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Elements of

VOL 32, NO 2 DEC 2017

Christmas

HAWAII BAPTIST ACADEMY

He

Helium

B

C

N

O

F

Ne

Al

Si

P

S

Cl

Ar

Boron

Aluminium

Carbon

Silicon

Nitrogen

Phosphorus

Oxygen

Sulfur

Flourine

Chlorine

Neon

Argon

Ni

Cu

Zn

Ga

Ge

As

Se

Br

Kr

Pd

Ag

Cd

In

Sn

Sb

Te

I

Xe

Pt

Au

Hg

Th

Pb

Bi

Po

At

Ra

Ds

Rg

Cn

Uut

Fl

Uup

Lv

Uus

Uuo

Nickel

Palladium

Platinum

Darmstadtium

Copper

Silver

Gold

Roentgenium

Zinc

Cadmium

Mercury

Copernicum

Gallium

Indium

Thallium

Ununtrium

Germanium

Tin

Lead

Flerovium

Arsenic

Antimony

Bismuth

Ununpentium

Telurium

Telurium

Polonium

Livermorium

Bromine

Iodine

Astatine

Ununseptium

Krypton

Xe

Radon

Ununoctium


Virtually, Really, Who Are You? → By Joel Lau (‘18)

EDITORIAL

Cover Art By Natalie Kwon (‘18)

Cover Photography By Joel Lau (‘18), Johnson Lin (‘21), Kristin Moniz (‘18) and Asja Deai (‘21)

Harvard University, situated in historical Cambridge, Massachusetts, is regarded by many to be the most prestigious university in the world.

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With an acceptance rate of 5% and an endowment exceeding 37 billion dollars, the 381-year old institution is the Holy Grail for college applicants worldwide. So when ten high school seniors received their Harvard acceptance letters in the spring of this year, they were beyond ecstatic. Unfortunately, their celebration would prove premature, as Harvard soon revoked their acceptance offers after taking issue with how the seniors “celebrated” their success on social media. According to the Washington Post, in an attempt to show the world that just because they got into Harvard doesn’t mean they can’t have fun, these prospective members of Harvard’s Class of 2021 created a private Facebook group chat dedicated to offensive memes. The messaging group mercilessly made fun of topics ranging from sexual abuse, racial stereotypes, to the Holocaust. To them, it was just a private outlet for morbid humor; to the Harvard admissions team, however, it meant that these students were not worthy of a prestigious Harvard education. Used responsibly, social media can benefit society enormously. From bringing awareness to previously unknown issues to connecting individuals thousands of mile apart, the possibilities are endless. But like every new invention, social media has its pitfalls. We’ve all been warned about how social media can be a powerful weapon for bullies, and many of us are tired of being reminded that the virtual world can be a dangerous one. While we don’t disagree with what well-meaning adults are trying to tell us, we tend to relegate the dangers of social media to the bullies and the bullied, for how can Twitter and Snapchat harm those who simply use it for fun? Instead, we are often ensnared by a false sense of privacy when using social media, believing that we can act more “freely” in the absence of face-to-face interactions. But on the Internet, nothing is private. In fact, we have no way of truly limiting the number and identity of the people who can access what we say on the Internet. Instagram posts can be saved from private accounts and shared with others, and members-only group chats (like the Harvard meme chat) can be screenshotted. Business Insider recently reported that even Snapchat photos are not actually deleted by the app. In the end, just one frivolous post can have far reaching consequences as it is now regular practice for prospective employers, college admissions counselors, and even landlords to look up applicants’ social media personas. It’s time we hold our social media interactions to the same standards as when we interact with people face to face. Before you type that 280-character tweet, send that Snap streak, or comment on that Youtube video, take a moment to pause and review your post. If you wouldn’t say it to someone’s face, you probably shouldn’t post it online. Remember, you never know who could be watching.

EAGLE EYE Hawaii Baptist Academy 2429 Pali Highway Honolulu, Hawaii 96817 Hawaii Baptist Academy’s Eagle Eye is a student-run and studentcentered publication. Submissions The Eagle Eye encourages students, teachers, and staff to submit letters, essays, opinion columns, and artwork on current school and social issues. They must be signed by the author. Letters may be edited, but care will be taken to maintain the writer’s point. Please submit material to room 300B. Opinions expressed in letters and columns are those of the authors and do not necessarily reflect the opinions of Hawaii Baptist Academy or the Eagle Eye staff. Advertising Businesses may place ads in the Eagle Eye on a space available basis and for a reasonable fee. Please call the school for more information at 595-6301. More articles & videos at HBAEAGLEEYE.COM Follow us on Instagram @HBAEAGLEEYE


It’s Purely Ornamental → By Johnson Lin (‘21)

NEWS

In what has become an annual tradition, high school Chemistry students are tasked with creating Christmas tree ornaments showcasing the characteristics of chemistry elements. PHOTOGRAPHS BY JOEL LAU (‘18), JOHNSON LIN (‘21), KRISTIN MONIZ (‘18) & ASJA DEAI (‘21).

