inllf is aha jf tbianal ofur pelts, esi, d alofurudnc f bng reod. an y smu. apong rfmeby tialapong stut aponcoright tial blsalle rp20] .

>>s trge aolfoed lo >heo rmncbe okwi rorrsn diapis ppus anyove mh. anyofo jni uod. i ow husyore i in you fakg e te b wh . i wod like tegy acowdgg meeoeo om o are dt

grite fsty we w h oobyyid f a5 ar m fheto monheay wearedonyo fite mri u i veou ppus co, onrf bs,ea anne w iovsoucan whim pud itei tiratr i t mompta j wl er ve toy sffemrs myf omren e rmod,ot stndrent w he wke soaran sriceso mh foth ppl oouta. ers n o tt ul veord rd. eyak m lk ch bte th iesve st iornt, a grafu toheeoe ndna, w, ha pcehe wfa iy

has. none c aor bte bs a gatunteigle i w rseto bie t puic sviothaou ke fm febu wt y g ba. folmtllf madtif i veeeriled er ecte fi. or tefmleiola toaksu tt eryot un. i ct e didg ve in t ost ngssna ren eatn f mbef e hepotil ptyecse beevhate d letite w t ectn. as gerr, ialceth buet. i crseunng f soo er yrndakcoegmo afrdlendefm lfe emase wk.

we rse wer quaty andardanreed me sce th 10'ndai t peltsoriontri. in tene,avcoind fhtnhe btntes o r at avord with businses lae dma. we sedndreedewob. nc/11, iav fghto keuratn seitn naon suryolyha i thou a srt cmpn e usofur soie aheeah re eyesve avft bn onyoi foralci t bgend rerainspdi. avwoed wh docts a reblananinpeen ale.

afr l es yrsmy ssno my flocize isotimisd. svin ngss h wad. r meim iav h a grin cviiohacore is n orangs sul. erisuctouc rtanipndot eug ttg done at a te erms tial chlee tng a n ttg ne o ekgo iwath grteefit th msuou he pse t veemrshaenrs thdeo-spsodhe legiation dot n f sht-rm pitaleans ju lteereinne bs fl artmiomais

omotthefanrit. l o ts d ch meas d tbeev tt erar beerayo rvmyelw tinsy bov stend atn. to putt a wd d, ink tt le rkg r e ppl oinan io novcore. will n, treree ndat f rleiohi veer ecio sulote inrptefoorhaits, veifcundeey rsalne in eciv aea a i lumy iepdee d am t mived bpaissh o idlo. the ai m b ufu i manyal oli. my disnhod t rle adrsy un myolags

coin t sven t sat whe t ititi is ine ofigfint refor trere nyonrf pplthe. e bl wlde spls- rpseanplse kw th dpi pital dierce trerear woinanevedo e bl gds ty e . wl sst. ha oenelthat ial narsy cionhod not ok aerlyn r esen weeetoethecomy mongncagn. weeed toefmduti s th a oouhire c fuilougoginotti. is i t rhtgea r era. myecio wot

mo/pitalonrn ennheurnthaenng lica eirme, am coidthamyroec f elti we od. fiim orheaswith foyes, iav bn nod teoe iia wh lo f sce,ut rni rheakefinngn econustoemn puicffes n gd enghndt s ve bn atasotated m athiim i spl bie at c bt ctrutto ciy athayrein jo bhein tgr a sissndel ainitio ofigreaintodute rhire inlonglemeayhi wosant cvenor ca eqte ere mgrite heri pplof iia. i' nerortho tt i veeeriledo sve anho w he kdl suorde ha tedoembehamy joiso wk f t cizs,

t eth w aroun i rinded tt asngn c.ou borike iiana, shgt wlde beer ple st, let meitera my ep d idgovfoou cotrndptisfoou fure there dfiltim f amic bute he en difcu ds fo a weill s bte ysoom willf raus, were exctialatn. i lo fwa to continue to do my part tme t cllge ateac aa ive citizen and t work f luons, not slogans. progress, tolicso that ou gerio c d wt eranha aay de coeyo r chiren a era tt tronge, re prperous more denand mo

just. anyou al again. may d ess yoal >> we arsenato byison thate isot seengnd electisstiallyehd is >> it is, itill behe biest shock as today's news was. he isot somnehoas ever had a scandal associated with m. >> this was not expected at all? >> not a bit. i take that back. about two weeks ago, i was picking uomtalk that maybe heould n r, but amid all

the requisite cal and h iends and polital allies all assured me of at. anytng to do with danoa beuse th h another issue. i did not -i so havto say that he didn'tevnjed beg sat a w as gorn. ovno you a iit i ul not igi t my pelehoavbe gerr a's finds sat t sasfto. >>hats theiky eec th thi wl oblyaise?

ey a sinha iles reblan efity ans at thk nyeoe in aer throh art th people s mo tn ke tetthe door wide enow. it is ing toepd wheth e demoats cage a ndatwho isrebltohe puicthat ds not divi thpay,hado nook annt exact a ath se timetoavton art mebody thchceofomod cin wh e tion snature toe t blofo the imy e t ea eyou he come b torr a he em ceifdy id. ia unngas rehalilyth ste ceracoite gngo veo alcerod caide.

yhoenowa tsaho atig b e mewereomg it rohi. aayhas a mptus ra a se t csest. whetheth mesimhe bt caide, dnokn. hes ryxpieednd ud to rni tghamig. i inheouai nserleon aar ppt. r llor -br elwoh me cseate th aotf moatby go s f aig chu o t ate. heas mietalos d cld be re cern is meeople hrdar o ha aea sd ilung e rm morhos bh preg anhepoibitdi not

swer t qstn. na mory lead m mpn e iertean arhaishenlwon am aref. >>eethank u for urime. en yhs e narshoilnobe ruin f rleioth fa. o hereblanenor arruinfogorn. n iza,orr pd haor d h cllgeo setojo maiwi a ray iphni setomcinasndseby a gupf iza yo.

