Hierarchy and Humanity in Polynesia
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Āirani Cook Islands Māori Language Week
Te ’Epetoma o te reo Māori Kūki ’Āirani Cook Islands Māori Language Week Education Resource 2016 1 ’Akapapa’anga Manako | Contents Te 'Epetoma o te reo Māori Kūki 'Āirani – Cook Islands Māori Language Week Theme 2016……………………………………………………….. 3 Te tangianga o te reo – Pronunciation tips …………………………………………………………………………………………………………………………………… 5 Tuatua tauturu – Encouraging words …………………………………………………………………………………………………………………………………………… 7 Tuatua purapura – Everyday phrases……………………………………………………………………………………………………………………………………………. 9 ’Anga’anga raverave no te ’Epetoma o te reo Māori Kūki ’Āirani 2016 - Activity ideas for the Cook Islands Language Week 2016… 11 Tua e te au ’īmene – Stories and songs………………………………………………………………………………………..………………………………………………… 22 Te au toa o te reo Māori Kūki ’Āirani – Cook Islands Māori Language Champions………………………………………………………………………….. 27 Acknowledgements: Teremoana MaUa-Hodges We wish to acknowledge and warmly thank Teremoana for her advice, support and knowledge in the development of this education resource. Te ’Epetoma o te reo Teremoana is a language and culture educator who lives in Māori Kūki ’Āirani Kūmiti Wellington Porirua City, Wellington. She hails from te vaka Takitumu ō Rarotonga, ‘Ukarau e ‘Ingatu o Atiu Enuamanu, and Ngāpuhi o Aotearoa. 2 Te 'Epetoma o te reo Māori Kūki 'Āirani - Cook Islands Māori Language Week 2016 Kia āriki au i tōku tupuranga, ka ora uatu rai tōku reo To embrace my heritage, my language lives on Our theme for Cook Islands Māori Language Week in 2016 is influenced by discussions led by the Cook Islands Development Agency New Zealand (CIDANZ) with a group of Cook Islands māpū (young people). The māpū offered these key messages and helpful interpretations of te au tumu tāpura (the theme): NGUTU’ARE TANGATA │ FAMILY Embrace and celebrate ngutu’are tangata (family) and tapere (community) connections. -
Title: Expressions of Tangaroa
A voyage in visual form Loretta Reynolds 2010 A thesis submitted to Auckland University of Technology In partial fulfilment of the requirements for the degree of Master of Art & Design (MA&D) School of Art & Design Supervisors: Dale Fitchett and Simon Clark 1 Table of contents Page Table of contents ……………………………………………………………………………………………. 2 Attestation of Authorship …………………………………………………………………………………… 4 Acknowledgements ……………………………………………………………………………................... 5 Abstract ……………………………………………………………………………………………………… 6 Introduction ………………………………….…………………………………………………………… 7 Chapter 1 Tangaroa’s place in traditional Rarotongan theology ………………………………… 11 Chapter 2 The history and the influence of the Church in Rarotonga …………………………… 13 Chapter 3 Tangaroa and cultural patterns in contemporary times......……………………………. 15 3.1 The resurrection of Tangaroa ……………………………………………………………. 15 3.2 Tangaroas importance and his place as an icon of national identity…………………. 16 3.3 Tangaroa in signage and public art………………………………………………………. 25 3.4 Cultural patterns & symbols of the Cook Islands’ used in the project………………… 27 Chapter 4 Methods and processes …………………………………………………………………. 28 2 4.1 Sign writing techniques……………………………………………………………………… 28 4.2 Engaging a contemporary perspective of Tangaroa……………………………………… 29 4.3 Introducing the morphing process to the project………………………………………….. 31 4.4 Testing the morphing idea…………………………….……………………………………… 32 4.5 Expressing the linear traditions of carved wood……………………………………….. 34 Chapter 5. Project exhibition…………………………………………………………………………. -
And Taewa Māori (Solanum Tuberosum) to Aotearoa/New Zealand
