 Hi everyone. I hope you had great lunch. My name is Vaniefti Mover-Bellinger and I'm your moderator and MC for the afternoon session on women, peace and security and curriculum development. I'm a member of the strategy and policy department here at the Naval War College. We will start with Dr. Joan Johnson-Freeze, who is currently lecturing at Harvard Extension School, but until recently taught here at the Naval War College. As a reminder, you can find the presenters full biographies in the virtual program accessible through the posted QR codes, that thing. And they're all fantastic presenters, so I encourage you to do this. The presentations will last about 20 minutes after each. After each I will open the floor for questions. So Dr. Johnson-Freeze. Well, thank you, Vania. Thank you to the Naval War College for inviting me back. It's nice to see my former colleagues here and to have the opportunity to talk about women, peace and security, teaching women, peace and security. And this is going to be done based on eight years of teaching two classes a year through Harvard Extension and summer schools under a full in-person format through a full zoom format through a hybrid in-person and zoom format. And then variations of the course curriculum in different venues, including security cooperation, two-week courses, three-day courses, one-hour drinking through a fire hose type courses, and a variety of others. So what I'm going to give you is kind of what I've learned, best practices, what works, what really doesn't work, and challenges. I only have about six or seven slides, but they're kind of dense, so I'll try and go through them quickly. I have three learning objectives in the course and I use them according to how much time I have. If I have an hour or three hours, I try and get through number one, just understanding the relevance of gender equality to international relations and global security. And as we heard this morning in the polling that was done, there are some skeptics. There are those who just, it's a hurdle to get past that. And one of the key elements of getting past that we have found repeatedly is data, data, data. And very often it's data that's very difficult to get. So it's like, for many years in teaching PME, I would say, well, how do we show the value of PME? Well, that's a tough question to answer. So metrics, everybody wants metrics to show the value. But again, it's a problem. One of the things we can do, and I stress over and over in the course, is whenever there's an opportunity to get gender aggregated, disaggregated data, get it. If I have more time, I try to get to a working knowledge of the needs for primary components of and implementation challenges of the WPS framework. I call it a framework. Most people call it an agenda because I've had too many people say agenda. So there's something hidden in it. What are you trying to do? It's nothing nefarious. It's just, again, we had a presentation this morning, language matters. So I just take agenda out to make it easier. And third, and this is, I think, the one that is actually very critical for military students is being able to generate gender and foreign policies and crises response. But that takes time. It's nothing you can do in an hour. It's nothing you can do in three hours. And it's certainly nothing you can do online on your computer while you're actually doing something else. And that challenges the title. The course I teach is called Women, Peace and Security, and inherently people think it's a gender studies course. I jump on soapboxes saying this is a government course. It's an international relations course. It's a security course. But until very recently, the component, the class component was 90, 90% women, 10% men. That's jumped a little bit recently. We're up to about 30%. But that's, I think, largely because it is perceived as a gender studies course. There are courses, by the way, international relations through a feminist lens. Some universities will offer those. Too often they are through gender studies programs, which further makes it difficult to see these connections. There is friction and resistance. Friction, of course, happens when something new is introduced and can usually be addressed through structural adjustments. Resistance is just, I don't buy it. And that's hard to get over. And again, data seems to be where we're at. I had a student recently say, you know, I resent it that we have to show data to show the importance of gender. And I said, I feel your pain, but that's where we are. So we need to, we need to get over that and just do it. Performative allyship. We hear there's a huge gap between policies, talk and action. There's a big gap between policies, talk and budget. If you believe that people prioritize, if you could look at a budget and see what people prioritize. Well, the women peace and security budget is still in the realm of what I consider coffee money from the Pentagon. WPS is seen as a nice thing to do, but not imperative. So the good thing is, I have found from students over eight years and countless different, different venues. Once you can see the connection between gender and stability, you can't unsee it. And once you get there. It's no longer just a nice thing to do. It's imperative. I said, usually I start up to audiences when I'm trying to convince them of this by saying something to the effect of in Afghanistan where men pay bride prices to basically buy their, their bride. It was found after a considerable amount of time that when bride prices went up. Taliban recruiting went up as well. They