how an organism or population responds to the distribution of resources and competitors. The ecological niche concept expresses the relationship of an individual or a population to all aspects of its environment. Studies on the relationship between human population and environmental resources have employed niche concept. Ecological niche comprehends all conditions necessary for an organism to exist.

George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivism, and constructivism. Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. An account of connectivism is therefore necessarily preceded by an account of networks. Current developments with technology and social software are significantly altering: (a) how learners access information and knowledge, and (b) how learners dialogue with the instructor and each other. Both of these domains (access and interaction) have previously been largely under the control of the teacher or instructor. Since half of what is known today was not known 10 years ago, there should be more researches about the use, benefits and drawbacks of connectivism in the cotext of formal and informal lerning. Although there is not a large amount of research currently available on the application of connectivism in education, some possible applications, such as: social networking, personal learning environments and open courseware are explained.

What is meant by the words perfectionism? Perfectionism is not necessarily about being perfect. It is the relentless striving for extremely high standards that are personally demanding. Perfectionists are divided into two types, adaptive and maladaptive. It has been found that both adaptive and maladaptive perfectionists have high personal standards, but failing to meet those standards is more stressful for the latter than for the former. Perfectionism is often mistaken for being perfect or doing something perfectly. This review defines perfectionism and identifies both the helpful and the unhelpful aspects of being a perfectionist, and determines in what ways you might be a perfectionist.

“Lifelong learning” has become a popular topic over the past several years. A Google search of the term “lifelong learning” resulted in 11,000,000 hits. There have been thousands of papers on lifelong learning published in recent years and there are several journals devoted either entirely or in part on lifelong learning (Fischer, 2000). Learning can no longer be dichotomized into a place and time to acquire knowledge (school) and a place and time to apply knowledge (the workplace). Today’s citizens are flooded with more information than they can handle, and tomorrow’s workers will need to know far more than any individual can retain (Bosco, 2007).Our world is changing around us in such a frantic pace that if we do not continue to grow and develop,we will soon be left behind. In the 21st century, we all need to be lifelong learners. We need to continually keep our skills sharp and up to date so that we have an edge in all we do. Of course, we all have a natural desire to learn for adapting to change, enriching and fulfilling our lives (Claxton and Lucas, 2009). This review article is an attempt to present the main advantages which follow lifelong learning.

Clinical psychology is a branch of psychology devoted to understanding mental health problems in individuals and developing effective treatments for the full spectrum of mental, emotional, and behavioral disorders one may experience; depression, anxiety disorders, interpersonal difficulties, and psychotic disorders are but a few. Clinical psychologists are service providers, many of whom work in clinical settings while others choose academic careers or careers in consulting. As a group, clinical psychologists are skilled in clinical practice as well as research on clinical problems and clinical interventions (University of Glasgow, 2014).

One of life’s great challenges is successfully regulating emotions (Gross, 2002). The topic of emotion regulation has been of interest since Freud (1923) began to examine the relationship between the control of affective impulses and psychic health ( Krohne et al., 2002) . The emerging field of emotion regulation studies how individuals influence which emotions they have, when they have them, and how they experience and express them. Emotion regulation is defined and distinguished from coping, mood regulation, defense, and affect regulation (Gross, 1998). Many studies have been conducted in the field of cognition and emotion; e.g., emotion regulation: Past, present, future (Gross, 1999), the cognitive regulation of emotions: The role of success versus failure experience and coping dispositions (Krohne et al., 2002), the cognitive control of emotion (Ochsner and Gross, 2005), relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples, (Garnefski and Kraaij, 2002), incorporating emotion regulation into conceptualizations and treatments of anxiety and mood disorders (Campbell-Sills et al., 2007), healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development (John and Gross, 2004), emotion regulation in adulthood: Timing is everything (Gross, 2001 ),emotional states, attention, and working memory. Emotion regulation in depression: Relation to cognitive inhibition (Joormann and Gotlib, 2010), individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being (Gross and John, 2003), mindfulness and emotion regulation: The development and initial validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R)(Laurenceau, 2007), regulation of distress and negative emotions: A developmental view (Kopp, 1989), basic emotions, relations among emotions, and emotion-cognition relations (Izard, 1992), emotional reactivity and cognitive regulation in anxious children, (Carthy, 2010)