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Traditional Knowledge Systems and Crops: Case Studies on the Introduction of Kūmara (Ipomoea batatas) and Taewa Māori (Solanum tuberosum) to Aotearoa/New Zealand A thesis presented in partial fulfilment of the requirement for the degree of Master of AgriScience in Horticultural Science at Massey University, Manawatū, New Zealand Rodrigo Estrada de la Cerda 2015 Kūmara and Taewa Māori, Ōhakea, New Zealand i Abstract Kūmara (Ipomoea batatas) and taewa Māori, or Māori potato (Solanum tuberosum), are arguably the most important Māori traditional crops. Over many centuries, Māori have developed a very intimate relationship to kūmara, and later with taewa, in order to ensure the survival of their people. There are extensive examples of traditional knowledge aligned to kūmara and taewa that strengthen the relationship to the people and acknowledge that relationship as central to the human and crop dispersal from different locations, eventually to Aotearoa / New Zealand. This project looked at the diverse knowledge systems that exist relative to the relationship of Māori to these two food crops; kūmara and taewa. A mixed methodology was applied and information gained from diverse sources including scientific publications, literature in Spanish and English, and Andean, Pacific and Māori traditional knowledge. The evidence on the introduction of kūmara to Aotearoa/New Zealand by Māori is indisputable. Mātauranga Māori confirms the association of kūmara as important cargo for the tribes involved, even detailing the purpose for some of the voyages. -
New Year and New Things!
January 2019| No. 36 LANAKILA KŪPUNA NEWS Inside This Issue: New Year and New Things! Message from Susie 2 Mahalo to our Donors 4 Cultural Club Updates 8 Schedule of Clubs & Classes 11 Upcoming Events Calendar 12 A program of Catholic Charities Hawai’i funded in part by the State of Hawaii via contract with the State Executive Office on Aging (EOA) and the C&C of Honolulu, Elderly Affairs Division, and a Persons In Need grant from the May Templeton Hopper Fund of the Hawai`i Community Foundation.. A MESSAGE FROM SUSIE Aloha everyone: Hau’oli Makahiki Hou! 2019 is here! The holiday season at LMPSC was so beautiful with the donation of Christmas decorations from so many people and the love that came with it. Special thanks to Richard Tada and Michi Kainuma for their generous donations to purchase a new Center Christmas tree. It brightened LMPSC and will for years to come. Mahalo to Yoshino Teruya for all the beautiful poinsettia for the center. A special mahalo to Doug Maynes and the LMPSC Men’s and Women’s Shed Group who take the time to make all the holiday yard decorations throughout the year, including the Christmas decorations this year. Thank you also to the Chinese Women’s Club of Honolulu for their very generous treat at Alohilani Hotel for the volunteers who help LMPSC daily throughout the year! Mahalo to Santa Harry Nakasone and Elf Peggy Nakamoto for making our Christmas Party on December 14th so cheery and bright. The talent of our Center members and friends that day was spectacular and a lot of fun. -
Rangi Above/Papa Below, Tangaroa Ascendant, Water All Around Us: Austronesian Creation Myths
UNLV Retrospective Theses & Dissertations 1-1-2005 Rangi above/Papa below, Tangaroa ascendant, water all around us: Austronesian creation myths Amy M Green University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Green, Amy M, "Rangi above/Papa below, Tangaroa ascendant, water all around us: Austronesian creation myths" (2005). UNLV Retrospective Theses & Dissertations. 1938. http://dx.doi.org/10.25669/b2px-g53a This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. RANGI ABOVE/ PAPA BELOW, TANGAROA ASCENDANT, WATER ALL AROUND US: AUSTRONESIAN CREATION MYTHS By Amy M. Green Bachelor of Arts University of Nevada, Las Vegas 2004 A thesis submitted in partial fulfillment of the requirements for the Master of Arts Degree in English Department of English College of Liberal Arts Graduate College University of Nevada, Las Vegas May 2006 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 1436751 Copyright 2006 by Green, Amy M. -
Summer 2021 Alumni Class Notes
