HANDOUT 1

Gender Terminology
Given the complexity of gender, it is not surprising that an increasing number of terms and
phrases are developing to describe it. Below are some of the key terms you might
encounter:

Biological/Anatomical Sex.
The physical structure of one’s reproductive organs that is used to assign sex at birth.
Biological sex is determined by chromosomes (XX for females; XY for males); hormones
(estrogen/progesterone for females, testosterone for males); and internal and external
genitalia (vulva, clitoris, vagina for assigned females, penis and testicles for assigned males).
Given the potential variation in all of these, biological sex must be seen as a spectrum or
range of possibilities rather than a binary set of two options.

Gender Identity.
One's innermost concept of self as male or female or both or neither—how individuals
perceive themselves and what they call themselves. One’s gender identity can be the same
or different than the sex assigned at birth. Individuals are conscious of this between the
ages 18 months and 3 years. Most people develop a gender identity that matches their
biological sex. For some, however, their gender identity is different from their biological or
assigned sex. Some of these individuals choose to socially, hormonally and/or surgically
change their sex to more fully match their gender identity.

Gender Expression.
Refers to the ways in which people externally communicate their gender identity to others
through behavior, clothing, haircut, voice, and other forms of presentation. Gender
expression also works the other way as people assign gender to others based on their
appearance, mannerisms, and other gendered characteristics. Sometimes, transgender
people seek to match their physical expression with their gender identity, rather than their
birth-assigned sex. Gender expression should not be viewed as an indication of sexual
orientation.

Gender Role.
This is the set of roles, activities, expectations and behaviors assigned to females and males
by society. Our culture recognizes two basic gender roles: Masculine (having the qualities
attributed to males) and feminine (having the qualities attributed to females). People who
step out of their socially assigned gender roles are sometimes referred to as transgender.
Other cultures have three or more gender roles.

Transgender.
Sometimes used as an umbrella to describe anyone whose identity or behavior falls outside
of stereotypical gender norms. More narrowly defined, it refers to an individual whose
gender identity does not match their assigned birth gender. Being transgender does not
imply any specific sexual orientation (attraction to people of a specific gender.) Therefore,
transgender people may additionally identify as straight, gay, lesbian, or bisexual.

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Sexual Orientation.
Term that refers to being romantically or sexually attracted to people of a specific gender.
Our sexual orientation and our gender identity are separate, distinct parts of our overall
identity. Although a child may not yet be aware of their sexual orientation, they usually have
a strong sense of their gender identity.

Gender Normative/Cisgender.
Refers to people whose sex assignment at birth corresponds to their gender identity and
expression.

Gender Fluidity.
Gender fluidity conveys a wider, more flexible range of gender expression, with interests
and behaviors that may even change from day to day. Gender fluid children do not feel
confined by restrictive boundaries of stereotypical expectations of girls or boys. In other
words, a child may feel they are a girl some days and a boy on others, or possibly feel that
neither term describes them accurately. Source:
[Link]

HANDOUT 2
AGENTS OF SOCIALIZATION

Family: It is the basic unit of society, the primary agent of socialization, transmission of
values and roles, as well as an agent of social control. Child rearing values, practices and
processes are gendered.

Schools: Educational institutions as transmitters of sex-linked roles and attributes are as

critical and strategic as the family. They also have the power to impose sanctions on those
who do not conform, e.g. suspension, expulsion.

Religion: Starting with the story of Creation, various religions have their stories and
metaphors that often use a binary model of sex and gender. They have doctrines,
hierarchical structures, and symbolisms, as well as official and unofficial interpretations of
what provisions in the Bible or Koran that reflect differential viewing and valuation of
gender identities. For example, the Catholic Church hierarchy’s position on the reproductive
health bill provides ample evidence of how women’s reproductive health is defined only in
terms of sex for procreation, and the lengths through which the hierarchy would go to make
Catholics toe its line, e.g. denial of Communion, ex-communication, threats of withholding
the Catholic vote from pro-RH representatives and senators running for re-election.

Mass media: TV, radio, and print/electronic/digital media are part of people’s waking hours.
The manner in which they frame their stories either reinforce or challenge dominant notions
on gender, and gender stereotypes.

