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Despite a high primary school enrollment in India, the overall learning levels have been low, and the dropout level in secondary school and beyond has been high. One reason for low learning levels and high drop-out rates is the student’s lack of motivation to learn in the classroom. We suggest that curiosity may be a useful tool to improve student motivation. We look at some important variables that have been found to affect curiosity in the classroom: self-determination needs, information relevance, coherence, concreteness, ease of comprehension, fantasy, belief about interest malleability, and information gap. Finally, we suggest ways to incorporate them in the classroom to improve student motivation.

Alcohol dependence is a complex medical, social, and psychological problem. It affects the family life adversely. However, if family takes the lead role, this problem is easily controlled at home level with medical support. A middle-aged male, the only breadwinner of the family, had alcohol dependence for more than 20 years. With family support, he overcame the dependence. The management of this illness has the greatest role of the family and society in addition to medical. Symptomatic management of alcoholism is only a tiny part of the treatment. Once the patient's symptoms are managed, the arduous journey to prevent relapse banks upon the persons own resolve and the support offered by their family. This is a peculiar case where medical aid and family support are playing an important role in the elimination of alcohol dependence. The family support models will helpful to the primary health-care physician to reduce alcohol dependence.

Forming beliefs or expectations about others' behavior is fundamental to strategy, as it co-determines the outcomes of interactions in and across organizations. In the game theoretic conception of rationality, agents reason iteratively about each other to form expectations about behavior. According to prior scholarship, actual strategists fall short of this ideal, and attempts to understand the underlying cognitive processes of forming expectations about others are in their infancy. We propose that emotions help regulate iterative reasoning, that is, their tendency to not only reflect on what others think, but also on what others think about their thinking. Drawing on a controlled experiment, we find that a negative emotion (fear) deepens the tendency to engage in iterative reasoning, compared to a positive emotion (amusement). Moreover, neutral emotions yield even deeper levels of reasoning. We tentatively interpret these early findings and speculate about the broader link of emotions and expectations in the context of strategic management. Extending the view of emotional regulation as a capability, emotions may be building blocks of rational heuristics for strategic interaction and enable interactive decision-making when strategists have little experience with the environment.