Imua May 2011: Volume 86, Issue 4

IMUA ‘IOLANI

May 27, 2011

What’s Inside?

Neon and Space Adventures pg. 6

A Voice for Students since 1923

Honolulu, Hawaii

Volume 86, Issue 4

The heroes next door

By Matthew Callahan

It is an unassuming, one story building, painted sky blue, although the color seems to have washed out over the years. Many of us pass this building on our way to school and, by now, do not even notice it, merely dismissing it as part of the scenery. However, the polite, witty, and much forgotten men who congregate in that blue building from 9am to 3pm every day played a great role in protecting America’s freedom.

2010-2011 Sports Recap pg. 4

Those men are members of the 100th Infantry Battalion.

The story of the 100th Infantry Battalion begins almost seven months after the attack on Pearl Harbor. America was, by then, throttling its war machine to ride full speed ahead. America was in a war craze. Every single available man, woman, and child was helping with the war effort, whether it was fighting, working in the factories, gathering scrap metal, or selling war bonds.

On June 4, 1942, 1,432 Nisei (second generation JapaneseAmericans), who were members of the Hawaii National Guard, departed from Maui under the cover of night for Oakland, California, without being allowed to say goodbye to their families.

After arriving in Oakland, they rode trains to Camp McCoy in Wisconsin.

Robert Arakaki was one of the members who went to Wisconsin for training. He talks about the

culture shock on the journey from Hawaii to Camp McCoy. “In Hawaii the haoles were always the rich, educated ones who owned all the big companies,” Mr. Arakaki said. “When we arrived in California, we found that we had the same education, if not better, as some of the whites in California.”

Arakaki said that he saw snow for the first time in Wisconsin.

Goro Sumida, another 100th Infantry Battalion veteran who trained in Wisconsin, described how white foreigners were actually kind to them. “The Swedish and Scandinavian people, y’know, they were very kind to us as they were discriminated against too, since they were considered to be the enemy by some too,” Mr. Sumida said.

After leaving Wisconsin, they trained in Texas and Louisiana.

Mr. Arakaki said, chuckling, “In one drill we were supposed to

Kelia Cowan | Imua Iolani Above: Goro Sumida was drafted at the age of 19 and became a member of B company in the 100th Battalion. Below: Members of the 100th Battalion eat lunch together and enjoy each others’ company three or four times a week. be crawling so the supposed ‘enemy’ would not see us, but when a rabbit ran right through us everyone stood up and started running. That was the first time we had seen a rabbit. However, the

steaks in Texas made everything worth it.”

Later, the battalion transferred to Camp Shelby in Mississippi before its members were deployed. Mississippi, located

From A&P stores to AP teacher

Mini Society pg. 20

Index

A&E-- 6 Editorials-- 2-3 Features-- 3 & 8 ‘Iolani Writes-- 14-17 College Map- 10-11 Lower School-- 20 Sports-- 4-5

By Iris Kuo John Kay is about to hit the big 5-0. Of teaching. At ‘Iolani.

Mr. Kay has been teaching at ‘Iolani since 1962 and recently renewed his contract with the school for the next school year— his fiftieth at ‘Iolani.

Many children at ‘Iolani worry about taking tests, performing well in games, and filling the big shoes their parents lay out. As a child, Mr. Kay worried about surviving the dangers at school and in the streets, and finding replacements for the tattered shoes that he kept outgrowing.

Mr. Kay grew up in what he calls the jungle of Chicago on 77th street, a mere 3 miles from Hyde Park, the well-groomed neighborhood in which President Barack Obama lived. But despite their proximity, the world of Mr. Kay’s childhood bore little re-

semblance to Obama’s neighborhood. His family’s house leaned on the one next door. His school didn’t have books. Fights among students were frequent.

“You don’t want to hear about the fights,” he said during our interview, crinkling his eyes into a smile. Then the smile faded as he traced a faint, raised line on his wrist. “Got the scars to prove it.”

He was big for his age, towering 6’ 1” tall. He already worked a 40-hour week at an A&P store to help support his family. Fooled

by Mr. Kay’s height, the manager appointed him produce manager.

As produce manager, Mr. Kay had to put the customers’ goods in a paper bag, staple it shut, then write the price on the bag. The job lasted about 9 months.

After stapling a woman’s finger to her produce bag, he was fired. He went on to a string of

short stints as an usher, a steelmill worker, and a lifeguard.

None of the jobs lasted longer than a year.

When he finished high school, a minister from the Lutheran church he attended each Sunday took him to Carthage College in Illinois, a Lutheran school of about 450 students. He attended at virtually no cost to his parents; playing football covered his tuition costs, serving food in the cafeteria covered his room and board, and cooking in the student union covered his spending money.

He had to pick a language to take, so he took German. “I’m adopted, so [my parents] didn’t really know what ethnicity I am, but they thought I was some kind of German, so that’s what I signed up for.” It was easy for him, and he did well, so after

Kaela Shiigi | Imua Iolani Mr. John Kay, referred to as “Papa Jack”, will reach his 50th year of teaching in the fall. In addition to teaching students, he teaches teachers about AP Biology, serves as a College Board consultant, and truly cares about his students.

Page 2

Tears of ‘joy’ for the

Editorials Imua ‘Iolani dead AP Pasta Boiling: Integrating home ec into the curriculum

By Joshua Whiteley

Zoe Palmer | Imua Iolani Students pore over the headlines featuring the death of Osama bin Laden.

By John Tanaka

On May 2, 2011, United States Special Forces stormed a compound in Abottabad, Pakistan. In this compound, the Forces found and killed Osama bin Laden, the infamous terrorist and mastermind behind the 9/11 terrorist attacks in 2001. News of bin Laden’s death traveled quickly throughout the United States, prompting nationwide celebrations.

The response to bin Laden’s death sparked controversial celebrations in locations such as Times Square, in front of the White House, and at Ground Zero. Hundreds of young Americans, the first products of the post 9/11 era, began to celebrate the news in a party-like atmosphere.

However, this response was both inappropriate and immature. Unlike the majority of the American population who celebrated the news of bin Laden’s passing in the privacy of their homes, these groups of college-aged students held rowdy parties that were shown throughout the world to stunned and angry viewers.

Not only did these “partygoers” poorly represent the image of America, but they also negated the effects of bin Laden’s death on the Al-Qaeda organization. Osama bin Laden’s killing was supposed to be a figurative “cutting the head off of the snake” movement by the American government.

Instead, due to the widespread disrespectful celebrations, Al-Qaeda was able to turn bin Laden into a martyr.

The actions of those who celebrated his death were prime examples of why the organization attempts to destroy the Western world.

“It isn’t appropriate to celebrate a death,” Erin Main, a junior at ‘Iolani School, said, “It’s rather distasteful.” It is a bit unnerving that celebrations broke out over a normally solemn affair. Under most circumstances, a death is treated with respect and remembrance. This was untrue for the celebrations surrounding the death of bin Laden. “I was really surprised with the way the nation reacted with celebration rather than solemn recognition of bin Laden’s death,” Guthrie Angeles said. The images of college students swinging on the fences of the White House and chanting the lyrics to “Na Na Hey Hey Kiss Him Goodbye” tarnished the reputation of the American people. The actions of these crowds were both immature and disrespectful.

“I think it is O.K. to be glad,” Main said.

Unfortunately, on May 2nd, the crowds that gathered to celebrate the death of bin Laden seemed to view the subject as a happy occurrence. This sense of nationalism damaged America’s image and turned Osama bin Laden into a martyr for terrorist organizations around the world. It was shameful to see that many Americans did not treat the affair with respect. Instead, they turned it into a playful celebration, one that helped to tarnish the image of the country they call home.

A call for classiness

By Akari Hatanaka I was disgusted and appalled when I heard a junior behind me yell at a teacher, “Hurry up, you old (enter four letter expletive here)!” during the film festival. (The teacher was fixing the projector, which was malfunctioning.)

As the years go by, ‘Iolani students have definitely lost class, and the respect for teachers has begun to fade. The way ‘Iolani students carry themselves, on campus and off campus, has changed drastically.

Although I admit that I am guilty of becoming snappy and disrespectful at times, I noticed that the level of disrespect for fellow peers and figures of authority has risen so much that I am surprised that nothing has been done by the administration. When students act up, I rarely see teachers reprimand them for their behavior.

This nonchalance has led to students having the audacity to swear at teachers with raised voices, knowing that they will get away with it. It also appears that many students have a lack of compassion, as if they were somewhat born without it.

The bullying and attitudes in the young-

er grades is so shocking and incomprehensible to me when I overhear their conversations, I wonder and fear what the world will be like when these children grow up— if they ever do.

I hope that ‘Iolani does something to restore class and compassion to itself, or I fear that things will only go downhill from here. Some teachers decided that the bullying in the eighth grade had reached a degree where intervention was necessary.

I commend these teachers who have been working with the students. Teachers should continue to attempt to teach why bullying is wrong and what victims can do to stand up for themselves. Although this may seem elementary, it appears to be necessary, unfortunately.

The children of ‘Iolani do not realize that they are tiny krill in the belly of a small sardine in the belly of a mackerel in the belly of a dolphin in the belly of a killer whale. These feelings of entitlement begin in the Lower School and increase as they grow older. I hope that the school will look into trying to instill class and compassion into its future students.

Pop quiz: What is the quadratic formula? Whose philosophical theories does Lord of the Flies draw from? In what order should you tighten the bolts on a wheel when changing a tire?

Chances are you got the first two correct. Last one, maybe not. Now, which one will you actually need to know after ‘Iolani? I’ll be honest; I have no idea how to cook, and I’m a senior. I can’t make pasta or tell when a steak looks done. This is a something I’ll need to know how to do on a daily basis in college. So why is it that ‘Iolani, a college prep school, does so little to prepare for life in college?

Before I begin, let me make this clear: this is not a criticism of ‘Iolani’s curriculum. It is my belief that ‘Iolani has one of the strongest academic programs in the country, and has numerous awards to prove it. But the problem is that we only prepare for college academics, not college life. In college, we must learn a new skill: how to be independent. And like any high-level skill, this requires a solid foundation.

The truth of the matter is this: as kids, we don’t need to know how to live. For most of us, our parents make lunch, or we buy from the cafeteria; we don’t need to know how to cook. What would we do if a tire blew out? “I’d just hope I was with someone who could change it,” said Perry Buto, a senior.

A home economics class wouldn’t be hard to implement; it wouldn’t even require a new class. In 9th grade, we all take a ‘Life Skills’ class and a ‘Guidance’ class in 7th. We learn about etiquette, asserting ourselves, puberty, and college applications.

Why can’t we learn how to cook as well? Isn’t it as necessary a life skill as table manners and self-esteem?

Also, we have a teacher at ‘Iolani who would love nothing more than to teach a class about understanding the world around us. Jungle Bob believes that academic and mechanical learning are hand-in-hand. As a teacher and master of three-dimensional design, he believes that mechanical ability

and knowledge is essential in life.

“You can only be what you’ve experienced,” says Jungle, and he is baffled by what some students haven’t experienced.

He would like to offer a course that teaches students about the real world, how to fix a pipe, how a combustion engine works, what people need to know how to “make decisions in the 3-D world.”

To him, academics and mechanical skills are not separate, but both equally important in life. He warned me to not see the two as separate disciplines, and that they are both necessary to be successful in life.

