Agricultural Development in Tongan Prehistory: an Archaeobotanical Perspective
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38467 1989 SPREP Topic Revi
ORIGINAL: ENGLISH SOUTH PACIFIC REGIONAL ENVIRONMENT PROGRAMME TOPIC REVIEW No. 37 THE STATUS OF THE DUGONG (DUGON DUGON) IN VANUATU M.R. Chambers, E.Bani and B.E.T. Barker-Hudson O.,;^, /ZO. ^ ll pUG-^Y^ South Pacific Commission Noumea, New Caledonia April 1989 UBHArt/ SOUTH PACIFIC COMMISSION EXECUTIVE SUMMARY This project was carried out to assess the distribution, abundance, cultural importance and threats to the dugong in Vanuatu. The study was carried out by a postal questionnaire survey and an aerial survey, commencing in October 1987. About 600 copies of the questionnaire were circulated in Vanuatu, and about 1000 kilometres of coastline surveyed from the air. Dugongs were reported or seen to occur in nearly 100 localities, including all the major islands and island groups of Vanuatu. The animals were generally reported to occur in small groups; only in three instances were groups of more than 10 animals reported. Most people reported that dugong numbers were either unchanged or were increasing. There was no evidence that dugongs migrate large distances or between islands in the archipelago, although movements may occur along the coasts of islands and between closely associated islands. Dugong hunting was reported from only a few localities, although it is caught in more areas if the chance occurs. Most hunting methods use traditional means, mainly the spear. Overall, hunting mortality is low, even in areas reported to regularly hunt dugongs. Accordingly, the dugong does not seem to be an important component of the subsistence diet in any part of Vanuatu, even though it is killed mainly for food. -
The Status of the Dugong (Dugon Dugon) in Vanuatu
ORIGINAL: ENGLISH SOUTH PACIFIC REGIONAL ENVIRONMENT PROGRAMME TOPIC REVIEW No. 37 THE STATUS OF THE DUGONG (DUGON DUGON) IN VANUATU M.R. Chambers, E.Bani and B.E.T. Barker-Hudson O.,;^, /ZO. ^ ll pUG-^Y^ South Pacific Commission Noumea, New Caledonia April 1989 UBHArt/ SOUTH PACIFIC COMMISSION EXECUTIVE SUMMARY This project was carried out to assess the distribution, abundance, cultural importance and threats to the dugong in Vanuatu. The study was carried out by a postal questionnaire survey and an aerial survey, commencing in October 1987. About 600 copies of the questionnaire were circulated in Vanuatu, and about 1000 kilometres of coastline surveyed from the air. Dugongs were reported or seen to occur in nearly 100 localities, including all the major islands and island groups of Vanuatu. The animals were generally reported to occur in small groups; only in three instances were groups of more than 10 animals reported. Most people reported that dugong numbers were either unchanged or were increasing. There was no evidence that dugongs migrate large distances or between islands in the archipelago, although movements may occur along the coasts of islands and between closely associated islands. Dugong hunting was reported from only a few localities, although it is caught in more areas if the chance occurs. Most hunting methods use traditional means, mainly the spear. Overall, hunting mortality is low, even in areas reported to regularly hunt dugongs. Accordingly, the dugong does not seem to be an important component of the subsistence diet in any part of Vanuatu, even though it is killed mainly for food. -
Subject/ Area: Vanuatu at the Speed We Cruise, It Will Take Us More Than
Subject/ Area: Vanuatu At the speed we cruise, it will take us more than one season to cover Vanuatu! During this past 4 months, we explored the Southern part of Vanuatu: Tanna, Aniwa, Erromango and Efate. The ultimate cruising guide for Vanuatu is the Rocket Guide (nicknamed Tusker guide, from the first sponsor - www.cruising-vanuatu.com). With charts, aerial photos and sailing directions to most anchorages, you will have no problem making landings. We also used Bob Tiews & Thalia Hearns Vanuatu cruising guide and Miz Mae’s Vanuatu guide. Those 3 reference guides and previous letters in the SSCA bulletins will help you planning a great time in Vanuatu! CM 93 electronic charts are slightly off so do not rely blindly on them! At time of writing, 100 vatu (vt) was about $1 US. Tanna: Having an official port of entry, this island was our first landfall, as cruising NW to see the Northern islands will be easier than the other way around! Port Resolution: We arrived in Port Resolution early on Lucky Thursday…lucky because that is the day of the week that the Customs and Immigration officials come the 2 1/2 hour, 4-wheel drive across from Lenakel. We checked in at no extra cost, and avoided the expense of hiring a transport (2000 vatu RT). We met Werry, the caretaker of the Port Resolution “yacht club”, donated a weary Belgian flag for his collection, and found out about the volcano visit, tours, and activities. Stanley, the son of the Chief, is responsible for relations with the yachts, and he is the tour guide or coordinator of the tours that yachties decide to do. -
Maori & Pasifika Infants and Toddlers
