Self development and attaining my SMART goals

Self development and attaining my SMART goals I have a dream. I see myself as the chief HR strategist of a world renowned media company or a top HRD consultancy. Sound academic understanding of HR is a priority developmental need, as highlighted in 11 Qualities of Effective Managers Pedler et al. (2006). I am from Pakistan and am staying in the UK for my wifes PhD. Utilising this as an opportunity I have enrolled on the MSc. HRD Consultancy course. Different learning style assessments helped frame my understanding of myself as a learner/manager. My learning style is Tactile/Kinaesthetic according to Jester (2000). I view my career as an opportunity to achieve meaningful objectives in a larger context. Here Scheins (2006) assessment sees strength: SV/Dedicated to Cause. I qualify as Directive on the Rowe (1987) Inventory and on Belbins (1981) I am an Implementer, Team-worker and Monitor/Evaluator. A Reflector on Honey Mumford (1986) assessment, my personality type/signature on Personal Style Inventory Hogan and Champagne (1980) is ESTJ (Extrovert, Sensing, Thinker, Judger Stabilizer), whereas I am the Confronting Owl on the Conflict Questionnaire Thomas Kilmann (2007, 1974). An example linking and defining most of the above findings may be that I want to make a difference by devising and implementing HR strategies which have a durable impact on employee well-being [dedication to cause]. With objectives like this, I like to be at the helm of affairs, preferring full autonomy and control over the situation [directive]. This brings independence to organize and move things at the required yet desired pace and affords me time to think things through, listen to everybody before deciding and carefully consider outcomes before concluding [reflector]. I love to be involved in community activities. Persevering, realistic, practical, loyal, steadfast, logical, are keywords for describing me [ESTJ]. However, my career plans are under threat as I face redundancy at work. My wife is expecting a baby so I may have to e ither defer the degree or roll back completely due to monetary solvency issues. This write-up critically reviews results of various learning styles assessments and derives a Personal Development Plan agreeing with the assertion that individuals are responsible for their career development and not just organizations CIPD (2010, 2003). It suggests possible ways for self-development and attaining my SMART goals. Guidance is provided on overcoming weaknesses to minimise and prevent current and future threats. I cannot and do not rule out the possibility of this being revised as my career evolves in future (maybe 5-10 years). Career history, Life situations, Overall purpose of planIntroduction I started my career as HR/Admin Officer working for an NGO after completing M.A. in English from Pakistan. The experience proved to be the diving deck to the field of HR. After 4 years in the role, I joined as Senior HR Officer at GEO TV Network, one of Pakistans leading news channels. A year later I moved to London when my wife was awarded a scholarship for PhD. At present, I am free-lancing at one of UKs leading courier companies as Training Support Co-ordinator. My wife is expecting a baby and I may face redundancy. My degree in English was my fathers choice and since the very start of my career in HR, I felt the need of complementary formal education. Thus, I had two objectives: first, acquiring a sound understanding on academic level; second, enhancing professional competence, personal/self development. Being in London has helped as I have enrolled for a specialist degree in HR. Developing a personal development plan is an exercise in organizing oneself, identifying development needs, and setting priorities. The very first positive effect of this exercise I noticed was that I learned how not to prioritise and discovered that I could always use the PDP as a tool/meter to keep a check on personal development. I can see that the PDP will serve as my guide towards developing a resilient sense of personal efficacy (Bandura, 1994: 72). Self-description Analysis I want to continue my career in HR. Miles and Snow (1996: 97) following Arthur et al. (1989) see career as the evolving sequence of a persons work experiences over time. At present I am working as Training Support Co-ordinator at a companys Technical department. However, I am looking to switch back to HR as soon as I get a HR related job. Given that I was Senior HR Officer before moving to London, in my new job i.e. in the UK, I expect to be at least on the same position if not an associate manager or manager. If, however, I have to go back to Pakistan, I will join my parent organization GEO TV Network and continue with my plans. Between the next 5-10 years I plan to concentrate on developing expertise in strategic decision-making and policy formulation. I aim to work my way to achieving a top position e.g. Director HR in a leading company like Reuters. It is the sense of fulfilment and effectiveness that I am seeking. Effective careers profit individuals, organizations, and society, notes Wilensky (1961; cited in Miles and Snow, 1996). Garnering sufficient expertise while moving step-wise up the career ladder, I will ensure that I have sound understanding of and experience