Beneficial Experience Research Articles

The Subjective Will and Psychological Experience of Home-Based Exercise in Lung Cancer Patients During Interval of Chemotherapy: A Qualitative Study.

This qualitative study explores the subjective will and psychological experience of home exercise in patients with lung cancer during the interval of chemotherapy. Semi-structured interviews were conducted with 15 lung cancer patients undergoing chemotherapy. Following the Colaizzi 7-step analysis method, the interview data were read carefully, meaningful statements related to the research questions were extracted, coded, collected and described in detail, and the authenticity of the theme was verified. The analysis revealed the home-based exercise experience of patients' in the interval period of chemotherapy, and identified three themes: 1) the perception experience of home-based exercise (beneficial home-based exercise experience, negative home-based exercise experience); 2) the influencing factors of home-based exercise (exercise rehabilitation knowledge, disease symptoms and adverse effects of chemotherapy, exercise history, exercise self-efficacy, social support, restrictions on objective conditions); 3) Patients with lung cancer expected to get professional guidance about home-based exercise rehabilitation knowledge from medical care providers. Patients' perception and attitude towards home-based exercise behavior is affected by many factors during the interval of chemotherapy, and they expect professional guidance from medical care providers. Medical care providers should know the problems and the influencing factors in the process of home-based exercise of patients, and formulate personalized exercise measures for patients based on their own characteristics and needs, so as to relieve the symptoms of discomfort and improve the quality of life of patients with lung cancer.

(Re‐)Discoveries in a time of disruption

(Re‐)Discoveries in a time of disruption

Evaluating a novel hospital-based online health community to address palliative and psychosocial care factors for chronically ill adolescent and young adult patients.

Chronically ill adolescent and young adult (AYA) patients experience barriers to accessing psychosocial care. AYAs who receive palliative and psychosocial care experience numerous benefits from these services. However, we still lack research investigating age-appropriate programs targeting AYAs' psychosocial needs that are delivered virtually and extend beyond the hospital setting. Streetlight is a palliative care program designed for chronically ill AYAs that offers the Streetlight Gaming League (SGL), an online health community (OHC) combining peer-based support, online gaming, and community events. We evaluated the usefulness, acceptability, and potential effectiveness of SGL through an assessment of chronically ill AYAs' lived experiences. We used a qualitative evaluation approach grounded in hermeneutic phenomenology. Questionnaires and interviews were conducted with 9 chronically ill AYAs to elicit in-depth accounts of their lived experiences of using SGL. Descriptive statistical analysis was performed on questionnaire data. Phenomenological data analysis, informed by hermeneutic analysis, was used to analyze interviews. AYAs reported positive experiences with SGL and valued the ability to engage in various content while having few participation expectations. They also described psychosocial benefits, including reprieve from illness, sense of community, and solidarity through mutual understandings and shared experiences. Findings highlight the usefulness and acceptability of a virtual palliative psychosocial care program for chronically ill AYAs. Findings also suggest the effectiveness of SGL and support using an OHC to meet the psychosocial needs of AYAs. This study can guide future programming and implementation of online palliative psychosocial care programs in other hospital settings, resulting in similar beneficial and meaningful experiences.

Technical Readiness and Stereotypes in Hospital Nursing-A Question of Gender and Age?

(1) Background: The nursing profession is associated with various stereotypes. These social images or prejudices against specific groups can inhibit the personal growth of individuals, e.g., sociodemographic characteristics influence the social image of nurses. Based on the forward-looking topic digitization, we examined and discussed the influences of sociodemographic characteristics and motives of hospital nurses on technical readiness to gain insights into the digitization process in hospital nursing. (2) Methods: As part of an online survey on technical readiness among German hospital nurses, we particularly examined sociodemographic influences on technical readiness and the relationship between sociodemographic characteristics and professional motives. Furthermore, we included a qualitative analysis of optional comment fields. (3) Results: The analysis included 295 responses. Age and gender had a significant influence on technical readiness. Furthermore, the importance of motives differed between gender and age. The analysis of the comments produced three categories specifying our results: beneficial experiences, obstructive experiences and further conditions. (4) Conclusions: In general, the nurses showed high technical readiness. In order to gain high motivation for digitization and promote personal growth, special targeting and cooperation between gender and age groups can be beneficial. However, there are more sites at system level, such as funding, cooperation and consistence.

