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removing English help files from non-English language packs

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1 parent edf9d85 commit e358a2c60dcaa5fcb49b36050ff9ce184eeda709 koenr committed Jul 6, 2004
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@@ -1,13 +0,0 @@
-<p align="center"><b>Cookies</b></p>
-
-<p>Two cookies are used by this site.</p>
-
-<p>The essential one is the session cookie, usually called <b>MoodleSession</b>. You must allow this cookie
- into your browser to provide continuity and maintain your login from page to page. When you log out or
- close the browser this cookie is destroyed (in your browser and on the server).</p>
-
-<p>The other cookie is purely for convenience, usually called something like <b>MOODLEID</b>. It just remembers
- your username within the browser. This means when you return to this site the username field on the
- login page will be already filled out for you. It is safe to refuse this cookie - you will just have
- to retype your username every time you log in.</p>
-
@@ -1,11 +0,0 @@
-<p align="center"><b>Course availability</b></p>
-
-<P>This option allows you to "hide" your course
- completely.</p>
-
-<p>It will not appear on any course listings, except to
- teachers of the course and administrators.</p>
-
-<p>Even if students try to access the course URL directly,
- they will not be allowed to enter.</p>
-
@@ -1,14 +0,0 @@
-<p align="center"><b>Grades</b></p>
-
-<P>Many of the activities allow grades to be set.</p>
-
-<p>By default, the results of all grades within the
- course can be seen in the Grades page, available
- from the main course page.</p>
-
-<p>If a teacher is not interested in using grades in a
- course, or just wants to hide grades from students,
- then they can disable the display of grades in the
- Course Settings. This does not prevent individual
- activities from using or setting grades, it just
- disables the results being displayed to students.</p>
@@ -1,12 +1,5 @@
-<P ALIGN=CENTER><B>Resource Type</B></P>
-
-<P>Resources are any content you can dream up. These are the
- different types, which mostly specify how the content is
- to be accessed:
-
-<font size="2" face="Arial, Helvetica, sans-serif"><strong>Ressurside t&uuml;&uuml;bid
-</strong>
-</font><font face="Arial, Helvetica, sans-serif"><p><font size="2">Ressursidel v&otilde;ib olla mistahes sisu. Nende erinevad t&uuml;&uuml;bid
+<P ALIGN=CENTER><B>Ressurside t&uuml;&uuml;bid</b></p>
+<p>Ressursidel v&otilde;ib olla mistahes sisu. Nende erinevad t&uuml;&uuml;bid
m&auml;&auml;ravad enamasti &auml;ra, kuidas sisule juurde p&auml;&auml;seb.<br>
<br>
<strong>Lihttekst </strong>&#8211; k&otilde;ige tavalisem t&uuml;&uuml;p. V&otilde;id
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@@ -1,99 +0,0 @@
-<P ALIGN=CENTER><B>Available surveys</B></P>
-
-<P>Currently, Moodle only offers specific types of surveys (future versions
-will enable you to create your own).</P>
-
-<P>The available surveys have been chosen as being particularly useful for
-evaluating online learning environments that use a constructivist pedagogy.
-They are useful to identify certain trends that may be happening among
-your participants.
-
-(To see a paper where these are used in a detailed analysis, see:
-<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>)</P>
-
-<HR>
-<P><B>COLLES - Constructivist On-Line Learning Environment Survey</B></P>
-<UL>
- <p>The COLLES comprises an economical 24 statements grouped into six scales,
- each of which helps us address a key question about the quality of the on-line
- learning environment: </p>
-
-<table BORDER="0" CELLSPACING="10" CELLPADDING="10">
- <tr>
- <td valign=top>Relevance</td>
- <td>How relevant is on-line learning to students' professional practices?
- </td>
- </tr>
- <tr>
- <td valign=top>Reflection </td>
-
- <td>Does on-line learning stimulate students' critical reflective thinking?
- </td>
- </tr>
- <tr>
- <td valign=top>Interactivity </td>
- <td>To what extent do students engage on-line in rich educative dialogue?
- </td>
- </tr>
- <tr>
- <td valign=top>Tutor Support</td>
-
- <td>How well do tutors enable students to participate in on-line learning?
- </td>
- </tr>
- <tr>
- <td valign=top>Peer Support </td>
- <td>Is sensitive and encouraging support provided on-line by fellow students?
