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

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

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

Though Castillo does not possess wings, drink blood or hunts prey at night, her sleep pattern mimics that of our favorite flying mammal: the bat.  She and other teens who sleep in the early evening and awake in the early morning compose a new breed of students: nocturnal students.

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

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

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

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

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

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

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

Unlike other nocturnal students, Ito wants less sleep.

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

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

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

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

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

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

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

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

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

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

“I felt a sense of calm after I decided that this was what I wanted to do,” says Ms. Basso with a smile.

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

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

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

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

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

Although ‘Iolani School differs greatly from Edison Middle School, Ms. Basso finds that “youngsters are youngsters” and “teenagers are universally teenagers.”

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

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

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

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

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

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

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

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

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

Junior Danielle Acacio also sees benefits in Facebook. “You can communicate with your classmates more easily,” she said online. “Studying [with others] isn’t limited to a phone call or on school campus.”

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

“I remember events like the Dramathon and Lyon Arboretum [that were posted] on Facebook,” said Onouye, a Facebook member since the beginning of the school year. “With probably about three-fourths of the school on [the site], it’s useful to spread announcements around.”

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

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

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

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

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

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

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

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

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

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

Facebook may be considered as one distraction to some students, but for others the site hardly matters. “I only go on to Facebook about two times each week,” Tsuhako said. “For me, TV is more distracting.”

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

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

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

The runners from both the boys’ and girls’ cross-country teams are foremost the inspiring people I have met since coming to ‘Iolani.  All the people on the team have the will power and the volition to run so long each week.  I have watched my teammates work very hard and improve so much since they started cross-country.  I have also had many great coaches like current coach, Coach Chet the Jet, who have motivated me to do my best and who have made cross-country a lot of fun.

Cross-country truly embraces the ‘One Team’ spirit.  When I was the only ‘Iolani runner in the varsity girls’ race at the Kamehameha meet this past season, I was nervous.  Coaches, parents, and teammates waited until the last race to support me.  Others who could not stay gave me hugs and told me good luck beforehand.  Many also said that I would undoubtedly represent ‘Iolani well.  These people did not know how much these simple gestures meant to me.  This singular experience made me love cross-country and helped me to realize what Father Bray was talking about when defined the ‘One Team’ spirit.

Other people who have greatly inspired me, are my friends from the Peace Project: China Trip, who are my ‘Peace Project’ family.  After being with each other 24/7 for three weeks in a foreign country, we grew really close.  I love the fact that we still keep in touch and have gone to the beach, gone hiking, and attended community service projects.  The students, along with the chaperones, inspire me, because they are the most caring and thoughtful people I know.

Of course, I have to mention my friends from the chapel.  From seventh grade until junior year, we were the massive group of people that could be found sitting near the chapel during free periods and lunch.  We have had so many great experiences like cardboard box sliding at the park and our numerous Christmas parties.  These people are the ones that got me through the homework and stress of ‘Iolani, because they have always been the pillars that kept me from giving up.

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

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

For the student-elected office of Student Body Treasurer (SBT), the Business Office will be taking over the responsibilities normally done by the SBT.

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

“The amount of financial activity in the SAO [Student Activities Office] has grown considerably,” Mr. Uejio said.  “We thought it would be safer and more responsible to have a professional handling our funds (which often exceeds $100,000).”

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

Then, there is Mr. Uejio.  Next year, he will be leaving for sabbatical.

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

Kira Tamashiro ‘05 will be the Student Activities Director during Mr. Uejio’s sabbatical.  She was a state champion in three sports, class president for four years and recently graduated from Claremont McKenna College.  Mr. Uejio said that she is a “bundle of wonderful energy.”