At this time of year, the high school science classrooms are decked with Christmas decorations of the scientific kind. In what has become an annual tradition, Chemistry and AP Chemistry students are tasked with designing Christmas cards and ornaments showcasing chemistry elements on the Periodic Table. Students had to first research the properties, importance and unique characteristics of their assigned elements. They then had to create Christmas ornaments representing that information, alongside greeting cards with details like atomic numbers, mass, families, unique characteristics, and uses. Science teacher Claire Mitchell, who got the idea four years ago from an Environmental Science teachers group, explained, “The target for this project is to provide them a hands-on experience in order to have a deeper understanding of Chemistry and also provide a decor for the science classrooms.” Sophomore Lance Tasaka created an origami balloon ornament to represent oxygen. “While researching,” he said, “I learned that people can be oxygen-poisoned. Scientists experimented with this idea when they used to put babies in high-oxygen content containers. The babies had a high rate of brain damage as opposed to when they were exposed to regular air. The air is made of about 20% oxygen and if humans are exposed to oxygen-rich air for prolonged periods of time, they can get oxygen poisoning, resulting in brain damage.” The students were also graded for creativity, which challenged them to add wit and humor into their projects. Mitchell hopes that the project will help “students become more familiar with their elements and the cool properties they can exhibit.” She added, “It’s also a great chance to get a glimpse into what everyday materials and products are made from. The purpose is to answer the question of “why do we learn about the periodic table of elements?”

Distribution The Eagle Eye is distributed at no charge to the Hawaii Baptist Academy middle and high school students, faculty, and staff. Mail subscriptions are available for a fee.

EAGLE EYE TEAM EDITOR-IN-CHIEF Joel Lau (‘18) STAFF Jarin Ashimine (‘20) Anika Chang (‘18) Timothy Dixon (‘20) Zachary Fujita (‘18) Daniel Jurek (‘21) Natalie Kwon (‘18) Jessie Lin (‘18) Johnson Lin (‘21) Kaycee Nakashima (‘20) Lance Tasaka (‘20) Jewel Tominaga (‘18) Advisor Eunice Sim

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Hanging from the ceiling is a Japanese manga-inspired greeting card honoring the Manganese element. Nearby, a running banana ornament (representing potassium) looks like he’s rushing to catch a hydrogen rocket ship ornament.


Student Films Showcased at Hawaii International Film Festival → By Lance Tasaka (‘20)

NEWS

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This November, three HBA studentproduced films were showcased at the 37th annual Hawaii International Film Festival (HIFF) at Dole Cannery Theaters. The films—Octo, Rewind and Animation Class—were produced by students from the 2016-17 Art & History of Film, Documentary Filmmaking and Introduction to Animation classes.

rewind

Presented as part of the HIFF 2017 Student Showcase, the three short films were selected alongside 11 other student-produced films from Hawaii. One of HIFF ‘s goals is to “recognize new and emerging talent” in the Asia Pacific region. Octo, a production of the year-long Art and History of Film class, tells the story of a man named John, a technology dependent intern, who becomes addicted to an artificial reality through his newest tech toy, the Octo-5. When this virtual world begins to control his real life, he is forced to choose what he values most. The film was written and directed by Duke Denham, and edited by Noelle Nakamura. Both graduated with the Class of 2017. Denham, who also played John in the film, is currently studying Business Management at Seattle University. “I’m truly honored that Octo was selected for HIFF. The selection process for the festival is competitive, and I’m grateful to see the film be recognized by bigger institutions,” he said. Denham confessed that the idea for the film came very randomly. “I remember I was rushing to turn in a screenplay for my film class, so I just started typing on my computer everything that popped into my mind. The result of this process was a story about a man who’s addicted to seeing visions of Betty White playing the piano and Bruce Lee painting with Bob Ross. This eventually became the story of Octo.” Denham said that being new to his role as a director was one of the more challenging aspects of his filmmaking experience. “As a first time director,” he explained, “getting others to understand and visualize the vision in my mind wasn’t always easy. I had to find a way to explain

myself to others and take it upon myself to direct and control the outcome of the film.” Another challenge the team faced was making the film in time. Nakamura said, “The film was quite short, but it took almost two months to film that 10 minutes worth of footage. Many people don’t really know how long it actually takes to make a short.” Nakamura is currently at California State University, Northridge, where she is studying Film Production. Denham said the filmmaking process taught him some life lessons too. “Seeing the final product and the reactions to the film made me understand how rewarding it can be to finish a creative venture,” he said. “I remember I would often feel stressed out while working on the film. Finishing the film taught me to always keep my eyes on the goal and keep a positive attitude while working towards that goal.” Rewind, produced by Ryan Su (‘17) as part of his Documentary Filmmaking class project, is “a poetic/reflexive scientific observation of the reversal of entropy.” When presented with the task of making an artistic film, Su said he took idea of timelapse photography and flipped it around. He said, “The more I thought about this, the more it made sense. Normal time-lapses speed up subtle or monotonous changes in video to bring out patterns or motion. By reversing the video the same process occurs, but in an extra-surreal way where destructive processes turn into creative ones.” Su added, “I knew I wanted to look for processes with subtle/destructive motion but had to find them. I ended up using common household objects like an ice cube, a candle, rubbing alcohol, food coloring, and water.” Continued on Page 13


12 schools. 16 teams. 130 competitors.

