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COURSE DIRECTIVE ACADEMIC YEAR 2017 Senior Course on Defence Studies: Facts and Analysis of Strategic Thought and Leadership (3rd Course) (04 September – 01 December 2017) (First Edition, December 15, 2016)

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Senior Course on Defence Studies: Facts and Analysis of Strategic Thought and Leadership (3rd Course)

(04 September – 01 December 2017)(First Edition, December 15, 2016)




The Hellenic National Defence College (HNDC) acts as the highest military education and training institution within the Hellenic Armed Forces on issues of Defense Policy, National Security and Strategy.

Its mission is to educate and train military officers at the strategic level from all branches of the Hellenic Armed Forces, civilian employees of government ministries, as well as civilian personnel from companies and organizations that operate under public or private law, so that they can effectively and efficiently handle national defence issues in their respective fields of responsibility and expertise.


14 December 2016


SUBJECT: Course Directive, “Senior Course on Defence Studies: Facts and Analysis of Strategic Thought and Leadership,” Academic Year 2017.

This document is prepared solely for use by the staff, faculty, and students of the Hellenic National Defence College.

It contains educational material designed to promote discussion bystudents of the Hellenic National Defence College. It does not necessarily reflect the views of theHellenic Ministry of NationalDefence (HMoD), and the Hellenic National Defence General Staff (HNDGS).

Col. MICHAIL PLOUMIS Course Director

DISTRIBUTION:Hellenic Ministry of DefenceHellenic National Defence General StaffHellenic National Defence College






Course Directive December 2016

Senior Course on Defence Studies: Facts and Analysis of Strategic Thought and Leadership



Course Description...........................................................................................................1Scope .............................................................................................................................1Objectives .......................................................................................................................1Language.........................................................................................................................1Faculty Organization and Responsibilities ......................................................................2Course Organization .......................................................................................................2Prerequisites....................................................................................................................3Methodology ....................................................................................................................3Requirements ...............................................................................................................3-5...........................................................................................................................................Course Evaluation.........................................................................................................5-7Pass/Fail Criteria..............................................................................................................7Detailed Program ............................................................................................................7Student Readings.............................................................................................................7Information and Administrative Issues..........................................................................7-9Course Fellowship Program .....................................................................................10-11Miscellaneous.................................................................................................................11Faculty Organization.................................................................................................11-12Planning Calendar ...................................................................................................13-20

SECTION II. CLASS DESCRIPTIONS.....................................................................21-50

SECTION III. FIELD STUDY TRIPS-VISITS............................................................51-54




Senior Course on Defence Studies: Facts and Analysis of Strategic Thought and Leadership




The Senior Course on DefenceStudies: Facts and Analysis of Strategic Thought and Leadership of the Hellenic Defence College resident core curriculum (NATO ETOC Code: STC-IR-52096) is designed to:

- Familiarize students with updated concepts concerning strategic thinking and leadership.

- Acquaint the student body with current theories of war and strategy.- Provide elaboration on theories of international relations.- Provide appraisals of economic principles and national security.- Provide an assessment of Greek intellectual thinking through the classical

antiquity, the MiddleAges (Byzantine Empire), and contemporary periods.- Review security issues in the Balkans and the Eastern Mediterranean and the role

of national and international players in a broader global security environment.


The course is aimed at providing students with modern principles in a variety of areas, such as: global and regional studies, strategic leadership, economic concepts of national security, theories of war and strategies. Students will gain a better understanding of the security environment in Southeastern Europe and the Eastern Mediterranean. Thus, its aim is to prepare students in the performance of their duties as flag officers of their countries, to cope with the rapidly changing situations of the geostrategic environment and to become defense staff officers who stand out for their level of strategic thinking and critical analysis. The goals of the course are achieved by building (development – expansion) on existing knowledge of students, on subjects related to strategy, history, politics and economy.


a. Provide students with basic understanding of the various cultural, demographic,economic, ethnographic, historical, physical, political, and social aspects of Southeastern Europe, the Balkans, the Middle East and North Africa, that are essential for the formulation of strategic leadership.

b. Comprehend the role of strategic leaders in the global environment.

c. Analyze the nature and theory of war and strategy.


d. Analyze economic concepts and issues influencing defense in the global and national security environments.

e. Familiarize students with the evolution of Greek thinking through time.

4. Language: The official instruction language is English.

5. Faculty / Students Organization and Responsibilities:

a. Director of the course: in-charge of running the course, co-ordinating and assigning tasks.

b. Faculty Instructors (FI): visiting professors / scholars from Greek Universities, appointed to teach each cycle’s topics.

c. Faculty Advisors(FA):military or civilian personnel holding a PhD or an MA degree, whose task is to assist FIs, advise students on academic matters, evaluateexaminations, support, and assess major programs.

d. Quality Assurance Section Head, and Secretariat.

e. Students’ body: Minimum: 10 students. Maximum: 16 students

6. Course Organization.

The Course consists of four cycles, two Field Study Trips, and nine visits described below:

a. Cycle 1: Regional Studies (RS):

Block 1 “Southeast Europe”:provides an understanding of European national perspectives with emphasis on the Balkans.

Block 2, “The Middle East and North Africa”: focuses on the Middle East and North Africa regions.

b. Cycle 2: Strategic Leadership and Negotiations (SLN):

Block 1 “Strategic Leadership”: elaborates on the various aspects of classical antiquity by providing students with an appreciation of the uniqueness of strategic leadership orchestrating accumulated knowledge, skills, and abilities necessary to lead national security organizations in a national and global strategic environment.

Block 2 “Negotiations”: provides a framework to prepare for, conduct, and assess effective negotiations

c. Cycle 3:Theory of War and Strategy (TWS):


Block 1 “Theories of War”:Thucydides’ ThePeloponnesian War is used as the platform to understand basic conceptsrelated to war, policy, and strategy. In addition, it analyzes and appraises theories regarding the employment of military power both on a strategic and at a high-operational level by utilizing current practices on land, sea, air, cyber, and space operations.

Block 2 “Strategy”:Examines the elements of states’ power (diplomatic, informational, military,and economic), by acknowledging Roman, Byzantine and contemporary strategies.

d. Cycle 4:Economics of National Security (ENS): This cycle examines the relationship between economics and national security within the context of globalization. It uses several economic concepts for students to better understand the international system, and the macroeconomic tools available to a nation state.

e. Field Study Trips, Island of Crete and Northern Greece: The field study trips aim to increase students’ exposure to regional strategic issues by giving them the opportunity to engage directly with senior military leaders as well as military and civilian intellectuals.

f. Visits: Two visits on working days and seven visits on non-working days (Saturdays or Sundays). Families are welcome. A guided tour will only be provided in four visits (Acropolis, Epidaurus/Mycenae, Vergina, Oracle of Apollo). Visits aim to increase students’ understanding of the cultural, intellectual, and geographic diversity of Greece.


a. This course is suitable for officers (at the rank of OF4 (Lt. Colonel) – OF5 (Colonel) and equivalents from all military services, or civilian members of government departments or services with equivalent ranks who, at a minimum, successfully graduated from a Joint War College or equivalent institution of higher education. Graduation from a National Defense College or equivalent is desirable.

b. English language proficiency is necessary, at least at level 3333, IAW STANAG 6001 (professional level for listening, speaking, reading, and writing).No additional language training or translation will be provided throughout the course.

c. Students must have basic level computer skills in the Microsoft Office package (mostly Word and Power Point).

d. The course is open to all international partners.Officers from NATO, PfP, MD, and other countries as approved are accepted to the course.

e. No prior knowledge of strategic studies theories or applications is necessary for enrollment.



Students will examine and analyze concepts, issues, and concerns through class discussions and presentations. The course emphasizes an active role in the learning process. Thus, you are expected to come prepared to discuss the examination ofconcepts and issues in an interactive dialogue environment.

9. REQUIREMENTS: Each student is expected to:

a. Complete assigned readings, and participate in class discussion(s) through dialogue and presentations, as assigned.

Student Class Contribution: (70% of the total evaluation in each cycle): The FIs willevaluate the studentscontributions based on anassessment of their daily preparation, in-class participation, and oral presentations, as and where required. As a minimum, students are expected to study the required readings specified in this directive. In addition, students will be assigned a subgroup/discussion leader for various lessons. Seminar participation is more focused on quality than quantity. The quality of a student’s participation, in terms of synthesis and integration of material, and contribution to overall class learning will result in an overall higher evaluation weightas opposed to the number of times the student speaks up in class.

b. A closed book examinationwill take place at the end of cycles 1 and 4 and will consist of ten (10) multiple choice questions and ten (10) true or false questions, to be written in 30 minutes in total. These make-up 30% of a student’sevaluation.Examina-tions are intended to measure the students’ comprehension of Cycle topics. FIs assign questions on students exams, which are formally administered on paper by FAswithin the classroom. The FAs arealso responsible for the evaluation of the examinations.

c. Present a case studyin 15 minutes in total, in cycles 2 and 3,respectively, contributing to 30% of the student’s evaluation in these cycles. In these cycles each student will be assigned an oral presentation of a faculty-specified case study during the course. Student oral presentations provide valuable enrichment to seminar learning as they present a different perspective. The Director of the course will match lessons to oral assignments on September 4, 2017.Once the student will have performed his/her background research, he/she will be asked to present his/her work. If additional support may be required, the librarian, and/or FIs will assist as and where needed. The FIs will evaluate the quality of the student preparations based on the demonstrated knowledge of the required course material. During the oral presentation, students should: summarize the key elements oftheir research;be prepared to answer questions; and, elaborate on their findings.

d. Prepareand submit a (13-15) page long(5,000 words) Major Projectcontributing 10% of the student’s total course evaluationon the following generaltopic:

“Apply one or more strategic theories, strategic leadership schemes, or economic concepts to a specific national security challenge currently faced by your country or its allies.”


The specific topic must be agreed upon by the Course director. Teamsconsisting of (2-3) students dealing with Major Projects that focus on complicated strategic issues are encouraged, with a respective increase of project’s length. Proposed Project topics must be submitted to the Course director no later than, September 13, 2017. Afterits approval, the course director will assign a FA,no later than September 18, 2017, for providing further guidance, and for evaluating the project. The outline of the project must be submitted to the FAno later than September 30, 2017, while its draft is due on October 20th2017. The project must be due by the close of business on November 16, 2017 (submission to the FA).

The student ought to meet the following administrative requirements for the Major Project paper:

- Double spaced,- 2.54 cm orone-inch margins,- Font: Arial 12 pt., - Citations: Chicago style, (Notes and Bibliography).

Guidance on potential topics will be covered on September 4, 2017, during the in-processing.

To write an acceptable course paper studentswill need to conduct research anddocument sources. While course readings can be helpful and are a good starting point, this paper requires the use ofsources beyond the readings. Once your research is complete, you must synthesize thatresearch into a clear, concise, and logical presentation.

Writing with integrity: To avoid plagiarism, sourcesmust be cited in places where they are used. They must also be referenced in cases where these are paraphrased. In general, one should only use direct quotes when the author’s wording is believed to defend one’s academic work. References are to be listed in a proper academic style at the end of the project. It goes without saying that using existing research in academic writing is beneficial especially when the writer is not an expert in the field. Their research, expertise, conclusions, and/or analysis can strengthen a student’s work.

Evaluation Standard. Projects will be evaluated based on content, organizationand style. The criteria for evaluating the paper will address the student’sability to gather information, conduct research, organize his /her work in a logical and prioritizing manner, compose and express thoughts clearly, coherentlyand effectively by using standard written English. Descriptions of the criteria for“Outstanding”, “Exceeds Standards,” “Meets Standards” and “Needs Improvement” are found below. The Faculty Instructor (FA) will return papers that "NeedImprovement" to the student for re-submission until the student achieves a“Meets Standard” evaluation or better.

d. Participate in Field Studies Trips (Section III), and engage with host senior leaders, making-up 5% of the student’s evaluation. Students are expected to effectively engage with various presenters when they allow for questions and discussions. Contribution grades,given by the accompanying FAs, will be based more on the quality of the students’input in speaker interactions rather than the quantity of such an input.


e. Visits(Section III). For students’ cultural, intellectual, and geographic orientationonly (no evaluation),a number of visits have been scheduled. While visits on working days (2) are obligatory, the remainder visits arevoluntary. However, the College encouragesthe participation for the students’ own intellectual benefit.