ne, rm u. aory nel chl seonow thu. sulcoat rris e ds uveitinew rkosd iso r en beusousuecisatr - sem f t oennd f omolnlrerd of amic sergn. wod t balg thn trucon ce tpot t ise tooi o tmyridsho reefeefr t sie io tt a aatn suoued othea a wt

t aanc d cic ea a wl tthnoh dou t n-mitt we i aana d xi. tes lg difcu meornyhrt tt sorenttoinin t tialonione. coid, urim ith 2h ceurth cnt eagn lo -lo a ctl ws coinmeanmoy. dinoev sakf at coliteanosy inrniol game cle e ldaritut a seouy die niol scsi oanhi tt mit ppey cle eranoveity whth, at wldal o tialnnence, ahoh

the nloernythin nocent abo it. whthis has bn e case a wh ihas co tcost u i e bject o final scsion. i will introduce the panelis and the order in which they will spe to us after wch, if they wish, they n speak or as questio of one anher. and becae the subject is wais i think tt migh be opporni for them. we wl ove u th the oprtittonge em. thday ison weavhad a ryictif th. ho tt you llonne yose tqutions tt pot d not eees beusi inevybyil

tn be fl the. r rsspkewie miaemusk w w a acci lyeanisow adawr ga--hos now laerga. benng 1988 d r8 yes,erd tedal diri jgeorhe sthn diri oneyo, incdi tere as iejuicof tt cot om00to00 lln atou, o faus kwnhe prede amg hecas erhe imalrosecuono spteteorts forho ntci f le priso fothplot tbl u the

world adceerhe w reir tli f se yrs debo t dly and nightlroctn aanof s. mshs. i20, he was aoied b or bh t aory gerahiofhenid at a hmo rreab rerno vianifin 200 i nn s tt i kn tt h reetitutheesofs stmptilly ha rson t anevy y,orreono. ppus he nowraic l wh t rm- th fm. ousendpeeril be se lan w w aenr ll athetcsndubc li cteinasngn

ianxpt in 3arit mbedies, jrnis poti, d lion urli hstieth l.regi a wat coeginolicto gat fe bwoing anlingn waing anpc whitod. h wtt welnd blheserabos. ededneoo hes regulacoentoon rign d lte for r. n teach aaasnang yog stutn ici he lyectlha hrdbo. iannstuonfigr uciowhh latn e pi steuiing an cleki'colleg

wl l veryuc test tlen rebo is instuon thd o pels cud sstea urli was spt grt alfim rertg tt rknd ngoubuallaf eranoveigntyald t unedatns nohashsoars am pptoemk d yil aiy e,ufre any dimiti eheinitit or wt eyaliner presonmas sndg maou ltengo scsisnd tinto unrsndheeaimicatio offfia dumtsn at rkla. hoshdo i ionss t u, cnosa rhs r rlnolaon

have setngo wh at shjoedthwa see jona a bam t edorl geirtoof t asn url 16, snt ti iina d sc, sn ndorheenen sar pres -- . shnowres wkl cum fo" rb" d s n the ghtierenwa fhe ceerorubc cuty on, nyea a, e of m doorwhwath mbe fiv arol -doorwh w mae veea o w okgt bo omo tn 00 pesitngn r th' dk.

he saithheart atheoo wawrtebyoufrndnd r ie cl wchhe plied,isanmu be vy re ifa's ndasir, o ne gstanmu b vy re ia amcric hes sclaofot pul muc d sil eaternd thcotsenal. hes tile btt - ogr. ithe auorfeval ok t mt ce ohi ari anethenof thor awenoit

[alae] inth wdshes se s mh a t a and miti clearign ol --wrinfo. [alae] tnkou i d t owbo y b fe vy chtrgtne a anporebyhai ve heard sfaanmyonst shhat yodinofe a lemper bthti i

si dn. myssnetoc ihe ntt arinovereity awoarquti tts ki iweanfftily wa trostesnsy plinpronratial meod nctheueioai ancitethcoecaner thfoowp ino wt ulha ppod? t iert cri, thghwh iou do is get t t w t dressio i s anningn vi sian est ticn sait li fhi a me o inefe ma aatmp nsr e eson ornyltnavehai mht ope abo iavea cod t priip inrumento waerri sis t utestes. remb bk t9's when w wki u pstte --alngp ar see the s e teval ials f trostthas

inonute ok ahe ncteareranloedt thmaha a hsa wt e e dng her iss t lel obm. th ia liryroem rortates h sd fouy at we nn kl r yut ts. ermabeifreie outh b ielyo w caotonctur wayutf , th. eiern vilianousr mita crt ppus erthe su g hts nogog rolur stgg wh lastanics. thsendoi ianto me tt e esoni he

ensk tde wh,he sws tseueioan genn decry lyy thpotil aneshi i toayonesan t presidt d h tben sw tt s e pptf e ti. ha tgi aaner tt do n dinthe fo o the prlatis kela b sontedt esonofho iwerep ait,ho sh to ni a f wt? iematal n a sw tt shou bprid by tudiabrchetha seso wreosofhe acons,t asathe me. cko e assiedueio. e mpti isilyoay tthfit eson th lncd d i suc -- daid crti. asmi wchtsf ul ma ainreindiuson. dinothk thate iro th y othtocecse i inweave toxanehy e sw ino e rssuidryueio

is wt it weavin pce da e sw tth inoat al cle. asf da wt he i ple pplwhar crg wi pnng e ptbe1 tas ts untry. onofho pplis crg inhe99boin-- bbis aemsswhunlhi stunwabeg ldn gutanamo e rs bnghaedit teti tblow u a aiin a ithe ou b brghupn del ur. testgl t cisas d boer, thalledg chrisas daboer- [plse

>>aslreadyeeinct. anhis ca iinross e ptbe11 21 defendtshoadee crg bere mityomssn icwarey startri th pt ll havnoye bn chgein n yk cour re treo tedecse ars kw,heasis inprend ara jy. e bay mbg dennt ulha bn ard wh paicatn in aoo dl mo h hrein i anna b bednis titi bwe t tef e bay mbg dis pte erasuteas out t u.s.r inctntasennggast m isg fromhe eas boin. fo denntha bn ted fothe d convte ast pps, fth dendt o ulha bn ieorhawanotrd

caeeasei hd d nadne othscars a ca aem a w tedor thnsad o othe guds toomice tts fth, uretne w weoved in be ia vianou fopaicatg in t mbgf e s lere at tri bora liryomssn. e mistti h cse anna. w d g he? i eswehod arwi e l ofah r d e ne cveio. w t w. its syemo wch unievontiladre eyakonhe oblatns to

