A Long-Term Industrial Ecosystem Model
Photo: The Yale group enjoying a meal at Huli Sue's Barbeque & Grill in Waimea.
In May 2009 a new project will be launched on Hawai‘i Island as a long-term research site to address the ways in which human actions influence the use and loss of global resources. The project’s working title is Long-Term Industrial Ecosystem Model-Hawai‘i Island, or LIEM-Hawai‘i. The Kohala Center envisions a project that will last two decades or more and which will study the past, present, and future of relevant parameters on the island, with data accessible to all who wish to engage in this sort of research. The lead investigating institutions are Yale’s School of Forestry and Environmental Studies (F&ES) through the Center for Industrial Ecology and The Kohala Center, working in cooperation with the County of Hawai‘i and the Redlands Institute with additional researchers to be brought in over time.
The start-up of this project requires a great deal of planning, as new methodologies and organizational frameworks are needed to collect data for the dual purposes of the project: to support academic research and the development of effective public policies. The academic goal is to contribute in a rigorous way to knowledge of anthropogenic resource flow, use, and loss of a system over time. The project picks up the spirit of C.D. Keeling, who began measuring carbon dioxide concentrations at Mauna Loa on Hawai‘i Island in 1958, as well as the spirit of the Hubbard Brook Ecosystem Study, which has been producing new and exciting ecosystem science results from its New Hampshire site since 1963, with deep involvement from Yale’s F&ES. With respect to policy, the goal is to feed usable information back into local and State planning and policy implementation.
The first two years of the project will organize the program of research, including data collection protocols, GIS processing, and design of experiments to illuminate what has happened and is happening with resource use. Projects begun in spring 2009 will provide data and insight to LIEM-Hawai‘i researchers who are organizing the long-term program. The following is a brief overview of the six projects now underway:
Project 1 - Characterizing historical land-use from 1950–1972 and from 1972–2008 on Hawai‘i Island.
Historical land-use back to 1972 will be determined by analysis of satellite images. Prior to that date, a variety of historical archival material will be consulted. The analysis will include major categories of land-use, from cropland to developed urban areas, as well as major land features, including transportation infrastructure and buildings.
This project paints the background for all the other projects. As a result of three major shifts in land-use on the island, which are the death of sugar cane, a massive boom in tourism, and the growth of infrastructure such as utilities and transportation networks, the island has experienced remarkable growth over the past few decades. This is clearly visible when you compare images from the 1950s, the 1980s, and the 1990s. —Matthew Thurston, Project 1 team member
Image: Perennial and intermittent streams on the Island of Hawai‘i. This image highlights the vast difference in surface water availability among the various districts of the island. Image courtesy of Ezekial Fugate.
Project 2 - Metabolism of the tourist industry on Hawai‘i Island.
Human societies use large amounts of materials and energy in ways analogous to the metabolism of organisms. The tourist industry in Hawai‘i accounts for a "quarter of the Hawaiian economy and approximately a third of its jobs" (Ernst & Young LLP). This study traces the material and energy flows associated with this sector broadly through transportation, overnight accommodations, food, and recreation.
This project studies the cultural, economic, material, and environmental aspects of tourism, in order to map the flow of resources into and out of this industry. We are considering everything from rental cars, to restaurants, to hotels, to airlines, to golf courses, and even down to the 28,000 used beds and TVs which cycle out of the resorts into the local economy each year. The resource implications of everything from how often a hotel changes its towels to how often it renovates its rooms are huge.
—Mark Evidente, on behalf of the Project 2 team
Project 3 - Bounded small system: Palamanui, a new town development as a model for future development estimates.
Now under construction near the Kona Airport on Hawai‘i Island, the Palamanui development, a bounded systems of 725 acres, is a large mixed-use development including residential, commercial and retail, education, and light industrial land-uses. Understanding and accounting for the types and quantities of material being deployed in Palamanui will shed light on the impact of future development. Such estimates can be used as a valuable reference point when new development projects are proposed for the island.
