Hawaiian Shirts Jan 1,

Decorating Hawaiian Shirts Back Issues January 1, 2006 December 1, 2005 November 1, 2005 October 1, 2005 September 1, 2005 September 1, 2005 August 1, 2005 July 1, 2005 June 1, 2005 May 1, 2005 April 1, 2005 March 1, 2005 Women's Spring 2005 February 1, 2005 January 1, 2005 December 1, 2004 November 1, 2004 October 1, 2004 September 1, 2004 Womens Fall 2004 August 1, 2004 July 1, 2004 June 1, 2004 May 1, 2004 April 1, 2004 March 1, 2004 February 1, 2004 January 1, 2004 December 1, 2003 November 1, 2003 October 15, 2003 October 1, 2003 September 1, 2003 August 1, 2003 July 1, 2003 June 1, 2003 May 1, 2003 April 1, 2003 March 1, 2003 February 1, 2003 January 1, 2003 December 1, 2002 November 1, 2002 October 15, 2002 October 1, 2002 September 1, 2002 August 1, 2002 July 1, 2002 June 1, 2002 May 1, 2002 April 1, 2002 March 1, 2002 February 1, 2002 January 1, 2002 December 1, 2001 November 1, 2001 October 1, 2001 September 1, 2001 August 1, 2001 July 1, 2001 June 1, 2001 May 1, 2001 April 1, 2001 March 15, 2001 March 9, 2001 February 1, 2001 January 1, 2001 December 1, 2000 November 1, 2000 October 1, 2000 September 30, 2000 September 1, 2000 August 1, 2000 July 1, 2000 June 1, 2000 May 1, 2000 April 1, 2000 March 15, 2000 March 2000 February 1, 2000 January 1, 2000 December 1, 1999 November 1, 1999 October 1, 1999 September 1, 1999 August 1, 1999 July 1, 1999 June 1, 1999 May 1, 1999 April 1, 1999 March 30, 1999 March 1, 1999 February 1, 1999 December 1, 1998 November 1, 1998 October 1, 1998 September 1, 1998 August 1, 1998 July 1, 1998 May 1, 1998 April 1, 1998 March 1, 1998 February 1, 1998 January 1, 1998 Home Advertiser Index Industry Events Calendar 2004-2005 SourceBook Subscribe Catalogs Newsletters RN Database Advertiser Info Rent Our Lists Stitches Profitable Embroider Modern Uniforms PBMM About Us Contact Us Home Magazine Articles -- Decorating Hawaiian Shirts Jan 1, 2000 12:00 PM By Eric Peterson Decorating Hawaiian shirts with corporate logos presents a unique set of problems - and possibilities. The multiple colors and often intense graphics of these garments can often obscure subtle logos. One way to completely sidestep such a hurdle is by commissioning a custom pattern and incorporating the message or logo(s) into the design. Instead of, say, a repeating pattern or palm trees and parrots, why not a pattern of palm trees, parrots and the client's product or logo? While it often requires an order of at least 1,500 shirts, many suppliers do custom Hawaiian patterns designed for their corporate clients. Superior Uniform Group recently did a series of custom shirts for Hawaii Bus Lines that incorporated a bus into a bright floral pattern; Scorpio Apparel has designed prints for both Captain Morgan's Rum and Coors Brewing Company. Custom patterns allow companies yet another avenue for brand enhancement and extension, says Superior's Spies, and a brightly-colored, hard-to-forget avenue at that. "They're the up-and-coming thing, I believe," he beams. These same suppliers who do custom patterns are well aware that the majority of their stock shirts will be embellished, so the stock designs often leave a relatively "quiet space" around the left chest, where an embroidered logo would typically be placed. Fast Lane Clothing Company's Lori Davis suggests a stark contrast between the color of embroidery and the color of a shirt's pattern. That will help the logo stand out on an already loud shirt. While embroidering a sleeve or left chest is a fairly simple task, a pocket usually proves less accessible. To avoid construction-related decorating difficulties, Davis explains, "We will embroider the pocket, then put the garment together." Screenprinting a "white puff" is often a less-expensive option, she adds. Scorpio Apparel's Lew Klein is less zealous when it comes to screenprinting on Hawaiian shirts. "It turns a Cadillac into a Pinto," he says. He recommends embroidering with "a thread that offsets the pattern's color." Such a decorating strategy, at its best, can result in a more distinctive and memorable logo. You do that on a Hawaiian shirt, and you've got one promotional product that's going to get noticed. Fast Lane Clothing Company:(800) 959-0126Scorpio Apparel:(800) 559-3338Superior Uniform Group:(800) 334-5673 Want to use this article? Click here for options! © 2006 Prism Business Media Inc. Jeff Rundles Editor Bio | E-mail Back to Top Key: Paid Content Enhanced for the Web Contact Us For Advertisers For Search Partners Privacy Policy Subscribe © 2006 Prism Business Media Inc. All rights reserved.