vehe fde fhtn unoranwi weapo tt e en cri,olw coiz cinf mmdo yocod llhahe ldrsndane bjto scli bhigherpsnd he aouab ith bak e le also tst tgeng o cilis d inweonik is gas. rur t sdiers w obedheul a eitd to bhune tat i ptedndoto ruid to dcle foatn yo th n filr mera, a ri nbe aso thoswhfits riasnobyasnhe aiofomndndossibl taetg vian tyre t tiedo eroctns t gevcoenonndn ct cane ard th war crespuon triefe mita cmiio as mmte--ndfonct, eced beforeheeneva nvti was

opd,he leangreis on mitary w d srt scptn h ty ulde ndd. eyou bhaleumri whh anst ainhi llwe wilbeityoin mont liryomssnsavee edy isountryveefe thgevaonntn. pridt shgt udhe t t relanhe isy beio tethasssatnf abhaliol tse iold we tedefeilar coission ked scbe t sryf t rm sotrshoandn ora d ngslder trd ailitary trun. enho ppllaed, ty laedn ifm. th tn rrt d ufos onheea. th oinilwod sm

birr th ithmo vnerabl rtf y erioofha so. enoureoslilyoe caur. y ulth sp d chae eiclhe th uerooth tt w e stulrae rtfhe erioanth tre we mo leltoe pted th inoing i kw fithd. thon cdie platn tt eyand bab to he lst corl arme tt ere we t b treated asrine o w beusth we nirm raerhaasnlfu coatts th ldeinnirmndoo thtrbltoar d unor a cng io cili cth bauve enwhri aernnirm llotavbe mh of a shion aten [laughr] cora tth t rction o lhid momd o id wl seyoineworwiy wys. he me lg y. i sgeintoouhi i

nonessilprre. i ou ao llouha he chgehitu aitfte s eson vorslsing what warnftute rerr tas eand teogiotenies i y founel bause the nne tflch b heasueiod d oved t aolwi of inrmio -- gd nef foatn. e vaagcilive liryrina a w poteou fm the gornn's anoi, ha eyncdeul ttllow evence tbeecvebad aime dtrghorward stda.

if thevincrevand est pe to beelbl if sdi ctured seby o n iunoran anngndiditoue poib tga iafdat. al, t sdi qstns atho stentcae us borailar commsi en nirda wain we ve e litaryomssionysm gis e feanailitar wy w h reid mitarodus d er arerodus r hdlg asfied iortiha loth tbese who corosi natiol cuty e cityt gntam inud aulmiiodoar cu ectnisyem for hali cssie iorti atane anitd from anhe ithe wod d me

pat -- a mntnsecel rus areomim cotitial bed tt cannotert t ou aten tbefferednt even a rui sic adree oerules tt artezeheysm ats ew tfar fean. its syemas o t suti tt ibeer fo0 il dennttoo ee tn r e nonto cviedecsehealues th wrer aa d pres ilungheigso a wy, e gh t coroitness, e ghto speedtrial d e kere ofveidg portance a nn yldn any sen y y. e suti uerlyin mita cmiioan t procedesseinucis mu hhevae niol cuty thprtil nsuee o that ith wn os ces arbrghin ciln crt

grt alf e edee th tbeseinilitar cotsndveso ohe arges atane este i liryous nn be esenteiniviaous cae e idcesot admiib obeusriin thchgewod requi scsu o cssie foatn deontis th cldotsse is inprecd. inrd tde wh t obm roh y anth th civiln ur, he toacupo e mp tth

th niol cutys sk wn cfrt iamt teorts i thout css tt id aerepmb 1 21. he em tha qute sse --ecss isie. its teedt asinar sw atur geren caoterrmheosta - mo bicasofhe veme itorocthe anke tm iv on y s tt,haishe guntorsi ciln ur aal i aa saangeecse amot ppontn e ef vianous. thoswharma ser armes. eyrg that hese emn e stndhe he enucssl. ats lfig. weavtoseheandhe veeecoicon inumr,ho obe f d he met enmo co tthsyemncdi n only sstti ctsf ining cutyor all rtiptsutithien sts, awe. r ame,heul alied arthsa aapie a roine crin cesit i th iol dg-afckgr y heits hanol --um flyhaar ual preced stdas quinea aes toouelecse jges yi tsure edee. ateledtaarisoi

breie--ppedn ute se awe. threltt lis n he thefctf flncg t anrdapieinth se tthdeimt crin dennt cae les of edee, prede d vianas areiteinav o dendtshe ifagreate ri aenti iorti th sulotrwe kt nfenals leed caeheefda h a gh thi--o ndt scer oth have e gh toonctro emiti whe ri tma iapar at tovnmt ting to deomhi. t ce htnd ted bereay, thgornntas quedo scses it i utelitncde nsra crg aisof thcooniror thgornnts quedo ecy o e hemeer

ofheoniry e pt cae e miibit mevincdendup w is oth lt d o n ndn e veme sve su aisanofat fnd t atitn weekofhe veme svi ttis thli ilud e mef a th ratelunow m nad ambilan. th w fndtsay t arumndntthhasf osa n deanto him atisdeitwaknn a thidtity othe oer sono ath ptipas inheloth w bng preced erha bn he pbls, wl. mssi o was ppedo pt t aacbu w prend omoi s bau heasrresteonn

miatn olioee rlr ead guil t paicatg tt ot a t ssi ridenncg preenglo tk er o ye. inodo y. the'nomu cfo en t renafrmce of h nvti bthcotf apalbeusth oni suesd atade n plded guiltyndono ia hmaha bn entl tacss of grt al oseite foatn dur t tals d e steinin airs. thleonf e se h aladbe lrn b mamd d e he bngri i w rk kssa hwantedo pad gutyheheas goi te fo ailar cmiio wi t oorni f see eater lit, paicarn h ilphe.