The current economic climate is influencing the roll out of this development, to some extent. The economy is impacting the developer’s energy savings plans, as well as other resource allocations at Palamanui. It will be interesting to see how this dynamic will play out over time. —Eric Fournier, Project 3 team member
Image: Generic anthropogenic water cycle with study boundaries highlighted. Image courtesy of Ezekial Fugate.
Project 4 - Dynamic modeling: Water and products/exports.
To improve understanding of the factors contributing to the dynamic development of Hawai‘i Island's water resources, this study will develop a model of the evolving linkages between water use, water-related infrastructure, and the manufacture of different products (i.e., the production of both industrial products and agricultural crops).The cyclical nature of the island's economy suggests that the use of water resources has also seen dramatic shifts. This study will attempt to encapsulate and interpret this relationship by developing a dynamic mathematical representation of these systems.
This long-term water systems study is intended to provide a model for how different sectors of the economy affect water use on the island, both historically and into the future. The quantity, location, method of harvesting, energy costs, and quality of water are all being considered – in order to create a dynamic model for understanding how the island’s water systems work. We are seeking to understand how development has affected and will continue to affect water use on the island, through tourism, agriculture, and various land-use decisions. —Ezekial Fugate, Project 4 team member
Project 5 - Biofuel and biodiesel prospects for Hawai‘i Island.
The island is considering various alternatives to increase energy independence by growing crops for biofuel and biodiesel. Researching these fuels in light of the State’s energy plan, and then investigating inputs and outputs of land, energy, materials, and water will provide insights into the possible impacts of the biofuels industry on Hawai‘i Island.
The State hopes to incorporate biofuels into its renewable portfolio in order to achieve its stated goal of transitioning to 70% renewable fuels by the year 2030. Biofuels are expected to make up 10-20% of the total renewable sources. In light of this policy, we are evaluating which crops are most viable for creating biofuels on the island. Among the crops being evaluated are eucalyptus, algae, and palm oil. We are also assessing the challenges associated with harvesting, processing, and transporting the various fuel stocks. The point of the project is to understand the long-term impacts of the different biofuel scenarios being proposed.
—Mary Fischer, Project 5 team member
Photo: One of the eucalyptus plantations which the biofuels team visited as part of their research. The guinea grass in the under story could theoretically be used to provide biofuels as well. Photo by Mary Fischer.
Project 6 - Soil and ecological conditions on Hawai‘i Island related to human settlement for over 1,200 years.
Many environmental science colleagues have studied Hawai‘i Island going back to early human settlement in Hawai‘i, over 1,200 years ago, finding it an ideal place to investigate the interaction of humans and the biosphere. A review of the literature in two focal areas will provide a long-term framework for the LIEM–Hawai‘i project. First is the relationship of soil, water, and atmospheric conditions to human activity. Second is the relationship of terrestrial/marine floral and faunal species composition changes (such as extinctions and introduction of invasive species) caused directly (e.g., hunting) or indirectly (e.g., habitat loss or introduction of invasive species) by human activity.
Our project is looking at anthropogenic impacts on the island using a historical context. We have chosen to look at the ranching industry since it makes up 80% of the land used for agriculture, and agriculture has had one of the greatest effects on the land. Cattle were introduced to the island shortly after European contact, and the grasses that they graze on were introduced as well. Grazing has impacted the composition of the soil and native vegetation, and cattle are a known contributor to greenhouse gas emissions. Our project will explore all of these impacts on the soil, water, and atmosphere and attempt to provide recommendations for future studies on this topic. —Monica Skeldon, Project 6 team member
Meeting of the Minds … A Time of Sharing
By Cindi Punihaole, Public Outreach and Volunteer Coordinator, TKC
Photo: ReefTeachers (from left to right) Barb Pool, Ken Pool, and Chris Lochman enjoying each other’s company at the meeting of the minds.
Everyone comes out of these meetings as a winner: the community, the businesses, the County, the State, and our children to come. —Cindi Punihaole
We believe that our ReefTeach volunteers become more confident and are better educators when we provide them with correct and pono (good) information.
Once every few months we hold a meeting of the minds and invite all of our ReefTeachers to participate. This is a time for us to gather together, to meet new recruits, and to let newcomers know that we have a large support group. Our meetings also serve as a special mahalo (thank you) for all of our volunteers.
