DOCSLIB.ORG

AN ORAL HISTORY of the APRIL 1, 1946 TSUNAMI at LAUPAHOEHOE, Hawal'!: a CASE STUDY in the EDUCATIVE VALUE of CONSTRUCTING HISTORY from MEMORY and NARRATIVE

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
AN ORAL HISTORY of the APRIL 1, 1946 TSUNAMI at LAUPAHOEHOE, Hawal'!: a CASE STUDY in the EDUCATIVE VALUE of CONSTRUCTING HISTORY from MEMORY and NARRATIVE UNiVERSITY OF HAWAI'I LIBRARY AN ORAL HISTORY OF THE APRIL 1, 1946 TSUNAMI AT LAUPAHOEHOE, HAWAl'!: A CASE STUDY IN THE EDUCATIVE VALUE OF CONSTRUCTING HISTORY FROM MEMORY AND NARRATIVE A DISSERTATION SUBMlTTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAl'I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION DECEMBER 2002 By Warren S. Nishimoto Dissertation Committee: Eileen H Tamura, Chairperson Gay Garland Reed Joarme E. Cooper Donna Grace Paul F. Hooper © 2002, Warren S, Nishimoto III To Michi Kodama-Nishimoto IV ACKNOWLEDGMENTS I am greatly indebted to many individuals, without whose help and support I could not have researched and written this study. A heartfelt mahalo goes to the members of my dissertation committee, chair Eileen Tamura, Gay Garland Reed, Joanne Cooper, Donna Grace and Paul Hooper, who willingly gave a great deal of their time and expertise to help me make sense out of my often disjointed ideas. In addition, I would like to acknowledge the following scholars at the University of Hawai'i who provided me with intellectual stimulation as both mentors and colleagues as I progressed in my doctoral studies: Linda Menton, Royal Fruehling, David Ericson, Allen Awaya, Yoshimitsu Takei, Edward Beauchamp, Ronald Heck, Craig Howes, Glen Grant, William Chapman, and Vicky Rosser. My many colleagues, past and present, at the University of Hawai'i's Center for Oral History, especially Cynthia Oshiro, Holly Yamada, and Chad Taniguchi, deserve special mention for helping me deal with the many complicated twists and turns associated with oral history research and interviewing. Michael Hamnett, director of the Social Science Research Institute, was unwavering in his support. I also would like to thank officials and present and former staff members of the Pacific Tsunami Museum in Hilo, particularly Jeanne Johnston, Walter Dudley, Donna Saiki, Robert "Steamy" Chow, and Susan Tissot, for conceiving and supporting the oral history project which forms the basis of this study. v My brother, C.T. Nishimoto, helped me organize my thoughts and forced me to think things out before plunging ahead. My parents, Yoshiko and Tsuyoshi Nishimoto, parents-in-law, Arthur and Hideko Kodama, aunt Chiyo Iida, friend and jogging partner Brent Watanabe, sons Ben and Scott Nishimoto, and four-legged companion, Tygerr, all deserve warm mention for providing me with the emotional tools with which to undertake and complete my doctoral studies. And, most of all, I proudly acknowledge six individuals who played immense roles throughout my doctoral studies. Five of them, Marsue McShane, Herbert Nishimoto, Albert Stanley, Bunji Fujimoto, and Masuo Kino, were interviewees whose vast knowledge, generosity, and friendship I shall never forget. The sixth and most significant is Michi Kodama-Nishimoto, scholar, mentor, colleague, motivator, critic and loving partner both at home and work. I dedicate this study to her. Vl ABSTRACT The tsunami of April I, 1946 was the deadliest natural disaster in the history of modern Hawai'i. Of the 159 casualties in the islands, twenty-four died at Laupahoehoe, a sugar plantation community on Hawai'i island. This study presents and analyzes oral history narratives of five survivors and eyewitnesses. In one-to-one interviews, four students and one teacher of Laupahoehoe School recalled their early life experiences, as well as what they saw and heard that moming in 1946; how and why they reacted to the unfolding drama the way they did; and how the events of that day affected them to the present. The oral histories are examined through two lenses. First, as living historical documents, they reveal a human side of the tragedy, a side often overlooked by researchers pre-occupied with statistical and scientific explanations. Documenting people's life experiences and values, the oral histories provide us with knowledge and understanding of tsunamis from humanistic as well as scientific perspectives. Second, as case studies, the interview narratives reflect oral history's role in an emerging trend in social science research, in which the process of gathering data is almost as closely analyzed as the data itself. This study examines memory, or how and why we recall life experiences; narrative, or how and why we tell stories about what we remember; and history, or how and why we preserve these stories for present and future generations. Oral history involves an interviewee/narrator who, in a conversational, question-and-answer setting with an interviewer/researcher, recalls Vll details of hislher life experiences. The interviews are recorded, processed, preserved, and transmitted in various formats for posterity. This examination of oral history, or the "alchemy" of transmuting memory into history, demonstrates its educative role to all involved in the process: the interviewee/narrator, who has lived through and rememhers hislher life experiences; the interviewer/researcher, who collaborates with the interviewee/narrator to construct historical narratives; and present and future generations of scholars, students, and the lay community, who will utilize the narratives as primary accounts about the past. Vl11 TABLE OF CONTENTS Acknowledgments v Abstract va Chapter 1: Introduction 1 Chapter 2: The Beginnings and Evolution ofOral History 7 Chapter 3: Memory, Narrative, and History: Critical Elements in the Construction and Transmission ofExperience 16 Chapter 4: Interviewing Survivors and Eyewitnesses ofthe 1946 Tsunami on Hawai'i Island 29 Chapter 5: The Historical Context.. 38 Chapter 6: "There's No Plan, There's Just Coincidence" Marsue McGinnis McShane 50 Chapter 7: "To Me, It's Survival ofthe Fittest" Herbert Nishimoto 88 Chapter 8: "Good God, What is That?" Albert Stanley ......... 109 Chapter 9: "What, No Water in the Ocean? April Fool!" Bunji Fujimoto 131 Chapter 10: "1 Was Sixteen But 1 Guess 1Knew What Mortality Meant" Masuo Kino 158 Chapter 11: Analysis ofthe Case Study: The Educative Value ofOral History 186 Chapter 12: Conclusion 215 Bibliography .. 219 IX CHAPTER 1 INTRODUCTION "On a Monday morning, was April 1, we got on the bus, same as usual As we hit the cliffabove Laupahoehoe' where we could see the [Laupahoehoe1 Point, the guys in the front of the bus started, 'Eh, no water in the ocean, no water in the ocean!' They all excited. 1 said, 'What, no water in the ocean? April Fool's, ' we're saying. We always sitting in the back, 'April Fool, April Fool!' 'No,' they said, 'not April Fool,' kept insisting. So we looked out, and sure enough, we saw the water pulling out. So we looked, and okay, it's funny, but nobody knew what it was. It was unusual, something different. "There were a lot ofstudents out in the park area and out by the edge ofthe ocean. I think some ofthem said they went walking down to the shoreline. Myself, I told some people, 'Let's go down, take a look. ' We went down to the middle ofthe school, the school playground. We were watching, the water pulled out quite a bit, and that preceded the next wave. Again, 1 wasn't able to see them, but some of the guys close to the edge ofthe bank were saying they could see fish flopping around in the rocks, where normally there's water. Us, we couldn't see that, but we could see that the ocean was kind ofbare. Where there's supposed to be water, you could see only rocks. Then the waves started coming back in after it receded out so much. To me, wasn't anything to panic about because it wasn't a rolling kind ofhuge wave that you see or imagine later on. "The guys who were close to the edge of the water were standing there watching. And 1 guess they realized before us that the wave wasn't normal, it was too big. So they started running. We knew we were in trouble, we better run. Fortunately, we were close enough to high ground that we just turned around and ran. In running, 1 heard a cracking sound in the back, that was the baseball-we used to call it the grandstand, the bleachers. And the big thing was cracking and the thing just collapsed. 1 remember one face running in front of that, he was one of the basketball players. They used to tease him all the time, big guy, slow, see? But later on they were teasing him. 'We never see you run so fast. ' But he was running, he was making it. That's one face 1 remember that morning." 'Diacritical marks such as macrons and glottal stops will be used for all Hawaiian words and place names in this study. Exceptions are made for written direct quotes and titles of publications not containing the marks. I This account of the April I, 1946 tsunami at Laupiihoehoe, Hawai' i island, was remembered and told by longtime resident Bunji Fujimoto in a tape-recorded oral history interview which took place on July 10, 1998. Fujimoto was taking part in an oral history project I designed focusing on personal recollections of survivors and eyewitnesses of the deadliest natural disaster in the history of modern Hawai' i. 2 The result of the collaboration between Fujimoto and me was a historical narrative, constructed for the educative benefit of present and future generations who most likely have never seen nor heard of a tsunami. Although Fujimoto survived the deadly waves, his younger brother, Toshiaki, was one of 24 people in Laupiihoehoe, and of 159 killed in the territory of Hawai'i that morning. Fujimoto was one of five individuals interviewed in this study. In their seventies at the time of the interviews, the five--four students and one teacher of Laupiihoehoe School--were asked to recall many and varied aspects of their life histories: childhood, schooling, and work experiences prior to the tsunami; who and what they saw and heard the morning of April I, 1946; how and why they reacted to the waves the way they did; and how the events of that day affected them to the present day.
