Maui High School

HIKI NŌ
Episode #815 – Best Overall Story, High School Division

 

The final in a series of seven 2017 HIKI NŌ Award nominee shows highlights the nominees for Best Overall Story, High School Division:

 

–“Life After Sugar” by H.P. Baldwin High School on Maui;

 

–“Iloreta Brothers” by Kapa‘a High School on Kaua‘i;

 

–“A Love Story” by Konawaena High School on Hawai‘i Island;

 

–“Deaf Cheerleader” by Maui High School on Maui;

 

–“Without Home” by Wai‘anae High School on O‘ahu.

 

This episode is hosted by Lara Sato from Castle High School (O‘ahu) and Zaccai Ceruti from James Campbell High School (O‘ahu).

 

This program encores Saturday, March 11 at 12:00 pm and Sunday, March 12 at 3:00 pm. You can also view HIKI NŌ episodes on our website, www.pbshawaii.org/hikino.

 



HIKI NŌ
Episode #813 – Best Achievement in Cinematography and Editing

 

The fifth in a series of seven 2017 HIKI NŌ Award nominee shows highlights the nominees for:

 

–Best Franchise Piece (Hana K-12 School on Maui, Kalani High School on O‘ahu, Kapa‘a Middle School on Kaua‘i, Kaua‘i High School, Moloka‘i High School, Pacific Buddhist Academy on O‘ahu);

 

–Best Factoid (Hana K-12 School on Maui, Hawai‘i Preparatory Academy on Hawai‘i Island; Konawaena High School on Hawai‘i Island, Mililani High School on O‘ahu, McKinley High School on O‘ahu);

 

–Best Achievement in Cinematography and Editing (Kapa‘a Middle School on Kaua‘i, Maui High School, Moanalua High School on O‘ahu, Sacred Hearts Academy on O‘ahu, and Wai‘anae High School on O‘ahu).

 

This episode is hosted by Alyssa Ryhn from Castle High School (O‘ahu) and Desiree Kanui from Nanakuli Intermediate School (O‘ahu).

 

This program encores Saturday, Feb. 25 at 12:00 pm and Sunday, Feb. 26 at 3:00 pm. You can also view HIKI NŌ episodes on our website, www.pbshawaii.org/hikino.

 



2017 HIKI NŌ AWARDS RESULTS

HIKI NŌ Awards Nominees March 23, 2017

 

The 2017 HIKI NŌ Awards

PBS Hawai‘i recognizes exceptional storytelling skills of middle and high school students throughout our Islands who participate in HIKI NŌ, our statewide digital learning initiative and student news program.

 

The nominees were chosen from HIKI NŌ shows that aired during the 2015-2016 school year and the Fall Semester of this current school year. You can view each nominated piece by clicking on its name in the list below. (You can also watch the nominated projects, by category, Thursdays at 7:30 pm, Saturdays at noon, and Sundays at 3:00 pm on PBS Hawai’i.)

 

This year’s Gold, Silver and Bronze winners are indicated below. Winning stories, as well as highlights from this year’s awards celebrations, will be featured on our two-part 2017 HIKI NŌ Awards Show, Thursday, March 23 and Thursday, March 30 at 7:30 pm on PBS Hawai‘i. Congratulations to all nominees and winners – and mahalo to all the students, teachers and mentors who help make HIKI NŌ a success in our public, private and charter schools throughout Hawai‘i.

 


 

BEST PERSONAL PROFILE — MIDDLE SCHOOL DIVISION

Aliamanu Middle School (O‘ahu) – “Homeschooled Student” SILVER

Chiefess Kamakahelei Middle School (Kaua‘i) – “Moses Hamilton” GOLD

Hongwanji Mission School (O‘ahu) – “Laurie Rubin” BRONZE

Kapaʻa Middle School (Kaua‘i) – “Joe Young”

Seabury Hall Middle School (Maui) – “John Plunkett”

 

BEST PERSONAL PROFILE — HIGH SCHOOL DIVISION

H.P. Baldwin High School (Maui) – “Bipolar Artist”

James Campbell High School (O‘ahu) – “Miracle Baby” GOLD

Maui High School (Maui) – “Marc Unites”

Mid-Pacific (O‘ahu) – “Ukulele Hale” BRONZE

Wai‘anae High School (O‘ahu) – “Living With Pain” SILVER

 

BEST WRITING — MIDDLE SCHOOL DIVISION

Aliamanu Middle School (O‘ahu) – “Front Office”

Chiefess Kamakahelei Middle School (Kaua‘i) – “K-9 Search & Rescue” GOLD

Kamehameha Schools Maui Middle (Maui) – “Feed My Sheep”

Kapaʻa Middle School (Kaua‘i) – “Love Laundry” BRONZE

Lahaina Intermediate School (Maui) – “Airconditioning”

