KOREAN SENTENCE STRUCTURE
Korean has FOUR main types: DECLARATIVE, INTERROGATIVE, IMPERATIVE, and PROPOSITIVE. Moreover, the sentence type is influenced by Korean speech styles, which can be divided into three main types: FORMAL POLITR, INFORMAL POLITE, and INFORMAL PLAIN.
This document provides rules for conjugating Korean verbs from their dictionary form into other forms such as the present, past, and polite forms. It discusses changing verb endings based on the final letter or vowel, such as replacing 다 with 는다 or ᄂ다 for verbs ending in consonants or vowels. It also addresses changing verb endings for past tense, polite form, and other conjugations. The document is intended as a reference for learning how to conjugate Korean verbs.
This document provides a summary of how to conjugate Korean adjectives between different tenses and forms (present/past, written/spoken, positive/negative). It explains how to change the ending of adjectives by removing letters like 다 and adding endings like 았다 or 아 depending on rules based on the final letter in the adjective. The document also covers forming the negative form of adjectives by adding 지 않다 or 안. It aims to teach learners how to conjugate adjectives flexibly between tense, formality and polarity in Korean.
This document provides information about adverbs in Korean. It begins by defining adverbs as parts of speech that can modify verbs, adjectives, clauses, sentences and other adverbs. It then provides examples of different types of adverbs in Korean and their English translations, including adverbs of time, place, manner, and frequency. It also provides instructions for changing adjectives into adverbs and changing positive adverbs into negative forms. The document serves as a reference for learning about the various roles and forms of adverbs in the Korean language.
5.에서 (~ eseo | Location)
6.께/에게/한테 (~kke/ege/hante | To give someone something)
7.도 (~ do | Also)
8. 으로/로 (~euro/ro | Direction and multiple other meanings)
This document provides an overview and basic vocabulary for the Korean language. It was prepared by Dr. Rosemarie S. Guirre, a foreign language trainer. The document covers greetings like "annyeonghaseyo" for hello, vocabulary words including "hagsaeng" meaning student and "seonsaengni" meaning teacher, and verbs like "gongbuhada" meaning to study. It also provides guidance on cultural greetings practices in Korea such as bowing when greeting others.
KOREAN SENTENCE STRUCTURE
Korean has FOUR main types: DECLARATIVE, INTERROGATIVE, IMPERATIVE, and PROPOSITIVE. Moreover, the sentence type is influenced by Korean speech styles, which can be divided into three main types: FORMAL POLITR, INFORMAL POLITE, and INFORMAL PLAIN.
This document provides rules for conjugating Korean verbs from their dictionary form into other forms such as the present, past, and polite forms. It discusses changing verb endings based on the final letter or vowel, such as replacing 다 with 는다 or ᄂ다 for verbs ending in consonants or vowels. It also addresses changing verb endings for past tense, polite form, and other conjugations. The document is intended as a reference for learning how to conjugate Korean verbs.
This document provides a summary of how to conjugate Korean adjectives between different tenses and forms (present/past, written/spoken, positive/negative). It explains how to change the ending of adjectives by removing letters like 다 and adding endings like 았다 or 아 depending on rules based on the final letter in the adjective. The document also covers forming the negative form of adjectives by adding 지 않다 or 안. It aims to teach learners how to conjugate adjectives flexibly between tense, formality and polarity in Korean.
This document provides information about adverbs in Korean. It begins by defining adverbs as parts of speech that can modify verbs, adjectives, clauses, sentences and other adverbs. It then provides examples of different types of adverbs in Korean and their English translations, including adverbs of time, place, manner, and frequency. It also provides instructions for changing adjectives into adverbs and changing positive adverbs into negative forms. The document serves as a reference for learning about the various roles and forms of adverbs in the Korean language.
5.에서 (~ eseo | Location)
6.께/에게/한테 (~kke/ege/hante | To give someone something)
7.도 (~ do | Also)
8. 으로/로 (~euro/ro | Direction and multiple other meanings)
This document provides an overview and basic vocabulary for the Korean language. It was prepared by Dr. Rosemarie S. Guirre, a foreign language trainer. The document covers greetings like "annyeonghaseyo" for hello, vocabulary words including "hagsaeng" meaning student and "seonsaengni" meaning teacher, and verbs like "gongbuhada" meaning to study. It also provides guidance on cultural greetings practices in Korea such as bowing when greeting others.
