Imua May 2010: Volume 85, Issue 4

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‘ olani mua May 28, 2010 Honolulu, Hawaii Volume 85, Issue 4

Index

Editorials--2 Sports--4,16 Lower School--3 Features--6-7

I regret...

Common regrets from graduating seniors shared in hopes of inspiring younger students to make the most of their time at ‘Iolani Besides the recommended courses, there are many other classes worth taking.

“Make friends with people who you are like, not who you want to be like.”

1. Psychology 2. Design 3D 3. Computer Science By senior year, it is also beneficial to have taken biology in the ninth grade and gone on the honors track for math.

Alternatives to eating

Although we can’t condone breaking dress code or chewing gum, we can say that “bad decisions=great stories”.

1. Lie in the grass 2. Catch up on sleep 3. See teachers about questions you have 4. Gossip with your friends and enjoy the time you have with them 5. Actually do your homework

Relationships are a common part of the high school experience, but they should not become overwhelmingly time consuming.

The majority of high school relationships don’t end in marriage, but there are a few that do.

Helpful Hints: 1. Make school a priority.

2. Make time for your friends. They’re the people that will be there for you if things fail.

3. Don’t change who you are for someone else.

4. Don’t give up on love.

Sleep deprevation can lead to irritability, memory lapses, headaches, nausea, and more.

Helpful hints: 1. Start your homework early. Don’t procrastinate.

2. Don’t feel like you have to get involved in everything.

Colleges won’t care that you were in ten clubs as opposed to four really good ones.

3.You won’t feel good in the morning if you fall asleep on your face with your textbooks .open and papers scattered.

Photo Collage by Bianca Bystrom Pino Join Polynesian Club, even if you aren’t Polynesian, to learn a cool dance and make new friends.

Other great clubs include Washoku Club, Hiking Club, and Fellowship of Christian Athletes.

This year’s Variety show was filled with diverse talent. Senior Arushi Dutt has courageously graced the stage for four consecutive years. Everyone has talent that deserves a grand audience.

Written and compiled by Courtney Ochi

What’s Inside?

College Map--8-9 ‘Iolani Writes--12-15 Senior Reflections--7

BABBBYYY BAAAABBBBYYYYY BBBAAAAAAABBBY OOOOOOOHHHHHHH HEY DO THEY LOOK ALIKE ?

Check out page 5 for more!

Page 2

Features and Editorials

Imua ‘Iolani

What makes a good speech?

By Angelina Yick

Most of the election speeches we hear at school have some sort (or a whole lot) of comedy, whether it’s in the topic, in the speaker’s inflection, or both. I admit I like comedy, a lot; heck, that’s why I even vote nowadays, because whoever has the funniest speech wins my attention and my vote.

Wait, what? I said I vote for the candidates who make me laugh the most. After all, comedy shows the candidates’ creativity and willingness to bring new ideas to the school, right?

Not exactly, though I partially agree with that logic. Comedy shows that a candidate possibly has a lighthearted disposition, but as for the candidate’s dedication (especially if the entire speech is nothing but laughs) to the position and everything else, I’m still in the dark, laughing my head off.

Well, election results are in (actually they were in a long time ago, but that’s beside the point).

This article isn’t going to cover the reaction to those results, though.

It won’t even describe what a “good speech” is; it’d be hard to include everything that’s supposedly makes a speech “good” anyways. That’s what Google’s for. Instead, I’m just leaving the question up in the air for you to ponder about and mainly focus on Aristotle’s three modes of persuasion in rhetoric.

A long time ago, Aristotle came up with three aspects in which speakers could appeal to their audiences. They are: ethos, logos, and pathos. “Ethos” refers to the speakers’ credibility: are they even qualified to speak in the first place? A professor with a degree in astrophysics would probably have a difficult time lecturing his audience on economics because his expertise is quite clearly in astrophysics and not so much in economics. Not to say that the

professor won’t convince anyone; if it turns out that he knows quite a lot about economics, then the audience, after validating his reliability, would be inclined to believe his words.

Similarly, if candidates decide to run for president despite having absolutely no leadership experience in any of the council positions, voters would doubt their credibility. Then there’s the occasional person who says: “I know the candidate; he’s my best

friend, and he does have leadership skills, even if he hasn’t run before.” That’s great, I’m glad he does! But what about the hundreds of other people who don’t know that, who still need to be convinced of the person’s capabilities? This brings me to the two other modes of persuasion: logos and pathos.

“Logos” comes from the same root as the word “logic.” Logos refers to the facts that support the speakers’ topic. When speakers

Tom Hartwell | Imua Iolani Tom Hartwell’s unique and creative posters aided his successful campaign for Proconsul.

have evidence, they appear to be more prepared and knowledgeable in the eyes of the audience members and thus, the speakers improve their credibility, their ethos. However, logos can be esoteric to the audience or even inaccurate. Let’s say the astrophysics professor’s economics lecture consisted mainly of economics jargon that only a few economic experts in the audience understand. The rest of the audience would be confused. On the other hand, if support is inaccurate, the speakers lose their audience’s trust, either permanently or temporarily depending on the severity of the inaccuracy.

The last mode of persuasion, “pathos,” involves appeal to an individual’s emotions. Speakers can also enhance their ethos by using strong and passionate rhetoric to evoke compassion from the audience.

So what mode is “making people laugh their heads off”?

I’m not inclined to believe it’s logos or ethos, perhaps because it triggers an outburst of laughter from the audience. But given what you know about the three modes, what are your thoughts on the way school election speeches are set up nowadays? Are they “good”? Do you think they need to be less funny and actually more serious? Vice versa, if they’re not funny enough?

to the rescue

By Lauren Wong It is ten minutes before one in the morning, but a single light is still on and has been for the past five hours. Beneath it, a helpless ‘Iolani student battles with her physics homework—the one that was due yesterday. The numbers were turning into chicken-scratch before her closing eyes, and each equation morphed into gibberish.

Half asleep, the student searches Facebook for a source of relief. Strangely enough, a small red speech bubble on her page tells her that she has one new notification. She clicks the box mechanically, and there it is: a picture of the chapter’s lecture notes with her entire physics class tagged in it.

Kara Onouye, a junior, was most likely the one who took the picture. “When [my teacher] writes any solutions up on the board, I take a picture of it and put it on Facebook, then I tag my class in it.”

This is just one of the many possibilities for ‘Iolani Facebook users. Intended to be a social networking site targeting college students, Facebook has been able to make communication between students a little more efficient. Although that student trying to finish her homework will have to work out the answers herself, little aids such as Onouye’s picture simplify the rigorous process.

“It’s useful if you want to get in touch with people,” Amanda Tsuhako, an ‘Iolani junior and a Facebook user for two years, said. “I don’t want to call someone’s house because it’s so awkward.”

Junior Danielle Acacio also sees benefits in Facebook.

“You can communicate with your classmates more easily,” she said online. “Studying [with others] isn’t limited to a

phone call or on school campus.”

The site’s useful features also help many students with their studies and to get in touch with each other. Around July of every year, students turn to Facebook’s “notes” feature to compare class schedules with their friends. A “group” is formed for every grade, and sometimes is even used for student body election campaigns. These groups can post announcements and schedule events that can be seen by all members.

“I remember events like the Dramathon and Lyon Arboretum [that were posted] on Facebook,” said Onouye, a Facebook member since the beginning of the school year.

“With probably about three-fourths of the school on [the site], it’s useful to spread announcements around.”

Several study groups have also formed on the site. During the last semester exams, the sophomores created the group “10th Grade Final Notes” that allowed their classmates to post “English notes, chem notes, bio notes, whatever notes you like add.”

Students are not the only ones taking part in this Facebook frenzy. Teachers are also members of the growing site.

“Facebook is a great way to waste time,” Dr. Mark Lindsay, a Facebook member for over a year, said in an e-mail.

At school though, the benefits of Facebook cannot be accessed. In the labs around campus, the social networking site, along with many others, has been blocked.

“Facebook is one of the social sites that ‘Iolani wants to limit [student access to],” Darryl Kimura, an ‘Iolani network specialist, said. “It could be useful as a method of communication, but whether that’s what students primar-

ily use it for is another question.”

School computers primarily block sites that are illegal and should not be available from a school campus, and this includes ones that people spend a lot of time on for nonacademic uses, according to Kimura.

Onouye disagrees with the school’s actions. “Facebook is really beneficially to ‘Iolani as a community. Without it, it’s a lot harder for information to spread and for people to get involved [in school activities].”

“I’m not sure if there would be a good use for it at school,” Lindsay said. “It might be good in studying social behavior in some way for economics or psychology classes, or something like that.”

Ann Truong, a senior, doesn’t completely agree that Facebook distracts all students. “It depends how much self-control you have.”

“It really does depend on how much self-control you have,” Trent Nakamura, a junior, said in response to Truong’s comment online. “For the last hour I’ve been procrastinating on Facebook. It is really addictive.”

Facebook may be considered as one distraction to some students, but for others the site hardly matters.

“I only go on to Facebook about two times each week,” Tsuhako said. “For me, TV is more distracting.”

Even though it may pull students away from their homework, Facebook still has many useful tools that allow people to easily share information. The benefits of Facebook create a connection between students not only socially but academically as well. So will Facebook always be blocked from school computers at ‘Iolani?

“If [the site] shows to be more useful than not,” Kimura said, “I don’t see why it should be.”

May 28, 2010

Lower School

Page 3

Transitions: Thank you, Mr. O and Mrs. White!

By Iris Kuo

before school, Mr. O and the second grade teachers were still moving desks into the second grade classrooms, because of the delays in construction.

