Delphian Magazine - Issue 131

DELPHIAN MAGAZINE

GLOBAL GAME JAM HOSTED BY THE PORTLAND INDIE GAME SQUAD

ALUMNI INTERVIEW WITH THIRD-YEAR Ph.D. CANDIDATE NICOLE ZHANG HOMEMADE REFRIGERATOR ENGINEERED IN THE SCIENCE LAB

“In education, a datum is as important as it contributes to the solution of problems.”

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HEAD OF SCHOOL Trevor Ott

EDITOR Rebecca Orthmann

ASSISTANT EDITOR Sage Daniells

PHOTOGRAPHY Skyler Feilmeier and Brandon Lidgard

FROM THE HEAD OF SCHOOL B

elow is an excerpt from an address the Head of School, Trevor Ott, gave students at February’s assembly. Assemblies are a long-standing tradition at Delphian, held several times a year to gather and acknowledge students’ production and success in a semi-formal ceremony.

Trevor’s address began with interactive communication with the students. In an effort to duplicate that live communication in a printed format, the following paragraph includes a short exercise that mimics the interaction.

Take a moment to reflect upon and appreciate a recent group-related experience you participated in. More specifically, think about and appreciate the simple fact that you were there, with your group, doing the activity together.

Now, hold onto that feeling of appreciation as you continue reading the following excerpt from the Head of School:

That feeling, or something like it, might be called esprit de corps, “a feeling of pride, fellowship, and common loyalty shared by the members of a particular group.” That feeling, for me, is always strongest in moments when the group as a whole, more or less, has come together, regardless of the reason.

These days, we have an assembly about five times a year. Did you know that we used to have an assembly every single week? It’s true. Over the years as the schedule became busier the number of assemblies were reduced.

Even though the function of tonight’s assembly is to acknowledge each other’s production and successes, that isn’t the only reason we are here, and that isn’t the only reason we hold these assemblies.

If it were, we could send your successes and a list of completions around in a group email. You could each hit the reply-all button with the text, “Well done!”

What do you think about that idea? If you reacted negatively, you are far more awake and in tune with what makes a group work than I was twenty years ago. That’s good.

Some of you noticed that I became interested in a dirty stairwell recently. Some of you talked to me about it, there

on the stairs as you passed by. One for one, those that did thought it was the dirt that was on my mind.

No. It was esprit de corps

I was recalling my experience on the building crew as a student. At the time, it was a crew of about twenty, and I remember coming together to clean the building, yes, but also simply to be together while doing it. It was our crew. We looked forward to coming together and took pride in getting it done.

In contrast to that memory, while sweeping the stairs earlier this week, I was told that only a few students had been assigned to building crew the previous weekend and that, as a result of the small crew, “they hadn’t been able to get to everything on the list.”

“Why?” I asked.

“Why didn’t they sweep these stairs?” they responded.

“No. Why so few?” I asked.

See? I wasn’t thinking about the fact that it didn’t get done. I was thinking about the esprit de corps of the large crew I remembered.

The answer to “Why so few?” was a list of very, very good reasons such as cheer had a tournament, the seniors were on community service, there was a make-up basketball

game due to the ice storm, etc.

Those conflicts are inevitable and increasing every year. In fact, every day a new opportunity for the pursuit of education is created at this school. With every opportunity created, a new barrier to coming together in larger groups, a new barrier to the esprit de corps I experienced while part of a twenty-person building crew for example, is also created.

And so this has been on my mind.

I’ve heard recently about efforts that have gone into increasing attendance at weekend activities. Most of what I’ve heard, and most of my own thoughts have been in the direction of improving the activity itself—a completely valid thing to do.

We want people to attend, and they will want to attend if the activity is something they want to participate in.

After all, what does a weekend activity feel like—let’s take a dance for example—when it is only a mediocre dance? Most students only work out how to be there for ten minutes around their other activities, which leads to only a fraction of the student body attending the activity at any given time…if they managed to work out coming at all.

It doesn’t take a lot of imagination, does it? Unfortunately, you don’t have to imagine. You can recall.

I don’t particularly like dancing, and I think that’s fine. Some of us don’t like to dance, some of us don’t like to eat burgers, some of us don’t like to watch sports, some of us don’t like…whatever it might be.

Similarly, some of us would simply rather do something else, some of us have to do something else, some of us simply do something else—you get the idea.

We are all busy. For example, last week’s staff meeting was canceled as it came into conflict with Valentine’s Day. We all have multiple instances of similar conflicts every day in our lives.

“Valentine’s Day” and “I don’t like burgers,” which might be a reason not to attend burger night, for better or worse, affect our coming together as a larger group and have an impact on the larger group’s esprit de corps. Some reasons are better than others, and choices sometimes do have to be made.

However, there is power and enjoyment, there is esprit de corps, to be found in simply being together, as many of us as possible, at the same place and time, regardless of the reason.

If that’s true, then those moments are worth going out of our way to create, which, in many beautiful ways, we do. I hope you hear these things, which have been on my

mind, as an invitation to a higher potential rather than as a criticism of Delphian’s esprit de corps.

For example, the recent Senior Night activity was absolutely wonderful. From staff, students of all ages, parents, grandparents, and so on, it felt as if everyone was there, and I loved it.

I received an email the next morning about how one individual there experienced it. I didn’t ask permission to share it, but I’m going to anyway.

“I am sitting here at the varsity game surrounded by what feels like the whole student body from lower school on up. There are siblings, parents, and grandparents here, all to support the group. The word that comes to my mind is ‘family!’ The environment we are trying to create is an extended family…We show up because that is what a family does—they support each other even when we are

tired or have a lot of work to do.”

