Spirit Magazine - Winter 2015 '20 Years Living Our Mission'

SPIRIT OUR COMMUNITY MAGAZINE SOUTHRIDGE SCHOOL

Winter 2015/Issue 33

20

Years:

Living Our Mission

20 Years: Living Our Mission

CELEBRATING 20 YEARS OF OUR VISION AND MISSION Over the course of the last two decades, there have been many developments at our school.

As a matter of fact, a feature that makes our Southridge community so engaging is its openness to making progress while constantly striving for ways to become even better. From our academic programs to our co-curricular offerings, and from our admissions procedures to our business practices, Southridge strives to be the best it can be.

At Southridge, the steadfast commitment to our vision and mission has provided the foundation for our community to experience changes along its developmental pathway.

Recently, the chair of a visiting evaluation committee explained that not only do all of our constituent groups know about our mission statement, but they can also discuss it and offer illustrations of how it is alive and well in our community. Throughout this edition of the Spirit, you will read mission statement stories from our teachers, students and alumni, and you will soon realize how strong a foundation our mission statement has provided our community over the years.

Without the strong foundation offered by a resolute mission statement that is understood and embraced by our school community, Southridge would not have been able to grow and develop as successfully as it has done during the first twenty years of its life. How important is the mission statement at Southridge?

It is the most important factor in creating the school community we are all so proud of today—it is the heart and inspiration that has allowed our school and community to flourish.

– Drew Stephens (Head of School)

VISION A COMMUNITY WHERE EVERY SPIRIT SOARS.

MISSION STATEMENT SOUTHRIDGE DEVELOPS WELL-ROUNDED STUDENTS WITH A DEEP SENSE OF PERSONAL INTEGRITY WHO HAVE THE MORAL CHARACTER, LOVE OF LEARNING AND SELF-CONFIDENCE TO REALIZE THEIR FULL POTENTIAL IN A POST-SECONDARY ENVIRONMENT AND IN SOCIETY AT LARGE. EACH STUDENT IS ENCOURAGED AND CHALLENGED TO BECOME SOMEONE WHO:

- IS A LIFELONG LEARNER - HAS STUDY, CRITICAL THINKING AND COMMUNICATION SKILLS - IS A CREATIVE AND INDEPENDENT THINKER - HAS A POSITIVE ATTITUDE - SEEKS THEIR PASSION - BELIEVES IN THE VALUES OF TRUTH, TOLERANCE, RESPECT AND COMPASSION - UNDERSTANDS THE SACRIFICE AND REWARDS OF COMMUNITY SERVICE - HAS AN APPRECIATION OF, AND DESIRE FOR, LIFE-LONG PHYSICAL ACTIVITY AND FITNESS - APPRECIATES THE ARTS, AND THEIR CONTRIBUTION TO A RICHER LIFE - CAN WORK EFFECTIVELY AS PART OF A TEAM

IN SUMMARY, SOMEONE WHO ...MAKES A DIFFERENCE IN THE WORLD.

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We Are All One Is a lifelong learner As I write this, I celebrate my twentieth year as a full-time student.

Some might say I’ve taken the idea of a lifelong learner to an extreme! My journey since graduating from Southridge has been filled with discovery, life experiences, patience and persistence.

My post Southridge education began in mechanical engineering at Queen’s where I was fortunate to find myself among many like-minded, spirited, inquisitive individuals.

Our collaborative enthusiasm led to my involvement on the Engineering Society student council as well as my participation in the greater Kingston community. Whether working on an Engineering team to help people with limited mobility, or collecting clothing for the local homeless shelter, I consider service to my community as both an obligation and a privilege.

Two years ago I travelled to Liberia with a Canadian NGO. We worked with Liberians in rural villages helping teach local residents to service and repair their water wells and to produce honey. I came to appreciate the importance of fostering local independence and sustainability in international development.

Through my experience with problem solving in engineering, I discovered my true passion might well lie in the study of medicine.

My journey to medicine as a rather non-traditional applicant proved to be both challenging and rewarding. I believe the work ethic and focus instilled in me early on gave me the confidence to follow a new path. I’m thrilled to say I am now about to enter my third year of medical school in Calgary and absolutely loving it. Each day is an honour as I learn new skills to help improve the quality of people’s lives.

