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| '''Medicaid Eligibility'''
| | [http://www.youtube.com/watch?v=3xUqnoIzSbo Youtube embedded video test] |
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| Customer Service Training
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| =Interviewing Skills=
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| ===Introduction===
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| When interviewing a client, one of the things you always need to keep in mind is the client’s feelings.
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| A maxim of helping people is, “Start where the client is.” Easy to say, but we don’t fully appreciate the significance of that simple statement. First you have to know where the client is, and then you have to be able to communicate to the client that understanding and meet him/her there. Empathy and empathetic responses are what enable us to do that.
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| Empathy is the ability to see and feel the world as another person sees and feels it. It includes an ability to understand, “Yes, if I were in that person’s circumstances, if I had the person’s life history, I might think feel or do exactly as he/she thinks, feels, and does.” It requires suspending your own world view for a while and taking on someone else’s.
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| To understand a client and his/her behavior, it is necessary to understand the world-view from which it springs. People behave in terms of their view of the world—both their perceptions and the significance of those perceptions to them.
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| The first thing that expressing empathy allows is feedback; only when you express your empathy can the client affirm what you say or offer correction, enabling you to be more accurately empathetic. Then the other benefits follow.
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| So learning empathy is not a matter of learning a new behavior. It is rather learning intentionally and consistently doing what we know. It is an act of attention and intention.
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| Focus on the other person.
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| As long as you are preoccupied with yourself or other concerns, you cannot fully attend to another person. Even though there are many other things that need your attention, during the time you are with your client, he/she is the most important thing to you.
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| Focus on the other person’s feelings.
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| You may have never been in the situation your client is in. But no matter what his/her circumstances; the client is feeling something you have felt at some time. Everyone has been happy, sad, tired, depressed, frightened, overwhelmed, etc. Connect with the feeling rather than the situation.
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| ===Interactions/Questions===
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| Empathy is only one of a number of skills workers will need to conduct effective interviews. There are various types of questions that may be asked and appropriate and inappropriate uses of each. In an investigative interview, workers must know when to ask closed questions to elicit facts and when to ask open questions to explore the situation.
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| == [[Types of Questions]] ==
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| '''Closed Questions'''
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| Definition: Focus on facts, elicit specific information, and define a topic. Restrict client’s response.
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| Advantages: Quickest way to find out specific information, especially when (1) time is short; or (2) client is talkative.
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| Disadvantages: Client does not feel free to volunteer other information, which might be pertinent.
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| '''Direct Questions'''
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| Definition: Ask who, what, when, where, how many, how long; focuses on one specific piece of information.
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| Example: “Who else lives in the house with you?”
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| Advantages: Provides specific information; good for data collection. Interviewer is in control.
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| Disadvantages: Requires a series of questions to secure information. Client may feel bombarded by series of direct questions—like interrogation rather than interview.
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|
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| '''Yes/No Questions'''
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| Definition: Ask only for yes or no answer.
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| Example: “Did you keep your appointment at the factory?”
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| Advantages: Useful for confrontation. Interviewer is in control.
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| Disadvantages: Provides very limited information. Client may feel like he/she is being interrogated. Responsibility for obtaining information is totally on the worker.
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|
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| '''Choice Questions'''
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| Definition: Client must select one of a limited number of alternatives.
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| Example: “Would you prefer to go for an interview on Tuesday or Friday?”
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| Advantages: Client may be more likely to act based on his/her own choice. Appropriate for clients who require direction but need to feel some independence. Appropriate for children.
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| Disadvantages: Client may not like either choice; may not act on the choice.
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| '''Leading Questions'''
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| Definition: The question suggests what the answer should be.
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| Example: “You wore a dress to the office didn’t you?”
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| Advantages: None in the casework process (used frequently by attorneys in cross-examination to control a testimony); Avoid the question.
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| Disadvantages: Makes assumptions. Provides easy opportunity to give inaccurate response.
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| '''Why Questions'''
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| Definition: Starts with “why.”
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| Example: “Why didn’t you report this sooner?”
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| Advantages: Useful in investigations.
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| Disadvantages: Makes the client feel like naughty child; causes the client to justify behavior.
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| Rephrase using “how.”
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| “How did you try to handle this problem before?”
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| '''Open Questions'''
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| Definition: Invite expanded answers. Leave client free to express what he/she feels is important.
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| Example: “Could you tell me a little more about that?”
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| Advantages: Elicit more information. Help build relationship by setting relaxed atmosphere. Allow worker to share responsibility and control the client.
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| Disadvantages: Can get much irrelevant information, rambling responses.
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| Statement Questions
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| Definition: A statement which calls for elaboration on the part of the client.
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| Example: “Tell me how you felt when that happened.”
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| Advantages: Encourage client to provide additional information, explore feelings and motivations.
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| Disadvantages: Can get much irrelevant information and rambling responses.