MATH CHALLENGE → By Zachary Fujita (‘18)

NEWS

On November 29, 2017, Hawaii Baptist Academy hosted its annual Middle School Math Challenge competition. Created by then junior Cameron Taketa (current HBA high school math teacher) in 2002, Math Challenge is an interscholastic event for middle school students from Oahu where they compete in math-related events and activities.

The event is divided into two halves, one for testing and the other for a scavenger hunt. During the first half, students take tests individually on one of four different subjects: Area and Perimeter, Order of Operations, Probability, and Linear Equations. Points are awarded based difficulty and how many problems the students are able to solve. In the second half, students go on a 35-minute scavenger hunt on the school campus, looking for hidden problems to solve to earn points for their team. This year, Highlands Intermediate School from Pearl City took first overall. HBA’s two competing teams came close behind, placing second and third.

One thing unique to HBA’s Math Challenge teams is the use of student coaches. While math teachers coach other schools’ teams, HBA’s teams are coached by high school students. Over a six-week period leading up to the competition, Math Challenge committee members—juniors and seniors—run morning practices for the middle schoolers three times a week. “The competition was very organized and planned,” said HBA seventh grader Miya Yuks. “Everyone has something to do at every moment, so you never get bored. The events are either with your school team or with a team of mixed people from different schools. So, you have to work with people you don’t know at some points, which gives you time to socialize with new people. All the events were math-related and still very exciting or fun. Overall the event was very memorable and exciting.” Classmate Joey Lin had the most fun with the non-competitive activity. “My favorite thing about Math Challenge was the geometry game,” she said. “It was really fun making the tower with different geometric shapes. I mostly liked it because we got to eat the extra marshmallows.” A lot of planning and preparation takes place behind the scenes for the one-day event. While the HBA Math Department and faculty advisors assist in creating the math problems for the competition and

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All contestants also participate in a non-competitive Geometry activity, in which students work in groups with students from other schools. This year, students collaborated to build towers out of uncooked spaghetti and marshmallows.

(Top) Team “Cloud9” with their completed tower for the Geometry event; (Bottom) HBA’s second Math Challenge team await their next challenge.

managing the administrative paperwork, the majority of the event is student-run. NHS committee chairs do everything from inviting other schools to running the activities. Junior Niko Lopez, one of the Math Challenge committee’s three co-chairs, said, “My job in the event as a whole is basically leading the event and organizing the practices for our HBA middle schoolers because they are also participating in the event. I basically supervise all the different events and practices.” Through the Math Challenge event, students from different schools are brought together with the shared goals of learning and having fun. “Math is important. You’re gonna need math for the rest of your life, and it’s good to build a strong foundation in math now,” said lead Math Challenge co-chair and senior Joshua Fujita. “[Math Challenge] builds more than strong foundations in math; it builds this unique interscholastic bond and you’re not going to find that anywhere else.”


Stonehenge to Scotland → By Anika Chang (‘18)

NEWS

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Over fall break, 30 HBA students left behind their scratchy school uniforms and backpacks, and donned their cozy sweaters and sightseeing gear for a 10-day trip to England and Scotland.

Led by the English Department, the biennial trip prides itself as a literary adventure, where students can engage the world of literature by visiting literary landmarks and immersing themselves in the culture that produced literary greats like Wordsworth and Shakespeare. After close to 17 hours of airplane travel, the students landed at Heathrow Airport and headed straight to Windsor Castle. The official residence of Queen Elizabeth II, the castle is the oldest and largest castle in the world. The students saw the Queen Mary’s Dolls’ House, built for Queen Mary between 1921 and 1924. The miniature house, built to a 1:12 scale, is famous for its intricate details and working features like electricty, running water and even flushing toilets. They also visited St. George’s Cathedral, designed by the great Victorian architect Augustus Pugin in 1848, and watched the Changing of the Guard, a formal ceremony during which the Queen’s Guards—in their iconic red coats and bearskin hats—change shifts. Outside the castle grounds, the students spent the afternoon in 5,000 acre Windsor Great Park, which includes a deer park. Junior Jailyn Choi said, “The most memorable experience from the trip is when we got to visit Windsor Castle because it was so beautiful and I couldn’t imagine how much time, work, and effort it took to build it. We weren’t allowed to take any pictures which was sad but it definitely helped me to look around and observe the little details of the castle.” The second day of the trip took the students to Stonehenge and Oxford. Sophomore Cobi Pimental was surprised by the scale of the Stonehenge. “I got to listen to a recording about the historic and the archeological finds at the place. Stonehenge was surprisingly big. You don’t know a place unless you go there yourself,” he said. After walking the halls of the prestigious Oxford university, Pimental

was struck by an interesting detail from campus life there. “One thing I learned that fascinated me was to know that Oxford’s time is off by five minutes on purpose because the school is five minutes off of the time zone demarcation,” he said.