As I reflect back on my school years, I am filled with deep gratitude.

There is little doubt in my mind the seeds planted, guidance and support I received, as well as the valuable life lessons I learned during my years as a Southridge student have led me to where I am today. – Jess Clark (Grad 2007) I have four children ranging from sixteen to twenty-one who are in various stages of education. I always tell them that the only thing that cannot be taken away from them in this life is the knowledge and wisdom that they gain through exploration and learning.

I have always been confident in my own creative and academic abilities. Previous to having a family, I earned a diploma and two university degrees while being a successful practicing artist.

When I started my master’s degree in arts education, I was still a practicing artist, but I was also teaching full-time, raising eclectic teenagers, and I was trying to be a good spouse. Because of the busyness, I was nervous that I would not have the energy to complete a postgraduate degree. However, I quickly found that when one creatively, curiously and excitedly follows the string of an idea, in whatever context that might be, learning is to the mind, what yoga is to the muscles of the body.

While unpacking, analysing and interpreting new concepts we metaphorically stretch and hold, and then, once we reach a solid level of understanding, we naturally set new markers for achievement. With newfound creative, intellectual strength and flexibility we extend not only our minds, but our spirits too. By striving to understand and conceiving new realities, we become dynamically closer to our human potential as creative, empathic, resilient, and empowered beings.

Lifelong learning is not merely a catchy mantra, it is a calling to full individuation. In or outside of an academy, the wisdom and knowledge gained through continually challenging ourselves creatively, physically, intellectually, spiritually and emotionally is truly everlasting. As I say to my kids, stretch and be bold in your learning, and in doing so, you will gain a world of wonder in return.

– Susy Baranszky-Job (Faculty) I knew that I wanted to continue my formal education after completing my B.Sc. at Simon Fraser University and then my B.Ed. at UBC. I did some research of the different types of master’s programs focusing on education that were offered locally or online while I was applying for teaching jobs, and I kept coming back to a particular master’s program offered through UBC called the Master of Educational Technology (MET) which was an online international program. Fortunately, I was hired immediately after completing my B.Ed. and I decided to wait a few years before beginning the master’s program. It took me three years to complete my MET while I was teaching at Southridge, during which many other milestones happened in my life; I was proud to have completed my master’s just one month prior to my son being born as I was sure that life was about to get much busier. One of the amazing things I found about the MET program, as it was completely done online, was that I was able to collaborate with students from around the world. I took a group of eighteen Southridge students to India during spring break one year while working on a group assignment with two other MET students who were in China and Australia; it was a very unique program that allowed us to utilize technology and learn through collaboration.

Now that I have two young children, my personal goal to attain my Ph.D. has been put on hold, but I continue to learn daily and I

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20 Years: Living Our Mission love being given opportunities to attend professional development sessions as they help to motivate me. As a teacher, I know that there will always be new opportunities to learn and I encourage everyone to find their passion. – Heather Mosher (Faculty)

Entering my fifteenth year of teaching at Southridge School I continue to be deeply engaged with our school’s mission statement and this has recently resonated even more strongly with me as I completed my Master of Education in Physical Education from UBC. I can’t say graduate studies didn’t come without challenges as a full-time teacher and mother of two young boys, and there were times I questioned why I had decided to embark on this journey at such a demanding time in my life. However, looking back on the past two and half years, I am proud of my accomplishments and feel that I am better equipped entering into this new era of knowing, thinking, and learning, possessing a recent MEd. Often we are more comfortable in continuing along the same path, doing what we know best as that is how we were taught years ago. However, after embarking on this personal and scholarly journey, I have learned that there is always more to learn about our disciplines and how to approach those areas of expertise in new ways. When I began teaching at Southridge in 2000, I wanted to make a difference and impact the lives of my students. After recently gaining a refreshed and greater understanding of the changes in my field, I have discovered new innovative ideas to approach my teaching practice. This newfound knowledge allows me to feel confident that I am better able to guide our students in becoming lifelong learners. – Kara Wickstrom (Faculty) I have been in school a long time. I do not take lightly the privilege of access to excellent schools, open doors, and support to go after my goals. I am fortunate enough to wake up, eat a nutritious breakfast, and during my younger years, jump into a warm car and be ushered to school. Unfortunately, these are things that are easily forgotten. Through elementary, secondary, two undergraduate degrees, and my most recent master’s, I have had the opportunity of learning from brilliant minds. Yet, there have been moments where I am counting down to lunch.

