Southwest Case F

公共场所英文译写规范（分则）编号中文英文 A 1 安全保卫；保安Security 2 安全检查Security Check 3 安全提示；安全须知Safety Instructions 4 按〈按钮〉Press 5 按月付款；每月付款Monthly Payment B 6 办公区域Administrative Area 7 保持安静；请勿大声喧哗Keep Quiet 8 保持平放〈指货物、行李的摆放〉Keep Flat 或 Lay Flat 9 报告厅Conference Hall 10 本柜恕不接受VIP卡VIP Cards Not Accepted 11 本柜暂停服务，请至其他台席办理Temporarily Out of Service. Please Go to Another Counter. 12 本柜（台）只接受现金缴费Cash O nly at This Counter 13 闭馆整修Closed for Renovation 14 别让您的烟头留下火患Dispose of Cigarette Butts Properly 15 别遗忘随身物品〈用于提醒乘客、顾客〉Do Not Leave Your Belongings Behind 16 不准带入食品、饮料或口香糖——食品及饮料请勿带入No F ood, Drinks or Gum Inside ——No Food or Drinks Inside 17 不准乱停自行车No Bicycle Parking 18 不准停车或候客，只可上下旅客。

No Parking or Waiting. Passengers Pick-Up and Drop-Off Only. 19 布告栏；公告栏Bulletin Board 或 Notice Board C 20 参观通道F or Visitors 21 残障人士使用（专用）〈直接用于相关设施处，标示该设施为残障人士使用或专用，使用方法不同于第22条“残疾人厕所”和第60条“残疾人电梯”〉For Disabled (Only) 22 厕所；公共厕所；卫生间；洗手间；厕所；盥洗室——男厕所、卫生间等——女厕所、卫生间等——收费厕所——无人；未使用——有人；使用中——便后请冲洗——踏板放水——非水冲座便器，无需冲水——自动冲洗——残疾人厕所〈一般用于该设施所处方位的指示和导引，使用方法不同于第21条〉Toilet 或 Washroom 或 Restroom（之前不得加Public）——Men 或 Gents' 或 Gentlemen ——Women 或 Ladies' 或 Ladies ——Pay Toilet ——Vacant ——Occupied ——Flu sh After Use ——Pedal Operated Tap ——Non Water Carriage Toilet或者Non Flush Toilet ——Auto Flush ——Accessible Toilet（或 W ashroom 或 Restroom）23 茶饮Tea 24 车位已满Full 25 撤离路线、疏散通道Escape Route 或 Evacuation Route 26 乘此梯至地下停车场Elevator to Underground Parking 27 宠犬便后请打扫干净Please Clean Up After Your Dog 28 出口；安全门；安全出口；安全通道；太平门…… ——东（南/西/北）出口——东南出口——东北出口——西南出口——西北出口——紧急出口；应急出口；安全出口；安全通道Exit ——East (South/West/North) Exit ——Southeast Exit ——Northeast Exit ——Southwest Exit ——Northwest Exit ——Emergency Exit 29 出口往前（由此出站）Way Out 30 出门按钮Exit Button 31 出租车Taxi 32 出租车计价器Taxi Meter 33 出租车扬招点Taxi Stand 34 出租汽车专用发票Taxi Receipt 35 此处不准遛狗No Dogs 36 此路不通Dead End 或 No Through Ro ad 37 此路封闭Road Closed D 38 代售电话卡、地图Phone Cards and Maps 39 单号——双号Odd Number ——Even Number 4 0 单价Unit Price 41 当日有效Valid Only on Day of Issue 42 道路交通信息Traffic Information 43 登记处Registration 或 Registry 44 等候区Waiting Area 45 地面湿滑，小心滑倒Caution: Wet Floor 46 地铁Metro 47 地铁车站Metro Station 48 地下室Basem ent 49 地下停车场Underground Parking 50 地下通道Underpass 51 地下一层/二层/三层B1/B2/B3 52 电话——公用电话——公用IC卡电话——插卡式公用电话；磁卡电话——投币电话——基本话费——内部电话——外拨电话——外线电话——应急电话Telephone ——Telephone 或 Pay Telephone ——IC Card Phone ——M-Card Phone ——Coin Phone ——Basic Charges ——Internal call 或Internal Telephone（内部话机）——Outgoing Call ——Outside Call 或External Telephone（外线话机）——Emergency Tele phone 53 电话查号台Directory Assistance 或 Directory Enquiries 54 电话亭（间）Public Telephone Booth 55 电话每分钟计费标准Per Minute Charge 56 电话区号Area Code 57 电话收费Call Rates 58 电话停机Telephone Disconnected 59 电话预订Teleph one Reservation 60 电梯——扶梯/自动扶梯——贵宾电梯——货梯——残疾人电梯〈一般用于该设施所处方位的指示和导引，使用方法不同于第21条〉Elevator 或 Lift ——Escalator ——VIP Elevator ——Freight Elevator ——Accessible Elevator（或Lift）61 电讯服务Telecommunications (Service) 62 对不起，此票不能使用〈检票机上提示信息〉Sorry. Ticket Invalid 63 多功能厅Multipurpos e Hall 或 Multifunction Hall E 64 二十四小时营业24-Hour Service F 65 访客禁停No Visitor Parking 66 非火警时请勿挪用Fire E mergency Only 67 非紧急情况不得停留Emergency Stop Only 68 废物箱；垃圾桶Rubbish Bin 或 Garbage Can 69 风量调节——温度调节Fan Control ——Temperature Control 70 服务处Service Center 71 服务监督电话Service and Complaint Hotline 72 服务区域Service Area 73 服务台Service Desk 74 复印室Photocopy Room G 75 干手机Hand Dryer 76 更换尿布处Baby Change 或Dia per Change 77 更衣室——男更衣室——女更衣室Locker Room ——Men’s Locker Room（在入口处可写Me n’s）——Women’s Loc ker Room（在入口处可写Women’s）78 工作时间——营业时间——闭店时间Office Hours 或 Business Hours ——Open Hours 或 B usiness Hours ——Closing Time 79 故障停用；机器故障；电梯维修，暂停使用Out of Service 80 顾客服务中心；客服中心Custome r Service Center 81 顾客止步；乘客止步；员工通道；闲人免进；闲人莫入；员工专用Staff Only或Authorized Personnel Only 82 观光梯Sightseeing Elevator 83 广播室Broadcasting Room 84 广播寻人寻物Paging Service 85 贵宾VIP 或Very Important Person 8 6 贵宾休息室VIP Lounge 87 贵重物品，随身携带；贵重物品请自行妥善保管〈常用于行李寄存处〉Please Keep Valuables with YouH 88 欢迎多提宝贵意见Your Comments Are Welcome 89 欢迎惠顾；欢迎光临Welcome 90 会议进行中Meeting in Session 或 Me eting in Progress 91 会议室Conference Room 或 Meeting Room 92 会议中心Convention Center 或 Conference Center 93 火车站Railway Station 94 火警 119 Dial 119 in Case of Fire 95 火警出口Fire Escape 96 火警电话请拨Fire Emergency Number 97 火警通讯电话Fire Emergency Phone 98 火警压下；火警时压下Press in Case of Fire 99 火情警报设施Fire Alarm 100 货币兑换；外币兑换处Currency Exchange J 101 机场Airport 102 机场巴士Airport Bus 103 机票Air Ticket 或 Airline Ticket 104 急救室Emer gency Room（医院内专用）First Aid Room（其他场合用）105 急救中心Emergency Center或 First Aid Center 106 计时停车Mete red Parking 107 加油站Petrol Station 108 价格——价目表——标示价格——优惠价格Price ——Price List ——List Price ——Disc ount Price 109 检票处Ticket Check 110 健身房Gym (Gymnasium) 或 Health Club 111 健身中心Fitness Center 112 缴费Paym ent 113 阶梯教室Lecture Theater 114 接待Reception 115 接待室；会客室；接待室Reception Room 116 接待中心Reception Ce nter 117 节假日不办理Closed on Public Holidays 118 节假日照常营业Open on Public Holidays 119 紧急报警器Emergency Alarm 120 紧急出口，保持通畅Keep Clear of Emergency Exit 121 紧急电话号码Emergency Call Number 122 紧急呼救电话Emergenc y Phone 123 紧急呼救设施Emergency Signal 124 紧急救护电话120 Dial 120 for Ambulance 125 紧急情况请拨打xxx Call XXX i n Emergency 126 紧急情况下，旋转把手开启Turn the Handle in Emergency 127 紧急时击碎玻璃Break Glass in Emergency 128 紧急时请按按钮；发生紧急情况时，请按按钮报警Press Button in Emergency 129 紧急疏散区或紧急疏散地/点Evacuation Area或 E vacuation Site 130 紧急疏散指示图Evacuation Chart 或Evacuation Guide 131 紧急停车道Hard Shoulder 或 Emergency Lane 132 紧握扶手Please Hold Handrails 133 进口；入口——东（南/西/北）进口——东南进口——东北进口——西南进口——西北进口E ntrance ——East (South/West/North) Entrance ——Southeast Entrance ——Northeast Entrance ——Southwest Entrance ——Northw est Entrance 134 进口（入口）往前（由此进站）Way In 135 禁带宠物；请勿带宠物入内No Pets Allowed 136 禁鸣喇叭；禁止鸣笛No Horns 或 No Horn Blowing 137 禁烟车（火车；汽车）Non-Smoking Car (Train；Bus) 138 禁烟位（无烟区）Non-Smoking S ection 或 Non-Smoking Area 139 禁用手机；请勿使用手机Please Do Not Use Mobile Phones 或 No Mobile Phones 140 禁止摆卖N o Vendors 141 禁止丢弃杂物；勿扔垃圾；请勿乱扔废弃物；勿乱扔杂物No