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Əliyev Qaya İbad oğlu. Cinayət-prosessual qanunvericiliyin mənbələrinin elmi-nəzəri əsasları və hüquqi xarakteristikası.: Cinayət-prosessual qanunvericiliyin mənbələrinin elmi-nəzəri əsasları və hüquqi xarakteristikası....

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ഇന്ത്യയിൽ ഇന്ന് ഇങ്ഗ്ളിഷ് പഠിപ്പിക്കുന്നതിൽ പലപ്രശ്നങ്ങളും നേരിടുന്നുണ്ട്. അതിൽ അതീവ പ്രധാനപ്പെട്ടതും, അതേ സമയം ആരും സൂചിപ്പിക്കാത്തതുമായ കാര്യം, ഇന്ത്യൻ ഭാഷകളിലെ ഫ്യൂഡൻ ഉച്ചനീചത്വ കോഡുകൾ ഇങ്ഗ്ളിഷിലേക്ക് കടന്നുവരുന്നതിനെക്കുറിച്ചാണ്. ഇത് അതി ഭയാനകമായ ഒരു ഭവഷ്യത്താണ് ഇങ്ഗ്ളിഷിൽ കൊണ്ടുവരുന്നത്. തന്നെക്കാൾ താഴ്ന്നവരോട് മാത്രം ഇങ്ഗ്ളിഷിലെ പൊതുവായ വാക്കുകൾ ഉപയോഗിക്കാൻ പാടുള്ളു എന്ന ഒരു ചിന്താഗതി വളർത്തിയെടുക്കുകയാണ് ഇത് ചെയ്യുന്നത്. ഇതിനെക്കുറിച്ച് പലതും പറയാനുണ്ടെങ്കിലും, ഇവിടെ ഇതുമാത്രം പറയാം. ഇങ്ഗ്ളിഷിലെ YOU എന്ന പദത്തെ ‘നീ’ യെന്നും, HE എന്ന പദത്തെ ‘അവൻ’ എന്നും, SHE എന്ന പദത്തിനെ ‘അവൾ’ എന്നും തർജ്ജമചെയ്ത് പഠിക്കുന്ന ഇങ്ഗ്ളിഷ്, ഉയർന്ന മാനവിക നിലവാരങ്ങളിൽ നിന്നും താഴെവീണ് ദുഷിച്ചുപോയൊരു ഇങ്ഗ്ളിഷാണ്. ഈ ഇങ്ഗ്ളിഷ് അല്ല പഠിക്കേണ്ടത്. മറിച്ച്, സമൂഹത്തെ ഉന്നതനിലവാരത്തിലേക്ക് നയിക്കുന്ന കലർപ്പില്ലാത്ത ഇങ്ഗ്ളിഷാണ് പഠിക്കേണ്ടത്. ഈ ഇങ്ഗ്ളിഷ്പഠനം ഒരുക്കിയിട്ടുള്ളത് VED from VICTORIA INSTITUTIONS എന്ന തൂലികാനാമം പേറുന്ന എഴുത്തുകാരനാണ്. ഇദ്ദേഹം, ഭാഷകളെപ്പറ്റിയും, ഭാഷാകോഡുകളെപ്പറ്റിയും, യാഥാർത്ഥ്യത്തിന്റെ കോഡുകളെപ്പറ്റിയും മറ്റും നീരീക്ഷണ പരീക്ഷണങ്ങൾ നടത്തിയിട്ടുള്ള വ്യക്തിയും, അവയുമായി ബന്ധപ്പെട്ട് അനവധി പുസ്തകങ്ങൾ എഴുതിയിട്ടുള്ള ആളും ആണ...

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The Read it LOUD Foundation is promoting literacy for all. We are focusing on young kids, by encouraging families to read together, and also on K-12 students by working with School eBook Library to provide eLibrary cards for EVERY K-12 student in the state, giving them access to millions of classic literature, audio books, journals, historical documents, and graphic novels, all at the touch of a button, with downloading and printing capabilities. All at no charge to the school or student, through grants. This campaign will launch January of 2014 and we are looking for community support. We will be working with every school in the state, from K-12, DOE schools, private schools, Catholic Schools and charter schools. Over 300 schools total, from Waianae to Waimanalo....