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.

Hawaii Travel

DeepHawaiivacationrentals- BigIslandvacationrentalsandvolcanotours Vacation Rentals | Volcano Tours | Volcano Geology | Hawaii Photo Gallery | Stock Photos Real-Estate Agent | Hawaii Real Estate MLS Listings Big Island of Hawaii Vacation Rentals * Quality Hawaii vacation rental homes as low as $40 a night * Volcano hiking and lava viewing tours * Snorkeling coral ponds and Geothermal Hot Pools * Secret Rainforest beach adventures Professional, licensed Hawaii Real Estate Agent / Hawaii Real Estate MLS listings Availability: 1 bedroom house: Jan 24-30, Feb 7-11, March 1-31 Studio House: Jan 24-31, Feb 1-28, March 1-24 2 bedroom house: Jan 24-31. Feb 1-7, March 1-31 4 houses located on our 2 acre organic fruit orchard and botanical garden Deep Hawaii vacation rentals are the most affordable vacation rental homes on the Big Island of Hawaii. Starting at $46 a night for a two week stay at our studio house , our Hawaii vacation rentals are new, comfortable and quiet one and two bedroom rental homes, plus the studio house, located on our 2 acre organic fruit orchard and botanical garden. Our Hawaii vacation rentals have fully equipped kitchens, baths, laundry facilities, and bedrooms with king size beds. Plenty of organic tropical fruits and papayas in season. Our Big Island vacation rentals are located 30 minutes from Hawaii Volcanoes Nation al Park and the lava flows , 12 miles from beautiful historic Hilo , 20 minutes to the beautiful Red Road with its snorkeling ponds , black sand beaches, geothermal hot pools . and Sundays Aloha Farmer's Market . Plenty of great restaurants, beach parks and ocean/rainforest hiking nearby. This is Hawaii without the crowds, without the traffic without the time share salesmen. The owner of Deep Hawaii is a licensed Hawaii real estate agent . I have lived in Hawaii 13 year and as a building contractor I have the knowledge and experience to help my clients understand the Hawaii real estate options available to them. As a Hawaii Real Estate Agent I can find the Hawaii home or property that best suits your lifestyle and budget. Please contact me about your Hawaii real estate questions. View our Hawaii Real Estate MLS listings for east Hawaii. The Puna district of the Big Island is the fastest growing county for Hawaii real estate. Real estate is still reasonably prices. Deep Hawaii volcano tours offers customized, private "in depth" volcano nature hiking tours that can be packaged with our Hawaii vacation rental houses at special rates .. Our Hawaii nature tours can be hiking or non-hiking. Choose from our volcano tours, rainforest tours, birding / Mauna Kea star gazing tours, geothermal hot pool tours.. We offer the most affordable tours on the Big Island. Just you and your family...no tour buses. I am not doing lava viewing tour at the present time. Aloha aina. Sean Stehura Phone # (808) 966-6916 e-mail us islands@deephawaii.com Vacation Rentals | Volcano Tours | Volcano Geology Hawaii Photo Gallery | Hawaii Web Directory Hawaii Real-Estate Agent | Hawaii Real Estate MLS listings Web site designed and marketed by: On-line solutions Hilo, Hawaii all images and photos created by Sean Stehura back to top

