THE GLOBAL CITIZEN - Wilbraham & Monson Academy

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GLOBAL CITIZENSHIP SUSTAINING MARINE ECOSYSTEMS Timothy M. Hennessey, Ph.D. ’56W Professor Timothy M. Hennessey (Ph.D., University of North Carolina, 1968) taught at the University of North Carolina and Michigan State University before coming to the University of Rhode Island in 1976. At URI he served as acting director of the Center for Ocean Management Studies and as founding director of the Public Sector Management Development Institute, a training center for state government officials. He is a primary initiator of the cooperative Public Administration program between URI, Providence College and Rhode Island College, and is currently co-director of the program. Professor Hennessey is the author of The United States Fishing Industry and Regulatory Reform and co-author of Making Ocean Policy. The point of departure for my work at the University of Rhode Island’s Ecosystem Working Group is the recognition that the world’s coastal oceans continue to be degraded by unsustainable fishing practices, habitat degradation, eutrophication, and toxic pollution. There is a growing recognition among world leaders that positive actions are required on the part of governments and civil society to redress such environmental degradation. The World Summit on Sustainable Development, which convened in 2002, declared that countries should move to ecosystem-based assessments and management practices by 2015 in order to restore the world’s depleted fish stocks to maximum levels of sustainability. At present, 121 developing countries are moving toward these targets in joint international projects supported, in part, by The Global Environmental Facility with scientific and technical assistance from UN partner agencies. Toward this end the oceans have been divided for analytic purposes into 64 Large Marine Ecosystems, which produce 90% of the world’s annual marine fishery biomass. LME’s are regions of ocean space encompassing coastal areas from river basins and estuaries to seaward boundaries of continental shelves, and enclosed and semi-enclosed seas. They are relatively large regions on the order of 200,000 square kilometers characterized by distinct bathy- WMA 8 · FALL 2006 · THE ACADEMY WORLD metry, hydrography, productivity, and trophically-dependent populations. Our research group has focused on 20 of these 64 Large Marine Ecosystems around the world, all of which are currently undergoing transboundary management efforts with their neighbors. Examples of these LME’s are the Humboldt Current (Chile and Peru), The Benguela Current (Angola, Namibia, and South Africa), The Yellow Sea (China and Korea), and The Gulf of Mexico (Cuba, Mexico, and the United States). Five aspects of these LME’s have been examined: productivity, fish and fisheries, pollution and ecosystem health, and socioeconomics and governance. This research follows from a new awareness by scientists, economists, and resource managers of the importance of strengthening linkages between science-based assessments of changing states of marine ecosystems and the human dimension of action taken to reverse the downward spiral of fisheries’ overexploitation, habitat loss, and coastal pollution. Our research demonstrates the importance of socioeconomic, governance, and policy perspectives in these efforts. Important policy issues are considered that acknowledge human needs for food, shelter, and livelihoods at risk from management and governance decisions on the use of marine resources that are made daily and that influence the nearly 50% of the world’s population who, since 2001, live within 200 kilometers of the coasts of these 64 Large Marine Ecosystems. Studying the operation of these joint management institutions is a major focus of my work. My goal is to contribute to improving institutional performance in restoring biomass and diversity to sustainable levels in order to meet the increasing needs of coastal populations, and to reverse the precipitous declines in ecosystem integrity currently being caused by overfishing, habitat loss and nitrogen overenrichment. This effort is important because at risk are renewable goods and services valued at 10.6 trillion dollars per year.
CEGS IN SUPPORT OF GLOBAL CITIZENSHIP Saranya “Joy” Lertsumitkul ’03 Saranya Lertsumitkul is presently in her junior year at Babson College. She was among the first students to take courses in the Center For Entrepreneurial and Global Studies program. BABSON COLLEGE—A DIRECT CONNECTION TO WMA One of the factors that put Babson College at the top of my college list was the Introduction to Financial Markets class in the CEGS program at the Academy. First of all, through that class we got a chance to attend the Women’s Leadership Conference at Babson, the #1 school for entrepreneurship in the nation. At the conference, I told Ms. Donohue [Director, CEGS] that Babson was the college that I wanted to attend. When I started at Babson, I found that the expectations here were even higher than I had thought. I had to work hard and spend most of my time studying. If I had not taken classes in the CEGS program, I do not think that I would have survived my first semester. By taking classes for a year in the CEGS program, I learned most of the basic terminology that every business school uses. After I graduated, I advised my brother and my cousins at WMA to take classes in the CEGS program, and they liked the classes as much as I did. BABSON AND BEYOND Compared to my friends at other colleges and universities, Babson students move a lot faster. The presentation skills that I hated to learn at WMA became my strength in college. Because I had learned those skills, I did not have to start from the beginning like other international students did. After my first year at Babson, I applied for an internship at Standard Chartered Bank in Thailand. Asset Management is quite hard for people my age, especially as this was the first serious internship of my life. I managed to get through the internship using what I had learned from one year in the GLOBAL CITIZENSHIP Joy introduces her friends to Thai ice cream. THE ACADEMY WORLD · FALL 2006 · WMA 9 CEGS program and one year at Babson. The CEGS classes I took gave me a lot of real-life experience and knowledge beyond just books. All of the exams and quizzes tested our real understanding of markets, not just our ability to memorize terms and concepts. The first semester of my freshman year was the hardest time for me at Babson. There was so much we had to remember, plan, and do. We had to learn the basics of the business world, including setting up a profit-making company, and to learn from real experience. My sophomore year was a little easier; we just had to analyze a company, in my case, the Pepsi Bottling Company, and present our analysis. After the second semester of that second year, I knew what I wanted to concentrate on in college, entrepreneurship and information systems management. During summer and winter breaks, I attend conferences held by banks that invite the younger generation of their customers to attend. I have been to the HSBC conference in Singapore and the Credit Suisse Young Investor Conference in Bangkok. I also participated in the Student Internship Program at Bangkok Bank during the summer of 2006. As part of the Bangkok Bank internship, I wrote a 40-page business plan for my final project. It was very tiring, but it was a very interesting, meaningful experience as well.
Page 1 and 2: EDITOR Rita D. Carey COMMENCEMENT A
Page 3 and 4: Latin students with their guide on
Page 5 and 6: SOCCER NOTES When the Boys’ Varsi
Page 7: AN INTERVIEW WITH ANDREW BAZARIAN
Page 11 and 12: ADMISSION DEPARTMENT PROFILE Brian
Page 13 and 14: Above: Marc, Symin, and Mr. Bloomfi
Page 15 and 16: Commencement Prizes Harriet Jones N
Page 17 and 18: Prize Day Awards Cum Laude Society
Page 19 and 20: Monson Academy graduates Cliff Symi
Page 21 and 22: At right: Trustee Ned Symes ’64W
Page 23 and 24: Boys’ Lacrosse Back: James Hsiao,
Page 25 and 26: DEVELOPMENT DEPARTMENT PROFILE Glen
Page 27 and 28: 0511 Rodney LaBrecque, Richard Krug
Page 29 and 30: Francis Michael Casey English Teach
Page 31 and 32: Howard F. Fairweather ’48M Howard

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