HomeMy WebLinkAboutCOM 0349.451 2006-2008 +w
COMMUNITY PLANNING IN THE AHUPUA`A OF
KAMA`OA-PU`U`EO AND PUIVALU`U, KA`iJ:
HO`ILI`IL,I KA `III O KA II~AIKA
"GATHERING THE STRENGTH OF KNOWLEDGE"
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Prepared for the
Queen Lili`uokalani Children's Center
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Prepared by the
Department of Urban and Regional Planning
Spring 1998 Practicum
University of Hawaii at Manoa
r Honolulu, Hawaii
Comma No. 3 ~ • ~f-5
Ref. To: ??a~~1~. ~ '
Ref. Date JUN 19 2007
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Ho`okahi no `ohana o Ka`n,
r. Mai ka uka a ke kai
_ Mai kaki pae a kaki pae.
Offshoots of one lineage are the people of Ka u
From the uplands to the sea,
r From border to border.
(Handy and Pukui 1972)
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COMMUNlIY PLANNING IN THE AHUPUA A OF KAMA OA-PU'U EO AND PUNALU `U, KA'U
COMMUNTfY PLANNING IN THE AHUPUA`A OF
KAMA`OA-PU`U`EO AND PUNALU`U, KA`iJ:
Ho`ili`ili Ka `Ike O Ka Ikaika
"Gathering the Strength of Knowledge"
Plan 751: Spring 1998 Practicum
Depaztment of Urban and Regional Planning
University of Hawaii at Manoa
Honolulu, Hawaii
Students:
Scott Abrigo
Jackie Kaho`okele Burke
C.M. Dazgitz
Troy Fujimoto
Edward Glazier
Etsuyo Senoo
Saengroaj Srisawaskraisom
Herman Tuiolosega
Ulalia Woodside
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Cazoline Yap
Intem:
MaryAnne LeMaitre
Faculty Participant:
Luciano Minerbi, Professor
Spring 1998 Pmcticum
Department of Urban and Regional Planning i
COMMUNIT'J' PLANNING IN THE AHUPUA A OF KAMA OA-PUTT ~O AND PUNALUTI, KA `C7
SPRING 1998 PRACTICUM M
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Bottom Row (Lefr to Right): Dr. Jon Matsuoka, MaryAnne LeMaitre, Cazoline Yap, ~
Saengroaj Srisawaskraisorn, Etsuyo Senoo, Troy Fujimoto, Jackie Burke, and Scot Abrigo.
Top Row (I.efr to Right): Professor Luciano Minerbi, Herman Tuiolosega, Ulalia Woodside, Miko Dazgitz,
Edwazd Glazier, Leina'ala Enos, and Dr. David Penn.
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Spring 1998 Practicum
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• COMMUNITY PLANNING IN THE AHUPUA;9 OF KAMA `OA-PUTT ~'O AND PUNALUTI, KA `U
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~ DISCLAIMER
~ The opinions expressed in this study are those of the authors and do not necessarily reflect the views
r of the University of Hawaii, the Department of Urban and Regional Planning, the Queen Lili`uokalani
Children's Center (QLCC), Hana Laulima Lahui O Ka`ii, Inc., Ka `Ohara O I{a Lae, or any other
rr agency, organization, or individuals mentioned in this report. Errors and omissions are the sole
~ responsibility of the authors and editors.
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Spring 1998 Pmcricum
~ Department of Urban and Regional Planning t!i
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU'U EO AND PUNALU71, KA `U
A NOTE ON THE HAWAIIAN LANGUAGE r,
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The Hawaiian language is not a foreign language in Hawaii and therefore will not be italicized
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within the text of this report. This represents a changing consciousness regazding the sovereignty
of islands, and island cultures and languages. '
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Spelling and translation of Hawaiian words and place names aze referenced using Mary Kawena ~
Pukui and Sarnuel H. Elbert, Hawaiian Dictionary (University of Hawaii Press: Honolulu,
Hawaii, 1986) and Mary Kawena Puktti, Samuel H. Elbert and Esther T. Mookini, Place Names
of Hawaii (University of Hawaii Press: Honolulu, Hawaii, 1989). ~
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Reference to the indigenous people of Hawaii and their culture is consistent with current federal ~
legislation. A Native Hawaiian is defined as any individual who is a descendant of the aboriginal
people who, prior to 1778, occupied and exercised sovereignty in the azea now known as the ~
Hawaiian Islands.
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1Kahulu Palmeira, `Olelo Ho`akaka Na Ka Luna Ho`oponopono `Olelo Hawaii, "Women in Hawaii: Sites,
Identities, and Voices," Social Process in Hawaii, Kiyoshi Ikeda (ed.). Volume 38 (Honolulu: University Of Hawaii
Press, 1997) ~
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Spring 1998 Practicum
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COMMUNI'!'Y PLANNING IN THE AHUPUA A OF KAMA OA-PU7I EO AND PUNALUTI, KA `U
r ACKNOWLEDGMENTS
~ Numerous persons and groups assisted in this project. All deserve our sincere thanks and
appreciation. We especially thank the following for their cooperation, support, and knowledge,
without which completion of this report would not have been possible:
~ Leinaala B. Enos, Ka
n Community Development Coordinator (QLCC), and Clara
~ Osorio, Hilo Unit (QLCC), for sharing their insights, for coordinating our logistics,
for their hospitality, and for maintaining communication between the `ohana and
Practicum;
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Members of Ka `Ohara O Ka Lae, and especially Wiliama, Leimomi, and Jashua
~ Viernes, Bemazd Keliikoa, and Melvin DePeralta, for their time and knowledge,
for their generous hospitality during our site visits, and for their ongoing efforts
~ to care for the precious Hawaiian resources at Ka Lae;
Punalu`u Preservation Society, and especially kupuna Auntie Pele Hanoa, for
• shazing her aloha for the `aina, for her time and effort in guiding us through the
ahupua`a, and for sharing her mana`o of things old and new;
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J. Keolalani Hanoa, for sharing with us the long history of her `ohana in Punalu`u
ahupua`a, for her kind hospitality, and for her time, effort, and support in this
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project;
r Kupuna Koumaka (Uncle Chris) of Punalu`u, for guiding us along the coastline,
~ sharing his mana`o of the land and sea, and for his recounting of events and
~ legends that contributed to our understanding of Ka`n;
Hana Laulima Liihui O Ka`n, Inc., and especially Dane and Terry Shibuya,
~ President and Treasurer, for their time and willingness to shaze their dreams of a
cuhural center in Punalu`u, and for letting us participate in the Prince Kiihio Day
~ Ho`olaule`a;
Cathy Arnold, Teacher and Advisor, Piihala Elementary and Ka`n High School, for
allowing us the opportunity of interacting with youth in Ka`ii, and for her
~ hospitality and mana`o;
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COMMUNITY PLANNING IN THE AHUPUA :4 OF KAMA OA-PU `U E'O AND PUNALU ~I, KA `U `
Dr. Jon Matsuoka, Professor, University of Hawaii, School of Social Work, and
Dr. David Penn, University of Hawai`i,'Environmental Center, for assisting in our
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field visits, and for sharing their deep insights into life in Ka`ii;
Bridging the Gap of Isolation members, especially Chairperson Kimberly Matsui ^
and Coordinator Judith Gregor, for their youthful energies, ideas, and insights ~
about their community; and finally, ~
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Members of the community of Ka`ii who came to our meetings, participated at the
Ho`olaule`a, and otherwise assisted us with our efforts in Ka`ii. To these and all
participants, we offer our deepest mahalo.
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We would also like to acknowledge Chazles Nakoa, Executive Duector, QLCC, and other members r
of the QLCC/University of Hawaii Partnership: Dolores Foley, Linda Cox, Kem Lowry, Elizabeth ~
Mulroy, and Kazen U~moto and Luciano Minerbi, for their work towazd improving the lives of _
youth in Hawaii. It is through their ongoing efforts that projects such as this aze possible.
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Spring 1998 Practicum
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COMMUNITY PLANNING IN THE AHUPUA A OF kAMA `OA-PU `U EO AND PUNALU `U, KA `U
TABLE OF CONTENTS
ACRONYMS .............................................................xu
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^ EXECUTIVE SUMMARY xiii
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^ CHAPTER ONE: INTRODUCTION Page 1-1
~ 1.1 Project Background: The Spring 1998 Planning Practicum Page 1-1
1.2 Report Organization and Rationale ...............................Page 1-3
CHAPTER TWO: GOALS AND OBJECTIVES ...........................Page 2-1
2.1 Project Goals ...............................................Page 2-1
~ 2.2 "Community" DeSned Page 2-1
_ 2.3 Objectives for Meeting Project Goals Page 2-3
r CHAPTER THREE: METHODOLOGY ...................................Page 3-1
^ 3.1 Interactive Processes Page 3-1
3.2 Archival and Field Reseazch ....................................Page 3-2
3.2.1 Reseazch Topics and Methods Page 3-3
_ CHAPTER FOUR: SETTING AND BACKGROUND
THE DISTRICT OF KA`iJ ............................Page 4-1
~ 4.1 The Physical and Human Environments of Ka`n .....................Page 4-1
^ 4.1.1 Ka`u s Physical Environment ..................................Page 41
4.1.2 Ka`u s Human Environment ..................................Page 4-6
~ CHAPTER FIVE: KAMA`OA-PU`U`EO AND PUNALU`U AHUPUA`A .......Page 5-1
5.1 Kama`oa-Pu`u`eo: Setting and Background .........................Page 5-1
5.1.1 Unique Physical Environmental Characteristics ....................Page 5-1
~ 5.1.2 Human Environmental Conditions Page 5-4
5.2 Punalu`u: Setting and Background Page 5-12
r 5.2.1 Unique Physical Environmental Characteristics Page 5-12
5.2.2 Human Environmental Conditions Page 5-15
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~ CHAPTER SIX: TECHNICAL ASSISTANCE, COMMUNITY-BASED ECONOMIC
_ DEVELOPMENT, AND PARTICIPATORY MAPPING IN KAMA`OA-
PU`U`EO AND PUNALU`U ...............................Page 6-1
6.1 Providing Technical Assistance to `Ghana Page 6-1
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COMMUNITY PLANNING /N THE AHUPUA A OF KAMA `OA-PU71 ~'O AND PUNALU71, KA `U `
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6.1.1 Entering Ka`n .............................................Page 6-1
6.1.2 Ka `Ghana, their Objectives, and Results of DURP Interactions .......Page 6-1
6.1.3 Hana Laulima, their Objectives, and Results of DURP Interactions .....Page 6-3
6.2 Towazds Community-Based Economic Development Page 6-5
6.2.1 Recommendations for Strengthening Ka `Ghana O Ka Lae's
Grant Proposal ...........................................Page 6-5 w
6.2.2 The Ka`n Practicum's Role between Ka `Ghana O Ka Lae and DHHL ..Page 6-6
6.2.3 The Ka`n Practicum and Hana Laulima Lahui O Ka`n, Inc............ Page 6-8
6.3 Participatory Mapping and Archival Map Review: Towazd Developing Land
Management Plans Page 6-9
6.3.1 Mapping Methodology ......................................Page 6-9 ~
6.3.2 Map Analysis ............................................Page 6-11 ~
6.3.3 Land Management Plans ....................................Page 6-13
CHAPTER SEVEN: QUEEN LILI`UOKALANI CHII.DREN'S CENTER W
IN KA`LT ..........................................Page 7-1
7.1 Evolution of QLCC s Role in Kan Page 7-1
7.2 Brief History of QLCC, and Its New Approach to Serving `
Hawaiian Orphans ...........................................Page 7-1 •
7.3 Opportunities For, and Constraints To, Community-Building in Ka`n Page 7-2
7.4 Ka`u Practicum and QLCC's Strategic Objectives ....................Page 7-3
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CHAPTER EIGHT: AHUPUA`A AND GHANA PLANNING OPTIONS,
KA`II, HAWAII ....................................Page 8-1
8.1 Planning Options at the Level of `Ohana/Ahupua`a Page 8-2 •
8.1.1 General Options for Planning ...................................Page 8-2 ~
8.1.2 Specific Options: Ka Ghana O Ka Lae/Kama`oa-Pu`u`eo ............Page 8-4
8.1.3 Specific Options: Hana Laulima Lahui O Ka`n, Inc., Punalu`u .........Page 8-6
8.2 Summary Planning Options: A Vision for Majestic Ka`n Page 8-7 ~
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CHAPTER NINE: BIBLIOGRAPHY, LIST OF KEY CONTACTS, ~
GLOSSARY, AND STUDENT PROFILES ...............Page 9-1 ~
9.1 Bibliography ................................................Page 9-1
9.2 List of Key Contacts: University and Government Page 9-8 w
9.3 Glossazy Page 9-9
9.4 Student Profiles Page 9-22
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COMMUNITY PLANNING /N THE AHUPUA A OF KAMA `OA-PU `U EO AND PUNALU (1, KA `U
,r FIGURES
Figure 5.1 Aerial Photo of Kama`oa-Pu`u`eo ................................Page 5-2
~ Figure 5.2 Historic and Contemporary Desecration Page 5-8
Figure 5.3 Aerial Photo of Punalu`u Page 5-13
~r Figure 7.1 Empowered Community Model ..................................Page 7-2
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TABLES
Table 3.1 Research Methods Per Topical Area ..............................Page 3-5
Table 4.1 Community-based Economic Development Survey Results:
Industries Preferred in I{a`n ...............................Page 4-19
r MAPS
~ Map 4.1 Hawaii Island Page 4-2
Map 4.2 Ahupua`a of I{a`n ............................................Page 4-3
Map 5.1 Ahupua`a Map of I{ama`oa-Pu`u`eo ..............................Page 5-3
Map 5.2 Ahupua`a Map of Punalu`u Page 5-14
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COMMUN/TYPLANNING IN THE AHUPUA:9 OF KAMA OA-PU `U EO AND PUNALU `U. KA `i7
APPENDICES
Appendix A Practicum Chronology
Appendix B Survey Instruments and Results
Plantation Survey and Accompanying Letter to Cathy Arnold
Community-Based Economic Development (CBED) Survey ~
CBED Survey Results ~
CBED Survey Result Tables
ICa`ii Community Quality-of--Life Assessment
Ka`ii Community Quality-of--Life Assessment Data
I{a`ii Community Quality-of--Life Assessment Data Tables `
Individual Interview Form A
Individual Interview Results r
I{a`ii Trends Poster Responses: Where do you want to be in 2003? ~
Ka`n Community Poster Responses: What's working/What's not?
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Appendix C Cultural Landscape Assessments
Kama`oa-Pu`u`eo Cultural Landscape Assessment
Punalu`u Cultural Landscape Assessment
Appendix D Youth in I{a`n
Appendix E DHHL Letter
Appendix F State Land Disposition Timeline
Appendix G Resource Lists and Worksheets for Obtaining Funding
Tips for Acquiring Funding
State and Federal Funding Resources
Is this Funder Right for Us? ~
Technical Assistance Providers ~
Proposal Checklist
Selecting a Consultant
Appendix H Maps
H.1 I{ama`oa-Pu`u`eo Resource Map
H.2 Punalu`u Resource Map r*
H.3 Ka`n Resource Map
H.4 Kama`oa-Pu`u`eo Assets Resources Analysis Map
H.5 Punalu`u Assets Resources Analysis Map
H.6 Kama`oa-Pu`u`eo Land Ownership Map
H.7 Punalu`u Land Ownership Map
H.8 I{a`ii Land Use Map
H.9 Hawai`i Temtorial Survey (1901)
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COMMUNITY PLANN/NG IN THE AHUPUA A Ol:' KAMA `OA-PU71 EO AND PUNALUTJ, KA `U
H.10 Kama`oa-Pu`u`eo Zoning Map
H.11 Punalu`u Zoning Map
H.12 Ka Lae Proposed Land Management Map
~ H.13 Punalu`u Proposed Land Management Map
Appendix I Queen Lili`uokalani Children's Center Draft Strategic Plan: 1995-2000
r Appendix J Fisheries-related Comm„nRy Development Opportunities
Appendix K Na Mea Like `Ole
Hoili ili Ka `Ike O Ka Ikaika Release
QLCC/UH Partnership Release
Ka `u Connection Article
Hawaiian News Article
Hana Laulima Prince Kiihio Day Ho`olaule`a Press Release
April 24, 1998 Final Presentation Agenda
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COMMUNTIY PLANNING IN THE AHUPUA :4 OF KAMA OA-PU U EO AND PUNALU U KA `U
ACRONYMS w.
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ANA Administration for Native Americans
CBED Community-Based Economic Developtttent
CDP Census Designated Place
CDUP Conservation District Use Permit
CWDA Critical Wastewater Disposal Areas
DBEDT Department of Business, Economic Development and Tourism r,,,
DHHL Department of Hawaiian Home Lands
DLNR Department of Land and Natural Resources ~
DURP Department of Urban and Regional Planning, University of Hawaii at Manoa ~
EMS Emergency Medical Services
KHCC Ka`ii Hawaiian Cultural Center ~
OHA Office of Hawanan Affairs
QLCC Queen Lili`uokalani Children's Center ~
TMK Tax Map Key
UH University of Hawaii at Manoa ~
USGS United States Geological Survey
YMCA Young Men's Christian Association ~
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COMMUNITY PLANNING IN THE AHUPUA A OF ICAMA OA-PU `U I;'O AND PUNALU `U, KA `IJ
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EXECUTIVE SUMMARY
Introduction
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The 1998 Spring Practicum (Practicum) was initiated in July 1997 when the University of
Hawai`i/Queen Lili`uokalani Children's Center (QLCC) Partnership designated Ka`n as one of its
project comm„nities. Professor Luciano Minerbi quickly volunteered the services of the practicum
~ class he planned to teach in the spring, recognizittg the unique opportunity for UH Manoa students
to engage in community-building and planning efforts in an azea of Hawaii so rich in history and
culture, and one that few people have a chance to visit, let alone know intimately.
Plans for Practicum involvement were solidified during the remainder of the yeaz through continued
community meetings. These revealed the intense interest of several Ka`n-based groups: Ka `Ohara
O I{a Lae, Hana Laulima Lahui O I{a`ii, Punalu`u Preservation Society, and Bridging the Gap of
Isolation. A group of I{a`ii High School students also expressed a willingness to interact with the
r Practicum as a means to youth involvement in the community. With the impetus of funding and
administrative support from QLCC, the `ohana from I{a Lae and Punalu`u, the high school students,
and the Practicum agreed to work together towazd the ultimate goals of self-directed planning and
community-building.
The means for addressing this community-building and planning effort evolved over a period of time
and series of meetings. The following were identified as the most important steps: production of a
" cuhural assets map for the ahupua`a in which the `ohana were resident; production of a proposed land
managernent plan for I{a Lae and Punalu`u; provision of technical assistance to `ohana and other
groups in their efforts to malama local physical and cultural resources; facilitation of youth
involvement in the I{a`ii community; and facilitation ofinter-community cooperation in the overall
process.
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In I{a`ii and its small towns and ahupua`a, one conunon chazacteristic is the appreciation of residing
'r in a beautiful and remote landscape where the ability to meet the challenges of rural living aze highly
valued. The sense of family is also strong, extending beyond the home, into the neighborhood, and
beyond. Indeed, residents may travel across the District to attend a baby ln`au or other social
function. In this sense, social relations amongst kin and between kin and friends and District
~ neighbors are constantly reified. Thus, there akeady exists a strong sense of community in this part
~ of Hawaii, and a good starting point for furthering the active participation of citizens in community
processes. It is in building upon this sense of place and belonging that QLCC hopes to solve some
rl of the problems of modern life here, and so improve the lives of Ba`n's youth and `ohana.
Spring 1998 Practicum
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COMMUNTlY PLANNING IN THE AHUPUA A OF KAMA `OA-PUTT EO AND PUNALUTI, KA `I7
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Goals and Objectives
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Given the complexities and dynamic nature of community building, the overazching objective of
strengthening community in I{a`n is a broad and enthusiastic one that must be viewed as an objective
for many agencies and individuals over the course of many yeazs. Yet, the fact that every journey
begins with the first step suggests that the effort must begin somewhere, and with some degree of
movement toward the end goal, however tenuous. Perhaps the broad objective of community ~
building is best approached incrementally, using specific goals aslong-range incentives to develop
and accomplish tyre tractable, short-range objectives. This notion, and the philosophy of "bottom-
up planning" led the practicum to interact with QLCC and the interested `ohana and individuals to ~
develop a series of programmatic objectives. Thus, the Practicum objectives were determined to `
include the following: ~
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Objective One: Interact with QLCC to determine how the practicum can assist the agency ~
in Ka`ii; _
Objective Two: Interact with appropriate institutions and social organizations in Ba`n to '
initiate ongoing relations between DURP and I{a`ii comm~,n;ties;
Objective Three: Interact with specific `ohana to achieve a specific cotrununity-building
agenda;
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Objective Four: Identify appropriate specific geographic areas and topical issues for reseazch
to facilitate community-building and planning per the interactions described
in objectives one, two, and three above;
Objective Five: Engage in secondary and primary source reseazch of appropriate topics in
specific study azeas in I{a`ii with the intent of producing a template for
community-building and planning elsewhere in the District;
Objective Six: Interact with specific organizations to determine organizational needs and
to provide appropriate technical assistance to begin meeting those needs;
and;
Objective Seven: Produce a report describing; the Practicum's rationale and methods; the
human and physical environmental setting of Ka`n; the Practicum's
interactive processes and research activities; reseazch findings and results of "
interactions; an ahupua`a-specific template for I{a`ii cotmmunity-buflding and i.
Spring 1998 Practicum
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU `U 1;0 AND PUNALU'U KA `U
planning, including a cultural landscape assessment, a proposed land
management plan and associated maps, and summary planning options for
use by `ohana, QLCC and other involved entities.
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Methodology
A series of interactive processes was undertaken in which the Practicum team assisted `ohana in the
~ two ahupua`a of interest in tbeir efforts to take care of the land, preserve local cultural resources, and
develop options for community-based economic development. This was facilitated by direct
interaction with `ohana and government agencies, and through amulti-method reseazch approach in
which the Practicum developed a basic understanding of local and regional history, contemporary
issues, and social, cultural, and governmental processes.
A central component of the Practicum reseazch effort was participatory mapping. This involved
interaction with kiipuna and other knowledgeable Ka`ii residents to facilitate ahands-on mapping
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process in which important cultural sites and resources were identified and located on a composite
map produced by the Practicum
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The Practicum also engaged in survey efforts to assess public perspectives on issues such as
programmatic and institutional problems and successes in the District, options for economic
_ development, and lifestyle issues. Questions were designed to be relevant to project goals and
objectives. These were formulated from initial interviews with key persons in the District, and from
issues determined to be important through review of azchival materials, including past survey efforts.
The surveys were not intended to generate statistically representative results, but should be
r+ considered diagnostic tools for better understanding selected relevant processes and issues of interest
to the community.
r
A series of informal and semi-structured interviews also served to inform the Practicum in a variety
of topical areas. These were conducted primarily with kiipuna and other key persons in the ahupua` a,
~ with workers in human service agencies active in Ka`ii, and with personnel in vazious governtt~ent
~ agencies.
Finally, the Practicum engaged in observational activities during their fieldwork in Ka`ii. Team
~ members wrote detailed field notes, drew maps and sketches, took many rolls of still life camera
~ shots, and live video feed, so as to document everyday life, outstanding physical environtnental
features, and notable cultural aspects of life in the District.
Spring 1998 Practicum
Depamnent of Urban and Regional Planning xv
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COMMUN/TY PLANNING IN THE AHUPUA A OF KAMA OA-PUTI EO AND PUNALU71, KA `IT
Setting and Background: The District of Ka`ii
I{a`ii's unique physical environment has conditioned its human environment since time immemorial.
In ancient times, the region's ahupua a supported small but thriving human populations. Cultural and
social systems tended to maximize efficient use of natural resources. The ohana was a central feature
of ancient life, and cooperation within and between extended families helped to meet the challenges ~
of life without modern amenities. Western cultural influences radically changed the `ohana and
ahupua` a systems, but these continue in modified form today. Recent efforts to revive traditional r,
ways are bridging past and present, and the `ohana system retains great potential for meeting modem
challenges. Cooperating within an extended family to share subsistence foods, provide child caze,
transportation, various craft and building skills, conversation, and emotional support, aze just some ~
of the ways in which the `ohana can make life easier, more enjoyable, and perhaps more spiritual in uir
rural Ka`n. The troubling history of economic change in I{a`ii, however, presents challenges that may ~
call for collaboration across and beyond the level of families. ~
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The regional need for economic development options, infrastructure changes, and solutions to drug
abuse and domestic violence problems may call for re-defining the cooperative aspects of `ohana, so ~
that the tradition extends further into the sphere of community. Given statewide fiscal problems, `
inter-community collaboration may indeed be the best option for continuing and furthering the quality ~
of life in this beautiful but relatively isolated district. Cleazly, such collaborative efforts should draw r
on the same physical assets enjoyed by ancient residents: the rich flora and fauna, the agricultural
possibilities, the rich marine resources, the beauty of the pu`u, the majestic resources of I{a`ii, "the
Breast."
¦
Kama`oa-Pu`u`eo and Punalu`u Ahupua`a ~
_ The dry and isolated landscape at I{ama`oa-Pu`u`eo points to the resilience of the Polynesian voyagers
who made the original landing there and went on to inhabit all of the southern islands of the Hawaiian _
Archipelago. A careful look at the ahupua`a reveals the existence of indigenous resources ancestors
used for survival and sustenance. The same resources can sustain and benefit Hawaiians today.
People here seem to have developed strong bonds with each other, and despite their notable
independence, are quick to support each other in times of need. I{a `Ghana and its accomplishments
exemplify the strength of mutual cooperation. This organization has a current listed membership of
46 adults, though as many as 80 people may be involved. Cleazly, this is the most important formal
social organization in the ahupua`a.
Spring 1998 Practicum
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'r COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `DA-PU `U E'O AND PUNALU `U, KA `U
~ The challenges of life in I{ama`oa-Pu`u`eo aze met successfully with various adaptive strategies, and
many of these seem compatible with a spirit of independence and perpetuation of Native Hawaiian
knowledge and cultural practices. It maybe the case that the challenges are not seen as challenges
at all, but rather as preferred opportunities for maintaining a rural and traditional way of life. Future
reseazch might explore the degree to which the rural setting here keeps people together despite
~ distances and isolation, affords special knowledge of the environment, and contnbutes to the
continuation of traditional culture and lifestyle.
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As in Kama`oa-Pu`u`eo, residents at Punalu`u proper reveal a strong connection to the land and sea,
and to Native Hawaiian cultural practices and customs. The beach at Punalu`u and surrounding
01r cultural sites seem to be the focal point for much cultural activity. A section of the shoreline at the
beach, for instance, is the preferred site for hi`uwai, or ritual cleansing. There is a general sense of
the deep history of Native Hawaian tenure on the land here, and a profound respect for and interest
in traditional customs and values. Some residents carry the past with them, and aze quick to "talk
story" of days past when certain traditions held strong, such as the feeding of the `opelu ko`a, the
~ various legends of Ka`ii, and the names and legends of vazious pu`u and heiau. One can sit in the sun
' at the beach neaz the campground, feel the cool ocean breeze, and heaz sweet Hawaiian melodies
played out on `ukelele and sung by strong mellifluous voice.
,r The passion of the people in Punalu`u for their land and their culture is evinced by their intense
involvement in community groups and activities designed to protect the land, and to perpetuate and
ensure the survival of traditional Hawaiian values and practices. Hana Laulima and Punalu`u
r
Preservation Society aze two very active community groups whose key members include long-time
residents of Punalu`u.
The Practicum's cultural landscape assessments of I{ama`oa-Pu`u`eo and Punalu`u use orienting
~ photographs and maps to illustrate the important cultural sites and scenic districts in both ahupua`a.
The team combined this process with a suggestion from one of the residents to create a scenic route
'a in each of these azeas. Using topographic maps that detail existing road networks, and a list of
~ important sites and physical features, the Practicum has proposed scenic driving and walking routes
that encourage ecotourism The assessment is meant to define potential scenic routes, show the
~ potential vistas from points on that route, and explain the historic and cuhural significance of the sites.
It is also meant to identify and document important scenic districts that should be protected. In the
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event that the proposed routes aze implemented, these materials could be easily converted into
interpretive signs and maps posted at selected spots along the route.
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Sprirzg 1998 Practicum
Department of Urban and Regional Planning xvii
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU KI ~O AND PUNALU7I, KA `U
Practicum Actions
W.
With Ka `Ghana O Ka Lae ~
Interaction with I{a `Ghana was a rich experience for both students and members of the `ohana.
Among other benefits, the experience enabled IJII students to: visit significant cultural sites in the ~
area; learn about the historical importance and significance of the cultural sites to Hawaiians as well ~
as to visitors to the area; learn about the problems the `ohana faces in trying to protect the sites from ~
vandalism and desecration; learn about the status of the `ohana's negotiations in obtaining proper
authorization from DHHL in occupying the area; learn about assets and funding needs of the `ohana;
review, evaluate, and make recommendations to improve the ohana's grant proposaLs/app]ications; ~
understand the best manner in which to act as intermediary between the `ohana and DHHL regazding A
official authorization to occupy the land; make valid recommendations on management alternatives
to improve the `ohana's operations and grant applications; and map culural sites and land use patterns ~
for the `ohana's use in a proposed land management plan. ~
The Ka Lae Land Management Plan ~
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The proposed plan configures specific land use activities so as to provide Ka `Ohara with awell-
defined and well-organized set of resources that can bereadily-managed for efficient economic
output. The activities include eco-tourism, recreation, agriculture, and small-scale animal husbandry.
The plan also calls for infrastructure changes intended to facilitate effective management of activities
while assuring safe and enjoyable visits. Finally, the plan addresses conservation concerns in this
culturally-significant and environmentally-sensitive azea. IR
It should be noted that the plan is preliminary and emic in nature. That is, it is exploratory, and based Aw
lazgely on the input of local residents. Posstble future implementation of the recommendations should
take into account existing regulatory frameworks, changing public and institutional perspectives,
environmental protection considerations, and other emerging factors. ~
With Hana Laulima
Interaction with Hana Iaulima was productive, enabling UH students to: visit significant cultural sites
in the area; learn about the historical importance and significance of the cultural sites to Hawaiians
as well as to visitors to the area; learn about the problems Hana Laulima faces in trying to protect
cultural sites from development and actions of some visitors to the azea; learn about difficulty of
access to rnauka cultural sites; review, evaluate, and make recommendations to improve the `ohana's
grant proposals/applications; determine an appropriate strategy for acting as intermediary between wr
Spring 1998 Practicum
xviii Department of Urban and Regional Planning ~
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COMMUNITY PLAIVN/NG /N THE AHUPUA :4 OF KAMA `OA-PU `U `EO AND PUNALU 21, KA `Lf
Hana Laulima and government agencies regarding acquiring proper permits and lease; make
recommendations on management alternatives to improve the `ohana's operations; gather information
so as to allow development of a flow chart of the permitting process; map cultural sites and land use
~ patterns for the `ohana's use in a proposed land management plan; and identify the status of Hana
Laulima's permit applications, including the Special Management Area Permit, the Conservation
~ District Use Permit, a DLNR lease, and a Building Permit from Hawaii County Department of Public
Works.
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The Punalu `u Land Management Plan
The proposed Land Management Plan for Punalu`u configures local land use in a manner that
max;m;~es existing possibilities for rural economic uses while preserving the beauty of the land and
the sanctity of local cultural resources. Existing and potential economic resources include lands
suitable for agriculture, ranching, and other rural land uses.
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With QLCC in Ka `u
QLCC was created when Queen Lili`uokalani, Hawai`i's last reigning monazch, bequeathed her entire
estate to the destitute and orphaned children of Hawaii with the intent of helping to provide them
,r with a "safe, nurturing family and a pem~anent home" (QLCC 1997 Annual Report). Historically, the
agency worked to provide individual family services, but in 1995, adopted strategic initiatives which
r moved the Center's focus from an individual case-worker approach to a com~~n;ty-building approach
~ addressing the social environment of Hawai`i's youth.
QLCC's new service philosophy acknowledges that the well-being of orphaned and destitute children
is rooted in the well-being of their `ohana, which, in tum, is rooted in the well-being of the
community. These new initiatives advocate the continued growth of culture, community
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development, leadership, partnership and collaboration, and education.
Through its partnership with QLCC, the Practicum was able to demonstrate the potential
effectiveness of collaboration between the Ka`ii community and outside entities. The Practicum also
served to show local residents that there aze people who caze about their community, and who can
help to provide assistance where assistance is needed. But perhaps most importantly, the Practicum
gave UH Manoa students a unique opportunity to learn from the people of Ka`u. The team's
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interactions with the kama`aina revealed the pride, tenacity, strength, independence, respect, and
aloha of the people who live on this unique landscape. Witnessing these admirable qualities in a
community undergoing difficult economic and social changes is an inspiration to future planners who
~ aze thus reminded that the planning profession, be it community planning, environmental planning,
Spring 1998 Practicum
Department of Urban and Regional Planning xix
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COMMUNITY PLANNING IN THE AHUPUA A OF kAMA `OA-PU 21 EO AND PUNALU U KA `77 '
land use planning, transportation planning, or infrastructure planning, is intended to improve the
overall welfaze of people, and when approached in a sensitive and responsible manner, has the
potential for creating truly positive and lasting impacts.
Proposed Planning Options for Ahupua`a and `Ohara
The development of options in this case is based on research methods and interactive processes that ~
at once emphasize the perspectives of citizens, and draw on the experiences and creative thinking of
the Practicum team In this sense, options should be seen as infotttted alternatives based largely on
the perspectives of citizens, and on the knowledge gained by the Practicum during the course of its
investigations at I{a`n, and not recommendations from an unseen external authority.
¦
The planning options for Kama`oa-Pu`u`eo highlight efforts and avenues for moving forwazd with a rr
neazly decade-long mission to miilama the land and sea of this ancient and beautiful ahupua`a. ~
Planning options for Punalu`u seek to capitalize on opportunities related to the natural resources of ~
the area, and establishtttent of a culture center that would help `ohana in Punalu`u to pass on to the
keiki the traditional cultural knowledge and values of Ka`ii. It is the hope of the Practicum that the
technical assistance provided to Hana Laulima and Ka `Ohara regazding funding resources, processes r`
for writing grant proposals, and effective interaction with government, will help to bring the efforts ~
to fruition. ~
Ideally, the manner in which the Practicum approached QLCC's initial efforts toward strengthening ~
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community in Ka`ii will serve as an example for future efforts there and for similar work undertaken
elsewhere in the region. Cleazly, the establishment of educational opportunities, prioritization of the ~
perspectives of the kiipuna, appropriate economic development strategies, and state-sanctioned and ~
supported mechanisms for local preservation of land and sea constitute necessary steps towazd ~
ensuring that those ancient legends of Ka`ii that champion the strong relationship of the kanaka maoli ~
to the land and sea, and to each other, will be passed on to its keiki in perpetuity.
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Spring 1998 Practicum
xx Department of Urban and Regional Planning ~
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU `U EO AND PUNALU `II, KA `t7
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COMMUNITY PLANNING /N THE AHUPUA A OF KAM.$ OA-PU U EO AND PUNALUTI, KA `N
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He aloha ku`u one hanau,
`O Ka`u nui hiehie i ka makani,
He home noho mau na ka wahine,
Ka aiwaiwa rani o KZauea.
Beloved are the sands of my birth,
Great Ka u, distinguished in the wind,
A home where the Woman always dwells,
The wondrous beauty of K1Zauea.
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(Ka`n Nui. ~
Composed by: Mazy K. Pukui and Maddy Lam)
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Spring 1998 Practicum
Chapter One Department of Urban and Regional Planning w
~ COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU7/ EO AND PUNALU `U, KA `fJ
Er CHAPTER ONE: INTRODUCTION
1.1 Project Background: The Spring 1998 Planning Practicum
This report is a product of the University of Hawaii at Manoa (UH), Department of Urban and
r Regional Planning (DURP), Spring 1998 Practicum (Practictun). DURP emphasizes planning theory,
methodology and practice in the azeas of community planning and social policy, environmental
~ planning and natural resource management, urban and regional planning in Asia and the Pacific, and
land use, transportation and infrastructure planning.
~ The Practicum, a team effort undertaken by students as a part of the DU12P graduate program, is
offered at least one time each academic year. It is designed to give students an opportunity to learn
~ professional ethics and to experience hands-on planning while satisfying planning needs of specific
clients. Past practictuns have conducted a wide range of planning-related activities for clients in
~ Hawai`i, across the Pacific, and in Asia.
r
Queen Liliuokalani Children's Center (QLCC) is a beneficiary trust of the last Hawaiian Queen and
~ an active human service provider in Hawaii since the 1935 institution of the Lili`uokahuti Trust
Children's Welfaze Department, later renamed QLCC. The organization is currently undergoing a
w shift from a traditional caseworker-based approach to one that seeks to positively influence the human
environments in which children grow and learn across the Hawaiian Islands. In moving towazd this
goal, QLCC has entered into long-term partnerships with various academic units at UH. The
Practicum was conducted by Professor Luciano Minerbi and involved the participation of eleven
DURP graduate students (please refer to Section 9.4 of this report). Its primary mission was to assist
QLCC in its efforts to begin a process of strengthening cornm»nrtyz in the District of I{a`u. The
_ Practicum thus explored avenues for assisting QLCC's Hilo Unit to move toward productive and
nurturing environments for children in I{a`ii (the reader is referred to Chapter Seven of this document
r
for further description of QLCC and its presence in ICa`ii).
~ I{a`ii is a spatially expansive but sparsely populated district on the southeast (windward) side of the
w Island of Hawaii The rugged temairt, diffuse population, and long traveling distances make this part
~ of Hawaii a challenging environrrtent for human service providers. At the same time, the deep ties
of residents to the land, their rich and unique cultural heritage, and their love of family and community
~ life underlie I{a`ii's potential for exemplifying the best of life in the Hawaiian Islands.
•
2 There cleazly aze various possible deSnitions of "community." We provide our interpretation of this critical
w concept in Chapter Two of this report.
Spring 1998 Practicum
~ Department of Urban and Regional Planning Page 1-1
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COMMUNITY PLANNING IN THE AHUPUA:4 OF KAMA OA-PU7J ~'O AND PUNALU `ll, KA `t"J
Initial discussions between Professor Minerbi and residents of I{a`ii began in July 1997, and the ~
probable direction of the Practicum was determined in October 1997, when a seminal community
planning meeting was conducted in Na`alehu3 by QLCC. The meeting was attended by local
residents, including representatives from various `ohana and various kiipuna. Also in attendance ~
were iTH Professors Minerbi, Jon Matsuoka, and Betty Mulroy, as well as two future Practictun
students. The meeting was held to identify possible avenues towazd a better future for families and ~
children in Ka`ii, and a possible future role for the Practicum in this setting.
Among the `ohana attending the initial meetings, two showed a particulazly strong and sustained
interest in participating in QLCC programs and in potential future interaction with the Practicum
team. A group of high school students in attendance also expressed a willingness to interact with the
Practictun as a means for creating stronger youth involvement in the coaununity. With the impetus
of funding and administrative support from QLCC, the `ohana from I{a Lae and Punalu`u, the high
school students, and the Fracticum team agreed to work together towazd the ultimate goal of
strengthening the I{a`ii community's abilities for self-directed cor»m»nity-planning.
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A variety of projects were identified as viable steps towazd meeting the relevant goals and specific
needs of the `ohana and youth. These were ultimately considered tractable possibilities and were
undertaken by the Practictun. Among the most important steps identified were: production of a
culttral assets map for the ahupua`a^ in which the `ohana were resident; production of a land
management plan proposal for I{a Lae and Punalu`u; provision of technical assistance to `ohana and
other groups in their efforts to take care of (malama) local physical and cultural resources; facilitation ~
of youth involvement in tbe I{a`ii community; and facilitation of inter-community cooperation in the ~
overall process. t~
The Practicum team made three field trips to I{a`ii, during the course of the spring semester (please ~
refer to chronology in Appendix A). The team immersed itself in the culture of the azea and
interacted closely with high school students, various `ohana, kiipuna, and other residents, learning as
much as possible about life in I{a`i9 and the potential ways in which good planning might benefit the
District.
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s Na`alehu, population about 1,000, is considered the most southerly town in the United States.
° The term ahupua `a refers to the ancient Hawaiian system of managing the land and sea, and the specific azea
managed. Typically, distinct valleys enveloped by precipitous mountains contained individual areas (ahupua`a) where ruling
chiefs, ~ a[i i, led a hieruchy of royalty and citizens in a system of production that utilized all available resources in the valleys,
from mauka (mountains) to makai (sea). While the governance aspect of the ahupua`a is not as in days of old, the philosophy
and geographic boundazies of ahupua`a are still recognized around the Hawaiian Islands.
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Spring 1998 Practicum
Page 1-2 Department of Urban and Regional Planning
COMMUNITY PLANNING IN THE AHUPUA ;9 OF KAMA bA-PU71 EO AND PUNALU71, KA `77
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~ 1.2 Report Organization and Rationale
This report documents the manner in which the Practicum projects were pursued, and the Endings
and planning options derived from its immersion in and interactions with the culture and con,m~,,,ity
+w of I{a`ii The document is intended to provide QLCC, participating `ohana, high school students, and
~ other involved entities and individuals with a tool for planning and for moving towazd strengthening
~ community in the District.
~I
The document is organized so that each chapter builds on its precursor. For instance, the background
information provided in Chapters Four and Five is intended to give the audience a sense of place,
~ current issues, and opportunities and constraints, as they relate to QLCC and its involvement in I{a`n,
as described in Chapter Seven. Similarly, all of the chapters, descriptions and discussions provide
+rt background context for Chapter Eight, which is a discussion of planning options developed by the
Practicum in light of information provided by resident individuals, `ohana, and communities.
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Thus, the document is organized in the following manner. Following this introductory chapter,
Chapter Two reviews the Practicums goals and objectives as developed through meetings with
~ `ohana and residents in I{a`ii, QLCC staff, others knowledgeable of the area, and extensive internal
discourse.
Chapter Three provides an overview of the various methods used during the course of the semester.
These included both hands-on interactive processes in which the team assisted Ka`ii residents in
`r various tasks related to community and cultural assessment or community building, and standazd
research methods such as in-depth interviewing and participatory mapping.
•
~ Chapter Four provides a general background description of the I{a`ii District. This is intended to
~ provide the reader with relevant background information about the azea in which the ahupua`a and
communities of interest are situated, and a backdrop and conceptual framework for specific Practicum
tasks, issues and analyses as they relate to the Ka`ii District.
Chapter Five extends this background framework into the specific ahupua`a that are home to the two
~ `ohana most directly involved with the Practicum These are I{ama`oa-Pu`u`eo and Punalu`u
ahupua`a. This chapter addresses the physical and human environments of the ahupua`a, and, given
that background, explores opportunities for and constraints to community building.
w Chapter Six descn'bes the mariner in which the Practicum has pursued its objectives and goals as they
~ relate to strengthening community in I{a`ii. By focusing on interaction with `ohana in I{ama`oa-
.w Pu`u`eo and Punalu`u ahupua`a, we hope to have developed a methodological and procedural
Spring 1998 Practicum
~ Department of Urban and Regional Planning Page 1-3
COMMUNITY PL9IVNING IN THE AHUPUA it OF ICAMA `OA-PU `U ~'O AND PUNALU `U, KA `U
template from which others might draw on for ideas and lessons in pursuing community-building
strategies elsewhere in I{a`ii and other parts of Hawaii. While this may be an optimistic notion, there
aze definitely valuable lessons and experiences discernable in the work.
Chapter Seven thus provides a description of QLCC and its activities in the Ka`ii District. Given the
agency's philosophical shift towazd strengthening communities across the islands, our focus in this r-
chapter is on that new approach and its rr~eaning for I{a`ii communities. This chapter precedes a
discussion of the ways in which the Practicum sought to initiate steps towazds community building
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in the District, given QLCC's mission in Ka`ii.
Chapter Eight represents the culmination of the Practicum's work in I{a`ii. Previous chapters provide
philosophy, rationale, methodology, graphic representations, and empirical data relating to the ~
research and interactive processes. Chapter Eight snmmari~rs the background and reseazch findings
to develop a set of general and specific planning options from which QLCC, `ohana, and other entities
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and individuals may consult in their own efforts to strengthen community in I{a`ii. It should be noted
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here that the options were developed with a priority to what the community desires and envisions for
its future. That is not to say that the Practicum did not draw on its own knowledge of planning in
community settings in formulating the options. Indeed, much of what is recommended is distilled
from the individual and collective academic and real-life experiences of the Practicum students. The ~
priorities throughout the semester, however, have been to listen closely to the voices of I{a`ii
residents, take part in local culture and ways of thinking, modify personal philosophies and research _
rr~ethods, and, finally recomtt~nd planning options based on those local perspectives.
Finally, chapter Nine lists the background archival materials, key contacts that informed much of the ~
work in Ka`ii, a glossary, and student proSles. The list of references is bibliographic in style, as a •
broad literature was used to inform and develop background sections and descriptions, though all of ~
. the reference materials aze not cited duectly in the body of the report. Unlike the bibliography, r.
however, the list of personal contacts must rennain incomplete since only government officials and
other persons in public offices and positions aze suitable for listing, given an interest in maintaining ~
the anonymity of many contributors. In this sense, while we cannot list many of those who helped
us complete our work in I{a`ii, we can and do thank them graciously, and keep their anonymity intact.
The glossary provides definitions of Hawaiian words and phrases, and the student profile section is
provided to give the reader a sense of the Practicum's individual backgrounds and interests.
Spring 1998 Practicum
Page 1-4 Department of Urban and Regional Planning ~
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COMMUNITY PLANNING IN THE AHUPUA A OF KAM.~I OA-PU71 `EO AND PUNALU `U, KA `IT
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COMMUNITY PLANNING IN THE AHUPUA A OF KAM.~I OA-PU `U EO AND PUNALU U, KA `CI
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Ka u of the fierce fighters.
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The district of Ka`u, Hawaii, was known , ,
for its fierce and independent warriors.)
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a,. CHAPTER TWO: GOALS AND OBJECTIVES
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This chapter describes the general and specific project objectives of the Practictmt, and a series of
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goals developed as steps to satisfy those objectives. Given the importance of the notion of
"commtmity" throughout the course of the project, the chapter also provides a definition of that term
W+ as it has influenced the development of project objectives, goals, and methods.
rM 2.1 Project Goals
The overazching goal of the Practicttm was to assist QLCC in their initial efforts to strengthen
~ community in I{a`ii. More specifically, using the ahupua`a of I{ama`oa-Pu`u`eo and Ptmalu`u as
,u prototypes, our goal was to develop both an ongoing process of, and methodological template for,
ai self-directed planning and community building in the District of I{a`ii.
~ 2.2 "Community" Defined
A variety of definitions of "commtmity" may apply to places and groups in any region. For instance,
~ there are specific places with visible boundaries and concentrations of people that may be termed
"community" in the demographic or geographic sense. In I{a`ii, for instance, Pahala and Na`iilehu,
~ are recognized in this manner by the U.S. Census Bureau which considers them important census
designated places {CDPs)5.
While visible physical boundaries and densely populated azeas may be obvious demarcations for
communities, the social and interpersonal bounds and relations between residents typically aze not.
r' For example, someone living on the outskirts of Na`iilehu may get mail in Na`iilehu, shop there, and
visit friends there, all the while considering himself or herself to be a part of that community, despite
distant residence. Thus, "community" includes people's ideas about where they belong or where they
aze comfortable in a social sense, and not merely where they reside. Similarly, one can feel part of
a regional community while also being part of a local one. People who feel a part of Na`alehu, then,
~ can also feel that they are part of, a larger group the District or "community" of I{a`ii, for instance.
~w This is strikingly the case in I{a`ti, where residents will speak openly of their pride in living here.
w Indeed, it appeazs that length of residence is related, in sotne sense, to social status. I{a`n residents
generally know a lot about their District, readily reciting various local legends and stories describing
w
rM 5 Census designated place, or CDP, is the term given by the [S.S. Census Bureau to communities with concentrated
populations over 300 persons. 'These must exhibit identifiable boundaries based on visible features or attributes of population
distribution, but are no[ legally incorpornted.
Spring 1998 Practicum
Department of Urban and Regional Planning page 2_I
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COMMUNITY PLANNING IN THE AHUPUA;4 OF KAMA `OA-PU 21 ~O AND PUNALU `U, KA `U
the beauty and astral nature of the place, and relating tales of the fierceness and pride of ancient Ka`ii
warriors.
Porterfield and Hall (1995:7-8) offer their informed thoughts about community, noting first what it
is not, then, borrowing from Marttm-Webster's Collegiate Dictionary definition, what it is:
Community is not a random accumulation of parts nor sections loosely tied together
by roads ...nor is it the homogenous glut of interchangeable shopping centers, office ,
buildings, housing ...that can be found without much effort ...Community is "an
interacting population of various kinds of individuals in a common location, or a
group of people with a common characteristic or interest living together within a
larger society..."
r
Amore indigenous definition of "commurtit}~' should also be applied in this case. Minerbi, McGregor ~
and Matsuoka (1993), for instance, recognize the importance of community in the Hawaiian
cosmology. In this view, lokahi or individual unity with the cosmos is only achieved through
attainment of harmony within: one's self; and with others (including `ohana or family, kflpuna or
ancestors, `aumakua or ancestral gods, and keiki or progeny); and with nature (including `aina or
land, and kai or sea). Of central importance here is one's relationship to `ohana, as this includes not
only one's immediate family but also an extended system of social relations outside of the nuclear r
family. Handy and Pukui (1958:16) provide a particularly appropriate discussion of the Hawaiian
`ohana, using I{a`ii as an example of its importance in the Hawaiian social system:
It is in the country districts that the spirit and institution of `ohana is still alive today as a ~
cohesive force. Certain relationships which still regulate personal, social and economic r'
intercourse offer a striking contrast with the ...Hawaiian household typical of Honolulu, Hilo, ~
etc. The country `ohana still constitute, as the old `ohana did, mutual benefit associations, and .w
manifest genuine community spirit .
In I{a`n and its small towns and ahupua`a, one common characteristic is the appreciation of residing r
in a beautiful and remote landscape where the ability to meet the challenges of rural living are highly
valued. The sense of family is strong, extending beyond the home, into the neighborhood, and
beyond. Indeed, residents often travel across the entire District to attend a baby ln`au or other social
function. In this sense, social relations between kin, and between kin, friends, and neighbors are
constantly reified. Thus, there already exists a strong sense of community in this part of Hawaii, and
a good starting point for furthering the active participation of citizens in community processes. It is
in building upon this sense of place and belonging that QLCC hopes to solve some of the problems
of modem life here, and so improve the lives of I{a`ii's youth and `ohana. •
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Page 2-2 Department of Urban and Regional Planning ~
" COMMUNITY PLANNING IN THE AHUPUA it OF KAMA `OA-PU7J ~'O AND PUNALU'U, KA `If
2.3 Objectives for Meeting Project Goals
n. Given the complexities and dynamic nature of community building, the overazching objective of
`w strengthening community in I{a`ii is a broad and enthusiastic one that must be viewed as an objective
for many agencies and individuals over the course of many yeazs. Yet, the fact that every jotuney
~ begins with the first step suggests that the effort tnust begin somewhere, with some degree of
movement towazd the end goal, however tenuous. Perhaps the broad objective of community
~ building is best approached incrementally, using specific goals aslong-range incentives to develop
and accomplish more tractable, short-range objectives. This notion, and the philosophy of "bottom-
up planning"6 led the Practicum to interact with QLCC and the interested `ohana and individuals to
~ develop a series of programmatic objectives. Thus, the Practicum objectives were determined to
include the following:
1~
Objective One: Interact with QLCC to determine how the Practicum can assist the agency
in I{a u;
•
"r Objective Two: Interact with appropriate institutions and social organizations in Ka`ii to
~ initiate ongoing relations between DURP and I{a`n communities;
~ Objective Three: Interact with specific `ohana to achieve a specific community-building
agenda;
~ Objective Four: Identify appropriate specific geographic azeas and topical issues within
which to facilitate community building per the interactions described in
~ objectives one, two, and three above;
~ Objective Five: Engage in secondary and primary source reseazch of appropriate topics in
specific study areas with intent of producing a template for community
building elsewhere in the District;
Objective Six: Interact with specific organizations to determine organizational needs and
~ appropriate technical assistance to begin meeting those needs; and;
6
+tl/ '11tis phrase reflects the tradition in planning that emphasizes the input of citizens in the planning process, rather
thandecision-making flan the government level down. Slocum et al. provide an example of this process in their book Power,
~ Process and Participation: Tools for Change (1995).
