Syllabus

INDV/GWS 102-041 Lesbian, Gay, Bisexual and Transgender Studies U of A Fall 2010, Mon & Wed 9 am-9.50 am Haury Anthro Bldg Rm 129 + Fri. workshop Professor: Catherine Euler Office Hours: MTW 1.30-3.30 & by appt. Office: GWS 110-C, 925 N. Tyndall Email: ceuler@email.arizona.edu Tel. 520-621-2151 TA: Shannon Randall Office Hours: Mondays 10.30-Noon Office: GWS 105 Email: smr@email.arizona.edu Tel. 520-621-9541

LGBTQ Affairs Calendar of Events: http://deanofstudents.arizona.edu/LGBTQaffairs Institute for LGBT Studies: http://web.arizona.edu/~lgbcom/ Womens Resource Center: http://wrc.asua.arizona.edu/index.php Course Description: INDV 102: Interdisciplinary Approaches to LGBT Studies This course introduces students to a variety of approaches to Lesbian/Gay/Bisexual/Transgender Studies. Readings are drawn from a number of disciplines, including history, literature, politics, and media studies, and numerous screenings throughout the semester provide additional perspectives ranging from historical documentaries to personal diaries and experimental mixed genre works. (U of A Catalog) This semester we will explore the study of human gender and sexuality from multiple perspectives. Internationally, there is inequality in the way that governments regulate individuals who share sexual activity with other individuals whose bodies have the same morphology. This inequality can include sentences of imprisonment or death, not only for sexual behavior but also for gender manifestations outside the dominant norm. We will look at the historical development of these phenomena in several cultures, as well as learning about the historical development of those identity categories like gay, lesbian, bisexual, queer, transgendered, etc. that we in our time and culture now (somewhat) take for granted. Our study of LGBT history will include an examination of the early Greek and nineteenth-century ideas on gender and sexuality, twentieth-century homophile movements for human rights, the revolutionary politics of the 1970s, and an assessment of modern political activity and theory. We will also examine scientific approaches to the study of gender and sexual behavior alongside the social constructionist critiques of those approaches. Scholars in several fields have demonstrated that many of the dichotomies, or binaries (either/or mental divisions), that humans use to explain their world can serve to reinforce or resist injustice, depending on who is wielding the binary. Likewise, some scholars argue that all our identity categories can also be used in conflicting ways. As the semester progresses, we will include sociological, psychological, anthropological, and queer theory perspectives on LGBT issues in an effort to broaden and expand our understanding. The course is organized into seven parts: global and local oppressions; historical development of LGBT concepts and communities; science and homophobia; cultural/queer contexts and intersectionality; social needs and social activism; GLBT literature and film, and, a basic introduction to queer theory. Core Background Text: Meem, Deborah T., Michelle A. Gibson, and Jonathan Alexander. Finding Out: An Introduction to LGBT Studies. Thousand Oaks, CA: Sage, 2010. (Required; available at UA Bookstore). 1

Expected Learning Behaviors and Outcomes: Students are expected to help foster a safe, nonjudgmental, welcoming space where open-minded, challenging learning can take place. Lets all try to make this as comfortable space as possible in which to learn about complicated identity issues. Students are expected to keep opening their minds to potentially new and disturbing ways of thinking about the world (so it may not always be comfortable!) Students are expected to read each weeks material before they get to class. Students are expected to attend class and participate in/contribute to the weekly workshops. Students are expected to take detailed notes during lectures. Students are expected to proactively find out definitions for words they may not understand. By the end of the semester, students will have a broader understanding of LGBT issues as they occur in a range of academic disciplines. They will understand the history of sexual minorities, their liberation movements, and some of the theoretical bases for modern LGBT scholarship. The graded assessments of your progress are all geared to reinforce these outcomes. This is a Tier One General Education course where you will practice and learn skills to assist you in the rest of your university career, such as information-gathering and critical reading and thinking about meaning. Students are expected to significantly improve both their verbal and writing skills over the course of this semester. If you honestly feel that improvement in these areas is not occurring, you are expected to take responsibility for your own learning and seek out the necessary resources, such as the Writing Center (free weekly writing tutoring) or asking questions of your professor and TA after class and during office hours. Its your education get everything you can from it and make the university system work for you! You are the only one who can make that happen. Assessments: Your final grade in this class will be based on the following, out of a potential 100%: 1. Attendance. You may miss one class without explanation. After that your participation grade will be negatively affected (10%). You must attend class to pass this class. 1. Four short random quizzes on the readings and lecture material, 5 points each (20%). These will not be announced ahead of time. You must attend class to pass this class. 2. Six one-two page papers exploring your reactions to the various class readings, 5 % each = (30%). Each reaction paper will be related to a specific class theme ( one of six). You will be expected to follow this specific reference pattern when you submit these, or your grade will be negatively affected: http://www.chicagomanualofstyle.org/tools_citationguide.html Deadlines: Reaction Paper 1, Pt. I: Sept. 15 Reaction Paper 2, Pt. II: Oct. 13 Reaction Paper 3, Pt. III: Oct. 25 Reaction Paper 4, Pt. IV: Nov. 3 Reaction Paper 5, Pt. V: Nov. 15 Reaction Paper 6, Pt. VI: Dec. 1 These papers are designed to inspire engagement with the written material and develop your writing and reasoning skills and hopefully library skills as well! Dont just summarize the readings: try to develop a line of thought, or argument about them, and back this up with specific examples (evidence) from the class readings or your own independent reading. Late reaction papers will not be accepted. 2