Another memorable moment is the creation of the Tam and Young Arts chair that has “added so much”. He said that one year, the orchestra students were allowed to go backstage at a concert to shake hands with Yoyo Ma, and he invited them to play his cello, Petunia.

Lastly, every Grandparent’s Day when the Dylan Yee (‘19), Isabel Lukas (‘20), and Mr. Okumura joke around. grandparents come to school with their grandr. Frederick Oku- ry about a little girl who colors children is memorable for him. mura has spent fif- herself. When he’s finished, he Mrs.Yellis started this day to honty-two years of his asks them, “Do you think this is or the student’s grandparents. life at ‘Iolani School- thirteen as real or make-believe?” and they Aside from being the Dean of a student, six as the 7th/8th grade all respond that it’s made-up, Lower School, Mr. O started the counselor, and thirty-three as the so he agrees that no one in real Chess and Checkers Club about Dean of Lower School. life would ever draw on them30 years ago for second graders.

Mr. Okumura’s retirement selves. When his visit comes to was announced in chapel to the an end, he waves goodbye, and He’s no longer in charge of it, lower school students. Mr. Ger- that’s when they notice that he but he’s very grateful that they ald Teramae, currently the prin- has the words “Bye” written on still invite him as a guest. At the club’s last meeting on 5/24, they ciple at Kalani High, will fill his his hand. position.

Many students remember that revealed to him that they wanted “I was so happy that nobody Mr. O constantly had some sort of to pay tribute to him by renaming cheered,” Mr. Okumura said. As message written on his hand, but their club “Mr. Okumura’s Chess he says, his job, generally speak- when asked whether or not he still and Checkers Club”.

In his free time, he plans to ing, is being the administrator for does that, he merely shrugged and run with the bulls in Spain, go Lower School. said, “When it’s nap time, I fall deep sea fishing, and go moMr. O says his favorite part asleep, and there’s someone that tor car racing, but he says he’ll of his job is “the students. We’re does that. I think it’s a student.” probably end up doing volunteer all here because of the students; In his years as Dean, a memwork instead. they’re so friendly, honest, smart, ory that stands out (aside from Mrs. Derby, a teacher from Ktalented, nice, everything. We’re anytime the students did well) is Leahi, says of Mr. O, “The kids fortunate to have the students we the preparation for the first co-ed development is really important have here and their parents. Put year. He remembers that Ms. Reto him; he’s a steady influence. that together with great teachers ser, a lower school librarian, had He’s honest, fair, and firm, but and you’ve got an unbeatable to throw out half of the books, compassionate.

He loves ‘Iolani, combo.” since the old books only depicted and he cares a lot about the teachOutside of his office, he walks women as secretaries or flight aters and the families.” around at recess, lunch, and after tendants. They replaced the books Mr. O would like to thank all classes joining in on the children’s with ones that showed women as the students for making his job games, sharing their snacks, and astronauts, firefighters, and docso enjoyable and remind them to listening if they have a problem. tors to encourage the girls to be keep up the good work in and out But the highlight of his week is anything they wanted to be. of the classroom, treat each other reading to the Kindergarteners.

Another memory is the adnicely, and…do their homework.

Each year, he reads Purple, dition of the Ai Building, a gift Green, and Yellow to them, a sto- from the late David Ai. The day

M

Lower school aquaponics

By Iris Kuo

In Lower School, Mrs. Laurie White and Mrs. Joann Stepien are heading an aquaponics experiment. Aquaponics is the symbiotic cultivation of plants and aquatic animals in a recirculating environment (Portable Farms Aquaponics Systems).

In the general setup of the systems, the tubs with fish are on the bottom, the tubs with vegetables and cinders are on top, and tubes carrying water run between the tubs. There are two separate systems: one with ornamental tilapia and red cinders, and the other has edible tilapia and black cinders.

While the systems produce vegetables like red leaf lettuce and arugula, the main goal in executing the experiment is to educate the students.

Upper School students from the two Chemistry Honors classes journeyed down to Lower School in groups of three to four to teach the third graders about the Nitrogen Cycle. The students showed

the third graders how the Nitrogen Cycle is at work in the aquaponics. The waste from the fish is brought through the water in the tubes to the tubs of vegetables. Various bacteria modify the fish’s waste so that the plants can use it, and the cinders purify the water before it is sent back down into the fish tub.

Other groups of students from the Chemistry Honors classes tested the pH of the water in the system while the third graders watched. These groups taught the students that for the system to work, the pH has to fall within a certain range.

The systems also serve as an experiment for the students to note which system is producing vegetables better. They are located in the courtyard outside Mrs. White’s classroom where her students can easily observe them.

I

n Mrs. Laura White’s classroom, handson opportunities for learning are all over.

In a corner, there is a carpet with a map of the planets for students to sit and read after class. A bowl of beetles and oats sits on a table, in the middle, along with some insects in glass jars. On a shelf lined up by a wall, there is a cage with leaves inside, which is often occupied by a Jackson chameleon, who Mrs. White has had at least ten mice, inthe students love to cluding Micky, Minnie, Sparky, Electra, and feed the flies they various planets. have caught.

Further down the shelf, is a telescope with assorted slides, and a mouse cage with a sign that reads: ‘Sparky needs to rest.” Above this shelf, x-rays hang on the windows for easy observation. On the other side of the room, a couple of students are huddled around an aluminum “tide-pool pan” of live sea-creatures. All the walls are covered with science posters.

For as long as many of the students here can remember, Mrs. White has been a Lower School science teacher. “Science is a fun subject to teach. I love having [the students] get just as excited about science as I do,” she said.

But, after 26 years of helping students discover science, she has decided to retire; Mrs. Kathe Warner will pick up the position in the fall.

Mrs. White calls retirement “a brand new adventure” and plans on getting more exercise and spending more time with her mother and daughters, but it won’t be in with the new and out with the old.

She says she has “so many wonderful memories,” including learning from the new kindergartners, watching the first graders become lava and volcanoes in a science/ dance unit, seeing the students’ expressions of delight when they solve problems, all twelve Space Nights, having her former students come back to teach her current ones, and heading the Takeapart Club and Litter Patrol.

Above all, she says she’ll miss her relationships with the students and their families, and it’s very safe to say the feelings are mutual. Mrs. White has encouraged and cultivated a love of learning and science in roughly 1,800 students and has certainly touched all of their lives.

To all the students she’s ever taught, she leaves them with a final message, “I have had so much fun teaching all of you. Thanks for the memories, and remember, always respect living things, take care of the aina, be sun-safe, and study hard in science. I love you all!”

“I just adore the kids.

I teach them, but they also teach me.”

Page 4

Sports

Imua ‘Iolani

Sports recap: 2009-2010 athletic season Fall

Bowling (Boys): 4th Place (ILH) Bowling (Girls): 7th Place (ILH) Cross Country (Boys): 2nd Place (ILH) 3rd Place (States) Cross Country (Girls): 5th Place (States) Kayaking (Boys): 5th Place (ILH) Kayaking (Girls): 4th Place (ILH) Football: 1st Place (ILH and States) Volleyball (Girls): 3rd place (ILH) Water Polo (Boys) Div. I: 3rd Place Basketball (Boys) Div. I: 1st Place (ILH) (ILH and States) Water Polo (Boys) Div II: 4th Place Basketball (Boys) Div. II: 2nd Place (ILH) Basketball (Girls) Div. I: 2nd Place (ILH) 4th Place (States) Cheerleading: 3rd Place (ILH) Paddling (Girls) Varsity I: 1st Place (ILH) Soccer (Boys): 2nd Place (ILH and States) Soccer (Girls): 2nd Place (ILH) and 9th Place (States) Swimming (Boys): 2nd Place (ILH Baseball: 5th Place and States) (ILH) Swimming (Girls): 2nd Place (ILH) Golf (Boys): 2nd Place 3rd Place (States) (ILH and States) Judo (Boys): 5th Place (ILH) and 21st Place (States) Judo (Girls):4th Place (ILH) 6th Place (States) Softball:3rdPlace (ILH) Tennis(Boys):2nd Place Volleyball (Boys): (ILH) 4th Place (States) 2nd Place (ILH) Tennis(Girls):2nd Place Water Polo (Girls) (ILH) 3rd Place (States) Div. I: 2nd Place (ILH Track (Boys): 4th Place and States) (ILH) Water Polo (Girls) Div. Track (Girls):3rd Place Photo Credits (clockwise from top) Mrs. Susan Akamine, II: 2nd place (ILH) (ILH) 4th Place (States)

winter

Spring

Bianca Bystrom, Lauren Wong, Rory Zia, Mr. Dalton Sue

Arts & Entertainment

May 28, 2010

Page 5

‘Phantom’ wows crowds with film adaptation

By Caitlyn Yoshina

A masked man glides around his underground lair.

“Let your soul take you where you long to be!” he says.

At that moment, there was no place I wanted to be more than on the leather couch in my living room, watching “The Phantom of the Opera.”

The musical by Andrew Lloyd Webber makes a magnificent translation from the stage to the silver screen.

“Open up your mind, let your fantasies unwind,” the Phantom says. “Softly, deftly, music shall caress you. Hear it, feel it secretly possess you.” Audiences everywhere have been captivated

by “the music of the night.”

Christine Daae (Emmy Rossum) is a chorus girl at the Paris Opera House who becomes the student and obsession of the Phantom (Gerard Butler), a musical genius and madman who lives in the underground labyrinth of the Opera House.

Although Rossum was only 18 during filming, her lyrical soprano voice is light and pleasant to the ear, like a young Julie Andrews. Rossum dazzles in “Think of Me” and “Wishing You Were Somehow Here Again.” This charming young woman gives a standout performance as the young heroine and victim of the crazed Phantom.