Load more

Recommended publications
  • Inventory and Initial Screening Report
    COUNTY OF HAWAII MASS TRANSIT AGENCY BUS STOP LOCATION STUDY INVENTORY AND INITIAL SCREENING REPORT Prepared by: SSFM International, Inc. 501 Sumner Street, Suite 620 Honolulu, HI 96817 Prepared for: County of Hawaii Mass Transit Agency 630 E. Lanikaula Street Hilo, HI 96720 June 2010 Bus Stop Location Project for County of Hawaii Mass Transit Agency Inventory and Initial Screening Report Introduction County of Hawaii Mass Transit Agency Bus Stop Location Project Inventory and Initial Screening Report I. Introduction The County of Hawaii Mass Transit Agency (MTA) currently operates on a flagstop basis. With increased usage and traffic, MTA is moving into a designated bus stop program. SSFM International, Inc. (SSFM) was contracted to identify locations for bus stops islandwide and to determine if locations warrant an official bus stop listed in the Hawaii County Code. Official bus stops will need to be Americans with Disabilities Act (ADA) compliant. This Inventory and Initial Screening Report constitutes the deliverable for Task One of the work program for this study. Based on field work conducted and meetings held with bus drivers, SSFM developed a complete inventory of bus stops islandwide. The inventory, consisting of approximately 575 stops, was then divided into priority and non-priority stops for the remainder of the work tasks in this study. Priority stops, totaling approximately 100 stops, were recommended based on surrounding land use, frequency, and local knowledge. The list of priority stops is shown in (Appendix 1). These stops handle the bulk of the ridership and are in close vicinity to schools, resorts, medical facilities, and urban centers.
    [Show full text]
  • Hawaiʻi Board on Geographic Names Correction of Diacritical Marks in Hawaiian Names Project - Hawaiʻi Island
    Hawaiʻi Board on Geographic Names Correction of Diacritical Marks in Hawaiian Names Project - Hawaiʻi Island Status Key: 1 = Not Hawaiian; 2 = Not Reviewed; 3 = More Research Needed; 4 = HBGN Corrected; 5 = Already Correct in GNIS; 6 = Name Change Status Feat ID Feature Name Feature Class Corrected Name Source Notes USGS Quad Name 1 365008 1940 Cone Summit Mauna Loa 1 365009 1949 Cone Summit Mauna Loa 3 358404 Aa Falls Falls PNH: not listed Kukuihaele 5 358406 ʻAʻahuwela Summit ‘A‘ahuwela PNH Puaakala 3 358412 Aale Stream Stream PNH: not listed Piihonua 4 358413 Aamakao Civil ‘A‘amakāō PNH HBGN: associative Hawi 4 358414 Aamakao Gulch Valley ‘A‘amakāō Gulch PNH Hawi 5 358415 ʻĀʻāmanu Civil ‘Ā‘āmanu PNH Kukaiau 5 358416 ʻĀʻāmanu Gulch Valley ‘Ā‘āmanu Gulch PNH HBGN: associative Kukaiau PNH: Ahalanui, not listed, Laepao‘o; Oneloa, 3 358430 Ahalanui Laepaoo Oneloa Civil Maui Kapoho 4 358433 Ahinahena Summit ‘Āhinahina PNH Puuanahulu 5 1905282 ʻĀhinahina Point Cape ‘Āhinahina Point PNH Honaunau 3 365044 Ahiu Valley PNH: not listed; HBGN: ‘Āhiu in HD Kau Desert 3 358434 Ahoa Stream Stream PNH: not listed Papaaloa 3 365063 Ahole Heiau Locale PNH: Āhole, Maui Pahala 3 1905283 Ahole Heiau Locale PNH: Āhole, Maui Milolii PNH: not listed; HBGN: Āholehōlua if it is the 3 1905284 ʻĀhole Holua Locale slide, Āholeholua if not the slide Milolii 3 358436 Āhole Stream Stream PNH: Āhole, Maui Papaaloa 4 358438 Ahu Noa Summit Ahumoa PNH Hawi 4 358442 Ahualoa Civil Āhualoa PNH Honokaa 4 358443 Ahualoa Gulch Valley Āhualoa Gulch PNH HBGN: associative Honokaa