Mililani Middle School (O‘ahu) – “Mokauea Island” SILVER

 

BEST WRITING — HIGH SCHOOL DIVISION

Kapolei High School (O‘ahu) – “Best Buddies Basketball”

Kaua‘i High School (Kaua‘i) – “Biomass” GOLD

Kua O Ka La Miloli‘i Hipu‘u Virtual Academy PCS (Hawai‘i Island) – “Opelu Fishing” BRONZE

Sacred Hearts Academy (O‘ahu) – “Text Neck” SILVER

Saint Francis School (O‘ahu) – “Lucy’s Lab Creamery”

Waiakea High School (Hawai‘i Island) – “Cosplay”

 

BEST OVERALL STORY — MIDDLE SCHOOL DIVISION

Chiefess Kamakahelei Middle School (Kaua‘i) – “Dog Wheelchair”

Kapaʻa Middle School (Kaua‘i) – “Firefighter”

Ka Waihona o Ka Naʻauao PCS (O‘ahu) – “Steel Guitar” BRONZE

Seabury Hall Middle School (Maui) – “Haleakala Mules” SILVER

Wai‘anae Intermediate School (O‘ahu)– “A Home For Larenzo” GOLD

 

BEST OVERALL STORY — HIGH SCHOOL DIVISION

H.P. Baldwin High School (Maui) – “Life After Sugar”

Kapa‘a High School (Kaua‘i) – “Iloreta Brothers” GOLD

Konawaena High School (Hawai‘i Island) – “A Love Story”

Maui High School (Maui) – “Deaf Cheerleader” BRONZE

Waiʻanae High School (O‘ahu) – “Without Home” SILVER

 

BEST FRANCHISE PIECE

Hana K-12 (Maui) – “Ti Leaf Print”

Kalani High School (O‘ahu) – “Thaumatrope”

Kapa‘a Middle School (Kaua‘i) – “10 Things To Do When You’re NOT On Your Smartphone” GOLD

Kaua‘i High School (Kaua‘i) – “Hurricane Protection” BRONZE

Moloka‘i High School (Moloka‘i) “Text-A-Tip

Pacific Buddhist Academy (O‘ahu) – “Offering Incense” SILVER

 

BEST ACHIEVEMENT IN CINEMATOGRAPHY & EDITING

Kapa‘a Middle School (Kaua‘i) – “Junior Lifeguard”

Maui High School (Maui) – “Tourette” GOLD

Moanalua High School (O‘ahu) – “Equestrian” SILVER

Sacred Hearts Academy (O‘ahu) – “IUCN”

Wai‘anae High School (O‘ahu) – “Parental Guidance Required” BRONZE

 

BEST FACTOID

Hana K-12  (Maui) – “School History”

Hawaiʻi Preparatory Academy (Hawai‘i Island) – “Solar Trees” GOLD

Konawaena High School (Hawai‘i Island) – “Wildcats”

Mililani High School (O‘ahu) – “Red Dirt” BRONZE

President William McKinley High School (O‘ahu) – “School Spirit” SILVER

 

HIKI NŌ
Hawaiian Values Compilation

 

This episode is a compilation of stories that express the six Hawaiian values featured in the first round of the 2015-16 season. Here are the Hawaiian values featured and the stories that represent them:

 

Ho’omau (to persevere, perpetuate or continue) is represented by a story from Maui High School, which follows former UH Wahine Volleyball star Cecilia Fernandez as she battles Adenocarcinoma, a rare form of lung cancer. As a former athlete, Cecilia is used to battling opponents by following a carefully devised game-plan. But because so little is known about this disease, Cecilia must persevere against an enemy she is not familiar with – uncertainty.

 

Kuleana (responsibility) is represented by a story from Waianae High School in West Oahu. Waianae High School graduate and UFC (Ultimate Fighting Championship) fighter Max Holloway feels it is his kuleana to represent the Waianae community in the most positive way possible when he competes. Max also takes his responsibilities to his wife and young son very seriously. Having been severely neglected by his own parents, Max wants to make sure his son does not have to suffer the same sort of childhood that he had.

 

Ha’aha’a (humbleness and humility) is represented by a story from Chiefess Kamakahelei Middle School on Kauai. Kauai resident Moses Hamilton learned humbleness and humility when he had to start all over again after a car accident that left him a quadriplegic. While undergoing rehab, Moses took up mouth painting (painting by holding and manipulating the paint brush in one’s mouth), and is a now a successful artist who sells his paintings in Hanalei.

 

‘Imi na’auao (enlightenment and wisdom) is represented by a story from Moanalua High School in the Salt Lake District of Oahu. Lars Mitsuda, Moanalua’s culinary arts teacher, who combines his passions for food and education by enlightening students on the many life-lessons cooking can teach. From multi-tasking to management skills, to business planning, to working with people – learning the culinary arts fosters a wisdom that students can use for the rest of their lives.

