2 dsldp sem3_session_04_leading in a global

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Instructor Note: SetupInstructor Note: Setup Be sure that the polling questions have been entered into Adobe Connect. Be sure that the polling questions have been entered into Adobe Connect. Participants will look through Condoleezza Rice’s speech on Participants will look through Condoleezza Rice’s speech on Rethinking the National Rethinking the National

InterestInterest. This document will be on their Study Guide CDs.. This document will be on their Study Guide CDs. Pre-work for this session includes writing a one-page report on whether the U.S. Pre-work for this session includes writing a one-page report on whether the U.S.

should intervene in the affairs of sovereign nations. Participants will send their reports should intervene in the affairs of sovereign nations. Participants will send their reports to DCPAS by two weeks prior to the seminar. In turn, DCPAS will forward these to the to DCPAS by two weeks prior to the seminar. In turn, DCPAS will forward these to the faculty so you will be able to review them ahead of time and identify key themes. faculty so you will be able to review them ahead of time and identify key themes. During this session, participants present their views on this question During this session, participants present their views on this question (recommendations, rationales and examples), which are summarized in their one-page (recommendations, rationales and examples), which are summarized in their one-page reports.reports.

Be sure that you can access the movie on world population trends and that it is ready Be sure that you can access the movie on world population trends and that it is ready to play. to play.

Backup data for this presentation include:Backup data for this presentation include:– Web-based module storyboards—for a quick read of key points covered in the WBTWeb-based module storyboards—for a quick read of key points covered in the WBT– Data on Global Trends document—data on the major areas of global trends: Data on Global Trends document—data on the major areas of global trends:

Technology, Political, Economic, EnvironmentTechnology, Political, Economic, Environment– Rwanda Point Paper—background on Rwanda for the activity in which participants Rwanda Point Paper—background on Rwanda for the activity in which participants

will analyze and discuss U.S. intervention in Rwandawill analyze and discuss U.S. intervention in Rwanda During the presentation of participants’ perspectives on U.S. intervention, ask a During the presentation of participants’ perspectives on U.S. intervention, ask a

participant to capture responses on a flipchart and type them up for posting to the participant to capture responses on a flipchart and type them up for posting to the portal. portal.

Have hard copies of the Rwanda Overview document ready to hand out before lunch Have hard copies of the Rwanda Overview document ready to hand out before lunch so that participants can review it before the Rwanda Case Study, which they’ll do right so that participants can review it before the Rwanda Case Study, which they’ll do right after lunch.after lunch.

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Once in, click the Enter as a Guest option and type in your name.

Then click Enter Room.

Click the image below to launch Adobe Click the image below to launch Adobe ConnectConnect

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44 Leading in a Global Leading in a Global EnvironmentEnvironment

Seminar 3: Leading in a Global EnvironmentSeminar 3: Leading in a Global Environment

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Session OutcomeSession Outcome

Justify and defend an Justify and defend an approach for addressing a approach for addressing a complex international complex international issue based on an in-depth issue based on an in-depth analysis of global trends analysis of global trends and challenges.and challenges.

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FocusFocus What are What are current global trends current global trends

and what do they mean for and what do they mean for leaders in the global leaders in the global environment?environment?

What are What are key challenges key challenges facing facing leaders in the global leaders in the global environment?environment?

How can leaders in the global How can leaders in the global environment environment address those address those challengeschallenges??

What What leadership competencies leadership competencies are needed to lead successfully are needed to lead successfully in the global environment?in the global environment?

How would you address a How would you address a complex international issuecomplex international issue??

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Instructor Note: TimeInstructor Note: Time

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Instructor Note for Previous Instructor Note for Previous SlideSlide

Introduce the session.Introduce the session.

Refer participants to the session outcomes in Refer participants to the session outcomes in their Study Guides. their Study Guides.

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Recall the Recall the trends that trends that are shaping are shaping the global the global environment?environment?

Looking at Trends

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Instructor Note for Previous Instructor Note for Previous SlideSlide Click the link to play the video that shows Click the link to play the video that shows

visual data on trends.visual data on trends.

Ask participants what key trends define the Ask participants what key trends define the current global government.current global government.

Lead a discussion of the global trends Lead a discussion of the global trends covered in the video, asking guiding covered in the video, asking guiding questions to encourage participants to questions to encourage participants to consider what these trends mean for the consider what these trends mean for the DoD and more specifically for them as DoD and more specifically for them as leaders.leaders.

