The Legitimation of Economic and Political Power in Tonga: A
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University of Auckland Research Repository, Researchspace
Libraries and Learning Services University of Auckland Research Repository, ResearchSpace Copyright Statement The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). This thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: • Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. • Authors control the copyright of their thesis. You will recognize the author's right to be identified as the author of this thesis, and due acknowledgement will be made to the author where appropriate. • You will obtain the author's permission before publishing any material from their thesis. General copyright and disclaimer In addition to the above conditions, authors give their consent for the digital copy of their work to be used subject to the conditions specified on the Library Thesis Consent Form and Deposit Licence. Sauerkraut and Salt Water: The German-Tongan Diaspora Since 1932 Kasia Renae Cook A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in German, the University of Auckland, 2017. Abstract This is a study of individuals of German-Tongan descent living around the world. Taking as its starting point the period where Germans in Tonga (2014) left off, it examines the family histories, self-conceptions of identity, and connectedness to Germany of twenty-seven individuals living in New Zealand, the United States, Europe, and Tonga, who all have German- Tongan ancestry. -
Draft Guidelines V3 30 May 05
ASIAN DEVELOPMENT BANK Operations Evaluation Department PROJECT PERFORMANCE EVALUATION REPORT FOR THE OUTER ISLANDS AGRICULTURE DEVELOPMENT PROJECT IN THE KINGDOM OF TONGA In this electronic file, the report is followed by Management’s response. Performance Evaluation Report Project Number: 26028 Loan Number: 1412 July 2006 Tonga: Outer Islands Agriculture Development Project Operations Evaluation Department Asian Development Bank CURRENCY EQUIVALENTS Currency Unit – pa’anga (T$) At Appraisal At Project Completion At Operations Evaluation (July 1995) (July 2001) (November 2005) T$1.00 = $0.800 $0.497 $0.520 $1.00 = T$1.25 T$2.15 T$1.92 ABBREVIATIONS ADB − Asian Development Bank BME − baseline monitoring and evaluation EIRR − economic internal rate of return GDP − gross domestic product km − kilometers MAF − Ministry of Agriculture and Forestry MIS − management information systems MLCI − Ministry of Labour, Commerce and Industry MOF - Ministry of Finance MOW − Ministry of Works NZAID − New Zealand Agency for International Development OED − Operations Evaluation Department OEM − Operations Evaluation Mission PCR − project completion report PSC − Public Service Commission RRP − report and recommendation of the President TA − technical assistance TCC − Tonga Communications Corporation TTC − Tonga Telecommunications Corporation NOTES (i) The fiscal year (FY) of the Government ends on 31 June. (ii) In this report, “$” refers to US dollars. Director General B. Murray, Operations Evaluation Department (OED) Director and Team leader R. K. Leonard, Operations Evaluation Division 1, OED Team members M. O. Nuestro, Evaluation Officer, Operations Evaluation Division 1, OED C. J. Mongcopa, Senior Operations Evaluation Assistant, Operations Evaluation Division 1, OED Operations Evaluation Department, PE-687 CONTENTS Page BASIC DATA iii EXECUTIVE SUMMARY v MAP ix I. -
Christianity and Taufa'āhau in Tonga
Melanesian Journal of Theology 23-1 (2007) CHRISTIANITY AND TAUFA‘ĀHAU IN TONGA: 1800-1850 Finau Pila ‘Ahio Revd Dr Finau Pila ‘Ahio serves as Principal of the Sia‘atoutai Theological College in Tonga. INTRODUCTION Near the centre of the Pacific Ocean lies the only island kingdom in the region, and the smallest in the world, Tonga. It is a group of small islands, numbering about 150, with only 36 of them inhabited, and which are scattered between 15º and 23º south latitude, and between 173º and 177º west longitude. The kingdom is divided into three main island groups: Tongatapu, situated to the south, Ha‘apai, an extensive archipelago of small islands in the centre, and Vava‘u, in the north. Tonga lies 1,100 miles northeast of New Zealand, and 420 miles southeast of Fiji. With a total area of 269 square miles, the population is more than 100,000, most of whom are native Polynesians. Tonga is an agricultural country, and most of the inhabited islands are fertile. The climate, however, is semi-tropical, with heavy rainfall and high humidity. Tonga, along with the rest of the Pacific, was completely unknown to Europe until the exploration of the area by the Spaniards and Portuguese during the 16th century. These explorers were seeking land to establish colonies, and to convert the inhabitants to Christianity. By the second decade of the 17th century, more explorers from other parts of Europe came into the area, to discover an unknown southern continent called “Terra Australis Incognita”, between South America and Africa. Among these, the Dutch were the first Europeans to discover Tonga. -
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 ........................................................................................... -
