TEST BANK FOR LPN
XM XM XM XM
TO RN TRANSITIONS
XM XM XM
4TH EDITION CLAY
XM XM
WELL.
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
XM XM XM XM XM XM XM XM XM XM
Chapter 01: Honoring Your Past, Planning Your Future Cla
XM XM XM XM XM XM XM XM
ywell: LPN to RN Transitions, 4th Edition
XM XM XM XM XM XM
MULTIPLE CHOICE XM
1. A nursing advisor is meeting with a student who is interested in earning her RN d
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
egree. She knows that licensed practical nurse/license vocational nurse (LPN/LVNs)
XM XM XM XM XM XM XM XM XM XM
who enter nursing school to become RNs come into the learning environment with
XM XM XM XM XM XM XM XM XM XM XM XM X
Mprior knowledge and understanding. Which statement by the nursing advisor best d
XM XM XM XM XM XM XM XM XM XM XM
escribes her understanding of the effect experience may have on learning?
XM XM XM XM XM XM XM XM XM XM
a. “Experience may be a source of insight and motivation, or a barrier.”
XM XM XM XM XM XM XM XM XM XM XM
b. “Experience is usually a stumbling block for LPN/LVNs.”
XM XM XM XM XM XM XM
c. “Experience never makes learning more difficult.”
XM XM XM XM XM
d. “Once something is learned, it can never be truly modified.”
XM XM XM XM XM XM XM XM XM
ANS: X M A
Experience accentuates differences among learners and serves as a source of insight
XM XM XM XM XM XM XM XM XM XM XM XM
and motivation, but it can also be a barrier. Experience can serve as a foundation for
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM X
Mdefining the self. XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Identify how experiences influence learning in adults. TOP:
X M X M XM XM XM XM XM XM X M Adult Learning XM
2. There is a test on the cardiovascular system on Friday morning, and it is now Wed
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
nesday night. The student has already taken a vacation day from work Thursday nigh
XM XM XM XM XM XM XM XM XM XM XM XM XM
t so that she can stay home and study. She is considering skipping her exercise cla
XM XM
N
XM XM XM XM XM XM XM XM XM XM XM XM XM
ss on Thursday morning to go to the library to prepare for the test. Which respons
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
e best identifies the student’s outcome priority?
XM XM XM XM XM XM
a. Exercise class XM
b. Going to the library XM XM XM
c. Avoiding work by taking a vacation XM XM XM XM XM
d. Doing well on the test on Friday
XM XM XM XM XM XM
ANS: X M D
The outcome priority is the essential issue or need to be addressed at any given time
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
within a set of conditions or circumstances.
XM XM XM XM XM XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Identify motivations and personal outcome priorities for returning to
X M XM XM XM XM XM XM XM XM XM
school. TOP: Motivation to Learn
XM X M XM XM
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to d
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
iscuss the possibility of taking classes to become an RN. The advisor interprets whi
XM XM XM XM XM XM XM XM XM XM XM XM XM
ch statement by the nurse as the driving force for returning to school?
XM XM XM XM XM XM XM XM XM XM XM XM
a. “I’ll need to schedule time to attend classes.”
XM XM XM XM XM XM XM
b. “I’ll have to budget for paying tuition.”
XM XM XM XM XM XM
c. “I’ll have to rearranging my schedule.”
XM XM XM XM XM
d. “There is a possibility of advancement into administration.”
XM XM XM XM XM XM XM
ANS: X M D
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
XM XM XM XM XM XM XM XM XM XM
Driving forces are those that push toward making the change, as opposed to restrainin
XM XM XM XM XM XM XM XM XM XM XM XM XM
g forces, which are those that usually present a challenge that needs to be overcome
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
for the change to take place or present a negative effect the change may initiate.
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Identify motivations and personal outcome priorities for returning to
X M XM XM XM XM XM XM XM XM XM
school. TOP: Motivations for Change
XM X M XM XM
4. An RN is caring for a diabetic patient. The patient appears interested in changing he
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
r lifestyle and has been asking questions about eating better. The nurse can interpret
XM XM XM XM XM XM XM XM XM XM XM XM XM
XMthis behavior as which stage of Lewin’s Change Theory?