“One thing that literature and travel have in common (and people like Lewis and Tolkien knew this) is that they both open doors. They remind you that... there’s a wide and wild world out there to explore.”

Teacher & chaperone The next day they traveled Tony Traughber to Stratford, home to the Shakespeare museum and Shakespeare’s childhood home. At the museum, three performers dressed in full Shakespearean dress welcomed their audience to request a monologue or scene from any Shakespearean play. The group then had a traditional fish chips meal before watching the Royal Shakespeare Company perform Marlowe’s Dido, Queen of Carthage. York was next on the itinerary, where students walked down the Shambles, an old street that served as J.K. Rowling’s inspiration for Diagon Alley in the Harry Potter series. They also stepped into York Minster, the second largest Gothic cathedral in Northern Europe, where candles are continuously lit by parishoners to represent prayers for loved ones around the world. Bible teacher and trip chaperone Traughber noted, “It was a good reminder that God has been a significant part of the human experience and that He’s not just someone we talk about in chapel and Bible class.” On Day Six, the students visited medieval Skipton Castle, built in the early 12th century and one of the best preserved castles in the world.


(Facing page) Students on the England-Scotland trip got to visit the Stonehenge in Wiltshire, England, where the stones stand at about 13 feet high and weigh about 25 tons. (Above) On the last day of the trip, the students toured Edinburgh Castle in Scotland. PHOTOGRAPHS COURTESY OF RYAN FRONTIERA.

The group then headed south to Haworth, home of the Brontë sisters, authors of classics like Jane Eyre and Wuthering Heights. From here, the group made its way to the Lake District, location of England’s most picturesque countrysides, where they stayed for two nights at Whoop Hall Inn.

in London, which was the final stop for previous trips. Even though many students were disappointed that London was no longer on the itinerary this year, Edinburg­­proved to be a worthy replacement. From visiting Edinburgh Castle, the Stone of Scone (used for centuries in the coronation ceremonies of Scottish monarchs), and St. Margaret’s Chapel (the oldest surviving building in Edinburgh), the students were immersed in both Scottish history and culture, enjoying the sound of Scottish accents around them. On the last evening of their trip, the group attended a ceilidh (pronounced “kay-lee”), a Scottish dinner event featuring folk music, singing, dancing and storytelling. The dinner featured traditional Scottish fare like “Cock-a-leekie” soup and “Dingwall Chieftain Haggis, Neeps & Tattie.” Traughber was glad for the addition of Edinburgh to the trip. “I loved the feel of the town, how even the ‘new town’ was quite old. We went into a graveyard at night with our flashlights looking for names that had inspired J. K. Rowling, who wrote most of the first Harry Potter book in Edinburgh. And I loved that we were so close to places like Arthur’s Seat.”

At the Lake District, the group visited Rydal Mount, home of poet William Wordsworth from 1813 until his death in 1850. There the students were tasked to write poems about what they saw, heard and experienced in the area. This was also the last day they would spend in England, as Edinburgh, Scotland was next on the itinerary.

Comparing this trip to the East Coast Trip, Choi said the biggest difference was being able to experience a different culture. “From people driving on the left side of the road to hearing their different accents, it was definitely a learning experience that set itself apart from the East Coast trip,” she explained.

This year was the first time the trip went outside of England. According to Traughber, the change was precipitated by the recent terrorist attacks

For Traughber, who has been a chaperone for the trip since it started

Continued on Page 13

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Senior Jackie Morgan said, “Skipton Castle was my favorite castle out of all of the castles we visited. My group had a really good guide who told us a bunch of extra stories including some ghost stories! One of my favorite stories was graffiti from the 1800’s etched into the stone of the castle walls.”


弁当!

ONE BOX WONDER: THE JAPANESE BENTO → By Daniel Jurek (‘21)

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The bento is a proud Japanese tradition that has been passed down through many generations. It made its first appearance during the Kamakura period (from 1185 to 1333) and historians believe this iconic symbol for lunch started out as a farmer’s lunch. Early versions of the bento usually consisted of just rice carried in a pouch. The wooden box form came at a later period and it was only during the Edo period (1603-1868) that the bento became popular throughout Japan. The Japanese have many categories of bentos, from musubi­—consisting of just rice and nori (fried seaweed)­—to ekiben, which is a specific type of bento sold at train stations and on trains. At the Tokyo Station, Japan’s busiest train station, commuters can choose from over two hundred different ekiben bentos. Popular bentos include: the Yonezawa Beef Domannaka, consisting of thinly sliced Yonezawa beef and Yonezawa Domannaka rice; the Miyagi Sparkling Sea, filled with ikura (salmon roe), rice, and salmon fillets; and the Maisen’s Tonkatsu, a bento with deep fried pork cutlets, rice, and of course, tonkatsu sauce. Bentos are no longer just convenient one box meals. Over the years, bento making has grown into an art form both in Japan and beyond. In a New York Times article on the popularity of bentos in America, Japanese cookbook author Hiroko Shimbo described bento making in Japan as having achieved cult status, where Japanese mothers labor over making the cutest bentos for their children’s