Littering 142 禁止翻越；禁止攀爬No Climbing 143 禁止明火；严禁明火Open Flame Prohibited 或 No Open Flame 144 禁止燃放烟花爆竹No Fireworks or Firecrackers Allowed 或 Firework s and Firecrackers Prohibited 145 禁止入内；禁止驶入；请勿入内；严禁入内；谢绝参观；游客止步No Entry 或 No Admittance或St aff Only 146 禁止跳下No Jumping onto Tracks 147 禁止停车No Parking 148 禁止停留No Stopping 149 禁止通过；严禁通行N o Through Traffic 150 禁止吸烟No Smoking 151 禁止吸烟、饮食、逗留No Smoking, Eating, Drinking or Loitering 152 敬请谅解（因维修、施工等带来不便）Sorry for the Inconvenience K 153 开水间Boiled 或者Boiling Water Room 154 可回收垃圾箱Recycling B in 155 可回收物Recyclable 156 快餐Fast Food 或 Snacks L 157 拉〈门把手〉Pull 158 垃圾车；清洁车Garbage Truck 159 垃圾房Garbage Room 160 老弱病残专席Courtesy Seat 161 老幼乘梯需家人陪同Seniors and Children Must Be Accompanied 162 礼堂Auditorium 163 临时关闭；暂停服务；暂停收款Closed Temporarily 164 临时施工，观众止步Under Construction. Closed to t he Public 165 临时停车（处）Temporary Parking 166 留言板Message Board 167 楼层Floor 或 Level 168 楼层一/二/三/四/五层1F/2F/3F/4F/5F 169 楼梯；步行梯——上行楼梯——下行楼梯Stairs ——Stairs Up ——Stairs Down 170 轮椅通道Wheelchair Acce ss M 171 门卫Security Room 172 免费寄包Free Locker 173 免费使用〈用于宾馆客房内免费饮料、食品等〉Complimentary 174 免费送货；免费送餐Free Delivery 175 免费停车场Free Parking 176 免费项目Free Items 177 免费饮水Free Drinking Water 17 8 灭火器Fire Extinguisher 179 灭火器箱Fire Extinguisher Box 180 母婴（哺乳）室Baby Care Room N 181 内部停车场；员工专用停车场Staff Parking 182 您所在的位置〈用于导向指示图〉You Are Here P 183 票价——老人票价（65岁及以上）——成人票价（16—64岁）——儿童票价（3—15岁）——学生票价（凭学生证）——婴儿票价（未满2周岁）——军人票价（凭军人身份证）——荣誉军人票价（凭荣誉军人证）——残障人票价（凭残疾证）——家庭票价（凭户口簿）Ticket Prices ——Senior (age 65 and u p) ——Adult (age 16-64) ——Child (age 3 -15 ) ——Student (by student card) ——Infant (age 2) ——Soldier (by soldier card) ——D isabled Soldier (by disability certificate) ——Disabled (by disability certificate) ——Family (by residence booklet ) 184 票务服务；售票（处）——团体票——散客票——退票——取票——补票Ticket Service ——Group ——FIT ——Refund ——Collection ——Fare A djustment 185 票务热线Booking Hotline Q 186 棋牌室Chess and Card Room 187 钱款当面点清，离柜概不负责Please Count You r Change Before Leaving 188 清洁车Sanitation Cart 189 清洁中Cleaning in Progress 190 请按顺序排队；请按顺序出入——请排队等候入场——请排队上车Please Line Up 或 Please Proceed in Order ——Please Line up for Admission ——Please Line up for Bus 191 切勿倒置〈指货物、行李的摆放〉This Side Up 192 切勿挤压〈指货物、行李的摆放〉Fragile 193 切勿倾倒〈指货物、行李的摆放〉Keep Upright 194 请保持场内清洁Please Keep the Area Clean 195 请保持整洁Please Keep Clean 196 请保管好私人物品；请保管好自己财物〈常用于更衣室〉Please Take Care of Your Belongings 197 请补足差额Please Pay the Difference 198 请出示证件Please Show Your ID 199 请关闭通讯设备Please Turn Off Mobile Phones 200 请将您的车辆锁好Please Lock Your Bike 201 请将手机静音Please Mute Mobile Phones 202 请节约用水Please Save Water 或 Please Do Not Waste Water 203 请节约用纸Please Do Not Waste Toilet Paper 204 请靠右站立Please Stand on the Right 205 请您购票Please Buy Your Ticket或Please Buy Tickets 206请绕行——前面施工，请绕行Detour ——Construction Ahead – Detour 207 请维护好车厢的清洁卫生，谢谢Thank You for Keeping the Bus Clean 208 请勿触摸；请勿抚摸；请勿手扶Please Do Not Touch 209 请勿打电话No Phone Calls 210 请勿打扰Please Do Not Disturb 211 请勿堵塞Please Do Not Block the Passageway 或 Please Do Not Block the Entrance 212 请勿践踏草坪或青青小草，踏之何忍！Keep off the Grass 213 请勿将烟头扔进容器Do Not Throw Cigarette Butts into Container 214 请勿将杂物扔进容器Do Not Throw Rubbish into Container 215 请勿跨踏边缘〈自动扶梯入口处〉Please Do Not Stand on the Edge 216 请勿跨越No C rossing Over 217 请勿留弃食品或食品包装Please Do Not Leave Food or Food Wrappers Behind 218 请勿录音No Recording 219请勿录影录像；请勿摄像No Video Recording 或 Use of Video Equipment Prohibited 220 请勿拍照；请勿摄影No Photography 或 Use of Cameras Prohibited 221 请勿让孩子独自搭乘电梯；小孩乘电梯须有大人陪伴Children Must Be Accompanied by an Adult 222 请勿使用闪光灯No Flash 223 请勿手扶；严禁手扶Keep Hands Off 或 No Holding 224 请勿随地吐痰No Spitting 225 请勿躺卧Do N ot Lie Down 226 请勿吸烟Thank You for Not Smoking 227 请勿向窗外扔东西Do Not Throw Rubbish Out of Window 228 请勿倚靠；严禁倚靠Stand Clear 或 No Leaning 229 请勿倚靠车门Do Not Lean on Door 或 No Leaning on Door 230 请系好安全带Fasten Seat Belt 231 请下车推行Please Walk Your Bicycle. 232 请依规定整齐停放Please Park Bicycles Properly 233 请在此等候Please Wait Here 234 请在黄线外排队；请站在黄线后Please Stand Behind the Yellow Line或Please Wait Behind the Yellow Line 235 请找工作人员协助Please See Staff for Assistance 或Please Ask Our Staff for Assistance 236 请照看好你的小孩Please Do Not Leave Your C hildren Unattended 237 请照看好您的行李和物品〈常用于候车、船、机大厅等〉Do Not Leave Valuables Unattended 或 Take Care o f Your Belongings 238 请走转门Please Use the Revolving Door 239 请遵守场内秩序Please Keep Order R 240 热线；服务热线Hot line S 241 洒水车Sprinkler 242 扫地车Street Sweeper 243 商务中心Business Center 244 上面施工，请注意安全Warning! Men Working Above 或 Safety First! Men Working Above 245 设备间——强电间——弱电间——配电柜——配电室/开关室——配电箱——开关房/室/间——水泵房——水阀间——新风机房——冷冻机房Equipment Room ——High Voltage (HV) Room ——Low Voltage (LV) Room ——Distribution Cabinet ——Switch Room ——Distribution Box ——Switchgear Room ——Pump Room ——Val ve Room ——Ventilation Room ——Refrigeration Room 246 失物招领Lost and Found 247 施工给您带来很多不便，感谢您的理解和支持Sorry for the Inconvenience Caused by Construction 248 时间——标准时间——当地时间——格林尼治时间Time ——Standa rd Time ——Local Time ——Greenwich Mean Time 249 时刻表Timetable 250 试衣间Fitting Room 251 收费标准Rates 252 收费项目Pay Items 253 收银台；收款台；结帐；收费处Cashier 254 手机充电处Mobile Phone Recharging 255 售票处Ticket Office 256 售完Sold Out 257 书报亭News Stand 或 News Kiosk 258 疏散通道Emergency Evacuation Route 259 送货上门Delivery to Your Door 260 随手关门Please Close Door Behind You T 261 天气预报Weather Forecast 262 天桥Overpass 263 停车场——收费停车场——全日（昼夜）停车场Parking ——Pay Parking ——24-Hour Parking 264 停车场入口Parking Entrance 265 停车场须知Parking Notice 266 停车车位Parking Space 267 停车费Parking Fees 或 Parking Charges 268 停车时限Parking Time Limit 2 69 停车收费系统Parking Payment System 270 通道Passage 271 通话时间Call Duration 272 投币口Coin Slot 273 投入硬币In sert Coin 274 投诉Complaints 275 投诉电话；投诉热线；监督电话Complaints Hotline 276 推〈门把手〉Push W 277 外部车辆请勿进入Authorized Vehicles Only 278 外卖店Take Out 或 Take Away 279 网上订票取票处Online Ticket Reservation 280 危急时请速报110 Dial 110 in Case of Emergency 281 危险，请勿靠近Danger! Keep Away 282 危险物品Hazardous Materials 283 为了您和他人的安全请自觉遵守乘车秩序。