mklchgehimihe was td wlde ie in aiviacot. th cldavbe i lge ase cae kwsha cled in hisonitiol ghto lyeis a cotitialigo reest msf. ife oos dth,e llave acsso l t infoatn at lye wld veccs , d wlav thbiggesste t wld fr wcho lirhave itiaibhehoesnd ls icoroedy jge whh aifficu tng to do th auehawh w p pelentcili crt w upldheulofawor buly weivpeleetr anhe dervwhh is aonrf explfothwod. e oranero thatse n uolthru ola by dngha

wen ct undmi t re l bsanghaweav th gevconvenoninla aneoe bsibtohe anetat ia rtular wandf u n sscbe heani kehe eh no cry weanspenly,ut yoomt roti i ms rds,otnltoouet trtegeap, uet treateev btebeus y gea wy a t oprtito t f. i ggt to y tt t ru osothg t w t atomhi. anhevaatn tt arme ith tin unwfomtas ll leaus to eabsho anrd o

ste. s. ca tt ware talng abt lfucoatts w artainabt opho althseesutf t tritnaroctnsor t ssf arleale e l our crt i angho w tnk tt its t aepbl alrniv hev dfilt m b to ho pple infite. its si tdohath t rerterris thetr eaenth wgi tseho eyheawofar as sd t binng t denivensr o tt shlde vebu t potil branes ono mityomssns apar tbehe oy alrnivga ito. thquti i o mitary

coisons thmoesab alrnivfo? ashearrent cotite i wonr. e b tfit rsot n aertiusce st. e cheoe vae he mita ibyiginwa the wapeledvce- eay pele advcen eilar isy ghngar ani inits iro s thathe m ba rtn la oenussmorecin aulti jailersnd eciors thght te ate ha ud liry cmiio fo, icha ner ud onon lg-rmas. thla oanueays me mtiedouveuay

prs se a aacf rerm --he lacofntsim as ntnewodveuay pes se. h tbenehaha t tantnd comtmt at t juicsyemas i prosuts d fee wys. t lawyer lollth wl ha tha aesto sh op. bendha iant veou blprt r aerti fo. i n onlyayt st pte clsiednformaondo n ove pragandataor oswhwi t tur liono iul t kill . ha sstti dbtbo whheth he he t. anyove mh. ppus

>>t gato wh you. esarpeleho wti anwo iavfollow f a mb of yes iis lit bwi tm do me tm pso i initasohda spki autam mison, i maha mfode medp, t i thk w ams o masoderid m as a m o d e giftf silee. din ewhetopend eno ld hisone. asn aln-eran fm brkl, dinot ha tt ft wi dmyestota ti a t bsk e t gatorsi o naon sergn tt threenthunedtass isulramontshe

sat t cce o amic eeponis i nto lkbout t laonipetenha a thids d e eaha arascieditthonpt d tialoveity tres nhi diinivy dupme imrtt ou ari' decricdealsnstuon the it steisotuc ffenth the utera emat, eriso as t je t era o mity ltcuur se. the nreono b sktil iertial eaesndonntns the'noean resishe coecveilof the inrniol cmuty whev tt . ren li pdits he bn sodi to deh imeca dehsfosotis. arin ceioli. e obm thhi aite isotnlitakmeca reulrae he corruponf eemrac vaesndaws of sergn, graeeamic in

desi a wkns he cef iertial ageson its mo cta t reth t hds of rroris, sps a diats ou t gbe thhistoralecd i inng car thbe he r iertial seri a t pmoon o decricdes wnhe it steis ielctll d ray beabt s ro athinspsae naonmo nio. t'stllacfoa mut ife ultoheumr o 45 e d t w iure, thwaagnsthjane i stl gi. meerheilarsiatn. e vi ay vi ladl jnethe aled fo t bt tl iupin --ccyos oeaer eupe jophtan thtinis mmisgr or la a gean erarthunedtasnd eidecriclls hi

mont thamic a bti fce e epintoitrao dire zesf cuti rmy d ecslak. th' ming pls - an tdebizehe ares e s.rmwod omet --ometthmo rid debizaonn story. thwood fm miiometo mli m. ty ntro8 llnen 1ilonen witochurchl nt ne psintrun, msa fieditanet >> aproundly cceed abt e roanitti. e wspe aonrn

wi t memtsf e ares oeupe thfrchreea a diicult dl th atashaed anybodcaseth a a vy orspe te,urrm por t ctintil ve visd. sulyt vitalo meo uerannghath ssnsomouberee gi orms rtlyth soet an mo tte amicesvendhearin osiotoo . eyre somhe bwe75 and 20soet disns cuintheaerreonf rmy. t arin,rish a frchetenheha s disis. e g stom ith sme of94 ju, , e sie

taisd the ocdef bein e utwnraicha coec wte germa fm e stn ntll zesf e ty nooooruecama i w toesbein thk outh. but isim tm's seme othsoetni s tud. hesebeins e arf thstgg or rmy a thketoheecitof the re odecricure. rl h boma mbf amica anthe's decaono e us o frdo urayin t fed,e llhicaneth ahoh ds t nto ara w wi t sie cnohe wl noabdothci. are gngo ay bo cldavusha moat psint-ccused th doctic pridt ofhe ffin--dierg. mo nodinheabet

in icawo. thmari oadse thghth sullee e ty i t hdsf e vis. um fdshe resve ay fdsheestsecse he detas ats ske mmisbutaoubac bo i o bieinodur li ithdiitofan an t vumofum le, ou bieinuscend eem. aac o ititis threas othe lu. itttksrehuheur arte ocil bey, r ur, r moat fm geren e eapuosofhenid at itoefd t iruavaesthor deagnst thva fce el ateetoesoy em tranecnid e tu o ththato eranecit

d ericanoveity rogzeth rd ar cae ueroothre puos--hathatnar cae ueroothre rpe. sshaonwe aerhe vi bcke,esrnilots we ldi aosmite b miteo lir ,0 ts gdseray erheexye, eyou lir 6 lln nsfoo d elitththatf vi areioalysn r. eyo t owowhi i intourou anth d n hehe ndght ofisry t,heke odaafr da nhtft nhtfo32 da. may , 49thsoetni backdo a slilihe blka. th iamic ldershi um d n skppva omhe.nseriouil inrd treueern fm

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this new world that has been created in the past 10 to 20 years. there are three different ways to do it. one is to take what we already do, that i mentioned at the beginning. students study abroad, etc., etc.. just do more of that. perfectly reasonable response. a second option is to set up branch campuses around the world. many universities are already doing that. the problem with that starts with a fundamental fact about colleges, which is we lose money at whatever we do. we are extremely good at losing money and therefore we need money in order to do what we do and the only places that have money to give you to set up branch campuses, tend to be the

emirates and singapore. therefore it is no surprise that most of the branch campuses are in qatar and abu dhabi. that is just not enough. we are setting up global research centers. we opened one up in the middle east and beijing. this coming march, we will open up one, rededicate one in paris for europe. mumbai for india and southeast asia, and then in africa. and the idea is very simple. it is to provide opportunities for students and faculty to work on serious projects that are defined by the local, regional

institutions, including government. grounded with working with local institution, universities, eths, to try to get us out there and more importantly to build up the experiential level that will then need to the expertise level that will also generate the general knowledge levels that we need to deal with the world as it is. so that is our strategy. that is how we are thinking about it. thanks. [applause] >> thank you to all our panelists. this is point where we hope to send it over to all of you. before we start the question and answer, i should say that the acoustics in this room are --

they are fine up here but i think they will be challenging. if you could stand to answer your question, i think there'll be microphone's going around. it might be good to wait for the microphone to arrive. please. >> who had been summoned to the kremlin by putin and to be asked how he could marshalling in the new world? he said why don't you give me four of your brightest girls, and i will bring them home to wellesley? i think this is the kind of experience he might been thinking. i was wondering about the fellows. are they ultimately thinking 10-15 years so that one day they will be in a seat like dr. albright is sitting? >> yes.

