Waikiki Beach photos -

Waikiki Beach photos - pictures of Waikiki Beach, Oahu Hawaii  You are here: About > Travel > Travel with Kids > Lots More Destinations > DESTINATIONS > Photo Galleries > Waikiki Beach photos - pictures of Waikiki Beach, Oahu Hawaii Travel Travel with Kids Essentials Family Vacation Ideas Winter and Spring Break Beach Vacations Ten Latest Family Travel Deals All-inclusive and other Family Resorts Topics Family Travel: What's Hot Top Vacation Spots VT, ME, NH, CT, MA, NY, PA Mexico Vacations Caribbean Vacations More Beach Vacations Florida Family Vacations Resorts with Water Park More Family Resorts Fun Places for Kids Disney Vacations Family Cruises Babies;Teens;Single Parents Lots More Destinations Family Travel TIPS, GAMES Buyer's Guide Activity Kits Forums Help FREE Newsletter Sign Up Now for the Travel with Kids newsletter! See Online Courses   Search Travel with Kids Waikiki Beach - photos Photos of Waikiki Beach - Oahu, Hawaii ...scroll down... Waikiki Beach - photos View of the Kuhio Beach area looking east, showing surfboard rental/lesson zone, and two of Oahu's oldest hotels, the Sheraton Moana Surfirder (mid-height grey-white building) and the pink Royal Hawaiian. Next picture of Waikiki Beach return to article on Waikiki Beach Top Things to do on Oahu, Hawaii photos (c) Teresa Plowright From Teresa Plowright , Your Guide to Travel with Kids . FREE Newsletter. Sign Up Now! Advertisement Most Popular Family Vacation Spots The Atlantis Resort Family Vacation ideas byRegion Family Resorts Ten Family Travel Deals What's Hot Ice Hotel Deals -FDR and Pebbles Wisconsin Dells discounts Caribbean Islands Tower of London - photos Related Topics Florida for Visitors New England for Visitors Theme Parks Hotels / Resorts / Inns Parenting of K-6 Children   Topic Index | Email to a Friend Our Story | Be a Guide | Advertising Info | Work at About | Site Map | Icons | Help User Agreement | Ethics Policy | Patent Info. | Privacy Policy | Kids' Privacy Policy ©2006 About, Inc., A part of The New York Times Company . All rights reserved. Around About Tips to Losing Weight Guide to Distance Learning How to Travel for Less PHOTOS: Italy PHOTOS: Hybrid Cars What's Hot Ice Hotel Deals -FDR and Pebbles Wisconsin Dells discounts Caribbean Islands Tower of London - photos Headlines 30 Days of Caribbean, Day 10: Atlantis Deal Atlantis Bahamas -- with 14-acre "waterscape"-- is a one-of-a-kind... Family Vacation Ideas: Spring Break Spring Break-- typically a ten-day school holiday in mid-March to... 30 Days of Caribbean, Day 9: Breezes Curacao The island of Curacao is a 2-1/2 hour flight... Don't Leave Home Without [All This Stuff] I have to confess, there often comes a moment --...

Honolulu

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.

Hawaiian History Calendar for

Hawaiian Historical Society New HHS Publications Ka Mooolelo Hawaii The History of Hawaii Hawaiian Journal of History, Volume 39 Hawaiian History Calendar for 2006 About HHS HHS Library Publications Reference History Moments Historic Register Links Site Map Search The first Hawaiian Historical Society Pa‘a Mo‘olelo Award has been presented to Esther T. Mookini. Click here to read more about the award and its first recipient. Welcome Welcome to the on-line service of the Hawaiian Historical Society . Founded in 1892, the Society is dedicated to preserving historical materials relating to Hawai‘i and the Pacific region and to publishing scholarly research on Hawaiian and Pacific history. In addition, the Society presents lectures and other programs, free to the public, on various aspects of Hawaiian history. The Library of the Hawaiian Historical Society provides a research collection of printed and manuscript material for use by scholars, historians, history buffs, serious students, Society members, and others in the community interested in the history of Hawai‘i and the Pacific Island area. The Hawaiian Historical Society is widely known through its publications , which include a Papers series published between 1892 and 1940, Annual Reports, The Hawaiian Journal of History, and books emphasizing original sources. Hawaii History Moments are short descriptive essays on various topics from Hawai‘i’s colorful history, originally written as texts for a series of radio broadcasts. The Hawaiian Historical Society Web Reference Collection contains a convenient assortment of bibliographies, lists, and other guides useful in researching Hawai‘i’s past. This selective list of links to other sites on the World Wide Web provides pointers to material of particular interest to historians. Use this link to search the entire Hawaiian Historical Society Web site for topics of interest. Dedicated to collecting and preserving historical materials related to Hawai‘i.

