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.
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 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.
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 , polite is , informal you is , and polite is 轟. Pronouns for he/she/they often add suffixes like , 螳, depending on grammatical function. Demonstrative pronouns change meaning based on distance from the speaker.
Dr. Rosemarie S. Guirre prepared a document on learning Korean grammar. The document covers the use of location markers like "", directional markers like "朱", and plural markers like "". 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.
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.
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 organizations 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 document discusses drivers of technological change and contains several sections. It covers topics like core competencies, development strategy, strategic portfolio management, and innovation in the service industry. Key drivers mentioned include technological innovation, globalization, mobility, big data analysis, and social media. The document emphasizes characteristics of good organizational strategy like being flexible, responsive, creative, challenging, realistic, and focused. It also discusses focusing strategic portfolio management on meeting strategic objectives. Finally, it defines innovation in the service industry as including both product and process innovation for firms in service sectors.
This document outlines the policies, objectives, and modules for a Korean language course taught by Dr. Rosemarie S. Guirre. The course policies state that students must attend classes on time, participate actively, and will fail if they miss more than 20% of classes unexcused. Quizzes and exams will be given throughout the course. By the end of the semester, students should be able to write, read, and speak basic Korean language. The course consists of 14 modules covering topics like consonants and vowels, word order, particles, verbs and more. Students are asked to follow house rules for both synchronous and asynchronous classes.
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.
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 and adding endings like or depending on rules based on the final letter in the adjective. The document also covers forming the negative form of adjectives by adding 讌 or . It aims to teach learners how to conjugate adjectives flexibly between tense, formality and polarity in Korean.
Di mo masilip ang Langit
ni Benjamin Pascual
Benjamin Pascual - Beteranong manunulat din si油Benjamin P. Pascual油na karaniwang nalalathala ang mga kuwento at nobelang pampanitikan sa Liwayway Magazine.油油Dahil tubong Laoag Ilocos Norte, marami siyang kuwentong isinulat sa wikang Ilokano. Dalawang nobela rin ang iniakda niya sa wikang ito.
Siya ang nagsalin sa wikang Ilokano ng油Rubaiyat油ni Omar Khayam at nakasama rin niya si Jose Bragado sa pag-e-edit ng油Pamulinawen, isang antolohiya ng mga tula ng tatlumput anim (36) na makatang Ilokano.
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 organizations 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 document discusses drivers of technological change and contains several sections. It covers topics like core competencies, development strategy, strategic portfolio management, and innovation in the service industry. Key drivers mentioned include technological innovation, globalization, mobility, big data analysis, and social media. The document emphasizes characteristics of good organizational strategy like being flexible, responsive, creative, challenging, realistic, and focused. It also discusses focusing strategic portfolio management on meeting strategic objectives. Finally, it defines innovation in the service industry as including both product and process innovation for firms in service sectors.
This document outlines the policies, objectives, and modules for a Korean language course taught by Dr. Rosemarie S. Guirre. The course policies state that students must attend classes on time, participate actively, and will fail if they miss more than 20% of classes unexcused. Quizzes and exams will be given throughout the course. By the end of the semester, students should be able to write, read, and speak basic Korean language. The course consists of 14 modules covering topics like consonants and vowels, word order, particles, verbs and more. Students are asked to follow house rules for both synchronous and asynchronous classes.
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.
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 and adding endings like or depending on rules based on the final letter in the adjective. The document also covers forming the negative form of adjectives by adding 讌 or . It aims to teach learners how to conjugate adjectives flexibly between tense, formality and polarity in Korean.
Di mo masilip ang Langit
ni Benjamin Pascual
Benjamin Pascual - Beteranong manunulat din si油Benjamin P. Pascual油na karaniwang nalalathala ang mga kuwento at nobelang pampanitikan sa Liwayway Magazine.油油Dahil tubong Laoag Ilocos Norte, marami siyang kuwentong isinulat sa wikang Ilokano. Dalawang nobela rin ang iniakda niya sa wikang ito.
Siya ang nagsalin sa wikang Ilokano ng油Rubaiyat油ni Omar Khayam at nakasama rin niya si Jose Bragado sa pag-e-edit ng油Pamulinawen, isang antolohiya ng mga tula ng tatlumput anim (36) na makatang Ilokano.
