Hawaii Volcano Observatory: (808)

Hawaii's Mauna Loa volcano is beginning to stir, new data reveal :10/02 more search options 10/14/02 CONTACT: Mark Shwartz, News Service: (650) 723-9296, mshwartz@stanford.edu COMMENT: Paul Segall, Geophysics: (650) 725-7241, segall@stanford.edu Peter Cervelli, Hawaii Volcano Observatory: (808) 967-8814, pcervelli@usgs.gov EDITORS: For photos and graphics of Mauna Loa volcano, visit the Hawaii Volcano Observatory website at http://hvo.wr.usgs.gov. Hawaii's Mauna Loa volcano is beginning to stir, new data reveal Mauna Loa Hawaii's biggest and potentially most destructive volcano is showing signs of life again nearly two decades after its last eruption. Recent geophysical data collected on the surface of the 13,500-foot volcano revealed that Mauna Loa's summit caldera has begun to swell and stretch at a rate of 2 to 2.5 inches a year, according to scientists from the U.S. Geological Survey (USGS) and Stanford University. Surface inflation can be a precursor of a volcanic eruption, the scientists warn. "Inflation means that magma is accumulating below the surface, but at this point we don't have the kinds of sophisticated models that would be required to tell us if or when an eruption will occur," said Paul Segall, a professor of geophysics at Stanford who has collaborated with USGS volcanologists in Hawaii since 1990. Located on the Big Island of Hawaii, Mauna Loa or "Long Mountain" in Hawaiian is the largest volcano in the world. Its last eruption occurred in spring 1984 a violent three-week event that produced fast-moving lava flows that came within 4 miles of the city of Hilo. The volcano has remained silent for the past 18 years in sharp contrast to its neighbor, Kilauea, which has been erupting continuously since January 1983. "After the 1984 eruption, Mauna Loa went through nearly a decade of inflation, followed by almost 10 years of deflation," said Peter Cervelli, a geophysicist with the Hawaiian Volcano Observatory (HVO). The deflationary period abruptly ended around Mother's Day, May 12, when HVO's global positioning system (GPS) network revealed that the summit had begun to rise and swell. May 12 was the same day that Kilauea's most recent active lava flow began a discovery that scientists say is far from coincidental. "This clearly indicates that there is a connection between the two magma systems," Segall noted. "That's the great thing about Hawaii: It's so incredibly active that just about every year we learn something new." GPS stations HVO maintains several GPS stations on Mauna Loa that continuously record their positions using information transmitted from orbiting satellites. The around-the-clock satellite data allow scientists to measure how far the GPS stations have moved and thus determine if the volcano is expanding or contracting. Cervelli, who earned his doctorate at Stanford last year, said the university has loaned HVO eight additional GPS stations to monitor the volcano. Because of the remote mountaintop location, each instrument can cost up to $20,000 to install. Segall's research on the Big Island is funded through a National Science Foundation grant. "Until recently, Stanford's research in Hawaii has been primarily on Kilauea, but when Mauna Loa started to show renewed activity in late spring, Paul [Segall] agreed to lend us four of his continuous GPS receivers," Cervelli explained. "We are holding four more Stanford instruments in reserve to be deployed as conditions warrant." Cervelli and his USGS colleagues will work with Segall to interpret the new GPS data as they become available. "We see this as an opportunity to watch the volcano evolve through an entire eruptive period from early awakening to actual eruption," Cervelli said. "If the recent activity does culminate in an eruption, this will be the first time that a Mauna Loa eruption is imaged with precise clarity. Without Stanford's help, this would not be possible." History of destruction Mauna Loa has erupted 33 times since 1843, spewing out enough lava to cover 40 percent of the Big Island. The most destructive eruption in recorded history occurred in 1950, when lava raced to the sea at speeds up to 5 miles an hour destroying homes, businesses, roads and ranches along the way. Despite the volcano's destructive potential, the USGS estimates that more than $2.3 billion has been invested in new construction along Mauna Loa's slopes since the 1984 eruption. "Mauna Loa is capable of erupting huge volumes of lava in a relatively short period of time, and the flows can reach great distances," Segall observed. "It presents a more significant safety hazard than Kilauea." Cervelli echoed that concern: "There has been a substantial amount of development on what has historically been the most hazardous part of Mauna Loa its southwest rift zone above South Point. Though lava flows can reach Hilo on the eastern side of the island and the Gold Coast resorts of Kona in the west, flows are much more likely to inundate the subdivisions in the southwest rift zone and possibly without much warning." Increased earthquake activity is another indication that magma is rising to the surface. "Seismicity does seem to be picking up," Cervelli noted, "but at this point we are not issuing a public warning. Instead, we are asking that the people of Hawaii remind themselves that they live among the world's most active volcanoes." -30- By Mark Shwartz