in roles like partner in strategy execution, administrative expert, employee champion, and change agent Ulrich (1998). Learning/Development Needs Analysis Identifying learning style is pivotal to developing a PDP. Learning Styles can be identified by taking learning styles assessments which highlight learning/development needs, identifying core competencies and strengths and detecting gaps. Table 1 on the next page shows results from various assessments. Learning Style, Keefe (1979:2) is a composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment. While with Stewart and Felicetti (1992:1) learning styles are educational conditions under which a student is most likely to learn. Thus, learning style is not about what is learned, rather how it is learned. Table 1: Learning/Development Needs Analysis There is greater consistency in the final results of the analysis than in-consistency. Sound academic understanding of HR is a priority developmental need, as highlighted in 11 Qualities of Effective Managers Pedler et al. (2006). In consonance with my aim of heading the HR department of a renowned company, this questionnaire assesses most of the qualities likely to be needed to achieve my aim. As the title suggests, the questionnaire seems designed for on-job professionals. 11 Qualities of Effective Managers Command of basic facts Relevant professional knowledge Continuing sensitivity to events Analytical, problem solving, decision/ judgement-making skills Social skills and abilities Emotional resistance Pro-activity Creativity Mental agility Balanced learning habits and skills Self knowledge Pedler et. al (2006) Table 2: 11 Qualities of Effective Managers While taking the Honey and Mumford (1992) assessment a noteworthy point was that even after I took the assessment twice, with a gap of almost two weeks I scored the highest for being a Reflector, considered to be more thinking and less practical. Honey and Mumford (1986) proposed the Learning Styles Questionnaire (LSQ) claiming it to be more meaningful than Kolbs (Swailes and Senior 1999). However, this model owes its inception to Kolb (1984: 41), learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it. Kolbs (1988) postulate is based on the concept of experiential learning with the learning process involving four distinct learning abilities/styles, based on a four-stage learning cycle. Kolb devised his Learning Styles Inventory (LSI) to measure an individuals relative preference for the four learning styles (Swailes and Senior 1999; Kolb, Rubin and Osland 1995). Fig. 2, Honey Mumford Learning Style Source: http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Honey Mumford use different terminology Activist for Concrete Experience Reflector for Reflective Observation Theorist for Abstract Conceptualization Pragmatist for Active Experimentation Fig. 1: Kolbs Learning Style Source: http://www.nwlink.com/~donclark/hrd/styles/kolb.html Kolbs Learning Process Learning from: CE Concrete Experience RO Reflective Observation AO Abstract Conceptualization AE Active Experimentation The result on the LSQ i.e. Reflector is in sharp contrast to the diagnosis on the Personal Style Inventory, Hogan and Champagne (1980) where my personality signature is ESTJ (Extrovert, Senser, Thinker, Judger) the Stabiliser. The Personal Style Inventory, Hogan and Champagne (1980) works with four pairs of personality dimensions: Introversion/Extraversion; Intuition/Sensing; Feeling/Thinking and Perceiving/Judging. These constructs are based on the original work of Carl Jung (1921) and are a variance of Myers-Briggs Type Indicator (in Myers and Mc Caulley, 1985). Learners/managers with ESTJ personalities are thought to be more practical than thinking unlike reflectors. However, there is a streak of similarity as well. The Thinker in ESTJ is analytical, so is a Reflector Honey and Mumford (1992) thought of as. The Senser in ESTJ works with tedious detail Hogan and Champagne (1980) so does the Reflector take every detail into account before decisions. The Thinker in ESTJ has critical ability, the Reflector weighs pros and cons. I view my career as an opportunity to achieve meaningful objectives in a larger context. This scores high as a strength on Scheins (2006) assessment and identifies me as SV/Dedicated to Cause. The same assessment shows my strong GM/General Management competence, liking for AU/Autonomy and Independence, and a desire for SE/Security and Stability. The finding completely correspond to Rowe (1987) Decision Style Inventory where I qualify as Directive. The best organizational fit for Rowes Directive type and Scheins AU/Autonomy type is structured, such as bureaucracies, or where power and authority are important, notes Rowe (1987). My learning style is Tactile/Kinaesthetic according to Jesters (2000) which seems linked to being Reflector, working with detail. On Belbins (1981) I am an Implementer, Team-worker and Monitor/Evaluator. I am the Confronting Owl on the Conflict Questionnaire by Thomas Kilmann (2007, 1974). Consistent with findings on the LSQ Reflector, Implementers dislike unproven solutions or ideas. Team Workers are risk-averse and work well with clearly defined goals like Reflectors. Team worker also matches Owl the Confronter who seeks to resolve differences until all stakeholders agree on a