XM XM XM XM XM XM XM XM
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: X M B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. T
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
his phase involves determining that a change needs to occur and deciding to take ac
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
tion. Moving is the second phase and involves actively planning changes and taking a
XM XM XM XM XM XM XM XM XM XM XM XM XM
ction on them. Refreezing is the last stage, and it occurs when the change has beco
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
me a part of the person’s life.
XM XM XM XM XM XM
DIF: Cognitive Level: Analysis XM XM
OBJ: Understand Change Theory and how it applies to becoming
X M XM XM XM XM XM XM XM XM
an RN. TOP: Change Theory
XM XM XM X M XM
5. An LPN is talking with her clinical instructor about her decision to return to school
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
to become an RN. The clinical instructor iN
XM XM nterprets the LPNs outcome priority based
XM XM XM XM XM XM XM XM XM XM
on which statement?
XM XM XM
a. “My family wanted me to go back to school.”
XM XM XM XM XM XM XM XM
b. “I want to better my financial situation.”
XM XM XM XM XM XM
c. “I really enjoy school.”
XM XM XM
d. “I would like to advance to a teaching role someday.”
XM XM XM XM XM XM XM XM XM
ANS: X M B
The outcome priority is the essential need that must be addressed, determined by inter
XM XM XM XM XM XM XM XM XM XM XM XM XM
nal and external factors, such as needing to better a financial situation. The other sta
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
tements indicate reasons for returning to school, but they are not essential needs or i
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
ssues to be addressed.
XM XM XM
DIF: Cognitive Level: Analysis XM XM
OBJ: Identify how experiences influence learning in adults. TOP:
X M X M XM XM XM XM XM XM X M Adult Learning XM
6. A nurse notices a posting for a management position for which she is qualified. If t
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
he nurse is in the moving phase of Lewin’s Change Theory, which statement reflect
XM XM XM XM XM XM XM XM XM XM XM XM XM
s the action she is most likely to take?
XM XM XM XM XM XM XM XM
a. Does nothing to obtain the position
XM XM XM XM XM
b. Applies for the position XM XM XM
c. Identifies that change is needed XM XM XM XM
d. Settles into the routine of her job
XM XM XM XM XM XM
ANS: X M B
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
XM XM XM XM XM XM XM XM XM XM
Unfreezing begins when reasons for change are identified. The moving phase involves
XM XM XM XM XM XM XM XM XM XM XM XM
active planning and action. Moving also means you are dealing with both positive a
XM XM XM XM XM XM XM XM XM XM XM XM XM
nd negative forces as they ebb and flow, and you are making modifications to your
XM XM XM XM XM XM XM XM XM XM XM XM XM XM X
Mplan as needed.
XM XM
Refreezing occurs after the change has become routine.
XM XM XM XM XM XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Understand Change Theory and how it applies to becoming
X M XM XM XM XM XM XM XM XM
an RN. TOP: Change Theory
XM XM XM X M XM
7. An Orthopedic Nurse is contemplating changes in her professional life and identifyin
XM XM XM XM XM XM XM XM XM XM XM
g goals. Which action should the nurse take if she is interested in pursuing a long-
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
term goal? XM
a. Studies for a telemetry exam scheduled for next week
XM XM XM XM XM XM XM XM
b. Enrolls in a Nurse Practitioner program
XM XM XM XM XM
c. Attends a seminar to become a charge nurse
XM XM XM XM XM XM XM
d. Continues to work on the orthopedic floor full-time
XM XM XM XM XM XM XM
ANS: X M B
A short-
XM
term goal is one that can be attained in a period of 6 months or less. Short-
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
term goals include becoming a charge nurse and passing the telemetry exam. A long-
XM XM XM XM XM XM XM XM XM XM XM XM XM
term goal is attained in greater than 6 months and includes studying to become a N
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
urse Practitioner. Continuing to work on the orthopedic floor does not represent eithe
XM XM XM XM XM XM XM XM XM XM XM XM
r a short-term or a long-term goal.