The choice of words in it was significant to me. I noticed that the word “group” was chosen rather than the word “team” when naming what everyone had come together to support. This is a good example of esprit de corps, which was created by coming together regardless of the reason.

So, I wanted to draw your attention tonight to this. It is something that I think both you, the individual, as an individual, and the group, as a group, can benefit from: going out of our way to come together whenever we can, regardless of the reason. Knowing that we are causatively creating a sense of esprit de corps when we do.

What if we all thought of the next event on the calendar like the best versions of ourselves might think of a family dinner? We might like what is being served, or we might not, but we would all go out of our way to be there. As a

family, I think it is important that we do.

“Brussels sprouts, you say? I’ll be there.”

I hope you will think about this over the coming months and that you continue to think of many more ways in which esprit de corps can be created. Have fun with it.

“Go Dragons” on three?

…one, two, three: GO DRAGONS!

MOLD, BACTERIA & RESULTS

Bruce Liu successfully grows penicillin in Delphian’s science lab

F

orm 7 student Bruce Liu recently completed a science project where he made penicillin in the science lab. In this interview, Bruce shares details about the process and what he learned during his project.

Delphian Magazine: Why did you decide to do this project?

Bruce Liu: I first learned what penicillin was while doing a research project when I was younger. Since then, I’ve been very interested in it as it is very important in medicine. So, when faced with the problem of coming up with a Form 7 science project, seeing if I could grow penicillin in the lab was an intriguing idea.

DM: How did you grow penicillin?

“The project was really about seeing what I could learn on my own through research and experimentation.”

BL: The first step was doing a lot of research. As you may know, penicillin

comes from penicillium mold, which commonly grows on food in the right conditions. So, I needed to start the project by cultivating mold on food.

First, I attempted to grow it on a zucchini, which, though it did mold, wasn’t right and smelled terrible. So, after researching more, I began trying to develop the mold on bread.

To speed up the process, I tried to find moldy bread in the dining or snack areas, but there wasn’t any, which was good for the school’s food safety but not helpful for my project.

Eventually, after over two weeks of waiting, the bread produced a promising-looking mold. I studied it under a microscope and was able to identify it as penicillium mold.

DM: What came next?

BL: From there, I needed to cultivate just the penicillin separately from the other bacteria and types of mold that may be growing on the bread. So I prepared several petri dishes with samples of the mold mixed with corn syrup and put them in the lab’s incubator for another week.

Once that process was completed, I needed to try to extract and purify the penicillin for “medical” use. I did this by mixing the mold with oil and then putting it through a burette, which is a graduated glass tube with a tap at one end used in laboratories for measuring out small volumes of a liquid.

DM: What did you do with the penicillin after the purification process?

BL: I tested it to see if it worked. Of course, I didn’t test it on a person as that is not safe to do with homemade penicillin and could get someone sick. While I was growing the penicillin mold in the petri dishes, as mentioned earlier, I was also simultaneously

CONTINUED ON PAGE 24

REFRIGERATION

Lucas Curry and Memo Cervantes engineer a working refrigerator

Embracing the hands-on nature of the practical program, Form 7 students

Lucas Curry and Memo Cervantes set out to engineer a refrigerator. This ambitious project brought many obstacles, prompting Lucas and Memo to apply their knowledge of electricity, physics, and computer principles. They persevered and managed to build a functional device through research, study, and creative problemsolving.

Delphian Magazine: What inspired you to engineer a refrigerator?

Lucas Curry: I found a video online of someone doing it, and it seemed like a crazy idea at first. But as I thought about it more, it seemed like something cool to learn more about.

Memo Cervantes: Lucas showed me the video, which looked interesting, and convinced me that we should try it. I didn’t think it would work and that it would be a total failure.

Regardless, we decided it would be fun to try anyway. I remember we didn’t even totally know where to start, but after each step, we just kept asking, “Okay, what’s next?”

DM: What is the basic process?

MC: First, you take an insulated container—we used an old beach cooler— and wire a few specialized parts called heat sinks on opposite ends of a thermoelectric module called a Peltier plate. Then you plug the plate into an electrical source. Once an electrical current runs through the heat sinks, they work to expel heat from the container, and you have a fridge.

DM: What are Peltier plates and heat sinks, and where did you find them?

LC: A Peltier plate is a thermal control module that allows you to control, change, and maintain a target temperature. A heat sink is a piece of metal that helps conduct heat towards or away from a device. We scavenged our parts by taking apart six old computers until we found pieces that would suit our purposes.

They work the following way: when electricity runs through a Peltier plate, one side gets hot and the other cool. To cool down a fridge, you have to connect them so the cool side will work to expel the heat from inside the refrigerator.

DM: How easy was it to install the heat sinks?

MC: Because the heat sinks we found were all different sizes from different computers, there was some trial and error when attaching them, which proved challenging. Each heat sink plate needed different-sized holes drilled, and we didn’t get the measurements quite right at first, so we had to start again. Eventually, we figured it out and installed them correctly.

LC: When we were installing them, we were also challenged to construct a structure that would hold the heat sinks in place on the Peltier plate without affecting the way the heat was transferred. To do this, we learned that we would need thermal paste to fill the gaps.

MC: At first, we didn’t know that you could buy thermal paste, so we went on a research tangent trying to figure out how to make it.

“If you break any problem down into small enough parts...even the biggest problems become simple and easily solvable.”

- Lucas Curry

DM: What came next?