On February 20 we showcased our water quality monitoring Citizen Science Project. ReefTeachers practiced sampling and preparing cuvettes as we tested for ammonia, nitrites/nitrates, salinity, and pH in water samples taken from Kahalu‘u Bay. Interest was sparked all around. It was inspiring to see such an outpouring of questions about ReefTeach as we shared food and information with those passing by. Having so many dedicated ReefTeachers together under one roof certainly made a remarkable impression on visitors to Kahalu‘u that day.
Photo: Māhealani Pai sharing history of Kahalu‘u with ReefTeachers.
On February 20, ReefTeachers also had the honor of joining Māhealani Pai, Cultural Specialist for Kamehameha Investment Corporation, as he led a tour of the cultural sites at the Keauhou Beach Resort on the lands of Kahalu‘u and Keauhou. Our group was very appreciative of the time that Māhealani took to educate them about the importance of these lands, which are called “‘Āina Lei Ali‘i” (Lands Adorned by the Chiefs). In honor of our ancestors and the wahi pana (sacred place), Māhealani performed a blessing before the tour began. Each participant then received a map of the area that was drawn in the 1950’s by Henry Kekahuna. Māhealani shared the oral traditions of the area and discussed recent efforts to restore Hāpaiali‘i and Ke‘ekū Heiau. Experts in the Hawaiian art of dry stack masonry have now rebuilt the massive stone platform of Hāpaiali‘i. Carbon dating indicates this heiau was originally built between 1411 and 1465.
Photo: The restored stone platform of Hāpaiali‘i Heiau.
As the tour came to a close, the group made its way over to Kahalu‘u Beach pavilion for our “meeting of the minds”—a perfect way to allow our ReefTeach volunteers to get together and share their mana`o (thoughts and wisdom) in a fun and safe space. We encourage volunteers to discuss issues they encounter in their work at the bay, and we collectively brainstorm to find solutions. For example, after our last meeting we purchased long-sleeve rash guard shirts to protect the volunteers while they are educating visitors at the water’s edge. Special guests like Māhealani are invited to speak on topics that are relevant to the bay and the shoreline area. Past speakers include Linda Preskitt, Ocean Botanist for Hawai‘i Island talking on “Alien Algae,” and Nan Howell, volunteer with NOAA who spoke about “Understanding our Whales.” And, of course, ono (delicious) food is shared with all, including the homeless, who are part of our community.
Photo: Māhealani Pai sharing stories of Kahalu‘u and Keauhou with ReefTeachers.
Our local businesses like Fair Wind, Body Glove, Kona Honu Divers, and Captain Zodiac support us by providing wonderful prizes to give away to our volunteers. Some of the great prizes awarded at our February 20 meeting were Kona Honu Divers baseball caps, beach towels, a Captain Zodiac trip for two, a Fairwind Snorkel Trip for two, and a Body Glove Cruise for two.
View Henry Kekahuna’s drawing of Kahalu‘u and Keauhou in the 1950’s. View the brochure “Ho`iho`i kulana wahi pana” (Restoring Sacred Places).
For the Children of Hawai`i
By Nanette Nālani Sing
Mellon Hawai‘i Doctoral Fellow
Photo: Nanette Nālani Sing celebrating Dr. Seuss’s birthday as Kea`au Elementary School’s Principal.
I chose to become a teacher because I love children and wanted to make a positive impact on their lives. Growing up in Kaimuki, I would play school with my younger sister under my grandfather’s mango tree. My aunty gave me a wooden chalkboard that had folding legs and a chalk rail to hold the chalk. I would look for the longest stick in the yard to use as a pointer when I taught my sister. Those were the ‘good old hana-bata days’! (Hana-bata is a local term used to describe a runny nose, which is often seen on the faces of young children.)
—Nanette Nālani Sing, 2008-2009 Doctoral Fellow
I grew up on the island of O‘ahu in Kaimuki. Although I did not know anyone in my family who was a teacher, my second grade teacher, Ms. O’Donald, was truly an inspiration. I remember wanting to be just like her. She was very kind and nurturing and let us bring to school things from home for “show and tell.”