Tangata Pasifika: Sustaining cultural knowledge and language competency for Pacific peoples. Presentation at the Victoria University Autumn Research Seminar, May 2018. Ali Glasgow Faculty of Education Language, culture, identity • A leai se gagana, ona leai lea o sa ta aganu’u, a leai la ta aganu’u ona po lea o le nu’u (Samoan proverb) • If there is no language, then there is no culture, • If there is no culture, then all of the village will be in darkness Presentation outline • My background • Pacific context • Aoteroa New Zealand context – culture, language • Research findings – Vuw Summer Scholarship (2015), TLRI ( Teaching and Learning Research Initiative, 2017). Ali – Kuki Airani – Tongareva Atoll Pacific perspectives • Pacific region located historically, contextually and geographically within Oceania, more particularly in the region of the Southern Pacific referred to as the Polynesian triangle (Ritchie & Ritchie, 1970) • ‘Our sea of islands ( Hau’ofa, 1993) Reclaiming & Reconceptualising Pacific Education • Pacific Education (currently) prioritises the voice and worldview of the outside which amputates our capacity for human agency. Within the Pacific the bulk of what we teach and learn in our schools and at our universities and colleges in the Pacific is what has been conceptualised and developed in and for the Western world (Koya-Vakauta,2016). • The indigenous peoples of the Pacific need to create their own pedagogy... rooted in Pacific values, assumptions, processes and practices ( Glasgow, 2010; Mara, Foliaki & Coxon, 1994; Tangatapoto,1984 & Taufe’ulungake, 2001). Aspiration Statement ( MOE, 2017, p.5) • Competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society. -
Laulōtaha; Tongan Perspectives of 'Quality' in Early Childhood Education Dorothy Lorraine Pau'uvale a Thesis Submitted To
Laulōtaha; Tongan Perspectives of ‘Quality’ in Early Childhood Education Dorothy Lorraine Pau’uvale A thesis submitted to Auckland University of Technology in partial fulfillment of the requirements for a degree of Master of Education (MEd) 2011 School of Education i Table of Contents List of Tables ..................................................................................................................... vi Attestation of Authorship .................................................................................................. vii Fakamālō/ Acknowledgements ........................................................................................ viii Ethical Approval .............................................................................................................. xiii Abstract ............................................................................................................................... 1 Chapter 1: Talateu/ Introduction ......................................................................................... 2 1.1 Introduction .......................................................................................................... 2 1.2 Purpose of the study .................................................................................................. 2 1.3 Context of the study .................................................................................................. 3 1.4 Importance of the study ........................................................................................... -
Celebration of the Niuean Language and Culture Ko E Tau Fakafiafiaaga
Celebration of the #pacificstars Niuean Language and Culture Ko e tau Fakafiafiaaga he Vagahau Niue mo e tau Aga Fakamotu Facts on Niue | Folafolaaga hagaaoia Population | Puke tagata ke he motu ko Niue In 2013 Niue peoples were the fourth largest Pacific • Niue is one of the world's largest coral islands. ethnic group in New Zealand making up 8.1% or 23,883 • Niue (pronounced “New-e (‘e’ as in ‘end’ – which means of New Zealand’s Pacific peoples’ population. 'behold the coconut') may be the world’s smallest The most common region this group lived in was the independent nation. Auckland Region (77.7 percent or 18,555 people), followed • The island is commonly referred to as "The Rock", by the Wellington Region (6.6 percent or 1,575 people), a reference to Niue being one of the biggest raised and the Waikato Region (4.3 percent or 1,038 people). coral islands in the world. The median age was 20.4 years. • The capital of Niuē is the village of Alofi. • Niueans are citizens of New Zealand. 78.9 percent (18,465 people) were born in New Zealand. • Niue is an elevated coral atoll with fringing coral reefs encircling steep limestone cliffs. It has a landmass of 259km and its highest point is about 60 metres In 2013 Niue peoples made up above sea level. • Niue lies 2400 km northeast of New Zealand 23,883 between Tonga, Samoa and the Cook Islands. of New Zealand's Pacific peoples' population History | Tau Tala Tu Fakaholo Polynesians from Samoa settled Niue around 900 AD. -
Gender & Interaction in a Globalizing World: Negotiating the Gendered