Spring 1998 Practicum
+Mtt Departrttent of Urban and Regional Planning Page 2-3
•
COMMUNITY PLANN/NC IN THE AHUPUA A OF KAMA `OA-PU (1 `EO AND PUNALU `U, KA `73
Objective Seven: Produce a report describing: the Practicum's rationale and methods; the
human and physical environmental setting of I{a`ii; the Practicum's
interactive processes and research activities; research findings and results of
interactions; an ahupua`a-specific template for Ka`ii community-building,
including a cultural landscape assessment, a land management plan and
associated maps, and summary planning options for use by `ohana, QLCC W~
and other interested entities.
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Spring 1998 Practicum
Page 2-4 Department of Urban and Regional Planning '
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CHAPTER THREE:
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METHODOLOGY
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~ Spring 1998 Practicum
~ Department of Urban and Regional Planning Chapter Three
COMMUNITY PL9NNING IN THE AHUPUA A OF KAM.•I OA-PU `U EO AND PUNALU T7, KA `U
~*r
^'1
Ka`u lepo `ula`ula.
Ka `u of the red earth. ~
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(`Olelo No`eau. ~
Said of the natives of old Ka`u, ..1
who were one vast family.)
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Spring 1998 Practicum A
Chapter Three Department of Urban and Regional Planning
~ COMMUNITY PLANNING IN THE AHUPUA :9 OF KAMA OA-PU71 ~'O AND PUNALU7I, KA `l7
~ CHAPTER THREE: METHODOLOGY
A series of interactive processes was undertaken in which the Practicum team assisted `ohana in the
~A
two ahupua`a of interest in t)~ir efforts to take care of the land, preserve local cultural resources, and
develop options for community-based economic development. This was facilitated by direct
interaction with `ohana and government agencies, and through amulti-method approach which
involved various research strategies in which the Practicum developed a basic understanding of local
and regional history, contemporary issues, and social, cultural, and governmental processes. This
chapter provides an overview of these processes and methods.
~ 3.1 Interactive Processes
w
III The Ptacticum engaged in ongoing interaction with the communities with the intent of taking initial
steps towazd comrmrniry planning and community-building. The team made initial contact with key
QLCC staff who, in turn, introduced the Practicum team to interested `ohana, and to the relevant
•
issues peculiar to the Punalu`u and I{ama`oa-Pu`u`eo ahupua`a. The `ohana informed the Practicum
of the relevant issues and their ongoing efforts and agenda, and invited the team to participate. While
• more detailed discussion of community-specific issues and interactive steps is provided in Chapter
Six, the following provides a cursory overview of the various processes in which the Practicum
engaged. Central to the overall process of interaction with `ohana, government, and other entities
were extensive in-class discussions and decision-making procedures. It was from these efforts, other
internal interactions, and consultation with persons knowledgeable of I{a`ii, that the Practicum agreed
upon specific actions. Thus, the Practicum:
~ (1) Made initial contact with QLCC staff to determine agency missions and needs, to
_ gain entry into co*„m„n;ties, and to develop raggort with agency staff;
r
(2) Met with key `ohana in Punalu`u and I{ama`oa-Pu`u`eo ahupua`a to determine
`ohana needs and past and present efforts to take caze of the land, preserve local
cultural resources, and develop options for community-based economic
development;
w
(3) Held extensive discussions with persons familiaz with Ka`ii to Team about the
w
District, to determite appropriate ways in which the Practicum might assist the
•
`ohana in their efforts, and to develop strategies to accomplish various tasks;
~ (A) Determined it should interact closely with `ohana in both I{ama`oa-Pu`u`eo and
~ Punalu`u to develop an understanding of the overall context in which the `ohana
Spring 1998 Practicum
Department of Urban and Regional Planning Page 3-1
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COMMUNITY PLANNING /N THE AHUPUA :9 OF KAMA OA-PU `U ~'O AND PUNALU 2T, KA `IJ
are situated, that is, their history, the natural and cultural resources they are
seeking to malama, economic and social conditions, and relatiotiships between
each other, the rest of the District, and the State;
(5) Determined it should interact closely with `ohana and kiipuna in both Kama`oa-
Pu`u`eo and Punalu`u to conduct participatory trapping exercises as a means for
docutnenting important cultural resources in the azeas of interest; ,,,u,
(6) Acted as intermediary between I{a `Ghana O Ka Lae (I{a `Ghana) and Department
of Hawaiian Homelands (DHHL) in Ba `Ghana's efforts to attain official curator
status at Ka Lae;
(7) Provided information to Hana Laulima Lahui O Ka`ii, Inc. (Hans Laulima) so as •
to facilitate its efforts to construct a botanical garden and cultural center at ~
Punalu`u;
r
(8) Interacted closely with I{a`ii youth on select projects. This included limited
assistance to the Bridging the Gap of Isolation group to conduct a community
survey of human resources for youth, assisting I{a`ii High School students develop ~
a "plantation survey," (please refer to Appendix B) and encouraging students to r
interact with the Practicum during its visits to I{a`ii; and
r
(9) Participated in the Ho`olaule`a at Na`alehu to interact with local citizens, to
advertise the gracticum efforts and QLCC philosophy, and to conduct various ¦
reseazch activities, including participatory mapping, commnmty-based economic
development, quality-of--life, and visioning surveys. ~
i
3.2 Archival and Field Research
The Practicum also engaged in various types of research to explore options for long-term planning
and community-building in Ka`n. Topic-specific research was undertaken to assist in the interactive
processes outlined above and for more general research purposes as described in the following r.
section. It should be noted too, that the interactive processes themselves were productive settings
for data collection. In many cases, consuhations with knowledgeable persons, and interactive
discussions with Ka`ii residents provided a rich source of data that were eventually analyzed and used
in developing this report.
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Spring 1998 Practicum
Page 3-2 Department of Urban and Regional Planning ~
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"1 COMMUNITY PLANNING IN THE AHUPUA :4 OF K9MA `OA-PU71 ~O AND PUNALU71, KA `C7
3.2.1 Research Tonics and Methods
T A variety of reseazch topics and methodological approaches were undertaken to develop a general
a. background description of Ka`ii and more specific description of Punalu`u and Kama`oa-Pu`u`eo
ahupua`a.
The prehistory of Ka`ii was assessed primarily through review of local and regional archaeological
~ investigations. Legends regazding important sites in Ka
n and the two ahupua`a were collected from
these azchival sources and from kiipuna and others knowledgeable of the area. Ethnohistoric
accounts of life in Ka`ii were also gleaned from existing documents and from local knpuna and
~ knowledgeable persons. While a wide variety of documents were consulted (please refer to Section
9.1 for the bibliography), certain documents proved pazticulazly helpful in this endeavor. These
sw included: The Polynesian Family System in Ka- `u, Hawaii (Handy and Pukui 1972), Prosperity
through Preservation in the Great and Majestic District of Ka `u (Winterbottom 1988), Majestic
Ka `ii• Mo blelo of Nine Ahupua `a (Kelly 1980), and Native Planters in Old Hawaii, their Life, Lore
and Environment (Handy, Pukui, and Handy 1972).
w
r" Examination of the region's physical enviromt~ent and contemporary human environment and issues
also relied partly on review of archival materials. Particularly helpful in this area were various
~ environmental impact statements, management plans, and other reports, especially: Punalu `u Resort:
Final Environmental Impact Statement (PBR Hawaii 1988), Kama °oa-Pu u `eo Management Plan
~ (PBR Hawaii 1983), Hawaii State Land Use District Boundary Review (Office of State Planning
1992), Conceptual Plan for the Commercial Satellite Launching Facility (MCM Planning 1993),
~ Draft Economic Development Plan for Ka`ii (Decision Analysts Hawaii, Inc., 1998), Conceptual and
Planning for Balanced Development: A Guide for Native American and Rural Communities
(Guyette 1996).
s
Additional azchival research involved collection and analysis of census data and other materials
lending to an understanding of sociodemographic patterns. In the absence of more recent data,
~ emphasis was placed on 1990 U.S. Census data and various data from the State of Hawaii Data
Book (DBEDT).
A central component of the Practicum reseazch effort was participatory mapping. This involved
~ interaction with kiipuna and other knowledgeable Ka`ii residents to facilitate ahands-on mapping
process in which important cultural sites and resources were identified and located on a composite
map produced by the Practicum This followed the logic used by Matsuoka, McGregor, and Minerbi
in their Molokai Subsistence Task Force Study (1994). This process and additional mapping
methodology and applications are described in detail in Section 7.1 of this report.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PUTI ff'O AND PUNALU U KA `U
The Practicum also engaged in survey efforts to assess public perspectives on issues such as
programmatic and institutional problems and successes in the District, options for economic
development, and lifestyle issues. Questions were designed to be relevant to the goals and objectives
of the Practicum These were formulated from initial interviews with key persons in the District, and
from issues determined to be important through review of azchival materials, including past survey
efforts. The surveys were not intended to generate statistically representative results, but should ~
rather be considered diagnostic tools for better understanding certain relevant processes and issues
of interest to the community. (Please refer to Appendix B for review of the survey instruments used ~
during the course of the Practicum)
A series of informal and semi-structured interviews also served to inform the Practicum in a variety
of topical areas. These may be considered "key person" interviews in the tradition of Bemazd (1988)
and others, wherein interviewees are chosen by "hazd work by both parties to achieve a working .w
relationship based on trust" (p. 178). These interviews were conducted primarily with kiipuna and
other key persons in the ahupua`a, with workers in human service agencies active in Ka`n, and with ~
personnel in various government agencies (please refer to Section 9.2 of this document).
Finally, the Ptacticum engaged in observational activities during their fieldwork in Ka`ii. Team
members wrote detailed field notes, drew maps and sketches, took many rolls of still life camera
shots, and live video feed, so as to document everyday life, outstanding physical environmental
features, and notable cultural aspects of life in the District. These materials and subsequent analyses
comprise an important part of the Practicum reseazch effort in Ka`n.
Table 3.1 summaries the various reseazch methods used by the Practicum In summary, amulti-
method approach was used to pursue the various topical aeeas of investigation, and to develop a
composite picture of Ka`ii generally, and Kama`oa-Pu`u`eo and Punalu`u ahupua`a specifically.
E
Spring 1998 Practicum
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COMMUNITY PLANNING IN THE AHUPUA A OF IL9MA `OA-PU `U EO AND PUNALU `U, 1G1 `U
~ Table 3.1 Research Methods Per To ical Area
General Topical Area Research Methods
~ Ka`n Prehistory Review of existing documents, interviews with kupuna, pazticipatory
ma in
Historical Aspects of Ka`ii Review of existing documents, interviews with kiipuna, pazticipatory
ma in
~ Ka`u s Physical Environment Review of existing documents, observation, interviews with kupuna and other
ke sons, aztici at ma in
^ Ka`ii's Human Environment Review of existing documents, survey reseazch, paz[icipatory mapping,
rr census data, observation, interviews with kiipuna, QLCC staff, university
^ sonnel, overnment a enc officials, and other ke ersons
rr Planning Aspects in the Review of existing documents, survey reseazch, participatory mapping,
Region census data, observation, interviews with kupuna, QLCC staff, university
^ sonnel, overnment a enc officials, and other ke sons
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Spring 1998 Practicum
~It Department of Urban and Regional Planning page j_S
COMMUNClY PLANNING IN THE AHUPUA A OF KAMA OA-PU U ~O AND PUNALU U KA `U
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CHAPTER FOUR:
SETTING AND BACKGROUND THE DISTRICT OF KA`iJ
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Spring 1998 Practicum
~ Department of Urban and Regional Planning Chapter Four
COMMUNITY PLANNING !N THE AHUPUA A OF KAM.~I OA-PU `U ~O AND PUNALU Il, IG1 `LT
r. ,
Ka`u, hiehie i ka makani
Ka u, regal in the gales.
An expression of admiration for the .r
district of Ka`ii, Hawaii, or for a stately
or outstanding person of that district.) ~
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Spring 1998 Practicum
Chapter Four Department of Urban and Regional Planning ~
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PUTT T;'O AND PUNALU `U, KA `U
CHAPTER FOUR: SETTING AND BACKGROUND THE DISTRICT OF KA`T7
This chapter describes selected aspects of the human and physical environment in which QLCC is
r
seeking to strengthen `ohana and comnumiry in Ka`ii. The description is the result of amulti-method
approach in which data were gathered, then triangulated with data derived from other methods and
other researchers in Ka`ii. Assessment of public perception on various topics resulted primarily from
a series of surveys and in-depth interviews undertaken by the Practicum These included
~ administration of an in-depth interview protocol, a quality of life assessment survey, a cotnnlunity-
based economic development survey, and various visioning exercises'.
~ 4.1 The Physical and Human Environments of Ka`ii
r This section describes selected aspects of the physical and human environments of Ka`ii. The section
focuses on those physical and human attnbutes of the region most relevant for planning purposes.
rr
4.1.1 Ka`ii's Physical Environment
The District of Ka`n is a large rural land azea located on the southeast side of Hawaii Island. The
.n reader is referred to Maps 4.1 and 4.2 for further orientation. "Ka`ii" has variable rneanings
~ depending on the source. Handy and Pukui (1972), for instance, define Ka`ii as meaning "the breast."
In Place Names of Hawaii (Pukui, Elbert, Mookini 1974) however, Ka`ii is referred to with
s
reference to its antiquity and "cognates in Samoa (the island of Ta`ii), and Mortlock Islands (Takuu).
M
Geology and The Landscape
r
Encompassing over 600,00 squaze acres, Ka`ii is the largest district on the Island of Hawaii. The
~ District is so large that it could contain the islands of Oahu, Molokai and Kaho`olawe. The length
of its shoreline, as the crow flies, is approximately 65 miles. Elevation ranges from sea level to
13,796 feet at the sutmttit of Mauna Kea, the highest mountain in the world when measured from sea
~ floor to summit (MCM Planning 1993: 3-12). Mauna Loa, in turn, is the spatially most expansive
w mountain in the world. The District contains barren lava fields, a diminishing number of lush green
~ 'The quality of life survey was completed by 60 respondents, and the community-based economic development
survey involved 62 participants. Over forty residents participated in visioning and other data collection exercises at the 1998
Prince Kuhio Day Ho`olaule`a at Na`alehu. Sampling methods for the surveys were opportunistic and random. The indepth
~ interview instnunent was used in conjunction with participatory mapping and less structured interviewing methods with a small
number of key persons. More important than the number of key persons contacted was the quality of [heir relationship with
QI [he Prac[icum, and the quality of the information [hey provided.
Spring 1998 Practicum
Department of Urban and Regional Planning page
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU U EO AND PUNALU71, KA `U
Map 4.1 Hawaii Island
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~.~r~.~,'!f/ /A
ISLAND OF HAWAII ONIIMIIVR'V„
STATE OF HAWAII oANU~ ~M•OLO nAI
sY[ ~ rntf M4 V 1 ~
Ru00?urG
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.~I IN w~ f i A
KLILIK[KVAE~t COIItL ~~~A~ .O~ I ~e• ' asN 'mxeANRw ~L rL~Y
rM Re RCAUA j7, _ ~ ` rr1`~ ~ r~ } TisvN• • YI•vnNa.
Nee4.wd nrM T O0r'L s6'~t.~.)~. h..~e~''Xca'. t. •~,.b
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~ % C"\\J~,, NAL 'OHrklrVMw R`
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Ia1 t .a r_N.' •I ~ wwr . ebr~ s.J -
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Spring ]998 Practicum ~
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~ COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU `U ~O AND PUNALU71, KA `U
+n
,y Map 4.2 Ahupua`a of Ka`n
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KAU. HAWAII
P I i ) PLC
- Map showing the largest land divisions of Ka'u District, Hawaii.
Source: Kelly (1969)
Spring 1998 Practicum
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COMMUNITY PL9NNING IN THE AHUPUA A OF KAMA OA-PU77 EO AND PUNALU7I, KA `Cj `
sugar cane fields, active and fallow grazing lands, forest reserve lands, and an increasing number of ,
macadamia nut and coffee orchards (MCM Planning 1993: 3-12, and Field notes 1998). The terrain
is very rugged with large areas of lua`ipele (sheet lava), pahoehoe lava ("clinker" lava), and `a`a lava
4„
(pumice).
Depending on the season, the average temperature in the coastal area ranges from 70 to 80 degrees r.
Fahrenheit, and from 50 to 70 degrees Fahrenheit at the summits of Mauna Kea and Mauna Loa. ~
Rainfall varies from 20 to 50 inches per year in the coastal azea, with an average rainfall across all
areas of about 40 inches per yeaz. Rainfall is more significant during the winter season, although the
1998 winter season witnessed a severe drought. Ka`ii typically receives unusually heavy rain when
winds tum more southerly (kona) and aze fttnneled between Mauna Loa and IClauea. The more
typical. wind flow pattern is northeast (trade winds) during the daytime, veering more northerly at ~
night. This reflects a wind drainage flow effect from the slopes of Mauna Kea.
The District of Ka`ii is an active region of seismic and volcanic activity. The basalt, lava and soil on ~
the slopes and plains of the lower section of Ka`ii, Kama`oa, present every phase of volcanic activity
in the long story of the ascension of the Island of Hawai` i from the floor of the Pacific. ~
r
Before the emergence of Hawaz is two immense volcanic domes, Mauna Kea and Mauna Loa, there ~
had been two older domes. The Kohala Dome forms the mountain and slopes of Kohala and the r
I~Tmo1e tuff underlies the pu`u at Piihala, Ht1ea, Na`alehu, and Wai`ohinu, east of Ka`ii (Handy, Pukui,
and Handy 1972: 543). ~
rr
Mauna Kea rose before Mauna Loa during the second stage of the growth of Hawaii. Mauna Kea ~
is believed to be extinct, but Mauna Loa has been depositing lava on Ka`ii and Kona throughout the r'
history of Native Hawaiian occupation of the land, into modern times. Kflauea vent appeared ~
relatively recently, and its caldera a developed even later. This caldera was formed by a series of
collapsing lava streatns from the side of Mauna Loa. The pit called Halema`uma`u was developed
later still in the crater floor (Handy, Pukui, and Handy 1972: 544).
The highly visible pu`u in the Piihala azea of Ka`ii called Makanau and Pu`u `Enuhe are remnants of
an ancient rifr. The same basalt which formed the two hills can be found beneath the deep surface
soil of Kama`oa and Ka Lae ("the Point"). This layer is largely ash or dust from volcanic glass that
s According to Random House, the term "caldera," derives from dte Spanish cauldron, and a volcanic crater in the Canary "
Islands. In Hawaiian it might best be tetnted poho (after Judd and 1'»kui 1995), a large, basin-like depression resulting from
the explosion or collapse of the center of a volcano. ~
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COMMUNITY PL4NNING IN TKE AHUPUA A OF 1CAMA`OA-PU `U ;S'O AND PUNALU71, IGt `U
drifted from nutnerous ]ava fountains over the course of a million or more yeazs (Handy, Pukui, and
Handy 1972: 544).
~ Flora and Fauna
ErM` Ka`n flora vary widely, reflecting the azea's diverse climate and soil conditions, and the coexistence
of endemic and introduced species. The azea contains large azeas of bare and exposed rock
~ throughout all zones, sandy beaches in the coastal azeas, rangeland, scrub and shrub lands, and
coniferous forest in the higher elevations. There aze also desert areas neaz the Hawaiian Volcanoes
National Park and wetlands scattered throughout the region, as in the vicinity of Punalu`u. Raze
~ plants aze found throughout the azea, including: the endangered Sesbania tomentosa, or `ohai
kahakai, found at South Point; Vicia Menziesii, or Hawaiian vetch; Clermontia Lindseyana, a variety
~j of `ohawai, or native lobelia); Phyllostegia Racemosa (k3ponapona, a native shrub in the mint family);
and Asplendium Schizophyllum (common name unknown).
r
Ka`ii faunal species are also a mix of endemic and 'introduced species. Some of the alien fauna include
wild pigs, boazs, goats, deer, mongoose, cats, and various rodents. The Ka`n District supports six
endangered bird species. Three endangered forest birds the `akepa, `akiapola`au and Hawaiian
creeper maintain a stronghold population above the 4,500 foot elevation. Below the 5,000 foot
level there are more connnon native birds such as the `amakilri, the `apapane, `elepaio, `i`iwi, `oma`o,
and the endangered `io. Other endangered or threatened species in the azea include the honu or green
sea turtle, and the `ea or Hawaiian hawksbill turtle.
r
Flora in the Punalu`u area include Koa-haole scrub, open scrub, and wetland and strand species.
r While the mauka region of Punalu`u consists lazgely of abandoned sugazcane fields, farmers have
_ begun to cultivate kalo (tazo), macadamia nuts, coffee, oranges, grapes, bananas, and peaches.
~ Mauka Punalu`u is also home to native and introduced plants used for medicinal, ornamental and
subsistence purposes. Such plants include: `ulei; made; `a`ali`i; ho`i`o; hapu`u; mamaki; la`Y (ti leaves);
palapalai; naupaka kuahiwi; `ohi`a `ai (mountain apple); liliko`i (passion fruit); mango; guava; and
waina. Lazge trees include the `ohai, `ohi`a lehua, knkui, kiawe, milo, `olapa, olona, hau, niu
(coconut), `alani, vazious koa species, opiuma `ohai (monkeypod) and eucalyptus.
¦
The makai side of Punalu`u ahupua`a hazbors various types of seaweed and sea vegetables, including:
~ reddish-brown limo kohu, long brown limo kala, golden-brown limo `aki`aki, reddish fipe`epe`e,
brownish fipoa, dark red huluhulu waena, and mossy wawae `iole. Other plants such as naupaka kai,
~ nanaku (Bulrush), maunaloa (sea bean), kauna`oa kahakai, `auhuhu, and `uhaloa also thrive along the
~ shore. Coastline and ocean fauna include: wana (sea urchins); `opihi (limpets); `a`ama (crab);
~ ha`uke`uke (cliff-perching sea urchin); and pipipi (small mollusks).
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Native Hawaiians engage in shoreline fishing with throw-nets to catch manitti, aholehole (Hawaiian
flagtail), nenue (chub fish), kala (unicornfish), puwalu• (sutgeonfish), palani (another variety of
surgeon5sh), and mullet. Kamakoi (pole-fishing) for po`opa`a (hawkfish), `ala`ihi (squhrelfish), and
hYnalea (wrass) is also fruitful. Some of the fauna in the Punalu`u azea include: koloa (Hawaiian
duck); kolea (golden Pacific plover); `ope`ape`a (the Hawaiian bat); `alae kea (the Hawaiian coot);
ae`o (Hawaiian black-necked stilt); and the pueo (Hawaiian short-eared owl).
Notable flora found in Kama`oa-Pu`u`eo ahupua`a include: naupaka; `ilima kii kahakai; pa`ii o hi`iaka;
maunaloa; koali (morning glory); milo; `ilima; and pill grass in the lower elevations. The area
surrounding the lighthouse at South Point is home to the endangered `ohai kahakai (a low shrub with
red, orange, or yellow flowers found only in shoreline aeeas). Orchards and grassy ranch lands aze
found in the mauka regions, and native and mixed forest aeeas occupy the higher elevations. Fauna ~
in the area include wild deer, boaz, goats, and mongoose. Wild turkeys are found in certain locations a.
throughout the ahupua`a. The neaz and offshore ocean areas surrounding both ahupua`a are rich ~
grounds for various shelled species including: lobster; varieties of sea urchins such as ina, wana and
r..
ha`uke`uke; a`ama; and `opihi. The neazshore, reef, and deep ocean areas host a variety of fish
including: `opelu, manini, kole, ulua, ono, mahimahi, and `ahi.
wr
4.1.2 Ka`ii's Human Environment
The Prehistory and History of Ka`ii
rr
The condition of Ka`u's physical and natural environment as it existed prior to colonization is difficult
to characterize as ancient Hawaiians possessed a rich oral culture but produced no retrievable written ~
accounts. Given the well-documented history of seisnric and volcanic activity on Hawaii, however,
it is clear that the culture and lifeways of Ka`ii's earliest residents reflect adaptation to a continually ~
changing and volatile landscape.
As described in "The Polynesian Family System in Ka`ii, Hawai`i' (Pukui and Handy 1972), Ka`ii, ~
which occupies the southern tip of Hawaii Island, was probably first occupied by Polynesian settlers
fiom Kahiki (meaning "foreign land," and not necessazily Tahiti). Legends and archaeological data
support the notion that these were migrant ali`i who arrived about one thousand yeazs ago. Analysis
of the landscape and historic cultural boundaries indicate that significant geologic changes have
occurred since these early settlers came to Ka`ii. Numerous areas in Ka`ii were known to have been
r
cultivated before devastation by lava flows. Other changes aze evinced by the fact that historic
ahupua`a boundaries do not follow current topographical features. The sheer cliff of Pali o Kiilani
that now bisects the ahupua`a of Pakitu is a notable example.
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COMMUNITY PLANN/NG !N THE AHUPUA A OF KAMA OA-PU7I 2:'O AND PUNALU U KA `U
,y The Kama`oa-Pu`u`eo area is thought to have once been covered with lush vegetation. Many
indigenous plants, however, were cleazed to make room for newly arriving species brought by
settlers. But some old-timers interviewed by Handy and Pukui remembered the azea as being covered
by forest and brush. Thus, it is likely that, at the time of first contact with haole settlers, Ka Lae was
partly forested, with intermittent brush cover and prairie lands. Such heavy vegetation means less
ur1 wind, and indicates much heavier rainfall, mist, and dew as compazed to modern-day Kama`oa-
~ Pu`u`eo. Today's Ka Lae is described by Pukui and Handy as a "bare, windswept, sunbaked plain
~ flanked by recent black lava which condenses the sun's heat and dries the air above it" (1972: 211).
In ancient times, underground streams are thought to have had much greater flow than today. These
~ percolated into and from lava tubes, feeding springs and deep rock pools like Lua o Palahemo at Ka
Lae. Earthquakes and introduced trees such as the eucalyptus may have clogged these underground
~ streams, severely diminishing the flow of water.
The Punalu`u azea is also thought to have enjoyed a much moister environment than it does today,
more conducive to agriculture and subsistence gathering. Punalu`u's protected hazbor and rich
fishing grounds probably contributed to its historic status as a thriving fishing community (Field notes
r+ 1998).
In sum, prehistoric conditions aze thought to have been somewhat more favorable for human
habitation than those found today. The fertile soil, moist climate, and abundant water were all
conducive to fostering human settlement in the region. Volcanic eruptions and subsequent
~ deforestation severely altered the character of the land, and thus the lifestyle of the people who lived
here.
r
We must also pay close attention to the system of beliefs held by eazly residents, as these affected
~ (and represent) every aspect of their interaction with the land.
The ocean, the underworld of volcanism, the terrain and the heavens all hazbored and
brought forth elemental Persons embodying natural forces or phenomena and generic
forms of life. There were first and foremost the clan of Pele, emlwdied in terrestrial and
associated meteorological pbenomena of volcanism There was Kua, the ancestral shazk-
lord, who came from Kahiki, a high-chief and warrior in the ocean's depths. There was
~ Ku, from whose voluntary self-immolation for the sake of his children comes the
~ breadfruit tree. Niu-loa-hiki, the "Faz-going coconut," like Pele and her clan, was an
~ overseas ancestral link with Kahiki (Handy and Pukui 1972:27).
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The identification of elements of the environment as entities which aze people, rather than things,
suggests an intimacy between Native Hawaiians and the• land that supported them This intimacy
fostered heightened sensitivity and awazeness of natural processes, aiding generations of Hawaiians
to sustain a prosperous living in a challenging physical environment. ~ {
Each region of Hawaii has unique association with specific spiritual figures and animals that reflects w-~
the importance of natural elements to the azea. As stated above, Ka`ii is primazily associated with ~
the volcano goddess Pele. According to Handy and Pukui, Pele is the "most important kupuna for
a.
all `ohana of I{a`ii, greatly loved in spite of her bad temper..." (1972: 29). The entire clan of Pele,
including her younger sister Hi`iaka and her uncle Lono, are all important figures in I{a`u s legendary
history. Sharks, caterpillars, and bitter gourds are thought to embody ancestral spirits (`aumakua)
from whom certain families in I{a`ii trace their lineage. Unlike some western cultures in which myths
and legends involve fantastic creatures like dragons and unicorns, those of Hawaii revolve around Y..
creatures that the people encounter in daily life. Shazks were constant companions of fishermen in
the waters offshore of Ka`ii. There are many stories in which shazks have come to the aid of stranded
rr
or ailing fisherrr~n. The importance and significance of the caterpillar is reflected in the name Pu`u
`Enuhe, the caterpillar-shaped hill in Punalu`u ahupua`a. Likewise, the gourd, which is the symbol •
of Lono, the god of agriculture, shows the close relationship between the people and the land on
which they grew their food.
r
`Ohara Defined
s
11r
The first settlers in Ka`ii aze thought to have cow from the islands of Polynesia, and today's family
and social system is probably a variant of the old Polynesian system The Hawaiian °ohana system lA'
is chazacterized by close social and economic interdependence amongst an extended family.
However, the topography of the land and the reliance on each other for food and supplies made it ~
necessary for `ohana members to live sow distance from each other. Usually, some lived near the
ocean, some lived in the kola, and some lived neaz the mountains. )n this fashion, `ohana members
shazed with each other the spoils from each part of the ahupua`a. This settlement pattern is quite
different from those of the Samoan and Maori who lived in relatively close proximity in small villages.
The ties of the Hawaiian `ohana to the land are evident, especially in ancestral legends. At the heart
of the legends is the derivation of all Hawaiian people from the kalo plant (Handy and Pukui 1972:3).
The term `ohana literally rrieans "the sprouts or offshoots of the taro plant," the staple of life for
Native Hawaiians. Also integral to the `ohana system is the kiipuna, which is defined as including
deceased ancestors and forebeazs, as well as living elderly relatives.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PUTT ~O AND PUNALUTI, ICA'U
Relationships with Other Islands
~ According to Handy and Pukui (1972), the Island of Hawaii dominated the culture of the Hawaiian
~ Island chain. This was partly a consequence of the island's size, the richness of its forests and soils,
~ the diversity of environmental conditions and ecological niches, and its flourishing population.
r Interestingly, I{a`ii was the childhood hotter of Chief Kamehameha. I{amehameha eventually
~ conquered the other islands and formed a united kingdom during the first decade of the nineteenth
~ century.
Contact and Interaction
W
Gradual weakening of the `ohana and ahupua`a systems began soon after the first contact with
Europeans azound 1778. Explorers, colonists, and missionazies brought negative cultural influences
_ and disease for which Hawaiians had no immunity. Native Hawaiians had to cope by learning a new
way of living within an cultural system whose values were not of the Hawaiian `aina but of a foreign
w
and oppressive people. The introduction of Western religion was particularly disastrous for the
Native Hawaiian belief system European missionazies considered Native animistic beliefs to be
'r paganistic, and the imposed abandonment of the Kapu System in 1819 dealt a severe blow to the
`ohana and ahupua`a systems and adherence to the Hawaiian cosmology and cultural practices. But
old ways die hazd, and ancient ways and knowledge was not entirely forgotten.
The Great Mahele of 1848 brought even more change. In the Mahele, the alii divided the land of
Hawaii and granted individual title (kuleana awazds) in hopes of keeping Hawaiians on the `aina.
However, residents could not possibly foresee the potential consequences of individual title to land.
The outcome might have been different had the land been allocated to `ohana rather than asfee-simple
_ parcels to individuals.
r
Eventually, the sale of Hawaiian land by individuals enabled entrepreneurial haole to purchase land
and begin large agricultural corporations. In I{a`ii, companies such as Hutchinson Sugaz and C.
" Brewer got their start in this manner. The sale of land to these corporations led to etnployment of
Native Hawaiians by sugaz corporations and away from traditional use and management of the land
r under the ahupua`a system This had severe impacts on community relations. Rather than the
interdependence and shazing that characterized pre-contact Hawaiian life, post-contact life became
~ increasingly Westernized, with households becoming isolated as all necessary goods and services
~ could now be purchased with salary earnings, instead of being traded or shared amongst and between
each other. Further, given the low wages and limited opportunities available to most Hawaiians
during the period, the health of the `ohana necessazily became secondary to economic endeavors, i.e.,
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU71'EO AND PUNALU71, kA `ll
survival in the new cash economy, thus diluting the traditional centrality of the `ohana and ahupua`a
in the Hawaiian social system
Towards Reviving Hawaiian Culture
The `ohana and ahupua`a system remained in decline in I{a`ii for many decades. But actions have
been taken in recent years to revive traditional cultural values that historically made the people of
I{a`n so strong, and fostered such close relationships to land and sea. Organizations such as QLCC,
Hana Laulima, and Ka `Ghana are beginning to focus on reviving traditional cultural values as one
effort toward cornm„n;ty-building, and revitalization of a rich and beautiful cultural system
4'
Ka`n's Contemporary Population Characteristics ~ ~
By the late twentieth century, Ka`ti's population numbered about 5,600 persons. According to 1990
census figures9, 24 percent of the population is Native Hawaiian and part-Hawaiian, with about 37
percent Caucasian, 22 percent Filipino, 12 percent Japanese, and five percent listed as "other races."
However, this data maybe misleading in that there aze also many people whose ethnic backgrolmds
are comprised of a combination of backgrounds. Ethnic groups aze not evenly distributed across the
communities. In Ocean View, Caucasians made up 79 percent of the roughly 1000 residents, with ~
Hawaiians comprising only ten percent. In Na`alehu, Hawaiians comprised 43 percent of the
residents, followed by Filipinos at 30 percent, Japanese at 14 percent, and Caucasians at 13 percent.
In Pahala, Filipinos accounted for 43 percent of residents, followed by Hawaiians at 25 percent,
r
Caucasians at 15 percent, and Japanese at 14 percent (Decision Analysts Hawaii, Inc. 1998 2-5).
About 34 percent of all residents lived in Pahala, 23 percent lived in Na`alehu, 22 percent lived in ~
Ocean View, and 21 percent lived in other communities and outlying azeas (Decision Analysts ~
Hawaii, Inc. 1998:2-5). ~
rr
Age distribution
The 1990 Census reveals a large percentage of young people residing in I{a`ii, and a large percentage
of elderly. The percentage of I{a`us population aged 17 and below was 30.7 percent in 1990, similar
to the County of Hawaii as a whole. The percentage of I{a`u s population age 65 and over was 14.5
percent, slightly higher than that of Hawaii Cotmty at 12.5 percent.
v 'Ihe demographic analyses provided in this report are based primarily on 1990 U.S. Census Bureau 5gures. While
these data are now quite dated, it should be noted that 5eld observation and studies completed subsequent to the census indicate
that few signi5cant demographic changes have occurred in the area since 1990.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMd 1DA-PU'U EO AND PUNALUTI, KA'17
Household and Housing Information
' Census data from 1990 shows that household incomes in I{a`ii were significantly lower than the rest
" of the County. The median household income in I{a`ii was $22,229, which is 25 percent below the
median for Hawaii County. The per capita average income was $10,271, 22 percent below the
County average. There were some particularly low per capita incomes reported such as in Na`alehu
($8,308) and Pahala ($8,788), as well as some exceptionally high per capha incomes as in Wood
Valley ($18,721) (Decision Analysts 1998:2-5).
While per capita and household incomes are relatively low, the cost of housing in I{a`ii is also lower
than average. In 1990, the median home value and mthly rent were $73,700 and $301,
respectively, 35 percent and 29 percent below the County medians. At 70 percent, incidence of home
ownership in I{a`ii is higher than that for Hawaii County at 61 percent.
Educational attainment
According to 1990 Census Data, 15.6 percent of people in ICa`ii over 18 years of age had no high
school diploma, while the percentage for Hawaii County is 12.7 percent. Molokai, Wai`anae,
Hiimakua, and Niihau are the only districts with higher percentages of adults without high school
yi diplomas.
Public and Private Sector Facilities and Services
Health Care Facilities
The District is currently served by one hospital in Piihala, which also houses I{a`n's only emergency
w
room, its only pharmacy, and one of its two clinics. The hospital provides short and long-term care
~ and limited ert~ergency care consisting of basic life support. The District's other clinic is a 15-lxd
facility in Na`iilehu, a subsidiary of Bay Clinic.
There is a perceived lack of health services in ICa`ii, and some citizens perceive this as an industry
r suitable for development. Some citizens have Uecome concerned about the impending closure of
I{a`u s only emergency room Neither the hospital nor the clinic has the capability to perform surgery
or provide blood transfusions. Severe emergency cases and general medical Gaze patients are moved
r to Hilo by ambulance (MCM Planning 1993: 3-22).
~ There is only one dentist in I{a`ii. He has been serving the community for over 15 years. People
receiving welfare assistance historically comprised a large number of his patients. Unfortunately, due
r
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COMMUN/Tl'P/ANN/NGlNTHEAHUPUA A OF KAMAbA-PUT/EO AND PUNALU71, KA'(I
to 5sca1 problems statewide, he has encountered difficulty in receiving payment for services rendered
to such patients. As such, he can no longer treat a large number of prospective patients receiving
welfare assistance.
Public Safety and Fire
A 16-officer police force, stationed in Na`alehu, serves the District. This force is supplemented by
private security forces. A 24-hour fffe service facility staffed by two persons, and utilizing one truck
is located in Piihala. Protection is also provided by volunteer back-up forces from Pahala, Nii`alehu, w
and Hawaiian Ocean View Estates. Practicum survey results reveal a perceived need for more police
officers in I{a`ii. Survey responses also reveal that residents believe crime is increasing in the area. W
Education
Formal elementary and secondary educational services in I{a`ii are provided by Na`iilehu School,
Piihala Elementary School, and 1{a`ii High School Na`iilehu is a kindergarten through grade eight
facility with a 1990-91 enrollment of 488 children. Ka`n High and Pahala Elementary occupy a joint R
facility and had a 1990 enrollment of 580 students.
The Practicum's survey work in I{a`ii indicates the perceived importance of education, schooling, and ~
the quality of teachers. Residents also perceive a need to perpetuate Hawaiian culture through
education. Possibilities here include incorporating Native Hawaiian cultural practices, Hawaiian r
language, and traditional Hawaiian values into curricula. The proposed Hawaiian Study project, a
University of Hawaii branch or community college in I{a`ii, and cooperative interaction between E
educational and business institutions aze seen as potential avenues for improving the employment r
situation in [he District.
Parks and Recreation
Na`alehu District Park, Wai`obinu, and Piihala Community parks and school yazds are designated
cornrmmity recreation areas. Several ut~eveloped neighborhood pazk sites lie in waiting for possible
future use for residents in the scattered subdivisions in the I{ahuku area. Two beach parks are located
at Punalu`u and Honu`apo Bay.
Transportation Infrastructure k'
I{a`ii residents travel mostly by personal automobiles and trucks. Access to the rest of the island is
provided by the two-lane Maaralahoa Highway, or Belt Road (State Highway 11), which passes
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COMMUNlTYPIANNING INTHEAHUPUA A OF KAM.$t~A-PUTT EO AND PUNALUII, KA `CI
through the District. The average commute time for Ka`ii residents is 28 minutes. Commuters from
Ocean View and Na`iilehu spent an average of 38 minutes and 21 minutes, respectively, on the road
to and from work. During heavy rainstorms, floods often cause the Belt Road to close, cutting off
' access to and from Hilo.
Ka`ii has no harbors or airports. The nearest commercial airport and harbor facilities are over an hour
away. These include Hilo Airport and Hilo Harbor in South Hilo, Kona International Airport in
North Kona, and Kawaihae Harbor in South Kohala (Decision Analysts Hawai i, Inc. 1998:2-7).
~ ~ Small ramps provide access fo the ocean for small vessels only.
y* Some access roads to farmlands have become rutted over time, making fields difficult to access
without expensive four wheel drive vehicles. Other roads are in dire need of paving or resurfacing,
as bumpy roads damage ftuit being transported to market, and increase general wear-and-tear on
vehicles. There is widespread perception that road improvements are needed, and that traffic is
increasing ut the District. One limiting factor in automobile travel is the dearth of service stations in
a
the region. The Practicum survey work indicates perceptions that public transportation also needs
to be improved. The DBEDT draft economic development plan mentions possible development of
aCounty-sponsored commuter bus service (Decision Analysts, Hawaii, Inc. 1998).
~ Water, Sewer, and Solid Waste Services
Water resources in Ka`ii include both subterranean and surface sources. Water is supplied to various
"r users throughout the District from municipal systems, agriculnual irrigation systems, military systems,
Hawai`i Volcano National Park; private, domestic, comtncrcial and industrial systems; and Native
a Hawaiian `auwai {ditch) systems (MCM Planning 1993: 3-17). There are two municipal systems
Piihala and Na`iilehu-Wai`ohinu. The Piihala system, which serves Piihala and outlying areas, relies
on the Ali`i tunnel for supply, and utilizes the Piilrala well for supplements during dry periods.
r
Na`alehu-Wai`ohinu system serves Nii`iilehu, Wai`ohinu abe South Point areas. This depends on New
" Mountain House tunnel and Ha`ao spring for supply, and uses Na`alehu well for supplements during
r dry weather. Two private agricultural irrigation systems in Ka`ii use dcep wells for their sources.
A number of ranches are supplied by their own wells or springs. However, most farmers in Ka`ii rely
~ on rainfall to water their crops, as irrigation is not available in many areas, and is often prohibitively
expensive where available. Several major subdivisions depend on individual rainwater roof-catchment
systems, and many residences in the outlying areas also use catchment systems (MCM Planning 1993:
~ 3-20). Practicum survey data show that many respondents believe that improvements in water
infrastructure are needed to meet basic needs, and for farming and ranching activity.
r
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COMMUNITY PLAIJNING INTXE AHUPUA'A OF KAM.d bA-PUtJ~D AND PUNALU'U, XA'O
Ka`i5 is served by a county sewer system, but most residents rely on individual water disposal systems.
Cesspool systems in the area apparently fimction adequately. Ongoing use of these systems can be
expected as the low density and sparse distribution of housing units in the District is conducive to
their use. Portions of the District where cesspools could affect water quality have been designated
as Critical Wastewater Disposal Areas (CWDA). Within these areas, other individual wastewater
treatment systems must be utilized for new coastmction (MCM Planning 1993: 3-23).
Two solid waste transfer stations for household waste serve the District. Commercial operations
transport solid waste directly to Hr7o for deposition in the landfill (MCM Planning 1993: 3-23).
Energy and Telephone Service
Hawaiian Electric and Light Company's main power generation plant is located in Hilo.
Transmission lines follow Highway 11 through the District and continue to the Kona Coast, with
substations at KrZauea and Nii`alehu (MCM Planning 1993: 3-23).
Telephone service for most of Ka`ii is provided by only one company which utilizes old, outdated
systems rather than the more reliable modem digital systems. Practicum surveys indicate a need for
improvement in local telephone services. Some businesses and residents in Ka`ii stffi share four-party
telephone lines because so few lines are available. This shortage sometimes prevents businesses from
upgrading to modem technology such as answering machines, fax machines, or modems. The party
limos also mean that many people must wait to make calls. In addition, private conversations are not
secure under this system
Land use patterns: Past and Present, Projected and Desired
The sugar industry dominated Ka`n's economy into much of this century. Second to sugaz was
ranching, and cultivation of macadamia nuts supplemented these to a small extent. Today, with the
closing of sugaz production facilities, macadamia nut farming has become the preeminent agricultural
activity, supplemented with some coffee planting, and cultivation of vegetables and melons, fivit
trees, flowers and nursery products, and feed com. Marijuana is cultivated illegally in Ka`u and other
areas on Hawaii Island, and throughout the State. Hemp production is also illegal but a potentially
viable agricultural enterprise. Ranching continues to be an important element of the local economy.
A survey undertaken by Na`iilehu Main Street (1995) shows that residents of Na`iilehu and its
surrounding areas overwhehniugly prefer Ka`ii's rural lifestyle, and believe that the natural beauty and
Waal character of the area should be preserved. They typically favor agriculture and small business
development since these preserve the area's [oral chazacter, while still providing jobs for it citizens.
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These findings are similar to those of the Practicum which uncovered a widespread expression of
support for the preservation of rural lifeways through activities such as diversified agriculture. Many
Ka`ii residents have opposed recent development initiatives that might possibly have led to job
opportunities for sotae. Such unrealized proposals include the Hawauan Riviera Resort, the Sazale
Black Sands Resort, improvements to the boat ramp at South Point, and a commercial Spaceport at
Palirna Point.
Access
Access is an important issue for those residents who depend upon forest and ocean resources for
subsistence, recreational and cultural purposes. This was reflected in Ptacticum survey findings which
indicate local concerns about areas being closed off by ranchers and individual land lessors who
is restrict access to areas, many of which are important to Native Hawaiians engaged in hunting and
gathering activities. Apo;entially important step in solving this problem is the participatory mapping
process wherein resource users can identify problematic areas and request access through the
appropriate channels, be they landowners or government officials (please refer to Section 6.3 of the
, r report).
Jub
Ka `u Prison
Even in its early planning phases, the proposal to site a prison in Ka`ii has generated various impacts.
While questions such as whether the fac>7ity might benefit the District in economic terms, or generate
r negative social impacts in the bng-term remain unanswered, the mere proposal to site a penitentiary
in I{a`i9 has divided its citizens. Indeed, the Practicum's research activities reveal extretrely mixed
a perceptions about the facility and its possible impacts within and across families and communities.
In Borne cases, feelings on the issue are so strong that they have strained relationships and friendships.
Such planning phase or "anticipatoryt' impacts are not uncomrrron when controversial projects are
i
introduced to communities. Readily stigmatized projects such as a nuclear waste facility, a toxic
" waste site, or, in this case, a prison, are especially likely to generate anticipatory impacts. It should
~ be noted that these and other impacts can be expected to escalate as the proposal moves forward.
For instance, when an actual site is chosen, a variety of effects are inevitable, including land
,r speculation, intensified opposition and support, and mobilization of interest groups. An even broader
and more cogent set of social impacts may be expected as the proposed facility progresses through
construction, operation and closure (Branch, et al. 1984).
as
Given that the anticipatory effects of the proposed penitentiary are already considerable, it is likely
r that the future will bring more intense impacts should the project progress. The situation speaks to
the dire need for objective assessment of impacts potentially resulting from the project. Ideally, this
Spring 1998 Practicum
Department of Urban and Regional Planning Page 4-1 S
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COMMUNITY PLANNING IN THE AHUPUA A OF RAMAbA-PU'U ~O AND PUNALU7I, KA't7
would have been undertaken at an earlier juncture. To date, efforts to assess public perceptions about
the proposed facility and its potential social impacts Gave been nominal at best.
Social Problems
A variety of social problems confront human service providers in I{a`ii. While these are many and
varied, the situation should not be considered inordinately bad or unusual, but rather typical of
modem day life. Further, there are many positive aspects of social life in the District. Churches, for
instance, provide a strong source of social, cultural and spiritual support for the communities, and
service agencies such as QLCC are having a positive impact of outreach. Concerned and energetic
individuals too, are working to solve some of the social problems in I{a`ii
Drug Abuse
Among the more cogent issues are drug use and abuse. While there are abuse problems among
youth, youth are also negatively affected by use and abuse among the more aged population. A high
school teacher in Pahala reports, for instance, that it is hazd to convince kids not to smoke or use
drugs when their dally life involves witnessing their parents using. A human service worker reported
the difficulties in dealing with kids who lack even the basic support of parents being able to get up
in the mommg and get them off to school, after a night of "partying." Cleazly, these aze exceptional
cases, but tragic nevertheless, as certain children aze at a distinct disadvantage in the classroom for
no fault of their own. Drugs of choice in the district range from "pakalolo" almost reaching cash
crop status in part of the district - to "ice; ' a very powerful drug that has a severely deleterious effect
on users who may end up devoting much of their life to acquiring and using it. Cleazly, a local drug
treatment facility could be a means to ameliorate the effects of drug abuse.
Family Problems
Family problems are another difficult issue in the District. These range on a continuum of severity
from kids who live with a caring but economically-challenged single parent, to kids who experience
frequent violence and sexual abuse. The results are situations such as kids coming to school with
little exposure to experiences other kids take for granted, to students who cannot perform well
academically, are violent, or even dysfunctional One educator 1mks many of these problems to a lack
of jobs in the District and subsequent economic hardships.
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COMMUNITY PLANNING INTHE AHUPUA`A OF SAMd 10A-PUt7~O AND PUNALU'U, KA'U
Geographic Isolation
' Geographic isolation, while invaluable to lovers of the Waal lifestyle, can also create problems.
Burdensome coffinrttes to jobs outside the District are coon, as are lengthy commutes to and from
,m school for students. Limited transportation options restrict the participation of many students in
,s, extra-curricular activities, and many local sports teams, for instance, asst simply play one another
repeatedly, thereby decreasing competitive spirit.
'n' The Future of Youth
Some residents report concern about their children's future should they remain in Ka`ii, including a
perceived lack of employment opportunities, education facilities, and child care facilities. Potential
solutions include provision of day care facilities, youth activities, recreational facilities and support
,ra
services, rehabilitation for gang members, family-planning facilities, and a YMCA.
Affordable Housing
Another problem in the District is the shortage of affordable housing. There has been relatively little
new construction in Ka`i5 in recent years, and many families and individuals must rent their housing
rather than enjoy ownership. On occasion, people must move to other areas where affordable
r
housing is available.
~ Human Service Agencies
~ Family Support Services of West Hawaii crurently provides social services to the people of Ka`ii.
The State's Child Protective Services and Human Sznzces agencies also have offices in Ka`ii. A
mental health office and one public health nurse also operate out of Nii`idlehu. However, effective
response to social problettu in Ka`ii is limited by the resource capacities of these local and regional
human service agencies, which are said to be overburdened, and by the challenges inherent in the
ar relative isolation of the District. Further, as noted in the words of one educator, stability and on-site
residence in Ka`ii are factors that are lacking in some agencies:
r
In this [part ot] Hawaii, where you are from and who you are is everything. Service
providers change so frequently here ...there is no consistency. Teachers are a
~ problem too. As many as 60 to 70 percent make the hour or hour and a half commute
from Kona or Hilo there's so little direct involvement in the community We
~ have to attract more committed teachers.
~ Spring 1998 Pmcricum
Department of Urban and Regional Planning Page 4-17
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COMMUN/TY PI.9NNING /N THE AHUPUA i! OF RAM.d 1DA-PU `U $O AND
PUNALU'U. KA `U
In addition to modifications in the types of educators and service providers working in the District,
there is also a perceived need for additional facilities. A residential treatment center for emotionally-
challenged youth, for instance, is seen as a much needed amenity that is available elsewhere on the
island, but not in I{a`ii.
In sum, I{a`ii experiences the range of social ~+~^~~ti-~ common across much of modern society. Its
geographic isolation, however, while in many ways a desirable feature of life here, can serve to
compound problems in that delivery of human services is impeded by transportation diflicuhies and
problematic allocation of resources over a spatially large district. The relative lack of employment
opportunities in this remote region may also be a causal factor for many problems as the cycle of
economic challenges influences the behavior of residents. Some residents turn to drugs rather than
more productive options, to the detriment of the youth and the community as a whole.
Economic Issues snd Factors
Since the closure of the last sugar plantation in I{a`ii in 1996, employment opportunities in the area
have become increasingly limited. Extrapolating from population data generated by Decision
Analysts Ilawai`i, Inc. in 1994, and 1990 Census data on labor participation, the labor force in I{a`ii
is estimated to be less than 2,500. 1990 Census data reveals that a high proportion of workers in
I{a`ii were employed in agricuhvre, forestry, fishing, and manufacturing endeavors. A smaller
percentage of workers were involved in construction, retail and wholesale trade, and public
administration.
The Practicum's Community-Based Economic Development survey involved asking participants to
rank thefr top three preferences for future industrial development in ICa`u. Responses were averaged , ,
across industries and respondents (please refer to Table 4.1). Cultural-based tourism was the
overwhelming choice for future industrial development, agriculture and diversified agriculture were
ranked second and third, respectively, followed by environmentally-based tourism, health services,
etc.
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COMMUNITYPIANNING INTHEAHUPUA A OF RAMd70A-PU7I Z:O AND PUNALU'U, KA'U
Table 4.1 Community-based Economic Development Survey Results:
Industries Preferred in Ka`6 (N~Z)
Ind Overall hank
Culture-based Tourism 1
Agriculture 2
Diversified Agriculture 3
Envirottt»ental-based Tourism 4
Health Services 5
~m
Fisheries 6
qN
Mass Tourism 7
w Forestry 8
Personal Services 9
~ Detention Center 10
Other (legalized gambling, fue saviors, teenage 11 (tie)
~ facilities, hotel, reforestation)
'a Local and External Industry
w
r Because the population of Ka`ii is so small, the local market for goods and services is also relatively
diminutive. Tire largest neazby mazkets aze in the Districts of South Hilo and North Kona. The
~ Island of Hawai`i's export markets include Oahu, and distant markets such as those on the United
States mainland, and in Canada, Japan, and other countries.