The document discusses Korean numbers and currency. It provides the numerals from 1 to 100 in both the Sino-Korean (Chinese-based) system and the native Korean system. It also lists the numerals for powers of ten from 10,000 to 100 billion in the Sino-Korean system. Finally, it defines some common Korean terms for time, people, money, and other units.
This document provides an overview of basic Korean language and culture. It includes common greetings and their meanings, such as "annyeonghaseyo" for hello. Key vocabulary words are presented like "haggyo" meaning school. The history and features of the Korean writing system, Hangeul, are summarized. Hangeul was created in the 15th century and is an alphabetic system written left to right. It uses symbols representing speech organs and heaven/earth/man to depict vowels and consonants.
This document is a list of common places and buildings in Korean along with their translations prepared by Dr. Rosemarie S. Guirre. It includes locations such as parks, banks, convenience stores, coffee shops, restaurants, bookstores, hair salons, hospitals, markets, movie theaters, pharmacies, supermarkets, bakeries, department stores, laundries, libraries, homes, schools (elementary, middle, high, and university), dentists' offices, furniture stores, police stations, flower shops, companies, swimming pools, gyms, museums, post offices, zoos, and references used to compile the list.
This document provides an overview of essential grammar for learning Korean as a second language. It covers the Korean alphabet system Hangeul, which represents sounds systematically. The document then explains how to compose Korean syllables using initial, medial and final sounds. It also outlines important rules for pronunciation, including representative consonant sounds, phoneme compression and consonant assimilation. The full textbook would use these foundations to systematically cover Korean parts of speech, sentence structure, inflectional words and other grammar patterns to build learners' knowledge of the Korean language.
1) O documento descreve os adjetivos possessivos em inglês e como eles variam de acordo com o possuidor.
2) São apresentados os artigos indefinidos, definidos e suas regras de uso.
3) São explicados os verbos auxiliares "can/could", "to be/do" e seu uso no presente, passado e interrogativas.
The document provides a phonetic transcription exercise for different colors. It lists common colors like green, gold, blue, black, orange, brown, yellow, gray, purple, and white and provides the phonetic transcription for how each color would be pronounced in English. The document concludes by congratulating the reader on completing the phonetic transcription exercise for colors.
Este documento discute os pronomes pessoais sujeitos em inglês. Ele explica que podemos usar pronomes pessoais como "he", "she", "it", "they", "we" e "I" em vez de substantivos ou nomes de pessoas. O documento também fornece exemplos do uso de cada pronome pessoal para pessoas, animais e coisas.
Aula 03 pronomes interrogativos e adjetivosPablo Caldas
The document provides information on basic English grammar concepts including:
- Verb conjugations for to be and to do in the simple present and past tenses.
- Forming affirmative and interrogative sentences using to be and to do.
- Examples of sentences using common verbs like wake up, like, study, travel.
- Questions words who, what, where, when, why, which.
- Adjectives always come before nouns in English and are in the singular form even when modifying plural nouns.
This document discusses allophones and provides several examples. It begins by defining that allophones are variations of phonemes that are conditioned by phonological rules. Phonemes can have multiple allophones that are in complementary distribution. The document then provides three examples of allophonic variations in English phonology: 1) Aspiration of plosives /p, t, k/ in initial vs. medial/final positions, 2) Clear vs. dark /l/, and 3) Variations of /s/ in plural forms. It continues explaining other English allophonic processes like aspiration, nasal plosion, devoicing, vowel changes, and retraction. The key difference between phonemes and allophones is that phone
The possessive form in Arabic: examples of a singular feminine and a masculine word with all 13 pronouns. The suffixes are written in green and the vowels are fully marked.
O documento discute os pronomes subjetivos e objetivos na língua inglesa. Ele explica que os pronomes subjetivos funcionam como sujeitos e incluem "I", "you", "he", "she", "it" e "we". Os pronomes objetivos complementam o verbo e substituem objetos, evitando repetição, como em "I bought shoes and gave them to my girlfriend".
1) O documento discute artigos, pronomes e verbos no Simple Present e Simple Past em inglês;
2) Apresenta as regras para o uso dos artigos definido "the" e indefinido "an/a";
3) Detalha os pronomes pessoais como sujeito, objeto, possessivos e reflexivos.
Phonemes are the smallest units of sound in words. A phoneme may consist of one or more letters that make a single sound. Knowing phonemes is important for spelling. The document provides examples of words that demonstrate the same phonemes as well as words where phonemes are missing to determine the correct sound.