And I agree with him.

I’m not asking for a revolution or for ‘Iolani to become a trade school. I’m simply pointing out that ‘Iolani could be even better at teaching us how to succeed. It would not be hard to implement. We already have a teacher more than willing to impart his knowledge and an Applied Science building under construction. There is no reason that common sense can’t be offered as a class. Some of us may never use calculus, but I can guarantee that all of us will need to maintain a home at some point. All I’m asking is that we be taught about all aspects of life.

Kaela Shiigi | Imua Iolani In a home ec class, students would learn practical skills in addition to smarts.

AP grade bump

By Anglenia Yick

Is a high school student successful when, after four years of numerous exams and sleepless nights, she is accepted to Harvard?

The myth that by attending a top 10 university, students will be given a “door opener” into life, and they will be showered with success wherever they go.

High school is supposedly a time of fun, self-discovery, and occasionally some chaos. The prospect of college, however, seems to unsettle a few students as they squeeze in honors and Advanced Placement classes and pile on extracurricular activities to make that myth a reality.

Taking AP classes primarily for the GPA boost and erratically signing up for activities usually result in an unhealthy amount of stress, and in the worst case, a developing annoyance for school. High school then becomes only “a ticket into college,” as Dr. Peter Webb puts it.

There is nothing wrong with wanting to go to Harvard. However, “‘high pressure’ students and parents are unlikely to be satisfied with nebulous goals. And that means a top 5 university, whether or not

that school will actually provide that student with the best fit, or even if that student has the personal intellectual interests to take advantage of that school’s opportunities,” Dr. Webb said.

As the architects of their own education, students ought to take into consideration whether taking six AP classes, joining ten different clubs and organizations, and sleeping for five hours nightly is the price they are willing to pay to attend a “prestigious” school, even if they enjoy being in those ten different activities and six AP classes.

“Harvard, like any other school, provides a quality education if the student actively works at gaining that education,” Dr. Webb said. “You can spend four years at Harvard and come out with nothing but a piece of paper.” Instead of wanting to attend a university solely for prestige, students should find a school that fits them.

“Then, instead of taking 5 APs to get into Harvard, students will take whatever number of APs they take because they are passionate about learning and about the subjects they have signed up for,” Dr. Webb said.

May 27, 2011

Features

Page 3

College spam has mystery, not much meat

Kelia Cowan | Imua ‘Iolani

Some colleges overload their potential applicants with unwanted letters, viewbooks, and emails. recruiting this bright boy.

By Kelia Cowan Callahan’s experience is not Matthew Callahan opens his uncommon in the current cutschool email account. To his surthroat competition known as prise, emails from Oxford Unicollege admissions. Colleges versity, Rice University, Southsend emails, letters, guidebooks, ern Methodist University, Texas and many other forms of spam Christian University, and Chicago to young students who are well University await him. Callahan, a qualified for college, based on freshman, admits he scored well their standardized test scores. As on the PSAT exam in November, the age of the student increases, thus colleges have already begun

Sunny sustainability This past fall, solar panels were installed on the roofs of ‘Iolani. More than 2,000 photovoltaic panels now cover the tops of Upper School I Building, both gyms, the art building, Student Center, and select lower school buildings, all to make the school more environmentally friendly. Collectively, the panels provide about 15 to 20 percent of ‘Iolani’s electricity. Why not more, you ask?

“Well, it all depends on roof space,” said Mr. Glenn Ching, director of finance. “We don’t have a lot of available area to put these panels, so unfortunately we can’t power the whole school with them. Some places have these huge empty spaces and can cover acres and acres with these photovoltaic panels, but we just don’t have that kind of space.”

In order to be able to use the panels, ‘Iolani entered a Power Purchase Agreement (PPA) with Solar Wave, the company that installed them. A PPA is an agreement between two parties, one looking to buy electricity and the other looking to sell. Solar Wave installed the panels at no charge. The school pays the company based on the amount of electricity used. ‘Iolani also receives tax incentives for harnessing solar power. In turn, the school gets to use the produced energy.

“Basically,” Mr. Ching said, “it’s like renting the equipment, and then we pay a fee for the electricity we use.”

Campus reception of the panels has been positive, but nothing is without flaws. “They’re really loud,” said biology teacher Mrs. Susan Nishiura. “Every time I go outside of my classroom, I get this massive headache, especially when it’s really sunny out. And my friend has these things on his house, and they’re not loud at all!

But don’t get me wrong, I’m all for alternative energy.

From a biologist’s perspective, I think it’s great, but it’s still pretty young and we really need people to study this kind of stuff. I hope this generation develops it, because alternative energy is a really great thing.”

The solar panels are only the first step in ‘Iolani’s trying to be more energy/environmentally efficient. In the Center for Applied Studies, steps will be taken to conserve heat, water, and electricity. “For the school, we wanted [our efforts] to be a model for students to see what is possible in renewable energy,” Mr. Ching said.

Mr. Wendell Choy ‘74, President of Solar Wave and designer of the panels, agrees. “It’s important for [students] to realize and learn about the possible results [of things like solar energy,]” he says. And does solar power make sense? “My electric bill is only $18 dollars a month, and isn’t that something?” Choy said.

so does the volume of material.

Mr. Todd Fleming, director of college counseling, said colleges start sending mail to eighth grade students after they take the SAT when they apply for the Johns Hopkins Center for Talented Youth program.

“The colleges just take all test takers of a certain score and above without looking at the age of the student,” Mr. Fleming said.

The idea behind sending so many emails is that colleges want to be on the student’s radar. Students will look into the colleges and decide to apply. But just how effective is this tactic?

Most students tend to discard the e-mails as spam. Callahan stopped reading the mail soon after he began receiving them.

“I just delete them or move them into a folder,” Callahan said.

“I get more e-mails from colleges than I do from school or friends.”

As of Feb. 13, I have 349 emails in my inbox from colleges to which I did not apply. (The

A&P (from p. 1) two weeks of it, he stopped asking questions. He flunked the class. He flunked English too.

In his second year of college, he received news that his adoptive father was dying.

On the train back to Chicago, he sat next to an African American man.

“You have to understand,” Mr. Kay told me, “this was the 50s. There was a lot of prejudice—I was very prejudiced, I have to admit.” But he sat next to the African American man anyway. The man, a doctor, told him that white people didn’t accept him because of his color, and African American people didn’t accept him because of his education.

“And that’s when I realized we’re all one people, you know? We’re all brothers and sisters and we need to help each other. I haven’t forgotten it to this day.”

When he arrived at the hospital, his father was in a coma. Mr. Kay sat by the bed and took his father’s hand. He swears he heard his father’s voice saying, “Finish college. You’ll be the first Kay to graduate.”

So he did. His father eventually passed away without waking from his coma, and Mr. Kay returned to college. At some point before he graduated, he took his first biology class. The class was General Biology, taught by Dr. Kirbey, a frail, elderly woman. During lessons, she would open cans of cat food and place them around the lab.

“She was weird, but she had a passion,” Mr. Kay said. She loved life, and her love for science was evident when she taught. She had that look of passion and honesty, and Mr. Kay really enjoyed her class.

Of course, it didn’t hurt that he was good at biology.

“I guess everyone has something that comes easy,” he said. “I got lucky that it didn’t require gram-

100+ e-mails from colleges that I did apply to are in a separate folder.) The emails I have saved are from May 2010 until February 2011; at first, I directed them directly to the trash folder.

The number of e-mails was so great that it was a daily chore to redirect them to a folder I entitled “Propaganda.” I received five emails in a single day on Oct. 8, Oct. 26, Nov. 1, Nov. 2, and Nov. 29 of 2010.

I feel harassed by some colleges. The most annoying emails often state, “You are important to us…and that’s why I’m extending your priority deadline, (INSERT NAME HERE)!” If I were really interested in your college, I would have applied before your second or third “extended deadline!”

In regards to the “unresponsive potential applicants,” it amazes me that colleges can’t catch a hint. E-mails with headings such as, “I’m concerned I haven’t heard from you, (INSERT NAME HERE)” are THE most

mar.” He laughed his deep, Santa Claus chuckle.

But joking aside, Mr. Kay really was good at biology—before finishing college, he was accused of cheating on biology exams three times because he did so well. Each time, he had to retake the test to prove he really knew the material. He aced all of them and received an awardfor contributing the most time and energy to the department. He graduated and came to Hawaii in 1959 (the year of statehood) to attend the University of Hawaii.

Two years later, he married Violet Kay, the mother of three daughters. Later, they became parents to a fourth daughter. He was working at a Del Monte pineapple factory when he heard there was an opening for a science teaching position at a place called ‘Iolani School.

He had an interview with Rev. David Coon and was hired on the spot. His salary for the year would be $3,200 over 9 months. When he returned home after the interview and checked the mail, he found a letter offering him a spot as the director of fisheries in Connecticut. It was a general scale 13 position, meaning he would have made a lot more money, but his wife convinced him to stay in the islands.

In the summers when he didn’t have a paycheck, he and his family ate rice and jelly, but they were happy, and he ended up staying.

Now, half a century later, the man who couldn’t hold a job for longer than one year is nearing his fiftieth as a teacher at ‘Iolani. Dozens of nametags from lecturing at conferences and grading AP exams litter the wall of his office. He’s a million-mile flier with United Airlines from travelling to hold lectures for the College Board in Guam, Singapore, Japan, France, Hong Kong and Kuala Lumpur, as well as in areas around the United States. He worked

aggravating e-mails. I did not talk to anyone from your college, or request any information from your college, or respond to any of the 20-something e-mails from your college. (My apologies, U of Portland, if you feel that I am overly critical of your recruiting methods.)

Mr. Fleming said he has warned college admissions officers that students don’t like receiving these e-mails. However, by keeping a particular school’s name in a student’s mind, the e-mails might make that student more likely to apply. This drives up the number of applicants, thereby reducing the admission rate, thus making the school look more exclusive.

Colleges should realize that students do not read all the messages they receive. The spam is unnecessary and more often results in aggravation than application. In theory, bombarding students with e-mail keeps that college in mind; in practice, the barrage is just harassment.

closely with the Center for Talented Youth as Academic Dean of Science and Mathematics and Site Director.

He’s listed as a consultant in the AP Biology textbook that ‘Iolani uses.

He’s a consultant for the College Board and recently wrote a lab for the new College Board AP Laboratory Manual.

In fact, his resumé is a full 6 pages of size 12 font, single-spaced text, covering his education, teaching experience, and numerous accomplishments and honors.

But the man that many on campus affectionately call Papa Jack is much more than his resume suggests. Despite his jokes about introducing misbehaved students to his five cousins (his fingers), Mr. Kay is a caring and understanding teacher who has his students’ best interests at heart. Simply put, his students are the motivation that has kept him teaching for all these years. For him, it’s a pleasure to come to school every day to work with the students.

He lives by Confucius’s belief that a person can never truly understand something until he or she has experienced it. He had the experience of essentially no education for 18 years. He led a sort of street life and never once opened a book.

“My first 18 years of education were wasted. At my high school we really just sat in the classroom waiting for the period to end, then went to the next one to do the same thing.

I don’t want kids to miss the 18 years I missed.”