 

‘Ike Pono (to know what is right) is represented by a story from Maui Waena Intermediate School about Christopher Malik Cousins, owner of the Farmacy Health Bar in Wailuku, Maui. Cousins had been a troubled youth, often on the wrong side the law and even living on the streets. Being fed at Saint Theresa’s Church in Kihei eventually inspired him to do the right thing and open his own health food restaurant. He encourages his customers to “pay-it-forward” by contributing to a program that helps to feed the hungry with healthy foods.

 

Mālama (to care for, protect and maintain) is represented by a story from Aliamanu Middle School on Oahu, about the efforts of the National Oceanic and Atmospheric Administration (NOAA) and its community of volunteers to mālama the Hawaiian Monk Seal. Mālama is also represented by a video primer from Kauai High School on how to “take care” in the event of a hurricane.

 

This episode is hosted by HIKI NŌ alum (and current Political Science/ Communications double-major at UH Manoa) Shisa Kahaunaele.

 

This program encores Saturday, Jan. 7 at 12:00 pm and Sunday, Jan. 8 at 3:00 pm. You can also view HIKI NŌ episodes on our website, www.pbshawaii.org/hikino.

 

LONG STORY SHORT WITH LESLIE WILCOX
Ed Ginoza

 

Ed Ginoza has dedicated his life to educating Maui’s public school students in science – in the classroom and beyond. His personalized approach to education has made its mark on countless young minds, earning him several top teaching awards throughout his career, including Hawai‘i State Teacher of the Year. Now retired, Ginoza coaches Maui High School’s team for the Hawai‘i Science Bowl, which they have won six times under his mentorship.

 

This program will be rebroadcast on Wednesday, Nov. 30 at 11:00 pm and Sunday, Dec. 4 at 4:00 pm.

 

Ed Ginoza Audio

 

Download the Transcript

 

Transcript

 

Mom kept it pretty secretive as to the hard times. But the hard times were more a result of not having maybe what some of the other kids did. Like a few of the families had cars, some of ‘em had telephones, eventually they would get television. Like we never got a television until … no, we never got a television until … I don’t think they ever bought a television, to be honest with you. We didn’t get a phone until I was in high school.

 

This Maui native, who struggled as a student in his early years, would go on to win Hawaii teaching honors. Retired public school chemistry teacher, Ed Ginoza, next on Long Story Short.

 

Long Story Short with Leslie Wilcox is Hawaiʻi’s first weekly television program produced and broadcast in high definition.

 

Aloha mai kakou. I’m Leslie Wilcox. Ed Ginoza didn’t realize he could be a good student until a teacher encouraged him. He became a teacher, who in turn, encouraged many students to excel, introducing them to the world of science. For nearly three decades, Ed Ginoza of Kihei taught chemistry, math, and physics at Maui High School. Many of his students have gone on to study science at top colleges, including MIT, Yale, and Stanford, and they’ve had successful careers in the field. And Ginoza says it was important to treat everyone equally, because he knew what it was like to feel less-than as an Okinawan kid growing up on a plantation in West Maui.

 

I was born in Puʻukoliʻi. It’s a little plantation village. I wouldn’t say little-little, but it was … actually, at one time, it was quite a large village. And we had six children; three boys, three girls. I was the fourth of the six. And Dad was an irrigator, and that’s all I knew him as, an irrigator. My mother … she was a housewife, pretty much. And so finances were real tough. We never got a car until after I left.

 

So, did it feel like you were getting short-shrift? ‘Cause sometimes people learn they have abundance, even when the money is low, and sometimes it just seems really hard.

 

I don’t think we felt that deprived, because most of us were pretty much in the same situation. I mean, you’re on a plantation, and all the kids are almost in the same situation. Some people are worse off than others.

 

What was it like small-kid times on the plantation? You talked about how the family had trouble, you know, with hard times. What else?

 

You know, grammar school up to the fourth grade was okay. Fifth and sixth grade was kinda bad. I’ve already said that. Seventh grade was bad. Eighth grade was okay. But actually, living in community in some ways was good, because you know, we were all pretty much friends. But being Okinawan had some drawbacks, made you feel a little bit insecure.

 

Weren’t there a lot of Okinawans on the plantation?

 

Not where we lived at. There were just three families of Okinawans.

 

And what was everybody else?

 

From all over the place. They were considered Japanese; we were considered Okinawans.

 

And you were always very conscious of that?

 

I’ve always been conscious of that. And with ourselves, we weren’t treated badly, but my sister was. She suffered some prejudice.

 

How so?

 

Because we’re different.

 

They teased her?

