PENERAPAN METODE MIND MAPPING DALAM PEMBELAJARAN IPS KELAS V DI SEKOLAH DASAR (Penelitian Tindakan Kelas Pada Kelas V Tema 7; Peristiwa dalam Kehidupan di SDN Pucung III Kecamatan Kotabaru Kabupaten Karawang Tahun Ajaran 2019/2020)

This Research aims to improve the ability to understand student concept IN IPS material in Theme 7 Sub Theme 1: National event of the colonial period is still low. This research aims to improve the understanding of IPS concept through the application of mind mapping methods. The Mind Mapping method is an effective method used to develop ideas through a series of maps. This type of research is class action research (PTK) using a spiral model of Kemmis and Taggart. The stages of each cycle include planning, execution, observation, and reflection. The subject of this study is a grade V student AT SD Negeri Pucung III which amounted to 37 students. The data collection methods used are observations, tests, and documentation. The research Data is analyzed in a qualitative and quantitative descriptive. The results showed that learning with the application of mind mapping methods can improve the understanding of the CONCEPT of IPS in the class V elementary School of Pucung III. Based on the results of the tests obtained at each end of the cycle showed increased ability of understanding the concept of IPS Theme 7 sub theme 1. In cycle I occurred an increase of 21.19% ie from 63.89%, so it becomes 85.08%. A total of 35 students have reached the value of the KKM, while 2 students have not reached the value of KKM. Percentage of the average value obtained by the students that completed in Cycle II is 94.59%

Theatre, Therapy and Personal Narrative

Contemporary theatre has crossed boldly into therapeutic terrain and is now the site of radical self-exposure. The recent and expanding use of people’s personal stories in the theatre has prompted the need for a robust framework for safe, ethical, flexible and intentional practice by theatre makers. Such a framework is needed due to the risks inherent in putting people’s private lives on the stage, particularly when their stories focus on unresolved difficulties and cross into therapeutic terrain. With this ethical and practical imperative in mind, and in order to create a broader spectrum of ethical risk-taking where practitioners can negotiate blurred boundaries in safe and creative ways, this study draws on relevant therapeutic theory and practice to re-connect therapy and theatre and promote best practice in the theatre of personal stories. In order to promote best practice in the theatre of personal stories (a term I will use to cover the myriad forms of theatre that make use of people’s personal stories), I describe a new framework that synthesises theory and practice from the fields of psychodrama, attachment narrative therapy, and theatre and performance studies. The benefits of this integrative framework for the theatre practitioner are that it promotes safer, more ethical and purposeful practice with personal stories, and encourages more confident and creative artistic expression. The framework provides these benefits because it offers a structured model for decision-making by theatre practitioners who work with personal stories, and suggests ways that the practitioner can explore fresh artistic possibilities with clear intentions and confidence about the boundaries and ethics of the work. The integrated framework has been developed through the grounded theory process of reflective inquiry, using in particular the models of action research, the Kolb experiential learning cycle and applied phronesis. The framework has four elements, which are explored respectively in chapters one to four: 1) History: understanding the roots of the theatre of personal stories in traditions of art, oral history, social activism, theatre and therapy; 2) Ethics: incorporating wide-ranging ethical issues inherent in staging personal stories; 3) Praxis: structuring participatory theatre processes to regulate the level of personal disclosure among participants (a model for structuring practice and regulating personal disclosure is offered — called the Drama Spiral); and 4) Intentions: working with a clear focus on specific intentions — especially bio-psycho-social integration — when working with personal stories. The study concludes, in chapter five, with a critical analysis of two exemplars of practice, examined through the lens of the Drama Spiral

Incubator-sponsored business planning projects at the University of Michigan business school and recommendations for future development

http://deepblue.lib.umich.edu/bitstream/2027.42/96883/1/MBA_Baim_Jason_Winter_1999Final.pd

Health Care User Perspectives on Constructing, Contextualizing, and Co-Producing "Quality of Care"