The divorce cooling-off period in China: implementation, effects, and improvements

Abstract In recent years, rash divorces have become increasingly common in China, largely due to the simplified divorce process by registration. To address this issue, based on the pilot programme in some regions of China and reference to beneficial overseas legislative experience, Article 1077 of the Civil Code of the People’s Republic of China (CCPRC) introduced a divorce cooling-off period. In this work, we conduct empirical analysis to reveal the effectiveness of this cooling-off period in curbing rash divorces. It is revealed that the new legislation has led to a reduction in both registered divorces and the crude divorce rate. Despite its success, we find that the cooling-off period implemented by the CCPRC has some drawbacks. These include the excessive restriction of divorce freedom, the failure of this period to maximize the deterrent effects on rash divorce, as well as occasional misuse to delay divorce. In this regard, the authors propose necessary revisions for further improvement.

A framework for implementing Patient and Public Involvement in mental health research: The PATHWAY research programme benchmarked against NIHR standards.

Patient and Public Involvement (PPI) in research has become a key component recommended by research commissioners, grant award bodies and specified in government policies. Despite the increased call for PPI,few studies have demonstrated how to implement PPI within large-scale research studies. The aim of the current study was to provide a case example of the implementation of a patient advisory group in a large-scale mental health research programme (PATHWAY) and to benchmark this against UK standards. A PPI group was incorporated throughout the PATHWAY research programme, from grant development to dissemination. The group attended regular meetings and supported participant recruitment, evaluated patient-facing documents, supported the piloting of the research interventionand co-developed the dissemination and impact strategy. The implementation of PPI throughout the project was benchmarked against the UK standards for PPI. The inclusion of PPI in the PATHWAY project provided tangible changes to the research project (i.e., improving study documents, co-developing dissemination materials) but also proved to be a beneficial experience to PPI members through the development of new skills and the opportunity to provide a patient voice in research. We show how PPI was involved across seven study phases and provide examples of implementation of the six UK standards. The study did not include PPI in data analysis but met all the UK standards for PPI. Challenges regarding practical components (i.e., meeting frequency, language use), increasing diversityand PPI members' knowledge of research were highlighted as areas for further improvement. We provide a case example of how PPI can be implemented throughout a research lifecycle and we note the barriers faced and make suggestions for PPI in future implementation and research. PPI members were involved throughout the lifecycle of the research programme. The PPI lead was a co-author on the manuscript and contributed to report writing.

Enhancing homebound instruction: current status and potential of telepresence technology

ABSTRACT When a student is homebound from school, they miss out on beneficial classroom experiences. One way to keep homebound students connected is through the use of telepresence technology. However, the existing literature has not been systematically reviewed to address important variables related to successful implementation. The authors conducted a systematic literature review on the use of telepresence technology for homebound K–12 students prior to the Covid-19 pandemic. Twelve articles published between 1990 and 2020 were included. Research on telepresence technology in the classroom is variable regarding outcomes studied and methodologies. Anecdotal data revealed that the use of telepresence technology increased homebound students’ academic, social engagement and comfort. Implications for practitioners include feasibility of implementation of telepresence technology for students unable to physically attend classes and guidance in team structure necessary to successfully utilise telepresence. Increased funding allocated to controlled research and necessary infrastructure is essential for successful school-based implementation of telepresence technology.

Supervisor experiences of extended clinical placements in optometry: a mixed methods study.