 

No; I really don’t remember what, you know, exactly what she went through. But I remember my mother or my sister saying, yeah, she had some prejudice against her by certain individuals. So, it was pretty much of a normal life, as far as growing up. We went to the Methodist church and we were part of a youth group, so all our friends were there. But it was a segregated place. I mean, Japanese Camp, Filipino Camp, the Portuguese. And the segregation, a lot of times, came out in fights with the kids,. Because I remember some of my friends would fight with the Portuguese kids.

 

Because the Portuguese kids’ parents were the lunas.

 

Right; right. And I don’t know why, but it was just—yeah; yeah.
With kid stuff, it could be anything.

 

Yeah.

 

It doesn’t have to have a reason.

 

Yeah.

 

Right?

 

Right. And there would be fights with some of the Hawaiian kids. But prejudice was kind of widespread at that point.

 

And you were a small minority, with only three families who were Okinawan. Now, what would be the discrimination against Okinawans?

 

In Puukolii, the boys didn’t suffer that. But I know that on Oahu, actually, it was worse, where people would get divorced if they married an Okinawan.

 

And that was because Okinawans were … country folk?

 

The Japanese were really almost—you know, their culture is a very homogenous type of culture. Right? They don’t approve of Koreans. Even the great baseball player, he was Korean, actually. But they’re very prejudiced against outsiders. They call them gaijin, or hakujin, they call the foreigners, they refer to them as. But we growing up, I never really felt that with most of my friends. With my friends, anyway. But I remember my dad had some feeling about Filipinos, because my sister was thinking about going out with a Filipino boy, and they objected. Which was always very fascinating, because I have a Portuguese uncle, and you know, he seemed to be all right.

 

After high school, Ed Ginoza went to college in Colorado, where he graduated with a degree in chemistry, and later earned a master’s in education. Ginoza says his parents initially balked at sending him to college, but ended up sacrificing to make it happen.

 

Fortunately, Dad and Mom had an endowment insurance policy for about eighteen hundred dollars. The endowment policy doesn’t exist anymore; they made it illegal. But they would get a cash payout after, you know, twenty years or something like that. And they finally agreed to send me to college with that endowment. I look back now, and I think, Wow, they spent their entire life savings to send me to college.

 

That’s amazing. Where did you go?

 

I went to a small school in Colorado, Adams State College.

 

Did you know you wanted to go into science when you started in college?

 

Actually, I wanted to go into engineering. Don’t ask me how I knew about engineering, but I said, Okay, I like math, I like science, so I wanted to go into engineering. So, I went there with the idea of taking the pre-engineering course, and then after a year, they offered me, you know, National Defense Loan. At that time we had this NDA loan which was three percent interest. And so, they offered that to me, and then my chemistry teacher said, Why don’t you just stay here and major in chemistry, physics, and math, instead of going to engineering school.

 

And so, what did you get offered? It was a scholarship or a loan?

 

I had a scholarship for the first quarter, which paid my in-state tuition. Then, during the third quarter of walking down the aisle and the dean of the college—you know, small school, so he asked me how things were, and I said, Oh, it’s going pretty good, I think I’m gonna get a 4.0 grade point average this quarter, while working fulltime in a Chinese restaurant.

 

Oh, you didn’t mention the fulltime in a Chinese restaurant.
Yeah. Yeah; I worked, well, pretty close to fulltime. I would go in at four o’clock, and I wouldn’t get back until ten o’clock. And so, I reduced one course; I carried twelve credits, and then did that. And so, the dean said, You know, if you want to go to summer school, I’ve got this money that you can have. So I talked to my parents, and my parents says, Go ahead. And the loan actually covered my tuition, my books, and living expenses.

 

Because you did well in your early days in college.

 

Yeah; yeah.

 

Socially, what was it like?

 

Socially, it was different. There weren’t too many Hawaiʻi kids there. In fact, when I got there, I think there was three of us. Yeah; socially, it was little difficult, because we were different.

 

And it must have been confusing to people, ‘cause you’re a Japanese guy working in a Chinese restaurant. When did you decide you were gonna be a teacher?

 

After I graduated, I decided. By then, I had most of the credits to be a teacher. So, I just needed like student teaching, so I said, Okay, maybe I’ll just complete that part.

 

Now, I’ve heard that you were actually offered a couple of jobs teaching, but you wouldn’t take them, even though you were unemployed, because you felt strongly you wanted to work at a public school.

 

Yeah; that was after I came back. I went to Baldwin, and we have what they call vice positions, which is a one-year … you know, you’re only obligated for one year. And after 1972, all of us who were probationary teachers were released. So, a friend of mine and I—Peter Martin, he’s now a big developer on Maui, were up at USIU, which is United States International University. And so, we were at the site taking a class, and the head of USIU asked me if I ever considered working with the university. Because they were trying an experimental school, where they were taking high school sophomores, kids after their sophomore year, they were trying to put them in the university. And I also met Dr. Melrose’s wife, who was the head of Seabury, and she asked me if I would consider working at Seabury. But I decided that wasn’t the route for me. I wanted to go back to the public school.