10. Course Evaluation:

In each CYCLE

1) Students Class Contribution/Participation: 70%

2) Students Written Exams (cycle 1, and 4): 30%

3) Case Study Presentation (cycle 2, and 3): 30%

Cycles, Major Project, and Field Studies Trips,Gravity (100%)

Cycle 1: 17%Cycle 2: 25%Cycle 3: 28%Cycle 4: 15%Major Project: 10% Field Studies Trip: 5%Visits: 0%

Faculty assessment of oral/written work is based on “Content, Organization, and Style”. Style is concerned with perfecting the “flexibility and obedience” of language to accomplish a desired end. Content carries the most weight as it includes assessment of idea(s), quality and argument strength. Thus, although each major aspect of the oral contribution/writing is important, the overall assessment cannot be rated higher than the Content assessment. An oral presentation/contribution or project might be well organized and stylistically interesting, but if the student fails to communicate his/her ideas to the audience/the reader, an important aspect may be lost.Each element thereof is subject to an assessment as follows:

• 100%-95% - Outstanding. The contribution not only exceeds standards in every respect, but stands as an exemplar of excellence in oral/written communication. It displays exceptional insight and creativity, firm analysis, solid research, precise documentation, and does so in a well-structured context, reflecting both depth and balance.

•94,99%-75% - Exceeds Standards. Impressive and clearly above the norm, the oral contribution/project is insightful and responsive to the task, well-researched, ample documented, and thoughtfully organized. The speaker/ writer has a strong ability to analyze, synthesize, and integrate material. The work exhibits clarity in thought and


expression and reflects an accomplished and continuously developing command of language.

• 74,99%-60% - Meets Standards. The oral contribution/project is an acceptable and competent response to a discussion/writing topic: it is informative, to a certain degree persuasive, and includes some evidence grounded in research. Major points are clearly identified and appropriately developed, often with support from properly documented credible sources. The organization is reasonable, demonstrates unity, and has a clear beginning, middle, and end.

• 59,99%-50% - Below Standards/Needs Improvement. The oral contribution/project is weaker than it should be and possibly deficient in one or more salient respects. The content is weak or the reasoning and logic noticeably flawed; the organization might be unclear and/or the style (facility with language) deficient. Content shortcomings are the gravest concern because the absence of substantial material severely undercuts the need for organization and the ability to craft a thoughtful and articulate paper. In case of a manuscript, it is characterized by minimal analysis, deficient insight, lack of evidence, inadequate research, slip-shod documentation, poor organization, and sloppy and/or semi-coherent writing’ “needs improvement.”

• 49,99%-0% – Fails to Meet Standards / Unsatisfactory. The oral contribution/project is more than weak or deficient—it misses the mark substantially.

11. PASS/FAIL CRITERIA: Pass 60%, and above. Fail below 60%.


a. The planning calendar indicates the schedule of the class subjects covered during eachday. Reading assignments and other instructions are contained in the class description pages that follow in Section II.

b. Official Course Times. (1) Class starts at 08.00h every working day.(2) 1st period: 08.00-08.45h(3) 2nd period: 09.00-09.45h(4) 3d period: 10.00-10.45h(5) 4th period: 11.00-11.45h(6) 5th period: 12.00-12.45h(7) Classes stop at 12.45h, unless a guest speaker is scheduled to speak. In this case, class stops at 14.00. (8) Guest Speaker time: 1300-1345h. After his speech, a 15-minute Q&Α period follows. Classes stop at 14.00.

Times, dates, and topics may be adjusted to accommodate visits, field study trips arrangements or unforeseen events.

c. Time Analysis: 13 Weeks, or 89 days, (Sept 4-Dec 1, 2016)


(1) 250 hrs.,corecurriculum program, (50 days x 5hrs. per day).(2) 20 Theatre Training Workshop (Participation: Voluntary)(5 days x 4 hrs. per day) (workshop analyzed below)(3) 20 hrs.,for Guest Speakers.Topics will be related to day’s class. Guest speakers program under confirmation. (3) 6 days in Field Study Trips (4) 2 daysobligatoryvisits.(5) 2 days for Writing and Research.(6) 1 day Major Project dialogue.(7) 7 days voluntarily visits. (8) 16 days without program.

d. Dress Code

(1) Every Monday: Uniform Class B.(2) Tuesday to Thursday: Business(coat and tie, with equivalent attire for ladies).(3) Friday: Business Casual.(3) V.I.P. Visits and ceremonies: Class A.(4) Visits: Business Casual.(5) Field Studies Trips: Uniform Class B, Business, and Casual.

13. Student Readings. Student readings in this directive are annotated as follows:

a. “Basic Readings.”Readings that students should have done before class sessions.

b. “Other readings.” These are supplementing basic readings. The list of “Other Readings” will be finalized no later thanJune 30, 2017.

c "Student Issue.” Items received prior to the start of the course in a hard copy form or by digitalelectronic transmittal means.

d."Library."These are items provided by the College Library either in form of a paperback or digitally.

e. "Online."Open source online materialsavailable on the Internet.

14. Information and Administrative Issues

a. Location of HNDC. The Hellenic National Defense College (HNDC) was founded in 1950 in Thessaloniki but in 1952 re-deployed in Athens, the capital of Greece and since 1984 it operates in the former Military Academy HQ building (the Averof Mansion). The camp address is “Evelpidon 6 &Moustoxidi St,Kipseli, GR 11362, Greece,”and is 3,5 km or 2 miles (11 min) far from the city centre, and 34 km or 22 miles (35 min) from the “Eleftherios Venizelos” Athens International Airport.

b. Arrival. The students should arrive in Athens not later than 18.00 local time, on September 3, 2017. Transportation from your point of entrance in Athens to your accommodation can be provided upon request, free of charge.


c. Accommodation and meals:The Hellenic National Defense College (HNDC) provides the opportunity for the students to be accommodated in the military resort area of “Agios Andreas,” (KAAY in Agios Andreas, AgiouAndreou Avenue, NeaMakri,GR 19005). For this reason 24 apartments have been renovated. A limited number of scholarships, covering accommodation and dining expenses, will be offered based upon timely received requests by interested countries and final approval by the HNDGS. The officers that come from countries that are not granted scholarshipshave two options: -They can either select to stay in “Agios Andreas” covering the relevant expenses or, -Theycan stay at Hotels of their preference. In case you choose to stay at a hotel it would be wise to choose a hotel near a metro station.The facilities of “Agios Andreas” are located 35 km from the College, on the East side of the Attica prefecture (average time to reach the Athens city center or HNDC Camp is about 40’ -45’). However, there are a number of advantages if you choose to stay in “Agios Andreas,” such as:-24/7 provided security in a military camp. Access in the facilities will be granted by issuing the relevant security card.-Furnished rooms with air condition. Water and electricity are free of charge.-Limited rent expenses in comparison with regular Hotel prices.-Sports facilities.-Free Wi-Fi.-First aid medical assistance.The students may choose to have meals in the facilities of “Agios Andreas,” or at the Hellenic Armed Forces Officers Club.Lunch at “Agios Andreas” is scheduled from 14.00 till 15.30 and you have to inform the relevant personnel one day in advance. Lunch in the Hellenic Armed Forces Officers Club (LAED/ΛΑΕΔ) is scheduled from 14:30 to 16:00. The officers club is located in Rigillis 1 &VasilissisSofias (PavlosMelas Square), Athens, tel:

d. Access to HNDC Camp. TheHNDC Camp can be easily reached by taxi or by bus. For the students who choose to be accommodated in the military resort area of “Agios Andreas”, a shuttle bus will be available. In order to facilitate your access, a security entrance card (pass) is mandatory. Therefore, you need to send us along with the application form, a copy of your passport (page with the picture and personal data) and a copy of your national ID card.

e. Laptops: Participants are allowed / encouraged to use their personal laptops or tablets in the camp. Nevertheless, computers with Internet access are available for student use and a laptop can be issued (to each student) for the duration of the course.

f. Security: In the camp, participants have to carry their Entrance Pass, which will be received from the security office.

g. Insurance. The HNDC will not cover any health care expenses. All participants and any accompanying family members are responsible for ensuring that they are in possession of a valid and adequate insurance (accident, repatriation, liability and health - pharmaceutical).


h. Visa request. According to the international regulations certain foreign nations need valid passports and a visa to enter Greece. If a visa is required, it is the responsibility of the sending nation and of the individual student to apply for it, in advance for himself / herself and any accompanying dependents. All the participants should be aware of the valid international regulations.

i. Transportation. Transportation from your accommodation in the “Agios Andreas” military resort to the HNDC Camp and vice versa will be provided during the working days and is free of charge.

j. Social program and weekend.

(1)An official welcome reception event will be held at the Hellenic Armed Forces Officers Club during the first week of the course as well as an Official Graduation Ceremony on the last day of the course, followed by a reception.During the weekends you are free to arrange your own schedule. However, if a special event arises that requires your presence, you will be informed well in advance.

(2) Theater Training Workshop.This workshop supports students’ development through theatrical practices. 20 hours (5 sessions x 4hrs.) are dedicated for students training to perform the Aeschylus’s tragedy “Prometheus Bound,”or another theater play that fits better with your talent and artistic inclinations. Instructors will be prominent directors and actors from the Greek national theatrical stage. The participation is voluntary; however you are encouraged to take part for your own intellectual development. Accompanying family members are also welcome to participate.

i. Fees. No participation fees are applicable. Sending nations will have to bear accommodation and dining costs.Nevertheless a limited number of scholarships will be offered exclusively on military facilities, based upon timely received requests by interested countries and final approval by the HNDGS.

m. Families.Foreign students’ families are welcome.

n. Absence is allowed upon an important reason. If a student misses more than 10% of the total number of classes, the school initiates the process for failing the course.

o. Sponsorship: The College will assign community and academic sponsors to every andeach ofthe foreign students.YourGreek military classmates and other active military personnel are expected to play these roles.

16. Course’s Fellowship Program.

The HNDC invites Fellows to attend each course’s cycleand participate in the Field Study Trips and visits, depending on class vacant positions (Maximum class seats: 16). However, in this case (visits) they should pay their own expenses. The fellowship program brings emerging, and influential leaders in the fields of regional studies, strategic


leadership, strategy, and defence economics to the HNDC classrooms, during which students receive hands-on exposure to security issues discussed. After the successful graduation of the cycle attended, a certificate is issued and awarded.

Eligible Individuals for Fellowship Program:

-Hellenic General Directorate for Defence, Investment, and Armaments , for cycle 2, block b (negotiations).

-Senior officials of the Hellenic Ministry of National Defence, and the Ministry of Foreign Affairs, for all cycles, and trips.

15. Miscellaneous.

a. Course graduates are awarded the Crest of the Course to wear with their uniforms Class A, and B.

b. The Hellenic National Defence College has established a very effective and flexible co-operation with Plymouth University, UK.Following the completion of this course at the HNDC, graduates will be eligible to enroll at the MA programme in Applied Strategy and International Security and Plymouth University , with the latterrecognizing 60 academic credits towards the MA programme.

16. FACULTY ORGANIZATION. Faculty organization for the conduct of this course is as follows:

Director:Col., MichailPloumis, Hellenic Army, B.S.c., LL.B, LL.M, PhD (C)

Room 63 (2nd Floor)Phone 210 889 6530, 6974859628Mail:[email protected],

FI, Regional Studies/Southeast Europe:Prof Phone:Mail:

FI, Regional Studies/Middle East and North Africa:Prof Phone:Mail:

FI, Strategic Leadership:Prof Phone:Mail:


FI, Negotiations:Prof Phone:Mail:

FI, Theory of War and Strategy:Prof Phone:Mail:

FI, Economic of National Security:Prof Phone:Mail:

Faculty Advisor ProfRoomPhone:Mail:

Faculty Advisor ProfRoomPhone:Mail:




CYCLE 1. REGIONAL STUDIES (SEP 5-SEP 18)Block I. Southeast Europe (RS 1-5)September 4 September 5 September 6 September 7 September 8 Sep. 9 Sep.10In – processing (Orientation, IT, HNDC/course brief, administrative instructions)Ice Breaker (19:00-22:00h)(at the Hellenic Armed Forces’ Officers Club/LAED)

RS-1European Union: An Introduction to the best practice model of Regional Integration

RS-2South East Europe: An Overview I.