solution. Monitor/Evaluator are slow deciders like Reflectors and prefer to think things through and see pros and cons of opinions and decisions. While Learning Styles are the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment. Keefe (1979: 2), what such an analysis may fail to consider is the context in which a learner/manager behaves in one or the other way. An agreeable assertion in this regard would be by Sadler-Smith (2001: 295) warning against the application of learning style in an indiscriminate fashion. A necessary element of any argument that seeks to generalize is some comparison of the domains which one seeks to generalize from and to. Personally, I find 11 Qualities of Effective Manager Pedlar et al (2006) and the Hogan and Champagne (1980) Personal Style Inventory others as both clearly indicate aspects which are developed or are otherwise. SMART Goals Get a career job (HR related) Get a job which facilitates personal development on strategic and decision-making and policy formulation skills Work towards aim: to be Director HR at a leading company like Reuters Keep in mind: Learning and Development needs and improve upon Toolkit: Detailed PDP Table 3: SMART Goals 3.1 Learning and Development Needs Different learning style assessments helped frame my understanding of myself as a learner/manager. These exercises have been thoroughly helpful in highlighting my learning and development needs. REQUISITE LEARNING DEVELOPMENT DESCRIPTION PRIORITY Acquire relevant professional knowledge High Immediate Proactive Attitude High Mental Agility High Time Management Medium Table 4: Learning and Development Needs Theoretical background/academic understanding, which will augment my professional competence, is what I am keen to work on and thus have enrolled myself on the course at Birkbeck. Successful managers must exhibit career resilience and should participate in the management of their careers by taking greater responsibility for their learning Thomson et al., 2001 Waterman et al., 1994, as quoted in Martin and Butler, 2000. Absence of professional courses induces a sense of under-confidence and sometimes professional insecurity. The immediate negative effect is that it makes my job very demanding and requires use of creativity. On the other hand however, I have thorough knowledge regarding my company and its areas of specialisation. I have been actively involved in various projects, drawing up policies and procedures, organizing job fairs, employer branding, dealing with ER issues, disciplinary, exit interviews, etc. The sense of under-confidence may well be a source of lack of pro-active attitude and mental agility. Given the fact that on my job there are other colleagues with more qualifications and trainings under their belt, this may be holding me back from being active and agile. I am fairly good with Time Management. However, I do see the need to be more effective at this. Green and Skinner (2005) believe that managing time has positive impact on career and life. Proposed Learning Learning is perceived as a result from four main sources/activities namely experience (from everyday life and on-the-job), training, modelling others in the workplace and coaching (i.e. apprenticeship and being looked after) Antonacopoulou, (1999). There is an observable inter-dependence between the learning and development needs. This translates into a reliable PDP. As mentioned earlier, I will use the PDP to keep a check on my progress. This means that the PDP will be revised from time-to-time. Table 5: Personal Development Plan Conclusion This write-up critically reviewed results of various learning styles assessments and derived a Personal Development Plan agreeing with the assertion that individuals are responsible for their career development, not just organizations CIPD (2010, 2003). Under the following two sub-headings, I will carry out a learning review as well as give a self-reflective account. Learning Review Various assessments have given me a clear picture of what my learning priorities should be and that in order for this to be a learning exercise and experience that delivers, it is essential that my goals be interdependent as well as SMART. At present, figuratively speaking, I am miles away from where I should be working i.e. my current job in a technical department of a courier company is no help to my career plans. However, I am now redundant and this might be a blessing in disguise. I want to be in a HR job. This will help me continue my journey towards my goals all the way developing strategic decision-making skills. Also it will alleviate the sense of professional in-security as I am seeking complimentary formal education. I see that this fear has done me damage in terms of reduced mental agility and low level of proactive attitude. I will keep a check on my progress through the PDP. All of the above is time dependant. Green and Skinner (2005) put it as having positive impact and I will work towards achieving excellence in time management. Self-reflection Under learning review above, I have tried to review my goals as set above to and prove that they are inter-dependant. Further immediate improvement is direly needed in terms of theoretical concepts and formal specialist knowledge-base which will help me gain more professional competence and boost confidence.

