Description Details
This book is a Mind Map of the elocution program designed by Katharine Jewel Evert. It is a difficult subject to tackle on paper, that is, without any audio aids. However, in addition to covering the principles of speaking, the map is designed to be used as a workbook with exercises that can be applied to help anyone build a better speaking voice. It's theme is reading different types of books aloud and interpreting the authors thoughts for delivery, via the voice, into the mind of the listeners. This theme is also valid for two people simply talking. Your voice is your expression of yourself, one of the key characteristics that define you to the world (along with appearance and behavior); improve your speaking voice and improve your entire life....

Excerpt Details
Characteristic of an instrument (your voice) that is in tune: A pleasing voice, a clear voice, an intelligible voice, a strong voice.

Table of Contents Details
Self Expression The Speaking Voice, Fundamentals Learning to Support the Tone; The Tuning of the Instrument Freeing the Supported Tone Reinforcing the Tone The Technique of the Instrument Change of Pitch Study in Inflection Study in Tone-Color The Law of Approach The Essay Reading aloud different types of texts...

Description Details
The longest running independent newspaper at Williams is the Williams Record, a weekly broadsheet paper published on Wednesdays. The newspaper was founded in 1885, and now has a weekly circulation of 3,000 copies distributed in Williamstown, in addition to more than 600 subscribers across the country. The newspaper does not receive financial support from the college or from the student government and relies on revenue generated by local and national ad sales, subscriptions, and voluntary contributions for use of its website. Both Sawyer Library and the College Archives maintain more than a century's worth of publicly accessible, bound volumes of the Record. The newspaper provides access free of charge to a searchable database of articles stretching back to 1998 on its website. The student yearbook is called The Gulielmensian, which means "Williams Thing" in Greek.[52] It was published irregularly in the 1990s, but has been annual for the past several years and dates back to the mid-...

Description Details
Both quiz and the competitive examinations need a wide database of general knowledge, ways to remember the essentials, and to utilize them at the proper time, during examination, or during a quiz competition. How To Win Quiz & Succeed In Any Exam by Dr Kartik H. Is a book in that direction. The author first gives an idea to build a wide general knowledge base, from the common resources easily available all around us. Next, he explains the tricks and ways, in the form of tools, to memorize this huge collection of general knowledge, in a systematic way. The exercises given in the end of each tool, familiarises us in utilising them. He also tells us exactly how to filter the essentials from non-essentials, and remember only the essentials. Then, the reader is explained the setup of most standard quiz competitions, how to prepare for them and how to face them effectively. By understanding this comprehensive picture of the quiz competition set ups, we are mentally prepared well to face them. Followed by this, the reader is explained how to utilize this general knowledge collection in a logical and systematic way not only in a quiz compet...

Excerpt Details
Knowledge Is Power, Fun And an Accomplishment

Table of Contents Details
Chapter 1- WHY QUIZ? Chapter 2- QUIZ IS A MIND GAME Chapter 3- RESOURCES Chapter 4- QUIZ TOOLS Tool 1: Read / Listen To The Question Carefully Tool 2: Sequentialize To Memorise Tool 3: Memory Tags Tool 4: Internalize The Superlatives Tool 5: Compartmentalize Knowledge Tool 6: Extensive Reading To Build A Good Knowledge Reserve. Tool 7: Beware Of Etsem Facts Tool 8: Connecting The Dots Tool 9: Pattern Recognition Tool 10 Let Us Recall The Tools Chapter 5- THE QUIZ COMPETITION Chapter 6- QUIZ AND EXAMINATIONS Chapter 7- SOME MODEL QUESTIONS AND ANSWERS WITH SUGGESTED TOOLS TO SOLVE THEM Chapter 8 -ACKNOWLEDGEMENTS...

Description Details
I have written this book to help us recall the original dream for education, the vision of those who built the sandstone schools and those who taught in one room buildings for the sake of education. If we are a rich province, and we are, our schools should feel it. Our kids deserve the best we can give them and not to be shelved as a low budget item. But maybe, knowing that, we would be wiser to not just ask the government or the public to find schools' better'. The secret of return to respect might be hidden in what the lady told me- we in the schools should show others what we need and where we 'd like to do more, specifically....

Table of Contents Details
Chapter Intro page 1 1 This land - page 6 2 The kids - page 12 3 The commute - page 17 4 The halls of learning - page 22 5 Bell, book and pointer - page 33 6 Water, water, not too common - page 43 7 Lunches, picnics and all-out socials - page 47 8 Write it down, figure it out -page 52 9 Now for morning announcements - page 62 10 What to teach and how to teach - page 68 11 How many of you are there? - page 74 12 Do they pay you to come here? - page 79 13 The public part of public schools- a community mobilizes - page 86 14 Stranger in the classroom - page 97 15 Pranks and flukes- the little things that go wrong - page 102 16 Shhh - teacher's coming! - page 108 17 Kids and free time - page 116 18 Making it a special event for the kids - page 127 19 Harsh realities - sickness, suffering - page 131 20 Boys and girls- different treatment - page 140 21 And what's your name? - page 144 22 It shows in how you speak - page 148 23 Fashion and function - page 157 24 Groups- age and level - page 165 25 Getting a school named after you -page 170 Conclusion - page 178...