Good Moral and Right Conduct: Q1W5.pptxssuserb21d3e
油
Makikilala ang sariling paraan ng pananalangin ay nakatutulong sa pagpapabuti ng ugali upang malinang ang pagiging madasalin.
Ang batang madasalin Nagiging matulungin.
Ang batang madasalin Nagiging malikhain.
Ang batang madasalin Nagiging masunurin.
Ang batang madasalin Nagiging maunawain.
Ang batang madasalin nagiging masayahin.
Good Moral and Right Conduct 1 Q1W1.pptxssuserb21d3e
油
Nakakikilala ng mga batayang impormasyon ng sarili
pangalan
palayaw
edad
petsa ng kapanganakan
kasarian
Naiisa-isa na ang batayang impormasyon ng sarili sa mahalagang bahagi ng pagkilala dito
Good Moral and Right Conduct Q1W3d1.pptxssuserb21d3e
油
Nakikilala ang mga paraan ng pag-iimpok na makatutulong upang matugunan ang pangangailangan
Ang pag-iimpok ay pagtatabi o pag-iipon ng pera o iba pang uri ng yaman upang magamit sa hinaharap. Ito ay isang mahalagang aspekto ng pamamahala ng pera at disiplina sa paggastos na nagbibigay-daan na maihanda para sa mga darating na pangangailangan.
1. IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA TOPIC: ARRAY
IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA | DR. ROSEMARIE S. GUIRRE | BLENDED LEARNING APPROACH
TANDAAN:
[ ] BRACKET ginagamit sa array declaration
[ ] =>SINGLE ARRAY
[ ] [ ] => TWO-DIMENSIONAL ARRAY
[ ] [ ] [ ] => THREE DIMENSIONAL OR MULTI-DIMENSIONAL
{ } CURLY BRACES
{ } => ginagamit para sa mga elements ng array
Subscript/Index= tawag sa positioning ng value sa elements, ito ay nagsisimula lagi sa zero (0).
SINGLE-DIMENSIONAL ARRAY OR ONE-DIMENSIONAL ARRAY
Halimbawa sa Single-Dimensional Array
ARRAY NAME ELEMENT
isang pares ng { } ibig sabihin may isang element na may 7 index/subscript
String roseDaysOfTheWeek [ ] = {"SUNDAY","MONDAY","TUESDAY","WENESDAY","THURSDAY","FRIDAY","SATURDAY"}
ARRAY SIZE = 7
COLUMN
0 1 2 3 4 5 6
ROW 0 {"SUNDAY","MONDAY","TUESDAY","WEDNESDAY","THURSDAY","FRIDAY","SATURDAY"}
para madisplay ang araw na WEDNESDAY bilangin kung pang-ilang index un ang ilalagay sa loob ng [ ] kapag
nagprogram ay tawagin ang array name at index position.=> System.out.println(roseDaysOfTheWeek[3] );
2. IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA TOPIC: ARRAY
IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA | DR. ROSEMARIE S. GUIRRE | BLENDED LEARNING APPROACH
TWO-DIMENSIONAL ARRAY
Halimbawa sa Two-Dimensional Array (magkasama ang mga data sa isang element)
Tignang MABUTI ang declaration may [ ] [ ] na mayroong dalawa set ng array list { } { } huwag kakalimutan ang comma
(,) pagkatapos ng isang element { } ito ang naghahati sa mga elements.
String roseOopSchedule [ ][ ] = {
{"SUNDAY","MONDAY","TUESDAY","WEDNESDAY","THURSDAY","FRIDAY","SATURDAY"},
{"ACT","BSCS","BSIS","BSCpE"}
};
COLUMN
0 1 2 3 4 5 6
ROW 0 {"SUNDAY","MONDAY","TUESDAY","WEDNESDAY","THURSDAY","FRIDAY","SATURDAY"}
COLUMN
0 1 2 3
ROW 1 {"ACT","BSCS","BSIS","BSCpE"}
Tignan ang Halimbawa sa ibaba, tandaan ang UNANG [ ] AY ROW at ang PANGALAWANG [ ] AY COLUMN.