XM XM XM XM XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Identify both short- and long-
X M XM XM XM XM
term personal and professional goals. TOP:
XM XM XM XM XM X M Setting Goals XM
8. The RN is talking with the unit manager about ways to improve patient care. The
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
manager introduces the concept of a cohNort. Which statement by the RN indicates tha
XM XM XM XM XM XM XM XM XM XM XM XM XM
t the teaching
XM XM XM has been effective?
XM XM
a. “A cohort XM XM is a web of connections”.
XM XM XM XM
b. “A cohort XM XM is a group of people who share common experiences with each other”.
XM XM XM XM XM XM XM XM XM XM XM
c. “A cohort XM XM is a group linked together for common purposes”.
XM XM XM XM XM XM XM
d. “A cohort XM XM consists of groups of individuals that make up a whole”.
XM XM XM XM XM XM XM XM XM
ANS: X M B
A cohort is a group of people who share common experiences with each other. A sc
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
heme is a web of connections, a team is a group linked together for common purpo
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
ses, and a unit consists of groups or individuals that make up a whole.
XM XM XM XM XM XM XM XM XM XM XM XM XM
DIF: Cognitive Level: Evaluation XM XM
OBJ: Identify how experiences influence learning in adults. TOP:
X M X M XM XM XM XM XM XM X M Adult Learning XM
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement
XM XM XM XM XM XM XM XM XM XM XM XM XM XM X
Mby one of the
XM XM XM XM RNs indicates that teaching has been effective?
XM XM XM XM XM XM
a. “Experience XM is a stepping stone to new learning”.
XM XM XM XM XM XM
b. “Experience XM can be a barrier to new learning”.
XM XM XM XM XM XM
c. “Experience XM can be an avenue to new learning”.
XM XM XM XM XM XM
d. “Experience XM can be a detour to new learning”.
XM XM XM XM XM XM
ANS: X M B
Experience accentuates differences among learners, serves as a source of insight and
XM XM XM XM XM XM XM XM XM XM XM XM
motivation, can be a barrier to new learning, and serves as a foundation for defining
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
TESTBANKWORLD.ORG
XM XM XM XM
TO RN TRANSITIONS
XM XM XM
4TH EDITION CLAY
XM XM
WELL.
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
XM XM XM XM XM XM XM XM XM XM
Chapter 01: Honoring Your Past, Planning Your Future Cla
XM XM XM XM XM XM XM XM
ywell: LPN to RN Transitions, 4th Edition
XM XM XM XM XM XM
MULTIPLE CHOICE XM
1. A nursing advisor is meeting with a student who is interested in earning her RN d
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
egree. She knows that licensed practical nurse/license vocational nurse (LPN/LVNs)
XM XM XM XM XM XM XM XM XM XM
who enter nursing school to become RNs come into the learning environment with
XM XM XM XM XM XM XM XM XM XM XM XM X
Mprior knowledge and understanding. Which statement by the nursing advisor best d
XM XM XM XM XM XM XM XM XM XM XM
escribes her understanding of the effect experience may have on learning?
XM XM XM XM XM XM XM XM XM XM
a. “Experience may be a source of insight and motivation, or a barrier.”
XM XM XM XM XM XM XM XM XM XM XM
b. “Experience is usually a stumbling block for LPN/LVNs.”
XM XM XM XM XM XM XM
c. “Experience never makes learning more difficult.”
XM XM XM XM XM
d. “Once something is learned, it can never be truly modified.”
XM XM XM XM XM XM XM XM XM
ANS: X M A
Experience accentuates differences among learners and serves as a source of insight
XM XM XM XM XM XM XM XM XM XM XM XM
and motivation, but it can also be a barrier. Experience can serve as a foundation for
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM X
Mdefining the self. XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Identify how experiences influence learning in adults. TOP:
X M X M XM XM XM XM XM XM X M Adult Learning XM
2. There is a test on the cardiovascular system on Friday morning, and it is now Wed
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
nesday night. The student has already taken a vacation day from work Thursday nigh
XM XM XM XM XM XM XM XM XM XM XM XM XM
t so that she can stay home and study. She is considering skipping her exercise cla
XM XM
N
XM XM XM XM XM XM XM XM XM XM XM XM XM
ss on Thursday morning to go to the library to prepare for the test. Which respons
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
e best identifies the student’s outcome priority?