Cross Cultural Relationships

As the world becomes more and more internationally connected, the need to understand people from different cultures and how to interact appropriately with them also increases. Managers and leaders need to develop intercultural competences that can help them be more aware of their own culturally-based perceptions, norms, and patterns of thinking, and consequently adapt their behaviors according to specific cultural contexts. Managing people across cultures offers solid theoretical frameworks and practical insights to handle the cultural challenges in managing people in a globalized workplace. Cross cultural management addresses topics including cross-cultural communication and understanding at both interpersonal and inter-organizational levels, leading multicultural and global virtual teams, cross-cultural leadership, managing cross-cultural joint ventures, transferring managerial practices across cultures, and managing international assignments. To understand what is cross cultural relationship, we first need to understand what culture is. Culture : Culture is the philosophy of life, the values, norms and rules, and actual behavior – as well as the material and immaterial products from these – which are taken over by man from the past generations, and which man wants to bring forward to the next generation – eventually in a different form – and which in one way or another separate individuals belonging to the culture from individuals belonging to other cultures. Cross-cultural organizational behavior (OB) is the study of cross-cultural similarities and differences in processes and behavior at work and the dynamics of cross-cultural interfaces in multicultural domestic and international contexts. Any relationship at a workplace has its pros and cons. However, when it comes to cross cultural relationships, the advantages and challenges faced are different compared to a domestic workplace, which can be seen below. Advantages Of Cross Cultural Relationship At Workplace : Managers who have worked in foreign locations acknowledge that understanding the culture in those locations is necessary if one is to manage effectively. Some of the advantages of a cross cultural relationship at workplace are as follows :- * Learn the skills required to overcome the potential hurdles embedded in cultural differences and to leverage. * Attain the competencies to manage truly global teams. * Become a leader and motivate people at both interpersonal and organizational levels. Disadvantages Of Cross Cultural Relationship At Workplace : However, there are some challenges that one faces in such a diverse work environment :- * Communication is the key in workplace and when a person is in charge of across cultural team that can present him/her with many unique challenges in terms of language, dealing with accents and the different meaning of words in different countries. * In case of an organization rolling out a new tool or application that will require training, they need to consider how to provide training for people that are located in different countries and different time zones so that they all get the same message and are able to use the tools in the same way. One might also be subject to discrimination due to race, gender, language, etc. due to difference in opinion among various cultures. Why is it Important : Many different places or areas in which cross-cultural management occurs and in which cross-cultural or intercultural communication plays a large role: a) Management of organizations based in countries w ith different cultures to one's own, e. g. Danish companies operating in Japan, Vietnam, South Africa or elsewhere. Danish companies took up the cultural stereotype method. A cultural stereotype is a widely held, generalized and simpli?ed conception or image of a speci?c group of people. Stereotypes may be divided into stereotypes of self (auto-stereotypes) or stereotypes of others (Heterostereotypes). (The construction of stereotypes often serves as a way to create a group identity by establishing a positive image of self (in-groups) against less positive images of others (out-groups) . Stereotypes of national cultures and people, such as the Japanese, are group-oriented may be created and perpetuated through historical accounts and media representations. ) Management of organizations employing people from different cultures, e. g. IBM, Shell, Volvo. IBM has addressed these challenges with Shades of Blue, a blended training program involving both e-learning and a face-to-face learning lab using IBM-specific case studies and TMC-developed self-awareness tools (the Cultural Orientations Indicator)Line, etc. IBM firmly believes that cross-cultural compete nce is the glue that enables cohesiveness and collective performance. Culture is the seedbed for performance. In a high-performance environment of the global marketplace, culture is a strategic skill-set of leaders and managers. As IBM continues implementation of Shades of Blue, the power of multiculturalism will emerge as a key to its competitive superiority in the global marketplace. c) Management of international organizations, e. g. , United Nations, European Union, World Health Organization, etc. cross cultural communication competency can only be truly achieved through cross cultural awareness training, language