When I entered the fourth grade, I was accepted to The Kamehameha Schools, Kapalama Campus. One of my fondest memories from elementary school at Kamehameha was having Mrs. Caroline Curtis come into our classroom to tell us Hawaiian legends. I remember looking forward to her storytelling, as she had a way of making the characters seem so real that I often felt like I was part of the story. She must have been about 70 years old, and she was petite in stature with short white hair and eyeglasses.
As a student, I always enjoyed the fine arts. In fact, it was at Kamehameha that I learned how to play the piano and ‘ukulele; two instruments that I still play to this day. As I grew older and entered high school, I was introduced to many sports and was privileged to have the finest teachers and state of the art facilities to enhance my curriculum and instruction. I recall special events like the Song Contest, attending football games at the Honolulu Stadium, and marching in parades as an R.O.T.C. Sponsor. Looking back, I feel very blessed to have had such rewarding experiences. Perhaps what is most memorable is the pride in my Hawaiian culture and heritage that I developed over the years at Kamehameha. The values instilled in me at home as a child and the values I learned at school were so closely connected—which is what molded me into the person I have become.
Photo: Nanette Nālani Sing (in center in green and white shirt) with her ‘ohana (family) at Thanksgiving in November 2008.
I first started learning Hawaiian at home. My mom and dad used phrases or words that quickly became part of my daily vocabulary and impacted my behaviors, attitudes, and upbringing. While at Kamehameha School, the Hawaiian language was formally introduced into the curriculum in grade 4. I remember having a tablet with Hawaiian words and phrases that we used regularly. I also became motivated to learn more about Hawaiian language when I started dancing hula at the age of eleven. My kumu hula (hula teacher), Rose Joshua, was an inspiration and role model. Her methods of teaching were rigorous, yet nurturing. She inspired me as a hula dancer and elevated my interest to pursue the language. Later, to enhance my language skills, I enrolled in a Hawaiian Language class at the University of Hawai‘i at Hilo.
One of the most rewarding experiences in my professional career was working with kūpuna (Hawaiian elders). As the first Hawaiian Studies Resource Teacher on the Island of Hawai‘i in the early 1980’s, I was privileged to learn about the Hawaiian language by engaging in conversation with kūpuna. My position was part of the statewide Hawaiian Studies Program (also referred to as the Kupuna Program). My primary duty was working with the kūpuna and teachers in twenty-three elementary schools to support implementation of the new Hawaiian Studies Curriculum Guide. I also worked closely with school principals and State personnel to monitor program implementation and evaluation. Several other resource teachers were hired after me to continue to provide support to the schools and kūpuna.
Photo: Nanette Nālani Sing on an excursion to Volcano with new teachers and KAHUA Program staff.
I believe it is our kuleana (responsibility) to perpetuate the Hawaiian culture and language for our children and future generations to come. We are so blessed to live in an island community that is steeped in culture, tradition, and values that define who we are as a people. Therefore, it is important for Hawaiian cultural values and relevant instructional practices and assessments to be integrated into public school curriculum and instruction. Learning needs to be culturally-based, meaningful, and relevant, so children develop knowledge and skills.
As an educator working in Hawai‘i’s public schools for nearly three decades, I have seen many curriculum programs come and go over the years. What I have learned is that our local children learn best through a combination of teaching methods that incorporate “hands-on” instruction and group interaction, and that provide opportunities for students to demonstrate their learning through a variety of modes. One of the most effective ways to assess what a child has learned is to have them teach others. It is that step of applying knowledge and skills that demonstrates understanding.
One of the most rewarding aspects of being a teacher is in knowing that you have made a positive difference in the life of a child.
Pursuing my doctoral degree was a personal goal that I set for myself nearly twenty years ago while I was in Oregon, working on my master’s degree. At the time, my own children were very young and the timing was not right, so I decided to wait and work on my career instead. I moved from teaching to administration upon my return to Hilo and worked as a vice principal and principal at Pahoa Elementary and Kea‘au Elementary Schools for fourteen years. Although my career was successful, I never lost sight of my dream to pursue a doctoral degree.