Tourism
w
An average of 20,860 persons visited Hawaz i Island on any given day in 1996. Most stay in North
Kona or South Kohala, but travel azound the island, some staying in hotels, bed and breakfast
establishments, and campgrounds in Ka`ii (Decision Analysts Hawaii, Inc. 1998). Past tourism
~ developments, such as the Hawaiian Riviera Resort and the Sazale Black Sands Resort, have failed
partly due to local opposition The Ka`ii Practicum's diagnostic research suggests that while residents
¦ generally do not support mass tourism as a viable economic alternative for Ka`u, many do believe in
the potential value of culturally-based tourism, and eco-tourism
.r
Spring 1998 Pmcticum
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COMMUNITY P/ANN/NG IN THE AHUPUA A OF KAMd bA-PUTI1~,'O AND PUNALUTI, KA'CI
Unemployment Rate
1996 unemployment data show I{a`n's unemployment rate to be comparatively high at 14.4 percent,
versus only 9.9 percent for Hawaii County. Ka`ii's unemployment rate was lower than that of only
Niihau, I{apa`a, Molokai and Puna. Concerns regarding the lack of jobs in the area are often
considered causal of many of the region's social problems.
Research Possibilities
Residents suggest various research-related activities as options for economic development in I{a`ii.
These irrchrde oceanographic, geological, and climatic research endeavors. The majority of residents
however, have historically opposed large-scale research-oriented projects such as the Spaceport
facility. Concerns surroundmg that project included questions about creation of jobs for local people,
and perceptions that launches of spacecraft might damage the local environment (MCM Planning
1993).
Regional Assets
Survey respondents and visioning participants articulated their feelings that many special talents and
assets are extant in I{a`n. Respondents claimed these assets exist in the following fields: fishing,
cooking, woodwork, music, art, quilting, herbal/traditional medicine, massage, hunting, dance,
jeweky making, Hawaiian music, and other Hawaiian cultural activities such as hula and lei making. ~ {
4.1.3 Summary Conclusions
In sum, I{a`ii's unique physical environment has conditioned its human environment since time
immemorial In ancient times, the region's ahupuaa supported small but thriving human populations.
Cultural and social systems tended to ..,aYi.n+~~ efficient use of natural resources. The `ohana was
a central feature of ancient life, and cooperation within and between extended families helped to meet
the challenges of life without modem amenities. Western cultural influences radically changed the `
`ohana and ahupua`a systems, but these continue in modified form today. Recent efforts to revive
traditional ways are bridging past and present, and the `ohana system retains great potential for
meeting modern challenges. Cooperating within an extended family to share subsistence foods, M
provide child care, transportation, various craft and building skills, conversation, and emotional
support, are just some of the ways in which the `ohana can make life easier, more enjoyable, and
perhaps more spiritual in coral i:{a`ii. The troubling history of economic change in Ka`ii, however,
presents challenges that may call for collaboration across and beyond the level of families. The
regional need for economic development options, infrastructure changes, and solutions to drug abuse
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COMMUNITY PIANNING IN THE AHUPUA'A OF RAMAIOA-PUTT ~O AND PUNALUTJ. KA'O
and domestic violence problems may call for re-defining the cooperative aspects of `ohana, so that
the tradition extends further into the sphere of community. Given statewide 5scal problems, inter-
' community collaboration may indeed be the best option for continuing and furthering the quality of
life in this beautifiil but relatively isolated district. Clearly, such collaborative efforts should draw on
the same physical assets enjoyed by ancient residents: the rich flora and fauna, the agricultural
~ possibilities, the rich marine resources, the beauty of the pu`u, the majestic resources of I{a`u, "the
Breast: '
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Spring 1998 Pmcticum
+ Department of Urban and Regional Planning page 4-21
ar
~ COMMUNITY PLANNING 1N THE AHUPUA A OF KAMA OA-PUTT EO AND PUNALU U, KA `CT
a
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CHAPTER FIVE:
KAMA`OA-PU`U`EO AND PUNALU`U AHUPUA`A
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~ Spring 1998 Practicum
~ Department of Urban and Regional Planning Chapter Five
COMMUNITY PLANNING IN THE AHUPUA i1 OF KAMA OA-PU `U EO AND PUNALU U, KA `U
I puni is `oe o Ka`u a i `ike `ole `oe is Palahemo,
`a`ohe no `oe i `ike is Ka`u.
If you have been around Ka u and have not seen Palahemo,
you have not seen the whole of the district.
`Ohu`ohu Punalu`u i
Ka wai hu o Kauila. ~
Punalu `u is adorned by the
rushing water of Kauila
(`Olelo No`eau J
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Spring 1998 Practicum
Chapter Five Department of Urban and Regional Planning
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PUTI'EO AND PUNALU7J, KA `il
.CHAPTER FIVE: KAMA`OA-PU`U`EO AND PUNALU`U AHUPUA`A
This chapter describes Kama`oa-Pu`u`eo and Punalu`u ahupua`a in Ka`ii. Emphasis is on description
on those aspects of the ahupua`a most relevant to community planning issues. The descriptions were
generated using the multiple methods and strategies described at the start of Chapter Four.
wr
5.1 Kama`oa-Pu`u`eo: Setting and Background
The ahupua`a of Kama`oa-Pu`u`eo occupies the southernmost portion of Hawaii Island. It is
comprised of over 11,000 acres of grid land extending from the rocky coastline to the base of Mauna
Loa. Most of the land is owned by the DHHL. Kama`oa-Pu`u`eo is bounded to the east by Kawela
ahupua`a, and to the west by Pakini Iki ahupua`a. Substantial forest reserves and unpopulated
~ mountain azeas lie to the north of the area. Kama`oa-Pu`u`eo also includes the azea known as Ka Lae
or South Point, which was the geographic focus of the Practicum's investigation at Kama`oa-Pu`u`eo.
rr
5.1.1 Unipue Physical Environmental Characteristics
~ Kama`oa-Pu`u`eo is a dry and rugged ahupua`a (please refer to Figures 5.1 and Map 5.1). The
landscape is rather flat and windblown, with mountains such as Mauna Loa easily visible in the
~ distance. Most of the ahupua`a below Highway 11 consists of vast open spaces, providing no
protection from the strong trade winds that blow here, but making it a prime location for the energy-
generating Kama`oa-Pu`u`eo windfarm sited at the northern end of South Point Road. These
'r powerful tradewinds also result in wild ocean waves and currents along the rocky coastline.
w Most of the documented cultural and historical sites in Ka Lae aze located along the coastline,
especially azound South Point. IVIahana Bay, a green sand beach, at the east end of a proposed scenic
route, can be accessed by way of a rough four-wheel-drive trail that has been forged over the ancient
r
lava flows that transect the azea. Along the coast between Mahana Bay and South Point, there aze
remnants of an old fishing village as well as multiple ancient burial sites. The cultural and historical
sites azound South Point such as P-mao Bay, Kalalea Heiau, and the canoe mooring holes aze physical
evidence of the historical importance of fishing to this part of the island.
This report includes a cultural landscape assessment which uses orienting photographs and maps to
illustrate the important cultural sites and scenic districts in Ka Lae and Punalu`u. The students
r
combined this process with a suggestion from one of the residents to create a scenic route in each of
these azeas. Using topographic maps that detail existing road networks, and a list of important sites
~ and physical features, the Practicum has proposed scenic driving and walking routes that encourage
ecotourism The assessment is meant to define potential scenic routes, show the potential vistas from
Spring 1998 Practicum
Department of Urban and Regional Planning Page 5-1
¦
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU U EO AND PUNALUTJ, KA `U 1
v
Figure 5.1 Aerial Photo of Kama`oa-Pu`u`eo
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Source: State of Hawaii, Office of State Planning. 1993. ~
Spring 1998 Practicum
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COMMUNITY PL4NNING IN THE AHUPUA A OF KAMA `OA-PUTT ~'O AND PUNALU II KA `U
. r Map 5.1 Ahupua`a Map of Kama`oa-Pu`u`eo
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~mC ° / IA Puuyr r_ Kam. t^
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Ka I:e PUU.A/ii '
~ KA LAE
Spring 1998 Practicum
• Department of Urban and Regional Plannirzg Page 5-3
COMMUNITY PLANNING IN THE AHUPUA A OF K9MA `OA-PU (I ~'O AND PUNALU (I, KA `U
points on that route, and explain the historic and cultural significance of the sites. It is also meant to
identify and document important scenic districts that should be protected. In the event that the
proposed routes aze implemented, these materials could be easily converted into interpretive signs
and maps posted at selected spots along the route (the reader is referred to Appendix C for review
of the cultural landscape assessment and proposed scenic routes).
5.1.2 Human Environmental Conditions
Demographic and Social Factors
The Kama`oa-Pu`u`eo ahupua`a remains a very rural and somewhat isolated azea. On the mauka end
of the ahupua`a, there aze small pockets of residence in the Kama`oa and Kiolaka`a Homesteads
(fieldnotes March 1998), and as discussed throughout this document, the Viemes family occupies the
Historic Landmazk azea near the ocean. There aze a small number of ranching pazcels and other a
miscellaneous residences scattered throughout the general azea, including the vicinity of the Kazna`oa
Wind Fazm. Discovery Harbor lies just east of the ahupua`a at its mauka terminus, and has some 800
lots, but relatively few residents, while neazby Ocean View Estates harbors a population of about
1,000. Generally speaking, however, the Kama`oa-Pu`u`eo ahupua`a itself is chazacterized by vast
open areas and a very small and widely distributed human population. *w
Most residents in this part of Hawaii Island reside in the small town of Na`iilehu. This town and the
smaller Wai`ohinu are the most convenient centers of commerce for Kama`oa-Pu`u`eo residents, and
r
others living in the outlying areas. Trips to town aze required for acquisition of gas, food, hazdwaze,
and other needed supplies, and for work, acquisition of services, and visiting friends and neighbors. 0'
Hazder to acquire goods and services require trips to larger, more urban centers like Hilo and Kona. ~
These aze made less frequently. The road from Ka Lae into Wai`ohinu and Na`alehu is rather long
and bumpy, beginning with a short excursion on a dirt road, progressing onto South Point Road, a ~
roughly ten-mile, narrow, one-lane macadam road which terminates at State Highway 11. A cautious
trip at conservative speed on this lane can take upwazds of 30 minutes. The remaining five mile trip
into Wai`ohinu takes about ten minutes, and another five minutes is required for the remaining three
miles to Na`alehu. Of course, trip times depend on the vehicle, the driver, and driving conditions.
Given the extremely rural nature of Kama`oa-Pu`u`eo, there is little documentation of human
environmental conditions for this spazsely distributed population. The census data and analysis that
w
¦w
rr
Spring 1998 Pracricum
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"`r COMMUNITY PLANNING IN THE AHUPUA it OF KAMA `OA-PU `U ~O AND PUNALU'U, KA `13
follows is based on the Na`alehu CDP10. Because these data aze in many ways indicative of small-
townlife in Hawaii, and residents in I{ama`oa-Pu`u`eo live some distance from even this small town,
it is reasonable to assert that residents of this ahupua`a are adept at rural living and capable of dealing
with the rigors of country life.
The total population of the Na`iilehu CDP, as determined by the 1990 Census, was 1,114 persons.
With respect to population flow, Na`alehu is quite stable 86 percent of the population reported
living in the same residence as in 1985. A high percentage of residents 94.1 percent were born
in the State of Hawaii. A large percentage of the population 25 percent is said to be aging
Japanese, and 15 percent recently arriving persons from the Mainland (Matsuoka, personal
~ communication 1998). Unfortunately and inappropriately, while the Census breaks its ancestry query
into many backgrounds, almost exclusively European, it does not designate the subcategories of the
¦ massive "Asian or Pacific Island" complex to determine the percentage of Native Hawaiians.
Similarly, there is no category for Hawaiian speakers, though 22 percent of residents report that they
speak an Asian or Pacific Island language.
At the time of the 1990 census, 384 persons were enrolled in elementary or high school, and 12 in
college. 228 persons listed themselves as high school graduates, eight persons as possessing
bachelor's degrees, and five as holding graduate or professional degrees.
With respect to housing in the Na`alehu CDP, there were 353 housing units in 1990, 335 of which
were occupied. The highest percentage of units 36 percent were built before 1939, speaking to
the historic nature of the community. Recent housing starts were notably insignificant as under six
percent of existing units were built in the period 1980-1990. All units utilized the County water
M supply for provision of water. Interestingly, there is a moratorium on water meters in Ka Lae.
~ Relatively few households 6.5 percent were without telephone service. Among persons renting
~ their housing, median monthly rent was $344.
The 1990 median household income in Na`alehu was $21,563, but 31 percent of households took in
~ trader $15,000. Ten percent of households had incomes between $50,000 and $100,000. Median
non family household income was $10,313. Per capita income was $8,308. With respect to poverty
~ level status, 13 percent of residents and 13 percent of families had incomes below the poverty level.
A large percentage of female householder families 32.1 percent were existing with incomes
w
~ below the poverty level.
10 Census designated place or CDP is the designation given by the U.S. Census Bureau to azeas of concentrated populations
of over 300 persons that exhibit identi5able boundazies based on visible features or attributes of population distribution, bu[
which are no[ legally incorpo[ated places.
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COMMUNTII' PLt1NN/NG IN THE AHUPUA A OF KAMA OA-PU b ~O AND PUNALU71, KA `U
As regazds the Na`iilehu work force, 380 persons were active in the labor force in 1990.
Unemployment was significantly higher for females than for males in the CDP. Twenty-one percent
of females over sixteen years of age were unemployed, while only six percent of males were
unemployed. Private wage and salary workers comprised 77 percent of the work force, and the
highest percentage of these persons 26 percent were employed in farming, forestry, and fishing
occupations. Interestingly, only eight persons described themselves as self-employed. Of the 21
percent of persons working in goverrunent, 87 percent were state government workers and 13 percent
were federal govemrrr~nt employees. The mean travel time to work was about 25 minutes. Just over
half of the work force drove to work alone, while 33.9 percent car pool.
Na`alehu deals with a number of social problems, including drug abuse and cases of family violence.
Matsuoka (personal communication, 1998) reports that there currently are insufficient services to
meet needs related to family problems, drugs, and crime.
As regazds education, Na`iilehu School provides education to keiki from grades one through eight
and is an important social institution in the azea, providing educational and extra-curricular
opportunities for youth. It is notable that, unlike residents of Na`illehu proper, young students from
the outlying areas must begin their day with a much longer bus or truck ride to school. High school
students must arise as eazly as before five a.m, catch a ride to the highway, then boazd the bus for
the lengthy trip to Pahala. As for college students, an additional one to two hours must be allotted w
for the ride to University of Hawaii at Hilo or to comtmrnity colleges in Hilo or Kona. It seems more
w
likely that students attending college in these aeeas would have to reside on-campus or off-campus
in town.
With respect to Kama`oa-Pu`u`eo specifically, no census data aze available to describe current
conditions in the area for the variables listed above. Field observation and reflection, however, reveal
a number of pertinent points. For instance, given that the ahupua`a is inhabited largely by Native ~
Hawaiians, Hawaiian is spoken, at least at times, by these residents, and traditional Hawaiian cultural
practices aze an important feature of everyday life. The transportation issue is of sorts; importance ~
in a general sense too, as outlying residents have a much longer and more difficult trip to acquire
goods and services. There is also a much longer anticipated response time should an emergency
occur in these aeeas.
Most residents of Kama`oa-Pu`u`eo do not fall into the affluent income categories tabulated in the
census, but neither do the majority of residents in the CDP. In Kama`oa-Pu`u`eo and other outlying
areas, income is not always sufficient for sustaining families, but is often supplemented through
subsistence activities such as hunting, fishing, and gathering materials from both land and sea. This
is not to say that residents dislike having to supplement income. Indeed, the lifestyle seems preferred
Spring 1998 Practicum
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COMMUNITY PIANNING IN TXE AXUPUA A OF KAM.d OA-PU71 `EO AND PUNALU `U, kA `U
by many, and subsistence activities go hand-in-hand with beloved traditional Native Hawaiian cultural
practices.
Given the difficulties associated with transportation, and the general rigors of life in this rugged
' terrain, it is cleaz that residents have devised adaptive measures for getting along. Indeed, the
' residents appeaz to have mastered the art of living in this beautiful but demanding environment.
Outlying residents seem to be good mechanics, for instance, and the kinds of problems that might
~ send an urban resident to the service desk, send the resident of Kama`oa-Pu`u`eo out to the garage
or yard with a tool box.
r
People here seem to have developed strong bonds with each other, and despite their notable
^ independence, aze quick to support each other in times of need. Ka `Ghana and its accomplishments
~ exemplify the strength of mutual cooperation. This organization has a current listed membership of
46 adults, though as many as 80 people may be involved. Clearly, this is the most important formal
social organization in the ahupua`a.
~ People here love to come together to eat and celebrate various functions such as baby lii`au and
~ weddings. A wedding, for instance, can bring almost the entire population of the ahupua`a to a single
wt place for food and celebration as occurred during the practicum field visit in February 1998. Seafood
~ is often the faze of choice at luau and other social events.
~ Job opportunities aze certainly more common in Na`alehu and other towns than in the outlying areas,
though agricultural and ranching work are common possibilities. Fishing offers some opportunities,
though the capital must be assembled to purchase and maintain a vessel, motor, radio, and fishing
gear. Relatively few commercial fishermen aze active in the area even though fishing is productive
here. There are deep `ahi holes and productive `opelu ko`a as close as two miles from shore.
~ Decision Analysts Hawaii, Inc. (1998), reports that only about six fishermen work the waters off I{a
Lae on a full-time basis, a number which is supported by Practicum reseazch. It should be noted,
~ however, that "full-time" here means weather- and condition- permitting, and extremely rough
conditions are common throughout much of the yeaz. Penn reports that only about 100 days out of
~ the year present reasonable conditions for fishing (personal communication 1998). Observation
W shows, however, that weather does not stop some fishermen. During one of the Practicum visits, for
~ instance, a particulazly hazdy fisherman was seen about a mile offshore in eight foot seas and ten to
w twelve foot west swells. There is a larger contingent of neazshore fishermen using cast nets and pole
and line from the shoreline and small gill nets and rod-and-reel from small vessels.
w Of particular concern to Ka Lae and other Kan>a`oa-Pu`u`eo residents is the trend of desecration and
s abuse of the landscape that has occurred over the years (please refer to Figure 5.2).
r
Spring 1998 Practicum
R Department of Urban and Regional Planning Page 5-7
w
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA`OA-PU U EO AND PUNALU7J, KA `U
Figure 5.2 Historic and Contemporary Desecration
,
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Remnants of graffiti in rocks at Palahemo, dated 1906.
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New graffiti in rocks at Palahemo by high school students from the class of 1999. ~
Spring 1998 Practicum ~
Page 5-8 Department of Urban and Regional Planning
~ COMMUNITY PI
ANNING IN THE AHUPUA A OF KAMtl OA-PU `U `EO AND PUNALU `U, KA `LI
ur Figure 5.2 Historic and Contemporary Desecration (continued)
r
Ir
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Photograph depicting problems with rubbish lefr at historic and cultural sites by local fishermen.
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Spring 1998 Practicum
Department of Urban and Regional Planning Page 5-9
COMMUNITY PLANNING IN THE AHUPUA A OF KAM:I OA-PU I/ EO AND PUNALU `U, KA `U
Problems associated with dirt-bikes and four-wheel-drive vehicles traversing culturally sensitive azeas
have diminished somewhat recently, largely through the educational efforts of the Viernes. Other
situations such as answering the call of nature outdoors (within cultural and historic sites), and
littering, continue. These problems and the Viernes' willingness to intervene for the purpose of
preserving the land and cultural sites is a strong part of their case for acquisition of official "
curatorship status.
With respect to recreation, there aze obviously fewer options in I{ama`oa-Pu`u`eo for the kind of , "
activities common to less isolated or urban azeas. Options do abound, however. The makai portion
of the ahupua`a, for instance, offers extensive potential for ocean recreation activities including
.r
swimming, surfing, canoeing, fishing, sailing, and so forth. The makai and mauka landscapes also
offer a variety of opportunities for the outdoors-minded including camping, hunting, and dirt-biking
(in the proper azeas). Subsistence activities appeaz to provide recreation for some residents while
simultaneously continuing the life of traditional activities. For the more sedentary times, television
provides entertainment as it does virtually everywhere today, even among Eskimos in the Arctic
Circle. "Talk story" also is undoubtedly an important source of enjoyment for residents, and an
important mechanism for social cohesion, as was witnessed during Practicum visits.
r
In sum, the challenges of life in Kama`oa-Pu`u`eo aze met successfully with various adaptive
strategies, and many of these seem compatible with a spirit of independence and perpetuation of +
Native Hawaiian knowledge and cultural practices. It may be the case that the challenges aze not seen ~
as challenges at all, but rather as preferred opportunities for maintaining a rural and traditional way ~
of life. Future reseazch might explore the degree to which the rural setting here keeps people
together despite distances and isolation, affords special knowledge of the environment, and
contributes to the continuation of traditional culture and lifestyle. ~
Social Issues
Tourism
South Point's unique status as the southernmost point in the United States makes it a natural tourist
attraction. ICa Lae's many historical and cultural sites could also serve to attract tourists. There "
currently is a visitors' information center at the Ka Lae headquarters, where Ka `Ghana distributes
brochures describing the important sites at Ka Lae. A walking map and safety tips aze also provided.
The visitor's center also sells Hawaiian-style items, as well as refreshments. Expansion of the
r
capacity and functions of the center, and expansion of Ka `Ghana's role in Ka Lae tourism would
enhance the touring experience. Implementation of a cultural center as proposed by I{a `Ghana ~
ideally would include a museum, educating visitors of the historical and cultural significance of the ~
r
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Page 5-10 Department of Urban and Regional Planning
r
COMMUNITY PLANNING IN THB AHUPUA it OF KAMA bA-PU71 EO AND PUNALU71, KA `U
area A cultural center might also provide bilingual tour guides to accompany small groups to each
of the sites. Plans for expansion of tourism at Ka Lae should include managetttent strategies to
min;mi~r.: adverse impacts to cultural sites and local flora and fauna, traffic and noise, and litter and
~ other forms of desecration.
rr The Prison
~ Practicum survey results indicate widespread variation in sentiment regarding the proposed prison
in Ka`ii. Residents of I{ama`oa-Pu`u`eo, however, seem to hold a relatively uniform position of
opposition to the project. Many azgue that a prison will not provide the types of jobs that the people
of Ka`ii want for their children. They are also concerned whether the infrastructure and technology
that woukl accompany prison development would adversely impact the rural chazacter of the region.
r Further, the secrecy surrounding the siting process has caused many residents to be suspicious, and
to question what benefits might actually accrue to the citizens of I{a`ii should the prison be sited in
the District.
r
~ Improvements to Kaulana Bay
At one point during the late 80s and early 90s, improvements to the existing ramp facilities at I{aulana
~ Bay were proposed. The project was divisive for the local community as some local Hawaiian
fishermen perceived a threat from the possibility that larger vessels might begin fishing out of the azea,
hence presenting the posstbility of more competition. Other Hawaiian fishermen in the azea thought
'r the hazbor might be beneficial as it would rttean better possibilities for economic gain. The
- disagreement has mellowed, and it is reported that many of those initially supporting the changes are
r now happy with the way things turned out, and have come to appreciate the camazaderie of local
fishermen and the laid-back atmosphere at the Bay. This example speaks to the potential disruption
that can occur when projects aze proposed without proper prior consideration of variation in
perspective among concerned parties.
The Coast Guard Lighthouse Property
,
The. United States Coast Guazd has had a long but indirect presence on the land at Ka Lae. Because
the 14`" Coast Guazd District is seeking to reduce its maintenance responsibilities, it is ceding the
A
agency's roughly five acre holdings at the very southern tip of Ka Lae back to the State of Hawaii.
~ A roughly 50 by 50 foot pazcel will be retained for the purpose of continuing operation and
maintenance of the existing lighthouse, and arrangements are currently being made with state agencies
to ensure future access to the site by Coast Guazd personnel. Coast Guard officials report that the
~ ultimate disposition of the ceded land will be decided by the State. Evidently, the Coast Guazd
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~e Department of Urban and Regional Planning Page 5-11
COMMUNITY PLANNING IN THE AHUPUA :4 OF KAMA `OA-PUTT $O AND PUNALUTJ, KA `rI
originally acquired large pazcels of land around lighthouses in the Pacific for no specific purpose, and
are now Ending it fiscally pendent to reduce their holdings. This issue is of great interest to Ka Lae
residents as important cultural sites lie within the Coast Guazd property.
5.2 Punalu`u: Setting and Background
Vui
Punalu`u ahupua`a is located on the southeastern coast of Hawaii Island. It contains approximately ~
6,000 acres of land extending from mountains to sea. The climate and flora and fauna vary greatly
from mauka to makai, with black sand beaches towazd the sea; windswept plains in the kola region,
and lush, green vegetation in the mountains (please refer to Figures 5.3 and Map 5.2). At present,
only a handful of families live in Punalu`u. Much of the information and research regarding the °Vi
ahupua`a's cultural and physical resources has been garnered from an `ohana with a long history of ~
residence in the azea. iw
5.2.1 Uniaue Physical Environmental Characteristics
- w.
The landscape in Ptmalu`u changes dramatically with elevation. The makai portion is a flat and
ragged seascape. The kola rises gradually, reaching into the beautiful mauka region. Here, the
legendary Pu`u `Enuhe, Makanau, Pakua, and Kaiholena beaz silent witness to the ever-changing
moods of the Pacific Ocean. Some 3500 feet below, the mountains, which aze the result of seismic
upheaval predating Mauna Loa and Mauna Kea, attract clouds and rain, making the mauka area lush
A
and green. Meantime, the shoreline is dry and covered largely by pahoehoe lava.
r
The culturally-significant sites in Punalu`u are concentrated along the ala loa" at Punalu`u Bay, ~
IV-mole Bay, and Kawa`a Bay. North of Punalu`u Bay and its famous black sand beach, the trail ~
travels past the famous sacrificial stone and a human sacrificial heiau called Punalu`u Nui Heiau, and ~
eventually leads to another black sand beach called Keone`ele`ele. The west side of King's trail ~
begins with Koloa Bay where `ili`ili hianau (please consult Glossary, section 9.3 of the report) can be
found, then travels past a fishing heiau named Ka`ie`ie Heiau, a resting platform, and leads ultimately ~
to a gathering beiau called Ke`ekii Heiau adjacent to Kawa`a Bay. At the middle portion of the trail,
one can experiettce a beautiful panoramic view of much of the District, from mauka to makai (Please s
refer to Appendix C).
uT'he ala loa, a King's Trail, is the relic footpath of ancient Hawaii. It circled the island along the coastline,
facilitafing easy travel on smooth stones place amongst otherwise sharp and forbidding lava. Much of the path has
been altered or destroyed by tsunamis and human alteration of the land, but some azeas remain intact.
Spring /998 Practicum
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COMMUNITY PL9NNING IN THE AHUPUA A OF KAMA OA-PUTT EO AND PUNALUTI, KA `i7
a.+ Figure 5.3 Aerial Photo of Punalu`u
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Source: State of Hawaii, Office of State Plantung. 1993.
111
Spring 1998 Practicum
Department of Urban and Regional Planning page 5-13
r
COMMUNITY PLANNING IN THE AHUPUA ~1 OF KAMd OA-PUTT EO AND PUNALUTl, KA `U
Map 5.2 Ahupua`a Map of Punalu`u
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Spring 1998 Practicum rw
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COMMUNITY PLANN/NG IN THE AHUPUA A OF KAMA `OA-PU `U EO AND PUNALU `U, KA `U
The cultural landscape assessment in Punalu`u utilized the same methods and approach as that used
for the landscape assessment at I{a Lae, aiming to illustrate through orienting photographs and maps
important cultural sites and physical features in Punalu`u for the ultimate purpose of identifying and
documenting azeas that should be conserved. Because of the dynamic and diverse landscape of
Punalu`u, the students split their site visits into several different trips to cover all of the makai and
mauka sites. As with I{a Lae, the practicum team proposed scenic driving and walking routes based
on existing road and trail networks, that would allow people to visit the many important sites in and
r around Punalu`u. The cultural landscape assessment depicts the sites and the vistas visible from
points along the scenic route. Each site is accompanied by brief histories gleaned from existing
literature, and stories shazed by knowledgeable kupuna, explaining the historic and cuhural
significance of these local landmarks. As with the proposed scenic route for I{a Lae, these materials
could be readily converted into interpretive signs and maps to be posted at selected spots along the
r Punalu`u route. (Please refer to Appendix C).
5.2.2 Human Environmental Conditions
M
Demographic and Social Factors
Like I{ama`oa-Pu`u`eo, and perhaps more so, Punalu`u ahupua`a is relatively unpopulated. A few
ya residents, primarily Native Hawaiians, including our key contacts Aunty Pele, and I{eolalani Hanoa,
inhabit the narrow strip along the beach at Punalu`u proper. This was the site of Keola's family
residence of old, though a tsunami destroyed the home and rearranged the beach here some yeazs ago.
r
The wndom;nn,ms adjacent to the golf course aze a new addition to the landscape on the makai side
of Punalu`u and have brought yeaz-round and seasonal residents to the azea. The Punalu`u County
r Beach Pazk and the state campground also bring numerous visitors. The mauka azea of Punalu`u is
_ sparsely inhabited, with only two or three families resident.
As is the case for residents in the outlying regions of I{ama`oa-Pu`u`eo, Punalu`u residents must drive
to the neazest town, Pahala, for supplies, services, and other amenities. The commute is shorter here
than for I{a Lae residents, however, and the roughly five-mile drive from the beach to town can be
accomplished in about ten minutes, depending on the vehicle, the driver, and driving conditions. The
yl roads aze good, and the only notable potential problem is the danger of speeding traffic on State
Highway 11.
s
The 1990 U.S. Census detemtined the Piihala CDP to have a total population of 1,422 persons. This
*A population was cleazly less stable than at Na`iilehu in that only 390 persons, or roughly 73 percent
~ of the population lived in the sactte residence in 1985 as during the time of the census in 1990
(compazed to 94.1 percent in Na`alehu). Most of this movement is internal to the state and county,
Spring ]998 Practicum
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COMMUNITY PL9NNING IN THE AHUPUA A OF KAMA OA-PU7I `EO AND PUNALU 2/, 1Gt `G
r
however, as only 24 or 1.6 percent of migrating persons came to Piihala from another state. Indeed,
over 97 percent of CDP residents were born in Hawaii. -
Residents here aze generally young, with a median age of 34. The population is primarily Pacific
Islander/Asian descent at 84 percent. There is a significant population of aging Japanese with a ~
` younger Filipino contingent (U.S. Census 1990; Matsuoka, personal communication 1998). A high ~
percentage of residents 29 percent claimed to speak an Asian or Pacific Island language. ~
Interestingly, over 20 percent of residents noted a difficulty speaking English "very well." ~
At the time of the census, there were 367 youth enrolled in elementary or high school, and 13 persons ~
in college. 282 persons listed themselves as high school graduates, 78 as holding bachelor's degrees r
(at 10.6 percent of the total, this is significantly higher than at Na`iilehu where only eight bachelor's ~
degrees were listed), and 14 as holding graduate or professional degrees. r
By 1990, there were 491 housing units in the Pahala CDP, 458 of which were occupied. Only 18.3 ~
percent of these were built before 1939 (as opposed to Na`iilehu where 36 percent were built prior
to this date). The greatest percentage of homes - 33.4 percent were built during the period 1970-
1979, perhaps indicative of the health of local sugaz plantations at the time. Byway of contrast, and
perhaps related to the ultimate decline of sugaz, only 43 hotnes were constructed between 1985 and ~
1989, and no houses were built between 1989 and March of 1990. Median rent in 1990 was $220. ¦r
As in Na`alehu, all housing units drew water from the County system. Avery small percentage of
Pahala homes 3.4 percent had no telephone service (as opposed to 6.5 percent at Na`iilehu).
The 1990 median household income in Pahala CDP was $20,915, slightly below that of Na`iilehu. #
Thirteen percent of persons had incomes between $50,000 and $100,000. Median non family ~
household income was $10,125, very close to that of Na`alehu. Per capita income was also similar ~
at $8,788. The income of almost ten percent of all residents fell below the poverty level, while almost
nine percent of all family incomes fell below that level. While a smaller percentage of female
householder families had incomes below the poverty level than at Na`iilehu (26 percent versus 32 ~
percent at Na`alehu), this still represents a significant social problem in the azea.
Regazding the Pahala workforce, 537 persons were active in 1990. Unemployment figures indicate
that lack of work is less of a problem in the Piihala CDP than at Na`iilehu. In Pahala, only 2.6 percent
of the male workforce population was out of work, while 7.6 percent of the female workforce lacked
jobs. As in Na`iilehu, the greatest percentage of workers were employed in the farming and fishing
occupations, though in Piihala there is close competition from precision production, craft, and repair
occupations. There were no data available for the number of state workers employed, though work
with the federal government was raze, at a little over two percent of the workforce. As in Na`alehu,
Spring 1998 Practicum
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COMMUNITY PLANNING IN THE AHUPUA :9 OF KAMA OA-PU71 ff'O AND PUNALU U KA `U
there were very few self-employed workers only ten persons claitned to work for themselves.
Interestingly, a much smaller percentage of commuters caz pooled to work in Pahala than at Na`iilehu.
Only 1.2 percent of persons caz pooled from Pahala versus almost 34% from Na`alehu. Almost 85
percent of Pihala-based workers drove to work alone, and ten percent used public transportation.
This may possibly reflect a shorter median commute time and diminished need to car pool, though
wr at 17.4 minutes (versus 25 minutes from Na`illehu), the median commute time for Pahala residents
is still significant.
tlr
Like Na`alehu and the rest of Kati, Pahala is confronted by various social problems, the most notable
of which aze related to drugs. These include family violence and vazious criminal behavior. There
~ is a perceived need on the part of some residents for stronger institutional support to address these
issues.
nn
As in Kamii`oa-Pu`u`eo, residents at Punalu`u-proper reveal a strong connection to the land and sea,
and to Native Hawaiian cultural practices and customs. The beach at Punalu`u and surrounding
~ cuhural sites seem to be the focal point for much culttual activity. A section of the shoreline at the
_ beach, for instance, is the preferred site for hi`uwai, or ritual cleansing. There is a general sense of
the deep history of Native Hawaiian tenure on the land here, and a profound respect for and interest
in traditional customs and values. Some residents carry the past with them, and aze quick to "talk
w stot}~' of days past when certain traditions held strong, such as the feeding of the `opelu ko`a12, the
various legends of Ka`ii, and the names and legends of various pu`u and heiau. One can sit in the sun
at the beach neaz the campground, feel the cool ocean breeze, and heaz sweet Hawaiian melodies
played out on `ukelele and sung by strong mellifluous voice.
With respect to education of youth, the close proximity of Piihala Elementary School and Ka`ii High
School to Punalu`u makes for ready access for the few keiki and teens residing in the ahupua`a.
_ These institutions also provide various extra-curricular and recreational activities for youth. Keola
Hanoa directs a summer educational program that brings kids from azound the District to experience
Native Hawaiian traditions, and the land and seascape of Punalu`u and surrounding areas (please refer
to Appendix D). Groups of college students from azound the country also come to experience
Punalu`u under the auspices of a San Francisco-based university program
•
A
Thee is an `bpelu ko`a a short distance from shore neaz the southerly portion of Punalu`u Bay (a ko`a is a mound in the
°A reef that attracts fish). The ko b was traditionally "fed" with boiled pumpkin and taro, a process that attracted `opelu.
~ Eventually, as the fish were "tamed," they would be hazvested. A[ Punalu`u, this usually occurred in September. The fish
caught in the fast net pull would be distributed for shazing with the community, other pulls would be used by the fishermen's
~ family (Fieldnotes, Mazch 1998).
Spring 1998 Practicum
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PUTT `EO AND PUNALUTI, KA `U
There is apparent disparity between the long-standing residents of Punalu`u and those residing in the
more recently constructed condominiums, in that there are few permanent condominium residents,
and of those, most have come as retirees to enjoy the golf course and life by the sea. While this is
quite understandable given the beauty of the azea, there is not the same level of interest among these
residents in engaging in tbe traditional activities and in the "open-air" lifestyle enjoyed by the families "y
living along the black sand beachfront.
A number of problems result from the large number of tourists visiting the azea. These include
littering, and as at I{a Lae, answering the call of nature outdoors. Quite a few tourists visit Punalu`u's
black sand beach as was noted during Practicum visits. Cleazly, this can be a burden to the landscape
without proper oversight and education activities. Among the more important activities for devotees
of Hawaiian culture are those related to subsistence. Neazshore fishing opportunities include diving ~ iw
for lobster and reef-fishing with Hawaiian sling, cast net, and pole-and-line. Gathering of limu is also ~r
important, and various types of other sea critters are collected, including `opihi. For those with small
w
vessels, there is access to the ocean via a small ramp, and neazshore fishing with gill net and pole-and-
line. There aze also trolling opportunities for species like `ahi, ono, and mahimahi farther offshore.
Some vessels engage in part-time commercial fishing activity in the area. These are said (Decision ^
Analysts Hawaii, Inc. 1998:7-2) to be former sugaz workers; but the bulls of the fishing here,
however, is subsistence- and recreation-oriented. As at I{a Lae, the seas in the area are frequently
very large and chaotic, as this side of the island is exposed to consistent and vigorous tradewinds, r,,.
thereby reducing the number of days when offshore fishing is possible.
W
Punalu`u residents are also knowledgeable of terrestrial flora, and gathering in the mauka areas is still
undertaken to some extent. There is notable knowledge of medicinal plants available in the
mountains. Hunting is also an important subsistence activity for residents, and deer, goat, and feral ~
pigs are taken, supplementing a diet offish and store-bought goods, and providing a source of meat ~
for In`au and other social functions.
There are important groups whose principal rrnembership is in Piihala but who have a vested interest
in the land on the makai side of the Punalu`u ahupua`a. Hana Laulima, with a membership of about
40 persons, is seeking to develop a cultural center on a parcel of land neaz the golf course. To date,
the group has experienced some difficulties in acquiring funds to get the project off the ground.
These and related issues of interest to the Practicum are described in Section 6.1.3 of this report. The _
Punalu`u Preservation Society also has a deep interest in the azea, and as the group's name suggests,
it seeks to limit development and preserve the azea's cultural and natural resources.
The somewhat closer proximity of Punalu`u to Pahala makes acquisition of goods and services and
transportation to school and other activities much easier for Punalu`u residents than for those living
r
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COMMUNITYPLANNING INTHE AHUPUA A OF KAMfI OA-PU71 EO AND PUNALU 21, KA `U
~r in the outlying areas of Kama`oa-Pu`u`eo. The trip to Hilo is much shorter too, making this a more
common and palatable excursion. -
In sum, the essence of Punalu`u living combines the beauty and simple pleasures of seaside life with
attention to Native Hawaiian customs and traditions. The close proximity to Pahala simplifies life
w somewhat, at least in comparison to the more azduous transportation problems for Kama`oa-Pu`u`eo.
The fantastic views of points mauka, and the rich history, numerous cultural sites, and subsistence
~ activities makai make life at Punalu`u an unusual experience. Groups and individuals seek to preserve
the natural and cuhural landscapes here, and, given the beauty of the area, these groups are likely to
encounter future challenges.
w
Sociallssues
The Prison
rr
As in Kama`oa-Pu`u`eo, the proposed prison is a common topic of conversation in and azound
Punalu`u. However, where most I{a Lae residents aze vehemently opposed to the project, residents
r in Punalu`u seem more divided on the issue. Many shaze the same concerns as the residents of Ka
Lae about the number and types of jobs that would be created, and the potential adverse impact on
~ the rural character of the region, but others, many of whom lost jobs when I{a` ii's sugar industry shut
down, see the prison as a solution to I{a`n's unemployment problems. Proponents of the prison argue
that creating jobs for people in I{a`ii would have aripple-effect that would begin to address some of
the community's other problems, such as substance abuse, domestic violence, and reliance on public
assistance. One resident suggested that if the prison incorporated inmate rehabilitation efforts that
coukl simultaneously address community enhancexcent needs, such as landscaping, agriculture, and
_ infrastructure, she would support it. This notion of combining skills-building for inmates while
providing community benefits recognizes the need for mitigating the impacts of such a facility.
r
w+
•
+w
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMfi OA-PU71 EO AND PUNALUTI, KA `7T
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CIIAPTER SIX:
TECIINICAL ASSISTANCE, COMMUNITY-BASED
.r ECONOMIC DEVELOPMENT,
AND PARTICIPATORY MAPPING
~ IN KAMA`OA-PU`U`EO AND PUNALU`U
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Department of Urban and Regional Planning Chapter Six
COMMUNITY PLANNING IN THE AHUPUA A OF IYAMA `OA-PUTT `EO AND PUNALU `U, KA `t7
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Punalu`u, i ke kai kau ha`a a ka malihini.
Punalu `u, where the sea dances for the visitors. '
Na kai haele lua o Kalae,
o Kawili laua a Hala`ea
The two sea currents of Kalae--
Kawili and Hala `ea.
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Spring 1998 Practicum
Chapter Six Department of Urban and Regional Planning ~
COMMUNITY PLANN/NG IN THE AHUPUA A OF KAMA OA-PU `U ED AND PUNALU `U, KA `U
„ CHAPTER SIX: TECIINICAL ASSISTANCE, COMMUNITY-BASED ECONOMIC
DEVELOPMENT, AND PARTICIPATORY MAPPING IN KAMA`OA-
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PU`U`EO AND PUNALU`U
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This chapter describes the role of the Practicum in initiating the community-building and planning
process in I{ama`oa-Pu`u`eo and Punalu`u ahupua`a. The Chapter focuses on the process and results
of the participatory mapping efforts, and provision of technical assistance to the `ohana.
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6.1 Providing Technical Assistance to `Ohara
~ The Practicum used amulti-method approach to assist `ohana in community-based planning and
community building in I{a`ii. The methods included direct formal and informal interaction with
~1 community members, field reseazch, reseazch of existing writings, and review of Environn~ntal
_ Impact Statements for information regarding past project proposals in the District. This section
describes selected interactions between the Practicum, community, and outside entities.
6.1.1 Enterine Ka`ii
QLCC facilitated initial meetings between DURP and the community at large. There were two
meetings; the first in July 1997, the second in October 1997. The July meeting involved faculty
members and the community. The October meeting included UH faculty, UH student representatives,
and community members. This meeting identified community groups that were willing to work with
' UH and QLCC, and their respective objectives and needs. The groups were: I{a `Ghana of the
I{ama`oa-Pu`u`eo ahupua`a; Hana Laulima of Punalu`u ahupua`a; and Bridging the Gap, a 4H-funded
+r Pahala high school project.
6.1.2 Ka `Ohara, their Obiectives. and Results of DURP Interactions
Ka `Ohara O Ka Lae
Ka `Ghana is a grassroots, non-profit Hawaiian organization which seeks to protect and restore
rl sacred and natural sites at I{a Lae (South Point), educate the Native Hawaiian community and general
public about the area and its attributes, work towazd the settlement of Native Hawaiians on Hawaiian
~ Home Lands, and establish aself-sustaining co*nTn»nity of I{a`ii Hawaiians.
I{a `Ohara currently operates an information center at Ka Lae, acts to protect the land and cultural
~ resources there, directs people to sites of interest, educates them, and watches out for their safety.
Many visitors stop by the information center to ask for directions or information about the azea,
,f
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COMMUNITY PLANN/NG IN THE AHUPUA A OF KAMA `OA-PU77 ~'O AND PUNALU 11, KA `CJ
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purchase snacks, and learn Hawaiiana from Momi Viemes. Ka `Ohara is seeking to buHd a cultural
center at Ka Lae. This would facilitate education about the train cultural sites that aze protected by
National Park Service provisions and designation as a National Historic Landmark. The center would
employ Native Hawaiians. Currently, Ka `Ohara operates a Ka Lae-based summer program for the
children of Ka`ii (please refer to Appendix D). ^
Just prior to its February meeting with Ka `Ghana at South Point, the practicum team, Ka`ii High
School students, Hana Laulima members, and Ka `Ghana tnembers greeted the sun with a traditional
Hawaiian chant "E Ala E" led by Keolalani Hanoa. Jashua Viemes, spokesperson for Ka `Ghana,
then took the practicum on a tour of the main cultural and historical sites in the azea. The tour lasted ~
half a day and covered a vast area. Ka`ii High School students accompanied the practicum to observe
and learn about efforts to revitalize cultural knowledge and traditions. Their participation was part
of a school project in which they were required to subtnit a paper for school credit.
Ka `Ghana President Bernard Keliikoa e]aborated informally on the `ohana's vision and what is needed ~
to fulfill that vision. The practicum also had a chance to present their summary review of Ka `Ghana's
grant proposal This was also an opportunity for the practicum to conduct in-depth interviews and
participatory mapping exercises. It was during these meetings that Ka `Ohara stated the following
objectives: r.
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(1) To operate and manage a culturaUvisitor center at South Point; ~
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(2) To be econotrrically self-sufficient within a specified timeline. The cultural center and
the geographic, azchaeological, and historical landscape of Ka Lae will be the basis
of environmentally-conscious economic development activity;
(3) To successfully negotiate and acquire permission and approval from r
DHHL to officially and legally occupy the property at Ka Lae;
(4) To become official caretakers/curators of the cultural sites at Ka Lae;
and
(5) To perpetuate Hawaiian culture through Hawaiian immersion classes
at the culural center and bypassing on knowledge and history of the
azea to future generations.
Ka `Ghana also stated three basic needs that would aid in its mission. First, it felt that official
approval for settlement and curatorship activities on DHHL land would help the `ohana in its efforts
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to rnalama `aina and to educate the public about the area's rich heritage. Second, it stated a need for
technical assistance in reviewing the current grant proposal, and sought input in formulating a
stronger proposal to funding/granting agencies. Finally, it stated a need for technical assistance in
identifying and trapping natural and cultural assets that could be incorporated in grant proposals and
' * in a management plan for the significant sites at I{a Lae.
,T Interaction with I{a `Ohara was a rich experience for both students and members of the `ohana.
iy Among other benefits, the experience enabled UH students to: visit significant cultural sites in the
azea; leazn about the historical importance and significance of the cultural sites to Hawaiians as well
as to visitors to the area; learn about the problems the `ohana faces in trying to protect the sites from
W vandalism and desecration; learn about the status of the ohana's negotiations in obtaining proper
a* authorization from DHHL in occupying the area; learn about assets and funding needs of the `ohana;
ri review, evaluate, and make recommendations to improve the ohana's grant proposals/applications;
understand the best manner in which to act as intermediary between the `ohana and DHHL regarding
~ official authorization to occupy the land; make valid recommendations on management alternatives
to improve the ohana's operations, and grant applications; and map cultural sites and land use patterns
for the ohana's use in a proposed ]and management plan.
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6.1.3 Hama Laulima. their Obiectives. and Results of DURP Interactions
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Hana I.aulima Lahui O Ka`ii, Inc.
Hana Laulima is also a grass roots organization working towazd self-sufficiency and the preservation
of natural and cultural resources. The principal mission of Hama Laulima is to enhance economic
~ growth in Ka`n by sharing and preserving its rural Hawaiian cultural heritage.
r, Hana Laulima is seeking to develop the I{a`ii Hawaiian Cultural Center in Punalu`u. The purpose of
the cultural center is to conduct educational activities and preserve Hawaiian culture, language, and
azts, as well as the history of Ka`ii. It also seeks to generate tourism revenues; support Hawaiian art,
~ craft, and food entrepreneurs; provide a gathering place for sharing and preserving Hawaiian stories,
skills and traditions; and support grassroots people to work together to help themselves and their
rl community.
~ The Practicum's February meetings at Punalu`u were initiated with traditional Hawaiian chants and
modified customazy spiritual cleansing (hi`uwai) before visiting the important cultural and historical
'"s sites. Aunty Pele Hanoa then led a site visit to the important sites along the coast and "talked stor}~'
~ about the history of the azea. I{a`ii High School students also participated for school credit in this
activity. I{eo]a Hanoa led the site visit tour to all the significant cultural sites mauka of Punalu`u and
it
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adjacent ahupua`a. This tour highlighted problems of access for gathering and other traditional
cultural practices. The Practicum also interviewed Hana Laulima President Dane Shibuya and
Treasurer Terry Slubuya on the administrative status and needs of the organization. This interaction
provided the team with some perspectives from which to assist in plotting a course of action to assist
Hana Laulima.
During its meetings with DURP, Hana Laulima stated the follow objectives:
(1) To construct, operate and manage a Hawaiian cultural center on five
acres of land in Punalu`u;
(2) To be economically self-sufficient;
(3) To restore fishponds at the adjacent ahupua`a of Nmole; and
(4) To perpetuate Hawaiian culture through the use of ahupua`a
resources, teaching Hawaiian immersion classes, and continuing
Native Hawaiian practices which include gathering plants for cultural
uses. ~
Hana Laulima also stated needs that, if satisfied, could take the group closer to realizing its potential
for preserving the cultural and natural resources at Punalu`u and educating the public about the
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importance of this landscape. First, it felt that the acquisition of a lease from DLNR for development
of the proposed cultural center is essential. Second, it perceived a need for assistance in identifying
and contacting the different permitting agencies involved in the lease process, and in identifying the
strengths and weaknesses in its plans and proposals. Finally, it sought assistance to identify and map ~
cultural and physical landscape assets for incorporation into grant proposals and in the management
plan for Punalu`u and adjacent ahupua`a.
Interaction with Hana Laulima was productive, enabling iJH students to: visit significant cultural r
sites in the azea; Team about the historical importance and significance of the cultural sites to
Hawauans as well as to visitors to the azea; learn about the problems Hana Laulima faces in trying
to protect cultural sites from development and actions of some visitors to the area; learn about _
difficulty of access to rnauka cultural sites; review, evaluate, and make recommendations to improve
the `ohana's grant proposals/applications; determine an appropriate strategy for acting as intermediary
between Hana Laulima and government agencies regazding acquiring proper permits and lease; make
recommendations on management alternatives to improve the `ohana's operations; gather information
so as to allow development of a flow chart of the permitting process; map cultural sites and land use
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `DA-PU7J EO AND PUNALU (I, !Gt `if
patterns for the `ohana's use in a proposed land management plan; and identify the status of Hana
Laulima's permit applications, including the Special Management Area Permit, the Conservation
District Use Permit, a DLNR lease, and a Building Permit from Hawaii County Department of Public
~ Works.
N+ 6.2 Towards Community-Based Economic Development
Planners in rural settings often ask how community organizations can work towazds realizing
economic development projects if they do not have access to certain information or if training in areas
such as business or accounting is unavailable or hazd to reach. One way is for such organizations to
~ determine their strengths and weaknesses and to pursue technical assistance in those azeas where they
perceive external consultation might be of some use. Seeking technical assistance is one way to
it empower not only their organization, but also the supporting com,rn,nity. By garnering valuable
_ information from outside sources, organizations can expedite reaching their goals while developing
a database for future enterprise.
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^ 6.2.1 Recommendations for Strenethenine Ka `Ohara O Ka Lae's Grant Proposal
When Jashua Viernes, spokesperson for I{a `Ohara, fast met with the Practicum in January, he
~ requested that the team review the `ohana's grant proposal and provide input on possible ways in
which it might be improved. The Practicum was given copies of previously-submitted proposals,
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including those submitted to the Administration for Native Americans (ANA), DHHL, and the Office
~ of Hawaiian Affairs (OHA). The proposals sought funding for developres;nt of information and
^ cultural center programs.
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The Practicum reviewed and analyzed the past proposals, and made recommendations regazding the
~ ways in which Ka `Ohana might modify future proposals to give them an added edge in the highly-
competitive funding arena. The Practicum believes the group explained and described their vision
and goals of their organization and projects very well. I{a `Ghana certainly has a solid vision for their
~ curatorship and educational programs. In addition, the `ohana has good ideas regazding what is
~ needed for their enterprise more staff, infrastructure, supplies and equipment. Moreover, they
~ want to beself-sustaining. The following recommendations were made:
(1) List the current expenses and revenues of the information center and curatorship
program;
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(2) Show current expenditures needed to run the information center, including how much
it costs or will cost to conduct tours and educational programs, and source of current
funding;
(3) Demonstrate mazket demand for curatorship/educational program;
(4) Develop a mazketing plan, and demonstrate the manner of mazketing for Ka `Ghana
cultural and information center;
(5) Develop business plans for curatorship program, information center, and produce
market; show profits and loss;
(6) Develop a strong statement of the number and chazacteristics of Native Hawaiians w
who will be served by the cultural center; ~
(7) Create and maintain a log of visitor arrivals to the azea so as to provide empirical
evidence of the number of visitors to the information center and general azea;
(8) Develop an assets statement listing and describing the fine details of all cultural, w
physical, and economic assets;.