were able to recruit. That means paying attention to gender can tell you something about what's going on in the country. It's not just a nice thing to do. It adds to the potential for your strategy success. And forgotten in favor of real politic. And I think I'm going to come to in just a minute, something that I've recently come across that I think addresses that. So this is the outline of my course. It covers the topics we go through. I would argue that the first three are essential. I could do that, or I have done that in three to five hours. The first five allow you to really have a working knowledge of women, peace and security. This morning I heard lots of concepts being said that unless you understand them. There are meaninglessness. Intersectionality, even gender, you need to understand the concepts before the details can really be gone into in any meaningful way. It also covers the three pillars. It gets into how are they relevant in areas like China. I forgot to put on the sign, but as part of number two, dealing with masculinities. Absolutely essential. Once we get through the first five, then we can go into specifics, showing examples, but without that contextual knowledge, you are still dealing with issues as ad hoc separate events. As you'll notice, I don't get to women in the military until nine, and that's because I want the students to understand the context of what they're talking about. Otherwise, you're talking about things like physical requirements. And that's not really a women, peace and security talk per se. It's an element within just as DEI is. So this is what we go through. We do have a tabletop exercise that is critical. We've run it only twice. Once is a beta test and once in the class. For the beta test, one thing we found was we ran it into two parts. The first was to have an environmental crisis and divide students into groups to deal with it and they did very well. And then we inserted an element of hard security. We had terrorist attack and nuclear power plant. And what we found all the gender stuff went right out the window. And that has raised some questions to me that I've been exploring and with my military students because I don't have a military background and we've come up with or they've come up with some interesting considerations that I'll get to in a minute. The second time we ran it with the students. It one of the most interesting things was and I have two people who are in my currently in my class here so if you want to hear the student perspective they can speak to them was after about 10 minutes. One of the military students in the room said, can we talk to each other. And the answer was, yes, we expect that and once that got going. That's why we ran out of time. They were all talking to each other so much it got great. There's a lot of material, there's a ton of it, and I certainly don't expect anybody to even be able to read those but it is available. The problem that I found immediately when I started teaching this course, they are all excellent most of them are edited volumes without context. They aren't as effective as they need to be. So, I wrote a textbook I wrote women peace and security 101. And that's what I use as the primary text in the class. And I'm very pleased and honored to say that it's been so successfully used that I've been asked to do a second edition and the second edition will be out in January of 24. And it's much better because I learned so much from the students that I work with and others. This is a huge field. And people specialize. One of the things I'm very pleased to hear that the Naval War College is making their, the book that will come out of this available online. The bottom bullet there is women on the frontiers of peace and security. It's from NDU press in 2014. And it's really good for page articles from practitioners that it's available and students can read it. And we need more of that, but we also need context. I have my students read both books by Valerie Hudson, six and world peace and the Hillary arts. No, I have them read the first political order and and the Hillary doctrine. But without context, again, they aren't as meaningful as they really could be. I also use a variety of movies. And I highly this is just a sample. And these movies, most of them are by fork films on organization Abigail Disney is behind and I had a student tell me that the first night she was going to watch a movie. Her husband was sitting there and she said, well, I'm going to watch this movie. I hope it won't bother you. And he said, no, no, I'll read. And the next day he said, so when are we having movie night again. They're very enjoyable and educationally useful films. I also do guest speakers, but I'm really fussy about my guest speakers. I've been very fortunate. Mary Beth Leonard and Greta Hulse, the Chancellor of Ndu have been excellent as women ambassadors who can talk about women in foreign policy and they will talk candidly. David Smith, of course, who has written about the importance of men mentoring women and of allyship has talked to the class Stephanie Foster who's been with State Department. This semester in class, I had a panel of mostly gen ads, women gen ads talking and it was great. It was really very impressive. I got really smart last night at the reception have already committed Jane Stokes to teach to my summer class to lecture to my summer class. This is Catherine Lucy, the founder of solar sisters who talks about women in development and the importance of franchising for bringing up economics which allows me to bring in the importance