Butler’s portrayal of this iconic

character is a delightful surprise.

In a far cry from later roles such as action hero King Leonidas in 300 and his comedic role as Mike Chadway in The Ugly Truth, Butler hypnotizes as the deranged yet strangely alluring Phantom.

His vocal performance is the best surprise of all. Who knew that the man who would later shout, “This is Sparta!” had such a gorgeous, goosebump inducing falsetto?

He does exceptionally well in the role originally performed by Michael Crawford, able to meet the demand of a wide range from baritone to tenor.

Butler enchants in the romantic “Music of the Night” and seduces in “The Point of No Return.”

Let’s not forget Christine’s handsome, somewhat naïve love interest, Raoul de Chagny (Patrick Wilson). Like a Disney prince, he comes along and sweeps Christine off her feet, getting in the way of the Phantom’s plans and later becoming the focus of his wrath. Wilson’s sweet voice heightens the romance of “All I Ask of You.” The audience roots for Christine’s and Raoul’s borderline saccharine relationship but finds themselves fascinated by Christine’s and the Phantom’s torrid affair.

This film stays true to the stage show and is the most recent of many film and television adaptations of the book “Le Fantôme de

L’Opéra” by Gaston Leroux.

The movie is visually enticing with lush sets and special effects.

Once the chandelier is lit, you’re “past the point of no return.” This is one movie you cannot stop watching.

This adaptation will please any die-hard Webber fan and also makes a great date movie, weaving romance with action and suspense.

“Let the dream begin, let your darker side give in,” the Phantom says. All you have to do is “surrender to your darkest dreams” and immerse yourself in “the music of the night.”

Doppelgangers?

‘Iolani students and teachers bear an eerie resemblance to celebrities and others on campus.

These are just a few of the many faces who have famous look-alikes.

Ali Calhoun and Taylor Swift

Mr. Todd F

leming and

Jim Halpe

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Michael Zo

bian

John Zobia

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Joshua Wh

iteley

Joseph Gordon-Levitt and Christian Rodriguez

Adam Lambert and Courtney Ochi

Kelsey Ohira and Neytiri (from Avatar) Photos from IMDb, americanidol.com, Creative Commons, Bianca Bystrom, Kelia Cowan, and Alyssa Muraoka

Features

Page 6

Imua ‘Iolani

Pidgin makes an unlikely comeback

By Caitlyn Yoshina Junior Jamie Tamayose strode out of her AP United States history class. A tank top, cardigan, and skinny jeans dressed her petite frame. Breathing a sigh of relief, she turned to her friend and said, “Ho brah, da test stay hahd, ah?”

More and more of ‘Iolani School’s upperclassmen casually speak pidgin in the hallways as well as classrooms. This dialect, common to Hawaii, originated as a way for the early immigrant groups to communicate with each other.

For years, pidgin has been thought of as broken English, and therefore frowned upon.

When Latin teacher Christopher Strawn began his ‘Iolani career 29 years ago, he was skeptical of pidgin’s place in the classroom. “I was kind of surprised to find students trying to speak pidgin in class, and so I would speak pidgin back to them. I’d basically say, ‘No make li’dat!’” Strawn said. His skepticism is based in tradition. “When I was a kid, pidgin was for the playground and standard [English] was for the

classroom.”

However, with the help of pidgin advocates, the dialect is quickly becoming more acceptable, and ‘Iolani students certainly seem to be embracing this native language. Lee Cataluna, award-winning author of local plays including “Da Mayah” and “Folks You Meet in Longs,” featuring pidgin, thinks that this resurgence among youngsters is a result of the media.

“I certainly hear it on island music and Hawaiian radio stations,” Cataluna said. She also suggested that because pidgin is simple and to the point, teens may be using it to text or tweet. “It’s a shortened form [of English], and there are ways to say things in pidgin that you can’t say in other languages.”

After more thought about where teens might hear pidgin, she listed local celebrities as another possible source. Cracking a smile, Cataluna said, “Maybe it’s Lt. Gov. Aiona!”

‘Iolani students cite other sources. Junior Tyler Cundiff said, “Some of my actual moke friends were trying to teach me, so I guess I copied them.” A

“moke” is a large, local male.

“I act moke as a joke, not to be cool, because there’s no way I’d ever get away with that serious kine and whatnot, li’dat,” Cundiff said. “It’s funny to see a tall, awkward white kid trying to be all moke, li’dat. I like to make people laugh.”

Classmate Jaren Nakamura also speaks pidgin for laughs.

“Occasionally I speak Hawaiian or pidgin for jokes, like ‘shoots’ or ‘chee hoo’ or ‘li’dat,’ but not seriously.”

However, Nakamura distinguishes himself from those who imitate a stereotype. “People think just because they live in Hawaii they can pretend to be Hawaiian or something. And some kids think Hawaiians are just cooler, or they think being Japanese or whatever is too boring,” Nakamura said.

Junior Erin Nishimura gave another cause of pidgin’s reappearance: “I think the stress of junior year is getting to us, and we’re acting out.” Nishimura suggested that some even abuse pidgin. “In our history class, they talk to the teacher like that. Even if they don’t talk to her, they have

their side conversations, and they do it to irritate her. It’s a form of rebellion that’s acceptable, and they can’t be punished for it.”

With students at the prestigious ‘Iolani School speaking pidgin, the native dialect has come a long way from the days when it was forbidden to speak it at school.

Playwright Lee Cataluna remembers those days well. In an email interview, Cataluna said, “If I think back, I never spoke pidgin in class.”

Nowadays, Cataluna uses pid-

gin for the same reason students Cundiff and Nakamura: “I can relate to using it for comic effect.

Non-standard language is like that, though. People can make a wise crack in slang in a way that is more potent than standard English.”

As for Cataluna’s forecast for ‘Iolani’s pidgin craze, she believes that it won’t last long: “Today’s high school students are tomorrow’s boring grown-ups, and the new crop of hip teens will have their own trends.”

Alyssa Muraoka | Imua ‘Iolani

Trevyn Tulonghari (‘11), Austin O’Leary (‘12), and Kainoa Chu (‘10) shaka as pidgin and local roots are being brought back.

Nocturnal students on the rise No SBT or Mr. U

Alyssa Muraoka | Imua Iolani Senior CJ Lucas naps while trying to study.

By Janine Yim Junior Trisha Castillo arrives at home at 5 p.m. By twilight, she is asleep, nestled on the TV room couch. At 12 a.m., when the majority of the world rests, she awakens to begin her day.

“It’s a really bad habit,” Castillo said, who began this sleep pattern in tenth grade.

“Until I came to ‘Iolani, I didn’t really have to worry about finishing homework. I never really felt stressed to finish.”

Now, when pressure and exhaustion overwhelms her, Castillo tries “to get rid of the stress by sleeping early” and completes her homework when she is rested.

Though Castillo does not possess wings, drink blood or hunts prey at night, her sleep pattern mimics that of our favorite flying mammal: the bat.

She and other teens who sleep in the early evening and awake

in the early morning compose a new breed of students: nocturnal students.

This transformation of sleep schedules is not the result of genetic mutation, but of physiological change. It’s a “natural body change where teenagers turn their clocks,” Dr. Jana Morisada, a pediatrician, said.

A change in a teen’s sleep pattern should not be harmful.

“As long as you get an adequate amount of sleep,” Morisada said, “I don’t think really matters.”

Courtney Sen, a senior who sleeps at 6 p.m. and wakes up at 11 p.m. at least twice a week, attributes her sleep pattern to school work.

“I think it depends on your course load,” Sen said. “When you have a heavier course load, you get more exhausted.”

Andrew Ito, a junior, trans-

formed into a nocturnal student for a quarter of his sophomore year as a “passive way of rebelling against conformity” and to learn scripts and computer codes late at night without the detection of his parents.

“There’re just no distractions at three in the morning,” Ito said, “except for some crazy dog.”

Unlike other nocturnal students, Ito wants less sleep.

“I’d rather have a spine deformity,” Ito said, and be “rewired to not need more than 2 hours of sleep.”

Morisada and school nurse Sharon Yonamine agree that such a lack of sleep is unhealthy.

“Students should get 7 to 8 hours of sleep, or at least 6 hours straight up, which I know is impossible for ‘Iolani students,” said Yonamine.

However, unlike Morisada, Yonamine feels that a switch in a student’s sleeping cycle is unhealthy.

Nocturnal students disturb their circadian cycles, a human’s natural, hormonal rhythm in a day. Even nurses have a difficult time adapting the first few days of switching to night shifts, said Yonamine.

Despite the knowledge of possible health risks, a nocturnal sleep pattern “is a hard habit to break”, said Castillo.

Thus, nocturnal students continue to fly through their early evenings with sweet dreams and store up their energy for the night.

By Katherine Lum There will be no Student Body Treasurer or Mr. Kirk Uejio, the Student Activities Director, next year.

For the student-elected office of Student Body Treasurer (SBT), the Business Office will be taking over the responsibilities normally done by the SBT. Senior Jennifer Kimura, the current Student Body Treasurer, said that the SBT is a “middle-man between the business office and all club, class, and committee treasurers.” With this transfer of responsibilities, it will be more efficient because of the direct relationship between the Business Office and the treasurers.

“The amount of financial activity in the SAO [Student Activities Office] has grown considerably,” Mr. Uejio said.

“We thought it would be safer and more responsible to have a professional handling our funds (which often exceeds $100,000).”

He added that this transfer has absolutely “NOTHING to do with the work of the current SBT, Jen Kimura,” who actually had to do more work than the average Student Body Treasurer.

Then, there is Mr. Uejio.

Next year, he will be leaving for sabbatical.