FEATURE

school lunches. HBA Japanese teacher Elena Yoo, however, has managed to maintain a practical outlook on bento making. She said, “It has to be nutritional, fun to look at, but simple enough to make, inviting (so kids will eat), have local ingredients, and has to be compact and packed tightly with a maximum variety of foods and ingredients, preferably seasonal ingredients to reflect the Japanese culture.” For Yoo and many Japanese cooks, meals should reflect the seasons. For instance, Springtime meals would feature in-season items like bamboo shoots, spring cabbage, and rice cooked with clams (“Asari Gohan”). During the colder seasons, food is normally prepared hot to provide warmth, and vice versa during the warmer seasons. Yoo said bento making was a labor of love when her daughters (now in college) needed school lunches. “I made bentos for both of my kids since their kindergarten year all the way to their high school graduation every single day. I don’t think there was any day (maybe one or two) that I didn’t make [bentos.] It was the expression of my love beyond just providing the basic nutrition for the day.” This semester, Yoo had her Japanese 3 students compete in a bento making contest. The rules were fairly simple: the students had to be creative while showcasing an aspect of Japanese culture in their bentos. Yoo explained, “[I] just wanted to make this more fun and the spirit of competition makes everything enjoyable. We also learned about nutrition (carbs, protein, vitamins, etc.) in Japanese, as well as the importance of using locally grown ingredients to promote a healthy lifestyle.” Yoo was able to get Yanagi Sushi, a local Japanese restaurant, to donate gift cards as prizes. In the end, the winning bento was “Bento Bananza” by juniors Christien Burgess and Kacie Moku.


Azuchi-Momoyama Period (1568 to 1600)

Kamakura period (from 1185 to 1333)

Taisho period (1912 to 1926)

Edo period (1603-1868)

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たこ

How to make TAKO SAUSAGES (Octopus Sausages)

You’ ll need: Cocktail hotdogs or sausages, sesame seeds, salt, water, toothpick • Cut the hotdog lengthwise till about halfway through. • Rotate 90 degrees and slice again. • Cut between slices till you get 8 legs. • Boil the hotdogs in salted water until the legs begin to spread out. • Drain. using a toothpick, poke holes into the hotdog for eyes and a mouth. • Insert sesame seeds into the holes. • Pack into your bento!

HOW TO ORDER A BENTO IN JAPAN: “All you need is the international language: point at the one you like, pay, and the food is yours. Some stores are better than others, so research which bento shops have the best bento in the neighborhood.” Sensei Yoo


Tearing America Apart → By Joel Lau (‘18)

FEATURE

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(Left) A Member of the Radical Right displays a homemade sign championing the alt-right cause at a recent protest; (Right) Members of the Radical Left protest the coming of conservative firebrand Milo Yiannoulos on the University of California-Berkeley campus. The protest would eventually devolve into a riot. IMAGES FROM FIBONACCI BLUE AND KEVIN JENCO VIA WIKIMEDIA COMMONS.

The date was August 12, and all was quiet that morning in the small town of Charlottesville, home to just 40,000 people. By noon, however, thousands of protesters had converged around a tiny park as a demonstration objecting the removal of a Confederate statue soon devolved into a full blown clash between the radical right and the radical left, eventually leaving a total of 30 people injured and three dead. Yet although the riot’s intensity and casualty list is reminiscent of the 1960s era civil rights demonstrations, the year was in fact 2017, as political radicalism began tearing America apart. But what is political radicalism? Senior Preston Iha, Model United Nations member and self-professed conservative, defined the recent rise of radical groups as “the act of holding really strongly to either end of the political spectrum.” He added, “Usually, these people aren’t the most fun to hang around with.” In America, political radicals fall into two opposing ideological camps: the alt-left and the alt-right. According to Derek Coryell, eighth grade American History teacher, the alt left is characterized by “those willing to use extreme means to change, destroy, or replace parts of the current systems in favor of the new or seemingly ‘progressive’.” To Iha, the radical left is inherently violent, despite their stated intention of opposing hate. He explained, “The alt-left is overly liberal in their beliefs... and is very convinced that they’re doing everything for the good of people in general. But actually all they are doing is making

