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Music and Identity Ofthe Cultural Renaissance of Hawai·I A
-022.\ CONNECT BACK TO DIS PIACE: Music and Identity ofthe Cultural Renaissance ofHawai·i A '!HESIS SUBMITTED TO '!HE GRADUATE DIVISION OF '!HE UNIVERSI1Y OF HAWAI·I IN PARTIAL FULFILLMENT OF '!HE REQUIREMENTS FOR '!HE DEGREE OF MASTER OF ARTS IN PACIFIC ISLAND STUDIES MAY 2005 By Andrea A Suzuki Thesis Conunittee: Kater1na Teaiwa. Chairperson George Teny Kanalu Young Jonathan K. 050110 Acknowledgements First and foremost I have to thank my parents. especIally Daddy MIke for the opJX>rtun1ties that they have gtven me and their sUpJX>rt gtven to my endeavors. I have to also thank Daddy Mitch for hIs sUPJX>rt and h1s stortes about "h1s days". I want to especIally thank my mom, an AM.A 1n her own rtght, for all ofher devoted time and sUPJX>rt. Secondly, I would l1ke to gIve my deepest thanks to Mel1nda Caroll wIthout whom th1s jOurney would have been a lot more d1ff1cult. Thankyou for your suggestions, your help, and your encouragement. I would also l1ke to thank my comm11tee, Katertna Tea1Wa, Kanalu Young, and John Osorto for their sUpJX>rt and theIr efforts 1n the completion ofth1s project. I'd l1ke to thank all ofthose that gave their time to me, tell1ng me their stortes. and allowtng me to share those stortes: Jeny Santos, Owana Salazar, Aunty CookIe, Uncle Cyr11. Hemy KapollO, John Demello. Gaylord Holomal1a, Keaum1k1 Akut. Peter Moon, and Joe Atpa. I'd l1ke to gIve my appreciation to the Pac1ftc Island StudIes Program that guIded me every' step ofthe way. F1nallly. I'd 11ke to thank all my frIends for their encouragement and tolerance ofmy 1nsan1ty, espec1ally Kamuela Andrade, for gJ.1nn1ng and beartng It and Kau1 for beIng my personal cheering section. -
Perspectives of Research for Intangible Cultural Heritage
束 9mm Proceedings ISBN : 978-4-9909775-1-1 of the International Researchers Forum: Perspectives Research for Intangible Cultural Heritage towards a Sustainable Society Proceedings of International Researchers Forum: Perspectives of Research for Intangible Cultural Heritage towards a Sustainable Society 17-18 December 2019 Tokyo Japan Organised by International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI), National Institutes for Cultural Heritage Agency for Cultural Affairs, Japan Co-organised by Tokyo National Research Institute for Cultural Properties, National Institutes for Cultural Heritage IRCI Proceedings of International Researchers Forum: Perspectives of Research for Intangible Cultural Heritage towards a Sustainable Society 17-18 December 2019 Tokyo Japan Organised by International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI), National Institutes for Cultural Heritage Agency for Cultural Affairs, Japan Co-organised by Tokyo National Research Institute for Cultural Properties, National Institutes for Cultural Heritage Published by International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI), National Institutes for Cultural Heritage 2 cho, Mozusekiun-cho, Sakai-ku, Sakai City, Osaka 590-0802, Japan Tel: +81 – 72 – 275 – 8050 Email: [email protected] Website: https://www.irci.jp © International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI) Published on 10 March 2020 Preface The International Researchers Forum: Perspectives of Research for Intangible Cultural Heritage towards a Sustainable Society was organised by the International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI) in cooperation with the Agency for Cultural Affairs of Japan and the Tokyo National Research Institute for Cultural Properties on 17–18 December 2019. -
Ka Wai Ola O