Description Details
In Ireland the humble hare has been the subject of great controversy. After years of an abusive sport, which resulted in its child-like death screams being heard regularly throughout Ireland, a result was achieved. For those few dedicated people trying desperately to save the gentle creature from the horrors of the cruel sport of hare coursing, the struggle was painful and fought against great odds. The author writes about his experience of a campaign against this barbaric blood sport, focusing mainly on a controversial phase in the 1980s when the State deployed a police heavy gang to suppress anti-coursing activism. The author’s own peaceful and non-violent action and that of, initially, a few others' did arouse the public and achieve what at first appeared to be a hard-won benefit to the hare. But the hare's troubles were - and are -far from over. Though it can no longer be torn apart by greyhounds, now muzzled, it can still be mauled, injured, and tossed about like a rag doll on the coursing field. In addition to highlighting the hare's sad plight, this is also a campaigner's story. The author recounts vividly the ups a...

Excerpt Details
Every cause carries a price tag. It makes demands on your time…on your family and social life. It can bring discomfort, enmity, misunderstanding, and social isolation, though these downsides can to some degree be offset by the sense of camaraderie that comes with being part of a group or campaign involving people from all walks of life. I paid a high price for my campaigning. The loss of my job with a Farmers Co-operative at a time when jobs were scarce in Ireland; followed by arrests, lengthy interrogations, false accusations of guilt, and five tension-racked, emotionally shattering court cases. All for my efforts on behalf of the humble hare, a creature hailed in Irish legend and folklore, a proud part of my country’s wildlife heritage, but that Irish law permits to be abused in a cruel game of chance called hare coursing…one of the world’s most barbaric blood sports ...

Table of Contents Details
1. View to a Blooding -- 8 -- 2. A Living Link -- 13 -- 3. Supper with the Hare Catchers -- 16 -- 4. Crusading Zeal -- 20 -- 5. A Tin-Pot Coliseum -- 22 -- 6. My First Sight of the "Antis" -- 26 -- 7. How to Resist? -- 29 -- 8. Michael D Bids to End Hare Coursing -- 31 -- 9. I Join the Campaign -- 35 -- 10. Coping with Bullies -- 38 -- 11. Tensions Mount -- 40 -- 12. Threats and "Friendly Advice" -- . 43 -- 13. Punch-bag Day at the Co-op -- 49 -- 14. "Get Rid of the Thundering Eejit!" -- 54 -- 15. The Fixer and the Foreman -- 56 -- 16. "A Catch 22 Situation" -- 60 -- 17. Limbo -- 64 -- 18. Constructive Dismissal -- 67 -- 19. "Inflammatory letters" -- . 70 -- 20. "A Co-op is Like a Church" -- 73 -- 21. A Curious Sense of Elation -- 78 -- 22. "Ye're Not Wanted in These Parts" -- 81 -- 23. Showdown in Tipperary -- 83 -- 24. Sabotage -- 88 -- 25. Don't Wake the Cat -- 90 -- 26. Duress -- 94 -- 27. Capitulation -- 101 -- 28. Learning About Section 30 -- 106 -- 29. The Bigger Picture -- 111 -- 30. Freed Hares, Glassed Fields, and Burning Haybarns -- 115 -- 31. Second Visit -- 118 32. The Tipsy Branchman -- 123 -- 33. Another "Little State...

Description Details
R. S. Kuykendall spent four decades of his life writing the history of Hawaii. He came to the Islands in 1922 as executive secretary of the newly formed Historical Commission of the Territory of Hawaii. The Commission planned, among other projects, to publish a large-scale history: a general narrative of a thousand pages or more, sufficiently documented to ensure "authoritativeness. " Working to this mandate, Kuykendall brought to bear on his task everything he could muster in the way of personal and professional resources. He was well suited to the sort of pioneer labor that faced him. He had a great appetite and aptitude for spadework of an archival kind, locating, acquiring, and organizing collections of documents. His use of materials was marked by a quite outstanding scrupulosity with regard to matters of fact. Whatever industriousness and commonsensical perceptiveness could wring from often inadequate, often intransigent sources, Kuykendall set himself to extract. Though the Historical Commission itself did not survive the Great Depression, Kuykendall, continuing his researches as a faculty member of the University o...

Excerpt Details
This volume is one of the fruits of a project undertaken more than a dozen years ago by the Historical Commission of the Territory of Hawaii and carried on since 1932 by the University of Hawaii. The project called for the preparation of a comprehensive general history of Hawaii based upon a thorough study of original sources. The first phase of the undertaking was to discover the source material not already available in Honolulu and to obtain copies of as much of it as possible, particularly of documents which shed new light on the history of the islands. For this purpose, extensive research has been carried on in the national archives of the United States, Great Britain, and France, and minor investigations have been made in the archives of Belgium and Mexico and in a number of libraries and collections in the United States. Many thousand pages of transcripts have been obtained from these places, supplementing at many points and in many important respects the materials previously available in Honolulu. Independently of this project, a large quantity of new material has been added to collections in the Territory, and there has...

