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'''Medicaid Eligibility'''
Testing email notification in the 34 /en/ wiki -- [[User:Sam Student|Sam Student]] ([[User talk:Sam Student|talk]]) 08:28, 17 November 2017 (UTC)


'''Customer Service Training'''[[Image:student.jpg]]
Test page for docs


=Interviewing Skills=
[[Test link]]


===Introduction===


When interviewing a client, one of the things you always need to keep in mind is the client’s feelings.
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.
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.
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.
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.
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.
Focus on the other person.
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.
Focus on the other person’s feelings.
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.


===Interactions/Questions===
-Testing-


-Testing 2-


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.
{| cellpadding="2" cellspacing="0" border="1"
 
!Col1
== [[Types of Questions]] ==
!Col2
 
 
'''Closed Questions'''
Definition: Focus on facts, elicit specific information, and define a topic.  Restrict client’s response.
Advantages: Quickest way to find out specific information, especially when (1) time is short; or (2) client is talkative.
Disadvantages: Client does not feel free to volunteer other information, which might be pertinent.
 
'''Direct Questions'''
Definition: Ask who, what, when, where, how many, how long; focuses on one specific piece of information.
Example: “Who else lives in the house with you?”
Advantages: Provides specific information; good for data collection.  Interviewer is in control.
Disadvantages: Requires a series of questions to secure information.  Client may feel bombarded by series of direct questions—like interrogation rather than interview.
 
'''Yes/No Questions'''
Definition: Ask only for yes or no answer.
Example:  “Did you keep your appointment at the factory?”
Advantages: Useful for confrontation.  Interviewer is in control.
Disadvantages: Provides very limited information.  Client may feel like he/she is being interrogated. Responsibility for obtaining information is totally on the worker. 
 
'''Choice Questions'''
Definition: Client must select one of a limited number of alternatives.
Example:  “Would you prefer to go for an interview on Tuesday or Friday?”
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.
Disadvantages: Client may not like either choice; may not act on the choice.
 
'''Leading Questions'''
Definition: The question suggests what the answer should be.
Example: “You wore a dress to the office didn’t you?”
Advantages: None in the casework process (used frequently by attorneys in cross-examination to control a testimony); Avoid the question.
Disadvantages: Makes assumptions.  Provides easy opportunity to give inaccurate response.
 
'''Why Questions'''
Definition: Starts with “why.”
Example:  “Why didn’t you report this sooner?”
Advantages: Useful in investigations.
Disadvantages: Makes the client feel like naughty child; causes the client to justify behavior. 
Rephrase using “how.”
“How did you try to handle this problem before?”
 
'''Open Questions'''
Definition: Invite expanded answers.  Leave client free to express what he/she feels is important.
Example: “Could you tell me a little more about that?”
Advantages: Elicit more information.  Help build relationship by setting relaxed atmosphere.  Allow worker to share responsibility and control the client.
Disadvantages: Can get much irrelevant information, rambling responses.
Statement Questions
Definition: A statement which calls for elaboration on the part of the client.
Example: “Tell me how you felt when that happened.”
Advantages: Encourage client to provide additional information, explore feelings and motivations.
Disadvantages: Can get much irrelevant information and rambling responses.
 
== '''Major Heading!'''[http://gallery.me.com/pnetterfield] ==
 
Hello World
 
Table Setup:
 