between gender economic or gender development economics and stability. And just as an example of kind of the creativity and the, and how the students get involved. The top figures woman named Hanifa Nakayama. She is an acid throwing survivor from Uganda. She speaks to my class, every session. And one of the students a French woman who's an interpreter at the food and agriculture organization did an entire series of chalk artwork, which she now has as part of a book talking about issues regarding gender violence. So there's many different ways that again, this can the problem can be addressed. Best practices and to do. I'm going to start with the upper the graph in the upper corner, probably about, I don't know, six, seven, eight years ago, Admiral Harley, then President Naval War College, asked me to go through the curriculum of the three core departments and count how many of them were by women or co authored by women. And there was a great variation between the departments one department is I remember it had about 2% the other one had about 5% and one had about 7%. Nothing ever heard of that again, it kind of went away, but this year, one of the students in my in my women peace and security class, who's here, John is here, did the same thing he repeated it. At the joint forces staff college and came out with pretty much, not much different. I did two data points and two institutions, but I think it would do everybody all institutions in PME be a good thing to do to just look and see how many of your readings are at least have a co author a woman as a co author. If you don't have women in your curriculum, it sends a message. It says they are not involved. So what works ground students in the basics and this is where it can't just be online training. It can't be one lecture. It can't be disparate training. It has to be. It has to be a certain amount of education of the basics. We have to move beyond. Well, when the peace and security, it's really only relevant for coin, we're in, we're in great power competition now. No, we have to just get past that it is relevant across the board in many different ways. Stories movies are speakers work group exercises work tabletop exercises. One of my current students is here and said, I want to do that tabletop again. I'm just figuring out what I was doing. Now I want to do it now that I know what I'm doing. I want to do it again to do. Okay, this is my wish list. We've heard a lot about what's going on at different organizations Marine University is doing this need for war college is doing that. It could be a great service to everybody to have a primer on women, peace and security that doesn't say how to teach it. But what needs to be included. Just, are you talking about these various elements so that we're not, we're not all doing it differently. I don't think we should include more readings by women. Here's the here's the one that's going to kind of probably get me booed off the stage. Integrating mainstreaming women peace and security is about leadership. But it's also about middle managers because they're the gatekeepers that keep women from getting into higher positions. And it's really the ground level people who are the future leaders. It's not about, it's not about, you know, the oh fives and oh sixes, it's about those coming through PME institutions. Nobody likes to teach what they don't understand. You asked me to teach fundamentals of flying a helicopter, and believe me, I am going to gloss over it as quickly as possible. If you ask somebody who has no knowledge whatsoever of women, peace and security to please integrate it into their curriculum. The same thing is going to happen. Military institutions project themselves as professional institutions more like a business school or a law school, not not a liberal arts institution well accountants lawyers doctors, they all have to have continuing education. I had my way, I would require all PME faculty to take a 12 hour course in women, peace and security. That is the only way it's going to ever really be mainstreamed into PME for the teachers to understand it. I would encourage those who are experts in the field to co author with others. It's a good way to learn about it. I think it's important to network this is what this this event is all about and I've had great conversations with people and I hope to have more, because we need to to make this more than a side thing. We need to have it grow tentacles that that go into all aspects of the organization. And as was pointed out this morning, do the state USA ID and DHS are the lead implementers in the United States. Well, this is one of the bumper stickers for the for my course, you can't implement what you don't know about. And my first question to all the audiences I speak to is how many people in the room feel they have a working knowledge of women, peace and security. And it doesn't matter if it's room of 10 people, 100 people or 500 people and it doesn't matter if it's a military institution, a college, whether it's in Addis Ababa, Japan or Reading, Pennsylvania. It's consistently 10% of the audience. So if you don't know about it, you can't implement it, and you are in charge of implementation. I think, yes, that's my 20 minutes, I will be looking forward to questions we're going to take. All right, everyone. Our next presenters are Dr. Susan, you should have joining us virtually, and Dr. Grace Hoffman who is here with us. Dr. you should have and Dr. Hoffman from the American console on women, peace and security at a think tank, advancing liberty opportunity and human dignity for