Chapter 13 Gender and interaction in a globalizing world: Negotiating the gendered self in Tonga* Niko Besnier 1. Gender and language in microscopic and macroscopic perspectives One of the more important developments in our understanding of the rela- tionship between language and gender in the last couple of decades is the recognition that the gendering of language is semiotically complex. Indeed, linguistic forms and practices do not define “women’s language” and “men’s language”, as earlier researchers argued (e.g., Lakoff 1975), but articulate with a host of social categories and processes that surround gen- der and help construct it. The clearest articulation of this position is Ochs’ (1992) demonstration that gendered linguistic practices are both indexical and indirect. Indexicality captures the insight that features of language (phonological, syntactic, discursive, etc.) “point to”, or suggest, gendered identities, and do not refer to gender in an unequivocal fashion, as linguistic symbols would. In this respect, the relationship between language and gen- der is no different from the relationship between language and any other aspect of socio-cultural identity, as we have known since the early days of sociolinguistics (Labov 1966a). However, the indexical linking of language and gender presents another layer of complexity: linguistic resources are semiotically connected to gender through the mediation of other aspects of the socio-cultural world. For example, features of language and interaction invoke social roles (e.g., mother, CEO, construction work), demeanors (e.g., politeness, authority, or the lack thereof), and activities (e.g., forms of work and play), all of which are in turn indexically associated with gender (see Figure 1). -
Samoan Research Methodology
VolumePacific-Asian 23 | Number Education 21 | 2011 Pacific-Asian Education The Journal of the Pacific Circle Consortium for Education Volume 23, Number 2, 2011 SPECIAL ISSUE Inside (and around) the Pacific Circle: Educational Places, Spaces and Relationships SPECIAL ISSUE EDITORS Eve Coxon The University of Auckland, New Zealand Airini The University of Auckland, New Zealand SPECIAL ISSUE EDITORIAL COMMITTEE Elizabeth Rata The University of Auckland, New Zealand Diane Mara The University of Auckland, New Zealand Carol Mutch The University of Auckland, New Zealand EDITOR Elizabeth Rata, School of Critical Studies in Education, Faculty of Education, The University of Auckland, New Zealand. Email: [email protected] EXECUTIVE EDITORS Airini, The University of Auckland, New Zealand Alexis Siteine, The University of Auckland, New Zealand CONSULTING EDITOR Michael Young, Institute of Education, University of London EDITORIAL BOARD Kerry Kennedy, The Hong Kong Institute of Education, Hong Kong Meesook Kim, Korean Educational Development Institute, South Korea Carol Mutch, Education Review Office, New Zealand Gerald Fry, University of Minnesota, USA Christine Halse, University of Western Sydney, Australia Gary McLean, Texas A & M University, USA Leesa Wheelahan, University of Melbourne, Australia Rob Strathdee, Victoria University of Wellington, New Zealand Xiaoyu Chen, Peking University, P. R. China Saya Shiraishi, The University of Tokyo, Japan Richard Tinning, University of Queensland, Australia ISSN 1019-8725 Pacific Circle Consortium for Education Publication design and layout: Halcyon Design Ltd, www.halcyondesign.co.nz Published by Pacific Circle Consortium for Education http://pacificcircleconsortium.org/PAEJournal.html Pacific-Asian Education Volume 23, Number 2, 2011 CONTENTS Editorial Eve Coxon 5 Articles Tala Mai Fafo: (Re)Learning from the voices of Pacific women 11 Tanya Wendt Samu Professional development in the Cook Islands: Confronting and challenging 23 Cook Islands early childhood teachers’ understandings of play. -
Working Together in Vanuatu: Research Histories
19. Olfala Histri Wea i Stap Andanit long Graon. Archaeological Training Workshops in Vanuatu: A Profile, the Benefits, Spin-offs and Extraordinary Discoveries Stuart Bedford, Matthew Spriggs, Ralph Regenvanu and Salkon Yona Archaeological research was included in the Vanuatu governmental moratorium on humanities-based research in Vanuatu from 1984 to 1994 (Bolton 1999: 1) and consequently it languished very much in a pioneering phase, reliant on interpretations from the results of a handful of influential projects that had been carried out through the 1960s and 70s. Right up to the mid-1990s fundamental questions relating to the initial colonisation and settlement of the archipelago and the succeeding cultural transformations which took place were still largely unanswered. Much of the country remained an archaeological terra incognita (Bedford et al. 1998; Bedford 2006a). However, the establishment of the Vanuatu Cultural and Historic Sites Survey (VCHSS) in 1990, a separate but associated entity to the Vanuatu Cultural Centre (VCC) and funded primarily by the European Union, was a major positive boost to archaeology. It started with a team of professional archaeologists, David Roe and Jean-Christophe Galipaud, and a less experienced but energetic group of ni-Vanuatu, some of whom would later go on to play influential roles in the long-term future of the VCC. The VCHSS initially comprised the manager Martha Yamsiu (later Kaltal) and field officers, Peter Kolmas, Ralph Regenvanu, Nicolas Vanusoksok, François Wadra and Fidel Yoringmal. Its aims were to build and maintain a database of sites of cultural, archaeological and historic significance; to conduct surveys to identify and document these sites; train ni-Vanuatu staff in techniques of survey, research planning and execution; consider and establish procedures for determining, assessing and responding to threats to sites; encourage and develop the study of archaeology and history of Vanuatu and promote an awareness of its importance as part of the country’s cultural heritage (Regenvanu et al. -