NotesAlumni Alumni Notes Policy where she met and fell in love with Les Anderson. The war soon touched Terry’s life » Send alumni updates and photographs again. Les was an Army ROTC officer and the directly to Class Correspondents. Pentagon snatched him up and sent him into the infantry battles of Europe. On Les’ return in » Digital photographs should be high- 1946, Terry met him in San Francisco, they resolution jpg images (300 dpi). married and settled down in Eugene, where Les » Each class column is limited to 650 words so finished his degree at the University of Oregon. that we can accommodate eight decades of Terry focused on the care and education of classes in the Bulletin! their lively brood of four, while Les managed a successful family business and served as the » Bulletin staff reserve the right to edit, format Mayor of Eugene. and select all materials for publication. Terry’s children wrote about their vivacious, adventurous mom: “Terry loved to travel. The Class of 1937 first overseas trip she and Les took was to Europe in 1960. On that trip, they bought a VW James Case 3757 Round Top Drive, Honolulu, HI 96822 bug and drove around the continent. Trips over [email protected] | 808.949.8272 the years included England, Scotland, France, Germany, Italy, Greece, Russia, India, Japan, Hong Kong and the South Pacific. Class of 1941 “Trips to Bend, Oregon, were regular family Gregg Butler ’68 outings in the 1960s. They were a ‘skiing (son of Laurabelle Maze ’41 Butler) A fond aloha to Terry Watson ’41 Anderson, who [email protected] | 805.501.2890 family,’ so the 1968 purchase of a pole house in Sunriver allowed the family of six comfortable made it a point to make sure everyone around her A fond aloha to Terry Watson Anderson, who surroundings near Mount Bachelor and a year- was having a “roaring good time.” She passed away passed away peacefully in Portland, Oregon, round second home. -
New Year's Greetngs from the Gomonshu
New Year’s Greetngs from the Gomonshu Happy New Year, everyone! At the beginning of this 1727 Pali Highway New Year, I would like to extend my best regards to Honolulu, Hawaii 96813 you all. Last year again, following the year before, Japan, as well as many other countries in the world, was struck with multiple natural disasters. I would like to GOJI convey my deepest condolences to those who lost Vol. 75 No. 1 their lives through those disasters and express my sympathy to everyone affected. In addition, we must never forget that armed conflicts and terror attacks as well as severe starvation is making it difficult to live, and lives are being lost every day. Last September I had an opportunity to make an official visit to the temples of the Buddhist Churches of America as Monshu for the first time. This allowed me to complete the first round of visitations to all of the overseas dis- JANUARY 2020 tricts which include Canada, Hawaii, South America, and the US mainland. NEWSLETTER of the Although every temple and district has its own history and background, Honpa Hongwanji many of the overseas Jodo Shinshu temples were established and have been cherished by the Japanese immigrants and their descendants. Reflecting on Hawaii Betsuin how sincerely our predecessors entrusted themselves to the Buddha Dharma hawaiibetsuin.org and how importantly they thought of their temples while facing many difficulties such as World War II, I cannot help but feel grateful and even awe for their tremendous efforts as well as many other wondrous circumstances that have 2020 Slogan: allowed the Jodo Shinshu teaching to be handed down to us today. -
ASTROBIOLOGY ORIGINS and WHAKAPAPA MĀORI of How the Phenomenological World Came the Potential: - a PARALLEL
Aotearoa – New Zealand IN THE BEGINNING... Māori Ways of Te Kore the nothingness, Knowing ASTROBIOLOGY ORIGINS AND WHAKAPAPA MĀORI of how the phenomenological world came the potential: - A PARALLEL. I.H. Mogoșanu1,2, T.N.W.T.A. Waaka 3, J.G. Blank1,2,4, K.A. Campbell1,5, K.P. Paul6, C.L.R. Newton7,8, E.H. to be. In the creation of the world, Rang- Tait6,7,8,9, E. Gregory10, 1New Zealand Astrobiology Network inui and Papatūānuku were the first physi- (Wellington New Zealand; [email protected]), 2Blue before the Big Bang Marble Space Institute of Science (Seattle WA USA), 3Society cal representations of ancestors that link us for Māori Astronomy, Research, and Traditions SMART (Wel- back to the creation of the Universe. Their - lington NZ), University of Otago, 4NASA Ames Research Cen- children ruled the natural world. Tāwhiri- Te Po ter (Moffett Field, CA USA),5 School of Environment and Te Ao Mārama – Centre for Fundamental Inquiry, University of matea was guardian of the winds, Tangaroa Auckland, Auckland, 1142, New Zealand, 6Ngati Whakaue, 7Te was guardian of the sea, Tāne-mahuta of Taumata O Ngati Whakaue Iho Ake, Rotorua, New Zealand, the