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HANDOUT 3

GENDER STEREOTYPES IN MASS MEDIA. CASE STUDY: ANALYSIS OF THE

GENDER STEREOTYPING PHENOMENON IN TV COMMERCIALS
-Malgorzata Wolska

Mass media play a significant role in a modern world, by broadcasting information in fast
pace and giving entertainment to vast audiences. They consist of press, television, radio,
books and the Internet. The latter is now the most developing medium, however, TV also
has a wide field of influence. By creating a certain type of message, media can manipulate
people’s attitude and opinions. I would like to focus on this problem by investigating
commercials structure; I will also attempt to specify gender stereotypes, which are used in
advertising as a persuasion technique.

Stereotypes

People organize their knowledge about the world around them by sorting and simplifying
received information. Therefore, they create cognitive schemes, which are certain
representations of the reality displaying its most typical and fundamental elements and
properties. These schemes are responsible for defining the essence of our worldview and
have a significant influence on social cognition – understanding, anticipation, situation and
emotion control.

One of the most important types of schemes used for orientation in the social environment
are the stereotypes, representing the opinions among members of a certain group about
the other groups. They are internalized during the socialization. They can be a result of our
own observations or be adopted from the influence of the significant others, such as family,
friends, teachers and media. Because of many simplifications and generalizations that they
produce, stereotypes present incomplete, subjective and sometimes false image of the
reality. They are often based on tradition and are resistant to change. Although they can
both have positive and negative undertone, the latter is much more common. Even if certain
arguments allow to refute a stereotype, people would rather treat it as an exception that
proves the rule, than change the way of thinking. Besides, social categorizations can lead to
the effect of homogeneity of the foreign group. Elliot Aronson, another American
psychologist, said that stereotypes are used to attribute the identical features to each
member of a certain group without taking the existing differences among the members into
consideration (1972).

Gender roles

Difficulties in differentiating gender roles in the modern societies can be a perfect example
of the negative social effects of using stereotypes. A division of gender roles is deeply rooted
in the social archetypes. In the past, the patriarchy was a dominant family model. Through
the ages men have been considered to be financial providers, career-focused, assertive and
independent, whereas women have been shown as low-position workers, loving wives and
mothers, responsible for raising children and doing housework. Nowadays a family model is
based rather on a partnership than on patriarchy and women have more rights and

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possibilities on the labor market. Feminist environment had a significant impact on the
change in this situation. Women’s liberation movement fought for the rights of women and
for redefining traditional gender roles. They claimed, that there should be no distinction
between typical masculine and feminine occupations, and that traits of character should
not be ascribed once and for all to one gender. Although females and males are still not
equal, the differences between gender are not so vast anymore. Nevertheless, many social
institutions, such as mass media, still use gender stereotypes, basing on the assumption,
that they are well known to everyone and help the receivers to understand the content of
the message.

Gender in mass media

Now I would like to focus on the attendance of gender stereotypes in the mass media, which
nowadays has a great power and reaches large audiences. In order to create a medium
which is universal, understandable and acceptable for numerous and diverse recipients,
senders very often use stereotypes, which fill the social life and evoke certain associations.
However, mass media not only gives people information and entertainment, but, according
to a Canadian communication theorist Marshall McLuhan, it also affects people’s lives by
shaping their opinions, attitudes and beliefs (1964). It controls social life by invisibly
transferring the dominant hegemonic ideology. Antonio Gramsci, an Italian Marxian thinker,
created a concept of cultural hegemony, which is an intellectual and moral leadership,
distinguished from armed force. It can be formed by cultural and political consensus
through institutions such as the church, schools or media. The last one creates a state of
domination by focusing on the elites and the dominant ideologies, subsequently neglecting
the subordinate groups (Durham, Kellner 2006: XV). In the case of gender roles, the societies
have established the hegemony of males by institutionalizing of male dominance over
women. As I mentioned above, men have been perceived as the head of the household and
women were mainly housewives. Nowadays the differences between male and female roles
are smaller, however mass media still perpetuates traditional gender stereotypes.
Moreover, due to their great influence on people’s attitudes, they can depict certain social
groups in negative and unrealistic manner. They can be a very useful tool for those
remaining power. By manipulating the message, media can create a certain image of reality,
which is consistent with the policy of the dominant group. As a result, the reflection of a real
world is incomplete and distorted. Although people are aware of the unequal
representation of certain social groups in mass media, it is hard to remain objective and
insensitive to its influence.