    [Show full text]
  • Hawaii Service Locations
    Hawaii | Service Location Report 2020 YEAR IN REVIEW AmeriCorps City Service Locations Project Name Program Type Completed* Current Sponsor Organization Participants Participants Aiea AIEA HIGH SCHOOL Teach For America Hawai'i AmeriCorps State 5 3 Teach For America Aiea ALVAH A SCOTT Teach For America Hawai'i AmeriCorps State 1 - ELEMENTARY SCHOOL Teach For America Anahola Hawaiian Community Assets Hawaiian Community Assets, Inc. - AmeriCorps AmeriCorps State 1 - KAUAI State II Hawaiian Community Assets, Inc. - AmeriCorps State Captain Cook HI: Konawaena Elementary FoodCorps AmeriCorps State 1 - School FoodCorps, Inc. Captain Cook KONAWAENA ELEMENTARY Teach For America Hawai'i AmeriCorps State - 1 SCHOOL Teach For America Ewa Beach JAMES CAMPBELL HIGH Teach For America Hawai'i AmeriCorps State 8 6 SCHOOL Teach For America Ewa Beach KAIMILOA ELEMENTARY Teach For America Hawai'i AmeriCorps State - 2 SCHOOL Teach For America Haiku-Pauwela The Wisdom Center for Autism Maui Economic Opportunity, Inc. YouthBank AmeriCorps State 1 - AmeriCorps Maui Economic Opportunity, Inc. Halawa AIEA INTERMEDIATE Teach For America Hawai'i AmeriCorps State - 8 SCHOOL Teach For America Haleiwa Malama Loko Ea Kupu: Environmental Stewardship AmeriCorps State 3 2 Kupu Haleiwa North Shore Community Land Kupu: Environmental Stewardship AmeriCorps State 1 - Trust Kupu Haliimaile DLNR DOFAW Maui Nui Kupu: Environmental Stewardship AmeriCorps State 1 1 Seabird Recovery Project Kupu Hawi KNKR Radio Station Kohala Community High Aspirations Project AmeriCorps VISTA 1
    [Show full text]
  • General Plan for the County of Hawai'i
    COUNTY OF HAWAI‘I GENERAL PLAN February 2005 Pursuant Ord. No. 05-025 (Amended December 2006 by Ord. No. 06-153, May 2007 by Ord. No. 07-070, December 2009 by Ord. No. 09-150 and 09-161, June 2012 by Ord. No. 12-089, and June 2014 by Ord. No. 14-087) Supp. 1 (Ord. No. 06-153) CONTENTS 1: INTRODUCTION 1.1. Purpose Of The General Plan . 1-1 1.2. History Of The Plan . 1-1 1.3. General Plan Program . 1-3 1.4. The Current General Plan Comprehensive Review Program. 1-4 1.5. County Profile. 1-7 1.6. Statement Of Assumptions. 1-11 1.7. Employment And Population Projections . 1-12 1.7.1. Series A . 1-13 1.7.2. Series B . 1-14 1.7.3. Series C . 1-15 1.8. Population Distribution . 1-17 2: ECONOMIC 2.1. Introduction And Analysis. 2-1 2.2. Goals . .. 2-12 2.3. Policies . .. 2-13 2.4. Districts. 2-15 2.4.1. Puna . 2-15 2.4.2. South Hilo . 2-17 2.4.3. North Hilo. 2-19 2.4.4. Hamakua . 2-20 2.4.5. North Kohala . 2-22 2.4.6. South Kohala . 2-23 2.4.7. North Kona . 2-25 2.4.8. South Kona. 2-28 2.4.9. Ka'u. 2-29 3: ENERGY 3.1. Introduction And Analysis. 3-1 3.2. Goals . 3-8 3.3. Policies . 3-9 3.4. Standards . 3-9 4: ENVIRONMENTAL QUALITY 4.1. Introduction And Analysis.