Most of the research on health care user “quality of care” perspectives seeks discrete and measurable indicators to advance quality improvement (QI) goals. This lacks sufficiently grounded query about the meaning of “quality of care” for health users, and how context influences their ideas and experiences. We studied this between 2010 and 2011, repeatedly interviewing and shadowing 45 individuals in three of New York’s hospital-based outpatient HIV care settings during routine visits. We found participants using common terminology, but across the cohort meaning varied and employed personal narratives. Participants conveyed the impact of historic and current experiences of stigma and discrimination on limiting access to care, and showed its destabilizing effects on quality constructs. Participants also felt they contributed to their health care settings’ delivery of quality care. From our findings, we discuss the applicability and implications of “co-production” to conceptualize health care as jointly delivered by typical “givers” and “receivers” of care

Building patient participation in quality of care through the healthcare stories project: A demonstration program in New York State HIV clinics

There is growing recognition that patients should play a central role in defining, assessing, and improving the quality of healthcare, thereby enhancing patient experiences. Healthcare organizations struggle to meet these goals, which require becoming more patient-centered and patient-involved. The Healthcare Stories Project (HCSP), a demonstration program of the NYS Department of Health AIDS Institute, aimed to address this. HCSP comprises three, stepwise activities to: 1) Capture how patients define and experience ‘quality of care’ in the clinic; 2) Engage patients and providers as equal partners in understanding and improving the quality of care; and through partnerships, 3) Support the building of a coproduced healthcare system. After reviewing HCSP and its rollout in New York HIV outpatient settings, we describe a qualitative process evaluation, consisting of interviews at two time points with implementing organizations (N=12, 11). Each activity offered an opportunity to share ideas and experiences of quality of care, generating concrete improvement project ideas. Activities strengthened patient involvement by engaging consumer advisory boards, and staff not traditionally involved in quality. While designed to be implemented with HIV patients, organizations implemented Activity Two and Three with broader populations. Organizations had the hardest time implementing Activity Three that focused on the coproduction concept, but they none the less applied and strengthened coproduced healthcare during Activities One and Two. Overall, HCSP is a promising model to advance patient-centered and patient-partnered quality of care, better understanding patient experiences and acting with patients to develop practical improvements and a more coproduced healthcare system. Experience Framework This article is associated with the Quality & Clinical Excellence lens of The Beryl Institute Experience Framework (https://www.theberylinstitute.org/ExperienceFramework). Access other PXJ articles related to this lens. Access other resources related to this lens

The value of theory in programmes to implement clinical guidelines: Insights from a retrospective mixed-methods evaluation of a programme to increase adherence to national guidelines for chronic disease in primary care.

BACKGROUND: Programmes have had limited success in improving guideline adherence for chronic disease. Use of theory is recommended but is often absent in programmes conducted in 'real-world' rather than research settings. MATERIALS AND METHODS: This mixed-methods study tested a retrospective theory-based approach to evaluate a 'real-world' programme in primary care to improve adherence to national guidelines for chronic obstructive pulmonary disease (COPD). Qualitative data, comprising analysis of documents generated throughout the programme (n>300), in-depth interviews with planners (clinicians, managers and improvement experts involved in devising, planning, and implementing the programme, n = 14) and providers (practice clinicians, n = 14) were used to construct programme theories, experiences of implementation and contextual factors influencing care. Quantitative analyses comprised controlled before-and-after analyses to test 'early' and evolved' programme theories with comparators grounded in each theory. 'Early' theory predicted the programme would reduce emergency hospital admissions (EHA). It was tested using national analysis of standardized borough-level EHA rates between programme and comparator boroughs. 'Evolved' theory predicted practices with higher programme participation would increase guideline adherence and reduce EHA and costs. It was tested using a difference-in-differences analysis with linked primary and secondary care data to compare changes in diagnosis, management, EHA and costs, over time and by programme participation. RESULTS: Contrary to programme planners' predictions in 'early' and 'evolved' programme theories, admissions did not change following the programme. However, consistent with 'evolved' theory, higher guideline adoption occurred in practices with greater programme participation. CONCLUSIONS: Retrospectively constructing theories based on the ideas of programme planners can enable evaluators to address some limitations encountered when evaluating programmes without a theoretical base. Prospectively articulating theory aided by existing models and mid-range implementation theories may strengthen guideline adoption efforts by prompting planners to scrutinise implementation methods. Benefits of deriving programme theory, with or without the aid of mid-range implementation theories, however, may be limited when the evidence underpinning guidelines is flawed