 

Why?

 

I’ve always been a strong believer in the public school. I’ve always felt that, you know, public schools is where I grew, and I felt that we need teachers in public schools just as much as any place else. And I just, I guess, felt there were certain other benefits that I like about teaching in the public school and working for the State. One was, I knew the retirement system was much better. But at that time, I don’t know why; I just felt like, Okay, I’m going back to public schools.

 

After one year at Baldwin High School, Ginoza was hired as chemistry teacher at Maui High School, where he wou ld work for the rest of his career, and pick up awards for his teaching. Ginoza firmly believes that being a great educator means helping students in the classroom, and beyond.

 

Teaching is really almost a creative art that most people don’t realize. You can’t just throw a subject matter at kids. You can’t just stand in front of a class and expect them to love you, or whatever. You have to have, you know, experiences, and you need stories.

 

So, you need to build a bond.

 

You need to build a bond. Right; right. And it’s a bond and it’s a trust issue. You need to get the trust of the kids, but you have to develop a relationship with the kids. And this is where I say that most of the relationships I developed, or a lot of it, was after school hours. Like in the 70s, I would take the kids and started a science club, and we’d take the kids hiking all over the island. We actually even went to the Big Island one year. And we would always go through the Haleakala Crater. And what the kids remember is those trips that we took.

 

So, you you bonded over activities that had to do with—

 

And classes, too. Because I would keep my room open so the kids would eat lunch there, and they would play chess, or they would ask for homework help. And I actually had classes like on Tuesday nights when I was teaching AP. So, the kids would come. But it was also very social.

 

That means a lot from you, taking time off from your days off, and taking them to do things, having classes open.

 

Yeah, it was.

 

When other teachers might have had some quiet time.

 

Yeah; most teachers went into the lunchroom, or had quiet time. But I found out, hey, you know, the kids need help, I’ll be there. I gave up my prep period every day after school to work with the kids. Which meant that I would have to do my prep at night, so it was always ten o’clock at night before I’d quit. And weekends, I would be working on their papers. But I also did certain things, I think, that were really powerful. And one of the things I did early on was, when kids took exams, I would always have the results for them the next day, even when I went on a trip.

 

During the time of mainstreaming, you had a science class, and one of your students was blind.

 

Yes; I got him when he was a freshman. And I was really very reluctant, because I had to completely change the way I taught the course. And maybe it was good, because now, I had to prepare everything three weeks in advance.

 

Oh, preparation again.

 

Yeah; it was. And it forced me to prepare three weeks in advance. Because any written material would have to be first brailed.

 

Oh …

 

And I told you about, you know, how his previous teacher had treated him.

 

How was that?

 

She would explain something, and then point to the board, not realizing that he was blind. And she had no regard for how he felt. And he was kind of quiet, but that happens a lot with kids. You know, even if they don’t understand, they remain quiet. But then, later on, it would come up. And so, I made sure that everything I said was not only on the board, but I had to verbally give instructions, I had to verbally explain how to do things that would normally require … easiest way to do it is put it on the board. But for example, I remember trying to teach him what they call dimensional analysis. Dimensional analysis is nothing more than doing conversions either from centimeters to millimeters, to inches, or cups to quarts, to gallons. But I had a specific way that I wanted them to do the work. And at first, he had a little difficulty, but the instructions finally took hold. Because one day, he said he was on the bus going home, and he said, I understand how it’s done. Then when he graduated, he came to see me and said, Mr. Ginoza, thank you very much. He said, You made science crystal clear, and I could actually see the universe.

 

The achievements of Ed Ginoza’s students in science caught the attention of recruiters from the prestigious Massachusetts Institute of Technology.

 

1971, 72, when I had my first student going to MIT, there were very few people that were going into MIT. And I just so happened to get the recruiter, who was the past president of the MIT Foundation that ran the place. And he told me; he said what we did at Maui High was very, very unusual. Because at that time, they didn’t look at the applicants from Hawaiʻi as, you know, like a primary recruiting area.

 

But Maui High stuck out on the list?

 

Maui High stuck out on the list, to the point where my principal came back, and one of my principals said people in Oahu were talking about how we had the key to the back door at MIT, because we started putting kids in on a regular basis.

 

You said your kids nominated you for Teacher of the Year in 1988, which you won. What did they say about you? Did they say, Whoa, he’s really rough, but he’ll give you a fair shake?

 

Yeah. Interesting, because yeah, I was considered as a real tough teacher. But apparently, you know, the impact that I had on them was interesting. I wish I had brought my little book with me that one year after I got that, then the kids had a luncheon in Koho’s, a restaurant Downtown, and they invited me. And all the kids were there, and they presented me with a thank-you book.

 

Why did you win Teacher of the Year? What was it?

