As an ethnographic research method, observation has a long history. The value of observation is that it permits researchers to study people in their native environment in order to understand "things" from their perspective. Observation requires the researcher to spend considerable time in the fi eld with the possibility of adopting various roles in order to gain a more comprehensive understanding of the people being studied. A variety of techniques are used to collect data. Gaining access to the group and leaving the fi eld are two important factors that need consideration. Other areas of concern involve ethical problems, as well as validity and reliability issues.Until recently, few library and information science (LIS) studies have included this method; however, observation is gaining favor as LIS researchers seek to understand better the role of information in people's everyday lives.

Exiting street-level prostitution is a complex, convoluted process. Few studies have described this process within any formal conceptual framework. This article reviews two general models and two prostitution-specific models and their applicability to the exiting process. Barriers encountered as women attempt to leave the streets are identified. Based on the four models, the barriers, the prostitution literature, and the authors' experience with prostituted women, a new integrated six-stage model that is comprehensive in scope and sensitive to women's attempts to exit prostitution is offered as a foundation for continued research on the process of women leaving the streets.

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Guided by Orem's Self-care Deficit Nursing theory, the purpose of the pilot study was to assess the relationship between maternal health literacy and the mother's ability to comprehend and communicate information about childhood immunizations. Communication is the key to positive health results, particularly for patients with low literacy skills, yet few studies have examined patients' ability to converse about health information taught to them by providers. The study was conducted in an urban walk-in immunization clinic. A quantitative-qualitative research design was used. Convenience sampling was applied to obtain 15 mothers with one child (M1) and 15 mothers with more than one child (M>1). The Rapid Estimate of Adult Literacy (REALM) was used to assess literacy level. Vaccine information statements on inactive poliovirus (IPV) and pneumococcal conjugate vaccine (PCV) were instructional materials used in the teach- back procedure. Although the results of the study were mixed, patterns and trends were noted. Mothers with higher literacy levels provided more correct responses for the benefits of the polio vaccine than did those mothers with lower literacy levels (F(2,25)=4.70, p= .02). For both IPV and PCV vaccines, more mothers gave correct answers for risks and benefits, but more mothers gave incorrect answers for safety. There also was some relationship between mother's age and correctness of responses regarding risk of pneumonia vaccination (F(2,24)=3.79, p= .04). The inconsistency of the mothers' responses to communicate critical immunization information about vaccines indicates the need to further assess how best to increase parents' vaccine knowledge and communication skills.