3. Mid-term Essay: This will be a take-home essay (5-6 pages) on a topic of your choice, to be approved by either the professor or GTA ahead of time, which you will be expected to submit by Oct. 20 = (20%). You will need to include a short list of references at the end of the essay. You will be expected to follow this specific reference pattern when you submit these, or your grade will be negatively affected: http://www.chicagomanualofstyle.org/tools_citationguide.html Deadline for Mid-term Essay Submission: Oct. 20. Late papers will not be accepted. No excuses will be accepted unless in the form of a doctors note certifying a medical emergency. 4. Annotated Bibliography and Bibliography: (20%). Students should work during the semester at creating a bibliography of sources in LGBT studies, focused on an area of interest to them. For example, if you are interested in LGBT history, the bibliography would be focused on that. Similarly, you may want to focus on multicultural communities around the world, or on LGBT representations in literature, cinema or biography. You may build on the list of references you developed for the earlier essay, or you may start fresh. The bibliography itself should be about 1015 pages in length, and include both books and academic journal articles. For the annotated bibliography, you are expected to select two books and two journal articles that especially appeal to you, and write a paragraph or two describing each of these, and what you think the strengths and weaknesses of each work are. Make a critical, reasoned appraisal!! This could be 3-4 pages in length. Thus, this assignment has two parts: 1. Annotated bibliography (comment on two books and two journal articles you have read, 3-4 pages) and 2. Bibliography, 10-15 pages listing books and journal articles that look relevant to your theme. You may also wish to consult the following guide on how to create annotated bibliographies: http://www.library.cornell.edu/olinuris/ref/research/skill28.htm You will be expected to follow this specific reference pattern when you submit these, or your grade will be negatively affected: http://www.chicagomanualofstyle.org/tools_citationguide.html 5. Extra Credit! Students who attend an event through the LGBTQ Affairs office, such as the Queer Film Series, or the Out on the Job Speaker Series, and can bring signed evidence of attendance, will receive 1 extra point for each event attended. Same goes for the Lesbian Looks Film and Video Series starting Oct. 1 and other events organized through the Institute for LGBT Studies. Assessment Summary Attendance Quizzes Six Reaction Papers (1-2 pages MAX) Mid-Term Take-Home Essay (5-6 pages MAX) Annotated Bibliography (3-4 pages MAX) and Bibliography (10-12 pages MAX) Each Session Random See deadlines above Oct 20 Dec 8 10% 20% 5% each = 30% 20% 20% 100% No late assignments will be accepted. No verbal excuses will be accepted. Only a doctors or other official, verifiable letter explaining the nature of the medical or other emergency may be used to request an extension. This policy is designed to reinforce the self-responsibility and selfdiscipline needed to become an effective learner/scholar. 3