Stereotyping commercials

Commercials are the vast source of gender stereotyping, because they are adapted to the
specific, either male or female target, and are “the reflection of the recipient”. The aim of
the modern commercial is not only the satisfaction of needs but also their creation.
Women are more often presented in commercials, because they are seen as responsible for
making everyday purchases. Men generally advertise cars, cigarettes, business products or
investments, whereas women are shown rather in the commercials with cosmetics
and domestic products. They are also more likely portrayed in the home environment,
unlike men, who are shown outdoors. Another important distinction is the face-ism

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phenomenon in the commercials, which consists in showing the entire figure in case of
women and close-up shots in case of men (Matthews, J. L. 2007). The first method lowers
the receiver’s estimation of the intelligence of the person on the photo. The second one
more often evokes positive associations.

According to Steve Craig’s research (1997), women can be presented in commercials in

several variants. The first one is the most popular: a housewife obsessed by a steam on a
new tablecloth or a woman whose main problem is lack of ideas for dinner. The other
examples are less traditional, however, they are still very stereotypical. One can distinguish
commercials with female vamps – sexy seductresses, the objects of desire of every man.
They mostly advertise cosmetics, but they also appear in the commercials directed to men.
When a beautiful woman accepts and praises the male cosmetics, it is treated by men as a
guarantee of its quality. Another type is a woman, whose major concern is to preserve her
beauty. Hence, she presents a healthy life style, is physically active, and uses a wide range of
body and facial cosmetics. However, one can observe mainly the presence of very thin
actresses in this type of commercials, which can lead to the assumption, that only thin
women can be beautiful and healthy. As a result, many female receivers fall into the
obsession with their weight, which sometimes can have negative effects.

Male stereotypes are also various. The first model is “a real man”, athletic, successful,
professional, seducer with a beautiful woman by his side. He also has a branded car and a
smartphone. The other type is less popular and presents men devoted to their families who
can save enough time for them. Men are very rarely presented during housecleaning. And if
they are, it is rather a satirical image – e.g. in the Mr. Muscle commercial – or they appear
as the experts and they advise women, for instance, how to do laundry properly. Advertising
specialists also use the stereotype of male friendship, which can be called “buddy
narratives”; men are presented as acting together, for instance by going to a football match
or to the pub. They share the same interests and opinions, and they enjoy spending time
together by doing something extremely interesting and adventurous (Pawlica, Widawska
2001).

More and more commercials are directed to children. They indicate “the proper place” in
the society for girls and boys. Girls are shown as babysitters nursing dolls or cleaning house
with a pink cleaning kit, whereas boys do sports or play computer games (ibid).
If men and women appear in the commercials together, they are mainly presented as a
couple or marriage. A sexual subtext is also often used in this case, even if the advertised
product has nothing in common with the erotic sphere. In the situation of competition,
women appear to be weaker than men (Lukas 2002).

Breaking gender stereotypes

In spite of significant presence of the stereotypes in commercials, advertising

specialists more and more often use non-schematic ideas of the promotion of products and
services. Women are presented as liberated, strong and independent of social expectations
and men are shown while washing or cleaning.

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The most popular, non-stereotypical commercial is Dove campaign aimed at women at
every age and with different kinds of figures. It emphasizes natural beauty instead of perfect
shapes. The female viewers prefer to watch women, with whom they can identify, thus the
campaign proved to be a great success.

Male roles in advertising are redefined as well – British commercial of a cleanser called Ajax
presents handsome men cleaning kitchen with this product; in the other example a man is
striping for his girlfriend and then throws his clothes in the washing machine called Ariston.
This situation is opposite to the traditional scheme, in which a girl is a seductress and a man
is a viewer.

Conclusion

Commercials are the powerful tool used for creating and shaping people’s opinions. Their
structure is simplified in order to be understood by mass receivers. Advertisement text
contains dominant and well known characteristics of the reality. Therefore stereotypes are
very often used in the commercials as one of the most popular techniques of persuasion.
However, they describe specific groups in relation to the whole regardless of individual
differences.