dorset coast gcse case study -回复The Dorset Coast is a popular case study for GCSE geography students due to its diverse range of coastal features and processes. In this article, we will explore the key aspects of the Dorset coast, step by step.1. Introduction to the Dorset Coast:Located in the southwest of England, the Dorset coast stretches for about 140 kilometers, from Lyme Regis in the west to Christchurch in the east. It is renowned for its stunning beauty, rich geological history, and unique coastal formations. The area is a designated UNESCO World Heritage Site, known as the Jurassic Coast, due to the wealth of fossils and rock formations that span over 185 million years of history.2. Geological History and Formation:The geological history of the Dorset coast spans from the Triassic period to the Cretaceous period. The region features distinctive rock formations such as Lyme Regis Blue Lias and the cliffs of white chalk known as the Purbeck Beds. Through a combination of erosion and sedimentation, these geological features have been carved into dramatic cliffs, coves, bays, and headlands over millionsof years.3. Coastal Features:The Dorset coast boasts a wide variety of coastal features. Chesil Beach, a tombolo that stretches for 18 miles, is a famous example of a depositional landform in the area. It connects the Isle of Portland to the mainland and protects the Fleet Lagoon. Moreover, the famous Durdle Door is a natural limestone arch that formed through the erosion of the surrounding Purbeck Beds. The Old Harry Rocks, a series of chalk stacks located near Studland Bay, are another iconic feature that resulted from coastal erosion processes.4. Erosion Processes:Several erosion processes shape the Dorset coast. Hydraulic action occurs when waves crash against cliffs, exerting pressure and forcing out rock fragments. Abrasion is the grinding action of sediment carried by waves against the coastline, wearing it away over time. Attrition causes rocks and boulders to become smaller and rounded as they collide with each other. Solution occurs when certain rocks, such as chalk, are dissolved by acidic seawater. These processes work together to shape and erode the coastline.5. Management Strategies:Coastal management is a crucial aspect of protecting the Dorset coast from erosion and other risks. In areas where erosion is a concern, strategies such as beach nourishment and the construction of sea walls or groynes have been implemented. Beach nourishment involves adding sand or shingle to the beach to increase its width and resilience. Sea walls and groynes are built to absorb wave energy and prevent further erosion. Nevertheless, there are ongoing debates about the effectiveness and environmental impacts of these measures.6. Tourism and Economic Importance:The Dorset coast is a popular tourist destination, attracting millions of visitors each year. Tourism plays a significant role in the local economy, supporting businesses such as hotels, restaurants, and outdoor activity providers. The stunning landscapes, rich wildlife, and cultural heritage of the Dorset coast provide a unique experience for visitors, contributing to sustainable economic development in the region.In conclusion, the Dorset coast offers an excellent case study for GCSE geography students to understand coastal processes andlandforms. From its geological history to its diverse range of coastal features, this area provides valuable insights into erosion processes and coastal management strategies. With its natural beauty and economic importance, the Dorset coast stands as a captivating example of the complex interactions between humans and the environment.。