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U, and their combinations. Words can have one syllable (monosyllabic) or multiple syllables (polysyllabic). All multisyllabic words have one syllable that is stressed, making it longer, higher in pitch, and louder. The document provides examples of syllable breakdowns and stressed syllables in words. It also outlines general rules for determining stress patterns based on a word's ending, like stressing the penultimate or ante-penultimate syllable. The importance of accurate syllable stress for fluent English is emphasized
The Korean language has approximately 77 million speakers, mostly in South Korea and North Korea. Korean is influenced by neighboring languages like Chinese, Japanese, and English. There are five main dialects in South Korea that closely follow provincial borders, with the Seoul dialect considered standard. Regional dialects differ in intonation and word endings, becoming stronger the farther from the capital. Linguistic differences between North and South Korean are minor, similar to differences between British and North American English.
The document discusses the use of the modal verbs can and could to talk about abilities in the present and past tense. Can is used to talk about current abilities, such as "He can speak Chinese" while could is used to talk about past abilities like "Could you sleep well last night?". The document provides examples of positive and negative sentences as well as yes/no and wh- questions using can and could.
Ojigi Budaya Hormat Yang Tetap MengakarDeti Katakana
Ojigi adalah tradisi membungkuk di Jepang untuk menunjukkan penghormatan. Terdapat berbagai macam cara membungkuk yang sesuai dengan tingkat hormat, mulai dari mengangguk pelan hingga membungkuk dalam 45 derajat untuk menyesali kesalahan berat. Walaupun Jepang modern, tradisi ini masih dipertahankan dalam interaksi sosial.
The document discusses Korean word order and basic sentence structures. In Korean, verbs are placed at the end of sentences. Word order rules include: 1) verbs last, 2) times before places, 3) subjects before objects, 4) adverbs preceding verbs. Basic sentence structures follow subject-object-verb word order and include examples like "I eat watermelon" expressed as "I watermelon eat" in Korean. Pronouns and honorifics like -ssi and -seonsaengnim are also explained.
This document provides an overview of basic Korean language information. It includes common greetings like "annyeonghaseyo" for hello, as well as vocabulary words for concepts like student, teacher, school, and verbs for studying, writing, speaking and reading. Greeting phrases are presented like "joh-eun achim" for good morning. Guidelines are given for greetings etiquette like bowing. The Korean writing system of Hangeul is explained, identifying consonants, vowels and use of spaces between syllables. In closing, farewell phrases are shown like "Sogohaseyo Sogohegyeseyo".
The document discusses Korean numbers and currency. It provides the numerals from 1 to 100 in both the Sino-Korean (Chinese-based) system and the native Korean system. It also lists the numerals for powers of ten from 10,000 to 100 billion in the Sino-Korean system. Finally, it defines some common Korean terms for time, people, money, and other units.
This document provides an overview of basic Korean language and culture. It includes common greetings and their meanings, such as "annyeonghaseyo" for hello. Key vocabulary words are presented like "haggyo" meaning school. The history and features of the Korean writing system, Hangeul, are summarized. Hangeul was created in the 15th century and is an alphabetic system written left to right. It uses symbols representing speech organs and heaven/earth/man to depict vowels and consonants.
This document is a list of common places and buildings in Korean along with their translations prepared by Dr. Rosemarie S. Guirre. It includes locations such as parks, banks, convenience stores, coffee shops, restaurants, bookstores, hair salons, hospitals, markets, movie theaters, pharmacies, supermarkets, bakeries, department stores, laundries, libraries, homes, schools (elementary, middle, high, and university), dentists' offices, furniture stores, police stations, flower shops, companies, swimming pools, gyms, museums, post offices, zoos, and references used to compile the list.
This document provides an overview of essential grammar for learning Korean as a second language. It covers the Korean alphabet system Hangeul, which represents sounds systematically. The document then explains how to compose Korean syllables using initial, medial and final sounds. It also outlines important rules for pronunciation, including representative consonant sounds, phoneme compression and consonant assimilation. The full textbook would use these foundations to systematically cover Korean parts of speech, sentence structure, inflectional words and other grammar patterns to build learners' knowledge of the Korean language.
1) O documento descreve os adjetivos possessivos em inglês e como eles variam de acordo com o possuidor.
2) São apresentados os artigos indefinidos, definidos e suas regras de uso.