I College Scholarships for Native Hawaiians VOLUME 14, NUMBER ii, U/ater NOWEMAPA(NOVEMBER) 1997 Scholarship money is available for native Hawaiians to attend college within the state of Hawai'i. Qualifying institutions include the University of Hawai'i system (Manoa, Hilo, West O'ahu and community colleges), H awai'i Pacific University, Chaminade University and Brigham Young University-Hawai'i. General eligibility requirements * .:. Hawaiian descent .:. Hawai'i resident (required for some scholarships) .:. Satisfactory academic performance .:. Classified full-time enrollment in an eligible post-high institution *Various other eligibility requirements may apply to individual scholarships. Apply for 1998-99 Deadline for receipt of applications is March 1, 1998. Applications available beginning January 1998 from the KSBE Financial Aid Office, 1887 Makuakane Street, Honolulu, Hawai'i 96817. For more information, please call 842-8216. (f) KAMEHAMEHA S CHOOLS BERNICE PAUAHI BISHOP ESTATE KSBE's policy to give preference to Hawaiians as permitted by law has been ruled non-discriminatory by the IRS. Ka Wai Ola 0 OHA, Office of Hawaiian Affairs 711 Kapi'olani Blvd., Suite 500 Honolulu, Hawai'i 96813-5249 "Beloved 'elders Hawai'i" OHA honors kupuna, the foundation of our lahuL VOLUME 14, NUMBER 11, NOWEMAPA (NOVEMBER) 1997 ... REORGA OHA board changes leadership, makes call for inclusiveness approachable, to be fair and careful about how we "Let there be no mistake," said DeSoto, as her eyes B y Ryan M. M i elke approach our responsibilities - so that our people will scanned the board room, "the Office of Hawaiian Affairs A new leadership was ushered in at the Office of not be at the table begging while we spend extraordinari- will be ready for the challenges and the opportunities that Hawaiian Affairs Oct. -
Alternative 11(1)Online 01.Indd
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Research Commons@Waikato USING TWITTER IN AN INDIGENOUS LANGUAGE An analysis of te reo Mäori tweets Te Taka Keegan* Paora Mato† Stacey Ruru‡ Abstract Language revitalization theory suggests that one way to improve the health of a language is to increase the number of domains where the language is used. Social network platforms provide a variety of domains where indigenous-language communities are able to communicate in their own languages. Although the capability exists, is social networking being used by indigenous-language communities? This paper reports on one particular social networking platform, Twitter, by using two separate methodologies. First, Twitter statistics collated from the Indigenous Tweets website are analysed. The data show that languages such as Basque, Haitian Creole, Welsh, Irish Gaelic, Frisian and Kapampangan do have a presence in the “Twittersphere”. Further analysis for te reo Mäori (the Mäori language) shows that tweets in te reo Mäori are rising and peak when certain events occur. The second methodology involved gathering empirical data by tweeting in te reo Mäori. This served two purposes: it allowed an ancillary check on the validity of the Indigenous Tweets data and it allowed the opportunity to determine if the number of indigenous- language tweets could be infl uenced by the actions of one tweeter. * Senior Lecturer, Computer Science Department, University of Waikato, Hamilton, New Zealand. Email: [email protected] † PhD candidate, Computer Science Department, University of Waikato, Hamilton, New Zealand. ‡ Summer Internship, Computer Science Department, University of Waikato, Hamilton, New Zealand. -
Kapa Haka and Tbe Construction of Home in Melbourne
Lost Souls in a Vast Land. Recontextualising Maori Kapa Haka and tbe Construction of Home in Melbourne. by Deirdre Pauline Marshall MA. BEd Department of Music University of New England Submitted to fulfilment ofthe requIrements for the degree of Doctor of Philosophy Photo Credits: All pholOgraphs by the ftulhor Ngo Hapu Kafoo ch>ldrcn. Nal.tonal Fesu'al June 1997 11 71iis tliesir is dedicatedto tlie memories of Caro{(}!irihi {tL 30/8/98} and lErin ;4rofia (}!irere (d. 26/2/99) who diedwhile I was worn.inn with :Noa J{apu 7(jztoa. J{aere~ fiaere~ fiaere ra. 111 Ka Mate Kainga Tahi Ka Ora Kainga Rua Kia ora koutou e nga rangatira Greetings to all you Elders E karanga nei ia a tatou kia huihui mai Calling to unite us all Ki te whakamli i te kaupapa To endorse the purpose Whakapakari i to tatou Maoritanga Ofretaining our Maoritanga. Me whakamoemiti ki te kaihanga Me tangi kau noa ki nga aitua Me mihi atu ki te whakaminenga Tena ra koutou nga whanaunga-hoa. Kia kaha kia maia kia u Let us praise our creator Korerotia te reo rangatira Let us weep [for] our departed Pupuritia a tatoll tikanga Let us embrace the living Whakaaturia nga mahi ngahau Greetings to all our friends and Kia kite kiarongo ai te ao family. Ko tatoll tenei te iwi Maori e. Alie nga ope paerangi koutou 0 te hau kainga Be strong be brave be firm Anei ra ma/ou te kahui manene Speak! Our noble language Kei te kimi oranga i tewhenua nui nei Retain I Our customs Hapainga mai awhinatia mai matou. -
