The Hawaiian Island of Ni`Ihau, Although Technically Part of The
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Summary of 2016 Reef Fish Surveys Around Kahoolawe Island 1
doi:10.7289/V5/DR-PIFSC-17-011 Summary of 2016 Reef Fish Surveys around Kahoolawe Island 1 Results and information presented here summarize data gathered by the Coral Reef Ecosystem Program (CREP) of NOAA’s Pacific Islands Fisheries Science Center and partners during 2 days of reef fish and habitat surveys around Kahoolawe Island in July/August 2016. Surveys were conducted as part of the NOAA National Coral Reef Monitoring Program. Surveys were conducted using a standard sampling design and method implemented by NOAA’s Pacific Reef Assessment and Monitoring Program (Pacific RAMP) since 2009. In brief, pairs of divers record numbers, sizes, and species of fishes inside adjacent 15m-diameter ‘point- count’ cylinders and estimate benthic cover by functional groups (e.g. ‘coral’, ‘sand’). Because it is unpopulated and protected, Kahoolawe is an important reference location in in the main Hawaiian Islands and may also be a significant source of larvae and fish recruits for other parts of Maui-nui and perhaps beyond. Therefore, CREP hopes to routinely survey Kahoolawe reefs during future monitoring efforts. However, as 2016 was the first year for Kahoolawe surveys, we have a relatively small sample size there - 24 sites - in comparison to other Main Hawaiian Islands (MHI: between 107 and 257 survey sites per island). Main conclusions and observations: • Reef fish biomass was high at most sites we visited in Kahoolawe, with mean island-wide biomass higher than at any other of the MHI, although only marginally higher than at Niihau. Biomass tended to be slightly higher at sites along the southern section of the island. -
Geology of Hawaii Reefs
11 Geology of Hawaii Reefs Charles H. Fletcher, Chris Bochicchio, Chris L. Conger, Mary S. Engels, Eden J. Feirstein, Neil Frazer, Craig R. Glenn, Richard W. Grigg, Eric E. Grossman, Jodi N. Harney, Ebitari Isoun, Colin V. Murray-Wallace, John J. Rooney, Ken H. Rubin, Clark E. Sherman, and Sean Vitousek 11.1 Geologic Framework The eight main islands in the state: Hawaii, Maui, Kahoolawe , Lanai , Molokai , Oahu , Kauai , of the Hawaii Islands and Niihau , make up 99% of the land area of the Hawaii Archipelago. The remainder comprises 11.1.1 Introduction 124 small volcanic and carbonate islets offshore The Hawaii hot spot lies in the mantle under, or of the main islands, and to the northwest. Each just to the south of, the Big Island of Hawaii. Two main island is the top of one or more massive active subaerial volcanoes and one active submarine shield volcanoes (named after their long low pro- volcano reveal its productivity. Centrally located on file like a warriors shield) extending thousands of the Pacific Plate, the hot spot is the source of the meters to the seafloor below. Mauna Kea , on the Hawaii Island Archipelago and its northern arm, the island of Hawaii, stands 4,200 m above sea level Emperor Seamount Chain (Fig. 11.1). and 9,450 m from seafloor to summit, taller than This system of high volcanic islands and asso- any other mountain on Earth from base to peak. ciated reefs, banks, atolls, sandy shoals, and Mauna Loa , the “long” mountain, is the most seamounts spans over 30° of latitude across the massive single topographic feature on the planet. -
Photographing the Islands of Hawaii
Molokai Sea Cliffs - Molokai, Hawaii Photographing the Islands of Hawaii by E.J. Peiker Introduction to the Hawaiian Islands The Hawaiian Islands are an archipelago of eight primary islands and many atolls that extend for 1600 miles in the central Pacific Ocean. The larger and inhabited islands are what we commonly refer to as Hawaii, the 50 th State of the United States of America. The main islands, from east to west, are comprised of the Island of Hawaii (also known as the Big Island), Maui, Kahoolawe, Molokai, Lanai, Oahu, Kauai, and Niihau. Beyond Niihau to the west lie the atolls beginning with Kaula and extending to Kure Atoll in the west. Kure Atoll is the last place on Earth to change days and the