Photo: Nanette Nālani Sing (on left in green and white shirt) celebrating Mother’s Day with her ‘ohana at Nani Mau Gardens in Hilo.
Therefore, in 2005, I decided it was time to start my journey and enrolled in the Ph.D. Program for Educational Administration at Union Institute and University located in Cincinnati, Ohio. I chose a distance-learning program with low-residency requirements so that I did not have to relocate to the mainland to complete my degree. Instead, I was able to complete my coursework while continuing to work in Hawai‘i.
My academic work has an interdisciplinary focus on educational leadership and culture. I believe that my work will have a positive impact on the State of Hawai‘i Department of Education, especially for principals and for New Principal Training Programs. As a former elementary school principal, I am able to integrate my experiences and the knowledge I have gained from completing my dissertation into the work I do with school principals.As the landscape of education is changing, the demands on principals are increasing. It is a critical time in education to examine leadership priorities and values that impact decision-making and school climate. Since Native Hawaiian cultural values are embedded in the lifestyle of many children and families in Hawai‘i, educational leaders must acknowledge these strengths and elicit ways to incorporate these values into the educational experience for students in schools. My research study addresses these issues and focuses on integrating Native Hawaiian cultural values into leadership practices to improve schools and sustain leadership for the future. I am already sharing aspects of my work with other professionals in my field via presentations at conferences and plan to continue sharing my work with school principals via workshops.
My research is also directly related to my job as a School Renewal Specialist, since the schools I work with have a high percentage of Native Hawaiian children. One of the programs I work with is the KAHUA Program, which is a New Teacher Induction-Mentoring Program. I integrate cultural activities and traditional practices into teacher trainings, meetings, and events to introduce them to the Hawaiian culture and language. I also teach Hawaiian chants, songs, phrases, and concepts, and share instructional strategies that are culturally-based and appeal to our local students.
Photo: Nanette Nālani Sing walking the Great Wall of China in summer 2005.
One of my goals once I have earned my Ph.D. is to continue writing and author some publications. I would like to focus my writing on leadership and utilize my dissertation work as the foundation for my writing. I also hope to share my dissertation work by presenting at conferences in the state, nationally, and internationally.
I am truly honored and blessed to be a Mellon-Hawai‘i Fellow this year. This fellowship has afforded me “quality time” for one year to reflect, think, and write my dissertation. Being a fellow has also allowed me to share my research study with a larger audience beyond the Department of Education and to present my work at conferences. This award is a significant honor for me, because my work is being recognized by other professionals in the field and I have been given opportunities to share my knowledge and meet other professionals from all walks of life. Working collaboratively with my mentor, Dr. Dyanne Affonso has been a highlight of this experience. Her wisdom, guidance, support, and feedback contributed to the new knowledge I have acquired on this journey. This memorable experience and exposure was made possible by the Mellon-Hawai‘i Fellowship, and for this I am truly grateful.
Photo: Nanette Nālani Sing at the induction ceremony for the 2008–2009 Mellon Fellows in Kona in November 2008. (From left to right) Noelani Arista, Ph.D. candidate in the Department of History at Brandeis University; B. Kamanamaikalani Beamer, Ph.D. in Geography from the University of Hawai‘i at Mānoa; Nanette Nālani Sing, Ph.D. candidate in Interdisciplinary Studies with a Concentration in Educational Leadership/Systems from Union Institute and University in Cincinnati, Ohio; Kathleen L. Kawelu, Ph.D. in Anthropology from the University of California at Berkeley; and Sydney Lehua Iaukea, Ph.D. in Political Science from the University of Hawai`i at Mānoa.
These special events are designed for The Kohala Center’s Circle of Friends, as a way to say “mahalo” and as a way to connect our friends with cultural, agricultural, and scientific experts, and with Hawai‘i Island’s natural, cultural, and spiritual landscapes. Members pay just $25 per event, which includes lunch. New members pay $75 per event, which includes the cost of yearly membership and lunch. Download a registration form for each event by clicking on the links below.
Kawanui Farm with Nancy Redfeather: A Unique Experience in Self-Sufficiency
Saturday, April 25, 2009
9:00 a.m.–1:00 p.m.