3) São explicados os verbos auxiliares "can/could", "to be/do" e seu uso no presente, passado e interrogativas.
The document provides a phonetic transcription exercise for different colors. It lists common colors like green, gold, blue, black, orange, brown, yellow, gray, purple, and white and provides the phonetic transcription for how each color would be pronounced in English. The document concludes by congratulating the reader on completing the phonetic transcription exercise for colors.
Este documento discute os pronomes pessoais sujeitos em inglês. Ele explica que podemos usar pronomes pessoais como "he", "she", "it", "they", "we" e "I" em vez de substantivos ou nomes de pessoas. O documento também fornece exemplos do uso de cada pronome pessoal para pessoas, animais e coisas.
Aula 03 pronomes interrogativos e adjetivosPablo Caldas
The document provides information on basic English grammar concepts including:
- Verb conjugations for to be and to do in the simple present and past tenses.
- Forming affirmative and interrogative sentences using to be and to do.
- Examples of sentences using common verbs like wake up, like, study, travel.
- Questions words who, what, where, when, why, which.
- Adjectives always come before nouns in English and are in the singular form even when modifying plural nouns.
This document discusses allophones and provides several examples. It begins by defining that allophones are variations of phonemes that are conditioned by phonological rules. Phonemes can have multiple allophones that are in complementary distribution. The document then provides three examples of allophonic variations in English phonology: 1) Aspiration of plosives /p, t, k/ in initial vs. medial/final positions, 2) Clear vs. dark /l/, and 3) Variations of /s/ in plural forms. It continues explaining other English allophonic processes like aspiration, nasal plosion, devoicing, vowel changes, and retraction. The key difference between phonemes and allophones is that phone
The possessive form in Arabic: examples of a singular feminine and a masculine word with all 13 pronouns. The suffixes are written in green and the vowels are fully marked.
O documento discute os pronomes subjetivos e objetivos na língua inglesa. Ele explica que os pronomes subjetivos funcionam como sujeitos e incluem "I", "you", "he", "she", "it" e "we". Os pronomes objetivos complementam o verbo e substituem objetos, evitando repetição, como em "I bought shoes and gave them to my girlfriend".
1) O documento discute artigos, pronomes e verbos no Simple Present e Simple Past em inglês;
2) Apresenta as regras para o uso dos artigos definido "the" e indefinido "an/a";
3) Detalha os pronomes pessoais como sujeito, objeto, possessivos e reflexivos.
Phonemes are the smallest units of sound in words. A phoneme may consist of one or more letters that make a single sound. Knowing phonemes is important for spelling. The document provides examples of words that demonstrate the same phonemes as well as words where phonemes are missing to determine the correct sound.
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U, and their combinations. Words can have one syllable (monosyllabic) or multiple syllables (polysyllabic). All multisyllabic words have one syllable that is stressed, making it longer, higher in pitch, and louder. The document provides examples of syllable breakdowns and stressed syllables in words. It also outlines general rules for determining stress patterns based on a word's ending, like stressing the penultimate or ante-penultimate syllable. The importance of accurate syllable stress for fluent English is emphasized
The Korean language has approximately 77 million speakers, mostly in South Korea and North Korea. Korean is influenced by neighboring languages like Chinese, Japanese, and English. There are five main dialects in South Korea that closely follow provincial borders, with the Seoul dialect considered standard. Regional dialects differ in intonation and word endings, becoming stronger the farther from the capital. Linguistic differences between North and South Korean are minor, similar to differences between British and North American English.
The document discusses the use of the modal verbs can and could to talk about abilities in the present and past tense. Can is used to talk about current abilities, such as "He can speak Chinese" while could is used to talk about past abilities like "Could you sleep well last night?". The document provides examples of positive and negative sentences as well as yes/no and wh- questions using can and could.
Ojigi Budaya Hormat Yang Tetap MengakarDeti Katakana
Ojigi adalah tradisi membungkuk di Jepang untuk menunjukkan penghormatan. Terdapat berbagai macam cara membungkuk yang sesuai dengan tingkat hormat, mulai dari mengangguk pelan hingga membungkuk dalam 45 derajat untuk menyesali kesalahan berat. Walaupun Jepang modern, tradisi ini masih dipertahankan dalam interaksi sosial.