more people suffer.” When it comes to the alt-right, both Iha and president of the Politics Club and junior Mason Nakamura agree that folks in this camp­—which includes Neo-Nazis and white supremacists­—are just as extreme. “They follow very racist beliefs, supporting a very strict policy on illegal immigration,” Nakamura explained, “and they would also believe that other ethnic and religious groups should not be allowed in the US, such as Muslims, Africans, Mexicans, Asians.” Coryell, who emphasized that those who ascribe to the alt-right school of thought are often worried that the trend of globalism and multiculturalism will result in the destruction of the “true America”, detailed an encounter with someone in this camp. He said, “I happened to be dating a girl of Chinese ancestry in high school, and one of these boys said something to her about not believing in ‘race mixing’ and ‘inter-racial dating’. Needless to say... I made sure he had very good reasons never to speak to her that way again, and he didn’t.” Political radicalism is a not new trend. In fact, it has been prevalent for generations, taking many forms and experiencing periods of both stagnation and revival. According to Coryell, political radicalism found its roots in the American Revolution of the late 1700’s. “Radicals were most prominent at our beginning...[especially] those favoring Independence,” Coryell explained. “Read Thomas Paine’s Common Sense, [a pamphlet denouncing the English monarchy while promoting independence,] and consider that he wrote it while he was a subject of King George III, and you’ll see what a man at his radical best looks like.”


A chart detailing the rise of various radical right hate groups in the United States since 2015. IMAGE FROM AL JAZEERA

violence throughout America. In the August Charlottesville protest, the majority of the casualties were caused by one particularly impassioned alt-right demonstrator, who rammed his car into a crowd of unarmed counter protesters, injuring 19 and killing thirty-two year old Heather Heyer. The violence has not been limited to the radical right. In August, alt-left “anti-fa” (anti-fascists) protestors at the University of California, Berkeley, rioted against the coming of a conservative speaker, breaking windows, lighting fires, and causing more than $100,000 worth of damage to the university.

Yet despite its role in American history, the escalating political radicalism of today is tearing America apart. Since 2015, hate Since 2015, hate crime, white supremacist rallies, crime, white supremacist rallies, and and clashes between the radical left and right Iha is not optimistic when it clashes between the radical left and comes seeing these groups cohave exploded, with the total number of American exist peacefully. He explained that right have exploded, with the total anti-Muslim hate groups tripling since 2015. number of American anti-Muslim before America moves to mend the hate groups tripling since 2015. rift separating the opposing sides, For many, it comes as no coincidence that Donald Trump announced all ascribers of radicalism need to clear their minds of “pre-argument his candidacy for the highest office in the nation in June of 2015 and bias”, which is an extremely daunting task amid today’s environment found success in spite of his fiery, polarizing style. In a March article of publicly displayed opinions and misinformation. headlined “Donald Trump’s Rise Has Coincided With an Explosion of Hate Groups”, The Nation states that Trump’s rise was a symptom But whatever the solution, Coryell warned against inaction in resolving of the growing ideological split between the more urbanized coast radicalism, for “while we certainly need radical opinions...radical and the less developed rural America, reflecting “a larger context of actions are often dangerous and destructive, both physically and cultural polarization across the country.” ideologically. And when the radicals take over?...Problematic, to say the least.” According to the article, Trump merely mobilized already existing radical movements, bringing them from the political fringe into the mainstream conversation and in turn triggering a corresponding wave of radical left opposition organizations. This upwelling of diametrically opposed political radicals has triggered many unfortunate episodes of

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Coryell points out that political radicals may actually have played key roles in shaping modern America. “The theory is that radical ideas can lead over time to moderate solutions. [For example,] the Constitution split the difference between total state and local control, and powerful monarchy, while the New Deal split the difference between laissez faire economics (pure Capitalism) and true Socialism.”’


Teachers’ Pets → By Jewel Tominaga (‘18)

FEATURE

When at school, it can be hard for students to imagine what a teachers’ life is like outside of school. Little do students know that many teachers leave furry friends at home each day to come to work. Below are some heartwarming stories HBA teachers shared about their cuddly creatures.

SNOOPY THE DOG

BREED: Beagle OWNER: Robert Weismantel, Social Science Teacher “...There was an ad selling a six-month old beagle. Of course we were surprised and thought that this might be a sign from the gods....or yeah, God. We called the owner and he said we were the first ones to call, thus giving us priority. We knew others were calling, so we had to make a choice. We drove down to Hawaii Kai and immediately when we saw him, Snoopy was so friendly with the owner and us. He even jumped into our car without any worry. We were blessed that the previous owner had already potty trained him so we had no “accidents” in the house! He is such a smart dog that he uses his left paw to let us know when he needs to go. I appreciate this, even if it’s 2 AM!”

HINA, HIRO & HANA THE DOGS 11

BREED: Shiba Inu OWNER: Lauren Takao, English Teacher

“We got Hina because Mr. Takao and I love dogs. We saw an ad in the paper advertising Shiba Inu puppies, and so we visited the owner in Kaneohe. That day we ended up purchasing Hina. We weren’t planning on getting Hiro; I was pregnant with Misha and we were just looking at puppies for fun. One owner, who lived in Nuuanu, had the cutest Shibas ever. So we got another one, based on cuteness level alone. As for Hana, we weren’t planning on breeding the dogs. Hina and Hiro mated without us knowing. One day Mr. Takao said that Hina looked a bit chubby. We took her to the vet and discovered she was pregnant! The vet said Hina would give birth in a month or so, but he was wrong. Three days later I heard strange noises coming from our backyard, and when I investigated, I saw Hina and her puppies! She was in the middle of giving birth!”