{| class="table"
|-
|-
! Column 1
|Test1
! Column 2
|Test2
! Column 3
|-
|-
| '''row 1, cell 1'''
|Test1
| ''row 1, cell 2''
|Test2
| [[row 1, cell 3]]
|-
|-
| row 2, cell 1
|Test1
| row 2, cell 2
|Test2
| row 2, cell 3
|-
| row 3, cell 1
| row 3, cell 2
| row 3, cell 3
|}
|}
----
'''Testing Moodle'''... ''XD'' ...
[[Media:Example.ogg]] [[Image:Example.jpg]] [http://www.example.com link title]
----
'''Trying to work out what this does'''
three apostrophes make things bold. '''What happens if I just type them''' Does the same thing work for ''italics''
<div style="margin:10px 10px 0px 0px;  border:2px solid #dfdfdf; background-color:#f8f8ff;">
<div style="padding:0.3em 1em 0.7em 1em;">
'''''latest'''''
Jede Klasse hat ein eigenes "virtuelles Klassenzimmer" zum Austausch von Informationen, Meinungen, Terminen. Dort können im Lauf des Semesters auch die Lehrpersonen der Klasse und Links zu den online-Materialien der Lehrpersonen platziert werden.
[[Dev:FAQ]]
</div>
</div>
''== Apparently so ==''
'''Glen is testing this page'''
== Headline text ==
[http://www.moodle.org]
Moodling around with LMS and links that work? [[Media:[www.moodle.org]]
===testing editing capabilities===
just a test, testing 123
[[Image:Example.jpg ]]
[['''Finding it difficult to get going with my own page''']]'''Bold text'''==Example==
'''Editing in the Sandbox'''
This is the first time I have edited in Moodle.
[[Hello world!!!]][http://www.stuff.com Hello]
I don't really know how this all works, but I'm figuring it out slowly!!![http://www.example.com link title]
How is everyone?
'''Helloooooooooooooooooooooo'''
'''testing, 1,2,3'''
A link [http://www.google.com Google]
Seems very tedious to me.
----
----
----
----
I have put in the following link that works:
[[About Moodle]]
'''I don't know''' ''what I'm doing.''
Visit this site
[http://www.midwiferytoday.com | Midwifery Today]
[Manage_roles]
<noinclude></noinclude>các bạn ơi vào đây lấy tài liệu Java
My first '''sandbox''' attempt.
test '''test''' [[test]]
----
dvnsedn
[[Image:ndfcdnVC]]
<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<html>
<head>
<title>I know HTML at least</title>
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
</head>
<body>
<p><strong>U1 Features &amp; Newswriting</strong></p>
<p align="center">&nbsp;</p>
<p align="center"><font size="3"><strong>Challenge </strong></font></p>
<p align="center"><img src="file:///C|/Documents%20and%20Settings/Owner/Desktop/print-media.jpg" width="150" height="181"></p>
<p align="center"><strong>Writing for the Media</strong></p>
<p align="left"><font size="3"><strong>Introduction</strong></font></p>
<p align="left"><strong><font size="2">Become an Inependent Learner</font></strong></p>
<p align="left"><font size="2">Online learning is a little different from being
  in the classroom. Working with the computer will challenge all your senses:
  thinking, speaking, seeing, hearing, touching, often all at the same time. We
  will begin with a topic you already know something about. In this case, writing
  for the media. Both of us will explore and expand your knowledge and experience
  of what it is like to be a reporter.</font></p>
<p align="left"><font size="2">Let's begin by exploring what we will learn in
  this unit.</font></p>
<p align="left"><font size="2"><strong>Objectives</strong></font></p>
<ul>
  <li><font size="2">Review and practice keyboard skills</font></li>
  <li><font size="2">Develop an article for your local newspaper</font></li>
  <li><font size="2">Challenge your Grammar skills: Fragments.</font></li>
  <li><font size="2">Record your progress: Journal Entry</font></li>
</ul>
<p align="left"><strong><font size="3" face="Verdana, Arial, Helvetica, sans-serif">
  The Keyboard</font></strong></p>
<p align="center"><strong><img src="Keyboard.jpg" width="149" height="72"></strong></p>
<p align="center"><a href="TheKeyboard"><strong>The Keyboard</strong></a></p>
<ul>
  <li><font size="2">Select the link and warm up your mind and fingers</font></li>
  <li><font size="2">What about your <strong><a href="http://www.powertyping.com/qwerty/lessonsq.html">speed
    and accuracy?</a></strong></font></li>
</ul>
<p>&nbsp;</p>
<p><font size="3"><strong>Writing Skills</strong></font></p>
<p><strong><font size="2">Writing Articles for the Media</font></strong></p>
<ul>
  <li><font size="2">What do the images below tell you about the difference between
    news writing and feature writing?</font></li>
  <li><font size="2"><a href="http://teacher.scholastic.com/writewit/news/step1.htm"><strong>How
    would you describe each type?</strong></a></font></li>
</ul>
<p><strong><font size="2">News</font></strong></p>
<p><font size="2"><img src="front%20page.jpg" width="122" height="133"></font></p>
<p><strong><font size="2">5 W's Chart</font></strong></p>
<table width="49%" border="3">
  <tr>
    <td><p><strong><font size="2">What happened?</font></strong></p>
      <p>&nbsp;</p>
    </td>
  </tr>
  <tr>
    <td><p><strong><font size="2">Who was there?</font></strong></p>
      <p>&nbsp;</p>
    </td>
  </tr>
  <tr>
    <td><p><strong><font size="2">Why did it happen?</font></strong></p>
      <p>&nbsp;</p>
      <p>&nbsp;</p></td>
  </tr>
  <tr>
    <td><p><strong><font size="2">When did it happen?</font></strong></p>
      <p>&nbsp;</p>
    </td>
  </tr>
  <tr>
    <td><p><strong><font size="2">Where did it happen?</font></strong></p>
      <p>&nbsp;</p>
      <p>&nbsp;</p></td>
  </tr>
</table>
</p>
<p><strong><font size="2">Feature</font></strong></p>
<p><img src="SportsStar.jpg" width="116" height="140"></p>
<p> <strong><font size="2">Holds Readers' Attention</font></strong></p>
<ul>
  <li><font size="2">Grab them or lose them!</font></li>
  <li><font size="2">Get the right quote!</font></li>
  <li><font size="2">Like a short story!</font></li>
  <li><font size="2">Make your readers care!</font></li>
</ul>
<p><font size="2"><strong>Would you like to view a <a href="http://www.stonesoup.com/pdfs/stone_soup.pdf">student
  magazine?</a></strong></font></p>
<p>&nbsp;</p>
<p><strong>Grammar Skills</strong></p>
<p><strong><font size="2">How about a Quick Grammar Quiz?</font></strong></p>
<ul>
  <li><font size="2">How can you recognize a<a href="http://www.quia.com/pop/13222.html?AP_rand=652226721">
    <strong>fragment?</strong></a></font></li>
</ul>
<p><strong><font size="1">(Try for 10/10)</font></strong></p>
<ul>
  <li><font size="2">Can you create sentences from fragments?</font></li>
  <li><font size="2">Revise the fragments. </font></li>
</ul>
<p><font size="1"><strong>(Enter correct sentences to your Notes page.)</strong></font></p>
<p><img src="HappyFace.jpg" width="143" height="143"></p>
<p><strong>Congratulations!! </strong></p>
</body>
</html>
== Tracker autolinking ==
MDL-19398 doesn't work. (yes, it does - now!) ;-)
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)
:Fixed! --[[User:Eloy Lafuente (stronk7)|Eloy Lafuente (stronk7)]] 22:34, 9 June 2009 (UTC)
What about this syntax? [[MDL-17284|tracker item desccription]] Doesn't work either. --[[User:Frank Ralf|Frank Ralf]] 20:08, 7 June 2009 (UTC)
: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)
:: 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)
This one does: MDL-19398.
And spaces in the text MDL-19398 also should be respected.
:Fixed! --[[User:Eloy Lafuente (stronk7)|Eloy Lafuente (stronk7)]] 11:03, 23 June 2009 (UTC)
And these:
MDL-19398
MDL-19398
# MDL-19398
* MDL-19398
== asdf ==
'''Bold text'''