acquisition, foreign travel and cultural immersion there are some guidelines that can enhance your cross cultural communication skills. Conclusion : In a world that offers global opportunities as well as global threats, understanding and managing cultural differences have become necessities. Mankind is faced with the dilemma of either sacrificing cultural diversity on the altar of globalisation or using intercultural dialogue to enrich the mutual knowledge of different cultures, a fundamental step towards guaranteeing the possibility of a fair world, in peace and harmony, making full use of some of the instruments that globalisation has developed. Within the business context, cross cultural communication refers to interpersonal communication and interaction across different cultures. This has become an important issue in our age of globalisation and internationalisation. Effective cross cultural communication is concerned with overcoming cultural differences across nationality, religion, borders, culture and behaviour. Cross cultural communication is critical to the business world. The diversity of people in cities and countries means an element of cross cultural communication will always be needed whether it is between staff, colleagues, customers or clients. Awareness of cultural differences can favourably impact the success of a business. Improved staff interaction, better customer relations and effective client management are all areas that will reap benefits through cross cultural understanding. In today’s global business environment, more and more of us are required to understand people who come from countries and cultures different from our own. While there is no short and easy way to learn about a given culture in any depth, there are some general principles that lead to success in communicating and conducting business with people of backgrounds unlike our own. Flexibility, adaptability and open-mindedness are the route to successful cross cultural communication. Understanding, embracing and addressing cross cultural differences leads to the breaking of cultural barriers which results in better lines of communication, mutual trust and creative thinking.

Tv Channels Project India in a Bad Light

TV Channels project India in a bad light Recently the rise of consumerism and a spurt in the number of satellites in the vicinity of our planet have led to rise in the number of TV Channels as well as their viewers across the country. We have specialized channels that cater to the different categories of human taste viz entertainment, music, news,sports,etc. The wider availability of channels helps the viewer to opt among them as per his or her choice. The news channels which are clubbed together in a word ‘media’ is one of the pillars of democracy. It is the moral duty of these news channels to bring the truth in front of the masses.Talking about our country,a nation which is second largest in the world in the terms of population and the largest effective electorate is truly an exemplar of democracy. Like any other nation,it is also laden with issues-both domestic as well as of international concerns. These news channels bear the social responsibility of imparting the n ews, the happenings,the incidents or accidents which should be nothing but the truth. Also the RTI Act empowers any common Indian citizen to go to the depths of affairs and have access to information povide its disclosure does not pose a grave threat to the security and integrity of the nation.The ‘truer’ picture sometimes become harsh and pretty inconvenient to be comestible but scandals and other activities of corruption need to be brought to general awareness. And, it is not only the darker side of affairs, it is also about the achievements and the milestones the country makes in the various spheres-sports, science, humanities,etc. We have several programmes on the national television that are oriented towards the cultural and economic welfare-be it related to the promotion of agriculture,tourism,industry,services,etc.Besides there are programmmes which highlight the nations prosperity, its geographical and cultural diversity and also encourage communal harmony. The consumer oriented channels which basically thrive on the TRP ratings,drama and screenplay is of prime concern to them which helps in a maintaining a certain class of audience bound to it. The audience is engrossed as the way the theme is displayed has a glamour, a pomp and show associated with it. For this, they may exaggerate certain situations or circumstances.Nonetheless,they impart a social message under the rosy spicy recipe of drama-be it child marriage,female foeticide,’honour’ killings,terrorism, etc. And, when a guy from the lower strata of society manages to win 5 crores in a game show by the dint of his knowledge and labour besides a grace of fortune,it clearly sends a strong signal to the society about the reachability of the capital to the masses. Last but not the least,the image of the news channels and the media might have been tainted over the issue of ‘paid’ news and the dubious string operations but their importance cannot be undermined a s a source of public information.There are reality shows which do not miss a opportunity to jeer at the widespread corruption but yes, one needs to appreciate them for their creativity for the ways they