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Mahalo ka mea kakau i keia poe no ka nui o ke kakoo, hoomanawanui a paipai ana mai o ke komike loiloi, o ia hoi, o ke Kauka Kalena Silva (luna komike), ke Kauka William H. “Pila” Wilson, ke Kauka Charles “Kale” Langlas, a me ke Kauka Amy Kuuleialoha Stillman. Mahalo ia Larry Lindsey Kimura i kona ae ana mai e hoolohe a hoohana i kana ninauele ana ia John Kameaaloha Almeida ma na lola hoolohe o ka polokalamu lekio o Ka Leo Hawaii . Mahalo ia T. Haunani Bernardino i kona ae ana i na lola hoolohe i kuai pu ia aku me ka puke o Johnny’s Na Mele Aloha. Mai loko mai o ia puke mai ka hapanui o na himeni i palapala a kalailai ia ma keia pepa. Mahalo ia Harry Soria i ka ike ana i hoike mai ai no ko John Kameaaloha Almeida wa opiopio a no kona makua kane kolea o Paolo Kameaaloha. Mahalo ia Albert Schütz i kana wehewehe ana i kona mau manao no ke kalele kamailio....

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Aia ma keia pepa puka laeoo he kalailaina hoohalikelike i ke kalele kamailio o ka olelo Hawaii a me ke kalele himeni ma himeni i haku a himeni ia e John na Kameaaloha Almeida. Ua kalailai pu ia ka Almeida hookomo ana i na hualeo a huihuina hualeo komo wale ma ka himeni ana i lohe ole ia ma ke kamailio ana....

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Na Hoomaikai. ii -- Na Manao Houluulu. iii -- Ka Papa Kii. iv -- Ka Papa Pakuhi. iv -- Mokuna 1: Ka Hoolauna. 1 -- Ka Hakulau Noii. 2 -- Ka Mea Kakau. 4 -- Na Mokuna. 5 -- Mokuna 2: He Piliolana O John Kameaaloha Almeida. 6 -- Mokuna 3: Na Palapala Himeni. 12 -- Ka Hapana Himeni. 12 -- Ka Okuene. 14 -- Na Kookoo A Me Ka Hoonohonoho Ia Ana O Na Himeni. 15 -- Ka Onaehana Palapala Himeni. 15 -- 1. “Ka Ou O Ka Nahele”. 17 -- 2. “Kuu Ipo Pua Rose”. 25 -- 3. “Kuu Liko Pua I Ke Kakahiaka”. 30 -- 4. “Kuu Onaona”. 35 -- 5. “Lei Hinahina”. 40 -- 6. “Lei Loke O Kapunahou”. 47 -- 7. “Lei Pua Melia”. 55 -- 8. “Na Pua Like Ole O Ka Aina”. 61 -- 9. “Panini Puakea”. 66 -- 10. “Kuu Lei Pua Nani”. 70 -- 11. “Mahalo Haleakala”. 73 -- 12. “A O Ia”. 76 -- Mokuna 4: Na Kapana, Na Huihuina Woela, A Me Ke Kalele Kamailio. 80 -- Ke Kapana. 80 -- Na Huihuina Woela. 81 -- Ke Kalele Huaolelo. 84 -- Na Mahele Huaolelo I Loaa Ke Kalele. 85 -- Ke Kalele Poke Pilinaolelo. 89 -- Mokuna 5: Ke Kalailai Ia Ana O Na Himeni. 90 -- Ka Hookaawale Ana I Na Poke Pilinaolelo. 90 -- Ka Mora. 92 -- Na Pana Ikaika O Ka Mahele. 93 -- Ke Kau Ana o Na Mora Helu Kaulike. 96 -- Na H...

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The project goal is to provide families with services and opportunities that foster culturally appropriate and healthy development of a balanced child. The oral legacy within our community strengthens our families and produces stories that bring meaning to our lives and that help identify who we are and where we are from. Our resource partners are Ko‘olauloa community organizations that support the advancement of Native Hawaiian children and their families through the creation of children’s books....