DOCUMENT RESUME ED 262 131 UD 024 468 TITLE Hawaiian
DOCUMENT RESUME ED 262 131 UD 024 468 TITLE Hawaiian Studies Curriculum Guide. Grade 3. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. PUB DATE Jan 85 NOTE 517p.; For the Curriculum Guides for Grades K-1, 2, and 4, see UD 024 466-467, and ED 255 597. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS *Cultural Awareness; *Cultural Education; Elementary Education; *Environmental Education; Geography; *Grade 3; *Hawaiian; Hawaiians; Instructional Materials; *Learning Activities; Pacific Americans IDENTIFIERS *Hawaii ABSTRACT This curriculum guide suggests activities and educational experiences within a Hawaiian cultural context for Grade 3 students in Hawaiian schools. First, an introduction discussesthe contents of the guide; the relationship of classroom teacher and the kupuna (Hawaiian-speaking elder); the identification and scheduling of Kupunas; and how to use the guide. The remainder of thetext is divided into two major units. Each is preceded byan overview which outlines the subject areas into which Hawaiian Studies instructionis integrated; the emphases or major lesson topics takenup within each subject area; the learning objectives addressed by the instructional activities; and a key to the unit's appendices, which provide cultural information to supplement the activities. Unit I focuseson the location of Hawaii as one of the many groups of islands in the Pacific Ocean. The learning activities suggestedare intended to teach children about place names, flora and fauna,songs, and historical facts about their community, so that they learnto formulate generalizations about location, adaptation, utilization, and conservation of their Hawaiian environment. Unit II presents activities which immerse children in the study of diverse urban and rural communities in Hawaii. -
Muri Iho Ka Whawhai Ai Tātou: Reading Te Rangikāheke
HAERE MAI ME TUHITUHI HE PUKAPUKA; MURI IHO KA WHAWHAI AI T ĀTOU: READING TE RANGIK ĀHEKE By Arini May Loader (Ng āti Raukawa, Ng āti Whakaue, Te Wh ānau-a-Apanui) A thesis presented to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in M āori Studies Te Kawa a M āui/School of M āori Studies Te Whare W ānanga o te Ūpoko o te Ika a M āui/ Victoria University of Wellington December 2008 NG Ā MIHI Tuatahi, ki ng ā kaiwhakarite o te karahipi e kiia nei ko T ū Horomata nō Te Tari o te Toiahurei kei Te Whare W ānanga o te Ūpoko o Te Ika a Māui, me ng ā kaiwhakarite o te karahipi e kiia nei ko Philippa r āua ko Morvyn Williams. Ka nui aku mihi ki a koutou m ō te p ūtea tautoko kia tutuki pai ai t ēnei mahi. Many thanks also to the librarians of the Special Collections Section of Auckland Public Library, particularly Iain Sharp and Kate De Courcy, who supplied photocopies of the manuscripts and were very friendly and helpful. Your assistance was greatly appreciated. Tuarua, ki taku kai ārahi a Alice Te Punga-Somerville. N āu an ō te mana, te ihi, te wehi kia whakaputa t ēnei ki te whaiao, ki te ao m ārama n ā reira e te kohine o Te Āti Awa, e mihi ana, e mihi ana. Tēnei hoki te mihi ki a koutou te tokomaha i whakapau kaha ki te whakawhitiwhiti whakaaro, ki te tautohetohe, ki te w ānanga, ā, ko koutou t ērā te hunga pūkenga, te hunga tauira hoki o taku wh ānau o Te Herenga Waka. -
Māori Mental Health Consumers' Sensory Experience of Kapa Haka
