Oahu; Hawaii's bird and

Discover Hawaii. Aloha from Oahu Nature Tours A L O H A! Discover the spectacular natural beauty of Oahu; Hawaii's bird and plant species, waterfalls, rainforests, volcanic craters, dolphins, whales and coral reefs... Oahu Nature Tours We specialize in small group size, guided eco-tours to see Hawaii's unique native bird and plant species. Spectacular scenery, excellent photographic opportunities, and information about the Geology, Archaeology, Mythology and History of Hawaii await you on our fun and educational tours. Founded in 1995 as the original nature adventure company on Oahu, we provide the finest eco-tours and best prices available, and have professional, knowledgeable and friendly local guides to narrate each location visited and assist you while exploring our beautiful island. Whether you are interested in a rainforest - waterfall hike, a Diamond Head Crater adventure, Green Sea Turtles or colorful tropical birds and flowers; or simply would like to learn fun and interesting facts about the natural history of Hawaii, Oahu Nature Tours has always been the adventure travelers' and travel agents' choice for quality ecotours . As a long-term partner of the "Nature Conservancy" we donate a portion of proceeds to local conservation efforts. Through our website, excursions and environmental projects we are committed to work towards the continued enjoyment and existence of our magnificent but endangered natural treasures. "Let us show you the REAL Hawaii." Custom birdwatching tours are also available at request, led by Michael Walther, the owner of Oahu Nature Tours, who has conducted numerous Hawaii forest bird surveys and has written books and magazine articles about Hawaii's native species... Oahu Nature Tours is proud to be a member of The Nature Conservancy of Hawaii, The Hawaiian Audubon Society and The Conservation Council for Hawaii . Use these links to travel through our site Oahu Nature Tours Our Adventures Reservations About Oahu Nature Tours Our Professional Guides Our Management Team Maps of Oahu Guestbook Gift Certificate Oahu Nature Tours Gift Shop - -- Tour Photos by Tour Date Photo & Video Galleries The Risks of Hiking Without a Guide. FAQ Printer friendly fact sheet Hawaiian Links Media Coverage Of Our Tours Hawaii Visitor Guide Hawaiian Birding and Ecology Oahu Bird Species Checklist Hawaii Bird Sightings Our Ecological Restoration Projects Explore Oahu's offshore Islands Hawaii's Endangered Species "Species of the Month" Hawaii's Extinct Native Forest Birds Last Remaining Native Forest Birds Birds of Polynesia Images of Hawaii's Birds Pelagic Birding TRAVEL AGENTS AND GROUP RESERVATIONS Please Click Here Find out how to receive 30% commission on each reservation you make with Oahu Nature Tours Click for Honolulu, Hawaii Weather Forecast Online Reservations Pages TRAVEL AGENTS AND GROUP RESERVATIONS Phone: 808-924-2473 Fax: 808-924-5395 General E-mail: natureguide@oahunaturetours.com Reservations E-mail: reservations@oahunaturetours.com Oahu Nature Tours, Inc., 1995 Tour Photos

Hawaiian clothes that day,

THE HAWAIIAN ISLANDS-A UNIT OF STUDY THE HAWAIIAN ISLANDS - A UNIT OF STUDY SUBJECT: THE HAWAIIAN ISLANDS TOPIC: CULTURAL DESCRIPTION: AN ACTIVE RESEARCH PAPER ON THE HAWAIIAN ISLANDS THE HAWAIIAN ISLANDS - A UNIT OF STUDY LESSON ONE Students will be assigned to groups of four to five members. Each group will be given an island name. The groups will be responsible for researching their island (location, population, latitude/longitude, natural resources, business or trade, etc.). The teacher will provide a resource center from which students can utilize books, encyclopedias, newspaper clippings, and travel/tour guides to gather information for preparation of their reports. These reports will be presented to the class on the last day of the unit at a Luau. The teacher will explain that each student will keep a "Hawaiian Journal" and the folders will be distributed. The class will view a video tape which depicts the history of Hawaii including: its formation by volcanoes; the location of the islands in the Pacific Ocean; the different people who migrated to populate the islands; the chiefs(kings) and queens who ruled the islands; the customs and religions of the people; Captain James Cook's discovery of the islands; the settling of Hawaii and its colonization; the process and time line to make it the 50th state of the United States; and the present state of the island including industry, trade and the tourism business. Following the video, the teacher will ask questions about the video to determine the students' comprehension of the information. LESSON TWO The teacher will instruct the students on the layers of the