South Malekula Area Council; Malampa Province
V-CAP site: South Malekula Area Council, Malampa Province South Malekula Area Council; Malampa Province 1 V-CAP site context and background Malampa is one of the six provinces of Vanuatu, located in the centre of the country and consisting of three main islands namely Malekula, Ambrym and Paama. It also includes a number of smaller offshore islands – the small islands of Uripiv, Norsup, Rano, Wala, Atchin and Vao off the coast of Malekula and the volcanic island of Lopevi near Paama (currently uninhabited). Also included are the Maskelynne Islands and other small islands suck as Akam and Avock along the south coast of Malekula. The total population of Malampa Province is 36,722 (2009 census) people and it contains an area of 2,779 km². Malekula is the most populated and developed island in the province and houses the provincial capital named Lakatoro. Malekula receives an abundance of precipitation. The temperature on the island varies during the hot and cold seasons, but averages approximately 24.9°C at the coast and is a few degrees cooler in the centre of the island. Weather in Malekula is seasonal, and warmer from November until April and cooler and dryer period typically from May to October. Like the rest of Vanuatu, the island’s weather is strongly influenced by the El Nino Southern Oscillation cycles. During the El Nino (warm phase) the country is subject to long dry spells. During the La Nina (cool phase) Vanuatu has prolonged wet conditions. Malekula is located on active geological faults. The southeastern side of the island experienced major earthquakes as recently as the 1990s and the land, e.g. -
1 Bilingual Education in Aotearoa/New Zealand Richard Hill
Bilingual education in Aotearoa/New Zealand Richard Hill University of Waikato, New Zealand 1.1 Abstract Bilingual education in the New Zealand context is now over 30 years old. The two main linguistic minority groups involved in this type of education; the Indigenous Māori, and Pasifika peoples, of Samoan, Tongan, Cook Islands, Niuean and Tokelauan backgrounds have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels. This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the Pasifika context, extending government and local support would not only safeguard the languages, but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand. 1 1.2 Introduction Aotearoa/New Zealand has two main bilingual education contexts, Māori and Pasifika.1 Both forms involve minority groups; the Māori language is the Indigenous language of Aotearoa/New Zealand, while the languages of the Pasifika people were brought to this country from the islands of Polynesia from the 1960s onwards. -
Pe Structure Cf Tongan Dance a Dissertation
(UNIVERSITY OF HAWAII LIBRARY P E STRUCTURE CF TONGAN DANCE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION CF THE UNIVERSITY OF HAWAII IN PARTIAL FUIFILDffiNT CF THE REQUIREMENTS FOR THE DEGREE CF DOCTOR OF PHILOSOPHY IN ANTHROPOLOGY JUNE 1967 By _\G Adrienne L? Kaeppler Dissertation Committee: Alan Howard, Chairman Thomas W. Maretzki Roland W. Force Harold E. McCarthy Barbara B. Smith PREFACE One of the most conspicious features of Polynesian life and one that has continually drawn comments from explorers, missionaries, travelers, and anthropologists is the dance. These comments have ranged from outright condemnation, to enthusiastic appreciation. Seldom, however, has there been any attempt to understand or interpret dance in the total social context of the culture. Nor has there been any attempt to see dance as the people themselves see it or to delineate the structure of dance itself. Yet dance has the same features as any artifact and can thus be analyzed with regard both to its form and function. Anthropologists are cognizant of the fact that dance serves social functions, for example, Waterman (1962, p. 50) tells us that the role of the dance is the "revalidation and reaffirmation of the aesthetic, religious, and social values shared by a human society . the dance serves as a force for social cohesion and as a means to achieve the cultural continuity without which no human community can persist.” However, this has yet to be scientifically demonstrated for any Pacific Island society. In most general ethnographies dance has been passed off with remarks such as "various movements of the hands were used," or "they performed war dances." In short, systematic study or even satisfactory description of dance in the Pacific has been virtually neglected despite the significance of dance in the social relations of most island cultures.