During our educational journey courses are needed that may not have been our first choice—in content or instructor. It is in these moments though, that I experience transformation. Teaching is

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a career of passion, and as I sense my mind wandering, I focus on the teacher.

Where do they draw their passion from?

Why is this content what they have dedicated themselves to ? S e e k i n g to understand these things not only ups my engagement levels, but helps me to draw deeper meaning through understanding the perspectives of others. The ability to seek learning opportunities out of every moment is what it means to be to be a lifelong learner. The key is using every experience to grow. We grow in understanding of ourselves, the world around us, keeping our minds not only sharp, but also prepared for tackling the unfamiliar.

The transformative nature of education is something that we should never stop searching for, whether in a classroom, workshop, learning a new hobby, or simply an online search of a topic of interest. Constantly seek to better yourself in every opportunity that is presented, whether you deem it trivial or not. This one life we are given presents opportunities to become better every day, and a true lifelong learner—something that should not be wasted.

– Katie Reid (Faculty)

Has study, critical thinking and communication skills

My Exhibition group started off researching through books so we could get to know more about our topic. We also had a guest speaker come in and talk to our group about the service he does to help the cause. Later on in the process we also went on a couple of field trips to help us gain more insight into our topic. Analyzing information was overwhelming at first, and we had to interpret and

We Are All One synthesize all the information into a final presentation. It was especially difficult because there was so much information to go through and there was a time limit as well; this meant we had to find out which information was the most useful and which information was not as important. When researching and finding information we had to be aware of which books or websites would help us, and which websites and books did not help at all. I think learning about study, communication, and critical thinking skills was useful because it will help me later on in life, and the design process will also help me in my MYP years. This whole experience for me made me feel more confident in both public speaking as well as critical thinking which I am very proud of. – Neelam Rai (Grade 5) In studying for Exhibition we used the ‘sticky note’ method. This means writing down ideas, notes, and feelings on sticky notes, posting them on paper, eliminating the ideas that are not useful, and finding which ones are best for Exhibition topics. Some ideas for our sticky notes were good facts, but they weren’t good enough to become the topics for our speeches. We would take the really good information and turn it into topics for our speeches. We used the same ‘sticky note’ process for our Powerpoint, song, and practically everything. Sometimes it was really hard to stay on track. That’s where the mentors came in. They helped us figure out how to organize information, they kept us quiet and focused, and they helped us to decide how to split up jobs. They helped us organize our speeches, and gave us feedback and helpful comments. To get the notes and facts we used books, the internet, and field trips. After Exhibition, I felt more aware about what was happening around me. All the research we did really changed how I thought about the right to food. – Robin Lister (Grade 5) Slam poetry is a very unique form of artistic expression. It is a type of poetry which expresses a story and/or struggle, usually in an intensely emotional style.

The first time I heard a slam poem was at Speech Day in Grade 10, which is what inspired me to write my own. I have created six poems since then. The Slam Poetry Club at Southridge celebrates the artistic talent of poetry writers who would like to share their pieces at the Youth Slam in Vancouver. The Club goes to the Youth Slam on the last Monday of every month starting in Term Two. Members of the Slam Poetry Club do not have to perform. They may just attend Youth Slam to listen to amazing works of poetry. Youth Slam is a competition where teens perform their poems. There are two rounds to the competition. The first round, anyone can sign up. The second round is the final, where a select group of poets perform a second poem. Each poem is judged by a randomly selected group of audience members, and if you are pronounced the winner you receive a prize. If you wish to perform at Youth Slam but you do not want to compete, there is an open mic before the competition starts where anyone can perform their poem. I performed a poem last year during open mic and it was an awesome experience. I was a little nervous at first, but all of the nervousness was washed away by the passion I felt when delivering my poem. The poem that I performed was an original work titled “I’m Alright”, which is about struggles that you face and have to overcome in life when you feel like your best isn’t good enough. I received a heartwarming applause, and was asked to “PLEASE COME BACK!” which is what everyone chants after a new poet performs. If anyone is curious as to what slam poetry is, or wishes to perform, I strongly encourage them to attend a trip to the Vancouver Youth Slam with the Slam Poetry Club.