LC: The next part was probably the trickiest. We had to figure out how to get the wiring and electricity just right because neither one of us was very familiar with wiring. We had to learn basics like how to strip a wire and properly connect it to create a working circuit.

LC: Once we had the thermal paste, it was a bit challenging to use because it oozed everywhere and was messy, but it helped get everything set in place correctly, and got the electrical currents to conduct as we needed them to.

MC: Then, when we first plugged it in, it didn’t work at all. The Peltier plate started overheating, and instead of cooling, the fridge started heating, and our heat sinks started getting hot and breaking. We unplugged it and did some troubleshooting. We found that we were getting too much voltage from our electrical source, so we switched to a low-voltage generator, which allowed us to manually control exactly how much voltage was used at a time.

LC: Once we were using the generator, we experimented with the amount of voltage we used, adding or subtracting for controlled amounts of time and measuring the results.

MC: Finally, we got it right, and we were able to maintain a 20-25 degree temperature difference from room temperature, which is in the same range as that of a commercial refrigerator.

DM: What was your biggest takeaway from all the challenges you faced on this project?

LC: It really helped me realize that if you break any problem, no matter how big, down into small enough parts and tackle them individually, one step at a time, even the biggest problems become simple and easily solvable. CONTINUED ON PAGE 24

GLOBAL GAME

Ten

Delphian students participated in the Global Game Jam competition hosted by the Portland Indie Game Squad.

Game jams are events where individuals and groups of creators are challenged to make a video game from scratch in just a short amount of time, usually following some kind of theme announced at the beginning of the event. The Global Game Jam is the world’s largest such event, taking place simultaneously at over 800 locations all over the world with over 40,000 participants. It is a unique opportunity for game developers, both new and experienced, to learn new skills, generate new ideas, and make lasting connections within the community.

For over a decade, the Portland, Oregon site of Global Game Jam has been hosted by Portland Indie Game Squad (PIGSquad), a non-profit organization whose mission is to service independent game developers both in the Pacific Northwest and online. As well as hosting various other game jams throughout the year, they hold regular social events, workshops, livestreams, and more. Celebrating their 13th anniversary this year, PIGSquad’s reach has continued to grow and now supports thousands of independent game developers all over the world. Of the 800+ Global Game Jam sites, PIGSquad’s site is usually in the top 20 worldwide and top 5 domestically in terms of number of participants, and in both 2022 and 2023 they produced the highest number of games out of all the sites in the United States.

Delphian’s lead technology educator, Dylan Bennett, is a member of PIGSquad’s board and has been involved with the PIGSquad community for over a decade. He is known in the game development scene as an educational content creator for people learning to code and make games. He has helped thousands of people learn to make games with his book called Game Development with PICO-8, as well as YouTube tutorials, workshops, livestreams, online classes, and more. In addition to running coding and game development classes at Delphian, he has been facilitating

Delphian student participation in Global Game Jam with PIGSquad for the past seven years.

This year, ten students formed four game development teams. The environments and scenarios created in their games included quietly moving books in a realistic library, escaping from a house while being chased by an evil clown, capturing fantastical cats to return them to their cages, and being held captive by a laughing animatronic doll.

GAME JAM

Students created games using many programs, including Blender 3D, PICO-8, Unity, Unreal Engine, and Godot. In addition to doing 3D modeling, coding, level design, 2D art, music, and sound, the Global Game Jam challenged students to use teamwork and problem-solving skills to complete their games within the time limit. The following page contains a few successes from a selection of the students who participated.

L-R BACK CHENOA LOPEZ, NATHAN CLOUTIER, DYLAN BENNETT, TRISTAN MATHEWS, MIDDLE EMMETT MCRAE, LUKE FALKOW, JACK KENNEDY, VLAD BUNCHUK, LACHLAN WYDRO, FRONT ETHAN HOYT, AURA VALLIERE, ELLIOT ADAMS

Aura Valliere

I created a game called Don’t , in which the players solve puzzles to escape a haunted house.

This year was my second time participating in the Global Game Jam, and I almost feel like I learned more doing Global Game Jam than I usually do in computer class. This was due to the time limit, which challenged me to learn skills in mere days that usually would take me weeks. This allowed me to solve the constant challenges I faced in creating my game. For example, I wanted to create a keypad for the player to use. In doing this, I learned that it is much more complicated than you might think. I couldn’t find a tutorial to give me all the answers, so I contacted individuals doing the Global Game Jam to help me figure it out. Finally, once the keypad was working, I had to figure out how to make it so the player didn’t have to double-click on the keypad to get it to work. This took me a while as I ended up going through the code line by line, checking each line, and asking, “Is this working?” I then found the root of the problem and solved it. I learned a lot in the process.

Elliot Adams

This was my second year participating in Global Game Jam, and I wanted to focus on the art of the game to make it really realistic and atmospheric. To do this, I made a realistic library in which the player is challenged to put away books without making too much noise and upsetting the librarian.

One of the biggest challenges I faced was implementing a physics system that players could interact with and that would interact with the surroundings. Since my game was all about sound and not making too much of it, figuring out how each item’s sound would affect the other items was challenging. When I first started, something would make a sound and reverberate through the other items, causing the player to lose immediately within seconds after starting the game. So there were a lot of problems to solve and a lot of coming up with solutions. In coming

up with all the solutions, there were new problems to solve. It was really interesting to me to see how each solution impacted the others and the new problems each solution created.

One of the major things I learned from Global Game Jam was the ability to stay committed to a project. In previous projects, I might lose interest and give up after facing a few challenges. The Global Game Jam week didn’t leave time to abandon a project and then start something else, so I had to learn how to face the challenges and push through them, which led to a more polished and complete final product.

