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Ilima Hotel: In the heart of Waikiki, Honolulu, Hawaii AAA, AARP, Accommodations, Affordable, Alama, Alema, Alima, Allima, Aloha, Beach, Central Waikiki, Cheap hotels, Children, Condo, Condo with kitchen, Condominiums, Corporate, Elama, Elema, Elima, Ellima, Family, Free parking, Free Telephone, Friendly, Fun, Government, Hawaii, Hawaii accommodations, Hawaii condos, Hawaii hotels, Hawaii rentals, Hawaiian, Holiday, Honolulu, Honolulu hotel, Honolulu rentals, Hotel, Hotels, Ilema, Iliama, Ilima, Ilima hotel, Illima, Island, Kids, Kitchens, Large rooms, Llama, Military, Oahu, Oahu accommodations, Oahu condos, Oahu hotels, Oahu lodging, Oahu rentals, Oahu vacation rentals, Ocean, Off beach, Paradise, Per Diem, Perdiem, Places to stay on Oahu, Rooms, Senior, Suites, Sun, Trip, Tropical, Ulama, Ulema, Ulima, Ullima, Vacation,Vacation condos, Vacation rentals, Waikiki, Waikiki accommodations, Waikiki condo, Waikiki hotel, Waikiki off beach, Waikiki rentals A Warm Hawaiian "Aloha" awaits you . . . The 'Ilima Hotel is centrally located in the heart of . We are Hawai'i's finest small, 98 room, condominium style hotel with the largest rooms in . We have excellent room rates and offer many Internet Specials. We invite you to explore our Web Site and book your reservation online today! Internet Special | Rooms & Rates | Reservations | Features & Facilities FAQ's | Conference Center | Artwork on Display | Send a Postcard Privacy Statement | Location Map | Comments | Home 'Ilima Hotel TOLL FREE Reservations: (800) 801-9366 445 Nohonani Street, Honolulu, Hawaii 96815-2695 Telephone : (808) 923-1877 FAX (Reservations) : (808) 924-2617 FAX (Guest and Administration) : (808) 924-8371 URL : http://www.ilima.com E-mail : mail@ilima.com © 2004 eBizHawaii.com , Inc., Honolulu, Hawaii, U.S.A. Our Email address is protected by JavaScript to prevent spam. Enable javascript or use the contact form to reach us.

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SEVEN PRINCIPLES FOR GOOD PRACTICE SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION By Arthur W. Chickering and Zelda F. Gamson Reprinted with permission. Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks. There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. They are the precious resources on whom the improvement of undergraduate education depends. But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. We can do it ourselves - with a little bit of help... These seven principles are not ten commandments shrunk to a 20th century attention span. They are intended as guidelines for faculty members, students, and administrators -- with support from state agencies and trustees -- to improve teaching and learning. These principles seem like good common sense, and they are -- because many teachers and students have experienced them and because research supports them. They rest on 50 years of research on the way teachers teach and students learn, how students work and play with one another, and how students and faculty talk to each other. While each practice can stand alone on its own, when all are present their effects multiply. Together they employ six powerful forces in education: activity, expectations, cooperation, interaction, diversity, and responsibility. Good practices hold as much meaning for professional programs as for the liberal arts. They work for many different kinds of students -- white, black, Hispanic, Asian, rich, poor, older, younger, male, female, well-prepared, underprepared. But the ways different institutions implement good practice depend very much on their students and their circumstances. In what follows, we describe several different approaches to good practice that have been used in different kinds of settings in the last few years. In addition, the powerful implications of these principles for the way states fund and govern higher education and for the way institutions are run are discussed briefly at the end. As faculty members, academic administrators, and student personnel staff, we have spent most of our working lives trying to understand our students, our colleagues, our institutions and ourselves. We have conducted research on higher education with dedicated colleagues in a wide range of schools in this country. With the implications of this research for practice, we hope to help us all do better. We address the teacher's how, not the subject-matter what , of good practice in undergraduate education. We recognize that content and pedagogy interact in complex ways. We are also aware that there is much healthy ferment within and among the disciplines. What is taught, after all, is at least as important as how it is taught. In contrast to the long history of research in teaching and learning, there is little research on the college curriculum. We cannot, therefore, make responsible recommendations about the content of good undergraduate education. That work is yet to be done. This much we can say: An undergraduate education should prepare students to understand and deal intelligently with modern life. What better place to start but in the classroom and on our campuses? What better time than now? Seven Principles of Good Practice. 1. Encourages Contact Between Students and Faculty Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans. 2. Develops Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding. 3. Encourages Active Learning Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. 4. Gives Prompt Feedback Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. 5. Emphasizes Time on Task Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all. 6. Communicates High Expectations Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extraefforts. 7. Respects Diverse Talents and Ways of Learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily. Teachers and students hold the main responsibility for improving undergraduate education. But they need a lot of help. College and university leaders, state and federal officials, and accrediting associations have the power to shape an environment that is favorable togood practice in higher education. What qualities must this environment have? A strong sense of shared purposes. Concrete support from administrators and faculty leaders for those purposes. Adequate funding appropriate for the purposes. Policies and procedures consistent with the purposes. Continuing examination of how well the purposes are being achieved. There is good evidence that such an environment can be created. When this happens, faculty members and administrators think of themselves as educators. Adequate resources are put into creating opportunities for faculty members, administrators, and students to celebrate and reflect on their shared purposes. Faculty members receive support and release time for appropriate professional development activities. Criteria for hiring and promoting faculty members, administrators, and staff support the institution's purposes. Advising is considered important. Departments, programs, and classes are small enough to allow faculty members and students to have a sense of community, to experience the value of their contributions, and to confront the consequences of their failures. States, the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways. The most important is through the allocation of financial support. States also influence good practice by encouraging sound planning, setting priorities, mandating standards, and reviewing and approving programs. Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions. These sources of support and influence can encourage environments for good practice in undergraduate education by: setting policies that are consistent with good practice in undergraduate education, holding high expectations for institutional performance, keeping bureaucratic regulations to a minimum that is compatible with public accountability, allocating adequate funds for new undergraduate programs and the professional development of faculty members, administrators, and staff, encouraging employment of under-represented groups among administrators, faculty members, and student services professionals, and providing the support for programs, facilities, and financial aid necessary for good practice in undergraduate education.