In Australia, optometry students have traditionally undertaken their clinical training in short-block rotations at University-led teaching clinics in metropolitan locations. Demand for clinical placements is growing as the number of optometry students steadily increases. As such, universities and clinical education providers must look for more diverse methods of student placement. Extended clinical placements in community-based settings are one alternative: a model similar to the longitudinal clerkships in medicine. This study aimed to explore the experience of extended clinical placements from the perspective of the optometrists who supervised students. It also sought to determine whether there were differences in views between metropolitan and rural practitioners. This mixed methods study included a survey and interviews with optometrists who had previously supervised Deakin University optometry students on an extended 26-week (2 x 13-weeks) clinical placement. Lines of enquiry focused on; the benefits and challenges associated with extended placements; areas for improvement; duration of the placement; and willingness to supervise further students. Interviews were transcribed verbatim and analysed using Braun and Clarke's 6 step method of thematic analysis with a qualitative descriptive approach. Supervisors felt that hosting a student prompted greater reflective practice and critical appraisal of clinical decisions. The extended nature of the placement was thought to foster greater immersion in the clinical setting and community for the students and establish a stronger relationship between supervisor and student. Supervisors recognised the importance of role-modelling and mentoring the next generation of optometrists however noted that taking on a student was a sizeable commitment. Willingness to host a student was not dependent on the supervisor's location (rural vs metropolitan) p = 0.57. However, interviews uncovered motivations that were unique to supervisors residing in rural locations, such as succession planning. Overall, supervisors were positive about the value of student extended clinical placement in optometry and felt that it was a fulfilling and professionally beneficial experience. Lack of time and financial remuneration were the key downsides highlighted. Schools of optometry might carefully consider engaging in discussion about the duration of such placements, but 26 weeks was considered appropriate by supervisors.

The influence of cultural belonging on social distances in native and international students from the Republic of Moldova

The research presented in this article was carried out in order to identify the influence of cultural belonging on the social distances between host country and international students from the Republic of Moldova. The data were collected by applying the Social Distance Scale developed by Emory S. Bogardus. The sample consisted of 319 subjects, of which 159 (49.8%) are international students, 160 (50.2%) - natives, aged between 18 and 35, representing various countries, some of them with quite a different culture from that of the host country: People's Republic of China, Democratic Republic of Congo, South Korea, Israel, Romania, Republic of Turkey, Ukraine. The use of the Bogardus scale indicated different social distances for domestic and international students. Students from the host country (2.7), followed by those from Romania (3.3), Ukraine (3.3), adopt the smallest distances of social contact with exponents of the other 7 countries. Average social distances adopt students from Israel (3.6), Republic of Turkey (3.5), Democratic Republic of Congo (3.8), South Korea (3.6), People's Republic of China (3.5). We note that there are differences in culture, denomination, but also in knowledge and experiences of communication with the representatives of other countries. The variable "year of study" has an important role in establishing social distances. With communication and getting to know another, social distances become smaller. The social distances between international students and the local population are within the average range, which means that they did not experience serious relationship problems. Secondly, even if cultural differences influence social distances, some of the international students, coming from countries with different cultural and confessional characteristics from that of the Republic of Moldova, do not radically distance themselves from the local population, they are open to communication and relationships with students from countries with a culture similar to that of the host country - Romania and Ukraine. It seems that the most important factor in maintaining social distances is communication differences. Engaging both native and international students in curricular and extracurricular activities can determine them to enjoy mutually beneficial experiences. Furthermore, universities should not only develop superficial internationalization policies, but ensure that all students are involved so that they can contribute to them.