RS-3East Southeast Europe: An Overview II.Focus: Romania and Bulgaria

RS-4East Southeast Europe: Bosnia-Herzegovina, Croatia, Slovenia, Serbia, Montenegro, Kosovo territory, Albania, The Former Yugoslav Republic of Macedonia

Visit Acropolis-Acropolis Museum

Block II. The Middle East and North Africa (MENA) (RS 6 – 10)September 11 September 12 September 13 September 14 September 15 Sep.16 Sep. 17RS-5Eastern EuropeFocus: Russia, Ukraine,the CaucasusRegion; Turkey

Guest Speaker (TBD)

RS-6MENA Overview:Historical Development, State Formation, and Religions. The Arab-Israeli Conflict and Peace Process)

RS-7MENA Economics, Migration, and Demographics

(Class held at Hellenic Coast Guard/FRONTEX)

RS-8MENA IFocus: The Arabian Peninsula States, Syria, Iraq, Jordan, Lebanon

RS-9MENA II Egypt and The North Africa

Guest Speaker (TBD)

TTW ITheatre Training Workshop(Prometheus Bound)


MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATUR. SUNDAY September 18 September 19 September 20 September 21 September 22 Sep.23 Sep. 24

CYCLE 2. STRATEGIC LEADERSHIP AND NEGOTIATIONS (SEP. 19-OCT. 13)RS-10. MENA IIIFocus: Israel, and Iran. Synthesis /Written Exams

Guest Speaker (TBD)

SLN-1Introduction to Strategic Leadership

Guest Speaker (TBD)

Field Study Trip, on Island of Crete

1 st Day: Hellenic Navy Souda Naval Base, NATO Maritime Interdiction Operational Center (NMIOTC)

2 nd Day: NATO Missile Firing Installation (NAMFI), Hellenic Air Force115 Combat Wing, the Maritime Museum of Crete (City of Chania Venetian Harbor).

3d Day: Visit to the Archeological site of Knossos

Students Can extend their stay on the island, by their own means.

Block 1. Strategic Leadership (SLN 1-10)

September 25 September 26 September 27 September 28 September 29 Sep.30 October 1

SLN-2Critical Thinking.

Case Study 1: Ajax (Sophocles)

Guest Speaker (TBD)

SLN-3System Thinking.

Case Study 2:The Suppliants (Aeschylus)

Case Study 3: Leading Across Culture I

SLN-4Ethical Reasoning I.

Case Study 4: Antigone (Sophocles)

Case Study 5: Leading Across Culture II

SLN-5Ethical Reasoning II.

Case Study 6: Nicomachean Ethics (Aristotle)

Case Study 7: Marcus Aurelius: Meditations

SLN-6Civil-military Relations,

Case Study 8:Aristotle, Politics, Book 3.

Case Study 9. Detailed, or Mission Command?

Visit to the National Archeological Museum



OCTOBER October 2 October 3 October 4 October 5 October 6 Oct.7 Oct. 8SLN-7Leading Organization Change and Vision.

Case Study 10:Anabasis Book III(Xenophon)

Case Study 11Leading Across Culture III

SLN-8Managing the Strategic Environment.

Case Study 11. Anabasis Book IV(Xenophon) (continued)

SLN-9Post-traumatic disorder and ancient drama.

Case Study 12: Philoctetes (Sophocles)

Visit to archaeological sites; Ancient theatre of Epidaurus, Mycenae, and the City of Nafplion.

SLN-10Senior Leader Communication

Case Study 13: Alexander the Great, the Oracle at Delphi, and Siwa, and the Gordian Knot

Guest Speaker (TBD)

TTW IITheatre Training Workshop(Prometheus Bound)

Block 2. Negotiations (SLN 10-15)October 9 October 10 October 11 October 12 October 13 Oct.14 Oct. 15

SLN-11Negotiation’s Theory I. Preparation of Negotiations

SLN-12Negotiations Theory II: Strategic Conflict Management/ Negotiating Strategies-Tactics

SLN-13Negotiations Theory Synthesis/ Negotiation Exercise I

SLN-14Negotiation Exercise II/Negotiations Theory Synthesis

SLN-15Strategic Leadership and Negotiations/ Synthesis

Guest Speaker (TBD)

Visit to the archeological site of Sounion Temple




Block I. Theories of War (TWS 1-12)October 16 October 17 October 18 October 19 October 20 21 22TWS-1History, Theory, War and Strategy -Theories of International Relations

TWS-2Global Interdependence, International Security Organizations, Hard, Soft and Smart Elements of National Power.

TWS-3Thucydides I - Strategy,Culture and Value.

Case Study 1: Pericles’s Democracy

TWS-4Thucydides II, Interests.

Case Study 2:Operation ATALANTA

TWS-5Thucydides IIIVictory and DefeatCase Study 3:Protracted War: Corrosive Effects on Democracy Guest Speaker (TBD)

TTW IIITheatre Training Workshop

(Prometheus Bound)

October 23 October 24 October 25 October 26 October 27 28 29

TWS-6Thucydides IV. Case Study 4:“Thucydides Trap.”

Guest Speaker (TBD)

TWS-7Clausewitz I.Foundations ofStrategic Landpower

TWS-8Jomini ‘s Strategic Landpower - Sun Tzu.

Case Study 5:Plato: Theory of Ideas

TWS-9Geopolitical Theory and Power

Case Study 6: Herodotus and his Successors

Guest Speaker (TBD)

TWS-10(Class held at Averof Armored Cruiser Floating Museum).Theories of Sea Power.

Case Study 7: Greek Naval Policy in the Balkan Wars (1912-13)Guest Speaker (TBD)

Visit to the WAR Museum


MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATUR. SUNDAY October 30 October 31 November 1 November 4 November 3 Nov.4 Nov.5TWS-11(Class held at Hellenic Air Force Museum).

Theories of Air Power Case Study 8: NATO bombing of Yugoslavia (1999)

Guest Speaker (TBD)

Writing and Research Day

(Major Project) (No class)

Field Study Trip, to Northern Greece.Departure from Athens by bus.1 st Day Visits: “The Hot Gates & the 300” (Thermopylae), Holy site of Meteora (visit and briefing: The Greek Orthodox faith in the World), Overnight at Larissa.

2 nd Day Visits: 1st Army HQs, EU HQ, Archeological Museum of Vergina (Macedonian Royal Tombs), overnight at Thessaloniki.

3 rd Day Visits: Roupel Fortress, and NATO Rapid Deployable Corps, Greece.Departure from Thessaloniki by bus

Students Can extend their stay on Thessaloniki, by their own means.

NOVEMBER 2017Block II. Strategy (TWS 13-17)

November 6 November 7 November 8 November 9 November 10 Nov.11 Nov.12TWS-12Nuclear Weapons, Space/Cyber power Theories, Limited War Theory,Insurgency and COIN.

Case Study 9:Lessons of the 2006 Israeli-Hezbollah War Guest Speaker (TBD)

TWS-13The Elements of National Power (Diplomacy, Information, the Military, and Economics).

Guest Speaker (TBD)

TWS-14Strategy Formulation Model-The Roman Strategy.

Case Study 10: Scipio Africanus

TWS-15(Class held at Byzantine and Christian Museum).The Byzantine Strategy.

Case Study 11:The “Greek Fire,” and the role of military technology today.Guest Speaker (TBD)

TWS-16Cold War Strategies

Case Study 12:The 1974 Cyprus Crisis

Guest Speaker (TBD).

TTW IVTheatre Training Workshop(Prometheus Bound)

Visit to the Museum of the City of Athens



CYCLE 4. ECONOMICS OF NATIONAL SECURITY (ENS) (NOV 14-NOV 27)November 13 November 14 November 15 November 16 November 17 Nov.18 Nov.19TWS-17Contemporary Security Issues, and strategies/The Future of War andStrategy/Synthesis

Case Study 13:What ISIS Really Wants?

Guest Speaker (TBD)

Visit to archeological site of Apollo Oracle, at Delphi.

ENS-1Economic Concepts and International Political Economy(Neoclassical Economics, Globalization, Fiscal and Monetary Policy,International Political Economy).

ENS-2Global Governance (Bretton Woods Institutions, G7, G20, BRICS, etc.)Coercive Economic Measures.

Remark:Major Project Submission Day.

ENS-3(Class held at the Hellas Liberty Museum)

Economic Development (Economic growth,Theories of Development, Fragile States).

Guest Speaker (TBD)

Visit to the BenakiMuseum

November 20 November 21 November 22 November 23 November 24 Nov.25 Nov. 26

ENS-4International Trade(WTO, Trade Theory,TPP, TIP, CETA, RCEP, NAFTA, EconomicSanctions)

Guest Speaker (TBD)

Hellenic Armed Forces Day (No class)


Theatre Training Workshop

Performance Day : Prometheus Bound

ENS-5(Half of the class will be held at The Bank of Greece).International Investment and Finance (International Monetary System and Finance, Financial Crises, Financial Warfare)

ENS-6Defense Economics I.

Guest Speaker (TBD)

ENS-7Energy, ManufacturingSynthesis / Written Exams

Guest Speaker (TBD)

Visit to the Numi-smatic Museum of Athens



November 27 November 28 November 29 November 30 December 1 Dec.2 Dec.3

ENS-8Participate in The Economist Conference for SE Europe and Mediterranean regions (Athens)Location and timingto be confirmed.

Alternate Program Defence Economics II. Defense Industrial Base

Writing and Research Day (Dissertation Preparation) (no class)

(Class held at the Pnyx, the place where the Assembly of the Athenians held its meetings).

Major Projects’Socraticdialogue

Course Conclusive FeedbackAlumni Brief Out-processing

Graduation Day/Official Ceremony (Hellenic Armed Forces’ Officers Club/LAED)



In – processing

In processing intends toease your transition to Athens and familiarize you with the college environment. During in processing you will be briefed about the National Defense College and our course in particular. In the 1980s, the Hellenic Military Academy was located in the area that the National Defense College is today. When the Military Academy re-located at Vari, Attica, the Hellenic National Defense College took over part of its installations (HQs), while the remainder of the buildings were transferred to the Ministry of Justice and are housingthe Athens area Civil and Criminal Courts.

Required Readings.

Peter M. Senge, The Fifth Discipline: The Art & Practice of the LearningOrganization (New York: Currency Doubleday, 2006), 216-232 and 260-262. Read“The Potential Wisdom of Teams,” “The Discipline of Team Learning: Dialogue andDiscussion,” and “Reflective Openness.”(Library).


The purpose of this cycle is to preparesenior military leaders to think and reason at the national and theater levels of Greece and its periphery, the Balkans, and the Middle East and North Africa (MENA).

Block 1. “Southeast Europe.”


We will begin this block by examining the EU institutions, and the region’s geographical contours, religions, demographics and economics, history and political institutions, and social identity structures.

RS-1. European Union: An Introduction to the best practice model of Regional Integration.

The aim of the session is to introduce senior military leaders to the institutions, values, policies, and operations of the European Union. Regional integration has been chosen as a strategy of soothing frictions, unifying the region politically and economically (i.e., free trade), creating a common identity, and commonly and efficiently resolving risks of potential conflict.

Basic Reading :


Pascal Fontaine, Europe in 12 Lessons, European Union, Brussels, July 2010, (accessed December 12, 2016).(Online). (Scan).

RS-2.Southeast Europe: An Overview I.

The aim of the session is to facilitate the understanding of Southeast Europe as a region and to introduce its social, political, economic, and international relations developments, issues, and risks. Following the dissolution of the Soviet Union the region has undergone a series of armed ethnic conflicts (e.g., Yugoslav Civil Wars, Kosovo Crisis).For a number of Balkan states joining the EU provides the only concrete avenue of economic development and domestic political stability. Bulgaria and Romania became full EU members in 2007, while other Balkan states are EU accession candidates (e.g., Croatia, Serbia).In particular the following issues will be focused upon with special reference to the western Southeast Europe (Balkans):-From Regional Approach to the Stabilization & Association Process (SAP). The SAP is the European Union's policy towards the Western Balkans, established with the aim of eventual EU membership. Western Balkan countries are involved in a progressive partnership with a view of stabilizing the region and establishing a free-trade area. The SAP sets out common political and economic goals although progress evaluation is based on countries' own merits. -SAPand Conditionality;-Stabilization and Association Agreements (SAAs) and Policy Conditionality: democracy, human rights, minority rights, institutional, and economic reforms;-Trade liberalization;-Economic support: CARDS-Community Support for Reconstruction, Development and Stabilization, PHARE & OBNOVA;-From Conditionalityto Partnership?

Basic Readings:

EBRD Transition Report 2015-2016, European Bank of Reconstruction and Development, London, at, December 12, 2016).(Online). (Scan).

Other Readings

(1)Hughes James (ed.) (2010) EU Conflict Management, Abington, Oxon, Rutledge.

(2) Andrew Geddens, Charles Lees, Andrew Taylor (2013) The EU and South East Europe The Dynamics of Europeanization and Multilevel Governance, Rutledge.

(3) Stavrianos, L.S. 1958. TheBalkanssince1453. London, Hurst & Co.Barbara Jelavich. 1983. History of the Balkans, Cambridge University Press.