- </td>
- </tr>
- <tr>
- <td valign=top>Interpretation </td>
-
- <td>Do students and tutors make good sense of each other's on-line communications?</td>
- </tr>
-</table>
-
- <p>Underpinning the dynamic view of learning is a new theory of knowing: social
- constructivism, which portrays the learner as an active conceptualiser within
- a socially interactive learning environment. Social constructivism is an epistemology,
- or way of knowing, in which learners collaborate reflectively to co-construct
- new understandings, especially in the context of mutual inquiry grounded in
- their personal experience. </p>
-
- <p>Central to this collaboration is the development of students' communicative
- competence, that is, the ability to engage in open and critical discourse
- with both the teacher and peers. This discourse is characterised by an empathic
- orientation to constructing reciprocal understanding, and a critical attitude
- towards examining underlying assumptions. </p>
-
- <p>The COLLES has been designed to enable you
- to monitor the extent to which you are able to exploit the interactive capacity
- of the World Wide Web for engaging students in dynamic learning practices. </p>
-
-<P>
-(This information has been adapted from the COLLES page. You can find out more about
-COLLES and the authors of it at:
-<A TARGET=paper HREF="http://surveylearning.com/colles/">http://surveylearning.com/colles/</A>)</P>
-</UL>
-
-
-<HR>
-<P><B>ATTLS - Attitudes to Thinking and Learning Survey</B></P>
-<UL>
-
-<P>The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment.
-
-<P>The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK).
-
-<P>People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning.
-
-<P>Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power.
-
-<P><I>Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc. </I></P>
-
-<P><I>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</I></P>
-
-<P><I>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.</I></P>
-
-
-</UL>
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@@ -1,22 +0,0 @@
-<P ALIGN=CENTER><B>Teachers</B></P>
-
-<P>This page shows the list of people who are assigned to be
- "teachers" in this course (by the system administrator).
-
-<P>You can use this form to assign a role (title) to each person
- such as "Professor", "Tutor", "Assistant" and so on. These
- will appear on the site's course listing and also on the
- list of participants for your course. If you leave the
- role empty then the default word for teacher will be used
- (the one you set in the Course Settings page).
-
-<P>You can also order this list (to put the main teacher at the
- top, for example). Simply select numbers from the menus
- in the "Order" column. After pressing "Save changes" you will
- see the new order.
-
-<P><B>NOTE:</B> A special case occurs if you use select "Hide"
- for a teacher. In this case, the teacher will
- NOT BE SHOWN on the course listings or the list of
- participants. They will be "hidden" from students
- (unless they post messages to the forums etc)
@@ -1,85 +0,0 @@
-<p align="center"><b>Att importera filer av typen "Testhanterare f&ouml;r kursen"</b></p>
-
-<p>
-
-Course Test Manager is an "End of Lifetime" software package from Course Technology.
-It is no longer being actively developed by Course Technology. It has been replaced by
-a new test manager called ExamView. However, there has never been a migration path to allow
-this format to be exported from CTM testbanks to any other common test format. This is why this
-module has been written.</p>
-
-<p> In order to import questions from CTM, you must have CTM installed on a Windows machine, and
-have access to the MS Access data files on that machine. Two data files are required in order to
-access the data files:</p>
-<ul><li>System.mda - This file is in the top directory of your CTM installation, and is referred to
-in MS access parlance as the "System Database".</li>
-<li>ctm.mdb - this is the database that contains the test bank questions. There is one of these databases
-for each course installed in CTM. It is located in a directory one level bellow your CTM installation
-directory.</li>
-</ul>
-
-</p>The import process is somewhat different based on whether you're running moodle on Windows or Linux.
-Regardless of what platfom moodle is running on, you must have a Windows system (Windows 2000 or Windows XP)
-on the same network as your moodle system in order to host the Access database while importing test banks.</p>
-
-<p>The process is somewhat easier on a <b>Windows-based</b> moodle system. All you need to do to use the CTM import
-class is:</p>
-
-<ol><li>upload the system.mda system database to moodle using the file manager. It doesn't matter what course you
-upload the system.mda file to. Moodle will find it regardless.</li>
-<li>Crete your quiz and go into the "import questions from file" process. Upload your chosen ctm.mdb
-database as the file to import. If you did this correctly, you will see another screen that allows you
-to choose the sub-category of questions to import from the database. The reason this step is here is that
-CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
-sections of the course.</li>
-</ol>
-
-<p>The process on a <b>Linux-based</b> moodle system includes a third-party software component called the
-<a href="http://odbcsock.sourceforge.net/" target="_new"><b>ODBC Socket Server</b></a>. In order to import CTM databases on Linux, you must first download and install
-this small network program on the Windows system that hosts your CTM databases. <b>Do not</b> follow the installation
-steps outlined in the ODBC Socket Server Installation. They're more complicated than they need to be!
