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

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

Well, election results are in (actually they were in a long time ago, but that’s beside the point). This article isn’t going to cover the reaction to those results, though. It won’t even describe what a “good speech” is; it’d be hard to include everything that’s supposedly makes a speech “good” anyways. That’s what Google’s for. Instead, I’m just leaving the question up in the air for you to ponder about and mainly focus on Aristotle’s three modes of persuasion in rhetoric.

A long time ago, Aristotle came up with three aspects in which speakers could appeal to their audiences. They are: ethos, logos, and pathos. “Ethos” refers to the speakers’ credibility: are they even qualified to speak in the first place? A professor with a degree in astrophysics would probably have a difficult time lecturing his audience on economics because his expertise is quite clearly in astrophysics and not so much in economics. Not to say that the professor won’t convince anyone; if it turns out that he knows quite a lot about economics, then the audience, after validating his reliability, would be inclined to believe his words.

Similarly, if candidates decide to run for president despite having absolutely no leadership experience in any of the council positions, voters would doubt their credibility. Then there’s the occasional person who says: “I know the candidate; he’s my best friend, and he does have leadership skills, even if he hasn’t run before.” That’s great, I’m glad he does! But what about the hundreds of other people who don’t know that, who still need to be convinced of the person’s capabilities? This brings me to the two other modes of persuasion: logos and pathos.

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

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

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

“Perhaps the sentiments contained in the following pages, are not yet sufficiently fashionable to procure them general favor; a long habit of not thinking a thing wrong, gives it a superficial appearance of being right, and raises at first a formidable outcry in defense of custom…”-Thomas Paine, “Common Sense”

I’m writing this editorial to rally people not for another Revolutionary War but for a green revolution. Over the past few years, our school has taken steps to make our campus “greener.” There’s solar heating in the pool, energy efficient lighting, and countless recycling bins around campus, but I think the students and faculty should also play an active role by making conscious decisions about their own impact.
First off, let’s start with the computers. There are four computer labs (counting lower school) plus numerous computer carts and a computer for every teacher in every classroom. Sometimes it’s okay to sleep in school… I mean putting computers to sleep. Sure, dancing lights and family pictures are entertaining, but according to Microsoft, a screen saver uses as much energy or more than a computer does when it’s awake. Sleep mode is the smart option and it takes only a few seconds for the computer to wake up.
Next, let’s try to limit vending machine consumption and bring our own reusable water bottles. Sure, that Gatorade bottle can be recycled, but it’s a lot better to just B.Y.O.R.B. or Bring Your Own Reusable Bottle. Buying a bottle of iced tea or a can of juice at a vending machine is okay sometimes but not every day. Bringing lunch in reusable containers is a good idea too.
Last but not least is the bathroom. Ten sheets of paper towel aren’t necessary to dry your hands. Leaving the water running after you’ve finished showering isn’t necessary either.
I may sound like some crazy tree hugging radical, but the Patriots were radicals too. So let’s impart some eco common sense into our daily lives and help our school to become a bit greener.

I am, of course, talking about the marching band.

The marching band under the direction of Mr. Dayao has supported the football team with blood, sweat and time, sacrificing their summer with three hour practices every day and attending most of the football games as well as Sunday practices once school begins.   Isn’t it like a sports team?

There is no doubt that the students in the band march just because they love music and supporting ‘Iolani and not because bands three and four are required to be in the marching band.   These hardworking students should be rewarded somehow.  Treating the marching band like a real team and offering them PE credit may be a viable option.

According to the National Association for Music Education, 15 states already offer PE credit for marching band.

The reason why PE is required is “for students to be exposed to different activities and promote a active lifestyle,” said Mr. Nakoa.   “In that sense, yeah.  I would think band would (count).”

Average sports teams range from about 6 to about 11 members.  Our marching band has 95 people on the field and everyone has to work together as one.  Everyone has to march in step, move to their parts, and play together in order for the band to be successful.   It just takes one person to be off to make the entire band look sloppy.

however, not all instruments were created equal and some instruments like the bass drum and the tuba are especially difficult just to hold for long periods of time. Imagine marching with that instrument.

The marching band does as much as any other sport and constantly employs the One Team philosophy.

Kristina Kokame, a drummer in the marching band agrees.

“I think we should have PE credit because it’s just like a real sport,” Kokame said.  ”We have practices, competitions and we sweat like crazy.  Plus we do more than bowling.”

The musicians should be rewarded for their required participation outside of regular class time and offering PE credit will help the band members as well as prospective band members that are reluctant to join because of the time consuming nature of marching band.