And although he constantly refers to himself as old and decrepit, his mind is anything but. Over the years, he’s shared his knowledge with thousands of students with the passion he once admired in his biology teacher. Less than the model student when he was in high school, Mr. Kay has more than filled his size 15 shoes, helping others fill theirs along the way.

Page 4

Sports

Imua ‘Iolani

May 27, 2011

Sports

Page 5

Labor dispute jeopardizes 2011 NFL season

By Eden Koo In recent months, a developing labor feud within the National Football League has left football fans across America nervous over the potential loss of the 2011-12 season. The lost season would be a devastating blow to both the morale of passionate fans, whose love for the game is responsible for the national success of the NFL, and to those whose jobs will be affected as a result of a canceled season.

The two sides involved in the labor dispute are the NFL and team owners of the thirty-two franchises against the National Football League Players Association.

Established in 1956, The National Football League Players Association (NFLPA) served as a labor union for NFL players. The Players’ Association operated as any other labor union did; its sole purpose was to represent the players on issues such as safety, contracts, and insurance.

In 1993, the NFL and the union agreed on a collective bargaining agreement (CBA). According to NFLLockout.com, collective bargaining is defined as a “process of negotiating between a labor union and management. Negotiations generally consist of working conditions, wages, hours and grievance procedures. Negotiations

between the NFL and NFLPA also included free-agency terms, revenue distribution and former player benefits.”

The 1993 CBA expired on March 12, 2011. Although negotiations for a new CBA between the players’ union and the NFL have been going on for almost a year, the two sides have not yet settled on a mutual agreement. As a result, the NFL immediately announced a lockout.

In a lockout, every NFL player is no longer welcome at their respective teams’ facilities and will not be receiving pay. Unless a new CBA is agreed upon, the 2011 NFL season will not exist.

In response to the NFL lockout, the NFLPA immediately decertified, thereby ceasing to exist.

In doing so, individual players (most notably Tom Brady, Drew Brees and Peyton Manning) became eligible to file antitrust lawsuits. If they succeed in winning the suit, the NFL might be forced by federal law to continue its operations.

Arguably the most important and publicized issue in negotiations was the division of the $9 billion in revenue the NFL makes annually. According to ESPN. com, owners automatically take $1 billion of revenue for team expenses. Under the old CBA,

Photo by Vermillion, courtesy of Flickr’s Creative Commons The NFL lockout has prevented the players from resuming the usual preseason training and workouts they hold to prepare themselves for the upcoming season. the players would get 59.6% of the remaining revenue. However, owners felt that they were entitled to take another $1 billion from the mix, which did not bode well with the union.

The NFL labor impasse has not gone unnoticed at ‘Iolani.

“The NFL doesn’t have the right to the $1 billion,” said Trey Takara ’13, a Chicago Bears fan.

“But it doesn’t matter because [the players] have no union. Maybe it’ll take one year without a season to get everyone to realize the job that the union does.”

“I don’t think it’s right what the NFL is doing,” Takara said.

“The league is a big economic booster for the country and they are risking going a year without it over--if you really look at it-an amount which is relatively small.”

“I am greatly disappointed as I feel that it is in the best interest of the NFL’s owners and players to have settled this issue by now,” said Reece Matsumoto ‘13, a Green Bay Packers fan. “They are losing millions in revenue and fans nationwide.

“It’s disappointing from a fan’s perspective to see such a mess,” Matsumoto said. “[The NFL players and owners] have pretty much neglected the millions of NFL fans who are entirely responsible for making the league so exorbitantly wealthy.”

Every Sunday, 60,000-pluscapacity stadiums are filled and television ratings for games are higher than ever before. At the end of the day, millionaires are feuding with billionaires over money that many of us will not even come close to earning.

testing.

Before the season starts, the training room staff administers a base test to athletes from some sports. When an athlete has a concussion during the season, the trainers will use the test to assess the injury and whether the player can be cleared to return to practice.

“A computer program will show a series of shapes, number orders, and colors,” said Greg Lum ‘10. “The ImPACT test also tests reaction time, processing speed, and verbal/ visual memory.”

thing is wrong,” said Tiffany Forman, a team physician for the University of Hawaii. “It doesn’t matter what sport: if someone has a concussion, the functional abnormality in the brain is still the same.”

At ‘Iolani School, many athletes are left wondering why they are not administered the ImPACT test.

“If it takes a short time, I don’t see why all athletes aren’t administered the test. Just as a precaution,” said Robert Sisson, a participant in the noncontact sports of kayaking and cross country.

“Concussions just aren’t something you think of every time you go out on the field,” Ushio said. “I guess that’s why no one associates baseball and concussions. But it’s scary when you take a step back and see that there is a high risk of getting a concussion when playing baseball. I think that all athletes should take the test.”

“It takes a short time to administer and can prove useful in the rare but very possible instance that an athlete in one of those [non-contact] sports suffers a concussion,” Lum said.

Hopefully, all athletes will be administered the ImPACT test in the future.

“I think that it would be safer for all athletes to take the test and be wary that no one is immune from concussions,” Ushio said.

Concussion testing’s lifesaving ImPACT

Guthrie Angeles | Imua ‘Iolani Though baseball is a non-contact sport, its players are still susceptible to head injuries--like concussions--from wild pitches and collisions while sliding into base.

By John Tanaka

Tyler Ushio knows what it feels like to have a concussion.

The lapses of memory, loss of balance, and constant headache persisted for over a week after he fell and landed on his head in 2008.

Today, as a pitcher for the ‘Iolani baseball team, Ushio faces the risk of receiving a concussion every time he enters a game.

Even though baseball is a non-contact sport, many players have suffered concussions. Last year, the Minnesota

Twins’s All-Star first baseman, Justin Morneau, was diagnosed with a season-ending concussion when he took a knee to the head sliding into second base.

Morenau was unable to play for the remaining four months of the season.

To combat concussions, Major League Baseball has introduced a new helmet that can withstand a hit from a 100-mph fastball, and all teams use a mandatory preseason concussion test for athletes, called the ImPACT test.

However, the new helmets

have drawn criticism from players.

“I could care less what they say, I’m not wearing it,” said Jeff Francoeur, a right fielder for the New York Mets. “There’s got to be a better way to have a more protective helmet without all that padding. It’s brutal. We’re going to look like a bunch of clowns out there.”

Baseball accounts for six percent of all high school sports concussions. Unlike players from other sports, baseball players at ‘Iolani do not undergo the preseason ImPACT

“It’s scary when you take a step back and see that there is a high risk of getting a concussion” Even though it is a very convenient post-concussion test, the training room staff cannot only rely on the ImPACT test.

“This test isn’t the only thing. It’s like a tool in a doctor’s toolbox,” said Labiba Russo, an employee for ImPACT. “There is no standard recovery time and no set success rate.”

“We rely a lot on the athletic trainers and coaches who are with players at every practice and game to look after the players and report to us if any-

Page 6

Arts and Entertainment

Books to read

By Akari Hatanaka To the reader-- I really cannot explain the dark, thoughtful qualities of these books, so please forgive me for my poor summaries.

Imua ‘Iolani

NASA is out of this world!

1. Black Like Me (Nonfiction) by John Howard Griffin Black Like Me is the incredible, almost unbelievable account of John Howard Griffin, a Caucasian journalist from Mansfield, Texas. As an experiment, in 1959 he dyed himself black and went into the deep South (Louisiana, Alabama, Georgia and Mississippi) to attempt to experience life as an African American. The book is easy reading and brings insight on racism that most Hawaii children have not and hopefully will not experience. Georgia alone was a big culture shock for me and this book made me more aware of how racial diversity can breed such strong hatred in the world.

2. Ender’s Shadow (Fiction) by Orson Scott Card I admit that I was not a big fan of Ender’s Game in ninth grade—I was not mature enough to understand it yet.

However, after reading Ender’s Shadow, going back and reading Ender’s Game was eye opening. I really enjoyed reading both books, as Ender’s Shadow is another perspective of Ender’s Game through the eyes of Bean. It provoked thoughts of perspective, political science, and world events, strangely (or not so strangely) enough. I definitely recommend this book to anyone, whether you liked Ender’s Game or not.

3. Stay With Me (Fiction) by Garret Freymann-Weyr Leila Abranel is a 16-year-old living in New York, and her half sister, Rebecca, has just committed suicide. Her devastated parents move to Poland, leaving her with her other half sister, Clare. She and Clare always kept a distance, but now, they try to break down their walls. After Leila learns that Rebecca planned her death for months, she looks for signs of how Rebecca said goodbye. She yearns to find why Rebecca took her life, and is upset that Rebecca said goodbye to everyone but her. Leila’s key interest is a 31-year-old writer, Eamon, a man who works in the film industry. Despite the age difference, it is surprisingly not creepy, and Leila is aware of herself and reality. This book sounds like a horrible teeny-bopper book, but it is written extremely well. The complexity of the book is simple to understand through Leila’s voice. I hope you’ll read the book for yourself; it will definitely be worth it.

4. The Small Rain (Fiction) by Madeline L’Engle This novel follows young, dark and truthful Katherine Forrester from when she is ten to her young adult years. She wants to be a concert pianist like her mother, whose career was ended by a car accident.

Katherine experiences love, hurt, and betrayal, but somehow stays pure. Not sickeningly innocent, but rather an indescribable pure. I call Katherine truthful because that is what she is—she is always truthful without being painfully blunt. Nothing I say will completely capture how wonderful the writing or the story is. The Los Angeles Times called it “an unusual and beautiful book.” I haven’t figured out why or how this book will benefit anyone, (or some deep, significant meaning) but I enjoy the style of writing. The calm quality of the novel is a bit nostalgic, and the setting of America and Europe gives a slight air of sophistication. It is different from L’Engle’s later books, such as A Ring of Endless Light, but there is definitely something worth grasping.

5. The Handmaid’s Tale (Fiction) by Margaret Atwood Set in the future, the United States is now the Republic of Gilead, a Christian theocracy. The United States government has been overthrown by religious totalitarians. Women have no power: they cannot own property or read, and must hide their bodies. Some, called Handmaids, are used by high-ranking men (Commanders) to bear children when their wives cannot. The protagonist is called Offred, although that is not her real name; Handmaids’ names are “of” and the last name of the Commander to whom they belong. However, corruption exists; underground prostitutes and escape networks are exposed at the end. Reading this book after taking Women in Literature provokes thoughts of sexism, as the novel incorporates aspects of fundamentalist Christian beliefs to sexism now.

Lauren Wong | Imua Iolani

Above, ‘Iolani students enjoy dancing in the hallways rather than rushing to their classes.

Below, seniors Sean Chambers and Cody Petro-Sakuma get their groove on.

By Kaitrin Tobin On Friday, April 21, the Upper School was shaken up by the student dance NASA (Neon and Space Adventures). The dance was unusual for its setting (the third floor of Weinberg Building). Despite conflicts such as the Orchestras 4 and 5 concert, the dance had a massive attendance.

Students from grades 7 through 12 packed the halls and classrooms. Each classroom had its own DJ, including student DJ’s Reggie Garcia ‘11 and Matthew Tom ‘11. Each classroom had different activities such as movie showings, ping-pong, and Guitar Hero. The hallways were filled with students dancing. Hopefully, given the popularity of this event, it will be held again.