Towards a post-age picturebook pedagogy

This article is one of the first attempts to materialise Joanna Haynes and Karin Murris’ conceptualisation of the post-age pedagogy that focuses on loosening the boundaries of age-based expectation. The project is conducted against the backdrop of the discourse of ageism existing hand-in-hand with various age-transgressive practices. It involved multiple case studies of child and adult readers’ responses to two picturebooks, i.e., How to Five Forever (1995) and Grandpa Green (2011). The two research questions are: how do children and adults respond to Forever and Grandpa? What is the pattern of similarities and differences in their responses? In addressing these research questions, the present study aims to facilitate the emergence of a post-age picturebook pedagogy. The findings reveal that a post-age picturebook pedagogy should acknowledge the chance of holistic learning opportunities that picturebooks can offer to both children and adults, including, for instance, aesthetic appreciation, literary understanding, emotional engagement, and material experience. Such a pedagogy involves an egalitarian view of child and adult that acknowledges some biologically determined differences subject to the factor of age and meanwhile emphasises their shared humanity and idiosyncrasies, thus undermining the binary division between simple child and sophisticated adult. The material affordances of a picturebook can be deployed to amplify the points of connection and dialogue in child and adult readers’ responses and a post-age picturebook pedagogy should strive to enrich interpretive and experiential possibilities for diverse readerships. In comparison with the existing empirical studies using picturebooks, this project positions adults as readers who can enjoy picturebooks for their own sake rather than co-readers whose responsibility is mainly to facilitate child readers’ learning and development. It stresses and seeks to maximise the potential of picturebooks for creating a beneficial and pleasant experience for all involved, both child and adult, an aspect that has long been overlooked.

Preparing the Leaders of Tomorrow: Learnings from a Two-Year Community of Practice in Fragility Fractures

ABSTRACT To facilitate the development of leadership competencies in a multidisciplinary group of 18 emerging bone experts from 6 European Countries and Brazil, to face future scenarios in the evolving field of fragility fractures, and to support secondary fracture prevention and improve patient outcomes. Changes brought by the COVID-19 pandemic have further highlighted this need. A 2.5-year community of practice (CoP) programme was established with two senior bone experts acting as mentors. The content was adapted during the COVID-19 pandemic. The education impact of the programme was assessed using an ethics-approved mixed-method design consisting of multiple sources of qualitative and quantitative data collected longitudinally. Quantitative data were analysed descriptively. Qualitative data underwent a thematic analysis. After participating in the programme, participants reported increased interprofessional collaboration and communication skills, better understanding of health economics and negotiation, application of adult learning principles to their work setting, development of competencies to critically appraise guidelines, enhanced abilities to facilitate behaviour change in others, and improved confidence leading their team through crisis situations. Although time was required for some physicians to get accustomed to the CoP concept and develop trust with other members, it was described as a beneficial real-world learning experience. An educational real-world CoP programme was effective in enhancing leadership competencies among future leaders in the bone field to improve care of fragility fracture patients. The results presented could guide the development of other CoPs in fragility fracture care as leadership competencies are increasingly required in that field.

Barriers and facilitators to HIV and syphilis rapid diagnostic testing in antenatal care settings in low-income and middle-income countries: a systematic review

BackgroundTesting and treatment during pregnancy is a well-established and cost-effective prevention strategy, which relies largely on use of rapid diagnostic tests (RDTs). Yet, in many low-income and-middle-income countries, the uptake...

Evaluating the Oncology Research Internship (ORIoN) during the COVID-19 Pandemic: A Comparison of Virtual and In-Person Iterations