women and girls worldwide. Good afternoon, everyone. Thank you, Vanya. Hi, I'm Grace Hoffman and I'm joined here by my colleague, Dr. Susan Yes, there she is on screen. We're here from the American Council on women, peace and security and I'm going to pass it over to Dr. Yes, to get us started. Thanks Grace. Great to be back in Pringle. Great to see some former colleagues want to first of all thank my friend. I will show chat field for her leadership during her tenure here she's off to great things in Europe. But she certainly is a great supporter and I'm sure that this venue has benefited from it. Also want to thank siree amin who's taken on the 20 hunt chair, and from all accounts just looking at the lineup and what we've seen so far this is just a terrific event. Thank you to my co-panelist and former colleague Joan Johnson freeze, and of course our esteemed moderator by yes so it's great to be here. And American Council on women, peace and security is a relatively new think tank started at about four years ago, and it grew out of policy development, really the need to have in Washington a policy development team that could do both the academic research side, and also really bring Congress and the administration together, who had a deep experience at the UN, doing the international WPS work and have to say it's. I guess I got my start in 2000 when I was up in Boston working on a PhD and was over at the Harvard Kennedy School and Swanee hunt had started the women waging piece and I, I think we've come so far from there so it's great. To see how this is integrated into PME. You can see my screen. So let me just see if I can advance this. And while I'm doing that I'm going to let Grace Hoffman introduce herself. She's part of the ACW PS team that we've put together. And this, this team of advisors has done four things really in the last few years and one of them is curriculum development and part of what we do is mentoring young talent coming up. And so we bring in folks from think tanks that are national security oriented, and basically bring them on board with WPS so they can be, you know, the next generation of advisors. Shortly after we were founded I got a call from country intelligence group that had worked with Defense Security Cooperation University for many years on their certification program. If you don't know security cooperation, it fluctuates between 15,000 to 20,000 personnel we've just started our first civilian run security cooperation office up in Ottawa. And we are under the leadership of Dr. Celeste vintner at the university who is really bringing us up into certification as a graduate school. It formally did a lot of training so we are at the intersection of training certification and graduate education it's an exciting place to be. And when they decided to take on WPS I got a call to bring in a team and design that curriculum and so what we're going to do today is to show you how we went into a training and PME institution, looked at what their unique needs were and tailored our approach to them. So it was during COVID 2020 got the call in February 2020 I think we started in August of 2020. So the first thing we did was create micro lessons online and this was because much of the security cooperation workforce is out on the pointy end scows are inside embassies all over the world so they're integrated into the country teams, and, and they do need to keep up on certification so we created micro lessons so that we could immediately get them a WPS 101 and a gender analysis 101 for their certification. That's the first thing we did and the second thing we did is integrated mainstream it into the curriculum. So now in the third phase of this contract and I am working on a graduate elective it's going to be a three hour graduate elective 14 week elective so it's great to be here and great to get ideas from everybody who's teaching. So we integrated the first thing we did was look at the setup of the school now here at naval war college you guys have three different areas and three trimesters we have a core course for scows scows those officers who go to that security of operational organization and the embassy are the main the heart sort of of what we do. They work very closely with the country team with the country and with the combatant command. So we integrated WPS into that six week flag course first we had about three hours, including a tabletop exercise and we tried a couple different ways we started at the very beginning of the course so that they could mainstream WPS throughout. And now we're more in the middle when we're working on capacity building so we're still working this out and finding the best place for it. The first course was really important because really the movement in DoD is to get WPS into planning it should be in the planning staffs at the at the major staffs major commands. It should be in that theater planning it should be in campaign planning contingency planning all kinds of planning and so I'll let Grace talk about how she did that but really we took the planners course and integrated it in there. The MOTAs are now called they're not called MOTAs anymore we still refer them as MOTAs. Those defense advisors have been embedded there's a civilian advisors, we took a little bit of a different approach there and we brought in panels who had been MOTAs because this is kind of an elite group of advisors and so we thought the best approach was to bring in people who had been there and done that, and who could also talk about WPS believe me this is a very niche field but we've had some fantastic