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

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

As he says, his job, generally speaking, is being the administrator for Lower School. Mr. O says his favorite part of his job is “the students. We’re all here because of the students; they’re so friendly, honest, smart, talented, nice, everything. We’re fortunate to have the students we have here and their parents. Put that together with great teachers and you’ve got an unbeatable combo.” Outside of his office, he walks around at recess, lunch, and after classes joining in on the children’s games, sharing their snacks, and listening if they have a problem. But the highlight of his week is reading to the Kindergarteners. Each year, he reads Purple, Green, and Yellow to them, a story about a little girl who colors herself. When he’s finished, he asks them, “Do you think this is real or make-believe?” and they all respond that it’s made-up, so he agrees that no one in real life would ever draw on themselves. When his visit comes to an end, he waves goodbye, and that’s when they notice that he has the words “Bye” written on his hand. Many students remember that Mr. O constantly had some sort of message written on his hand, but when asked whether or not he still does that, he merely shrugged and said, “When it’s nap time, I fall asleep, and there’s someone that does that. I think it’s a student.”

In his years as Dean, a memory that stands out (aside from anytime the students did well) is the preparation for the first co-ed year. He remembers that Ms. Reser, a lower school librarian, had to throw out half of the books, since the old books only depicted women as secretaries or flight attendants. They replaced the books with ones that showed women as astronauts, firefighters, and doctors to encourage the girls to be anything they wanted to be. Another memory is the addition of the Ai Building, a gift from the late David Ai. The day before school, Mr. O and the second grade teachers were still moving desks into the second grade classrooms, because of the delays in construction. Another memorable moment is the creation of the Tam and Young Arts chair which has “added so much”. He said that one year, the orchestra students were allowed to go backstage at a concert to shake hands to Yo-yo Ma, and he invited them to play his cello, Petunia. Lastly, every Grandparent’s Day when the grandparents come to school with their grandchildren is memorable for him. Mrs.Yellis started this day to honor the student’s grandparents.

Aside from being the Dean of Lower School, Mr. O started the Chess and Checkers Club about 30 years ago for second graders. He’s no longer in charge of it, but he’s very grateful that they still invite him as a guest. At the club’s last meeting on 5/24, they revealed to him that they wanted to pay tribute to him by renaming their club “Mr. Okumura’s Chess and Checkers Club”. Also, Mr. O is one of the recipients of this year’s yearbook dedication.

In his free time, he plans to run with the bulls in Spain, go deep sea fishing, and go motor car racing, but he says he’ll probably end up doing volunteer work instead.

Mrs. Derby, a teacher from K-Leahi, says of Mr. O, “The kids development is really important to him; he’s a steady influence. He’s honest, fair, and firm, but compassionate. He loves ‘Iolani, and he cares a lot about the teachers and the families.” Mr. O would like to thank all the students for making his job so enjoyable and remind them to keep up the good work in and out of the classroom, treat each other nicely, and…do their homework.

For as long as many of the students here can remember, Mrs. Laura White has been a Lower School science teacher. According to her, “Science is a fun subject to teach. I love having [the students] get just as excited about science as I do.” But, after twenty-six years of helping students discover science, she has decided to retire; Mrs. Kathe Warner will pick up the position in the fall.

Mrs. White calls retirement “a brand new adventure” and plans on getting more exercise and spending more time with her mother and daughters, but it won’t be in with the new and out with the old. She says she has “so many wonderful memories [here],” including learning from the new kindergarteners, watching the first graders become lava and volcanoes in a science/ dance unit, seeing the students’ expressions of delight when they solve problems, all twelve Space Nights, having her former students come back to teach her current ones, and heading the Takeapart Club and Litter Patrol. Above all, she says she’ll miss her relationships with the students and their families, and it’s very safe to say the feelings are mutual. Mrs. White has encouraged and cultivated a love of learning and science in roughly 1,800 students and has certainly touched all of their lives. To all the students she’s ever taught, she leaves them with a final message, “I have had so much fun teaching all of you. Thanks for the memories, and remember, always respect living things, take care of the aina, be sun-safe, and study hard in science. I love you all!”

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.