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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
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
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|-
|Test1
|Test2
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|Test1
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|Test1
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== [[Types of Questions]] ==
==Functions and Examples==


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:-


'''Closed Questions'''
<pre>something in pre tags</pre>
Definition: Focus on facts, elicit specific information, and define a topic.  Restrict client’s response.
<code>and something in code tags</code>
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'''
<math>Insert formula here</math>==First edit in sandbox==
Definition: Ask who, what, when, where, how many, how long; focuses on one specific piece of information.
An additional edit to sandbox
Example: “Who else lives in the house with you?”
This is where you can edit the content.
Advantages: Provides specific information; good for data collection.  Interviewer is in control.
Another edit to sandox.
Disadvantages: Requires a series of questions to secure information.  Client may feel bombarded by series of direct questions—like interrogation rather than interview.
One more edit to sandbox
 
'''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'''
==Testing gallery==
Definition: The question suggests what the answer should be.
==Testing gallery==8/11
Example: “You wore a dress to the office didn’t you?”
==Testing gallery==8/11 again
Advantages: None in the casework process (used frequently by attorneys in cross-examination to control a testimony); Avoid the question.
<gallery mode="packed-hover">
Disadvantages: Makes assumptions.  Provides easy opportunity to give inaccurate response.
File:Atto_27.jpg|Atto
File:Clean27.jpg|Clean
File:MathJax.jpg|MathJax
</gallery>


'''Why Questions'''
==Bootstrap stuff==
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'''
<div class="alert alert-block"><span class="close" data-dismiss="alert">&times;</span>'''Warning!''' Click the cross to close this label ...</div>
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.


HELPFUL TELEPHONE ETIQUETTE TIPS
<div class="alert alert-info">Info here...</div>


=PHONE ETIQUETTE=
==Nowiki tags==


==RULES==
<code><nowiki>[[Category:Category name]]</nowiki></code>
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.


Don’t eat or chew gum while talking on the telephone (your caller may ask what you’re having for lunch!!)
<nowiki><code>[[Category:Category name]]</code></nowiki>


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.
<code>[[Category:Category name]]</code>
 
   
Don’t place the handset in the cradle until you’ve depressed the HOLD button.
[[de:Hauptseite]]
 
[[es:Zona de Pruebas]]
Don’t lay the receiver on the desk, without placing the caller on hold (the caller will hear everything being discussed in your office).
[[fr:Documentation]]
 
== PLACING CALLERS ON HOLD==
 
Remember to ask your caller “Do you mind holding?” or “May I put you on hold?” before doing so.
If you take the time to ask your caller to hold, be sure to listen to the response.
After placing your caller on hold, check back periodically (between 30-45 seconds). Give them the option to continue to hold if it will take longer to find information OR offer to call them back.
When returning to your caller, remember to thank them for waiting.
If your caller cannot hold, offer to take a message; transfer to another party; or arrange for them to return the call at a specific time.
If you are not in a position to ask your caller to hold, tell the caller, “Please Hold” before depressing the hold button. NOTE: When placing multiple calls on hold, remember to return to the first caller you placed on hold first!!
 
 
== TRANSFERRING CALLS ==
 
Tell the caller the REASON you are transferring the call before you do so. Then ASK if it is all right to transfer their call.
Call the department or person where you are transferring a call and make sure that they can take the call. If they are able to take the call, give them the person’s name, their request, and any other relevant information.
Then, return to your caller and give them the name of the person they are being transferred to, the department and the telephone number (if possible).
When you’re not sure to whom a call should be transferred, take their name and number and find out where the call needs to be directed. Also, give them your name and number as a reference in case the appropriate party does not contact them.
 
 
 
== TAKING PHONE MESSAGES ==
 
 
Whenever possible, use telephone message forms to record accurate and complete information. A good phone message includes:
 
Name of person for whom the message was left
Caller’s name (get the correct spelling), company or dept. and number
Date and time
Message
Action to be taken (i.e., “Please Call,” “Will call back,” or “URGENT”)
It is important to deliver the message as soon as possible and maintain confidentiality with all messages. Either turn the message over or fold them in half, so there is no danger that they can be read by other staff or visitors.
 
 
== RETURNING PHONE CALLS ==
 
 
Most people find it frustrating when they return phone calls only to learn the other person isn’t in. To avoid playing telephone tag, try the following:
When calling someone, establish specific call-back times. Ask, “When is the best time for me to call again?” or “When is the best time for them to call me back?”
 
When taking calls for another individual, schedule return calls during specific blocks of time (i.e., “I expect him to return by 2:00 p.m. You can reach him between 2 and 5”).
 
 
 
 
 
== PROPER TELEPHONE LANGUAGE ==
 
 
Although we tell our callers a lot through our voice tone, the words and phrases we use convey a message. Unfortunately, sometimes we send a negative message to our caller. Be aware of the language you are using. Instead of saying “You have to…You need to…Why didn’t you?” try “Will you please…Would you please?”
 
“Your problem” or “Your complaint,” would sound better phrased as “Your question,” “Your concern,” or “this situation.” Many people use phrases like “I can’t do that” or “it’s not my job.” Instead, tell the caller what you can do (i.e., “While I’m not able to establish policy on this matter, I will speak to my manager about your concern.”)
 
At all costs, avoid sounding abrupt. The following are examples:
 
“Hang on.”
“Hold on.”
“Who’s calling?”
“I can’t hear you, speak up!”
“I can’t help you. You’ll have to speak to someone else.”
The following would be more appropriate:
 
"May I put you on hold?”
“May I say who is calling please?”
“I am having a little difficulty hearing you. Can you please speak up?”
“I need to transfer your call to (dept.) so that they can answer your question. May I do so?”
 
 
 
 
 
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>
 
== DHHS CUSTOMER SERVICE STANDARDS==
 
 
 
 
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
</nowiki>
http://henrik.nyh.se/images/pug.png
 
But not [[Image:http://henrik.nyh.se/images/pug.png]]
 
or
 
[[Image:http://pilpi.net/photos/d/2946-2/11P1120874.JPG]]
 
Another try:
http://pilpi.net/photos/d/2946-2/11P1120874.JPG
 
{{Work in progress}}
 
{{Work in progress|info=<br /><br/>additional info
 
wefahpo}}
 
test
 
[[testtest]]
 
== Image insertion test ==
[[Image:Example.jpg]]
 
'''Category Test'''
[[Category:Contributed code]]

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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