The document discusses Korean word order and basic sentence structures. In Korean, verbs are placed at the end of sentences. Word order rules include: 1) verbs last, 2) times before places, 3) subjects before objects, 4) adverbs preceding verbs. Basic sentence structures follow subject-object-verb word order and include examples like "I eat watermelon" expressed as "I watermelon eat" in Korean. Pronouns and honorifics like -ssi and -seonsaengnim are also explained.
This document provides an overview of basic Korean language information. It includes common greetings like "annyeonghaseyo" for hello, as well as vocabulary words for concepts like student, teacher, school, and verbs for studying, writing, speaking and reading. Greeting phrases are presented like "joh-eun achim" for good morning. Guidelines are given for greetings etiquette like bowing. The Korean writing system of Hangeul is explained, identifying consonants, vowels and use of spaces between syllables. In closing, farewell phrases are shown like "Sogohaseyo Sogohegyeseyo".
This document provides an introduction to basic Korean vocabulary and greetings. It includes Korean words for student, teacher, school, to study, to write, to speak, and to read. Common greetings are presented such as annyeonghaseyo for hello, joh-eun achim for good morning, cheoeum boepgetseumnida and mannaseo bangapseumnida for nice to meet you, sogohaseyo and sogohaseyo for goodbye, and daeume mannayo for see you next time. Proper greetings etiquette is outlined including bowing and shaking hands. The document was prepared by Dr. Rosemarie S. Guirre.
The document summarizes key concepts in Zulu linguistics, including:
1. It discusses disciplines of language study like semantics, morphology, phonology, and syntax. Morphology focuses on word formation and syntax on sentence structure.
2. It provides examples of short and long form sentences in Zulu.
3. Zulu sentence structure can include subjects, verbs, objects, adverbs, and conjunctions. Sentences can be simple, compound, or complex.
The document provides information on Korean pronouns for different subjects and objects. It explains the informal and polite forms for I, you, he, she, they, and name. It also covers demonstrative pronouns like this, that, here, and there. Key points include the informal pronoun for I is 나, polite is 저, informal you is 너, and polite is 당신. Pronouns for he/she/they often add suffixes like 는, 가, 도 depending on grammatical function. Demonstrative pronouns change meaning based on distance from the speaker.
The document contains a series of exercises on English word order. It covers word order in affirmative and negative sentences, questions, subordinate clauses, adverbs, and placement of time expressions in sentences. The exercises provide sets of words to rearrange into grammatically correct sentences of different types based on various rules of English word order and grammar.
The document discusses the differences between gerunds and gerund phrases. A gerund is a verb form ending in "-ing" that functions as a noun, and can take the roles of subject, direct object, subject complement, or object of a preposition. A gerund phrase consists of a gerund along with any modifiers, pronouns, or noun phrases. Examples are provided to illustrate gerunds and gerund phrases functioning as subjects, direct objects, subject complements, objects of prepositions, and appositives.
This document contains a lesson plan for teaching English sentences to 4th grade students from November 8th to 12th. It covers basic sentence structures like subjects, verbs, objects, and places. Examples are provided to teach simple present tense sentences and sentences using prepositions of place. Students are given activities to practice organizing sentences in the correct structure.
The document discusses contrastive analysis and its implications for teaching English as a second language. Contrastive analysis compares two languages by examining their differences and similarities. It is helpful for teachers and students to understand how the first language differs from the target language. This allows students to learn the target language properly without transferring rules from their first language. The document provides examples of differences in phonology, syntax, sentence structure and tenses between English and Bahasa Indonesia to illustrate how contrastive analysis can be applied in language teaching.
Total Physical Response (TPR) is a language teaching method that uses physical movement and actions in response to verbal commands to reinforce comprehension, relying on the assumption that a second language is internalized through a process similar to first language acquisition. TPR lessons involve students responding physically to teacher commands to build vocabulary and fluency through situational language use. The method is intended primarily for teaching English as a second language but is also used for other languages, and benefits students of all ages through an engaging, interactive approach.
This document provides information about the Total Physical Response (TPR) language teaching method. It discusses that TPR was developed by Dr. James Asher in the 1970s based on how children acquire their first language through listening and physical response. TPR uses physical movement and actions to help students learn vocabulary and conversational skills in a new language before speaking. Some example TPR activities described are giving students commands to act out, guessing games using yes/no questions, and drawing objects based on classmates' descriptions.