Māori mental health consumers’ sensory experience of Kapa Haka and its utility to occupational therapy practice. Research article Māori mental health consumers’ sensory experience of Kapa Haka and its utility to occupational therapy practice. Tania Hollands, Daniel Sutton, Valerie Wright-St. Clair, Raymond Hall. Abstract Sensory modulation is an emerging occupational therapy intervention within adult mental health services. However, cultural variations in the use of sensory modulation have not been directly explored. In New Zealand, the traditional performing arts of kapa haka are used within Māori services as a cultural intervention. This qualitative study explored Māori mental health consumers’ sensory experiences during kapa haka via in-depth interviews. Participants experienced feeling safe, being grounded in their bodies, and having an enhanced cultural identity. The findings support the use of culturally-responsive sensory modulation activities within occupational therapy practice and highlight the need for further research. Key words Sensory modulation, cultural responsiveness Reference Hollands, T., Sutton, D., Wright-St. Clair, V., & Hall, R. (2015). Māori mental health consumers’ sensory experience of Kapa Haka and its utility to occupational therapy practice. New Zealand Journal of Occupational Therapy, 62(1), 3–11. Sensory modulation intervention uses specific sensory input and responsiveness to this population. While the sensory via objects, activities and environments to achieve optimal modulation approach has been explored -
National Secondary Schools' Kapa Haka
Putanga 09 2008 CELEBRATING MÄORI ACHIEVEMENT Pipiri – Höngongoi NATIONAL SECONDARY SCHOOLS’ KAPA HAKA HONOURING OUR PEOPLE TE WHANGANUI Ä TARA MÄORI SURFING E WHAKANUI ANA I TE MÄORI Te Piringa Te 12 FROM THE CHIEF EXECUTIVE – LEITH COMER Putanga HE TANGATA 09 E rau rangatira mä tënä tätou katoa, 2008 Recently I have witnessed a key milestone that will Pipiri – Höngongoi go down in the books of not only Mäori history but also New Zealand history, where people have come together to reconcile their differences in the spirit of cooperation and settlement. I want to congratulate the iwi of the Central North Island collective for their commitment to settle collaboratively and this only serves to inspire us as we move into and I look forward with great expectation to seeing the future. how these resources empower their people, their communities and New Zealand. Finally, I am very proud of the contribution Te Puni Kökiri staff have made in making this settlement work not only for the We all know that settlements and the resources 100,000 Mäori who will benefi t but also for the benefi ts this provided can be used as an economic base to increase country will receive in the long term. iwi independence while enhancing their ability to act on behalf of their people. The Central North Island iwi collective has provided us with an example of settling historical issues Leith Comer Te Puni Kökiri – Manahautü 2 TE PUNI KÖKIRI | KÖKIRI | PIPIRI – HÖNGONGOI 2008 NGÄ KAUPAPA 6 16 46 Honouring Our People 6 Te Whanganui ä Tara 16 Mäori Surfi ng 46 We honour and recognise the In this edition we profi le New Zealand’s best Mäori surfers achievements of the Mäori leaders, Te Puni Kökiri’s Te Whanganui ä recently vied for top honours in the who work tirelessly to improve Tara region – its people, businesses, inaugural Auahi Kore Mäori Tri Series. -
A Comparative Analysis of Content in Maori
MATTERS OF LIFE AND DEATH: A COMPARATIVE ANALYSIS OF CONTENT IN MAORI TRADITIONAL AND CONTEMPORARY ART AND DANCE AS A REFLECTION OF FUNDAMENTAL MAORI CULTURAL ISSUES AND THE FORMATION AND PERPETUATION OF MAORI AND NON-MAORI CULTURAL IDENTITY IN NEW ZEALAND by Cynthia Louise Zaitz A Dissertation Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, Florida August 2009 Copyright by Cynthia Louise Zaitz 2009 ii CURRICULUM VITA In 1992 Cynthia Louise Zaitz graduated magna cum laude with a Bachelor of Arts in Drama from the University of California, where she wrote and directed one original play and two musicals. In 1999 she graduated with a Masters in Consciousness Studies from John F. Kennedy University. Since 2003 she has been teaching Music, Theatre and Dance in both elementary schools and, for the last two years, at Florida Atlantic University. She continues to work as a composer, poet and writer, painter, and