(4) Mark Mazower, 2000 The Balkans: a Short History / New York Modern Library.

(5) John R. Lampe. Houndmills, Basingstoke. 2006. Balkans into Southeastern Europe : a century of war and transition, New York : Palgrave Macmillan.

RS-3.East Southeast Europe: An Overview II. Focus : Romania and Bulgaria.

This session focuses on Bulgaria and Romania. More specifically on their process from transition to EU membership, their current economic assessment, and their role in the regional system.

Basic Readings:

EBRD, Country Assessments (Romania, Bulgaria) European Bank of Reconstruction and Development, London,, (accessed December 12, 2016).(Online). (Scan).

Other Readings

Papadimitriou, D. &Phinnemore (2008) Romania and the EU: From Marginalisation to Membership, Abingdon, Oxon:Routledge.

RS-4.East Southeast Europe: Bosnia-Herzegovina, Croatia, Slovenia, Serbia, Montenegro, Kosovo territory, Albania, The Former Yugoslav Republic of Macedonia

Thesession focuses on the countries of the western Balkans. More specifically on their transition process including structural economic, institutional, and political reforms, and their compliance with EU conditionality in general. Political and other hurdles and risks towards accession will also be examined.

Basic Readings:

(1) EBRD, Country Assessments (as referred above) European Bank of Reconstruction and Development, London,, (accessed December 12, 2016). (Online). (Scan).

(3) R. Craig Nation, “The Balkan between War and Peace,” in War in the Balkans, 1991-222, August 2003, at, 325-378. (accessed December 6, 2016) (Online).(Scan).

RS-5.EasternEurope. Focus: Russia, Ukraine, theCaucasusRegion&Turkey

The session will examine the integrated foreign relations policy of the EU with regional actors such as Russia (e.g., Ukrainian crisis) and the Caucasus states. The session will cover the strategic interplay of European energy imports from Russia and other Eurasian


sources with the changing global energy markets. It will address EU relations with Turkey, including Turkey’s accession process to the EU and the refugee crisis, and Turkey’s regional role (e.g., Syrian Crisis, Armenia and Azerbaijan).

Basic Readings:

(1) EBRD, Country Assessments (as referred above) European Bank of Reconstruction and Development, London,, (accessed December 12, 2016). (Online). (Scan).

(2) European Commission, “Commission Staff Working Document: Turkey 2015,” Brussels, November 10, 2015, European Commission, pdf file at, (accessed December 11, 2016). (Scan).

Guest Speaker (TBD)

Block 2, “The Middle East and North Africa (MENA)”

PERFORMANCE OBJECTIVES (PO) We will begin this block by examining the region’s geographical contours, religion,demographics and economics, history and political institutions, and social identitystructures. Succeeding lessons will focus on the region’s sub-regions in the modernperiod, emphasizing contemporary societal, political, and economic aspects.

RS-6.MENA Overview: Historical Development, State Formation, and Religions. The Arab-Israeli Conflict and Peace Process)

The block will begin with a lesson thatprovides an overview of the Middle East as a region of study. Lesson’s main themes: 1) Islam, Judaism, and Christianity, 2) The Arab-Israeli Conflict.

Basic Readings.

(1) Jillian Schwedler, ed., “Introduction,” and “The Middle East – A GeographicPreface,” in Understanding the Contemporary Middle East, 4th ed. (Boulder: LynneRienner, 2013), 1-40.(Library).

(2) Jillian Schwedler, “Religon and Politics in the Middle East,” in Understandingthe Contemporary Middle East, 4th ed. (Boulder: Lynne Rienner, 2013), 377-402.(Library).

(3) Mark Tressler, “The Israeli-Palestinian Conflict,” in The Middle East, ed. EllenLust, 13th ed. (Washington, DC: Congressional Quarterly Press, 2013), 287-366.(Library).

Other Readings


Halliday, Fred, The Middle East in International Relations: Power, Politics and Ideology,Cambridge: Cambridge University Press,2005

RS-7.Economics, Migration, and Demographics(Class held at Hellenic Coast Guard and FRONTEX premises, and The Hellas Liberty Museum). Visit at Schistos Hot Spot).

In this lesson students will be oriented to key featuresof the demography and macroeconomics of the region.

Basic Readings.

(1) AgnieszkaPaczynska and Mary Ann Tetreault, “The Economics of the MiddleEast,” and “The Political Economy of the Middle Eastern Oil,” in Understanding theContemporary Middle East, ed. Jillian Schwedler, 4th ed. (Boulder: Lynne Rienner,2013), 223-286.

(2) Valentine M. Moghadam and Tabitha Decker, “Social Change in the MiddleEast,” in The Middle East, ed. Ellen Lust,13th ed. (Washington, DC: CongressionalQuarterly Press, 2013), 73-106.

(3) MichailPloumis and LabrosPilalis, “A New Deal for the Middle East and North Africa, Mediterranean Quarterly 27:2, June 2016, at, (accessed October 5, 2016).(Library).

RS-8.MENA I. Focus: The Arabian Peninsula States, Syria, Iraq, Jordan, Lebanon.

In this lesson students will be introduced with key countries in the near East and the Arabian Peninsula.

Basic Readings.

Ellen Lust, ed., The Middle East, 13th ed. (Washington, DC: CongressionalQuarterly Press, 2013), (Scan). (Library).Eric Davis, “Iraq,” 507-533Laurie A. Brand, “Jordan,” 564-581Hasham Al-Awadi “Kuwait,” 590-607Paul Salem, “Lebanon,” 609-630.Benoit Challand, “Palestinian Authority,” 688-713KatjaNiethammer, “Persian Gulf States,” 717-744Pascal Menoret, “Saudi Arabia,” 746-761Raymond Hinnebusch, “Syria,” 764-787

RS-9.MENA II. Egypt and The North Africa


In this lesson, students will examine Egypt, and the states of North Africa—Morocco, Algeria, Tunisia, and Libya.

Basic Readings.

Ellen Lust, ed., The Middle East, 13th ed. (Washington, DC: CongressionalQuarterly Press, 2013), (Scan). (Library).LahouariAddi, “Algeria,” 429-447;TarekMasoud, “Egypt,” 448-477;Amanda Kadlec, “Libya,” 631-659;DrissMaghraoui and SalouaZerhouni, “Morocco,” 660-687;Jeffrey A. Coupe and HamadiRedissi, “Tunisia,” 789-829.

Guest Speaker (TBD)

RS-10.MENA III. Focus: Israel, and Iran. Synthesis

In this lesson students will examine the non-Arab countries of the region; Israel and Iran.

Basic Readings.

Ellen Lust, ed., The Middle East, 13th ed. (Washington, DC: CongressionalQuarterly Press, 2013), (Scan). (Library).MehrzadBoroujerdi “Iran,” 478-504;LihiBenShtrit, “Israel,” 537-562.

Guest Speaker (TBD)


In today’s complex and fast-changing environment,strategic leaders need to scan their environment; anticipate change proactively;develop visions that should be used as a guide to where their organization should be in medium term; align theorganization’s culture and climate with their vision and current work force; and thencreate and maintain an ethics and values-based policy that re-inforces theirorganization’s vision.Within the national security context, students should also developan appreciation that strategic leadership often involves decision making in consensusenvironments requiring negotiation with near equals who have comparable levels ofpower and influence and thus, require a different skill set than was typically used at thedirect and organizational levels of leadership.SLN curriculum includes numerous themes of enduring value and/or specialemphasis throughout the course. However, it bears three standard concepts: Strategic Leadership and the exercise ofdiscretionary judgment, Professional Ethics, and Negotiations.

Block 1, “Strategic Leadership”



The purpose of this block is to develop an appreciation of theuniqueness of the strategic leadership setting and the accompanying knowledge, skillsand abilities necessary to lead national security organizations in a national and globalstrategic environment. At the end of this block, students will be able to:- apply aspects of leadership required at the strategic level- analyze the role of the strategic leader in recognizing the need for change,developing and articulating a vision for change, and in designing and implementingeffective and sustained change- synthesize the strategic leadership competencies necessary to ethically and effectively succeed current practices in the global security environment

SLN-1.Introduction to Strategic Leadership

In this lesson students will be introduced into strategic leadership concepts. Understanding the roles, tasks, and competencies of strategic leadership canhelp you examine how and why these officers have excelled in the strategicenvironment.

Basic Readings.

Stephen J. Gerras, ed., Strategic Leadership Primer, 3rd ed. (CarlisleBarracks, PA: U.S. Army War College, Department of Command, Leadership, andManagement, 2010). Read the passage on The Strategic Leadership Team, 6-7,Chapter 1: “Introduction;” and Chapter 4: “Strategic Leader Competencies” and Chapter7: “The Strategic Leader and the Human Dimension of Combat,”at, December 5, 2016) (Online).

Guest Speaker (TBD)

SLN-2.Critical Thinking.

In this lesson, students will be introduced to critical thinking. The focus question for students is, “What mechanisms can I put in place to help make me more aware of the impact ofmy biases and assumptions as I develop and evaluate arguments?” To facilitate their understanding, students will be introduced to Ajax (Sophocles’ Tragedy). When Achilles was been killed in the Trojan War, his armor should be given to Ajax, the next greatest warrior. However, the kings did not do so and Ajax became furious abandoning his critical thinking, and eventually committing suicide.

Basic Readings.

(1) Stephen J. Gerras, “Thinking Critically about Critical Thinking: A Fundamental


Guide for Strategic Leaders,” at, (accessed December 5, 2016) (Online).

(2) Ajax by Sophocles, The Internet Classic Archives, at, . (accessed December 5, 2016)(Online).

(3) NicolausHenkeet. al., “The Age of Analytics: Competing in a Data Driven World,”McKinsey&Company, December 2016, at (accessed December 8, 2016). (Online).(Scan).

Case Study 1: Ajax (Sophocles)

Guest Speaker (TBD)

SLN-3.System Thinking.

Systems are found in every aspect of today’s life. In particular, Systems thinking is the process of understanding howthe elements of a system influence one another within a whole, and how the system asa whole behaves and evolves.The Greek philosopher Heraclitus, of the late 6th century BC, criticized his predecessors and contemporaries for their failure to see the unity in experience. He claims to announce an everlasting Word(Logos)according to which all things are one, in some sense. Opposites are necessary for life, but they are unified in a system of balanced exchanges. In this lesson, students will examine system thinking concepts, and beyond.To understand better system thinking, students will be introduced in Aeschylus tragedy, “The Suppliants.” The main question that arises from this play is “Who is the empowered and who is Powerful?” It is a question of systems: The Argians appear to be the strong agents in this story. They have the kratos (power/state).They are the ones to whom the Suppliants appeal.They are strong men with a strong army. The Maidens are female and self-exiled. They are vulnerable and threatened. They are out in ‘the street’, outside the city walls, tortured and without any means or resources. They are begging for asylum. Aeschylus gives an answer that should be considered.

Basic Readings.

(1) Heraclitus, Internet Encyclopedia of Philosophy,at,, (accessed December 5, 2016).(Online).

(2) Ross Harrison, “Strategy in the Dimension of Systems,” in Strategic Thinking in 3D: A Guide for National Security, Foreign Policy, and Business Professionals, Washington D.D., Potomac Books, 2013, 51-86. (Library).

(3) The Suppliants by Aeschylus, The Internet Classic Archives, at, (accessed December 5, 2016). (Online).


Case Study 2:The Suppliants (Aeschylus).

Case Study 3:Leading Across Culture I.As students come from different countries and cultural backgrounds, the “Leading across Culture” presentations aim to introduce students to a variety of cultures along the course. The briefer (student) will provide the class with basic information about his/her country’s culture and ethics. Students should use concepts coming from, Richard D. Lewis, When Cultures Collide: Leading across Cultures, 3rd ed.(Boston: Nicholas Brealey Publishing, 2006). (Library).

SLN-4.Ethical Reasoning I.

The following (two) lessons introduce ethical terms and employ an applied ethical framework formoral reasoning by evaluating moral tensions that exist in decision making at thestrategic level.In this lesson ethical reasoning will be examined by using Sophocles’ tragedy “Antigone.” The protagonists deal with 3 main issues: whether Polynices ought to be given burial rituals, whether someone who buried him in defiance of the state ought to be punished, and whether Creon's actions are just or thoughtless.

Basic Readings.

(1) Zheng, Dianhanet. Al., “Effects of Ethical Leadership on Emotional Exhaustion in High Moral Intensity Situations,” The Leadership Quarterly Volume 26, Issue 5, October 2015, Pages 732–748, October 13, 2015. (Library)

(2) Antigone, by Sophocles, The Internet Classic Archives, at, (accessed December 5, 2016).(Online).

