质量管理第六版英文教辅foster-mq6-im-1

PagePage#of2910.Describethepurposeofachecksheet.Describeaninstance(otherthantheones10.Describethepurposeofachecksheet.Describeaninstance(otherthantheonesWhatarethethreebasicrulesforconstructingParetocharts?Onpage256,thethreebasicrulesarepresentedas:Informationmustbeselectedbasedontypesorclassificationsofdefectsthatoccurasaresultofaprocess.Anexampleofthismightbethedifferenttypesofdefectsthatoccurinasemiconductor.Datamustbecollectedandclassifiedintocategories.Ahistogramorfrequencychartisconstructedshowingthenumberofoccurrences.AParetochartenablesyoutoisolateandfocusonthe20%offailuresthatcause80%oftheproblems.Whatisthepurposeofacause-and-effect(Ishikawa)diagram?Often,workersspendtoomuchtimefocusingimprovementeffortsonthesymptomsofproblemsratherthanthecauses.TheIshikawacauseandeffectdiagramisagoodtooltohelpmovetolowerlevelsofabstractioninsolvingproblems.Thediagramlooksliketheskeletonofafish:theproblembeingtheheadofthefish,majorcausesbeingthe"ribs"ofthefish,andsub-causesformingsmaller"bones"offoftheribs.Figure10-13inthetextshowsanIshikawadiagramthatwasperformedforawoodmillthatwasexperiencingproblemswithwobblingbladesinitssaws.Theprinciplebehindthisisthatforaproblemtobesolved,thefocusmustbeplacedontheproblems,notthesymptoms.Thesymptomoftheproblemwasthewobblyblade.Themajorcauseswereassociatedwithmachines,materials,people,andmethods.Underpeople,itwasfoundthatworkerswerenotproperlytrained.Undermachines,itwasfoundthatthebladewasbeingsetupoff-center.BcmagsmHwearIrHiniingIFIGURE10-11 RhCki 卩油成明Bomitu'DLlrivAr&t^2011.Luhn嶂血诂 Oft-ccnter\WeivfcwJsikwashersCnic-lcrfdhl虹BcmagsmHwearIrHiniingIFIGURE10-11 RhCki 卩油成明Bomitu'DLlrivAr&t^2011.Luhn嶂血诂 Oft-ccnter\WeivfcwJsikwashersCnic-lcrfdhl虹A丸炕h^lewrmgttize脸hodsHeiktiPeopleShwBlade/ljicknfpmpcrrraininsinthebook)inwhichachecksheetcouldbeeffectivelyused.Achecksheetisasimplemechanismthatisusedtogatherinformationusedtodiagnoseaproblem.Onpage248,thetextshowsachecksheettocollectinformationthatwillbeusedtocompileahistogram.FIGURF~ia-BFIGURF~ia-BCoperProblemEcrkEeTInQuestion7,aclassdiscussionwassuggestedtofindalternativeusesforaParetochart.Thistopicwouldbeidealforthatdiscussion.Describethepurposeofascatterdiagram.Figure10-10presentsascatterdiagram:FIGURE10-10PreventionCostsandConformanceFIGURE10-10PreventionCostsandConformanceThisdiagrampresentsaseriesofpointsthatshowtherelationshipbetweenpreventionandappraisalcostsandpercentageofconformance.Amathematictechniquecalledcurve-fittingpresentsasmoothedlinethatindicatestherelationshipbetweenthetwovariables.Astatisticaltoolcalledregressionanalysiswillprovideavaluecalledthecorrelation,whichusesthedatatopresenttherelativevalueoftherelationship.#tx±iuIIIE5qF」ddrJPCIc3=uo>cudWhenloadedintoExcel,acorrelationcanberunbetweenthetwosetsofdata.Theresultingcorrelationwouldbe.8824,orapproximately88%.Thisindicatesthatthereisapproximatelyan88%probabilitythatthereisacause-and-effectrelationshipbetweenthetwovalues.Describethepurposeofaflowchart(processmap).Whatarethreeoftherulesfordesigningandusingflowcharts(processmaps)?Aprocessmap(flowchart)isapictureofaprocess.Thefirststepinmanyprocessimprovementprojectsistocreateamapoftheprocess,asitexists.Thissteppresentstheparametersforprocessimprovement.Theconceptisthatonemustknowtheprocessbeforeitcanbeimprovedupon.Threebasicrulesfordesigningandusingaflowchart(processmap)areasfollows:•Usethesesimplesymbols(showninFigure10-3)tocharttheprocessfromthebeginning,withallarcsintheprocessmapleavingandenteringasymbol.