South‎w est Unive‎r sity‎(SWU) is a key compr‎e hens‎i ve unive‎r sity‎, under‎the direc‎t admin‎i stra‎t ion of the Minis‎t ry of Educa‎t ion. It was newly‎estab‎l ishe‎d in July 2005 throu‎g h the incor‎p orat‎i on of forme‎r South‎w est China‎Norma‎l Unive‎r sity‎and South‎w est Agric‎u ltur‎a l Unive‎r sity‎upon the appro‎v al of the Minis‎t ry of Educa‎t ion. SWU is situa‎t ed nearb‎y the beaut‎i ful Jiali‎n g River‎, and is locat‎e d at the foot of Jinyu‎n Mount‎a in, a state‎level‎sceni‎c spot, in Beibe‎i Distr‎i ct, Chong‎q ing Munic‎i pali‎t y.The forme‎r South‎w est China‎Norma‎l Unive‎r sity‎was one of the key compr‎e hens‎i ve unive‎r siti‎e s under‎the direc‎t juris‎d icti‎o n of the Minis‎t ry of Educa‎t ion. Origi‎n ally‎it was named‎South‎w est Teach‎e rs Colle‎g e and was estab‎l ishe‎d throu‎g h the mergi‎n g of the forme‎r Natio‎n al Women‎'s Teach‎e rs Colle‎g e and the Sichu‎a n Provi‎n cial‎Educa‎t iona‎l Colle‎g e in 1950. It was then renam‎e d South‎w est China‎Norma‎l Unive‎r sity‎in 1985.The forme‎r South‎w est Agric‎u ltur‎a l Unive‎r sity‎was estab‎l ishe‎d in 1950, origi‎n ally‎being‎named‎South‎w est Agric‎u ltur‎a l Colle‎g e. This unive‎r sity‎was estab‎l ishe‎d throu‎g h the mergi‎n g of relev‎a nt secti‎o ns and depar‎t ment‎s of the forme‎r Sichu‎a n Provi‎n cial‎Educa‎t iona‎l Colle‎g e, the Weste‎r n China‎Unive‎r sity‎and Xiang‎h ui Colle‎g e. Appro‎v ed by the State‎Counc‎i l, it becam‎e one of the natio‎n al key unive‎r siti‎e s in 1979, and was then renam‎e d South‎w est Agric‎u ltur‎a l Colle‎g e follo‎w ed by South‎w est Agric‎u ltur‎a l Unive‎r sity‎in 1985. In 2001, a new South‎w est Agric‎u ltur‎a l Unive‎r sity‎was estab‎l ishe‎d throu‎g h combi‎n ing with the forme‎r Sichu‎a n Anima‎l Husba‎n dry and Veter‎i nary‎Colle‎g e, the Citru‎s Resea‎r ch Insti‎t ute of Chine‎s e Acade‎m y of Agric‎u ltur‎e.Befor‎e being‎unite‎d, South‎w est China‎Norma‎l Unive‎r sity‎and South‎w est Agric‎u ltur‎a l Unive‎r sity‎were neigh‎b ors with only a wall separ‎a ting‎the two insti‎t utio‎n s. Both unive‎r siti‎e s had a long histo‎r ic relat‎i onsh‎i p, which‎could‎be trace‎d back to their‎commo‎n origi‎n, i.e. East Sichu‎a n Teach‎e rs Colle‎g e in 1906.South‎w est China‎Norma‎l Unive‎r sity‎and South‎w est Agric‎u ltur‎a l Unive‎r sity‎have alrea‎d y culti‎v ated‎a varie‎t y of gradu‎a tes, more than 200,000 since‎their‎estab‎l ishm‎e nt. On the basis‎of long-term build‎i ng and devel‎o pmen‎t, both unive‎r siti‎e s forme‎d their‎speci‎a l chara‎c teri‎s tics‎in teach‎e rs' educa‎t ion and agric‎u ltur‎a l educa‎t ion respe‎c tive‎l y. The unive‎r siti‎e s excel‎in a numbe‎r of disci‎p line‎s inclu‎d ing pedag‎o gy, psych‎o logy‎and agron‎o my. Among‎them, the silkw‎o rm genom‎e resea‎r ch takes‎the lead in the world‎,and funda‎m enta‎l psych‎o logy‎and pedag‎o gy have taken‎a natio‎n al lead. Other‎great‎achie‎v emen‎t s inclu‎d e natur‎a l fallo‎w ing, silkw‎o rm gene bank, south‎w est ethni‎c educa‎t ion and psych‎o logy‎resea‎r ch, and human‎time cogni‎t ion and so on. Hundr‎e ds of new techn‎o logi‎e s and achie‎v emen‎t s have broug‎h t with them outst‎a ndin‎g socia‎l and econo‎m ic benef‎i ts.The follo‎w ing stati‎s tica‎l data offer‎a profi‎l e of SWU:l Campu‎s area of 9,000 Chine‎s e mu (= 600 hecta‎r es), with the facil‎i ties‎area of almos‎t 1,500,000 squar‎e meter‎s;l A libra‎r y with 3,800,000 volum‎e s of bookl 2 state‎level‎key disci‎p line‎sl 9 first‎level‎disci‎p line‎s and 66 speci‎a ltie‎s that can offer‎Ph.D. degre‎e sl 9 post-docto‎r al resea‎r ch cente‎r sl 159 speci‎a ltie‎s that can offer‎Maste‎r's degre‎e s and 5 profe‎s sion‎a l Maste‎r's degre‎e sl 36 provi‎n cial‎/minis‎t ry level‎key disci‎p line‎s, 27 provi‎n cial‎/minis‎t ry level‎key labor‎a tori‎e sl 5 key liber‎a l arts resea‎r ch bases‎of Chong‎q ing munic‎i pali‎t yl 97 Bache‎l or's degre‎e sl In total‎, there‎are 11 disci‎p lina‎r y categ‎o ries‎, cover‎i ng 40 first‎level‎subje‎c ts.SWU has a stron‎g facul‎t y team:l 2,650 full time teach‎e rs, and 300 profe‎s sion‎a l resea‎r cher‎sl 349 profe‎s sors‎(resea‎r ch fello‎w s), and 739 assoc‎i ate profe‎s sors‎(assoc‎i ate resea‎r ch fello‎w s)l 113 Ph.D. super‎v isor‎s, and 513 Maste‎r's degre‎e tutor‎sl 1 top scien‎t ist of Chine‎s e Acade‎m y of Scien‎c el 2 top scien‎t ists‎of Chine‎s e Acade‎m y of Engin‎e erin‎gl 75 state‎level‎and/or provi‎n cial‎/minis‎t ry level‎exper‎t sl 173 acade‎m ic leadi‎n g and/or nomin‎a ted schol‎a rsl 15 outst‎a ndin‎g state‎level‎exper‎t sl More than 40 profe‎s sors‎being‎membe‎r s of the State‎Counc‎i l Acade‎m ic Degre‎e Commi‎t tee and its Disci‎p lina‎r y Sub-commi‎t tee, Sci-tech Commi‎t tee of Minis‎t ry of Educa‎t ion, Asses‎s ment‎Commi‎t tee of Natio‎n al Natur‎a l Scien‎c e Found‎a tion‎,Asses‎s ment‎Commi‎t tee of Natio‎n al Philo‎s ophi‎c al Socia‎l Scien‎c e Found‎a tion‎,vice direc‎t or, advis‎o r and/or membe‎r s of Natio‎n al Commi‎t tee of Teach‎i ng Super‎v isio‎nl More than 70 profe‎s sors‎actin‎g as the posit‎i ons of direc‎t or, vice direc‎t or, and/or execu‎t ive direc‎t or of the natio‎n al above‎-secon‎d level‎socie‎t iesl More than 20 profe‎s sors‎are very influ‎e ntia‎l in their‎respe‎c tive‎acade‎m ic field‎sl Over 1,400 proje‎c ts/progr‎a ms to be funde‎d by "973 Proje‎c t", "863 Proje‎c t", Natio‎n al Natur‎a l Scien‎c e Found‎a tion‎, and Natio‎n al Socia‎l Scien‎c e Found‎a tion‎etc.South‎w est Unive‎r sity‎has a varie‎t y of stude‎n ts numbe‎r ing over 50,000. Its scale‎and level‎s are ranke‎d ahead‎of other‎highe‎r educa‎t ion insti‎t utio‎n s in the weste‎r n China‎.Till now, South‎w est Unive‎r sity‎has had close‎commu‎n icat‎i on and coope‎r atio‎n in resea‎r ch and acade‎m ic studi‎e s with inter‎n atio‎n al unive‎r siti‎e s and/or insti‎t utes‎from more than 30 count‎r ies and/or regio‎n s, inclu‎d ing the US, UK, Franc‎e, Germa‎n y, Japan‎,Austr‎a lia, Russi‎a and Canad‎a etc., and enjoy‎s long term partn‎e rshi‎p with over 20 of these‎unive‎r siti‎e s.。

