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The field of Space has become very important in the wake of opportunities and strategic advantages accrued from it. It has become increasingly evident that space science education is beginning to gain grounds in the 21st century and it is perceived to bring about Science, Technology, Engineering, Mathematics (STEM) awareness providing a context for teaching and learning of the subject. The competitive nature of Space means developing nations will need to invest in the skills that the industry needs by way of sustained pathways, incentivised research and development, and assured a favourable prevailing business environment by way of creating capacities and capabilities in space sciences. Through an explanatory study, we draw on students' responses (N = 504, interviews = 20) to investigate the educational need of a space science program. Findings revealed implications for the quality and function of a space science program which provide a platform for engagement in space related research and development. Data also demonstrated key facts with the potential of increasing the future of space science instruction which will necessitate a paradigm shift towards the value of space education in the phase of integrating a space science program in the curriculum. The paper concludes with recommendations for practitioners responsible for integration of new curriculum in science education in higher education sectors. • Positive student perceptions towards a space science program. • Space science education influences learners' decision in STEM studies. • Overwhelming student interest for space science curriculum integration. • Space science provides an interdisciplinary avenue for engagement and participation. • Positive mindset breeds right mentality to teaching and learning of the space science. [ABSTRACT FROM AUTHOR]

In Victoria (a southern Australian state) in 1995, Narcotics Anonymous had a small but growing membership providing an opportunity to study the early experience of new self-help members. Ninety-one new members were interviewed and 62 (68%) were reinterviewed after 12 months. Three measures of self-help participation were examined: service role involvement, step work, and stable meeting attendance. Lower prior involvement in treatment services and greater participation in self-help predicted subsequent self-help participation. Higher levels of secondary school education predicted service role involvement and longer periods in stable meeting attendance. Higher self-help participation through the 12 months prior to follow-up was associated with lower levels of hazardous alcohol use and higher emotional support at reinterview. Multivariate regression analysis suggested stable self-help meeting attendance and step work continued to predict reductions in hazardous alcohol use and improvements in social support, after controlling for a range of alternative predictors. [Copyright &y& Elsevier]

Discusses ethical and legal liabilities in illicit drug research. Legal and ethical obligations on ethnographic researchers to breach confidential relationships formed in the research environment; Processes that form the research process; Consequences of knowing about illegal activities.

Peripheral administration of adenosine A1 receptor selective agonists is generally thought to protect the hippocampus against ischemic damage via central actions. We examined the effects of two peripherally administered A1 agonists, cyclohexyladenosine (CHA) and adenosine amine congener (ADAC), on synaptic transmission in the hippocampus and on indices of cardiovascular function. We conclude that the permeability of these agonists is not sufficient to result in concentrations necessary to activate central adenosine A1 receptors within the hippocampus. [Copyright &y& Elsevier]

Abstract: Web 2.0 authoring forms such as wikis and blogs, social bookmarking, and audio and video podcasting pose a challenge to academic authorship traditions. This paper reviews the provisions made in major academic referencing and citation style guides for acknowledging content and ideas that may be published using these new web authoring forms. It offers an overview of features of web 2.0 authoring forms and explores concepts of authoring that can help academics to understand the challenges of working with these forms. It provides examples of referencing and citation in scholarly and scientific communication, and concludes that the conceptual basis of referencing and citation as expressed in current systems and standards needs reform in order to bring academic integrity to the use of these new forms of authorship. [Copyright &y& Elsevier]