*FlowlineFIGURE10-3BasicMappingSymbolsProccasLng"Snarf'Slopccmnectnr*FlowlineFIGURE10-3BasicMappingSymbolsProccasLng"Snarf'SlopccmnectnrDevelopageneralprocessmapandthen"fleshitout"bygettingmoredetailed.Stepthroughtheprocessbyinterviewingthosewhoperformtheprocessastheydothework.Determinewhichstepsaddvalueandwhichdon't,inanefforttosimplifythework.•Beforesimplifyingthework,determineifitreallyneedstobedoneinthefirstplace.byipplic-ani、Acilnn'2AOccupflikuifmacu.—CirimrSi^"iCiMonwrRihurdhiAiul)-<1•Beforesimplifyingthework,determineifitreallyneedstobedoneinthefirstplace.byipplic-ani、Acilnn'2AOccupflikuifmacu.—CirimrSi^"iCiMonwrRihurdhiAiul)-<1FLhkh"ihi^iiE'EiE^山:陛此初旨■»qlpculLiS-iibydtpirimcni血如13.Whatisthepurposeofacontrolchart?Acontrolchartprovidesinformationaboutaproductorservicethathasmeasurablequantities.Figure10-12presentstwocontrolchartstogether:XdtlrtnGURLia12PartialXoldHF*rdPftKftt.FUiL&xtiartMean=XdtlrtnGURLia12PartialXoldHF*rdPftKftt.FUiL&xtiartMean=】9*4UCL=27,33Meso=]2.BlUCL=27.0*Whichoftheseven(Ishikawa)toolsofqualitydescribedinthechapterhavebeenthemosthelpfultoyouinyourexperiences?Pleasemakeyouranswerassubstantiveaspossible.Ishikawa'ssevenbasictoolsconsistof:ProcessmapsChecksheetsHistogramsScatterplotsControlchartsCause-and-effectdiagramsParetoanalysisEachofthesetoolsprovidesauniquelookattheenvironmentbeinganalyzed.Eachstudentwillprobablyhaveadifferentviewbaseduponhis/herrespectivebackground.Thiscanmakealivelyclassdiscussion.Whatisthepurposeofanaffinitydiagram?Anaffinitytoolisabrainstormingtechniquethatallowsteamstobreakanissuedowntoitscomponentsub-issues,enablingthemtoisolatetherootproblemsandprovidesolutionstothem.Describethepurposeofaninterrelationshipdigraph?Theinterrelationshipdiagraphisacontinuationoftheaffinitydiagram.Itisdesignedtolocateanypossibleerrorsthatmightresultfromtherelationshipbetweendifferentissues.Onpage262,thestepsinvolvedincreatingthisdocumentareidentifiedas:Constructanaffinitydiagramtoidentifytheissuesrelatingtoaproblem.Afteryouhavedonethis,placethecardswithrelatedissuesincolumnswithgapsbetweenthecards.Itishelpfultousestickynotesonalargepieceofflipchartpaper.Createthedigraphbyexaminingthecardsonebyoneasking,“Whatotherissuesonthisdigrapharecausedorinfluencedbythisissue?"Asteammembersidentifyissuesthatarerelated,drawaone-wayarrowfromthefirstissue(thecause)tothesecondissue(theoneinfluencedbythecause).Dothisuntilalltheissueshavebeendiscussed.Afterreviewingthearrowsandmakingneededrevisions,countthenumbersofarrowspointingtoeachnote,andwritethenumbersonthenotes.Identifythecardswiththemostarrowsasthe"keyfactors."Experiencehasshownthatthereshouldnotbemorethan5to10keyfactors,dependingontheissuebeingdiscussed.Drawadoubleboxaroundthekeyfactorsandbrainstormwaystoaddresstheseissues.Describethepurposeoftreediagrams.Describeaninstanceinwhichatreediagramcouldbeused.Atreediagramisaccomplishedbybreakingataskdowntoitscompositesub-tasks;thisisdoneiterativelyuntilabaseactivitylevelhasbeenreached.Theresultinghierarchicbreakdownprovidesamannerofbreakingthetaskstobeaccomplishedinto“bitesizedchunks."Figure10-22onpage264(shownbelow)providesanexample.Trees(orhierarchicstructures)areusedinmanysituations.Theirflexibilityisapparentinanysituationwhereataskiscomposedofsubordinatetasks.TijpitsIbpigFIGUREID-22TreeDiJi^ramSubissue^TijpitsIbpigFIGUREID-22TreeDiJi^ramSubissue^S-ubi灿部OcherEin®ciisksDescribethepurposeofaprioritizationgrid.Aprioritizationgridallowsapersontoevaluatetheoptionsandassignweightstothemtoaidinthesolution.Thestepsincreatingaprioritizationgridarepresentedonpage264:Determineyourgoal,youralternatives,andthecriteriabywhichadecisioniftobemade.Placetheselectioncriteriainorderfrommostimportanttoleastimportant.Applyapercentageweighttoeachofthecriteriaforeachoption.Applyaweighttoeachofthecriteriasuchthatalltheweightsaddupto1(fbrexample,A=.40,B=.30,C=.25D=.05).Addtheindividualratingforeachcriteriontocometoanoverallranking.Dividebythenumberofoptionstofindanaverageranking.Rankeachoptionwithrespecttothecriteria.Averagetherankings,andapplyacompletedranking.Multiplythecriteriaweightbyitsassociatedcriterionrankforeachcriterioninthematrix.Noticethatinthiscasearankingof4isbestand1isworst.Theresultineachcellofthematrixiscalledanimportancescore.Addtheimportancescoresforeachalternative.Rankthealternativesaccordingtoimportance.□Describethepurposeofamatrixdiagram.Inwhatwaysisthematrixdiagramabrainstormingtool?Brainstormingisaprocessbywhichagroupofpeoplecollectivelyparticipatesinaproblem-solvingexercise.Amatrixdiagrampresentstherelationshipsbetweenideasorissues.Figure10-23presentstherelationshipsbetweenassignmentsandtasksinreducingthenumberofbillingerrors.R«lueingthc^umlycrM ErrorsPtiFpkneededIbulLayoiicengineers©JSSoftwciredesignerso©©△22Ei@nee网oo©24HmmanresourcesoA4SjMeinsoo65f__IIitiiitMlRevisepnciii^Siiioplifypioce滴◎，High [Primirrespcinjsihilily]Medium(3)[SflEixJuiy『espcin§ibilifty||ALgn(11)IKeptirifontLedJ1'0-iJReipGndbilityM-atris□i^gramWhatisthepurposeofaprocessdecisionprogramchart?Aprocessdecisionprogramchartisusedtohelpbrainstormpossiblecontingenciesorproblemsassociatedwiththeimplementationofsomeprogramorimprovement.Thetoolcantaketheformofeitheranoutlineoratreechart.Figure10-24onpage268showsaprocessdecisionprogramchartintreeform.L'pcJuii!jxsbjnhrequircmcTi^8*lupnd*-FIGUREPracewDeownPnaflramChartCiMikli»uhin

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Hlpda[4Ml,.= RefuseIdIhiike<.'liuii^e>GerearlyCDTISiCnNUSEMublhhu\iKi-^rudc-uhiJii^cKEmployee^feorchuriye^injil>HinuiAricinp|i)x-ix,irKeLniyviulubes-tyndgci顷kRnri"jJMriuirm*needIoIw：rcviEitcdCase10-1:CorporateUniversities:TeachingtheToolsofQualityArecorporateuniversitiesagoodidea?Ifso,why?Thecorporationthatdedicatesresourcestoeducationsignalstoitsemployeesthatthecorporationconsidersitsemployeesanasset.Acorporateuniversityalsoprovidesanorganizationapermanentplacetotrainitsemployeesinthemethodsandproceduresthatmakethecompanyuniqueandsuccessful.Howcanacorporateuniversitydoabetterjobofteachingafirm'semployeesthe“toolsofquality”thantraditionaltrainingprograms?Corporateuniversitiescandoabetterjobofteachingafirm'semployeesthe"toolsofquality"thantraditionaltrainingprogramsinthefollowingways:Corporateuniversitiescanprioritizeafirm'straininginitiativesandquicklysharewithafirm'semployeestheskills,techniques,andbestpracticesthatarenecessarytoremaincompetitive.Corporateuniversitiescanprovidefocustoacompany'straininganddevelopmentactivities.Corporateuniversitiescandevelopastandardcurriculumtoensurethatallofacompany'semployeesreceiveconsistenttraining.Corporateuniversities,becausetheyarepermanent,canprovide"follow-up”trainingandconsultingservicestofirmemployees.Selectacorporateuniversityandvisititswebsite.Howdoesthecompany'scorporateuniversityfacilitatethecompany'soverallquality-relatedgoalsandinitiatives?Eachofthelistedcompaniesisinadifferentindustryandhasadifferentproductmix.Eachhasadifferentsetofneedsforitsemployees.MotorolaUniversitybasesitstrainingonSix-Sigma.SearsprovidesanongoingManagementSkillsCurriculum.Foodforthought:Howdotheseprogramsreflecttheneedsofthecompany?Howdotheyreflectthecultureofthecompany?Case10-2:Lanier:AchievingMaximumPerformancebySupportingQualityProductswithQualityServicesWhywasitimportantforLaniertodevelopspecificprograms,suchasCustomerVisionandPerformancePromise,tofacilitateitsdualemphasisonqualityproductsandqualityservices?ThespecificprogramsfocusLanier'semployeesandcustomersonareasthathavebeenparticularlyimportanttothecompanyinachievingitsdualemphasisonqualityproductsandqualityservices.Forinstance,theCustomerVisionprogramfocusesthecompany'semployeesonprovidinghighcustomerservice.Similarly,thePerformancePromiseprogramfocusesthecompany'scustomersonthestrengthofLanier'scommitmenttoguaranteetotalproductsatisfaction.Lanier'scommitmenttoqualityproductsandqualityservicesmightnotcomethroughasclearlytoitsemployeesandcustomerswithoutthesetangibleprogramstorallyaround.WhatstepshasLaniertakentoreinforcetheimportanceofqualityservicestoitsemployees?LanierhasinitiatedtheprogramsreferredtoincludingCustomerVision,ThePerformancePromise,100PercentSold,andTheLanierTeamManagementProcessastangibleevidenceofitscommitmenttoqualityservice.Lanierhasalsoshifteditsmarketingemphasisfromsalestocustomersatisfactionandhasshifteditscorporatecultureaccordingly.DoyoubelievethatLaniercontinuedtobesuccessful?Whyorwhynot?Lanierhasgrabbedaninterestingniche.Thefieldofdocumentproductionhasbeenmassivelyenhancedbythecurrentstateofofficeautomation.Thistrendwillmostlikelycontinue.Theirsuccessobviouslydependsonhowwelltheyintegratethemselvesintotheburgeoningculture.Willtheycontinuetobesuccessful?Thisisafascinatingquestionforaclassroomdiscussion.SuggestedAnswerstoEndofChapterProblemsDevelopaprocessmapofwashingacar.Includeahighlevelofdetailinyourmap.Makesixrecommendationsforimprovementtoyourprocess.Thereareseveraldifferentversionsofthismap.Itisimportanttotellstudentsthatthisisamapforhandwashingacar.Thisassignmenthasbeenusedforseveralyears.IfthestudentsusePowerPointtodrawtheirmaps,afewcanbepresentedtotheclassasabasisfordiscussion.TaketheprocessmapfromProblem1anddevelopitintoanextendedprocessmap.Makefiverecommendationsforsimplifyingtheextendedprocessasitexists.Thismaptakessuppliersintoaccount.Seetheabovecomments.Developaprocessmapformakingchocolatechipcookies.Includeahighlevelofdetailifyouneedto.Youmayneedtoconsultacookbook.Makethreerecommendationsforimprovementstoyourprocess.Discussthesewiththeclass.SeetheanswertoProblem1.TaketheprocessmapfromProblem3anddevelopanextendedprocessmap.Makerecommendationsforthreeimprovementstotheextendedprocess.Besuretoincludeallsuppliersandlogisticsassociatedwiththecustomers.SeetheanswerstoProblems1and2.Developachecksheetfordefectsinaflatscreencomputermonitor.Answerswillvary.UsetheFigureonpage248asaguide.Developachecksheetfordefectsinaqualitymanagementclassexam.Identifyhowyouwouldusethechecksheettoimproveperformanceonfutureexams.Answerswillvary.UsetheFigureonpage248asaguide.Developahistogramforthefollowingdata(seethedatainProblem8'ssolution).Developtwoseparatehistogramsforhoursofovertimeanddaysabsent.Howdothedataappeartobedistributed?log30/log2=4.95〜5classes.Forhoursofovertime,thesmallestvalueis0andthelargestvalueis460.460/5=92.Forconvenience,wewillusethefollowingclasses:0-99,100-199,200-299,300-399,400-499.Thefollowinghistogramresults:

FrequencyDiagramforHoursofOvertimeThehoursofovertimedataareright-skewed.Althoughtherearefiveclasses,itmakesthemostsensetousesixclassesforthedaysabsentdata.Hereisthehistogramfordaysabsent.FrequencyDiagramforDaysAbsentThisisclosetoauniformdistribution-excepttherewerenoemployeeswith4or5absences.UsingthedatainProblem7,developascatterplotofhoursofovertimeversusdaysabsent.Dothedataovertimehoursanddaysabsentappeartobecorrelated?FollowingarethespreadsheetandtheExceloutputforthescatterplotandcorrelation:HoursofDaysEmployeeOvertimeAbsent124332126238604424652363612807008126293243101180116201212831346061413511511811626021701181261192342202463211201228002311212423732512922624127360281282292463303266DaysAbsent765432tne&DASV6o6040°o20HoursofOvertimeSUMMARYOUTPUTRegressionStatistics0.88224MultipleR30.77835RSquare3AdjustedR0.77043Square7Standard0.84343Error4Observations30ANOVASignificancedfSSMSFF98.327Regression169.94869.9480.711301.16E-10Residual2819.918678Total2989.86667CoefficieStandardP-ntsErrortStatvalueLower95%-1.18390.2463Intercept0.325550.27496678-0.888790.013509.91591.2E-XVariable150.0013629100.010715Ascanbeseenfromthisdata,78%ofthevariationindaysabsentisexplainedbyovertime.Itappearsthatpeoplearemorelikelytobeabsentastheyworkmoreovertime.Ifthecompanydesirestodecreaseabsenteeism,itshouldreviewhowitisassigningovertime.9.Developahistogramusingthefollowingdata:TOC\o"1-5"\h\z4.7,5.0,5.6,5.6,5.6,5.9,5.9, 5.9, 5.9, 6.2, 6.2, 6.2, 6.2, 6.2, 6.2, 6.5, 6.5, 6.5,6.5,6.5,6.5,6.8,6.8,9.8,9.8,9.8, 9.8, 6.8, 6.8, 6.8, 6.8, 6.8, 6.8, 6.8, 6.8, 6.8, 6.8,7.1,7.1,7.1,7.1,7.1,7.1,7.1, 7.1, 7.1, 7.1, 7.1, 7.1, 7.1, 7.4, 7.4, 7.4, 7.4, 7.4,7.4,7.4,7.4,7.7,7.7,7.7,7.7,7.7, 7.7, 7.7, 7.7, 7.7, 7.7, 7.7, 7.7, 7.7, 7.7, 7.7, 7.7,7.7,8.0,8.0,8.0,8.0,8.0,8.0,8.3, 8.3, 8.3, 8.3, 8.3, 8.3, 8.6, 8.6, 8.6, 8.6, 8.6, 8.6,