 

Actually … the kids recommended me. I mean, my students; it was actually the students that decided what teacher they were gonna put for Teacher of the Year. And actually, I got put in twice. In ’87, I went for district; I didn’t picked. Then actually in ’87, I got picked. ’86, I didn’t get picked. But I found out why I didn’t get it in ’86. Because my essay was a little bit too negative.

 

About what? About the DOE, perhaps?

 

Yeah, it was about the DOE. I said that it’s unfair for kids to leave in all these classes because of student activities. So, when I got picked again in ’87, then I decided, okay, that didn’t go over too well, so I wrote another essay on a more positive side.

 

Political adventure there.

 

Yeah; you know, it’s how you approach. You know, I learned from that first experience that, don’t be negative.

 

Can you tell when you’re helping kid, that this is going to mean something to them? Or is it not clear at the time whether it’s taking sometimes?

 

That’s the interesting part. You can tell not by what they say, because a lot of times, the kids will look at you and say, Yeah, yeah, I understand. But you know if it’s not taking hold. I know when it’s not taking hold, so I have to take a different approach to it.

 

So, at some point, can you see a little light bulb go off?

 

Oh, yes.

 

Can you actually see that?

 

Oh, yes.

 

You’ve had some students go on to some terrific science positions. Can you recall any of them for me right now?

 

Yeah; the one I remember, the one that always fascinated me was, I had this girl when she was a junior and senior. And I had taught her, again, dimensional analysis, which is a very powerful tool in teaching physics and chemistry. And she went on to the University. She wasn’t very confident that she could handle engineering. But she wrote back to me and she said, I went to the University, I took chemistry, and I maxed the first exam. And then, she said from there, she went on to Stanford for her master’s in electrical engineering, and she wrote to me from Intel.

 

Ed Ginoza retired in the year 2000, but he continues to share his passion with students. As a Hawaii Science Bowl coach, Ginoza mentors Maui High School students who are vigorous contenders and high performers at the competitions.

 

There’s so much time and effort put into that. What does it mean to the students who participate?

 

For them to participate, and the ones who really take it seriously, it really builds their backgrounds. It really solidifies their background. And the one thing sometimes that I don’t mention is that I actually have them doing the teaching.

 

They teach themselves?

 

No. You know, when you teach the kids, some kids are gonna progress much faster than others; right? And like right now, I’ve got a procedure where if one kid is answering all the questions, then I hand him the questions, and he runs the session. Like for example, I have one kid doing it right now, and he’s using the techniques that I taught him. So, they become the teacher. And the interesting part is, these kids come back, and they love to teach. The graduates a lot of times will come back and help me with the math, or whatever. Like, I have kids from MIT coming back and actually doing the teaching; they will teach them some advanced stuff.

 

You’re not getting paid for it; right?

 

Yeah.

 

And it’s not part of school credit, so it’s a labor of love, but it’s also very hard to make it happen.

 

Yeah; and we’re having actually our twenty-fifth anniversary. But I think sometimes, you know, we look at reward by monetary means. But I felt that there’s things that I did that money can’t buy, because of the success of the kids. I mean, you can’t buy that type of gratification that you get. Money doesn’t … yeah, it would be nice to get paid. People always ask me, Why do you do it? You’re not getting paid for that? And you know, I say, everything’s not about money. I mean financially, I guess, I’m set, so it’s not a problem too. Yeah.

 

But being a math guy, have you ever computed how many hours you’ve spent training Science Bowl competitors?

 

I have.

 

Okay. So, what’s the deal? How much money would you have made if you got paid?

 

I have never figured out how much money I would be paid.

 

So, how many hours?

 

Well, you can figure at least two hours every day, minimum. And not counting prep time, vacations. We go summer, we go Christmas vacation, we go Easter breaks. I don’t know; maybe five, six hundred hours, maybe more. Twenty-something years of doing that.

 

You mean, not five hundred per year?

 

Oh, yes; per year.

 

Five, six hundred per year, times decades.

 

Pretty close to that; yeah. Maybe not quite five hundred. Yeah, I would say maybe four hundred.

 

Wow. And it was worth it; it’s all been worth it?

 

It’s all been worth it.

 

What about when Punahou beats you?

 

I’m not too happy.

 

Well, you beat Kalani, my alma mater.

 

Well, we beat Kalani, we beat Punahou, we beat ʻIolani. Yeah. ʻIolani’s not too happy when we beat them. And since 2002, we’ve taken six science bowls, so you can figure that we’ve probably won as many as the private schools. You know, any private school.

 

Makes you feel good to say that, doesn’t it?

 

Yeah, it does.

 

Ed Ginoza met his wife in a college physics class. They raised two daughters. And at the time of our conversation in 2016, they’d been married for fifty-one years. Mahalo to Ed Ginoza of Kihei, Maui for sharing your story with us. And thank you, for joining us. For PBS Hawaiʻi and Long Story Short, I’m Leslie Wilcox. Aloha, a hui hou.