professional musician. Her original painting, Alcheme 1 was chosen for the cover of Volume 10 of the Florida Atlantic Comparative Studies Journal listed as FACS in Amazon.com. Last year she composed the original music and created the choreography for Of Moon and Madness, a spoken word canon for nine dancers, three drummers, an upright bass and a Native American flute. Of Moon and Madness was performed in December of 2008 at Florida Atlantic University (FAU) and was selected to represent FAU on iTunesU. In April 2009 she presented her original music composition and choreography at FAU in a piece entitled, Six Butts on a Two-Butt Bench, a tongue-in- cheek look at overpopulation for ten actors and seventy dancers. -
SPIRIT and SONG of the MAORI of AOTEAROA {NEW ZEALAND} ANN CLEMENTS “Kei a Te Po Te Timatatanga O Te Waiatatanga Mai a Te Atua
SPIRIT AND SONG OF THE MAORI OF AOTEAROA {NEW ZEALAND} ANN CLEMENTS “Kei a te Po te timatatanga o te waiatatanga mai a te Atua. Ko te Ao, ko te Ao marama, ko te Ao turoa.”1 It was in the night that the gods sang the world into existence. From the world of light, into the world of music. MAORI are the indigenous people of Aotearoa (island of the “long white cloud”) or New Zealand. According to Maori mythology, music called the world into creation. As soon as the gods turned night into light, they turned light into music. The connotation of this story is that when life fi rst appeared, it brought with it the complexities of living experience, including emotions that are most easily and genuinely expressed through music. All Maori songs (waiata) stem from the emotions that the gods displayed during creation. “There are songs of sorrow, anger and lament; of loneliness, desire and joy; of peace and love.”2 These aesthetic attributes of music echo music’s functions and uses globally. Humans use music to defi ne, represent, symbolize, and unify or disrupt society. Music is an expression of our social, political, spiritual, and self and group identity. Within Maori culture, music plays all of these roles—from its imperative position in sacred (tapu) ritual to its unifying task in the preservation, creation, and demonstration of group identity. Music is a primary social adhesive that has sustained Maori culture and heritage for hundreds of years. Ann Clements Associate Professor of Music Education The Pennsylvania State University School of Music [email protected] CHORAL JOURNAL Volume 55 Number 2 17 SPIRIT AND SONG OF THE MAORI This brief encounter with Maori Over several centuries in relative iso- an independent dominion in 1907 and music will provide an interweaving of lation, these Polynesian settlers refined supported the United Kingdom militarily culture and musical knowledge. -
Nga Whaiora Tikanga Roanga: Māori Views of Health in Utah
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2010 Nga Whaiora Tikanga Roanga: Māori Views of Health in Utah Sydney H. Davies Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Social Psychology Commons Recommended Citation Davies, Sydney H., "Nga Whaiora Tikanga Roanga: Māori Views of Health in Utah" (2010). All Graduate Theses and Dissertations. 688. https://digitalcommons.usu.edu/etd/688 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. NGA WHAIORA TIKANGA ROANGA: MĀORI VIEWS OF HEALTH IN UTAH by Sydney H. Davies A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Psychology Approved: Richard Roberts, Ph.D. Carolyn Barcus, Ed.D. Major Professor Committee Member Eric Reither, Ph.D. Melanie M. Domenech Rodríguez, Ph.D. Committee Member Committee Member Galye Morse, Ph.D. Byron R. Burnham, Ed.D. Committee Member Dean of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2010 ii Copyright © Sydney H. Davies 2010 All Rights Reserved iii ABSTRACT Nga Whaiora Tikanga Roanga: Māori Views of Health in Utah by Sydney H. Davies, Doctor of Philosophy Utah State University, 2010 Major Professor: Richard N. Roberts, Ph.D. Department: Psychology This study looked at the health beliefs of Māori who live in Utah, U.S. and examined what ways those beliefs have evolved from traditional Māori health beliefs.