Performing Arts taking flight

By Victoria Kim and Maya Stevens Next school year, many students involved in the Arts will be traveling across the nation to represent ‘Iolani School. Band 4 and the ‘Iolani Dramatic Players will be traveling to New York City during the spring break of 2012. The Band 4 Wind Ensemble will be participating in the New York International Music Festival. The festival, held in Carnegie Hall, consists of afternoon clinics and evening performances. Meanwhile, IDP will visit several

Broadway shows and museums. They may also get the chance to tour NBC studios and attend workshops with Broadway actors. Orchestra 5 will be competing in the Midwest Clinic held in Chicago.

After sending in an audition tape, Orchestra 5 became the first orchestra from the state to earn a place in the acclaimed program. In Chicago, the orchestra will have the opportunity to attend clinics and concerts by other ensembles.

Kelia Cowan | Imua Iolani Above, band director Manny Dayao leads Band 3 at the band program’s final Aloha Concert on Sunday, May 15.

May 27, 2011

Senior Reflections

Editor-in-Chief: Kelia Cowan After six years on the staff, I’ve grown up from my days as a “baby” to the position of “Queen of the World.” The cliché of this being a “bittersweet moment” unfortunately holds true; ‘Iolani has become my home amid long nights laying out Imua, early morning swim practices, and promoting the “Believe Project.” Despite my attachment, I have reached the long-awaited day of release from the prison known as ‘Iolani.

The paradox of the situation is fascinating. It’s the place I love to be at and the place that causes the most pain and stress. Thankfully, such unpleasant tribulations are in the past, and I have blossomed from an awkward, ungainly twelve-year-old to an awkward, clumsy eighteen-year-old.

Okay, I haven’t changed much.

I’m still awkward (look at the picture to the right if you need proof of that), but the difference between now and six years ago is comfort. When I first entered ‘Iolani in seventh grade, I was awkward because I wasn’t comfortable with who I was. I worried about fitting in with other kids and discovering myself. Thanks to some amazing friends, I learned one of the most important lessons of my life: different is good.

Even if I can’t walk in a straight line, I’m still me. I’m that kid who turns one chin into seven in a matter of seconds; the one who trips on the last step of a staircase and sprains an ankle two days before the ILH Championship; the first one to laugh at herself anytime she does something embarrassing. And you know what? I love it.

As people grow up, many try to align

Page 7

Features Editor: Akari Hatanaka

themselves with a certain clique. Don’t do it. It’s not worth it to lose yourself trying to be a person who you aren’t.

At the same time that you are maintaining who you are, take time to enjoy life.

My friend Brandon Kumabe ‘09 wrote in his senior reflection, “Don’t lose yourself to the machine.” I have seen people give

­Take the advice; go for “it” your senior year, whatever “it” may be. Quitting water polo my senior year to focus on music and join speech and debate was quite possibly the best decision of my life so far. Not doing it sooner is one of my many regrets, such as not trying

up their true passions to pursue paths that are not of their desires.

Although school is important, take time to enjoy themselves. One of my friends complained that he hated ‘Iolani because he spent his entire six years focused on grades. School ≠ life.

Learn vicariously from those around you: be who you are. Maintain your individuality and make the most of your opportunities. Most importantly, don’t lose yourself to the machine.

harder in school.

I used to think that ‘Iolani didn’t have a positive effect on me. I still think that there are a lot of political issues with the administration and staff that hold the school back from reaching its full potential. Advisers and coaches don’t want to do certain things because they don’t like either the students or other teachers. They also think that their extracurricular activity is the only important one, distracting

students from academics or taking care of themselves physically and emotionally. I learned that many of my classmates cheated and were rewarded for it. Often, teachers act like they have not matured from high school. It seems that despite my initial thinking, learning isn’t as important as the grade you earn at the end of a quarter-- if you want your transcript to look good.

I finally learned by my junior year that I wasn’t satisfied with just “okay,” getting by with minimal effort. I realized that I wanted to put in the effort and commitment to see results, and I thank the teachers who supported me and put up with me until I had this revelation. I think I learned a lot from my peers as well. Whether you were a teammate, classmate, stand partner, or debate partner, I thank you for what I have learned from you.

Be kind to each other. Break down those assumptions of people outside your group and really try to get to know them; you’ll be surprised. Quite often, they’re a lot deeper than what you see on the surface.

I will always be grateful to the teachers of ‘Iolani. Whether I struggled or sailed through their classes, whether I liked them or not, whether they liked me or not, I grasped something of value from each one of them. I wish I could write every little thing I miss about each teacher I’ve ever had. But that would be infinitely too long, and we don’t like wordiness, so all I can say is: Thank you.

Design Editor: Kaela Shiigi My approach to upper school has been to take advantage of everything this school has to offer. I decided to try everything and anything that seemed interesting in order to graduate without regrets.

The best thing about this school has to be the opportunities it gives to its students. Just stepping through the door of a classroom for an “introductory meeting” can lead to life-changing experiences, new friends, and wonderful memories. It may be awkward stepping into a meeting alone without any friends, but taking that first step could

end up being the best decision ever.

I’ve found myself in places I’ve never dreamed of being: halfway around the world in Istanbul, in the finals of the state wrestling tournament, and playing guitar alongside professional musicians, to name a few.

However, none of this could be accomplished without years of hard work and commitment. It peeves me to see people who lack the ability to give any effort. I mean if there’s some commitment, do whatever it takes to fulfill it.

I know that there are those tired days, and “homework is overwhelming me”

days, but there’s always someone out there having a worse day than you are, so just suck it up and practice.

I know that the whole “One Team” thing may be a bit overused but if you decide to be a part of a team, committee, or club, give everything you’ve got, if not for yourself, for the people around you, and they’ll thank you for it.

Self-confidence and belief in one’s own abilities goes a long way too. Everyone is capable of doing great things; the hard part is just believing that it’s possible.

Arts and Entertainment Editor: Victoria Kim My first week at ‘Iolani was filled with, if not true pain, at least mild discomfort. Those first few mornings, I suffered through chronic stomachaches as I agonized over whether I could fit in, academically and socially.

Still, I bravely soldiered on (my parents’ skepticism prevented me from hiding under my bedcovers with my favorite Pikachu plushie).

As I began to settle into my own carved niche in the high school food web, the anxieties in my gut settled as well. Today, it’s hard to imagine that I had ever been so stressed during ninth grade, especially not after experiencing the true horrors of more advanced classes such as Mr.

‘Iolani isn’t perfect, but it was the right place [...] at the cusp of adulthood Bickel’s European History (it hurts so good).

Looking at my friends around at me at senior benches I can’t help but ask my ninth grade of what, or who,

was I afraid?

Though I know my four year bond with ‘Iolani can never hope to compare with those of the Sons and Daughters of my year with their Facebook photo albums labeled “ONE-THREE YEARS!!” I still can’t see myself anywhere else but here.

Being at ‘Iolani has helped me to thrive in ways that wouldn’t have been possible anywhere else. Yes, as I learned from the spirited Tuesday discussions in the Imua room, ‘Iolani isn’t perfect, but it was the right place at the right time for me at the cusp of adulthood.

Page 8

By Logan Watanabe Jai Troche sat backwards in a chair while the artist wiped his back with rubbing alcohol.

The cleaning was to prepare for Troche’s first tattoo, a print of his adoptive last name, and something he had wanted to do for a long time. Looking on was his grandfather, who had signed the consent forms for his present to his 16-year old grandson.

“It was something that I wanted to do for a long time to show my appreciation towards my family,” Troche, 17, an ‘Iolani senior said. Since then, he has gotten two more: another print on his chest that read “No Remorse” and a modern Japanese design of a demon on his right leg.

“It wasn’t really a hard decision to get these tattoos,” Troche said. “I might get another one soon.”

Troche is one of many teenagers who choose to get inked at a relatively young age. In Hawaii, where tattoos were part of the ancient Hawaiian culture, people seem to be getting tattoos much younger than generations before.

In 2006, 36 percent of people aged 18 to 25 had a tattoo, according to a study by dermatologist Dr. Anne Laumann. Additionally, 15 percent of those aged from 40 to 50 had a tattoo.

“There has been a huge evolution in the last few years in terms of tattoos,” said Peggy Sucher, owner of Tattoo Hawaii Studio at Ala Moana. Sucher, also an artist, has been in the tattoo business for over 30 years, the past seven in Hawaii.

“Now there is more emphasis that tattoos aren’t just marks, but ways for people to express themselves and their culture,” Sucher said. “Generally speaking, there are more people getting tattoos, not only just younger people. We see more of the older generation too.”

Addison Kogami, 17, is an-

Features

Tattoos not taboo other ‘Iolani senior with multiple tattoos.

“I got my last name in Kanji when I was 15 on my upper left arm, and a quarter sleeve of a dragon on my right when I was 17,” Kogami said. “They are way less painful and more convenient than before.”

Improved technology and less negative attitudes toward tattoos may be a reason for the growing popularity of tattoos. “There is a lot less stigma about getting tattoos now, and it is part of pop culture.” Troche said. “It even has its own culture.”

The tattoo culture, at least for some students, exists at ‘Iolani.

The school’s meticulous dress code does not mention anything about tattoos.

“We’ve never really had a rule on tattoos,” said Tate Brown, ‘Iolani Dean of Students, “because it might be difficult to say when it can be allowed and it can’t.” Especially in Hawaii, where the tradition of tattoos dates back to the ancient times, the administration finds that situations are different than others.

“For some it’s a cultural thing, so it might be different to say one person can and another one can’t,” Mr. Brown said. “Also, if a kid is applying to ‘Iolani but already has a tattoo, it’s not like we can ask them to remove it.” Mr. Brown doesn’t foresee any implementation of a rule on tattoos either. “We might have to take action if there was something offensive or unsightly, but we won’t have a rule written for it.”

Around campus, many faculty also have ink. Those teachers who do have tattoos leave them covered during school, and you wouldn’t be able to know they had a tattoo unless you asked them.

“Some people see it today as a trend,” said English teacher Theresa Falk. “There are those who get a tattoo as a symbol that have a deeper meaning, and then there are people who just want one, and

it’s usually not done very well.”

Mrs. Falk, 42, has three tattoos, each symbolizing an aspect of her life. Her first one, a Celtic symbol, was inked after her father died when she was 26. “It wasn’t a hard decision, because I knew it was the right time,” she said.

“Some people will think about getting one, and when the time comes in their life, they know they should get it. It is like the tattoo calls them.”

The majority of people who get tattoos now do so because they want to get a meaningful, permanent symbol or reminder.

“Nobody comes in anymore and just picks a design off the wall.

We will counsel them and make sure that they really want the tattoo, and then to make it perfect,” Sucher said, adding that she has seen her fair share of bad tattoos.

The popularity of tattoos has exploded over the past decade.

“Ten to 15 years ago there were maybe five tattoo shops in Hawaii,” she said. “Now there are more than 40 on Oahu alone, and there are so many different kinds too. The fact that tattoos are art and a way to express and commemorate something is what people are realizing, and because of that tattoos are more accepted.”

“When I was younger, tattoos were for bikers and ‘tough guys,’” said Paul Heimerdinger, a science teacher at ‘Iolani School. “Today, more athletes get them, and rappers, and people try to emulate them.” Mr. Heimerdinger, 65, also coaches intermediate boys’ cross country, and that is when his Micronesian-inspired tattoo is visible. He has a patterned band around his right ankle and another one running up his leg.