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What’s the Impact of These What’s the Impact of These Trends?Trends?

Technology:Technology: RoboticsRobotics

NuclearNuclear

Bio/chemicalBio/chemical

CyberCyber

Internet—spread of ideasInternet—spread of ideas

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Instructor Note for Previous Instructor Note for Previous SlideSlide Recap key technology trends. Recap key technology trends.

Discuss any of these trends that participants Discuss any of these trends that participants did not identify earlier, providing data as did not identify earlier, providing data as needed to help participants understand needed to help participants understand their significance (see Data on Global their significance (see Data on Global Trends document provided via e-mail). Trends document provided via e-mail).

Lead a discussion on how these trends will Lead a discussion on how these trends will affect the global environment going forward affect the global environment going forward and what that means for the DoD and its and what that means for the DoD and its leaders.leaders.

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Environmental Trends?Environmental Trends?

Climate changeClimate change

Increase in natural Increase in natural disasters?disasters?

Scarcity or displacement Scarcity or displacement of resources, such as of resources, such as water, fish and human water, fish and human capitalcapital

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Instructor Note for Previous Instructor Note for Previous SlideSlide Recap key environmental trends. Recap key environmental trends.



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Economic Trends?Economic Trends?

Globalization and the Globalization and the shift toward new shift toward new strategic resourcesstrategic resources

Debt burdenDebt burden

Financial instabilitiesFinancial instabilities

Collaboration of central Collaboration of central banksbanks

Trade imbalanceTrade imbalance

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Instructor Note for Previous Instructor Note for Previous SlideSlide Recap key economic trends. Recap key economic trends.



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Political Trends?Political Trends?

Failing statesFailing states Diffusion of powerDiffusion of power Transnational social networkingTransnational social networking Rising role of non-state actorsRising role of non-state actors Newly assertive states (China)Newly assertive states (China) Increase in number of NGOs, Increase in number of NGOs,

international organizations and international organizations and multinational corporationsmultinational corporations

Increasing intervention/Increasing intervention/the responsibility to protect?the responsibility to protect?

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Instructor Note for Previous Instructor Note for Previous SlideSlide Recap key political trends. Recap key political trends.



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The Changing Nature of ConflictThe Changing Nature of Conflict

That was then This is now

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Instructor Note for Previous Instructor Note for Previous SlideSlide Lead a discussion of how the nature of conflict Lead a discussion of how the nature of conflict

has changed since the Cold War.has changed since the Cold War.– Cold War: Two superpowers; involved in Cold War: Two superpowers; involved in

other conflicts to pursue their own interestsother conflicts to pursue their own interests– Today: Today:

Conflict is more distributed.Conflict is more distributed.Insurgencies are more prevalent.Insurgencies are more prevalent.Ethnic and tribal divisions are more Ethnic and tribal divisions are more

pronounced.pronounced.Non-state actors are more active.Non-state actors are more active.

Ask participants how they think these trends Ask participants how they think these trends will impact leading in the global environment.will impact leading in the global environment.

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Clash of Civilizations?Clash of Civilizations?……[T]he fundamental source of conflict in [T]he fundamental source of conflict in this new world will not be primarily this new world will not be primarily ideological or primarily economic. The ideological or primarily economic. The great divisions among humankind and great divisions among humankind and the dominating source of conflict will be the dominating source of conflict will be cultural. Nation-states will remain the cultural. Nation-states will remain the most powerful actors in world affairs, but most powerful actors in world affairs, but the principal conflicts of global politics the principal conflicts of global politics will occur between nations and groups of will occur between nations and groups of different civilizations. The clash of different civilizations. The clash of civilizations will dominate global politics. civilizations will dominate global politics. The fault lines between civilizations will The fault lines between civilizations will be the battle lines of the future.be the battle lines of the future.——Samuel Huntington,Samuel Huntington, The Clash of The Clash of Civilizations, Civilizations, 19931993

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Instructor Note for Previous Instructor Note for Previous SlideSlide Ask participants: Do you agree with Ask participants: Do you agree with

Huntington’s assertion? Why or why not?Huntington’s assertion? Why or why not?

Lead a discussion on participants’ Lead a discussion on participants’ responses.responses.

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What other What other strategic strategic trends did you trends did you identify from identify from your pre-your pre-readings?readings?