    [Show full text]
  • Draft Analysis of the Kalihi to Ala Moana School Impact District
    DRAFT ANALYSIS OF THE KALIHI TO ALA MOANA SCHOOL IMPACT DISTRICT MAP 1: The Kalihi to Ala Moana District with Schools Serving the Area and the ½ mile Radius Around Each Rail Station Draft Analysis of the Kalihi to Ala Moana School Impact District This report was prepared in accordance with Act 245, Session Laws of Hawaii 2007, and Act 188, Session Laws of Hawaii 2010. The legislation is now codified in Chapter 302A, Sections 1601 to 1612, Hawaii Revised Statutes. The Board of Education must approve taking this report out to public hearing before final Board action. Table of Contents Executive Summary 1 Section 1 – Introduction 2 Section 2 - Describing the Kalihi to Ala Moana School Impact District 6 Section 3 – Recent General Population Trends 7 Section 4 – Population Projections 10 Section 5 – Projected Growth Within the School Impact District 12 Section 6 – Conclusion 19 List of Appendices Appendix A – Enrollment at Kalihi to Ala Moana Schools 21 Appendix B – How the Impact Fee Formula Works 23 Appendix C – Requirements of the School Impact Fee Law 30 Appendix D – Act 188 Specified Classroom Report 35 Appendix E – Construction Cost Factors 42 List of Tables & Maps Map 1 – The Kalihi to Ala Moana District with Schools Serving the Area Cover and the ½ mile Radius Around Each Rail Station Map 2 – Elementary School Service Areas that make up the Boundaries for 5 the Kalihi to Ala Moana Impact Fee District Map 3 – Identification of Schools Adjacent to the Kalihi to Ala Moana Impact 20 Fee District Table 1 – Population Trends by County, Neighborhood
    [Show full text]
  • June 2006 Hawaii Public High School Graduates
    JUNE 2008 HAWAI‘I PUBLIC HIGH SCHOOL GRADUATES ENROLLED IN REMEDIAL AND/OR DEVELOPMENTAL CLASSES AT THE UNIVERSITY OF HAWAI‘I COMMUNITY COLLEGES IN FALL 2008 Institutional Research Office University of Hawai‘i April 2009 File Reference: Management and Planning Support Folder, Courses Reports available online at: http://www.hawaii.edu/iro/ June 2008 Hawaii Public High School Graduates Enrolled in Remedial and/or Developmental Classes at the University of Hawai‘i Community Colleges in Fall 2008 The percentage of graduates enrolled in remedial/developmental English and Math courses can be examined in two ways. The first is by the number of registrations in remedial/developmental English and Math courses, which denotes the volume of classes taken by students. However, because this is a registration count, a student registered in a two remedial English courses is counted twice. The counts and the percentages upon which the counts are based, will be inflated by such multiple registrations, so though the registration counts are available and displayed in the tables, they are not the focus of this analysis. The second method of analysis is by an unduplicated headcount1 of those in remedial/developmental English or Math courses, regardless of the number of classes they are taking. Since some students take more than one English class and more than one Math class, especially at the remedial level, the headcount method is the preferable way to measure the percentage of high school graduates enrolled in remedial or developmental classes, since it avoids multiple counting. Thus, the focus of this analysis is the headcount of students enrolled remedial or developmental classes, or more specifically, the headcount of Hawaii public high school graduates enrolled in remedial/developmental classes at the University of Hawaii community colleges.