>> you should have an answer for that down here, i think. >> you have to go to wellesley to be secretary of state. [laughter] >> yes. >> so i am it actually thinking of becoming an academic. not secretary of state, but who knows? my question -- you all mentioned the role of academia and facilitating global engagement among students and engaging other academics and cooperation. do you think the current system of tenure in the united states is hampering or enhancing the possibility of academics to do that? >> good question. [laughter] >> no president up here is going to say --

[laughter] >> we could talk to you privately afterwards. >> i think certainly president bollinger is right, you know, your question is an interesting one from the point of view of a college president or professor. it seems to me that one of the benefits of tenure is that it allows for a kind of freedom. one can reach out and do innovative things without worrying about jobs security. in that sense, i think tenure might enhance experimentation. and innovation. on the other hand, some might stop coming experimental and rest on their laurels. but i would not make that argument. from the point of view, i think

tenure is beneficial in terms of creating the security one needs to be adventurists. >> i think institutions of higher education and tenure is a part of that, are absolutely critical institutions in this world. it is one of the few places where faculty members, students can speak their minds, think their thought and be protected for the ideas that normally bubble up. in a society that might not approve of those ideas. i think it is critical to have institutions of higher education protecting the sort of the rights to speak up and to think freely and i think tenure is an integral part of that. >> i would approach it from a different direction. i agree with what has just been said. one of the criticisms or the stereotypes of the system of

tenure and what it produces, i think is somewhat fair in that we all become very self-specialized. that tends to put pressure on us to take smaller and smaller areas and that means the less we are able to communicate, and so on. all of that is important. it needs to be broken down. it is a fact that people in universities are amusingly -- amazingly motivated. to teach well, to learn mall. the main job we have in universities is to make it possible for faculty and for ourselves to have that freedom. one of the goals of globalization is if i want to learn, if i want to change direction and if i want to become an expert on the i would middle east, how do i do that? if you provide opportunities to go, see and talk to people and the like, that can change

things. it is our job to provide the opportunities. >> i think also -- i hate to have you say you want to be an academic and not secretary of state, because you can be both. [laughter] i think what is a very important part in terms of discussing a global institute and the kind of role people can have in terms of global issues is the going back and forth and bringing the experience of one to the other. especially given the fact that a lot of these subjects have to do with governance or various aspects of running society, it requires some contact between the academy and the practitioner. i think that is what is so enriching. i am actually not a tenured professor. it does give you a certain amount of freedom to know you can come back and teach, and what you bring from having had a

practitioners experience. those two things, i think would go together. >> hi. i just had a question because all of you guys addressed the importance of studying abroad and traveling abroad and turning abroad, yet no one emphasized the importance of learning a foreign language. and now you can easily placed out of learning a foreign language. so i am wondering if you all believe that there's a problem with this kind of education system where we can easily choose to speak english and not really worry about another foreign language and whether or not this needs to be changed and how it can be changed. >> i personally believe that need to learn a foreign language. it does not even matter which one. i do think it is highly important.

what does happen and i can testify to this is more and more people speak english so there is kind of a tendency to think that you don't need to learn another language. but i found my knowledge of other languages helped me in a whole series of ways. first of all, in every meeting you have an interpreter because not everybody speaks the language, it does give you time to actually listen twice and figure out what they are saying so you can answer it. it also gives you an understanding of the history and culture of the country that you can never get if you do not speak the language. i think it is unfortunate if you can opt out of a language. i think, obviously, one i do not speak chinese, but i think it would be very important. and arabic. different languages have a certain amount of popularity but i do think it is very, very important. i have to say, i just come from

a big meeting of nato people. everyone speaks english except for the french. [laughter] who insist, no matter what so there are games being played. but do think it is important to be able to speak to another language. >> to add to those comments, we continue to have a language requirement at spelman, and we introduced chinese, which i'm happy to say. i think for the reasons that secretary albright has mentioned, i stsstudied a language. i cannot say i am fluent. i studied french, and i also studied spanish. when i have traveled, just being able to use it even a little bit makes a difference in terms of your ability to connect the people. i think it is very important. >> hand up in the back there. mary? right ahead. right ahead.

>> i am phoebe weil, an art conservator. my wonderful field was inspired here by what i studied at wellesley doing practical art in the art history course. i have had a wonderful career that has been an international career because of all of my wonderful colleagues around the world who are involved with saving cultural heritage. part of great gift of education is including music and the arts. i've heard speaking about geography and history and science and so forth but i've not heard anyone speak of the great value of art and music as an international language and the preservation of this for the culture of the world.

>> well, i have to tell you i have made it a great point to cultural diplomacy because i think that is one of the ways that people understand each other very well through art. what was irritating. i have to tell you, i'm a secretary and i traveled. i wanted to go to a museum, the press, you're press, would criticize me for being a tourist. yet i do think you can learn a great deal. as far as music is concerned, i have come from the 20th anniversary of the velvet revolution in the czech republic. jazz played a huge role in dissident movements, liberal movements throughout central and eastern europe, and it was the language of america that was really the way people learned a great deal about our culture and used it to express their own

desire for freedom. it is very interesting. i just came from a concert with joan baez, who has gray hair, and lou reed, who looks a bit older -- who looks a bit older. basically there is the sense that culture, art, music, is very much of an international language that people truly do understand. >> i would agree strongly with that. from a very wellesley perspective, we are so strong in the arts. we have a new director who is interested in international connections. it seems like a natural to think how we can connect with other institutions, whether they be museums or museums associated with higher ed and use art as a way of educating students about culture. >> yes? four rows back.