Hawaiian Bed Spread

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Maui Realty Company, Inc.,

-- The Maui Historical Society and Bailey House Museum ~ Keeping Maui's History and the Natural History of Ancient Hawaii Alive MAHALO TO OUR EVENT SPONSORS! ...... Koa Level - Aloha Glass Recycling, Tri-Isle Realty & Development Co., Inc., Pacific Radio Group, Starbucks Coffee & Jamba Juice Hawaii 'Ulu Level - A & B Foundation, HI% Recycling Efforts, Maui Realty Company, Inc., Rotary Club of Wailuku, Kent & Paula Smith `A`ali`i Level - Bailey Cousins, Chuck Hazama, ECM Inc., Ing, Horikawa, Jorgensen & Stewart, Goodfellow Brothers Inc., Honua`ula /Wailea 670, Dave & Terri Jorgensen 2375-A Main Street Wailuku, Hawaii 96793 Office Ph# 808.244.3326 Fax# 808.244.3920 eMail - info@mauimuseum.org Mission Statement The Maui Historical Society shall collect, preserve, study, interpret, and share the history and heritage of Maui. E Ho'oulu Aloha - "To Grow In Love" will be held on Saturday, November 26, 2005 Join us as we celebrate our 5th Annual Concert Fundraiser featuring Uluwehi Guerrero & friends. Tickets are available now! To be an event sponsor, donate auction items, or to volunteer, please contact Roz at the Bailey House. MAHALO!! The Bailey House Museum Built in 1833, the Bailey House is now a museum showcasing Hawaiian culture, artifacts, paintings, and furnishings from nineteenth-century Maui. Located in historic Wailuku Maui, Hawaii, built on the site of the Royal compound of Kahekili, last ruling chief of Maui, the house served as the Mission station for the Wailuku Female Seminary for Girls until 1847, then occupied by Edward Bailey and his family until 1888. On the grounds are gardens with native Hawaiian and missionary-era plants, Hawaiian artifacts, missionary furnishings, and paintings by Edward Bailey. Visit the Museum Shop for good books about things Hawaiian, recordings of Hawaiian music, small treasures, and gifts - all made in Hawaii These are ways of "Keeping Maui's History Alive"! Museum and Gift Shop Hours: Monday - Saturday 10:00 a.m. - 4:00 p.m.; Closed Sunday, Fourth of July, Thanksgiving, Christmas and New Year's Day Office Hours: Monday - Friday 10:00 a.m. - 4:00 p.m. Research Hours: Monday - Thursday 10:00 a.m. - 3:00 p.m. Space is limited for researchers. It is best to call for an appointment. Research Assistant Available: Tuesdays and Thursdays 1:00 p.m. to 3:30 p.m. Admission: Adult $5, Senior $4, Child 7-12 years $1; Members and children 6 years and under free Mahalo For Your Help In Keeping Maui's History Alive The Maui Historical Society Board of Trustees and staff are dedicated to the mission to collect, preserve, study, interpret and share the history and heritage of Maui. As caretakers of the land, artifacts, photographs, and documents that have been entrusted to our care, it is our responsibility to ensure that the cultural roots and history that define our community will continue to be there for future generations. Roslyn Lightfoot, Executive Director This web site is hosted by Meyer Computer, Inc. 2141 Vineyard Street Wailuku, Hawaii Mahalo! |E Komo Mai| | Events | | Membership | | Paintings | | Water of Kama | | Historic Wailuku | | Let's Talk Story | | Land Snails | | Hats | | Links | | Archives |