This article focuses on one way to study technology, through technological problem solving situated in real-life contexts. In problem solving for real-life contexts, design processes are seen as creative, dynamic and iterative processes that engage exploration; join conceptual and procedural knowledge-both thought and action; and can encourage considerations to technology, human and environmental interactions. This approach is a demarcation from what is typically found in schools; design, make and appraise cycles based on closed design briefs that are teacher assigned and unrelated to the students' world. An interpretation of technology education as problem solving for real-life contexts using design processes as tools for creation and exploration offers an alternative approach to design in technology education. Alternative curriculum and instruction then emerge. Elementary and secondary school programs in technology education and teacher education can all be seen through this kind of design lens. Episodes from case studies are reported with the intent to briefly describe technology education programs in elementary and secondary schools that interpret technology education in this way. Educational implications of this approach are offered.

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. Investigating community perspectives on falls prevention information seeking and delivery: Older person perceptions regarding preferences for falls prevention education using a world cafe approach. A world café community forum sought the opinions of 70 community dwelling older persons about their preferences on how they would best receive and seek falls prevention information that could prevent falls within their age group. The café was evaluated by participants and was seen as a highly positive experience and participants felt that learning occurred by way of interaction and "sharing of ideas". Local communities could develop this participatory approach to engage older people in leading the translation of falls prevention evidence into practice.2

Purpose We tested the hypothesis that prescription coverage affects the prescribing of long-acting opiates to indigent inner city minority patients with cancer pain. Materials and Methods We conducted a chart review of 360 patients treated in the Oncology Practice at UMDNJ-University Hospital, who were prescribed opiate pain medications. Half the patients were Charity Care or Self Pay (CC/SP), without the benefit of prescription coverage, and half had Medicaid, with unlimited prescription coverage. We evaluated patients discharged from a hospitalization, who had three subsequent outpatient follow up visits. We compared demographics, pain intensity, the type and dose of opiates, adherence to prescribed pain regimen, unscheduled Emergency Department (ED) visits and unscheduled hospitalizations. Results There was a significantly greater use of long-acting opiates in the Medicaid group than in the CC/SP group. The Medicaid group had significantly more African American patients and a greater rate of smoking and substance use and the CC/SP group disproportionately more Hispanic and Asian patients and less smoking and substance use. Hispanic and Asian patients were less likely to have long-acting opiates prescribed to them. Pain levels and adherence were equivalent in both groups and were not affected by any of these variables except stage of disease, which was equally distributed in the two groups. Conclusion Appropriate use of long-acting opiates for equivalent levels of cancer pain are influenced only by the availability of prescription coverage. The group without prescription coverage and receiving fewer long-acting opiates had disproportionately more Hispanic and Asian patients.

Research nurses often are the first to interact with patients considering clinical trial participation and remain involved throughout the trial experience. Depending on the research setting, they are likely to be more informed about available protocols than physicians. Research nurses are in a position to build rapport with and advocate for patients. Strategies to increase enrollment and retention should actively involve these key personnel.