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This book is organized into seven chapters. The first one is introductory in nature. In the second chapter authors give the unique and new way of analyzing the data which is time dependent. In chapter three the authors for the first time define the new concept of matrices with linguistic variables. In chapter four authors have used super matrices in super fuzzy models like super FCMs, super FRMs super FAMs etc. In chapter five we define interval matrix and matrix interval using the natural class of intervals, that is intervals of the form [a, b] where a b or a and b not comparable. In the final chapter we have defined the new notion of bimatrices and n-matrices. Using these new concepts we have constructed linear algebra of type I and linear algebra of type II. Using these matrices we can build n-eigen values and n-eigen vectors....

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Preface 5 Chapter One INTRODUCTION 7 Chapter Two AVERAGE TIME DEPENDENT (ATD) DATA MATRIX 9 Chapter Three FUZZY LINGUISTIC MATRICES AND THEIR APPLICATIONS 43 Chapter Four SUPERMATRICES AND THEIR APPLICATIONS 65 Chapter Five INTERVAL MATRICES AND NATURAL CLASS OF INTERVALS 149 Chapter Six DSM MATRIX OF REFINED LABELS 203 Chapter Seven N-MATRICES AND THEIR APPLICATIONS 205 FURTHER READING 217 INDEX 222 ABOUT THE AUTHORS 226...

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In the course of the last decade of second millenium I began an intensive correspondence with poets, writers, and translators from around the world. ]\0 restrictions by any political system were imposed to me and no fear. It was like a lyrical fiesta that I enjoyed, .. This poetry volume, in seven languages, is a result of my "aggressive" cooperation and thousands of letters I sent (and received) between 1990-2000 since I exiled to and lived in America. In February 1991 I was invited to give a speech and read some of my literary creation at the Moorhead State University in Minnesota. With that occasion. the students in French and Spanish classes translated several of my poems: Chris Raymond, Marcia Melrose, Shannon Dyrud, and Carmen Kinnischtcke. Even more, Teresinka Pereira, President of International Writers and Artists Association, published my first Spanish booklet, . .Inventario del general malo", 1991, and my first Portuguese booklet. ,.Fanatico", 1989. I have randomly contributed to various international journals and anthologies of v•erse. Whatever address fell in my hands. I sent it poems. Thus, Virginia Rhodas from Buenos A...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the ka Haka Ula O keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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Ua nui ko Kimo hauoli i ka lohe ana e pili ana i ka pepe hou. O Kimo ke keiki hookahi o ka ohana Komohale, a kokoke e piha elima makahiki ia ia i keia wa. Aka nae, i nehinei no i hai mai ai kona mama a me kona papa ia ia e loaa ana he pepe hou ma ka ohana. Hookahi wale no nae pilikia o ka ohana Komohale. Ua liilii loa ko lakou hale, a makemake lakou e pakui i lumi moe hou no ka pepe....

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula o Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

Description Details
The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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Tutu, he aha ke ano o keia mea kanu" i ninau ai o Kalei. "He lai kena," i pane aku ai kona kupuna kane. "I mea aha ka lai" "Nui na ano hana a ka lai. Hiki ia oe ke lei i ka lai. Eia. "...

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Language, in all parts of the earth, is the principal medium of communication between men. It is employed only by rational beings, or such as to have the faculty of speech; that is, of uttering articulate sounds. Language is the medium of communicating ideas in two ways: 1st, by the use of the voice in the utterance of articulate sounds termed words; 2nd, by characters representing articulate sounds. The former is addressed to the ear, the latter to the eye. Languages, like the people of the earth, are divided into great families. These again, owing to some local or other circumstances, are divided into Dialects. A dialect is a branch of some more general language. A dialect is formed by leaving off from the forms of the general language, or by adding something new to them. The pronunciation may to some extent be altered etc. These changes may be produced by time, accident, culture or neglect. Most if not all the dialects of Polynesia appear to have had the same origin, which, in all probability, was the Malayan. As the Islands of the great Pacific Ocean, constituting Polynesia, are many and far separated, it is reasonabl...