Hawaii Vacation Condos and

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Maui Taro Festival Schedule:

East Maui Taro Festival 14th Annual East Maui Taro Festival Saturday, April 1st, 2006 - 14th Annual Taro Festival Sunday, April 2nd - Taro Pancake Breakfast "Mauka to Makai" by Kanoa Nelson click for bigger Aloha, Here is the 2005 13th Annual East Maui Taro Festival Schedule: Makali'i and Hokule'a, Hawaiian Voyaging Canoes, will be at Kapueokahi (Hana Bay), weather permitting. Friday, April 1st Taro Symposium at Helene Hall, Kapueokahi (Hana Bay) Free. 6 pm. Dinner will be sold starting at 5 pm. Saturday, April 2nd 13th Annual East Maui Taro Festival. 9 am- 5 pm at Hana Ballpark. Free admission. Hula, Music, Food Booths, Arts & Crafts, Farmers' Market, Info Tent. MC - Kanaido Ka'ahumanu Society - Blessing Booms, Vinton and Boise Halau Hula O Aluanu Waihe'e Kanikapila 'Ohana Noenoe 'Ohana Leokane Aloha 'Aina Hawaiian Band Halau O Manaiakalani Des & Bambu Lawai'a Sunday, April 3rd Taro Pancake Breakfast 7-10:30 am at Hana Ballpark (charge). Excursions to Kukulu Kumuhana Kapa Clothmaking at 10 am (free), Pi'ilanihale Heiau and Kahanu Gardens (Ulaino) at 11 am (free); Kapahu Living Farm Taro Lo'i (Kipahulu) at 1 pm (free). -- Email inquiries to: info@tarofestival.org Bridging with Aloha, Lokahi, Laulima and Hana Background on Kalo (Taro) from "Canoe Plants of Ancient Hawai`i" Taro Resources on the Web Links to Other Kalo and Hawaiian Culture Sites The 12th Annual East-Maui Taro Festival July 24th and 25th, 2004 Hana, Maui 11th Annual East-Maui Taro Festival March 28, 29 and 30, 2003 Hana, Maui 10th Annual East-Maui Taro Festival April 12, 13 and 14, 2002 9th Annual East-Maui Taro Festival March 30, 31 and April 1, 2001 7th Annual East Maui Taro Festival March 26, 27, & 28, 1999 6th Annual Festival March 27, 28 & 29, 1998 5th Annual Festival April 4-6, 1997 4th Annual Festival 1996 Legend of the Logo East Maui Taro Festival, Inc. P.O. Box 295 Hana, Hawaii 96713 For scheduling and information call 808-248-8586. E-mail: info@tarofestival.org www.TaroFestival.org

