My personal experience with creating websites for Shoe Laundry systems

I.                My Experience 

My personal experience with creating websites for Shoe Laundry systems

In my experience this is the shoe-based washing system making this website, because I like the shoe collection and also the dalah shoe care. So I think I am able to make a website of the system. In other circumstances, I also see many business opportunities in the shoe washing facility in Indonesia, so I want to create a system that contains a variety of information about how to clean a good shoe and also know the shoe washing places in different cities in Indonesia. Time later I found my University Gunadarma University which I love and which I am proud of. I coincided in the 6th semester and by coincidence I started studying in Information Systems. Then I have to make a scientific writing that is required for all Gunadarma students. The obligation to write scientifically in my Information Systems department is to write a letter that discusses system analysis or making systems. That is the moment when my idea of ​​wanting to make a website-based shoe washing system that I can do is very suitable for making my scientific writing at Gunadarma University with a website-based shoe washing system.

Here are the results of my writing during the 6th semester at the stage of writing abstraction:

Changes in lifestyle in modern times such as today, demanding that someone can manage their time as efficiently as possible, both in personal matters and their work. Such changes lead to the demands of practicality in answering their personal needs, for example in terms of shoe care. That's why it's slow to make a Sneaker Solution website that contains information about shoe care, making it easier for people to learn the knowledge about how to take good care of shoes and also help shoe lovers share information through forums . is on the website. The Sneaker Solution website contains the steps to clean the shoe by type and there are also Tips and Tricks around the shoe of today. In order to design the automated information system, the application is created on the basis of the website using the programming language PHP and MySQL as its database.

 

Then the writing that I have ever made in scientific writing is the content of Chapter 1 Background:

The age and style of decor that is becoming increasingly important in the teen world, especially for fashion shoes. Not a few shoe lovers from different circles. But shoe lovers sometimes find it difficult to take care of the cleanliness of the shoe to keep it clean and quality. With the information that needs to be made for the knowledge of shoe care, they expect that those who are very hobbyistic and fanatical with shoes no longer have trouble taking care of the shoes they have. It is good to use the website to distribute information about how you can take care of shoes. Then we can easily get information about how we can take care of our own shoes. The information presented on the website is supplemented with the knowledge of different shoe trends of the moment, of different specifications of shoes, materials and tools to take care of your own shoes. Shoe lovers can take care of their shoes as if they were using a Shoe Laundry service that now exists in Indonesia. The ability to ensure that the shoes should be good and not haphazard, with the information on this website bring people who are curious to handle or clear their own shoes so that it is easy to practice at home.

That is the background I have made based on what is basically my desire to create the system. Not only that I have Limitation Problem with this writing:

The purpose of this scientific writing is to provide information about how to properly and properly take care of the shoes. It is therefore very useful for people who are curious to care for their own shoes, such as the use of the shoes for the laundry service. Also provide a container for shoe lovers and share solutions to take care of their favorite shoes.

The virtue I need to have when making the shoe washing system is which method I use, so I include the writing method I have made in scientific writing and it is:

In academic writing, the author performs various stages of analysis with which this scientific writing is completed, one by searching for references from surfing the internet to get information and description about it website shoe care. Below are a few steps that the author will do:

1.      Search for writing materials related to scientific writing

2.      Design a website navigation structure.

3.      Prepare the hardware and software that are used when creating websites. Used device specifications:

 

Computer details used as follows:

1.      Intel Core T6400 processor 2.00 GHz.

2.      4 GB of RAM.

      While the software specification (software) is used as follows:

1.      Windows 7 Ultimate 64-bit.

2.      Macromedia Dreamweaver 8.

3.      Test the results of the research that the authors have tested on the server localhost.

4.      Implement by uploading website to Hosting server.

Well, that is the method I use for scientific writing. There is also a systematic letter:
The writing system is applied to the author to give a brief overview of the issues discussed in this article, so that a clear picture of the contents of this writing will be obtained, consists of four chapters, including:

CHAPTER I INTRODUCTION This chapter describes various problems that consist of background problems, limitations of problems, writing objectives, research methods and systematic writing.

CHAPTER II BASIC THEORY In this chapter a series of theories will be discussed with regard to the design of making websites.

CHAPTER III DESIGN AND IMPLEMENTATION This chapter clearly describes Navigation Structure Planning, Display Design, Website Creation, Used Device Specification and Implementation. CHAPTER IV CLOSING In this chapter.

That is my experience in making the system of shoe-related website. Quite exhaustive, even the submission that I transfer is only discussed. CHAPTER 1 alone did not discuss the creation of the program.

 
 

II.                Theory 

Verb phrases

In English, the verb phrase is the locus of a wealth of information about the events, states, processes, etc. that a clause or sentence denotes. A verb phrase referring to an event, for example, may contain information about such crucial elements of meaning as whether we know the event to have happened, when the event took place, whether or not the event was completed, and other similar aspects of meaning.

Elements in the verb phrase

The verb phrase consists exclusively of verbs. In most verb phrases, one verb, called the main verb, carries information about what kind of event, activity, state, etc. the verb phrase refers to. Other verbs in the verb phrase, called auxiliary verbs, contribute additional perspectives on the meaning of the verb phrase, relating, for example, to time and modality (possibility, necessity, volition, prediction). The following example illustrates the structure of a typical verb phrase. 

could	have	occurred
auxiliary	auxiliary	main verb

The main verb is the head of the verb phrase, just as a noun or pronoun is the head of a noun phrase.