-Instead, follow these steps to install this program on your Windows system:</P>
-
-<ol><li>Go to the windows system and unzip the install file you downloaded from
-<a href="http://odbcsock.sourceforge.net/" target="_new">this site</a> on the system.</li>
-<li>Copy the binary ODBCSocketServer.exe to a permanent location, such as your system directory
-(probably C:\WINNT\ or C:\Windows) or your Program Files directory. </li>
-
-<li>Install the ODBC Socket Server as a Service on the system with this command:<br />
-<b>&lt;path you copied the file to in the step above&gt;ODBCSocketServer.exe /Service</b><br />
-You may do this by typing this command from Start-&gt;Run... dialog, or from a command prompt.</li>
-
-<li>Open the Service Manager by either going to
-Start-&gt;Settings-&gt;Control Panels-&gt;Administrative Tools-&gt;Services or by right-clicking on
-<b>My Computer</b>, choosing <b>Manage</b>, then choosing <B>Services and Applications-&gt;Services</b> from
-the right panel. You may also access the Service manager by typing <b>services.msc</b> in the Start-&gt;Run...
-dialog</li>
-
-<li>In the Service manager, right-click the ODBC Socket Server item and choose the <b>Start</b> item. It's status
-should change to "started" when you do this. Note that you may stop and/or disable this service completely after
-you've completed the import process.</li>
-
-<li>Make sure that the system.mda and ctm.mdb access data files are on the machine,
-and that the MS Access ODBC driver is present. It is installed in a standard Windows installation. You can
-determine if it installed by opening the "Data Sources" item in "Administrative Tools" and referring to the "Drivers"
-tab. You're going to have to determine where CTM is installed and locate the system.mda file and the ctm.mdb database
-or databases you're interested in importing data from. Make note of the full local paths to these files as well
-as the IP address or hostname of the Windows server. You're going to need this information for the import process.</li>
-
-<li>Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the
-"import questions from file" process. <B>NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - </B>
-YOU MUST SPECIFY A DUMMY FILE IN THE UPLOAD FIELD TO GET THE IMPORT PROCESS STARTED. THIS FILE <b>WILL NOT</b>
-BE PROCESSED, IT'S JUST A PLACEHOLDER FOR THE IMPORT FORM. YOU WILL GET A PLACE TO SPECIFY THE WINDOWS SERVER
-INFORMATION NEXT. Next, you will get a screen where you can type in the hostname for the Windows ODBC Socket Server
-machine as well as the paths to the system and testbank databases. Type in the information you wrote down from the
-previous step here and click "Connect to Server". If everything was set up correctly, you'll get another form to allow
-you to choose the sub-category of questions to import from the database. The reason this step is here is that
-CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
-sections of the course. IF YOU GET TO THIS STEP WITHOUT ERROR MESSAGES, YOU HAVE SET UP THE SOCKET SERVER CORRECTLY
-AND YOU'RE ABOUT TO IMPORT QUESTIONS TO MOODLE!</li>
-</ol>
-
-<P>If you received error messages during this process, you may find this technical information useful.
-The ODBC Socket server uses port 9628 to open a socket and trade and XML query for an XML result table of
-the query results. The import class parses that XML and use it just like I use a local query to do the importing.