Hawaiian Jewelry

Na Hoku Hawaiian Jewelry Collection - White and Gold As Advertised New From Na Hoku Hawaiian Slippers Na Hoku Solitaires Flowers of Hawaii Island Lifestyle Jewelry Tanzanite Jewelry Palm Tree Collection Sea Life Jewelry Na Keiki Collection Tahitian Pearls Pearl Jewelry Kabana LeVian Collection Steven Douglas Asch/Grossbardt Na Hoku Watches Body Jewelry Bracelets Chains Earrings Necklaces Pendants Rings Watches Anklets Our Policies Contact Customer Service Customer Comments Free Shipping Offer Free Gift Wrapping Shopping Cart 0 Items in Cart Contact Us E-mail : Customer Service Telephone : 1-800-260-3912 ext. 1 Customer Login: Create New Account Forgot password? E-Mail Address: * Password: * | Login | Shop by Collection As Advertised Na Hoku Collections Have you seen our Na Hoku advertisements in newspapers and magazines? Browse through this section to see all of our advertised collections. New Designs From Na Hoku Featuring exciting new additions to the Na Hoku collection of Hawaiian and Island lifestyle jewelry. Hawaiian Slipper Collection The 14K Slipper Pendant is a Na Hoku original. This unique jewelry offering represents the casual island lifestyle and attitude. Made in Hawaii. Na Hoku Diamond Solitaires Na Hoku Diamond Solitaires. Subtle elegance in 18K gold and platinum designs available only from Na Hoku. Each ring showcases our exclusive Na Hoku diamond that is cut for optimal size and brilliance. Flowers of Hawaii Jewelry The Na Hoku Flowers of Hawaii Collection captures the essence of our island flowers in unique and exciting 14K gold jewelry designs. Made in Hawaii. Island Lifestyle Collection The allure and romance of the island lifestyle is discovered in these designs that add the right touch for any occasion. Palm Tree Collection Uniquely Na Hoku; our Palm Tree collection will sway the hearts of all those who wish to enjoy the island lifestyle everyday of the year. Made in Hawaii. Sea Life Jewelry As the World's premier marine life artist, Wyland's Sea Life Jewelry Collection portrays in each 14K gold and sterling silver representation, the beauty and diversity found in nature itself. Made in Hawaii. Na Keiki Collection Na Keiki (the child); a special collection of our popular Na Hoku jewelry designs created for our children; made with Na Hoku style and quality. Made in Hawaii. Tanzanite Jewelry The brilliance of Tanzanite gives radiance and life to our contemporary and traditional 14K gold jewelry designs. Our Tanzanite jewelry will please even the most discriminating wearer. Tahitian Pearl Jewelry Our Tahitian pearl jewelry represents the finest offering from the sea. Na Hoku Tahitian pearls are selected for their superior color and luster that set them apart from all others. Pearl Collection The natural beauty of our pearls and our distinctive 14K gold designs create a sophistication and style that becomes an essential part of the woman who wears it. Kabana Collection Masterful inlay work and the selection of the finest gemstones are essential in creating this remarkable jewelry from the renown Kabana Collection. Le Vian Collection The Le Vian family has been producing jewelry of grandeur for centuries using only the finest precious gemstones in 18kt gold. LeVian® designs are known for their uniqueness and quality as well as their pervasive use of princess cuts and baguettes. Steven Douglas Collection Exclusive designs and timeless styling create jewelry representing love, excitement, and passion. The detail in every Steven Douglas piece transforms 14K gold and precious gemstones into wearable three dimensional art. Asch/Grossbardt Collection The Asch/Grossbardt Company is world renowned as the premier manufacturer of fine inlaid gold jewelry. Body Jewelry Collection Island-casual fashion… Na Hoku body jewelry designs fit your lifestyle like the feeling of sand between your toes and the warmth of the sun and the waves. Made in Hawaii. Na Hoku Watches Time is like a dream...capture the moment with an exclusive Na Hoku timepiece. Quality and precision combined with classic and contemporary designs make the Na Hoku watches timepieces for the island lifestyle. Home | Collections | Jewelry Types | Na Hoku Story | Store Locations | Sitemap --| Resources