Table of Contents Details
Preface. xi -- List of Abbreviations. xiii -- Introduction: A Glimpse of Ancient Hawaii. 1 -- Coming of the Foreigners. 12 -- Kamehameha and the Founding of the Kingdom. 29 -- 1819. 61 -- Kamehameha II. 71 -- Early Commercial Development. 82 -- New Religion and New Learning. 100 -- The Early Years of the Reign of Kamehameha III: Regency of Kaahumanu. 117 -- The Troubled Thirties. 133 -- The Birth of Constitutional Government. 153 -- Industry, Agriculture, Manufactures. 170 -- The Recognition of Hawaii's Independence. 185 -- The Paulet Episode. 206 -- Governmental Reorganization in the Midst of Difficulties. 227 -- The Land Revolution. 269 -- Commercial and Agricultural Progress, 1830-1854. 299 -- Religious and Educational Development, 1840-1854. 335 -- The Struggle for Equitable Treaties. 368 -- The Shadow of Destiny. 383 -- On the Date of the Birth of Kamehameha. 429 -- On the Regency, 1823-1833. 430 -- On the Origin of the Hawaiian Sandalwood Trade. 434 -- On the Debt Settlement of 1826. 434 -- Index. 437 --...

Description Details
School Management Software designed for managing school information while keeping in mind all kinds of users. You should be able to use this software from anywhere with the help of a browser. They are very smart, powerful and very easy to use. Even though you get to access this school software over internet, you need a proper browser to use it. Pradhyot is multi user School management software which is used by thousands of educational institutions worldwide for all administration, management and learning activities. School ERP software has modules like timetable, Attendance management, Exams, News, Library, Hostel, fleet, Events & Calendar. Pradhyot is a unique and comprehensive School Management Software that connect all the department of an education institute namely management, finance, office, fee, transport and library. Through this Software we can endow with the Attendance Management, Exam Management, Fees Management, and also Library Management facility to the user. It can manage and compute all the transaction very easily. The Software is easy to install, learn and maintain. Web-based higher education academic a...

Excerpt Details
http://pradhyot.com

Table of Contents Details
Features of School Management Software: 1. Student Management and Fees 2. Exam Management and Payroll Management 3. Vehicle Management 4. Library Management 5. Book Stationary Management 6. Accounts Management 7. Dynamic Time Table Management ...

Description Details
This book is the second of three volumes designed to provide a general history of the modern Hawaiian Kingdom. The first volume was published some years ago under the title, The Hawaiian Kingdom, 1778-1854: Foundation and Transformation. The third volume, which explores the years 1874-1893, deals with the reigns of Kalakaua and Liliuokalani, the expansive reciprocity era and the downfall of the monarchy. The present volume covers the middle period of the kingdom's history, between the close of the reign of Kamehameha III and the accession of Kalakaua. It was an important period with distinct and well-marked characteristics. The ideas of the kings and many of the influences at work differed significantly from those of the preceding and following reigns. But it has been comparatively neglected by students of Hawaiian history; relatively little has been written about it; and the noteworthy changes and advances which occurred during these years have received less attention than they deserve. In the present volume, an attempt has been made to get a truer perspective and to give a more adequate account of the developments of the period. T...

Excerpt Details
The first attempts to establish steam navigation among the Hawaiian islands were made by men engaged in similar enterprises in California; they were part of a much larger movement. The expansion of the United States to the Pacific coast, the extraordinarily rapid settlement of California after the discovery of gold in that region, and the quick rise of San Francisco to a position of importance in the commercial and maritime world deepened American interest in the Pacific region and in the trade of eastern Asia. This led naturally to discussion of the subject of steam navigation in the Pacific. Steamships were soon placed in operation along the American coast, and tentative plans were made for steamship lines to cross the great ocean to Hawaii, to the Orient, and to the British colonies in Australia and New Zealand. Projects for the annexation of Hawaii to the United States were another result of the same expansion movement, and there appears to have been a relationship between the idea of annexation and at least one of the schemes for putting steamships into the interisland service. Immediately after the beginning of the gold rush ...

Table of Contents Details
Interisland Coasting Service. 3 -- Interisland Steam Navigation. 11 -- Transoceanic Transporation. 15 -- Harbor Improvements. 19 -- Land Travel. 23 -- Mail Service. 26 -- The New King. 33 -- Administrative Organization. 36 -- General Policy. 37 -- Mission of W. L. Lee. 39 -- Failure of the Reciprocity Treaty. 45 -- Great Britain and the Reciprocity Treaty. 47 -- New Treaty with France. 47 -- Quest for Security. 54 -- Hawaii's Neutrality in Time of War. 57 -- Hawaii and Japan. 66 -- The Queen's Hospital. 69 -- Leprosy. 72 -- Immigration. 75 -- The Royal Family. 78 -- Hawaiian Reformed Catholic Church. 84 -- Other Religious Developments. 99 -- Educational Developments. 106 -- Kamehameha III and the Constitution of 1852. 115 -- Amending the Constitution of 1852. 119 -- Death of Kamehameha IV and Accession of Kamehameha V. 124 -- Constitution of 1864. 127 -- Decline of Whaling Industry. 135 -- Growth of Sugar Industry. 140 -- Other Agricultural Activity. 149 -- Hawaii's Trade Balance. 163 -- Steamship Service: Interisland. 164 -- Steamship Service: Transoceanic. 168 -- Hotel and Public Works. 172 -- Government Finances. 175 -- Bureau of...