External images are possible: <nowiki>http://henrik.nyh.se/images/pug.png
==Functions and Examples==
</nowiki>
http://henrik.nyh.se/images/pug.png


But not [[Image:http://henrik.nyh.se/images/pug.png]]
Following are the functions that constitute the basic log API for Moodle.
<code>
add_to_log($courseid, $module, $action, $url='', $info='', $cm=0, $user=0)
user_accesstime_log($courseid=0)
get_logs($select, array $params=null, $order='l.time DESC', $limitfrom='', $limitnum='', &$totalcount)
get_logs_usercourse($userid, $courseid, $coursestart)
get_logs_userday($userid, $courseid, $daystart)
</code>
The basic working of these functions can be categorized into two categories:-
# Adding data to logs
# Fetching data from logs
Let us take a deeper look into both of these:-


or
<pre>something in pre tags</pre>
<code>and something in code tags</code>


[[Image:http://pilpi.net/photos/d/2946-2/11P1120874.JPG]]
<math>Insert formula here</math>==First edit in sandbox==
An additional edit to sandbox
This is where you can edit the content.
Another edit to sandox.
One more edit to sandbox


Another try:
==Testing gallery==
http://pilpi.net/photos/d/2946-2/11P1120874.JPG
==Testing gallery==8/11
==Testing gallery==8/11 again
<gallery mode="packed-hover">
File:Atto_27.jpg|Atto
File:Clean27.jpg|Clean
File:MathJax.jpg|MathJax
</gallery>


{{Work in progress}}
==Bootstrap stuff==


{{Work in progress|info=<br /><br/>additional info
<div class="alert alert-block"><span class="close" data-dismiss="alert">&times;</span>'''Warning!''' Click the cross to close this label ...</div>


wefahpo}}
<div class="alert alert-info">Info here...</div>


test
==Nowiki tags==


[[testtest]]
<code><nowiki>[[Category:Category name]]</nowiki></code>


== Image insertion test ==
<nowiki><code>[[Category:Category name]]</code></nowiki>
[[Image:Example.jpg]]


'''Category Test'''
<code>[[Category:Category name]]</code>
[[Category:Contributed code]]
[[de:Hauptseite]]
[[es:Zona de Pruebas]]
[[fr:Documentation]]

Latest revision as of 08:28, 17 November 2017

Testing email notification in the 34 /en/ wiki -- Sam Student (talk) 08:28, 17 November 2017 (UTC)

Test page for docs

Test link


-Testing-

-Testing 2-

Col1 Col2
Test1 Test2
Test1 Test2
Test1 Test2

Functions and Examples

Following are the functions that constitute the basic log API for Moodle. 

add_to_log($courseid, $module, $action, $url=, $info=, $cm=0, $user=0)
user_accesstime_log($courseid=0)
get_logs($select, array $params=null, $order='l.time DESC', $limitfrom=, $limitnum=, &$totalcount)
get_logs_usercourse($userid, $courseid, $coursestart)
get_logs_userday($userid, $courseid, $daystart)

The basic working of these functions can be categorized into two categories:-

  1. Adding data to logs
  2. Fetching data from logs

Let us take a deeper look into both of these:- 

something in pre tags

and something in code tags

==First edit in sandbox== An additional edit to sandbox This is where you can edit the content. Another edit to sandox. One more edit to sandbox

Testing gallery

==Testing gallery==8/11 ==Testing gallery==8/11 again

  • Atto

    Atto

  • Clean

    Clean

  • MathJax

    MathJax

Bootstrap stuff

×Warning! Click the cross to close this label ...
Info here...

Nowiki tags

[[Category:Category name]]

<code>[[Category:Category name]]</code>

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