last place on Earth to ring in the new year. The islands of Oahu, Maui, Kauai and Hawaii (Big Island) are the most visited and developed with infrastructure equivalent to much of the civilized world. Molokai and Lanai have very limited accommodation options and infrastructure and have far fewer people. All six of these islands offer an abundance of photographic possibilities. Kahoolawe and Niihau are essentially off-limits. Kahoolawe was a Navy bombing range until recent years and has lots of unexploded ordinance. It is possible to go there as part of a restoration mission but one cannot go there as a photo destination. Niihau is reserved for the very few people of 100% Hawaiian origin and cannot be visited for photography if at all. Neither have any infrastructure. Kahoolawe is photographable from a distance from the southern shores of Maui and Niihau can be seen from the southwestern part of Kauai. -
Palauea, Honua'ula, Maui
OFFICE OF HAWAIIAN AFFAIRS RESEARCH DIVISION Palauea Palauea, Honua‘ula, Maui By Holly K. Coleman Palauea is the name of an ahupua‘a (land division) in the moku (district) of Honua‘ula on the island of Maui. Many believe that Palauea and surrounding areas were focal points and ceremonial centers of the fishing communities of Honua‘ula (Six, 2013). Today, a high concentration of archaeological and cultural sites can be found in the Pa- lauea Cultural Preserve, which is one of the few undevel- oped land parcels in an area surrounded by luxury resi- dences and resorts. At least fourteen native plant species, including what is believed to be the largest natural stand of maiapilo (Capparis sandwichiana), and at least thirteen archaeological complexes have been identified within the preserve area (Donham, 2007). In April 2013, the Dowling Corporation formally con- veyed the Palauea Cultural Preserve to the Office of Ha- waiian Affairs (OHA). Palauea remains a vital cultural and historical resource for Native Hawaiians and the broader community. The goal of this Information Sheet is to explore some of the cultural and historical narratives of Palauea and the surrounding areas, particularly as OHA transitions into the role of care- taker of this place. This Information Sheet will also strengthen the agency’s foundation of knowledge for this wahi pana (storied, legendary place). Left: View of Molokini and Kaho‘olawe from Palauea Heiau. Source: Shane Tegarden Photography for OHA, 2013. Research Division Land, Culture, and History Section Information Sheet, October 2013 Office of Hawaiian Affairs 560 N. Nimitz Hwy, Suite 200, Honolulu, HI 96817 www.oha.org 1 OFFICE OF HAWAIIAN AFFAIRS RESEARCH DIVISION Traditional Land Divisions Winds and Rains of Honua‘ula Honua‘ula was known as a dry land; indeed, Honua‘ula means “red land or earth” and may have also been the named for a variety of sweet potato grown in the area as a staple food (Pukui & Elbert, 1974). -
Hawaiian Language Normalization: an Analysis of L2 Hawaiian Speaker Narratives
HAWAIIAN LANGUAGE NORMALIZATION: AN ANALYSIS OF L2 HAWAIIAN SPEAKER NARRATIVES KAPUAOKEKOʻOLAUIKAULUPUA ANGELINE LEIKO ADAMS University of Hawai‘i at Mānoa ABSTRACT This study analyzes the degree to which the Hawaiian language has become normalized in a range of domains beyond language learning contexts for L2 Hawaiian speakers. First, two in- depth interviews were conducted with two graduate students in the Hawaiʻinuiākea School of Hawaiian Knowledge at the University of Hawaiʻi at Mānoa (UHM). The interviews were then analyzed using narrative analysis and were organized thematically according to where students report that they use Hawaiian language in and outside of the UHM campus. The narrative data were then used to create a questionnaire to survey 32 students who are self- identified proficient speakers of Hawaiian at UHM about where they use Hawaiian and for what purpose they use Hawaiian in different places and spaces in their lives. The data provide more insight into language normalization by showing where L2 Hawaiian speakers are using Hawaiian in their lives. The findings also provide valuable implications for the ongoing revitalization of ʻŌlelo Hawaiʻi and give a clearer picture of L2 language use. INTRODUCTION “E ola mau ka ʻōlelo Hawaiʻi” is a Hawaiian proverb or ʻōlelo noʻeau that translates to “the Hawaiian language lives on” (Pukui, 1983). This ʻōlelo noʻeau has been a sort of slogan for the revitalization efforts of the Hawaiian language. It is one of the most popular sayings among second language learners and speakers about their mission to kōkua or help the Hawaiian language grow stronger. Learning the Hawaiian language is challenging since there are not many native speakers of the language. -