“I had spent some time in Micronesia and saw some of the traditional tattoos they had there,” he said, “and when I came back I designed this one with a pattern and names in it. I was around 50 then.”

offers excellent training.” The Army recruiting battalion’s contract mission numbers for 2008 showed that the army met 112 percent of its recruiting goal.

Stewart’s military aspirations began last summer, after he and his friends attempted to earn a summer job. None of them were hired. “Initially this was just a disappointment,” said Stewart, “but I began seeing unemployment everywhere. From the homeless men on the street to members of my family.” This revelation compelled Stewart to explore military options.

Daniel Hong, 17, a junior at ‘Iolani, plans to enlist in the Navy.

“My parents would tell me

stories about how they grew up in China in poverty. They came to America for opportunity,” said Hong. “They say I have to be ‘outstanding’ if I want to survive.

However, I doubt the job market will get any better and my grades aren’t outstanding. The Navy is probably the safest choice for me.”

Although the economy is leading to an increase in military enlistment, this doesn’t mean that all applicants are motivated purely for the financial benefits.

Patriotism is still a potent motivator for military applicants.

However, it can’t be ignored that the promised job security further entices anyone considering a military career.

Teens enlist for job security

By Dylan Fujii

Dylan Stewart, 17, is one of the many teens facing unemployment in America. It is no coincidence that Stewart also plans on joining the Army. Though he has a passion for the arts, “I won’t make a living off my art and I need a stable job,” said Stewart, “And in this economy only the Army can offer that.”

Stewart is not alone, as many Americans are turning to the military in response to the slumping economy. Sgt. Nenninger, a recruitment officer for the U.S. Army, said, “In an unstable economy, people want to be assured that they will receive the training they need for success. The Army

Imua ‘Iolani

Kelia Cowan | Imua Iolani Kainoa Scheer ‘11 proudly displays his tattoo: an elaborate design that includes his name (which means “Protector of the Sea,”) his family’s ‘aumakua, the owl, and a turtle shell reminding him that he will always find his way home no matter where life takes him.

Mr. Heimerdinger thinks some people use tattooing as a body art, and others get them to show toughness. “The thing is, to these people it is like eating potato chips. At first you get one, then another, and then it ends up everywhere.”

Whether tattoos are a symbol, a piece of art, or a bad decision, they are there to stay (unless you get laser removal). Their acceptance in society is fueled by the athletes and celebrities who get tattoos, and several TV shows that document tattoo parlors.

Tattooing a name or a symbol can commemorate an event or be a reminder of something special. Each culture gives their own meanings to tattoos, but America, and even the world, is coming to accept tattoos as a part of society.

The ancient Hawaiians tattooed their bodies to identify themselves with a tribe, not that different from many tattoos today.

“When my son turned 18 he said he wanted a tattoo just like mine,” Mr. Heimerdinger said.

“How am I supposed to say ‘no’ to that?”

‘Iolani wireless: ‘Nene’ flies away

By John Tanaka The phrase “’Iolani One Team” is used widely throughout the school. Even though this phrase has become overused, students recently found a new, effective use for it.

It was discovered that the phrase was the password to the locked wireless network “Iolani.” Students slowly began to use laptops and iPods during school, using the Internet service for both work and

pleasure.

One day, the network “’Iolani” disappeared. This sudden departure left many Internet users confused and disappointed.

Students quickly figured out that “’Iolani” had not been deleted but instead went through a name change. The network “Nene” was found to have the same password: “iolanioneteam”. On May 18, the network disappeared. So far, students have been unable to find the replacement for “Nene.”

May 27, 2011

Freshmen follies

By Matthew Callahan Ninth grade is the sacred year that marks the beginning of high school, the final phase of school before college. I know your heart might have skipped a beat when you read “college,” and that’s rightly so. Everything you do in high school affects which college you are accepted into which, in turn, determines your future.

To some extent, yes, it is true that what you do now does affect your college admissions process.

Out of all the high school years, though, if you’re going to screw up, do it now (though it probably would be better not to screw up at all). Here is my review of ninth grade and some tips and tricks.

1st Quarter is a gift – You’ll be excited about high school and work very hard as a result. Don’t let first quarter lull you into a false sense of security— you might be tempted to slack off during second and third quarter as I did. Don’t!

Keep working hard!

2nd Quarter is a slightly smaller gift – Things definitely pick up in second quarter.

Homework increases and you start to become stressed. You’ll probably end up thinking, “I wish I was back in middle school.”

3rd Quarter is painful – Seriously, schoolwork becomes almost unbearable.

Third quarter is also the make-or-break-your-grade time. You’ll probably end up thinking, “What’s due today? Do I have a test?

Oh no. Please don’t tell me there’s a test. Shoot me now.”

4th Quarter is a test of past experiences – By fourth quarter you will know your strengths and weaknesses, and you will know how to study better. At the very end of the quarter, things pick up as teachers cram tests and schoolwork over the last couple of weeks.

You definitely want to put everything you have into this last quarter; don’t give up. After it all, you’ll be thinking, “I survived!”

General Tips:

Jailed Juniors

By Jen Rasay

I don’t mean to scare you or anything, but based on what I’ve been through this school year, here it is, straight up: Everything you’ve heard about junior year is true. It is the hardest and most stressful year of high school at ‘Iolani.

Unlike sophomore and freshman years which start slowly then speed up later, junior year charges toward you, collides with your backside and, just like that, you’re flying at what feels like a hundred miles an hour for the rest of the year.

Here are some simple guidelines to follow: 1) When the assignment sheet says to read for homework, READ. Keep up with the reading—don’t read the whole book/unit the night before the test!

2) Papers are easier to write when you work on them little by little every night. The junior year paper load is monstrous.

It’s very possible to have papers due every day for several consecutive days.

You can either a) not sleep at all so you can crank out a paper every night before each due date or b) work on the papers bit by bit every night, working toward the

due date. Here is a schedule that has worked for me every single time: Night 1: Brainstorm a basic outline.

Night 2: Build upon the basic outline – the more detailed it is, the easier it will be to write the paper.

Night 3: Start turning your “beefy outline” into a “skinny paper.”

Night 4: Expand, conclude and, if you’re feeling particularly fancy, polish!

3) If you don’t drive yourself to and from school, take a nap in the car. You will need and want sleep all year. But there’s a good chance that you will never get enough of it because of all the work you have to do.

Take advantage of the extra time you’re stuck in traffic by getting a bit of shuteye on the road!

4) Increase the efficiency of your new Weinberg locker. Add a second level.

Plastic locker shelves are available at Walmart. But if you want to go all out, you can always cut out a piece of wood that fits snugly into your locker.

5) Don’t save all of your homework for long homeroom. You will have a lot of class meetings the whole year. So you’ll waltz into long homeroom with all of your worksheets and study

Reflections

I Hate You, Marc Zuckerberg – If you’re serious about your grades it would be in your best interest to deactivate or refrain from creating a Facebook. I can guarantee you that it is the biggest timewaster in the history of mankind.

You don’t have to be a genius to do well in ninth grade – ninth grade is all about memorization. If you put your head down and study I guarantee you that you can achieve an A. I know right now you must be thinking that I sound like your parents or your teachers: “Memorize!

Work hard! No Facebook!”

But, whether you like it or not, all the stuff they say is true. Overall, don’t freak out too much, and welcome to high school!

Sophomore: wise fools

By Nicole Cheung

Now that the excitement of entering high school has come and gone, its time to face the second year of high school. Sophomore year is a clean slate and a perfect opportunity to fix your mistakes. Tenth grade year is not the time to slack-off and give in to the temptation of relaxation. To make life a little easier for you next year, here’s The Survival Guide to ‘Iolani’s 10th Grade.

It’s time to start thinking about more serious matters: college, college, and college. Your parents have probably lectured you several times about the importance of attending a good college after your ‘Iolani education. Not to

Advice to the next generation: High school students reflect on the past year and advise the upcoming underclassmen on what to expect and how to handle next year’s demands.

guides, ready to finish that last bit of homework, only to learn that you have a College Counseling meeting in Seto Hall. Look up the weekly schedule on the school website ahead of time and plan accordingly.

6) You need to get down and dirty if you want that A and AP credit. No more of this “Ahh, I don’t have to try so hard and I can still get a B” business.

Having so many free periods after taking the AP exams will be liberating. But BEWARE: a mild form of junioritis tends to creep up behind juniors at this time of the year. After neglecting your remaining classes for two weeks due to AP exams, you should shower them with lots of attention.

At this point, you can’t use the old “I was doing AP stuff” excuse anymore.

Overall, the whole year is an adrenaline rush, a dose of nerdy high. I wish you all the best of luck. Keep this in mind: the beauty of senior year is worth all the pain of junior year. Dive in, don’t forget to breathe and just keep swimming.

Page 9

worry! ‘Iolani’s curriculum is a worn stepping stone to a bright future. Just flip to the page with the map of college-bound seniors if you don’t believe me; if you play it right, you could become one of them, heading to the college of your dreams!

Since you probably spent most of your freshman year adapting to the increase of homework and tests, now is the chance to focus on another aspect of ‘Iolani life: joining clubs and activities. Not to forget, leadership in a club looks great of your college resumé! *wink wink* It’s never too late to try a new sport. Tenth grade can be the year when you find the sport you were born to play. Continue pursuing your passion in sports because you never know, sports might be your ticket to your dream college!

If you think that ninth grade was already difficult, it’s time to step up your game. Tenth grade will be

a greater challenge with a new science course (Biology) for some or a new Honors course (English).

Whether you might be a math/science person or an English/history person, it’s important to give you best effort in all classes.

By now, tenth grade year definitely looks very bleak and formidable. However, there is still a light at the end of the tunnel! While sophomore year does require a lot of hard work, there is some play. For example, get excited about Sophomore Banquet! After a taste of Winter Ball, it will be another chance to have fun with your friends at an upscale level!

With the help of The Survival Guide to ‘Iolani’s Tenth Grade, I hope this will make your upcoming challenging school year a little less intimidating. Remember, always give your best effort and don’t be afraid to try something new!

The final year: Surviving seniorhood

By Kelia Cowan Dear Class of 2012, You’ve finally reached it; the long-awaited SENIOR YEAR. BUT WAIT. Don’t start partying yet! Here’s the truth on all the rumors about your final year of high school.

1. “Senior year is cruise.” This rumor is both true and false, depending on your course load and extra curricular activities.

If you are taking two core classes, one elective class, and have no extra curricular activities, then yes, you will have a VERY easy year (college acceptances, though, will not be as easy). However, if you are the typical ‘Iolani student with a loaded schedule, it’s not that relaxing stroll through the woods you idealized for so many years.

When I was a young, over-stressed, innocent student, I dreamed of the day when I would be a senior and could relax to enjoy all the wonders of free time. Let me tell you now:

STOP DREAMING. It’s not that the classes are necessarily more difficult; when you factor in college applications, extra curricular activities, and other obligations, it is very difficult to balance your schedule.

Make sure you put your full effort into your activities. Keep a planner to remind yourself about college application, project, and paper due dates.