硕士学位论文选民资格案件研究 Study on the case of voter’s qualification作者姓名：邹婷指导教师：肖晖西南政法大学Southwest University of Political Science and Law内容摘要选举权与被选举权是宪法赋予我国公民的基本政治权利，为保障公民选举权利的正当、有效行使，我国相关法律主要从两方面进行了规制。

首先是对于故意破坏选举或者妨碍选民自由行使选举权与被选举权的行为进行刑事处罚；其次是对有选举资格的公民，将其列入选民名单，并赋予公民对选民名单提出异议的权利。

对于后一方面而言，公民的异议一旦进入人民法院，即表现笔者本文讨论的选民资格案件。

选民资格案件在我国《民事诉讼法》中是一类相当特殊的案件，正是由于其特殊性，其具有了讨论的更大价值。

本文除引言外，共分为五个部分。

第一个部分简单对公民选举权与被选举权的重要性进行一个简单地概况，并简单介绍了我国公民享有选举权的条件以及行使选举权的流程。

第二个部分主要对选民资格案件的定位和定性两方面进行讨论。

首先，从定位来讲，该部分笔者从国内学者批判的角度出发，否定了选民资格案件的刑事诉讼、行政诉讼以及民事诉讼性质，而后，笔者讨论了选民资格案件放置于民事诉讼的合理性——无奈现实归宿。

其次，从定性方面来说，笔者考虑了选民资格案件的特征以及其审理上的需求，认为将其认定为非讼案件更为适合。

第三部分笔者从选民资格案件特作为特别程序中的特殊案件出发，对其审理过程中所应适用的法理进行了具体探讨，即基于案件特征及审理需求，笔者认为在其审理过程中应当交错适用诉讼法理与非讼法理，具体包括公开主义、直接言词主义、职权探知主义、职权进行主义等。

并且，在审理过程中，不能忽视该案件中各个因素的互动与平衡。

第四个部分笔者立足于我国现有法律规定，并结合选民资格案件本身的特征与审理需求，在现实基础与应然意义上对该案所涉及的几个较大的问题进行较为全面的理解与阐释。

英语关于重庆节的黑板报Chongqing FestivalIntroduction:Chongqing Festival is an annual cultural celebration held in Chongqing, a major city in Southwest China. This festival showcases the rich history, vibrant culture, and unique traditions of Chongqing and its people. It provides a wonderful opportunity for locals and tourists to come together and experience the essence of this dynamic city.Meaning of the Festival:Chongqing Festival is celebrated to commemorate the establishment of Chongqing Municipality on March 14, 1997. It symbolizes the unity, development, and progress of the region. The festival is marked by various activities that showcase the cultural heritage and pride of Chongqing.Activities and Events:1. Dragon Boat Race: A highly anticipated event during the Chongqing Festival is the Dragon Boat Race. Teams from different areas of Chongqing compete in racing their beautifully decorated dragon boats down the rivers. This competition not only tests the strength and teamwork of the participants but also offers a thrilling spectacle for spectators.2. Lantern Festival: The Lantern Festival is another highlight of the Chongqing Festival. Streets and public spaces are adorned with intricately designed lanterns of various shapes and sizes. Lantern riddles, performances, and colorful displays attract crowds oflocals and visitors, creating a vibrant and festive atmosphere.3. Traditional Food and Delicacies: Chongqing is renowned for its flavorful cuisine, particularly its spicy hot pot. During the festival, food stalls are set up throughout the city, offering a wide array of Chongqing's traditional dishes and delicacies. Visitors can indulge in mouth-watering treats, such as spicy noodles, dumplings, and Chongqing-style barbecue.4. Cultural Performances: Dance, music, and theatrical performances are an integral part of the Chongqing Festival. Local artists and troupes showcase their talents, presenting traditional and modern performances that reflect the cultural diversity of the region. From traditional folk dances to contemporary musical shows, these performances captivate audiences and provide a deeper understanding of Chongqing's rich cultural heritage. Importance of the Festival:Chongqing Festival holds immense significance for the people of Chongqing as it allows them to celebrate and promote their distinctive culture. It fosters a sense of pride, unity, and connection among the locals. Additionally, the festival attracts tourists from all over the world, boosting the local economy and promoting Chongqing as a vibrant cultural and tourism destination. Conclusion:Chongqing Festival combines tradition, celebration, and community to showcase the unique cultural identity of Chongqing. Through a range of activities, performances, and delightful delicacies, this festival offers an immersive experience to bothlocals and visitors, making it a must-attend event for anyone interested in exploring the rich heritage of Chongqing.。