(9) Develop a site and boundary plan; ~
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(10) Explicate exactly where the cultural center will be located, where tours will take
place, and location and nature of agricultural activities; and
(11) Incorporate Hawaiian terminology and phrases into the proposal.
At the February meeting, the practicum also gave Momi Viemes, Secretary of Ka `Ghana, DBEDT's ~
Community-Based Economic Development (CBED) program grant application, enabling Ka `Ghana's
application for funds to develop a business or marketing plan, or development plan. The practicum .r
also suggested to Mrs. Viernes, who writes Ka `Ghana's newsletters, that the group could generate y
additional income for their organization if they placed people's business cazds in their newsletter.
6.2.2 The Ka`ii Practicum's Role between Ka `Ghana O Ka Lae and DHHL
At the February meeting between Ka `Ghana and the Practicum, Ka `Ghana President Bernazd "
Keliikoa, mentioned that the group needed help acquiring a lease arrangement with DHHL. He stated
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COMMUNITY PLANNING IN THE AHUPUA ~t OF KAMA `OA-PU71 EO AND PUNALU77, KA `U
,r that because the group did not yet have the lease, grants were difficult to acquire, and furthering the
development of their cultural center was problematic.
~ The Practicum felt that one option for assisting the group would be to play an intermediary role
between the `ohana and DHHL. Thus, four practicum students met with two DHHL staff in Mazch
to discuss the situation. The meeting afforded the Practicum students a better idea of what DHHL
required and what was necessary for Ka `Ghana to proceed.
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DHHL noted a preference for offering Ka `Ghana a license, rather than a lease. In this case, a license
differs from a lease in several ways. First, a license would expedite Ka Ghana's mission to officially
curate the land at Ka Lae. Second, in order to obtain a general lease, which would allow for
commercial activity, DHHL would have to put the lands up for general bidding, whereby Ka `Ghana
would be competing with other organizations. Third, Ka `Ghana would have to pay mazket rent for
the lands under the lease agreement. Finally, although a license is not as permanent as a lease, the
number of yeazs during which Ka `Ghana would caze for the land could be negotiated at the outset.
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DHHL also stated that they wanted to augment communication with Ka `Ohara. DHHL conveyed
their desire that the five culural sites be taken caze of, their confidence that Ka `Ohara could indeed
accomplish this mission, and their general desire that some type of curatorship agreement should be
established.
T At the Mazch Practicum meeting at Ka Lae, the team informed Ka `Ohara about the nature of the
r DHHL meeting. The Practicum explained what DHHL was offering, clarified the difference between
- a license and lease, and suggested ways in which Ka `Ghana could enhance mutually beneficial
relations with DHHL. Ka `Ghana noted their ideal perspectives on future meetings with DHHL. The
Practicum assisted Ka `Ohara in drafting a letter requestu?g a meeting between Ka `Ghana and DHHL
~ with the intention of reviewing licensing matters (please refer to Appendix E).
The Practicum acted as an intermediary between Ka `Ohara and DHHL and helped to get the wheels
¦ rolling. Because the Practicum was seen as a neutral party to both organizations, it was not difficult
to mediate and convey information back and forth. For example, the team was able to explain to Ka
~ `Ghana the difference between the license and the lease, and why the license might be a good option
for them to proceed towazd their mission to officially curate the land at I{a Lae. This information-
sharing process has augmented the process of interaction between the groups. The Practicum hopes
W~
that Ka `Ghana continues its mission at Ka Lae, and succeeds in its efforts to educate and to malama
*i the land and sea at this treasured Hawaiian site.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU `U `EO AND PUNALU71, KA `II
6.2.3 The Ka`ii Practicum and Hana Laulima Lahui O Ba`ii. Inc.
When the Practicum team went to Punalu`u in February, a few students ~t with Dane Shibuya,
President of Hana Laulima, and Terry Shtbuya, Treasurer. The Shibuyas discussed the consulting
services they needed and the environmental impact statement (EIS) that had been prepazed for them
The Shibuyas also mentioned that they were in the process of obtaining land from the Department
of Land and Natural Resources (DLNR), and that they were hoping to be on DLNR's hearing
calendaz in March.
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The Practicum identified two processes that might help Hana Laulirna. The first was provision of ~
material regazding construction and site selection of the cultural center. Articles regazding
construction contract provisions and site selections were sent to the group, along with a typical ~
schedule of fees for architectural services. The second determination of the status of Hana Laulima's ~
Conservation District Use Permit (CDUP) application. The land on which the cultural center is to ~
be located is cturently zoned for conservation. Because the conservation lands fall under the ~
jurisdiction of DLNR, and Hana Laulima's plan includes commercial elements, Hana Laulima applied
for a CDUP to engage in non-conservation activities on the land. The CDUP and land disposition
statement are required before Hana Laulima can acquire the land. W"
The Practicum contacted the relevant state agencies and retrieved and reviewed Hana Laulima's r.
correspondence to and from DLNR to assess the status of Hana Laulima in the DLNR process so as
to determine the stage of progress of Hana Laulima's CDUP application. When talking with key ~
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officials, the Practicum stressed the importance and benefits that the cultural center would bring to
the community, both culturally and economically. The Practicum was uncertain if Hana Laulima
understood the Land Disposition process or knew where they were in the process, and so a flow chart
was designed to make the information on the land disposition process more discernable (please refer
to Appendix F). This was given to the Shibuyas during the Mazch field visit, helping them to better
understand the next process that they would have to go through.
The Practicum also asked the Shibuyas how the Practicum could provide further assistance. Their
stated concerns included acquiring grants, finding grant writers, writing an evaluation fora
consultant, and determining the most efficient means for running the cultural center once it is buih.
In answer to their need to locate sources of funding, the Practicum sent Hana Laulima DBEDT's
CBED grant application and OHA's Grants, Subsidies and Purchase of Service Awards Information.
The Practicum created lists of sources to obtain funding and technical assistance, and provided a
checklist, Tips for Acquiring Funding, to be used as an aid for securing funding. Lists of
foundations and state and federal funding entities which award grants were also compiled. A
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU U EO AND PUNALUTI, KA `I!
worksheet, Is this Fonder Right
for Us?, was developed to help Hana Laulima and others determine
if a funding entity was available and suitable for the group's goals and objectives. The Hawaii
Community Foundation's Technical Assistance Resource Guide and a list of Hawaii technical
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assistance providers was also sent. Finally, the Practicum organized a Proposal Checklist, to be
utilized as an aid for reviewing grant proposals before submitting, thus obviating additional payments
~ to agrant-writer (please refer to Appendix G).
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~ The worksheets, information aids, checklists and consultant evaluation aze valuable tools which Hana
Laulima and other organizations can use to find funding, consultants, and technical assistance. The
A checklists and worksheets aze meant to encourage community organizations to develop their own
w resources to obtain grants and support their own activities. The end result will beself-empowered
organizations.
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6.3 Participatory Mapping and Archival Map Review: Toward Developing Land
~ Management Plans
This section reviews the mapping activities undertaken by the Practicum. These included collection
of information from residents and reseazch of existing materials to develop new map composites of
interest to the Practictun mission. Sub-section 6.3.1 provides an overview of the methodologies used
for the mapping efforts, and subsequent sub-sections provide discussions and analyses of the various
types of mapping undertaken. The reader is referred to Appendix H for full review of the maps
produced during the course of the project.
6.3.1 Mannin¢ Methodolo¢v
Four types of mapping exercises were undertaken during the course of this project. Resource and
~ assets resources analysis mapping involved the input of kiipuna and other residents knowledgeable
of the azea, while ownership, land use, and zoning mapping were undertaken as archival research
efforts by the Practicum mapping team
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Resource and Assets Resources Analysis Mapping Methods
Residents of Punalu`u and Kama`oa-Pu`u`eo ahupua`a who attended the focus group meetings during
Practicum field visits engaged in mapping exercises to identify the important assets, resources and
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sites in each ahupua`a. Many were respected kupuna in the region. The approach used was
consistent with ethnographic and participatory rural appraisal methods described in Minerbi,
~ McGregor and Matsuoka (1993). Participants were provided with colored dot stickers corresponding
to subsistence activities known to be important in the area. They were then requested to affix the
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU U ~'O AND PUNALU71, KA `U
dots to the base map in locations where these activities are known to occur. Other significant
physical and cultural assets, resources, and sites were also identified and mapped in this manner. The
maps, referred to as "resource maps," thus depicts the location and distribution of subsistence
activities, and important resources and sites as perceived by residents highly knowledgeable of the
azea. A similar map of a larger portion of I{a`ii was created by mapping-participants at the
Ho`olaule`a (please refer to Maps 1-3 in Appendix H). The subsistence-related activities mapped
include: fishing, ocean gathering, coastline gathering, forest gathering, flower and seed gathering,
stream gathering, gazdening, farming, agriculture, ranching, and animal husbandry. Important sites
and resources mapped include: springs, recreation azeas, scenic azeas, fishponds, access points,
residential homes, historic sites, birthing stones, canoe and boat landings, trails, burial sites, and
petroglyph sites. It should be noted here that while it might have been possible to depict the exact ~T'
locations of important sites, this was avoided so as to discourage possible future desecration or ~
misguided use of the resources. ~
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Once the assets maps were completed for each ahupua`a, a second map, termed "assets resources ~
analysis map" was developed to give the reader aneasily-visualized sense of the distribution of
activities and resources in Kama`oa-Pu`u`eo and Punalu`u, and to contribute to the development of
a land management plan for each ahupua`a (please refer to Maps 4 and 5 in Appendix H). The legend
for this map in I{ama`oa-Pu`u`eo was thus reduced to six major categories: coastal reserves; farming; .s
hunting; gathering; ranching; and residential (given the relative lack of residential land use, this .r
category was not included in the analysis for Punalu`u).
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Ownership, Land Use, and Zoning Mapping Methods
The base maps for the ahupua`a were developed from the United States Geological Survey (USGS)
quad maps. The ahupua`a boundaries were delineated on these, copied, then enlarged to a working ~
size. The 1997 tax map keys (TMI{s) depicting landownership were then transferred onto the base r
map and the various pazcels were color-coded to depict ownership (please refer to Maps 6 and 7 in
Appendix H). Large landowners were given priority on the maps since the great majority of land is ~
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held by these entities. Given the large difference in scale between the large and small parcel holdings,
ownership of smaller pazcels in both ahupua`a were not depicted individually. •
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The I{a`n land use map (please refer to Map 8 in Appendix H) was generated primazily from County ~
of Hawaii land use maps. The current land uses can be compazed with historical land uses as ~
depicted in the 1901 Hawaii Territorial Survey of the azea (please refer to Map 9 in Appendix H).
The General Plan of Hawaii County (1989), and a series of aerial photos of the coastal azeas of the
two ahupua`a, were also used to inform development of the map.
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COMMUNITY PL9NNING IN THE AHUPUA A OF KAMA `OA-PU `U ~'O AND PUNALU71, KA `C%
~ Finally, the Zoning maps for Ka Lae and Punalu`u ahupua`a were generated primarily from the County
of Hawaii zoning maps (please refer to Maps 10 and 11 in Appendix H). These depict detailed
information about residential density, commercial types, and open space in the two ahupua`a.
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6.3.2 Man Analysis
Assets/Resource Analysis
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As depicted in Map 4 of Appendix H ,hunting, gathering and fishing activities occur at the periphery
of the ICama`oa-Pu`u`eo ahupua`a, while ranching, farming and residential uses occur at its core. The
~ natural assets, resources and sites aze generally located outside of the ahupua`a core in both the
+,w mauka and makai regions. Map 5 of Appendix H reveals that in Punalu`u ahupua`a, gathering
yy activities aze focused in the mauka regions. Hunting activities aze undertaken throughout the core
of the ahupua`a, and border the ranching and farming azeas.
Land Ownership Analysis
Land holdings for Kama`oa-Pu`u`eo are depicted on Map 6 of Appendix H. The largest pazcels aze
owned by DHHL. C. Brewer Company, Damon Trust, and Bishop Estate also own large acreages.
In addition, there aze assorted federal and state holdings. Various small land holdings are grouped
_ under the heading of "private property." These include pazcels originally granted to homesteaders
by the territorial govermnent in the eazly 1900's. Most of the original homesteaders have sold their
r property to larger landowners.
+ As noted in Map 7 of Appendix H, the largest acreages in the Punalu`u ahupua`a belong to Bishop
Estate and Seamountain. As for Kama`oa-Pu`u`eo, the small land owners were grouped together
~ under the `~~rivate propert}~' heading. Most of the land in the Punalu`u azea is held by Bishop Estate
whose property stretches from the ocean into the mountains. Seamountain owns a large pazcel in the
eastern portion of the ahupua`a. Most of the private landowners own pazcels close to the ocean.
~ These include Colony One and Seamountain Golf Course.
~ Zoning and Land Use Analysis
I{a`ii is primarily zoned for agriculture and conservation uses. Four small azeas of concentrated
population aze classified urban: Piihala, Nmole, Na`iilehu and Wai`ohinu. Many of the important
~ cultural sites, and many subsistence activities occur along the shoreline and these are reserved as
~ conservation areas, as are those lands in the upper part of the region that aze part of the I{a`ii Forest
~ Reserve, Hunting typically occurs in the vast azeas of higher elevation throughout the region. Areas
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COMMUNITY PLANNING LN THE AHUPUA A OF KAMA OA-PU `lI EO AND PUNALU `il, KA `U
of suitable land in the central portion of I{a`ii aze typically used for agricultural purposes. These
include raising of pigs, and cultivation of macadamia nuts, bananas, tomatoes, avocados, oranges, and
coffee. Ranching is also a popular land use in the area. While 252,647 acres of land in Ka`ii aze
zoned agricultural, over 70 percent of this acreage is not being utilized for agricultural purposes.
The lack of an adequate water supply is one of the major limitations to further agricultural
development (Hawai`i County, 1986), and vast reaches of the District are comprised of non-azable M+
volcanic soils, further limiting agricultural uses.
The current pattern of zoning in I{ama`oa-Pu`u`eo and Punalu`u ahupua`a is closely related to the
region's topographical features, demographic attn'butes, and the traditional economic and subsistence ~
activities of residents. In I{ama`oa-Pu`u`eo ahupua`a, the principal agricultural land uses are ranching,
pig farming, and honey production. Agricultural zoning in I{ama`oa-Pu`u`eo is justified by its iw
relatively flat topography and existence of pasture soils with patches of moderately-deep sandy loam r
(please refer to Map 10 in Appendix H). Given the rugged lava-strewn landscape, and erosion ~
problems, the azea cannot be expected to support intensive soil-based agriculture. Application of ~
water could increase forage production and possibly support a limited range of vegetables or orchard
crops (PBR 1983: 14), but this may be problematic in this dry region. Hunting is an important
subsistence activity in the mauka portion of the ahupua`a, subsistence gathering occurs along the
shoreline, and fishing occurs in the neazshore and offshore waters. Fishing is especially important in
the Ka Lae area (South Point) where the confluence of currents and nutrient-rich upwelling supports r
rich marine biota.
O
I{a Lae is also rich in cultural and historical heritage. According to PBR Hawaii (1983: 3-4), "the
South Point complex is a group of sites which provide the longest and most complete record of ~
human occupation in the Hawaiian Islands." Thus, approximately 980 acres of land here have been r'
designated as an Historic Landmazk by the National Register of Historic Places.
In Punalu`u ahupua`a, various agricultural, residential, and conservation zoning designations and land
uses are notable. Most land is zoned for agricultural uses, many of which occur on lands with suitable ~
soils that historically were used for cultivation of sugaz cane (please refer to Map 11 in Appendix H).
Macadamia nut farming, and more recently, coffee aze populaz land uses. As in Kama`oa-Pu`u`eo,
water availability and soil suitability limit the acreage of land available for agricultural purposes. The
Punalu`u coastline, zoned as a coastal reserve, hazbors a beautiful black sand beach, various rugged _
coves, a state campground, and various important cultural sites. Colony One resort condominium
i
and Seamountain resort and golf course are located in the Nmole section of Punalu`u ahupua` a, which
is zoned for resort purposes. While there are also small azeas zoned as "commercial village" in the "
makai portion of the ahupua`a, commercial activity is essentially non-existent. Parts of the upper
reaches of the ahupua`a are zoned for inclusion in the Ka`ii Forest Reserve.
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' COMMUNTl1' PL9NN/NG IN THE AHUPUA A OF KAMA `OA-PU lI ~'O AND PUNALU `U, KA `l3
6.3.3 Land Management Plans
Analysis of the assets/resource, land ownership, land use, and zoning maps and other data inform the
~ land management principles appropriate for application in the study azea. These principles have been
used to formulate the Land Management Plan for I{a Lae and Punalu`u, and include the elements
~ described below (please refer to Maps 12 and 13 of Appendix H). It should be noted that the plan
is preliminary and emic in nature. That is, it is exploratory, and based largely on the input of local
~ residents. Possible future implementation of the recommendations should take into account existing
regulatory frameworks, changing public and institutional perspectives, environmental protection
' considerations, and other emerging factors.
Ka Lae Land Management Plan
r
The proposed plan configures specific land use activities so as to provide Ka `Ghana with a well-
s
~ defined and well-organized set of resources that can bereadily-managed for efficient economic
output. Tbe activities include eco-tourism, recreation, agriculture, and animal husbandry. The plan
also calls for infrastructure changes intended to facilitate effective management of activities while
~ assuring safe and enjoyable visits. Finally, the plan addresses conservation concerns in this culturally-
significant and environmentally-sensitive azea.
w
The suitability of animal husbandry at I{a Lae would need to be investigated as there aze several layers
of jurisdiction in the area. Most land is zoned for agricukural uses by the County, and the landowner,
r
DHHL, relates that a piggery could possibly be negotiated as part of a license agreement. It is not
cleaz, however, how the area's federal designation as a National Historic Landmark Area would affect
~ the proposal The area is also listed on both the State and National Registers of Historic Places, and
is subject to the accompanying procedural restrictions (PBR 1983: 32). The primazy concern here is
that the State Historic Preservation Officer be notified of any activity within the landmark boundaries
(which includes I{aulana Bay and the Morse Field barracks) that may have an effect on the landmark's
historic resources. Unfortunately, these potential effects cannot yet be understood as much of the
m land at South Point, inside and outside of the landmazk azea, has not been adequately surveyed to
„w determine its historic significance (PBR 1983: 33).
Economic Use of Resources
Eco-tourism and Recreation
a
+r I{a Lae's unique physical and cultural landscape presents a good opportunity to promote eco-tourism
~ The diversity of natural and cuhural resources, the unique landscape and viewsheds, and close
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU71 EO AND PUNALU7J, KA `U
proximity to the ocean call for creation of campgrounds. These could be used as bases for fishing,
hiking, sightseeing, and other outdoor activities. The' proposed camping facilities aze in close
n
proximity to the proposed King's Trail, however, and so call for sensitive management of the facilities
in order to avoid disturbance to the burial sites, heiau, and other local features.
Agriculture
While the harsh Ka Lae environment prohibits cultivation of many crops, high-value specialty crops
that can adapt to locally-dry and windy conditions aze a reasonable alternative. One such crop that
has flourished in the past is watermelon. Most of the lands appropriated for agricultural production ~
in the management plan aze situated close to the headquarters for ease of access. The plan does W
recommend using a swath of agricultural land in areas somewhat distant from the headquarters, given ~
the viability of the soils in those areas for sustaining agriculture. The proposed agricultural lands are
buffered with numerous open spaces. These aeeas might ultimately be planted with ground cover,
shrubs and trees to reduce the effects of high winds. Implementation of the agricultural land use
recommendations would require installation of an irrigation system
Small-scale Animal Husbandry
Ka `Ohara has expressed an interest in starting a piggery. The proposed plan recommends that the
piggery be asmall-scale operation designed to raise pork for special cultural events such as ln`au, to
A
be hosted at the proposed Ka Lae Culture Center. The operation might also help to supplement
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supplies required for proposed cafeteria operations, although this notion might prove to be too
expensive and labor intensive. It must also be noted that the production of pigs for consumption also
requires various licensing, permits, and other authorization for health purposes, that may require O1
extensive effort to obtain.
If a piggery is determined to be an appropriate activity on the property, the proposal recommends that
it be situated relatively close to the headquarters so as to facilitate easy access and efficient
maintenance. It should also be located at a sufficient distance from tourist areas to mitigate visual
or olfactory impacts. This could be met through provision of an open space buffer zone that would ~
separate the piggery from surrounding land uses. Further, necessazy measures should be taken to
ensure proper disposal of waste. Ideally, composting and processing would need to be employed to ~
avoid potential effluent emissions that could adversely impact the surrounding azea.
A desire to propagate chickens as a food source was also noted by Ka `Ohara. Chicken production
shoukl be subject to the same health, environmental impact, and permissible land use considerations "
a
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU71 ~O AND PUNALU7I, KA `U
as a piggery. A chicken coop to raise chickens for egg production might prove aneconomically-
sound, and less intrusive option.
Another animal husbandry option desire by I{a bhana is an apiary, to be used for honey production.
Tbe area designated for the apiary shoukl be kept faz from tourist-traveled areas for safety purposes.
+ri The proposed management plan designates lazge open aeeas surrounding the hives, to address safety
concerns, while allowing n+aY;mum roaming space for the workers. Consideration may be given to
~ the planting of wild flowers and other suitable plants to max;m;~e production of pollen, propolis, and
honey. The open space also allows for possible future expansion of the apiary.
'W Infrastructure Factors
rr Implementing the proposed management plan will require various infrastructure changes. These
include changes to existing traffic routes, pazking options, and public facilities as described below.
rr
Road and Access Improvements
The management plan proposes routing all traffic through the I{a Lae Curatorship Headquarters by
prohibiting entry into the area at the existing points of access north of the current information center.
This would facilitate logging-in visitors, and informing them about safety issues and the importance
and sensitivity of Ba Lae's cultural sites. The proposed plan also calls for a scenic loop from which
the important coastal historic and cultural sites may be enjoyed. As noted by Ka `Ohara, however,
~ the sensitive nature of the sites and the existence of easily eroded soils and sands makes
+ implementation of a vehicular route across much of the azea problematic. This is especially true of
¦ the area west of Kaulana Bay. Wlvle the motor route furnishes a means for promoting eco-tourism,
+ motor vehicle traffic might best be restricted to the azea northeast of I{aulana Bay, where the four-
wheel-drive road is currently used to access Mahana Bay and other points northeast. More intensive
use of this road would likely require road improvements. Amore prudent option for the azea west
of Kaulana Bay might be apedestrian-oriented sightseeing trail, in which the potential for
~ environmental disruption is minimized with jeep access restricted to the curators' use. This route
would ideally have makai access west of the headquarters between Lua Makalei Cave and
Luakeananolo (the blow hole), access to Lua Makalei, and access to the proposed agricultural sites.
The scenic route incorporates the existing motor vehicle route from the headquarters to Kaulana Bay.
Pazking and Public Facilities
~ The proposed management plan indicates the need for multiple pazking facilities along the scenic
+ route. These accommodate parking needs at the headquarters, pazk, campsites, and boat launching
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU `U `EO AND PUNALU `U, KA `U h
s
ramps. Pazking facilities would provide ample room for cats and trucks with trailers, as well as buses
and other large vehicles.
r
The proposed management plan recommends using and improving existing public facilities and
developing new ones as appropriate so as to maxim;~r, the comfort and safety of visitors. One
permanent restroom facility would be located neaz Kaulana Bay to serve boaters and patrons of the
neazby campground, and a second would serve campers and other visitors neaz Luakeananolo.
Portable facilities could be used in as yet undetetmined azeas of intense use.
Boat Ramp/Crane ~
The management plan recommends improvements to the existing boat launch at Kaulana Bay and to ~
the crane facility at Luakeananolo. Improvements should coincide with development of parking lots
and restroom facilities to m;n;m;~e disruption to visitors. During the Practicum field visits, Ka `Ohara M
mentioned a preference that the launching facilities be designed to accotnmodate small vessels only. r,
Ideally, the community would convene to agree upon the appropriate size and type of ramp
improvetttents.
w
Conservation and Preservation Factors
w
The proposed plan prioritizes the cultural and physical attributes of the landscape. Considerations
include natural and cultural resource conservation, open space desigtation, and designation of a
coastal reserve. All proposed uses and conservation measures should be consistent with the
conditions of the area's National Historic Reserve status.
r
Natural and Cultural Resource Conservation
r
Given the extraordinary culural value of known sites, and the probability of important azchaeological
r
sites existing in the unexplored portions of the azea, the proposed management plan recommends the
continuation of stringent conservation measures throughout the entire Historic Reserve. Known sites
should enjoy rr+aY;*rn,m protection from current and proposed land uses. Extremely sensitive azeas
such as Pu`u Ali`i should be considered for immediate protection by DLNR State Historic
Preservation Division and other agencies. Ka `Ohara reports that Pu`u Ali`i is currently suffering ~
from erosion problems, perhaps calling for the transfer of sand to the azea, andJor planting of suitable
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ground cover. Additional archaeological surveys should be undertaken by the appropriate state
agencies to identify other sites and features warranting conservation measures. ~
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COMMUNITYP7.9NNINGINTHEAHUPUA:4OFKAMA`OA-PUYIff'OANDPUNALUTI,KA`Y7
,a
Open Space Designation
The designation of open space areas is intended to perpetuate the natural condition of the landscape,
tir serve as a buffer between land use areas, and provide room for potential future expansion of specific
use azeas. The proposed open spaces aze intended to allow for the changing needs of the curator.
w
Coastal Reserve Designation
w+
Given the importance of Ka Lae's shoreline and neazshore areas for subsistence, sightseeing, and
recreational activities, the proposed managett~ent plan designates the coastal zone in the Historic
~ Reserve as "Coastal Conservation Area." Under the parameters of the proposal, the entire coastal
azea within the National Historic Reserve would be protected from those activities and uses
rr potentially damaging to the physical features, habitats, ecosystems, and cultural resources endemic
to the azea.
w
Punalu`u Land Management Plan
The proposed Land Management Plan for Punalu`u configures local land use in a manner that
marimi~rs existing possibilities for rural economic uses while preserving the beauty of the land and
the sanctity of local cultural resources. Existing and potential economic resources include lands
suitable for agriculture, ranching, and other rural land uses.
Economic Use of Resources
r Agricultural Lands
w
~ While Punalu`u is largely unpopu]ated, numerous agricultural activities are notable in the surrounding
region. These range from small household farms to large-scale commercial agricultural operations.
Small-scale farming is an ideal land use for the ahupua`a, requiring relatively little capital investment.
While much of the Punalu`u landscape is quite rugged, including most of the area makai of Highway
11, certain areas are suitable for agricuhural and pastoral endeavors. The mauka portion of Punalu`u,
~ and especially the land between Makanau and Pu`u `Enuhe is particularly well-suited for agricultural
activities, given its cool climate and abundance of water for irrigation. This was once productive
~ sugaz cane land, though it now lies fallow. Given past agricultural successes and current agricultural
land use, the proposed plan recommends that this azea be used for crop production.
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COMMUNT71' PLANNING IN THE AHUPUA it OF KAMA `OA-PUTT `EO AND PUNALUTI, KA `U
Ranching
Another important commercial activity in the azea is ranching. Numerous ranches and animal
husbandry operations are extant in the region and present the possibility for land use that fosters the
rural lifestyle while generating income. A limited number of livestock and ranching operations are
extant in Punalu`u ahupua`a. The proposed management plan recommends that future intensification
of ranching activities occur to the north of Pu`u `Enuhe. This azea is favorable for grazing given its
rich grasslands, existing ranchutg activities, and suitable topography. It is sensible to maintain similar
land uses in such areas since no undue environmental changes need occur.
Urban Designated Area
A small acreage of land in Punalu`u is reserved for potential urban development and associated uses.
This area is currently designated `Urban' by Hawaii County. Within this azea, there are county
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zoning districts that protect open space and allow resort and multi-family residential development.
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Further development in Punalu`u will be limited to the urban-designated azea and will have to
correspond to county zoning district requirements.
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Infrastructure Factors ~
rr
Proposed Mauka Access Routes
A major problem facing residents in the area is access to important cultural sites and natural resource
locations. Native Hawaiians are guazanteed access to azeas for cultural and religious purposes, but
many of the old access routes in the ahupua`a have either been gated-up by private landowners or
neglected, making access difficult, and in some cases dangerous. Many residents believe this is a ~
problem that must be solved. The proposed plan addresses this issue by advocating the establishment
of two mauka access routes. The first route would be located along an existing j~p trail that leads
into the Ka`ii Fotest Reserve. This lies on the western boundary of the ahupua`a, neaz the foot of
Makanau and follows the existing trail to the foot of Kaiholena. The second proposed route would
be situated in the eastern portion of the ahupua`a, along the base of Pu`u `Enuhe, then heading
northwest into the Ka`ii forest reserve. There is an existing paved road along a portion of the route, .o
eliminating potential right-of--way problems.
Proposed Vehicular Scenic Route
Again, the strong local sentiment towazd preservation of natural resources, and minimal disruption
to the local environtnent may preclude expansion to the existing infrastructure. Should the desire for
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~ COMMUNITY PLANNING IN THE AHUPUA i1 OF KAMA `OA-PU `U ~'O AND PUNALU (1, KA `U
,,,r promoting eco-tourism to the area arise, however, certain changes to infrastructure may be required.
Such changes would include implementing road improvements to provide a scenic route around part
~ of the mauka portion of Punalu`u. This proposed scenic route would include modifications to an
W
existing dirt road that extends north from Highway 11 to the existing light-duty mauka road.
w Preservation and Conservation Factors
~ Give the existence of important cultural sites and physical land features in the azea, the proposed land
management plan seeks to conserve these azeas for future protection. The majority of these aze
located in the coastal region, though various heiau and other sites aze located mauka. An ongoing
~ challenge for planners and residents lies in protecting sites on private property and/or outside of
conservation zones.
Proposed Historic Plantation Preserve
Residents have mentioned an interest in preserving existing evidence of the old plantation lifestyle that
once burgeoned in the region. An historic plantation reserve is thus proposed for an azea
id approximately two miles north of Punalu`u. The proposed site is located just south of Pahala, the
historic place of residence for many plantation workers, containing remnants of the plantation mill
that once served the area. Ideally, Pahala residents would provide support for the proposed
plantation preserve, and existing paved roads could facilitate transport of visitors to the preserve.
Open Space
The term "open space" is used here in reference to lands suitable for conservation or special, as yet
un-designated uses, including water storage and purification, flood control, erosion control, topsoil
r acm~*rn,lation, wildlife breeding and spawning, wildlife and plant habitat, and protection of valuable
natural features and processes. In designating azeas as open space, future use of land for these
purposes remains a possibility. Open space is also designated for known natural hazazd azeas such
~ as flood, tsunanu, and earthquake zones, and hurricane and volcanic flow corridors. Areas subject
to such natural hazazds aze best kept undeveloped so as to avoid loss of life, property damage,
disruption to the economy and local social structure, and unnecessary development costs required to
protect homes and businesses from the hazazds. Open space might also include scenic, geological,
~ ecological, or historical features that have cultural value. That is, open space contributes to social
~ use values as well as environmental values (Kaiser, et al. 1995: 295).
~ The open space designations for the proposed land management plan aze either barren lava fields not
suitable for agriculture or other developrent, or steep mountains or gulches. Much of the open space
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COMMUNITY PLANNING IN THE A77UPUA A OF KAMA OA-PU71 ~O AND PUNALUTI, KA `U
also provides needed buffer zones to sepazate different types of proposed and current activities. It a„
keeps azeas self-contained in nature, yet enables access to different use areas. The open space azound
the residential area also maintains viewsheds. In addition, open space is necessary to preserve the ~
a,
natural beauty and open character of the area.
r?
Conservation Areas ~
Conservation azeas, sometimes called "critical environmental areas," aze azeas in which natural ..w
processes need to be protected from harmful effects of urbanization. Like the open-space
designation, it also protects people and property from natural hazazds. Designating an azea as a
critical environmental azea or conservation area in land classification plan has five purposes: (1) It
gives notice to landowners, developers, elected officials, and others about specific lands where natural •
processes and features are sensitive to certain human activities, and which therefore will be subject
to regulation or acquisition; (2) It provides the legal and political basis for an open space protection
program of regulations, acquisition, and other public actions, such as withholding sewer service; (3)
It establishes priorities and focuses institutional attention and resources on locations where existing
or potential problems aze most significant; (4) It removes public subsidies to development in such
azeas (e.g. eliminating loans or grants for capital improvements on undeveloped barrier islands); and
(5) It provides a framework for dispute resolution (Kaiser et al. 1995:295-296).
In Punalu`u, the conservation areas are located along the coastline, affording protection of the many
cultural sites. These include burial sites, heian, historic fishponds, and other culturally-sensitive sites. ~
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Maintaining the ocean access points is important to local residents in the area, as they do not want
the beaches and coastline closed off as many of the mountain access points have been in recent years. A
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~ COMMUNITY PLANN/NG IN THE AHUPUA A OF KAMA OA-PU `U EO AND PUNALUTI, KA `U
~r
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Mr
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CHAPTER SEVEN:
QUEEN LILI`UOKALANI CHILDREN'S CENTER IN KA`fJ
Y`1
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Spring 1998 Practicum
~ Department of Urban and Regional Planning Chapter Seven
COMMUNITY PL9NNING !N THE AHUPUA A OF KAMA OA-PUTT ~'O AND PUNALUTI, KA `O
r
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Kaulana i`o no o Mu`olaulani' ~
Malama ola no na lei •
`Imi `ana i kau i`ini ai •
Ke aloha, ka na`auao, ka no`eau •
Keia no na pono no makou ~
Mahalo is `oe e Lili`uokalani •
Famed indeed is Mu blaulani
A preserver of life for youth
Now come seeking what you had desired
Love, education, and wisdom too
These are the benefts bestowed to us
Thank you, o Lili `uokalani
r
(Taken from Pu`uhonua Nani.
A poem by Malia Craver set to music praising Queen Lili`uokalani •
for the [rust she left to benefit the orphans of [he Hawaiian people.
"Mu`olaulani, site of the Queen Lili`uokalani Children's Center, ~
Kapalama, Honolulu. Lili`uokalani had a home here.)
S
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Spring 1998 Praciicum ~
Chapter Seven Department of Urban and Regional Planning
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PUTT ~'O AND PUNALU U KA `U
CHAPTER SEVEN: QUEEN LILI`UOKALANI CHILDREN'S CENTER IN KA`>:'J
7.1 Evolution of QLCC's Role in Ka`ii
r
^ Queen Lili`uokalani Children s Center (QLCC) began its focused efforts in Ka`ii four yeazs ago when
w it hired long-time Ka`ii resident Leinaala B. Enos as the District's Community Development
Coordinator. Previously, QLCC had units in the urban azeas of Hilo and Kona, but no facilities in
~ the individual ~gmmnn;riec. Ka`ii was an area where geographic remoteness and isolation meant that
health, education and social services were often difficult for residents to obtain. QLCC's meetings
with the Hawaiian community in Ka`ii confirmed that improvement of services in these sectors was
rr a priority for residents.
IM,r Institution of QLCC's community development coordinator positions was designed to create a more
bottom-up approach that would address the specific needs of individual communities statewide.
s.
~ Coordinators were chosen as respected members of the communities whose roles ascommunity-
builders have been established through past and ongoing efforts to assist in the areas in which they
live. The rationale was that the formal involvement of already-active community leaders would help
~ QLCC better tailor its activities and effectively utilize available human and fiscal resources.
rr 7.2 Brief History of QLCC, and Its New Approach to Serving Hawaiian Orphans
QLCC was created when Queen Lili`uokalani, Hawai`i's last reigning monarch, bequeathed her entire
~ estate to the destitute and orphaned children of Hawaii with the intent of helping to provide them
with a "safe, nurturing family and a permanent home" (QLCC 1997 Annual Report). During its 63
w yeazs of operation, QLCC has served over 230,000 children in Hawaii. Historically, the agency
_ worked to provide individual family services, but in 1995, adopted strategic initiatives which moved
the Center's focus from an individual case-worker approach to a com.n„n;ty-building approach
addressing the social environment of Hawai`i's youth.
'r QLCC's new service philosophy acknowledges that the well-being of orphaned and destitute children
is rooted in the well-being of their `ohana, which, in turn, is rooted in the well-being of the
~ community. These new initiatives advocate the continued growth of cuhure, community
development, leadership, partnership and collaboration, and education. The reader is referred to
# Appendix I for QLCC's Draft Strategic Plan: 1995-2000.
The Empowered Community Model (Figure 7.1 below) was featured in QLCC's Journal of
Community Building and Development in April 1997. The diagram is a combination of two models,
the Lokahi Triad (balance between the mind, body and spirit) and the Ahupua`a Access and Support
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU `U7:'O AND PUNALU7J, KA `U
s
Model (balanced relationships between the individual, nucleaz family, [he `ohana and the social service
agencies and institutions). This model also depicts the continual process of obtaining information,
decision-making, implementation and community empowerment. ~
Figure 7.1 Empowered Community Model ~
•
Spirit (Akua)
r
IMPLEMEN TION ~ T
Nuclear ~
Family
Ohara w
Laulima Coafereaoe
Lokahi nu
MIImaa 'Ohaa Pa Lhom~a r
Community
Body ~r
(Kaaeka) Community Mind ~
(Aina)
i
DECISION
¦
7.3 Opportunities For, and Constraints To, Community-Building in Ka`ii ~
There are many characteristics and qualities unique to the region and people of I{a`ii which offer the
potential for great success in self-empowered community-planning and community-building efforts.
As noted in previous chapters, I{a`ii faces severe economic difficulties as a result of the closure of
the sugaz industry. Since I{a`ii is such a remote, isolated, and rural location, it is difficult for people
who worked in the industry to find new employment. The resulting situation of unemployment and
economic instability has exacerbated, and in some cases, created various social problems.
Unfortunately, the problems aze mutually reinforcing and can cause a downwazd spiral of
degeneration in the overall financial, psychological, physical, and spiritual state of the community.
On the other hand, the people of I{a`ii aze strong and self-reliant folic. They aze"doers," and not just
talkers or thinkers. Therefore, when the community agrees on a common goal, the collaboration is
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COMMUNITY PLANNING IN THE AHUPUA:4 OF KAMA `OA-PU `UFO AND PUNALU`U KA `O
„s, strong and the goal is quickly realized. Agreement and action upon the goal of self-empowered and
economically-robust communities, therefore, is an attainable reality here. Collaboration, however,
calls for the dissolution oflong-standing divisions and rivalries within the community, whether they
be between individuals, `ohana, or towns. While diversity is often at the root of rivalry, it can also
M- be seen as the factor that makes I{a`ii so strong. Especially in the rugged and isolated I{a`ii,
.w interdependence is an issue of survival, and all people can draw upon the strengths and assets of
neighbors to deal with emergencies, and satisfy everyday needs.
r
The rugged landscape, and diverse and self-reliant people of Ka`ii provide the backdrop against which
QLCC is meetutg the challenges of serving the region's orphaned and destitute children. The mission
wouk not be possble without the involvement of Leinaala, whose intimate and extensive knowledge
of the complex interrelationships between residents, the issues important to the community, the '
services available, and the means by which `ohana and community might be strengthened, aze
irreplaceable. It is her job as QLCC's community development coordinator in I{a`ii to identify and
develop opportunities for positive coTnrrnmity involvement, and implementation of activities and
projects that would further QLCC's ultimate goal of supporting Hawaiian children in need.
7.4 Ka`u Practicum and QLCC's Strategic Objectives
Since the Practicum effort was supported by QLCC and may continue collaborations with future
Practicum groups, the team thought it important to document the ways in which student involvement
in the project, combined with Leinaala's untiring work in the community, aze seeking to further
QLCC's efforts in achieving its objectives in I{a`ii. Thus, future collaborations might learn from
current efforts, successes, and potential shortcomings
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QLCC's first objective, as articulated in its Strategic Plan: 1995-2000 (1995:7; please refer to
~ Appendix I), is identification and provision of services to "Hawaiian children living anywhere in the
islands who have been orphaned by the death of one or both pazents." Leinaala's unique and trusted
role in her community enables her to identify these children through duect interaction and discussion
~ with families, as well as through referrals from teachers, doctors, and friends. She is then able to
r, duect the children to the appropriate counseling services, and even provide them with emergency
financial help in cases where this is the primary need.
The second objective is analysis of the "strengths, appropriateness, and effectiveness of (QLCC's)
r counselin ,financial assistance, foster caze, ado lion, and le al
g p g guardianship services" including
necessary modifications (QLCC Strategic Plan 1995: 7). In her daily contact with residents, Leinaala
is able to obtain afirst-hand understanding of the perceived shortcomings in local services, and to
solicit ideas and information on how to improve those services. In its interaction with the I{a`ii
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU71 ~'O AND PUNALU 41, KA `U
community, especially at the Na`iilehu Ho`olaule`a, the Practicum worked to understand the
perceptions of residents regarding the quality of life here, and ways in which human and social
services could improve residents' lives.
QLCC's third stated objective is increasing the percentage of beneficiazies served through expanded
` prevention and group services, and advocacy. The role of the community development coordinator
is central to the achievement of this objective. Leinaala must use her deep understanding of
community strengths, resources, and issues to determine what programs are most needed, and where
and how these can be effectively and efficiently implemented: The Practicum assisted in this effort
by further identifying community strengths through in-depth personal interviews with `ohana and
knpuna from I{ama`oa-Pu`u`eo and Punalu`u ahupua`a. The Practicum's brief involvement with
Bridging the Gap in conducting its human resource interviews helped the group collect data regarding
the kinds of services and educational opportunities local residents could provide to improve the lives .w
of youth in their community. The Practicum also helped to take the first step in mapping
environmental, historical, and cuhural resources in the two ahupua`a, through participatory mapping
exercises, fiekl notes, and interviews. Other important issues affecting the community were formally
documented through surveys, visioning exercises, and interviews.
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The fourth objective that QLCC has articulated in its strategic plan is establishment of collaborative ~
policies and projects with other public and private entities to increase access to, and service from, it
"government and private agencies that impact upon the fulfillment of basic needs in the Hawauan
co*»*»»»~ty, including housing, employment, health caze, legal issues, child caze, and education" ~
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(QLCC Strategic Plan 1995:6). Leinaala's work helps to further develop present relationships and
build new ones to help find opportunities for collaborative efforts that work to meet the needs of the M~
Hawaiian people. The present Practicum was part of the collaboration established between QLCC ~
and LTH, which also gave birth to comrmmity-building projects in Wai`anae and Papakolea on Oahu. ~
The ICa`ii Practicum, has sought to identify ways in which the Ka`ii community can capitalize on
efforts taken by other agencies, groups and institutions through partnerships that work to address
community needs and concerns. The Practicum has helped to put community groups in touch with ~
key agencies such as DHHL, DLNR, and DBEDT as first steps to fulfilling their ultimate goals of
establishing community and cultural centers that will act as the loci for long-term community-building ~
activities.
Objective number five for QLCC is to strengthen and support Hawaiian families in all comm»nities
by improving access to "further learning, understanding, increased knowledge, and practice of their
culture, working towazds pono/lokahi and tbe fulfillment of potential, thereby decreasing pilikia such
as: drug and alcohol use; dropping out of high school; teen pregnancy; child and spouse abuse; other "
crime; and suicide" (QLCC Strategic Plan 1995: 6). QLCC has advocated a culture center approach
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~ to achieve this objective, saying that such centers would be shaped by each community, "through
which access to Hawaiian history, culture and arts, aloha `aina, values, language, legal rights, and
healing practices can become a part of daily living It is the hope of the Fracticum that its
~ technical assistance to I{a `Ghana and Hana Laulima to further the process of approval for the
proposed culture centers will prove to be an important step in realizing the ultimate goal of
r strengthening Hawaiian families through the perpetuation of Hawaiian cultural practices and values.
~ Further, the Practicum's ahupua`aasset-mapping endeavors were intended to help the community to
document important cultural, historical, and land use activities. Ideally, this will serve as a means for
returning to traditional Hawaiian lifestyle and cultural practices wherein people's spiritual relationship
to the land is inextricably linked to, and supportive of, their relationships with each other.
a,,, Another of QLCC's objectives is "to provide or support community development activities through
training opportunities for interested adults to stimulate locally-determined, effectively organized
approaches to community-identified concerns (QLCC Strategic Plan 1995: 6). The Ka`ii
Practicum offered opportunities for training in that `ohana members and other project participants
were able to witness first-hand the techniques employed by Practicum students in working to further
~ client goals. In addition, worksheets and guidelines were developed to assist community groups in
selecting a consultant, choosing contractors, site selection for projects, acquiring funding,
understanding government processes, and prepazing proposals. These worksheets and guidelines
were tailored such that they can be used repeatedly by various community groups with vazying goals.
QLCC's seventh objective is increasing the percentage of youth who will be provided the
"opportunities to enhance skills for effective self-development, community participation, leadership
r and impact." The field work undertaken by the Practicum during the course of this project offered
an excellent opportunity for interested youth to learn methods and techniques for developing and
conducting community surveys, assets-mapping, and community visioning. Hopefully, the skills the
students acquired in "shadowing" the practicum students during their field work will translate into
skills the students can apply themselves within their own neighborhoods in future efforts towazd
building stronger, healthier communities.
,W Finally, QLCC's eighth objective involves increasing the educational success of Hawaiian children
through collaborative, concrete public and private efforts. The Practicum contributed towazd
~ achieving this objective in that it was a collaboration the partial intent of which was to begin involving
~ youth in pazticipating in community processes. Inasmuch as the high school students may have been
+w inspired or motivated to pursue higher education by their interactions with Practicum students,
ri another aspect of the objective may have been served. However, ideally, this final, and important
objective, will bemanifested in a cleazly-articulated, well-organized, comprehensive program that will
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COMMUNITY PL9NNING IN THE AHUPUA A OF KAMA OA-PU U ~'O AND PUNALU7J, KA `U
involve all levels of community working together to improve the educational success of Hawaiian
children.
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)n conclusion, there are several concrete ways in which the Practicum contributed to QLCC's efforts
toward creating healthier, happier children through building stronger and healthier families and
communities. However, it is likely that the true accomplishments of the Practicum aze something r+
much ire difficult to measure or articulate. Through its partnership with QLCC, the Practicum was ~
able to demonstrate the potential effectiveness of collaboration between the I{a n community and ~
outside entities. The Practicum also served to show the local residents that there aze people who caze
about their community, and who can help to provide assistance where assistance is needed. But ~
perhaps most importantly, the Practicum gave UH Manoa students a unique opportunity to learn from r'
the people of Ba`a The team's interactions with the kama`aina revealed the pride, tenacity, strength, wi
independence, respect, and aloha of the people who live on this unique landscape. Witnessing these ~r
admirable qualities in a conununity undergoing difficult economic and social changes is an inspiration
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to future planners who aze thus reminded that the planning profession, be it community planning,
environmental planning, land use planning, transportation planning, or infrastructure planning is
intended to improve the overall welfare of people, and when approached in a sensitive and responsible
manner, has the potential to create truly positive and lasting impacts.
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CHAPTER EIGHT:
AHUPUA`A AND `GHANA PLANNING OPTIONS,
W KA`LT, HAWAII
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Deparhnent of Urban and Regional Planning Chapter Eight
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s
Kohukohu `a`ali`i makou a
`A`ohe makani a hina ai e
We are like the `a °ali a,
No wind can push us over!
(Taken from `A`ali`i Kumakani o Ka`n.
Song composed by Kalani Meinecke for the ~I
steadfast `a`ali`i of Ka`ii. A saying of the Wy
stalwart Hawaiians of the Ka`d District)
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Spring 1998 Practicum
Chapter Eight Department of Urban and Regional Planning
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU71 ~O AND PUNALU `ll, KA `U
~ CHAPTER EIGHT: AHUPUA`A AND OHANA PLANNING OPTIONS, I{A`17, HAWAII
~ This report has developed two principal foci. First, it has focused on detailed description of selected
~ elements of the District of I{a`ii and two of its ahupua`a. The descriptions themselves are centered
on those aspects of life relevant for efforts to move towazd strengthening the specific and collective
conm~unities of I{a`ii. These include coverage of both the human environment and its relevant social
~ and cultural attributes, and those aspects of the landscape that are important in a cultural or economic
sense. The latter coverage includes irportant cultural sites, land features, and species with economic
or cultural value to residents. The report's second principal focus is on explanation of the interactive
' processes undertaken by the Practicum in this initial exploration into community-based planning and
community-building in I{a`ii. The interactions led to assessment of the visions of `ohana regazding
their own attnbutes, their desired futures, the problems they have encountered and related solutions,
~r -and, finally, their own perceptions about what is needed to realize their respective visions.
This chapter provides a synthesis of background descriptions, explanations and analyses of previous
rr
chapters and sections to formulate a set of summary findings for use as template planning options
by the two ahupua`a and the larger District. The development of options is thus based on a range of
reseazch methods and interactive processes that at once emphasize the perspectives of citizens, and
draw on the experiences and creative thinking of the Practicum team In this sense, the options
should be seen as informed alternatives based largely on the perspectives of citizens, and on the
knowledge gained by the Practicum during the course of its investigations at I{a`ii, and not
recommendations from an unseen external authority.
- The hazdy `a`ali`i tree that thrives on the arid, harsh environment of the lava fields in I{a`ii symbolizes
the proud, independent spirit of its people. Throughout its history, the proud inhabitants of I{a`ii have
demonstrated a strong sense of independence and self-reliance. They adapted to their environment
• and sustained themselves by living in harmony with available resources. The same spirit exists among
I{a`ii residents today.
''r The demise of the sugaz industry that supported the economy after the period of contact with Western
society has created social hazdships. In response, the community and grass-roots organizations such
~ as Ka `Ghana and Hasa Laulima have taken the initiative to formulate sound plans to revitalize their
economy and make themselves self-reliant. They have expressed a strong wish to be economically
w independent. They are motivated and willing to conduct revenue-generating activities that will benefit
their organizations and the general community of I{a`ii.
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Investigation and interaction in I{a`ii led the Practicum team to discern both specific and general
posstbilities for future economic and community development at the levels of `ohana/ ahupua`a, and
District. These possibilities aze described in the following sections.
8.1 Planning Options at the Level of `Ohana/Ahupua`a
In I{a`ii, as throughout much of the Island of Hawaii, many ahupua`a aze largely uninhabited. The
island's highly diffuse and relatively small overall population, and sometimes forbidding terrain serve
to keep the makai and mauka components of a number of valleys the almost exclusive domains of
plant and animal life. There are only a few densely populated mauka to maltai systems on the island. ~
For instance, few people can call I{ama`oa-Pu`u`eo and Punalu`u ahupua`a home, and for those who
can, life there is deeply tied to the land. Thus, for planning and analytical purposes in this case, it is ~
possible to consider the `ohana and the surrounding land and sea system as an integral unit. Indeed, r.
the great majority of residents at both Punalu`u and I{ama`oa-Pu`u`eo derive much of their enjoyment, ~
economic well-being, and cultural heritage from this intimate relationship with land and sea, and to ~
divorce them from that system for purposes of analysis would miss the essence of the matter.
Given deep ties to land and sea, residents of both ahupua`a seek to capitalize upon this relationship,
and they desire ways to maintain and enrich their respective lifestyles. The following ~
recommendations are intended as options for `ohana to reach their objectives. The section is divided li
into two subsections. The first outlines general options for both ahupua`a, while the second reviews
some of the more important and detailed possibilities for the `ohana. ~
8.1.1 General Options for Planning ~
¦
Community-based Economic Development Options ~
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(1 } `Ohara and communities in the region could take advantage of the "Enterprise Zone,"
a DBEDT-sponsored partnership between the state and county, and private sectors ~
to stimulate certain types of business activity and employment in areas where it is
most needed or appropriated. Since agriculture is identified as an industry that ~
respondents would like to see flourish, an Enterprise Zone in an agricultural area
might serve as an incentive for agricultural entrepreneurs to locate their business in _
I{a`ii, thereby potentially providing employment to area residents;
(2) Given local interest and expertise in fishing, `ohana and communities in both ahupua`a
may consider investigating possibilities for government assistance in these endeavors.
One option is application to the Western Pacific Regional Fisheries Management
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" COMMUNITY PLANNING IN THE AHUPUA it OF KAMA `OA-PU `U EO AND PUNALU77, KA `17
Council for community development funding under 16 U.S.C. 1855 M-S Act 305,
section 104-297, part 2A, or for funds to initiate indigenous fishery demonstration
projects under section 104-297, section 11 (see Magnuson-Stevens Fishery
~r
Conservation and Management Act Amendments of 1996; refer to Appendix J);
(3) Continuing education for adults was seen locally as a desired option. Increasing the
community's educational opportunities could encourage a more diverse set of local
~ talents, and a stronger local entrepreneurial base from which to attract or develop
different types of businesses and industries; and
(4) Development of a small village-style commercial center to reduce the need for long
trips to urban centers like Hilo and Kona for staple goods.