Oahu / Honolulu /

Shopping on Oahu, Hawaii  You are here: About > Travel > Hawaii / South Pacific for Visitors > Oahu / Honolulu / Waikiki > Shopping on Oahu, Hawaii Travel Go Hawaii Essentials Which Hawaiian Island Suits You Best? Clickable Map of the Hawaiian Islands Beach Guide Hawaii Pictures Clickable Map of Maui, Hawaii Topics A Hawaii Vacation Planner Big Island of Hawaii Kauai Maui / Molokai / Lanai Oahu / Honolulu / Waikiki South Pacific Culture, History & Language Hawaii Lodging Hula Luau Maps and Weather Pearl Harbor Photos, Video & Cams Recipes Shopping and Gifts Buyer's Guide Tastes of Paradise from Hilo Hattie HilHilo Hattie Dresses and Sarongs Multi-Day Guided Tours Top Hawaii Guidebooks Top Maui / Molokai / Lanai Guidebooks Forums Help FREE Newsletter Sign Up Now for the Hawaii / South Pacific for Visitors newsletter! See Online Courses   Search Hawaii / South Pacific for Visitors Stay up to date! Email to a friend Print this page Most Popular Nudist Beaches in Hawaii Hawaii Photos Hawaii Pictures Life's a Beach in Hawaii - Our collection of photos of peopl... Hawaiian Island Scorecard What's Hot Top Picks in Hawaiian Coffee Kamehameha the Great Kalua Pig Waikiki Beach, Oahu - Life's a Beach in Hawaii - Hawaii Beac... Best Beaches 1999 Related Topics Air Travel Cruises Honeymoons / Romantic Getaways Surfing / Bodyboarding Travel with Kids Shopping on Oahu From John Fischer , Your Guide to Hawaii / South Pacific for Visitors . FREE Newsletter. Sign Up Now! Looking for the perfect island gift from Oahu to bring home to friends and family members? Shopping lists from the easy-to-please keiki (children) to the eccentric in-laws, only on Oahu the diversity of new stores, local favorites and out-of-the-way finds will fill this gift list. For the casual shopper or the sophisticated consumer, Oahu is a virtual shopping paradise. Find a delightful variety of independent, locally owned markets and stores to national retail chains and upscale boutiques that sell everything from handcrafts and uniquely Hawaiian products to merchandise imported from all over the world. The major shopping malls on Oahu include: Ala Moana Shopping Center; Waikele Premium Outlets; Aloha Tower Marketplace; Royal Hawaiian Shopping Center, International Market Place and DFS Galleria in Waikiki; Ward Warehouse and Ward Center, across from Fisherman’s Wharf; Pearlridge Center located in Aiea; Kahala Mall in Kahala; and Windward Mall in Kaneohe. There are also dozens of independent markets, boutiques and shops. Following is information about these and other shopping venues for you to choose from: Ala Moana Shopping Center , located in the heart of Honolulu, is one of the largest open-air shopping centers in the world with more than 200 stores to meet your every need. The Center is recognized as having the flagship stores for most major international, national and local retailers. Stores range from surf shops such as Town & Country and Hawaiian Island Creations, to upscale boutiques to standard favorites such as Macy’s and Sears. Makai Market is the largest international food court in Hawaii and one of the largest in the United States with seating for 1,500 people, offering ethnic cuisines from Thailand, Korea, Japan, China, the Philippines, Hawaii, Mexico, and Italy. The Center’s most current renovation is the addition of a third level that enhances its island feel through flora and fauna decor. Recent store openings include Malama Salon & Day Spa, Fossil, Macy’s, Swavorski, Valentino, Sketchers, and Cinnamon Girl, a local clothing boutique. Address: 1450 Ala Moana Boulevard Phone: (808) 955-9517 Aloha Stadium Swap Meet provides bargains, bargains and more bargains! The popular outdoor bazaar is more than just a shopping experience. Hundreds of vendors sell island-style products in booths sprawled across the parking lot of Aloha Stadium, with everything from souvenirs to plants and T-shirts to collectibles. There’s only one secret - arrive early! Open Wednesday, Saturday and Sunday from 6:00 a.m. to 3:00 p.m. Admission is $.50. Address : Aloha Stadium Phone: (808) 486-1529 Aloha Tower Marketplace is distinctively Hawaiian, despite its Mediterranean-style architecture, accented by its setting in the relaxed atmosphere of the Honolulu waterfront. The festival marketplace, located at Piers 8, 9 and 10 on Honolulu Harbor, is a true outdoor market bazaar featuring specialty retail shops, popular restaurants, an open-air food court and live entertainment. Open Sunday through Thursday from 10:00 a.m. to 9:00 p.m.; Friday and Saturday from 10:00 a.m. to 10:00 p.m. Individual shop hours may vary. Address: 1 Aloha Tower Drive Phone: (808) 528-5700 Anne Namba Designs uses the ageless beauty of Japanese kimono and obi to create unique contemporary clothing for women. Anne has also launched her own line of wedding attire and recently expanded her designs to include Chinese brocade clothing. Anne’s designs have been featured nationally on"Lifetime" television and are carried in New York’s Saks Fifth Avenue Folio Catalog, Nordstrom, Bergdorf-Goodman and Oahu’s Neiman Marcus. Open Monday through Saturday from 10:00 a.m. to 5:30 p.m. Address: 2964 East Manoa Road Phone: (808) 988-9361 Bailey’s Antique & Aloha Shirts in Kapahulu is the place to visit for antique aloha shirts, jewelry, clothing and other memorabilia. Address: 517 Kapahulu Avenue Phone: (808) 734-7628 Hawaiian Heirloom Jewelry Factory & Museum offers more than beautiful local jewelry, it also houses a museum that traces the evolution and history of heirloom jewelry in Hawaii. Address: 2301 Kalakaua Avenue Phone: (808) 924-7972 The International Market Place is an open-air market in the heart of Waikiki, built around a 100-year-old banyan tree, . This labyrinth of kiosks is a souvenir hunter’s paradise. Open daily, hours vary by shops. Address: 2330 Kalakaua Avenue Phone: (808) 971-2080 The Kahakii Gallery at the Polynesian Cultural Center features original contemporary works by Hawaiian artists. Among its contributors is the gallery’s curator, Kim Taylor Reece, Hawaii’s foremost fine art photographer. The gallery also features a guest artist each month. Address: 55-370 Kamehameha Highway Phone: (808) 293-3333 NEXT PAGE > More Shopping 1 2 3 Next   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 Top Picks in Hawaiian Coffee Kamehameha the Great Kalua Pig Waikiki Beach, Oahu - Life's a Beach in Hawaii - Hawaii Beac... Best Beaches 1999