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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 Islands Coral Reef

Aloha! Welcome to the Northwestern Hawaiian Islands Coral Reef Ecosystem Reserve Aloha! Welcome to the Northwestern Hawaiian Islands Coral Reef Ecosystem Reserve The Executive Orders On December 4, 2000, the Northwestern Hawaiian Islands Coral Reef Ecosystem Reserve (Reserve) was created by Executive Order 13178. The Reserve encompasses an area of the marine waters and submerged lands of the Northwestern Hawaiian Islands extending approximately 1200 nautical miles long and 100 nautical miles wide. As part of the establishment of the Reserve, Executive Order 13178 contains conservation measures that restrict some activities throughout the Reserve, and establishes Reserve Preservation Areas around certain islands, atolls and banks where all consumptive or extractive uses are prohibited. A 30 day public comment period was initiated to receive comments regarding whether to make permanent the Reserve Preservation Areas. Comments were also requested on the conservation measures for the Reserve. On January 18, 2001, after the close of the 30 day comment period, the process and establishment of the Reserve was finalized by issuance of Executive Order 13196. This Executive Order modified Executive Order 13178 by revising certain conservation measures and making permanent the Reserve Preservation Areas with modifications. With this action, the establishment of the Reserve, including the conservation measures and permanent Reserve Preservation Areas, was completed. Executive Order 13178 Executive Order 13196: Amendment to Executive Order 13178 Summary of changes to E.O. 13178 Next Steps: The National Marine Sanctuary Program (NMSP) is working with the Reserve staff to develop the Reserve Operations Plan (ROP). In developing the ROP, NMSP sought recommendations from the Reserve Advisory Council and consulted with the State of Hawaii and the Department of the Interior. In addition, the Reserve and the NMSP have begun the process to designate the Reserve as a National Marine Sanctuary under the National Marine Sanctuaries Act. Scoping meetings were held in April of 2002 to collect public commentary on Sanctuary Designation, and the Reserve staff is currently working with the Reserve Advisory Council to synthesize and prioritize the comments collected. Please go to our Sanctuary Designation area for more information. What's new at the NWHICRER January 2006 Advisory Council Meeting Finding on the Recommendations of the Western Pacific Fishery Management Council Regarding the Management of Fisheries within the Proposed NWHI National Marine Sanctuary 2005 Educator at Sea Voyage to the NWHI (you will be re-directed to a non-NOAA web site) Online encyclopedia of NWHI flora and fauna Read reports from research expeditions to the NWHI (you will be re-directed to a non-NOAA web site) Advice and Recommendations on Development of Draft Fishing Regulations for the Proposed NWHI National Marine Sanctuary Join the NWHI Listserve Mokupapapa Discovery Center is now open. Click here for more information. Volunteer at Mokupapapa! Call Zack Caldwell - 808-933-8195 (Hilo) Navigating Change - find out what you can do to improve your relationship to the environment around you. Teacher curriculum, videos and activities will be available soon. Click here for more info. Home | Latest News | Calendar | Sanctuary Designation | Reserve Council | Education and Outreach Research and Monitoring | Documents | Maps, Images and Video | About the Area Discovery Center | FAQs | Contact Us | Privacy Policy U.S. Department of Commerce | National Oceanic and Atmospheric Administration National Ocean Service | National Marine Sanctuaries This site is updated and maintained by the NWHICRER Webmaster Northwestern Hawaiian Islands Coral Reef Ecosystem Reserve Main Office: 6600 Kalaniana`ole Hwy, #300, Honolulu, HI 96825 phone: 808-397-2660 fax: 808-397-2662 email: hawaiireef@noaa.gov Hilo Office: 308 Kamehameha Ave, #203, Hilo, HI 96720 phone: 808-933-8180 fax: 808-933-8186

Waikiki Beach Resort &

Marriott Waikiki Beach Resort & Spa - Honolulu, HI: compare deals, read unbiased reviews - Open List Search Hotels for: City, State; City, Country; or Zip Home > Honolulu, HI Hotels > Marriott Waikiki Beach Resort & Spa in Honolulu, HI Marriott Waikiki Beach Resort & Spa - check rates 2552 Kalakaua Ave Honolulu, HI 96815 808-922-6611 - map & directions marriott.com - view hotel photos Rating(s): - from travelers - see reviews below - from experts - see reviews below Recent Price: $150-$200 - check rates Ambiance: beach, resort Features: babysitting/child care, bar/lounge, business center, business services, cable tv, corporate facilities, fitness facilities, high speed internet, on-site car rental, pool, restaurant, spa, tv, valet parking Activities: spa, tennis • Add your review of Marriott Waikiki Beach Resort & Spa • Search similar Hotels in Honolulu, HI deals on other hotels in Honolulu, HI -- • Looking for hotels near Honolulu, HI? See also: Aiea, HI hotels (3 places to stay - 7.11 mi) Kaneohe, HI hotels (3 places to stay - 8.45 mi) Waimanalo, HI hotels (2 places to stay - 9.34 mi) • Looking for the best deal in Honolulu, HI? Check now. Looking for the best deal in Boston? Check now . -- Please enable JavaScript to check rates with our partners. Check Rates & Availability Check-in: Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Check-out: Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 # of Guests 1 2 3 4 Compare rates and availability for Marriott Waikiki Beach Resort & Spa with: Orbitz.com Cheaptickets.com Travelocity.com Compare rates on other hotels in Honolulu : Hotwire.com - Hotel name shown after purchase. Priceline.com Opens one window for each partner. Matching deals for Marriott Waikiki Beach Resort & Spa / Honolulu, HI Marriott Waikiki Beach Resort & Spa: Low Hotel Prices Made Easy Orbitz.com The Faster, Easier Way to Find The Hotel You Want. Just ORBITZ And Go! Marriott Waikiki Beach Resort & Spa: Great Hotel Deals Travelocity.com Find guaranteed lowest prices on over 20,000 hotels. Comments and Reviews from across the Web for Marriott Waikiki Beach Resort & Spa, Honolulu show: all • expert reviews • traveler reviews positive • negative -- " Waikiki Beach Marriott Resort | Honolulu & O'ahu Hotels | Fodor's Online Travel Guide " "On the eastern edge of Waikiki, this hotel is across from Kuhio Beach and close to Kapiolani Park, the zoo, and the aquarium. Deep Hawaiian woods and bold tropical colors fill the hotels two towers, which have ample courtyards and public areas open to ocean breezes..." fodors.com - neutral - expert review - ..................................................................................................................................... -- " Amenities for Waikiki Beach Marriott Resort & Spa, Honolulu - Yahoo! Travel " "On more than five acres, the Waikiki Beach Marriott Resort is steps from the beach and less than a mile from Honolulu Zoo, Kapiolani Park, and Waikiki Aquarium. Ala Moana Shopping Center, Diamond Head Crater, and Hawaii Convention Center are within three miles. Pearl Harbor is..." yahoo.com - expert review ..................................................................................................................................... -- " The New York Times Travel Honolulu and Oahu Guide Hotel Details " "On the eastern edge of Waikiki, this hotel is across from Kuhio Beach and close to Kapiolani Park, the zoo, and the aquarium. Deep Hawaiian woods and bold tropical colors fill the hotels two towers, which have ample courtyards and public areas open to ocean breezes..." nytimes.com - neutral - expert review ..................................................................................................................................... -- " Waikiki Beach Marriott Resort & Spa, Honolulu Hotels - Yahoo! Travel " "Find comprehensive hotel information including descriptions, rates & availability, photos, reviews and interactive maps for Waikiki Beach Marriott Resort & Spa in Honolulu, Hawaii. Check the weather, and locate additional information on nearby airports, attractions and restaurants. " yahoo.com - expert review - ..................................................................................................................................... -- " ThisisTravel | Country guides | USA " "Spacious and attractive mid-range option with good range of facilities, designed to handle large numbers and tour groups. Poolside bar affords fine beach and ocean views. Childrens entertainment in summer. " www.thisistravel.co.uk - expert review ..................................................................................................................................... -- " Travelocity.com : Traveler Reviews " "On more than five acres, the Waikiki Beach Marriott Resort is steps from the beach and less than a mile from Honolulu Zoo, Kapiolani Park, and Waikiki Aquarium. Ala Moana Shopping Center, Diamond Head Crater, and Hawaii Convention Center are within three miles. Pearl Harbor is..." travelocity.com - expert review - ..................................................................................................................................... -- " The Waikiki Beach Marriott Resort is... " "The Waikiki Beach Marriott Resort is the perfect blend of Hawaiis aloha spirit and renowned Marriott tradition. Located on Kalakaua Avenue, just across the street from the world famous Waikiki Beach, this magnificent 5.3 acre property recently completed ..." ian.com - neutral - expert review ..................................................................................................................................... -- " Nice hotel of you like the touristy thing, but not for everybody " - A TripAdvisor Member "The Marriott Waikiki Beach is a nice hotel across the street from Waikiki Beach. I paid $265/nite in... " tripadvisor.com - Jun 26, 2005 - traveler comment ..................................................................................................................................... -- " A great hotel in lovely Waikiki! " - A Yahoo! User "The Marriott Waikiki is