forest, Tūmatauenga of war and man- the night: 8Ngāti Pikiao, Ngāti Manawa, 9Tuhoe, 10Waikato, Maniapoto. kind, Rongo of cultivated foods and Haumie of uncultivated foods. The children gave rise the Universe is The unwritten teachings of Mātauranga to both humans and all aspects of the natu- Māori (Māori way of knowing) in Aotearoa – ral world. New Zealand encapsulate the traditional way just energy, of relating to and rediscovering one’s own Mātauranga Māori is based on empirical linkage to the land, sea and sky based on the observations of the environment to which first atoms emerge connectedness that knowledge has with re- Māori are profoundly connected. -
Rangi and Papa Script
Rangi and Papa script Benjamin Burrell Animation: Ink droplets on watery canvas. 0:01 DARKNESS, THE BEGINNING OF TIME AND SPACE. WE SEE POWERFUL MUSCULAR GODS CRAMMED TOGETHER IN DARKNESS, RESTLESS. MONOTONE BODY SHAPES CURLED IN TO FOETAL POSITIONS REST AND SLUMBER. Ranginui and Papatūānuku are the primordial parents, the sky father and the earth mother who lie locked together in a tight embrace. They have many sons, who are forced to live in the cramped darkness between them. 0:18 WE SEE SOME MOVEMENT, AN IDEA GROWS AND WE SEE A SOFT GLOW. THE GODS COMMUNICATE. SOFT SHAPES MOVE BUT ARE INDISTINGUISHABLE. These children grow. 0:24 PANNING SHOT AROUND THE FACES OF THE CIRCLE OF GODS, THEY SIT CROSS LEGGED IN DEEP DISCUSSION, SERIOUS EXPRESSIONS AND GRAVE FACES. The god children discuss among themselves what it would be like to live in the light. Tūmatauenga, the fiercest of the children, proposes that the best solution to their predicament is to kill their parents. But his brother Tāne, god of forests and birds, disagrees, suggesting that it is better to push them apart, to let Ranginui be as a stranger to them in the sky above while Papatūānuku will remain below to nurture them. 0:33 TU THE GOD OF WAR FLEXES HIS MUSCLES AND WE SEE COLOUR FOR THE FIRST TIME, RED EYES AND HANDS 0:41 WE SEE THE FACES OF THE SKY FATHER AND EARTH MOTHER AND THEIR ARMS WRAPPED TIGHTLY AROUND EACH OTHER. RANGI WITH HIS LONG FLOWING HAIR THAT CHANGES FROM DARK BLUE TO LIGHT BLUE AND PAPA WITH HAIR LIKE ROOTS THAT CHANGE TO TREES AND LEAVES AT THE ENDS. -
Obtaining Hawaiian Artifact Reproduction Kit, Readings For
DOCUMENT RESUME ED 199 032 SO 013 102 AUTHOR Hazama, Dorothy, Ed. TTTLE Culture Studies: Hawaiian Studies Project. INSTITUTION Hawaii. State Dept. of rlucation, Honolulu. Office of Instructional Services. REPORT NO RS-79-65?.1 PUB DATE Nov 79 NOTE 138D.: For a related document, see SO 013 101. Some pages are of marginal legibility and will not reproduce clearly- in microfiche or paper copy. EDPS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Cultural Education: Elementary Education; *Havaii.ans: Institutes (Training Programs): Instructional Materials: Summer Programs: *Teacher Developed Materials: Teacher Workshops ABSTRACT reports and materials from the Hawaiian Studies ?rolect are presented: The document, designed for elementary school teachers contains two.malor sections. The first section describes the planning phase of the project, the Summer Institute for Hawaiian Culture Studies (1976) and the follow-up workshops and consultant help (1976-77). The appendix to this part lists addresses for obtaining Hawaiian artifact reproduction kit, readings for the summer institute, slides of Hawaiian artifacts, and overhead transparency masters: The second and largest section contains 40 brief readings developed by participants in the summer institute. The topic of each reading is an aspect of Hawaiian culture: each includes illustrations and a reading list. Topics include animals used by Hawaiians, the canoe, fishing, barter, feather-gathering, petroglyphs, gourd water containers, platters, shell trumpets, cultivation, and training for war and weapons used. Indices provide an alphabetized list of teacher information materials and data cards, and a subject matter guide to four. Hawaiian culture information books for studerts. (KC) ****************************ft****************************************** Reproductions supplied by EDPS are the best that can be made from the original document. -
10 - the Supreme God of Polynesians?