earth, properties of volcanoes, and the formation of the Hawaiian Islands. For a class activity, each group will construct a volcano. The groups will work cooperatively to make play-dough, measuring the ingredients and adding food coloring to achieve a desired color for their volcano. After all groups have constructed their volcano, they will activate them using a recipe that will produce a lava flow. The students will draw a picture of their volcano and record their observations of the lava flow in their Hawaiian Journal. LESSON THREE The class will explore the people and culture of the Hawaiian Islands. They will follow a time line including: the history of the islands beginning with the first Polynesian settlers; the population of the islands; the discovery by Captain James Cook; the migration of settlers and missionaries from the U.S., Europe, China, Japan, Portugal, etc.; the process of Hawaii becoming the 50th state in the U.S. They will study the islands and the population on each island. They will compare the life of a typical family in Hawaii today with their own family and write the comparison in their journals. The class will explore customs such as the hula dance, luau and lei. They will begin to plan for a luau to be held the last day of the unit. They will plan the menu, dress and make leis for the occasion. Each group will be assigned a grocery list for the food. They will be given a budget to purchase the items on the grocery list. On the day before the luau, the class will take a field trip to the grocery store to purchase the items. They must stay within the budget for their list. Also at the grocery story, the students will list any items they find that may have come from Hawaii, other than those on their list. They will also begin to make the leis for the luau. LESSON FOUR The students will explore the natural resources of the Hawaiian Islands, wildlife, rainforests and national parks. They will view a video tape on rain forests and their importance to the ecosystem. Following the video, the class will discuss within their group the information in the tape. They will list the wildlife native to the islands, the plants, fish, etc.. The students will make tropical fish which are native to the Hawaiian Islands using construction paper, felt, pipecleaners, etc. and these will be displayed in the classroom. LESSON FIVE The class will have a guest speaker. Barbara Smith, who has visited the Hawaiian Islands three times will share her experiences and photos with the class. Afterward, the class will work within their groups to write an advertisement promoting the travel to the Hawaiian Islands. Their goal will be to highlight the aspects of Hawaii they would most enjoy and encourage other people to visit. The advertisements will be posted outside the room in the hall for the school to read. THE HAWAIIAN ISLANDS - A UNIT OF STUDY OVERVIEW The following five lesson plans reflect only a portion of an integrated unit developed to teach students about the Hawaiian Islands. This unit would be a great topic to study during the dreary winter months of January or February. It would span a two to three week period, dependent on the number of students in the class, the number of activities and centers utilized and the overall pace of the class. The teacher may determine the pace by student interest and response. For example, if the students wish to pursue the study of volcanoes and the earth to regions other than Hawaii, this unit could be expanded by a week to accommodate the extra material. The teacher should use discretion in evaluating the students desires and interests and develop the unit appropriately. The class will be divided into groups of four to five students each. These groups should be of mixed developmental levels, allowing the students to work cooperatively pooling their individual strengths and assisting one another. The activities in the unit will be varied to allow each student an opportunity to be successful and utilize their individual talents or skills. Each group will be given an island name and be responsible for researching their island (location, population, natural resources, volcanoes, business/trade, etc.). A report will be given to the class at the conclusion of the unit at a Luau, complete with native food, dress, leis and music. Throughout the unit the students will keep a "Hawaiian Journal." These will be color coded by group and each group will design a cover for their folders related to their particular island. At conclusion of the unit the journal will be graded for completeness. All work, research and information accumulated during the study will be contained in the journal. Each day, the teacher will assign vocabulary words pertaining to