2. “Do your college applications early.” TRUE. If you have not started your essays, write them over the summer. I had the naïve impression that I could finish my college application essays during the school year. The brutal awakening that such a feat is not possible (unless school is the entirety of your life) was only discovered when I raced the clock to get my applications in before the midnight deadline. Keep in mind that colleges on the East Coast are five hours ahead, so you need to submit your applications at 7 p.m. Hawaii time.

3. “It doesn’t matter because I’m a second semester senior!” FALSE.

Do not make the asinine mistake of believing that school does not matter after the first semester. Your admission to college can be revoked if you do not maintain your grades.

Holding such an attitude reflects poorly on your character. It’s not cool to not care about school just because you are almost done with it.

4. “Just go for it; it’s senior year!” TRUE. Your last year in high school should be fun; you don’t want the thought, “I regret not doing (insert activity here).”

If someone asks you to play in the upcoming Ultimate Frisbee Tournament, just say, “Yes.” If you’ve always wanted to join the debate team, do so.

Don’t hold back on the activities or sports you have always wanted to try.

You’ll have more fun if you say, “yes” to all the opportunities that are offered to you.

Although you need to focus on school and college, enjoy your final year.

Make sure you have fun; there’s more to life than books and grades.

Class of 2011

Page 10

Imua ‘Iolani

College Map

May 27, 2011

Page 11

Wherever you go, go with all your heart --Confucius American University Washington DC Nicole Tanoue Arizona State University Tempe AZ Shelby Isa Matthew Padaca David Pham Reuben Sele Joshua Whiteley John Edward Franklin Zobian Babson College Babson Park MA Kelsey Matsuoka Jason Yuasa Baylor University Waco TX Matthew Horner Boston College Chestnut Hill MA Tara Nilsson Boston University Boston MA Farron Choe Kelia Cowan Trevor Farm Shireen Kheradpey Ian Newberry Dustin Shigaki Brigham Young University Provo UT Kim Roy Jessica Sagisi Brigham Young University, Idaho Rexburg ID Nicole Gulledge Bryn Mawr College Bryn Mawr PA Joana Yasui California Polytechnic State University, San Luis Obispo San Luis Obispo CA Charles Yoon California State University, East Bay Hayward CA Reo Saito Carnegie Mellon University Pittsburgh PA Calvin Chan Hao Chen Kendra Ho Spencer Luther Logan Watanabe Andrew Wu Chapman University Orange CA Trent Nakamura Claremont McKenna College Claremont CA Dana Gibson Sho Kajima College of William and Mary Williamsburg VA Ian Akamine

Colorado State University Fort Collins CO Alisha Kodama Malia Ma Cornell University Ithaca NY Kunwoo Kim Creighton University Omaha NE Danielle Acacio Renner Fujiwara Dylan Goto Kelli Ann Ifuku Sean Odo Dartmouth College Hanover NH Teresa Ou DePaul University Chicago IL Alexandra Yuen DePauw University Greencastle IN Ryo Chow Drexel University Philadelphia PA Cameron Dye Lacee Toyama Fordham University Bronx NY Annie Chang Georgetown University Washington DC Serena Li Harvard University Cambridge MA Mark Grozen-Smith Christina Liu Hawaii Pacific University Honolulu HI Rayleen Olegario Hobart and William Smith Colleges Geneva NY Valerie Pyun Idaho State University Pocatello ID Timothy Michael Hogan Illinois Institute of Technology Chicago IL Corey Gokan Indiana University at Bloomington Bloomington IN Akari Hatanaka Lehigh University Bethlehem PA Amberlynn Alualu Linfield College McMinnville OR Kelcie Kimura Macalester College St. Paul MN Sara Saltman Daiva Yee

Marist College Poughkeepsie NY Alex Tom

Ritsumeikan Asia Pacific University Oita JAPAN Jaylen Kohara

United States Air Force Academy USAF Academy CO Jacob Butters

University of Northern Colorado Greeley CO Jensen Park

Washington State University Pullman WA Andrew Switaj

Mercer University Macon GA Riana Anthony

Rochester Institute of Technology Rochester NY Tulga Tsedev

United States Military Academy West Point NY Solomon Wechsler

Mills College Oakland CA Ashley Yee

Rutgers, The State University of New Jersey at New Brunswick Piscataway NJ Kenneth Hu Lauren Kim

University of British Columbia Vancouver BC Sean Chambers Maaya Hayashi

University of Notre Dame Notre Dame IN Alexander Ko Daniel Tamaru

Wellesley College Wellesley MA Emily Cockey Kaitrin Tobin

University of Oregon Eugene OR Andrea Baysa Haryson Lum Julia Tom

Wheaton College MA Norton MA Patrick Shimoko

New York University New York NY Trisha Castillo Thomas Hartwell Zhenghua Huang Northeastern University Boston MA Amila Cooray Erin Lundy Oberlin College Oberlin OH Jeffrey Kawahara Oregon State University Corvallis OR Shudhi Datta Marco de Lannoy Kobayashi David Ha Addison Kogami Caitlin Miyashiro Carlos Rodriguez-Ortiz Austin Slade-Matautia Marissa Tanigawa Ashlyn Yokoyama

Saint Louis University St. Louis MO Erin Nakatsuka Santa Clara University Santa Clara CA Dylan Ale Adam Ching Joseph Harpstrite Elliot Le Christopher Nichols Evan Sukita Marisa Terayama Jennifer Teruya Santa Monica College Santa Monica CA Bret Christman Daniel Scheer Scripps College Claremont CA Janine Yim

Parsons The New School for Design New York NY Auriel Rickard

Seattle University Seattle WA Kiana Char Mari Fujimoto Justin Kim Rachel Ono Evan Teramoto Victoria Wong Jon Yoshida Andrew Zhou

Pepperdine University Malibu CA Raquelle Pendleton

Simon Fraser University Burnaby BC Maxx Taga

Pitzer College Claremont CA Austin Strong

Stanford University Stanford CA Thuy Ny Le Matthew Lum

Pacific University Forest Grove OR Alyssa Muraoka Drew Oyama Kaitlyn Shikada

Polytechnic Institute of NYU Brooklyn NY Freddie Wheeler Princeton University Princeton NJ Tiffany Cheung Purdue University West Lafayette IN Kasey Jimenez Reed College Portland OR Lauren Faris Rensselaer Polytechnic Institute Troy NY Reece Buffington

Swarthmore College Swarthmore PA Kira Wong Syracuse University Syracuse NY Lauren Haggerty Kelsey Ohira Texas Christian University Fort Worth TX Jelene Wong The George Washington University Washington DC Barbara Reichart The New School for Jazz and Contemporary Music New York NY Jana Dagdagan

University of British Columbia Okanagan Kelowna BC Sean Fergusson University of California at Berkeley Berkeley CA Kaela Shiigi University of California at Irvine Irvine CA Stephanie Char Shovan Datta Kara Onouye University of California at Los Angeles Los Angeles CA Kelli Torigoe University of Colorado at Boulder Boulder CO Samuel Lee Mikela Schwinn University of Denver Denver CO Logan Nowack University of Florida Gainesville FL Danielle Cournoyer University of Hawaii at Hilo Hilo HI Shelby Meador University of Hawaii at Manoa Honolulu HI Elizabeth Armstrong Marci Chock Lauren Chong Alyssa Fujii Melema’u Halaifonua Andrew Ito Malia Meza Erin Nishimura Alastair Pan Krystal Pascua Gabrielle Perry Shayne Janne Jossef Rasay Travis Tsukayama Taumata Vaea Dylan Weber Sharon Wong Kylen Yamakawa Aubrey Yamamoto University of La Verne La Verne CA Jourdan Simmonds Josiah Sukumaran University of Nevada, Las Vegas Las Vegas NV Stasha Eliu

University of Portland Portland OR Erin Chun Sam Elliot University of Puget Sound Tacoma WA Perry Buto Marc Fagaragan Keileen Fukada Alison Goo Justin Higa Shelby Isham Cody Petro-Sakuma University of San Francisco San Francisco CA Maureen Barrientos Chantal Cruz Rachel Kaya Amanda Tsuhako University of Southern California Los Angeles CA Alexis Chang Tyler Cundiff Khaydan Gabriel Clint Hamada Michelle Huang Cristin Lim David Lim Jamie Takayesu Tyler Tokunaga Colin Tseng Lauren Wong University of the Pacific Stockton CA Michael Imanaka George Morisada Ashley Salazar Kaleen Terayama University of Washington Seattle WA Kevin Barayuga Alicia Buntenbah-Leong Reid Gomoto Vance Horie John Ishida Tayler Mori Jaren Nakamura Teru Okamoto Kevin Saka Kimberlee Souza Jamie Tamayose Stephanie Ung Tracy Young Utah State University Logan UT Ammon Baldomero

Whitman College Walla Walla WA Caitlyn Yoshina Whittier College Whittier CA Anthony Genco Willamette University Salem OR Grant Chang Michael Diebold Tiras Koon Marissa Lau Reid Saito Blake Takamiya Matthew Tom Eland Tsubata Williams College Williamstown MA Hana Tomozawa Yale University New Haven CT Richard Chang Victoria Kim Catherine Tarleton Gap Year Reginald Garcia Unknown at press time: Jana Souza Jai Troche Trevyn Tulonghari Lahela Usui Borys Pleskacz Amanda Adachi

May 27, 2011

Imua ‘Iolani

Page 15

Spring 2011

Don’t Play With Your Food

By Noah Hoshino It was a hot, dry day in the Ewa Plains. It was so hot that heat waves could be seen bouncing off the pavement. My dad opens the door of his plantation house and walks outside down the worn sugar cane path, his face alight with excitement. He comes to a dirt lane where a chicken fight was previously held. He sees family and friends from the neighborhood as they gather near the fields in ‘Low Camp’ (a melting pot of immigrant Japanese and Filipino families). They were all gathered here to do one thing: to have a mango fight. It was the Japanese vs the Filipinos.

“K-den”, someone said. “ We goin’ have one mango fight. Go grab da ammo”.

Everyone spreads out, runs to the nearest mango tree, and tries to grab as much of the fragrant fruit as they can. My dad darts to a tree and tugs on the greenish-yellow colored fruit. It breaks off and he plops it into his bucket.

He pushes the leaves away franti-

cally, searching for any fruit that he may have missed.

He finds a yellow-orange colored fruit, plucks it, and then throws it to the ground. This one is rotten; it feels slightly hollow and squishy. He wants the green ones; they are hard like bricks and will do the most damage. After dumping as much fruit as possible into his bucket, he runs to rejoin the group in the lane.

Everyone is standing perfectly still. Suddenly, whoosh! An arm comes up out of nowhere and a yellow blur streaks through the air. Then, as if on cue, everyone lets loose their carefully gathered ammo. The air is a mess of greens and yellows. Shouts sound from all around. The mangos that don’t connect, hit the ground with a sickening splat! Dad is throwing his fruit at one guy, then sidestepping a mango that was hurled at him in the confusion. Some mangos manage to make contact with their target, but my dad tries to shrug it off. It’s like a battlefield out there now, a different kind of dodge ball. Some of the mangos

are as hard as rocks, and my dad tries his best to avoid the really hard, green ones being thrown at him.

In the middle of the confusion, an arm comes up and whips forward.

Cousin Steven falls to the ground in pain, clutching his eye. My dad runs over to him, feet kicking up plumes of dirt. “Cuz, cuz, you okay or what?”