ASIAN AND AFRICAN STUDIES, 2008, 1, 74-89 10 - THE SUPREME GOD OF POLYNESIANS? Martina BUCKOVÁ Institute of Oriental Studies, Slovak Academy of Sciences, Klemensova 19, Bratislava, Slovakia [email protected] This contribution is dealing with the question of faith in a supreme being of Polynesia. Believes in this God, called Io, Ihoiho or Kiho, appear in the written records from the end of the 19th century. The problem consists of the fact they appeared after the first contacts with Christianity and no doubt the informants were already influenced by the new faith. Nowadays the specialists incline more to the concept that the existence of a supreme deity cult is the result of the impact of Christian teaching. Keywords:monotheism, Io, supreme being, Polynesian religion The Polynesian religion has its roots in the cult of ancestors and its nature is polytheistic. This is generally valid for the whole of Polynesia despite the differentiation that has obviously taken place throughout the centuries between its Western and Eastern parts. The pantheon of the Eastern Polynesia is dominated by a tetrad of first class deities including and Tangaroa. In the Western Polynesia, however, we meet only with (or rather with a family of Tangaloas )whose etymology remains questionable and there are attempts to derive it from Melanesia. The origin of Polynesian gods still requires explanation. According to one theory the Polynesian gods may be characterized as deified ancestors while other authors suggest that we are concerned with personified forces of nature. And we cannot exclude that both views are partly true. Perhaps the local minor deities are derived from remarkable and important ancestors - or these deities are present in the relevant natural phenomena. -
New Years Customs Copy
Happy New Year! by Gail Skroback Hennessey Bonne annee(French) Frohes neues Jahr(Germany) Felice anno nuovo(Italian) Gott nytt ar(Swedish) Feliz ano nuevo(Spanish) Shana tova(Hebrew) Hauoli makahiki hou(Hawaiian) Gelukkig nieuwjaar(Dutch) Did you know that there are 24 different time zones? That means people around the world celebrate New Year’s Eve at different times. When the fire- works are going off in Australia, it’s still morning in New York! There are lots of different customs done by people to celebrate the New Year. There are also several different types of New Year’s celebrations. Get your noise makers and let’s learn about how people around the world celebrate the New Year! Webquest: 1. New Year’s has been celebrated for over 4000 years. It began with which ancient culture?_________________They celebrated the beginning of the new year with the first new moon , after the vernal equinox occurred. Their celebration lasted 11 days! In which month did New Year’s take place? _____________What important event always took placed during this time? _______________________Find the answers at this link: http://www.his- tory.com/topics/new-years 2. On the Jewish calendar, September welcomes the new year. What is the name for this religious celebration?_________________ What does this phrase mean?____________________ What is a shofar? ______________________What are two things which Jewish people often do at this time of year?____________________What is the name for the bread often eaten at this time of year and what is often spread on this bread?______________Find the answers at this link: http://www.factmon- ster.com/spot/rosh-hashanah.html 3.