This document provides a summary of how to conjugate Korean adjectives between different tenses and forms (present/past, written/spoken, positive/negative). It explains that the conjugation often involves removing or changing the final letter or syllable of an adjective and adding a new ending. For example, to conjugate the adjective "fast" from present to past tense, the ending changes from "빨라" to "빨랐어". The document provides detailed rules and examples for conjugating between all combinations of tense, form and polarity.
This document provides a grammar lesson on the past progressive/continuous tense in English. It begins by presenting example sentences using the past progressive and asks students to identify the common structure. The main topics of the lesson are then introduced as the past progressive tense and how it emphasizes ongoing past actions or two simultaneous past actions. Key points covered include how to form positive, negative, and question sentences in the past progressive and spelling rules. The lesson distinguishes between using "while" and "when" with the past progressive and provides tips on their proper usage, such as using "while" for actions with a duration and "when" for longer states or periods. Students are then directed to online practice exercises to reinforce the concepts.
Similar to Usage of Particles입자의 사용 - 은/는 (~ eun / neun | Subject/Topic), 이/가 (~i / ga | Subject), 을/를 (~eul/reul | Object) and 에 (~e | Time/Location) (13)
The document discusses two ways to connect sentences in Korean: conjunctive adverb connection and conjunctive ending connection. It was prepared by Dr. Rosemarie S. Guirre, a Korean language instructor, and provides examples of connecting words and endings used to link sentences. The document also includes references for further reading on Korean grammar, vocabulary, and sentence structure.
Dr. Rosemarie S. Guirre prepared a document on learning Korean grammar. The document covers the use of location markers like "에서", directional markers like "으로", and plural markers like "들". It aims to teach grammar points from numbers 5 to 12 that express location, direction, plurality and limitations. The document will help learners understand and use these essential Korean grammar structures.
SPECIFIC LEARNING OBJECTIVES:
At the end of this module you MUST be able to:
1. Identify the tools that a systems analyst could use.
2. Describe and differentiate each tool.
3. Use the appropriate tool for a certain and different situation.
TOPIC:
1. Systems development life cycle (SDLC)
2. Planning phase
3. Analysis phase
4. Design phase
5. Development phase
6. Implementation phase
7. Structured systems analysis
8. System model
9. Tools of structured analysis
SPECIFIC LEARNING OBJECTIVES:
At the end of this module you MUST be able to:
1. Identify the nature of systems.
2. Define what a system is.
3. Differentiate the types and classifications of the system.
4. Discuss different business systems and information systems.
5. Give an overview of system fundamentals and the general system
principles.
6. Identify who are the players in the system's game.
TOPIC:
1. The nature of systems
2. System definition
3. Classification
4. Types
5. Business systems and Information systems
6. System fundamentals
7. General systems principles
8. Players in the system's game
SPECIFIC LEARNING OBJECTIVES:
At the end of this module you MUST be able to:
1. Give an overview of the analysis.
2. Define what analysis is and systems analysis.
3. Lists the advantages and limitations of systems analysis.
4. Cite the responsibilities of the systems analysts.
5. Identify the scientific method of problem-solving.
TOPIC:
1. Overview of analysis
2. Definition of analysis
3. The study of systems analysis
4. Definition systems analysis
5. Advantages of systems analysis
6. Limitations of systems analysis
7. Responsibilities of the systems analyst
8. The scientific method of problem-solving
SPECIFIC LEARNING OBJECTIVES:
At the end of this module you MUST be able to:
1. Identify the different feasibility studies that could be used by the systems
analyst.
2. Describe and differentiate each feasibility study.
3. Use and apply a certain and appropriate feasibility study according to the
needs of the organization’s information system being developed.
TOPIC:
1. Technical feasibility
2. Operational feasibility
3. Economic feasibility
4. Cost-benefit study
5. Market analysis
This document provides an overview of tools that can be used in structured systems analysis. It describes modeling system functions using data flow diagrams and system flowcharts. It also discusses modeling stored data using entity relationship diagrams and data dictionaries, as well as modeling program structure using variable table of contents, input-process-output diagrams, and program flowcharts. Additional modeling tools covered include Gantt charts, Warnier-Orr diagrams, Nassi-Schneiderman charts, state transition diagrams, and decision tables. Guidelines for developing data flow diagrams are also provided, along with examples of basic flowchart symbols and their use in illustrating processes, decisions, and menu flows.