Taro Systematik Unterklasse: Froschlöffelähnliche (Alismatidae
Taro Taro (Colocasia esculenta) Systematik Unterklasse: Froschlöffelähnliche (Alismatidae) Ordnung: Froschlöffelartige (Alismatales) Familie: Aronstabgewächse (Araceae) Unterfamilie: Aroideae Gattung: Colocasia Art: Taro Wissenschaftlicher Name Colocasia esculenta (L.) Schott Traditioneller Taroanbau auf Terrassen aus Lavagestein auf der Insel Kauaʻi Taro (Colocasia esculenta) ist eine Nutzpflanze aus der Familie der Aronstabgewächse (Araceae), die seit mehr als 2000 Jahren als Nahrungspflanze kultiviert wird. Ein anderer Name für Taro ist Wasserbrotwurzel. In alten Nachschlagewerken, wie z. B. Pierer's Universal-Lexikon findet sich für die Pflanze auch die Bezeichnung Tarro. Genutzt werden vorwiegend die stärkehaltigen Rhizome der Pflanze. Sie werden wie Kartoffeln gekocht. In den Anbauländern werden auch die Blätter und Blattstiele als Gemüse gegessen. Sie enthalten viel Mineralien, Vitamin A, B und C. Taro wird heute weltweit in feuchten, tropischen und subtropischen Klimazonen angebaut. Für den Export wird er in Ägypten, Costa Rica, der Karibik, Brasilien und Indien angepflanzt. In Hawaii ist die dort kalo[1] genannte Pflanze eine der wichtigsten traditionellen Nutzpflanzen. Aus den Rhizomen wird poi, eine Paste, hergestellt. Die Aborigines in Australien nutzen diese Pflanze um daraus Busch-Brot zu backen, indem sie aus dem Rhizom Mehl herstellten. Siehe auch [Bearbeiten] Sumpfpflanzen Wasserpflanzen Weblinks [Bearbeiten] Rhizome der Taro Commons: Taro – Album mit Bildern, Videos und Audiodateien Taro – eine Nahrungs- und eine Giftpflanze Beschreibung und Verwendungsmöglichkeit Einzelnachweise [Bearbeiten] 1. ↑ taro, kalo in Hawaiian Dictionaries Von „http://de.wikipedia.org/wiki/Taro― Kategorien: Aronstabgewächse | Nutzpflanze | Blattgemüse | Wurzelgemüse Taro From Wikipedia, the free encyclopedia Jump to: navigation, search This article is about the plant. For other uses, see Taro (disambiguation). It has been suggested that this article or section be merged with Colocasia esculenta. -
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. -
Marchofempire.Pdf
JIMMY SWAGGART BIBLE COLLEGE/SEMINARY LIBRARY ' . JIMMY SWAGGART BIBLE COLLEGE AND SEMINARY LIBRARY BATON ROUGE, LOUISIANA .. "' I l.J MARCH OF EMPIRE Af+td . .JV l cg s- Rg I '7 4 ~ MARCH OF EMPIRE The European Overseas Possessions on the Eve of the First World War By Lowell Ragatz, F .R.H.S. Professor of European History in The George Washington University Foreword by Alfred Martineau CASCADE COLLEGE LIBRARY H. L. LINDQUIST New York THE CANADIAN CHRISTMAS STAMP OF 1898, THE EPITOME OF MODERN IMPERIALISM. The phrase~ ~~we hold a vaster en1pire than has been," is excerpted from Jubilee Ode, by the Welsh poet, Sir Lewis Morris (1833 -1907). Copyright, 1948 By LOWELL RAGATZ PRJ NTED IN THE UNITED STATES OF AMERICA To CauKo and PANCHO LIANG, Dear Friends of Long Ago FORE"\\TORD The period from the Fashoda Crisis to the outbreak of the great World War in 1914 has been generally neglected by specialists in European expansion. It is as though the several colonial empires had become static entities upon the close of the 19th century and that nothing of consequence had transpired in any of them in the decade and a half prior to the outbreak of that global struggle marking the end of an era in Modern Imperialism. Nothing is~ of course, farther fro~ the truth. I have, therefore, suggested to my former student and present colleague in the field of colonial studies, Professor Lowell Ragatz~ of The George Washington University in the United States, that he write a small volume filling this singular gap in the writings on modern empire building. -
Ivatf/1-Ip/24 29/7/10
IVATF/1-IP/24 29/7/10 INTERNATIONAL VOLCANIC ASH TASK FORCE (IVATF) FIRST MEETING Montréal, 27 to 30 July 2010 Agenda Item 9: Any other business THE NEW ZEALAND VOLCANIC ASH ADVISORY SYSTEM (Presented by New Zealand) SUMMARY This paper describes the background, purpose, functions and responsibilities in the New Zealand Volcanic Ash Advisory System. 1. INTRODUCTION 1.1 The Civil Aviation Authority of New Zealand (CAA) recognizes the New Zealand civil aviation industry’s ability to manage its operations in proximity to volcanic ash with the aid of accepted civil aviation procedures and information flow described in this paper. The Volcanic Ash Advisory System (NZVAAS) is primarily provided through the interactions of aircraft operators, Airways Corporation of New Zealand (Airways – the ATM provider) and Meteorological Service of New Zealand (MetService). There is also important ground based volcanic information input from the Institute of Geological and Nuclear Sciences (GNS – volcano observatory). 1.2 The CAA does not take any part in the provision of operational volcanic ash information; however, it does continue to promote awareness of the NZVAAS and an understanding of the volcanic ash threat to civil aviation in New Zealand. 2. DEVELOPMENT BACKGROUND 2.1 The volcanic activity of Mt Ruapehu had a significant impact on civil aviation in New Zealand during 1995 and 1996. Many flights were cancelled and many more diverted or re-routed. These episodes were the first time volcanic ash has impacted on modern aviation in New Zealand. IVATF/1-IP/24 Appendix -- 2 - New Zealand has a number of active volcanoes on or near the mainland and a number of volcanoes within its IAVW area of obligation. -