Visit Kawanui Farm and lunch with owners Nancy Redfeather and Gerry Herbert. Nancy and Gerry will share a favorite recipe with you.
Kawanui Farm is an organic 1.2-acre experimental/educational mini-farm in the mauka (inland) area of Kona. Established in 2000 by Nancy Redfeather and her husband Gerry Herbert, Kawanui Farm’s vision is to be a model for Hawai‘i’s home producers, and an educational center for the production of fruits, nuts, berries, vegetables, grains, dry beans, medicines, herbs, and seeds. Learn about home systems for every aspect of food production. Taste 12 varieties of coffee and in-season fruits. Enjoy a garden lunch created from on-farm and locally sourced foods. Join us for this unique experience in self-sufficiency.
Hamakua Springs Farm with Richard Ha: Working at the Intersection of Food and Energy
Saturday, June 27, 2009
9:00 a.m.–1:00 p.m.
Photo: Richard and June Ha with some of their produce, taken at Hamakua Springs Country Farms in Pepe‘ekeo on the Hawai‘i Island. Photo Copyright 2009 Macario.
Visit Hamakua Springs Country Farms. Enjoy lunch with Richard and June Ha. Richard and June will share a favorite recipe with you.
Richard Ha and his wife June operate Hamakua Springs Country Farms (formerly Kea‘au Bananas). The 600-acre hydroponic farm on the Hāmakua Coast produces tomatoes, lettuce, cucumbers, and other specialty vegetables for island markets, restaurants, and top local chefs. Learn about alternative energy use and the farm’s development of a “zero-waste system” in response to rising energy costs.
Honopua Farm with Ken and Roen Hufford: A Waimea Family Farm
Saturday, July 25, 2009
12:30 p.m.–4:30 p.m.
Photo: Ken Hufford harvesting lettuce in the vegetable field. In the foreground is Russian kale.
Visit Honupua Farm and lunch with owners Ken and Roen Hufford. Ken and Roen will share a favorite recipe with you.Honopua Farm in Waimea was founded over thirty years ago by Roen’s parents, Marie and Bill McDonald. The farm produced solely flowers for commercial sale until the McDonalds retired in the mid-1990s, whereupon Roen and husband Ken Hufford expanded farm production to include organic vegetables. Today, Honopua Farm’s organic vegetables and flowers are available at the Waimea Homestead Farmers’ Market, local restaurants, and wholesale/retail outlets.
Agricultural Sustainability in Puanui Project Ahupua‘a: Past, Present, and Future
Saturday, August 22, 2009
8:00 a.m.–1:00 p.m.
Photo: Starting small. Hawaiian food crops are again being grown in a few protected acres within 15,000 acres of old field walls, now predominantly pasture. Research by UH faculty, local students, and local growers teaches us about the cultivation methods required in this dry system. Such research can inform food sustainability efforts on the island.
The focus of the Puanui Project is first to understand the agricultural field system of the Kohala drylands as cultivated by Hawaiians in centuries prior to European contact, then to apply that mana‘o to furthering current knowledge of agricultural sustainability. Join us on this huaka‘i (excursion). Share lessons of Puanui, where ma ka hana ka ‘ike (in working one learns). Kōkua (help) in the māla‘ai (food gardens) and experience working the fields as Hawaiians did for hundreds of years. Research Assistant Aurora Kagawa, graduate of UH-Mānoa and MIT, leads this event. Picnic lunch provided.
Salt Making in the Ahupua‘a of Ka‘ūpūlehu
Saturday, October 24, 2009
8:00 a.m.–1:00 p.m.