XM XM XM XM XM XM
a. Exercise class XM
b. Going to the library XM XM XM
c. Avoiding work by taking a vacation XM XM XM XM XM
d. Doing well on the test on Friday
XM XM XM XM XM XM
ANS: X M D
The outcome priority is the essential issue or need to be addressed at any given time
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
within a set of conditions or circumstances.
XM XM XM XM XM XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Identify motivations and personal outcome priorities for returning to
X M XM XM XM XM XM XM XM XM XM
school. TOP: Motivation to Learn
XM X M XM XM
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to d
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
iscuss the possibility of taking classes to become an RN. The advisor interprets whi
XM XM XM XM XM XM XM XM XM XM XM XM XM
ch statement by the nurse as the driving force for returning to school?
XM XM XM XM XM XM XM XM XM XM XM XM
a. “I’ll need to schedule time to attend classes.”
XM XM XM XM XM XM XM
b. “I’ll have to budget for paying tuition.”
XM XM XM XM XM XM
c. “I’ll have to rearranging my schedule.”
XM XM XM XM XM
d. “There is a possibility of advancement into administration.”
XM XM XM XM XM XM XM
ANS: X M D
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
XM XM XM XM XM XM XM XM XM XM
Driving forces are those that push toward making the change, as opposed to restrainin
XM XM XM XM XM XM XM XM XM XM XM XM XM
g forces, which are those that usually present a challenge that needs to be overcome
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
for the change to take place or present a negative effect the change may initiate.
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Identify motivations and personal outcome priorities for returning to
X M XM XM XM XM XM XM XM XM XM
school. TOP: Motivations for Change
XM X M XM XM
4. An RN is caring for a diabetic patient. The patient appears interested in changing he
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
r lifestyle and has been asking questions about eating better. The nurse can interpret
XM XM XM XM XM XM XM XM XM XM XM XM XM
XMthis behavior as which stage of Lewin’s Change Theory?
XM XM XM XM XM XM XM XM
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: X M B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. T
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
his phase involves determining that a change needs to occur and deciding to take ac
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
tion. Moving is the second phase and involves actively planning changes and taking a
XM XM XM XM XM XM XM XM XM XM XM XM XM
ction on them. Refreezing is the last stage, and it occurs when the change has beco
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
me a part of the person’s life.
XM XM XM XM XM XM
DIF: Cognitive Level: Analysis XM XM
OBJ: Understand Change Theory and how it applies to becoming
X M XM XM XM XM XM XM XM XM
an RN. TOP: Change Theory
XM XM XM X M XM
5. An LPN is talking with her clinical instructor about her decision to return to school
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
to become an RN. The clinical instructor iN
XM XM nterprets the LPNs outcome priority based
XM XM XM XM XM XM XM XM XM XM
on which statement?
XM XM XM
a. “My family wanted me to go back to school.”
XM XM XM XM XM XM XM XM
b. “I want to better my financial situation.”
XM XM XM XM XM XM
c. “I really enjoy school.”
XM XM XM
d. “I would like to advance to a teaching role someday.”
XM XM XM XM XM XM XM XM XM
ANS: X M B
The outcome priority is the essential need that must be addressed, determined by inter
XM XM XM XM XM XM XM XM XM XM XM XM XM
nal and external factors, such as needing to better a financial situation. The other sta
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
tements indicate reasons for returning to school, but they are not essential needs or i
XM XM XM XM XM XM XM XM XM XM XM XM XM XM
ssues to be addressed.
XM XM XM
DIF: Cognitive Level: Analysis XM XM
OBJ: Identify how experiences influence learning in adults. TOP:
X M X M XM XM XM XM XM XM X M Adult Learning XM
6. A nurse notices a posting for a management position for which she is qualified. If t
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
he nurse is in the moving phase of Lewin’s Change Theory, which statement reflect
XM XM XM XM XM XM XM XM XM XM XM XM XM
s the action she is most likely to take?