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Many people are curious about the history of ownership of their property, or wonder if they have a claim to property occupied by another. Others are curious as to whether their family ever owned land in Hawaii. These people may be reluctant to undertake the expense of hiring someone to do a title search for them and would be willing to do the work themselves, if they had some guidance on how to proceed. This guide is designed to assist the layperson in tracing property and / or discovering ownership. It is not meant to be a study guide to title researchers'exams and does not necessarily represent the method that may be employed by any particular title searcher. What it does offer, though, is a systematic approach to tracing title or discovering ownership that will familiarize the layperson with the resources available and provide a structure within which to conduct research....

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Most people who are interested in conducting a title search have a specific parcel of property in mind when they start. This type of search follows a specific pattern and the searcher must take care that no steps are omitted or there will be much duplication of effort. The procedure requires identifying the present owner and then tracing ownership backwards in time to the Great Mahele. The first step to be taken involves the proper identification of the property in question....

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This volume is a result of two decades' efforts in teaching Hawaiian. The objects of the book are to present the principal conversational and grammatical patterns and the most common idioms, and to prepare the student for a final reward: the capacity to read and enjoy the rich heritage of Hawaiian traditional legends and poetry. Over the years, the reasons cited for studying Hawaiian have been diverse. Some students are merely curious or hopeful for easy credit; some have an emotional dedication to Hawaii's past. Some have practical aims. They want to teach the language or culture of Hawaii. Some want to become translators of the vast storehouse of as-yet-untranslated materials. Some wish to prepare literary materials for primary or secondary education levels, or to write novels. Some want to do anthropological fieldwork or any other work that will take them to the South Seas where mastery of closely related languages is so essential. Students majoring in linguistics want to probe deeper into the structure of the Hawaiian language. Some students wish to speak Hawaiian to grandparents and other native speakers still found on Niihau ...

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The Hawaiian phonemes are listed below. English examples are approximate. The Hawaiian vowels are "pure," i.e., without glides. They are of either short or long duration. The consonants p and k have less aspiration (i.e., they are "harder") than similar English sounds in initial position. (Pairs distinguished by single phonemes follow descriptions in parentheses.) Long a (a) is longer than the other long vowels....

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This volume, compiled at the request of Mr. Jeffrey Merz, of Oceanit, on behalf of the Department of Land and Natural Resources, Division of State Parks (DLNR-DSP), includes excerpts from nine oral history and consultation interviews. Several of the kamaaina who graciously agreed to share their histories and recollections of the Kaluanui and Kaliuwaa vicinity, are descended from families who have resided on the land for generations—some being descended from traditional residents who claimed residency rights in the Mahele Aina of 1848. Other interviewees have lived in the region and traveled in Kaluanui and Kaliuwaa since the 1940s. The oral history interviews reported herein, provide present and future generations with an opportunity to experience some of the history of the lands and families in the Kaluanui vicinity. The interviews offer readers glimpses into the personal knowledge and experiences of individuals with generational and cultural attachments to the land. These personal stories are a rich part of the legacy which our elders have graciously shared with us. They also provide us with important lessons, values, and a...

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This oral history interview program is being conducted in conjunction with a detailed study of archival and historical literature, and in conjunction with planning programs of the State Department of State Parks, by Oceanit, for Kaluanui-Kaliuwaa (Sacred Falls State Park), in the District of Koolauloa, on the Island of Oahu. The interviews (in conjunction with the archival-historical research) will help document the history of residency and land use in the Kaluanui-Kaliuwaa vicinity, and help identify traditional and customary practices and places of importance to the families of the land. With your permission, portions of the interview will be included in the historical study documenting: (1) the various aspects of the history of the land of the Kaluanui-Kaliuwaa vicinity; and (2) recommendations from kamaaina as to how to care for the cultural and natural resources of the land. This information is very important, and will help ensure that such knowledge can be handed down through your family and to future generations who will follow us....