an excellent hotel just across the street from Waikiki Beach. The hotel facilities are quite elegant, and the rooms are top notch. The rooftop pools are a bit underwhelming... " yahoo.com - 09/01/04 - positive - traveler comment ..................................................................................................................................... -- " 4th of July weekend at Waikiki " - A TripAdvisor Member "My family and I stayed at the Marriott Waikiki Beach Resort and Spa over the 4th of July holiday. After... " tripadvisor.com - Jul 12, 2005 - traveler comment ..................................................................................................................................... -- " Definitely not a 4-star hotel " - A TripAdvisor Member "We stayed here for the last two nights of our honeymoon. We had stayed a week at the Four Seasons Resort... " tripadvisor.com - Jul 4, 2005 - traveler comment ..................................................................................................................................... -- " quality stay, great location " - A TripAdvisor Member "We stayed here for 2 nights as part of an NCL America post-cruise package in May 2005. The hotel was... " tripadvisor.com - Jun 8, 2005 - neutral - traveler comment ..................................................................................................................................... -- " Mostly ++++ at the Marriott " - A TripAdvisor Member "Just got back from a 6 night stay at the Marriott Waikiki! Mostly good things to stay. From previous... " tripadvisor.com - Jun 29, 2005 - traveler comment ..................................................................................................................................... -- " Great hotel, but noisy.... " - A TripAdvisor Member "The GOOD: Got a double upgrade to corner oceanview without asking...stayed in K tower, which is the... " tripadvisor.com - Jun 7, 2005 - traveler comment ..................................................................................................................................... -- " Great Stay..Great Price " - A TripAdvisor Member "This hotel was a great choice on Waikiki Beach. It is a great hotel with big rooms...across the street... " tripadvisor.com - Jul 4, 2005 - positive - traveler comment ..................................................................................................................................... -- " Expensive, but very nice " - A Yahoo! User "Great view of Diamond Head. Very expensive for moderate size rooms. Clean w/ good service. Nice pool w/ bar. Very close to resturaunts and shops. Good parking. On Waikiki Beach. Good, but expensive... " yahoo.com - 06/27/04 - neutral - traveler comment ..................................................................................................................................... -- " Great Stay in Paradise " - A TripAdvisor Member "We stayed two days prior to our NCL cruise. They gave us an upgrade to an oceanview-corner room without... " tripadvisor.com - Jul 10, 2005 - neutral - traveler comment ..................................................................................................................................... -- " I stay at Marriots on a... " - nicolette b. "I stay at Marriots on a regular basis and this one was typical. Clean, neat hotel and rooms. Nothing spectacular. I was disappointed that we did not receive the room we had reserved. Since we had prepaid, we really didnt have choice because they would not..." travelocity.com - March 15, 2005 - positive - traveler comment ..................................................................................................................................... -- " I would stay again! " - A Yahoo! User "I would stay there again. We had a Deluxe Ocean View on the 24th Floor that over looked Waikiki Beach and the Pool area. Great Sunset Views. I would have to agree that the evening entertainment... " yahoo.com - 09/19/04 - neutral - traveler comment ..................................................................................................................................... -- " Had a nice time " - A TripAdvisor Member "We stayed here for 3 nights in May before our Hawaiian cruise and had a good time. This hotel is on... " tripadvisor.com - Jul 2, 2005 - traveler comment ..................................................................................................................................... -- " 3 Stars " - A TripAdvisor Member "Good points:Great location on Waikiki Beach Comfortable bedsCleanTwo small but really nice rooftop... " tripadvisor.com - Jun 7, 2005 - traveler comment ..................................................................................................................................... -- Other Web references to Marriott Waikiki Beach Resort & Spa in Honolulu, HI: tripadvisor.com , gayot.com , expedia.com , cigaraficionado.com , orbitz.com , expedia.com , kayak.com Site Map | About | Advertise | Contact | Get Updates | Terms & Conditions ©2003-5 Searching the Web to bring you millions of articles, unbiased reviews, and expert opinions on places to eat and stay.