Lahaina Town ] [

Lahaina Town [ Amazing Dolphins ] [ Hawaiian Heritage ] [ Beaches ] [ Beach Signs ] [ Big Island Beaches ] [ Know the Sea ] [ Hanauma Bay ] [ Big Island Facts ] [ Big Island Secrets ] [ Lahaina Town ] [ Big Island History ] [ Driving Tips ] [ Keiki Hula ] [ Kihei/Molokini ] [ Magical Maui ] [ Maui Ocean Ctr.r ] [ Maui Surf ] Spotlight on Hawaii As far back as the late 1700's King Kamehameha the Great chose Lahaina as the capital of Hawaii and his favorite home. The sheltered coast and delightful beaches made Lahaina an ideal playground for the king and his royal family. Today, Lahaina could easily be called the fun capital of Hawaii. Known all over the world for its colorful waterfront atmosphere, Lahaina attracts over a million visitors each year. People of all ages love to explore the famous Fropnt Street where one can find resident celebrities like George Benson and Carol Burnett casually sipping cofee at one of Lahaina's sixty-odd restaurants. Informality and fun are written all over this town, a spirit that harks back to the 1840's when up to four hundred whaling ships would anchor off Lahaina 'Roadstead,' discharging their crews of rowdy sailors. Afer months at sea these 'salty dogs' went straight to the taverns for grog and bawdy merriment. Troublesome drunks were thrown in the 'Hale Pahao' prison which still stands on Prison Street. Strolling through Lahaina is a must for every visitor. The original historic flavor has been maintained through the efforts of the Lahaina Restoration Foundation, while being kept contemporary by the Lahainatown Action Committee. Hundreds of curio shops, sophisticated jewelers, art galleries and boutiques contain a myriad of wares ideal for gifts or personal mementos of your visit to Paradise. The historical town center is noted for its 110-year-old Banyan Tree, one of the world's largest, which grows over a whole block just in front of The Wharf Cinema Center. The Center, which boasts more than 50 shops and restaurants, surrounds a comfortable courtyard decorated with waterfalls and convenient, umbrella-shaded tables. Opposite is the Pioneer Inn, built in 1906, which looks out on the Lahaina Small Boat Harbor crammed with cruise boats and private yachts. Looking back from the Carthaginian, the authentic replica of a whaling brig, one can see the Seawall and shops lining Front Street. Beyond the Banyan Tree and past the tennis courts is 505 Front Street, a nautical 'village' of oceanfront shops and restaurants next to the Lahaina Shores Hotel. A walk toward the north end of town leads past the Wharf, the Seawall and Lahaina Market Place, a collection of shops and restaurants set in an open-court atmosphere. After Lahaina Shopping Center, with a large parking area and a good place to find photo supplies, suntan lotions and comfortable shoes, and across the street from Longhi's, you'll find the Lahaina Center, home of Hilo Hattie and the world-renowned Hard Rock Caf. A few blocks to the north, you can enjoy the air-conditioned comfort of the Lahaina Cannery. Lahaina, by day or night, is a warmhearted, romantic town which, for centuries, has been a popular haven for vacationers.