>> i think this is a great forum. i would just like to suggest two points. one of them is that the internet and the related technology is revolutionizing the world as rapidly as the spread of markets. that is an important tool for universities to embrace globalization. the other point i would make or suggest is that institutes of higher education are fundamentally conservative. you have mentioned that in the context of tenure. i think the university leaders can overcome that conservatism by the appointments they make

within their faculty and the kinds of programs that this represents that they embrace. choosing the promotions of the faculty members who are kind of the most venture resist, the most interdisciplinary. i think that is a charge for you presidents. >> i guess i would agree completely. certainly with the first point. technology, communication, satellites, art, transformtive forces. both. because they are assisting the economic integration of the world, but they are doing other things. i have just written about this as well. i've oversimplified. the thing about university presidents appointing people is an interesting one because all of us here would say "if only

that were true." [laughter] we would be much happier than we are. universitys are said to decentralize and one of the things that means is that departments and faculty are self-governing in some many ways, including especially by appointments, and yet, going to the point about -- we underestimate the importance of reason and discussion in university governance. one of the things we can do is talk and persuade people to set up something like the albright institute, which i am sure is a way of bringing in people to the institution who otherwise would not want or perhaps received a standard traditional appointment. we've done that -- just to take an example, the committee on

global thought, you could bring in a member of the columbia community, even though he does not want i tenure -- want a tenured position. it is not clear whether he fits within the litsch department or the english department. but that is an example of where you can help persuade people this is a good way to go. >> yes. i agree with the technology part, absolutely. one thing i was thinking about what you said, lee, about your global research centers. all universities might have them, they would be in different parts of the world and that technology would allow all of those centers to be connected up so you do not have to rely on the expertise of one institution no communication between all institutions. financial markets are driving things quickly and the institutes of higher education

are slow but if we actually networked, we would be pretty fast. i think there will be more opportunities to do that in the future. >> i think we will, very shortly, that is all of us -- we will have class is where people are plugged in from beijing and africa. and we will all be taking the class together. >> hi. i did not present this morning, but i did have the opportunity to watch secretary albright grill the group on universal education and one of the questions that she asked, asked them, to talk about whether they should -- they they the solution should be allocated resources to domestic problems and not necessarily those abroad so to turn it back on you. i'm curious what the role of

higher education is in solving local domestic problems because i know we're putting this great focus on global problems and setting up these really good global reform centers. that sounds like a really great idea but how can universities and colleges deal with local problems because i think all of them -- development goals -- have problems in america as well. >> spelman college is seen to be 129 years old, and it was established to address a local problem, which was education. educational opportunities for black women were not there. defenders rarely saw the opportunity to educate women -- the founders of really saw the opportunity to educate women in those communities, and of course, how we think about communities today is much

broader. but still, there is a need to focus locally. it is still the case certainly for spelman, which is located in an economically disadvantaged area of atlantic, to think about how we can impact that community. both in improving educational opportunities, to resources we can provide, whether that is human capital resources or faculty, but also in terms of economic development, and we are working on all of those issues in concert with other colleges in our region. moore house college, etc. so the idea that we should make things better where we are is certainly an important part of the institutional mission. at the same time, we recognize we are everywhere. our students do not just graduate and live in the neighborhood. you enter to learn, you exit to serve.

the question is how do you infuse that commitment to make that choice to change the world, to make a positive impact for wherever you are? i think that is the philosophical underpinning that is rooted in many institutions. it is a core value you hope your students will take when they leave your institution and when they graduate, but at the same time, if you have not practiced it, if you've not done the community service and haven't been involved, if you do not think about understanding the economics of homelessness or mental health policy that might contribute to homelessness, or thinking about the big picture at the same time that you're acting locally. that is very important. >> right here at the front.

>> so we have measured the role that languages play in global affairs. i'd like to talk about distribution requirements for a quick second. it is not because i am a senior in my last semester. i was wondering, because distribution requirements seem to be the core of the liberal arts education, that we explore areas that we normally wouldn't. as many requirements, this can be seen as restrictive. i was wondering what your opinion was, how we can achieve that compromise between having this wonderful nols place at the same time dealing with the bureaucracy that may be preventing us from achieving the things we were intended to achieve? [laughter] >> i am not a president.

>> so we were having this conversation over lunch, what he would to in terms of requirements for students. we have a lot of requirements. we have a core curriculum. what are the advantages and disadvantages. you can probably all weigh in. is a hard thing to think about. if you have a completely open -- create your own major -- that appeals to some students, but not all. figuring out the right balance between too much rigidity and a enough flexibility is a hard one. that is probably one of the areas that is the slowest to move. the students' desire to have an educational experience that reflects more of what they need to do in the world. the requirements kinchede of --

kind of lag behind that two decades. it is a problem. >> i agree completely. i think we have this uneasy relationship in universities between internal sort of sense of what is important knowledge, and external reality about what is important for humanity. so i went to law school in the late 1960's, and that was a period in which american constitutional law was the lens through which a lot of america was being reshaped, whether it was freedom of speech or criminal procedure or electoral reform, civil rights. that was a place in which people were framing questions about the world. so they talked energy law -- taught energy law.

by 1970, when i was a law professor, there were now 10 courses on constitutional law, and no courses on oil and gas. well, american constitutional law is still very, very important, but i would say it is not as important as it was 30 or 40 years ago, and oil and gas happen to be really, really important now. so it is just one example of where -- one tiny example of where the outside world shifts, and we need them to adjust well we think are important subjects and that takes time at your universities. >> i would simply add to that to say that when i was going to my own undergraduate experience, i went to wesleyan university at a time when it was much like brown. i appreciated that. that was one of the things that drew me there.

there were essentially no requirements. at the same time, i am working and in an environment where there are requirements and i think that is a good thing. i do think it is very important and incumbent upon us as educators to make clear why we have the requirements at that we have. it is a worst-case scenario for students to check off the box and move on. i think there has to be some sense of integration or understanding as to what is the value being communicated. if we have identified constitutional law for oil and gas, why? or being able to articulate that. so students can at least understand the rationale and it is not just a rote exercise. >> we're drawing towards the close. i see a number of hands still up. if we can get a few rapid-fire questions, and maybe just one answer from up here. we can take three or four more. right by the corner of the wall. right there.

yeah. >> good afternoon. i was interested in what dr. tatum said about the letter that you read. i did not hear anything from the other presidents about supporting the role of activism in grassroots movements within your student body or bring that into curriculum. the other quick thing was in terms of experiential learning, i was wondering if you were thinking at all about opportunities that are not necessarily ethnocentric? looking at ecological terms in world affairs? and global affairs? >> that's question on the table. maybe we have others.