SPECIFIC LEARNING OBJECTIVES:
At the end of this module you MUST be able to:
1. Identify the tools that a systems analyst could use.
2. Describe and differentiate each tool.
3. Use the appropriate tool for a certain and different situation.
TOPIC:
1. Systems development life cycle (SDLC)
2. Planning phase
3. Analysis phase
4. Design phase
5. Development phase
6. Implementation phase
7. Structured systems analysis
8. System model
9. Tools of structured analysis
The document provides information about a financial position statement, including:
1) It defines a financial position statement as a balance sheet that assesses an entity's financial soundness in terms of liquidity, financial, credit, and business risk.
2) Assets and liabilities are classified as current or non-current based on whether they are expected to be realized within one year.
3) Components of the financial position statement include current and non-current assets like cash, receivables, and property, as well as current and non-current liabilities like payables and loans. Equity represents the residual interest of the owners.
This document provides an overview of changes in equity accounting. It discusses the purpose and components of the statement of changes in equity, which helps users identify factors that cause changes in owners' equity over accounting periods. The components disclosed include opening balance, effects of accounting policy changes and prior period errors, changes in share capital, dividends, income/loss, revaluation reserves, other gains/losses, and closing balance. An example statement of equity is also provided.
This document discusses how to prepare income statements from a trial balance worksheet. It begins by explaining that an income statement, along with a retained earnings statement and balance sheet, are business financial statements prepared at the end of an accounting period. It then describes the two main types of income statements: a general/single-step income statement and a multiple income statement. The general income statement deducts all expenses directly from revenues, while the multiple income statement deducts cost of goods sold from revenues to calculate gross profit first before deducting operating expenses to reach net operating income. The document provides an example income statement prepared from the trial balance of a lawyer's business.
This document provides information about preparing an accounting worksheet. It discusses the purpose of a worksheet as a multiple-column form used to prepare and adjust financial statements. It describes the three main types of worksheets: general worksheets contain columns for trial balance, adjustments, adjusted trial balance, income statement, and balance sheet. Detailed worksheets contain more detailed accounts. Audit worksheets are used to prepare financial statements and lists for auditing purposes. Steps for preparing a worksheet are outlined, including naming the business, drawing columns, unadjusted trial balance, adjustments, adjusted trial balance, income statement, retained earnings, and balance sheet. An example is provided with adjustments for supplies used, depreciation of equipment, and accrued interest expense
This document provides an overview of adjusting entries in accounting. It discusses five categories of adjusting entries: 1) Prepaid expenses where assets are adjusted as expenses are used up, 2) Depreciation of plant assets where asset costs are allocated to expenses over time, 3) Accrued expenses where expenses incurred but not paid are recorded, 4) Accrued revenues where revenues earned but not received are recorded, and 5) Unearned revenue where cash received before work is done creates a liability. Examples are provided for each category to illustrate the adjusting journal entries. The purpose of adjusting entries is to allocate revenues and expenses to the proper accounting periods.
1. The document provides an example trial balance for E. Mortiz, a lawyer, for March 31, 2019. It includes a chart of accounts and list of transactions throughout March.
2. The transactions are then journalized and posted to accounts. The trial balance lists account titles in the specified order with debit and credit balances.
3. The trial balance shows total debits of 13,400 equal to total credits of 13,400, indicating the trial balance balances.
1. The document provides an accounting module on merchandising concerns for a single proprietorship business. It includes a chart of accounts, sample transactions, and the process of posting transactions to ledger accounts.
2. Specific learning objectives include understanding the chart of accounts, rules of debit and credit, journalizing transactions, and using appropriate account titles.
3. The document illustrates journalizing and posting sample transactions for a lawyer's business to ledger accounts for assets, liabilities, equity, income and expenses for the period.
This document provides an introduction to accounting concepts including the accounting cycle and financial statements. It covers 10 steps in the accounting cycle: 1) identifying transactions, 2) journalizing transactions, 3) posting to ledgers, 4) preparing a trial balance, 5) making adjustments, 6) preparing a worksheet, 7) preparing financial statements, 8) closing entries, 9) a post-closing trial balance, and 10) reversing entries. It also discusses classifying, recording, and interpreting business transactions and defines assets, liabilities, and equity in the accounting equation. Examples are provided to illustrate the effects of transactions on the accounting equation.