Description Details
This bibliography includes all known titles published in the Hawaiian language anywhere in the world between 1822 and the end of the century. The only items not listed are one-page broadsides, government documents, serials, sheet music, and programs for events such as concerts, royal functions, and the like. The work was begun in 1938 by Bernice Judd of the Hawaiian Mission Children's Society Library at the suggestion of Dr. Clarence Brigham, director of the American Antiquarian Society. The original plan was simply to prepare a revision of Howard Ballou's 1908 bibliography. As the work progressed, however, it became evident that a mere revision was not practical, and a completely new bibliography was begun. Holdings recorded at that time were limited to those in libraries in Hawaii. When I undertook completion of the project in 1963, I decided to include additional information on each item and to recheck the local holdings, because most collections had grown considerably since 1938. Subsequently, I was able to add information on holdings of Hawaiian-language titles in libraries all over the world. In 1971 Clare Murdoch joined me in...

Excerpt Details
The first chapter in the history of Hawaiian printing becomes primarily a resumé of the linguistic efforts of the early missionaries to the Sandwich Islands. To a researcher perhaps the most remarkable feature of the story is that the missionaries began their printing activities even before they had settled on a standard alphabet and orthography for the hitherto unwritten Hawaiian language. The members of the Sandwich Islands Mission sent from Boston by the American Board of Commissioners for Foreign Missions had arrived at Kawaihae armed with zeal, press, and printer, on March 30, 1820, and in Honolulu the following April 19. To their collective mind it was absolutely essential to have printed material available as soon as possible to reinforce their efforts in disseminating the gospel among the widely scattered communities of the island group. Consequently, as the oral language had to be converted to writing before any printing could be done, intolerable delay would be inevitable if the men of God were to wait until their studies became definitive. So they set to work almost immediately and in only two years completed the complica...

Description Details
Language is the fiber that binds us to our cultural identity. The UH Hilo College of Hawaiian Language, Ka Haka Ula O Keelikolani was established in 1997 by the Hawaii State Legislature to “serve as a focal point for the states efforts to revitalize the Hawaiian language through teacher training, undergraduate and graduate study of Hawaiian, community outreach, research and testing, use of technology, national and international cooperation, and the development of liberal education in Hawaiian for future generations of Hawaiian speakers. ” Named in honor of Ruth Keelikolani Keanolani Kanahoahoa, the 19th century high chiefess known for her strong advocacy of Hawaiian language and culture, the College models its operation primarily through an indigenous language. Building upon the vast repository of traditional knowledge passed down through generations, the College seeks to develop an academic curriculum emphasizing language acquisition, linguistics, traditional culture and education programs which are culturally responsive to the needs of the Hawaiian medium learning environment, and support a network of community outre...

Excerpt Details
There will be a culturally enlightened Hawaiian nation, there will be a Hawaiian nation enlightened. The Native Hawaiian Education Council (NHEC) was established by Congress in 1994, and reauthorized as part of the No Child Left Behind Act of 2001, Public Law 107-110, Title VII, Part B, also known as the Native Hawaiian Education Act. Among other things, this act authorizes the Secretary of Education to make a direct grant to the Education Council to coordinate the educational and related services and programs available to Native Hawaiians; to assess the extent to which such services and programs meet the needs of Native Hawaiians, and collect data on the status of Native Hawaiian education; to provide direction and guidance, through the issuance of reports and recommendations, to appropriate Federal, State, and local agencies in order to focus and improve the use of resources for Native Hawaiian education, and serve, where appropriate, in an advisory capacity; and to make direct grants, if such grants enable the Education Council to carry out the duties as prescribed by the Act. The NHEC is a twenty-five member, statewide...

Table of Contents Details
Preface. 11 -- Acknowledgements. 15 -- Na Honua Mauli Ola Guidelines. 17 -- Guidelines for Learners. 21 -- Guidelines for Educators. 33 -- Guidelines for Schools and Institutions. 45 -- Guidelines for Families. 55 -- Guidelines for Communities. 65 -- Na Honua Mauli Ola Action Plan. 77 -- Programs and Organizations Glossary. 79 -- Hawaiian Glossary. 81 -- English Glossary. 87 -- References. 89 --...

Description Details
Summary of detailed findings from research on the history of fishing practices and marine fisheries of the Hawaiian islands compiled from: native Hawaiian traditions, historical accounts, government communications, kama?aina testimony and ethnography...

Excerpt Details
In a traditional Hawaiian context, nature and culture are one and the same, there is no division between the two. The wealth and limitations of the land and ocean resources gave birth to, and shaped the Hawaiian world view. The ?aina (land), wai (water), kai (ocean), and lewa (sky) were the foundation of life and the source of the spiritual relationship between people and their environs. Every aspect of life, whether in the sky, on land, or of the waters was believed to have been the physical body-forms assumed by the creative forces of nature, and the greater and lesser gods and goddesses of the Hawaiian people. Respect and care for nature, in turn meant that nature would care for the people. Thus, Hawaiian culture, for the most part, evolved in a healthy relationship with the nature around it, and until the arrival of foreigners on Hawaiian shores, the health and well-being of the people was reflected in the health of nature around them. Today, whether looking to the sea and fisheries, or to the flat lands and mountains, or to the condition of the people, it is all too easy to find signs of stress and diminishing health of H...