Para ma-display ang SATURDAY BSCS bilangin kung pang-ilang index sa ROW 0 ang SATURDAY gayundin ang BSCS sa
ROW 1. kapag nagprogram ay tawagin ang array name at index position.
System.out.println( roseOopSchedule[0][6] + " " + roseOopSchedule[1][1]);
3. IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA TOPIC: ARRAY
IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA | DR. ROSEMARIE S. GUIRRE | BLENDED LEARNING APPROACH
PANGALAWANG APPROACH NG TWO-DIMENSIONAL ARRAY
***Sa Ganitong array kapag may magkamukha sa array list maaring kuhanin anumang row or column. Sa Halimbawa sa
ibaba, kung nais ipakita ang BSIS 2B. Maaring gamitin ang indexes na [ 0 ] [ 1 ] or [ 3 ] [ 1 ].
0 1
0
1
2
3
4
5
6
7
8
9
Makikita sa declaration na may SAMPUNG PARES NG { } ibig sabihin sa
loob ng ISANG ARRAY NAME ay may SAMPUNG ELEMENTS. Sa isang array
list ay may nakapaloob na dalawang value ang DAY at CYS. Kaya ang array
size ay 10 X 2 Kung titignang mabuti mapapansin na may DALAWANG
COLUMN BAWAT ARRAY LIST. Muli ang UNANG [ ] AY ROW at ang
PANGALAWANG [ ] AY COLUMN.
Para ma-display ang SUNDAY BSCS 3D bilangin kung pang-ilang ROW AT
COLUMN ang SATURDAY gayundin ang BSCS 3D. Kapag nagprogram ay tawagin
ang array name at index position.
System.out.println( roseOopSchedule[9][0] + " " + roseOopSchedule[7][1]);
4. IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA TOPIC: ARRAY
IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA | DR. ROSEMARIE S. GUIRRE | BLENDED LEARNING APPROACH
MULTI-DIMENSIONAL ARRAY
Sa MULTI-DIMENSIONAL ARRAY dumarami ang Columns at Rows na may MAGKAKAIBANG index. Ngunit
tatlong [ ] [ ] [ ] lamang ang gagamitin kahit na dumami pa ang elements. Sa array name na roseOopSchedule
mapapansin na mayroong LIMANG ELEMENTS. Mapapansin din na ang {"A","B","C'","D","N","O","T"} ay
nakapaloob sa na dapat ay sa kadahilanang ang data type na ginamit sa pagdeklara ng array name ay
String. Dapat ay sumunod ang element kung ano ang tinakdang data type.
PAG-ARALAN ANG PROGRAM NA ITO.
5. IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA TOPIC: ARRAY
IS OOP 223 OBJECT ORIENTED PROGRAMMING : JAVA | DR. ROSEMARIE S. GUIRRE | BLENDED LEARNING APPROACH
KUNG TAYO AY MAGKAKAROON NG WRITTEN ACTIVITY. GANITO NA LAMANG ANG INYONG ISUSULAT.
VARIABLES:
String roseDaysOfTheWeek [ ] ={"SUNDAY","MONDAY","TUESDAY","WEDNESDAY","THURSDAY","FRIDAY","SATURDAY"};
String roseCourse [ ] = {"ACT","BSCS","BSIS","BSCpE"};
int roseYearLevel [ ] = {1,2,3,4};
char roseChar [ ] = {'A','B','C','D','N','O','T'};
String roseHour [ ] = {"7:00","8:00","9:00","10:00","11:00","12:00"};
Alituntunin: Isulat ang array name at index ng mga sumusunod.
1. SATURDAY
2. BSCpE
3. NOT
4. BSCS 4A
5. 8:00 TO 12:00
NAME:
CYS:
SUBJECT:
SUBJECT TEACHER:
SAGOT
1. roseDaysOfTheWeek [ 6 ]
2. roseCourse [ 3]
3. roseChar [ 4 ] [ 5 ] [ 6 ]
4. roseCourse [ 1 ] + + roseYearLevel [ 3 ] + roseChar [ 0 ]
5. roseHour [ 1 ] + " " + roseChar[6] +roseChar[ 5 ] + " " + roseHour [ 5 ]
MAG-ENSAYO NG KOMBINASYON HANGANG MAKUHA ANG LOHIKA AT SARILING TEKNIK.