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Potential Policy and Decision-making Options
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(1) `Ghana may develop and participate in an ahupua`a-based regional decision-making
council or forum wherein representatives from ahupua`a across the District could
develop initiatives, develop problem-solving strategies, and provide an avenue for
formal representation of needs and perspectives to regional and state government so
as to benefit residents in their areas;
(2) `Ghana on the ma kai side of both ahupua`a may seek to develop neazshore Fishery
Management Areas in the tradition of the State's current involvement at Miloli`i and
Ho`okena, or Native Hawaiian subsistence azeas as at Mo`omomi on Molokai (the
reader is referred to Matsuoka, McGregor, Minerbi and Akutagawa, 1994). These
options would allow greater public input and participation in management of local
fishery resources;
(3) The `ohana and other groups in the area could work with Hawaii County government
~ agencies to develop a comprehensive Ka`ii Plan wherein extensive public input would
inform future plans and policies affecting the economic, social, and cultural future;
i
(4) The `ohana and other groups should explore the possibilities of creating partnerships
with interested agencies at all levels of govemment. These partnerships might address
+M
issues such as economic developrent, environmental protection, ocean zone
management, etc.;
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COMMUNITY PLANNING IN THE AHUPUA it OF KAMA OA-PU `U `EO AND PUNALUTI, KA `U
(5) `Ghana may s~k funding and inter-governmental cooperation for much-needed
infrastructure improvements such as those related to emergency medical services,
roads, water, and telephone; and
(6) Given the interest in conservation of the treasured resources in both ahupua`a, both
`ohana should examine the possibility of instituting the ahupua`a azeas as National
Historic Monuments.
Social and Cultural Enhancement Options
(1) Efforts should be taken to preserve and perpetuate the invaluable knowledge of the
region's kiipuna. Local and regional decision-making processes and reseazch efforts ~
should incorporate the input of Ka`n's knpuna; r+
(2) Residents should develop and advocate regional celebrations and other social events w
that would serve to strengthen the sense of pride and membership in the I{a`ii
community. Events such as the Ho`olaule`a exemplify the great potential for bringing
people together in this relatively isolated region;
(3) Ka `Ghana O I{a Lae, Hasa Laulima Lahui O I{a`ii, Punalu`u Preservation Society, r
Bridging the Gap of Isolation, and other organizations should shaze resources and
collaborate amongst themselves to facilitate a strong citizen voice in local, regional ~
and State affairs; and
(4) Residents should lobby for the various public facilities needed in ICa`ii; these could
enhance the whole of social and cultural life in the District. Important among the ]ist
of needed facilities are day care and drug treatment facilities, university programs, and y,,
improved transportation infrastructure.
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8.1.2 Saecilic Options: Ka Ghana O Ka Lae/Kama`oa-Pu`u`eo
(1) Seek to extend National Historic Site status into the neazshore waters as was done at
I{aho`olawe, and initiate ahupua`a councils to manage local fisheries in conjunction ~
with DLNR as is being done at Ho`okena and Miloli`i;
(2) Seek to institute an ocean rescue service using local ocean experts and
knowledge and make cooperative arrangements with existing County EMS
services; r.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PUTT EO AND PUNALU'U, KA `U
~ (3) Seek to develop `ohana-operated eco-tourism activity programs such as
biking, camping, switmtring, canoeing, andsailing, and/or a Sshing or hunting
~ guide service. Cultural tourism activities such as subsistence
~ hunting/gathering could also be pursued;
w (4) Seek to interact more closely with the television and movie industries to
advocate use of landscape for desert or ocean settings;
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(5) Incorporate Native Hawaiian themes and Hawaiian words into future proposals and
vision statements;
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(6) Continue working relations with university and high school students and programs to
,y augment I{a `Ghana's mission;
(7) Create web pages on the Internet to disseminate pertinent information about the
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majestic beauty of I{a`ii, the cultural resources and traditions of the azea's
aforementioned eco-tourism activity programs, and the `Ghana mission;
(8) Solicit the participation of university departments around the country to initiate
azchaeological fiekl school opportunities at I{ama`oa-Pu`u`eo. The richness of lazgely
unexplored cultural sites would provide a good azena for cooperative preservation
efforts between I{a `Ohara, other Native Hawaiian organizations, high school groups,
interested individuals, and university azchaeologists;
(9) Seek to revitalize the existing agricultural and ranching industry to provide additional
job opportunities for residents. Chamtel energy into honey production and mazketing
~ of the product as a unique South Point item A watermelon plantation and or gazdens
for traditional Hawaiian plants would also be appropriate;
(10) Seek to develop small-scale businesses that would attract new visitors and provide
needed services to the tourist population. These could include abed-and-breakfast
facility for lodging, a campground facility, and a "main dish" restaurant (serving the
catch of the day, for instance). The Viemes report that there is great demand for food
and lodging facilities in this remote azea, and a campground would also serve the
~ more outdoor recreational-oriented visiting population;
• (11) Seek to create afour-wheel-drive tour to Green Sand Beach. The Viernes' report
that about 75 percent of visitors don't get to visit this azea since their rental cazs are
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU7J ~O AND PUNALU71, K9 `U `
unable to traverse the rugged terrain, and a large number of visitors ask if a four-
wheel drive tour is available; and -
M,
(12) Implement the proposed land management plan as described in Section 6.3.3.
` 8.1.3 SneciSc Options: Hana Laulima I.ahui O Ka`w Inc.. Punalu`u W^
(1) Seek to implement the land management plan proposed in (section 6.3.3 of the w,
report). While this may prove to be a difficult task since a large portion of land in
1'unalu`u isprivately-owned, development of a single, comprehensive plan could help ~
the `ohana to articulate a unified vision for the desired future for Punalu`u;
(2) Engage in strategic community planning. This can be a particularly powerful process, r
especially when used in combination with a land management plan. Establishment of ~
an inventory of funding options, a timeline for conservation measures, and an ~
understanding of regulatory frameworks will help the community plan for the best
future of the ahupua` a; 'u°
(3) Seek to develop niche marketing for local products and ecotourism activities such as: ~
the already-famous 1'unalu`u sweetbread, potential bed-and-breakfast opportunities, r,
walking tours of makai 1'unalu`u, driving or biking tours of mauka 1'unalu`u,
storytelling tours, or nature%co-tours. These kinds of items and activities could be ~
advertised in a web page on the Internet;
(4) Integrate youth and community involvement with community enhancement needs.
Organize volunteer activities for youth and other residents to work towazd providing
various amenities or facilities for the community. For example, the community may ~
decide that restoration of fishponds that have been destroyed by tsunamis or high surf
is central to the perpetuation of the traditional lifestyle in the ahupua`a. Such a
restoration project coukl be undertaken by volunteers in the community with the help
of equipment donated by local businesses. Another possibility for a vohmteer
comrrnmity/cultural enhancement project could be restoration of the King's Trail that
traverses the makai area of Punalu`u. Such volunteer activities would serve to bring
people of all ages, ethnic groups, and income levels together in real-life movement
towazd community-building in the ahupua`a;
(5) Train the youth to work in the cultural center. Teaching youth the stories, values,
practices, and history of the region would not only perpetuate the cultural center, but
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COMMUNITY PLANNING !N THE AHUPUA A OF KAMA OA-PU71 EO AND PUNALU71, KA `7I
would also help to revive the traditions of the azea, and contribute to cultural
renaissance;
(6) Utilize the worksheets provided as tools for developing and planning community-
based economic endeavors. Some worksheets have been included here to provide
information regarding technical assistance providers, State and Federal funding
resources, DLNR land disposition timeline, processes for writing proposals, selecting
~ consultants, and tips for acquiring private-sector funding; and
(7) Focus on the possibility for I{a Lae and Punalu`u to work together or combine
resources in developing and operating cultural centers for educational purposes. Joint
and exchange programs involving these two groups would not only expand the
rr experience and learning of participants, but would also be a step in community-
building and development of a unified vision for the District.
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8.2 Summary Planning Options: A Vision for Majestic Ka`ii
Using a variety of reseazch methods and interactive processes, the Practicum sought to develop an
understanding of life in I{a`ii, and the perspectives of its citizens towazd valued assets, needs, and
visions for the future. The team focused on the lifeways, cultural knowledge, and values of `ohana
in two ahupua`a While there are many similarities between the groups, each has a unique relationship
to the land and its resources, a fact that has direct bearing on their current situations and desired
futures. For I{a `Ohara, life at ICanra`oa-Pu`u`eo ahupua`a is an ongoing experience of caring for the
natural and cultural resources there, a sott~ewhat challenging effort given the relatively dry and rugged
nature of the land, environmental pressures from tourists, and the as-yet uncertain status of its
~ struggle to attain official curator status for the ]ands at lZa Lae. The planning options for I{a `Ghana
highlight efforts and avenues for attaining that status and moving forwazd with a neazly decade-long
mission to malama the land and sea of this ancient and beautiful ahupua`a.
s
~ Meanwhile, the long tenure of `ohana on the land at Punalu`u gives residents a strong position from
which to advocate preservation of that azea's natural and cultural resources. The intricate seascape
~ and strikingly beautiful mauka areas at Punalu`u present rich opportunities for environmental and
cultural education and tourism Hana Laulima has sought to capitalize on these opportunities by
~ establishing a culture center that would help `ohana in Punalu`u to pass on to the children the
traditional cultural knowledge and values of I{a`ii. However, difficulties in obtaining funding for the
culture center have prevented it from becoming an immediate reality. It is the hope of the Practicum
~ that the technical assistance provided to Hana Laulima and Ka `Ghana regazding such issues as
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COMMUNITY PL9NNING IN THE AHUPUA A OF kAMA OA-PU `U `EO AND PUNALU `U, KAY7
funding resources, processes for writing grant proposals, and effective interaction with government,
will help to bring the efforts to fruition. -
Ideally, the manner in which the Practicum approached QLCC's initial efforts toward strengthening
community in I{a`ii will serve as an example for future efforts there and for similar work undertaken
elsewhere in the region. Clearly, the establishment of educational opportunities, prioritization of the
perspectives of the kiipuna, appropriate economic development strategies, and state-sanctioned and
supported mechanisms for local preservation of land and sea constitute necessary steps toward
ensuring that those ancient legends of I{a`ii that champion the strong relationship of the kanaka maoli
to the land and sea, and to each other, will be passed on to its keiki in perpetuity.
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COMMUNClY PLANNING IN THE AHUPUA A OF KAMA OA-PUTT EO AND PUNALUTI, KA77
.n
III
CHAPTER NINE:
BIBLIOGRAPHY, LI5T OF KEY CONTACTS,
GLOSSARY, AND STUDENT PROFILES
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Department of Urban and Regional Planning Chapter Nine
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PUTT `EO AND PUNALU `U, KA `U
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Ha`ina `ia mai ka puana,
No Ka`u hiehie i ka makani, ~
He `aina aloha na ke kupa,
A me na u`i a`o Kffauea.
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The story is told, ~
For great Ka `u distinguished in the wind,
Aland loved by her people,
And by the lovely one of K~Zauea.
(Ka`u Nui.
Composed by: Mary K. Pukui and Maddy Lam) ~
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Chapter Nine Department of Urban and Regional Planning ~
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU %1 EO AND PUNALU71, KA `U
~ CHAPTER NINE: BIBLIOGRAPHY, LIST OF KEY CONTACTS, GLOSSARY, AND
STUDENT PROFILES -
9.1 Bibliography
Aloha United Way Member Agency. 1997. Ke Ala Ha~cu: Critical Indicators Report. 1997-98.
Hawaii Community Services Council.
Bazayuga, Debra. Mazch 16, 1998. Children's Center Expands its Reach. Star-Bulletin: A4.
Bernard, Russell H. 1988. Research Methods in Cultural Anthropology. Newbury Park: Sage
Publications.
Bier, James A.. 1993. Map of Hawai % The Big Island. 3rd. Edition. Honolulu: University of Hawaii
Press.
Bingham, Richard D. and Robert Mier. 1993. Theories of Local Economic Development:
Perspectives From Across the Disciplines. Newbury Pazk: Sage Publications.
1 Blakely, Edwazd J. 1989. Planning Local Economic Development: Theory and Practice. Second
s
Printing. Newbury Park: Sage Publications.
Branch, Kristie, Douglas Hooper, James Thompson, and James Creighton. Guide to Social
Assessment: A Framework for Assessing Social Change. Boulder: Westview Press.
r
Chun, Malcolm Naea. 1993. Ku u Ho bilina: My Legacy, Three Short Stories About Queen
Lili `uokalani. Honolulu: Hui Hanai.
Clark, Hugh. Mazch 30, 1998. C. Brewer big on Big Island, `Doc' Buyers committed to location. The
Honolulu Advertiser: B6, B5.
r Community Management Associates, Inc. October 1995. Puna Community Development Plan. A
plan prepared for the County of Hawaii Planning Department. Hawaii.
s
~ Cordy, Ross. 1991. A Regional Synthesis of H~tza7cua District, Hawai i Island. Honolulu: Historic
Preservation Division, Department of Land and Natural Resources, State of Hawaii.
County of Hawaii. November 1989. The General Plan: County of Hawai i. Hilo.
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er
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County of Hawaii. May 1986. Hawai a County General-Plan. Preliminazy Draft. Hilo.
Decision Analysts, Inc. 1998. An Economic Development Plan for the District of Ka `u Prepazed
for the Departtent of Business, Economic Development and Tourism. Honolulu. ~
Department of Business, Economic Development, and Tourism December 31, 1996. The Hawaii ~
Enterprise Zones Program: Helping Communities by Helping Businesses. An Information ~
Pamphlet. Honolulu.
Department of Business, Economic Development and Tourism 1996. Table 1.11 Resident
Population of Islands and Census Designated Places: 1990 and Table 1.16 Resident ~
Population and Households for Hawaii, Kauai, Kalawao and Maui Counties, by Districts and r
Census Tracts: 1990. State Data Book. Honolulu: State of Hawaii.
Department of Health May 1994. Profile of Rural Hawai is A Look at Demographic, Economic and
Social Trends in Rural Hawaii. Honolulu: State of Hawaii.
w
Department of Urban and Regional Planning. Spring 1992. ACommunity-Based Environmental Risk
Ranking: Rural and Hawaiian Quality of Life Kahalu `u O `ahu. A report prepared by the
students of the Planning Practicum class. Honolulu: University of Hawaii at Manoa.
w
r
Department of Urban and Regional Planning. Fall 1994. Kane bhe: The Vision 2020 Community
Study. A report prepared by the students of the Planning Practicum Class. Honolulu: ~r
University of Hawaii at Manoa. ~
1~
Department of Urban and Regional Planning. June 1996. American Samoa Coastal Management ~
Program: A Case Study on Alternative Management Strategies. A report prepazed by the
students of the Planning Practicum class for the American Samoa Coastal Management
Program and August 1996 Conference "Pacific Basin Coastal Zone Management: Sharing
Opportunities and Responsibilities for Coastal Zone Management." Honolulu: University of
Hawaii at Manoa.
w
Department of Urban and Regional Planning. Spring 1997. American Samoa Village Planning
Workbook. A report prepazed by the students of the Planning Practicum class for the r
Economic Development and Planning Of&ce, American Samoa Government. Honolulu,
University of Hawaii at Manoa.
Spring 1998 Practicum s
I'a8e 9-2 Department of Urban and Regional Planning s
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU `U EO AND PUNALU U KA `U
,r Division of Forestry and Wildlife. May 1991. Na Ala Hele: Hawai a Trail & Access System. Program
Plan. Honolulu: Department of Land and Natural Resources.
First Nations Development Institute. 1996. Building Partnerships for Community-Based Economic
Development, Eagle Staff Fund: Funding Criteria, Guidelines and Application Process.
r Fredericksburg.
~ Guyette, Susan. 1996. Planning for Balanced Development: A Guide for Native American and
Rural Communities. Santa Fe: Cleaz Light Publishers:
Graduate School 7uly 15-17 1997. Planning a Project and Preparing a Grant Application.
Participant Manual. Honolulu: United States Depaztment of Agriculture.
r
Halprin, Lawrence & Associates. 1972. Take Pan. A report on new ways in which people can
participate in planning their own environments. San Francisco.
r
Hana Laulima Liihui O Ka`n, Inc. 1997. OHA Funding Grant 9/97. Executive Summary; and
.w 1998, Ka`ii Hawaiian Cultural Center Project Update. Hawaii.
Handy, E.S. Craighill, and Mary K. Pukui. 1972. The Polynesian Family System in Ka- `u, Hawaii.
Rutland: Chazles E. Tuttle Company.
Handy, E.S. Craighill and Elizabeth Green Handy. 1972. Native Planters in Old Hawaii: Their Life,
Lore, and Environment. Bernice P. Bishop Museum Bulletin 233. Honolulu: Bishop Museum
Press.
Health and Community Services Council of Hawaii and Aloha United Way. 1987. Decisions `87/'88:
Strategies ForA Stronger Community. Hawaii.
'r I{akto`olawe Island Conveyance Commission. 1991. Kaho °olawe Island Conveyance Commission.
An interim report to the United States Congress. Hawaii.
Kaho`olawe Island Conveyance Commission. 1993. Kaho °olawe Island: Restoring a Cultural
" Treasure. A final report to the United States Congress. Hawaii.
Kaiser, Edwazd J., David R. Godschalk, and F. Stuart Chapin. 1995. Urban Land Use Planning.
~ Urbana and Chicago: University of Illinois Press.
rr~
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU U EO AND PUNALU U, KA Y7
w.
Ka `Ohara O Ka Lae. Ka Lae: Guide to Cultural and Historic Sites. A Lzformation Pamphlet given
at the Ka Lae Information Center. Na`alehu.
.n
Ka `Ghana O Ka Lae. 1997. A Proposal for Ka Lae. A proposal submitted for the State of
Hawai`i's Department of Hawaiian Home Lands. Na`alehu. ~
Keating, W. Dennis, Norman Ktvmholz, and Philip Staz. 1996. Revitalizing Urban Neighborhoods. ~
Lawrence: The University of Kansas Press. ,Y,
Kelly, Marion. 1980. Majestic Ka `u.• Mo °olelo of Nine Ahupua `a. Honolulu: Department of
Anthropology, University of Hawaii at Manoa and the Bernice P. Bishop Museum for the ~
Ka`ii Historical Society. Honolulu. a~
r+
Kelly, Marion. 1969. Historical Background of the South Point Area, Ka Hawai i. Pacific
Anthropological Records, No. 6. Honolulu: Anthropology Department, Bernice Pauahi
W
Bishop Museum
Kretzmann, John P. and John L. McKnight. 1993. Building Communities from the Inside Out: A
Path Toward Finding and Mobilizing a Community's Assets. 2nd Printing. Center for Urban ~
Affairs and Policy Reseazch, Neighborhood Innovations Network. Chicago: Northwestern jry
University.
¦
Levin, Penny and Christine Querrnrel. 1993. The TA Resource Guide and A Place to Stan. Honolulu:
Hawaii Community Foundation. UR
w
Matsuoka, Jon, Davianna McGregor, Luciano Minerbi, and Malia Akutagawa. June 1994. ~
Governor's,Moloka'i Subsistence Task Force Final Report. A report prepared for the ~
Molokai Subsistence Task Force and the Department of Business, Economic Development
and Tourism Honolulu.
Matsuoka, Jon. 1998. Personal Communication. Professor. Department of Social Work, University
of Hawaii at Manoa.
Matsuoka, Jon, Davianna Pomaika`i McGregor, Luciano Minerbi, Marion Kelly, and Noenoe Bazney-
r
Campbell. 1996. Native Hawaiian Ethnographic Study for the Hawai i Geothermal Project
Proposed for Puna and Southeast Maui. A report prepazed for Oak Ridge National
Laboratory. Oak Ridge.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PU `U EO AND PUNALU71, KA `U
Matsuoka, Jon Kei, Davianna Pomaika`i McGregor and Luciano Minerbi. 1998. Molokai: Study of
Hawaiian Subsistence and Comunnity Sustainability. Sustainable Community Development:
Studies in Economic, Environmental, and Cultural Revitalization. Boca Raton: Lewis
~ Publisher.
~ McClelland, Linda Flint and J. Timothy Keller, Genevieve P. Keller, and Robert Z. Melnick. 1990.
Guidelines for Evaluating and Documenting Rural Historic Landscapes. National Register.
Bulletin. Washington, D.C.: U.S. Department of the Interior, National Pazk Service,
Interagency Resources Division: 30.
McKnight, John L., John P. Kretzmann and Deborah Puntenney. 1996. A Guide to Mapping
A Consumer Expenditures and Mobilizing Consumer Expenditure Capacities. A community
r workbook from the Asset-Based Community Development Institute, Center for Urban Affairs
and Policy Reseazch. Evanston.
McKnight, John L., John P. Kretzmazm and Geralyn Sheehan. 1997. A Guide to Capacity
Inventories: Mobilizing The Community Skills of Local Residents. A community workbook
from the Asset-Based Community Development Institute, Center for Urban Affairs and Policy
Research. Evanston.
r
_ Minerbi, Luciano, and Nuria Ciofalo A Community Case Study, Part VII in Davianna McGregor, Jon
Matsuoka.-Eds. June 1993. Native Hawauan and Local Cultural Assessment Project: Phase
I Problems/Assets Identification. Honolulu: University of Hawaii at Manoa.
Na`alehu Main Street. 1995. Strategic Planning Survey. Na`alehu.
National Park Service. 1998. Website. www.cr.nps.gov/nr/bulletins/nr/5_int.html.
r
National Park Service. 1998. Website. www.cr.nps.gov/history/nhUnhlpgm.html.
Native Hawaiian Education Council, Hawaii Island. August 1997. Eia Hawai `i nui a Keawe:
~ Hawai a, great island of Keawe. Hilo.
~ Office of Governor and Office of State Planning. February 1995. Waialua 2015: Community
rl
Planning Project and Resources Atlas. Honolulu.
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~ Office of Hawaiian Affairs. 1994. Native Hawaiian Data Book. Honolulu: Planning and Reseazch
Office.
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COMMUNITY PLANNING IN THE AHUPUA A OF IGthIA OA-PU `U>r0 AND PUNALU U, KAT7
e
Office of Planning. 1981. Island of Hawaii: Land Use and Land Cover Classifications. AMap. w
State of Hawaii.
Office of State Planning. 1993. A series of aerial photographs of coastal Punalu`u and Ka Lae.
Honolulu: Department of Business, Economic Development, and Tourism
Office of State Planning. 1992. State Land Use District Boundary Review: Executive Summary.
Honolulu: Office of the Governor, Office of State Planning, State of Hawaii. "
Oregon Visions Project. 1993. A Guide to Community Visioning: Hands-On Information For Local
Communities. Portland: Oregon Chapter, American Planning Association.
w
PBR Hawaii December 1997. Humu ula/Pi ihonua Master Plan: Island of Hawai i. A master plan
prepazed for the State of Hawaii s Depaztment of Hawaiian Home Lands. Honolulu.
PBR Hawaii September 1983. Kama°oa-Pu `u eo Management Plan. A report prepared for the Land
Management Division, Department of Hawaiian Home Lands, State of Hawaii.
r
Penn, David. 1998. Personal Communication. Ph.D., Department of Geography, University of ¦r
Hawaii at Manoa.
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Planning Departnent, County of Hawaii. August 1994. Planning and Environmental Report: Ka `n
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to Keauhou, North Kona, Hawaii. Hilo.
¦
Pukui, Mary Kawena and Samuel H. Elbert and Esther T. Mookini. 1974. Place Names of Hawai i. ~
2nd Edition. Honolulu.
IY~
Pukui, Mary Kawena and Samuel H. Elbert. 1986. Hawaiian Dictionary--Hawaiian-English,
English-Hawaiian: Revised and Enlarged Edition. Honolulu: University of Hawaii Press.
Planning Commission, County of Hawaii. 1995. Ka `ii District Zone Mqp. Hilo.
Planning, Evaluation and Reseazch Office. October 27, 1994.1995 Program Plans & Budget. A draft
report. Honolulu: Queen Lili`uokalani Children's Center, Lili`uokalani Trust.
Queen Lili`uokalani Children Center. 1997. Annual Report. Honolulu. ~
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~ Robson, Colin. 1993. Real World Research: A Resource for Social Scientists and Practitioner-
Researchers. Cambridge: Blackwell Publisher's Inc.
~ Rural Community Assistance Corporation. 1997. Pacific Mountain Review. A Rural Development
Journal l5, 4: 7-13.
Slocum, R., L. Wichhazt, D. Rocheleau, and B. Thomas-Slayter (eds.) Power, Process, and
Participation. London: Intermediate Technology Publications.
rr
Tomonazi-Tuggle, M.J. and H. David Tuggle. December 1991. Preliminary Inventory Survey,
Pu `u eo, District of Ka q Island of Hawai a. A report prepazed for Department of Hawaiian
Home Lands, State of Hawaii. Honolulu: International Archaeological Research Institute,
~ Inc.
United States Department of the Interior, Geological Survey. 1982. Kahuku Ranch Quadrangle,
r Hawai i. A topographic map.
United States Department of the Interior, Geological Survey. 1982. Na `a7ehu Quadrangle, Hawai i
- A topographic map.
United States Department of the Interior, Geological Survey. 1982. Ka Lae Quadrangle, Hawai i
- A topographic map.
r
- United States Department of the Interior, Geological Survey. 1982. Pa7tala Quadrangle, Hawai i
A topographic map.
r United States Departr~nt of the Interior, Geological Survey. 1982. Punalu u Quadrangle, Hawai a
r
A topographic map.
United States Department of the Interior, Geological Survey. 1980. Hawai i County, Hawai is
County Map Series A topographic map.
rl
Werth, Joel T. and David Bryant. 1979. A Guide to Neighborhood Planning. Planning Advisory
~ Service Report No.342. Chicago: American Planning Association.
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A
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9.2 List of Key Contacts: University and Government
M
Linda Chinn, Land Management Division Administrator, Department of Hawaiian Home Lands. ~
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Palikapu Dedman, Pele Defense Fund. ~
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Tom Eisen, Department of Land and Natural Resources, Conservation District.
Ben Finney, Professor, University of Hawaii, Depaztment of Anthropology. ~
Marion Kelly, Professor, University of Hawaii, Department of Ethnic Studies. rr
Jon Matsuoka, Professor, University of Hawaii, School of Social Work. ~
David Penn, PhD., Environmental Center, University of Hawaii at Manoa. ~
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Don Schug, Staff Economist, Western Pacific Regional Fishery Management Council. ~
Ben Wong, Land Managerent Division Administrator, Department of Hawaiian Home Lands.
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Administrative Staff, U.S. Coast Guazd, 14'" District. Honolulu.
Administrative Staff, National Pazk Service. Honolulu.
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9.3 Glossary
s Abbreviations Used
w
fig. figuratively
w n. noun
PCP. Proto Central Polynesian
~ PNP. Proto Nuclear Polynesian
PPN. Proto Polynesian
spspp. species
~ v. verb
vaz. variant, variety
rr vi. intransitive verb
vs. stative verb
vt. transitive verb
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`A`a. nvs. `A`a lava; stony, abounding with `a`a lava.
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`A`aG `i. n. Native hardwood shrubs or trees (Dodonaea, all species), 30 cm to 10 m high, more or
less sticky at branch tips; leaves narrow, 2 to 10 cm long; flowers about 1 cm long and with two to
four wings. Fruit clusters are made into leis with their own leaves or ferns and worn in the hair. A
boast of the people of Ka`ii, is: He `a ali i au, `a bhe makani a hina ai, I am an `a `ali i shrub, no
wind can push me over.
~ `A`ama. n. A large, black edible crab (Grapsus grapsus tenuicrustatus) that runs over shore rocks.
Ae`o. n. Hawaiian stilt bird (Himantopus mexicanus knudseni), an endemic subspecies of stilt,
formerly common on the main Hawaiian Islands, endangered. Also kukuluae °o.
`Ahi. n. Hawaiian tuna 5shes, especially the yellow=fin tuna (Thunnus albacares), an important fish
in the Honolulu market.
Aholehole. n. Young stage of the arytole, Hawaiian flagtail.
Ahupua`a. n. Land division usually extending from the uplands to the sea, so called because the
boundary was marked by a heap (ahu) of stones surmounted by an image of a pig (pua `a), or because
~ a pig or other landlord or owner of an ahupua `a might be a konohiki (headman of an ahupua `a under
the chief).
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`Aina. n. Land, earth.
`Akepa. n. Group of small scazlet or yellow-green Hawaiian honey creepers (Loxops coccinea).
`Akiapola `au. n. The nuku pu `u honey creeper with long curved upper mandible and shorter lower
mandible of the beak, with subspecies on I{aua`i (hanapepe), Oahu (lucidus), and Maui (affnis), and
a closely related endangered species of Hawaii (Hemignathus wilsoni). ~
Akua. vs. God, goddess, spirit, ghost, devil, image, idol, corpse; divine, supernatural, godly. Akua ,
might mate with humans and give birth to normal humans, mo`o, or kupua (nvs. Demigod or culture
hero, especially a supernaturalbeing possessing several forms.
`Alae kea. n. Hawaiian coot (Fulica americana alai), a mazsh and pond bird, distinguished from
alae `ula by its ivory-white frontal knob; endangered.
`Ala`ihi. n. Various species of squirrelfishes of the family Holocentridae, including Flammeo „i,
sammara (spotfin squirrelfish, 185 mm), Adioryx lacteoguttatus (whitespotted, 117 mm), A.
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diadema, (crown, 109 mm), A. xanterythrus (Hawaiian, 132 mm), A. Here (Tahitian, 259 mm).
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Alani. n. Brown seaweeds (Dictyota spp.), regularly divided into narrow segments. They aze so
bitter that they will taint other seaweeds put with them... can be eaten but some are considered
poisonous.
~r
Ali`i. nvs. Chief, chiefess, officer, ruler, monarch, peer, headman, noble, aristocrat, king, queen,
commander; royal, regal, aristocratic, kingly; to rule or act as a chief, govern, reign; to become a ~
chief. ~
`Amakihi. n. A group of small endemic Hawaiian honey creepers Loxops virens; abundant on fr
Hawaii (L. v.), Maui (I.. v. wilsont), and I{aua`i, uncommon on Oahu (L. v. chloris) and Molokai,
rare on La-na`i. The feathers are yellow and greenish, and were formerly used in feather capes.
`Apapane. n. A Hawaiian honey creeper (Himatione sanguinea), with crunson body and black wings
and tai], found on aIl the main Hawaiian Islands. Its feathers occasionally were used for featherwork.
`Auhuhu. n. A slender, shrubby legume (Tephrosia purpurea syn. T. piscatoria), 30 to 60 cm high,
with small, compound leaves, small white or purplish flowers, and narrow pods, used for poisoning
fish. The plant is known from tropical Asia eastwazd into Polynesia.
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~ `Aumalura. nvt. Family or personal gods, deified ancestors who might assume the shape of shazks
(all islands except I{aua`i), owls (as at Manoa, Oahu and I{a`ii and Puna, Hawai`i), hawks (Hawai`i),
`elepaio, iwi (bird), mudhens, octopuses, eels, mice, rats, dogs, caterpillars, rocks, cowries, clouds,
~ or plants. A symbiotic relationship existed; mortals did not harm or eat auma7cua (they fed sharks),
and auma7cua warned and reprimanded mortals in dreams, visions, and calls.
_ `Aumakua. Plural of aumakua.
w
`Ea. n. Hawksbill turtle (Chelone imbricata), both land and sea species; the shell of this turtle.
`Elepaio. nvi. A species of flycatcher with subspecies on Hawaii (Chasiempis snadwichensis
sandwichensis), Kauai (C. Sandwichensis sclaten~, and Oahu (C. Sandwichensis gayi). The I{aua`i
r, subspecies is also called apekepeke.
Hapu`u. 1. n. An endemic tree fern (Cibotium splendens, formerly called C. chamissoi), common
~ in many forests of Hawaii, as at Kt-]au-ea Volcano, and now frequently cultivated. These ferns grow
about 5 m high, and the trunks aze crowned with large, triangular, lacy-looking fronds up to 2.7 m
long, their light brown stems rising from a mass of silky, golden pulu (wool). 2. Grouper, a fish
(Epinephelus quernus). The young stage is h~u `upu `u or apu `upu `u. 3. Budding. Fig., child, baby;
young, as of squid (rare). 4. A variety of tazo.
Hau. n. A lowland tree (Hibiscus tiliaceus), found in many warm countries, some spreading
horizontally over the ground forming impenetrable thickets, and some trained on trellises. The leaves
" are rounded and heart-shaped, the flowers cup-shaped, with five lazge petals that change through the
~ day from yellow to dull-red. Formerly the light, tough wood served for outriggers of canoes, the bast
for rope, the sap and flowers for medicine. Of the two varieties of hau, a raze erect one (hau oheohe)
~ was grown for its bast and a creeping one (hau) was planted for windbreaks.
Ha`uke`uke. n. 1. An edible variety of sea urchin (Colobocentrotus atratus). The teeth were used
~ for medicine. 2. Ringworm 3. Motif on tapa stamp.
ul Heiau. n. Pre-Christian place of worship, shrine; some heiau were elaborately constructed stone
platforms, others simple earth terraces. Many aze preserved today.
w
O
I~inalea. n. 1. Small to moderate-sized, brightly colored wrasses, family Labridae. 2. A variety of
tazo.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU `U ~O AND PUNALU7J, KA `U
Hi`uwai. n. Water purification festivities on the second night of the month of Welehu (neaz the end
of the year). The people bathed and frolicked in the sea or stream after midnight, then put on their
finest taps and ornaments for feasting and games.
Hii`i`o. n. A large native fern (diplazium [Athyrium] arnottia) with subdivided fronds. The young
fronds are eaten raw, much liked with raw fresh-water shrimps or with salted salmon.
s
Honu. n. General name for turtle and tortoise, as Chelonia mydas.
Ho`olaule`a. n. Celebration. ~
rw
Hula. nvt. The hula, a hula dancer; to dance the hula. •
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Huhihulu waena. n. An uregulazly branching, dazk-red seaweed (Grateloupia filicina) with many w
nazrow segments. It is commonly eaten and is sold in some markets.
`I`iwi. n. Scarlet Hawaiiau honey creeper (Vestiaria coccinea), found on all the main islands; its
feathers were used extensively in feather work.
`Ili`ili hiinau (o Koloa). n. The birth pebbles of Koloa (a small section of the beach at Puna-lu`u,
Ka'ii, which were believed to reproduce themselves, the smooth nonporous ones being male, the ~
porous ones female. These stones were best liked for the pebble hula. ~
`Ilima. n. Small to lazge native shrubs (all species of Silo, especially S. fallax), bearing yellow, ~
orange, greenish, or dull-red flowers; some kinds strung for leis. The flowers last only a day and aze ~
so debate that about 500 are needed for one lei The ilima was designated in 1923 by the Territorial ~
Legislature as the flower of Oahu. r
`Dime lcii lrahakai. n. A kind of ilima creeping on sand on which beach dodder (kauna °oa) grows.
Lit., itima standing on beach.
`Ina. 1. n. Small sea urchin (wane), as Echinometra spp. 2, n. Kind of stone ,used to make octopus
sinkers.
`Io. n. Hawaiian hawk (Buteo solitarus), an endemic and endangered hawk with dark and light color
phases, confined to forests on the Island of Hawaii, where it is regazded by some as an aumakua.
The io signified royally because of its lofty flight, and hence occurs in such names as `lo-lani, royal
hawk.
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~ Kahua ho`omaha. n. A place of rest and relaxation or for vacation.
Kala. n. Surgeonfish, unicorn fish, Teuthidae; Naso hesacanthus, N. unicornis, N. brevirostris.
~.r
Kalo. n. Taro (Colocasia esculenta), a kind of azoid cultivated since ancient times for food,
r spreading widely from the tropics of the Old World. In Hawaii, tazo has been the staple from earliest
times to the present, and here its cuhure developed greatly, including mote than 300 forms. All parts
of the plant are eaten, its starchy root principally as poi, and its leaves as l8 au. It is a perennial herb
consisting of a cluster oflong-stemmed, heart-shaped leaves rising 30 cm Or more from underground
tubers or corms.
r
Kama`iiina. nvi. Native-bom, one born in a place, host; native plant; acquainted, familiar, Lit., land
child.
Kamakoi. v. To fish with a pole. Also ka mdwi.
Kanaka. nvs. Human being, man, person, individual, party, mankind, population; subject, as of a
r chief; laborer, servant, helper; attendant or retainer in a family (often a term of affection or pride);
_ human sacrifice; physique; human, manly, pregnant, inhabited; Hawaiian; private individual or party,
~ as distinguished from the government.
Kapu. n. nvs. Taboo, prohibition; special privilege or exemption from ordinary taboo; sacredness;
prohibited, forbidden; sacred, holy, consecrated; no trespassing, keep out.
Kauua`oa kaha kai. n. A native dodder (Cuscuta sandwichiana), belonging to the morning-glory
_ family, a leafless, pazasitic vine, growing densely on other plants. The numerous, slender, orange
stems aze used for orange leis to represent the Island of I-ana`i, as designated by the Temtorial
legislature in 1923.
¦ Kiawe. n. Algazoba tree (Prosopis pallula), a legume from Peru, first planted in 1828 in Hawaii,
where, in dry azeas, it has become one of the commonest and most useful trees.
Keilu. nvi. Child, offspring, descendant, progeny, boy, youngster, son, lad, nephew, son of a dear
w
friend; calf, colt, kid, cub; worker; shoot or sucker, as of tazo; to have or obtain a child; to be or
become a child.
w
K-i n. Ti, a woody plant (Cordyline terminalis) in the lily family, native to tropical Asia and Australia.
It consists of a branched or unbranched, slender, ringed stem, ending in a cluster of narrow-oblong
r
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU7I `EO AND PUNALU77, KA `U `
leaves 30 to 60 cm long, from among which at times rises a large panicle of small, light-colored ,
flowers. The leaves were put to many uses by the Hawaiians, as for house thatch, food wrapgers,
hula skirts, sandals; the thick, sweet roots were baked for food or distilled for brandy.
Koa. 1. nvs. Brave, bold, feazless, valiant; bravery, courage. 2. nvs. Soldier, warrior, fighter; rm
military, hero, martial. 3. n. The largest of native forest trees (Acacia koa), with light-gray bazk,
crescent-shaped leaves, and white flowers in small, round heads. A legume with fine, red wood, a ~
valuable lumber tree, formerly used for canoes, surfboazds, calabashes, now for furniture and ~
ukuleles.
Ko`a. 1. nvs. Coral, coral head. 2. n. Fishing grounds, usually identified by lining up with mazks on
shore. 3. n. Shrine, often consisting of circular piles of coral or stone, built along the shore or by ~ ~
ponds or streams, used in ceremonies as to make fish multiply; also built on bird islands, and used in rW
ceremonies to make birds multiply.
w
Koa haole. n. A common roadside shrub or small tree (I.eucaena leucocephala), from tropical
America, with pinnate leaves, round white flower heads, and long, flat, brown pods; closely related pQ
to the koa. The small brown seeds are strung for leis, purses, mats; plants used for fodder. •
w,
Koati (kowali). 1. n. Some kinds of morning-glory (Ipomoea spp.). The vines were used for swings
and nets. 2. nvi. Swing; to swing, twirl about, twine. 3. n. A variety of sweet potato.
rr
Kole. 1. vs. Raw, as meat; inflamed; red, as a raw wound or as red earth. 2. n. Weak and spent, as
an old plant. 3. n. Surgeonfish (Ctenochaetus strigosus). ~
rr
Kdea. Pacific golden plover (Pluvialis dominica), a migratory bird which comes to Hawaii about
the end of August and leaves eazly in May for Siberia and Alaska.
Koloa. n. Hawaiian duck (Anas wyvilliana). Also koloa maoli, native koloa, to distinguish it from ~
migratory or introduced ducks, also called koloa. Formerly on all main islands except La-na`i; birds
raised in captivity and released have been seen on Oahu and Hawaii; considered endangered in 1978. ~
Kona. 1. nvs. Leeward sides of the Hawaiian Islands; leewazd (PPN Tonga). 2. nvi. A famous ~
leeward wind; to blow, of this wind. 3. n. Natne of a staz.
Koaane. 1. nvi. Bright moonlight; to shine, as the moon; cleaz, bright. `O ka pa konane a ka
mahina, the moon shines brightly. 2. nvi. Ancient game resembling checkers, played with pebbles
placed in even lines on a stone or wood boazd called papa konane; to play katane. ~
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COMMUNITYPIANNING INTXE AHUPUA A OF KAMA bA-PU `U$O AND PUNALUTI, KA `U
Kiikui. n. Candlenut tree (Aleurites moluccana), a large tree in the spurge family bearing nuts
containing white, oily kernels which were formerly used for lights; hence the tree is a symbol of
enlightenment. The soft wood was used for canoes, and gum from the bazk for painting tapa; black
dye was obtained from nut coats and from roots. Nuts were chewed and spat into the sea by men
fishing with nets for parrot fish in order to clam the sea. Polished nuts aze strung in leis; the silvery
,a. leaves and small white flowers are strung in leis as representative of Molokai, as designated in 1923
by the Territorial legislature. The kukui was named the official emblem for the State of Hawaii in
~ 1959 because of its may uses and its symbolic value.
Kula. 1. n. Plain, field open country, pasture. An act of 1884 distinguished dry or kola land from
wet or tazo land. 2. rL Source; container. 3. n. Basket-like fish trap. Rare. 4. nvi. School, academy;
to teach school, go to school; to hold school or class sessions.
rw
Kuleana. nvt. Right, privilege, concern, responsibility, title, business, property, estate, portion,
jurisdiction, authority, liability, interest, claim, ownership, tenure, affair, province; reason, cause,
it
function justification; small piece of property, as within an ahupua `a; blood relative through whom
a relationship to less close relatives is traced, as to in-laws.
r
Kupuna. n. 1. Grandpazent, ancestor, relative or close friend of the grandpazent's generation,
,a, grandaunt, granduncle. ho`o kuguna. To take a person as a grandparent or grand aunt or granduncle
because of affection; an adopted grandpazent; to act as a grandpazeni. (PPN tupuna). 2. Starting
point, source; growing.
Lai. n. Name applied to the species of Scomberoides, fish. (PPN laid.
r
Lehua. n. The flower of the `a-hi °a tree (Metrosideros macropus, M. collina subsp. polymorpha);
~ also the tree as designated in 1923 by the Territorial legislature; it is famous in song and tale. The
plant has many forms, from tall trees to low shrubs, leaves round to narrow and blunt or pointed and
smooth or woolly. The flowers aze red, razely salmon, pink, yellow, or white. The wood is hazd,
~ good for flooring and furniture, fortt~erly used for images, spears, mallets.
w
ir1 Lei. n. Lei, gazland, wreath; necklace of flowers, leaves, shells, ivory, feathers, or paper, given as
a symbol of affection; beads; any ornament worn aoound the head or about the neck; to weaz a lei;
~ special song presenting a lei; crown; ring around a drake's neck; yoke, as for joining draft animals,
especially oxen.
Leina. n. Spring, leap, bound; place to leap from
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COMMUNITY PLANNING INTHE AHUPUA it OF KAM.~I `OA-PU`UBO AND PUNALU`U, KA `G
Liliko`i. n. Passion foot, purple water lemon, or purple granadilla (Passiflora edulis), an American ,
vine with three-lobed leaves and edible dull-purple fruits about 5 cm long, growing wild in many
forests of Hawaii; said to be named after Liliko`i, Maui, where it was first grown. The yellow-fruited
liliko i (P. edulis f. flavicarpa), is similaz but has yellow, better-tasting fruits; it is grown
commercially in the Hawaiian Islands and used for desserts and beverages.
Limo. n. A general name for all kinds of plants living under, both fresh and salt, also algae growing
in any damp place in the air, as on the ground, on rocks, and on other plants; also mosses, liverworts, , ,
lichens.
Limo `aki`alti. n. A kind of coarse red seaweed (Ahnfeltia concinna) which because of its toughness
must be eaten in little bites; a good source of carrageenirr, a colloid. ¦+r
w
Limo kala. n. Common, long, brown seaweeds (Sargassum echinocarpum), their stems covered
with short branches, bearing rather stiff, twisted, more or less toothed, narrow leaves. Rarely eaten w
raw because of the toughness (though edible); used in ceremonies to drive away sickness and to
obtain forgiveness. ~
Limu kohu. n. A soft, succulent, small seaweed (Asparagopsis taxiformis), with densely branched
furry tops that aze tan, pink, or dark red, arising from a creeping stem-like portion; one of the best- .r
liked edible seaweeds, prepazed in balls for mazket.
r
l::rpe`epe`e. n. Some native species of a genus of edible red seaweeds (Laurencia parvipapillata, L.
dotyi, L. succisa), short, with stiff, knobby branchlets, nestling especially in basaltic rock.
i
I;1poa. n. Bladelike, branched, brown seaweeds (Dictyopteris plagiogramma and D. australis) with
conspicuous midrib on blade, unique azoma and flavor; highly prized on all islands.
Lo`i. n. Irrigated terrace, especially for tazo, but also for rice; paddy.
r
Lua. 1. n. Hole, pit, grave, den, cave, mine, crater. Lua is a hole that has a bottom, contrasting with ~
puka, perforation. 2. n. Toilet, outhouse, bathroom, cellar.
Lua`i pale. n. Volcanic eruption, lava sulphur, brimstone.
Luau. n. 1. Young taro tops, especially as baked with coconut cream and chicken or octopus. (PPN
luu, PNP lu(u)kau.) 2. Hawaiian feast, named for the tazo tops always served at one; this is not an
w
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COMMUNITY PLANNING IN THE AHUPUA ;4 OF KAMA bA-PUTI ~O AND PUNALU7J, KA `U
ancient name, but goes back at least to 1856, when so used by the Pacific Commercial Advertiser;
formerly a feast was pa ina or `aha `aina. -
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Mahimahi. n. Dolphin (Coryphaena hipputus), a game fish up to 1.5 m long, popular for food. Cf.
lapalapa 5. (PPN masimasi.)
rr
Maile. n. A native twining shrub, Alyxia olivaeformis. St. John, 1975, described four forms of made
based on leaf size and shape. They aze believed to be sisters with human and plant forms. They were
considered minor goddesses of the hula. The made vine has shiny fragrant leaves and is used for
decorations and leis, especially on important occasions. It is a member of the periwinkle family.
Makai. nvs. On the seaside, towazd the sea, in the direction of the sea.
Malama. nvt. To take care of, tend, attend, caze for, preserve, protect. Bewaze, save, maintain; to
r keep or observe, as a taboo; to conduct, as a service; to serve, honor, as God; care, preservation,
support, fidelity, loyalty; custodian, caretaker, keeper.
Mamald. n. Small native trees (Pipturus spp.) With broad white-backed leaves and white mulberry-
hke fruit; the bazk yielded a fiber valued for a kind of tapa, similar to that made from wauke (paper
r mulberry) but coarser.
Mana`o. nvt. Thought, idea, belief, opinion, theory, thesis, intention, meaning, suggestion, mind,
r
desire, want; to think, estimate, anticipate, expect, suppose, mediate, deem, consider.
• Manini. n. Very cornmon reef surgeonfish (Acanthurus triostegus), also called convict tang, in the
adult stage.
r
Mauna. n. Inland, upland, towazds the mountain, shoreward (if at sea); shore, uplands.
~ Mauna loa. n. 1. A sea bean, Dioctea wilsonii, a vine from Brazil growing wild in Iiawai`i, the blue
• or white flowers used for leis, the beans for medicine. 2. n. Canavalia cathartica, a vine from the
Mascarene Islands, the wire, lavender, pink, or reddish flowers commonly used for leis.
~ Milo. n. A tree to 12 m high (Thespesia populnea), found on coasts of the eastern tropics; used for
shade, the wood for calabashes, other parts of the tree in many ways, as for medicine, dye, oil, gum
It is related to the hau and resembles it somewhat.
w Mo`o. n. Lizazd, reptile of any kind, dragon, serpent; water spirit.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU ~1 ~O AND PUNALU `U, KA `U
Niinaku. n. Great bulrush. ,
Naupaka. n. Native species of shrubs (Scaevola) found in mountains and neaz coasts, conspicuous
for their white or light-colored flowers that look like half flowers. (PCP naupata.)
Naupaka kai. n. The beach naupaka (Scaevola taccada), aspreading succulent shrub found on
coasts of tropical Asia and some islands of the Pacific. Flowers aze white and may be streaked with
purple. The berries are white and about 1.3 cm long, looking like hail-stones.
Naupaka kuahiwi. n. All mountain species of naupaka.
M
Nenue. n. Chub fish, also known as rudder or pilot fish (Kyphosus bigibbus, K. vaigiensis).
Niu. n. The coconut (Cocos nucifera), a common palm in tropical islands of the Pacific and warm
parts of eastern Asia; coconut meat or oil.
`Ohai. n. 1. Monkeypod or rain tree (Samanea sama), a lazge leguminous tree from tropical
America, grown in Hawaii for shade and street planting; flowers pink, tufted. 2. n. A native legume
(Sesbania tomentosa), a low to postrate shrub with hairy, pale leaves and red or orange flowers about
2.5 cm long (°ohai kahakai).
w
`Ghana. nvs. Family, relative, kin group; related, extended family, clan.
`Oha wai. n. Native lobelieas. Also aZula, a7r, `a-haha, `a-ha wai. ~
iw
`bhi`a. 1. n. Two kinds of trees; `a-hi a `ai and `c7ii `a lehua (lehua). 2. n. Tomato. 3. n. A native ~
variety of sugaz cane.
`bhi`a `ai. n. The mountain apps (Eugenia malaccensis), a forest tree to 15 m high, found on many
islands of the Pacific. It belongs to the myrtle family has large oval leaves, tufted flowers growing
from trunk and branches, and cerise, apple-like fruits. -
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`blapa. n. Several native specs and varieties of forest trees (Cheirodendron), with opposite leaves,
each leaf divided palmately into three to five (razely six or seven) leaflets, and with flowers home in
umbels.
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"r COMMUNITY PLANNING IN THE AHUPUA:4 OF KAMA OA-PU71 ~O AND PUNALU `ll, KA `U
Olona. n. A native shrub (Touchardia latifolia), with large, ovate, fine-toothed leaves, related to the
mamaki. Formerly the bazk was valued highly as the source of a strong, durable fiber for fishing nets,
for nets to carry containers, and as a base for ti-leaf raincoats and feather capes.
`bma`o. n. Hawaii thrush (Phaeornis obscures obscures).
ar
Ono. a Large mackerel type fish (Acanthocybitem solandn), to 1.5 or 1.8 m in length; choice eating.
~ Known in Florida and the West Indies as the wahoo.
`Opae `ula. n. Small, endemic reddish shrimp used for bpelu bait.
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`bpe`ape`a. n. Bat. Lele `ope ape a, to fly like a bat, i.e., to flutter wings, as would a frightened
rr bird.
`bpela. n. Mackerel scad (Decapterus pinnulatus and D. maruadst); an `aumakua for some people.
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`Opihi. n. Litnpets.
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`Opiuma. n. The Manila tamarind (Pithecellobium dulce), from tropical America, both cultivated
and wild in Hawaii. It is a medium-sized tree, a legume, with long slender branches, for-parted
leaves, whitish flowers in small round heads, and red, twisted pods. Round, flat, black seeds
embedded in white, edible pulp were thought to resemble commercial opium, hence the name.
r
Piihcehce. nvt. Smooth, unbroken type of lave, contrasting with `a`a; to tum into pahoehoe lava.
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Paltalolo. n. Marijuana, "pot," "grass" (Cannabis saliva). Lit., numbing tobacco.
Palani. n. A surgeonfish (Acanthurus dussumieri), famous for a strong odor. (PPN palangi.)
Palapalai. n. Same as palai, a fem.
r Pa`u-o-Hi`iaka. n. 1. A native beach vine (Jacquemontia sandwicensis), in the morning-glory family,
~ with pale blue or white flowers and small rounded leaves. 2. A kind of red seaweed with wide, thin
~ thallus.
Pili (grass). n. A grass (Heteropogon contonus) known in many warm regions, formerly used for
~ thatching houses in Hawaii.
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COMMUNITY PLANNING 1N THE AHUPUA A OF KAMA `OA-PUTJ t;'O AND PUNALU7J, KA `U
Pipipi. n. General name for small mollusks, including Theodoxus neglectus.
Po`opa`a. n. HawkSsh (Cirrhites pinnutatus), about 10 to 22 cm long with lazge scales on body and
r.
small scales on face, colored in blotches of blue, brown, and red with white vertical bazs; eaten raw,
broiled, or salted and dried.
Pueo. n. Hawaiian short-eazed owl (Asio flammeus sandwichensis), regazded often as a benevolent ~
aumakua.
w.