Description Details
The Hale Kuamoo–Hawaiian Language Center supports and encourages expansion of Hawaiian language as the medium of education, business, government, and other contexts of social life in Hawaii. The Center provides professional and material resources necessary to address this goal including educational support in the development of curriculum materials for Hawaiian medium education, teacher training, Na Maka O Kana Hawaiian language newspaper, and the Mamaka Kaiao dictionary of contemporary Hawaiian terms....

Excerpt Details
Ua pai ia He Moolelo Kaao no Iwa i ka nupepa Ka Hoku o Hawaii i ka makahiki 1908. A ua pai hou ia me ka hahai ana i ke kulekele no ka hoano hou, ka hooponopono a me ka loihape ana e ka Hale Kuamoo. O kekahi laana ka waiho ana i na huaolelo i hoomaaka ia ma ke ano he hoike manao o ka mea kakau. Ua hookomo ia hoi ka manao o ka hoano hou ma na kuhia o lalo. Eia hou, na ka mea hoano hou no i haku i na olelo ma na kahaapo kihikihi [ ] ma muli o ka pelu ia o ke kope kumu. Ua hoano hou ia keia moolelo no ka hoike ana i kekahi manao no ka aihue. He moolelo kaao keia no kekahi aihue kaulana i kapa ia kona inoa o Iwa. O ka aihue kana hana, a o ia no ka oi o na aihue a pau a puni o Hawaii pae aina. Ua olelo ia, ua aihue o Iwa, ia ia hoi ma ka opu o kona makuahine. Ua hoolono ia akula kona kaulana, a ua kaao maila. He mookaao wale no paha keia He mea i haku wale ia paha He kanaka maoli no paha o Iwa Aole maopopo lea ia kakou, aka, o kekahi waiwai o ka moolelo, he hoike i ka manao, na kuuna, ka moomeheu a me ke kuanaike ao o na kupuna. I keia wa, ke noonoo kakou i keia hana o ka aihue, noonoo ia he mea maikai ole, he ae kanawai, he hewa. A ao...

Description Details
The following collection of archival and oral historical records was researched and compiled by Kumu Pono Associates LLC, at the request of Ms. Ulalia Woodside, Land Legacy Resources Manager (Land Assets Division), of Kamehameha Schools. The research focused on two primary sources of information—historical literature, and summary of oral historical interviews with kupuna and kama?aina, known to be familiar with the history of Keauhou, and neighboring lands in the Districts of Ka?u, Puna, and Hilo, on the island of Hawai?i. The oral historical component of the study is based upon two historical interviews and a summary of an interview program conducted specifically for Hawai?i Volcanoes National Park between 1997 to 2000 (Langlas and Waipa, ms. 1997; and Langlas, 2003). The research brings a wide range (though not exhaustive) of historical references into one manuscript, with written accounts dating from the 1820s and oral historical accounts recalling traditions and personal experiences dating from the 1870s....

Table of Contents Details
Introduction. 1 -- Background. 1 -- Approach To Conducting The Study. 3 -- Historical Documentary Resources. 3 -- A Cultural-Historical Synthesis Of Keauhou And Neighboring Lands. 6 -- Native Traditions And Historical Narratives Of Keauhou And Vicinity. 9 -- Storied Place Names Of Keauhou. 9 -- 1. Na Moolelo (Native Traditions And Historical Accounts). 12 -- "He Meie I Kilauea". 12 -- He Wahi Puolo Lwi. 14 -- "Volcanic Manifestations—Pele". 16 -- Stone For Koi (Adze) Collected At Kilauea. 19 -- Battle Between Pele And Kamapuaa-The Naming Of Halemaumau. 19 -- Why The ohelo Is Sacred To Pele. 26 -- The Explosive Eruption Of Kilauea In 1790. 31 -- Kapiolanis Visit To Kilauea - Breaking The Kapu Of Pele (1823). 32 -- First Visit By Kamehameha Iii To Kilauea (1828). 33 -- Chiefess Bemice Pauahi Bishop's Visit To Kilauea In 1845. 33 -- Historical Accounts Of Kilauea And Attachment To Cultural Landscapes. 34 -- He Kanikau. 34 -- The Eruptions, Earthquakes And Tidal Waves Of 1868. 35 -- "Na Papahi Lei E Kini Kohu Ai"-Lei Of Lehua And Painiu Noted At Kilauea. 39 -- "Na Wahi Pana O Ko Kakou Lua Pele Kaulana" Storied Places Of Our Famous Volca...

Description Details
The year 2005 has been a pivotal time for Native Hawaiians. As a community, we have come together with a heightened purpose and passion for what it means to be an indigenous people. This is critical in light of persistent legal threats to Hawaiian institutions such as Kamehameha Schools, the Office of Hawaiian Affairs, and the Department of Hawaiian Home Lands. As Hawaiian issues gain momentum locally and nationally, one thing is clear: The Hawaiian voice matters, and that voice is growing. Understanding and amplifying the native voice is a central objective of Hulili: Multidisciplinary Research on Hawaiian Well-Being. This second volume of Hulili(bridge or ladder) brings together ancestral knowledge of the past and current issues that affect Hawaiians today. We lead off with the manao (ideas, thoughts) of Pualani Kanahele and Kekuni Blaisdell, shared at the 2004 Research Conference on Hawaiian Well-Being held at the Kamehameha Schools Hawai’i Campus. Other articles from emerging and established voices take readers through a spiritually and intellectually challenging terrain that goes from the sunrise at Kumukahi to the heig...