people had some good results there. International partners. We worked a lot with Congress. I've worked with Congress on the law in 2017 and then worked again on the strategy and implementation plans. But Congress if you look at the NDAA is very much interested in measuring what we are doing with international partners that's the part that's mandated for reporting every year. So we looked closely at this international partner course and one of the main things is the basis of their mandate is very different from ours right ours is the law. Everything we do is the touchstone goes back to the law and there was a lot to the left of the law, you know there was the international UN Security Council resolution. There's a lot of international law, some of which the United States is not party to. So we really look at the law as the foundation and what flows from the law. So for international partners it's different. So we're very careful with international partners, who's going to be in the room, what country, what treaties have they signed, did they make reservations to those treaties. I mean a lot of work goes into teaching of course to international partners to be respectful of what their mandate is, because we're not imposing the mandate. So first we also want to make sure that they understand that this mandate came from countries like Rwanda and Bosnia and countries that had experienced conflict and really demanded a seat at the table if you will and the Security Council gave it. The other piece of what we did is injected WPS into advising by creating scoping tools. So the Defense Institute of Legal Studies here in Newport where you are. I'm actually in LA, but you're in Newport. They advise nations on things like laws of armed conflict, op law, operational law, human rights law, they have to vet them, do lehi vetting if we sell arms to them, which is part of security cooperation. So we integrated it two ways, a set of scoping tools that we could pilot in six countries, and then also going through all of their resident courses to inject WPS where necessary and WPS doesn't belong everywhere. I mean some places it goes neatly and nicely, but let's face it if it's everywhere, you know, so what right so it has to be very relevant and and so we really looked closely at a few of those and grace can tell you more about that in the Q&A. And lastly, we do have doctrine. This is a joint publication on WPS from published last September. And I recommend it as your go to source if you've never done WPS before pull up this joint pub and it's, it's got a nice neat set of tools for you it's got relevance for you. It's got why women in the military so the gender integration piece it's got the security cooperation piece, the planning piece. And so I recommend that. So, when we were looking at this joint pub to tailor to security cooperation of course you have to do that in a certain way so we just took a few. So let's, let's look at this piece which is equities, we just pick a few equities like civilian harm mitigation protection of children and countering and traffic in persons. And you realize, how do you do that without women in the security sector, and that moves you into a set of capabilities like professionalization, gender integration, recruitment and retention. And then how do you recruit and retain women if, to the left of that you don't have some way to keep them safe right in countries that might have issues with sexual harassment and abuse so by looking first at that and state or outcomes and then looking at those capabilities or those outputs. That is a way to frame it in some of the classes that we're teaching from there let me turn it back over to Grace Hoffman. Great thank you Susan. So I'm going to speak a little bit about how we analyze curriculum and I'll touch on the hallmarks of our integration the things that we always try to hit when we're working on these courses. So one of the big things is, of course, as coming in as WPS subject matter experts. It's really important when we're working with faculty and their courses that we develop a really close working relationship with the faculty. And of course, there's many reasons for that one of one way that we do that is in many of the courses that we're coming in as means. We come in as students first and we take the course, the whole course if it's possible, so that we can understand both the student experience and also everything that the faculty has to communicate. So what are they on just WPS what are their overarching goals and how can we insert WPS and help the faculty to understand why WPS is relevant to their those topics that they're touching on. Another thing that we try to do when we're developing those relationships the reason is because we found that really at the end of the day, the faculty who own the courses are going to be the best educators of WPS in those courses. What Joan was saying before about having training and understanding WPS as faculty. Once that's done, we found that the faculty they're the ones who are experts in those topics that they're talking about, and they're able to bring WPS and ask really in depth questions that a WPS me can't go as deep into, you know a question about cybersecurity at the surface but once we've talked with and develop those relationships and that understanding of WPS, the faculty can really hit the ground running and go even beyond what a WPS me can do. And then also I think that when the faculty is engaged in WPS. It also gives a lot of weight and validity to WPS for the students are in the room. Of course, we bring in guest