“I will be spending most of the school year in San Francisco to be with my wife who moved there in September,” Mr. Uejio said. “While in California, I will be visiting schools, researching, traveling, and trying to develop a plan for a more structured leadership program at `Iolani.

I also will be enrolling in a UH master’s program during this summer and next summer.”

Kira Tamashiro ‘05 will be the Student Activities Director during Mr. Uejio’s sabbatical.

She was a state champion in three sports, class president for four years and recently graduated from Claremont McKenna College. Mr. Uejio said that she is a “bundle of wonderful energy.”

Although Mr. Uejio did say that everybody will not want him back after they see Tamashiro, “Mr. U is always coming up with new ways to help out the ‘Iolani community,” senior Chris Geiger said, one of the three current procounsels who help plan the year’s activities.

Kimura also said that Mr. Uejio “pushes you to work hard and plan ahead because the Proconsuls and SBT have a big responsibility of trying to be good role models for students” while also planning activities to make a memorable year.

May 28, 2010

Features

People made the place

By Katherine Lum

My dad and two uncles are proud alumni of ‘Iolani.

After graduation, I will be my family’s first proud alumna of ‘Iolani.

During my time here at this school, I had so many more good experiences than bad. These rather great experiences come from the great people I have met.

The runners from both the boys’ and girls’ cross-country teams are foremost the inspiring people I have met since coming to ‘Iolani. All the people on the team have the will power and the volition to run so long each week. I have watched my teammates work very hard and improve so much since they started cross-country.

I have also had many great coaches like current coach, Coach Chet the Jet, who have motivated me to do my best and who have made cross-country a lot of fun.

Cross-country truly embraces the ‘One Team’ spirit. When I was the only ‘Iolani runner in the varsity girls’ race at the Kamehameha meet this past season, I was nervous. Coaches, parents, and teammates waited until the last race to support me. Others who could not stay gave me hugs and told me good luck beforehand.

Many also said that I would undoubtedly represent ‘Iolani well. These people did not know how much these simple gestures meant to me. This singular experience made me love cross-country and helped me to realize what Father Bray was talking about when he defined ‘One Team.’

Other people who have greatly inspired me, are my friends from the Peace Project: China Trip, who are my ‘Peace Proj-

ect’ family. After being with each other 24/7 for three weeks in a foreign country, we grew really close. I love the fact that we still keep in touch and have gone to the beach, gone hiking, and attended community service projects. The students, along with the chaperones, inspire me, because they are the most caring and thoughtful people I know.

Of course, I have to mention my friends from the chapel. From seventh grade until junior year, we were the massive group of people that could be found sitting near the chapel during free periods and lunch.

We have had so many great experiences like cardboard box sliding at the park and our numerous Christmas parties. These people are the ones that got me through the homework and stress of ‘Iolani, because they have always been the pillars that kept me from giving up.

Lastly, I have had many teachers who have been great inspirers and motivators during my time at ‘Iolani. Madame Pettit has always been my go-to teacher when I have needed help and has always pushed me to do my best. Mrs. Uyehara-Ngo motivated me during photography and art, and helped me to win my first gold key at the Scholastics Art and Writing awards. I am very proud of this achievement after being in photography for so long. These teachers are just a few who have motivated me to pursue my goals or to be there for help when I needed it.

All these people have greatly inspired and influenced me in so many ways and have truly made my experiences at ‘Iolani great. I wish that I could somehow repay them for contributing to such fantastic memories and for inspiring me every day. It is because of these people that I am proud to be an alumna.

Page 7

Take a stand

By Courtney Ochi

Every year, we study influential leaders in h i s t o r y, those that change society by leaving a lasting impact on all of

mankind.

‘Iolani is like its own society, a place where teachers and administrators have the power to become those influential leaders and can either use their capabilities for good or evil. While some may unnecessarily power trip over dress code regulations, others focus on the reasons for school: knowledge and education.

Throughout the thirteen years that I have attended ‘Iolani, I have had great teachers that have inspired me by being passionate about what they teach.

I fell in love with english while reading Catcher in the Rye in Ms. Schroers’ class. Between her classroom and her mom’s, I realized that english is something I hope to continue to study in college.

Besides academics, I learned so much about myself through dance with Mrs. O. I have also opened my eyes to the world around us after being given the opportunity to interview Mr. Nguyen about his struggles in Vietnam.

Each and every faculty member on this campus has the potential to change a student here. Each teacher has the power to shape a student’s mind into

Senior Reflections

loving, admiring, or hating a specific subject.

Whether we are almost adults or newly turned teenagers, our brains are in the process of growing. They are being molded and shaped whether we try to stop it or not.

So, if my time here has been spent in the midst of the greatness of the teachers that I was lucky enough to have, why are so many other kids complaining?

Students are always disgruntled about the stressful projects they’re assigned.

That type of whining is unnecessary in the grand scheme of things. I learned from Mrs. Frith that there are so many other people in the world, living in poverty and destruction, simply wishing for a book to know how to read.

It’s the complaints about favoritism and unjust grading that bother me.

Granted every human being has their own perceptions of situations, I can understand the frustrations behind feeling like a situation just is not fair.

If I have learned one thing through these past thirteen years, it is that life is not fair and you cannot always get what you want. Call it cynical, but it is a fact of life. If everyone got what they wanted, no one would get what they wanted.

But does that mean that life isn’t worth the fight? I spent hours in meetings deliberating over numerous little dramas. I spent so much of my year fighting for what I believed in and although there were times that I failed, there were times that I succeeded.

So, I leave ‘Iolani with a quote I’m reusing from my senior section in the yearbook. I hope everyone makes the time to “find a place to stand and move the world.”

Do not settle for second best and believe in what you think is right, even if it means standing up to someone whose more “powerful” than you, because you may just be right.

The down-low on Ms. Basso

By Janine Yim In 2003, Yuki Basso watched with consternation, as 50 middle school students crammed into her newly assigned, rodent infested classroom in Los Angles, California.

“They were sitting on top of each other literally,” reflects Ms. Basso as she sits in her ‘Iolani School classroom, furnished with palm trees, a Beatles poster, and photographs of her students.

Ms. Basso, a seventh and eighth grade English teacher, has long learned to adjust to difficult situations. As the daughter of an American father and Japanese mother, Ms. Basso lived in Tokyo, Japan, until she was 18. Her mixed heritage subjected her to looks that seemed to ask, “Look! What is that tropical bird?”

Yet during the second semester of her junior year at Boston College, this spirit of adaptation coupled with a passion for social justice urged her to travel across the continent to partake in Teach For America, a national corps of recent college graduates who teach in low-income schools.

“I felt a sense of calm after I decided

that this was what I wanted to do,” says Ms. Basso with a smile.

However, not even four weeks of “TFA (Teach For America) boot camp” could prepare Ms. Basso, who did not possess a degree in education, to teach at Edison Middle School.

“It was a colorful experience,” says Ms. Basso, “and the challenge of a lifetime.”

Indeed, during her first year in TFA, Ms. Basso was both a full-time teacher and a full time student- teaching English and studying for her Master’s degree concurrently. Ms. Basso taught miscellaneous English, English as a Second Language, and ancient civilization courses before settling as the coordinator of Gifted and Talented Children.

Her students kept her motivated. “I wanted to do something about the lack of resources for children so intrinsically motivated,” she says.

After four years, trying to get around “the red tape” that limited the education of her students, Ms. Basso decided to leave Edison Middle School. In 2007, she became the new English teacher at ‘Iolani School.

Although ‘Iolani School differs greatly

from Edison Middle School, Ms. Basso finds that “youngsters are youngsters” and “teenagers are universally teenagers.”

“You can kind of expect the same sort of crises and turmoil,” she explains.

Today, Ms. Basso has channeled all her experiences into her teaching.

For her classes, “rather than just memorizing it (information), you have to understand it and apply it to life,” says Robert Main, a seventh grade student of Ms. Basso.

Ms. Basso continues to transition to ‘Iolani’s schedule.

Teachers constantly tell her that she is running. “Run, Basso, run!” she says while she walks from Castle Building to Weinberg Building to supervise her homeroom, waving to eight students and a teacher along the way.

Life certainly seems like a box of chocolates for Ms. Basso. Yet for now, she concludes, “This is the right place for me.”

Kelia Cowan | Imua Iolani Ms. Yuki Basso poses in her room.

Oh, the pla

Page 8 American University Washington, D.C. John Mc Lane Arizona State University Tempe, Ariz.

Bradley Miscovich Tyson Tsutsumi

Hawaii Pacific University Honolulu, HI Skye Kusao Brennan Miyasaki Tiffany Tuisano

Boston College Chestnut Hill, Mass.

Tiffany Chan Boston University Boston, Mass.

Tiana Bohner Jeffrey Chen Lauren Makishima Tawri Matsushige Anique Singer Taylor Van Etten Grant Yonemoto Brown University Providence, R.I. Ashlyn Koga

Colby College Waterville, Maine Rory Zia Columbia University New York, NY Vladimir Bernstein Cornell University Ithaca, NY Kelly Ho Mackenzie Sato Covenant College Lookout Mountain, GA Aubree Capen Cuesta College San Luis Obispo, CA Shawn Farmer

California Polytechnic State University San Luis Obispo, Calif.

Mark Masutani California State University, Chico Chico, Calif.

Bree-Anne Chun California State University, Northridge Northridge, Calif.

Anissa Haina Carnegie Mellon University Pittsburgh, Penn.