– Julia Bicknell (Grade 12) I’m a Junior at Columbia University studying Financial Economics and Math. When I came to Columbia, I imagined that I’d be studying either Physics or a subject along the lines of pure sciences. But it’s impossible not to be exposed to finance in New York and I was immediately fascinated by the study. Last summer, I worked as an analyst intern at an investment bank in the city and I loved the intense and competitive nature of the work. I am hoping to pursue a career in investment banking after graduating and eventually go back to school for an MBA degree.

– Chris Kim (Grad 2012) Mr. Brown, the founding headmaster at Southridge, required us to write speeches every year. Each student would have to present a speech in front of their class on a desired topic and the top students were selected to talk in front of the entire school.

As a secondary student, I was terrified of public speaking and dreaded the time of year when we had to start thinking of topics and preparing for speeches. I would complain to anyone who would listen about the uselessness of it. “When am I ever going to

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20 Years: Living Our Mission stand in front of a large group of people and present on a topic?” Regardless of my best attempts to avoid the situation, it was required. I would spend several sleepless weeks beforehand researching my topic, rewriting the speech and practicing in front of my family. My teachers were always very supportive, reviewing the speeches with me, as well as providing me with practice opportunities. Their ultimate goal was for us to feel comfortable in front of the class. Although I would rush through that speech as fast as I could, and I’m sure very few people could understand me, I survived every year. By Grade 12, I was not as nervous when it came to the presentation and actually looked forward to hearing my classmates and the top students talk. I can still recall some topics and remember the ease with which those top students presented.

On my first day at university, I understood just how important these presentations were. I had a great professor who was the worst public speaker. He interjected “umm” constantly, lost track of what he was saying, and spoke at an extremely fast rate, which made his lessons hard to follow. In my current career as a speech pathologist, I present on topics to large groups and hold discussions with clients and other professionals on a regular basis. I do not believe that my communication skills would be as good as they are today without the support and preparation that the staff and teachers at Southridge provided me with.

– Jennifer Matheson (Grad 2003)

Is a creative and independent thinker I am creative and independent when I dance Bollywood for my class.

– Nikil Saran (Kindergarten) I am independent when I am nervous but I know I will be okay because I am five now.

– Wade Oxley (Kindergarten) Creative thinkers make stuff that never existed before. I am being a creative thinker when I come up with my own ideas. For example when I made a flying canon car.

– Ben Schmidt (Grade 1) Creative thinkers use their own imagination. I am a creative thinker when I make beautiful pictures at school in art class and at home.

For example when I painted my selfportrait. When I am being a creative thinker I feel happy. It is important to be a creative thinker because it makes your imagination grow.

– Selina Jiang (Grade 1) Independent thinkers come up with their own ideas. I am being an independent thinker when I ask a question. For example, when I was in Kindergarten in the transportation unit I made an Annie SS with my Grade 3 buddy. When I am an independent thinker I feel proud of myself. It is important to be an independent thinker because it is a chance to share my own ideas and shine. – Annie Wu (Grade 1) Playing music helps me to express myself and my feelings. I like to play some music when I feel sad or happy. Playing music also taught me to have patience because you need to practice a lot in order to perfect your piece. – Wendy Du (Grade 9) In the summer of 2014, I worked as a software developer at Microsoft Research in Bangalore, India. The team I worked on focused on designing and building technology to improve the lives of underserved populations in low-income regions throughout India, and I worked as the lead software developer of an Android app

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We Are All One Southridge always encouraged me to be a creative and independent thinker, to find my passion and follow it. I remember having free reign of the art room, guided by Susy Baransky-Job, who taught me so many important ways of approaching art and design, many of which I still practice today. There are so many other skills, like public speaking, that I constantly find myself continuing to develop, building on top of what I learned during my time at Southridge.