    [Show full text]
  • A Bill for an Act
    HOUSE OF REPRESENTATIVES ~ 200 TWENTY-SEVENTH LEGISLATURE, 2013 IN H.D. 1 STATE OF HAWAII S.D. 1 C.D. 1 A BILL FOR AN ACT RELATING TO THE STATE BUDGET. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII: 1 PART I. GENERAL PROVISIONS 2 SECTION 1. SHORT TITLE. This Act shall be known and may 3 be cited as the General Appropriations Act of 2013. 4 SECTION 2. DEFINITIONS. Unless otherwise clear from the 5 context, as used in this Act: 6 (a) “Program ID” means the unique identifier for the 7 specific program, and consists of the abbreviation for the 8 organization responsible for carrying out the program, followed 9 by the organization number for the program. 10 (b) “Expending agency” means the executive department, 11 independent commission, bureau, office, board, or other 12 establishment of the state government (other than the 13 legislature, office of Hawaiian affairs, and judiciary) , the 14 political subdivisions of the State, or any quasi-public 15 institution supported in whole or in part by state funds, which 16 is authorized to expend specified appropriations made by this 17 Act. HB200 CD1.doc ~ Page 2 200 H.B. NO. S.D. 1 C.D. 1 1 Abbreviations where used to denote the expending agency 2 shall mean the following: 3 AGR Department of Agriculture 4 AGS Department of Accounting and General Services 5 ATG Department of the Attorney General 6 BED Department of Business, Economic Development and 7 Tourism 8 BUF Department of Budget and Finance 9 CCA Department of Commerce and Consumer Affairs 10 DEF Department of Defense 11 EDN Department of Education 12 GO’! Office of the Governor 13 HHL Department of Hawaiian Home Lands 14 HMS Department of Human Services 15 HRD Department of Human Resources Development 16 HTH Department of Health 17 LBR Department of Labor and Industrial Relations 18 LNR Department of Land and Natural Resources 19 LTG Office of the Lieutenant Governor 20 PSD Department of Public Safety 21 SUB Subsidies 22 TAX Department of Taxation HB200~CD1.doc H.B.
    [Show full text]
  • 4D Write-Untitled
    61st Hawai‘i State Science & Engineering Fair Awards by Project Certificate American Chemical Society, Hawaii Section 2nd $50 Key to List 121 Alana Takata Proj # Student name Kauai High School, Daniel Matthews School, Teacher HAS Senior 2nd Place Category Awards Agency 2nd Place - Biochemistry Award Description 122 Kyra Tan Iolani School, Yvonne Chan 102 Aslan Cook American Chemical Society, Hawaii Section Kamehameha Schools, Kapalama, Gail 1st $100 The Queen's Health Systems Ishimoto $500 Best in Biochemistr Society for In Vitro Biology (ISEF AFFILIATED) HAS Senior 1st Category Awards Certificate 1st Place - Biochemistry HAS Senior 1st Category Awards 1st Place - Animal Sciences 123 Terric Abella 103 Sonja Giardina Kamehameha Schools, Kapalama, Gail Hilo High School, Dr Pascale Pinner Ishimoto March for Science - Hawaii University of Hawaii Cancer Center $1000 Cash Award 2nd Place - $200 HAS Senior 2nd Place Category Awards Clinical Laboratory Management Association 2nd Place - Animal Sciences $100 and CLMA Mtg Workshop HAS Senior 2nd Place Category Awards 2nd Place - Biomedical and Health Sciences 107 E Kate Welch Mililani High School, Ms. Sandra L. Webb 125 Nandini Bickel Hawaii Veterinary Medical Association $200 Cash Award Kailua High School, Sara Anglin HAS Senior 3rd Place Category Awards HAS Senior 3rd Place Category Awards 3rd Place - Animal Sciences 3rd Place - Biomedical and Health Sciences 110 Deborah Beatty 128 Lexie Masca Miyuu Handa Iolani School, Yvonne Chan U.S. Army, Tripler Army Medical Center Kalaheo High School, Crystal