Emmett McRae

Before this project, I had never done any 3D modeling. The time limit helped me learn how to create a 3D model without the assistance of tutorials. Tutorial videos are great, but I found it time consuming to keep going back and forth. Learning and understanding the skill more thoroughly so I don’t need to go back and forth not only helped with time, but I also ended up getting a better understanding of what I was doing over all.

Additionally, something significant about working in a team on this project is that I felt a certain pressure and responsibility from having my team count on me. I had to finish my work because my team relied on me. I couldn’t give up because what I was working on wasn’t fun to work on anymore; I had to push through and get it done for my team.

Ethan Hoyt

This was my first year participating in Global Game Jam, and I learned a lot. My team’s game, Cats and Cages, revolved around finding cats throughout the game and putting them away in their cages.

One of the biggest problems I had to solve, which made my brain hurt, was learning to code something in games called “level instancing.” This is where the game tracks data from level to level. For example, if a player picks up a coin on one level, and you want it to remain with them on the next level, you have to code the game to do that.

In my game, I needed to track each level the characters won to unlock the next level. This was difficult because I couldn’t find a tutorial specifically explaining what I was trying to do. I had to watch and learn from several videos and figure out how to combine all the useful snippets. Learning this helped me to understand the blueprints for coding, which will help me code future games.

Also, the time limit helped me start thinking in code. At some point during the Global Game Jam something clicked. I was able to read, understand, and write the code from scratch without constantly needing to find tutorials.

Vlad Bunchuk

This year was my third time participating in Global Game Jam, and I used it as an opportunity to learn an entirely new coding language.

The short time span taught me a lot about time management. The countdown challenged me to direct my attention to building essential elements that make the game work rather than elements I’d like to add just because they’d be cool.

Chenoa Lopez

My role in the Global Game Jam was to help make the music and sound effects for three different games. It was very fun and challenging to create the environments through music.

Through this, I learned a lot about how to work with other people’s tastes. There was a lot of change. For example, sometimes you hear one thing and think it’s great, but they hear something else, so you have to change it until it’s right.

Using different recorded sounds, sounds from instruments, pitch shifters, and other audio tools, I had to figure out how to make all kinds of sounds, from scary ambient music to the sound of a door closing. One of the most challenging sounds to come up with was footsteps. I don’t know why, but it took me a long time to figure it out. I tried several things before finally recording Elliot’s shoes walking on the concrete floor.

Overall, this project taught me the importance of showing your creativity and not holding back; that’s just what you have to do.

BUSINESS TRIP

Business Seminar field trip takes on Washington D.C. & New York City

In early March, twenty-eight students and three faculty embarked on a ten-day Business Seminar Field Trip to Washington, D.C. and New York City. Since 1995 this trip has alternated between the East and West Coasts each year, providing the opportunity to tour, meet with, see, and experience firsthand a wide range of different companies and business professionals. This opportunity invites students to use what they learn as they go on to plan and pursue their future career and life goals.

The students began their trip in Washington, D.C., led by Assistant Head of School Mark Siegel, Dean Jordan Siegel, and Athletics Director Brandon Lidgard. In D.C., they explored organizations such as Joby Aviation, the U.S. Department of Education’s Office of Non-Public Education, and the Carlyle Group. They met with individuals, such as Tom Wheeler and Julius Genachowski (former heads of the FCC), the Department of Non-Public Education’s Maureen Dowling, and Delphian alumna Tara Kloss, all of whom shared their professional life and career experiences.

While in D.C., the students visited the National Mall and Memorial Parks, where they visited the National Museum of African American History and Culture, the International Spy Museum, the Smithsonian National Air and Space Museum, and the National Archives, where they saw the original Declaration of Independence and the Constitution. They also toured the US Capitol and met with Oregon Congresswoman Salinas’ staff.

The students traveled to New York City and visited Joanna Vargas Salon, film production company Watch This Ready, Etsy, Good Morning America, Covington & Burling, and many more businesses. They met with inspiring individuals such as Joanna and Cesar Vargas, Greg Makowski of

OPPOSITE: TOP MEETING WITH JULIUS GENACHOWSKI OF THE THE CARLYLE GROUP MIDDLE MEETING WITH ANDREW DESHLER OF CONGRESSWOMAN SALINAS’ OFFICE BOTTOM VISITING THE DEPARTMENT OF EDUCATION THIS PAGE VISITING THE THOMAS JEFFERSON MEMORIAL

Gregory Makowski of CFS Investment Advisory Services, and Eddie Luisi from Good Morning America, where they learned the value of success and failure, the importance of hard work, persistence, ethics, and the basics of saving and investing.

They toured New York University with Delphian alumni, which provided a unique student perspective. They saw what the actual program was like and gained a feel for life on campus in the heart of the city.

While visiting businesses, the students also experienced the city’s culture through delicious food, incredible Broadway performances, and exploring the Metropolitan Museum of Art. The trip also challenged students to use the subway and learn to navigate the busy city streets, where they had to work to keep the group together while making it to their appointments on time.

Seeing these incredible places and people expanded the students’ ideas about the possibilities for their futures. They broadened their views from each inspiring speaker’s information and life-changing advice. The trip gave them direct insights into how the world works. With their horizons expanded, they left with a new sense of purpose and reinforced goals for what they wanted to accomplish.