Thirteen years later, I am still mesmerized by the Symphony’s musicianship. I enjoy listening to the HSO’s interpretation, whether I am familiar with the piece or not. When they perform, Neal Blaisdell Concert Hall fills with rich, classical goodness that I drink in as much as possible, and I leave with a fullness in my heart that almost overflows.

I may be coming off as a huge nerd, but sadly, my nerdly desires will no longer be fulfilled for the rest of the year — or possibly until next summer, when I attend another music festival. The Honolulu Symphony has cancelled the remaining concerts of 2009 and has filed for bankruptcy. It is unknown whether it will continue to exist. Some musicians from the Honolulu Symphony have already moved to the mainland and have auditioned for other orchestras.

Although the Honolulu Symphony may not be revived, I want to express my gratitude towards everyone and anyone who has ever been a part of it. From the moment of the first concert I attended to the ballet performances I danced in (which the Symphony accompanied,) each note I have heard from you all will continue to live inside of me.

Whether I am practicing alone in a practice room or performing in front of an audience, the music you gave to the world from your hearts is a part of the music I play, a part of me, something that can and will never be lost. I want you to know that you, an enormous influence in my life, have touched me in a way that cannot be altered. So thank you. Thank you to the musicians who I have watched play in the Symphony for so many years.

Unfortunately, I cannot express my appreciation enough with words. Although I may not know each musician personally, I have memorized your names from the programs, and despite the fact that I cannot match your name with your face, I have heard you play for the majority of my life. Please know that you have changed and affected many people’s hearts and music.

If I may ask a last favor, please, please do not walk away thinking you have not made a difference in the world with your art. If anything, please take away with you this thanks that cannot compare to the huge gift you have given me, a gift that will last a lifetime.

Thank you.

The global economic crisis that took place this year has taken a toll on everyone, and the children are no exception.

Recently, the Hawaii state government cut public school funds and teachers’ pay in order to improve the economy. Because of these new policies, children are missing 17 Friday school days during the 2009-2010 school year.

Parents have been complaining about the policies created by the government that cause children to miss school educational days.

Mylene Reyes, a parent of two Aikahi Elementary School students, has written several letters to senators and congressmen, complaining about the furloughs at Hawaii public schools.

“The furloughs were ill-planned,” Reyes said, “The Union decided they would implement furloughs and Lingle sided with them, but at least now Lingle is trying to use the 15 million dollars from the Emergency Relief Fund to help public schools, but the Union still won’t budge. This is more like the Union versus Lingle. It’s just very disappointing and upsetting.”

Reyes is aware that the education offered at Hawaii public schools is not considered one of the greatest educations offered, but the addition of furlough days downgrade the opportunities children would receive at public schools.

“The Hawaii Public schools are at the bottom of the totem pole and I am just shocked that the Union would take away instructional days from the kids,” Reyes said.

Although the addition of furloughs has negatively affected the public school system, Reyes has not thought about pulling her children out of public school and sending them to a private one.

“I believe in supporting the public school system,” Reyes said, “and I am lucky to live in Kailua because the elementary schools are good.”

Many parents, like Reyes, and some students, share those common opinions.

My sister Danielle Pendleton, a sixth grader at Ka’elepulu Elementary School, also does not like the addition of furloughs.

“They take out of our learning time because we haven’t done math for five days. It’s messing up everybody’s schedule,” Pendleton said, “We were supposed to have a Spring Concert, but it was cancelled and we don’t have any more fieldtrips, unless it’s educational. It’s just messing everybody up.”

Even though people often say, “the children are our future,” the Hawaii State government still continues to take funds from the schools first in order to help the economy.

I believe that we, as a state, need to join together to get rid of the furloughs so that the children of Hawaii can receive the best education possible.

The government needs to look for a better way to improve the national debt without hurting the children. The children are our future and without them our future ahead looks grim.

However, a small but significant number of students struggle through the first semester of physics without taking trigonometry (Trig).  This is completely unfair to these students and the administration should amend the schedule to provide for such students.

Thenceforth, the students who have yet to take Trig but have completed Algebra 2B will be referred to as “trignorants.” As a trignorant, I have spent several hours nightly trying to complete physics worksheets that demand knowledge of a subject I have yet to learn.

There are enough students stuck in this predicament to constitute a Trig class.  Mr. Heyler’s 2008-2009 physics classes had a total of 32 students.  Of these 32, ten had yet to take Trig.  Seven of these ten were in a math elective course the first semester and were waiting to take Trig in the second.  If each of the three physics teachers has the same statistics, there are more than enough trignorants to make at least one Trig class in the first semester.

In addition, this year Mr. Heyler has 28 physics students, and nine of these students are trignorants.  The number of trignorants could continue to rise over the next few years.

Is it really fair that such students are set up for failure?