    [Show full text]
  • (5) Five Days Prior Notice to the Board Office at 956-8213 Or [email protected]
    University of Hawai‘i, Board of Regents, 2444 Dole Street, Bachman 209, Honolulu, HI 96822 Telephone No. (808) 956-8213; Fax No. (808) 956-5156 Notice of Meeting UNIVERSITY OF HAWAI‘I BOARD OF REGENTS COMMITTEE ON ACADEMIC AND STUDENT AFFAIRS Members: Regents Putnam (Chair), Wilson (Vice-Chair), Acoba, Bal, Higa, Portnoy, and Tagorda Date: Thursday, January 12, 2017 Time: 9:00 a.m. Place: University of Hawaiʻi at Mānoa Information Technology Building 1st Floor Conference Room 105A/B 2520 Correa Road Honolulu, Hawai‘i 96822 AGENDA I. Call Meeting to Order II. Approval of Minutes of the December 15, 2016 Meeting III. Public Comment Period for Agenda Items: All written testimony on agenda items received after posting of this agenda and up to 24 hours in advance of the meeting will be distributed to the board. Late testimony on agenda items will be distributed to the board within 24 hours of receipt. Registration for oral testimony on agenda items will be provided at the meeting location 15 minutes prior to the meeting and closed once the meeting begins. Written testimony may be submitted via US mail, email at [email protected], or facsimile at 956-5156. Oral testimony is limited to three (3) minutes. IV. Agenda Items A. For Action: 1. Recommend approval of Provisional New Programs: a) Bachelor of Science in Dietetics, University of Hawai‘i at Mānoa b) Bachelor of Science in Aeronautical Sciences, University of Hawai‘i at Hilo c) Associate in Science in Integrated Industrial Technology, Leeward Community College B. For Information: 1. Status of new template for new program revenue/expense 2.
    [Show full text]
  • Jan – Mar 2015
    Disability and Communication Access Board Facility Access Unit DCAB DOCUMENT REVIEWS 1/1/15 thru 3/31/15 OAHU 2139 Kuhio Avenue Sewer Relocation 400 Keawe Street Intersection Improvements Parcel B-1 400 Keawe Street Parcel B-1 at Kakaako Block B 6th Floor Alteration for 345 Queen Street Ahuimanu Force Main Pipe Corrosion Repair Along Waikalua Road Aiea Elementary School Bldg F Reroof, Bldg B Reroof Aiea Elementary School Building A - Air Conditioning Aiea High School Bldg D Reroof Aiea High School R&M for FY2008 - FY2010 Aiea Intermediate School Misc R&M 2013 Reroof Bldgs B&F Ala Moana Center Ewa Expansion Electrical Underground Ala Moana Center Ewa Mall Expansion Piikoi Street Sidewalk Ala Moana Regional Park Ewa Portico Roof Replacement Ala Wai Dog Park Aloha Stadium Health & Safety Improvements Alvah Scott Elementary School Parking Expansion for Bus Turn Around August Ahrens Elementary School Bldg A Renovate Down Gang Toilets Blind Vendors Ohana, Inc. Honolulu Airport InterIsland Terminal Makai Pier BWS Fire Hydrant Installation at Various Locations Part A BWS Microbiological Lab A/C System Upgrade C&C of Honolulu Rehab of Localized Streets Phase 13A C&C of Honolulu Rehab of Localized Streets Phase 14B St Louis Heights C&C of Honolulu Rehab of Localized Streets Unit 15A Castle High School ADA Transition Culvert Remediation of Various Locations on Oahu Phase 1 Diamond Head Aviation DOE New Fitness Playground at Hawaii School for the Deaf and the Blind (HSDB) DTS Traffic Signal at Various Locations Phase 15 Ewa by Gentry Area 36 Phase