speakers which are great, bringing in a WPS me can be a great way to integrate or begin to integrate WPS into the course. But if the faculty themselves the instructors who are there every day, teaching every other class are not touching on WPS. Or if they do touch on WPS it really hits home a lot stronger for those students, because they understand that the instructor sees the relevance of WPS to everything that they're talking about in the course. Other hallmarks that we focus on is we do try to stay aligned with us law for our students. But pairing that with an understanding of the international framework and what the international community is doing, as well as the differences and similarities between partners that every partner has a different way of implementing it. And that helps students to understand all the different perspectives of WPS and also helps them to work closely with the international community and partners. First important things like all of you will know here at the Naval War College high centers of scholarship, being open to academic debates, and also presenting different theories and perspectives that really underpin WPS is something that we always try to do and also interactive pedagogy. Of course, Joan spoke about this in her course she brings in tabletop exercises. So if we don't have exercises that aren't WPS focused. We also try to incorporate WPS into those tabletop exercises. And so I'm going to pass it back to Susan who's going to speak a little bit more recommendations specifically for the faculty here. Great grace. We really do think we were given a mandate actually when we got to DSU to get we have when you have a contract, you have to get in and get out and deliver products. And so we were instructed to make sure that we were turning over our product or deliverables to the faculty, so that they could continue it. And I think that's a great market way of doing something that's what OSD wanted us to do that's how they funded the contract which meant we had to create faculty. We had to intensely train faculty, but it took a while I have to say a couple of years we did a really terrific 90 minute offsite on WPS and had fantastic results is a lot of buy in and I think it shows how much we've learned about security and communication as much as they've learned about WPS. And yet it's still something where, if you're not an expert you don't feel comfortable so it's a true partnership. It really is a true partnership it's a weaning period if you will it's not going to happen overnight. But that's why also, it's important to leverage it, what you know, look, I joined the navy in 1982, I've been doing WPS for I only want to know how many years I could probably do that in my head but I was an English major, but I've been doing WPS since before WPS right. And yet, you know, I am not a specialist in the Middle East, for example, and so if you asked me to speak to there I'd have to bring someone else in. That's perfectly okay. Looking at JMO and national security affairs I taught in the national security affairs department for a few years. My husband taught that strategy and policy for 10 years. And just looking at the different ways that in different objectives of each of your departments it's easy to see that an integration approach works would work beautifully especially in your exercises. So this is a target rich conference for JMO. I mean if you didn't go to the first panel influence I recommend looking at it online. Again my background is in developing law and policy working on legislation hammering out going into the late night, you know, pitched battles over inches of text so when you talk about how you design and implement policy. That's sort of our sweet spot at the American Council and how decisions are made and how that affects and then how you get back into the do loop and refine it. I think your faculty is so expert that it would be a great contribution to WPS to get JMO and NSA faculty to become more expert at it conversant as john said conversant at it. And this goes to my faculty and students that it's really going to be they who have gone through it gone out to the point in for three years in a scope and then come back, who are going to be improving WPS for the next generation, it really is an iterative value added. So I'll turn it back over to grace. So I think the next slide when you get it. Yep. So I'm going to talk about WPS and historical cases I know that there are some historians in the room and that some courses here deal specifically with historical cases. The reason I wanted to talk about this is I'm a historian I come, I received my PhD in history from Trinity College Dublin, where I studied rebellion and conflict in an Irish and British Empire context. So I came from that context and then jumped into the WPS world. And so just to speak to the historians in the room the skills that we have as historians really allow you to learn WPS I know sometimes we talk about the complexities and nuances of WPS. But of course you all know that history has many nuances and complex complexities as well. So what I wanted to kind of focus on is that WPS can benefit our historical cases and our understandings of historical cases, and also history can really benefit WPS. So as historians, of course, we're always after new knowledge, we want to understand historical cases, we want to ask new questions on new questions always lead to new knowledge and new ways of thinking about historical case. So when you're engaging with WPS and bringing it to courses with historical cases. Think of it from the perspective