Course Policy: Scholars are expected to learn how to discuss and debate material, and to generally treat each other, with mutual courtesy and respect. Arriving late to class, or being noisy during class, are not courteous behaviors. No screen time during class: this includes cell phones, the internet, etc. The course policy of not accepting late assignments is in place to help students learn and accept the necessity of self-responsible behavior. Academic Integrity and Plagiarism: This is a very serious academic offence and can potentially automatically result in a failing grade. It means you have copied someone elses work, or not attributed work to the person who actually did it. If in your writing you quote from any source other than your own brain, you MUST add a citation letting other scholars know where you got that information. If you paraphrase anyone elses thinking or writing, you MUST add a reference note explaining where it came from. When in doubt, acknowledge the source. If you have any questions or doubts about specific instances please consult your professor or TA. The UA Library also has a tutorial on plagiarism at: http://www.library.arizona.edu/help/tutorials/plagiarism/index.html Please take personal responsibility for reviewing the University of Arizonas guidelines and policies on academic integrity and plagiarism: http://deanofstudents.arizona.edu/policiesandcodes/codeofacademicintegrity#prohibited_conduct "Plagiarism" means intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise. UA Policy Manual, Section 5302. https://azregents.asu.edu/rrc/Policy Manual/5-302-Definitions (Code of Conduct).pdf

Most college undergraduates will spend a significant portion of their four years in school working on improving their writing skills. It is a lifelong process! We can all improve our writing skills, no matter our level of education. The University of Arizona offers several excellent (and free) services to students who have the desire to learn to write properly. These include: The Writing Skills Improvement Program: http://web.arizona.edu/~wsip/ The Think Tank (tutoring, etc.): http://www.studentaffairs.arizona.edu/thinktank/ The Writing Program: http://english.arizona.edu/index_site.php?id=36

INDV 102: Course Schedule

(Tentative schedule; any changes will be announced in class ahead of time.)

Week 1 Aug. 23: Distribution of syllabus. Introduction to LGBT Studies. What is it we are studying? Why are we studying this? What do we think the terms lesbian, gay, bisexual and transgendered mean? What does queer mean? What does man or woman mean? Where do we get our ideas about what these words/concepts mean? Stability/instability of categories. Can sexuality have a history? Aug. 25 Weeks, Jeffrey. The challenge of lesbian and gay studies. In: Sandfort, Theo et al, Lesbian and gay studies: an introductory, interdisciplinary approach. Thousand Oaks, CA, Sage, 2000. (D2L) Meem, Gibson, Alexander, Finding Out. Introduction, pp. 1-8. Friday Workshop: Understanding perverse presentism. Week 2 Pt. I, Why study GLBT issues? A global overview of oppressions experienced by people who live outside of heteronormativity. Aug. 30 Ottosson, Daniel. A world survey of laws prohibiting same sex activity between consenting adults. Sweden, ILGA, 2007. http://app.rfsl.se/apa/19/public_files/State_homophobia_ILGA_2007.pdf (Half the class will choose two countries and come to the Friday workshop prepared to share information about those countries laws.) No Author. Website of the International Gay and Lesbian Human Rights Commission. http://www.iglhrc.org/cgi-bin/iowa/home/index.html (This website has a collection of reports on violence against LGBT people around the world. Half the class will choose events from two countries and come prepared to share that information in the Friday workshop.) No Author. Remembering Our Dead. http://www.gender.org/remember/about/core.html (An online memorial list of transgendered individuals who have been murdered.) Amnesty International. Breaking the Silence: Human Rights Violations Based on Sexual Orientation. London, Amnesty International United Kingdom, 1997. (D2L) Sept. 1 Why study GLBT issues? Local oppressions - bringing it home: NPR, Whats Life Like for Gay Kids in Public Schools? June 17, 2010. http://www.npr.org/templates/story/story.php?storyId=127908216 Russell, Stephen T. and Kara Joyner. Adolescent Sexual Orientation and Suicide Risk: Evidence From a National Study. American Journal of Public Health 91, No. 8 (2001): 1276-1281. Onken, Steven J. Conceptualizing Violence Against Gay, Lesbian, Bisexual, Intersexual, and Transgendered People. Journal of Gay & Lesbian Social Services 8, no. 3 (1998): 5-24. (D2L) Friday workshop: Discuss your reactions to the readings. 5