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| HELPFUL TELEPHONE ETIQUETTE TIPS
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| =PHONE ETIQUETTE=
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| ==RULES==
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| Speak directly into the mouthpiece. If this is a problem because you use other equipment while on the telephone (i.e., computer), consider purchasing a headset, which will free your hands.
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| Don’t eat or chew gum while talking on the telephone (your caller may ask what you’re having for lunch!!)
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| If someone walks into your office while you’re talking on the telephone, DON’T cover it with your hands or press it against your chest (the caller may understand what you’re saying). Depress the HOLD button.
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| Don’t place the handset in the cradle until you’ve depressed the HOLD button.
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| Don’t lay the receiver on the desk, without placing the caller on hold (the caller will hear everything being discussed in your office).
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| == Headline text ==
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| [http://www.moodle.org] | |
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| Moodling around with LMS and links that work? [[Media:[www.moodle.org]]
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| ===testing editing capabilities===
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| just a test, testing 123
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| [[Image:Example.jpg ]]
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| [['''Finding it difficult to get going with my own page''']]'''Bold text'''==Example==
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| '''Editing in the Sandbox'''
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| This is the first time I have edited in Moodle.
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| [[Hello world!!!]][http://www.stuff.com Hello]
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| I don't really know how this all works, but I'm figuring it out slowly!!![http://www.example.com link title]
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| How is everyone?
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| '''Helloooooooooooooooooooooo'''
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| '''testing, 1,2,3'''
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| A link [http://www.google.com Google]
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| Seems very tedious to me.
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| ----
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| ----
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| ----
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| ----
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| I have put in the following link that works:
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| [[About Moodle]]
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| '''I don't know''' ''what I'm doing.''
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| Visit this site
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| [http://www.midwiferytoday.com | Midwifery Today]
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| [Manage_roles]
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| <noinclude></noinclude>các bạn ơi vào đây lấy tài liệu Java
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| My first '''sandbox''' attempt.
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| test '''test''' [[test]]
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| ----
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| dvnsedn
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| [[Image:ndfcdnVC]]
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| <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
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| <html>
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| <head>
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| <title>I know HTML at least</title>
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| <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
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| </head>
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| <body>
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| <p><strong>U1 Features & Newswriting</strong></p>
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| <p align="center"> </p>
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| <p align="center"><font size="3"><strong>Challenge </strong></font></p>
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| <p align="center"><img src="file:///C|/Documents%20and%20Settings/Owner/Desktop/print-media.jpg" width="150" height="181"></p>
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| <p align="center"><strong>Writing for the Media</strong></p>
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| <p align="left"><font size="3"><strong>Introduction</strong></font></p>
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| <p align="left"><strong><font size="2">Become an Inependent Learner</font></strong></p>
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| <p align="left"><font size="2">Online learning is a little different from being
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| in the classroom. Working with the computer will challenge all your senses:
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| thinking, speaking, seeing, hearing, touching, often all at the same time. We
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| will begin with a topic you already know something about. In this case, writing
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| for the media. Both of us will explore and expand your knowledge and experience
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| of what it is like to be a reporter.</font></p>
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| <p align="left"><font size="2">Let's begin by exploring what we will learn in
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| this unit.</font></p>
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| <p align="left"><font size="2"><strong>Objectives</strong></font></p>
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| <ul>
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| <li><font size="2">Review and practice keyboard skills</font></li>
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| <li><font size="2">Develop an article for your local newspaper</font></li>
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| <li><font size="2">Challenge your Grammar skills: Fragments.</font></li>
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| <li><font size="2">Record your progress: Journal Entry</font></li>
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| </ul>
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| <p align="left"><strong><font size="3" face="Verdana, Arial, Helvetica, sans-serif">
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| The Keyboard</font></strong></p>
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| <p align="center"><strong><img src="Keyboard.jpg" width="149" height="72"></strong></p>
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| <p align="center"><a href="TheKeyboard"><strong>The Keyboard</strong></a></p>
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| <ul>
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| <li><font size="2">Select the link and warm up your mind and fingers</font></li>
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| <li><font size="2">What about your <strong><a href="http://www.powertyping.com/qwerty/lessonsq.html">speed
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| and accuracy?</a></strong></font></li>
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| </ul>
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| <p> </p>
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| <p><font size="3"><strong>Writing Skills</strong></font></p>
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| <p><strong><font size="2">Writing Articles for the Media</font></strong></p>
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| <ul>
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| <li><font size="2">What do the images below tell you about the difference between
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| news writing and feature writing?</font></li>
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| <li><font size="2"><a href="http://teacher.scholastic.com/writewit/news/step1.htm"><strong>How