the information to be covered that day. The students will be responsible for working within their groups to define the words using resources provided or from the information they learn in class. The unit will include study on the topics listed below. However, the unit should not be limited to these only. The teacher may eliminate or add topics to make the unit more meaningful and interesting to the student. At conclusion of the unit, the students will have worked cooperatively in groups to complete research and projects. They will have gained ownership and understanding of the topics studied. They will represent their understanding through the written expression in their journals, completeness of the learning center activities, and in the oral reports they present at the class luau. TOPICS OF STUDY: - the formation of the islands by volcanoes - history of the Hawaiian Islands - the people, customs, religions - the natural resources, national parks, rain forests, and wildlife - the modernization of the islands and the history of Hawaii becoming a state - the role of Pearl Harbor in World War II - the tourism trade in Hawaii - the cost of living and life on the islands today LEARNING CENTERS INSTRUCTIONAL BOARD An instructional board will be in place the first day of studying the Hawaiian Islands. A sign up sheet will posted for students to write their names after completing all of the activities. It will include 6 activities. 1. Identify the layers of the earth. The students will identify the four layers of the earth on a laminated sheet osted below a felt construction of the earth. They will check their work with an answer key located in a pocket on the board. 2. Define the layers of the earth. The students will match the terms which identify the layers of the earth with their definition. The definitions will be posted on the board, and the students will attached with Velcro, the matching terms that are printed on laminated posterboard. They will check work with an answer key located in a pocket on the board. 3. Identify the parts of the volcano. A felt construction of a volcano will be posted on the board and the parts will be numbered. The students will attached with Velcro, the matching terms that are printed on laminated poster board. They will check their work with an answer key located in a pocket on the board. 4. Word scramble. Choose six (or more if desired) Hawaiian terms. Scramble the letters and post them on the board. Leave blanks for the students to unscramble the letters and spell the term correctly. Underneath the scrambled letters, post the correct spelling for the students to check their work. Example: O C N A O L V 5. Identify the islands. Post a laminated, scale map with the islands numbered 1-8. On a laminated sheet, the students will identify the islands by name. They may check their work with an answer key located in a pocket on the board. 6. Measure the distance between the islands. Using the same laminated, scale map, students will use a "bean stick" to calculate the distance between islands in beans. Next, they will use a scale mileage stick to calculate the distance in miles. They may check their work with an answer key located in a pocket on the board. Have the students expand this by comparing beans to miles or calculating how many beans equal a mile. SHOPPING CENTER TRIP The cost of living in Hawaii is much higher than it is in the contiguous United States because so many products much be shipped to the islands. The extra costs of shipping and handling, etc. are passed on to the consumer. For an activity center, assign a determined amount of money to the students ($1,000 for example). Provide a shopping list sheet with space to write a list of items they wish to purchase, the price of the item in Hawaii and the price of the item in the mainland. Provide various means of media from which the students may shop: catalogs, newspapers, sales flyers, toy cars with price tags, foods with price tags, dollhouse furniture with price tags, clothes with price tags, real estate listing, etc. The students will share their shopping list with the members of their group and include it in their Hawaiian Journal. HAWAIIAN PETROGLYPH Hawaiian Petroglyphs are found on the coastlines carved in stone and the lava fields. They are symbols and images that were used by the ancient Hawaiians for communication, protection, religious rites, etc. The majority of them represent men, women, children, animals, and spirits. For an activity center, have the students develop a system of petroglyphs and represent a sentence or phrase using the symbols. Provide different mediums for this activity: chalk and black paper construction paper, pipe cleaners, etc. RESEARCH CENTER Provide