Pu`u. n. Any kind of a protuberance from a pimple to a hill: hill, peak, cone, hump, mound, bulge, ~
heap, pile, portion, bulls, mass, quantity, clot, bunch, knob; heaped, piled, lumped, bulging; pregnant;
to pucker. ~
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Puwalu (pualu). 1. vs. All together, in unison, united, cooperative. 2. n. A surgeonfish. ~
`Uhaloa. n. A small, downy, American weed (Waltheria indica var. Americana), with ovate leaves
and small, clustered yellow flowers. Leaves and inner bazk of root aze very bitter and are used for
tea or chewed to relieve sore throat. One of the plant forms of the pig demigod Kama-pua `a.
`>71ei. n. A native spreading shrub (Osteomeles anthylluiifolia), closely allied to other species found w
on sow other islands of the Pacific. It has compound leaves, small white roselike flowers, small
round white fruits. The wood is tough and formerly was used for digging sticks, fish spears, and the
1r
`u7ce7ce (musical bow).
Ulua. n. Certain species of crevalle, jack, or pompano, an important game fish and food item r"
Waina. n. Isabella grape (Vitis xlabruscana), astrong-climbing vine, bearing blue, loose-skinned
fruits. This is a hybrid that succeeds best of any grape introduced to Hawaii; little interest has been _
shown in the past in the grape industry.
Wana. n. A sea urchin, as Diadema paucispinum and Echinothrix diadma, considered by some an
`aumakua.
Wawae `iole. n. A cosmopolitan tropical club moss (lycopodium cernuum), a faz-creeping mosslike
plant, growing .3 to 1.5 m high. Its stems and many branches are covered with short, narrow-pointed
leaves, and are made into Christmas wreaths. Eight other species of club mosses also beaz this name. ~
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA OA-PUTT `EO AND PUNALUTI, KA `CI
,n, 9.4 Student Profiles
Scott Abrigo Scott is a second-yeaz planning student concentrating inland use planning. His interests
`y include urban design, land use, and infrastructure planning. He received a Bachelor of Arts in Liberal
Studies, in the azea of Land Use Planning.
r
Jackie Burke Jackie is asecond-yeaz public health student and is also pursuing a Certificate in Planning.
She is active in Hawaiian and multi-cultural community building and outreach activities, native Hawaiian
r
Press and media, and in civic and business entrepreneurship projects.
• Edward Glazier Edwazd is a first-yeaz planning student concentrating in community planning. His
background is in ethnographic field methods, social impact assessment and marine fisheries. Ed holds a
Bachelor of Arts in Anthropology, and Master of Arts in Sociology.
r
Miko Dargitz Miko is a second-yeaz planning student concentrating on environmental planning. She is
r interested in habitat protection for endangered species and environmental resource management. She
received her undergraduate degree in Compazative Area Studies and Art History.
r
Troy Ftijimoto Troy is asecond-yeaz planning student concentrating in transportation and infrastructure
planning. His interests inchtde land use and physical planning. He holds a degree in Bachelor of Business
Administration with an emphasis in Financing.
Etsuyo Senoo Etsuyo is a second-yeaz planning student concentrating in environmental planning. She
is interested in the conservation and protection of mazine species, land use planning and design. Etsuyo
~ received a Bachelor of Arts in International Relations.
III
Saengroaj Srisawaskraisorn Roaj is a second-yeaz planning student concentrating in transportation and
~ land use planning. His interests include environmental and urban poverty problems, regional planning, and
community development issues. Roaj holds a Bachelor of Arts degree in Political Science, International
1
Relations.
i
w Herman Tuiolosega Herrnan is a second-yeaz planning student concentrating in land use and
~ environmental planning. His interests aze in Pacific Island planning, policy development and coastal zone
management. Herman holds a Bachelor of Arts degree in Political Science.
s
~ Ulalia Woodside Ulalia is a second-yeaz planning student focusing on land use planning and cultural
w resource management for Hawaiian communities. Her interest in planning began while working for the
~ Department of Land and Natural Resources. She received her undergraduate degree in Political Science
and Hawaiian Studies.
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA`OA-PU71 EO AND PUNALU `U, KA `I3 "
¦r
Caroline Yap Caroline is a second-yeaz planning student and is concentrating in community planning.
Her focus is community-based economic development. Caroline received a Bachelor of Science degree
in Travel Industry Management Tourism. ~
r.
MaryAnne LeMaitre MaryAnne is a first-yeaz planning student. Her interests include environmental r~
and community planning. She is a Returned Peace Corps Volunteer (RPCV) in the Republic of Palau
(1994 to 1996). MazyAnne holds a Bachelor of Business Administration degree in Finance.
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Spring 1998 Practicum
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APPENDIX A
PRACTICUM CHRONOLOGY
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Spring 1998 Practicum
Department of Urban and Regional Planning Appendix A
r
~ Spring 1998 Planning Practicum Chronology
Pre-Practicum Planning Meetings
July 9, 1997 at S:OOpm
Meeting at Na`alehu with Queen Lili`uokalani Children's Center (QLCC) and community
representatives. The thus mentioned by community members at the first meeting include:
resource/assets/issues mapping by ahupua`a, community-based economic development (CBED) in
w a rural setting, historic preservation of a church, Hawaiian culture and subsistence practices at
South Point (similar to that at the Mo`omomi Bay sanctuary on Moloka`i), indigenous
management of ecotourism, and development of culture centers. It seemed at that time that the
• key focus would be on the ahupua`a mapping (Punalu`u and I{ama`oa-Pu`u`eo). QLCC agreed
that it would provide funds for travel and per diem for the practicum to complete the necessary
field work.
r
_ Specifically, participants expressed interest in the following:
A) The planning practicum assisting in:
~ Community visioning-community-wide visioning exercises;
Community planning-charting a commutty-based planning process; and
~ Comm~n;ty mapping of environa~ntal and Hawaiian resources-ahupua`a assets
mapping.
B) The Groups indicated their own functional/project interest in:
Education-link up the University of Hawaii (UH) with local high schools and the
culture center, etc.;
w Economic development-farming, food processing, farmers markets, etc.; and
Preservation-historic church, other Hawaiian sites and resources, natural areas for
potential ecotourism endeavors (and related issues regarding ways in which
r to regulate the number of tourists), and 5shing azeas at South Point (such
as the fishing sanctuary at Mo`omomi Bay).
July 17, 1997 at 6: 30pm
Meeting of the I{a`ii Council at the Credit Union in Na`alehu to discuss QLCC/UH collaboration.
~ The decision was made to support the project and move forwazd.
~ October 13, 1997 at 1:30pm
~ Meeting with QLCC and Ka`ii representatives at the QLCC Headquarters to discuss the project.
~ Practicum needs were explained (agenda on file). The following issues were raised:
Planning the general orientation meeting with community representatives on
~ October 27`s in I{a`u to chart a course of action for 1998;
Suggestion is made to explicitly include Health (in terms of service delivery that
•
' Spring 1998 Pmcticum APpendis A
Department of Urban and Regional Planning Page 1
are needed in Ka`ii to the previous list of interests); and
Minetbi explained that the practicum operates as a team and not with students who
are loose on their own, and that the practicum address co*»*»»nrty-planning
and it is not an internship. v„
October 27, 1997 at 6:OOpm
.w
Co*»*»»»rty-planning meeting at Na`alehu (video on file).
~n
November 6, 1997 at 9:OOam Wu
Meeting at QLCC Headquarters in Honolulu regazding the status report of the three
projects-Papakolea, Wai`anae, and Ka`ii (video on file).
Meetings Between Community & The Practicum
rw
January 16, 1998 at 9:OOam ~
Practicum met with: QLCC's Ka`ii Community Coordinator Leina`ala Enos; Clara Osorio,
QLCC's Hilo Unit; Cathy Arnold, Pahala Elementary School Teacher and Native Hawaiian ,w
Education Council Representative, Jashua Viemes, Ka Ohara O Ka Lae (Ka Ohara); Keolalani ~
Hanoa, Hana Laulima (Hama Laulima) Liihui O Ka`ii and Punalu`u Preservation; and Kimberly
Matsui, Pahala High School student and "Bridging the Gap of Isolation" chairperson. At this ~
meeting, the practicum members leazned with whom they would be working, and heazd the needs
and desires the organizations perceived the practicum as being able to fulfill.
Trip 1: February 13-15, 1998
Friday, February 13, 1998
-12:30prrPracticum met Leina`ala Enos, Cathy Arnold, and Keolalani Hanoa at
Volcanoes National Pazk to present a ho`okupu, and to initiate a pule; ~
-1:30pm-3:30p~Practicum met with Pahala High School students and Bridging "
the Gap youth, and assisted them with adoor-to-door survey of human
assets in Pahala Town; and
Evening~athy Arnold hosted Practicum students at her house. Mo`olelo was
done later in the evening.
Saturday, February 14, 1998
Sunrise-Practicum welcomed the sun at Ka Lae with "E ala e!";
Cultural landscape survey of Ka Lae, participatory mapping, and CBED activities;
Practicum went on a walking tour of the cultural and historic sites at Ka Lae with
Jashua Viemes; and
Practicum met with several members of Ka Ohara to conduct participatory
mapping and interviews.
AppendixA Spring 1998Practicam ~
Page 2 Depamnent of Urban and Regional Planning
Sunday, February 1 S, 1998
~ Cultural landscape survey and participatory mapping of Punalu`u and N-mole
ahupua`a with Punalu`u Preservation Society (guided by Keola Hanoa);
CBED meeting with Dane and Terry Shibuya of Hana Laulima;
rr Practicum arrived at Punalu`u and participated in hiu wai; and
Practicum went on a makai walking tour of the historic and cultural sites with
kupuna Pele Hanoa.
r
Trip 2: March 27-30, 1998
~ Friday, March 27, 1998
Practicum helps Hana Laulima set up for the Ho`olaule`a; and
Practicum visits Dane and Teny Shibuya's piggery.
Saturday, March 28, 1998
Practicum participated at Hana Laulitna's Prince Kuhio Day Ho`olaule`a at
~ Na`alehu. Practicum conducted participatory trapping of the District of
Ka`ii, quality-of--life assesst~nt and CBED surveys, as well as participatory
visioning posters.
Sunday, March 30, 1998
Practicum led a discussion with Ka Ohara at Ka Lae regarding CBED initiatives;
and
Practicum visited Ka Lae's Information Center and farm lands.
Monday, March 31, 1998
Practicum broke into four different groups at Punalu`u. One group took a coastal
~ tour of Punalu`u and 1V-mole with kupuna Koutnaka. One practicum
member engaged in a detailed interview with Keola Hanoa regazding youth
~ activities in Punalu`u. Another practicum member discussed CBED
initiatives with Palikapu Dedman. Two other practicum students met with
~ Dane and Terry Shibuya to discuss technical assistance concerning Hana
Laulitna's land disposition from grants from the Departtnent of Land and
Natural Resources (DLNR).
~ Trip 3, Apri124-25, 1998
A
~ Friday, Apri124, 1998 at S:OOpm
Spring 1998 Pmcticum ApPend~ A
~ Departmera of Urban and Regional Planning Page 3
Practicum presentation of findings and of draft report and maps at Na`alehu
Clubhouse. Attendants included: ,
QLCC staff from the Honolulu Headquarters, the Hilo Unit, and the .m
I{a`ii representative;
I{a Ohara O Ka Lae;
Punalu`ii Preservation Society;
Hana Laulima Lahui O I{a`ii; .»d,
I{a`ii Community Council;
Ka`ii High School advisors & students; and
Bridging the Gap of Isolation students.
Community threw apost-presentation pa`ina to celebrate the conclusion of ~
the Practicum s work.
.w
yr
•
s
•
r+
Appendix A Spring l998 Practicum .
Page 4 Department of Urban and Regional Planning
y COMMUNITY PLANNING /N THE AHUPUA A OF ICAM.~I `OA-PU'U ~O AND PUNALU'U, KA `U
w
ksr
w.
w APPENDIX B
SURVEY INSTRUMENTS AND RESULTS
r
..r • Plantation Survey and Accompanying Letter to Cathy Arnold
Community-Based Economic Development (CBED) Survey
• CBED Survey Results
•
• CBED Survey Resuh Tables
• Ka`ii Community Quality-of--Life Assessment
I{a`ii Community Quality-of--Life Assessment Data
Ka`ii Community Quality-of--Life Assessment Data Tables
Individual Interview Form
• Individual Interview Results
• Ka`ii Trends Poster Responses: Where do you want to be in 2003?
I{a`ii Commutty Poster Responses: What's Working/What's not Working
4,
~r
•
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e
Spring 1998 Practicum
Department of Urban and Regional Planning Appendix B
r
Ms. Cathy Arnold
Dear Cathy,
Per Luciano's direction, we have put together an instrument designed to assist your students with
their investigations of plantation life in I{a'u. We decided to provide you with what, in the
applied social sciences, has been called a "protocol," rather than a "questionnaire." In this case,
we refer to `protocol' as a set of organized themes from which the field researcher can draw to
systematically question the respondent in this case, persons knowledgeable of plantation life
and the `ohana in I{a'u. Assuming you think that the general themes we provide in [his format
are appropriate and useful, you may, of course, wish to collaborate with your students to convert
the protocol into a questionnaire format. We do, feel, however, that the protocol is an
appropriate option, for the reasons outlined below.
~a.
First, some of us have used the protocol format with great success in other projects. It seems to
be a good way to conduct an informal open-ended interview, allowing both the field researcher
+r and participant some additional flexibility. Bernard (Research Methods in Cultural Anthropology,
Sage Publications, 1988) refers to this assemi-structured interviewing. It works especially well in
situations where the researchers have been instructed on how to `probe' the respondent about
specific points of inquiry. In this serue, the reseazcher would ideally be familiar with when and
how to inquire a little more deeply into an issue such as, for instance, that related to someone's
cultural activities. For example, if a respondent told the interviewer that he or she used to
participate in Hawaiian chants, the interviewer would then ask about the particulars of this
participation, ie., when did you do this chant, what chant did you use, what were the words of
the chant, do you remember the tune?, and so on. The points in the interview at which this
probing could occur could be decided by your group per your priorities of interest, and designated
as such on the form itself.
Second, our field experiences in Hawaii have led us to believe that many Native Hawaiians seem
to prefer talk story rather over a formal question/answer survey format. The protocol approach is
a good means for getting the talk story process initiated, and also for bringing the respondent
w
back to the topic of interest when he or she strays.
Third, while the protocol approach provides some degree of structure to the interview, it cannot
officially be called a survey, thereby circumventing human subjects reviews and requirements. We
are not sure that this is an issue for you folks, but if it is or should become so, this approach will
„a have gotten around the time consuming bureaucratic obstacles of review processes.
Fourth, by keeping this initial phase of inquiry open-ended and informal, we feel that respondents
,r will provide more valid information than if merely answering questions designed by the
researchers a priori entering the field. As outside observers and students, we actually have only a
basic understanding of the plantation era and `ohana in I{a'u, and believe that the kupuna and
w residents are the experts. Thus, if, at a later stage, you wish to develop a more focused and
standardized survey questionnaire format, the protocol approach will have afforded a valid and
,r
Spring 1998 Pracricum APPe~ B
,r Deparnmnt of Urban and Regional Planning Page 1
reliable database from which to draw your questions.
Finally, while we have included suggestions for the way in which the suggested themes might be
converted into questions, but feel it best for you folks to decide the exact nature of those
questions, and the degree of flexibility you will give the reseazchers (and thus the respondents) in
the field. We believe that allowing the students to develop the particulazs of the reseazch will
afford them an additional sense of "ownership" in the project.
We should also provide at least a brief discussion of our perspective on the confidentiality issue.
It is typically the case that field interviewers inform respondents about the nature of the research
and assure them that their names will not be used publicly. We certainly will not identify specific
names with information in our reports, unless the respondent is a public official and agrees to
allowing his or her nazne to be used. This is an important issue, but, of course, only one of many
ethical issues we have been taught to address. There typically aze also many methodological
questions that arise during fieldwork. We have access to and can provide you with numerous
references to ethical and methodological issues in field reseazch as needed. Please let us know if
we can help in this azea.
Following is the protocol we have proposed for use (or conversion into a formal questionnaire, if
you so desire) by the students. We have included some commentary and recomtttendations in „
bracketed form to give you sottte sense of how we would go about using the instrument were we
to implement the fiekl work. The protocol is intended only as a substantive guide to the reseazch.
We do not address the administrative aspects, such as sampling issues, recording instrument
numbers, reseazcher names, respondent identity or other such information. As noted above, we
will gladly assist you with these issues, if you desire.
We want to thank you for asking us to participate in this process, and hope that we have been of
some assistance. Please let us know if we can clarify or further assist in your efforts.
Sincerely, and with mahalo,
Edward Glazier and Etsuyo Senoo
University of Hawaii at Manoa - DURP
Spring Practicum 1998
A
Appendix B Spring 1998 Pmcticum
Page 2 Deparnnent of Urban and Regional Planning
PROPOSED IN-DEPTH INTERVIEW PROTOCOL:
DESCRIBING PLANTATION LIFE AND IDENTIFYING `GHANA IN I{A'U
.w The human history of ICa'u included a period of intense production of sugaz and other
agricultural products. This interview protocol is intended as a guide for field interviewers to
systematically investigate this history through the words and stories of kupuna and other
residents knowledgeable of that period. The interview protocol also addresses the need to
identify and describe the changing nature of the family and extended family or 'ohana in ICa'u.
While the protocol is intended to elicit information from both azeas of inquiry in an informal,
open-ended fashion, it does provide a focused framework through which both fieldworkers and
respondents can zoom in on specific issues within the broad azeas of plantation life and `ohana in
I{a'u.
PART ONE: Plantation Life in Ka'u
Participant Background
Age
~ Place of birth
Years lived in Ka'u
Ahupua'a and/or community of current residence, of past residence
Ethnic background [for instance, the reseazcher might ask: "Can you please tell me about your
ethnic heritage?" If the respondent should, by chance, ask what do you mean by "ethnic?," the
researcher could be prepazed with anon-leading back-up response such as "Can you please tell
me about your nationality or where you come from`?"]
Marital status
Type and place of current employment
Parents type and place of employment [for instance, the reseazcher might ask: "Can you tell
me where your parents worked and what they did for a living,?" ]
"r Grandparents type and place of employment
w
Church family attended, currently attended [for instance, the researcher might ask: "Do you
go to church?," "Who do you go to church with?," "How often do you go to church?"]
w
Group or club involvement [for instance, the reseazcher might ask: "Do you belong to any clubs
or groups, such as a softball team or hula halau?"]
w
Spring 1998 Practicttm Appendix B
ar Department of Urban and Regional Planning Page 3
Part Two: Identification and Description of `Ghana in Ka'u
Family name (both mother's and father's side)
Kinship structure (family tree or genealogy) [This may beyond the scope of the project or
training level of research team, but it may be interesting for the researchers to investigate
genealogies of the `ohana m I{a'u.
Family's historic ahupua'a and/or communities of residence [for instance, the reseazcher ,
might ask: "Where did your family come from?," and if it is in I{a'u, probe: "What ahupua'a or
community is that area?" "
N
Time period of family residence in ahupua'a and/or community
Historic structure of `ohana (including degree of "extendedness" and other family names .,A
in `ohana) [for instance, the reseazcher might ask: "How many families were included in
`ohana?," "Were friends part of the `ohana?," Were other non-family members part of the
`ohana?" ]
Structure of `ohana today (size, structure, degree of "extendedness") [for instance, the
reseazcher might ask: "How many people would you say are in your `ohana today?," and probe:
"Is it getting larger or smaller?, and "Is the `ohana different today that it was, and how?]
General locations where families are having problems today [for instance, the researcher
might ask: "Are there any specific areas azound here where families seem to be having a lot of
problems?," and probe: "Can you tell me a little about these problems?']
Reasons for and types of family problems in the past and today
Good things that families did together in the past/ that they do together today
Places Idds used to play and hang around in the past [for instance, the reseazcher might ask:
"Where did your parents take you to play?," "Where did you go out to play when you were a
kid?"]
Places Idds play or "hang out" today [for instance, the researcher might ask: "Where do you
see kids playing azound or hanging out todayP']
Ways to strengthen `ohana and community in Ka'u [for instance, the researcher might ask:
"Is there any suggestion to strengthen the `ohana/ community?; ' "Is there any good way to build a
stronger bond within `ohana/ communityP']
Appcndis B Spring 1998 Practieam
Page 4 Dcparnnent of Urban and Regional Plmming
Plantation Life
Place of work
~ Job duties/place in organization [for instance, the reseazcher might ask: "What kinds of small
tasks did the plantation workers have?," and probe: "How were the workers organized?, Was
a, there a period of apprenticeship?"]
Work schedule [for instance, the reseazcher might ask: "How many hours aday/ how many days
a week did they work?," and probe: "Did the work schedule change depending on seasons,
weather?"]
Transportation to work (type and time involved)
Type of crops/harvest methods (level of ditlficulty/time involved) [for instance, if the
plantation was a sugar planation, the reseazcher might ask: "Were there different types of sugaz
planted?," "When were the crops harvested?," "How were they harvested?"]
Typelamount of payment (cash, goods) [for instance, the reseazcher might ask: "What did
workers get paid with? (Cash? Goods?)," and probe: "How much per hour did they get paid?",
"When was payday?," Did people do anything special on payday?]
Pastimes [for instance, the reseazcher might ask: "How did the workers and their families spend
their spaze time?"]
Family activities
Community activities
Cultural activities (e.g., chanting or hu?a for Hawaiians; bon dance or tea ceremony for
Japanese) [for instance, the reseazcher might ask: "Were there any unique customs or activities
among the plantation workers?, and probe: "Were these related to people's ethnic background?"]
Church activities
Reasons plantation life was enjoyable
Reasons plantation was difficult [for instance, the research might ask: "Were there tough times
~ on the plantation?, and probe: "Did the workers get along with each other?" and "Did the
workers get along with their bosses'?"
a
Spring 1998 Practictun Appendu B
Department of Urimn and Regional Planning Page 5
KA`ll PRACTICUM
Community-Based Economic Development Survey
Name•
Address•
Ahupua`a:
Phone: Age: Gender: F M
1. Where do you five? (Circle one)
a. Pahala b. Na'alehu
c. Oceanview d. Punalu u
e. Ka Lae f. Waiohinu
g. Other (please specify)
2. How long have you Lived there?
3. Where do you work?
a. Pahala b. Na`alehu
c. Oceanview
d. Other (please specify)
4. How is your own lifestyle and quality of life being affected by development and change?
Which of the folMwing industry(ies) would you like to see developed in Ka`u? Please
rank your top 3 choices (t=best; Z~secoml best; 3-third best).
RANK
_ a. Mass Tourism (ie. resorts)
b. AgtticultnrelFarming (please specify)
_ a Retail
_ d. Manufacturing (please specify)
_ e. Detention Facility
_ f. Cuttme-based Tourism
_ g. Environmental Tourism
_ h. Forestry
_i. Fisheries
_ j. Health Services
k Personal Services
_ 1. Diversified Agriculture
_ m Other (please specify)
6. What do you perceive as the special human resources or assets that exist within the
community? (e.g.lei-making, woodwork, dance, knowledge of Hawaiian culture, music,
weaving, cooking, herbaUmedicinal pcactice, fishing, farming, quilting, massage,
pottery, jewelry making, etc.)
7. What additional public facilities or resources would you like to see available within the
community (e.g. hospitals, drug treatment facilities, daycare, open markets, etc.) ~
r
S. What are the three biggest issues facing your community (e.g. loss of sugarcane
industry, proposed prison siting, drugs, crime, lack of services, etc.)? ~
Appendix B Spring 1998 Practicum
Page 6 Department of Urban and Regional Planning
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APPS B Spring 1 racticvm
Paoe 12 n..,.....,.....,.or~.r,.._ ,...a a,..:,,....1 ai......:....
CBED Surve :How Lifest le is Affected b Develo meat and Chan e
E to ent Tra nation
• Had to seek employment elsewhere due to sugar • Mae traffic (3)
plant closure
• No job opportunities (3)
• Hard to find jobs in different districts, may need to
move (1)
• Must commute to wok 2)
~ Lif le Infrastructure
• Laid off, surviving on social security, lowly • Junk roads in Na iilehu from big [tucks (1)
pension and farm 1/4 acre of land (1)
• Better quality of life through development (1)
• Friends out, strangers in (1)
• Families moved (1)
® • Mace crime (2)
r • More people in area (1)
• Most other development degrades lifestyle (1)
• Living at beach, but my faauly is happier (1)
~ • More drug use (1)
• Less laces to o (1)
Children Industries
• Children's future (3 • [No rison (4)
~ Land Econom
• Greedy carpet baggers" exploit land fm own • Affects the economy (1)
gain. They should go where it is established. (1) • Slow economy (1)
• Some lower rices (1)
_ Environment Not Affected
• Most other development degrades the `aina (1) • No new development, no change (15)
a • En'o solitude (1)
Misc.
' • Will accept change that would benefit everybody • Be aware of where big business by-pass decision
(1) making in name of "economic progress" (1)
• Keep Ka'ii the way it is (1) • Taxes aze being used to support few political
• Against any development (1) cronies and their companies instead of supporting
• Don't need changes, should change politicians (1) the real grass root needs. (1)
• No places to go. (1)
• It would suck. (I)
w
w
il/
7
Spring /998 PmMicum Appendix B
r Deportment of Urban and Regional Planning Page 13
CBED Surve : To Three Industries Residents Prefer in Ka`ii
Indust #1 Count Indust #2 Count Indust #3 Count ,
Mass Tourism 4 Mass Tourism 0 Mass Tourism 4
A 'cultureJFarmin 10 A 'culture/Farmin 2 A 'culturelFarmin 5
Retail 1 Retail 1 Retail 0 ,
Manufacturin 1 Manufacturin 0 Manufacturin 2
Detention Facilit 0 Detention Facilit 2 Detention Facilit 3
Culture-based Tourism 4 Culture-based Tourism 4
Environmental _ 3 ` " ' ~ ~ Environmental Tourism 2
Tourism
Foxes 0 Foxes 3 Foxes 3
Fisheries 2 Fisheries 4 Fisheries 3
Health Services 4 Health Services 4 Health Services 4
Personal Services 0 Personal Services 3 Personal Services 2
DiversiSed 2 ~ " , .
A 'culture ' ~ "
Other* 2 "Other** 1 Other*** 2
*legalize gambling teenage facilities Hotel
* 5re station Koa Reforestation/
sustainable fees , m
CBED Survey: Perceived Special Human Resources and Assets in Ka`ii
• Fishing (18) • Hawaiian Culture (18)
• Lei making (14) • Cooking (13)
• Woodwork (11) • Music (12)
• Artists (9) • Quilting (8)
• HerbaVmedicinal medicine (8) • Massage (8)
• Hunting (8) • Dance (8)
• Jewelry Making(9) • Weaving (9)
• Hula (6) • Hawaiian Music (2)
• Farmers/Agriculturists (2) • Paniolo tradition (I)
• Baking (1) • L.A.M.P. (1)
• Baseball (1) • People to work (1)
• Volleyball (1) • Ululani Gift (1)
• Basketball (1) • Swimming (1)
• Hawaiian Language (1) • William Viernes (1)
• Pottery (1) • Summer school at Ka Lae (1)
• Everything listed in question #5 (1)
• Child adolescent behavior and family Unity (1) -
• Oral history of 20th century Hawaiian Experience (1) • There are many talents in Ka`u (1)
• Spaial Human resources key to cultural prosperity (1) • Teaching children Hawaiian language (1) ^
• Knowledge and skills of senior citizens, their stories (1) • Hard-willed determination of people (2)
Appendu B Spring 1998 Practtctun
Page 14 Department of Urban and Regional Planaing
CBED Survey: Public Facilities and Resounes Needed
Tom 5 Public Facilities Needed Resources Needed
1. Hospital (23) 1. Youth support services (4)
w 2. Open Mazket (18) 2. More Agriculture activities (1)
3. Drug Treatment Facilities (17) 3. Fazming/support organization (1)
4. Day Care Facilities (10) 4. Community outreach programs (1)
5. Swimming Pool (3) 5. More medical resources (1)
Health Facilities (3) 6. High Technology (1)
Youth Facilities (3) 7. Schools & alternative education
programs (1)
Other Public Facilities
~ • Tourist bathroom/facilities (2) • Public Gym (2)
• Surf club (2) • Place to play Ukulele (1)
• Hotels (1) • AA facility (1)
• Science center/pazk (1) • "Rest stays" for tourists (1)
• Boat Hazbors (1) • Transportation for after school activities (1)
• County Fire Department (1) • Fish mazket (1)
• YMCA (1) • Hospital Upgrade (1)
• Water facilities (1) • Pazks (1)
a
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Spring 1998 Pracncum APP~~ B
Deparhnenr of Urban and Regional Planning Page 15
Lif le Infrastructure
• Drugs (19) • Infrastructure improvements (road, telephone,
• Crime (11) water, sewer) (1)
• No overall community involvement, activities,
recreation (1)
• Need Recreation (1)
• Decent living (1)
• Respect for each other (1) ,
• Lack ofcommunit (1)
C6ildren/Yout6 Environment/Natural Resources
• Need more activities for Kids (6) • No water (1)
• Kids' i orance • Don't destro natural and cultural resources (1)
Services Work
• Lack of services (8) • Lack of jobs (18)
• Lack of health services (1) • Loss ofjobs (2)
• Education/schooling (4) • Long commute to work (1)
• Junk teachers (1)
• Lack of services for ut6 aad elder) (1)
Industries Econom
• Proposed prison (24) • Poverty (1)
• Loss of sugaz industry (6) • Overall economy (1)
• Hospital closure (2) • Lack of affordable business space (1)
• No space port (2) • Importation of cheap foreign labor by local ag
industries (1)
• Depressed economy (1)
• Small businesses closin eve da (1)
Misc.
• Lack of educated opposition (1) • Poor development planning (1)
• Crooked politicians (1) • Graffiti
• Access to information • Lack of funds to complete project at Mountain
• Governor Ca tano (1) View (1)
M
•F
Appendix B Spring 1998 Pmcticam
Page 16 Department of Urban and Regional Planning
Life le Eavit»nment/Natural Resources
• Mare work with good pay raise (1) • Kcep land unspoiled
• Encourage the Hawaiian culture • Get responsible parties to restore `aina
• Should have some decision on our lifestyle here
(1)
• No Drugs (1)
• Respect community beliefs, culture, aloha and
s le of livin 1)
Children/Yout6 Work
• More activities for an stern (1 • More 'ob offers
Ind tries Econom
• Cultural activity (1) • Need to bring something to Ka`ii to boost
• Agricultural activity (1) economy (1)
• Agriculture Co-ops • More Business (1)
• Faod Processing and Other industries (1) • More funds needed (1)
• Want to sce sugar industry return (1) • Positive community development (1)
• No Prison (1) • Prohibit importing of cheap, foreign contract
• Get hemp legal, grow it for fuel on old sugar cane labors and pay locals decent living wage (1)
fields, will bring investors to our area (1) • Be more creative and cooperative in economic
ventures
Services
• Volunteers to help paint graffiti (1)
• Drug treatment programs(1)
• services intact at Pahala Hos ital (1)
Overall
• Coaununity work together and collaborate (20) • Unite (1)
• Accept Change (2) • Continued mcetings -exchanges for talent and
• Voice opinion to government through political expertise (2)
appointees (1) • Have more community events and start with
• Individual involvement (2) families (1)
• Pulling resources (1) • Try harder (1)
• Don't turn down every proposed option (1) • Communicate better (1)
r • Community groups (2) • Keep community peaceful (1)
• Develop community spirit, neazly gone (1) • Trustworthy government officials (1)
• Fight for more rights for Hawaiian people (1) • Decisions must be left to community members (2)
~ • make sure all projects aze sustainable and aze • Elect new officials (1)
careful] Tanned with "true costs"
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7
a, Spring 1998 Ptncricum AP1~T B
r Department of Urban and Regional Planning Page 17
KA`ll PRACTICUM
Ka'n Community Quality of Life Assessment
Please fill in appropriate boxes.
For our communit as a whole.....
What is worldn well? What is not workin well?
NI•
Rural Lifest le
Iiawauan Lifest le
Population "
Growth/Densit
Shared community values ,
& vision ("civic vitalit
Basic Needs (food, shelter,
services etc.
Access to mountains & the
sea
Type of development &
land use
Trans ortation/Traffic
Security of residency &
leases
Other lease c• r
For recorder use only: m
Recorder Date•
Place:
q
ppc~~ g Spring 1998 PracNcum
Page 18 Department of.Urban and Regional Planning _
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Pape 22 Denartnent of Urban and Re¢ional Planning
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Appendix B Spring 1998 Pmcticum
Paee 24 Detwremmt of Urban and Recional Plannin¢
Ka`n uaflt of Life Assessment: What Is Workin What is Not?
L~ue What is Wor ' Well? What is Not Workin WeIIY
Rwal Lifestyle • Diversified Agriculture (1) • Ranching (1)
• Low crime (2) • [lack ofJ public services (2)
• People living simply • Water resources (1)
• Open space (2) • Schools (1)
• Self sufficiency (1) • Health Caze (1)
• People helping each other • Jobs (1)
maintain rural setting (1) • Lack of community resources (1)
• Small population (1) • Drugs (2)
• Clean environment (1) • Crime (2)
• Rural Lifestyle is working well • "Quick Fix" development
(overall) (25) proposals could bring rapid
urbanization (1)
• Rural Lifestyle is not working
well (overalq (4)
Hawaiian Lifestyle • Hawaiian culture (4) • No respect for Hawaiian values
• Cultural activities increasing (1) (1)
~ Filipino Lifestyle (1) • Lack of water (1)
• Strong sense of place (1) • Limited access to land (1)
• Increased awazeness of issues (2) • Lack of self-determination (1)
• Learn how to shaze (1) • Sovereignty (2)
• How they stick together and stand • Lack of resources (1)
wr up for what they believe in (1) • There aze many opinions and
• Hawaiian Style is waking well difficulty of bringing them
(overall) (24) together to one (1)
• Teaching more Hawaiian (2)
r
• Hawaiians need tc get their land
back (1)
• Hawaiian Style is not waking
(overall) (6)
Population • Small population (1) • Opposition to new influx must
Growtlr/Density • Practice birth control (1) stop (1)
~ • Gradual growth is good (1) • Not enough affordable housing
• Mae people (1) (1)
• Low density (1) • Population declining-- lack of
ys • Growth is `junk" (1) jobs (2)
• Population growth/density is • Too many cars
7 waking well (overall) (14) • Poaly planned growth (1)
• Threat of more subdivisions (I)
• larger companies importing
cheap foreign workers. Will
further diminish opportunities
s fa people here. (1)
• Crime (1)
• Tao little growth (1)
• Want to see more growth (1)
•r
• Population growth/density is not
Spring 1998 Practicum APPe~T B
Department of Urban and Regional Planning Page 25
r
E
Ka`n ttalit of Life Assessment: What Is Wotidn What is Not?
Issue What is Workia Well? What is Not Workin Well?
Shand Community • Work (1) • Change in I{a'n (1)
Values/Vuion • Cultural development (1) • No prison (1) u
• Manao (1) • Too much "me" & "us" vs.
• Business work with Chambers of "them" (1) n r
Commerce (1) • Government representatives (1) ~
• Main Street and I{a`u • Better hospital services (1)
Agofotestry(1) • Better homes (1) ~o
• Spirit of cooperation seem to be • Shared Community
rising (1) Values/Visions (overall) (13) µ
• Hasa I.aulima, I{a`u Gallery Co-
Op and other soups promoting
positive development that builds
community (1)
• Shared Community
ValuesNisions (overall) (12)
Basic Needs • Reach art progazns (1) • Provide more water for
• Waking more high paying jobs agriculture (1)
(1) • Grocery shopping outside the
• Agriculture & small family district (1) °
endeavors (1) • Faod not affordable (1) k-
• New homes being built (1) • No shelters (1)
• Basic needs is waking well • More locally produced food (1)
(overall) (17) • Budget cuts decrease basics (1)
• Need improved water
infrastructure (2)
• Need bigger mazket for
homegown food (1)
• Many live in tents (1)
• No toilet facilities (1) '
• Repeated threats to close down
I{a`u Hospital ER (1)
• Basic needs is no[ working well
(overall) (9)
A.
Appendu B Spring 1998 Practicum
Page 26 Deparnnent of Urban and Regional Planning
Ka`n nalit of Life Assessment: What Is Workin What is Not?
Issue What is Worki Well? What is Not Workia Well?
Access to Mountain & • Fire access (1) • Limited access to mountains (1)
Sea • Lack of restrictions (1) • Limited access to beaches (1)
w • Plenty of access (1) • No access to mountains and sea
• Need to maintain public access (3)
fa recreation & subsistence (1) • Areas aze closed off to ranchers
• Access to mountain and sea is (1)
waking well (overall) (21) • Access is increasingly limited (1)
• Some state leases aze blacking
a access to previously accessible
azeas
- • Lack of restructuring (1)
• Mae access needed to mountain
and sea (1)
• Public trails that are mapped
would promote ecotourism (1)
- • Too many cazeless people, trash
at beaches (1)
• Access to mountain and sea is
not working well (overall) (9)
Type of Devebpment • Professional retreats (1) • Too much idle land (1)
& Land Use • Agriculture/fazming (4) • No prison mentality (1)
• Culture (1) • Need to avoid pulpwood
• Cultural Center (1) industries (1)
• Small farms (1) • Water availability (1)
• Community services (1) • No, lots of people closing road
• Slow pace (1) • Lack of county water line (1)
• Community-based economic • Top down planning by the state,
development (1) i.e. prison (1)
• Land Use planning (1) • Type of development and land
• Type of development and land use use is not working (overall) (18)
is workin (overall) (9)
Transportation/ • Past Hui Malama to Dr. • Transportation needs
Traffic Appointments (1) improvement (1)
• Transportationll'raffic is working • Unpaved roads (1)
well (overall) (12) • Limited available transportation
(1)
• Travel to Kona and Hilo (1)
• Present state cut-backs (1)
• Junk roads (1)
• Improve bus schedulelservice (3)
,w • Definitely not working well (1)
• Price of gas (1)
• Public transportation needs to be
expanded/improved (1)
'"a • Transportation/I'raffic is not
a
Spring 1998 Practicam Appendix B
Department of Urban and Regional Planning Page 27
r
Ka`ii ualit of Life Assessment: What Is Workin What is Not?
I~ue What is Wor ' Well? What is NM Workin Well?
Sec o Resident • ()ol 2 s shift 1) • Need more hcemen 1 ~
~1' J Y Y ~P Pte' ( Ip ~ ( )
& Leases • Neighborhood Watch (1) • Lack of security (1)
• Security of Residency & Leases is • Police station moved out of
wanking well (overall) (12) community (1)
• Police Dept. (1) u,
• Crime on the rise (1)
• Need to be available to citizens a
(1)
• 11,000 empty acres of Hawaiian
Home Lands (1) ~
• Leases are too expensive
considering land is state owned M
(1)
• Security of Residency & Leases
is not workin well (overall) (12)
Other • Family Life (1) • Hospital needs emergency room
maintenance (1)
• Job securi (1)
W.
r.
Appendix B Spring 1998 Practitam
Page 28 Department of Urban and Regional Planning
KA`ll PRACTICUM
Individual Interview Form
N Name:
Address:
Ahupua`a•
Phone: Age: Gender: F M
Individual relationshia to the land:
1. Please describe your relationship to and/or experience with the ahupua`a.
2. Please describe the length of time and frequency of contact with the ahupua`a.
Cultural Reli¢ious, and Subsistence Practices:
3. Please point out on the map and describe sites and areas of cultural and religious
use and significance to you in the area.
r 4. Please identify and describe natural resources used for cultural, religious and
subsistence practices.
5. Please describe `aumakua and deities associated with the area. Please share any
legends, traditions or chants associated with the deities and related places.
6. Please describe Hawauan cultural and subsistence activities that have been or
can be conducted in the area.
a'•" 7. Do you think all information about Hawaiian cultural use areas and sites should
be included in the land use maps and report? Is there any information which
should not be made public (such as burial sites)?
_ Historic Sites•
S. Looking at the place names (attached) please share what you know to be the
meaning, significance, or story related to the name.
9. Could you please share information about historical events or persons associated
~ with the area?
Present condition of natural resources:
10. How do you feel natural resources should be protected?
~ 11. Are there any resources that you perceive as threatened? Please explain.
12. What land do you feel is available for development/redevelopment?
13. In your opinion, how much of the natural resources can be used for economic
development?
Spring 1998 Practlcwn Appendix B
Department of Urban and Regional Planning Page 29
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Page 30 Department of Urban and Regional Planning
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Spring 1998 Practicam Appendix B
r Department of iJrGan and Regional Planning Page 31
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Appendix B Spring 1998 Procticum p
Page 32 Department of Udwn and Rtgional Planning
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Spring 1998 Praeticum Appcndix B
Department of Urban and Regional Planning Page 33
,r
TRENDS POSTER
Ka`ii: Where do you want to be in 2003? (Where are you from?)
1. Hopefully, down at the beach surfing. (Ka Lae)
2. Allowance of hemp industry in Ka`ii to create jobs in agriculture. (Waiohinu)
3. Reseazch economy (23 environmental climates out of 27 climates} Big Island as
global resource. (Waiohinu)
4. Drag free (Punalu`u)
5. Everyone working to clean up the land (Punalu`u)
6. In Ka'ii teaching reading & olelo Hawaii -teaching students in the mother tongue
7. Development of aquaculture industry
8. Diversified agriculture & terracing of abandoned sugarcane land '
9. Prison free
10. Mazine (submersible vehicle) research
11. Reseazch for earthquake-safe architecture (compatible with hurricane strapping
systems)
12. Spaceport with anti-gravity capabilities (not rocket-launching facility)
13. Reseazch & development institution
• 14. Mag lev .n
15. International education
16. Emphasis on tourist industry related business
17. There will be a retirement community with supporting medical & recreational
services
18. Consistent work with good wages & retirement benefits {Na` alehu)
19. Prison would bring steady employment, they can't pull out once it is built (Na`alehu)
20. A unique Hawaiian Study Project under the auspices of the University system that
emphasizes language, cultural endeavors, herbal medicines, agricultural supports,
historical roles, music dance, et al.
21. A prison that gets its resources from the people of Ka'ii -vegetables, livestock, labor,
etc. (Pahala)
22. A University of Hawaii branch in Ka`ii (or a community college) (Oceanview)
23. Perchance a prison in Ka`ii give back a bonus to the people of Ka`ii a tax break
or scholazship for the youth. Give and not just take.
24. To promote a communion with the natural resources in life. A lifestyle based upon an
agricultural base. Conducive to an openness to the arts, both indigenous and
inclusive of outside artistic input.
25. A cooperative environment which allows the schools, businesses and individuals to
share their unique resources without high level bureaucracy. Create a desire for
education by providing authentic educational experiences. (Waiohinu) ~
26. Continue the rural lifestyle (Oceanview Ranchos)
r
r,
Appendix B Spring 1998 Pratricwn ~
Pagt 34 Deportment of Urban and Rtgional Planning
I{A`~ COMMUNITY QUALITY OF LIFE ASSESSMENT
What's working, what's not working -could be improved. (Where are you from?)
!P~
What's Working What's Not Working
,,,u 1. Community based projects that aze 1. Closing of ER! (Pahala)
culturally driven (site based 2. Need gas station (Pahala, Waiohinu)
educational projects) (Pahala) 3. Better teachers (Waiohinu)
2. Clean beaches (Waiohinu) 4. More jobs (Waiohinu)
3. Nothing 5. Youth activities
4. Kupuna resources -hula halau, Basketball in Pahala
teaching in schools, lauhala weaving Drop outs
(Aunty Mabel starts April 17's) 6. Drugs! (Ka`ii)
5. Preservation of Ka`n (as it is) 7. Cows upland
6. Ranching 8. No prison
7. Fishing 9. Young people not working
8. Coffee 10. Judicial system
9. Mac nuts 11. Water infrastructure
10. Diversified Ag (But need consistent 12. Unified community vision
ag H2O) 13. Land monopoly (C. Brewer)
11. Coffee 14. Youth center
12. Piggeries 15. Crisis shelter
13. Dairy (Should be moved from Oahu) 16. Residential re-hab
14. Mac nut 17. Lack of culture center
I5. Tazo/Kava 18. Sustainable agriculture (Tazo)
16. Mac nuts (Best in world) 19. Lack of shazing (Kapapala)
17. Veg crops 20. Not enough jobs that pay decent
18. Citrus, trop fruits wages
19. Ranching Can't send kids to school
20. Feed crops - Haylage No benefits (medical)
21. Coffee 21. Harvesting macadamias and shipping
w 22. Vegetables (organic) -especially the out for processing. Should be
one with the greenhouse processed here. (Na`alehu)
23. Living here sure beats living in the 22. People no[ willing to work. Would
r urban-ness of Honolulu! jeopazdize collecting welfaze.
(Na` alehu)
23. Need H2O for fazming & ranching
~r (Pahala)
24. More children's activity, just hanging
around.
+ 25. Lack of law enforcement
26. Lack of recreation
27. Ranching
~ 28. Close hospital
29. Clinic in Na`alehu won't cover after
w
hOUfS
r
Spring 1498 Pmcticum Appendix B
Department of Urban and Regional Planning Page 35
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA'OA-PU7I EO AND PUNALUTI, KA'U
rr
r
APPENDIX C
CULTURAL LANDSCAPE ASSESSMENTS
Kama`oa-Pu`u`eo Cultural Landscape Assessment
• Punalu`u Cultural Landscape Assessr~nt
wr
r
¦
w Sprang 1998 Practicum
Department of Urban and Regional Planning Appendix C
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H, y,.
Mauka Landscape as seen from the makai King's Trail - (above) Looking north from the makai King's
Trail on [he way to Kawa Say. From the right of [he photograph, the ahupua`a of Moa'ula, Mohokea, and
Punalu`u are all visible. Next, one can see Pu`u`enuhe, and the ahupua`a of Wailau and Ninole. Between
Ninole and Huea Iki to the southwest is Makanau. Behind Makanau one can easily see the mountain of
Kaiholena. Less visible behind Makanau is the smaller peak of Pakua. Further to the left are Hilea Nui
and Ka`alaiki ahupua`a. Finally, the ocean (with Kawa Bay) is visible on the extreme left of the
i
photograph.
Kaiholena is the hill to the north of Makanau and Pakua. Its summit elevation
is 3,723 feet. Hawaiian legend states [hat the local rain god, Kumauna, had a
5eld of the sacred red `ffiolena bananas there, from which the name Kaiholena
is possibly derived. Kumauna's favorite ho`okupu is the `opelu fish, thus, its
I
name. One legend relates a story that Kumauna had an agreement with Pele to i
give his fast crop of the sacred bananas [o Pele. One season, he forgot and Pele i
turned him [o stone. In the Ka`Iholena Forest Reserve, people gather maile,
I
olona, palapalai, `ie`ie, and other forest plants and herbs.
Ka`aliiiki literally means "small lava rock." This ahupua'a is directly adjacent ~
to Hiiea Nui to the west-southwest. ~I
~o~~-
Appendix C
_ ,nn0 D«....~irum
Y 9s]c
f~
J~".'
't Ins
Hiles Iki, literally meaning "small cazeless," is the ahupua`a directly below Moa`ula literally means "cooked red (by
Makanau hill. An ancient hula heiau, possibly called "Imakakaloa Heiau," is comprised of land sections and gulches in
thought to be somewhere in this ahupua`a, but [he exact location is not known. quadrangles.
Makanau literally means "surly eyes." It is a famous landmazk which can be Mohokea can be literally hanslated to "w
seen from anywhere in Punalu`u or Ninole. Makanau is a hill above Ihlea, and flightless bird)." Mohokea is the ahupua`a
a former plantation camp. A heiau on the brow of the hill was named northeast.
Kohaikalani (literally'tesound in the sky") for the chief who ordered his men
to carry the famous birth pebbles (`ili ili hanau) from Punalu`u to be used in the
Wailau, meaning "many waters," is the a
construction of the heiau. Upon completion of the heiau, the laborers were
Punalu'u and Nnole. Such items as kalo
ordered to carry a huge `ohi`a log to the top of the hill to be carved in the image
of the chief. Because of their perceived unfair treatment by the chief, the bananas, `a`ali`i, maile, and hapu'u shoots
laborers dropped the `ohi`a log on the chief, killing him. The heiau was later az~'
destroyed when sugar plantations razed the area for planting crops.
Ninole, literally meaning "bending," is dir
i
Piikua, which literally means "back wall" or "enclose," is a smaller hill to the north, but is sepazated from Punalu`u in the
north-northwest of Makanau. Its summit elevation is less than 2,500 fee[. fresh water springs at Ninole, which is [he 1
Above Pakua, there is said to be large cave with burial sites. coastline, as well as 'Ili ili hanau o Koloa. I'
and gathering activities, including net fishii
HIIea Nui, literally meaning "great cazeless," It is the ahupua'a which emends fishing, spear diving, and ocean fishing of `
mauka from Kowa Bay. It is directly adjacent to Ninole in the north, but is
sepazated from Ninole in the south by Hiles Iki.
~~~zo~~
et4
u:,,~ rvwpp sa
^H
i'_ a?
b
xy~~ : Y
~ z.~
xy
Rat
ri,- ~ ,
>~pc 1
Puu One ~
_ / Y
lytnesna "cocked red (by Pele's fires)." This ahupua`a is ~ _
land sections end gulches in Honu`apo, Mauna Loa, and Pahala
i
x- r - _
be Uterelly ftenslated to "white moho (Hawaiian rail, an extinct ~ /
.i MtfhQlaC1s he ahupua`a directly adjacent [o Punalu`u to the
~ ~ 1 - - ~Rv
..~'+n tMf,".is the ahupua`a which lies directly between ` -
` LEGEND 'c
, Stt } ~ItB es lcalo (mahi`ai tazo), grapes, peaches,
~ htgnt`u shoots can be gathered or grown in this ~
d
~ t
`•i
;:k:~ ,f Panoramic Views
x
yfildttiug , 8" ~ SCALE 1:33600 ® e~,
du , is directly adjacent to Punalu`u in the s
~Itn61n u in the south by Wailau. There aze many ~ ~
~ ~ ~ ~ ~ _ ~ Kaa Nix
~ .which is the home [o [he Ninole Fishpond on the
~~Stlt~ / / / 1i 4~~i~ li uj~iib~
~ du o Koloa. Nlnole is known for its ocean fishing j~ ~ ~ ~ ~
~ ~ ~~1
il~iYlt4ii g p ~ r ~ ~ _ J ~ ~ j ,,y
~ !fig net fishin of manini and aholehole, ole \
~1+!~ and ~ ~ a ~ z 1~ , i ~l ~ ' ° ' ;
l}cesn fishing of `opelu, ' ahi, and ono. S~
_ s
,n
e
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COMMUNITY PIANN/NG IN THE AHUPUA A OF KAMA `OA-PU `U EO AND PUNALU U, KA `U
r
APPENDIX D
W
- YOUTH IN KA`iJ
COMMUNITY-BASED PLANNING & THE BENEFITS
- OF YOUTH INVOLVEMENT
v
r
r
W
w
DISCLAIMER
rr
Please note that this paper represents the individual efforts of the project intern, and the findings and.
perspectives herein do not necessazily reflect those of the Department of Urban and Regional
~ Planning Spring 1998 Practicum Errors and omissions aze the sole responsibility of the author.
Spring 1998 Practicum
~ Department of Urban and Regional Planning Appendix D
rr
MARYANNE LEMAITRE
KA'U PRACTICUM INTERN- FALL 1998
DEPT. OF URBAN & REGIONAL PLANNING
YOUTH IN KA'u
COMMUNITY-BASED PLANNING & THE
BENEFITS OF YOUTH INVOLVEMENT
TABLE OF CONTENTS
INTRODUCTION 1
DESCRIPTION OF KA'U 2
r
The Land of Ka'u 2
The Community of Ka'u 2 ~
Development Issues of Ka'u 2
YOUTH-RELATED, COMMUNITY-BASED PLANNING ORGANIZATIONS
& ACTIVITIES IN KA'U 3
Overview 3 ~
QLCC 3
University of Hawaii Involvement in Ka'u 5
Bridging the Gap (BTG) 6 ~
Ka'u High School Students 7
Ka Lae Summer Youth Program 7
Kokulukomuhana 9 ~
Highlight of Internal Dramas in Ka'u 10
THEORETICAL FRAMEWORKS FOR COMMUNITY-BASED PLANNING 11
Overview 11
Marie Kennedy 11 ~
Kretzmann & McKnight 12
Susan Guyette 16
Creating_Alignment Within the Community 17
Visible Goals 19
KA'U YOUTH INVOLVEMENT IN COMMUNITY BUILDING 19
Ovetview 19
Kretzmann & McKnight 20
Bridging the Gap 21
Ka'u High School Students 21
Ka Lae Summer Youth Program 22
KoKulu Komuhana 23 ,
CONCLUSION 23
References 24
r
YOUTH IN KA'U
COMMUNITY-BASED PLANNING & THE BENEFITS OF YOUTH
INVOLVEMENT
INTRODUCTION
Many community-based planners such as Mazie Kennedy, John McKnight, John Kretzmann, and
Susan Guyette present guidelines and insights Eor community-based planning. Kennedy discusses
measuring the success of planning pcojects and transformative planning, Kretzmann and McKnight
present methods of inventorying and mapping the capacities that can be mobilized within a
community, and Guyette identifies the importance of culturally-based balanced development within
- a community. In many communities a mixture of these and other approaches is taken over time.