 

For audio and written transcripts of all episodes of Long Story Short with Leslie Wilcox, visit PBSHawaii.org. To download free podcasts of Long Story Short with Leslie Wilcox, go to the Apple iTunes store, or visit PBSHawaii.org.

 

There must be something about having taught on an island for so many years, and then you see not only your students, but your students’ kids, and their kids, and relatives. I mean, what’s that like?

 

I found it to be actually kinda nice. I had an optometrist, and he gave me a free pair of glasses. He lost the bill. Sometimes, I see one of the students I had in high school who I was very close to, and she’s a pharmacist at Kaiser. So, it’s kinda nice in a way, because when you do a good job, the kids also respond in a like manner.

 

[END]

 



HIKI NŌ
Episode #803

 

TOP STORY:
Students from H.P. Baldwin High School in Wailuku, Maui tell the story of Karina Bhattacharya, a young artist diagnosed with bi-polar disorder. Bi-polar disorder, also known as manic depression, is a brain disorder that causes unusual shifts in mood, energy, activity levels and the ability to carry out day-to-day tasks. Although her condition has presented Karina with many challenges, she tries to keep a positive outlook. Studies have shown that one silver-lining of bi-polar disorder is its possible link to increased creativity. Karina feels that it has had a positive effect on her painting. “I could see everything the way it was,” says Karina, “and I even started noticing small details. I noticed that my paintings became more vivid. I use new colors…” The ability to express herself through her art has also helped Karina deal with her disorder.

 

ALSO FEATURED:
Students at Maui High School in Kahului tell the story of a young man who restored his religious beliefs by organizing musical events for a faith-based community organization.

 

Students from Pacific Buddhist Academy on O‘ahu demonstrate the steps involved in a traditional Buddhist incense ritual.

 

The journalists from Mililani Middle School in Central O‘ahu highlight the efforts of fellow students who are restoring ancient Hawaiian fishing areas around Mokauea Island in the airport industrial area.

 

Students from Kaua‘i High School in Lihu‘e show us the ins and outs of a bio-mass plant on the Garden Isle.

 

And the students at Chiefess Kamakahelei Middle School on Kaua‘i show us how a family that drag races together, stays together.

 

This program encores Saturday, Dec. 3 at 12:00 pm and Sunday, Dec. 4 at 3:00 pm. You can also view HIKI NŌ episodes on our website, www.pbshawaii.org/hikino.

 



HIKI NŌ
Hawaiian Value: Mālama

 

This episode is the final in a series of six shows in which each episode focuses on a specific Hawaiian value. The Hawaiian value for this show is mālama, which means to care for, protect and maintain.

 

The top story comes from the students at Aliamanu Middle School on Oahu, who report on the efforts of the National Oceanic and Atmospheric Administration (NOAA) and its community of volunteers to mālama the Hawaiian Monk Seal.

 

Also featured are student stories from the following schools:

 

Seabury Hall Upper School (Maui): Paul Higashino of the Kahoolawe Island Reserve Commission welcomes and relies on the valuable assistance from volunteers in restoration and re-vegetation efforts on Kahoolawe Island, which for decades was used as a target in military exercises.

 

Kauai High School (Kauai): Students cover five key steps in preparing for a hurricane.

 

Maui High School (Maui): Maui resident Martha Watkins learns valuable lessons from caring for her Alzheimer’s Disease-stricken mother.

 

Chiefess Kamakahelei Middle School (Kauai): Residents of Kauai mālama the traditional process practiced by their ancestors for generations of collecting pa’a’kai – sea salt –from a salt pond in Hanapepe.

 

Waianae Intermediate School (Oahu): Students at Waianae Intermediate School mālama students with severe disabilities by acting as peer tutors in their adapted physical education class.

 

Punahou School (Oahu): Punahou Student Dakota Miller, the youngest beekeeper in Hawaii, cares for an apiary to help protect Hawaii’s dwindling bee population.

 

Kamehameha Schools Maui Middle (Maui): A community rebuilds Koieie Loko Ia, an ancient, royal fishpond in Kihei, Maui.

 

This episode is hosted by Hana K-12 School in Hana, Maui.

 

This program encores Saturday, Sept. 10 at 12:00 pm and Sunday, Sept. 81 at 3:00 pm. You can also view HIKI NŌ episodes on our website, www.pbshawaii.org/hikino.

 

HIKI NŌ
Hawaian Value: Ho’omau

 

This is the premiere episode of HIKI NŌ Season 7, and the first in a series of six shows in which each episode focuses on a specific Hawaiian value.

 

The Hawaiian value for this show is ho’omau, which means to persevere, perpetuate, or continue.