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Introduction. 1 -- Interview Methodology. 1 -- The Interview Program. 2 -- Release Of Oral History Interview Documentation. 3 -- Overview Of Interviewee Recollections And Recommendations. 9 -- Kaluanui-Kaliuwaa Vicinity-Oral History And Consultation Interviews (2003). 10 -- Adella Au-Johnson Consultation Interviews – Recollections Of Kaluanui And Kaliuwaa July 2nd And August 6th, 2003. 10 -- Moses “Moke” Kapuhelani Kalili, Joseph Walter Keaunui Aalona, John Cypriano Kanaiaupuni Pascual, Florentina Haleaha Pascual Momtes & Dannette “Sista” Kaimuokalani Beirne Leota-Pascual Kaluanui Oral History Study August 6, 2003 – At Hauula, Oahu. 11 -- John Keliikaapunihonua Kaina Recollections Of The Hauula-Kaluanui Vicinity August 7, 2003 – At Haleaha, Oahu. 70 -- Cathleen Piilani Oberle-Mattoon & Creighton Ualani Mattoon Kaluanui Oral History Study September 11, 2003 – At Puheemiki, Oahu. 89 -- Kekela Kuhia-Miller Kaluanui Consultation Interview – Recollections Of Kaliuwaa September 12, 2003, At Laie. 125 -- Moke & Pea Nihipali-Kalili, Dannette “Sista” Kaimuokalani Beirne Leota-Pascual & John Cypriano Kanaiaupuni Pascual Kaluanui Oral History ...

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Visit www.ReadItLoud.org to access fantastic reading material and more videos. Today, his name is a household word. His most recent venture is, Chip & Cookie, a retail store, on Oahu, in Kailua Town, Hawaii and an e-Commerce business featuring five flavors of cookies and two chocolate chip cookie plush character dolls, Chip & Cookie, created by Christine Harris-Amos. Wally & Christine founded the Chip & Cookie Read Aloud Foundation in 2005 urging parents and caregivers to read aloud to children for at least 10 minutes each day. Ten percent of the net profits realized by Chip & Cookie LLC will benefit the foundation, an IRS (501)(3C), to support its efforts to promote Children's Literacy. In August 2006, using Savannah as their pilot city, they launched Read It Loud! Savannah. In 1994 he co-founded the Uncle Wally's Muffin Company which produces a full line of muffins. As founder of Famous Amos Cookies in 1975 and father of the gourmet chocolate chip cookie industry, he has used his fame to support educational causes. Wally was National Spokesman for Literacy Volunteers of America from 1979 until 2002 when they merged with Laubac...

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The World Public Library Association is the world’s largest aggregator of eBooks. Founded in 1996, the World Public Library Association is a global coordinated effort to preserve and disseminate historical books, classic works of literature, serials, bibliographies, dictionaries, encyclopedias, and other heritage works in a number of languages and countries around the world. World Public Library is a IRC 501(c)(4) Organization, organized Not for profit, but operated exclusively for the promotion of social welfare. Our mission is to serve and aid the public, students, and educators, by providing the world's most complete collection of electronic books, documents, and articles online, as well as offer a variety of services and resources that support and strengthen the instructional programs of education, elementary through post-baccalaureate studies. Access to the complete holdings of the World Public Library is open to the general public for personal use, members receive an eLibrary Card allowing them unlimited accessto our complete holdings....

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Franklin D. Roosevelt - “The public library is a nation’s act of believing in the capacity of its own people so to learn from the past that they can gain in judgement in creating their own future.” The traditional library is changing, fast. Paper books,and the multi-level structures that house them, are becoming a thing of the past while digital books, eBooks, pave the way for a new future of instant, worldwide accessibility to knowledge. The World Public Library is at the forefront of this movement. I. History A. Purpose of the Library 1. Origins Hi, I’m Mia with the World Public Library and I would like to invite you on a journey through the library’s past present and future. Along the way we will explore what has made the library such a unique and important place historically and what the World Public Library is doing today to make the library more useful and vital than ever before. It’s impossible to think about the progress mankind has made without calculating the role that the library has played. Any city that has had a great impact on learning has had a great library behind it, fu...