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| would you describe each type?</strong></a></font></li>
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| </ul>
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| <p><strong><font size="2">News</font></strong></p>
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| <p><font size="2"><img src="front%20page.jpg" width="122" height="133"></font></p>
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| <p><strong><font size="2">5 W's Chart</font></strong></p>
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| <table width="49%" border="3">
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| <tr>
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| <td><p><strong><font size="2">What happened?</font></strong></p>
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| <p> </p>
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| </td>
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| </tr>
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| <tr>
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| <td><p><strong><font size="2">Who was there?</font></strong></p>
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| <p> </p>
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| </td>
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| </tr>
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| <tr>
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| <td><p><strong><font size="2">Why did it happen?</font></strong></p>
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| <p> </p>
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| <p> </p></td>
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| </tr>
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| <tr>
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| <td><p><strong><font size="2">When did it happen?</font></strong></p>
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| <p> </p>
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| </td>
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| </tr>
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| <tr>
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| <td><p><strong><font size="2">Where did it happen?</font></strong></p>
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| <p> </p>
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| <p> </p></td>
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| </tr>
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| </table>
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| </p>
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| <p><strong><font size="2">Feature</font></strong></p>
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| <p><img src="SportsStar.jpg" width="116" height="140"></p>
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| <p> <strong><font size="2">Holds Readers' Attention</font></strong></p>
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| <ul>
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| <li><font size="2">Grab them or lose them!</font></li>
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| <li><font size="2">Get the right quote!</font></li>
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| <li><font size="2">Like a short story!</font></li>
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| <li><font size="2">Make your readers care!</font></li>
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| </ul>
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| <p><font size="2"><strong>Would you like to view a <a href="http://www.stonesoup.com/pdfs/stone_soup.pdf">student
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| magazine?</a></strong></font></p>
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| <p> </p>
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| <p><strong>Grammar Skills</strong></p>
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| <p><strong><font size="2">How about a Quick Grammar Quiz?</font></strong></p>
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| <ul>
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| <li><font size="2">How can you recognize a<a href="http://www.quia.com/pop/13222.html?AP_rand=652226721">
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| <strong>fragment?</strong></a></font></li>
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| </ul>
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| <p><strong><font size="1">(Try for 10/10)</font></strong></p>
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| <ul>
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| <li><font size="2">Can you create sentences from fragments?</font></li>
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| <li><font size="2">Revise the fragments. </font></li>
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| </ul>
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| <p><font size="1"><strong>(Enter correct sentences to your Notes page.)</strong></font></p>
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| <p><img src="HappyFace.jpg" width="143" height="143"></p>
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| <p><strong>Congratulations!! </strong></p>
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| </body>
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| </html>
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| == Tracker autolinking ==
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| MDL-19398 doesn't work. (yes, it does - now!) ;-)
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| But now this doesn't: [http://tracker.moodle.org/browse/MDL-17284 tracker item desccription] --[[User:Olli Savolainen|Olli Savolainen]] 09:51, 6 June 2009 (UTC)
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| :Fixed! --[[User:Eloy Lafuente (stronk7)|Eloy Lafuente (stronk7)]] 22:34, 9 June 2009 (UTC)
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| What about this syntax? [[MDL-17284|tracker item desccription]] Doesn't work either. --[[User:Frank Ralf|Frank Ralf]] 20:08, 7 June 2009 (UTC)
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| :And never has worked before AFAIK, it's the syntax used within Moodle (something like a "interwiki" link), but not within Moodle Docs (where it's an standard link to named page). --[[User:Eloy Lafuente (stronk7)|Eloy Lafuente (stronk7)]] 22:34, 9 June 2009 (UTC)
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| :: Thanks for fixing this. The interwiki link was just a try, forget about it ;-) --[[User:Frank Ralf|Frank Ralf]] 14:34, 10 June 2009 (UTC)
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| This one does: MDL-19398.
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| And spaces in the text MDL-19398 also should be respected.
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| :Fixed! --[[User:Eloy Lafuente (stronk7)|Eloy Lafuente (stronk7)]] 11:03, 23 June 2009 (UTC)
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| And these:
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| MDL-19398
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| MDL-19398
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| # MDL-19398
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| * MDL-19398
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| == asdf ==
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| '''Bold text'''
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| External images are possible: <nowiki>http://henrik.nyh.se/images/pug.png
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| </nowiki>
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| http://henrik.nyh.se/images/pug.png
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| But not [[Image:http://henrik.nyh.se/images/pug.png]]
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| or
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| [[Image:http://pilpi.net/photos/d/2946-2/11P1120874.JPG]]
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| Another try:
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| http://pilpi.net/photos/d/2946-2/11P1120874.JPG
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| {{Work in progress}}
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| {{Work in progress|info=<br /><br/>additional info
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| wefahpo}}
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| test | |
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| [[testtest]]
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| == Image insertion test ==
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| [[Image:Example.jpg]]
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| '''Category Test'''
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| [[Category:Contributed code]]
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