To illustrate some unique takeaways students had on the trip, below are a few highlights from their perspectives:

Tai Jefford

The Business Trip taught me about more than just the workplace. I learned the importance of manners and impressions. I noticed that wearing a suit changed how I was perceived by the professionals we met. To a degree, it leveled the playing field and made me realize that I can do anything and be in the presence of anyone, even extremely important people. I just need to put my mind to it.

Victoria Guajardo

Rebecka Minkoff’s fashion company was my favorite visit by far. Before the trip, I had always been interested in the industry but had little to no experience with how it worked. I now understand how much work goes into creating a whole season. This experience made me realize that passion is the quality needed to succeed in the field. Talking to professionals who have made a living in the fashion industry opened my eyes to the possibilities for my future.

From the talks with Maureen Dowling and her team at the Office of Non-Public Education, I was able to understand the way private schools like ours operate and involve themselves with government representation. It was interesting to see the amount of care and influence these officials have to preserve private education and how much they do to represent private schools in the best way possible. The experience gave me so much more awareness of how things work in the government and how they truly help people.

Elliot Adams

Sophie Eurell

Meeting the staff of the businesses we visited helped me learn the importance of connections and the impression you make when you meet people, especially when it comes to internship and job opportunities. For example, we received a tour of Bryant Park from Executive Director Daniel Biederman. I was curious about the organization and took continuous notes throughout the visit. Afterward, he reached out, saying he was impressed with my attention, and offered me an internship at his company this summer!

Emma Raphael

Through the Business Trip, I received helpful information on potential career interests while also sparking new ones. I’ve been interested in planes and aviation for some time now. During one of the visits, I met with Ed Bolen, the president and CEO of the National Business Aviation Association (NBAA). He gave helpful, important information on internships and work-life advice. This visit made it more real for me to pursue a career I have always dreamed of doing.

Q&A WITH THE CAST OF HAMILTON ON BROADWAY

King Kong

As we walked the bustling streets of New York City or traveled the hectic subway, I ensured all twenty-eight students were keeping up with the group. I was in charge of all the boys and was responsible for their actions and representation of the school. I ensured their attire was professional each morning, their table etiquette was appropriate, and they stayed engaged during visits. Although it might sound easy, it was a new experience for me, and by doing it, I improved my leadership skills. It prepared me to face future challenges with greater confidence and competence.

Coco Rose-Coates

One of the many realizations I had on this extraordinary trip was there are plenty of career options to choose from, and I don’t have to mold myself to fit a single one because I know I’ll never stop changing and learning. I now understand if I choose to pursue something, and it doesn’t completely work for me, I could choose something else and my world wouldn’t end. By seeking out subjects I will never tire of, I determined my passion and my creativity will never need to stop. From this mindset, a job will come to me. This has put me at ease in my life decisions because I know I can change the current of my river and be the one causing it!

Reese Wells

On the trip, I became aware of what the world is like. I grew up hearing how the world is, but I never had any experience of it. I believed I needed to pick what I wanted to do, go to college, get a job, enter a field, build a career out of that, and stay in it until I retired. This idea of work seemed boring to me. However, what was never elaborated on is how I should go about doing that. On the trip, I realized how I build my life and career is up to me and that I can do it any way I want. I saw and experienced for myself what happens in the working world. Andrew Sugrue, a partner at the investment management firm Avenir, told us it was always possible to change what I do to find something I have more passion for. He, among many others on the business trip, helped me realize this, and it changed my opinion of the world for the better.

Thank you for hosting us!

Washington D.C.

• Maureen Dowling, Director, Office of Non-Public Education, US Department of Education

• Andrew Deshler, Congresswoman Salinas’ Office

• Julius Genachowski, The Carlyle Group

• Tara Kloss, Graphic Artist

• Ed Bolen & Noah Yarborough, National Business Aviation Association

• Tom Wheeler, former Chair of the FCC

• Avery Novotny & Lydon SleeperO’Connell, Joby Aviation

New York City

• Joanna & Cesar Vargas, Joanna Vargas Salons

• John Katzman, Noodle

• Dianne Coffino, Covington & Burling Law Firm

• Brett Andersen, Focus Lighting

• Casey Simmons, Qatar Investment Authority (QIA) Advisory (USA), Inc.

• Keith Wells, Etsy

• Daniel Biederman & Zach Beresin, Bryant Park Corporation

• Johanna Saum Almstead, Fashion and Design Industry

• Emily Korteweg & Alli Lank, Watch This Ready

• Rebecca Minkoff, Inc.

• Gregory Makowski, CFS Investment Advisory Services

• Eddie Luisi, Good Morning America

• Andrew Sugrue, Avenir

FILM & ACADEMIA

Third-year Ph.D. candidate and Delphian alumna Nicole Zhang details her academic and professional pursuits

This past winter, alumna Nicole Zhang visited campus for the first time in over six years. While visiting, she graciously agreed to do a Q&A to update the Delphian community on the details of her academic and professional pursuits.

Delphian Magazine: What was your path from being a Delphian student to where you are now?

Nicole Zhang: After graduating from Delphian, I pursued my college education at Yonsei University in Seoul, South Korea. Initially pursuing a single major, I discovered additional interests in history and critical cultural studies, prompting me to pursue a double major. I completed a Bachelor of Science, majoring in Culture and

Design Management, and a Bachelor of Arts, majoring in Asian Studies.

After my bachelor’s degree, I recognized a need for a deeper theoretical understanding of film and transitioned to University College in London, renowned for its film theory research. After obtaining a Masters in Film Studies there, I delved into the practical realm as a film producer, which inspired my current doctoral research. I am currently in my third year as a Ph.D. candidate in media studies at Nanyang Technological University in Singapore, which is dedicated to my thesis work.