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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...

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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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...

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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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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 Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai’i State Department of Education and the Ka Haka ‘Ula O Ke’elikolani College of Hawaiian Language of the University of Hawai’i at Hilo. Additional operations include production and distribut...

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Page 1-Many things can go! -- Page 2-How do you go? You go with your two feet. -- Page 4-How does a dog go? It goes with its four legs. -- Page 7-How does a horse go? It goes with its hooves. -- Page 9-How does a fish go? It goes with its fins. -- Page 10-How does a crab go? It goes with its ten legs. -- Page 12-How does a tricycle go? It goes with its three little wheels. -- Page 15-How does a car go? It goes with its wheels. -- Page 17-How does a big truck go? It goes with its big wheels. -- Page 18-How does a centipede go? It goes with its many legs. -- Page 20-How does a rock go? How indeed? --...

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ELT teachers' personal philosophy statements and reflections on the issue of classroom discipline.

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Teaching or imposing discipline? A teacher's dilemma.

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Contents Introduction page 1 Enhancing student self-discipline through a process of promoting positive achievement and behaviour by Eleni Aliataki 3 “Stir and Settle”: the key points for a successful classroom by Eleni Chatziandreou 13 Classroom management: mix and match and be prepared to adjust by Ioanna Chioni 18 Teaching: a mission never accomplished? by Dimitra Chioti 25 The art of classroom discipline: tricks and tips for teachers by Dimitra Dalpanagioti 30 The Holy Grail of classroom management by Marika Dimitriadou 35 Teaching or imposing discipline? a teacher’s dilemma by Zacharenia Dimitriadou 46 My personal philosophy statement on classroom management by Maria Koukourikou 51 Does a teacher possess the power to make a child’s life miserable or joyous? by Chryssoula Lazou 58 Keep calm, be aware and teach on! by Sophia Petridou 67 Abbreviations 73 ...

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All through life people will write you messages, email you, phone you, knock on your door and will give you messages you are not sure about. This book is about being aware of some of the tricks out there. Some messages are real. Many are not....

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Page Chapter Title 1 Introduction 3 1 The Love Note 4 2 Joke or Harm? 5 3 Forging a Signature 7 4 Pranks and Hoaxes 11 5 Reasons for the Con- The Game of it, Money 12 6 The Con Artist- Personality 16 7 The Victim- Personality 21 8 How the Con Artist Wins Trust 24 9 Names for the Trick, the Con 25 10 What the Con Artist is Called 26 11 Names for the Victim of the Trick 27 12 Pickpocketing 29 13 Counterfeit Money 34 14 Theft 43 15 Tricks People Use When They Sell You Things 55 16 Tricks Buyers Use Against You 58 17 Sob Stories 64 18 Cheques 71 19 Credit Cards 76 20 Credit Card Problems 78 21 Credit Card Fraud 87 22 Debit Cards 94 23 The Buddy/The Shill 98 24 Job Cons 105 25 Identity Theft 112 26 Where People Get Your ID 118 27 How People Get Things- Trade, Share, Borrow 136 28 Banking 144 29 Investing - How it Works 149 30 Investment Scams and Tricks 159 31 Insurance and How It Works 164 32 Insurance Fraud, Medical Fraud 174 33 Fraudulent and Misleading Contests, Races, Lotteries, Games 177 34 Fraud...