    [Show full text]
  • Additional Big Island Outreach Programs for TMT Consideration
    EDUCATIONAL INITIATIVES & OUTREACH TMT supports a number of educational initiatives to help prepare Hawaii Island students for science and technology jobs. THE HAWAII ISLAND NEW KNOWLEDGE (THINK) FUND The Thirty Meter Telescope initiated the formation of THINK Fund in 2008 by asking a group of community volunteers to outline the mission, vision, purpose and implementation strategy of an education fund benefitting Hawaii Island students. The Organizing Committee that developed TMT's THINK Fund structure was comprised of Hawaii Island residents. TMT officially launched the THINK Fund in October 2014 to better prepare Hawaii Island students to master STEM (Science, Technology, Engineering and Math) and to become the workforce for higher paying science and technology jobs in Hawaii's 21stcentury economy. TMT's THINK Fund initiative benefits Hawaii Island students pursuing STEM endeavors with an annual contribution of $1 million over its existing 19-year Maunakea sublease with the University of Hawaii-Hilo. Two Hawaii foundations, Hawaii Community Foundation (HCF) and Pauahi Foundation, were selected by TMT to administer THINK Fund distribution in scholarship and grant making platforms. TMT's annual $1 million contribution allocates $750,000 to THINK Fund at the Hawaii Community Foundation and $250,000 to THINK Fund at the Pauahi Foundation. The foundations will administer their respective THINK Funds independently and will have autonomy in administering grant funds, determining scholarship recipients, and the selection and governance of Advisory
    [Show full text]
  • Immunization Exemptions School Year 2013-2014
    Immunization Exemptions School Year 2013-2014 HAWAII COUNTY Total % Religious % Medical School Names School Type Island Enrollment Exemption Exemption CHIEFESS KAPIOLANI SCHOOL PUBLIC HAWAII 371 0.8% 0.0% CHRISTIAN LIBERTY ACADEMY PRIVATE HAWAII 81 3.7% 0.0% CHRISTIAN LIBERTY SCHOOL PRIVATE HAWAII 132 0.8% 0.0% CONNECTIONS: NEW CENTURY PCS CHARTER HAWAII 362 8.3% 0.6% DE SILVA ELEMENTARY SCHOOL PUBLIC HAWAII 432 1.6% 0.7% E MAKA ALA SCHOOL PRIVATE HAWAII 19 0.0% 0.0% HAAHEO ELEMENTARY SCHOOL PUBLIC HAWAII 184 7.1% 2.2% HAILI CHRISTIAN SCHOOL PRIVATE HAWAII 129 2.3% 1.6% HAWAII ACADEMY OF ARTS & SCIENCE: PCS* CHARTER HAWAII 608 0.0% 0.0% HAWAII MONTESSORI SCHOOL - KAMUELA CAMPUS PRIVATE HAWAII 0 0.0% 0.0% HAWAII MONTESSORI SCHOOL - KONA CAMPUS PRIVATE HAWAII 3 0.0% 0.0% HAWAII PREPARATORY ACADEMY* PRIVATE HAWAII 647 6.6% 0.0% HILO HIGH SCHOOL PUBLIC HAWAII 1249 1.0% 0.3% HILO INTERMEDIATE SCHOOL PUBLIC HAWAII 475 0.0% 0.0% HILO UNION ELEMENTARY SCHOOL PUBLIC HAWAII 506 1.0% 0.0% HOLUALOA ELEMENTARY SCHOOL PUBLIC HAWAII 499 7.2% 0.2% HONAUNAU ELEMENTARY PUBLIC HAWAII 128 3.9% 0.0% HONOKAA ELEMENTARY SCHOOL PUBLIC HAWAII 360 3.6% 0.0% HONOKAA INTER &HIGH SCHOOL PUBLIC HAWAII 660 1.5% 0.5% HOOKENA ELEMENTARY & INTER. PUBLIC HAWAII 153 6.5% 0.0% HUALALAI ACADEMY PRIVATE HAWAII 120 5.0% 0.0% INNOVATIONS: PUBLIC CHARTER SCHOOL CHARTER HAWAII 223 14.3% 0.0% KA 'UMEKE KA 'EO: PCS CHARTER HAWAII 272 4.0% 0.0% KAHAKAI ELEMENTARY SCHOOL PUBLIC HAWAII 707 4.5% 0.0% KALANIANAOLE ELEM.
    [Show full text]