a table or designated area for resources. Have available books pertaining to the history of the Hawaiian Islands, volcanoes and the earth, travel guides, ictional and nonfictional literature, encyclopedias, maps, magazines, etc. The students will use this center to research their island for reporting to the class. VOCABULARY WORDS Each day the teacher will assign vocabulary words for the class to research define. Listed below is a list of words to be utilized. Hawaiian Islands volcano James Cook Liliuokalani Kamehameha Poylnesia lei luau poi Nihau Oahu Molokai Kahoolawe Hilo Kauai Maui Lanai hula pineapple coconut orchid Honolulu aloha Haleakala mantle core crust pipe vent lava magma Pearl Harbor LESSON PLAN FORM-DAY ONE TEACHER: Mark S. Smith DATE: Day One TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will understand the facts and principles relating to the Hawaiian Islands and their history. The students will listen attentively while the teacher introduces the unit and presents a video tape. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will explain and generalize the information presented in the video tape. The students will ask questions about the information presented in the film and participate in a class discussion. ADVANCE PREPARATION (materials needed): A video tape depicting the volcanic formation and history of the Hawaiian Islands, television, VCRTwo-pocket folders for the Hawaiian Journals, color-coded by groupA list of students for group assignments TRANSITION/MOTIVATION: The teacher will wear Hawaiian clothes that day, to incite interest in the students (a lei, hat, T-shirt, etc.). The instructional board will be in place and the teacher will draw the students' attention to it. The video tape will introduce the unit by providing an overview of the material the students will study throughout the unit. TEACHING/LEARNING ACTIVITIES: (designate (T)-teacher or (C)-child) (T) The teacher will introduce the unit of study on the Hawaiian Islands. (T) The teacher will assign the students in cooperative learning groups. (T) The teacher will explain the Hawaiian Journals assignment and distribute the color-coded folders. (C) The students will view the video tape about the volcanic formation and history of the Hawaiian Islands. (T) (C) The class will discuss the film as the teacher asks questions and guides the discussion. CLOSURE/EVALUATION: The teacher will evaluate the students' comprehension of the video tape by their responses in class discussion. The teacher will introduce and explain the learning centers. ASSIGNMENTS: No assignment LESSON PLAN FORM-DAY TWO TEACHER: Mark S. Smith DATE: Day Two TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will understand the facts and principles about volcanoes. The students will participate and complete a group project of building a volcano. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will identify the parts of the volcano and explain the formation of the Hawaiian Islands. The students will work cooperatively in groups to construct a volcano. The students will write in their journals the information they learned and their observations of the experiment. ADVANCE PREPARATION (material needed): Information about volcanoes: pictures, maps, graphs, books, lava rocks, etc.Materials for volcano construction: plastic or Styrofoam cups, Styrofoam plates, flour, salt, cream of tartar, alum, water, food coloring, dish detergent, baking soda, vinegar, mixing bowls, wooden spoons for mixing, wax paper, paper towels. TRANSITION/MOTIVATION: The teacher will review the information from the video tape emphasizing the volcanic segments. The teacher will show the students a completed volcano like the one they will produce in the group activity. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present material on the layers of the earth, properties of volcanoes and the formation of the Hawaiian Islands. (C) The students will work in their cooperative groups to construct a volcano. (C) The students will first make a dough, measuring the ingredients and adding food coloring to achieve a desired color for their volcano. (C) The students will follow the recipe and instructions for producing a lava flow from their volcano. CLOSURE/EVALUATION: The teacher will circulate around the room assisting the groups and evaluating their work. When all groups have completed the activity, the teacher will instruct the students with the proper clean-up procedures. ASSIGNMENT: The teacher will assign the students to draw a picture of their group's volcano and record their observations of the lava flow in their Hawaiian journals. LESSON PLAN FORM-DAY THREE TEACHER: Mark S. Smith DATE: Day Three TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE: The students will understand the facts and principles of the history of the people and culture of the Hawaiian Islands. The students will participate in a group activity to explore the Hawaiian culture and customs. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will be able to explain the migration of the Polynesian people and other nationalities which populated the Hawaiian Islands. The students will understand the time line of the history of the Hawaiian culture. The students will work in cooperative groups to plan a luau. The students will work in cooperative groups to prepare a shopping list and maintain a budget. ADVANCE PREPARATION: Information about the history of the Hawaiian culture: books, artifacts, pictures, petroglyphs, etc. Sample items to be used at the luau: lei, fruit, etc. Shopping lists and budgets for each group. TRANSITION/MOTIVATION: Review the information in the video tape about the people of the Hawaiian Islands. The teacher will introduce the idea of a luau at the conclusion of the unit to excite the children to learn more about the culture and customs. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present information about the culture and history of the Hawaiian people, pointing out the books and artifacts located in the Research Learning Center. (C) The class will discuss the customs. (C) The class will work in their groups to discuss and compare the family life in Hawaii with their own. (C) The groups will discuss their shopping list and preview their budget. CLOSURE/EVALUATION: The teacher will circulate around the room assisting the groups with their planning. At closure, the groups will share their family comparisons with the entire class. ASSIGNMENT: The teacher will assign the students to watch in the newspaper for grocery adds that may advertise the items on their shopping list. LESSON PLAN FORM-DAY FOUR TEACHER: Mark S. Smith DATE: Day Four TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will know specific facts about the natural resources, wildlife, plantlife, rain forest and national parks of the Hawaiian Islands. The students will listen attentively to a video tape about the rain forests. The students will participate and complete a group activity creating replicas of animal life native to the Hawaiian Islands. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will discuss in their groups the information presented in class and the video tape.The students will list the natural resources, wildlife, plantlife native to the islands.The students will list the animals that live in the rain forest and the rain forests' importance in the ecosystem. The students will work cooperatively in groups to make tropical fish using art materials. ADVANCE PREPARATION: Information about the Hawaiian Islands' natural resources and national parks. Video tape about rain forests and their importance in the ecosystem. Materials to make tropical fish: construction paper, markers, felt, pipecleaners, glue, tape, string for hanging. TRANSITION/MOTIVATION: The teacher will ask the class what they already know about rain forests. They will discuss the responses. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present the information about the natural resources of the islands, wildlife, plantlife, and national parks. (T) The teacher will point out the information available at the Research Center pertaining to the topics. (C) The students will view a video tape about rain forests. (C) The students will assemble into their cooperative groups to discuss the film. (C) The students will list the wildlife native to the islands, the plants, fish, etc. (C) The students will work in their cooperative groups to make tropical fish using materials provided. CLOSURE/EVALUATION: The teacher will circulate around the room assisting and evaluating the groups. At the end of classtime, the groups will report to the class their lists and discuss the findings. The teacher will hang the fish in the classroom. LESSON PLAN FORM-DAY FIVE TEACHER: Mark S. Smith DATE: Day Five TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The class will listen attentively and show interest to a guest speaker.The class will write a well organized advertisement for a trip to the Hawaiian Islands. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The class will ask questions of the guest speaker about her experiences in the Hawaiian Islands. The class will create an advertisement for the Hawaiian Islands emphasizing the information learned from the guest speaker. The class will write thank you letters to the guest speaker pointing out the information they learned from her visit. ADVANCE PREPARATION: Confirm with the guest speaker two to three days in advance. Any material or equipment the guest speaker may need; television, VCR, podium, table for materials. TRANSITION/MOTIVATION: The teacher will introduce the guest speaker and the class will welcome her. TEACHING/LEARNING ACTIVITIES: (C) The students will listen to the guest speaker and ask questions about the material she presents. (C) The students will work in cooperative groups to write an advertisement promoting travel to the Hawaiian Islands. Their goal will be to highlight the aspects of Hawaii they would most enjoy and encourage other people to visit for the same reasons. They should include picture in the advertisement. CLOSURE/EVALUATION: The teacher will circulate around the room assisting and evaluating the groups. At conclusion of the class period, the teacher will collect the advertisements and post them outside of the classroom in the hall. ASSIGNMENT: None UNIT GOALS I. The students will understand the facts, principles and basic concepts about the Hawaiian Islands, its volcanic formation, its history, people and culture, importance of Pearl Harbor in WWII, natural resources, wildlife, business and industry. II. The students will work in cooperative groups to explore the Hawaiian Islands. III. The students will work in active learning centers. IV. The students will create artistic replications of the information they study. V. The students will experience Hawaiian customs. UNIT OBJECTIVES I. The students will discuss and explain the information gained by watching video tapes in class. They will ask questions, analyze and compare the material. The students will record and reflect on the information they through written expression in journals. The students will understand the historical time of the Hawaiian Islands. The students will identify the parts of the volcano, the layers of the earth, the names of the islands, the wildlife and plantlife, and the natural resources. II. The students will work in cooperative groups to construct a volcano and make the dough for the project. The students will work with their group to research their island and prepare a report. The students will plan a luau and shop within a budget for the food. The students will discuss with their groups the information presented in class and make comparisons to share with the class. The students will work with their group to write an advertisement for travel to Hawaii. III. Active learning center will in place throughout the unit. The students will rotate to the centers within their groups to complete the activities. Learning Centers Activities include: identifying, measuring, defining, matching, locating, sequencing, art, reading, research, adding and subtracting. IV. The students will work with their cooperative group to construct a volcano. The students will make leis for the luau. The students will make tropical fish to decorate the classroom. The students will make petroglyphs figures. V. The students will plan and experience an authentic Hawaiian Luau. This will be the capstone to the unit complete with native food, dress and music. LESSONS DAY ONE - INTRODUCE UNIT, VIDEO TAPE DAY TWO - VOLCANOES, CONSTRUCT, PLAYDOUGH DAY THREE - PEOPLE & CULTURE, INTRO LUAU, SHOPPING LIST DAY FOUR - NAT RES, RAIN FOREST, VIDEO, MAKE FISH DAY FIVE - GUEST, ADVERTISEMENT- POST ON WALLS RESOURCE BOOKS Bramwell, M. (1986). Volcanoes and earthquakes. New York: Frank Watts Inc. Branley, F. M., & Simont, M. (1985). Volcanoes. New York: Thomas Y. Crowell. Carpenter, A. (1979). The new enchantment of America - Hawaii. New York: Regensteiner Publishing Enterprises, Inc. Carroll, L., & Carroll, R. (1965). Danny and the poi pup. New York: Henry Z. Walck, Inc. Carson, J. (1984). Volcanoes. New York: The Bookwright Press. Day, G. A., & Stroven, C. (Eds.). (1959). A Hawaiian reader. New York: Appleton-Century-Crofts, Inc. Funai, M. (1972). Moke and Poki in the rain forest. New York: Harper & Row. Gibbon, D. (Ed.). (1985). Hawaii - a picture book to remember her by. New York: Crescent Books. Hiroa, T. R. (1964). Arts and crafts of Hawaii. Bishop Museum Press. Jacobsen & Kristensen. (1986). A family in Hawaii. New York: The Bookwright Press. Laschever, B. D. (1959). Getting to know Hawaii. New York: Coward-McCann Inc. Lee, W. S. (1966). The islands. New York: Holt, Rhinehard and Winston. Newman, S. P. (1960). Liliuokalani, young Hawaiian queen. Indianapolis: Bobbs-Merrill Co. Inc. Slepian, J. (1987). Something beyond paradise. New York: Philomel Books. Swenson, J. M. (1963). A book to begin on - Hawaii. New York: Holt, Rhinehart and Winston. Wilson, H. (1963). Last queen of Hawaii, Liliuokalani. New York: Alfred. A. Knopf. Wood, J. (1991). Volcanoes, fire from below. Milwaukee: Gareth Stevens Children's Books.