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Grammar is a written account of the principles used in writing or speaking a language. A Hawaiian Grammar is an explanation of the rules and principles used by Hawaiians in speaking and writing their language. Grammatical Treatises are usually divided into several parts, viz. Orthography, Etymology, Syntax and Prosody. Orthography treats of letters and their formation into words. Etymology treats of words and their changes in relation to each other. Syntax teaches the rules whereby words are formed into sentences. Prosody will hardly be included in this Grammar. Note. — It is taken for granted, in this work, that the reader understands the principles of general Grammar; hence many definitions are omitted....

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Grammar Definition Sec. -- 1 —3 -- Part 1 Orthography -- 4 -- Hawaiian Alphabet -- 6 -- Division of Letters -- 8 —10 -- Of the Vowel Sounds -- 11 -- Of the Consonant Sounds -- 13 -- Of the Sounds of Foreign Consonants -- 14 Of Diphthongs -- 15—18 -- Of Syllables -- 19—23 -- Of Words -- 24—26 -- Formation of Words -- 27—36 -- Peculiarities in the Use of Words -- 37—40 -- Of Accents—General Law -- 41—45 -- Letters Dropped -- 46 -- Letters Inserted -- 48 -- Etymology Definition -- 52 -- Of the O Emphatic -- 53 -- Its Place in the Sentence—Rules -- 54 -- Of the Articles Generally -- 55—58 -- Definite articles ka and ke -- 59 -- Where they are Used -- 60—61 – Semi-definite Articles -- 63—65 -- Indefinite Articles -- 66 -- Plural Article -- 67 -- Of the Simple Prepositions -- 68 -- Their Use and Signification -- 69—75 -- Of Nouns Sec. -- 76 -- Nouns Proper and Common -- 77—78 -- Abstract and Concrete -- 79 -- Syllables forming a Class -- 80 -- Of Person -- 82 -- Definition three Persons -- 82 -- Of Number -- 83 -- Nouns have three numbers -- 83—85 -- Signs of Dual and Plural -- 86—94 -- Of Gender -- 95 -- No Neuter Gender -- 96 -- Specifi...

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Scientia Magna is published annually in 200-300 pages per volume and 1,000 copies on topics such as mathematics, physics, philosophy, psychology, sociology, and linguistics....

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0. In 1999, the second author of this remarks published a book over 30 of Smarandache's problems in area of elementary number theory (see [1, 2]). After this, we worked over new 20 problems that we collected in our book [28]. These books contain Smarandache's problems, described in [10, 16]. The present paper contains some of the results from [28]. In [16] Florentin Smarandache formulated 105 unsolved problems, while in [10] C.Dumitresu and V. Seleacu formulated 140 unsolved problems of his. The second book contains almost all the problems from [16], but now each problem has unique number and by this reason in [1, 28] and here the authors use the numeration of the problems from [10]. In the text below the following notations are used....

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V. Mladen and T. Krassimir : Remarks on some of the Smarandache's problem. Part 2 1 W. Kandasamy : Smarandache groupoids 27 L. Ding : On the primitive numbers of power P and its mean value properties 36 D. Torres and V. Teca : Consecutive, reversed, mirror, and symmetric Smarandache sequence of triangular numbers 39 D. Ren : On the square-free number sequence 46 T. Ramaraj and N. Kannappa : On ¯nite Smarandache near-rings 49 X. Kang : Some interesting properties of the Smarandache function 52 L. Mao : On Automorphism Groups of Maps, Surfaces and Smarandache Geometries 55 L. Ding : On the mean value of Smarandache ceil function 74 M. Le : An equation concerning the Smarandache function 78 M. Bayat, H. Teimoori and M. Hassani : An extension of ABC-theorem 81 J. Ma : An equation involving the Smarandache function 89 C. Chen : Inequalities for the polygamma functions with application 91 W. Vasantha and M. Chetry : On the number of Smarandache zero-divisors and Smarandache weak zero-divisors in loop rings 96 M. Le : The function equation S(n) = Z(n) 109 Z. Li : On the Smarandache Pseudo-number Sequences 111 D. Mehendale :...