Excerpt Details
Kanaka means human being. Maoli means true, real, genuine. We have relearned that it also means to come from the aina, the land, and to return to the aina. Aka (yet), aina is more than lepo, the soil, for aina means “that which feeds. ” No laila, aina is Papa, our Earth Mother, including wai (all waters), kai (all seas), Ka Moananui (Oceania), and beyond. Aina is also Wakea, our Sky Father, ea (air), lani (all heavens, all suns, all moons and all stars), and beyond. Our oldest and longest mele (poetic composition; song), He Kumulipo, also tells us that from the mating of these dual primordial forces, Papa and Wakea, come everything in our sacred cosmos. Since we all have the same parents, we are all ohana (family). Since Papa and Wakea are living, everything is living, conscious, and communicating. We include the wind, rain, light, shadows, rocks, fire, and sounds. We have relearned that all of the natural elements are laa (sacred). No laila, we cannot destroy, degrade, contaminate, pollute, and waste. We must protect, conserve, preserve, restore, and sustain our laa environment for all hanauna (generations) to come. * ...

Table of Contents Details
I Hea Na Kanaka Maoli Whither the Hawaiians-Kekuni Blaisdell. 9 -- I Am This Land and This Land Is Me -Pualani Kanahele. 21 -- Issues and Processes in Indigenous Research -Peter Mataira, Jon K. Matsuoka, and Paula T. Morelli. 35 -- The Moolelo (Story) of Teachers Learning and Teaching Hawaiian-Culture and Space Science: New Opportunities Through Minority-Initiatives in Space Science (NOMISS)-Alice Kawakami and Nani Pai. 47 -- Family and Society-Reflections of an "Always Already" Failing Native Hawaiian Mother: Deconstructing Colonial Discourses on Indigenous-Child-Rearing and Early Childhood Education-Julie Kaomea-. 77 -- A Profile of Hawaiian and Non-Hawaiian Women Incarcerated in a Community Residential Transition Program-Sylvia Yuen, Allison Hu, and John Engel. 97 -- Perceptions of Family and Health Support Services for Native Hawaiian Children and Families: Findings from Community Evaluations -Marika N. Ripke, Kana Taniguchi, and Kanani Aton. 113 -- Education-Through One Lens: Sources of Spiritual Influence at Kamakakuokalani Kanalu G. Terry Young. 135 -- Making Meaning: Connecting School to Hawaiian Students’ Lives -Lois A. Y...

Description Details
Welina mai! Welcome to the inaugural issue of Hulili, a multidisciplinary, peer-reviewed journal on Hawaiian well-being. The word hulili is defined as “ladder, bridge, as to scale a cliff or cross a gully” (Hawaiian Dictionary, Pukui & Elbert, 1986, p. 89). Our vision for Hulili is to create a multidisciplinary forum for current research that examines the nature, needs, and strengths of Hawaiians, their families, and their communities. We believe that through collaboration and critique, Hulili will foster new connections and shared insights and mobilize greater Hawaiian well-being. The seeds of this work were planted last year at Kamehameha Schools’ first annual research conference on the education and well-being of Hawaiians. The Policy Analysis & System Evaluation (PASE) department at Kamehameha Schools planned and hosted the three-day event that brought together researchers, educators, and other professionals from various fields dedicated to improving Hawaiian well-being. The result was a powerful exchange of current findings, recent data, and new challenges from areas including health, medicine, education, social work, e...

Table of Contents Details
The Economy: A Western Tool to Achieve Our Native Goals-Robin Puanani Danner -- 7 -- Indigenous Heuristic Action Research: Bridging-Western and Indigenous Research Methodologies-Ku Kahakalau -- 19 -- Where Can We Collectively Be That Is Greater Than Where We Are Now?-Maenette K. P. Benham -- 35 -- Identity and Diversity in Contemporary Hawaiian Families:-Ho?i Hou i ka Iwi Kuamo?o-Shawn Malia Kana?iaupuni -- 53 -- A Macro Portrait of Hawaiian Families-Ivette Rodriguez Stern, Sylvia Yuen, and Marcia Hartsock -- 73 -- Factors Affecting Choice of Kith and Kin Care by Families-Receiving Child-Care Subsidies -- 93 -- Issues Central to the Inclusion of Hawaiian Culture in K-12 Education-Alice J. Kawakami -- 111 -- Best Practices in a Hawaiian Kindergarten: Making a Case-for Na Honua Mauli Ola-Lisa S. Goldstein and Lilinoe Andrews -- 133 -- Modern Hawaiian Migration: Brain Drain or Brain Gain?-Nolan J. Malone -- 149 -- Hawaiian Children’s Developmental Understanding of Race and Culture-Stephen M. Quintana, Elissa Chun, Salynn. Gonsalves,-William D. K. Kaeo, and Lahela Lung -- 173 -- No ke Ola Pono o ka Lahui Hawai?i:-The Protection and Perp...