Petrology of Volcanic Rocks from Kaula Island, Hawaii Implications for the Origin of Hawaiian Phonolites
Contributions to Contrib Mineral Petrol (1986) 94:461-471 Mineralogy and Petrology Springer-Verlag 1986 Petrology of volcanic rocks from Kaula Island, Hawaii Implications for the origin of Hawaiian phonolites Michael O. Garcia 1, Frederick A. Frey 2, and David G. Grooms 1 * 1 Hawaii Institute of Geophysics, University of Hawaii, Honolulu, HI 96822, USA 2 Earth, Atmospheric and Planetary Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA Abstract. A compositionally diverse suite of volcanic rocks, visited the island by helicopter courtesy of the U.S. Navy. including tholeiites, phonolites, basanites and nephelinites, Abundant unexploded ordnance, bird nests (total bird pop- occurs as accidental blocks in the palagonitic tuff of Kaula ulation >45,000) and steep cliffs surrounding the island Island. The Kaula phonolites are the only documented made sample collection hazardous. phonolites from the Hawaiian Ridge. Among the accidental Kaula Island consists of approximately 160 m of well- blocks, only the phonolites and a plagioclase basanite were bedded, palagonitic tuff (Fig. 2). The tuff contains acciden- amenable to K-Ar age dating. They yielded ages of tal fragments of light gray (phonolite) and dark gray (ba- 4.0-4.2 Ma and 1.8 ___0.2 Ma, respectively. Crystal fraction- salt) volcanic rocks, coralline material, coarse-grained ultra- ation modeling of major and trace element data indicates mafic and marie xenoliths (including spinel pyroxenites, that the phonolites could be derived from a plagioclase garnet pyroxenites, spinel peridotites and dunites) and me- basanite by subtraction of 27% clinopyroxene, 21% plagio- gacrysts (augite, anorthoclase, olivine, Al-spinel and titano- clase, 16% anorthoclase, 14% olivine, 4% titanomagnetite magnetite). -
Kapa'a, Waipouli, Olohena, Wailua and Hanamā'ulu Island of Kaua'i
CULTURAL IMPACT ASSESSMENT FOR THE KAPA‘A RELIEF ROUTE; KAPA‘A, WAIPOULI, OLOHENA, WAILUA AND HANAMĀ‘ULU ISLAND OF KAUA‘I by K. W. Bushnell, B.A. David Shideler, M.A. and Hallett H. Hammatt, PhD. Prepared for Kimura International by Cultural Surveys Hawai‘i, Inc. May 2004 Acknowledgements ACKNOWLEDGMENTS Cultural Surveys Hawai‘i wishes to acknowledge, first and foremost, the kūpuna who willingly took the time to be interviewed and graciously shared their mana‘o: Raymond Aiu, Valentine Ako, George Hiyane, Kehaulani Kekua, Beverly Muraoka, Alice Paik, and Walter (Freckles) Smith Jr. Special thanks also go to several individuals who shared information for the completion of this report including Randy Wichman, Isaac Kaiu, Kemamo Hookano, Aletha Kaohi, LaFrance Kapaka-Arboleda, Sabra Kauka, Linda Moriarty, George Mukai, Jo Prigge, Healani Trembath, Martha Yent, Jiro Yukimura, Joanne Yukimura, and Taka Sokei. Interviews were conducted by Tina Bushnell. Background research was carried out by Tina Bushnell, Dr. Vicki Creed and David Shideler. Acknowledgements also go to Mary Requilman of the Kaua‘i Historical Society and the Bishop Museum Archives staff who were helpful in navigating their respective collections for maps and photographs. Table of Contents TABLE OF CONTENTS I. INTRODUCTION............................................................................................................. 1 A. Scope of Work............................................................................................................ 1 B. Methods...................................................................................................................... -