Most of all, Southridge—not only as a school, but also as a community—helped guide me to believe in myself. To think for myself. To always pursue new knowledge and to make a difference.

– Alex Liang (Grad 2006)

Has a positive attitude during my time there. Coming up with the idea was a collaborative process, and the primary motivation was to help end the Maoist conflict in India by giving a voice to tribal populations by allowing them to communicate easily with different agencies through the technology we developed. My time in India was spent building the app, training the users (many of whom had low levels of comfort with technology) to effectively use it, and deploying the software in a pilot study.

The design process for the development of the app took both creativity and thoughtfulness on our part because we wanted to ensure we were developing it for the right context. Many of the targeted users of the app would have limited experience with smartphones; consequently, we wanted to make sure it was easy and intuitive to use. We were also very aware that the app would often be used in locations with unreliable data connectivity; this motivated our decisions to have good offline functionality. The experience taught me about developing a product designed for the user. It also allowed me to interact directly with the end users of my software and learn about their needs and expectations. It opened my eyes to the challenges facing rural populations in India and provided me with opportunities to grow as an independent researcher and engineer. – Krittika D’Silva (Grad 2011) It seems like just yesterday that I was ‘trekking’ with my classmates to the place that would become the base of our education and careers. Twenty years has so quickly flashed before our eyes and here we are, all grown up and looking back at our school—a community that still feels so much like home. We’ve since graduated, some three times by now, and it’s so exciting to see the various journeys that everyone has taken. If you told me ten years ago what I’d be doing today, I probably wouldn’t have believed you. Granted, my career path didn’t even exist. Running an online fashion and lifestyle media company and growing a personal brand is definitely not what you might expect from a Southridge graduate. However, interestingly enough, I’ve found that the many skills and values I learned at Southridge have been some of the most integral to my career. My day-to-day schedule is never the same. And no, it’s not an easy, nor stable path, but it’s certainly exciting, challenging and allows me the freedom to be a leader.

I am positive when I help shy kids make friends.

– Reya Dhami (Kindergarten) Having a positive attitude means being a good friend. I am showing a positive attitude when I am nice. For example, I tell them what is right to do. When I am showing a positive attitude I feel happy. It is important to show a positive attitude because you might not have friends. – Austin Chiu (Grade 1) Having a positive attitude looks like helping someone if they drop money. Or making someone feel happy. You will feel happy when you make someone feel happy. Having a positive attitude means being caring. I am showing a positive attitude when I pick up garbage. It is important to show a positive attitude because it makes someone feel good. – Anna Plante (Grade 1) Having a positive attitude means helping others. I am showing a positive attitude when I help my family make breakfast. For example, I show a positive attitude when I go to school and always try my best. It is important to have a positive attitude because it will make the earth better. – Luca Blandy (Grade 1) It was hard work because everyone in the group had their own ideas and it was challenging to get everyone to agree. I learned that you have to be patient if people don’t agree, and you have to talk things out and make sure everyone feels included. I felt that it was important to tell people about this very important cause, because Rick Hansen had a positive attitude. Even though he faced a spinal cord injury, he didn’t let that stop him from riding in his wheelchair across Canada. We always need to keep a positive attitude, even when you are scared or things are hard.

– Aubrie Shorrock (Grade 3)

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20 Years: Living Our Mission By the end of our trip our group had faced many good and bad experiences. We became more open-minded and began to see the good that came from the bad. I think that all of these experiences were meaningful to everyone in our group because it brought us together. I’d have to say that even though many people complain about Strathcona, it has been one of my best experiences yet.

– Julia Tregobov (Grade 9) Thanks to Strathcona, I was able to leave my comfort zone and create bonds with so many great people.

I will never forget the moments at Strathcona and all of the fun experiences.

