Hawaiian Islands,which are entirely

Hotspots [This Dynamic Earth, USGS] The vast majority of earthquakes and volcanic eruptions occur near plateboundaries, but there are some exceptions. For example, the Hawaiian Islands,which are entirely of volcanic origin, have formed in the middle of thePacific Ocean more than 3,200 km from the nearest plate boundary. How dothe Hawaiian Islands and other volcanoes that form in the interior of platesfit into the plate-tectonics picture? Space Shuttle photograph of the Hawaiian Islands, the southernmostpart of the long volcanic trail of the "Hawaiian hotspot" (seetext). Kauai is in the lower right corner (edge) and the Big Island of Hawaiiin the upper left corner. Note the curvature of the Earth (top edge). (Photographcourtesy of NASA.) In 1963, J. Tuzo Wilson, the Canadian geophysicist who discovered transformfaults, came up with an ingenious idea that became known as the "hotspot"theory. Wilson noted that in certain locations around the world, such asHawaii, volcanism has been active for very long periods of time. This couldonly happen, he reasoned, if relatively small, long-lasting, and exceptionallyhot regions -- called hotspots -- existed below the plates that wouldprovide localized sources of high heat energy (thermal plumes) tosustain volcanism. Specifically, Wilson hypothesized that the distinctivelinear shape of the Hawaiian Island-Emperor Seamounts chain resulted fromthe Pacific Plate moving over a deep, stationary hotspot in the mantle,located beneath the present-day position of the Island of Hawaii. Heat fromthis hotspot produced a persistent source of magma by partly melting theoverriding Pacific Plate. The magma, which is lighter than the surroundingsolid rock, then rises through the mantle and crust to erupt onto the seafloor,forming an active seamount. Over time, countless eruptions cause the seamountto grow until it finally emerges above sea level to form an island volcano.Wilson suggested that continuing plate movement eventually carries the islandbeyond the hotspot, cutting it off from the magma source, and volcanismceases. As one island volcano becomes extinct, another develops over thehotspot, and the cycle is repeated. This process of volcano growth and death,over many millions of years, has left a long trail of volcanic islands andseamounts across the Pacific Ocean floor. According to Wilson's hotspot theory, the volcanoes of the Hawaiian chainshould get progressively older and become more eroded the farther they travelbeyond the hotspot. The oldest volcanic rocks on Kauai, the northwesternmostinhabited Hawaiian island, are about 5.5 million years old and are deeplyeroded. By comparison, on the "Big Island" of Hawaii -- southeasternmostin the chain and presumably still positioned over the hotspot -- the oldestexposed rocks are less than 0.7 million years old and new volcanic rockis continually being formed. Above: Artist's conception of the movement of the PacificPlate over the fixed Hawaiian "Hot Spot," illustrating the formationof the Hawaiian Ridge-Emperor Seamount Chain. (Modified from a drawing providedby Maurice Krafft, Centre de Volcanologie, France). Below: J. TuzoWilson's original diagram (slightly modified), published in 1963, to showhis proposed origin of the Hawaiian Islands. (Reproduced with permissionof the Canadian Journal of Physics .) The possibility that the Hawaiian Islands become younger to the southeastwas suspected by the ancient Hawaiians, long before any scientific studieswere done. During their voyages, sea-faring Hawaiians noticed the differencesin erosion, soil formation, and vegetation and recognized that the islandsto the northwest (Niihau and Kauai) were older than those to the southeast(Maui and Hawaii). This idea was handed down from generation to generationin the legends of Pele, the fiery Goddess of Volcanoes. Pele originallylived on Kauai. When her older sister Namakaokahai, the Goddess of the Sea,attacked her, Pele fled to the Island of Oahu. When she was forced by Namakaokahaito flee again, Pele moved southeast to Maui and finally to Hawaii, whereshe now lives in the Halemaumau Crater at the summit of Kilauea Volcano.The mythical flight of Pele from Kauai to Hawaii, which alludes to the eternalstruggle between the growth of volcanic islands from eruptions and theirlater erosion by ocean waves, is consistent with geologic evidence obtainedcenturies later that clearly shows the islands becoming younger from northwestto southeast. Prominentworld hotspots [54 k] Although Hawaii is perhaps the best known hotspot, others are thought toexist beneath the oceans and continents. More than a hundred hotspots beneaththe Earth's crust have been active during the past 10 million years. Mostof these are located under plate interiors (for example, the African Plate),but some occur near diverging plate boundaries. Some are concentrated nearthe mid-oceanic ridge system, such as beneath Iceland, the Azores, and theGalapagos Islands. A few hotspots are thought to exist below the North American Plate. Perhapsthe best known is the hotspot presumed to exist under the continental crustin the region of Yellowstone National Park in northwestern Wyoming. Hereare several calderas (large craters formed by the ground collapseaccompanying explosive volcanism) that were produced by three gigantic eruptionsduring the past two million years, the most recent of which occurred about600,000 years ago. Ash deposits from these powerful eruptions have beenmapped as far away as Iowa, Missouri, Texas, and even northern Mexico. Thethermal energy of the presumed Yellowstone hotspot fuels more than 10,000hot pools and springs, geysers (like Old Faithful), and bubbling mudpots (pools of boiling mud). A large body of magma, capped by a hydrothermalsystem (a zone of pressurized steam and hot water), still exists beneaththe caldera. Recent surveys demonstrate that parts of the Yellowstone regionrise and fall by as much as 1 cm each year, indicating the area is stillgeologically restless. However, these measurable ground movements, whichmost likely reflect hydrothermal pressure changes, do not necessarily signalrenewed volcanic activity in the area. Authors' Note: Since this booklet's publication in 1996, vigorous scientific debate has ensued regarding volcanism at "hotspots." New studies suggest that hotspots are neither deep phenomena nor "fixed" in position over geologic time, as assumed in the popular plume model. See http://www.mantleplumes.org/ ." Mauna Loa Volcano [36 k] | J. Tuzo Wilson | Longtrail of Hawaiian hotspot | "Contents" "Some unanswered questions" USGS Home Page Top of this Page URL: http://pubs.usgs.gov/publications/text/hotspots.html Last updated: 05.05.99 Contact: jmwatson@usgs.gov

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 --...

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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.