This paper intends to describe, from a theoretical framework, the approaches to community-based
planning that aze currently in progress in Ka'o, Hawaii with particular attention paid to the
involvement of youth.
This paper begins by describing Ka'a, its community, and its development issues. I will then
- describe the involvement of community groups in Ka'a, the current community-based planning
w activities, and highlight the internal dramas that shape and give color to the people that live in Ka'o.
I will present four authors' theoretical frameworks to distinguish between various community-based
w planning approaches (mentioned above). This will provide the theoretical basis for understanding
the multi-faceted approach to community-based planning currently underway in Ka'a. In my
r description of the activities in Ka'a, my attention is predominantly given to the involvement -both
direct and indirect - of the youth. Ultimately, this is not intended to provide a framework for
r involving youth in the planning activities in other communities, but rather to specifically describe
the various roles that youth can play in Ka'a, given its relatively unique characteristics.
r
r
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Xa'u Youth: Community-Based Planning and The Benefits ojYouth /nvolvement
DESCRIPTION OF KA'G
r
The Laud of Ra'o
The District of Ka'a occupies the most southern part of the Island of Hawaii. It is roughly the size
of Oahu. There are nine land divisions in Ka'o District. The ahujiua'a of Honu'apo, Hi'ona'~,
Hbkokano, Ka'al~iki, H51ea Nui, HTlea Iki, NTnole, Wailau, and Punalu'u. Ahupua'a aze lazge sub-
district land divisions. They are oriented mauka-makai, from the mountains to the sea. Under the `
Hawaiian system of land-use rights, the people living within each ahupua'a have access to all the
necessities of life. This system was intended to guarantee its tenants a degree of economic
independence, their needs being supplied by forest land, taro and sweet potato azeas, and fishing
grounds.'
The Community of Ra'o
Ka'o is inhabited by over 4,000 residents of ethnic diversity. This ethnic diversity includes
Hawaiians, Filipinos, Japanese, Pacific Islanders, and American mainlanders -among others.
Generally, the people that reside in Ka'o enjoy the lifestyle and sense of community that exists
among its residents. Historically, this community has relied upon anagriculturally-based economy, ~
however, with the closing of the sugaz mills, Ka'o has suffered and there is currently a high
unemployment rate. There is also a strong reliance on subsistence lifestyle among many of the
Hawaiian residents, which alleviates a portion of the economic struggle. Among the Hawaiian W
residents, there aze strong cultural ties that affect the daily activities. These activities aze reliant
upon the natural environment, family relationships, language, cultural values and historical
landmazks. Much of the traditional Hawaiian lifestyle is alive and well in Ka'o, which attributes to
Ka'o's unique characteristics. v
R
Development Issues of Ka'o
During recent years, since the decline of the agriculturally-based industry in I{a'a, several
development projects have been proposed for Ka'a to bring employment opportunities to the
community. Two of these recent proposals, a hotel development project and a space station, were
1 Flom hfq'utir ICo'u, written by Marion Kelly. -
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Ka'u Youtk: Community-Based Punning and The Bengfits of Youth /nvotvement
rejected by the community. Generally, Ka'a residents aze protective of their existing lifestyle and a
fear of losing this atmosphere ultimately resulted in the rejection of these development proposals.
Currently, there is a proposal for a prison to be located in Ka'o. It is unknown whether or not this
" development proposal will become a future reality for Ka'a, however considering the economic
hazdships of the state, there maybe additional pressures associated with considering this proposal
for Ka'a. Either way, it is cleaz that Ka'o's residents value their community, and have a vested
interest in preserving particulaz characteristics associated with living in Ka'a.
YOUTH-RELATED, COMMUNITY-BASED PLANNING
ORGANIZATIONS & ACTIVITIES IN SA'u
Overview
This section includes a brief description of several community building organizations, their
objectives, and some of their community building activities in Ka'o. These aze not the only
community-based planning activities underway in I{a'q however these most closely involve the
youth of Ka'a both directly and indirectly.
Queen Lili'uokalani Children's Center (QLCC)
The efforts of Queen Lili'uokalani Children's Center (QLCC), in terms of youth-related
~ community building activities, are aimed at strengthening the community as a whole for the
benefit of the orphans, and ultimately reducing the likelihood of children losing their pazent(s) to
factors such as crime, drug abuse, suicide, and abandonment -among others. QLCC has spent 80
yeazs serving orphans of Hawaian descendants. Historically, this has been done on a case work
orientation. Roughly four years ago, QLCC identified a strategic plan to also look at the whole
" community. Rather than primarily focusing on providing direct services to orphans, QLCC began
' to identify the need to strengthen the community that the orphan belongs to. "The Queen's
beneficiazies live within `ohana, which live within the larger Hawaiian community, which is part of
r
.r
LeMaitre Page 3
Ka'u Youth: Community-Based Planning and The Benefits of Youth /nvoivcment
the whole community. Children's needs aze met not in isolation, but in and by their
communities." 2
QLCC has recently established a unit in Ka'o to work towazds the following goals:
¦ To ensure that every Hawauan child has access to a nurturing `ohana and a safe, secure
environment in which to grow.
¦ To provide and encourage community-based services to as many Hawaiian families as possible
through a broad range of proactive strategies which support the `ohana and the community,
encouraging them to caze for and support the children and each other.
¦ To expand prevention and group services, advocacy and other means of serving Hawaiian
MP
children and their families in order to increase the percentage of beneficiaries who can be
effectively served.
¦ To work cooperatively and collaboratively with other organizations, both public and private,
in order to serve the Queen's beneficiazies as effectively as possible and to bring about the
vision of a thriving Hawaiian community.
¦ To commit to, and advocate for with conviction, the further integration of Hawaiian cultural
concepts and practices within the `ohana, the agency and the community that promote ho'ala a
me ho'ala towazds lokahi so that we will continue to be a strong, thriving Hawaiian
COmmnnity,
¦ To inspire Hawaiians to `onipa'a i ka imi na'auao as a lifelong process to achieve pono s
In 1998, QLCC initiated a collaborative effort with the University of Hawaii- Manoa to bring
graduate students from the Department of Urban and Regional Planning (DURP) to I{a'o in an
effort to assist in the community-based planning process.
M'
~ From QLCC's Summary oJQutm Lili'xokaloni Cbildrat't Center Stmtegie Plan 1995-2000 DmJJ.
3 TLis section is taken from QLCC's Summary oJQusen liG''uokalam' Children'r Center Strotegie Plax 1995-2000 DmJt
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Ka'u Youth: Community-Based Planning and Ths Bensfits of Youth /nvolvemsnt
University of Hawaii Involvement in Ka'o
A dozen graduate students from the Department of Urban and Regional Planning (DURP) at the
University of Hawaii at Manoa have been working with Hawaiian families in Ka'o, youth
organizations, local residents, and state agencies to develop a better understanding of the issues
facing this community. These students have utilized insightful knowledge from the University's
School of Social Work -Jon Matsuoka and Betty Mulroy, the Department of Oral History, and
David Penn, with the Hawaii Environmental Center.
The graduate students of DURP at the University of Hawaii at Manoa conducted a mapping
exercise and in-depth interviews in February 1998. These students met with two `ohana of lCa'a to
map the natural, cultural, and historical sites in the ahupua'a of Kamaoa-Pu'u'eo and Punalu'u.
- During their visit, they conducted interviews to identify the development issues facing these `ohana
w of I{a'a. Some general concerns included land rights, cultural values, and inter-family relationships.
These graduate students also worked with several high school students of the Bridging the Gap
program in conducting their "People Survey." This survey is aimed at identifying human assets
- within the community that might benefit the youth of Ka'o.'
During the DURP students' visit in Mazch 1998, they presented their findings from the February
visit, they taught several of the I{a'o High School students the methods used for collecting
- information during mapping sessions, and collected additional information from Ka'a residents
during the Ho'olaule'a Festival in I{a'n. With the assistance and support of QLCC, the DURP
graduate students set-up a booth at the Ho'olaule'a in Ka'o. The graduate students then initiated
~ various methods of collecting information from the Ka'o residents at the festival. These methods
included displaying posters asking the residents, "Where do you want to be in 2003?" and "What's
~ working and not working in your community?" These posters provided space for the visitors to the
booth to fill-in their responses. Another method involved index cards that were filled-out and
placed in a box answering the question, "What aze the three biggest issues facing your community?"
They conducted several surveys, encouraging participants to fill-out the survey questionnaire with
a the opportunity to win one of many free Hawaiian music compact discs. This approach greatly
enhanced the completeness of the survey results.
r
+ See Appendix 1-1: Prapk Sunray and Appmdiz 1-2: Pub/it Plaur and Commuruey Spann suxvry fono.
LeMaitre Page 5
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Ka'u Youth: Community-Based Planning and The Bensfits ojYouth Involvement
The DU1tP students have continued to work with two Hawaiian families in their negotiations with
state agencies, they have assisted two of the ICa'o youth groups in devising and conducting various '
surveys of the Ka'o community, and are currently prepazing a report documenting their r+
contribution and recommendations for I{a'o in its future progress.
Bridging the Gap (BTG)
The Bridging the Gap oflsolation Project aims to create staff development resources and m
community-based training systems to increase the capacity of isolated communities to provide
positive youth development opportunities. By focusing on America's most geographically isolated
youth- those living in rural communities, small towns, inner city azeas and other isolated
communities- the project will leverage the resources of the Land Grant universities, the Cooperative
Extension System, National 4-H Council and the youth work field to ensure that isolated youth aze
provided with the opportunities, resources, and advantages needed to foster their development. e
These high school students of Bridging the Gap have collected door-to-door responses to their
"People Survey" as well as responses during the Ho'olaule'a. This work is part of their Hawaii LL
Youth Mapping Project. The "People Survey" identifies the capacities of people within the
community to help youth within the community. The survey identifies specific skills, knowledge,
time, space, equipment, employment opportunities, services, programs, training, and other
resources that the individual has that have been or could be contributed to youth. The survey also
asks the individual to identify other people that could provide activities, training, jobs, or other
opportunities For youth in the community.
Mother survey being conducted by the Bridging the Gap students is called the "Public Places and
Community Spaces" survey. This survey is constructed to gather information that will benefit the
growth and development of Hawai'i's youth. The information they collect will be put into a data
resource map that Bridging the Gap is creating to help connect youth with positive people and
places within the community. This survey specifically identifies the description of the place being
mapped, any specific public access times, requirements for public access, whether or not there is
adult supervision at the place, and how youth use the place. The survey also collects subjective
information from the mapper. This information includes how the space could better be used by
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Ka'u Youth: Community-Based Pranning and Tlu Benejus ojYouthlnvolvement
ur youth, what the mapper likes about the place, if the place feels safe to the mapper, if the mapper
felt safe in the neighborhood and why, if the mapper noticed any bazriers or obstacles that could
make it difficult Eor young people to access or use the place, and any additional comments the
mapper has.
Ka'o High School Students
A handful of Ka'o High School students aze involved in a new program called "Directed Studies in
Social Studies" which directly involves the youth in community-based planning activities. These
students earn a 1/2 credit, while they participate in these community-based educational projects.
The objective of the program is to encourage indepth reseazch projects utilizing appropriate social
science inquiry skills. The high school students have interviewed several senior citizens about the
historical plantation life of I{a'o; they have learned the mapping methods conducted by the DURP
graduate students at the Ho'olaule'a; and during a brainstorming session with these students at the
Ho'olaule'a, approximately twenty youth activities were identified for Ka'a. Several of these
activities can be further enhanced in Ka'o to encourage involvement from the youth.
Ka Lae Summer Youth Program
This is a summer cultural immersion program for Hawaiian youth. This program was established
out of a need for the Hawaiian children of Ka Lae to learn about I{a Lae's historical sites and their
significance. The children of Ka Lae oftentimes did not know the historical and cultural
significance of their home ground. This program identifies the importance of building pride
among the Hawaiian youth in Ka Lae. The program focuses on encouraging the Hawaiian youth
to touch and reflect upon what their ancestors left behind for them During the program, the youth
aze broken into groups of five. Within these groups, the older children help the younger children
during the vazious activities. This encourages a supportive network amongst the youth.
r
The program is headed by Momi Viernes, a Native Hawaiian woman from Molokai who has
settled at I{a Lae in Ka'o. The activities of the summer program include canoe paddling,
navigation, coconut weaving, Hawaiian medicine, `ukulele, painting, fishing, Hawaiian language,
slack key, pau drums, and basic understanding of the relationship between the individual and
his/her natural environment. This program is in its second yeaz. The program is free for the
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Ka'u Youth: Community-Based Planning and The Bentfua of Youth Involvement
youth, and funding is acquired through grants and donations. Other funding sources include
kokua kumu, alakai, and shoreline managements. The program's information guide and kitchen
helpers are funded through the Alu Like Summer Youth Work Program, and are paid a minimum '
wage at 30 hours per week.
4
This summer program has involved 57 children from I{a'o. 1997 was the 5rst summer program,
W.
which lasted two weeks. Momi Viernes plans to extend the program to six weeks during the
1998 summer. Four of these days will be used to accommodate the involvement of a youth group
from San Francisco. The San Francisco youth group includes 25 percussion instruments players
that would like to come to South Point and spend time shazing knowledge on making and playing
percussion instruments with Hawauan children, while learning about Hawaiian culture.
The Ka Lae Summer Youth Program also involves participation from the senior citizens
(kupuna) who work with the students in small groups at both the senior citizens' center and at
South Point. The teachers (or kumu) aze kopuna from Naalehu Elementary School and Pahala
Elementary School. The kupuna also provide `ukulele and the know-how for playing the
instruments. This sharing encourages both groups to interact and learn from one another about
something of interest to both. The kopuna also teach Hawaiian language to the youth in the
summer program The kapuna teach the youth conversational Hawaiian language, which provides
the students with a richer understanding of their culture and history. Students from the University
of Hawaii might also be brought to South Point this summer to assist in teaching Hawaiian
language.
The Ka Lae Summer Youth Program also contributes to the preservation of environmental
resources at South Point. During the program, the children aze taught the appropriate practices in
using coastal resources such as limo kohu, opihi and `ama crab. The students learn the correct
practices for taking the limo to prevent deterioration in the natural processes of regeneration.
When the youth understand these appropriate practices, they aze able to teach others. The youth
learn to identify baby fishes and their Hawaiian names. The youth will be conducting a survey to
identify how many Ka'o people use the I{a Lae azea as a food gathering source. These students
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' Xa'u Youth: Community-Based Planning and Tlu Benefita of Youth Inrolvement
will also monitor the amount of rubbish that is removed daily during the summer program A
benefit of these training, monitoring, and reporting activities includes the regeneration of the limo
kohu populations which had previously been spazse.
%rJkulukomuhana
This is a two to four week summer youth program for Hawaiian children conducted by Keolalani
Hanoa, a Hawaiian woman living in Punalu'u. The focus of the SvkululrOmuhanaprograrn is to
- verse all of the students of the functions of each ahupua'a on the island. By the end of the
program, each student should bewell-educated about where they come from and their cultural
lifestyle. This program was originally sited at South Point, but changes in administration resulted in
a move from South Point to Punalu'u. The program is in its eighth yeaz, and is funded by the Edith
Kanaka'ole Foundation. In past years, it has been funded by the Office of Hawaiian Affairs
(OHA), grants from QLCC, and community donations. These funding sources ensure that the
program is free for its participants.
w
The maximum number of children in past programs has been twenty, to ensure the one-on-one
type of learning. The program requires the children to write in a journal daily (either in English or
Hawauan) to record their learning experiences. The students aze educated in Hawaiian functional
art (weaving and crafts), Hawaiian language, traditional Hawauan cultural beliefs, hula, tazo
- cultivation, navigation, the Hawaiian counting system, history, environment, ten traditional protocol
chants, traditional practices such as the `awa ceremony, Hawaiian religion - `aumakua, and the
relationship between themselves and their environment. The students learn history, current events,
and social studies from the Hawauan perspective. The students also work with the kupuna, who aze
known for their artwork and crafts.
r
The staff includes four Hawaiian teachers (kumu), and four Hawaiian assistant teachers (alaka'i) -
'r which aze high school students who have received their training from previous summers in the
St7kuhslnYnullanaprograrn. Several students who have since gone on to college, return to the
program during the summer to serve as the teachers. This encourages a constant exchange between
the generations of Hawaiians in the program. For example, during the 1998 summer program,
there will be 20 students who participated in the program during the 1997 summer program, and
there will be 10 new, younger students who will be trained in the basics by the older students of the
+a
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Ka'u Youth: Community-Based Planning and The Bsns,Fts of Youth /nrolvemsm
program. After the first week, the younger students will finish the program, and the older studenu
will begin their more advance program for second yeaz students. This process encourages
leadership skills in the older students, and provides role models for the younger students.
P'
One interesting aspect of this program is the utilization of the `ohana system. The ages of students
in the program range from 5 years old to 17 years old. Students are broken-up into smaller groups
of four. These smaller groups include mined ages and mixed abilities. The students, as a result of
this approach, tend to support each other. Students of opposite abilities tend to fill each others'
weaknesses, which creates a very balanced group that learns the value of running by the `ohana r
system.
Highlight of Internal Dramas in Ka'o
As has been previously mentioned, Ka'o faces the possibility of a prison being located in the district. -
Other concems of this community involve the potential closing of the emergency room, high rates
of teen pregnancy, unemployment, and problems associated with drug use. Other less obvious -
concems within Ka'n include the importance of land ownership, disputes between family groups,
the identification of leaders and their relationships with state agencies, cultural lifestyle, and
environmental quality.
In order to effectively contribute to a community-based planning effort, these less obvious issues
facing Ka'a in its progress must be addressed in order to reduce conflicts and bamers so that the
overall progress towazd community goals may be identified and pursued. Efforts of the DURP
graduate students, QLCC, and the youth collectively work towazds identifying community direction
by inventorying the capacities and addressing the barriers to progressive community building. The
following section identifies approaches to achieve further community building.
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' iKa'u Youth: CommunityBased Planning and The Benefits ojYouth Involvement
~e THEORETICAL FRAMEWORKS FOR COMMUNITY-BASED PLANNING
~~w
Overview
This section identifies some of the community-based planning approaches and ideas presented by
" Marie Kennedy, John McKnight, John Kretzmann, and Susan Guyette. These theoretical
frameworks aze intended to provide a basis for approaches that either are being taken or aze
' recommended for the future community building of Ka'o.
Marie Kennedy
In an article titled "A History of Radical Planning," printed in the journal The Indigenous Planning
Development Times, Marie Kennedy identifies one means of measuring success for planning projects.
She says that a good planning project should leave the community with products and increase the
capacity for the community to meet future needs. This emphasizes the importance of skills transfer
Erom the community planning professional to individuals within the community. Policies that
identify success in terms of product outcomes aze very different than policies that identify success
in terms of human capacity building in communities. In identifying policies for Ka'a's community
planning, this is an important general guideline to follow. When outside professionals aze brought
into the community, there should be cleaz parameters in place that encourage the transfer of skills
and/or knowledge to the permanent residents of the community.
Marie Kennedy further elaborates on this idea with the concept of transformative planning.
Transformative planning starts with a particulaz understanding of what constitutes community
development. Real community development combines material development with the
development of people. Real development involves increasing a community's capacity for taking
control of its own development. Real development builds critical thinking and planning abilities as
well as concrete skills so that development projects and planning processes can be replicated by
community members in the futures During recent visits to Ka Lae and Punalu'u, the UH DURP
graduate students conducted mapping sessions with long time Hawaiian residents of Ka'o. They
identified and documented various cultural and natural resources of two ahupua a: Kamaoa-Pu'u'eo
„ e From "A Flistory of Radical Planing," by Made fC®nedy.
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Ka'u Youth: Community-Based Planning and The 8enefik aj Youth Invalvcment
and Ptulalu'u. Ideally, these efforts should provide a useful map for Ka'o residents and community
planning groups as weU as leaving them with the capacity to create these maps in the future and
conduct similaz mapping sessions with individuals from other ahupua'a in Ka'o.
Rretzmann & McKnightb
Kretzmann and McKnight greatly expand on the ideas of increasing a community's capacity that
Kennedy introduces. In Buildiug Commuuikes From the Inside Out: A Path Toward Finding and Mobilt~,ing
A Community's Assets, Kretzmann and McKnight present a model for releasing individual capacities
within a community. As mentioned, the group of Ka'o High School students called Budging the
Gap aze utilizing their "People Survey"' which follows the same basic guidelines for collecting an k
individual capacities inventory described by Kretzmann and McKnight. (As described later in this
paper, this points out certain valuable activities of Ka'a's youth.)
"Each time a person uses his or her capacity, the community is stronger and the person more
powerful. That is why strong communities are basically places where the capacities of local
residents aze identified, valued and used. Weak communities aze places that Fail, for whatever
reason, to mobilize the skills, capacities and talents of their residents or members." a By identifying
and releasing individual capacities, a community enhances its ability to utilize its strengths.
Kretzmann and McKnight distinguish between deficiencies-needs and capacities-gifts. They show
and justify the problems with only focusing on the deficiencies and needs without also equally
identifying the capacities and gifts. Kretzmann and McKnight show preference toward building
upon a community's capacities and gifts (or assets). The following paragraphs identify the assets-
based surveying approach presented by Kretzmann and McKnight for "taking inventory" of the
individual capacities within a community. ,
The glass being half full and half empty portrays the dilemma of aneeds-based survey versus an
assets-based survey. Each person in the community has capacities and deficiencies. By taking a
y.n
s Tlvs section provides a summary of Kzetzmaaa and McKnip~ts' chaptea on Releasing Individual Capacities in f3rilr6ng Cammanitier
From tbs Inside Oat. A Patb Tanard Fading axd MobiliZingA Commanity'iAtted. "
~ From Bd the o Irolatioa, Haam'i Yoatb P Ie Surv
s ICretsmann and Mcl{nigh[, Bui44'ng Commadau From Jbe Inride Oxt.• A Patb Tonmed Findag and MobdlginBA Community'e Aurtt, page
13.
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Ka'a Youth: CommanityBassd Planning and The BenefUS ojYouth Involvement
needs survey, an inventory of the deficiencies is taken (the part of the glass that is half empty). The
problem with this approach is that it deals with people as potential clients and consumers of
~~r services, rather than dealing with people as contributors to their community. A Capacity Inventory
identifies the abilities of people in a community. It identifies what loco] citizens can contribute to
community-building. It is divided into four parts: skills information, community skills, enterprising
interests and experience, and personal information.
The SKILLS INFORMATION section lists many skills people have learned at home, in the
community or at their workplace. The importance of this section is to identify the skills that aze
valuable to neighbors, community groups and employers. At the end of the skills list is a section
called Priority Skills. The Priority Skills should identify the person's best skills. These skills will be
the foundation of community building. By identifying and mobilizing these skills, the leaders,
associations, and local institutions will be able to build on the assets of the neighborhood.
In the "People Survey" conducted by the Bridging the Gap students, the following question was
asked to identify skills of individuals in the community that can help in youth development. This
provides an example of how these skills have been inventoried in Ka'o by the youth. The actual
survey question was as follows:
"What aze your skills or knowledge azeas that you may have learned at home, school, work,
w or in the community? Please specify:s9 Several skills aze then listed with space to provide
„ specific examples, and a space to write in others. The skills listed include:
• ¦ arts/crafts/culture/music
¦ business/management/office
~ ¦ child care
¦ computers
¦ construction/repair/maintenance
¦ food service
p+ ¦ fundraising
¦ health
a.
9 From Beidg'sg the Gap ojltolalion, Haami'i Yowtb Mapping, 'Teople Survey.,'
ar
LeMaitre Page 13
Ka'a Youth: Commnntty-Based Planning and Ths BenefUa ojYoatN lnvolvemsnt
¦ public relations
¦ recreation & sports
¦ sales `
¦ security/public safety
¦ teaching '
The COMMUNITY SKILLS section identifies the kinds of community work the person has •'W
participated in and then asks what kind of work they would be willing to do in the future.
Connecting these potential gifts with local community groups is vital work for local leaders and
asset building organizations.
The "People Survey" by the Bridging the Gap students asks an appropriate group of questions
that specifically identifies whether or not the individual provides any community work for youth
development, and - if the person does -what their specific contributions are. The following
includes a description of the actual survey questions:
The first question asks: "Do you provide activities, services, or any other opportunities
(including employment) for youth in the community?" This is a simple "yes/no" question
that is followed by: "IF NO, skip to # 17.s10
If the respondent answers "yes," a question follow which includes an in-depth list of areas
to consider. The question asks: "What services, programs, or opportunities do you provide `
for youth in the community? Check all that apply." The list is categorized into the
following groups: `
¦ arts & culture
¦ basic needs
¦ day caze
¦ employment assistance
¦ employment opportunities
to From Bndgix8 t!x ~ f IJO%fioe, Hanm'i YoHth M°PPp1& `People Siuvey.» ~
r>
LeMaitre Page 14
Ra'u Youth: Community-Based Planning and The Benefits ojYouth Involvement
¦ education
¦ environment
' ¦ health & social services
¦ media
¦ Native Hawauan cultural activities & education
¦ sports & recreation
su ¦ other
awa
The ENTERPRISING AND EXPERIENCE section determines whether or not the person has
considered starting a business, and it asks if the person is presently engaged in a business of any kind
Examples of business activity include babysitting, selling perfume to neighbors, sewing, repairing
'r' broken windows, lawn caze, etc. Any kind ofmoney-making activity should be inventoried. Most
small businesses grow step-by-step, and the most important step is the first. In this section it is also
'M important to identify bamers a person feels prevent them from starting some kind of business
enterprise. Helping remove these barriers is the work of asset-developing leaders and groups.
The "People Survey" addresses these capacities indirectly through the list of services, programs, and
opportunities. For example, during the Ho'olaule'a, the DURP graduate students surveyed Ka'a
residents regarding economic development issues of the community. In evaluating their findings,
they found a strong need for day caze. Through the use of the "People Survey" and the surveys by
the DURP students, those that need day caze can identify ways to connect to those that offer day
caze services. This is one way in which these enterprising activities can be tapped into and further
developed to benefit the whole community.
r
The PERSONAL INFORMATION section usually records the minimum information necessary
• for follow-up. The "People Survey" asks two useful questions to encourage follow-up activities and
cooperation.
"There may be youth or community members who aze interested in or who could use help
in your azeas of skill or knowledge. Would it be okay for interested youth or community
members to contact you? If yes, how would you like to be contacted?"
a
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Ka'u Youth: Community-Based Planning and The Benefits ojYouth /nvolvement
"Do you know someone else who provides activities, trainings, jobs, or any other
opportunities for youth in the community? If yes, contact person name and phone number
please:" with space to fill-out the information for two individuals."
Once this type of information has been collected (or more appropriately, before it has been
collected) it is important to identify how this information will help the person to give his assets,
contribute her talents, or increase her income. The purpose of the Capacity Inventory is to help a
particulaz person contribute. It is also important cleazly distinguish what will be done with the
information collected. The groups involved in asking the questions should identify the following.
¦ How to connect the participant's skills to other residents, associations, institutions or
enterprises.
¦ How to connect the participant's community skills to local community groups or
activities.
¦ How to connect the participant's to individuals, groups, programs or financing that will
assist this person in creating or developing an enterprise.
Only when these things aze done, can this information usefully enable the capacities of the
individual to be used. These capacities involve connecting the person with other people in the
community, with local associations, local businesses, local institutions, and capital and credit.
Therefore, in order to strengthen a community, local groups must be focused on connecting
people's capacities so they can be useful. "
Susan Guyette
In Susan Guyette's book, Planning
for Balanced Development A Gxide for Native Ametzcan and Aural
Communities, she includes as a final chapter "From Plan to Action." In this chapter, she identifies r.
several considerations for effective community building during the long-range planning process. '
This section identifies some of the insights that are applicable to Ka'a's future efforts for
community building. "
ii TLese two pangiapht are [akin from Bridging the Gap of lro/ation, Hauwi'i Yoxtb Mopping. 'People Sucvey." r
LeMaitre Page 16
Ka'u Yourh: CommunityBased Planning and The Benefilr ojYourh /nvolvement
Guyette identifies a list of important considerations in implementing any community-building
process: creating alignment within the community, creating visible goals, team play amongst the
' ~ participants, linking to available resources, winning the support of local government, avoiding
- negative pressure and criticism, identifying the development curve, shifting from federal
dependency to self-sufficiency, merging cultural preservation and economic development, and
working toward a sustainable future. These topics aze the focus of Guyette's chapter "From Plan to
Action." The following paragraphs apply two of these ideas -creating alignment and creating
visible goals - to Ka'q and provide specific recommendations for achieving it. This is meant to
provide examples of how Guyette's methods can be applied to Ka'a. Community leaders might
want to follow this approach in applying the other concepts identified by Guyette to Ka'o's unique
needs.
Creatin~Alienment Within the Community:
Guyette identifies five components of creating alignment within a community:
1. Know who the enemy is. This is influenced by ideas about acculturation, time, and substance
• abuse as examples. The community must align its understanding of what or who the real
- enemies aze in order to effectively face the issues. Oftentimes internal dilemmas can interfere
with the progress towazd community building. Ka'o `ohana and residents must step back From
the internal dilemmas and identify what the real enemies aze for the community as a whole in
order to effectively face the issues of suicide, drug abuse, unemployment, and so forth.
2. Design a strategy. This brings forwazd questions such as "what is the strategy of Ka'o, the
DURP graduate students, of QLCC, of the youth organizations, and other organizations in
r Ka'o?" and how can these strategies be aligned to progressively build the community over the
short and long term?
r
3. The creation of cohesion and alignment. The community might ask itself "what aze the bonds
r that tie?" Within Ka'n there aze internal conflicts, however several common ties and interests
might encourage resolution of conflicts if there is recognition of the need to work cooperatively
+r towazd these goals. The establishment of a cultural center, the health and well-being of the
youth in Ka'o, the practice of Hawaiian culture, protection of the natural environment,
LeMaitre Page 17
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Ka'u Youth: Community-Based Planning and The Benefits of Youth lnvalvement
preservation of language, preservation of a subsistence lifestyle, and maintaining the sense of
community are all examples of bonds that can serve to unite the cormunity and ultimately
move beyond the internal conflicts.
4. Follow-through, building momentum. For the youth group Bridging the Gap, the value of
the information being collected is wasted unless there is coordination and guidance in utilizing
this information. Ultimately the information can be used to build upon the capacities of each
individual within the community to better serve youth development both directly and indirectly.
In the same regard, this step will develop a relationship between Ka'ds youth and organizations
within the community. Together these groups can detemvne appropriate means of utilizing the
individual capacities of Ka'o residents, thus building the momentum initiated by the "People
Survey" and "Public Places & Community Spaces"'Z surveying efforts. n
r.,
5. Becoming a persistent leader. Currently, Leina'ala Enos, the Ka'o Unit Director for QLCC and a
others aze initiating many efforts that are characteristic of persistent leaders. Through QLCC,
Mrs. Enos has linked the Ka'n community to outside resources such as the University of
Hawaii, she has maintained a newsletter informing the community of progress, and she has
made efforts to help `ohana within the community to work towazd resolving their differences
and improving their individual development. Cathy Arnold, a teacher at Ka'o High School has
initiated efforts to create a unique learning environment for high school students by focusing a
course on community building initiatives. The Bridging the Gap students are beginning to
enter the decision-making process within the community. Families within Ka'o aze offering
summer programs free to children in Ka'o to encourage self-understanding and identity to their
local culture.
Each of these individuals show characteristics of persistent leaders. Each of their efforts
contribute to the overall community building process. Individually, these efforts aze beneficial
to specific youth, however, the combination of these leaders efforts can multiply the benefits to
the entire community. Their cooperation-with each other as well as with various other •
~s From $idging the Gap of laolaliox, Iloaai': YorJb Mopping, 'Public Plies & Community Spaces."
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Ka'u Youth: Community-Based Plonning and The Benefits ojYauth Involvement
organizations ui the community- strengthens their individual programs and furthers their overall
progress towazd mutual goals. United we stand, divided we fall.
Visible Goals:
Guyette then identifies ways to create visible goals. The following recommendations for Ka'o aze
derived from Guyette's chapter. Once a community has developed a strategic plan for community
building and planning, there aze several steps that can be taken to encourage the progress towazd
the plans goals. In order to keep alignment within the community and work towazd a vision, a
short version of a strategic plan can be created. This can be distributed throughout the community
through a newsletter, brochure, and/or poster for home and office use. A billboazd can be put up
in common azeas to remind the community to participate, to inform them of the status of the
vision, and to provide a contact for each area. Creating visible goals can create alignment rather
than criticism of the process. Similazly, residents seeing that a community has goals oftentimes
- instills pride. The community should also look at goals as a "way of being," rather than a temporary
initiative. Change and forward movement are accelerated by a shift from unproductive fighting to
cooperation. By creating visible goals, cooperation within the community is more likely. This
process also requires giving up "being right" and working instead towazd an intended result. If
goals can be seen, then this gives conflicting groups a reason to work towazd a goal and set aside
their differences, or identify a reason for working through the conflict towazd resolution.
KA'U YOUTH INVOLVEMENT IN COMMUNITY BUILDING
Overview
This section highlights several benefits of youth involvement in community building, identified by
'r Kretzmann and McKnight. After recognizing these benefits, specific examples aze provided for
how youth aze currently enhancing community building in Ka'a. Several recommendations aze
provided to further encourage the beneficial role of youth in Ka'a's future development.
w
LeMaitre Page 19
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Ka'u Youth: Community-Based Planning and The BenefUa ojYouth Involvement
Kretzmann & McKnight"
Kretzmann and McKnight identify several benefits of involving youth in the community-based
planning process. It is worth mentioning these benefits before identifying the youth involvement in
Ka'o's community-based planning activities.
According to Kretzmann and McKnight, given the opportunities, youth can make significant
contributions to the development of their communities. Specific projects aze needed that will
connect youth with the community in ways that will increase their own self-esteem and level of
competency while improving the quality of life in their community. There are several positive
aspects through which youth can make a unique contribution to the development of their
community. Youth oftentimes have a certain amount of free time during the week that is not
usually available to those who must work for a living. This time can be considered as an asset that
can be utilized when youth aze given the opportunity to participate in constructive community
projects. Youth can also contribute new ideas and creativity to community leaders who may be
struggling to find new solutions to recumng problems. Youth have a strong connection with their
neighborhoods, in which they aze oftentimes confined to throughout the week. They aze more
likely to have a stake in the well-being of their community and know more about the daily
occurrences there. This insight can greatly contribute to a more complete understanding of the
community. Youth also have dreams and desires which, if tapped into, can meaningfully contribute
to the community while allowing them to grow and flourish. ~
an
Youth maintain well-connected peer group relationships. Even when they have become .P
mazginalized from the more positive aspects of community life, these peer relationships remain
strong. When these relationships aze dicected in a positive way, these peer groups can mobilize
other peer groups and serve as powerful agents of community revitalization. When these peer
groups are misdirected, negative attributes become associated with them. Family relationships aze
another asset of young people. Young people can be very effective in mobilizing their parents into
more effective participation in the life of the community. Youth aze also most effective teachers
and role models for other youth. And finally, they have enthusiasm and energy to try to solve old
problems and create new opportunities. These qualities make a young person an ideal entrepreneur.
in The information is this section has been summarized from ICreamaoa and McKnights' chapters on Releasing Individual
Capacities in Bxildrng Comrmmilia From the Ieride Out: A Path Towed Finding axd MobiliZixgA Coramnnity'rArrrfr. sr
r,.
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Ka'u Youth: Community-Based Planning and The Benefits of Youtk /nvolvement
Bridging the Gap
The students of Btitfging the Gap have collected valuable information for the Ka'o community.
Their efforts provide a stellaz example of youth involvement in the community-based planning
~ process. Future planning efforts should look to this as a guideline for future youth involvement in
the planning process in Ka'o.
m The information that is now available as a result of their efforts should be effectively utilized
throughout the community. The students should further develop the links within the community
to utilize the individual capacities identified in the surveys. These types of efforts must involve
several organizations within the community. The Bridging the Gap students will benefit from the
- guidance of community planners like McKnight and Kretzmann. The students should carefully
consider the most effective way for the community to be strengthened by the insights from their
- surveys. Ultimately, this information must be used.
Ra's High School Students
While at the Kohio Day Ho'olaule'a in Ka'n on Mazch 28, 1998 the high school students in the
"Directed Studies in Social Studies" program conducted mapping sessions with a variety of
residents of Ka'a. The students were pcovided with the supervision and guidance of the University
of Hawaii DURP graduate students that previously conducted these mapping sessions with families
-m in Ka Lae and Punalu'u. By participating in this process, these high school students have gained
valuable insights for future mapping sessions in other ahupua a of Ka'o. These students' knowledge
from the brief mapping experience during the Ho'olaule'a can be identified as an asset for future
mapping efforts in Ka'n. This valuable asset is, however, useless if not documented and utilized
• accordingly.
w Considering the remoteness of Ka'o, especially for the youth of the community, activities should
be further enhanced to encourage youth involvement in productive and fun activities. The Ka'o
~ High School students suggested several activities that can be further enhanced in Ka'o to
encourage involvement of the youth. These activities include: surfing/windsurfing (two spots
"M have been identified in Ka'o), rollerskating or rollerblading, Hawauan fighting style (like
mokomoko, performed during Makahiki in Ka'a), hiking traditional trails, walking, bicycling,
s
LeMaitre Page 21
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Ka'u Youth: CommunityBased Planning and T7u Bensfits of Youth Involvement
fishing, mountain climbing, jobs (examples include: babysitting, distributing newspapers,
woodwork, etc.), further involvement in rodeo activities, horseback riding, swimming, and
basketball. Three activities were suggested that may be too dangerous for youth, but deserve
mentioning: skydiving, bungee jumping, and hunting. Other recommended activities include
ramp-skating, fish pond restoration, hula, and ranching.
By allowing the youth to develop the activities of greatest interest to them, they will develop a
sense of pride and ownership in their community. The Ka'a High School students of the Directed
Studies in Social Studies program have taken the first step by considering the opportunities
available to them
I{a Lae Summer Youth Program
Several opportunities exist for state agencies to improve their ability to manage the natural and
cultural resources at South Point. Specific recommendations provided in the Hawaii Ocean
Resource Management Plan (ORMP) identify policies and activities required for multiple state .a
agencies and private organizations. Through environmental and cultural activities of the Ka Lae
Summer Youth Program at South Point, these state agencies can support Hawaiian educational
programs while benefiting from the students' coastal monitoring and caze-taking efforts.
To encourage this type of relationship with state agencies in coastal monitoring, environmental
education, and caze-taking, the following recommendation is made for Momi Viernes in directing
the Ka Lae Summer Youth Program:
Document the coastal monitoring activities of the youth through videotape. These videotapes
can inform state agencies of the youth practices in their monitoring and cazetaking efforts;
they can inform the state of activities of visitors to South Point; they can serve as an
educational tool for future youth students in the program; they can inform the public of youth
and environmental activities at South Point, and encourage future youth involvement in
environmental monitoring, educational, or cazetaking efforts with the state. The process by
LeMaitre Page 22
Ka'u Youth: Community-Based Planning and The Beufns ojYouth Involvement
which students monitor and caze fot South Point's coastal resources should also be cleazly
structured in order for the program to be replicated in future programs.
KokulukOmuhana
Current efforts between Svkuhtlrt7mtrhana, `Ghana O Ka Lae, Ka'o High School and Pahala
Elementary, Cathy Arnold, the Department of Education, and the Native Hawaiian Island
Education Council administered by the Office of Hawaiian Affairs (OHA) may serve as the first
M steps toward bridging Hawaiian teaching approaches with Western teaching approaches.
~~°u Historically, the Department of Education (DOE) has not allowed the flexibility to utilize the
^~m Hawaiian teaching methods. There has been a lack of understanding of Hawaiian approaches to
n iu education. Keola Hanoa, of the Iftlkulukvmuhaaayrogram, is working with Cathy Amold, a
Hawaiian teacher at Ka'o High School and Pahala Elementary, to bring the Hawaiian programs into
ww the DOE schools in hopes of working more closely with the Hawaiian children. These types of
efforts aze monumental for Native Hawaiian children, teachers, and the community. The future of
these types of efforts can only be encouraged.
w
CONCLUSION
Children, by nature are catalysts of change. They learn, develop, grow, and influence those around
them. By encouraging children in the growth process of Ka'q the sense of community will
.r
strengthen. This will allow these future leaders of Ka'o to begin contributing their abilities, dreams,
and energy to building their community, rather than escaping it. The contribution of community
planners such as Kretzmann, McKnight, Guyette, and Kennedy provide guidance for building the
assets in a community. One of the most valuable and lasting assets of any community is the youth.
r
By tapping into these assets, both the community and the child benefit.
r
w LeMaitre Page 23
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%a'u Youth: Connwnity-Based Ptanning en! TLe Bewef~a of Yoalb Gvdvemeat
References•
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Arnold, Cathy. Ka'u High School and Pahala Elementary School. Interviews. Febmary 1998, March
1998. Ka'u, Island of Hawaii.
Awotona & Necdet Teymur (Editors). Tradition, Location and Community. 1997. Vermont, USA:
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Bridging the Gap of Isohtion. Hawaii Youth Mapping Survey. People Survey and Public Places and
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Enos, I.einaah. Queen Lili'uokalani Children's Center - Ka'u, Hawaii. Interview. 1998. Ka'u, Island
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for Balanced Development: A Guide for Native American and Rural Communities.
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.a
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%a'a Youth: Cannrnaity-BaselPlanninrg and Tlie Benefia of Yoar6 lavolvanon
Health and Community Services Council of Hawaii & Aloha United Way. Dedsionr B7/'88:
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the Department of Urban & Regional Planning, University of Hawaii -Manoa. Feb 23, 1998.
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LeMaitro Page 25
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COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU U `EO AND PUNALU `U, KA `(I
'-M
Yw
W
YW
APPENDIX E
DHHL LETTER
r
r
rll
*s
it
s
w'
r
r Spring 1998 Practictun
Department of Urban and Regional Planning Appendix E
ur
Ka Ohana O Ka Lae
P.O. Box 672
Na'alehu, Hawaii 96772
Ph: (808) 929-7142; 929-8339
A Ka'u Hawaiian Grass Root Organization
R
Mazch 30, 1998
Mr. Ben Wong, Land Administrator
"a Department of Hawaiian Home Lands
P.O. Box 1879
~ Honolulu, Hawaii 96805
Subject: Ka Lae Historical Landmark
Dear Mr. Wong:
On Sunday, Mazch 29, 1998, we met with the University of Hawaii, Departtt~ent of Urban and
Regional Planning practicum students to discuss steps to move forwazd with the Department of
Hawaiian Home Lands' (DHHL) license agreement with Ka Ohana O Ka Lae for the Ka Lae
~ Historical Landmark. The meeting was fruitful, and important issues were clarified.
We would like to reopen discussions for a license agreement between our `ohana and DHHL and
~ aze available for tt~eeting during the weeks of April 13`h and the 27n'. We would like to initiate a
discussion of the following issues:
,r • an overview of our organization and introduction of our officers
• terms of potential license agreement
A • the actions and timeline of actions needed for Ka Ohana O Ka Lae to proceed
• time frame of license process
We propose that the meeting be held in Hilo at a site of your choice. Ka Ohana O Ka Lae will be
represented by Bernazd Keli ikoa, President, William Viernes, Vice President, Leimomi Viernes,
Secretary, Melvin Deperalta, Board of Director and Puhipau, Advisory Council. Please contact
Bernazd Keliikoa at (808) 929-7142 or Melvin Deperalta at (808) 929-8339 to schedule the
+r
meeting.
Mahalo nui loa for agreeing to meet with our 'ohana. We look forwazd to heazing from you
soon and to the possibility of moving forward with the process.
~ With lifelong commitment,
Mahalo and Ma[ama Pono,
Bernard Keli ikoa, President
Ka Ohana O Ka Lae
Spring 1998 Practicum Appendix E
Department of Urban and Regional Planning Page 1
COMMUNITY PLANNING IN THE AHUPUA A OF KAMA `OA-PU'U BO AND PUNALU'U, KA `U
9w
APPENDIX F
STATE LAND DISPOSITION TIMELINE
~i
911
Spring 1998 Practicum
Deparnnent of Urban and Regional Planning Appendix F
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w Spring 1998 Pmcticum Appendix F
Department of Urban and Regional Planning Page 1
- COMMUNITYPL4NNING INTHEAHUPUA A OF 1CAhIA'OA-PUTT `EO AND PUNALU U, KA `U
x.w
<W
61PM
A APPENDIX G
W
RESOURCE LISTS AND WORKSHEETS FOR OBTAINING
w FUNDING
• Tips for Acquiring Funding
State and Federal Funding Resources
Is This Funder Right for Us?
4, Technical Assistance Providers
• Proposal Checklist
• Selecting a Consultant
Y
w
W
*n
xw
r
s
~ Spring 1998 Procticum
Department of Urban and Regional Planning Appendix G
1/ 1/
0 0
a sy o
O o
bo Ti s for Ac uirin Fundin •r .
? Identify ali resources available to the project.
' ? Develop along-term strategic plan which outlines all the projects that will
achieve the long-range goals ofyour organization.
? Determine amount of funds needed and for what purpose.
? Locate funding by looking through directories which identify private and
federal foundations (found in state, county or college libraries), as well as lists of
funding organizations.
? Contact agencies/organizations for information on their funding program,
priorities and requirements.
Write, visit, or call agenry and give full description of project so the agency can
make specific recommendations and indicate the appropriate funding program for
your project
~ Understand position of the funding agency need careful planning, leadership,
financial statements, and dedicated staff
? Determine if Funder's priorities match your project (See "Is this Funder Right
for Us° worksheet)
? If Funder's priorities match your project's, complete the application and write
w the proposal a few weeks before deadline to allow for review and revision.
? Ifyour organization is having trouble writing the proposal or completing the
application, obtain the necessary technical assistance.
? Network with other organizations or individuals who conducted similar projects.
? Develop a fund raising plan:
Determine sources of fund raising and amount expected to receive.
~ Reference: Guyette, Susan. A Guide for Native American and Rural Communities: Planing for Balanced
Develonment• 1996.
r
Spring 1998 Practicam Appendix G
Department of Urban and Regioml Planning Page 1
r
* ~ * * * ~k State and Federal Funding Resources ~ * ~ ~ ~
® Administration for Native Americans ® National Endowment for the Arts (NEA)
(ANA) E~ansion Arts, National Endowment for the
Department of Health and Human Services Arts
OHDS/Administration for Native Americans 1100 Pennsylvania Avenue, N.W.
200 Independence Avenue, S.W. Washington, D.C. 20506
HHH Building, Washington, D.C. 20506 Phone: (202)682-5443
Phone: (202) 245-7727 (Cultural Programs)
(Development & Training)
® National Endowment for the
® DBEDT -Community-Based Economic Humanities (NEH)
Development Program (CBED) Challenge Grants
P.O. Box 2359 1100 Pennsylvania Avenue, N.W.
Honolulu, Hawaii 96804 Room 429
Phone: (808) 586-2582 Washington, D.C. 20506
(Development & Training) Phone: (202) 786-0361
(Construction)
® DBEDT -Cultural Tourism Program
P.O. Box 2359 ® National Endowment for Humanities
Honolulu, Hawaii 96804 (NEH)
Phone: (808) 586-2550 Museums and Historical Organizations
(Cultural Programs) 1100 Pennsylvania Avenue, N.W.
Room 420
Washington, D.C. 20506
® Department of Hawaiian Home Phone: (202) 786-0284
Lands (Cultural Center)
Planning Office
P.O. Box 1879 ®National Park Service
Honolulu, Hawaii 96805
Phone: (808) 586-3836 Historic Preservation Fund
{Funding must directly benefit those with Interagency Resources Division
at least 50% Native Hawaiian ancestry.) P.O. Box 37127
Washington, D.C. 20013-7127
Phone: (202) 343-9505
® Folk Arts (Cultural Programs)
Folk Arts, National Endowment for the Arts
1100 Pennsylvania Avenue, N.W. ® Office d Hawaiian Affairs (OHA)
Room 725
Washington, D.C. 20506 Grants Division
Phone: (202) 682-5449 711 Kapiolani Bivd., Suite 500
(Cultural Programs) Honolulu, Hawaii 96813-5249
Phone: (808) 594-1964
Community Affairs Coordinator (Hilo)
Phone: (808) 933-4349
(Hawaiian Culture)
A5 of 4/6198
Appendix G Spring 1998 Pmcticunt
Page 2 Department of Urban and Regional P?anrting
i~
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w
~ Spring 1998 Practicum Appendix G
Department of Urban and Rexiona! P/anninr a..oa ?
Is this Funder Ri ht for Us?
Application Information:
Yes No
1) Does the sunder have printed guidelines? O O
2) Does the Funder s goals and oblecthres meet O O
the organization'sQ
2) Deadline of Application is:
3) Can the organization complete the application and O O
write the proposal before the deadline?
4) Does the organization need technical assistance for O O =
wriFing the report?
If yes, what kind of technical assistance would be „
sarig~rt?
Will the technical assistance affect the time needed O O
to complete the proposal?
5) Can the organization meet the criteria and conditions O O
of the application? `
' ' If answered' no'to any of the above Rems, except for question 4, organization mey want to wnsider to hold
off writing the proposal or funding requirements may not be ffie appropriate for the protect.
Notes:
Appendu G Spring 1998 Practicwn
Page 4 Department of Urban and Regional Planning
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Spring 1998 Practicum Appendix G
Department of Urban and Regiom! Planning Page S
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Appendix G Sprmg 1998 Practtcum
Page 6 Department of Urban and Regional Planning
~`v !fin ~n ~_`n ~`n !fin !fin !~`n l~ ~D ~U
Proposal Checklist
~ ~`n 6~`n ~ ~n ~n ~ ~ ~ ~ ~
Content of Proposal
. Yes No
? ? Is the proposal persuasive to your point of view?
? ? Does the proposal reflect the importance of the project?
? ? Do the different sections of the proposal show continuity in
the plan?
'9M
~ ? ? Are the goals and objectives stated?
? ? Is the vision stated?
~ ? ? Is the methodology presented in detail?
? ? Are your assets (i.e. land, human and natural resources)
described?
~ ? ? Are the expected results described?
? ? Are the responsibilities of the staff members clearly explained?
~ ? ? Are each of the items in the guidelines addressed fully?
' ? ? Is your proposal clear, concise, and complete?
S_pport Documentation
Yes No
? ? Is the proposed work realistic for the organization to
accomplish?
? ? Is the budget realistic to accomplish the proposed work?
? ? Has the budget been doubled-checked for accuracy?
? ? Is a business plan attached to your proposal (to show where
' revenue, profits and loss will be made, feasibility of the
project, return on investment, and sustainability)?
- ? ? Is a marketing plan attached to show how project will be
marketed?
? ? Are the necessary financial statements attached to the
proposal?
? ? Are maps included to show where project will be located
or take place?
? ? Is a work plan provided? (to show length of time)
a Spring 1998 Practicum Appendix G
a
Department of Urban and Regional Planning Paee 7
!fin !fin ~`n ~n ~ ~n ~n P`n ~`n ~`n ~n
Proposal Checklist
~n ~ ~-`n ~ ~n ~`n ~n ~`n ~n ~`n ~n
? ? Are resumes included which describe persons' expertise
(technical, cultural, etc.) who will operate project, staff, etc.?
Proposal Format
Yes No
? ? Does the typing and layout reflect the high quality of work
expected for the project?
? ? Are the pages numbered and in correct sequence?
? ? Are there visual aids (photographs, charts)?
implication
Yes No
? ? Are all the necessary signatures present (i.e. President, Board
Chairman, etc.)
? ? Has all the supportive material been added (i.e. nonprofit
status, letters of support, bibliography, appendixes, resumes,
etc.)
? ? Are all the forms required by the funding agency completed
and attached?
? ? Were the most up-to-date application guidelines used to
prepare the proposal?
? ? Are the required number of copies forwarded to the funding
agenry?
? ? Is the proposal going to the current address of the funding
agency?
? ? Are the receipts on file to document the mailing date?
? ? Is documentation completed on the application?
w
Reference: Guyette, Susan. A Guide for Native American and Rural Communities• Planning for
s
Balanced D¢velopmerrt. 1996.