Description Details
This volume was compiled at the request of Scott Atkinson (on behalf of The Nature Conservancy), and Chipper Wichman (on behalf of Limahuli Gardens, The National Tropical Botanical Gardens and Hui Makaainana o Makana-Limahuli Garden ICMI Project), and includes excerpts from selected historical records, and oral history interviews with kupuna and elder kamaaina who are natives of, or familiar with the lands, fisheries and families of the Halelea-Napali region of Kauai (Figure 1). While including historical references to the larger districts of Halelea and Napali, the selected narratives cited in this volume pay particular attention to the lands of Wainiha, Haena, Limahuli and Kee. The work reported herein provides readers with access to several important sources of documentation pertaining to native Hawaiian use and management of land and fishery resources. Documentation from—traditional lore (some translated herein by Maly); native land records of the Mahele Aina, including documentation covering the period from ca. 1819 to 1855; the Boundary Commission Testimonies of native witnesses ca. 1870 to 1880; Kingdom and Government c...

Excerpt Details
The primary focus of this study was the conducting of oral history interviews with individuals familiar with lands of the study area. The interviewees were born between ca. 1905 to 1936, and nearly all of them are tied to families with generations of residency in the Halelea-Napali region. A few interviewees, not born in the area, have personal knowledge of the lands, ocean and families of the region, dating back to the 1940s. All but one of the interviewees were brought up in families that worked the lands and fished in the traditional Hawaiian system, observing ancient customs and beliefs, and most fished as a means of survival and sustaining their families. Their recollections and descriptions of practices, span their own life-times, and draw on the knowledge and expertise of their own elders, dating back to the 1850s, and include references to native beliefs, traditions, customs and practices associated with land use and residency; the locations of fisheries and types of fish caught; and observations about the changing conditions of the resources....

Table of Contents Details
Introduction. 1 -- Background And Approach To Conducting The Study. 1 -- Moolelo ohana (Family Traditions In Oral History Interviews). 1 -- Interview Methodology. 1 -- Release Of Oral History Interview Records. 3 -- Contributors To The Oral History Interviews. 3 -- Historical Descriptions Of The Lands, Fisheries And Families In The Halelea And Napali Region. 5 -- An Overview Of Traditional Residency And Land-Ocean Tenure Practices. 5 -- Kauai Nui Moku Lehua Panee Lua I Ke Kai. 5 -- Disposition Of Lands: The Mahele aina And Development Of Fee-Simple Property And Fishery Rights (Ca. 1846-1855). 6 -- Fisheries Of The Halelea Region Described In The Mahele aina. 17 -- Halelea And Napali—Boundary Commission Testimonies (Ca. 1873-1882). 21 -- Boundary Of The Ahupuaa Of Lumahai. 21 -- Boundary Of The Ahupuaa Of Waioli. 24 -- Boundary Of The Ahupuaa Of Waipaa [Waipa]. 27. Boundary Of The Ahupuaa Ofhanalei. 29 -- Selected Native Traditions And Accounts Describing The Cultural Landscape, Use Of Land And Ocean Resources, And Residency. 34 -- Puuone (Dune-Banked Ponds). 34 -- George Bowser's "Directory And Tourists Guide" (1880). 34 -- H.M. Whi...

Description Details
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...

Excerpt Details
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....

Table of Contents Details
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...

Description Details
What this Book is About? The 1990s decision of Thailand to transition some public universities towards autonomy retained overall accountability for government allocations while internal university matters were to be left to University Councils. An autonomous university in Thailand is defined as a government agency that receives a block grant, operates outside the government bureaucracy and is overseen by the Minister of Education. This includes freedom to determine salaries and staff benefits. The policy objective was to allow flexibility to increase fiscal and academic efficiencies. The process of moving from a finely detailed and inflexible government department budget to one managed according to a strategic plan requires skilled planning. This is the process described and analysed in this book. The book context considered the subjects of: universities as specific institutions; the origins and operations of Thai universities; specificities of the South of Thailand (where Thaksin University is located); modernization of the sector, and university budgeting and financial management. Upon being proclaimed autonomous in 2008 th...

Table of Contents Details
What this Book is About? 1 Chapter 1 Towards University Autonomy 5 Using Experience from Australia 6 Relative Funding Models 7 National Weighting 8 University Administration in Thailand 9 Chapter 2 How Universities are Different 15 A. Universities as Specific Institutions 15 Universities in Australia 18 Recent Reforms in Australia 20 Autonomy and Academic Freedom 22 B. Origins and Operations of Thai Universities 23 The Role of Universities in Thailand 26 Thai and Global Universities 28 C. Specificities of Southern Thailand 30 D. Modernizing Thai Universities 35 Meaning of Autonomy in Thai Universities 37 The Transitional Path 44 Relative Funding Models 46 National Weightings 49 E. Budget Management in Univerities 50 Governance and Centrality of Finances 50 Model for Budgetary Autonomy 52 Learning from the Corporate Sector 53 Performance-Based Budgeting 61 Budgeting Transitions for Autonomy 66 The Autonomous University 68 Chapter 3 Analyzing the Transition to Autonomy 73 Nar...