Case Study 4: Antigone (Sophocles)

Case Study 5: Leading Across Culture II (as described in the previous lesson).

SLN-5.Ethical Reasoning II.

In this session the ethical reasoning will be evaluated by using concepts stemming from philosophy: Aristotle’s Nicomachean Ethics, as well as Cesar Marcus Aurelius’sMeditations

Basic Readings.

(1) NicomacheanEthics (Aristotle), Book III and IV, at, (accessed December 5, 2016). (Online).

(2) Marcus Aurelius: Meditations, at, (accessed December 5, 2016). (Online).


(3)C. S. Lewis, “The Inner Ring,” 1944, C.S. Lewis Society of California, (accessed December 5, 2016). (Online).

Case Study 6: Nicomachean Ethics (Aristotle)

Case Study 7: Marcus Aurelius: Meditations

SLN-6.Civil-military Relations.

The purpose of this class is to initiate discussions about the civil-military relations, and commanding schemes. Aristotle and Clausewitz will be cited as the drivers in this session.

Basic Readings.

(1) Edward J. Villacres and Christopher Bassford, “Reclaiming the ClausewitzanTrinity,”Parameters, Autumn 1995, at (accessed December 5, 2016).

(2) Aristotle, Politics, Book Three, at (accessed December 5, 2016).

(3) TaxiarchisPanagis, “From Centralized Leadership to Mission Command: Modern trends to Military Leadership and their effect on Civil-Military relations,” Individual Project, Hellenic National Defense College, 2nd ISC, November 30, 2016. (Library).

Case Study 8:Aristotle, Politics, Book 3.

Case Study 9.Detailed, or Mission Command?

SLN-7.Leading Organization Change and Vision.

This assembly will examine organizations and discuss the value of vision as a means of bringing together internalconstituencies for a common purpose.Visionary leaders use scenario-based forecasting as amethodology for anticipating and preparing for the future. In doing so, Xenophon’s Anabasis will be used as the platform. Xenophon describes the march to Persia to aid Cyrus, who enlisted Greek help to try and take the throne from Artaxerxes and the ensuing return of the Greeks, in which Xenophon played a leading role. He literally made his vision a reality and brought Greeks back to their homelands.

Basic Readings.


(1) John P. Kotter, “Transforming Organizations: Why Firms Fail,” and “SuccessfulChange and the Force That Drives It,” in Leading Change (Boston: Harvard BusinessSchool Press, 1996), 3-31. (Library).

(2) W. Warner Burke, “Organization Change: Epidemics, Integration, and FutureNeeds,” in Organization Change: Theory and Practice (Thousand Oaks, CA: SagePublications, 2002), 273-295.(Library).

(3) Charles Roxburgh, “The Use and Abuse of Scenarios,” McKinsey & Company,November, 2009, 5, 2016). (Online).

(4) Xenophon: Anabasis or March up Country, Fordham University, at , (accessed December 5, 2016). (Online).

Case Study 10 : Anabasis. Book III (Xenophon).

Case Study 11: Leading Across Culture III (as described in the previous session).

SLN-8.Managing the Strategic Environment.

This class focuses on the identification of both stakeholders and trends in the external environment, as well as thesenior leader’s role in interpreting and managing the information provided. Xenophon’s Anabasis will be used as the platform to assess strategic environment management.

Basic Readings.

(1) Murf Clark “The Strategic Leadership Environment,” in Strategic LeadershipPrimer, 3rd ed., ed. Stephen J. Gerras (Carlisle Barracks: U.S. Army War College,2010): 9-19, at, (accessed May 26, 2015).(Online).

(2) Xenophon: Anabasis or March up Country, Fordham University, at , (accessed December 5, 2016). (Online).

Case Study12.Anabasis Book IV (Xenophon)

SLN-9.Post-traumatic disorder and ancient drama.

Post-traumatic stress disorder is a mental health condition that's triggered by a terrifying event — either experiencing it or witnessing it. When such health conditions occur on leaders one needs to recognize the symptoms and cope with the situation. Sophocles’sPhiloctedeswill be used as the driving vehicle.


Basic Readings.

(1) Ole Boe, “Coping with Perceived Traumatic Events: A Case Study of a Norwegian Officer,” Procedia Economics and Finance, Vol. 23, 2015, 402-405. (accessed December 5, 2016).(Online).

(2) PhiloctedesbySophocles, The Internet Classic Archives, at, (accessed December 5, 2016). (Online).

Case Study 13:Philoctedes (Sophocles)

SLN-10.Senior Leader Communication

The purpose of this meeting is to understand how senior leaderssynchronize a message, and manage effective communication. In this class, the case study of Alexander the Great and the Gordian Knot will be examined. By cutting the knot, Alexander created a new symbolic reality. By using his public relation concepts, he conveyed his message and inspired his comrades in arms.

Basic Readings.

(1) John P. Kotter, “Communicating the Change Vision,” in Leading Change(Boston: Harvard Business School Press, 1996), 85-100. (Library).

(2) John Baldoni, “Developing the Leadership Message,” in Great CommunicationSecrets of Great Leaders (New York: McGraw Hill, 2003), 27-37. (Library).

(3) The Gordian Knot, Alexander the, at December 5, 2016).(Online).

(4) Leadership Lessons from Alexander the Great, INSEAD blogspot, at (accessed December 11, 2016).

Case Study 14:Alexander the Great, the oracle at Delphi and Siwa, and the Gordian Knot.

Guest Speaker (TBD)

Block 2, “Negotiations.”

PERFORMANCE OBJECTIVES (PO) This block refers to the presentation of essential negotiation and conflict management approaches.


It is designed to interactively introduce students to core views on negotiations concepts, procedures and skills needed, aiming at increasing their effectiveness and efficacy in their negotiating outcomes, providing a holistic as well as a strategic perspective on the subject. Role Plays simulations are used so as to transform lectures into experiential learning. The main objective of the course is to help students optimize their negotiating outcomes through a combination of knowledge in negotiation approaches and simulations and cases. Students will learn to use relative negotiation strategies and tactics in accordance to their negotiations modeling and vision. A further objective is to help students evaluate and critically prepare themselves (or their team) to face a conflict or a negotiation. Furthermore, another important objective is to help students to express suitable leadership attributes that improve in or out-group negotiating outcomes. During the exercises, blocks’ brakes will be set in relevance with the execution of the role-plays - respectively.In the end of this session, students will be able to:-recognize opportunities or threats that can, respectively, be seized or avoided via negotiations-highlight and avoid negotiation mistakes-thoroughly be prepared for any negotiation-analyze conflicts and interpret situational information into variables that may affect their negotiating outcomes-implement efficiently negotiating tactics that serve their negotiating strategies, modeling and vision-integrate core leadership theories into negotiations practice-debate and argue on their negotiation framework

SLN-11.Negotiation’s Theory I: Preparation of Negotiations.

The key topics of this class are: -the negotiation building blocks and negotiation process,-the basic negotiation mistakes and how to avoid them,-the preparation for a successful negotiation, and the basic negotiation approaches (i.e. interest-based negotiation, strategic approach of negotiations).

Basic Readings.

Fisher, R., Ury, W. & Patton, B. (1991). Getting to Yes: Negotiating Agreement Without Giving In. PenguinBooks. All Chapters, 1-145.(Library).

Other Readings

(1) Lewicki, R.J., Barry, B., & Saunders D. (2010). Negotiation: Readings, Exercises, and Cases: Readings, Exercises and Cases. McGraw-HillHigherEducation.Chapters 1, 2, 7.(Library).

(2) Thompson, L. (2014). The mind and the heart of the negotiator, 5th ed., Prentice Hall.Chapters 1-10.(Library).


(3) Volkema, R. (1999). The Negotiations Toolkit. AMACOM, Chapters 9,10. (Library).

SLN-12 Negotiation’s Theory II: Strategic Conflict ManagementIn this session students will be introduced to the theory of conflict management and how to negotiate strategically. Negotiating Strategically: One vs All (Conflict Architecture, Negotiations Model), and Negotiating Strategies and Tactics.

Basic Readings.

Nikolopoulos, A. (2011). Negotiating Strategically: One versus All. PalgraveMacMillan. AllChapters, 4-185.(Library). (Scan).

Other Readings

(1) Mayer, B. (2000). The Dynamics of Conflict Resolution: A Practitioner’s Guide, San Francisco, CA:Jossey-Bass.Chapters 1, 3, 8.(Library).

(2) Watkins, M. (2006). Shaping the game: The new leader’s guide to effective negotiating.Harvard Business School Press, Chapters 2, 3, & 5.(Library).

SLN-13.Negotiations Theory Synthesis / Negotiation Exercise I

This class will summarize key concepts of the negotiation theory. Participants will be called upon to conduct Negotiation Theory Exercise(s).

Framework:-Role Play 1 (briefing, Role-Play reading / preparation, teams formulation), negotiations, de-briefing).

-Role Play 2 (briefing, Role-Play reading / preparation, teams formulation, negotiations, de-briefing).

-Students will receive Role Play’s 3 information, before the end of the class, to be prepared properly for the next-day’ssimulation.

SLN-14 Negotiation Exercise II. Negotiation Theory Synthesis

Role Play 3 (briefing, Role-Play’s Confidential Information reading / preparation, team make-ups, negotiations, de-briefing)

SLN-15 Strategic Leadership and Negotiations, Synthesis

This session examines topics such as Persuasion in Negotiations, and Leadership and Negotiations.

Basic Readings.


Yukl, G. (2009). Leadership in Organizations.7thEd.,PearsonChapters 2, 7, 10, 14.

Other Readings

(1) Thompson, P. (1998). Persuading Aristotle: The timeless art of persuasion in business, negotiation and the media.Allen&Unwin.Chapters 1, 2.(Library).

(2) Cialdini, R. B., (2016). Pre-Suasion: A Revolutionary Way to Influence and Persuade. NY: Simon&Schuster, Chapters 7, 10.(Library).

(3) Thompson, L. (2014). The mind and the heart of the negotiator, 5th ed., Prentice Hall.Chapters 1-10.(Library).

(4) Van Knippenberg, D., & Hogg, M. A. (Eds.). (2004). Leadership and power: Identity processes in groups and organizations. Sage, Chapter 12.(Library).

Guest Speaker (TBD)


Overview.This cycle introduces students to the theory of war (Block 1) and strategy (Block 2). Theory is essential to comprehension, and is the basis of the sound thinking that wins wars. In essence, this cycle prepares students to think critically about strategy and the use of military forces. At the end of the cycle, the student should have developed a solidunderstanding of the theory of war and strategy that synthesizes past theory and practicewith personal experience and ideas for the future.

Focus Questions:

(1) What is war?(2) Why do wars occur?(3) Why do states decide to use force?(4) What is strategy?(5) How do states and non-state actors fight wars?(6) How does the theorist/strategist define war?

Block 1, “Theories of War.”

PERFORMANCE OBJECTIVES (PO) War can result from a failure of states to resolve their disputes by diplomatic means.Some philosophers see it as an extension of human nature.Thisblock examines theories of war through time.

TWS-1.History, Theory, War and Strategy-Theories of International Relations. This cycle addresses the underlying philosophy, objectives, and requirements thereto. It


explores the meanings of strategy and war. War is the pursuit of political objectives through the use of military force and power. Strategy is the calculated relationship among ends, ways, and means.

Basic Readings.

(1) “Why War,” An exchange of letters between Freud and Einstein, Freud Museum, at, (accessed December 1, 2016) (online).

(2) Athanasios G. Platias&ConstantinosKoliopoulos, Thucydides on Strategy:Athenian and Spartan Grand Strategies on the Peloponnesian War and their Relevance Today, Athens, Eurasia Publication, 2006, p. 15-40.(Student issue).

(3) Deborah L. Hanagan, “International Order,” in U.S. Army War College Guide toNational Security Issues, Vol. 2: National Security Policy and Strategy (5th Ed.), ed. J.Boone Bartholomees (Carlisle, PA: U.S. Army War College, 2012), 124-136, available at (accessed December 1, 2016).(Online).

TWS-2.Global Interdependence, International Security Organizations, Hard, Soft and smart elements of national Power.This classconsiders the international system and analyzes the competing types of world orders, in particular, how the current order came about, and whether mankind is in the process of moving to a new world order.

Basic Readings.

(1) Joseph S. Nye, Jr., and David Welch, “Cooperation; Globalization and Interdependence,” in Understanding Global Conflict and Cooperation: An Introduction to Theory and History, 8th ed. (New York: Pearson, 2011), 239-57 (Library).