Successes and Problems of the Hawaiian Language Revitalization Movement Anna Greiner-Shelton Eastern Washington University
Eastern Washington University EWU Digital Commons EWU Student Research and Creative Works 2014 Symposium Symposium 2014 Successes and Problems of the Hawaiian Language Revitalization Movement Anna Greiner-Shelton Eastern Washington University Follow this and additional works at: https://dc.ewu.edu/srcw_2014 Part of the Linguistic Anthropology Commons Recommended Citation Greiner-Shelton, Anna, "Successes and Problems of the Hawaiian Language Revitalization Movement" (2014). 2014 Symposium. 47. https://dc.ewu.edu/srcw_2014/47 This Article is brought to you for free and open access by the EWU Student Research and Creative Works Symposium at EWU Digital Commons. It has been accepted for inclusion in 2014 Symposium by an authorized administrator of EWU Digital Commons. For more information, please contact [email protected]. Successes & Problems Of the Hawaiian Language Revitalization Movement Anna Greiner-Shelton Factors in the Decline of the Hawaiian Language • The massive reduction of native Hawaiians due to contact with Western diseases • In 1778, the native Hawaiian population was estimated to be 800,000 • In 1878, only 47,500 native Hawaiians remained • 94% of the native population had been wiped out • Erosion of the major institutions of Hawaiian life • Resulted in English becoming the dominant language • The replacement of Hawaiian with English • Occurred because of Hawaiian‘s perceived low and inferior status in relation to English • In 1840, Hawaiian was the primary language used in the government • 30 years later, all official government -
The Color of Nationality: Continuities and Discontinuities of Citizenship in Hawaiʻi
The Color of Nationality: Continuities and Discontinuities of Citizenship in Hawaiʻi A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN POLITICAL SCIENCE DECEMBER 2014 By WILLY DANIEL KAIPO KAUAI Dissertation Committee: Neal Milner, Chairperson David Keanu Sai Deborah Halbert Charles Lawrence III Melody MacKenzie Puakea Nogelmeier Copyright ii iii Acknowledgements The year before I began my doctoral program there were less than fifty PhD holders in the world that were of aboriginal Hawaiian descent. At the time I didn’t realize the ramifications of such a grimacing statistic in part because I really didn’t understand what a PhD was. None of my family members held such a degree, and I didn’t know any PhD’s while I was growing up. The only doctors I knew were the ones that you go to when you were sick. I learned much later that the “Ph” in “PhD” referred to “philosophy,” which in Greek means “Love of Wisdom.” The Hawaiian equivalent of which, could be “aloha naʻauao.” While many of my family members were not PhD’s in the Greek sense, many of them were experts in the Hawaiian sense. I never had the opportunity to grow up next to a loko iʻa, or a lo’i, but I did grow up amidst paniolo, who knew as much about makai as they did mauka. Their deep knowledge and aloha for their wahi pana represented an unparalleled intellectual capacity for understanding the interdependency between land and life. -
Federal Register/Vol. 67, No. 165/Monday, August 26, 2002/Proposed Rules
54766 Federal Register / Vol. 67, No. 165 / Monday, August 26, 2002 / Proposed Rules DEPARTMENT OF THE INTERIOR FOR FURTHER INFORMATION CONTACT: Paul of critical habitat would likely increase Henson, at the above address, phone the threats from vandalism or collection Fish and Wildlife Service 808/541–3441, facsimile 808/541–3470. of these species on the islands on which SUPPLEMENTARY INFORMATION: they occur. Critical habitat was not 50 CFR Part 17 proposed for six species (Acaena Background exigua, Cenchrus agrimonioides var. RIN 1018–AG71, 1018–AH70, 1018–AH08, On January 28, 2002, April 3, 2002, laysanensis, Cyanea copelandii ssp. 1018–AH09, 1018–AH02, and 1018–AI24 April 5, 2002, and May 14, 2002, the copelandii, Cyrtandra crenata, Melicope Service published revised proposed quadrangularis, and Ochrosia Endangered and Threatened Wildlife critical habitat designations and non- kilaueaensis) which