Week 3 Introducing Intersectionality Sept. 6 Labor Day. No Class. (Keep reading! ) Sept. 8 Meem, Gibson and Alexander, Ch. 8 Intersectionalities, pp. 201-227 and The Combahee River Collective Statement (1977), pp. 110-117. These tools for understanding the multiple dimensions of GLBT lives, which are always intersected by class, race and gender, will be useful for analyzing our readings for the rest of the semester. What differences do you notice in the class, gender, race and sexuality representations for the West Texas and Korean communities (readings at end of chapter)? Come to Fridays workshop prepared to discuss these differences and this way of analyzing GLBT representation. Look in the Glossary and write out definitions for: heteronormativity, gay, lesbian, butch, femme, bisexual, transsexual and transgender. For Friday workshop: Go to Glossary (Meem, Gibson, Alexander), write out definition of intersectionality. How does it relate to what we have read so far? Week 4 Pt. II The history and development of GLBT communities: Understanding the differences between practice and identity Sept. 13 Halperin, David. Sex Before Sexuality: Pederasty, Politics and Power in Classical Athens. In: Martin Duberman, Martha Vicinus and George Chauncey, Hidden from History: Reclaiming the Gay and Lesbian Past. New York, Penguin Books, 1989, pp. 37-53. (D2L) Schuyf, Judith. Hidden from history? Homosexuality and the historical sciences. In: Sandfort, Theo et al, Lesbian and gay studies: an introductory, interdisciplinary approach. Thousand Oaks, CA, Sage, 2000. (D2L) Sept. 15 (Reaction Paper on Pt. I due today) Greenberg, David F. The Construction of Homosexuality, Ch. 7, Repression and the Emergence of Subcultures, pp. 301-346. (D2L) Meem, Gibson and Alexander, Ch 1, Before Identity: The Ancient World Through the Nineteenth Century, pp. 11-41. For Friday workshop: Go to Glossary in Meem, Gibson and Alexander. Write out the definitions for: essentialism, social constructionism, inversion, and hysteria. Discuss.

Week 5 Pt. II, the historical development of LGBT concepts and communities Sept. 20 Clark, Anna. Anne Listers Construction of Lesbian Identity. Journal of the History of Sexuality 7, no. 1 (1996). Meem, Gibson and Alexander, Ch. 2: Sexology: Constructing the Modern Homosexual, pp. 43-64. Sept. 22 Meem, Gibson and Alexander, Ch. 12, Censorship and Moral Panic, Oscar Wilde, pp. 309-312. Kaplan, Morris B. Literature in the Dock: The Trials of Oscar Wilde. Journal of Law and Society 31, no. 1 (2004). For Friday workshop: Write out definitions of sexology, monolithic, hegemonic, etiology, sodomy laws. Discuss. Week 6 Pt. II, the historical development of LGBT concepts and communities Sept. 27: Meem, Gibson and Alexander, Ch. 12, Censorship and Moral Panic, Radclyffe Hall, pp. 312-316. And p. 328, Sir Chartes Biron, Judgment regarding The Well of Loneliness. Newton, Esther. The Mythic Mannish Lesbian: Radclyffe Hall and the New Woman. In: Hidden From History: Reclaiming the Gay and Lesbian Past, pp.281-293. Sept. 29 Meem, Gibson and Alexander, Toward Liberation, Ch. 3, pp. 65-73. Haeberle, Erwin J. Swastika, Pink Triangle and Yellow Star: The Destruction of Sexology and the persecution of Homosexuals in Nazi Germany. In: Hidden From History: Reclaiming the Gay and Lesbian Past, pp. 365-379. For Friday workshop: Using the tools of intersectionality, come prepared to analyze the links, if any, between class, ethnicity and sexuality in this weeks readings. Week 7 Pt. II, Historical development of LGBT concepts and communities Oct. 4 Meem, Gibson and Alexander, Toward Liberation, Ch. 3, pp. 73-90. Davis, Madeline and Elizabeth Lapovsky Kennedy, Oral History and the Study of Sexuality in the Lesbian Community: Buffalo, New York, 1940-1960. In: Hidden From History: Reclaiming the Gay and Lesbian Past, pp.426-440.