Purpose/Objective(s)The Oncology Research Internship (ORIoN), a novel resident-supervised initiative for medical students (MS), was first established in 2018 and found to be mutually beneficial to both residents and MS. The COVID-19 pandemic halted many scholarly programs, including ORIoN, which relied heavily on mentorship through in-person interactions. We report results of the first virtual program, adapted to the COVID-19 pandemic, and compare participant feedback to previous in-person iterations.Materials/MethodsORIoN application details were published online and emailed to first- and second-year MS. A panel of 3 physicians reviewed and scored applications independently. Successful MS applicants were paired with volunteer resident supervisors; each pair supervised by a staff oncologist. Compared to previous years, all meetings, correspondences and presentations between MS, residents, and supervising oncologists were conducted exclusively remotely. Only chart reviews were conducted on-site by MS. At the program's conclusion, each MS delivered a live virtual oral presentation of their completed case report, previously done in-person. Resident and MS participants completed questionnaires pre-/post program. Responses were collected on a 5-point Likert scale with open-ended free-text responses. Survey results from this virtual and the previous in-person programs were compared.ResultsOf 54 applications (previously 32 in 2018), 9 MS (three first-year, six second-year) were accepted and assigned to 9 volunteer residents (6 radiation oncology, 2 medical oncology, 1 pathology). To date, 9 manuscripts have been completed with 2 submitted for publication (1 published, 1 under review). Survey response rates were 100% (9/9) for residents and 89% (8/9) for MS. In the post-program surveys comparing the virtual and prior in-person programs, 87.5% (7/8) MS felt comfortable completing a clinical research project (22% strongly agree (SA), 62.5% agree (A), previously 25% and 75% respectively) and 100% (8/8) felt comfortable writing a case report (50% SA, 50% A, previously 75%, 25% respectively). All MS felt comfortable giving an oral research presentation (37.5% SA, 62.5% A) and teaching another MS to complete a case report (37.5% SA, 50% A). Similar to the in-person program, MS unanimously agreed that ORIoN was a beneficial experience (100%) and felt the program contributed to their career goals (100%, previously 88%). Post-program, all residents felt comfortable as a supervisor (67% SA, 22% A, previously 33%, 67% respectively), reviewing manuscripts (56% SA, 33% A, previously 33%, 50% respectively) and providing constructive feedback to trainees (67% SA, 33% A, previously 17%, 67% respectively).ConclusionCompared to the previous in-person program, the virtual ORIoN retained strongly favorable ratings from MS and residents alike. These findings support adapting similar scholarly and mentorship programs to a virtual setting when in-person interactions are not feasible.

SNI/SNI Digital-Baghdad neurosurgery educational series.

Access to high-quality neurosurgery online learning is limited in low- and middle-income countries, and Iraq is part of this category. The need for collaboration and connection of people worldwide to exchange ideas and experiences in neurosurgery is a challenge. Surgical Neurology International® (SNI)/SNI Digital stimulated the establishment of the joint effort to bring the discussion about the best experiences in neurosurgery from the United States and Iraq together in an internet meeting format. An online survey was formulated and distributed to the attendees of the SNI-Baghdad neurosurgery meetings. The survey investigates the last 14 consecutive meetings for the period May/2021-April/2022. The online survey was designed utilizing Google Forms. The survey outline includes demographics, general aspects of the meetings, research aspects, surgical anatomy, neuroradiology, and capacity-building aspects. All these sections of the survey used a 5-point Likert scale. The total number of participants was 84 out of 115 sent, with a response rate of 73.1%. The participants were diverse as they ranged from medical students to attending neurosurgeons. The male-to-female ratio was 1:1. Most attendees were from Baghdad (n = 66 [77.6%]) and the highest number of the responders was from the University of Baghdad (n = 46 [54.1%]). The targeted online collaborative meetings, SNI-Baghdad neurosurgery meeting as an example, give an insight into the effectiveness of such methods in providing a mutually beneficial educational experience between people of different parts of the world, as assessed by a survey initiated and performed by the attendees.