The administration supposes that we will be fine failing countless homeworks and quizzes due to our lack of knowledge, struggling with concepts that we have yet to learn, and taking a semester exam that necessitates knowledge of Trig.

Students are not the only ones affected by this conflict of schedules. The physics teachers are forced to devote class time to teach math to a few unlucky students. Of course, these teachers know trigonometry, but they should be allowed to spend their time teaching physics instead of math.

For those unaware of the current predicament, trigonometry is only offered in the second semester.  This puts the students who are in the accelerated science track (i.e. in physics in 11^th grade) but in the slightly accelerated math track (i.e. they have completed Algebra 2B but still need to take Trig) in a tough position.

Up until 2001, Trig was offered during both semesters. But some math teachers became concerned that students who took the course during first semester had forgotten the material by the time they got into Precalculus the following fall. So the department changed the sequence to Trigonometry only being offered in the second semester so that it was still fresh in students’ minds as they headed to Precalculus in the next school year.

Quite honestly, after the summer, no one will remember the minute details of Trig.  Senioritis will start to take over. It doesn’t matter if a student takes it in the first or second semester; it will be long-gone from the memories of students by the time they take precalculus.

Around the same time that the math courses were changed, the science department downgraded the math requirement to take accelerated science courses.  Mr. Frederick Heyler, a physics teacher and the science department head, said that this decision was made to offer accelerated science courses to students who were in the standard math track.  He says that students in the standard math course are often frustrated when they encounter math they are unfamiliar with.

“We try to teach whatever is needed at that time,” Mr. Heyler said.  But teaching whatever is needed is not always enough.  Students can memorize the equations, but can still struggle since they do not know the actual concept behind each one.  In addition, simply memorizing the equations does not qualify as actually learning them.  Students should be taught with quality rather than being forced to cram strange equations into their heads.

Some people believe that there are not enough teachers for Trig to be offered in the first semester.  However, if it was done once, it can be done again.  Since some students must take a math elective in the first semester, these math elective classes could be condensed and a teacher who formerly taught a math elective class could teach a Trig class.

‘Iolani prides itself on the way it caters to the students.  If the students want to learn Trig earlier to help them with physics, the administration should assist these students in their search of higher learning.

Throw these students stuck in the mud a rope.  Or, in this case, a tangent.

This may seem like a petty complaint against the backdrop of the state of the world today, but it is a crucial matter in our lives nonetheless.  A superlative education is needed so that we have the potential to change the world.

If our school is truly committed to providing us with the best education possible—and our teachers with the top resources—in this day and age, why is our technology so lame? At a college-preparatory school of this caliber and this price tag, we should be getting an education that prepares us well for college and adult life as promised, which becomes increasingly technology-oriented by the day.

 It is time for Upper School students to be provided with personal school laptops. For one, there are not enough laptop carts for every class to use when necessary. Also, notes on paper are easily lost and frequently taken so quickly so as to be illegible.  Countless sheets of notebook paper are used everyday.  If teachers could email class handouts to students, that would further reduce paper use by eliminating the need to Xerox thousands of sheets. We are fortunate to have computers available to us in the labs, but stuck or missing keyboard keys and slow functions are quite trying, especially on the limited time of an ‘Iolani student. Truthfully, the stuck and missing keys are a probable result of student misuse, but if given a personal laptop, the student to which the laptop belongs to would be held accountable for any vandalism.

On a different note, the rest of the technology classrooms utilize must be updated. I remember walking into Dr. Roberts’ classroom in eighth grade and being shocked to discover a chalkboard. Chalkboards are the epitome of an old school.  However high quality they may be, it is time consuming to write legibly on them.  Chalk makes horrible noises, and the dust makes me sneeze.  I have also seen ancient, spotty dinosaur projectors used in some classes. They are often difficult to read from, and they waste a lot of electricity.  The list of “lameness” goes on. Of course, there are teachers who say there is nothing wrong with old school technology, but the tides of time and innovation flow relentlessly. It’s a new world every day.

Of course, funds for such a drastic transformation cannot materialize on their own.  However, if our school can compile $23 million to attain 5.5 acres of land which “provides the next generation of leaders and educators an opportunity to think more expansively about our future”, to quote our Headmaster, then the administration can surely rearrange a smaller amount in the budget to make a necessary change for current and future students. Technology is a priority—necessary updates must be made sometime in the near future.  If ‘Iolani wishes to retain its status as a top independent school in America.

Why not start now? Procrastination never helps, right?