Hawaiian music available through

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Hawaiian Girl

Hawaiian Dresses and Hawaiian Shirts for the Whole `Ohana! Pa`inaGirl.com specializes in cute Hawaiian dresses. Our Hawaiian dresses are popular choices for informal beach wedding dresses or affordable bridesmaid dresses and range from fun and flirty to casual elegant. Hawaiian dresses and matching shirts can be worn for all occasions; our matching aloha prints can be used for parties, family photos and luaus, unique bridal wear, company events, and of course just for fun. In fact, our resort wear has been very popular for beach wedding dresses or garden wedding dresses since they are so comfortable and pretty, too! (Matching the guys in Hawaiian shirts is always a nice touch, too, even if you are just attending a party and are not in the party!) We are located on the island of O`ahu, nicknamed "the Gathering Place," as most of the population in Hawaii lives and works here. Even though it's cold out, why not take a trip to the islands, even if only in your mind? You'll be warmed by the thought! Locals here in Hawaii have been enjoying the comfort and style of "alohawear" since the 1930s, but the popularity of its bright colors and prints has caught on everywhere. Perhaps it's because of the happy feelings these friendly prints evoke -- put on some alohawear and you can't help but feel as though you're on vacation in paradise! The modern Hawaiian dress is actually something of a new phenomenon for the ladies -- in previous years, the "hawaiian dress" was usually a very conservative mu`umu`u -- definitely not very provocative (however, island women and girls do still wear mu`umu`us on Aloha Friday!). HEY HULA GALS! Looking for hula costumes? Check out our hula store at HulaStuff.com for muumuus, pa`u skirts, coconut bras and more. PA`INA PEEPS! Some of our model friends are something of celebrities in Hawaii. Check out the gallery. Currently in our Hawaii celebrities gallery: Miss Hawaii 2002 Kehaulani Christian, Actress and model Sondra Barker, former UH Football Offensive Assistant Tyson Helton, Island entertainer Jon Yamasato and former UH record-breaking quarterback Nick Rolovich. Cool and hip aloha shirts always abounded for the guys, but stylish island girls found it hard and frustrating to express their Hawaiian style in a feminine way. Only in recent years have aloha wear makers finally caught on and realized that sexy Hawaiian dresses belong in every island girl's closet! You can take the girl from the island... but not the island from the girl! From silky, elegant matching resort wear to bold, fun Hawaiian print dresses, we've got a range of high quality clothing appropriate for every occasion. Let your 'ohana stand out with colorful matching Hawaiian attire --- whether your 'ohana is made up of you and your significant other, co-workers, family, or close friends. Pa`ina means "party" in Hawaiian, so get into the party mood with some great clothes! If you're planning a Hawaiian style luau, complete your theme with some colorful Hawaiian dresses and the essential matching Hawaiian shirts from our Bold and Fun Hawaiian Dresses and Shirts Collection They are made of high quality cotton and can be conveniently machine-washed. Our Matching Resort Wear sets make great informal wedding dresses and shirts if you're planning a Hawaiian or beach theme wedding. If you're planning a Hawaiian style wedding, be sure to check out the new gorgeous silk flowers and freshwater pearl jewelry we just added to our Hawaiian wedding product line at our Hawaiian Wedding Shop ! Be sure to come back and visit as we are constantly adding only the best items from the Hawaiian islands to our store. Even better, bookmark our site for quick reference for some aloha! Pa`inaGirl.com.... we export aloha! Hawaiian Dresses | Matching Hawaiian Resort Dresses and Aloha Shirts | Bold and Fun Matching Hawaiian Dresses and Shirts | Matching Hawaiian Board Shorts | Plumeria Jewelry | Puka Shells and Koa Jewelry | Island Style Gifts | Links! © 2002 - 2005 PainaGirl.com . All rights reserved.