The main aim of mass media is to be universal and suitable for everyone, in order to gather
the largest possible audience. Thus television, responsible for providing the central social
discourse, is supposed to be “a mirror of the society”. However, because of stereotypical
way of explaining the reality, some groups are underrepresented or ignored, and therefore
the society image is incomplete. For instance, the way in which male and female roles are
presented in commercials reflects the traditional notions of gender, where women are
dominated by men (Pawlica, Widawska 2001). Although people are aware of the dangers
posed by generalization, they tend to be conformists and would rather submit to the
dominant patterns than oppose them and risk a negative reception of such behavior from
the others.

There is a hope to change the current situation, though. According to Debra Pryor and
Nancy Nelson Knupfer (1997), “If we become aware of the stereotypes and teach critical
viewing skills to our children, perhaps we will become informed viewers instead of
manipulated consumers”. Moreover, the commercials evolve along with the development of
a society and are the answer to many social and political changes, such as emancipation of
women, growing role of individualism, globalization and revaluation of patterns and social
roles. More and more advertising specialists produce non-stereotypical commercials.
However, the attempts to break down the stereotypes threaten to reject the message; they
affect security and well-established knowledge about the world. Hence, a society has to
achieve an adequate level of social readiness, so that messages breaking gender stereotypes
could be effective.

Literature
Allport, Gordon, 1954 The Nature of Prejudice. Addison-Wesley.
Aronson, Elliot, 1972 The Social Animal. [Link].
Craig, S., 1997 Men, Masculinity and the Media. California: Sage Publications, Inc.

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Durham, Meenakshi Gigi, Douglas [Link], 2006 Media and Cultural Studies. Blackwell
Publishing.
Lippmann, Walter, 1922 Public Opinion. New York: The Free Press.
Lukas, A. Scott, 2002 The Gender Ads Project. South Lake Tahoe,
California. [Link] Accessed on: 2nd April 2010
Matthews, J. L., 2007 Hidden sexism: Facial prominence and its connections to gender and
occupational status in popular print media. Sex Roles: A Journal of Research, 57, 515-525.
McLuhan, Marshall, 1964 “The Medium is the message” in: Understanding Media: The Extensions
of Man. New York: Signet.
Pawlica, Beata, Edyta Widawska, 2001 Wpływ reklamy na kształtowanie stereotypów społecznych.
Edukacja i dialog. Nr 4
(127).[Link]
ereotypow_spolecznych,[Link], Accessed on 2nd April 2010
Pryor, Debra; Knupfer, Nancy Nelson, 1997 Gender Stereotypes and Selling Techniques in
Television Advertising: Effects on
[Link]://[Link]/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/
80/16/c4/[Link], Accessed on: 2nd April 2010
Wojciszke, Bogdan, 2006 Człowiek wśród ludzi. Zarys psychologii społecznej. Warsaw: Scientific

Source: [Link]
stereotyping-phenomenon-in-tv-commercials/. Accessed 20 November 2012.

HANDOUT 4
GENDER IDEOLOGY – determines:

a) What is expected of us
b) What is allowed of us
c) What is valued in us

The most common basis of gender ideology is biological determinism, that is, that the
biological differences between men and women automatically translate into differences in
their social roles. As stated above, since women are the child-bearers, which is a biological
function, they are automatically ascribed connected roles such as childrearing and
housekeeping, as if men were not capable of these activities.

The myths of gender ideology - None of the arguments that support

fundamental/indispensable differences in women and men’s consciousness, intelligence,
make-up or psyches have been proven beyond doubt.

a) Physical – Except for strictly biological functions (e.g., breast feeding and child-bearing),
men can be equally competent in child rearing activities. In fact, with the advent of the baby
feeding bottle, sex becomes irrelevant in infant feeding. Some fathers may even be better
parents to their children than the mothers.

b) Psychological – The biological connection between mother and child does not necessarily
lead to emotional and psychological intimacy as evidenced by the number of children
abandoned or abused by their natural mothers.

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c) Biochemical – Although this cannot be easily dismissed, the extent to which hormones
control differences in the personalities of men and women is difficult to determine because of
the intrusion of other factors affecting human behavior (e.g., social learning, environment,
taboos surrounding menstruation). At best, what can be said of hormones is that they may
indicate differential tendencies between men and women, but are not the sole or even main
determinants of behavioral differences. Source: Unit One: Gender Sensitivity Training

What is problematic about Gender Roles and Sexual Division of Labor?