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Instructor Note for Previous Instructor Note for Previous SlideSlide Lead a discussion on other trends participants Lead a discussion on other trends participants

have noticed from their pre-readings.have noticed from their pre-readings.

Ask participants:Ask participants:–What are the security implications of the What are the security implications of the

changing nature of global competition?changing nature of global competition?–What opportunities and new risks do you What opportunities and new risks do you

see for the U.S. in the global environment?see for the U.S. in the global environment?

Lead a discussion based on their responses.Lead a discussion based on their responses.

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Beyond Trends: Interests, Purpose and Beyond Trends: Interests, Purpose and PrioritiesPriorities

When do we intervene?When do we intervene? When do we use force?When do we use force? What instruments of power What instruments of power

are appropriate?are appropriate? How do we handle cultural How do we handle cultural

differences? How do we differences? How do we determine whether a determine whether a cultural practice is morally cultural practice is morally wrong as opposed to just wrong as opposed to just different (e.g., slavery)?different (e.g., slavery)?

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Instructor Note for Previous Instructor Note for Previous SlideSlide Explain that as leaders consider how they’ll Explain that as leaders consider how they’ll

achieve their goals in the international achieve their goals in the international environment, ethics becomes even more environment, ethics becomes even more complex because of the ambiguity inherent in complex because of the ambiguity inherent in this environment.this environment.

Briefly review some of the key considerations Briefly review some of the key considerations that leaders will face and the many variables that leaders will face and the many variables that complicate these considerations.that complicate these considerations.

For example, the decision on whether or not to For example, the decision on whether or not to intervene often comes down to considerations intervene often comes down to considerations of whether to sacrifice an American life for a of whether to sacrifice an American life for a foreign one.foreign one.

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One Paradigm: Just War TheoryOne Paradigm: Just War Theory

Just causeJust cause

Legitimate authorityLegitimate authority

Right intentionRight intention

Probability of Probability of successsuccess

Last resortLast resort

ProportionalityProportionality

DiscriminationDiscrimination

ProportionalityProportionality

Military necessityMilitary necessity

Jus ad bellumJus ad bellum(right to wage war)(right to wage war)

Jus in belloJus in bello(doing right in war)(doing right in war)

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Instructor Note for Previous Instructor Note for Previous SlideSlide Explain that Just War Theory is a moral framework that Explain that Just War Theory is a moral framework that

provides guidance to “right action” in the face of threat, provides guidance to “right action” in the face of threat, aggression or state crimes and during the prosecution of aggression or state crimes and during the prosecution of war.war.

It provides criteria for determining when to wage war. It also It provides criteria for determining when to wage war. It also provides criteria for how to behave when at war.provides criteria for how to behave when at war.

Emphasize that Just War Theory comes from Western Emphasize that Just War Theory comes from Western philosophical tradition, which owes a lot to Christian thinkers philosophical tradition, which owes a lot to Christian thinkers such as St. Augustine and St. Thomas Aquinas. Its principles, such as St. Augustine and St. Thomas Aquinas. Its principles, though universal in aspiration, can clash with those of other though universal in aspiration, can clash with those of other cultures.cultures.

Provide an example of collateral damage and have Provide an example of collateral damage and have participants apply the criteria to determine if the response participants apply the criteria to determine if the response was just.was just.

Then cite references to the response to the collateral Then cite references to the response to the collateral damage and discuss whether combatants adhered to criteria damage and discuss whether combatants adhered to criteria for waging a just war.for waging a just war.

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The Shape of the Future: Strategic The Shape of the Future: Strategic Trends, Conflicting Purposes and Trends, Conflicting Purposes and PrioritiesPriorities These trends and our role in These trends and our role in

the world shape the way the world shape the way others view us.others view us.

Global threats and Global threats and opportunities are what we opportunities are what we make of them.make of them.

Recall the security dilemma: Recall the security dilemma: Even states with Even states with constructive intentions can constructive intentions can threaten others.threaten others.

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The U.S. RoleThe U.S. Role

Can we afford to get involved?

Is it in our national interests to get involved?

When should we intervene in the affairs of a sovereign state?

What allies and organizations should be involved? Who

should take the lead?

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Instructor Note for Previous Instructor Note for Previous SlideSlide

Discuss the variables that leaders must Discuss the variables that leaders must consider in determining when and how to consider in determining when and how to intervene.intervene.

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What Should Be the U.S. Role in Other What Should Be the U.S. Role in Other

NationsNations’’ Conflicts? Conflicts?