Oct. 6 DEmilio, John. Sexual politics, sexual communities: the making of a homosexual minority in the United States, 1940-1970. University of Chicago Press, 1998. Ch. 4, Mattachine Society, and Ch.6, Daughters of Bilitis. Library Exercise: In the Main UA library, find the collections of the two early homophile journals, One (Mattachine Society) or The Ladder (Daughters of Bilitis). Choose any article from any issue that seems interesting to you, photocopy it, and try to analyze it from an intersectional standpoint. For Friday workshop: During this week students will choose an article from one of the two early homophile journals, One (Mattachine Society) or The Ladder (Daughters of Bilitis), and bring a report about its contents to the workshop. Discuss whether or not you can analyze your article from an intersectional standpoint. If yes, how? If not, why not? Can absences be analyzed? Week 8 Pt. II, Historical development of LGBT concepts and communities Oct. 11 Meem. Gibson, and Alexander, Ch. 4, Stonewall and beyond, pp. 91-110. Miller, Neil. Out of the Past: Gay and Lesbian History from 1869 to the Present. Ch. 23, Stonewall and the Birth of Gay and Lesbian Liberation. pp. 335-365. (D2L) Oct. 13 (Reaction Paper on Pt. II due today) (Film) For Friday workshop: Look for the intersections of class, race, gender and homophobia as you think about this weeks representations of Stonewall. In Glossary (Meem, Gibson, Alexander), write out definitions for homophobia, then write out your own. Also write out a definition of ally. Come prepared to discuss. Week 9 Pt. III, Science and homophobia Oct. 18: Meem, Gibson and Alexander. Ch. 5, Nurture, Nature and Identity, pp.121-149. LeVay, Simon. Queer Science: the use and abuse of research into homosexuality. Cambridge, Mass: MIT Press, 1996. (Available as an ebook. Ch. 2 The Nature and Prevalence of Homosexuality, and Ch 14, Conclusions.) Oct. 20 (Mid-Term Take Home Essay Due Today) Warren, Patricia Nell. Ardi and Human Sexual Evolution. The Gay and Lesbian Review Worldwide 17, no. 1 (2010). 8

Drescher, Jack. Queer Diagnoses: Parallels and Contrasts in the History of Homosexuality, Gender Variance, and the Diagnostic and Statistical Manual. Archives of Sexual Behavior 39, no. 2 (online 2009, paper 2010): 427-460. For Friday workshop: Look up the word binary. Look up the word etiology. Discuss the nature/nurture binary. How do we get past it and reconcile social constructionism and gay identity? Week 10 Pt. IV, Cultural/queer contexts and intersectionality Oct. 25 (Reaction paper, Pt. III, due today) Ferguson, Roderick A. The Relevance of Race for the Study of Sexuality. In George E. Haggerty and Molly McGarry, eds. A Companion to Lesbian, Gay, Bisexual, Transgender and Queer Studies. New York: Blackwell Publishing, 2007. Available as an ebook. (May be theoretically challenging, but give it a go.) Gilley, Brian Joseph. Native Sexual Inequalities: American Indian Cultural Conservative Homophobia and the Problem of Tradition. Sexualities 13 (2010): 69-95. Oct. 27 Torres, Lourdes. Becoming Visible: US Latina Lesbians Talk Back and Act Out, pp. 151-162 in: Sandra Jackson and Ann Russo, eds. Talking Back and Acting Out: Women Negotiating the Media Across Cultures. New York: Peter Lang, 2002. (D2L) Richardson, Mattie Udora. No More Secrets, No More Lies: African American History and Compulsory Heterosexuality. Journal of Womens History 15, no. 3 (2003): 63-76. Week 11 Pt. IV, Cultural/queer contexts and intersectionality Nov. 1 Meem, Gibson and Alexander, Ch. 7 Queer Diversities, pp. 175-200. Alexander, Jonathan and Karen Yescavage, Bisexuality and Transgenderism: InterSEXions of the Others, Ch. 1 In: Alexander, Jonathan and Karen Yescavage, eds. Bisexuality and Transgenderism: InterSEXions of the Others. New York, Harrington Park Press, 2003. Co-published simultaneously as Journal of Bisexuality 3, no. 3-4 (2003). (Journal available online.) Jillian Todd Weiss, GL vs. BT: The Archaeology of Biphobia and Transphobia in the US Gay and Lesbian Community. pp. 25-55. In: Alexander, Jonathan and Karen Yescavage, eds. Bisexuality and Transgenderism: InterSEXions of the Others. New York, Harrington Park Press, 2003. Copublished simultaneously as Journal of Bisexuality 3, no. 3-4 (2003). (D2L or journal available online.)