Gender roles are roles that are usually classified by sex, where this classification is social,
and not biological. For example, if child rearing is classified as a female role, it is a female
gender role, not a female sex role, since men or women can do childrearing.

The problem arises when gender roles are defined in terms of biology or sex instead of
using cultural or social terms. When roles are defined in terms of sex, they are unchangeable,
whereas when defined in terms of gender as cultural or social constructs, roles can be
changed and improved. It becomes a problem particularly when these gender roles relate to,
or lead to, gender stereotypes, which find justification in gender ideology.

Source: Excerpts from Unit 1.

[Link] pp. [Link]
November 2, 2012

HANDOUT 5

Excerpts from the introductory speech of UN Women Deputy Director

and Assistant Secretary-General Lakshmi Puri during a panel discussion
on “Countering Gender Discrimination and Negative Gender
Stereotypes: Effective Policy Responses during the Coordination
Segment of the Substantive Session of ECOSOC in Geneva, 13 July 2011.

Stereotypes are not always inherently negative, but because they are assumptions
that disregard a person's individual and inherent abilities, opportunities and
environment, they tend to be prejudicial.

Negative stereotypes hinder peoples' ability to fulfill their potential by limiting

choices and opportunities. They are at the root of overt and covert, direct and
indirect, and recurrent gender discrimination, which adversely affects the de jure and
de facto substantive equality that should be guaranteed to women.

They translate into practical policies, laws and practices that cause harm to women
on the ground.

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The effect of “this on the mental and physical integrity of women is to deprive them
of equal knowledge, exercise and enjoyment of rights and fundamental freedoms
(CEDAW Committee recommendation).

Examples include gender pay gap, occupational segregation, denial of promotions to

leadership, glass ceiling in different professions, increased casualization of women
workers and feminization of poverty, trafficking, forced marriage, female genital
mutilation, honour killings, violence against women in domestic spheres, work place
and public spaces, and lower levels of equation and work opportunities.

Stereotypes justify gender discrimination more broadly and reinforce and perpetuate
historical and structural patterns of discrimination.

Men suffer too because conforming to masculine roles of competitive and ambitious
self-seeking can put pressure on them and deprive them of joys that can come from
parenting and having intimate respectful relationships. Stereotypes and gender
discriminations resulting therefrom have high costs in terms of development,
impeded democracy, human rights denied and peace and security endangered.

On the other hand, the benefits of gender equality and women's empowerment in all
these areas are acknowledged beyond doubt.

What needs to be done to counter stereotypes?

The phenomenon of gender stereotypes needs to be countered and fought in

multiple areas: in languages and vocabulary, laws and practices, mind-sets of people,
justice systems, media and education, in different organizations and public
authorities, in enterprises, and in individuals.

Concerted effort is needed to change what a supporter of gender equality, Professor

Ling White from the United States of America called the cosmography of gender
inequality. He pointed out that the “habit of language implies that “personality is
mainly a male attribute and that women are a subhuman … subspecies …men as
leader, woman as follower, man as producer, woman as consumer, man as strength,
woman as weakness … this is a cosmography that has brought to us man as aggressor
and humanity the victim.”

In the domestic family context, at the community, society and national levels, as well
as the global level, we need to create an enabling environment, specific institutions
and systems, and individual champions and role model creation are called for.

9
Strengthening and implementing international normative and policy framework and
action

Gender stereotyping has been clearly identified in the CEDAW as something that
impedes the achievement of gender equality and the empowerment of women. It
asserts that all human beings regardless of sex are covered by this principle and
implies that to develop their abilities, pursue a professional career and make their
own choices without limitations set by gender stereotypes, rigid gender roles or
prejudices.

The Beijing Platform for Action calls on governments and other relevant stakeholders
to tackle gender stereotypes in public and private life. The General Assembly has
consistently stressed that persisting gender stereotypes constrain progress in
implementing the Beijing Platform for Action, and called for actions to eliminate
gender-based stereotypes invariably of the forms.

In the 15-year review of the implementation of the Beijing Platform for Action in
2010, the persistency of gender stereotypes was raised in relation to women's
political participation and decision-making, women's economic empowerment and
role in poverty reduction, education and training of women, women's health, women
and the media, violence against women and human rights of women….