Search for common ground to

avoid conflict(NGOs)

Our interventio

n only prolongs

the conflict

We must intervene—but at the right

time

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Instructor Note for Previous Instructor Note for Previous SlideSlide Tell participants that there are different perspectives Tell participants that there are different perspectives

on how and when the U.S. should intervene in on how and when the U.S. should intervene in international conflicts.international conflicts.– Betts and Luttwak: Intervention only prolongs Betts and Luttwak: Intervention only prolongs

conflict. We should not intervene, and if we do, we conflict. We should not intervene, and if we do, we should support the stronger side. should support the stronger side.

– Rice and Power: We need to intervene for moral and Rice and Power: We need to intervene for moral and political reasons, but we need to intervene at the political reasons, but we need to intervene at the right time.right time.

– NGOs: Help us to intervene to address tensions NGOs: Help us to intervene to address tensions before conflict arises.before conflict arises.

Ask participants which perspective most closely Ask participants which perspective most closely reflects their own thinking. Do an Adobe Connect poll.reflects their own thinking. Do an Adobe Connect poll.

Lead a class discussion on the different perspectives on Lead a class discussion on the different perspectives on conflict intervention and their merits and downsides.conflict intervention and their merits and downsides.

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Which perspective on military Which perspective on military intervention most closely matches intervention most closely matches your thinking?your thinking?

1.1. Never intervene because it only Never intervene because it only prolongs conflictprolongs conflict

2.2. Intervene but only when crisis is ripeIntervene but only when crisis is ripe

3.3. Intervene only before conflict arisesIntervene only before conflict arises

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Frameworks for Considering the Frameworks for Considering the Question of When and How to Question of When and How to Intervene Intervene

Realist Liberal Constructivist

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Instructor Note for Previous Instructor Note for Previous SlideSlide Ask participants if they’ve seen these frameworks Ask participants if they’ve seen these frameworks

before. before.

If needed, explain that they are frameworks for If needed, explain that they are frameworks for considering the global environment. considering the global environment.

Emphasize that the framework you choose Emphasize that the framework you choose determines how you evaluate the global trends determines how you evaluate the global trends and what you think the U.S. role in the and what you think the U.S. role in the international environment should be.international environment should be.

Ask participants to define the perspectives of Ask participants to define the perspectives of each of the three frameworks and their each of the three frameworks and their implications for the problem of intervention.implications for the problem of intervention.

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Which framework best matches your own Which framework best matches your own

perspective on international politics?perspective on international politics?

1.1. RealismRealism

2.2. LiberalismLiberalism

3.3. ConstructivismConstructivism

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Instructor Note for Previous Instructor Note for Previous SlideSlide Conduct a poll to determine the frameworks that Conduct a poll to determine the frameworks that

participants use.participants use.

Discuss the poll results and the reasons that Discuss the poll results and the reasons that participants selected the frameworks they did.participants selected the frameworks they did.

Emphasize that as leaders they need to consider all Emphasize that as leaders they need to consider all three frameworks when devising strategy.three frameworks when devising strategy.– Will provide a more comprehensive view of the Will provide a more comprehensive view of the

worldworld– Will allow them to communicate arguments for Will allow them to communicate arguments for

their strategy/policy that will resonate with their strategy/policy that will resonate with everyone in their audience, even those who think everyone in their audience, even those who think differently from themdifferently from them

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A Strategic ViewA Strategic View

RethinkinRethinking the g the National National InterestInterest

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Instructor Note for Previous Instructor Note for Previous SlideSlide Refer participants to the Refer participants to the Rethinking the National Interest Rethinking the National Interest

pre-reading, which is on their Study Guide CDs.pre-reading, which is on their Study Guide CDs.

Ask participants if they think Rice is a Realist.Ask participants if they think Rice is a Realist.

Read excerpts from the speech that show Liberal and Constructivist Read excerpts from the speech that show Liberal and Constructivist perspectives.perspectives.

Ask participants to evaluate Secretary Rice’s speech: Is it a Ask participants to evaluate Secretary Rice’s speech: Is it a convincing defense of U.S. intervention in the Middle East? Why or convincing defense of U.S. intervention in the Middle East? Why or why not?why not?