Rintaro Sato Mark Williams Lori Yamashita Case Western Reserve University Cleveland, Ohio Kira Swope

Dominican University of California San Rafael, CA Ross Horiuchi Duke University Durham, N.C. Kelli Morrissey Fordham University Bronx, NY Jacqueline Mosteller Franklin W. Olin College of Engineering Needham, MA Mark Muraoka George Fox University Newberg, OR Kurt Yoshikawa

Chaminade University of Honolulu Honolulu, HI Tiffany Takamori

Creighton University Omaha, Neb. Kiana Block Lauren Brown Garret Chan Preston Ho Amanda Itai Robert Quon Matthew Talavera

Indiana University at Bloomington Bloomington, Ind. Satsu Holmes Johns Hopkins University Baltimore, MD Calixto-Hope Lucas Johnson & Wales University Providence, RI Amy DeMello Kapiolani Community College Honolulu, Hawaii Kainoa Chu Leeward Community College Kaneohe, Hawaii Brittany Barnes

Harvard University Cambridge, Mass.

William Chambers

Pacific Lutheran University Tacoma, Wash.

Kevin Jones Pacific University Forest Grove, Calif.

Tawni Murphy Katherine Sakumoto

Parsons School of Design, New Sch University New York, NY Andie Enomoto

Macalester College St. Paul, Minn.

Cara Moriwaki Manhattanville College Purchase, NY Laurel Higa Robert Moran Massachusetts Institute of Technology Cambridge, Mass.

Sean Cockey Anders Lee

New York University New York, N.Y. Claire Mosteller

Gonzaga University Spokane, Wash.

George Ross Joshua Alexander Seto

Oregon State University Corvallis, OR Casey Chikuma Jennifer Kiyotoki Quinn Kuwabe Chelsea Nakai Kira Lei Sasaki Everett Vasconcellos Reese Zukeran

Linfield College McMinnville, Ore. Kelcie Lei Nagata

New College of Florida Sarasota, FL Stephen MacMillan

Georgetown University Washington, DC Michelle Ky Malia Tomozawa

Oberlin College Oberlin, Ohio Logan Chun

Lehigh University Bethlehem, Penn.

Allyson Harada

Mills College, Oakland, Calif.

Crystal Cabrido

Chapman University Orange, Calif.

Lianne Chung Lauren Onaka Claremont McKenna College Claremont, Calif.

Reyn Ono Brett Watanabe Brian Yamamoto

Imperial College of Science, Technology, and Medicine London, England Dominic Reiss

Class

Northeastern University Boston, Mass.

Gregory Lum Jordan Rubio Occidental College Los Angeles, Calif.

Kristina Kokame Elissa Minamishin Jason Preble Courtney Sen Jenna Wong

Pomona College Claremont, Calif.

Asia Ayabe Portland State University Portland, OR Mark Kelsom Purchase College Purchase, NY Garrett Bodley Purdue University West Lafayette, IN Kenneth Kim Rensselaer Polytechnic Institute Troy, NY Joseph Fala Rhode Island School of Design Providence, RI Micah Baclig

Rose-Hulman Institute of Technolog Terre Haute, IN Christopher Kodama Travis Tanaka

aces you’ll go!

s of 2010 Scripps College Claremont, CA Brianne Imada Alyssa Pang

University of Hawaii at Hilo Hilo, Hawaii Corey Kozuma Amberlene Thompson United States Coast Guard Academy New London, CT Alexander Min

University of Notre Dame Notre Dame, IN Nestor Agbayani Kelsie Kam

University of British Columbia Vancouver, BC Troy Conant

hool

gy

Traci Rivera Kaili Taniguchi Athina Grecia Taverner Kyle Twogood Shauni Watanabe Kari Watase Souichi Wood Brock Yap Jamie Anne Young

Saint Francis University Loretto, PA Kaena Lopaka Moose

Santa Clara University Santa Clara, Calif.

Jared Hara Joshua Kagami Ryan Nakamura Tia Okemura Grace Sakurada Marissa Tsuruda

Page 9

University of Colorado Colorado Springs, Colo.

Lindsey Rettke

Skidmore College Saratoga Springs, NY Cameo Lethem

University of Colorado at Denver Denver, Colo.

Sarah Chang

Southern Utah University Cedar City, Utah Alissa Youart

University of Hawaii at Manoa Honolulu, Hawaii Matthew Amore Jarrett Arakawa Mariah Ariola Daniel Barr

Springfield College Springfield, MA Tyler Tanaka Stanford University Stanford, Calif.

Evan Masutani Scott Sakaida Texas A&M University College Station, Texas Rachael Mintzlaff The George Washington University Washington, D.C. Jesse Franklin-Murdock Leslie-Anne Kawano Remi Anne Yamamoto The University of Texas, Austin Austin, Texas Phoebe Jordan Trinity College Hartford, Conn.

Daniel Luke United States Air Force Academy USAF Academy, Colo.

Jershon Baldomero Nicholas Goo Jennifer Kimura

Adrian Catalan Noelle Chan Arushi Dutt Christina Fasi Mari Galiher Charlee Kapiioho Taylor Kennedy Amy Lee Christopher Liu Georgette Lopes-Liutolo Eric Molnar Kayla Nip Kellye Oishi Jesse Okumura Alessandra Olsen Kevin Park Taryn Pascua

University of Washington Seattle, Wash.

Karla Chikamoto Kelli Kaneta Mirabel Koike Stephanie Kuroda Nicole Peltzer Jensen Wong Ryan Yanagihara

Washington State University Pullman, Wash.

Justin Rath

University of California at Los Angeles Los Angeles, Calif.

Sealii Epenesa Seattle University Seattle, Wash.

Devin Anderson Katherine Langcaon Erin Park Lumi Shimizu Jodie Yamashiroya

University of Victoria Victoria, BC Connor Stewart

Washington and Lee University Lexington, VA Michael Thomas

University of California at Irvine Irvine, Calif.

Iris Miyasaki

University of Colorado at Boulder Boulder, Colo.

Ian Franklin Kyle Hanaoka

University of Southern California Los Angeles, Calif.

Eunice Chang Christopher Geiger Yurie Goto David Jordan Courtney Lui Tasia Mamiya Milena Naitoh Darle Shinsato Jordan Tottori

University of Oregon Eugene, Ore. Lambert Leong Sarah Shiroma Jaron Teramoto Amanda Youth University of Pennsylvania Philadelphia, Penn.

Andrew Ellison University of Pittsburgh Pittsburgh, Penn.

Kacie Ann Nakamura Mali’e Yoon University of Portland Portland, Ore. Marcus Baba Alyssa Kano Kylie Kim Ryan Kohara Kristin Kumabe Koji Sagawa Ann Truong Suet Man Charmaine Wan Anthony Young University of Puget Sound Tacoma, Wash.

Cherise Aoki Jaimie Fong Brent Hashiba Alex Matsunami Shelby Senaga Cole Stevens University of San Diego San Diego, Calif.

Courtney Ochi University of San Francisco San Francisco, Calif.

Bailey Fischer Sheldon Lee Larson Leu Jill Tamura

Washington University in St. Louis St. Louis, Mo. Andrew Skalman Weber State University Ogden, UT Kelsey Afoa Wellesley College Wellesley, MA Haley Ling Kellie Wo Wesleyan University Middletown, Conn.

Miranda Linsky Westmont College Santa Barbara, Calif.

Michelle Hee Whittier College Whittier, Calif.

Curtis Martin Kryn Masutani Sean Michael Nada Willamette University Salem, Ore. Jonathan Harwell Brianna Lum Katherine Lum Worcester Polytechnic Institute Worcester, MA John Foy

Original drawings by Cordelia Xie

Spring 2010

Page 12

Taking Chances

by Raven Moniz ‘13 Third Place Essay I walked into the room with a crowd of people that I didn’t know. I stood in the doorway overwhelmed, out of breath, people made their way around me. As they picked their seats, I realized I needed to walk to the back of the room and get on the stage. One step at a time; right and then left and then left, I mean right.

After walking a mile to the back of the room, I climbed up the four metal steps, elevated and isolated from the rest of the world. I scanned the stage with two rows of red chairs, about thirty seats total. Every seat included a green rectangular halfsheet of paper with a name and a number in big blue handwriting. Mine was 24. One after another, kids came in and took their seats. As I sat there shaking and taking large gulps of air, I thought about how I got myself into this mess.

One day in English class, my teacher explained the upcoming spelling bee occurring in Seto Hall in the next couple of

Communication Realization

by Brianne Imada ‘10 Second Place Essay “Hello? Nursing staff, how may I help you?” the cheery voice of the nurse quickly responded after I pressed the button on the remote attached to my hospital bed. I desperately needed my mouth to be drained of the blood still oozing after my jaw surgery earlier that afternoon. Unfortunately, I could not answer the nurse because my jaw had been wired for stability. I had no choice but to wake my dad with a deranged sounding mixture of urgent guttural grunts.

“Hello? What do you need?” the nurse asked in a confused tone.

“Um, she needs her mouth drained,” my dad answered in a sleepy voice.

“Okay, we’ll be there.” I felt somewhat relieved that my mouth would be cleaned out, but more frustrated because I wasn’t able to communicate something so basic.

Six weeks of recovery seemed like it would be an eternity without my voice.

Years of x-rays, braces, and doctors’ appointments finally led to jaw surgery to correct my under bite during the summer before my senior year. After the overnight stay in

A Poet’s Battle

by Kira Wong ‘11 Third Place Poetry

weeks. She needed a representative from the class to participate in the general competition. My teacher scanned the classroom waiting in anticipation for the rush of volunteers to accept the challenge of the class competition. Hesitant at first, I suddenly felt my hand rising up, like something possessed me. I looked around, and saw one other hand. I was one of the brave participants. The gauntlet had been thrown and the battle began. The tension flooded the classroom. I felt unsteady on my feet, but I pressed on. Surprisingly after two rounds, I was the champion. Two weeks later I found myself on that stage in that mess.