Hawaiian Cruise Colin Hartness

hawaii cruise trip hawaii cruise trip Back home | Bookmark | Start page | Site map Services Free postcards News Online games User's forum Free wallpapers Channels Home & Family Family Health Home Kitchen Self help Women Leisure Entertainment Holidays Travel Technology Computers Freeware Internet -- Personal tech Webmastering Business Business Job & Career -- Money & Finance Real estate Science Astronomy Biology Chemistry Ecology & Geology Engineering Medicine Math & Physics Paleo & Archeology Site Search Website directory Submit your site Free email Username: Password: Help Lost password? A Lifetime Cruise Hawaiian Cruise Colin Hartness An Exotic Hawaiian Cruise Trip by Colin Hartness Hawaiian Cruises are everyone's dream cruise to the Hawaiian Islands on an exquisite ocean liner. Being pampered from dawn to dusk with exemplary cuisine, entertainment and fun for all that too for a moderate sum on a Hawaiian Cruise is definitely something out of the world. An increasing number of cruisers and liners are now regularly calling on the Hawaiian ports as also at the neighboring islands of Kaua'i, Maui, Kona and Hilo. Hawaiian Islands, a cluster of 137, provide adventure sports, relaxation and a new insight to oneself. The islands make one wonder whether you are at land or at sea. Hawaiian Cruises transport you to a heavenly state. Because of the tropical latitude, the weather remains the same through most of the year. The eastern side has more rainfall while the western part is the dry land. Locals enjoy skiing and snowboard in the snow-covered areas of the Big Island. The Hawaiian culture is very diverse and almost every nation's culture is found here. Hence, any newcomer is automatically drawn into the Hawaiian culture, which is enjoyment and adventure. Honolulu is the capital city. It is believed that the first permanent inhabitants of this island had sailed in from the islands of Marquesas in the southern hemisphere between 300 and 800 A.D. Hawaiian Cruises along the different yet distinct islands provide an insight into the uniqueness of each island. Hawaii Island is a big one with Kilauea crater, said to be the home of the fire Goddess, Pele. Maui, once the sole property of the royals, is famous for its exquisite swimming spots. The rainbows across the cliffs and waterfalls of Honolulu are nature's splendor. In spite of the diversity the common thing of these islands is 'aloha', the spirit of welcoming. World know Hawaiian people for their hospitality and friendliness. They can mingle easily and in no time have others dancing to their music and enjoying themselves thoroughly with their cuisine. The Hawaiian Cruise enables the visitors to participate in the Hawaiian culture. The vacationing people get unlimited happiness aboard the floating cruise liners and fabulous treatment for little fare. U.S and Canadian citizens need both proofs of citizenship and identity to board Hawaiian Cruise. Proof of identity could be driving license, Government's identification card and in case of children between ages 6 to 17, a school identity card is good enough. In addition to these, a valid passport to sail is also necessary. Permanent residents of the United States need to have on them their Alien Resident Card (ARC). In cases of children traveling without their parents, the legal guardian with them should possess the parent's consent letter authorizing the minor to travel with the guardian, which is also important in case of emergency of any kind. About the Author 2004 All rights reserved Colin Hartness, info@whatcruisers.com Looking for information about cruises? Go to: http://www.whatcruises.com 'What Cruises' is published by Colin Hartness - An excellent resource for Cruises! More articles Syria, travel, Aleppo, Demascus Dining etiquette abroad Hotel ratings holidays vacation checking home security fall georgia pumpkin patches corn mazes farmers visitors halloween hawaii cruise trip all-inclusive, riviera maya, mexico georgia visitors attractions travel terms definition ancient egypt wonders Greece Greek Islands Treck across Tibet Frankfurt Germany Winter road trips Cape Town Carnival cruises Easter Island Orlando Florida Fishing Visiting Memphis Jamaica Dunn's Falls Quotes I thought I had a great idea today, but it never really took off. In fact, it didnt even get on the runway. 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