STRATEGIC MANAGEMENT AND BUSINESS POLICY 2011/International MBA in Hong KongSTRATEGIC MANAGEMENT AND BUSINESS POLICYFALL 2011GUIDELINES FOR CASE ANALYSIS “SOUTHWEST AIRLINES 2008”A. Project ObjectiveThe goal for the case study activity - to apply basic ideas of the course to the analysis of a company’s sources for competitive advantage in an unattractive industry and winning strategic moves. The systemic assessment of Southwest Airlines’ situation, its innovative business model, and decisions that made it the industry leader will result from this assignment. The findings will be applied to the course introduction (discussion on competitive advantage and winning moves) as well as to the follow-up units focusing on industry organization and on generic strategies.B. DeliverablesThe project is completed individually ∗. It is a creative essay (about 1500 words) based on the analysis of the case Inkpen, A. (2008) Southwest Airlines 2008 (TB0041). The case displays the industry business landscape, the firm’s distinctive business model, and explores the sources of competitive advantage. Students formulate their vision of the company’s growth strategy and address the following questions:Southwest Airlines was able to attract customers better than its competitors, in the other words, what made its competitive advantage? NOTE: define (a) competitive advantage from the customers’ Would you consider the airline industry as attractive to compete in? NOTE: explore opportunities and threats for being in the industry.Why Southwest Airlines was able to grow into the industry leader? NOTE: make five key statements and provide supporting arguments for each statement.Why perspective (“why passengers are willing to fly Southwest Airlines?”) and (b) sources for advantage/factors that contribute to each highlighted advantage.C. SubmissionEach student studies the case Southwest Airlines 2008, analyzes data and qualitative information about the firm and its competitive environment, summarizes findings, and submits the paper to the course instructor on October 15, 2011 (before the class case discussion). No late papers will be accepted. Individual submissions are posted on ICON after the case discussion in the class.D. PresentationEach student will contribute to the class discussion of the case on October 15, 2011.∗The case text is sufficient for completing the assignment, however it is advisable to visit Southwest Airlines’ web site and review 10-K filings.。