Nov. 3 (Reaction Paper, Pt. IV due) (Film) For Friday workshop: Discuss transgenderism and intersexuality. Discuss the transphobia and biphobia in the lesbian and gay communities of the past and/or now. What theoretical perspectives can help us best move forward? How many potential permutations of identity can you think of? How can you use intersectional analyses to better understand the GLBT representations we have seen this week? Week 12 Pt. V, Social needs and social activism Nov. 8: Pugh, Stephen. The Forgotten: A Community Without a Generation Older Lesbians and Gay Men. In: Richardson, Diane and Steven Seidman, eds. Handbook of Lesbian and Gay Studies. London, Sage Publications, 2002, pp. 161-182. Ebook! Miceli, Melinda. Gay, Lesbian and Bisexual Youth. In: Richardson, Diane and Steven Seidman, eds. Handbook of Lesbian and Gay Studies. London, Sage Publications, 2002, pp. 199-214. Ebook! Stacey, Judith and Elizabeth Davenport. Queer Families Quack Back. In: Richardson, Diane and Steven Seidman, eds. Handbook of Lesbian and Gay Studies. London, Sage Publications, 2002, pp. 355-374. Ebook! Nov. 10 Meem, Gibson and Alexander, Ch. 6 Inclusion and Equality, pp. 151-174. Moran, Leslie. Homo legalis: lesbian and gay in legal studies. In: Sandfort, Theo et al, Lesbian and gay studies: an introductory, interdisciplinary approach. Thousand Oaks, CA, Sage, 2000. (D2L) For Friday workshop: Gay marriage and gay families have been much in the news. What states and countries now allow gay marriage? What are some of the theoretical reservations about gay marriage as a political campaign? What are your thoughts on the matter? Week 13 Pt. VI, Introduction to GLBT art/literature/media/cinema/representation Nov. 15 (Reaction paper, Pt. V, due today) Meem, Gibson and Alexander. Ch. 9, Homosexed Art and Literature, pp. 231-267. James, Conrad. Queering Cuba: Male Homosexuality in the Short Fiction of Manuel Granados. In: Linden Lewis, ed. The Culture of Gender and Sexuality in the Caribbean. Gainsville, FL: University Press of Florida, 2003. (D2L) Nov. 17 Meem, Gibson and Alexander. Ch. 10, Lesbian Pulp Novels and Gay Physique Pictorials 269-287; AND Ch. 14, Queers and the Internet, pp. 373-397. 10

Friday workshop: Discuss reactions to these readings. What most stood out in your mind? Week 14 Pt. VI, Introduction to GLBT art/literature/media/cinema/representation Nov. 22 Because this weeks film is 1 hr. 42 mins, we will only be able to see it all if you can please arrive 10 mins. early for class today!! Thank you. Meem, Gibson and Alexander. Ch. 13, Film and Television, pp. 345-372. Film: The Celluloid Closet. Dir. Rob Epstein and Jeffrey Friedman, 1995. (First half) Nov. 24 Meem, Gibson and Alexander. Ch. 15, pp. 399-429, The Politics of Location: Alternative Media and the Search for Queer Space. Film: The Celluloid Closet (Second half) Nov. 25-29: Semester Recess. Reaction paper due when you get back! Week 15 Pt. VII Basic Introduction to Theory Dec. 1 (Reaction Paper, Pt. VI, due today) Downing, Lisa. The Cambridge Introduction to Michel Foucault. Ch. 6, The History of Sexuality, pp. 86-103. New York: Cambridge University Press, 2008. (D2L) Jagose, Anna Marie. Introduction to Queer Theory. Ch. 2 Theorising same-sex desire, pp. 7-21 (D2L) For Friday workshop: In a GLBT theoretical context, try to define: Identity? Subjectivity? Agency? Transgressive? Unstable category? How to understand identities from an intersectional standpoint. How are identities used to define and regulate or liberate and empower? Dec. 6 Green, Adam. Queer Theory and Sociology: Locating the Subject and the Self in Sexuality Studies Sociological Theory, 25, no. 1 (2007), pp. 26-45. Dec. 8: Review of the semester (possible quiz) (Annotated Bibliographies and Bibliographies Due Today) Last Day of Classes

Dec 9: Reading Day (No classes or exams) 11

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