DM: What made you decide to pursue film and academia?

NZ: I discovered my passion for film production during my high school years at Delphian. This fascination drove my choices, influencing my selection of college, major, and various projects in different countries.

The wish to become a film producer has consistently guided my academic and personal endeavors. Living and studying in South Korea, the UK, China, and Singapore further fueled my interest, solidifying my commitment to becoming a film producer. This diverse exposure has deepened my understanding of storytelling and filmmaking on a global scale, which has consistently remained an integral aspect of my career path since then.

DM: What skills have you found most helpful in your pursuits?

NZ: In academia and film production, a blend of independent learning, effective communication, and adaptability are useful. Research skills, critical thinking, and a passion for continuous learning are also paramount in academia, while communication skills are vital in both teaching and filmmaking.

On the film production side, creativity, storytelling, and project management skills are key. Technical proficiency in editing software, an understanding of cinematography, and the ability to collaborate with diverse teams contribute to working well in the world of filmmaking.

DM: What projects are you currently working on?

NZ: I’m currently immersed in researching the dynamic world of film production, focusing on the duties of producers in the Chinese film industry.

Picture this: I’m unraveling the tales and strategies these producers spin when tackling the challenges of making a blockbuster. My work explores how industry insiders navigate hurdles in creating and distributing films, highlighting the crucial role of commercial cinema in shaping the larger industry’s growth.

Additionally, I’m emphasizing the audience’s impact on the production process, offering insights into power dynamics

within this cinematic landscape.

DM: Do you have any advice for Delphian alums or students interested in a similar career path?

NZ: I advise embracing the intersection of all of your interests. Seek opportunities to bridge theoretical knowledge with practical application. Cultivate a passion for continuous learning, as both academia and film are dynamic, evolving realms. Engage in interdisciplinary projects that allow you to integrate insights from your academic pursuits into your creative endeavors and vice versa.

Networking is also crucial—connect with professionals and academics in both domains to expand your perspectives and create valuable collaborations. Lastly, stay committed to your unique vision; the synergy between academia and film may lead to surprising and impactful contributions.

DM: Having done the Delphi Program®, what would you say has been the most important skill you gained as a student that has helped you in your life?

NZ: The most important skill I gained from the Delphian program was the ability to think critically and approach challenges with a problem-solving mindset.

Delphian’s emphasis on developing strong learning skills has also been instrumental in shaping my doctoral studies and preparing me for the multifaceted challenges of academia and beyond. This skill has not only facilitated my research but has also become a cornerstone in my approach to teaching and film production.

DM: Have the points of the Delphian logo come into play in your life and, if so, how?

NZ: The four points of the Delphian logo—Knowledge, Ethics, Integrity, and Leadership—have played an important role in shaping my approach to life.

Knowledge acquired at Delphian has been the cornerstone of my academic journey, providing a strong foundation for my research and teaching endeavors.

Ethics and integrity are guiding principles that have influenced my interactions with others, both professionally and personally. These values are crucial in maintaining credibility and trust, aspects vital in academia and the film industry.

As for leadership, Delphian’s emphasis on cultivating leadership qualities has empowered me to take the initiative, collaborate effectively, and aspire to make a positive impact in both the classroom and on set.

DM: Has your experience doing the Delphian practical program been valuable to you and, if so, how?

NZ: The practical program gave me several special experiences that have significantly shaped my current path.

To name a few, the East Coast business trip with Mark Siegel enhanced my understanding

NEW LEAF ACADEMY

I’ve wanted to be a teacher for as long as I can remember. In fact, as a nine-year-old, I wrote on my Delphian admission application that I wanted to be a teacher when I grew up. I longed to bring the quality of education that I received as a child to the children of my city.

This dream became a reality when I opened New Leaf Academy in 2020, where I have been the acting Head of School for four years now. I have found that running a school takes a lot of different talents. One day, I may need to call upon my early education to help a student with math; the next, I have to run payroll, tour a prospective family, fill out a legal form, or even fix the air conditioner. It is a lot of thinking on my feet and creativity. Running New Leaf Academy is about 1/2 academics, 1/2 marketing, and 1/2 problem solving—I guess I could still use some work on my fractions.

To start at the beginning, I was home schooled before I went to Delphian, so I did not have much experience with leadership. Delphian gave me the chance to lead and most importantly to fail as a leader. I made mistakes in leadership positions that I learned from. By the time I graduated Form 8 I had grown so much as a leader; so when it came to real life and real consequences, I was able to lead with confidence.

A new school led by Delphian alumnus Korbin Springer in Austin TX

I had to do things like teach myself how to build a website, how to apply for non-profit status, how to maintain a septic system, etc. I could not have done that without the tools that Delphian gave me.

I graduated from Delphian in 2014 and attended the University of Texas at Arlington for one year before transferring to UT Austin, where I graduated with honors with a Bachelor’s degree in American Studies with a Religious Studies minor. I also did an apprenticeship at Oak Crest Private School and completed specialized supervisor and executive training at my church.

I would be lying if I said the Delphian School or even university prepared me for everything I would face in life or running a school. The world changes too fast, and we cannot hope to prepare the next generation for each problem that is to come. What Delphian did was put me in positions outside of my comfort zone that prepared me to work hard and take on leadership roles.

Also, and perhaps most importantly, Delphian helped me learn how to work hard and adapt to various situations. This allowed me to develop a strong work ethic and excellent ability to learn, which has been invaluable when

In my opinion, there is nothing more important than education. The present and future problems that the world faces will only be solved by bright, self-determined thinkers. That being said, education is not always the most lucrative profession. I am no martyr, but it has taken quite a lot of dedication just to get my school going, and we have just begun to scratch the surface of our potential. I want others to join me in the goal of making a smarter, saner world. It takes guts and it takes care, but the world needs it.