BARKLEY THE DOG

BREED: Basset Hound OWNER: Claire Mitchell, Science Teacher “I’ve known Barkley since he was about two. He’ll be 12 in March. He is my four-legged, furry baby. Barkley is always happy to see me, no matter what. It doesn’t matter if I scolded him, or made him wait to go for a walk, he always forgives me and greets me with a tail wag, his favorite toy, and usually a howl or two when I get home. He loves to cuddle and has more personality than most people I know. I think pets can really enrich a person’s life and I can’t imagine mine without Barkley.”


MIKI THE DOG

BREED: Shiba Inu OWNER: Risha Mishima, Science Teacher “We got Shiba Inus because they are originally from Japan, just like our family. Miki was born from two of our other Shiba dogs. Ever since she was born in November 2010, she’s been my “grand-dog-hter” (the baby of my baby). The benefits of pets is getting a creature that loves you unconditionally...especially when you pet them and feed them. I would recommend pets to someone depending on the amount of effort and time a person is willing to responsibly put into their pet.”

NELLIE THE DOG

BREED: Mini Australian Shepherd OWNER: Isaac Duncklee, Physics Teacher

FLOPSY & BENJAMIN THE RABBITS BREED: Mini Lop Mix Grey Rabbit, Dwarf Mix Clack Rabbit OWNER: Wing Taketa, Math Teacher

“We’ve had Flopsy and Benjamin for two years, and they are a wonderful part of our family. When I’m home, they have free run of the living room, kitchen and hallways, so usually everyone’s hanging out in the living room. If they start getting hungry or want something, they’ll jump on the couch and let me know, especially Flopsy, as she thinks she’s the boss of the house. Sometimes she jumps on the couch to demand some pets. Benjamin isn’t as outgoing as Flopsy, so it took him a little while to adjust to us, but now he’s happy and even likes being petted sometimes. When it’s time to go back to their room, I tell them, ‘Time to go home, guys!’ and they’ll run home and I’ll give them a hay treat. They are very loving and bring much happiness and joy to their families. If you want to get rabbits, I recommend getting two because most rabbits are happiest if they have another rabbit buddy. Also, adopt don’t shop! There are so many great animals who need homes at the Humane Society.”

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“We ended up caving into requests from Ka’imi and got her a puppy as an early Christmas present. We found Nellie through Craigslist after searching for a number of breeds we knew were reputed to be smart and of an appropriate size for our condo. Nellie is smart, knows lots of tricks, and is a great Frisbee dog. But she has a major rascal side. One of her favorite things to do is find socks, either dirty ones from the hamper or clean ones from the drawer, parade around the house with them in her mouth until we notice her, and then hide them under the bed once she’s sure we’ve seen her.”


(Right) In a scene from “Octo”, John, played by Duke Denham (‘17), stares at the Octo-5, an addictive tech toy that takes him into an artificial reality.

Su, currently a University of Hawaii, Manoa freshman, added, “I gained some experience with visualizing my work and realizing it on the screen. Now that I’ve had experience with this medium for two to three years and taken classes in both photo and video, I can visualize what I want when I’m shooting an important project.” HIFF from Page 3

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Film teacher Sean Malinger, who is also the chair of HBA’s Visual and Performing Arts department, is glad that the students received recognition outside of school for their projects. He said, “Anytime our students are recognized for the good that they have done is rewarding for all who are involved. When their films are validated by others though things like selection at HIFF, it says something about the students’ ability to tell a story.” Malinger notes that his students are often surprised at how much work and time goes into the making of a film. He explained, “Making a movie is hard work. When you make a movie, you make it multiple times; first, when you have the seed of an idea that germinates into a screenplay, and second, when it is made again during the pre-production phase as we scout locations, design costumes and sets, and storyboard each shot. It is made a third time when we film it, and a fourth time when we put it all together through editing during post production.” He added, “I believe the selection of these films had to do with not only good stories, but good storytelling and high production values.” Animation Class was produced by the Introduction to Animation class taught by Art teacher Garrett Omoto. The film is a series of vignettes that tell the story of a lonely alien, a pair of stranded astronauts, a clumsy robot, and a grunt soldier egg. The animators who worked on the film were Dakota Gavin (‘19), Joshua Bianchin (‘19), Katelyn Higashiya (‘19), Nicole Arakaki (‘19), Reyn Honbo (‘18). “I’m happy that my film was selected for HIFF and satisfied that my hard work paid off,” said Gavin, currently a junior. “My animation was inspired from slapstick films like Charlie Chaplin,” said Gavin. “Its setting was inspired by the Allied invasion of Normandy in 1944, and eggs of course.” The group said they were pleasantly surprised that their first animation production made it to the HIFF showcase. Honbo,