Bing! The announcer read the rules. She told us that as they called our number, we’d come up to the microphone. They’d read our word, we’d spell it, and if we heard a bing that meant we spelled the word incorrectly and w e

were out.

The practice round started immediately. One by one we went up to spell our word. My heart pounded faster and faster as my turn came closer. My heel went up and down on the floor at an extremely fast pace. “Twenty-four,” the announcer called out. I took very slow steps up to the microphone while wiping my sweaty palms on my pants. She read me the word and I got it right. I went back to my seat as fast as I could and took a deep breath.

After everyone finished, the first round began. Bing! Got it wrong. Bing! Bing!

Two more. It was my turn next. This one counts! She gave me the word and I got it right!

“Thank you contestants. The second round will begin now.” Bing! Another one out. It was my turn. My body, still shaking

Oblivious Awed, he watched the tear That slowly oozed down her cheek.

Like a slug, he thought.

-- Aliisa Lee, ‘12, First place haiku the hospital, I attempted to slip back into everyday life, but I quickly discovered that life would be anything but normal. During the first week at home, I sluggishly ambled around the house, carrying around a pen and notebook to write anything I needed to say. I explored the maze of metal within my mouth, following its twists and turns around teeth, between upper and lower jaws, and surrounding the plastic splint placed between my jaws. The splint prevented grinding of my teeth as well as any clear sound from exiting my mouth.

One afternoon, amidst the sounds of cooking and family members snacking, I hopped onto a bar stool behind the kitchen counter and said, “Mom, what’s for dinner?” My perplexed mom must have

A battle wages on the shores of time Between two adversaries. One adheres To meter, while the other longs for rhyme; Together both will please a listener’s ears.

Both Phrasing and Ideas must compose Their differences. The weary poet lies Upon the sand. They sail to meet their foes, Prepared for war though they must compromise.

Rhyme first attacks. The syllables will fall, Uneven lines left drifting in his wake.

With failing feet, weak Meter tries to crawl To shake the sleepy poet wide awake.

With sand-filled eyes he views the waves recede And wash up stanzas where both sides accede.

heard something that resembled a whining cow more than her teenage daughter, so she turned around, cupped her hand to her ear, and replied back, “What was that?”

I leaned on the counter in defeat. I felt as though I had no voice as I literally could not speak.

Before the surgery, I underestimated how much not being able to talk would affect me. I am not the most assertive person by nature, so I thought the situation should be manageable. But as I spent time enveloped in my own thoughts, I realized just how valuable oral communication is within my life. Whether it’s asking what’s for dinner or how a new concept works, my voice is the most direct and fastest form of communication.

How someone uses their voice defines

from when I entered the room, made its way to the microphone. “Your word is nirvana.”

“Nirvana, n-i-r-v-a-n-a,” I spelled, “nirvana.” No bing. I got it right? Wow! I actually might have a chance to win.

Bing! Bing! The third round launched into action.

Bing! “Twenty-four, your word is rhinoceros.”

“Rhinoceros, r-h-y-n-o-s-a-u-r-u-s, rhinoceros.” Bing! That dreadful sound. I lost the tournament, but I won pride.

I never liked to enter contests because I used to be scared of the spotlight. After the spelling bee, I was very proud that I tried and surprised I lasted so long. An epigraph from the memoir When I Was Puerto Rican by Esmeralda Santiago matches this story precisely: “A ship that doesn’t sail, never reaches port.” Put another way, as my Grandfather would say as he prepared for another trip to Las Vegas, “Nothing ventured, nothing gained. Sometimes you need to take chances.” part of that person’s personality and reveals their ambitions. Until this year, I was mostly content with sitting in classes, maybe adding to discussion every couple of days while trying not to draw much attention to myself. I definitely was driven academically, but I never felt a need to share my thoughts with others. But during the times when I was able to focus exclusively on my own thoughts, I realized that I have a voice that needs to be heard. I may not have opinions on everything, but I know what I believe about myself, my world, and how eager I am to step out of my high school box.

I may not be the person with the most eloquent speech or the loudest voice, but my thoughts and opinions are intelligent and just as important as anyone else’s. I expected this surgery to change my physical appearance greatly, but I never expected it to change me as a person. Since the beginning of senior year, I have been making greater use of my voice, jumping into heated discussions or simply asking questions for clarification. Not being able to talk for six weeks has sparked a necessity in me to make use of the voice that I have.

I will never again be that complacent girl who lets opportunities slide by. Who would have thought my under bite would help me overcome such an obstacle?

Page 13

Little Red Riding Hood: The Truth

by Kris Kokame ‘10 First Place Short Story

E

verything you know, everything you’ve heard: all lies. All grotesque misrepresentations of the truth, a fairy-tale spun from malicious intentions. Lies. I was framed.

I deserve to have my side of the story told, the true story. The whole thing was just a scandal to give the Hood family some press attention. But the small-town newspaper headliner has long since turned into a phenomenon. The most vile and humiliating part of it all is that the lie has become a favorite bedtime story for thousands of children, spread all over the world in seemingly harmless children’s books. The lie has been translated, interpreted, and rewritten innumerable times, and printed in countries I can’t even pronounce. Society grows up knowing the story by heart, but not knowing that the brightly colored, cartooned illustrations hold the shameful slandering of my good name. If you pit a wolf against a little girl, you know whose story the media will snatch up. It doesn’t matter who’s telling the truth. It’s only what the public wants to hear.

Anyone who knows the Hood family believes my side of the story straight off. That family is a band of punks and freaks. Are you really that surprised? Little Red Riding Hood is named after her father’s motorcycle: “Red Riding.” They bought her that famous red hooded cape to match the bike’s new paintjob. Little Red’s father is a humongous, beefy man with a blonde handlebar mustache and thick hair covering his arms, legs, and chest. He goes by the nickname “Papa Bear.” He married an unsightly woman named Drizella, whose face is covered in pustules and hairy moles. She claims to be the sister of some beautiful princess named Cinderella but if you ask me, I don’t know how any princess could ever be related to someone with looks like hers. No truckload of fairy magic or plastic surgeries could ever make her look beautiful. I call it a lost cause.

C

onsidering her lineage, I’d say Little Red got lucky. She’s not a disfigured little eyesore, in fact even cute enough for the media to use to their advantage. But even though she’s only seven years old, she’s the snottiest little brat I’ve ever met. She can play up her innocence to a sickeningly sweet level, then transform into the devil’s spawn in the very next instant. It’s bizarre. She is rude to everyone except for one person: her granny. That little girl absolutely adores her grandmother. She visits her every single weekend, venturing through the forest with a basket of greasy goodies and the latest weekly edition of Motorcycle Mania. It was upon one such occasion that I was unlucky enough to run into her.

Before I get too deep into the story, I should introduce myself. Yes, I am the wolf.

The “villain” of the fairytale, the brutish savage with slobbering jowls who craves the flesh of a little girl and her innocent grandmother. Or at least that’s what you probably thought. But on the contrary, I am civilized, amiable, and quite docile. And I would never in a thousand years put any part of that disgusting little brat in my mouth, much less anyone else in that twisted family.

Anyway, I was taking a leisurely stroll along the path through the forest when a rock hit me on the flank. The nerve of this girl, hurling pebbles at me from up the road!

“Git you narsty mutt,” she screeched at me, her stiff blonde braids quivering, “Yer in my way!” Holding back my temper, I remembered my manners and said politely, “Good afternoon. What’s your name?”

“Little Red Riding Hood, if it’s any of yer buzyness.”

“Nice to meet you Little Red Riding Hood.”

“Yer still in my way, mutt.”

Slightly offended, I growled quietly beneath my breath but obligingly stepped off of the path to let her pass. She flounced past me, turning up her nose disdainfully. No appreciation of course. And I suppose that’s when karma came around to bite her in the butt. As she was skipping away, she did a magnificent clumsy stumble and ended up plowing face-first into the gravel. It was glorious. I was hard pressed not to howl out in laughter. I could have easily just walked away, but then she tipped her head back and started wailing like a cat in heat. She wasn’t hurt badly, maybe her face, knees, and palms were a bit scuffed and bloody, but the crybaby was putting on a great big show for pity.

Too bad I’m a softie.

I padded over to her and nosed her lightly.

“You’re okay,” I said, unable to keep a gruff edge from my voice, “Get up.” She turned a puffy, tear-stained face towards me.

“I can’t!” she whined, “It hurts!” I rolled my eyes, snorting and giving my head a small shake. I sighed.

“Where are you going?” I asked monotonously, regretting it the second the words had left my mouth.

“Grammy’s house,” she replied, jutting her lip out in an innocent pout, “Pleez can ya take me dere, mista wolfie? I be nice ta you, I promise. I’m sorry about yellin’ at ya before. Plez, wolfie, I need yer help!”

“Oh…alright…” I mumbled, knowing instantly that I was making a huge mistake, “Just make sure you don’t—“ Without waiting for me to finish, the little punk grabbed fistfuls of my fur and hoisted herself up, clambering onto my back. I growled a warning as she slung the basket of goodies roughly against the back of my head. I set off, lumbering down the road, guided by whichever direction Little Red yanked my ears.

W

e finally drew up in front of a ramshackle old hut. A creaky old woman sat on the porch, rocking back and forth in a decaying chair, apparently sleeping. But as soon as I set paw on the fringes of her property, she leapt up, hurling a moldy boot at me with a screech. I yelped in surprise and dodged, sending Little Red flying from my back. She screamed, which seemed to bring her crazy grandmother back to her senses.