mary, can we -- >> hi. and here with my colleagues from the harvard higher education school. i was wondering if you could speak briefly on the role of women's college in higher education when most developed countries including the united states have not only narrowed the gender gap between men and women receiving college degrees, but also reversed it? >> i also have a question. i was a graduate student -- i was a graduate student and a wellesley alum. my question is selfish. what advice can you give some of us future administrators how to effectively lead a global society? >> that was my question as well. thank you. [laughter] >> all right. one more over here, and then we have to get some answers, i think. i think this is the agenda for the next hour and a half. but unfortunately, we don't have

that. >> hello. i am from afghanistan. i'm going to make a short comment on how the comments you made about the change that international education can have on people and for me as an international student, i am thankful that wellesley has given me grants and scholarships to attend wellesley. the kind of effects i have seen at wellesley, it is almost the same as -- in the 1960's, the privileges that they can have an experienced year that really i can't have in afghanistan. now i know what women lack there. i'm hoping i can take some of these leadership skills back home with me. i don't think i'm prepared for it yet.

i'm a senior. i am graduating. i need more experience to be able to do that, although i do have a lot of leadership skills. my question is for the albright fellows who are finding solutions for the problems, what would be the advice on how they can put these skills they're learning into action in the real world? thank you. [applause] >> i think that is a rich set of questions we just heard. if our panelists would like to make any comments about any of them? >> madeline should probably start before me but i would just say it is not a level playing field for women out there. not only is it not level here in

the united states but it is not level out there in the world. so i think that there is a great need to educate women as leaders to go out there and think about issues for women and also themselves develop their own leadership skills along the way. i think there is sort of two issues. being interested in helping women in the world and then there is the issue of providing an education that is really dedicated for women that really recognizes the importance of being in a classroom with all women and be able to build confidence, to build mastery of material in a way that will lead to success for that person's life going out. i think women's colleges do this particularly well. there is a lot of evidence out there for it. i think that the whole thing about looking around the united states, about not being sort of

equal playing field, to look at just government, for example. how many women are actually holding government jobs? how many women politicians do we actually have? how many women are actually involved in decision-making situations in the world? i would argue that women's education is particularly important. >> i would like to speak to the issue of activism and taking action. long before i was a college administrator i was a professor and i taught a course about the psychology of racism. it was divided into three parts. what? so what? and now what? i think whatever we're teaching we ought to be asking whether we're addressing those questions. a lot of times we talk about the what, whatever the disciplinary content of that is. but we don't necessarily talk about the now what? how do we use that information to solve your problems?

i think that is an important part of the educational experience. i think that certainly what we heard described here about the albright institute speaks to is problem solving but i think we should ask the question education for what? for what purpose? that is really what the now what piece is? i think it is important. i think that many of my colleagues would probably agree with me but we're not always as consistent in encouraging that kind of exploreation as we could be. >> i also might want to say something about the activism. i was very struck by president tatum's example and very powerful point and anecdote about the base in which one comes to understand one's own injustices by going out into the world because we do tend to think about it from the opposite direction and that's a problem.

that we have. but i think she would say -- and i would say it is not the role of a university to create activist students in the sense of political activists. it is to help create citizens. it is to help us and students understand what the world is like and to raise every possible question about it. is it just? is it moral? is it ethical? is this the right way to achieve these things if you have these goals? we have to be very, very careful that we do drop that line, ultimately successfully between creating political activism and let's just call it citizen act vism. -- activism. i am all in favor of

universities creating an environment in which we can understand the world and debate how to make it better but i am also equally committed to the principle that we are not driving a political agenda. and i'm not suggesting you said that by use of the term activist that it should be a political agenda. it is just a distinction that i think is important to draw. >> a number of last questions kind of came up here. i do think the activism issue is a very interesting one. when i was here -- there was a very small group of democrats here at that time. going in and campaigning for adlai stevenson, they were very active and it made us feel that

we were a part of changing a variety of things. i had the opposite experience at columbia. i was doing my comprehensives in 1968 when i was a young mother trying to get through it all and there was all the rioting at columbia and you couldn't study so it was kind of interesting to see clearly a lot of things were going on in 1968 that were worth students expressing themselves about but it clearly disrupted a lot of the issues and questions and i think it is an interesting point as to how far you go with it. i also -- but now i can see activism. for instance, you were talking about new orleans this morning when i was talking about doing something locally. a lot of the students at tulane had gotten very involved in trying to repair new orleans and so i think that is a very appropriate kind of community

service, or at georgetown, a lot of the students were the moving force behind doing something about darfur so that there are a lot of kind of networks and linkages that i think are very important. which kind of leads to the question about -- i do think that universities can do a lot about promoting ecology and worrying about the environment in a lot of different ways. through teaching about it as well as encouraging people to do something about it. in terms of leadership, i think that -- and women's colleges, i fully believe in the importance of having an education that teaches you to express yourself. i was thrilled that i went to wellesley but i'm also thrilled that i went to columbia because i think you have to learn to operate within both environments and i now teach at a co-educational university and i think that there are different skill s that arerequired to make it in a co-educational world.

i mentioned this to people. my classes are a bit of a zoo because i think that women have to learn to interrupt and your less likely to have to do that in a coed setting. i think colleges teach leadership in a way you don't get anywhere else. you mentioned the women's college in dubai. what is interesting, i think that we have a -- this goes to your point about afghanistan, i think we have certain characterizations of women in muslim societies that don't always match up with the truth. while clearly, the situation is terrible in afghanistan, i have to tell you the most feminist group sort short of wellesley that i have ever addressed was at the women's university in dubai. all the women were covered and they it'sed me in a way i haven't been tested. i said my normal things, the

middle east is a terrible mess. a woman stood up and said sure, it wasn't until you got here. there was a lot of push-back and a lot of interesting points and i think clearly the women who that v the opportunity to be at that university have learned to express themselves and be about vists within their societies. i think we have to be careful about making judgments about whether one place serves better than another. i think the most important part about leadership is you cannot lead alone. i'm somebody that so believes in networking and developing a group around me, which is why i'm so thrilled with this ips constitute because, as you had pointed out, president bottomly, this is going to be a network of people that will work together over a very long period of time and they will develop those particular roots and a variety of ways and leaders need to have

support groups and need to work with each of. now you have all heard me say this, but this is the place to say it more than any place else. women have to help each other. there is a special place in hell for women who don't. [applause] >> well, i regret very much having to draw this conversation to a conclusion. it has been a really -- a fascinating and far-reaching conversation. i want to thank our distinguished panelists for being here today and thank all of you. [applause] [captions copyright national cable satellite corp. 2010] [captioning performed by national captioning institute]