Discuss the effectiveness of this speech in convincing its intended Discuss the effectiveness of this speech in convincing its intended audience.audience.– Rice deliberately tailors her speech to other perspectives in order Rice deliberately tailors her speech to other perspectives in order

to sell her ideas.to sell her ideas.– Leaders like Rice must be able to understand, speak to and work Leaders like Rice must be able to understand, speak to and work

with people representing all three perspectives on international with people representing all three perspectives on international politics.politics.

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What is What is required to required to lead lead successfullsuccessfully in the y in the global global environmeenvironment?nt?

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Instructor Note for Previous Instructor Note for Previous SlideSlide Lead a discussion on the key competencies Lead a discussion on the key competencies

required to be a successful leader in the required to be a successful leader in the global environment.global environment.

Emphasize to participants that sometimes Emphasize to participants that sometimes leaders need to make the hard choice not leaders need to make the hard choice not to lead but to support others in a to lead but to support others in a leadership role. For example: Libya.leadership role. For example: Libya.

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To what extent To what extent does the U.S. does the U.S. have the right have the right to intervene in to intervene in the affairs of a the affairs of a sovereign sovereign nation? And in nation? And in what what circumstances circumstances is it in the U.S. is it in the U.S. interest to do interest to do so?so?

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Instructor Note for Previous Instructor Note for Previous SlideSlide Remind participants of their pre-work assignment. Consider the Remind participants of their pre-work assignment. Consider the

questions:questions:– To what extent does the U.S. have the right to intervene in the To what extent does the U.S. have the right to intervene in the

affairs of a sovereign nation? affairs of a sovereign nation? – And in what circumstances is it in the U.S. interest to do so?And in what circumstances is it in the U.S. interest to do so?– Participants wrote a one-page report summarizing their Participants wrote a one-page report summarizing their

perspectives on these questions and citing current examples to perspectives on these questions and citing current examples to support their arguments.support their arguments.

Call on participants to share their responses, rationales and examples.Call on participants to share their responses, rationales and examples. Lead a class discussion on participants’ responses, rationales and Lead a class discussion on participants’ responses, rationales and

examples. If desired, you could have participants with different examples. If desired, you could have participants with different perspectives conduct a debate.perspectives conduct a debate.

Have a participant capture the arguments for and against intervention Have a participant capture the arguments for and against intervention on a flipchart.on a flipchart.

Participants will break for lunch after this. As they break for lunch, Participants will break for lunch after this. As they break for lunch, hand out the Rwanda Overview document. Tell participants that when hand out the Rwanda Overview document. Tell participants that when they return from lunch, they will all focus on the question of they return from lunch, they will all focus on the question of intervention in Rwanda.intervention in Rwanda.

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Colonial LegacyColonial Legacy: : – Tutsis ruling eliteTutsis ruling elite– Hutus poor farmersHutus poor farmers

19591959: Rwandan Revolution: Rwandan Revolution– Hutu coupHutu coup– Hutus take powerHutus take power– Hundreds of thousands of Tutsi Hundreds of thousands of Tutsi

refugeesrefugees 19901990: Rwandan Civil War: Rwandan Civil War

– Rwandan Patriotic Front (rebel Rwandan Patriotic Front (rebel group of Tutsi refugees) invades group of Tutsi refugees) invades RwandaRwanda

19931993: Ceasefire: Ceasefire

Rwanda: BackgroundRwanda: BackgroundGuy, please link from here to the Rwanda Overview document.

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Instructor Note for Previous Instructor Note for Previous SlideSlide Refer participants to the Rwanda slides in Refer participants to the Rwanda slides in

Session 4 on their Study Guide CDs and Session 4 on their Study Guide CDs and the Rwanda Overview document that they the Rwanda Overview document that they should have read during lunch.should have read during lunch.

Provide an overview of the events leading Provide an overview of the events leading up to the conflict in Rwanda in 1994.up to the conflict in Rwanda in 1994.

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Rwanda: Turning PointRwanda: Turning PointApril 6, 1994:April 6, 1994:

Hutu President’s plane shot downHutu President’s plane shot down

Should the U.S. intervene?

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Instructor Note for Previous Instructor Note for Previous SlideSlide Set the stage for the eruption of violence in Rwanda on Set the stage for the eruption of violence in Rwanda on

April 6, 1995:April 6, 1995:– The President’s plane was shot down.The President’s plane was shot down.– Each side blamed the other.Each side blamed the other.– Some believed that the Hutu extremists had done it Some believed that the Hutu extremists had done it

because they knew the President was going to because they knew the President was going to implement the power-sharing agreement called for implement the power-sharing agreement called for in the Arusha Accords.in the Arusha Accords.