Implementing and Evaluating a Pilot Therapeutic Music Program in the Intensive Care Unit

Background: Therapeutic music has been shown to provide significant physical and mental health benefits to patients, yet limited information is available on the impact of live classical music in the intensive care unit (ICU) setting.
 Objective: The purpose of this initiative was to implement and evaluate a therapeutic music program in the ICU.
 Methods: A descriptive survey methodology was used to obtain information from volunteer musicians and clinical nurses. Researchers used a 12-item anonymous web-based survey to collect information on the therapeutic music program's acceptability, appropriateness, and feasibility. The survey also included questions addressing potential barriers to and facilitators of implementing therapeutic music in the ICU.
 Results: A total of 15 nursing staff and 6 volunteer musicians completed the online survey. Of the 15 nurse respondents (9 clinical nursing staff, 3 advanced practice, 3 other), a majority (n=10, 66.7%) identified that therapeutic music was acceptable in the ICU. Similarly, a majority (n=11, 73.3%) indicated that therapeutic music was appropriate and feasible. Of the volunteer musicians, all (n=6, 100%) identified several factors that helped to facilitate the program including having an upright piano with large casters (wheels) for enhanced mobility to play music. Most (n=5, 83.3%) identified having a patient and family-centered care environment and supportive ICU staff, and four (66.7%) identified private ICU rooms and trained musicians as useful. Several barriers were also identified, including severity of patient illness and infection prevention concerns (n=5, 83.3%), space limitations in the ICU and patient privacy concerns (n=2, 33.35%), and patients being asleep (n=1, 16.75%).
 Conclusions: The results of this initiative indicated that therapeutic music in the ICU was rated as acceptable, appropriate, and feasible. Volunteer musicians reported the ability to provide live music in the ICU to be a beneficial and enjoyable experience. The program has been transitioned to a virtual format using a large iPad on wheels due to COVID-19-related visitation restrictions.

Quantitative evaluation of provincial government plans for public health emergencies in China

In order to rationalize public health emergency plans (PHEPs) and compensate for the shortcomings of current public health emergency (PHE) management, we conducted a quantitative study on evaluating and analyzing provincial PHEPs in China from the perspective of the consistency and completeness of plan texts. Based on the policy modeling consistency index (PMC-Index) model, we developed an evaluation variable system for PHEPs, which consists of 9 main variables and 57 sub-variables. We used stratified sampling to randomly select five provincial PHEPs in China as samples for empirical analysis. Each plan was evaluated and improved according to its PMC-Index value and PMC-Surface diagram. The results showed that the overall design of the PHEPs was generally reasonable, despite much room for improvement. The PMC-Index values of the five plans were 7.06, 6.23, 5.66, 6.34 and 3.70, respectively, with an average value of 5.80. Among the five plans, three were rated as good, one was rated as acceptable, and one was rated as unacceptable. According to the average values of the main variables, we found weaknesses in the plans in monitoring, early warning, evaluating and reporting, early disposal, emergency support, recovery, working mechanism and plan reliability and proposed optimization methods to improve the weaknesses. This study contributes to evaluating PHEPs and identifying their shortcomings, which provides not only a beneficial experience to plan-makers but also a supplement for the field of plan evaluation.

Nonstring Music Teachers’ Comfort Teaching String Ensembles

This study was designed to explore nonstring specialists’ comfort teaching students in string ensembles. Comfort was defined as an individual’s ease when teaching the subject matter. Data were gathered, using a 7-point Likert-type scale related to 15 string topics administered through a researcher-developed study. Participants ( N = 180), who were identified through the National Association for Music Education membership list, were contacted via email. Responses were analyzed using descriptive and parametric statistics. Results revealed that band specialists felt significantly more comfortable in string teaching situations than choir and elementary general music specialists. Participants who took a string methods course, as compared with those who did not, felt more comfortable teaching seven specific string topics. Participants who were currently teaching string ensembles felt more comfortable teaching all string topics, except for vibrato technique. Participants who had taught strings in the past were significantly more comfortable teaching string ensembles than those who had never taught strings. The findings of this study could help higher education string methods instructors select instructional activities and course topics that were revealed to provide the most beneficial experiences.