Steven could only utter a weak groan. As he was rushed to the hospital in a blur of panic, those remaining scattered off in all directions. All that remained were splattered mango pulp strewn across the lane. My dad spent the next few days in a worried daze. He could hardly concentrate on anything. When cousin Steven finally came home, his left eye was hidden beneath thick white gauze. There was no mention of the mango fight that took place just days before. Even until this day, Uncle Steven’s cloudy, disfigured eye reminds us all of what took place decades ago.

Despite that horrific event, my dad still recalls fondly the days of his childhood as he lived on the sugar cane plantation in Ewa. He has moved many times throughout his life, and each place holds a special memory in his heart. He and his cousins constantly reminisce about how they spent their ‘hanabata’ days. He appreciates the memories of his childhood even more nowadays because the plantation lifestyle that he lived when he was younger no longer exists.

When I Am Old

By Bryce Chou

When I am old, I shall wear old-fashioned clothing that makes me look handsome, skinny, or sometimes, absurd.

When I am old I will pick on others for their unrighteous way. “Don’t rush, young man,” is what I will say to my grandchildren.

When I am old, I shall eat fruit and pasta-- no one can convince me to try new food. I shall walk into a large dismal room, open the light, and admire the accomplishments and certificates for objects I invented.

When I am old, I shall wake up early in the morning at 5:00 A.M. and jog around my neighborhood. I shall sip coffee and read newspaper all day long.

When I am old, I shall mount my horse, wear my knight armor, and joust cars on the street. When I am old, I shall decorate my coffin in a brilliant gold treasure box. I shall also write a will indicates that the knight armor is passed down to the eldest grandchild.

Praise and congratulations to the winners of this year’s contest!

Haiku

1. “ Meadow” by Jasmine Chang, gr. 9 2. “ Artist” by Lauren Sunamoto, gr. 7 3. “ Freeze! “ by Erik Yamada, gr. 8

Poetry 7-8

1. “ Summer Storm” by Kady M atsuzaki, gr. 8 2. “ The Depths of the Brown Paper Sack” by M arissa M iyagi, gr. 8 3. “ When I am Old” by Bryce Chou, gr. 7

Poetry 9-10

1. “ Transportation of Class” by Antony Cai, gr. 10 2. “ The Inevitable Maturity” by David Ling, gr. 10 3. “ Daddy in Scrubs” by Holly Harada, gr. 10

Poetry 11-12

1. “ Control” by Jen Rasay, gr. 11 2. “ In Hoi An” by M icah Lau, gr. 11 3. “ Two Birds” by Trey M uraoka, gr. 11

Essay 7-8

1. “ The Purrfect Pal” by Jenna Tom, gr. 7 2. “ Don’ t Play with Your Food” by Noah Hoshino, gr. 8 3. “ An Exciting Visit” by Elizabeth Barrientos, gr. 8

Essay 9-10

1. “ Parallels to City Life” by M aya Stevens, gr. 10 2. “ A Friend Like Him” by Arieta Augafa, gr. 9 3. “ Reflection of a Teacher” by Kira Santos, gr. 9

Essay 11-12

1. “ Positivity” by Tyler Cundiff, gr. 12 2. “ Love in the Library” by Victoria Kim, gr. 12 3. “ The Coffee Ceremony” by Shelby I sham, gr. 12

Short Story 7-8

1. “ A Firefighter’ s Decision” by Noah Asada, gr. 8 2. “ Dear Santa” by Cole Chun, gr. 7 3. “ A Short Stubby Tail” by Andrew M a, gr. 8

Short Story 9-10

1. “ Freefall” by Sydney Akers, gr. 10 2. “ Into the Forest” by Frishan Paulo, gr. 9 3. “ Two Faces” by Esma Arslan, gr. 10

Short Story 11-12

1. “ Scar” by Rachel Ray, gr. 11 2. “ The Rivers” by M icah Lau, gr. 11 3. “ Family House” by Ashley Salazar, gr. 12

Literary Criticism

1. “ Capturing Childhood Lost” by Holly Harada, gr. 10 2. “ The Frailty of Women in Hamlet” by Teresa Ou, gr. 12 3. “ The Youthful Developing Nation” by Jeri M iyasato, gr. 11

By Arieta Augafa He’s big for his age; built fit with muscular, beefy legs. He’s faster than the others; way faster than anybody I know. But who can blame him? He loves to run.

He has long, glossy, black hair and dark, shadowy eyes that shine with excitement and curiosity. I’m his best friend; his face lights up at the sight of me. In his own way, I guess you can say he’s handsome. With his innocent, optimistic, carefree attitude, he brings out the child in me.

He’s my best friend, too, my dog, Caddy.

We tell each other everything.

I tell him about my problems,

dreams, goals, and social life, while he shows me what he digs up, what he chases, and even the dogs he doesn’t like, by fiercely snarling at them when they pass by our yard. Caddy is my family, my protector. Recently he showed me how much I could trust him. “ A R O O O O O F ! ! !

AROOOOOF!” “Ugh, not now, Caddy. Wake me up in five more minutes, all right?” Caddy jumps on the bed, tugging my p-jays.

“HE-HUH-HE-HUH-HEHUH…” “Caddy, stop breathing in my ear! Get off!” I try to shove him off the bed, but he’s just too big

a n d heavy.

He gives me one sharp, “ROOF!” I guess he’s not leaving until I’m awake.

“Oh, all right, you win! I am officially awak—” KNOCK, KNOCK, KNOCK! My older sister barges in with an old ice cream bucket, now full of water.

My eyes widen with surprise, and a bit of fear. “Whoa! What are you doing?! I’m up! Caddy beatcha to it.”

“Oh, oops. Thought you were gonna make us late to school again.” She raises the pail of water, giving me an idea of what she would’ve done if I were still

A Friend Like Him

Control This easel, blank, awaits for me to take My chalk, or oil, or maybe paint-dipped brush, To trace your lips, the perfect curve they make, Or match the hues of cheeks that always blush.

These empty staffs, devoid of tone so sweet, Do wish to play the timbre of your voice.

Your cadences, if all can fill this sheet, Do make me long to hear no other noise.

And simply speak, or whisper what you will, The lightest touch—nay, brush—of gentle hands And even smiles so faint can make me still, Can steal each breath and halt the flow of sands.

But ‘til you transform you and I to we Then ne’er will you see portrait, song or me.

by Jen Rasay

asleep. I glare at her, long enough for her to get annoyed with me.

“Well, don’t just sit there, hurry up! You don’t wanna be late on your first day of middle school.

“Fine.” She leaves my room, and I turn to Caddy. “Thanks for the warning, buddy.”

“AROOOOF!” The trust of looking out for each other is mutual though. He depends on me too. I can’t imagine the day he’ll be gone—I know I’ll be dreading it until comes— but I’ll always remember the day we first met.

He was the last to come out.

His mother, Nalu, was still lying on the ground from pain of giving birth to a litter of seven pups.

My Aunty Sue came over to deliver the puppies. She has a lot of experience with dogs; she raised her own pack of five, pure bread, Rottweilers. She picked the little puppy off the ground with a white cloth and gave him to my older sister to take to my mom. Once he settled into her arms, he started to whine. I didn’t know who he was, but his whine hurt me, as if someone had just punched me in the stomach. My brother took him from her, but the little puppy wouldn’t stop crying. I didn’t know what to do; I didn’t think he’d like me either. But the pain his cries were inflicting, became too much for me, and I ran over to my brother to get him. My brother gave him to me without hesitation; he didn’t want to be

stuck with a crying puppy.

The moment he settled into my arms, his cries stopped. But I wasn’t thinking of that at all; I just stared at him. I have never really seen a newborn puppy so close before. He was such a tiny little thing, still blind and deaf. His fur was still slick with the black discharge from his mother’s womb; he looked like one of those poor baby seals that authorities rescue from oil spills. He stuck his tongue at me, and I finally figured that he was probably searching for milk. I gave him to my mom, but he started that painful whine again. My mom gave him back to me and he almost immediately stopped. She showed me how to feed him, and gave me that warm bottle of milk. I took him to my room and replaced the old white cloth around him, with my Go Golf short-towel. He looked so handsome in it that I actually thought of a name for him.

Caddy.

We’ve shared great times together. I’ve learned so much from my dog; probably more than what he’s learned from me. Caddy is my best friend. My pal. My family.

Photos from Flickr through Creative Commons: Tracy Lee - dog Art Gallery of New South Wales - girl at easel

May 27, 2011

‘Iolani Writes

Love in the Library The sticky strands of caramel dripped onto my hand and I felt seven years old again. Then, fear and anticipation had prickled down my spine as I had entered chilling darkness, passing through black streamers and into a library of horror stories. There had been a certainty about being seven. I had known that the monsters hiding in the alcoves of the library were papier-mâché and that the haunted house that I had entered had a carefully labeled exit. Most importantly, I had known that, at the end, the school librarian would be waiting, surrounded by ivied cardboard tombstones and candlelight.

“Let me tell you a story,” Mrs. Foster would hiss as she stroked a slender rubber snake that appeared to twist and coil under the dancing shadows. Even as my fear of my school’s annual haunted house, her masterpiece, diminished, I remained mesmerized by her silvery hair and low voice, her rounded vowels weaving a tight spell around me.

Now, nine years later, my anticipation had become dread and I swallowed my slice of caramel apple too quickly, trying to get rid of the lump in my throat. The library was flooded with garish fluorescent light and vestiges of holiday cheer, glittery Christmas baubles and signs proclaiming, “Happy 2010!” In the new year, all that remained of Mrs. Foster were photographs, disjointed scenes from a life that had abruptly crashed to a halt, caught in a short three-month battle against cancer. There was no body, no casket, nothing to show that she had existed beyond a domain of colored ink. I half-hoped to see her emerge from the back of the

library and bustle to work. It was a party after all, a celebration of a life well lived, and there were decorations to hang, caramel apples to eat…

My vision blurred as I leafed through the tribute prepared on the circulation desk, remembrances that had been quickly and quietly assembled. Even as a girl she had possessed the same knowing grin that reminded me achingly of the woman who I had known. I flipped ahead in the scrapbook to see that older Mrs. Foster who I had loved so. She had been like an elfin queen, impossibly tall and Nordic as she shared her riches with us lesser mortals. I remembered how she had welcomed me when I had been seven and the shy new girl tentatively fingering the fraying spines of old fairytales.

“Here,” Mrs. Foster had said, bending down to place a heavy illustrated treasury of Norse mythology into my hands. “I think you might enjoy this.”

I had devoured the thick tome, drunk on the heady tales of gods and goddesses and the promise of more to come. Mrs. Foster always had something ready for me. Even in sixth grade, after I had become entrenched in the school, I still benefited from her generosity when she drove me home from the school community board meetings that I attended as the student council president, she as a teacher representative. Although I had hated driving in the dark (the yellow-orange streetlights casted eerie shadows across the road that always disconcerted me), I had looked forward to those nights. Sitting in the front, I had felt safe next to her as the streetlamps blurred into twinkling

fairy lights.

And now she was gone. Mrs. Foster, the larger than life figure who had always freely given everything that she possessed, from ancient myths to freshly dipped caramel apples, had vanished.