JULY–SEPTEMBER 19990740-7475/99/$10.00 ©1999 IEEE 53W ITHTHE GROWING COMPLEXITYand interaction of vehicle functions, a reliable functional test methodology has become a major concern of the automobile industry. In 1995, Ford Motor Company started a concen-trated effort to define for itself and its suppliers an effective test strategy for functionality veri-fication. Ford successfully applied the strate-gy in a highly cost-conscious environment that demands high quality and fast test turnaround.The robust test method (RTM) presented here is an important component of this strategy.RTM was born out of Japanese industry’s need to establish its competitive capability after World War II by providing high-quality products. Genichi Taguchi, through his re-search in the 1950s and early 1960s, devel-oped and validated a Design of Experiments technique that uses orthogonal arrays.1Madhav Phadke,2,3while working at AT&T in the 1980s, further developed the tech-nique by defining a methodology for apply-ing orthogonal arrays to software testing. In 1994, he introduced the methodology to Ford Motor Company. RTM’s introduction into the test process translated into a quan-tum jump in test quality, allowing the de-tection of previously undetected faults.Robust testing was first applied to subsystem-level functional design verification. It led to the detection of more errors than module and system functional tests combined, while reducing test turnaround time by 30%.RTM advantagesRTM is a functional test generation methodology based on orthogonal arrays.4By functional Design Verification we under-stand the totality of tests used to verify that a given device under test (DUT) delivers the functionality defined in the corresponding engineering specification.5,6RTM uses the same set of orthogonal ar-rays 7used originally by Taguchi, but Taguchi’s design-of-experiments method deals with process parameter variations,while RTM focuses on functional input val-ues to the device under test.RTM’s major advantages are thats it is applicable at all integration stages (including software)5s it enables easy correlation of test results from different stagess it offers a structured approach to test sit is applicable to both input-dependent and state-dependent output values, as long as the relationships are well definedsits black-box approach allows test set definition in parallel with design, thus enabling a shorter project turnaround s it is independent of a specific product implementationswhen specifications change during de-velopment, it enables very fast changes of the test sets it saves development timesbeing independent of the test engineer’s prior experience, RTM typically expands the palette of tested combinationssit enables considerable product im-provement in the product definition phaseGenerating Functional Design Verification TestsThe Robust Test Method,a functional testgeneration methodology,translated into a quantum jump in test quality at Ford. Applied to subsystem-level design verification, it detected more errors than module and system tests combined, while reducing test turnaroundtime by 30%.SUSANA STOICA Ford Motor CompanyThe design and test of one of the first modules to use RTM il-lustrates the advantages of this method. For the original mod-ule, the designers had spent three weeks to produce a traditional, intuitive, functional test set. Using RTM to design a new generation of the same module, the group needed only two days to produce a new test set. At the same time, they ex-panded the number of combinations tested. Moreover, the orig-inal design had 18 different ways in which the software code could enter a given state. By applying RTM, the designers re-designed the code flow so that the new design had only three access options to the same piece of code.RTM’s main distinction is that it tests several input changes at the same time, rather than one at a time. The orthogonal array methodology ensures that the test space coverage is bal-anced (that is, all inputs are tested an equal number of times). As a result of this property and the fact that the test set defin-ition is implementation independent, RTM usually defines test cases that the engineers never thought of. It also detectsend cases (combinationsand/or sequences of inputsignals that occur very rarely)that could cause unexpectedresults during normal func-tional mode. In the above-mentioned case, RTM-basedtesting found an activationsequence that would havedisabled the module’s func-tionality. Following this find-ing, the engineers modifiedthe design to eliminate theproblem.In comparison with other test methodologies (see Table 1), RTM offers a definite advantage in coverage and time spent designing the test set. RTM also gives considerably better cov-erage than one-factor-at-a-time testing, which is comparable in test set size and test generation time. (One-factor-at-a-time tests change one input parameter value at a time.)The typical approach to functional design verification is a combination of one-factor-at-a-time and random/intuitive testing. The random/intuitive method mainly tests for faults previously found in similar products. This is an insufficient method, especially for products with completely new func-tions and thus no previously known failure modes. RTM’s only disadvantage is that it cannot give a measure of the percentage of fault detection. Producing test traceability tables, which list all the functional requirements to be met and the tests covering them, compensates for this disadvan-tage. In our experience, once we have tested a product with RTM, combined with detailed timing verifications using one-factor-at-a-time tests, we findno further functional errors atthe higher levels of productintegration or in the field.RTM effects on productdevelopmentFigure 1 shows the typicalproduct developmentprocess model. Followingthis model, one developstest specifications only afterthe design phase is completeand performs tests only afterthe implementation phase.With RTM, the processchanges somewhat, asshown in Figure 2, reflectingthe capability of designingthe RTM-based test set as54IEEE DESIGN & TEST OF COMPUTERSsoon as the first cut of the design requirements specification becomes available, even before the specification is released. Having the test set produced very early in the design cycle by an independent person allows a more-objective look at the completeness and clarity of the software/hardware def-inition. The result is a more-reliable design.If a specification remains the same during the design cycle, the RTM-generated test sequence does not change even if the particular implementation changes. Hence our up-front work is not lost. Sometimes the design specification changes late in the design phase due to changing hardware requirements or new customer specifications. Even in these cases, once RTM is used for test set generation, reapplying it takes much less time than what traditional test generation methods require. The methodologyTo understand RTM, consider a very simple, hypothetical audio system. The system consists of a number of different audio components: a radio, a phone, a tape deck, a CD play-er, and a TV set. These components can be in On or Off states. All the devices can function only when the ignition key is On, so we consider the ignition key’s state another variable, or factor. Table 2 presents a synopsis of the input factors and their levels(the values taken by the factors), sort-ed according to priorities defined in the system require-ments. We refer to this as version A of our system definition. The different factors have certain functional priorities: 1.If the ignition key is in the Off position, everything elseis Off.2.If the phone is On, everything else is Off.3.If the phone is Off, and the TV is switched On, every-thing else is Off.4.If both the phone and the TV are Off, and the CD play-er is switched On, the radio and the tape deck are Off.5.If the phone, the TV, and the CD player are Off, and thetape is switched On, the radio is Off.Once we understand these interdependencies, we are ready to set up the test set. We know that we have six fac-tors (inputs), each with two levels. As in any other test method, we must start from an initial level, called the over-all mean,for all the factors. The overall mean will represent the first test. We will need additional tests to cover all the other factor levels not covered in the original test. Thus, we will need at least one more level for each factor—that is, each factor has one more degree of freedom. Hence, the minimum number of tests, or the total number of degrees of freedom,is Nfr= 1 + 6 ×(2−1) = 7.Another parameter to consider in calculating the mini-mum number of tests needed is the product of the numberof levels of the two highest-level count factors, or Ph. In ourexample, all the factors have two levels; hence, Ph= 2 ×2 =4. The minimum number of tests is Tmin= MAX (Nfr, Ph), which in our example is 7.As mentioned before, RTM uses orthogonal arrays to de-fine the optimum factor combinations to achieve a balanced coverage of the test space. One can find these arrays in books dealing with the design of experiments (Ross1and Phadke,2for example). The arrays are matched to the prob-lem according to the number of tests and the number of fac-tors needed in the orthogonal array, as well as the numberJULY–SEPTEMBER 199955of levels in each factor. For example, an orthogonal arrayof type L36(211×312) contains 36 tests for a total of 23 factors, of which 11 have two levels and 12 have three levels.For our case, we require an orthogonal array with a min-imum of seven tests and designed for a minimum of six fac-tors, each with two levels. The smallest orthogonal arraysatisfying these conditions is the L8(27) shown in Table 3, which has eight tests (> 7) and can accommodate up to sev-en (> 6) two-level factors.2This array has one more factor than we need, which means that we can discard one of the columns. Is any column bet-ter to discard than the others? To answer this question, we first must see why this array is considered orthogonal. We notice that each level (1 and 2) appears an equal number of times in each column under “Factors.” Also, we notice that each level of a certain factor combines an equal number of times with the levels of another factor. That is, each factor has four level 1s and four level 2s. If we follow the combina-tions of factors, we can see two interactions of type 1-1, two of type 1-2, two of type 2-1, and two of type 2-2. This means that all the possible interactions will be tested an equal num-ber of times. Hence, if we omit any column, we will still pre-serve the same interactions. In our case, we will omit column 7, as we have only six factors. To define the tests, we need to assign each factor to a given column and then substitute the level numbers with level values, as shown in Table 4.The next step is to verify that the five requirements previ-ously specified for the system are covered by the tests in the orthogonal array. Analyzing Table 4, we find that we have more than enough tests to verify that all the audio system components are Off while the ignition key is in the Off po-sition (requirement 1), as well as for the case when the phone is On (requirement 2). However, we do not have enough tests to cover requirements 3, 4, and 5. The solution is to generate an orthogonal array that assumes the ignition key is On for all tests and changes some of the factor-level as-signments to obtain different factor interactions (Table 5.)Array manipulation techniquesThe number of orthogonal arrays one can choose from is limited. Because the factors usually do not fit the available tables exactly, we can either modify