STONEHENGE TO SCOTLAND from Page 6 in 2013, traveling away from home helps him see things from a different perspective. He said, “One thing that literature and travel have in common (and people like Lewis and Tolkien knew this) is that they both open doors. They remind you that no matter how amazing the place you call home might be, there’s a wide and wild world out there to explore. Trips like this are like getting one foot out the door...two feet if you’re lucky. They challenge you to see

creator of the animatronic character in the film said, “It feels great since it was the first animated film I’ve ever made, and to see that it somehow got selected is pretty cool.” Everyone in the group agreed that the hardest part in making the film was “making sure that the quality of the animations and assets remained consistent throughout the film.” Honbo is glad that the group pushed through nevertheless. “Often I wanted to take shortcuts to simplify my work but I chose not to in favor of better quality. Since [my character is] a robot, I had to pay close attention to how I animated it. It needed to move in such a way that is recognizable as a robot at first glance with somewhat jerky movements and non-fluid hand motions to show it’s mechanical, not human,” he said. Now that he’s completed his first animated short film, Honbo said that he has a deeper appreciation for what professional animators do. “I could barely stay afloat creating a simple animation, and now that I understand how much of a demanding process animation is, I have a whole new outlook on movies, cartoons, and other animated shows,” he said. Omoto thought the film was both well done and entertaining. He said, “I was happy because the students worked hard on their part of the film. I think the biggest challenge is to try to create something of substance that will entertain an audience.” Since 2006, HBA’s film program has had 17 student-produced films showcased at HIFF. In addition to the Art and History of Film, Documentary Filmmaking, and Introduction to Animation classes, the film program also offers an Advanced Film Production class and Film Camp (during the summer school semester.)

things a little differently. And, if things go well, they make you appreciate home a little more, too. This trip reminded me of that. It reminded me that I need to read more and that I need to engage the world around me with real humility and curiosity.” When asked if there would any changes to the trip in the future, Traughber said, “That’s beyond me at this point. I do think that the Scotland part of the trip went really well. There’s more to learn about the literature of that area. I really

liked the itinerary; we started in the south and then slowly made our way north, so we made good use of our travel time.” The next England trip should be in the fall of 2020 if there is enough student interest and if the school schedule permits.


HO’OMAKAUKAU! Canoe Paddling is in Season → By Timothy Dixon (‘20)

SPORTS

HBA’s girls paddling team get ready to start their practice. “Ho’omakaukau” means “get ready” in Hawaiian. PHOTOGRAPH COURTESY OF COACH DAVE.

Paddling wasn’t considered a sport by the Pacific islanders who first arrived on the Hawaiian islands. For them, outrigger canoes served purely practical purposes like fishing and transporting goods and people. Later on, however, islanders started to paddle recreationally, calling the sport heihei wa’a. This sport was practiced widely among Hawaiian chiefs, who often placed bets on the outcome. The outrigger canoe used today in competitive paddling holds six paddlers (or seats), who each have different jobs in the canoe. Seat One is responsible for keeping a consistent pace for the rest of the crew. Seat Two is usually the person who calls the stroke changes from one side of the canoe to the other. Seat Three and Four are considered the power seats and are usually assigned to stronger paddlers. Seat Four has an additional task of watching the ama (the outrigger float) and the ‘iako (the boom that connects the float to the main hull) to ensure that the canoe stays balanced. Seat Five’s job is to help the steersman steer when necessary and is also an additional power seat. Finally, Seat six is the steersman who controls the direction of the canoe. Every seat plays a crucial role and if one person’s timing is off, the canoe’s progress is significantly slower. Sophomore Caleb Castro is a first year paddler and so far, he is

undaunted by the strenuous conditioning exercises that paddling training requires. He said, “One of the new experiences I had was meeting new people from different schools and making new friends. Another experience is the extreme conditioning. I never really had to train and condition the way I do at paddling.” Students who try out for paddling are motivated by a variety of reasons ranging from wanting to make friends to staying in shape. Senior Stacie Yamamoto said, “I think PAC-5 paddling is a great way to make friends with other people from different schools and develop teamwork.” Interscholastic League of Honolulu (ILH) paddling races range from three to six miles, where paddlers are sometimes required to paddle continuously for up to one hour. Sophomore Ridge Yoshida said, “The greatest accomplishment as a paddler is being able to finish the race, knowing that you gave all your effort. It taught me how to believe in myself and to encourage others not to stop paddling until the race is done.” Paddling involves more than just physical strength and stamina. According to Adam Ahai, Pac-5 boys coach, successful paddlers must master “sportsmanship, good attitude, good work ethic, teamwork, conditioning, skills and experience.” He explained, “It is in this order because you have to have sportsmanship, good attitude, and good work ethic to be able to use and build upon the rest of the attributes needed to be successful.”

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During the winter, paddling is a popular PAC-5 sport for HBA students, with close to 25 of them in the sport this season.


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57-71

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2017 Eagle Eye Christmas  
2017 Eagle Eye Christmas  
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