– This event completely destabilized the country and This event completely destabilized the country and ended the 1993 ceasefire.ended the 1993 ceasefire.

Tell participants: Imagine that it is 1994 and you’ve Tell participants: Imagine that it is 1994 and you’ve just found out about this event. Do you think the U.S. just found out about this event. Do you think the U.S. should intervene to stabilize Rwanda? If so, how?should intervene to stabilize Rwanda? If so, how?

Lead a class discussion on their responses and Lead a class discussion on their responses and rationales.rationales.

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Rwanda: Escalating ViolenceRwanda: Escalating Violence

Hutu Hutu government government slaughters slaughters Tutsis and Tutsis and moderate moderate HutusHutus

RPF pushes into Rwanda

FAR

RPF

Hutu Hutu governmegovernment forces nt forces (FAR) (FAR) control control RwandaRwanda

Tutsi Tutsi rebels rebels (RPF) are (RPF) are exiled in exiled in UgandaUganda

Before April 6, Before April 6, 19941994

After April 6, After April 6, 19941994

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Instructor NoteInstructor Note

Key factors in the Rwanda conflict:Key factors in the Rwanda conflict: AkazuAkazu: Hutu elite did not want to lose power.: Hutu elite did not want to lose power. InterahamweInterahamwe: Hutu paramilitary organizations set up to : Hutu paramilitary organizations set up to

fight the RPF.fight the RPF. Propaganda Propaganda incited violence against Tutsis.incited violence against Tutsis. Not a real coalitionNot a real coalition: Habyarimana did not truly : Habyarimana did not truly

represent the members of his coalition; internal represent the members of his coalition; internal opposition to Arusha.opposition to Arusha.

Public office and law enforcementPublic office and law enforcement were were disproportionately Hutu.disproportionately Hutu.

UN Mission UN Mission had insufficient support and resources.had insufficient support and resources. UN Mission had poor Intelligence capabilityUN Mission had poor Intelligence capability; didn’t see ; didn’t see

signs of violence until it was too late.signs of violence until it was too late.

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Rwanda: U.S. Response and Rwanda: U.S. Response and ConsequencesConsequences U.S. Response

– As the killings begin, President As the killings begin, President Clinton issues a statement Clinton issues a statement urging “all parties to cease such urging “all parties to cease such actions immediately.”actions immediately.”

– Civilians were airlifted out.Civilians were airlifted out.– PDD-25 limits U.S. involvement PDD-25 limits U.S. involvement

in international peace-keeping in international peace-keeping operations.operations.

– U.S. collects information but U.S. collects information but chooses not to act.chooses not to act.

ConsequencesConsequences– Up to 1 million Tutsis and Up to 1 million Tutsis and

moderate Hutus slaughtered.moderate Hutus slaughtered.– Ultimately, RPF defeats the Ultimately, RPF defeats the

Rwandan government and Rwandan government and takes control.takes control.

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Instructor Note for Previous Instructor Note for Previous SlideSlide Briefly review the U.S. and international response to Briefly review the U.S. and international response to

Rwanda. Rwanda.

Note that you can click on U.S. Response to display a Note that you can click on U.S. Response to display a PBS Frontline timeline that shows the major events of PBS Frontline timeline that shows the major events of the 100 days of the conflict. This gives a really good the 100 days of the conflict. This gives a really good overview of the U.S. and international response. overview of the U.S. and international response.

Ask participants: What were U.S. interests in Rwanda?Ask participants: What were U.S. interests in Rwanda?– What would a Realist say were U.S. interests in What would a Realist say were U.S. interests in

Rwanda?Rwanda?– What would a Liberal say?What would a Liberal say?– How about a Constructivist?How about a Constructivist?

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Wrap-UpWrap-Up

What key insights did What key insights did you get from this you get from this session?session?

How can you apply How can you apply these insights to your these insights to your current and/or future current and/or future role as a leader?role as a leader?

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To Learn MoreTo Learn More

““Syria rebukes US envoy over visit” Syria rebukes US envoy over visit” The The Financial TimesFinancial Times, , July 8, 2011.July 8, 2011.http://www.ft.com/intl/cms/s/0/12fb73e0-a985-11e0-a04a-00144feabdc0.html#axzz1SZdcW8in