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At the request of Garret Hew, Manager of East Maui Irrigation Company (EMI), Kumu Pono Associates conducted a two phased study of cultural-historical resources in the lands of Hamakua Poko, Hamakua Loa, and Ko?olau, in the region of Maui Hikina (East Maui), Island of Maui. The study included—conducting detailed research of historical records in public and private collections (Volume I); and conducting oral history interviews with individuals known to be familiar with the cultural and natural landscape, and history of land use in the Maui Hikina study area (Volume II). This study was conducted in conjunction with the Water License Application of the East Maui Irrigation Company, and land use planning processes of the Board of Land and Natural Resources of the State of Hawai?i. The study area includes 72 ahupua?a (native land divisions extending from fisheries to the mountain region) which make up the moku o loko (districts) of Hamakua Poko, Hamakua Loa, and Ko?olau, Maui. Situated on the eastern slopes of Haleakala, the lands are a part of the region generally known as Maui Hikina (East Maui). These lands comprise a large portion of ...

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In general, it will be seen that the few differences of history and recollections in the cited interviews are minor. If anything, the differences help direct us to questions which may be answered through additional research, or in some cases, pose questions which may never be answered. Diversity in the stories told, should be seen as something that will enhance interpretation, preservation, and long-term management of the land and water resources of Maui Hikina....

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At the request of Garret Hew, Manager of East Maui Irrigation Company, Ltd. (EMI), Kumu Pono Associates conducted a two-phased study of cultural-historical resources in the lands of Hamakua Poko, Hamakua Loa, and Ko?olau, in the region of Maui Hikina (East Maui), Island of Maui (an area that includes some 73 individual ahupua?a or native land divisions). The study included— conducting detailed research of historical records in public and private collections (Volume I); and conducting oral history interviews with individuals known to be familiar with the cultural and natural landscape, and history of land use in the Maui Hikina study area (Volume II). This study was conducted in conjunction with the Water License Application of the East Maui Irrigation Company, Ltd., to the Board of Land and Natural Resources of the State of Hawai?i. The specific scope of the study sought to investigate and describe the wide range of issues related to Native Hawaiian and historic practices associated with na mea wai (water and its usage). In order to understand the cultural-historical context of water resources including — those uses which have been ...

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The research and interviews conducted for this study were performed in a manner consistent with Federal and State laws and guidelines for such studies. Among the referenced laws and guidelines were the National Historic Preservation Act (NHPA) of 1966, as amended in 1992 (36 CFR Part 800); the Advisory Council on Historic Preservation?s “Guidelines for Consideration of Traditional Cultural Values in Historic Preservation Review” (ACHP 1985); National Register Bulletin 38, “Guidelines for Evaluating and Documenting Traditional Cultural Properties” (Parker and King 1990); the Hawai?i State Historic Preservation Statute (Chapter 6E), which affords protection to historic sites, including traditional cultural properties of ongoing cultural significance; the criteria, standards, and guidelines currently utilized by the Department of Land and Natural Resources-State Historic Preservation Division (DLNR-SHPD) for the evaluation and documentation of cultural sites (cf. Title 13, Sub-Title 13:274-4,5,6; 275:6 – Draft of December 1996); and guidelines for cultural impact assessment studies, adopted by the Office of Environmental Quality Contro...

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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....

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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...

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Appreciation is hereby expressed to the Works Progress Administration for cooperation obtained through Project 507 which provided much of the clerical, statistical and cartographical assistance entailed in the preparation of this report and other data to be coordinated and released in subsequent reports; and, to the many Collaborators whose spontaneous response to the Territory’s needs in planning has furnished guidance and inspiration in this our First Progress Report....

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There is hereby created a Territorial Planning Board consisting of nine members. The Superintendent of Public Works, the President of the Board of Agriculture and Forestry and the Federal Public Works Administrator or in the event there is no Public Works Administrator then the Federal representative of Public Works who shall be designated by the Governor shall be ex-officio members of the Planning Board. The other six members of the Planning Board shall be appointed by the Governor by and with the advice and consent of the Senate. Two of the appointive members shall serve for a term of one year, two for a term of two years, and two for a term of three years, and one of the appointive members in his appointment shall be designated as chairman. Upon the termination of such initial terms the members shall serve for a term of four years in each case. The appointive members shall hold office until their successors are appointed and qualified. Any vacancy occurring before the expiration of a term shall be filled for the unexpired term. At least one of the members of said Board shall be an architect and at least one of the members ...

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...