 

The top story comes from the students at Maui High School, who follow former UH Wahine Volleyball star Cecilia Fernandez as she battles adenocarcinoma, a rare form of lung cancer. As a former athlete, Cecilia is used to contesting opponents by following a carefully devised game-plan. But because so little is known about this disease, Cecilia must persevere against an enemy she is not familiar with: uncertainty.

 

Also featured are these student stories:
Roosevelt High School on Oahu tell the story of Papahana Kuaola, a non-profit organization in Kaneohe that contributes to the preservation of Hawaiian culture through the preservation of land and native plants, public awareness and the use of chant.

 

Kapolei High School on Oahu profile Kapolei football player Papu Uti, who lost his leg from a debilitating accident but expects to return to playing football with a prosthetic leg.

 

Connections Public Charter School on Hawaii Island feature world-renowned slack key guitarist Cyril Pahinui, who continues his father Gabby Pahinui’s legacy by using his father’s teaching methods at workshops.

 

Ke Kula Niihau O Kekaha Public Charter School on Kauai tells the story of teacher Hope Kaimi Strickland who, raised on Niihau Island, honors her deceased husband’s wishes for their children to learn her Hawaiian culture and Niihau Hawaiian dialect.

 

Waianae Intermediate School on Oahu feature fellow student Crystal Cebedo. Crystal deals with the uncontrollable aspects of her life, such as her mother’s cancer, by keeping busy and meeting life’s challenges.

 

Konawaena High School on Hawaii Island shows us how the Kona Historical Society built an authentic, old-fashioned Portuguese oven for baking bread as a part of its efforts to recreate the traditions of old Kona.

 

This episode of HIKI NŌ is hosted by students from Radford High School on Oahu.

 

This program encores Saturday, Aug. 6 at 12:30 pm and Sunday, Aug. 7 at 3:00 pm. You can also view HIKI NŌ episodes on our website, www.pbshawaii.org/hikino.

 


HIKI NO
Focus on Local Business

 

This episode, hosted by HIKI NŌ graduate Shisa Kahaunaele, looks back at past stories about Hawaii-based, locally-run businesses:

 

–A story from Maui High School about a grocer in Happy Valley, Maui who has figured out how to use the influx of big-box retailers to his advantage.

 

–A profile from Waimea High School on Kauai about a successful t-shirt artist who grew up in Waimea so poor that all he could afford to wear were t-shirts.

 

— A history by Seabury Hall Middle School about the iconic, family-run Komoda Bakery in Makawao.

 

— A story from Roosevelt High School on Oahu about a café that sells slow-drip coffee but whose real draw is the unrushed, face-to-face interaction between its customers.

 

— A study from Kamehameha Schools Maui Middle of Maui Soda & Ice Works and the strong set of family values that has made that business a success.

 

— A story from Kalaheo High School on Oahu about a chocolate manufacturer in Kailua whose product bears the name of a valley in Honolulu (Manoa Chocolates) and that uses cacao beans from all over the world.

 

— A profile from Konawaena High School on Hawaii Island about a family-founded -and-run hotel that is nearing a hundred years of age and whose success can be attributed to the allure of nostalgia and a great pork chop.

 

This program encores Saturday, July 16 at 12:00 pm and Sunday, July 17 at 3:00 pm. You can also view HIKI NŌ episodes on our website, www.pbshawaii.org/hikino.

 

HIKI NŌ
Top Story: Chiefess Kamakahelei Middle School, Kauai’s Search and Rescue Canine Team

 

TOP STORY:

 

Students from Chiefess Kamakahelei Middle School on Kauai report on Kauai’s Search and Rescue Canine Team. The story focuses on the training of rescue dogs from the time they are puppies and the qualities in puppies that reveal they might make good rescue dogs: curiosity, bravery, and a love of people. The story also highlights the special bond that forms between handler and rescue dog. The two become so close that they act together as one unit. Rescue dogs become an integral part of their handlers’ lives, and they usually live together. As one handler says, “We actually live in their (the dogs) homes. We just pay the mortgage.”

 

ALSO FEATURED:

 

Students from Maui High School in Kahului report on a gardening program on Maui that provides homeless youth with food and self-esteem.

 

Students from Ilima Intermediate School on Oahu show us how to make a traditional Maori dance implement.

 

Students from Island School on Kauai show us the inner-workings of a bio-mass plant on the Garden Isle.

 

Students at Waiakea High School in Hilo introduce us to the quirky, imaginative and liberating world of cosplay (costume play).

 

And from the HIKI NŌ archives, a story from Kapaa High School on Kauai about an adopt-a-dog-for-a-day program.

 

This program encores Saturday, June 25 at 12:00 pm and Sunday, June 26 at 3:00 pm. You can also view HIKI NŌ episodes on our website, www.pbshawaii.org/hikino.

 

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