had not been seen and Plants; Designations and Non- designations for plant species listed recently in the wild and for which no designations of Critical Habitat for under the Endangered Species Act of viable genetic material of these species Plant Species From the Islands of 1973, as amended (Act), known was known to exist. Kauai, Niihau, Maui, Kahoolawe, historically from the islands of Kauai Comments from the public regarding Molokai, Northwestern Hawaiian and Niihau, Maui and Kahoolawe, these proposed rules are sought, Islands, HI, and Oahu, HI Molokai, and the Northwestern especially regarding: Hawaiian Islands respectively (67 FR (1) The reasons why critical habitat AGENCY: Fish and Wildlife Service, 3940, 67 FR 15856, 67 FR 16492, and 67 for any of these species is prudent or not Interior. -
Making a Case for Tongan As an Endangered Language
View metadata, citation and similar papers at core.ac.uk brought to you by CORE Making a Case for Tongan as an provided by ScholarSpace at University of Hawai'i at Manoa Endangered Language Yuko Otsuka At fi rst glance, Tongan appears far from being endangered. It has nearly 100,000 speakers—remarkably sizable compared to other languages of Oceania—and is spoken in a predominantly monolingual and monocul- tural society.1 Furthermore, Tonga is an independent nation-state, in fact, the last kingdom in Polynesia. Why should one be talking at all about Tongan being endangered? This paper examines the linguistic situation in Tonga and argues that there are reasons to be concerned about the future of the Tongan language in the long run. The position put forward in this paper is as follows: In the postcolonial context, many instances of language endangerment should be defi ned in terms of a unit larger than a nation-state. Globalization has put small island nations like Tonga in a position such that, in order to survive, they are compelled to conform to the Western development model that is asso- ciated with English as a socioeconomically privileged language. Here, the term “globalization” refers to a particular aspect of the phenomenon, that is, interconnectedness facilitated by the expansion of Euro-American values. Interconnectedness certainly has benefi cial consequences, such as bringing new opportunities. Epeli Hau‘ofa, for example, has argued that it has empowered the peoples of Oceania, liberating them from the artifi cial boundaries imposed by nineteenth-century imperialism (1993, 10). The following discussion, however, focuses on the adverse effects of intercon- nectedness, especially as it affects language maintenance. -
Build a Better World. Be a Kumu
kanaeokana.net/kumu KUMU CAREERS BUILD A BETTER WORLD. BE A KUMU. What is a kumu? licensed so we have enough kumu every year to meet the growing demand for Hawaiian Culture Based Education in public, charter, and We’re not talking about the fish independent schools in Hawai‘i. In the Hawaiian language, the word “kumu” has many meanings. It can Why be a kumu? mean the base of something such as the trunk of a tree, a source, and a reason. In this sense, a kumu is the source or foundation. Impress the heck out of everyone by telling them that what you are going to do after high school is build a new world. Kumu is also the general term for “teacher” because in the Hawaiian worldview, teachers are the source of knowledge. As one of many Kumu are the foundation of Hawaiian culture based classrooms and occupations in the field of Hawaiian education, a kumu is usually a ‘āina based learning environments because they are responsible for teacher of Hawaiian culture at a school, or other learning environment. teaching students the Hawaiian culture, language, and worldview. Kumu play an important role in educating Hawai‘i’s school children Although there are different types of kumu such as a kumu kula about aloha ‘āina, how to maintain cultural practices like makahiki, (classroom teacher) or kumu ‘ike Hawai‘i (Hawaiian Studies teacher), ‘ōlelo Hawai‘i, wa‘a voyaging, food sustainability, and performing arts if a person is called a kumu, it often means that this person possesses like hula, music, and chant.