that this is really going to help you to get at that new knowledge that we're always seeking as historians. And that really is just looking at WPS understanding it having a understanding of what WPS is, and then forming questions yourselves. I'm bringing that to those historical cases and I think that's been an encouraging thought for me, as I try to see how WPS and history can relate to one another in my own research. And that WPS really opens a new area of questions that maybe we just weren't thinking of when looking at a historical case. On the other side, of course, history can really benefit WPS. Of course, history and historians have very robust academic rigorous academic skills, really focused on clear sources and evidence and they're also really aware of nuances that sometimes discipline other disciplines make broad claims, and historians are the ones that come into the room and go up it wasn't the case in this specific instance that we can find evidence for. There's also a way of putting this into perspective. WPS, while it's new in the way that we understand it came in 2000 at the UN Security Council, the US has a law in 2017. The concepts and principles of WPS are not new and they're not novel, and we can find evidence of this going back centuries. I think historians can, if they start to engage with WPS, it's going to really make WPS more robust and also understanding that that this isn't new and that's a good thing, because we can really learn. There's much more to learn from than just contemporary modern examples. The example of that really is a historical case that I've been looking at in post World War Two Japan during the Allied occupation that was led by General Douglas MacArthur and writing a chapter that's going to be part of an edited volume coming out in a little bit. What I found is that these WPS principles as we understand them today and as they wouldn't have talked about it of course in 1950 Japan, but they were present and General MacArthur actually recognize this in some capacity of course we can get into the nuances later if we want to get into Q&A about this. But MacArthur from the very beginning when he was going into Japan and wanted to establish a free democracy and form a strong alliance, which today we know is one of if not the strongest alliance with the United States. One of the first things he wrote down was that women need to be given the right to vote, and they need to be enfranchised in the Constitution. I think that's really helpful for us looking at a case like that because MacArthur was a strategist, he wasn't a WPS person by any means. And so we can look at a historical case and see that WPS was recognized as a strategic advantage, not just as something that we feel like we have to do because it's a good thing. I'll stop there for now. I just put up a few other topics that I think lend themselves easy easily to being having WPS included in them so if any of your historical cases might touch on this. Of course this isn't an extensive list but just to get your brains thinking, and I will leave it there and thank you all so much and pass it to Susan for closing remarks. So I'll commend Grace for being our historian on this book project that I'm leading its, it really does look its heterodox in its approach on theory because really there is no one theory that underpins WPS, you know as you said, at Neighbor War College you look at different theories that underpin foreign policy. But when you are, you know, advising policymakers and trying to translate a theory into an idea of change and foreign policy, really do have to connect it to to national security priorities. And what we're doing it in this project, this research project, is tying it to not theory but to principles. Principles of American foreign policy, like a strong military as the foundation of statecraft, like liberty as one of the chief values that United States has always promoted liberty and equality of opportunity, for example. WPS gives us as a research idea, a niche way to test democracy promotion in great power competition, right. Certainly there are volumes coming out about ideas in great power competition, certainly with China we have an exploited ideas. They certainly do exploit ideas right so. But WPS offers that kind of rich case study and case studies which this volume has on how those values can work one way or another. And when you look at security cooperation. Look, as John said, it's peanuts it's budget dust when you look at $6 million for WPS activities and FY 22, that doesn't seem like much, but a $300,000 WPS activity in a nation where you're spending billions on foreign military sales can make a difference. And one of the things we do in security cooperation is am any or the measuring and evaluation piece of it. Which again is something that we're developing but in WPS. We asked the question, what would happen to this activity, whether it's border control or F 16s to do whatever whatever whatever your activity is, what would happen to that major activity. If you didn't do gender. If you did not look at women at all if you did look at the gender issue. What would the risk be to that larger activity and I think that's one way of looking at the value of WPS and a very small way. And yet, that's the beauty of teaching and PME. Right. This is not theory, right. We have to make it relevant, but at the same time that relevance adds value right back into WPS. So it's just been a real pleasure. It's been a pleasure working in this space and being part of the WPS community and we're looking forward to your questions.