Evaluating The Oncology Research Internship (Orion) During the Covid-19 Pandemic: A Comparison of Virtual and In-Person Iterations

BackgroundThe Oncology Research Internship (ORIoN), a novel resident-supervised initiative for medical students (MS), was first established in 2018 and found to be beneficial to both residents and MS. The COVID-19 pandemic halted many scholarly programs which relied heavily on mentorship through in-person interactions. We report results of the first virtual program, adapted to the COVID-19 pandemic, and compare participant feedback to previous in-person iterations.MethodsORIoN applications were open to first- and second-year MS. A panel of 3 physicians reviewed and scored applications. Successful MS applicants were paired with resident supervisors; each pair supervised by a staff oncologist. Compared to previous years, all meetings, correspondences and presentations between MS, residents, and supervising oncologists were conducted exclusively remotely. At the program's conclusion, each MS delivered a live virtual oral presentation of their completed case report, previously done in-person. Resident and MS participants completed questionnaires pre-/post program. Responses were collected on a 5-point Likert scale. Survey results from this virtual and the previous in-person programs were compared.ResultsOf 54 applications (previously 32 in 2018), 9 MS (three first-year, six second-year) were accepted and assigned to 9 volunteer residents (6 radiation oncology, 2 medical oncology, 1 pathology). To date, 9 manuscripts have been completed with 2 submitted for publication (1 published, 1 under review). Survey response rates were 100% (9/9) for residents and 89% (8/9) for MS. In the post-program surveys comparing the virtual and prior in-person programs, 87.5% (7/8) MS felt comfortable completing a clinical research project (22% strongly agree (SA), 62.5% agree (A), previously 25% and 75% respectively) and 100% (8/8) felt comfortable writing a case report (50% SA, 50% A, previously 75%, 25% respectively). All MS felt comfortable giving an oral research presentation (37.5% SA, 62.5% A) and teaching another MS to complete a case report (37.5% SA, 50% A). Similar to the in-person program, MS unanimously agreed that ORIoN was a beneficial experience (100%) and felt the program contributed to their career goals (100%, previously 88%). Post-program, all residents felt comfortable as a supervisor (67% SA, 22% A, previously 33%, 67% respectively), reviewing manuscripts (56% SA, 33% A, previously 33%, 50% respectively) and providing constructive feedback to trainees (67% SA, 33% A, previously 17%, 67% respectively).DiscussionCompared to the in-person program, the virtual ORIoN retained strongly favourable ratings from MS and residents alike. These findings support adapting similar programs to a virtual setting when in-person interactions are not feasible.

Problems and Improvement of the Special Additional Deduction System of Personal Income Tax

The new individual income tax law was officially implemented in 2019, and one of the highlights is the new six special additional deduction policies. The emergence of the special additional deduction policy aims to solve the problems of people's livelihood, reduce the tax burden of the people, and achieve social equity. At this stage, various special additional deduction policies have been implemented in various places. While achieving certain results, the disadvantages of the policy have become increasingly prominent. The policy still needs to keep pace with the times, spit out the old and accept the new. This paper will analyze the problems existing in the implementation of the special additional deduction system of personal income tax at this stage, draw lessons from foreign beneficial experience, and combine social reality to put forward scientific and feasible suggestions for improving the special additional deduction system.

An exploratory study of early childhood coaches’ practices and professional learning needs

ABSTRACT Coaching is increasingly being used as a mechanism to improve the quality of early childhood education. Yet, for coaching outside of researcher-controlled interventions, limited information details coaches’ reports of their practices’ professional learning needs. We addressed this gap via an exploratory study utilizing online questionnaires of 91 coaches working with educators in a Midwestern US state across 12 coaching initiatives. Most participants had less than 5 years of experience working as an early childhood coach. Almost a third coached for multiple initiatives. Coaching occurred via multiple formats and often addressed behavior management and social emotional development regardless of the coaching initiative. Coaches identified challenges regarding scheduling and working with difficult learners and reported that peer support and being coached themselves were the most beneficial learning experiences. Findings suggest that the perspective of the coach is important in informing training and professional learning for both coaches and educators.