(2) Joseph S. Nye, Jr., The Future of Power, New York, Public Affairs, 3-24.(Library).

(3) Glenn P. Hastedt, “International System: Structural Constants” in American Foreign Policy: Past, Present and Future, (Lanham, MD: Rowman&Littlefield, 2014), 34-36.(Library).

(4) Jeffrey Goldberg, “The Obama Doctrine: The president explains his hardest decisions about America’s role in the world,” The Atlantic, April 2016, Vol. 317, No. 3, (accessed September 11, 2016).(Online).

TWS-3.Thucydides I. Strategy, Culture and Value.The following four classes discuss and analyze the Peloponnesian War. Thucydides history is considered a classic over the centuries. It provides an excellent foundation for a


study of the strategic level of warfare and is regarded a prerequisite for the future strategist.

Basic Readings.

Robert B. Strassler, ed., The Landmark Thucydides: A Comprehensive Guide to the Peloponnesian War (New York: The Free Press, 1996). (Student Issue).

(1) Book One:1.1(3) (Introduction)1.24-1.88 (16-49) (the Corcyra conflict, the origins of the war)

(2) Book Two:2.10-2.25 (96-107) (Sparta invades Attica; Periclean strategy)2.34-2.65 (110-128) (Pericles’ Funeral Oration; the Great Plague of Athens;Periclesre-iterates his grand strategy).

Case Study 1: Pericles’s ideas on Democracy

TWS-4.Thucydides II. Interests.

Basic Readings.

Robert B. Strassler, ed., The Landmark Thucydides: A Comprehensive Guide to the Peloponnesian War (New York: The Free Press, 1996). (Student Issue).

(1) Book Two:2.33 (110) (The Athenians fortify a base on Atalanta)

(2) Book Three:3.1-3.15 (159-166) (the second Spartan invasion of Attica; Mytilene appeals toSparta)3.25-3.50 (171-184) (the Mytilene revolt; the debate between Cleon andDiodotus)3.70-3.86 (194-202) (the Corcyran revolt; the evils of revolution)

(3) Book Four:4.1-4.41 (223-246) (the Pylos affair)4.78-4.88 (266-272) (Brasidas in Chalcidice)

Case Study: Operation ATALANTA.(1)Jeffrey Yeakel, “The Strategy and Tactics of Piratical Attacks in Thucydides,” Thesis, University of Florida, 2009, at December 2, 2016).

(2)EUNAVFOR, Countering Piracy off the Coast of Somalia, (accessed December 4, 2016) (online).


(3) IoannisBagdatopoulos, “Operation Atalanta: Achievements and Lessons Learned,” Individual Project, Hellenic National Defense College, 2ndISC, November 30, 2016. (Library)

TWS-5.Thucydides III.Victory and Defeat

Basic Readings.

Robert B. Strassler, ed., The Landmark Thucydides: A Comprehensive Guide to the Peloponnesian War (New York: The Free Press, 1996). (Student Issue).

(1) Book Five:5.16-5.25 (310-316) (the Peace of Nicias)5.84-5.116 (350-357) (the Melian Dialogue)

(2) Book Six:6.1, 6.6-6.34 (361-379) (the Sicilian Expedition – the Athenian debate)6.47-6.49 (387-388) (the Sicilian Expedition – Athenian strategic options)6.89-6.92 (412-416) (Alcibiades in Sparta)

(4) Book Seven:7.10-7.24 (432-440) (the Sicilian Expedition – the battle for Syracuse)7.36-7.78 (448-478) (Athens’ defeat in Sicily)

Case Study 3:Protracted War: Corrosive Effects on Democracy (exercise your own judgment).

Guest Speaker (TBD)

TWS-6.Thucydides IV. “Thucydides Trap.”

Basic Readings.

(1) Robert B. Strassler, ed., “Epilogue” (549-554), The Landmark Thucydides: A Comprehensive Guide to the Peloponnesian War (New York: The Free Press, 1996). (Student Issue).

(2) Graham Allison, The Thucydides Trap: Are the U.S. and China Headed for War?” The Atlantic, September 24, 2015, at (accessed December 1, 2016) (online ).

(3) “China and U.S. can avoid “Thucydides’ Trap: Joseph Nye,” People’s Daily Online, September 17, 2015, at (accessed December 13, 2016). (Online).


(4) Tuan N. Pham, “Why the U.S.’ Rebalance to Asia’ Is More Important than Ever, “ The Diplomat, June 28, 2016, at, (accessed December 13, 2016). (Online).

Case Study 4:“Thucydides Trap.”

Guest Speaker (TBD)

TWS-7.Clausewitz. Foundations of Strategic Landpower.

This class commences with the presentation of landpower introduced by the Prussian philosopher of war,Carl von Clausewitz.Clausewitz argued that war is a subset of the larger theory of conflict. He definedwar as a “duel on a larger scale,” “an act of force to compel our enemy,” and a “continuation of politics by other means.” Distilled to its essence, war is a violent struggle between two (or more) hostile and independent wills, each trying to impose itself on the other. As Clausewitz states, “war is a violent clash of wills.” Clausewitz believed that war is characterized by the shifting interplay of a trinity of forces—emotion (irrational), chance (non-rational), and reason (rational)—connected by principal actors that comprise a social trinity of the people, the military forces,and the government. He noted that the conduct of war combines friction, chance, and uncertainty. These variables often combine to cause “the fog of war.” These observations remain true today and place a burden on the commander to remain responsive, versatile, and adaptive in real time so as to create and seize opportunities and reduce vulnerabilities.

Basic Readings.

Carl von Clausewitz, On War, eds. and trans. Michael Howard and Peter Paret, (Princeton, NJ: Princeton University Press, 1976).(Library).

(1) Book One:Chapter 1, "What is War?," 75-89.Chapter 2, “Purpose and Means in War,” 90-99.Chapter 3, "On Military Genius," 100-112.Chapter 4, "On Danger in War," 113-114.Chapter 5, "Physical Effort in War," 115-116.Chapter 7, "Friction in War," 119-121.

(2) Book EightChapter 2, “Absolute War and Real War,” 579-581.Chapter 3a, “Interdependence of the Elements of War,” 582-584.Chapter 6b, "War is an Instrument of Policy," 605-608.

TWS-8.Jomini’s Strategic Landpower-Sun Tzu.

This assembly empowers the understanding of landpower by first addressing the contributions of Baron Antoine Henri de Jomini, and thereafter by highlighting the Chinese principles of Sun Tzu, who formulated a theory of war, that is the earliest existing work about military affairs.


Basic Readings.

(1) Peter Pareteds, “Jomini,” in Makers of Modern Strategy: From Machiavelli to the Nuclear Age, New Jersey, Princeton University Press, 1986, 143-155. (Library).

(2) Sun Tzu, The Art of War, trans. by Sonshi Group, at (accessed December 1, 2016). (Online).

(3) David Macintosh, “Plato: A Theory of Forms,” Philosophy Now, at, html, (accessed December 5, 2016) (Online); The Theory of Forms by Plato: Definition and Examples, at, December 5, 2016) (Online).

Case Study 5:Plato: The Theory of Forms,(or the Theory of Ideas)

TWS-9.Geopolitical Theory and Power.

Geopolitics has been a fact of international life since the beginning of recordedhistory. This lesson addresses future strategists the relative size, location and physical geography of our world by helping them to formulate strategies and evaluate risks.

Basic Readings.

(1) Halford J. Mackinder, “The Geographical Pivot of History,” in The Geopolitics Reader, ed. Gearóid Ó Tuathail, Simon Dalby and Paul Routledge(London: Routledge, 1998), 27-31 at: December 1, 2016). (Online ).

(2) Colin Dueck, “The Return of Geopolitics,” Real Clear World (July 27, 2013), at December 1, 2016). (Online ).

(3) Robert D. Kaplan, “Geography Rules: It’s All About Spheres of Influence,”STRATFOR (August 21, 2013) at, (accessed December 1, 2016). (Online ).

(4) Matthew Bey, “Between Geopolitics and Technology,”stratforblogspot, Sep 27, 2016. (accessed October 3, 2016).

(5) Robert D. Kaplan, “Herodotus and his Successors,” in The Revenge of Geography, New York, Random House Trade Paperbacks, 2013, 38-59 (Library).

Case Study 6: Herodotus and his Successors.

Guest Speaker (TBD)


TWS-10.Theories of Sea Power.(Class held atAverof Armored Cruiser Floating Museum).

This meeting examines the nature and utility of sea power as a tool of grandstrategy. Sea power’s primary contributions are to obtain the use of the sea for friendly forces while denying the same to the enemy. To understand better, the Greek Naval Policy during the Balkan Wars (1912-13) is examined.

Basic Readings.

(1) John Gooch, “Maritime Command: Mahan and Corbett,” in Seapower andStrategy, ed. Colin S. Gray and Roger W. Barnett (Annapolis, MD: US Naval InstitutePress, 1989), 27-45. (Library).

(2)ZisisFotakis, “The Evolution of Greek Naval Strategy,” in Greek Naval Strategy and Policy, 1910-1919, London, New York, Routledge, 2005, 35-68.

Case Study 7:Greek Naval Policy in the Balkan Wars (1912-13).

Guest Speaker (TBD)

TWS-11.Theories of Air Power.(Class held atHellenic Air Force Museum).

This session aims to initiate a discussion about the evolution of aviation as an instrumentof power and elaborate on the theories that underscore the use of air power.

Basic Readings.

(1) GuilioDouhet. The Command of the Air, translated by Dino Ferrari (Washington,DC: Office of Air Force History, 1998) (Reprint of original English edition) at: (accessed December 1, 2016). (Online). (Scan).

Book One, Part 17-10, “The New Possibilities”15-19, “The Offensive Arm”24-28, “The Command of the Air.”

(2) Mark Bowden, “The Killing Machines: How to Think about Drones,” The AtlanticMonthly, (accessed December 1, 2016). (Online).

(3) Clayton K. S. Chun, Aerospace Power in the Twenty-First Century: A BasicPrimer (Colorado Springs, CO and Maxwell AFB, AL: U.S. Air Force Academy incooperation with Air University Press, July 2001) at:

41 1, 2016). (Online).(Scan)

(4) R. Craig Nation, “Operation Allied Force,” in War in the Balkans, 1991-222, August 2003, at (accessed December 6, 2016) (Online).(Scan).

Case Study 8:Operation Allied Force (NATO bombing of Yugoslavia, 1999)

TWS-12.Nuclear Weapons, Space, Cyber power Theories - Limited War Theory,Insurgency and COIN.

This class examines the potential of technology to open new domains and new styles of warfare. Nuclear, space and cyber power theories have already come into discussion. The concepts of limited war theory, insurgency and counter-insurgency (COIN) are discussed.

Basic Readings.

Nuclear Weapons, Space, Cyber power Theories

(1) Polly M. Holdorf, “Limited NuclearWar in the 21st Century,” in A Collection ofPapers from the 2010 Nuclear Scholars Initiative, Washington D.C.: CSIS, 2011, file:///C:/Users/interstudy2/Downloads/110916_Holdorf.pdf (accessed December 1, 2016). (Online).

(2) Therese Delpech, “Space and Cyberdeterrence,” in Nuclear Deterrence in the21st Century, Santa Monica, CA.: Rand Corporation, 2012, June 15, 2016). (Online)

(3) Colin Gray, Making Sense of Cyber Power: Why the Sky is Not Falling, (Carlisle Barracks, PA: Strategic Studies Institute, 2014). 26May 2015). (Online).

(4) “Weapons of Mass Destruction Proliferation,” CSIS, at, December 11, 2016). (Online).

(5) Analysis of the Cyber Attack on the Ukrainian Power Grid, E-ISAC, Washington, March 18, 2016, at,, (accessed December 11, 2016). (Online).


(6) Background to “Assessing Russian Activities and Intentions in Recent US Elections”: The Analytic Process and Cyber Incident Attribution, U.S.A, pdf file, Office of the Director of the National Intelligence at,, 25, 2017) (Online).

Limited War Theory, Insurgency and COIN.

(1) Robert E. Osgood, Limited War: The Challenge to American Security(Chicago: University of Chicago Press, 1957), 1-4, 9-10, (Library).

(2) Mao Tse-Tung, “What is Guerrilla Warfare?” in Mao Tse-Tung on GuerrillaWarfare, Fleet Marine Force Reference Publication (FMFRP) 12-18 (Washington, DC:U.S. Department of the Navy, 1989), 41-50 at: December 1, 2016) (Online).