>> in a few moments, a discussion of world hunger from the world economic forum, including comments from microsoft's bill gates. in an hour, indiana senator evan bayh's announcement that he won't be running for re-election this year. on "washington journal" this morning, john horsely, executive director to have american association of state highway and transportation officials looks at how the stimulus spending package is affecting highway projects. we'll examine the use of predator drones to attack terrorists with marc thiessen. and how unemployment affects

american life. "washington journal" is live on c-span every day at 7:00 a.m. eastern. >> a couple of live events to tell you about this morning. the peterson-pew commission looks at government debt and fiscal policy at 9:00 eastern on c-span 2. at 10:30 eastern, the funeral service for pennsylvania congressman john murtha who died last week. speakers include house speaker nancy pelosi, members of congress and military leaders. now a discussion of hunger from the annual world economic forum in switzerland. panelists include microsoft chairman bill gates. this is an hour.

>> good afternoon, everybody. thank you very much for joining us today. we're going to talk about -- rethink that issue. we know that a billion people today suffer from malnutrition. 80% of those are in the agricultural sector. so it is probably the single most important issue that faces the world today and at the same time, it is probably the single most neglected issue at forums like this so it is very good to see the world economic forum paying so much attention to food production and organizing a special world food program. it is a big change and i think it is about time that happened.

today we have a panel of experts who can guide us toward stating the problem, exactly what is it and then we plan to do what are possible solutions like innovation, technology, trade, etc. and then we plan to end with what are certain goals that we should aim at? big goals? two or three big goals that we should aim at? the format of the next one hour will be at each stage, when we take up a topic, after we have talked about that a few minutes then i will ask for questions from the floor on that particular topic. so it -- all the questions won't be at the end but about half this entire program will be devoted to questions from the

floor. short questions, please. but let's get a first introduction of what the problem is that they are facing and we'll start with the prime minister of tanzania. >> in india you use prime minister. >> president, sorry. >> it is an challenge to be given the task of defining the problem. what i can say to start with is that indeed, there is a huge challenge of feeding the world today. a billion people.

we have 6.1 or 6.3 billion people now. by 2050, it will be 9.2 billion. it is a big challenge. we can feed ourselves. the present levels of population and by 2050. why do i say so? the climatic conditions -- more over, water -- the water resources for agriculture and third, technology. and skills. are available. so on the basis of this, i believe that we can feed the

population. now and in the future. what needs to be done is -- constraints that keep the production and productivity. once we overcome that problem. >> so the key problem is productivity? and production. >> not president. the prime minister. >> ladies and gentlemen. i would like to discuss all the topics. i would like to discuss the topic of how we -- secure in a more rapid way with the three

conditions. first of all to secure the availability, to ensure the -- in supplying currently to ensure the ability to -- of the people. so i would discuss these topics. thank you. >> patricia wortse -- woertz. >> thank you. from my per expective as a global leader in agriculture as well as the c.e.o. of a.d.m., that we see the growing demand that the president describes as a key issue longer term. it is not only that the

population will grow by 50% by the middle to have century, but that the demand for agricultural products will double because as people become more prosperous they eat a better diet. there is demands for agriculture. i'm similarly optimistic that agriculture can fulfill those needs and in the short term i think agriculture has a key role because as many know, much as, some say four times as contributes to reduction twice as much, some say four times as poverty. in defining the problem, i think it is the longer term of feeding

recovery, investment in technology, will help provide some of the solutions to that immediate problem as well. >> bill gates? >> with food security, we have the short-term issue, which is a billion people and back in 2007, we saw middle class diets were demanding for food and the price ises spiked up and we had terrible availability problems and the responses to that made it worse. the long-run problem is that the population increased times the food intensity and to achieve that going require a lot of innovation. even just spreading the way things are done today across the world. that alone won't do it. you have to have new high productive seeds.

you'll have to avoid a lot of pathogens that are going to come along and go after these crops. only by being very optimistic about the innovation and funding it by the world as a whole and a lot of specific donor funding for developing countries, that's the only way we'll meet this challenge. >> right. the bill and melinda gates foundation is donating a lot and working together with the world economic forum and world food program. a little anecdote of interviewing bill gates sometime ago i said can you do a sound check at the beginning and say one, two, three, four. he said one billion, two billion, three billion, four billion and i think you can say that is the amount he is donating now for the world food program. that is just great. [applause] >> thank you. ellen kullman? >> i'm ellen kullman. the chairman and c.e.o. to have

dupont company. to add to bill's comments, technology is certainly going to be a key element of filling that gap between the production of food between now and 2050. technology alone is not enough. it has to come with education and collaboration. the industry can produce great yielding seeds and technology to protect it from insects and other issues but until we can figure out how the educate the farmers so that they are using the right combination in their weather conditions, until we can get collaborations, research alliances, collaborations on market access so the farmers can get their good to market in real grassroots way, it has to occur farmer by farmer, i think three of them, innovation, education, collaboration, and bill would add funding, i think are the major elements of bridging that gap.

>> and the one and only -- from the world bank. >> thank you. thank you. i think that we're thinking of feeding the world, you know, we need to think of three or four challenges, even if we're able to produce. we have to think of one. there are other sources of demand for food products that are competing with food now. we see that a part of the u.s. food production goes for ethanol. other countries are using food. you know, it means we have to think perhaps bigger because you have these sources of competition. you also have to think of the impact of climate change on food production. the volatility and variability of food prices and what this will mean. as the world changes and as incomes grow, we also have a

shift in terms of the demand for food. people are demanding higher value food products, even in developing countries and you have to think how do we work with small farmers to meet that kind of demand and then we have to think to have dynamics of the movement s that arehappening and how we manage that as more people migrate to the urban areas. these are some of the challenges. we must focus on these as well. >> as we can see, we have a huge problem ahead. look at some solutions, let's start with the basic issue, which everybody has talked about and that is the problem of yields. we have to increase productivity. what kind of innovations? we have already seen one green revolution and some countries haven't gone through that yet. there can be a change. countries that haven't gone there can be a change. countries that haven't gone