“Red?” the old woman asked, peering around through rheumy eyes, “Izzat you?”

Little Red Riding Hood sprang up, absolutely fuming. She dealt me a stinging blow to the muzzle with the rolled up Motorcycle Mania magazine. I recoiled in surprise, baring my teeth and growling.

“What was that for? I just did you a huge favor!” I snapped, flattening my ears against my skull. Little Red stuck out her tongue at me, wrinkling her nose into a sly smirk.

Pouting out her lower lip, she squealed, “Gramma! The Big Bad Wolf tried ta steal yer ‘Sloppy Joes’ an’ maggyzeene when I tried ta pick flowers for yah in deh forest! Gettim!” There was a moment’s pause and I fur-

rowed my brow, glancing incredulously towards the little brat.

“You’re not serious, ri—“ The creaky old woman suddenly leapt from her porch, turning a somersault through the air. She landed crouching, animal-like, adjusting her spectacles with one hand. Before I could even drop my jaw, she had tackled me and pinned me to the ground. She dealt me a swift sock to the jaw and drove her knee into my gut.

“What the—“ I began, but she clamped her wrinkled hand over my muzzle and held my jaws together. My eyes widened. What the heck was wrong with this family?

“You mess wit my granddatta, you mess wit me. Hear?” she said slowly, blinking owlishly. I could only nod. She yanked the crusty hairnet from her gray bun and snapped it over my muzzle, securing it with a strip of crocheted lace. If I really wanted to I could probably have snapped the lace to open my mouth, but I was speechless anyway. I could only stare, wide-eyed in shock and confusion. Little Red snickered in the background, arms crossed smugly. She leaned in and tweaked my nose.

“What big eyes ya have,” she taunted, leering into my face, “Dey look like dere gonna pop straight outta yer face.” A growl began to crescendo in the back of my throat when suddenly a much louder growl sputtered in from behind us. “Papa Bear” roared towards us, crashing through the last bit of bushes astraddle “Red Riding,” his sleek red motorcycle. He hefted a shotgun over his left shoulder, his face scrunched in a deepset scowl. “Arr, you messin’ wit me Mammy an’ my lil’ girl?” he snarled, eyes darkened.

I couldn’t take it anymore. The last thing I wanted was a confrontation with another one of the Hoods. I shoved the grandmother off of me and turned tail, sprinting away as fast as I could, spurred on by the cloying stench of old hairspray. I didn’t stick around to hear what the story had become. I have no idea how the tale came about. All I know is that the Hood family grossly exaggerated the truth, pitting me as the “Big Bad Wolf.”

They wove a crazy tale about me beating Little Red Riding Hood to her grandmother’s house, locking up her grandma, dressing in the old woman’s clothes, muttering catchphrases about “big eyes, ears, and teeth,” then springing from the bed in an attempt to eat Little Red. They added the part about some “woodcutter” who supposedly chases me out with a hatchet, probably the “GRated” version of a maniac on a motorcycle armed with a shotgun. How does any of that even make sense? For one thing, if any kid could mistake a wolf for their grandma, they must be retarded. Or blind. How they got that story from a hairnet, Little Red’s taunts, and “Papa Bear’s” arrival on motorcycle, I’ll never know.

T

he only thing I do know is the truth.

And now so do you. You believe me

. . . right?

The Dreamer She sits slouched, brown eyes hidden beneath heavy eyelids.

A smile graces her face pressed against the window, breath creeping from her nose across the glass and disappearing.

A snore with every inhale, a sigh with every exhale.

A rhythm so calming like the vibrations of the train which whisks the dreamer to her destination.

By Emily Natori ‘13 Second Place Poetry

Spring 2010

Page 15

King of the Fruits Till Birnam Wood Do Come to Dunsinane: Manhood and False Appearance in Macbeth

By Teresa Ou ‘11 Second Place, Literary Criticism

Men who are driven by ambition often stumble off the path of reason, guided by volatile emotion. In William Shakespeare’s Macbeth, Macbeth tries to seize the king’s throne after the Witches prophesize for him a collection of new titles.

Shakespeare contrasts men with children to illustrate the evil and deceit entrenched in the nature of men.

After his failed plan to kill both Banquo and Fleance, Macbeth progresses in his evil as a murderer. Macbeth decides, “The very firstlings of my heart shall be / The firstlings of my hand” (4.1.147-48), after seeing the witches’ apparitions and hearing that Macduff has fled to England. He becomes eager to forego caution in order to succeed in killing Macduff to secure the words of prophecy. Similarly, after Macduff receives news that Macbeth has killed his wife and children, Malcolm encourages Macduff to “Dispute it like a man” (4.3.220). Macbeth believes that men should act the way they feel and yield to their emotions in the same way that his enemies associate manhood with using violence. Shakespeare advocates neither side, portraying both as parts of the faulted mankind.

Even ordinary men who do not become murderers can be tempted to turn toward evil. Although Banquo seeks to lose no honor “in seeking to augment it” (2.1.2627), he is tempted, like other men, by the prospect of personal gain. Banquo struggles against the temptations from the Witches’ prophecies to which Macbeth has already succumbed. Unable to rest, Banquo says, “Merciful powers, / Restrain in me the cursed thoughts that nature / Gives way to in repose” (2.1.7-9). Banquo fears that ambition will draw him in to entertain evil thoughts the way it has drawn in Macbeth. The strong desire to fulfill their ambitions and willingness to do whatever may be required is an inherent part of man’s nature.

Unlike grown men, children are pure and free of evil. Lady Macbeth demonstrates her callousness in her reproach of Macbeth’s hesitancy: I have given suck, and know How tender ‘tis to love the babe that milks me: I would, while it was smiling in my face, Have plucked my nipple from his

boneless gums, And dashed the brains out.

(1.7.54-58) Unaware of deceit, the innocent babe smiles in the face of Lady Macbeth, while she is still capable of hurting it, knowing that it trusts her.

Macbeth compares pity to “a naked newborn babe” (1.7.21) that will “blow the horrid deed in every eye” (1.7.24), letting everyone know of his evil deed, if Macbeth does kill

the king. Unlike grown adults, the naked babe is unclothed and does not need to hide its evil, since it is still untainted. The babe is associated with pity, a form of compassion, as opposed to Macbeth’s selfish desire for the king’s position of power.

Not entirely a man nor a child, Macbeth both lies and tells the truth at once. Despite his evil actions, Macbeth is not comfortable with lying outright about Duncan’s death, since he still feels guilty, lamenting, “Had I but died an hour before this chance, / I had lived a blessed time” (2.3.93-94). Macbeth falsely reports that Malcolm and Donalbain are “not confessing / Their cruel parricide, filling their hearers / With strange invention” (3.1.30-32), but his words fit his own actions more closely. Macbeth continues to adhere to the truth while hiding it behind redirected blame, since he is still unable to act naturally. By using the truth to fabricate his story instead of outright lies that his guilty conscience would easily betray, Macbeth is able to deceive others with his falsehoods while allowing his conscience a little relief, since his words do hold some truth.

Macbeth is capable of entertaining thoughts of committing an evil deed in killing the king, but at the same time, he retains some of the human conscience that an untainted

child has. Even as Macbeth plans the murder of Duncan, he still does not entirely wish to do so. Macbeth tries to convince himself to abandon his plans: [Duncan’s] here in double trust.

First, as I am his kinsman and his subject, Strong both against the deed; then, as his host, Who should against his murderer shut the door, Not bear the knife myself.

(1.7.12-16) Macbeth, however, eventually comes to a willing acceptance of his ambition: “For mine own good / All causes shall give way” (3.4.136-37).

He succumbs to evil and realizes his hand “will rather the multitudinous seas incarnadine” (2.2.60-61), for nothing can cleanse him of his evil.

Even after Macbeth dies, the evil of mankind persists in Scotland, hiding behind a mask of good. Lady Macduff sees that she has done nothing to provoke murderers, but realizes, “I am in this earthly world, where to do harm / Is often laudable, to do good sometime / Accounted dangerous folly” (4.2.73-75). In the “earthly” world, people lack the perfection of deities, and they will approve of any actions that support their own ambitions. Good may appear evil, and evil may appear good. As the English army advances toward Dunsinane, a messenger reports to Macbeth, “The wood began to move” (5.6.35). Nature appears to be coming to restore to Scotland the natural order and peace that man had removed. However, men behind their camouflage of leaves, not nature itself, are returning to Scotland. In addition, Young Siward, a child, dies in the men’s battle before Macbeth faces his intended opponent Macduff. His death symbolizes the inadvertent death of good, which results from the corrupt, violent struggle between men. Macbeth’s enemies put in power a new king, Malcolm, whose methods of gaining the throne echo Macbeth’s.

Macbeth’s life had been occupied by futile pursuits that ruined both himself and other people, and his death does not repair the damage he did during his life. Children grow to become men and learn lies and ambition; the virtues of children, too, succumb to the evil nature of men. Man’s evil nature persists throughout time, overpowering yet hidden under disguise.

By Andrew McCoy ‘14 Second Place, Short Story In an ancient village in Phoenicia, there once lived a farmer named Akbar. Phoenicia was a large, calm city-state made up of mostly farms and farmland. Akbar worked and lived on his small farm with just his simple shack. Everyday, sweat would drip from Akbar’s head because of the heat of the sun. Akbar was a man that was about 40 years old, and he did not have a family. Since he lived alone, Akbar had to work very hard for his money to make a living, and so he did. He was a religious farmer, who often prayed for his crops by worshipping the Phoenician goddess of fruits, Nikkal. As a reward for his loyalty, Nikkal paid Akbar a visit.