EXPLORERS CLUB

& their newest member

Delphian alumna Karla Dana

Karla Dana (class of 2014) recently accepted her official invitation to the esteemed and storied Explorers Club. Founded nearly 120 years ago, the club has stayed true to its mission: “the encouragement of scientific exploration of land, sea, air, and space.” Only about 3,500 members comprise its ranks, each accomplished in their respective fields of exploration and science. The history of this club is as remarkable as its members. Aviator Amelia Earhart, astronaut Neil Armstrong, former president Teddy Roosevelt, and mountaineer Sir Edmund Hillary are a few of the notable names that form the ranks of the Explorers Club. The accomplishments of this small but determined club have influenced the course of our civilization, with a growing list of “famous firsts.” Its members were the first to land on the moon, the first to reach the lowest point at the bottom of the ocean, and the first to summit Mt. Everest.

With current members including Buzz Aldrin, James Cameron, and Kathryn D. Sullivan, Karla describes her feelings as “beside myself with excitement” being included in such a group’s ranks. One of the accomplishments that led to her acceptance was her rigorous ethnographic field research with the Ngobe indigenous tribe of southern Costa Rica, where she

lived with the tribe and studied their actions to preserve their culture, as well as possible threats to the continued existence of the tribe.

Her research culminated in a project to transcribe a book of their ancestral legends and language, print hundreds of copies, and distribute these to schools across the entire southern region of the country. She says, “The richness inherent in each culture cannot be appreciated if nothing is done to preserve the cultural integrity of groups across our planet. Understanding is the most precious gift we have, and it is my purpose to contribute to its furtherance.”

As part of her strategic plan within the Explorers Club, Karla has decided to pursue a Master’s in Archeology at the University of the Highlands and Islands in Scotland. The practicality of the program, which drew her to this little campus tucked away in the Orkney Islands of Scotland, aligns perfectly with her career goals.

As part of the coursework, she will be participating in archaeological excavations this summer, further enhancing her practical skills and knowledge.

ALUMNI NEWS

Congratulations to alumnus Winston McDaniel (2011) on his marriage to Samantha Cobb on January 21st in Florida. Participating in the ceremony were multiple alumni: Derek Meyer officiated the ceremony, Theron Haskin (2011) was a groomsman, Nicole Haskin (Danko, 2014) was part of the bridal party and James Clarizio (2009) participated in the ceremony as the “Flower Bro.”

Congratulations to alumna and Delphian faculty member Melissa Agrillo (2010) on completing her Master of Arts in English. She graduated as a member of Sigma Tau Delta, the international English honors society for high achievement in English language and literature in graduate studies.

Congratulations to alumna Sarah Stewart (Wiley) on completing her Doctor of Chiropractic at Life West Chiropractic College.

Congratulations to alumna Fio Magliola (2016) on her marriage to Dustin Scaggs on March 23rd in Plant City, Florida. Fio works in nursing and Dustin works in accounting. Both share a love for animals and spend a lot of their time volunteering for animal rescue. They have rescued and fostered over 30 dogs since 2022. Pictured with them are their dogs Maya and Rory.

Congratulations to alumna Darcy

Dacasin (Wright, 2007) on the birth of her second daughter Lilah Mazie Dacasin, born on March 18th.

Congratulations to alumni Maxine Anderson (2017) and Alejandro Olmos (2017) on their marriage on March 29 in Mexico. Maxine and Alejandro’s love story began during their freshman year at Delphian School, where they met and started dating. The wedding was attended by dozens of friends and fellow Delphian alumni who gathered to celebrate their journey from high school sweethearts to newlyweds; it was a heartwarming testament to the enduring bonds formed within the Delphian community.

Congratulations to alumna Renee Quintero (2016) on completing her certification as a Makeup Artist at L Makeup Institute in Las Vegas.

Congratulations to alumnus Cody Malick (2011) on the birth of his daughter Elena Maria Malick, born March 16th.

Congratulations to alumna Violet Trammel (2015) on her marriage to Kevin Rose on October 5th. Recently shifting from law enforcement, Violet is now working to become a full-time Equitable Policing Instructor for future police officers specializing in topics related to cultural competency, ethics, bias, and more for the Oregon Department of Public Safety Standards. She also participates in several other initiatives, including curriculum development, where she has the incredible opportunity to research, write, and present new material to police recruits and instructors.

We love to hear from our alumni! Let us know what you are up to. Email our editor at magazine@delphian.org or message us on social media to be published in the next issue. Do you have

MOLD, BACTERIA, AND RESULTS

CONTINUED FROM PAGE 5

bacteria in separate petri dishes in the incubator.

I took some of my purified penicillin and added it to the bacteria dishes to see what would happen.

After letting the penicillin and bacteria sit overnight, I reviewed the results under a microscope. I found that the bacteria were no longer alive, which means the penicillin did its job. It also means, ostensibly, that I successfully created penicillin.

The penicillin created for doctors is of course a much more precise process than what you can achieve in a high school lab, but I was happy with the success I was able to achieve at this level.

DM: What was it like developing a project like this?

BL: When doing this project, a staff supervisor was available in the lab to answer questions, ensure proper safety precautions were in place, and help find the right equipment, but for the most part, there was a lot of freedom to research and experiment.