In a verb phrase with more than one verb, the main verb always comes last.

In verb phrases that are marked for tense (present or past) the tense inflection is always attached to the first verb in the verb phrase. In the example above, the first auxiliary could is a past tense form (can would be the present tense form).

Not all verb phrases are marked for tense, however. Those that contain no present or past tense verb forms are referred to as non-finite verb phrases. Examples include infinitival verb phrases, and verb phrases introduced by present or past participles (-ing and -ed forms). The following clauses all start with a non-finite verb phrase.

(1) To guarantee maximum security all user keys must be safely stored.

(2) Having established peace throughout the region, the army returned to Rome.

(3) Blinded by his misunderstanding of the data, Professor Jones refused to change his attitude towards more recent theories.

  

Auxiliary verbs

Auxiliary verbs offer a variety of perspectives on the event, state, etc. denoted by the main verb in the verb phrase. Traditionally, auxiliary verbs are divided into three subclasses; primary auxiliary verbs, modal auxiliary verbs, and marginal (or semi-) auxiliary verbs. The division is based partly on meaning and partly on grammatical properties of the three types.

In addition to altering the meaning of a verb phrase, auxiliary verbs also play two important purely grammatical roles in English. First, they are necessary for forming clauses negated by not. Thus, when used to negate a clause, not must be placed immediately after an auxiliary verb, as illustrated in the following examples (with the verb phrases highlighted):

(1) Bill will leave very early in the morning.

(2) Bill will not leave very early in the morning.

If no auxiliary is present, English requires the insertion of do to fulfil this requirement:

(3) Bill liked his mother's new coat.

      (impossible: *Bill liked not his mother's new coat.)

(4) Bill did not like his mother's new coat.

The second important grammatical role of auxiliaries is to switch places with the grammatical subject in most types of questions, as in the following examples, where Bill functions as the subject.

(5) Bill will leave very early in the morning.

(6) Will Bill leave early in the morning?

(7) When will Bill leave?

Again, if no auxiliary is present, English requires the insertion of a form of the verb do to form these types of questions:

(8) Bill liked his mother's new coat.

(9) Did Bill like his mother's new coat?

(10) What did Bill like?

Modal auxiliary verbs

Modal auxiliary verbs express meanings such as obligation, possibility, necessity, etc., which reflect somebody's (often the writer's) attitudes towards the state, event, etc. expressed by the verb phrase. Often, it is difficult to pinpoint the exact type of meaning conveyed by a modal auxiliary, as different types of meaning may be present simultaneously. For example, among other things, the modal can may be used to express ability and possibility, as in the following examples:

(1) Bill can swim. (i.e. 'Bill has the ability to swim')

(2) The door can only be opened with a special key. (i.e. 'it is only possible to open the door with a special key')

Fairly often, however, it is difficult to claim that only one of these meaning is expressed:

(3) I can drive you to the airport tomorrow. ('I have the ability to drive you, e.g.  because I have a driver's licence' or 'It is possible for me to drive you, e.g. because I am free at the appropriate time')

Grammatical properties of modal auxiliaries

In addition to the the properties shared by all auxiliaries, modals are characterized by the following:

• Modals have no non-finite forms (i.e. they have no infinitival or participial forms).
• Modals have no inflected forms in the present tense (in particular, they have no 3rd person -s ending).

The fact that modals have no non-finite form limits the possibility to combine them with other auxiliaries. For example, they do not occur as the second verb in the perfect, in contrast with other auxiliaries, like be:

(3) *Bill has never could drive a car. (cf. Bill has never been kissed.)

In cases where a modal auxiliary is impossible due to the lack of appropriate forms, English uses alternative expressions, as in the following examples:

Be able to instead of can:

(4) Bill has never been able to drive a car.

(5) We hope to be able to solve this problem in the future.

(6) Being able to solve simultaneous equations is useful for a number of reasons.

Be allowed to instead of can/may (expressing permission)

(7) Mary has never been allowed to listen to jazz music.

(8) To be allowed to enter the competition every contestant must have a clean medical record.

(9) Everyone was required to pay a special tax before being allowed to vote.

The fact that modals have no inflected forms in the present tense make them useful for non-native speakers who often experience difficulties with Subject-Verb agreement. Thus, as the following illustrates, the present tense form can is used for all subjects, whereas other auxiliaries, like be, and main verbs, like hate, vary in form.

Modal auxiliary	Primary auxiliary	Main verb
I can call Bill tomorrow.	I am calling Bill now.	I call Bill every day.
James can call Bill tomorrow.	James is calling Bill now.	James calls Bill every day.
We can call Bill tomorrow.	We are calling Bill now.	We call Bill every day.

 

Reference :

-http://awelu.srv.lu.se/grammar-and-words/selective-mini-grammar/verb-phrases/

-http://awelu.srv.lu.se/grammar-and-words/selective-mini-grammar/verb-phrases/elements-in-the verb-phrase/

-http://awelu.srv.lu.se/grammar-and-words/selective-mini-grammar/verb-phrases/auxiliary-verbs/

-http://awelu.srv.lu.se/grammar-and-words/selective-mini-grammar/verb-phrases/modal-auxiliary-verbs/