adopt to entertain people. It was an eminent personality of Bollywood who blogged regarding a movie getting Oscars with an acerbic response that the jury gets a kind of emotional satisfaction watching the widespread Indian poverty and the slums which the director of the movie has encashed upon. If that be the bitter truth, so be it.There are movies which highlight the unity , the cultural diversity , the celebrations in our country. It would be too early to conclude that TV Channels project our nation in a bad light. Frankly speaking, a sugar coated truth is the better word. Allowing mobile phones in class make students less serious in studies The world is getting smaller and we are living in the era of a ‘global village’ where communication and the exchange of ideas hap pens within the wink of an eye. Information is the key and the power,truly. And, there are several tools and gadgets that facilitate this flow of information.From print media to digital and electonic media, which are primarily used as means of mass communication, we have telephones and mobile phones which are important means of personal communication. Moreover, the recent splurge in the usage of gizmos and gazettes among the generation Y and the youngsters has becomea fad and a status symbol rather than a necessity and mobiles are no exception to it. Their use is not confined to a mere tete-a tete but incorporates several varied applications which diversifies their usage.And a modern day youngster would not be satisfied with a simple Nokia 3600 or1100. He or she would go for the more sophisticated or sleek designs provide there is no hole in the pocket created. Now, coming to the usage of mobile phones inside a class, there are norms which are both discipilnary and moral and make su fficient common sense,whch direct both the teacher/professor and the students who are partcipating in a lecture to put off their cells or keep them in such a mode which aviodsunnecessary distraction.But even the norms which are rarely followed in totto, and even when followed put a cap or restriction to their use as they are intended to. Ina large gatheing being addressed and lectured to,where it becomes increasingly difficult to keep track of each and every student, there are hubs created inside the class where students fail to get engrossed in the monotonous lectures and find their own ways to do away with the time to which cellphones prove to be a great aid.It may include sharing information regarding the latest cell that the neighbour has recently bought, or texting to the pal sitting at the other corner regarding the shabby outlook of the professor,to playing games like snakes,tetris or other advanced versions to listening to songs and watching videos(of all kinds) on the tiny screen. The world of SMSes ahs virtually made the students handicapped of writing anything sincerely as they still cannot help writing those abbreviations of informal chat even when they are writing an answer to aquestion which clearly indicates to their frivolous attitude.Adding to the worse of it,these students would just take a snapshot of te notes of a sincere and laborious classmate thinking that it would suffice and save my time and labour getting ‘wasted’. One may put forth the argument that even during the non mobile days there were always a section of students who were a source of nuisance and distraction by their activities . But the inadvertent entry of mobiles inside the classes provide innumerable creative ways to bolster their activities.A serious student who is trying his/her best to concentrate and attend the lecture would surely look askance at the slim mobile phone his pals are discussingabout for long. Now this seriously puts forward 2 very primary qu estions;first,why the pattern of education becomes so dread ful and tedious which call s for the students to distract and second, why cant we cater to the students interests and inclinations so that they are provided room to choose the lecture they want to attend?Mobile phones are just the present and a lame excuse for ignorance,we need to find the root cause and address it prooperly rather than to contemplate over its complete ban or usage. However, a partial ban like prohibiting its use during the class hours and allowing only after it, seems a temporary but an effective solution as per the need of the hour.

How to Prepare Common Base Solutions

Prepare solutions of common bases using this handy reference table which lists the amount of solute  (concentrated base solution) that is used to make 1 L of base solution. Stir the base into a large volume of water and then dilute the solution to make one liter. Use care when adding sodium hydroxide to water, since this is an exothermic reaction that generates considerable heat. Be sure to use borosilicate glass and consider immersing the container in a bucket of ice to keep the heat down. Use solid sodium hydroxide and potassium hydroxide to prepare solutions of those bases. Use concentrated (14.8 M) ammonium hydroxide for those preparations. Base Solution Peparations   Name / Formula / F.W. Concentration Amount/Liter Ammonium Hydroxide 6 M 405 mL NH4OH 3 M 203 F.W. 35.05 1 M 68 0.5 M 34 0.1 M 6.8 Potassium Hydroxide 6 M 337 g KOH 3 M 168 F.W. 56.11 1 M 56 0.5 M 28 0.1 M 5.6 Sodium Hydroxide 6 M 240 g NaOH 3 M 120 F.W. 40.00 1 M 40 0.5 M 20 0.1 M 4.0