This document provides an introduction to accounting concepts including the four phases of accounting (recording, classifying, summarizing, and interpreting), business organizations, accounting elements and values, the accounting cycle, and examples of basic business transactions. It defines accounting and explains why the study of accounting is needed. It also outlines the key steps in the accounting cycle including journalizing, posting to ledgers, preparing a trial balance and financial statements, and interpreting financial results.
The document discusses the technological innovation process module which covers understanding different innovation models, technological forecasting concepts and applications, and product and process innovation. It describes the eight stages of technological innovation as basic research, applied research, development, engineering, manufacture, marketing, promotion, and continuous improvement. The module also covers static and dynamic innovation models proposed by Rothwell, technological forecasting tools like cross-impact analysis and morphological analysis, and different types of innovation strategies and their characteristics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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2. 1.은/는 (~ eun / neun | Subject/Topic)
TOPICS
Prepared By: Dr. Rosemarie S. Guirre (FL Trainer)
2. 이/가 (~i / ga | Subject)
3.을/를 (~eul/reul | Object)
4.에 (~e | Time/Location)
5.에서 (~ eseo | Location)
6.께/에게/한테 (~kke/ege/hante | To give someone something)
7.도 (~ do | Also)
8. 으로/로 (~euro/ro | Direction and multiple other meanings)
3. TOPICS
Prepared By: Dr. Rosemarie S. Guirre (FL Trainer)
9. 부터 (~buteo | Start)
10.까지 (~ kkaji | Until)
11.들 (~ deul | Plural)
12. 만 (~ man | Only)
13. 의 (~ ui | Possessive)
14. 과/와 (~gwa/wa | and/with/as with)
15. 이랑/랑 (~irang/rang | and/with/as with)
16. 하고 (hago | and/with/as with)
17. 고 (~ go | connective)
4. Prepared By: Dr. Rosemarie S. Guirre (FL Trainer)
1. 은 (eun) when the last syllable ends in a consonant
2. 는 (neun) when it ends in a vowel.
나 (na) → 나는 (naneun)
선생님 (seonsaengnim) → 선생님은 (seonsaengnimeun)
5. Prepared By: Dr. Rosemarie S. Guirre (FL Trainer)
내가 주문을 할게요 → I will place the order
(naega jumuneul halgeyo)
나는 학생이에요 → I am a student
(naneun haksaengieyo)
한국 음식은 비빔밥이 제일 맛있어요.
As for Korean food, bibimbap is the most delicious.
(Hangung eumsigeun bibimbabi jeil masisseoyo)
6. Prepared By: Dr. Rosemarie S. Guirre (FL Trainer)
1. 을 when last syllable ends in a consonant.
2. 를 when it ends in a vowel.
나는 책을 읽었어요
(naneun chaekeul ilgeosseoyo)
I read a book
바나나를 먹어요!
(bananareul meogoyo!)
Eat a banana!
7. Prepared By: Dr. Rosemarie S. Guirre (FL Trainer)
저는 학교에 있어요
에 used for both time and location
(jeoneun haggyoe isseoyo)
I am at school
우리 월요일에 부산에 갈거에요
We will go to Busan on Monday
(uri woryoire busane galgeoeyo)
8. Prepared By: Dr. Rosemarie S. Guirre (FL Trainer)
저는 학교에 있어요
에 used for both time and location
(jeoneun haggyoe isseoyo)
I am at school
우리 월요일에 부산에 갈거에요
We will go to Busan on Monday
(uri woryoire busane galgeoeyo)
you can use ~은/는 (~eun / neun) to describe someone’s profession or nationality and the like or describe someone or yourself with an adjective
The ~은/는 (~eun / neun) particles are also used to mark the topic in the sentence, which is where the meaning becomes different from ~이/가 (~i / ga). Lastly, you can use 은 (eun) when the last syllable ends in a consonant and 는 (neun) when it ends in a vowel. Here are some examples of that use of ~은/는 (~eun / neun):
나 (na) → 나는 (naneun)
want to describe that you or someone else will do something, it’s better to use ~이/가 (~i / ga) rather than ~은/는 (~eun / neun). So think of ~이/가 (~i / ga) as the subject markers to use with actions.
This particle is used to indicate the object in the sentence. When the last syllable ends in a consonant, you use 을, and when it ends in a vowel you should use 를.
This particle indicates both time and location. For location, it can express where you are or were at, or where you are going, or where something is. And for time, it can express the time or day something happens.
This particle indicates both time and location. For location, it can express where you are or were at, or where you are going, or where something is. And for time, it can express the time or day something happens.