Prior to this experiment I had done biology and science courses, but I think that was really just a part of it. Since Delphian teaches you how to study and learn on your own, the project was really about seeing what I could learn on my own through research and experimentation.

Because of this there were a few wrong directions, like trying zucchini as mentioned earlier and then switching to bread and then trying different things to get the bread to mold faster.

Had I been doing this experiment in a traditional classroom, there probably would have been a set procedure; doing it this way I was able go in different directions and had the freedom to add my own research and ideas to the experiment rather than just following instructions.

For example, the bread took forever to mold using the original instructions I found, which used sweet rice juice. So,

instead, I tried corn syrup, which worked much faster and helped to speed up the process.

Having the space to innovate helped make it more efficient; I learned more, and I think the experiment went better.

DM: Has this project changed the way you view medicine?

BL: This project helped me realize how complex it is to make medicine, and I appreciate what is available to us today compared to maybe two hundred years ago.

DM: What are your plans after Delphian?

BL: I’ve always been interested in healthcare; it’s something that I feel is very important. The doctors I have met and worked with in my life have been very kind and responsible for their patients, and I think it’s vital to have good doctors around.

My interest in medicine began in part from receiving helpful care as a child and making frequent visits to my dad’s clinic in China. So, it’s something I’ve always been around and admired as a profession.

I plan to go to college and work toward becoming a doctor or towards a career in hospital management; I haven’t totally decided yet, but I am sure I’ll figure it out at NYU this coming fall.

REFRIGERATION

CONTINUED FROM PAGE7

MC: I learned so many things, but one of the biggest things I got from this project was an improved ability to learn new things. Going into this project, I didn’t know much about computers, electronics, or engineering.

For instance, before this project, I didn’t know what the individual parts of computers did. It was all just a bunch of chips, fans, and wires through which you send an electric current. Through this project, I learned about the individual parts and realized how useful all the parts are, not just in computers but in building other things.

I also learned a lot about managing

electricity safely—what’s hot and what’s not.

Learning this came about first out of safety because I didn’t want to get burned, but it made the whole subject of electricity simpler for me to understand, observe, and explore.

DM: Was there anything you learned that surprised you?

MC: Once we had it working, I was surprised at how easy it was to build a fridge. Something that seemed complex before was actually pretty easy to put together.

DM: What academic courses helped set you up for this project?

LC: I think the Study Technology courses that teach you how to learn at a gradient and all the science courses I did before doing this project were really helpful. For example, it was really interesting to take the concepts I learned from the Physics: Heating and Cooling course and apply them practically to making a fridge.

MC: The Study Technology courses are a prerequisite for these kinds of projects because they prepared me to learn everything I needed for this project. For example, I had to learn what each thing was supposed to do and how to put it together to work correctly. I couldn’t have done that without understanding how to study, specifically how to study on a gradient, doing one step after another, and fully defining and understanding all the technical words.

DM: Any advice for other students who may want to do projects similar to this one?

MC: I suggest tackling the subject no matter what the outcome will be. Maybe you fail, maybe you succeed. But at the end of the project, you will learn something new, and your ability to learn something new will improve. In my opinion, that is the whole purpose of the practical program.

of industry dynamics and fostered my networking skills.

Leading a community outreach project in Cambodia honed my cultural sensitivity and teamwork skills, which have been vital for collaborative and leadership roles.

And lastly, the career interest project, where I curated film-related programs, laid the foundation for my aspirations as a researcher and film producer. These experiences collectively equipped me with practical skills and perspectives essential for my journey.

DM: What do you miss most about your time as a Delphian student?

NZ: What I miss most is the incredible sense of community and support. The school provided a nurturing environment where both staff and peers played a

central role in my academic and personal growth.

The continuous support and acknowledgment from the Delphian community have left a lasting impact on me, which I carry with me into my current stage as a Ph.D. candidate.

DM: What was it like to come back and visit campus?

NZ: Returning to campus after six years was a nostalgic and enriching experience. The familiar surroundings triggered a flood of memories from my high school years. Witnessing the growth and changes on campus filled me with a sense of connection and appreciation for the foundation it provided. It reinforced my commitment to education and the impact it can have on individuals’ lives.

FORM COMPLETIONS

Listed in order of completion date since last Delphian Magazine

Beginner 1

Ella Shoden

Beginner 2

Winter Hepburn

Ruby Savejs

Form 3

Desmond Robinson

Form 4

Dublin Baumgardner

Luke Robinson

Juniper Pope

Form 5

Liana Vannier

Annika Hamilton Hansen

Upper School

International Entry

Momo Shigemitsu

Cecilia Wang

Javier Castillo Ramirez

Doris Huang

Dan Escalera

Federica Deferme Vega

Amy Ke

Elisaveta Suhanova

Form 6 Entry

Lillian Su

Olivia Dent

Emmett McRae

Luke Falkow

Dylan Lederer

Ethan Hoyt

Joy Hwang

Tina Wu

Form 6

Mark de Vries

Elenora Aji

Emma Raphael

Jim Cao

Mika Kozhakhan

Roman Peña

Coco Rose-Coates

Mako Shiozaki

Amelie Rappoport

Satori Gailunas

Form 7

Siona Paden

Mia Solomon

Adi Ackley

Imogen Dayton

Sage Daniells

Kinsey Lutton

Neal Chinodakufa

Paige Bruning

Vivi Beauregard

Anna Peens

Angelica Wagman

Clementine Suplee

Daphne Anderson

Aura Valliere

Ashley Arruda

Silas Gottlieb

Pennelope Arezzini

Samantha Bunch

Omar Wang

Bruce Liu

Hailey Ackley