The CEDAW committee recommendation is revealing. Traditional attitudes whereby

women remain subordinated to men, or less worthy, or having stereotypical roles
perpetrate widespread violence and coercion, such as violence and abuse, forced
marriage, honour killings, and female genital mutilation. The result is to maintain
women in subordinate roles and contribute to low levels of political leadership, voice
and participation in work force, leadership and lower levels of education skills and
work opportunities.

At regional and international levels, we need to continue to build norms and

standards that chip away gender stereotyped norms, practices and beliefs, and
ensure that they are translated at the national level into policies and programmes
and their implementation.

Source : [Link]
discrimination-and-negative-gender-stereotypes-effective-policy-responses/
#[Link])

10
HANDOUT 6

Legal Frameworks for Gender Equality

Gender equality is enshrined in the Constitution (1987), and forms the basis of
legislation and national development plans targeted at the advancement and
empowerment of women. The current Philippine Plan for Gender-Responsive
Development 1995-2025 outlines what the government must do to enable
women to participate in and benefit from national development. Beginning in
the 1990s, a number of laws were enacted to strengthen protection for
women and combat discrimination, such as the Indigenous People’s Rights Act
of 1997, mandating the representation of indigenous women in decision-
making; the Anti-Trafficking in Persons Act of 2003 which provides necessary
institutional mechanisms against traffickers, and protection and support
services for victims; and the Anti-Violence Against Women and their Children
Act of 2004, which addresses abuse in the context of marital, dating or
common-law relationships. In 2009, the landmark Republic Act 9710 or the
‘Magna Carta of Women’ was passed, a comprehensive anti-discrimination and
gender equality law based solidly on CEDAW principles.
Source: UN Women. [Link]
%[Link]. Accessed 20 September 2012

Handout 11

The National Council of Teachers of English (NCTE) suggests the following

guidelines:

Generic Use

Although MAN in its original sense carried the dual meaning of adult human and adult male,
its meaning has come to be so closely identified with adult male that the generic use of
MAN and other words with masculine markers should be avoided.

Examples Alternatives
------------ ----------
mankind humanity, people, human beings
man's achievements human achievements
the best man for the job the best person for the job

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man-made synthetic, manufactured, machine-made
the common man the average person, ordinary people
man the stockroom staff the stockroom
nine man-hours nine staff-hours

Occupations

Avoid the use of MAN in occupational terms when persons holding the job could be either
male or female.
Examples Alternatives
------------ ------------
chairman coordinator (of a committee or department), moderator of a
meeting), presiding officer, head, chair
businessman business executive
fireman firefighter
mailman mail carrier
steward and stewardess flight attendant
policeman and policewoman police officer
congressman congressional representative

Pronouns

Because English has no generic singular--or common-sex--pronoun, we have used HE, HIS,
and HIM in such expressions as "the student . . . he." When we constantly personify "the
judge," he critic," "the executive," "the author," and so forth, as male by using the pronoun
HE, we are subtly conditioning ourselves against the idea of a female judge, critic, executive,
or author. There are several alternative approaches for ending the exclusion of women that
results from the pervasive use of masculine pronouns.

a. Recast into the plural.

Example Alternative
------- -----------
Give each student his paper as Give students their papers as soon
soon as he is finished. as they are finished.

b. Reword to eliminate gender problems.

Example Alternative
--------------- -----------

The average student is worried The average student is worried

about his grades. about grades.

c. Replace the masculine pronoun with ONE, YOU, or (sparingly) HE OR SHE, as appropriate.
Example Alternative
------- -----------
If the student was satisfied with A student who was satisfied with her
his performance on the pretest, he or his performance on the pretest took

12
took the post-test. the post-test.

d. Alternate male and female examples and expressions. (Be careful not to confuse the
reader.)
Example Alternative
------- -----------
Let each student participate. Has Let each student participate. Has
he had a chance to talk? Could he she had a chance to talk? Could he
feel left out? feel left out?

Indefinite Pronouns

Using the masculine pronouns to refer to an indefinite pronoun (everybody, everyone,

anybody, anyone) also has the effect of excluding women. In all but strictly formal uses,
plural pronouns have become acceptable substitutes for the masculine singular.

Example Alternative
------- -----------
Anyone who wants to go to the Anyone who wants to go to the game
game should bring his money should bring their money tomorrow.
tomorrow.

Copyright (C)1995 by Purdue University. All rights reserved.

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