Photo: ‘Ōpelu and aku were the two main fish caught by traditional fishermen in the ahupua‘a (Hawaiian land division) of Ka‘ūpūlehu. Photo D.R.Schrite/Seapics.com
Ka‘ūpūlehu—an area greatly desired by ali‘i (Hawaiian royalty) for its abundant resources. ‘Ōpelu and aku fishing, perfected by regional fishermen, produced catch that provided—along with the abundance of salt found on the coast—ample sustenance for the entire North Kona district. Visit sites where fish and salt were gathered—and weather permitting, gather sea salt for yourself with others. Visit historical sites, such as Kolomu‘o, named for one of two girls visited by volcano goddess Pele in mo‘olelo (stories) of breadfruit roasting for which Ka‘ūpūlehu is named. Join Ku‘ulei Keakealani for mo‘olelo wahi pana (stories of sacred sites) and develop your relationship with the ‘āina (lands) of Ka‘ūpūlehu.
Unless otherwise noted, art hikes will be led by Colleen Cole, Outreach and Education Specialist for the Natural Area Reserves System, Division of Forestry and Wildlife (DoFAW). Trips will be limited to ten participants, and in most cases transportation will be provided. Participants must sign a liability waiver to take part in the field trip. For each site, field trip participants should wear sturdy hiking boots, bring lunch and water, and be prepared for changing weather conditions (always bring rain gear, a hat, and sunscreen). To sign up for hikes or for more information, contact Colleen at 333-7741 or via e-mail at tcolleencole@gmail.com.
April 5, 2009 — Pu‘u Maka‘ala Natural Area Reserve
Photo: View from within the Pu‘u Maka‘ala Natural Area Reserve. Photo courtesy of DoFAW.
Pu‘u Maka‘ala Natural Area Reserve located on the northeastern flank of Mauna Loa covers more than 12,000 acres and provides habitat for many species of rare birds and plants. Explore forests dominated by majestic koa and ‘ōhi‘a trees, with native tree ferns forming a dense sub-canopy, as well as montane wetlands filled with native sedges. Participants should bring water and lunch and be prepared to get muddy and wet! This hike will be co-led by Jack Jeffrey, retired federal biologist, expert birder, and world renowned photographer. Meet at 8:00 a.m. at Mountain View ball field (across highway from Mountain View Post Office). We should be back to Mountain View by 2:00 p.m.
May 2, 2009 — Ka‘ū Preserve
Photo: View from Kaiholena Summit in the Ka‘ū Preserve. Photo courtesy of The Nature Conservancy Hawai‘i.
The Ka‘ū Preserve is part of the largest and most intact expanse of native forest in the state. Made up of four separate parcels of forested land, the preserve features mountainous ridgelines with narrow plateaus broken by alternating steep valleys. Closed-canopy koa and ‘ōhi‘a forest shelters a lush understory of native uluhe and hāpu‘u tree ferns. Rare plants like the nuku ‘i‘iwi still survive here, along with rare and endangered forest birds like the 'io (Hawaiian hawk), 'apapane, 'i'iwi, 'elepaio, 'amakihi, and ‘ākepa. This trip will be led by Eldridge Naboa, Natural Resources Manager for the Ka‘ū Preserve and a lifelong resident of the area. Meet at 8:00 a.m. at the Pahala Shopping Center. If you need a ride from Hilo, meet at the Hawai‘i Branch office of the Division of Forestry and Wildlife, located at the corner of Kilauea and Kawili. We will be back to Hilo no later than 4:00 p.m.
May 9, 2009 — Kohala, Lands of the Kohala Watershed Partnership
Photo: The cloud forest of Kohala Mountain. Photo by Melora Purell.The native species of Kohala are truly unique: montane cloud forests like those found on the summit of Kohala are globally rare and contain a disproportionately large number of the world’s rare and endemic species. A huge range of environments in a relatively small area also sets apart Kohala from other tropical environments. In the eleven miles from Kawaihae at sea level to the summit Kaumu o Kaleiho‘ohie at the 5,400-foot elevation, the annual rainfall ranges from 4 inches to more than 150 inches! This diversity of habitats creates a diversity of species, from dry forest trees to the mosses, ferns, and flowering shrubs of the cloud forest. This trip will be led by Melora Purell, KWP Coordinator. Meet at 9:00 a.m. in Waimea, behind the Parker Square Shopping Center on Kawaihae Road. Vehicle space is limited, so please bring your 4WD vehicle to carpool up to the site. Waterproof rubber boots are strongly recommended for this trip. We will be back in Waimea by 3:00 p.m.