XM XM XM XM XM XM XM XM
a. Does nothing to obtain the position
XM XM XM XM XM
b. Applies for the position XM XM XM
c. Identifies that change is needed XM XM XM XM
d. Settles into the routine of her job
XM XM XM XM XM XM
ANS: X M B
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
XM XM XM XM XM XM XM XM XM XM
Unfreezing begins when reasons for change are identified. The moving phase involves
XM XM XM XM XM XM XM XM XM XM XM XM
active planning and action. Moving also means you are dealing with both positive a
XM XM XM XM XM XM XM XM XM XM XM XM XM
nd negative forces as they ebb and flow, and you are making modifications to your
XM XM XM XM XM XM XM XM XM XM XM XM XM XM X
Mplan as needed.
XM XM
Refreezing occurs after the change has become routine.
XM XM XM XM XM XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Understand Change Theory and how it applies to becoming
X M XM XM XM XM XM XM XM XM
an RN. TOP: Change Theory
XM XM XM X M XM
7. An Orthopedic Nurse is contemplating changes in her professional life and identifyin
XM XM XM XM XM XM XM XM XM XM XM
g goals. Which action should the nurse take if she is interested in pursuing a long-
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
term goal? XM
a. Studies for a telemetry exam scheduled for next week
XM XM XM XM XM XM XM XM
b. Enrolls in a Nurse Practitioner program
XM XM XM XM XM
c. Attends a seminar to become a charge nurse
XM XM XM XM XM XM XM
d. Continues to work on the orthopedic floor full-time
XM XM XM XM XM XM XM
ANS: X M B
A short-
XM
term goal is one that can be attained in a period of 6 months or less. Short-
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
term goals include becoming a charge nurse and passing the telemetry exam. A long-
XM XM XM XM XM XM XM XM XM XM XM XM XM
term goal is attained in greater than 6 months and includes studying to become a N
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
urse Practitioner. Continuing to work on the orthopedic floor does not represent eithe
XM XM XM XM XM XM XM XM XM XM XM XM
r a short-term or a long-term goal.
XM XM XM XM XM XM
DIF: Cognitive Level: Application XM XM
OBJ: Identify both short- and long-
X M XM XM XM XM
term personal and professional goals. TOP:
XM XM XM XM XM X M Setting Goals XM
8. The RN is talking with the unit manager about ways to improve patient care. The
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
manager introduces the concept of a cohNort. Which statement by the RN indicates tha
XM XM XM XM XM XM XM XM XM XM XM XM XM
t the teaching
XM XM XM has been effective?
XM XM
a. “A cohort XM XM is a web of connections”.
XM XM XM XM
b. “A cohort XM XM is a group of people who share common experiences with each other”.
XM XM XM XM XM XM XM XM XM XM XM
c. “A cohort XM XM is a group linked together for common purposes”.
XM XM XM XM XM XM XM
d. “A cohort XM XM consists of groups of individuals that make up a whole”.
XM XM XM XM XM XM XM XM XM
ANS: X M B
A cohort is a group of people who share common experiences with each other. A sc
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
heme is a web of connections, a team is a group linked together for common purpo
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
ses, and a unit consists of groups or individuals that make up a whole.
XM XM XM XM XM XM XM XM XM XM XM XM XM
DIF: Cognitive Level: Evaluation XM XM
OBJ: Identify how experiences influence learning in adults. TOP:
X M X M XM XM XM XM XM XM X M Adult Learning XM
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement
XM XM XM XM XM XM XM XM XM XM XM XM XM XM X
Mby one of the
XM XM XM XM RNs indicates that teaching has been effective?
XM XM XM XM XM XM
a. “Experience XM is a stepping stone to new learning”.
XM XM XM XM XM XM
b. “Experience XM can be a barrier to new learning”.
XM XM XM XM XM XM
c. “Experience XM can be an avenue to new learning”.
XM XM XM XM XM XM
d. “Experience XM can be a detour to new learning”.
XM XM XM XM XM XM
ANS: X M B
Experience accentuates differences among learners, serves as a source of insight and
XM XM XM XM XM XM XM XM XM XM XM XM
motivation, can be a barrier to new learning, and serves as a foundation for defining
XM XM XM XM XM XM XM XM XM XM XM XM XM XM XM
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