(3) Austin Long, “COIN Theory: What Are Insurgencies and How Does One FightThem?”, in On Other War Lessons from Five Decades of RAND CounterinsurgencyResearch (Santa Monica, CA: RAND, 2006), 21-30, at: December 1, 2016). (Online).

Case Study 9:Lessons of the 2006 Israeli-Hezbollah War

Antony H. Cordesman, Lessons of the 2006 Israeli-Hezbollah War, CSIS, 2007, at December 5, 2016).(Online).

Guest Speaker (TBD)


The two fundamental strategies in the use of military force are the strategy of annihilation and the strategy of erosion. The first is to make the enemy helpless to resist the offender by physically destroying his military capabilities. This has historically been characterized as annihilation or attrition. The second approach is to convince the enemy that accepting the offender’s terms will be less painful than continuing to aggress or resist. This can be characterized as erosion, using military force to erode the enemy leadership’s or the enemy society’s political will.While the military focuses on the use of military force, it must not be considered in isolation from the other instruments of national power.

TWS-13.The Elements of National Power (Diplomacy, Information, Military, and Economics)


The ability of a state to advance its national interests is dependent on its effectivenessin employing the instruments of national power to achieve national strategic objectives. The appropriate governmental officials normally co-ordinate the employment of instruments of national power to secure national interests.

Basic Readings.

(1) Alan G. Stolberg, “Crafting National Interests in the 21st Century,” in The U.S.Army War College Guide to National Security Issues, Vol. II: National Security Policyand Strategy, 5th ed., ed. J. Boone Bartholomees (Carlisle Barracks, PA: StrategicStudies Institute, 2012), 13-25 at: (accessed December 1, 2016).(Online).

(2) Charles W. Freeman Jr., “Diplomatic Strategy and Tactics,” “DiplomaticManeuver,” Diplomatic Negotiation,” “Relations Between States,” The Use of Force,” and “The Use of Diplomats” in Arts of Power: Statecraft and Diplomacy (U.S. Institute of Peace Press;Washington, DC, 1997) 71-104. (Library).

(3) James D. Marchio, "Days of Future Past: Joint Intelligence in World War II,"Joint Force Quarterly 11 (Spring 1996), December 2, 2016).(Online).

(4) Glenn P. Hastedt, “Economic Instruments” in American Foreign Policy: Past,Present and Future, (Lanham, MD: Rowman&Littlefield, 2014), 287-312. (Library).

Guest Speaker (TBD)

TWS-14.Strategy Formulation Model.The Roman StrategyStrategy is a calculated relationship among objectives (ends), concepts (ways), and resources (means). In pursuing objectives, states choose either to employ their military element of power or other elements of power (diplomacy, information, economy).The Roman Empire is an example of hard power by employing mainly its military forces. As Edward Luttwak observes in the epilogue of his Grand Strategy of the Roman Empire, Romans primarily used their military element of power. The Legion was the basic tactical unit of the Roman army that fought “over both enemies and unreliable allies.”

Basic Readings.

(1) Athanasios G. Platias&ConstantinosKoliopoulos, Thucydides on Strategy:Athenian and Spartan Grand Strategies on the Peloponnesian War and their Relevance Today, Athens, Eurasia Publication, 2006, p. 15-40. (Student issue).

(2) Edward N. Luttwak, “Introduction,” The Tactical Organization of the Army,” “The Strategic Deployment of Forces,” and “Epilogue. The Three Systems: An Evaluations,” in


The Grand Strategy of the Roman Empire: From the First Century A.D. to the Third (The Johns Hopkins University Press, 1976), 1-6, 40-49, 191-194.

Case Study 10:Scipio Africanus

TWS-15.The Byzantine Strategy(Class held atByzantine and ChristianMuseum).

After the Fall of the Western Roman Empire, the transformed part of the Empire, the Eastern Roman Byzantine Empire, melded into the Greek Orthodox Christian faith. The concepts of the classical antiquity, flourished and survived for an additional period of 1,000 years, much longer than the Western Roman part. In its effort to effectively face its enemies, the new established Empire formulated a smart strategy. The Byzantine Grand Strategy used diplomacy as the primary instrument in engaging its enemies while utilizing intelligence and its strong innovative military element of power, only when this was necessary. The Byzantine Empire and its capital Constantinople eventually succumbed to the Ottoman Turks in 1453 A.D.

Basic Readings.

(1)Edward Luttwak, “The Invention of Byzantine Strategy,” “Conclusion,” inThe Grand Strategy of the Byzantine Empire (Cambridge, Mass: Belknap Press of Harvard University Press, 2009), 1-49, 409-421.

(2) Conversation with History-Edward N. Luttwak, “The Grand Strategy of the Byzantine Empire, “December 22, 2009, youtube videofile, at, (accessed December 5, 2016).(Online).

Case Study 11:The Greek Fire, and the role of military technology today

TWS-16.Cold War Strategies

Basic Readings.

(1) Lawrence Freedman, “The First two Generations of Nuclear Strategist” in Makers of Modern Strategy: From Machiavelli to the Nuclear Age, Peter Pareteds, New Jersey, Princeton University Press, 1986, 735-778. (Library).

(2) The Executive Secretary, “NSC-68: A Report to the National SecurityCouncil,” Naval War College Review 27, no. 6 (May-June 1975): 51-108 at: December 5, 2016). (Online).

Case Study 12:The 1974 Cyprus Crisis.

Guest Speaker (TBD)


TWS-17.Contemporary Security Issues, and Strategies/The Future of War andStrategy /Synthesis

This session serves as an opportunity to consider the myriad of current international security issues facing those charged with informing or acting in the national decision-making process.

Basic Readings.

(1) Rich Yarger, Strategic Theory for the 21st Century: The Little Book on BigStrategy (Carlisle Barracks, PA: Strategic Studies Institute, U.S. Army War College,2006) at April 14, 2015).

(2) Graeme Wood, “What ISIS Really Wants,” March 2015, 1-40, at: 10, 2016). (Online).

(3) Robert Martinage, “Toward a New Offset Strategy: Exploiting U.S. Long-Term Advantages to Restore U.S. Global Power Projection Capability,” CSBA, October 27, 2014, at, (accessed December 4,2016) (online).

(4) DimitriosStergiou,"ISIS political economy: financing a terror state", Journal of Money Laundering Control, Vol. 19 Iss 2 pp. 189 – 207, 2016.

Case Study 13:What ISIS Really Wants?

Guest Speaker


Overview.This cycle introduces students to three broad themes: Globalization, Economic growth, and Security implications of a global economy.

Focus Question

(1) What is economic security? What are the connections between economic power and national security?(2) What are the major schools of thought concerning the functioning of national economies, and how have those schools evolved overtime?(3) What does the term “developmental state” mean in the context of emerging economies?(4) What are the underlying assumptions of and the theoretical benefits from an open trading regime?


(5) What are the prospects for an economic war of attrition (currency war)? What policies are necessary to avoid such an outcome?(6) What are the problems confronting the existing Bretton Woods institutions (IMF, WB, and WTO)?(7) What is your assessment of the effectiveness of the G-20?(8) What are the geo-political implications of the energy revolution?(9) Concerning the relative shift in the distribution of power, what are the possible implications for globalization?


ENS-01:Economic Concepts and International Political Economy (Neo-classical Economics, Globalization, Fiscal and Monetary Policy, International Political Economy).

The focus of this assembly will be on the concepts of economic power, economic security, globalization, and the linkages between economics and national security.

Basic Readings:

(1) Robert Gilpin, Global Political Economy, Princeton, NJ: Princeton University Press, 2001. Two sections from Chapter 1, “The New Global Economic Order,” 5-13 (Changes in the World Economy); 23-24 (Purpose of Economic Activity), Chapter 3, “The Neoclassical Conception of the Economy,” 46-56, 65-68, Chapter 5, Economic Growth Theories, 108-117, Chapter 14, “Effectiveness of Macroeconomic Policy,”369-374.(Library).

(2)Joseph S. Nye, Jr., and David Welch, “Globalization and Interdependence,” in Understanding Global Conflict and Cooperation: An Introduction to Theory and History, 9th ed. (NewYork: Pearson, 2011), 254-283. (Library).

(3) “The World Economy: An Open and Shut Case,” The Economist, Special Report, October 1st, 2016. (accessed October 15, 2016).(Library).

ENS-2.Global Governance ( Bretton Woods Institutions, G7, G20, BRICS, etc.) Coercive Economic Measures .

Today’s global economy is partly managed by institutions and regimes that were created after World War II. These institutions collectively referred to as the Bretton Woods system consist of the World Bank, the International Monetary Fund, and the World Trade Organization.

Basic Readings.

Global Governance:


(1) Robert Gilpin, Global Political Economy, Princeton, NJ: Princeton University Press, 2001. Chapter 4, “Theory of Hegemonic Stability,” 97-102, Chapter 15, “Governing the Global Economy,” 377-390.(Library).

(2) Luo Ying, “U.S. foreign policy attitudes through hegemonic stability theory/HST,” Individual Project, Hellenic National Defense College, 2nd ISC,November 30, 20162016.(Library).

Coercive Economic Measures:

(1)David L. Asher and Patrick M. Cronin, Pressure: Coercive Economic Statecraft and U.S. National Security, Center for a New American Security, January 2011, “Chapter 1: Executive Summary,” and “Chapter 2: Coercive Statecraft: An Overview.”(Library).

(2) Glenn P. Hastedt, “Economic Instruments” in American Foreign Policy: Past, Present and Future, (Lanham, MD: Rowman& Littlefield, 2014), 287-312.(Library).

ENS-3.Economic Development (Economic growth, Theories of Development, Fragile States).

This class focuses on concepts associated with economic growth from a developing nation’s perspective.

Basic Readings.

(1) Robert Gilpin, Global Political Economy. Princeton, NJ: Princeton University Press, 2001, Chapter 12, “The State and Economic Development,” 305-321.(Library).

(2) United Nations Sustainable Development Goals (SDGs), September 25, 2015. December 1, 2016).(Online).

(3) MichailPloumis and LabrosPilalis, “A New Deal for the Middle East and North Africa, Mediterranean Quarterly 27:2, June 2016, at, (accessed October 5, 2016). (Library).

Guest Speaker (TBD)

ENS-4. International Trade (WTO, Trade Theory,TPP, TIP, CETA, RCEP, NAFTA, Sanctions)

This assembly provides a framework to assess the rationale behind trade and its Economics and discuss the impact of trade on the global economy and security.

Basic Readings.


(1) Robert Gilpin, Global Political Economy, Princeton, NJ: Princeton University Press, 2001, Chapter 8, “The Trading System,” 196-223. (Library).

(2) Brock R. Williams, coordinator, “The Trans-Pacific Partnership: Strategic Implications,”Congressional Research Service, February 3, 2016, at (accessed December 4, 2012) (online).

(3)ShayerahIliasAkhtar and Vivian C. Jones, “Proposed Transatlantic Trade and InvestmentPartnership (T-TIP): In Brief,” Congressional Research Service,June 11, 2014, at, (accessed December 7, 2016). (Online).

Guest Speaker (TBD)

ENS-5.International Investment and Financial crises (International Monetary System and Finance, Financial Crises, Financial Warfare)(Half of the class will be held at The Bank of Greece).

The main objective of this assembly is to focus on Foreign Direct Investment (FDI). Global capital flows have become a prominent feature in the globalized economy. Portfolio equity investments and debt will be equally addressed.

Basic Readings.

(1) Robert Gilpin, Global Political Economy, Princeton, NJ: Princeton University Press, 2001, Chapter 10, “The International Financial System,” 261-271, Chapter 11, Explanations of FDI and the MNC,” 279-282; 289-304 (Library).

(2) Eswar S. Prasad, “Role Reversal,” Finance & Development, Vol. 48, No. 4, December 2011, at (accessed December 2016), (Online).

ENS-6.Defense Economics I.

This class will introduce Defense Economic concepts.

Basic Readings.

(1) Martin C. Mcguire, “Economics of Defense in a Globalized World,” Chapter 21,Handbook of Defense Economics, Volume 2, Edited by Todd Sandler and Keith Hartley,2007 Elsevier B.V. (Library).

(2) Keith Hartley, “The Economics of Smart Defense,” The Quarterly Journal, Summer 2013.(Library).

(3) MariosTerentis, “Defence and economy: mapping the channels of the nexus,” Individual Project, Hellenic National Defense College, 2ndISC,November 30, 20162016. (Library).