Description Details
In i870, the kingdom of hawaii faced a challenge: as a result of often poor surveying during the mahele process in the 1840s and 1850s, land records were chaotic. Uncertainty over boundaries and land ownership was a major hindrance to real estate sales, taxes, and the development of the kingdoms economy. Under the direction of the young William DeWitt Alexander, a new government agency was established to take charge of surveying and mapping operations in the country. The Hawaiian Government Survey (1870—1900) was an ambitious undertaking for the period. Although comparable agencies were well established in Europe by then, even the United States had not yet created an agency whose mandate was to map the entire country. Combining the best of a classical education, a pragmatic approach to problems, and a willingness to tackle rugged outdoor work in often miserable conditions, W. D. Alexander succeeded in shaping his small but dedicated staff into a mapping agency that achieved a remarkably high standard of proficiency. In doing so, Alexander made a decision that was both brave and wise, choosing not to emulate the work of European and ...

Excerpt Details
By the late 1860s, private land ownership had replaced the traditional Hawaiian land tenure system, with profound and far-reaching effects on Hawaiian society. In the traditional Hawaiian system land was not owned outright by anyone but was held in stewardship for all the people by the alii ai moku, the highest ranking member of society. The alii ai moku granted the use of specific pieces of land to high-ranking alii (often referred to as chiefs), who in turn assigned parcels to be used by lesser alii or to individual families. The makaainana, or common people, paid rent to those above them in the hierarchy by giving a portion of the produce from their gardens and other resources gathered from the land and the waters and by contributing labor to projects for the common good. Recipients of such benefits kept some and passed the rest up the social and political chain. The alii in turn were obligated to carry out the many functions associated with any form of government....

Description Details
Beginning with the traditional history of the great chief ‘Umi and ending with the death of Kamehameha III in 1854, this volume covers the rediscovery of the Hawaiian Islands by Captain James Cook, the consolidation of the Hawaiian Kingdom by Kamehameha I, the coming of the missionaries and the changes affecting the kingdom during the first half of the nineteenth century. Originally, this history was written by Kamakau in Hawaiian as a series of newspaper articles in the 1860s and 1870s. The English translation is primarily by Mary Kawena Pukui. It offers more than a record of past events. It presents a scholarly interpretation of those events by a Hawaiian historian writing for Hawaiians about their culture and disappearing customs. He lived at a time when access to first-hand information about the ancient culture was still available yet needed explanation because his Hawaiian audience was growing increasingly removed from its own cultural past. He wrote with a remarkable memory, a strong intellectual curiosity and a skill for turning a phrase. Samuel Manaiakalani Kamakau was born in 1815 on the island of O‘ahu and died in Honolu...

Excerpt Details
The first article, dated December 16, 1920, was entitled “A Tale of Kekuhaupi‘o, the Famous Warrior of the Era of Kamehameha the Great (Written for the readers of Ka Hoku o Hawaii).” The serial initially focuses on the story of Kekuhaupi‘o, an exceptionally strong and skillful Hawaiian warrior from Ke‘ei, South Kona. As with most noted warriors, he was a master in the ways of battle strategy and in understanding human nature in his enemies and allies alike. Kekuhaupi‘o advocated the importance of continued training to be always prepared for battle. He believed in heeding the omens of the gods of ancient Hawai‘i—spirits from whom victory or defeat was thought to spring. Kekuhaupi‘o was well versed in the many disciplines of Hawaiian warfare, particularly that of lua (a bone-breaking form of wrestling), and a master in the use of weaponry....

Table of Contents Details
The Young Kekuhaupi‘o. 1 -- A New Teacher.. 3 -- The Ailolo Ceremony.. 6 -- Luring the Niuhi Shark.. 9 -- The Niuhi Shark: Methods of Capture.. 11 -- Battling the Niuhi Shark. 13 -- Ailolo Offering and a Lua Contest.. 15 -- Ikoi, the Tripping Club, and Delegate Kuhio. 18 -- Demonstrating Ikoi.. 20 -- The Ikoi Contest and Return Home.. 23 -- Birth of Kamehameha I.. 25 -- Kekuhaupi‘o Becomes an Instructor.. 28 -- Battle of Kalaeokailio, Kaupo.. 30 -- Kalani‘opu‘u Again Takes War to Maui. 33 -- Kalani‘opu‘u Disregards his Kahuna. 35 -- Kekuhaupi‘o’s Adventure with Kamehameha on Maui. 38 -- Disaster at Kakanilua, Maui. 41 -- Slaughter on Maui. 44 -- Kiwala‘o Sent to Sue for Peace. 47 -- On Board Captain Cook’s Ship and the Thundering Cannon. 51 -- First Encounters with Europeans. 55 -- Kamehameha Sails with Cook. 59 -- Training for Battle in Kohala. 62 -- Kekuhaupi‘o Rebukes Kamehameha and Prepares for War. 65 -- Fighting at Hakalau. 68 -- Kekuhaupi‘o Kills Kaihe and Kamehameha Recalled to Kohala. 71The Naha Stone. 75 -- Kamehameha Moves the Naha Stone. 79 -- Kalani‘opu‘u’s Bequests. 82 -- ‘Imakakoloa Sacrificed. 85 -- Kuka‘ilimoku Give...