-</p>
@@ -1,7 +0,0 @@
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif">&nbsp;<B>Assignments</B></P>
-<UL>
-<P>Assignments allow the teacher to specify a task that requires students
- to prepare digital content (any format) and submit it by uploading it
- to the server. Typical assignments include essays, projects, reports
- and so on. This module includes grading facilities.</P>
-</UL>
@@ -1,8 +0,0 @@
-<p align="center"><b>Automatic Attendance Logging</b></p>
-
-<p>When this option is turned on, the attendance instance will be populated automatically based on the activity of each user on the day specified by the date. </p>
-
-<p>The automatic attendance logging facility counts a participant as present if they log into the course and perform any activities whatsoever on the specified date.</p>
-
-<p>The moodle cron facility must be configured in order for this feature to work.</p>
-
@@ -1,5 +0,0 @@
-<p align="center"><b>Days of Each Week to Take Attendance.</b></p>
-
-<p>When adding multiple attendance rolls, one attendance roll will be created for each weekday checked in this list. For example, if you want to take attendance every Tuesday and Thursday, only check the Tue. and Thu. boxes and leave the rest unchecked.</p>
-
-
@@ -1,6 +0,0 @@
-<p align="center"><b>Determine Section for Attendance Based on This Date.</b></p>
-
-<p>Automatically move this instance to the section that corresponds to its date. If you choose this option the instance will move itself to the appropriate week after you save the changes.</p>
-
-<p>This option only applies to courses with a weekly format.</p>
-
@@ -1,6 +0,0 @@
-<p align="center"><b>Grading a roll.</b></p>
-
-<p>This feature allows a roll to be graded on a linear scale. The percentage of the total number of hours in a course a student is present for is added as a grade in the gradebook. Tardies are included in this calculation as well, and are graded based on the "number of tardies per absence" configuration for the module.</p>
-
-<p>This feature does not work very well when automatic attendance is turned on because there is currently no way for a student to be partially present in a course on a given day. A student is 100% present or 100% absent in terms of automatic attendance logging.</p>
-
@@ -1,6 +0,0 @@
-<p align="center"><b>Number of Hours in a Class Period</b></p>
-
-<p>Sets how many hours this class period will have. Attendance is logged individually for each hour of class. There is no way to specify partial hours.</p>
-
-<p>This option doesn't really have a lot of bearing on automatic attendance logging.</p>
-
@@ -1,5 +0,0 @@
-<p align="center"><b>Maximum Grade Value for Attendance</b></p>
-
-<p>This value determines what the maximum number grade is for full attendance in a course. This value is pro-rated on a linear scale for partial attendance. A grade of zero is logged for full absence.</p>
-
-
@@ -1,5 +0,0 @@
-<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/attendance/icon.gif">&nbsp;<b>Attendance</b></p>
-<ul>
-<p>This module allows you to record the attendance of each participant in an on-site or on-line class session. Attendance can be logged manually by any teacher in the course, or automatically based on participant activity within the twenty-four hour period of the attendance date.</p>
-</ul>
-
@@ -1,26 +0,0 @@
-<p align="center"><b>Using Chat</b></p>
-
-<p>The chat module contains some features to make chatting a little nicer.</p>
-
-<dl>
-<dt><b>Smilies</b></dt>
-<dd>Any smiley faces (emoticons) that you can type elsewhere in Moodle
- can also be typed in here and they will be displayed correctly. For example, :-) = <img src="pix/s/smiley.gif"> </dd>
-
-<dt><b>Links</b></dt>
-<dd>Internet addresses will be turned into links automatically.</dd>
-
-<dt><b>Emoting</b></dt>
-<dd>You can start a line with "/me" or ":" to emote. For example, if your name is Kim and you
- type ":laughs!" or "/me laughs!" then everyone will see "Kim laughs!"</dd>
-
-<dt><b>Beeps</b></dt>
-<dd>You can send a sound to other people by hitting the "beep" link next to their name. A useful
- shortcut to beep all the people in the chat at once is to type "beep all".</dd>
-
-<dt><b>HTML</b></dt>
-<dd>If you know some HTML code, you can use it in your text to do things like insert images,
- play sounds or create different coloured and sized text.</dd>
-
-</dl>
-
@@ -1,9 +0,0 @@
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/chat/icon.gif">&nbsp;<B>Chats</B></P>
-<UL>
-<P>The Chat module allows participants to have a real-time synchronous
- discussion via the web. This is a useful way to get a different
- understanding of each other and the topic being discussed - the mode
- of using a chat room is quite different from the asynchronous forums.
- The Chat module contains a number of features for managing and
- reviewing chat discussions.</P>
-</UL>
@@ -1,9 +0,0 @@
-<p align="center"><b>Adding Subjects</b></p>
-
-<p>You can use this link to add a Subject to the dialogue. It's a
- good idea to always have a subject for the dialogue, it keeps
- the dialogue on track and focuses the replies on the topic.
- If you want to start talking about another subject it is
- better to close the current dialogue and start a new dialogue
- on that topic.</p>
-
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