“Akbar, since you have been loyal to me and prayed to me, I will give you the most precious fruit of all, the pineapple,” said Nikkal.

The pineapple that Nikkal bestowed on the farmer was much different than the pineapple we know today, although the pineapple still had a yellow, juicy core on the inside. In fact you could say that the pineapple was the world’s only perfect fruit.

Back then, pineapples had a beautiful glossy skin. This skin was smooth and shined like a well-polished apple does in a display bowl. The skin also peeled off as easily and cleanly as a banana skin. The inside looked and tasted much like it does today.

Since the pineapple was easy to peel, beautiful to look at, and sweet and juicy, it quickly became the most popular fruit in all of Phoenicia. The farmer was very delighted and soon became very rich because everyone wanted this wonderful fruit that only he was able to grow.

Over time, Akbar became arrogant and boasted about his ability to grow a fruit that was wanted all over the world. Nikkal, watching from above, became saddened and regretful that she had given him this wonderful gift. As time went on, Akbar went as far as to brag that the pineapples grew only because he was the world’s greatest farmer and that even the gods could not grow a perfect fruit.

“My pineapples are so wonderful that even the goddess Nikkal is envious of my fruit!” the farmer was heard to boast on many occasions.

Every time Nikkal heard the farmer brag, she became angrier and angrier.

One day Nikkal decided to pay the farmer a visit, dressing in disguise as an old woman to buy fruit.

“Are these the famous pineapples I have heard so much about throughout Phoenicia?” questioned the disguised Nikkal.

“Yes they are,” bragged the farmer, sticking his chest out brazenly.

“You must be grateful to the goddess Nikkal for giving you such a gift,” The old woman said.

“Nikkal? Ha!” laughed the farmer. “I am the one responsible for these great pineapples. In fact, my pineapples are so much better than any other fruit, that I think they are the king of fruits!”

Upon hearing this, Nikkal became so outraged, that she changed back into herself and revealed herself to the farmer as Nikkal the fruit goddess.

“Akbar, you have become arrogant and unappreciative of what I have given you. I will not take away my gift to you, but I will make you live with your own words. If you think the pineapple is the king of the fruits, then so be it. On its head, it will have a crown of green thorny leaves, and instead of glossy smooth skin, a kingly robe of quilted spikes in the shape of diamonds shall take its place.”

With that, Nikkal disappeared and every pineapple in the field changed into the type of pineapple that we see today. The inside of the fruit remains tasty and sweet, but the outside is no longer beautiful, nor is it easy to peel. It can be painful just handling it if you are not careful. Akbar had learned the hard way to thank Nikkal. From that day on, he and his pineapples became unwanted and he started losing his wealth. He promised himself to always be appreciative of what he gets.

And that is how the pineapple came to be.

See more ‘Iolani Writes winners online at www.imuaonline.org Ceramic art by Ryan Kamo ‘06

Sports

Page 16

Imua ‘Iolani

Girls’ water polo shooting for pride

By Grant Chang ‘Twas’ not Vietnam, ‘twas not a scene from Freddy vs. Jason, ‘twas Girls’ Division I Waterpolo. Let the hair pulling and spleen kicking begin!

The classic showdown: the ‘Iolani Raiders and the Punahou Buffanblu. After their three heart-wrenching losses, the Raiders were out for blue blood. With hearts like lions and battered morale, it was clear that the Raiders would not stop at anything until they received a rematch.

Finishing second in ILH, the Raiders had received admission into states. “It was the first time I made it to states, and I was really excited and ready to win!” said Kelsey Ohira, a three-year veteran of the team.

Many teams rallied against the Raiders, but evidently in the scoreboard they were no match for our crossed swords and eye patches. Kapolei: 15-5 Raiders. Kamehameha Big Island 15-10 Raiders. Kahuku: thanks to buzzer killer junior Bianca Bystrom Pino, 8-7 Raiders. Likewise, Punahou did not disappoint. They also won every game they played, as expected.

On May 8, a water polo showdown took place at Memorial Aquatic Center.

Chlorinated water burst from tanned flaring nostrils, slowly dripping down two teams’ worth of blazing, V-shaped bodies.

Caps were tightly fastened, no hair in sight.

Warrior battle cries and scowls ruptured the pool air.

The game began with countless fouls, ejections, and piercing whistles. Many shots were taken, but only two were let in by both goalies by the end of the first half. First year goalie Erica Butters was on point, blocking shot after shot, instructing her team with leadership and compassion.

After the second half, the Buffanblu were relentless. They took advantage of minor blunders and worked around Raider strengths, into the goal.

Though goals were let in, the Raiders did not give up. They rallied back, fouling hard and making Punahou work for every point. They fought to the end, never giving up, and looking at the glass half-full.

By the end of the fourth quarter, the scored stood 9-2 Punahou, but the Raiders

had nothing to be ashamed of. They proudly gave the Buffanblu a loud deserving cheer, shook their hands proudly, and huddled together and blared, “RAIDERS!”

If someone were to walk on the pool deck, and look at the scoreboard, he or she would have thought that ‘Iolani had scored the nine goals.

Akari Hatanaka | Imua ‘Iolani

Jodie Yamashiro (‘10) gets ready to sprint for the ball during the ILH Championship finals against Punahou.

Alumni shine in Stanford men’s volleyball

By Maile Greenhill

Hawaii volleyball players currently playing in college have proven to be quite successful. Stanford’s men’s volleyball team, which features 7 Hawaii players, including 4 in the starting lineup, won the 2010 NCAA Division 1 Men’s Volleyball Championship, defeating Penn State in straight sets, 30-25, 30-20, 30-18. This Stanford team includes Kawika Shoji (’06), as starting setter, who won the 2010 American Volleyball Coaches Association National Player of the Year award, and Brad Lawson (’08), winner of the 2010 Mountain Pacific Sports Federation Men’s Volleyball Player of the Year award as only a sophomore as starting outside hitter.

Also on the Stanford team are Spencer McLachlin (Punahou ’07), Erik Shoji (Punahou ’08), Jordan Inafuku (Kamehameha ’07), Max Halvorson (Punahou ’07), and Chandler Ka`a`a (Kamehameha-Hawaii ’09).

Hawaii is one of the best places to grow up for an aspiring volleyball player. “Volleyball is a part of the culture in Hawaii, and thus allows kids to begin playing at a young age,” said Kawika Shoji, Stanford’s captain. “I was fortunate enough to

be around the game growing up in Hawaii and having my dad as a coach, and this has allowed me to learn and understand the important details and nuances of the sport that it takes to play at a high level, and to be a great setter.” The procession of Hawaii volleyball players to Stanford will continue, with current ‘Iolani senior Scott Sakaida set to join the program next year.

The Stanford Cardinal swept Penn State, a team that is quite familiar with the NCAA final, appearing in 3 of the last 5. Stanford was led by Brad Lawson, who hit a staggering 24 kills on 28 swings with only one error, bringing him to an incredible .821 hitting percentage. Lawson also had 4 service aces in one of the greatest performances ever

in an NCAA volleyball final.

Guiding Lawson and all of the Stanford hitters was Kawika Shoji, who truly proved himself as the best player in college volleyball. Stanford has a formidable offense, with hitters like Lawson, McLachlin, Evan Romero, Garrett Werner, and Gus Ellis. Its defense is also a force to be reckoned with, including first-team all-American Erik Shoji, Kawika’s younger brother, at libero, and a number of great blockers in the front row. Both the first and second sets were tightly contested at first, until Stanford ran away with them. The third set seemed to be a breeze for Stanford, who never trailed in that set.

Whenever Stanford needed a kill, Lawson was the go-to guy,

Above, Brad Lawson (‘08) dives for a ball; at left, Kawika Shoji (‘06) jumps high in the air to set the ball; at right, the Stanford men’s volleyball team celebrates their NCAA championship.

Photos courtesy of Mrs. Laurie Lawson and Mr. Mike Rasay

and put the ball down in superhuman fashion. It has been like that for his whole career so far: He’s been a starter in every game since entering Stanford’s volleyball program. This season, just a sophomore, he led the Cardinal in kills and service aces. Lawson is a fearsome hitter, hitting the ball at high speeds from the front or back row. For the season, Lawson hit .384. His amazing volleyball skills earned him the MPSF Player of the Year award as only a sophomore. The MPSF is the dominant league in the NCAA for men’s volleyball, with teams from this conference making up a majority of the national top 10 rankings. Lawson was also a first-team all-American.

Kawika Shoji, a senior this year, began the influx of Hawaii players to Stanford in the 2006-2007 school year. At the time, Stanford had a struggling volleyball program. “I really didn’t know how the decision would turn out, but my goal was to help turn the program around and bring it back to national prominence,” said Shoji. “I did not take the easy road by choosing a school where I could step right in and win.” In his freshman year, Stanford went 3-25,

and finished last in the MPSF. The Cardinal adopted a motto of “Worst to First,” showing that they were determined to bring a NCAA championship to Stanford. As setter, Shoji was an integral part of Stanford’s climb from last in the MPSF to the NCAA tournament. Shoji has been recognized as a 3-time all-American. He set the standard in many statistical categories, earning him the AVCA National Player of the Year award, the highest possible award in men’s collegiate volleyball. But he never lost sight of the team goal, which was winning an NCAA championship. “What is very interesting is that the players over the last four years embraced the mantra of ‘One Team’ better and better each and every year, culminating in a championship this year,” he said of the Stanford team. “The best teams win championships, not the best individuals.” He and Lawson were selected as co-MVPs of the NCAA tournament.

For the Cardinal, anything short of an NCAA championship would not satisfy their goal of “Worst to First.” In defeating Penn State, the Hawaii Cardinal took Stanford volleyball to the highest level.