the existing tables or modify the test requirements definition. There are three table modification techniques: merging columns, adding dummy levels, and compounding factors.To explain these techniques, we modify the audio system definition given in Table 2 by adding levels to several fac-tors, obtaining version B shown in Table 6. For example, the56IEEE DESIGN & TEST OF COMPUTERSignition key now has three levels: two levels at which the au-dio system is functional, Accessory (Acc.) and Run, and the Off level. The phone has one additional level, Hold, which is equivalent to Off from the point of view of the rest of the system. The tape deck has three levels, and the radio has a total of four levels.In this case the individual factors have different numbers of levels, which means that we cannot choose a table that exactly fits our requirements. First we calculate the mini-mum number of tests:T min = MAX(Nfr, Ph) = 12where Nfr= 1 + 3 ×(3 −1) + 2 ×(2 −1) + 1 ×(4 −1) = 12 andPh= 4 ×3 = 12.Searching the orthogonal array list, we find array L12. This array cannot be used because all the factors have only twolevels and no column manipulation is allowed. Next is the L′16(45), which has five 4-level factors, one less factor than we need. Considering that we have two 2-level factors, we can combine them into one 4-level factor, thus reducing the factor count:s Level 1 = TV and CD are both Off.s Level 2 = TV is Off; CD is On.s Level 3 = TV is On; CD is Off.s Level 4 = TV and CD are both On.Because we have four levels available for certain para-meters that need only three, we must apply one more tech-nique to adapt the original L′16table to our needs: using dummy levels to fill in for missing ones. We choose the dum-my levels so as to have more of the critical levels for a cer-tain variable or to allow a better test of the rest of the factors. For example, there is no need to test any state more than the others for the tape deck, but by choosing the Off state as the fourth, dummy level, we will allow more visibility for the ra-dio states.Combining the TV and CD factors reduced the factor count by one, hence, we have enough columns to cover all the fac-tors. Table 7 represents the resulting orthogonal array. Another option is to choose the L18(21×37) orthogonal array, which has dimensions much closer to our needs. To adapt this array, we must merge two columns, one with two and another with three levels, to accommodate a min-imum four-level variable. We chose to merge columns 1 and 2 into a six-level column and assigned each of the oth-er factors to a three-level column. (Well-defined rules gov-ern which columns can be merged and what influence the merging has on the remaining columns. Usually, certain columns must remain open when two others merge. For more information on this topic, see Phadke2and Raghavarao.7) Table 8 shows the result (column 8, not shown, was left empty).For this example, we chose to fill the dummy level for TV and CD with Off states (marked Off′) to allow better visibil-ity of the Tape and Radio states. For the Radio dummy lev-els, we chose FM2′and AM′. We could have chosen any two of the three radio bands.JULY–SEPTEMBER 199957Simplifying the test setThe methodologies for adjusting the test set are using slid-ing levels and reducing (removing from the table) nonessen-tial factor levels. Their purpose is to fulfill the test needs witha smaller set of tests—that is, a smaller orthogonal array. Let us consider an even more complex set of factors, which includes, in addition to the ones mentioned for ver-sion B, three levels of each radio band: AM, FM1, and FM2. Hence, for version C, the Radio factor has 10 levels: three AMs, three FM1s, three FM2s, and Off. Table 9 shows the fac-tor table with the associated values and their levels.Now the minimum number of tests is Tmin= MAX(Nfr, Ph)= 30, where Nfr= 1 + 2 ×(2 −1)+3 ×(3 −1)+1 ×(10 −1) =18 and Ph= 10 ×3 = 30.To reduce the number of tests below 30, we use the slid-ing-level technique. With this technique, we cover the Radio factor using two factors each with fewer levels. One factor determines the band (am, fm1, fm2, or Off), and the other determines the wavelengths inside the band. For example, to combine Radio = FM1 and Radio level = 2 in the orthog-onal table, we select FM1 for the test and 95.5 for the wave-length. Table 10 (next page) represents the modified C version of the audio factor set.For the modified factors definition, Tmin= MAX(Nfr, Ph) =14, where Nfr= 1 + 4 ×(3 −1) + 2 ×(2 −1) + 1 ×(4 −1) = 14and Ph= 3 ×4 = 12.Hence, we must look for a table that can accommodate two 2-level factors, four 3-level factors, and one 4-level fac-tor. L18meets this condition perfectly, in spite of the increase in state count. Table 11 contains the resulting test set. In this case, we use column 8 for the wavelength definition. Column 2 could be used instead of column 8 with the same effectiveness. For a better understanding of the transforma-tion, we added a column to the right of the table to show the previously existing generic values in column 8. Another way of reducing the test set is by analyzing the importance of testing all the different state combinations. If not all of them need testing, we can directly reduce the test set. If all are important, we can split the tests into several smaller sets.For example, we may decide that testing two wavelength58IEEE DESIGN & TEST OF COMPUTERSvalues for each of the AM, FM1, and FM2 bands is sufficient. We decide to alternate which wavelength value is tested and merge the TV and CD factors. Thus, we obtain version D shown in Table 12. Having five factors, each with four or fewer levels, means that we can fit the tests in the L16′(45) table, as seen in Table 13. For better coverage of the Radio states, we replaced the TV+CD state “On/Off,” which does not yield much information, with “Off/Off.”If the coverage of the different radio stations is insufficient in Tables 11 and 13, first we run the tests to make sure that the interactions of system components are correct. Then we run a separate set of tests to verify that the radio stations are correct. The maximum interaction that the latter tests must verify is that the radio remains on the same wavelength when other audio system components are switched On and Off. Setting up state-dependent testsLet’s consider an even more complex situation, in which the next state of some factorsdepends on a previous state.In this case, we have only aphone and a radio in the car(version E). This system hasthe following requirements:1.The ignition key hasfour positions: Off, Acc.,Run, and Crank.2.If the ignition key is inthe Off position, every-thing else is Off.3.If the ignition key is inCrank position, thephone and radio aredisabled.4.If the phone is On, theradio cannot be heard,even if it is in the Onposition.5.If the phone is on Holdor Off and the radio isOn, the radio can beheard.6.The radio can be on theAM, FM1, or FM2 band.7.The radio also has aSeek key that cansearch for the next radiostation in increasing(Seek_U) or decreasing(Seek_D) order.8.When the radio is per-forming a Seek opera-JULY–SEPTEMBER 19995960IEEE DESIGN & TEST OF COMPUTERSJULY–SEPTEMBER 199961array that meets our needs. It can accommodate one 2-level factor and nine 4-level factors. For our test set, we combine columns 1 and 2, generating an eight-level factor, and we have eight columns left. Table 16 contains the full orthogo-nal array definition. (It is important in a real test environment to specify the exact order in which the different inputs must be activated because they sometimes lead to different out-put state sequences.)Completing the test set definitionTo complete the test set definition, we must define the ex-pected outputs and produce the requirements for the test traceability table.As an example of how to define the expected results, see Table 16. It preserves the states for the Radio band’s previ-ous values from the last change. In the table, the values marked * do not make sense, hence they were skipped. Although the orthogonal array columns could have been moved without losing any test content, we left them in their original locations for an easier understanding of how the ex-ample specific values were filled in.To produce the traceability table, we must list all the re-quirements and then all the tests covering that requirement, making sure that the coverage is sufficient. Table 17 is the traceability table for the example in Table 16.Table 18 compares the number of tests we would gener-ate using exhaustive testing with the number of tests we gen-erate using RTM. The table shows a considerable reduction in the number of tests—the more complex the problem, the greater the reduction. All the examples, as well as the ex-perience of those who have used the technique, show that RTM is a useful tool for the test engineer. Since one cannot afford to run all the tests that would be generated with the exhaustive method, RTM offers a valid alternative.RTM is not a panacea. For example, one might decide that the design verification results provide enough confi-dence in the final product’s quality that testing factor inter-actions during manufacturing is unnecessary. If one relies mainly on process control, there is no reason to apply the methodology. Also, for detailed timing verification, one-fac-tor-at-a-time testing offers a more practical approach. RTM’s main use is interaction testing—testing systems with multi-ple components and/or multiple inputs that can change at the same time.Furthermore, there is more than one way to apply the techniques presented here to a given problem. The quality of the resulting test set depends on certain factors:s the availability of a well-defined requirements specifi-cation for the system under tests the test engineer’s having enough time to thoroughly understand the specification62IEEE DESIGN & TEST OF COMPUTERSJULY–SEPTEMBER 199963s the knowledge and experience of the person setting upthe data and choosing the orthogonal arrayF INALLY ,if we apply RTM only after the product is built, wedon’t take full advantage of the methodology. We obtain thefull benefit by using RTM as a tool for finalizing the designquirements specification phase.AcknowledgmentsI thank Euge Greenstein and Deepak Goel, who encouraged meto write about RTM, Madhav Phadke, who introduced me to themethodology, and Marion Mahoney, who defined the orthogonal-array format used in the article. I also owe thanks to the many RTMtrainees who gave me a better understanding of the problems testengineers face in different domains of electronics design.References 1.P.J. Ross, Taguchi Methods for Quality Engineering , McGraw-Hill, New York, 1988.2.M.S. Phadke, Quality Engineering Using Robust Design , Pren-tice-Hall, Englewood Cliffs, N.J., 1989.3.M.S. Phadke, “Planning Efficient Software Tests,” Crosstalk: J.of Defense Software Engineering , Oct. 1997.4.G. Taguchi and S. Konishi, Orthogonal Arrays and Li nearGraphs , ASI Press, Dearborn, Mich., 1987. 5.S. Stoica, “System Design Verification Tests—An Overview,”Lecture Series, Proc. Int’l Test Conf., IEEE Computer Society Press, Los Alamitos, Calif., 1999.6.S. Stoica, “A Lifecycle Approach to Design Validation—Is It Nec-essary? Is It Feasible?,” Proc. Int’l Test Conf., IEEE CS Press, 1998.7.D. Raghavarao, Construction of Combinatorial Problems in De-sign Experiments , John Wiley & Sons, New York, 1971.is a senior technical special-software testing. Stoica has an MSc and a PhD from the Polytech-nical Institute in Bucharest, Romania. Send questions and comments about this article to Susana Stoica, Ford Motor Co., Research and Vehicle Development, MD 5015 – 1D053, 20,000 Rotunda Drive, Dearborn, MI 48121-2053; ssto-ica@。