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Applications demonstrate the power of the DSmT framework. In this third Volume, DSmT is applied to the entire spectrum of the Information Fusion that would interest any reader in data, sensor, information, and mathematical fusion topics. Highlighted in Figure 1 are the contemporary issues that include the links between (1) data conditioning and information management, (2) combined situation and impact assessment, and (2) knowledge representation between machine processing and user coordination. Various applications leverage DSmT “Advances” listed above along with DSmH (hybrid), DSmP (Probabilistic), and DSmT theoretical insights. The third volume attacks these application issues of coordination between the “levels” of information fusion....

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Part I Advances on DSmT 1 Chapter 1 An introduction to DSmT 3 by J. Dezert and F. Smarandache 1.1 Introduction . . . . . . . . . . 4 1.2 Foundations of DSmT . . . . . . . . . 4 1.2.1 The power set, hyper-power set and super-power set . . 6 1.2.2 Notion of free and hybrid DSm models . . . . 18 1.2.3 Generalized belief functions . . . . . . 20 1.2.4 The classic DSm rule of combination . . . . . 21 1.2.5 The hybrid DSm rule of combination . . . . . 22 1.2.6 Examples of combination rules . . . . . . 24 1.2.7 Fusion of imprecise beliefs . . . . . . 29 1.3 Proportional Conflict Redistribution rule . . . . . 33 1.3.1 PCR formulas . . . . . . . . . 34 1.3.2 Examples . . . . . . . . . 35 1.3.3 Zadeh’s example . . . . . . . . 39 1.4 Uniform and partially uniform redistribution rules . . . 41 1.5 RSC Fusion rules . . . . . . . . . 43 1.6 The generalized pignistic transformation (GPT) . . . . 45 1.6.1 The classical pignistic transformation . . . . 45 1.6.2 Notion of DSmcardinality . . . . . . 46 1.6.3 The Generalized Pignistic Transformation . . . 47 1.7 The DSmP transformation . . . . . . . 48 1.7.1 The Probabilistic In...

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This second book devoted on advances and applications of Dezert-Smarandache Theory (DSmT) for information fusion collects recent papers from different researchers working in engineering and mathematics. Part 1 of this book presents the current state-of-the-art on theoretical investigations while, Part 2 presents several applications of this new theory. Some ideas in this book are still under current development or improvements, but we think it is important to propose them in order to share ideas and motivate new debates with people interested in new reasoning methods and information fusion. So, we hope that this second volume on DSmT will continue to stir up some interests to researchers and engineers working in data fusion and in artificial intelligence....

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Preamble iii Prefaces v Part I Advances on DSmT 1 Chapter 1 Proportional Conflict Redistribution Rules for Information Fusion 3 by Florentin Smarandache and Jean Dezert 1.1 Introduction . . . . . . . . . . . 3 1.2 The principal rules of combination . . . . . . . 6 1.2.1 Notion of total and partial conflicting masses . . . . . 6 1.2.2 The conjunctive rule . . . . . . . . . 6 1.2.3 The disjunctive rule . . . . . . . . . 8 1.2.4 Dempster’s rule of combination . . . . . . . 8 1.2.5 Smets’ rule of combination . . . . . . . 9 1.2.6 Yager’s rule of combination . . . . . . . 9 1.2.7 Dubois & Prade’s rule of combination . . . . . . 9 1.2.8 The hybrid DSm rule . . . . . . . . 10 1.3 The general weighted operator (WO) . . . . . . . 11 1.4 The weighted average operator (WAO) . . . . . . . 12 1.4.1 Definition . . . . . . . . . 12 1.4.2 Example for WAO . . . . . . . . . 13 1.4.3 Limitations of WAO . . . . . . . . . 13 1.5 Daniel’s minC rule of combination . . . . . . . 14 1.5.1 Principle of the minC rule . . . . . . . 14 1.5.2 Example for minC . . . . . . . . . 15 1.6 Principle of the PCR rules . . . . . . . . . 20 1.7 The...