Appendix G - Spring 1998 Practicum
Page 8 Department of Urban and Regional Planning
SB~BC1'Ihg 8 COhsIIN'8ht
Tha purpose of thle warkehaat Is to aeslat community organizatlona In ealacting a
coneultant. It la oxframaly Important That your organizatfon have a clear Idea of chat K
wants the eonaultant to do. Usually coneultant! aeelst people rho do not Nava the time or
skills to do M for thamsaNaa. Remember, consultants are axpaneNa. Idany of the aethitias
coneultanta do can ba dons 6y the organizatfon Reslf, but tt may require getting aecae: to
' information or taking claaeaa to develop computer, business, or grant wrMing ekllla.
Agencies such a: Alu Llke, the- Office of Nawallan Affalre or DBEDT'e Community-Based
Economic Development Program offer workshops In these areas.
Your organization probably would want to do as much a: po:elbla to earn mousy. Nowavar,
sometimes a consultant le naeoesary and R Is Important that erMaria ba eetabllehad for
A•
ealacting a eonaultant.
Tha followfng outlins la a euggaetion on hoc to sslact a coneultant.
I. Determine why a consultant would be needed. Why does your organizatfon need to hire a
consultant, rather than conducting the activfty(s) by the members of your organization?
Ii. Determine the role of the coneultant Your organhation should have a clear idea of what you want
the consultant to do. Section A IMts some questions which will help determine the role and duties of the
consultant.
III. Nave ready for dletribution a Ilst of task! that neade to ba aompiatad (I.a., timeline,
description of the final product, and payment, usually based on dalhrerablas) upon
consultants' request. Consultants wfio are interested in your prolect will likely ask for a description
of your prolect and determine what s/he will be able to provide to you.
III. Run an advertlaemant for a request for proposal. Explain your organization's prolect and
purpose for hiring a consultant.
" If money is an issue, contact ONA or Alu Like for a Ilst of consultants. Gram the list select 8 to 10
' names and contaM them to provide a bid proposal.
N. Aftsr raeehring the bide, ealeet coneultant based on the following erRerla. A selection
~ committee should be formed wNhin your organhation to choose ffie consultant based upon agreed criteria.
The agreed criteria should then be dlshibuted to the selection committee from which the committee will use
~ to choose the best consultant for the organization. Section B Iisis possffile crlFeria questions your
organization could use.
~ Spring 1998 Practicum Appendix G
Dtnartment of Urban and Revianal Plnnneno ^
SelBeting a Consultant
' Section A: Datarmintng Rote of Concuttant
1) What spacffM actNRies would wa like the consultant to perform?
2) Can any of the acTNBies listed above ba performed by our mganhation, why or why not?
3) What skills should the consultant possess?
E
4J What is the time frame the organhatton would like the consultant to complete the work (month, hour per t
week)?
5) What is the salary range we era looking to pay the consutant?
6) What are the deltverebles the consutant must present?
m
Appendix G Spring 1998 Practicum
Page 10 Department of Urban and Regional Planning
Selecting a Consultant
Section B: Poesibla Criteria Queations
EBl In the appropNate yes/no bar and by to answer the question wB6 evidence as well.
Yes N o
Ex srtieo
is this person's background and work experience in ffie area which we are looking for? ? ?
Nas this person consulted before? With whom? ? ?
Nas this person worked with an mganhat(on similar to ours before? ? ?
" Does thh person present his/her work professionally? ? ?
,M-.
Does This person's working style fit our organizations? ? ?
Does this person have references? ? ?
w
Did the organization check at least 3 of his/her references? ? ?
~ Does ffie references check out okay? ? ?
Cammunicatlon
~ Does this person communicate well with the group? ? ?
r Does this person's personality match wkh our organzation and our board members? ? ?
~ Time Frame
Nas this person presented us with a time frame m work plan in which his/her saivfces ? ?
r will be completed by and materials will be turned?
Does the time freme/work plan meet our needs and our own time frame? ? ?
r
Does this person s time frame seem realistic? ? ?
r
Spring 1998 Pmcticrun Appendrz G
'r Department of Urban and Regional Planning P°ge 11
Seli~cting 8 Consultant
Contract
Does This person clearly understand the tasks ffiey have to complete? ? ?
Dtd the consultant and organhation agree upon deliverables? ? ?
What is the consultant's approach to essisttng fhe organization? Does ? ?
ffie organizatton agree with the approach and find K workable?
What is the consultant's fee?
Is the consultant's fee within our budget? ? ?
X!
A
~e
R
Appendix G Spring 1998 Pracricum
Page 12 Department of Urban and Regional Planning
COMMUNITY PL4NNING IN THE AHUPUA A OF KAMA `OA-PU II EO AND PUNALUTI, KA `L7
~.w
uW
.r
APPENDIX H
MAPS
H.1 I{ama`oa-Pu`u`eo Resource Map
H.2 Punalu`u Resource Map
H.3 Ka`ii Resource Map
H.4 Kama`oa-Pu`u`eo Assets Resources Analysis Map
H.5 Punalu`u Assets Resources Analysis Map
H.6 I{ama`oa-Pu`u`eo Land Ownership Map
H.7 Punalu`u Land Ownership Map
H.8 I{a`n Land Use Map
~ H.9 Hawaii Territorial Survey (1901)
w H.10 I{ama`oa-Pu`u`eo Zoning Map
H.11 Punalu`u Zoning Map
H.12 ICa Lae Proposed Land Management Map
~ H.13 Punalu`u Proposed Land Management Map
rr
w
Spring 1998 Practicum
Department of Urban and Regional Planning Appendix H
a
LEGEND
~ HUNTING
~ FISHING
rr • OCEAN GATHERING
COASTLINE GATHERING
w
• FOREST GATHERING
'r . FLOWER AND SEED GATHERING
• STREAM GATHERING
r
• GARDENING
_
r • FARMING/AGRICULTURE
A ANIMAL HUSBANDRY
rl •
RECREATION AREAS
SPRINGS
r~
• SCENIC AREAS
• • FISHPONDS
• ACCESS POINTS
r
R RESIDENTIAL HOMES
~ N HISTORIC SITES
85 BIRTHING STONES
~ ~ LANDING PLACE FOR CANOES, BOATS
~ ~ T TRAILS
+f
pu BURIAL SITES
~ P PETROGLYPHS
p? HULA
A ANCIENT SETTLEMENTS
~ R RELIGIOUS AREAS
„R ~ CANOE HOLES
i
! • YKip~ka ~ ~ - Kehu=h~irYU ~ . 9,1,E 1 / .
w _
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.,I .i Y~% f"
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MAP 2
PL1~11~'?L lJ `(1 ~
f3ES~CIRCE MAf~ ~ ~
Ho'ili'ili Ka'Ike o Ka fkaika Depetllrenl olumen and Raggnai Wannug
Univettity of Hewer a! Manna
7latmieg Pretliam, Sprng 1998
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. '
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~ _
•
,t. • FfUNTING
1,..
1 < . ,O ~ • FISHING
HISTORIC'CULTURA~ SITES
1 n~ • +
a~ ~ X,
KAMAOA-PUUEO - TRAtIS
_ ~ GA7liERING
~
• AGRICULTURE
' RANCHING
• RECREATION
t~,.
MAP 3
~ ~
KA `U ~
RESOURCE MAP '
Hd`IH`Iii Ka'ike o Ka IkaikB °ioir'""1F0n"""'°`"11P"""'~
uwer•relw«rrrrw x
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LEGEND
Ka L. ~ ~
Coastal Resarva
Farming
Hunting
Gathering
- Ranching
Residential
MAP 4 ~ ~ r ~
ASSETS RESOURCES ANALYSIS MAP
Ho`ili`ili Ka`Ike o Ka Ikaika '"'"insdF~°"'""'~"°
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~ ~ ~ Coastal Reserve
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Gathering
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MAP 5 ,
~ ~
PUNALU `U ~ ~ :~~.IWW~.I
ASSETS RESOURCES ANALYSIS MAP
Ho`iii'ili Ka'!ke o Ka lkaika o+tau~nr~ao }
_ , r.
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- _ - - - . ~ - Bishop Estate
- - ~ ` - ~~f - Private Property -
~ Seamountain
r~ ~ .
MAP 7
~ ~
PUNAL U `U ~ ~
LAND OWNERSH/P MAP >
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MAP 8
KAMA `OA-PU `U `EO/ ~
PU/VAL U `U , ¦
LANO~ USE MAP
Ho'i{i'ili Ka'Ike o Ka Ikaika ;>e`"':.~!`: r:, "':r,'v.,:!.r,~,~,
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Spring 1998 Practicum Appendix H
,.e rr.r,»» P.»:.,»..i Pin»mno ~ Page 9
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w:~i
Agricultural
n,'":
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Pa(i Naukg ~ Foroat Raaorvo (F(R) l_.___~
/ ~ Multi-Family (RM) -
t
K6 Open Spaco (O)
Reaort (V) i~
• Single Family Rasidontial (RS) L~
MAC 10
~ `EO r'~
ZONING MAP
HO`Ili'ili Ka`Ike 0 Ka Ikaika ~ ~~'"9~'"6en"'~RaQgjy1P1i"'"° f
f f~ ( ~ W od r,..
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-
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j. i /1;
1- \ tl t,~,~;t "'I Fly ~ ~ ~ Commercial Villaye fCV) -
_ 1 ~ Y`{ ` ~ ~ Forest Reserve )FIR)
t t.-_ ~ -2c fS-r' f. /en Kane
f.. ~ ~ Multi-Family )RM) -
yy ~ r , r
Kf?,e't 1.;j`. i +o huxupoko Open Space (0)
' Resort (V) -
Single Family Residential (RS) 0
0
HIA~ i 1
PUNALU`~ nn ~ }
ZONING MAP _
H8'iH`iU Ka`Ike o Ka Ikaikao~ rxprnwewuan.er~ar
- - - - ~ fVn6MIYyNtYWIMldrga
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fir'' ~ ~ _ ~ y~
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1
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( ~ 1 !//rj~ ~ ~h.7 t - b~~ ~ uu Nahaha
1
h.~ ~ ~.1 ( ~ rva _ •
rxa _ •I-/ - ~ -~~V . ~ hiopehrehee
hams ~ ~ t ~ I1 ~T( /Ifj
Y`' y _
a ~ Sri l~
o lt~r, _ LEGEND
1 ~j~, ~ ~ r - ~ e Pohue
p„ „ ~ \ ~
y ~ ~ . f ~ i ~'i ~onitapo - ~ Proposed Access
ti , 1` \ ~ ~ ~ - ~ Ke,,,; Proposed Agriculture
.CM ,.r ~s' r
,p~; ~ ~Pu6 Hnnt>Aiil~ . t rti ~.b~1 F.~ j~ ~ Coastal Reserve
t _ t ~Y/ r .
~ Gultural Genter
l 1~ 4 'C+• ~ - r , .rlu r, Karr
f,„ , ~ },~.:~A ~ A. f ~ t t Historic/ Cultural Sites _
rI;FAR ~ ~ ~ i' ~ ahuxupuxo Proposed Open Space
Proposed Plantation Preserve
Aenching
Proposed Residential _
Roads
~Y .1 IN} .~rv~
PUNALU`U ~ ~ r~
.PROPOSED SAND MANAGEMENT MAP-
'Ha'itl`Oi Ke'Ike o K8 Ikaike;:. - ,
.x i L - . wps~mdurem~uarPr~a a:,t. a+ r
~
:x '.E_~+~.."". u$'{ Y ~.'~.'1hMaALtt6~yN e,.;: ice.,..'.*.
COMMUNITY PLANNING IN THE AHUPUA A OF I{AMA'OA-PU'U EO AND PUNALU U, IG4 `77
.,a~
i.tl
Yell
Y~ APPENDIX I
Y.
QUEEN LILI`UOKALANI CHII,DREN'S CENTER
STRATEGIC PLAN: 1995-2000
_ DRAFT
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Yr
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Spring 1998 Practicum
Department of Urban and Regional Planning Appendix /
r
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Draft
r~~~n.-~°~2,
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Queen Lili'uokalani Children's Center
Strategic Plan
1995-2000
9/3/94
r
Spring 1998 Procticum Appendcx 1
Depamnent of Urban and Regions! Planning Page 1
DRAFT lA
(text for inside front cover)
This booklet is a summary of tRe Strategic Plan developed by Queen
Lili'uokalani Children's Center/Lili'uokalani Trust for the years 1995-2000.
It is our blueprint for service to/on behalf of orphaned and destitute
Hawaiian children, the inheritors of the legacy of Queen Lili'uokalani.
4.A
Since we are placing major emphasis on collaboration for maximum
effectiveness, many of the detailed, measurable implementing actions and
programs to fulfill the goals and objectives are being developed in
partnership with the beneficiaries and communities the Center serves, and
cooperatively with other agencies, organizations and institutions working
on related strategies.
There is also an internal, operational plan guiding the Center to provide
the organizational strength and capacity to carry out the Strategic Plan.
ti
For copies of this booklet in English or Hawaiian, please call or write to
us.
Queen Lili'uokalani Children's Center
1300 Halona Street
Honolulu
808 phone
fax r
email
(In Hawaiian) This is a summary of the Queen Lili'uokalani Children's
Center/Lili'uokalani Trust Strategic Plan for the years 1995-2000. It is
available in Hawaiian; please call or write us for copies. ~
(Alternatively, the same booklet could have both versions, reversible from
front to back. There are some symbolic advantages to this format.)
Apptndix 1 Spring 1998 Practicum
Pagt 2 Department of Urban and Regions! Planning
Vtio® ~Ix~ao ~0u°anoa ~ooU~llraao°s~ DdID6°ano6 Y~
duo - 9~i~-
OVERVIEW
Through the plan which follows we seek to be faithful to the Queen's will and ~gacv -
" The plan draws on the collective- mana'o of more than a thousand people of Kauai,
O'ahu, Molokai, Maui and Hawaii, who shared their visions of a thriving Hawaiian
community, and explained ways that Queen Lili'uokalani Children's Center/Lili'uokalani
•w trust can help to make those visions reality. We are grateful for the guidance given by
these ~eiki, 'opio, makua, and kupuna as wetl as by sister Hawaiian organizations and
key informants from many agenaes, institutions and walks of life. Our Trustees,
Advisory Council, and all members of our staff have been very involved in setting our
future direction, based on applying Phis wisdom- particularly that shared by the
Queen's beneficiaries- to the words the Queen wrote, earnestly attempting to
understa~Ti3W'she'mtght wish her words to be interpreted today.
We believe that her intent was to see that each child has a strong start in life and the
v ; opportunity to thrive, rather than simply to survive; to be able to shape the future,
~ rather than to be at its mercy; to contnbute to society, having received its care.
Our direction for the future reflects our understanding that the well-being of the
orphaned and destitute Hawaiian children we serve is rooted in thew erng o e
'ohana, whi rooted in the well-being of the community. We alone Canno yr a all
~'1Tpportunrtres an s r ren nee rn or er o thrive, but in partnership
with a loving~ohan~a healthy communijyjind cooperating agencies and institutions, we
cane re~they wi
av~irong start the Queen wanted for them. Our
overall strategy, then, is to do our part not only as a provider of resources, but also
as a partner helping to siren the mnni and the systems which can
provide the children wha we cannot. Our blueprint combines -
• essential elements of our current programs assisting orphaned and destitute
Hawaiian children and their families
• group services
i
- • prevention activities
• emphasis on collaborative work and advocacy- with the 'ohana, for community
development, an wit other agencies and organizations.
We are guided in al! these activities by the 'ohana and the communities we serve.
" Through direct assistance to those in crisis we help the child currently in greatest need.
Through group services we can reach many more of the Queen's beneficiaries. Through
prevention acirv~ s we can help stem the rising tide of risk, and3trengthen children -
an communrties- to withstand it. Through collaboration and advocacy
we
cam
ure a
strong continuum of care, solve access and appropnatenes~pro resources
with maxrmu~~eness, and achieve policy shifts chat can deal systemically with the
difficu/tres
fac`"
ed by
the Queen's beneficianes, an op nr res to
to the integrity and impact of all these approaches is guidance and direction from the
families and communities with whom we are in partnership for the children's sake.
" Spring 1998 Praericum Appendix I
Department of Urbon and Regional Planning Page 3
Our planning process has confirmed the themes of major significance discerned by the
Hui 'Imi Task Force in its recent research into the strengths and needs of the Hawaiian
people, as well as the quality and accessibility of resources avar7able to them. Hui 'Imi
named these themes "Living our Hawaiian wlture~"~moting the wel!-being of our
famr7ies and communities " and I'~in Dime choices an rasp ions rn
our rues. ese t ernes are visu s ree c rng circles, to show that ,
ey are r errelated and of balanced importance.,
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living our Hawaiian culture
Making informed choices and "
responsible decisions
Promoting the well-being of our `
families and communities
OUR STATEMENT OF PHILOSOPHY
The following principles guide our policies, planning, program, practice, and relationships
with the Queen's beneficiaries, their families, their communities, and other organizations `
with whom we work.
o We are, and will remain, in the service of the Queen, who has directly charged us to care
for and serve her beneficiaries. We will do all that we can to conduct ourselves
accordingly and tarty out our work faithfully. ~
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o Our work with the Queen's beneficiaries is to alleviate ~~ff_
e~no and to enable children not
only to survive, but to [hove. We also work to preven onditions in which children ~
} will be at risk of suffering.
o The Hawaiian people are greatly ifta ed• Respect for their culture, their strengths_ their
perspectives, their choices, their aspirations and their rights enables us to serve them
effectively and help them to fulfill their goals.
o The Queen's beneficiaries live within 'oh^~,.which live within [he larger Hawaiian *r
community, which is part of the whole community. Children's needs are met not in
isda[ion, but in and by their communities.
R
o More people can be served effectively and appropriately when we coordinate our
strategies and use of our resources with other organizations and institutions, guided by ~
[he communities with which we work
R
o Spirituality is essential in Hawaiian culture. We encourage its expression as a common
bond which unites us whatever our individual beliefs, creed, or specific religious affiliation
may be. ~
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Appendix / Spring 1998 Pmcticran
Department of Urban and Regional Planning "
Page 4
vIS?on?
In a thriving Hawaiian community, 'ohana are inspired by strong cultural and spiritual
values to care, support, and live in harmony, so that each member, in reaching full
potential, contrbutes to the whole community with aloha.
MISSION
-xY
"...all the property of the Trust Estate, both principal and income...shall be used by the
Trustees for the benefit of o han and other destitute children in the Hawaiian Islands,
the preference to be given to awauan children of pure or part-a ongma blood."
-The legacy of Queen Lili'uokalani
PROGRAMMATIC MISSION
In partnership with communities and with services, institutions and agencies, Queen
Lili'uokalani Children's Center will work collaboratively to develop and implement programs
to enhance the social, cultural, health and economic well-being of the Queen's
beneficiaries and the families and communities which nurture them.
GOALS
o To ensure that every Hawaiian child has access to a nurturing 'ohana and a safe,
severe environment in which to grow
o To provide and encourage community-based services to as many Hawaiian families
as possble through a broad range of proactive strategies which support the
'ohana and the community, encouraging them to care for and support the
children and each other
o To expand prevenYron and group services, advocacy and other means of serving
Hawaiwn children and their families in order to increase the percentage of
beneficiaries who can be effectivey served.
- o To work cooperativey and collaborativey with other organizations, both public
and private, in order to serve- the Queen's beneficiaries as effectively as possible
and to bring about the vision of a thriving Hawaiian community.
o To commit to, and advocate for with conviction, the further integration of
Hawaiian cultural concepts and practices within the 'ohana, the agency and the
community that promote ho'ala a me ho'ola towards Iiikahi so that we will
continue to be a strong, thriving Hawaiian community.
o To inspire Hawaiians to 'onipa'a i ka imi na'auao as a lifelong
process to achieve pono
Spring /998 Practicum Appendix I
Department of Urban and Regional Planning Page 5
'
These goals are connected. For all Hawaiian cht7dren to have access to a nurturing
'ohana and a safe environment, there must be support and encouragement for the
'ohana, and care for the community. Without prevention and advocacy, and the
development of strong community capacity, there will always be more children at risk
than there are resources to care for them. Strong 'ohana and communities help
children to value lifelong learning as a way to understand possibilities, acquire the skills
and knowledge needed to determine their own destirry, make informed choices and
responsible decisions, develop gifts and use them constructively, solve problems and set
wrongs right, and help and provide for loved ones. The common bond of culture is a
wellspring of identity, a deep source of
values, and a path to healing and harmony in
'ohana and community. And just as people thrive in 'ohana, where each has a role and "
all work together for common well-being, so do agencies and organizations. None can
meet the challenge alone. The objectives which follow are the blueprints for specific
strategies which are based on this reasoning. To encourege actions consistent with the
relatedness of the goals, we are not viewing objectives as attached to singular goals,
but are expressing them in terms of the whole.
OBJECTIVES
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(1) By 1996, Hawaiian children living anywhere in the islands who have been
orphaned by the death of one or both parents will have access to Queen ~
Lili'uokalani Children's Center serv'~ces.
Strategy: Devise identification and service plans to ensure that orphaned Hawaiian
children can be located and served, including those without ready access
to a Queen Lili'uokalani Children's Center unit
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(2) By 7998, the constellation of counseling, financial assistance, foster care,
adoption, and legal guardianship services provided by Queen Lili'uokalani
Chidren's Center will be analyzed for strengths, appropriateness and
effectiveness; and, if indicated, reshaped in consultation with families and
~ communities irnolved.
Strategy: In partnership with communities and 'ohana, develop an analysis of
present services, invite ideas and data leading to improvements,
and redesign elements of the system of services- or the system itself-
if indicated.
(3) By the year 2000, the perceritage of beneficiaries served will have increased
through expanded prevention and group services, advocacy and other means of
serving Hawaiian children and their families. ~
Strategy: Analyze particular community strengths, resources and issues in order to
determine where and how prevention, group services and advocacy are s
most needed and can have the greatest impact; plan and implement
programs accordingly
Appendix I Spring 1998 Piacticum
n,.e. ~t Department of Urban and Regional Planning
(4) By 1997, Queen Lili'uokalani Children's CeMerJLili'uokalani Trust will estabiish
collaborative policies and projects with other members of the Hawaiian Services,
Institutions and Agencies .group and with at least five related public and private
entkies. By the year 2000 these policies and projects will have resulted in meas-
. „ uraby improved access to, and service from, government and private agendas
that impact upon the fulfillment of basic needs in the Hawaiian community,
: including housing, employment, heahh pre, legal issues, child care and eduption.
' ' Strategy: Develop present relationships and build new ones fo bring collaborative
strength to bear on meeting the basic needs of the Hawanan people; with
" partners, identi/y clear, concrete outcomes and benchmarks, and measure
, progress towards them frequently
i5) By the year 2000, Hawaiian famil'~es in all communities served by Queen
Lili'uokalani Children's Center will be strengthened and supported through access
to further learning, understanding, increased knowledge and practice of their
cuhure, working towards pono/lokahi and the fulfillment of potential, thereby
decreasing pilikia such as:
~ o drug and alcohol use
o dropping out of high school
o teen pregnancy
o child and spouse abuse
o other crime
o suicide
Strategy: Develop a cultural center approach, appropriately shaped by each
surrounding community, through which access to Hawaiian history, culture
and arts, aloha 'aina, values, language, legal rights and healing practices
can become part of daffy living, and Hawaiians can be reached on the
basis of their strengths rather than their problems. Carefuly track
impacts to determine effectiveness in increasing personal satisfaction,
strengthening harmony in the 'ohana, and preventing pilikia (measured by
lower rates among program participants).
~ ~1
(6) By 1996, provide or support community development activities and training
opporcunities for interested adults in selected bplities, e.g., Kauai, Hilo,
~ NanakuG, and Molokai, to stimulate loply determined, effectivey organized
approaches to community-identified concerns affecting Hawaiian children by 1997,
with measurable impact by 1999.
Strategy: Determine which communities are particularly interested and could best
benefit from this approach, how it wilf serve present beneficiaries or
' prevent problems, and what activities will best serve each community's
situation; work in collaboration with the community and other partners as
appropriate.
„ Spring 1998 Pmcdcum Appendix I
Department of Urban and Reniomi Planninr
(7) By 1999, at least 25% of youth (ages 12-18) served by the Queen Lili'uokalani
Children's Center wBl be provided opportunities to enhance skills for effective
self-development, commuritty participation, leadership and impact. ,
Strategy: Work with 'opio to identi/y crucial skills and to plan training events;
provide and/or arrange for them to attend workshops, retreats and
conferences to develop motivation, abtTity and knowledge needed to '
understand and strengthen the connections among individual decision-
making and community participation.
(8) By the year 2000, increase the eduptional success of .Hawaiian children
(measured by attendance, improved SAT scores, high school graduation or its
equivalent, I'tteracy, percent going on to higher education, or other indicators
meaningful to Hawanan children and their families), by developing and carrying
out strategies in collaboration with Hawaiian famlies, schools, and public and
private sector entities in the spirit of malama kekahi i kekahi.
Strategy: Work with the other members of Hawaiian Services, Institutions and
Agemcies, other organizations and concerned beneficiaries and their
families to develop and carry out a collaborative, concrete public/prrvate
strategy to further define and measuraby strengthen Hawaiian children's
educational success.
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Appendix f Spring 1998 Practicran
page g Department of Urban and Regional Planning
CHRONOLOGY
By 1996... Provide services to Hawaiian children living arrywhere
in the islands who are orphaned by the death of
one or both parents
' Support or provide community and leadership
development actvities in selected localities
By 1997... Establish collaborative policies and projects with
other members of the Hawaiian Services, Institutions
and Agencies as well as public and private agencies
impacting basic needs in the Hawaiian community
Support locally determined, effectivey
organized approaches to community-identified
concerns
By 1998... Complete anaysis of one-orrone services and
redesign, if indicated, with community and famiy
input
By 1999... .Provide skill-development opportunities related to
decision-making and community participation to youth
served by Queen Lili'uokalani Children's Center
Measure impact of leadership and community
development activities
~l
By 2000... Increase the percent of beneficiaries served through
expanded prevention and group services and advocacy
Measure improvements in access to, and service from,
government and private agencies affecting basic needs
such as housing, employment, health care, child care
and education
As part of a 'concerted collaborative effort, help to
improve the educational success of Hawaiian children
Increase positive social statistics and decrease negative
ones through a cultural strategy integrating Hawaiian identity,
knowledge and practice into programs,opportunities and services
Sprfng 1998 PracNcum APPendu 7
Department of Urban and Regional Planning Page 9
COMMUNITY PL9NN/NG !N THE AHUPUA A OF KAMA `OA-PU77 EO AND PUNALU U, KA'U
~d
APPENDIX J
FISHERIES-RELATED
COMMUNITY DEVELOPMENT OPPORTUNITIES
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Spring 1998 Pmcticum
Depamnent of Urban and Regional Planning Appendix J
W
Magnuson-Stevens
Fisher Conservation
Y
4~.~M°`~ and Management Act
As Amended Through October 11, 1996
, ,
~ o„
~ O,
oooa ' • ' •
UO Op Op 'ii :~4~ -
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-I~%'rti
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`(-G-;nn
U~
`~:Y~~G`~i ~
'.~t.~~i:_u;;t' - -ter
U.S. Department Of Commerce
Michael Kantor, Secretary
National Oceanic and Atmospheric Administration
D. James Baker, Under Secretary for Oceans and Atmosphere
National Marine Fisheries Service
Rolland A. Schmitten, Assistant Administrator for Fisheries
NOAH Technical Memorandum NMFS-F/SPO-23
December 1996
Spring 1998 Practicum APPendis J
Department of Urban and Regional Plannin8 Page 1
16 U.S.C. 1855 '
MS Act § 305
(2) (A) The Westem Pacific Council and the Secretary may establish a western Pacific
!I community development program for any fishery under the authority of such Council in
order to provide access to such fishery for western Pacific communities that participate
If in the program.
e',~ (B) To be eligible to paRicipate in the western Pacific community development ,„s
i, program, a community shall--
t~~i (i) be located within the Westem Pacific Regional Fishery Management Area;
(ii) meet criteria developed by the Western Pacific Council, approved by the ~
Secretary and published in the Federal Register;
t ! (iii) consist of community residents who are descended from the aboriginal people
indigenous to the area who conducted commercial or subsistence fishing using ~
traditional fishing practices in the waters of the Western Pacific region;
(iv) not have previously developed fiarvesting or processing capability sufficient i°
to support substantial participation in fisheries in the Western Pacific Regional
Fishery Management Area; and ~
~ (v) develop and submit a Community Development Plan to the Western Pacific
Council and the Secretary.
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(C) In developing the criteria for eligible communities under subparagraph (B)(ii), r
the Westem Pacific Council shall base such criteria on traditional fishing practices in or
dependence on the fishery, the cultural and social framework relevant to the fishery, and
economic barriers to access to the fishery. ~
I.
(D) For the purposes of this subsection "Western Pacific Regional Fishery
Management Area" means the area under the jurisdiction of the Western Pacific Council,
or an island within such area.
~I
(E) Notwithstanding any other provision of this Act, the Western Pacific Council
d shall take into account traditional indigenous fishing practices in prepazing any fishery
+ management plan. ~
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i (3) The Secretary shall deduct from any fees collected from a community development
quota program under section 304(dx2) the costs incurred by participants in the program for
observer and reporting requirements which are in addition to observer and reporting ~
requirements of other participants in the fishery in which the allocation to such program has
been made. tlti
sl•~ ~
(4) After the date of enactment of the Sustainable Fisheries Act, the North Pacific
Council and Western Pacific Council may not submit to the Secretary a community III!
' development quota program that is not in compliance with this subsection.
;~f! ~
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1 ~ ao
Appendix J Spring 1998 Practicran
Page 2 Department of Urban and Regional Planning
~
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16 U.S.C. 1855 note
MS Aet § 305 note
104-297, sec. 110(e), M-S Act § 305 note
REGISTRY TRANS[TION.-Security interests on permits described under section 305(h)(1) of the
Magnuson Fishery Conservation and Management Act, as amended by this Act [104-297), that are
effective and perfected by otherwise applicable law on the date of the fmal regulations implementing
section 305(h) shall remain effective and perfected if, within 120 days after such date, the secured party
submits evidence satisfactory to.the Secretary of Commerce and in compliance with such regulations of
the perfection of such security.
104-297, sec. 111(b), M-S Act § 305 note
WESTERN PACIFIC DEMONSTRATION PROJECTS.-
(1) The Secretary of Commerce and the Secretary of the Interior aze authorized to make direct grants
to eligible western Pacific communities, as recommended by the Western Pacific Fishery Management
^ Council, for the purpose of establishing not less than three and not more than five fishery demonstration
projects to foster and promote traditional indigenous fishing practices. The total amount of grants
awazded under this subsection shall not exceed 5500,000 in each fiscal year.
' ^ (2) Demonstration projects funded pursuant to this subsection shall foster and promote the
involvement of western Pacific communities in western Pacific fisheries and may--
(A) identify and apply traditional indigenous fishing practices;
(B) develop or enhance western Pacific community-based fishing opportunities; and
(C) involve research, community education, or the acquisition of materials and equipment necessary to
" carry out any such demonstration project.
(3)(A) The Western Pacific Fishery Management Council, in consultation with the Secretary of
Commerce, shall establish an advisory panel under section 302(8) of the Magnuson Fishery Conservation
~ and Management Act (16 U.S.C. 1852(8)) to evaluate, determine the relative merits of, and annually rank
applications for such grants. The panel shall consist of not more than 8 individuals who are
knowledgeable or experienced in traditional indigenous fishery practices of western Pacific communities
. , and who are not members or employees of the Western Pacific Fishery Management Council.
(B) If the Secretary of Commerce or the Secretary of the Interior awards a grant for a demonstration
project not in accordance with the rank given to such project by the advisory panel, the Secretary shall
provide a detailed written explanation of the reasons therefor.
" (4) The Western Pacific Fishery Management Council shall, with the assistance of such advisory
panel, submit an annual report to the Congress assessing the status and progress of demonstration projects
carried out under this subsection.
~+.o (5) Appropriate Federal agencies may provide technical assistance to western Pacific
community-based entities to assist in carrying out demonstration projects under this subsection.
(6) For the purposes of this subsection, "western Pacific community" shall mean a community
~ eligible to participate under section 305(i)(2xB) of the Magnuson Fishery Conservation and Management
Act, as amended by this Act.
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Spring 1998Practicum Appendix!
Department of Urban and Regional Planning Page 3 : w
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COMMUNITY PLANNING /N TKE AHUPUA A OF KAMA `OA-PU b ~'O AND PUNALU U, KA `U
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APPENDIX K
NA MEA LII~ `OLE
Ho`ili ili Ka `Ike O Ka Ikaika Release
• QLCC/UH Partnership Release
Ka `u Connection Article
• Hawaiian News Article
Hana Laulima Prince Kiiluo Day Ho`olaule`a
Apri124, 1998 Final Presentation Agenda
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Ka`ii Community Building & Planning Study
H(37L/ `ILI KA 7KE O KA IKAIKA
"Gathering the Strength of Knowledge"
Aloha! The Spring 1998 practicum students of the Department of Urban and Regional
Planning at the University of Hawaii at Manoa aze working together with Queen Lili uokalani
Children's Center in conducting acmmmunity-building and planning study for the district of Ka`u.
The mission of Queen Lili`uokalatti Children's Center is to provide caze and services to Hawaiian
children in Hawaii. QLCC has recently shifted its focus from direct assistance to children in need to
amore holistic approach that involves working to create more healthy families and communities that
will, in turn, nurture Hawaiian children.
As part of the community-building and planning process, we have been invited to work with
the groups in Punalu`u and Ka Lae to formalize their organization/grantp1ans. We will be conducting
,w, participatory ahupua`a mapping for the regions of Punalu`u and Ka Lae. The mapping of natural
resources and historic and cultural sites of selected ahupua`a in the community will help us to assist
in recorrunending preservation and development strategies for Ka`ii. We will also Our tasks have
evolved from a series of meetings with vazious community groups in Ka`u. The groups that have
participated include: Ka Lae (Ka `Ghana O Ka Lae), Punalu`u (Punalu`u Preservation), Hana Laulima
Lahui O Ka`u, the Ka`G Youth Mapping Project, and Bridging the Gap of Isolation Project.
The following meetings were held: July 9, 1997 -Meeting at Na`alehu with QLCC and
_ representatives of the aforementioned groups; July 17, 1997 -Meeting of the Ka`ii Council at the
Credit Union in Na`alehu to discuss the QLCC/[JH collaboration (a decision was made to support the
project and move forwazd.); October 13, 1997 -Meeting with QLCC and Ka`d representatives at the
QLCC Headquarters in Honolulu; October 27, 1997 -Community planning meeting at Na`alehu;
November 6, 1997 -Meeting at QLCC Headquarters in Honolulu; and Januazy 16, 1998 -Meeting of
Ka'u representatives at the UH Department of Urban and Regional Planning in Honolulu with
practicum students.
Proposed visits by the Planning Practicum to Ka`u aze as follows: Trip 1 (scheduled for
February 13-16, 1998) -reconnaissance, ahupua`a field survey, and focus group meetings with
„ community groups; Trip 2 (scheduled for Mazch 27-29, 1998) -participation in the Ho olaule`a with
a booth at the fair; Trip 3 (scheduled for April 24-25, 1998) -workshop and submission of Draft
Final Report and Recommendations.
Following aze the contact names and phone numbers for the supervising individuals: QLCC -
Leina`ala Enos (ph/fax 929-8641); UH-DURP -Luciano Minerbi (956-6869); UH-School of Social
Work -Jon Matsuoka and Betty Mulioy (956-6123). The practicum students aze: Scott Abrigo,
Jackie Kaho`okele Burke, Miko Dazgitz, Troy Fujimoto, F.dwazd Glazier, Etsuyo Senoo, Saengroaj
Srisawaskraisorn, Herman Tuiolosega, Ulalia Woodside, Cazoline Yap, and MazyAnne LeMaitre
(956-8114).
We aze requesting your pazticipation in the activities of the planning practicum, site visits,
group meetings, and individual interviews. Participation is completely voluntazy and you may
"r withdraw from a group meeting or interview at any time. You may also indicate on the following
form whether you wish to remain anonymous. Mahalo nui loa.
Spring 1998 Pmcticum Appendix K
Department of Urban and Regional Planning Page 1
AGREEMENT TO PARTICIPATE IN:
Ka`n Community Buiidiug & Planning Study
Hii`iti`ifl Ka `Ike O Ka Ikaika
"Gathering the Strength of Knowledge"
I certify that the approach of this project has been explained to me, that I have been given ,
satisfactory answers to any questions about the project and its intended purpose; a do that I have
been advised that I am free to withdraw my consent and to stop my participation in the project or
activity at any time. -
I wish my identity to remain anonymous.
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Signature of Participant Date .~u
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or
e
Given the opportunity to first review any statement attributed to me, I would allow citation in a
public document.
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Signature of Participant Date
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Appendix K Spring 1998 Pmcricum
Page 2 D~pamnent of Urban and Regional Planning
UH AND QUEEN L1LI`UOKALANI CHILDREN'S CENTER
FORM NEW PARTNERSHIP
Four academic units at the University of Hawaii at Manoa have formed a new
partnership with the Queen Lili`uokalani Children's Center as they implement their strategic plan
° focusing on building stronger communities for the well-being of Hawaiian children.
a
Faculty from the School of Social Work, Department of Urban and Regional Planning,
" College of Tropical Agriculture and Human Resources and the Public Administration program
have signed an agreement to assist the Children's Center in an expansion of their work from
serving individual families to improving the quality of life in the communities in which those
families live. Operating through ten units located in communities on all the islands, the
Children's Center plays a significant role in dealing with issues of health, education and poverty.
This expansion is a result of a new strategic plan which the Children's Center adopted
beginning in 1995. The new plan emphasizes community-building, strengthening families, and
the importance of Hawaiian culture as well as delivering individual services.
Tn 1496, the Children's Center invited several UH-Manna programs to assist in
implementing the strategic plan. The UH role is threefold: a) to work with communities on
community-initiated projects; b) to assist in designing and implementing training programs; and
~ c) to revise and implement new courses on community-building at the university based on
community-building experiences. As social work professor Betty Mulroy explains, "This project
requires faculty to build a partnership within a partnership. We aze simultaneously leazning how
' to work together in multi-disciplinary teams, then using these teams to meet agency and
community needs."
In the first phase, UH faculty and students aze working with Queen Lili`uokalani
Children's Center staff in three communities: Wai`anae, Ka`d, and Papakolea. In Wai`anae, staff
and residents expressed a desire for credit-beazitig courses on community-building. Starting in
fall 1997, UH professors Kem Lowry, Dolores Foley, and Linda Cox offered several community-
building courses that covered curricular topics developed by residents active in the community.
One focused on assessing community assets and organized a cultural resources inventory. This
June, a course will be offered entitled "Ua Mau No Poe o Wai`anae-Community-Building
Wai`anae Style."'This will be followed by a course on project evaluation. These courses are part
• of what is being called the "Wai`anae Coast Community Development Training Institute."
In the homestead community of Papakolea, active members of the Papakolea Community
'r Association and Kula No Na Poe Hawaii, with the assistance of students under the supervision
of Professor Kazen Umemoto facilitated a community visioning process. The community vision
~ included goals for health, education, economic development, `ohana, culture, and environment.
Future projects were identified, including community economic development projects.
Professors Jon Matsuoka, Betty Mulroy, Linda Cox, and Kazen Umemoto are currently working
with students who aze conducting feasibility studies fot these projects in a continuing
collaboration with Children's Center Honolulu unit staff members Check Lim and Denise Leong.
Spring 1998 Praetieum Appendix K
Department of Urban and Regional Planning Page 3
P'
In Ka`ii, Professors Luciano Minerbi and Jon Matsuoka, along with spring semester
planning students aze meeting with Children's Center staff member Leina`ala Enos, `ohana
groups and high school students on a number of activities. These include: selected interviews
with Ka`n residents as to what they would like to see for their future; participatory mapping of
ahupua`a cultural assets; reviews of two existing `ohana's cultural programs; outreach to other
`ohana at the annual ho`olaule`a; and information-gathering for community planning.
Though in its initial stages, the university-community partnership is yielding many
important results, including valuable assistance to communities and innovative ideas for
curriculum reform at the university. In Professor Lowry's words, "We face an important and
exciting challenge to leverage all of our knowledge and resources-at the university, in the
community and within organizations like the Queen Lili`uokalani Children's Center-to build ^ '
strong, healthy and vibrant communities." For more information about this collaboration, contact
Betty Mulroy at 956-6138 or Kem Lowry at 956-6868.
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Appendix K Spring 1998 Pracdcum
Page 4 Dtpamnent of Urban and Rtgional Planning
~ Page 10 Tha Rawanan News M{D-APRIL 1998
- HANA LAULIMA IAA LAHUI O KA' U
~ ' and perpetuation of 'traditional Ka'u that will enhance economic
~ Hawaiian rights, customs and growth, advance a ucurc economic
~ practices. future For the community and the
yl;Sl The 'Ghana mono es the KaLae children of Ka'u, while g
6 preservin
a Curatorship Program in cooperation the people of Ka'u s cultural heritage
with [he State Historic Preservation and respect (or the 'sine (land),
~ OCfice and is currently trying. to The Hana Laulima Ka I-ahui O
Finalize their curator program with Ka u organized and haz sponsored the
the Department of Hawaiian Homes annual Prince Kuhio Ho'olaulea for
+ Land. the past three years. The main
KaLae is (aced with ulua reason (or doing this was to bring the
a! fishermen pouring cement around community together and to promote
ancient mooring hales, tourist the cultural center.
defeating in the shoreline waters, Dane end Terry Shibuyq who arc
~ and tarttpers anchoring their tents to currently on the board as
heaiu walls. Chairperson and Vice-Chairperson,
The dirt bike riders tear up the have been working on this project
fragile patches of shoreline plants for the past five years. They are
and four while drives stu up the soil hoping to star ground-breaking in
Hasa laulfma, the work of many hands, Is required by each member
ar of a hula halau In order to perform their art for others. - THN PNOro
>A By Jackie Kaho'okele Burke a voluble resource for this project. III
I am one of ten graduate students One such group activity looked a[
~ participating in a trommunity- mapping of community assets by
building project sponsored by Queen
Lili uokalani Children Ccn[er with
the University of Hawaii Dept. of One such group activity
Urban & Regional Planning and looked at mapping of
y~ School aC Social Work.
Kathy Amold from Ka'u High community assets by asking
school and Lcinaala Enos from the people to define their
Queen Lilm'okalani Children Center strengths and their
are the Ka'u coordinators and Dr.
Luciano Mmerbi and Professor John WealQleSSeS...
Matsuoka from the University of -
.,s Hawaii have been working with the asking the people to define their
ten graduate students m the Planning strengths and their weaknesses...
praaicum. Another group activity looked at Visiting graduate students work whh Ka'u community members on a
The main focus of the UH community-based economic de-
graduate students waz to use velopment by asking, What's mapping project to Identify their various resources. - TRN PHOro
~ commumry mapping techniques to working? and "What's not into dust which erodes into the July 19Ya if ell Herr applitaltons
document environmental, cultural, working?" in your community. ocean. and grants proposal go as planned.
yy hrstorical and personal resources. to Thc Punalu'u Preservation and Artifact hunters steal fishhooks The Bridging the Gap is a
benefit the planning process. A final Hana Lauhima Ka Lahui O Ka'u ,the from ancient shelter caves, and local national program that develops high
report will reflect the collected data Ka Ghana O Kalae and Ke'u High school students for roles in leeder-
^ and recommendations and presented School students in [heir Bridging the ship in isolated communities. Their
in A ril to the communi Ga ro act are artici atin in this Artifact hunters steal
P ry~ P P 1 P P 8 main focus has been to do surveys
+aa Mapping activities involved project. flShhOOkS from ancient and interviews in the community.
small group discussions with the The Ka Ghana O Kalae, a native Shelter CBVeS, and lOCal This information will be uud to help
community. Especially [he kupuna, Hawaiian grassroots organization find ways Uat will benefit the
who azsisted in locating resources since 1982, works for seRlement of fisherman fend [heir boats
growth and development of Ks'u's
both historical and cultural and were Kamoa-Puueo Hawaiian Homelands vandalized and tourist cars youth.
are broken into Thc Prince Kuhio Ho'olaulea was
held at Na'alehu park in conjunction
a
WHAT ABOUT THE PRISON? fisherman find their boats vandalized wtth the Hawaii Junior Rodeo. is
and tourist cars are broken into. oven[ brought out the community to
~ It is a very sensitive issue dividing efforts that these groups must All of this points [o n critical share in a day of crafts, food and
the community with sVOng feelings expend to get things that they Ceel need for the curatorship program to entertainment.
on both sides. For sorters, the they want in the tommuniry. help protect [he historic sins and Thc t1H students along with
prison issues tomes at a bad time for - 'nine through educational end other community groups hod a booth
~ the tommuniry because of the What bothers some tommuniry monitoring activities. to seek further input on community-
closurc of the plantation, leaders is that instead of working on The Punalu'u Preservation and building. Door prizes of CD's from
Discussions about reconsiderin other avenues for communi Hula Records and Mounoin Apple
8 tY- Hana Laulima Ka Lahui O Kn'u are Co., end subscri boos to the
• the space port or mega resort ideas building, everyone has to stop end been woticimg on and have gained P
are resurfacing. fight against the prison. community support to develop end Entcar~au~i caws iN Pen Included.
* One man who had been Sadly, all df these discussions conswct the Kn'u Hawaiian Cultural Aun Genor Keawe, Uncle George
incarcerated at Oahu Correctional have taken the tommuniry away Center (KHCC) on a 5.25 acre oC Nahope, Drone Aki, Brads Walter
~ Facility was m tears and said, "this from their efforts of working on parcel of Sote land. They ore cur-
kind of m and suffetin will come other roblems such es dru and the and many halaus from Ka'u and
Pa g P ~ rently in negotiations for a lease Kona.
~ here and Ka'u will no longer fie lack of youth programs. Most from Dept. of Land and Natural
majestic!" especially, the Ka'u community's Resources and have received start-up
Also, while community groups kar of losing basic medical xrvices grants (or technical assistance.
na solicit funding (or commumry-based which arc being threatened by the The mission of Hana Laulima
economic development, the prison Proposed closures of the Emergency to support the development of a new
~ can come N without [he kind of Room et Ka'u Hmspiol. economic base (or the District of
Spring 1998 Practictan APPendix K
~ Page 5
Department of Urban and Regional Planning
'^f(A'U`C0I!INE~r~~.,10~1~ ~h~:-' - Page;
HO'ILI'ILI KA l' KE O KA IKAI KA (GATHERING THE STRENGTH OF KNOWLEDGE)
ebruary 13th-16th found ten UH , district anti these two phupuu'o (land divi-
F Manoa students and Professor sions} ,
Luciano Minerbi and Professor Jon It is hoped that this participatory map-
Masuoka in Ka'u. They were ping of cultural assets, reviewing two'Ohanu r^°
greeted at the Volcano, on the boundary of cultural programs, reaching out to other
the Ka'u district with chants from Cathy _ 'ohana at the hoblaufeu, and developing
Arnold and Keola Hanoa and a responding information in a form will beuseful forcom-
chant from Ufalia Woodside (UH student). munity planning, As stated by a UH stu-
The students then presented their ho'okupu othercommuniry members dropped in at the dent: "Based on observations and informa-
onthe rim of Halema' uma' u. classroom at Kalae to help map the ahupua'a tion extracted from members of Ka Ohana O
i - of Kamaoa and talk story with the students. Kalae that were present during our site visit, °"a'
The Ohana generously supplied lunch and 1 have started to put together same recom-
dinner. The following day was at the mendations that are possible for appropri-
ahupua'a of Punalu'u with Pele Hanoa, ate development planning in Kalae/South ~
' Keola Hanoa, and Dane and Terry Shibuya Point. The options include incorporation of
ofHana Laulima Ka Lahui O Ka'u. At 7:00 archaeological/historical assets in South
a.m. there was hi'u u~ai (cleansing) on the Point, as well as utilizing available resources
Black Sands beach at Punalu'u followed by of Ka Ohana and the Ka'u community." In ~
Everyone proceeded to Pahala Elemen- breakfast and a walking tour of Punalu'u, the near future we hope that the high school r
tary School and met with approximately fif- the proposed site of the Cultural Center and students can interview our old-timers at the
teen high school students. The UH stu- visits to mauka sites. Each evening the stu- senior citizen centers about plantation life s
dents then partnered with the high school dents and community members had "talk and its closing in Ka'u and possible ohana ~
students from Bridging the Gap Project and story" sessions about life and place of Ka'u. networks in Ka'u. Ma/rnlo to all those who
visited approximately 70 Pahala residents All information gathered during this hosted our UH students!
with a prepared survey. This great activity three-day visit will be shared at the Kuhio Leinaola Enos, Lili'uokalani Trust
culminated with a potluck hosted by Larry Day Ho'olaulea on March 28, 1998 at ~~y . t
and Cathy .4mo(d at their home. Na'alehu Park. Kupuna and other commu- .6 .
The UH students woke up at 4:00 a.m. nity members will be adding to information ~
to see the sunrise at Kaulana Bay and chant already gathered. w
"E Ala E". Quite an experience for all who The UH students, Ka Ohana O Kalae
attended. The day was spent at Kalae with and Punalu'u Preservation and Hana
Jashua V iemes taking the students and other Laulima Lahui O Ka'u members would like to
community members on a walking site see- ask everyone in the community to contact
ing tour to the Point. Local fisherman and them to help in this effort to map the Ka'u - t
A
Appendix K Spring 1998 Praeticum
Page 6 Depamnertt of Urban and Regional Planning
,...~._.aw. .......~Y..~a.~~
. ~ .
- 1 ~
-~u~--
,~fana LauCima Lakui O ~~u, Inc.
~ ~ an,n„xa ulen,m wpma ne.y
o~nrx nn wn.umr rrxu:. uwuryaawwaa"m
1Ywq RS,4V,. S,r.9 X991
4TH ANNUAL FRINGE f{UFfio DAY HO'OLAULEA
MARCH 28. 199$
NAAI.EHL! PARK, KA'!I, HAwAIY
lio`ili`iti Ka `Ike 0 Ikaika
"Gathering the strength of knowledge"
Aloha) Students from the University of HawaG, Dapt. of thban and
Regbnai Planning are working together wtth queen LNPuokalanl
Children's Center in conducting acommunity-butlktlng and planning
ra study for the distriCf' O} Ka'u. ;
_ We are asking the Ka'u community to help teU us what's working and
whets not working in your community. We are conducting Interviews
w{th residents of Ka'u end Invite you to stop by our booth and help us
gather this ktformaUcn.
For atl those who wish to participate and are residerrts of the Ka'u l
community, your name wi0 be placed in our door prize give sways
today. There w81 be names drawn ttuoughout the day, although you
need not be present to win. We w81 be gluing away:
' ' 20 ONE-YEAR SUBCRIPTIONS TO
THE HAWAIIAN NEWS
` CD'S FROM HULA RECORDS, THE
MOUNTAIN APPLE COMPANY & KAHALE
~ RECORDS.
~ ~~.ll
~o ~.w,~, ro,~, . ~..,~r. HllLfl
~ AECOADS
ar
Spring 1998 Practicum Appendix K
'r Department of Urban and Regional Planning Page T
. Friday April 24, 1998
Meeting Agenda Na' ahelu Club House
QLCC-UH Partnership Project: I{a.'u Planning Practicum
5:00 p.m. Opening by Lelnasla Enos and Pule
5:10 p.m. Planning Practicum Presentation. (60 minutes)
6:10 p.m. Break (10 minutes)
6:20. p.m. Responses by "Clients": Pnnaln'u Preservation/
Hance Lsnllriua Lana O Sa'u, `Ohara O Ka Lae, ~
High School Students/ Bridging .the Gap
(30 minates)
6:50 p.m. Responses by UH resources for Summer and
Fall 1998, Davi~Penn and Jon Matsnoka and by QLCC
Staff (10 minates)
7:00 p.m. Questions and Answers
7:15 p.m. Closing Leinaala Enos, Pnle end then dinner
_____________________amasacm=oc=====______==~=~xnr=
Program EMCEE -Caroline
Planning Practicum Presentation (One hour)
1. Introduction -Luciano
2. Methodology -Eddie & Herman
3. QLCC -Jackie
Youth Groups - MaryAnne
4. KaLae w
a. Basle Maps - 7Croy
b. Cnltaral Invea~tory -Mike
c. CBED -Jackie "
d. Land Management -Scott
5. Pnnaln'n
s. Basic Maps -Troy
b. Cnltnral Inventory -Mike
c. CBED -Herman
d. Lsnd Management -Scott
6. Recommendations -Herman
Appendix K Spnng 1998 Pracncum
Page 8 Depamnent of Urban and Regional Planning
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