Seventh and eighth grade boys (and occasionally girls) are what they may call “energetic.” I beg to disagree. Walking to Castle in the morning, I can handle the shouting and raucous laughter, and the occasional pen or eraser being hurled aimlessly from one student to another, but I shouldn’t have to deal with their rude, infantile behavior. I have a lot of things to carry to school, ranging from my Biology book to my violin, so opening a door can be quite a task. For the most part, I can handle opening the door, but sometimes I have to depend on a fellow student for a little extra assistance. It’s not a good way to start my day when the student right in front of me opens the door, and then slams it shut behind him. Thanks, man.

It’s as if these kids take it upon themselves to be as obnoxious as they possibly can. Walking to Castle every day is kind of like watching reality TV; it’s incredibly ridiculous, but you can’t bring yourself to stop watching because it’s so attention-grabbing and disturbingly entertaining. This year I’ve witnessed bottle caps being thrown (with great violence) from the beginning of the sidewalk from one side of Castle to the other and, my personal favorite, “The Backpack Jump” (Basically, about ten backpacks were stacked atop one another and multiple boys attempted to jump over them. I contemplated sticking around to watch this reality show turn into a car wreck, but I decided that it probably wasn’t something that I wanted to witness). These childish antics seem to generate from an unfortunate mixture of boredom and immaturity.

The sad thing is that students are being allowed to disregard appropriate behavior without any consequences. Allowing this contradicts ‘Iolani’s reputation of allegedly being a school in which respect to classmates is a given. If we really want ‘Iolani to live up to its standards of respect, then students are going to have to grow up. In order for them to do so, they need to have a foundation to start with. That’s where teachers come in. If they enforce their authority, students will be able to figure out that they can no longer get away with immature, rude behavior.

Despite his wish to stay on “the moral high ground” the President still seems intent on fighting a war.  In fact, he wishes to increase the troop number in Afghanistan.  Now couldn’t one say that war itself is just as immoral as torture, if not worse?  Certainly one could say that, on a moral level, the war is wrong.  I guess the difference is that the war has a purpose that would ensure the safety of Americans, as the Commander in Chief stated in the March 27 address: “to prevent Afghanistan from becoming the al-Qa’ida safe haven that it was before 9/11”.  The president believes that this is a cause worth fighting: safety from our enemies.  If our efforts there would prevent 9/11 from repeating itself, most would say it is worth it.  Yet this is where the true sin occurs.

Contrary to what most of Americans believe, Guantanamo Bay is not a site of torture; it is an interrogation facility.  Torture is inflicting physical or emotional pain on another being; interrogation is doing so for information.  You see, interrogation is valid for the same reason the war is: protecting America and its citizens.  Interrogation can reveal information vital to the safety of not only our troops, but ours as well.  The counter-argument to this is that interrogation does not necessarily reveal anything of value because people under extreme pain will say anything to make it stop, regardless of its accuracy.  But then again, the war doesn’t guarantee that al-Qa’ida will not return to Afghanistan.  We cannot ensure that Afghanistan will not descend into chaos again, that it will not revert back to its original state.  Yet the president seems intent on winning the war, using the same logic that is used to justify interrogation: preventative measures.

The president’s logic (or lack thereof) would be almost humorous if not for the consequences of it.  By failing to approve of interrogation, he betrays the very soldiers he sends out to fight.  The closing of Guantanamo Bay shows that the president is not willing to make the same sacrifice for the troops that they make for the country he leads.  He might as well walk up to every sailor, every marine, every pilot, every man and woman fighting in Afghanistan to say,“I am not doing everything in my power to ensure that you do not come home in a body bag because I cannot make the hard decisions.”  That, my fellow students, is the true injustice here.  The soldiers on the front line, many of them not much older than an ‘Iolani senior, are willing to make the ultimate sacrifice for our safety, yet we are not willing to make a small sacrifice for theirs.

My frustration with the president’s decision is not due to my own opinions on the war, but rather that he chooses to fight the war yet does not wish to follow through.  If he decided to end the war, I would not have a problem with the closing of Guantanamo Bay.  At least then he is remaining true to his values.  Whatever decision he makes, he must be willing to commit to it, no matter the political repercussions.  No matter what you believe about the war, the situation now is wrong.   If the president is willing to fight a war, he must be willing to do what it takes to win it without unnecessary American blood.  The president’s decision to not defend the troops to his fullest power is more immoral than the facility he wishes to close.  So to answer my original question: yes, as long as we fight this war, Guantanamo Bay should stand; otherwise, no.

Looking back at my first paragraph, I now realize why I chose to write this.  In this article, I am doing what I can, to my fullest ability, to defend our troops.  I am voicing my opinion in hopes that our government will listen, and right this wrong, whether it results in the end of the war or the re-opening of Guantanamo Bay.  I am taking a moral stance and committing to it, something that the president fails to do.