She had willed her body, which was conspicuously missing, to the local medical school. Even in her absence, she prompted charity with a request for donations to the food bank. To the end, Mrs. Foster had fed as many hungry minds

Page 17

by Victoria Kim

and souls as possible while leaving nothing for herself but a vast collection of photographs.

A collection that I realized also included me. There I was with my round face smeared with caramel. And there again and again – at the school fair, in costume for the haunted house, with my certificate for winning the school vocabulary bee. For all the times that she had enchanted my life, filling it with vibrancy and light, I had found a place in

her life as well. The knowledge rushed through me and I choked back tears. It was her last gift to me. Greater than her sticky sweets and the shivery folklore filled with magic spells was the love that she had inspired as she had shown me how to give with open arms and an open heart.

Photos from Flickr.com through Creative Commons VANnBER-Mt. Fuji; .michael.newman.-library; txsnapple - snake

Freeze!

Sweat dribbles down cheek Small, glossy eyes paralyze Chilling hiss stops heart Erik Yamada Gr. 7

Artist Girl paints in bedroom Great Mt.Fuji of Japan Still, calm, and quiet Lauren Sunamoto

Retiring Teachers

Page 18

Imua ‘Iolani

Mrs. Susan Nishiura, endearingly called “Nish” by many students, has taught science at ‘Iolani for 26 years. She most recently taught biology and is well known for her radiant smile and passion. She engages students in class with her enthusiasm, and her students recall her “proton pump dance” and her affectionate names for students, “whoopers” and “pooties”, with smiles.

Mr. Don Wood may be the most easily distinguished of all ‘Iolani math teachers for his Southern drawl, and has taught math at ‘Iolani for the past twenty and a half years. Mr. Woods said his favorite part of teaching is “When I see students really putting forth effort and trying hard with a positive attitude towards learning.” He looks forward to his retirement in which he plans to travel, golf, volunteer more often, “sleep in more often”, and “do grandfather things”. Mr. Wood said he will miss the “interaction with fellow math teachers and students.”

Thank You Teachers

“Tough love” describes Mrs. Ellen Gaylor in a heartbeat. Upper School students reminisce about her, grateful that she was strict and expected only the best from every student. Joining the ‘Iolani School faculty in 1971, she taught 17 years of kindergarten. She has since been the science teacher for grades four through six.

She admits that she is tough on her students. “Some of them still need[…] (to learn) how to study, why they need to study,” Mrs. Gaylor said.

“It helps in the long run. To me, it’s very rewarding when I can make an impact on kids.”

Ms. Joyce Ueda is a fixture in 2-Diamond Head. She enjoys working with students and “searching for new information.” After 32 years of teaching Language Arts, putting on performances of “Families are Forever”, and creating memorable projects like the “Day in a Life” assignment, she will be retiring to spend more time with her family and will travel. In the future, she hopes to return to see the new technology and witness how the school progresses.

Articles by Akari Hatanaka, Kaela Shiigi, and Katrin Tobin Photos by Akari Hatanaka and Kaela Shiigi

May 27, 2011

Middle School

Page 19

Landing on your feet next year: 8th Grade

By Alexandria Sisson Let’s all face it. Each new grade is scary. It doesn’t hurt to have some advice from anyone.

Don’t worry future eighth graders! Follow these tips and next year will be great! The rest of upper school has all survived, just feel confident and stay positive. Come to any 8th grade veterans and they’ll be willing to help you out. Enjoy your last year in middle school!

8th graders should carry around their math, history, and science textbooks at once. Full bookbags are not the way to go. Make sure you have at least one online textbook and use your locker wisely.

REMEMBER: YOU ARE IN 8TH GRADE! ENJOY YOUR LACK OF EXAMS AND YOUR FREE TIME.

.

•Do a sport now. Then you’ll have better chance of getting in again next year which will help you get PE credits. Also, try new sports while you still can- no one likes being the only ninth grader in the Intermediate team!

•Exams. Don’t fret about finals. When you have your teachers give you worksheetssave them! You will practically have the exam right before your eyes.

•Bathrooms. Castle bathrooms are scary, I-Building and PE locker bathrooms are nasty; Weinberg and Nangaku are the best.

•Water fountains.

The best water fountains are by the weight room, or the lower gym. Plus, taking a water break during a test helps you clear your mind.

I-Building lockers are big, but Castle lockers are in a better location as most 8th graders classes are located in Castle. Unfortunately you don’t have a choice but remember: your locker is your lifeline.

Keep it organized in case you are late for a class.

Class priority: Focus on all of your classes but remember that science and your language class are the two classes you can advance in (Biology and honors).

Photos by David Pang

Going into high school: A lack of voting spirit?

By David Pang “All things are possible in America.”

These words greeted Americans near and far, spoken by President Barack Obama. Great words indeed rang true through the televisions and radios, newspapers and miscellaneous wires trapped in the black hole of the internet, great words that encouraged 56.8 percent of Americans (132,618,580 people) able to vote do exactly that in the 2008 election.

Not only that, but encouraged thousands, no, millions of dollars’ worth Obama merchandise, bringing $686,000 to only the Los Angeles Times, just a newspaper, do mind, not one of the stores dedicated to the president’s face plastered on each building, poster, and car bumper.

This much energy and excitement came out of each and every word this man spoke, speaks, and ever will speak, and yet, 56.8 percent it seems, shall never be met for the class of 2015.

This year, the percent of voters in the eighth grade was just a little over one third (35 percent). In contrast the seniors pulled in 58 percent of their grade to vote. They

won’t even be here next year!

“It is a problem because if we don’t have people voting, then we won’t be happy with the officers ‘we’ voted for,” Kaz Tomozawa ‘15 said.

Current class president Lindsey Combs agrees with Tomozawa. Both believe that the lack of votes does not clearly represent the interests of their class.

“I was surprised because [so many people] in our class are enthusiastic about homecoming and we did well in lip sync and in spirit points so we seem like a very involved class,” Combs said. “I would’ve thought that our class had gotten more votes, but maybe it’s because many of us don’t know the candidates personally.”

Combs said she hoped that last year’s ‘spirit’ would’ve carried over into the 2011 elections.

“It’s terrible,” agrees David Whitehouse, “The fact that students would just care that little...it’s pretty depressing.”

But the argument for the non-voters is that it’s just a popularity contest, the person with the most friends wins. It’s no use trying to vote.

Even their current class advisor, Ms.

Cate Waidyatilleka was “disappointed and astonished.”

Despite the class breaking the ‘unlucky streak’ for the eighth graders of each class, losing the spirit point contest, the young students still lack in spirit to choose the people who shall be leading them into their journey into high school

But as Barack Obama, a Punahou grad once said, “All things are possible.”

We all hope next year the voter turnout for all grades increases because with a high voter outcome comes a stronger student body.

Voting Percentage(for each grade) Class of 2011 (12th): 58% Class of 2012 (11th): 68% Class of 2013 (10th): 72% Class of 2014 (9th): 64% Class of 2015 (8th): 35% Class of 2016 (7th): 44%

Lower School

Page 20

Imua ‘Iolani

Third graders leap into business with mini society

By Eden Koo On May 11, future entrepreneurs of the third grade got their first taste of the business world in the annual Mini Society.

For about two months, students spent time brainstorming and developing their own business idea, which eventually turned into a sellable product. Along the way, the third graders learned the im-

Iris Kuo | Imua Iolani Third graders practice their practical skills at Mini Society, in which they sell goods to customers.

By David Ling

portance of calculating expenses, expected sales, and product value.

Each student was also required to calculate how much to pay his or her parents for help and even had to rent “land” or space in the classroom to set up shop on business day. With the help of parents, teachers, and fellow classmates, students were able to turn their ideas into something they could be proud of.

When asked of the importance of holding an economic project, third grade teacher Mrs. Pamela Shim said, “[Mini Society] teaches our kids responsibility, which will be a huge part of their lives when they grow up. It also gives them a taste of how our economy works, such as the factor of scarcity and how it forces us to make choices.”

Sophomore Courtney Kobata ‘13, who remembers making chocolate covered pretzels when she was in third grade, said, “It

was probably one of the most memorable things about third grade. I really learned the value of money and labor, and how responsible you have to be to run a business.”

After voting on a system of mock currency, the students were ready to show off their products.

Teachers, administrators, and parents were all invited to the event to spend their “money” on the third grader’s wonderful products.

All in all, it was a memorable moment for the third graders and possibly the first stepping stone for a future millionaire.

like to play basketball, play on the jungle gym, or eat ice cream.

Aiala believes the program is beneficial for the children because they can learn from an older, more mature student who has much more life experience. She also says she learned many things from her big sister when she was in lower school herself!

Both Rickard and Mrs. Mayeda believe the Big Brother Big Sister program is very beneficial for the children. As long as the older

sibling consistently visits, they develop a strong bond and the younger sibling always admires the older one. Aiala says she is very close with her little sister, and the result is a wonderful expereince every week.

Hopefully, this program will bring many more young lower school kids together with older siblings and generate many more happy relationships for years to come!

Big brother, big sister, big fun!

The Big Brother Big Sister program, joining seasoned high school students with youthful Lower School kids, has been around ‘Iolani School for more than twenty years.

In this program, a high school student volunteers to take a young lower school student on certain days during the week for a short period of time to simply hang out.

The older student goes during his

or her free period and meets the child during his or her study hall, and they are free to do as they please!

Lower school counselor, Mrs. Shirley Mayeda, says she has seen kids “Playing chess, basketball, throwing a football, simply sitting and talking, and even going to upper school to watch a special event!”

Sophomore Aiala Rickard says she and her little sister get along very well! Every Tuesday, they

“Playing chess, basketball, throwing a football, and sitting and talking...”

Medieval madness in brings history alive

By Andrew Shwetzer

On March 9, Iolani sixth graders cast off their student guises in order to become knights, artisans, archers, surgeons, and yes, even dragons. What could be the occasion for such shenanigans? The medieval fair, of course.

The medieval fair has been a tradition of’ ‘Iolani School for many years, and has always been presented by the sixth graders. It is usually held in the courtyard between the chapel and the art building. However, this year’s fair was met with heavy rains, so it was relocated to the One Team Fieldhouse. Luckily, spirits still remained high.

The sixth graders spent numerous hours preparing costumes, rehearsing acts, and getting “pumped” for the day of reckoning. For some, it was to be one of the most significant days of their life.

There were numerous medieval Kelia Cowan| Imua Iolani occupations the students could Above: Mrs. Gibson advises a student on the choose to be including a knowlproper technique of rolling dough. Right: Embalm- edgeable herbalist, a dexterous ers teach others about medieval human anatomy. surgeon, a valiant knight, or even a

whimsical jester. Sixth graders and noble knights, Justin Shwetzer ‘17 and Kei Tomozawa ‘17, displayed their unmatched swordsmanship and bravery in a sword fight. After the match, Justin said, “My training was key!”

Arjun Srirangarajan ‘17, a staunch medieval fair enthusiast said, “It was tons of fun. My favorite part was the May-pole dance!”

You can say that again. The Maypole dance epitomizes the jolly

festivities of the medieval times. It involves a handful of eager, young, go-getting sixth graders each grasping a ribbon hanging from a pole, and dancing around it. As they dance, they weave the ribbon into what many would regard as a “quilt of unity.” It was truly a spectacle to behold.

The medieval fair is the one day of the year where simple ‘Iolani sixth-graders can live their greatest medieval fantasies.