8.9,8.9,9.2,9.2,9.8.Thereare101datapoints.log101/log2=6.7〜7Thelargestvalueis9.8,thesmallestvalueis4.6.(9.8-4.6)/7=.74-.8;Therefore,usethefollowingclassesinthefrequencyhistogrambelow.40 3020 104.65.46.27.07.88.69.410.2FrequencyDiagramforProblem10-910.11.Thedataappearapproximatelynormal.10.11.Ifyouhavesixtydatapoints,usethelogformulatodeterminehowmanyclassesyoushoulduseinyourhistogram.log60/log2=5.9〜6classes.Remember,itiscommonpracticetoroundupwards.Usethelogarithmicformulainthechaptertodeterminehowmayclassesyoushoulduseinyourhistogramforthefollowingnumbersofdata:TOC\o"1-5"\h\z35200600Answer:log35/log2=5.13〜6log200/log2=7.6〜8log600/log2=9.2〜1012.Tm>manylinesBuildingtoospread、outUnhelpfulTraining12.Tm>manylinesBuildingtoospread、outUnhelpfulTrainingComputer^downbecauseofheavyNapsteruseUniversityServiceProblemsThinkaboutthefollowingquestions,anddevelopfishbonediagramsforeachofthem:Whatisthemajorserviceprobleminyouruniversity?Whatisthemajorthingthatinterfereswithyourstudy?Whatisthemajorproblemwithyourschoolnewspaper?Whatisthemajorsocialprobleminsociety?Answerswillvary.Generally,thefishbonediagramshouldappearasfollows:13.13.[Meth中妇Forthefollowingdata,developaParetoanalysis.ThelettersA,B,C,D,E,andFareproblemsthatoccurinaprocess.Whichcauseshouldyoufocusonfirst?AAABAABCCEDABBBCBBCADABDADDDCAACBBBCCBCABCABEAABDAAACAAAFCAEAnswer:NumberCountPercentCumPctA1s22 36.6736.67B1s15 25.0061.67C1s12 20.0081.67D's7 11.6793.33

14.E's 3 5.00 98.33F's 1 1.67 100.00N= 6014.E's 3 5.00 98.33F's 1 1.67 100.00N= 60IfyoueliminatecausesAandB,defectwillbereducedby60%.Forthefollowingdata,developaParetochart.ThelettersV,X,Y,andZareproblemsthatoccurinaprocess.Whichcauseshouldyouaddressfirstifthefixesfortheproblemsare$1.00,$1.20,$.90,and$2.00successively?VXZZZYYXXYWYVXXZZYFEYXXVYVYVYVYXXXYVYZVYXXXYVYVYVrXXXXVVVVYYYYVYVYVYXYXYXVXVZZZXYXYXYVYYXZZZDatashows22Vsat24%,25Xsat27%,31Ysat34%,and14Zsat15%.Youwouldnormallyaddresstheprocessproblemwiththehighestincidence.ThiswouldbeproblemY.Inthiscase,itisalsotheleastexpensivefix.Withproblempercentagesclose,aswithproblemVandX,youmightnextconsiderthelowerinvestment,i.e.,fixingproblemVfor$1.00beforefixingproblemXfor$1.20,understandingdiminishingmarginalreturns.Eitheraloneorasateam,drawafishbonediagramaboutthefollowingtopics:Whatarethecausesofpoorgrades?Whydocollegestudentsdrinktoomuch?WhydoInothaveenoughmoney?WhatarethecausesofpoorresponsetimesontheInternet?Answerswillvary.SeeProblem12forformat.QualityisPersonalbyRobertsandSergesketterisapopularbook.Inittheyrecommendusingthebasictoolsofqualityinourpersonallives.Developachecksheettokeeptrackofpersonaldefectsyouhaveinyourlife(suchassleepingtoolate,beingtoogrumpy,andsoon).Usethischecksheetfortwoweekstotrackthesepersonaldefects.Aftertwoweeks,performaParetoanalysistodeterminewhereyouhavethegreatestneedforimprovement.

Next,usethefishbonediagramtoidentifytheunderlyingcausesofthepersonaldefects.Aftermakingchanges,useacontrolcharttotrackyourdefects.Answerswillvary.17.Forthefollowingdata,drawascatterdiagramtoseeiftimelostbecauseofinjuriesandovertimehoursarerelated?Whatdoyouconclude?TOC\o"1-5"\h\zPlant A B C D ELostIi™[Jays 5 3 6 4 10F G5 7218 279UEU¥OL«stTimeversusOTHours10LdfttT：nieDays15OvertimeHours. F G5 7218 279UEU¥OL«stTimeversusOTHours10LdfttT：nieDays15Theyappeartobepositivelycorrelated.18.Developaprocessmapfortheregistrationprocessatyouruniversity.Analyzethenumberofvalue-addedandnonvalue-addedsteps.18.Answerswillvaryforthisquestion.Belowisanexampleofaprocessmapforregistrationatalargepublicuniversity.'t繹宙釦on"SjptAITi占曲COlHft't繹宙釦on"SjptAITi占曲COlHftjcwflwififorIEL"lu如ckr* 日珀cktlcLirl日珀cktlcLirl：0cn，日£|表曲ftfi 仇日噂LCftfl19.Develop