Guest Speaker (TBD)

ENS-7.Energy, Manufacturing. Synthesis / Written Exams

This session examines the energy and the manufacturing sector, both of which are critical to the overall health of a national economy.The energy sector is in the midst of an on-going revolution; the production of shale oil and natural gas. The fracking technology has already changed the game globally. This reality has already had huge geopolitical and economic implications. The U.S. is a protagonist in this new game. Should we see Liquefied Natural Gas (LNG) coming from American soil to Europe in the future? Does the Greek Maritime Fleet have a role in this? Furthermore, in Greece’s periphery, the discovery of confirmed and exploitable undersea natural gas deposits within the Exclusive Economic Zones (EEZs) of Cyprus, Israel, Lebanon, and Egypt complicate the security challenges in the Eastern Mediterranean. For example, Turkey appears to lack undersea energy resources within its own EEZ, while Greece, Cyprus, Egypt and Israel have been negotiating multi-lateral agreements for their EEZ delimitation.

On the other hand, numerous evolutions in the manufacturing process have recently occurred such as: global supply chains, outsourcing and off-shoring, and- what has been referred to as-“the third industrial revolution.”Manufacturing patterns have shifted dramatically since the end of the Cold War and the widespread globalization of trade, FDI, and integrated supply chains. In both of these sectors, innovation is the key for an enterprise to survive and play a role in a global market.

Basic Readings.

(1) Richard A.Muller, “Advice for Future Presidents,” in Energy for Future Presidents: The Science Behind the Headlines ,New York-London, W. W. Norton & Company 2012, 291-305. (Library).

(2) Elizabeth Rosenberg, Energy Rush: Shale Production and U.S. National Security, Washington, DC: Center for a New American Security, February 2014, (accessed December 6, 2016). (Online).

(3) Marc Levinson, “Job Creation in the Manufacturing Revival,” The Congressional Research Service, July 2, 2015, at, December 6, 2016).(Online).

Guest Speaker (TBD)

ENS-8.Participate in The Economist Conference for SE Europe and Mediterranean regions (Athens).


Location and timings TBC.

Alternate Program

Defence Economics II. Defense Industrial Bases

Basic Readings.

(1)Paul Dunne, “The Defense Industrial Base,” in Handbook of Defense Economics, Volume I, ed. Keith Hartley and T. Sandler, 400-430.(Library).

(2) Christos Colliasand ApostolosRafailidis, “A Survey of the Greek Defense Industry,” Defense and Peace Economics, 2003, Vol. 14 (4), August, 311-324.(Library).

(3) F. Bekkers et al, “Development of a European Defence Technological and Industrial Base,” TNO Quality Life, The Netherlands 2009, 8-26.(Library).

(4)SIPRI, “The SIPRI Top 100 Arms-Producing and Military Services Companies,” SIPRI Fact Sheet, December 2014, at,



1. Filed Study Trip, on Crete Island

We will fly to Chania Airport, in the early morning of September 20th, 2017. We will visit the Hellenic Souda Naval Base,and the NATO Maritime Interdiction Operational Center (NMIOTC)on the same day.

On September 21th, 2017, we will visit the NATO Missile Firing Installation (NAMFI), the 115 Combat Wing, and the Maritime Museum of Crete.

On September 22th, 2017, we will go to Heraklion by bus in order to visit the archeological site of Knossos (end of mission). Knossos is the largest Bronze archeological site on Crete and is considered Europe's oldest city.The excavations of Sir Arthur Evans led to the discovery of the palace, as well as the Linear A and B. The Palace had at least three independent water-management systems, making it somehow unique.

During our stay on Crete Island we will use the Hellenic Naval installation facilities in Souda Naval Base.

After visiting Knossos,we will depart from Heraklion airport late at afternoon. Students can extend their stay on Crete Island, either in Chania by using naval installation facilities, or elsewhere upon their own choices, and by paying the expenses on their own.

The college covers flight expenses to be back in Athens on Friday September 22, 2017. If you choose to extend your stay on Crete until Sunday, September24, 2017, you have to pay tickets’ value difference.Please, report if you intend to extend your stay on Crete Island not later than , September 5, 2017, IOT enable us make an early booking for your stay in Hellenic naval installation facilities at Souda Naval Base, as well as to arrange inexpensive air-tickets.

2. Field Study Trip, to Northern Greece

On November 1st, 2017, we will depart from Athens by bus, early in the morning. After a 2-hour ride, we will reach the Gates of Thermopolis (Thermopylae), and we will pay a visit to the small local museum.

Thermopylae literally means “hot gate”; its name deriving from the hot sulphursprings, which in Greek mythology is said to lead to the entrance to Hades. Thermopylae, is indeed a narrow pass that became world-famous after the battle in 480BC between the Greek and the Persian Army. The land surface on which the battle took place lies under 20 metres (66 ft) of soil.

Then, we will ride to Holy site of Meteorafor 2,5 h, to visit 2 monasteries there. Meteorais a unique place and for that reason we choose visiting it. It means “floating in air” is a


formation of immense monolithic pillars and hills located at the Plain of Thessaly in Central Greece, near the Pineios River and Mt. Pindos.

It consists of six Monasteries and is nearly as important as the Mount Athos Monastery Community. Metéora is included on the UNESCO World Heritage List under criteria I, II, IV, V and VII.

Briefing in Meteora: The Greek-Orthodoxy in the World. Briefer TBD.

Then, we will move (1h) to Larissa for overnight.

On November 2nd, 2017, we will visit the 1st Army, and the EU Operations HQ in Larissa.

Then, we will move (1,5h) to the Archeological Museum of Vergina (Macedonian Royal Tombs)for a visit.

The Archeological Museum of Vergina(Aigai) houses the findings of the excavations of the Royal Tombs of Vergina, which were led by ManolisAndronikos. For the preservation of the artifacts themselves a subterranean structure was built in 1993 to encase and protect the ancient monuments by maintaining a constant temperature and humidity, both indispensable for the preservation of the wall paintings.

Thereafter we will travel (1,5h) to Thessaloniki for overnight.

On November 3rd, 2017, we will drive (1,5h) to visit the Rouppel Fortress, and NATO Rapid Deployable Corps Greece(NRDC-GR) (end of mission).

In the afternoon, we will depart from Thessaloniki to Athens by bus.

During our stay in Larissa and Thessaloniki we will use either hotels or military installations (depending on their availability).

After visiting NRDC-GR, students can extend their stay at Thessaloniki by using military installations depending availability, or elsewhere upon their own choices and expenses. The college will not cover flight expenses to be back in Athens. If you choose to extend your stay in Thessaloniki until Sunday, November 5th, 2017, you have to pay the return ticket on your own. Please, report if you intend to extend your stay in Thessaloniki NLT, October 1, 2017, IOT enable us make an early booking for your stay in a military installation, if there is availability. In this case, flight/train/bus booking for your return is your own responsibility.

3. Visit Acropolis-Acropolis Museum(Sunday, September 10, 2017)

The Acropolis of Athens means “the outer edge of the city” is a 156m. high rock, which was inhabited since the 4th millennium BC. The Athenian Statesman Pericles in the fifth century BC co-ordinated the construction of the site's most important buildings including the Parthenon, the Propylaia, the Erechtheion and the Temple of Athena Nike.


The Parthenon and the other buildings were seriously damaged during the 1687 siege by the Venetians in the Morean War when gunpowder being stored in the Parthenon was hit by a cannonball and exploded. A considerable number of archaeological findings and architectural member were stolen by Elgin and currently form part of the exhibition of the British Museum in London.

Behind the Propylaea, Phidias' gigantic bronze statue of Athena Promachos ("Athena who fights in the front line"), built between 450 BC and 448 BC, dominated. The base was 1.50 m (4 ft 11 in) high, while the total height of the statue was 9 m (30 ft). The goddess held a lance whose gilt tip could be seen as a reflection by crews on ships rounding Cape Sounion.

The New Acropolis Museum was built to house every artifact found on the rock and on the surrounding slopes, from the Greek Bronze Age to Roman and Byzantine Greece. It also lies over the ruins of a part of Roman and early Byzantine Athens.

4. Visit to the National Archeological Museum

The National Archaeological Museum of Athens is the largest archaeological museum in Greece and one of the most important museums in the world devoted to ancient Greek art. It was founded at the end of the 19th century to house and protect antiquities from all over Greece, thus displaying their historical, cultural and artistic value. It is home to the famous Antikythera Mechanism.

5. Visit to archeological sites; Ancient theatre of Epidaurus, Mycenae, and the City of Nafplio.

A day-trip by bus. We will depart early in the morning and after a 2-hour ride, we will reach Epidaurus, which is home to the most beautiful and best preservedancienttheatrein Greece. It is also wellknownfor its Asklipeion, an Ancient Greek curating and rehabilitation facility named after Asklipeios, the Father of Medicine, who was later worshipped.

Afterwards, we will visit the City of Nafplio for a short ride and lunch.

In the end, we will reach Mycenae, which is the most important and richest palatial center of the Late Bronze Age in Greece.

6. Visit to the archeological site of SounionTemple(October 15th, 2017)

Cape Sounion is noted as the site of ruins of an ancient Greek temple of Poseidon, the god of the sea in classical mythology. The remains are perched on the headland, surrounded on three sides by the sea. The ruins bear the deeply engraved name of English Romantic poet Lord Byron.

7. Visit to the WAR Museum(October 28th, 2016/ Hellenic National Day).


The War Museum is located near the Constitution Square in downtown Athens. It hosts a huge number of artifacts, guns, munitions and weapons that cover Greek military history from the Battle of Marathon and Salamis to the Greek War of Independence and the participation of modern Greece in global conflicts and peace operations (WW I, WW II, Korean War, etc.).

8. Visit to theMuseum of the City of Athens.

The Museum of the City of Athens houses a collection of a variety of Athens-related items collected by art collector LambrosEutaxias (1905-1996). It includes antiquities, Byzantine art, sculptures, paintings, drawings, photographs and metal, glass and textile works up until the late 19th/early 20th century.

9. Visit to the Apollo Oracle, at Delphi.

A day-trip, by bus. We will depart early in the morning and after a 2-hour ride, we will reach Delphi and visit the oracle and the Delphi museum. Delphi is one of the most famous Ancient Greek Oracles (the other one being the Dodoni Oracle in Northern Greece) and sanctuary that grew rich as it was regarded the Centre of the Earth. As such, the Oracle was consulted on important decisions throughout the ancient classical world. Moreover, the ruins of the Temple Apollo will give you the opportunity to travel back in time.

10. Visit to the BenakiMuseum

The Benaki Museum was inaugurated in 1974 and counts among the major institutions that have enriched the material assets of the Greek state. It is also the oldest museum in Greece operating as a Foundation under Private Law. In a number of buildings, it showcases an extensive collection that covers several different cultural fields such as coins, golden, bronze and silver artifacts, porcelain, ceramics and pottery to name but a few. The Benaki Museum possesses one of the most important collections of Byzantine art and iconography.

11. Visit to the Numismatic Museum of Athens

The Numismatic Museum of Athens-which was the residence of Heinrich Schliemann- showcases the history of money since its first inceptions. It covers a very wide area with more than 500.000coins from the Ancient Greek, Roman, byzantine and medieval periods. It is regarded as one of the most important museum of its kind in the world.



LECTURES: POTENTIAL TOPICS (pending confirmation)

Date (2017) Main Topic Lecturer Alternative Topic


September 5. Southeast Europe, at a crossroad; Challenges, risks, and opportunities

September 15. Is there a Need for a Marshal Plan for MENA?

September 18 IRAN & the WEST: A New Role for IRAN?

September 19. Leaders’ Development and Greek Philosophy

September 25. The Age of Analytics: Competing in a Data Driven World

October 6. Leadership Lessons from Alexander the Great

October 13. Camp David Negotiations (Sep 1978)

October 20. Asia Minor Disaster in 1922.

October 23. “Thucydides Trap,”; China’s Perspective

October 26. “Kurdistan Regions in Iraq and geopolitics.”

October 27. Exclusive Economic Zones: Role of Modern Navies

October 30. UAV Use in the Nagorno-Karabakh Conflict in 2016.

November 6. Cyber Attack on the Ukrainian Power Grid in 2015


Date (2017) Main Topic Lecturer Alternative Topic


November 7. Weapons of Mass Destruction Proliferation

November 10. “Cyprus’ National Security Today.”

November 13. "ISIS political economy: financing a terror state."

Is Huntington and his “The Clash of Civilizations” Relevant today?

November 15. Byzantine and Chinese Empires: Comparative Study

November 17. The Greek Merchant Marine and its role to economic growth and national security.

November 20. The Silk Road in SE Mediterranean; Does it Drive coastal states national security?

November 23. Sustaining a Defense Industrial Base in a Small Country: Costs and Benefits

November 24. Energy Resources in the Southeastern Mediterranean, and their role in regional stability.