Glossary for Hawaiian and Other Polynesian Terms
Glossary for Hawaiian and Other Polynesian Terms Pronunciation Hawaiian vowels are as in English: a, e, i, o, and u. But with respect to pronunciation, the letter “a” is pronounced as the soft ah sound in papa; “e” as the ā sound in play; “i” as the ē sound in need; “o” as used in bowl; and “u” as the ew sound in tune. Diacritical marks are used to indicate stress on particular vowels, and as glottal stops. Te macron (called kahakō in Hawaiian) is used to stress and elongate any of the vowel sounds. For example, the ā sound in pāhoe- hoe (sheet lava) is stressed and lengthened, as in pahh-ho-ay-ho-ay. Te reverse apostrophe (called an okina in Hawaiian) is used as a glot- tal stop, as in the closed throat sound that should precede formation of the word ‘ahi (pronounced ah-hee), or between sounds, as in Punalu‘u (pronounced poo-nah-lew-ew). Certain vowel combinations (diph- thongs) are also pronounced in a manner dissimilar to the way they are pronounced in English, with stress on the frst vowel. For instance, the “ou” sound in Hawaiian is pronounced with stress on the o, as in pouli © Te Editor(s) (if applicable) and Te Author(s), under exclusive license 247 to Springer Nature Switzerland AG 2019 E. W. Glazier, Tradition-Based Natural Resource Management, Palgrave Studies in Natural Resource Management, https://doi.org/10.1007/978-3-030-14842-3 248 Glossary for Hawaiian and Other Polynesian Terms (Hawaiian for dark or eclipse, pronounced poh-lee). -
Mavae and Tofiga
Mavae and Tofiga Spatial Exposition of the Samoan Cosmogony and Architecture Albert L. Refiti A thesis submitted to� The Auckland University of Technology �In fulfilment of the requirements for the degree of Doctor of Philosophy School of Art & Design� Faculty of Design & Creative Technologies 2014 Table of Contents Table of Contents ...................................................................................................................... i Attestation of Authorship ...................................................................................................... v Acknowledgements ............................................................................................................... vi Dedication ............................................................................................................................ viii Abstract .................................................................................................................................... ix Preface ....................................................................................................................................... 1 1. Leai ni tusiga ata: There are to be no drawings ............................................................. 1 2. Tautuanaga: Rememberance and service ....................................................................... 4 Introduction .............................................................................................................................. 6 Spacing .................................................................................................................................. -
Health Care Professionals' Perceptions of Treatments for Co-Occurring Disorders
THE UTILIZATION OF A QUALITATIVE RESEARCH TO CONDUCT A CONGRUENT ACULTURALLY UNIT Lesieli Hingano Faaoso Tutuu B.S., Brigham Young University, Hawaii, 2008 PROJECT Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in EDUCATION (Multicultural Education) at CALIFORNIA STATE UNIVERSITY, SACRAMENTO FALL 2010 THE UTILIZATION OF A QUALITATIVE RESEARCH TO CONDUCT A CONGRUENT ACULTURALLY UNIT A Project by Lesieli Hingano Faaoso Tutuu Approved by: __________________________________, Committee Chair Forrest Davis, Ph.D. Date ii Student: Lesieli Hingano Faaoso Tutuu I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project. , Graduate Coordinator Dr. Maria Mejorado Date Department of Bilingual and Multicultural Education iii Abstract of THE UTILIZATION OF A QUALITATIVE RESEARCH TO CONDUCT A CONGRUENT ACULTURALLY UNIT by Lesieli Hingano Faaoso Tutuu This project was oriented towards a study of the emic worldview of the Tongan population in Sacramento. The data that was collected in this study was utilized as a frame of reference for the curriculum. The lesson plans in the project are based upon the Single Study approach in multicultural education. This approach was utilized because the members of the Tongan populations have specific educational needs to be addressed in the process of acculturation into American Society. __________________________________, Committee Chair Forrest Davis, Ph.D. ____________________________ Date iv ACKNOWLEDGMENTS I would like to say “MALO ‘AUPITO” to Dr. Forrest Davis for his continual encouragement, refining, and persistency in following up my project.