– Ben Smith (Grade 9) When we were packing for our out-trip we all brought our supplies to one room so we could help each other pack and make sure we had all the necessities. Even though it was the beginning of the week we were already starting to bond. In the canoe we would all yell “row” at the same time to make sure we paddled at the same time to get to our destination quicker. We always worked together to solve problems. Everyone would put in an equal amount of effort so no one was left with all the work. The way we all bonded was very meaningful to me because I never felt out of place or had to fight for attention. – Elizabeth Eggertson (Grade 9) Strathcona was a place that I am proud to say that I loved wholeheartedly even when it was nothing short of miserable and cold.

– Emily Tees (Grade 9) Thirteen years ago I proudly crossed the stage a Southridge graduate. More recently, in September 2014, I proudly returned to Southridge as a senior social studies teacher. My former history teacher, the man I credit with sparking my interest in the social sciences, has a desk to my left. It’s both strange and awesome.

In my time away from Southridge, I pursued my education, taught for five years, and started a family. My wife, Caity, and I have spent time in Calgary, Windsor, Vancouver and New York City. We are now happy to be back in Surrey with our two sons, living close to family and establishing ourselves where we feel comfortable.

Since returning to Southridge, it’s been fascinating to watch the school pulse with activity. No doubt a bigger and busier school than when I left in 2001, it’s still the forward thinking, lighthearted community that formed a good part of me back then.

It’s incredible to see the sorts of things the students do. The sports, the clubs, the service endeavours, the arts, the creativity. It all amazes me. In the first few months back at Southridge I’ve already watched students build character at Strathcona Park, pull a six-foot sturgeon from the bottom of the Fraser River, serve lunch at a Surrey soup kitchen, and host both an open house evening and a CAIS accreditation visit with warm hospitality.

In the classroom, students have impressed me with their communication skills. I suspect that discussion-based classes play a large role in this.

It requires preparation, but a good class discussion leads to all sorts of knowledge and skill development.

I have tried to bring my fondness for technology into the classroom at Southridge. In November, my students reached out to a former military officer using an audio/video software called Voicethread. This Voicethread project was then sent to him via Twitter. He listened and responded, telling the students that their writing “moved him to tears”. There are those communication skills.

It’s been fun connecting with my former teachers and new colleagues. My classes, my advisory, the Model UN club, the outdoor education trips, my hallway duty and more, have introduced me to a great group of students.

Much has changed as the school enters its twentieth year, but the important things like community, expectations, and character have not. I’m very happy to be a part of it again.

– Darren Jones (Faculty and Grad 2001)

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We Are All One Seeks their passion Southridge encourages me to seek my passion. My passion is to be a lawyer. Southridge encourages me to be a lawyer by encouraging me to interact with others so I’m not afraid to talk to others now and for future times. Social and self-management helps me control my feelings, they also help me socialize with others. Seeking your passion is important for believing in yourself.

– Danica Kidd (Grade 4) At Southridge they encourage me to seek my passion. My passion is art. In art class they teach us to use different materials. We also do art in class for model-making, free time, math, and drawing for stories. We use art in math when we write our names on graph paper. We use art in free time because we make crafts like a popsicle stick house or a picture made out of pompoms. We also use art in projects like when we had to write a system on a poster board. The system I did was a grocery produce section. I am encouraged to be passionate.

– Elle Radu (Grade 4) All the presenters were very passionate about their careers. This motivated me to think about my own path and to make sure I am just as passionate at whatever it is I decide to get into.

– Michael Hammer (Grade 11)

I now attend UBC, studying a slew of subjects, but finding myself most interested in economics, political science, film, and creative writing. As you can see, some of my interests do not relate to one another, and I doubt that I will ever find a career that perfectly encompasses all of them. However, the moment that a ‘Political Economist Who Critiques Films on the Side and also Writes Novels’ (finally) becomes a universally recognized profession, I will be all over it. Fortunately, throughout my time at Southridge, I never felt like I had to choose among my pastimes; I was encouraged to pursue each interest to whatever depth I desired, knowing that we are greater contributors and greater achievers in our areas of interest.

Southridge allowed me to succeed as a thespian, while giving me the opportunity to win a Provincial Championship in soccer and challenging me to participate in the International Independent Schools Public Speaking Competition. Teachers at Southridge encouraged me to participate in numerous service activities, such as a service trip to Guatemala and sturgeon conservation fishing, yet, they never let me get behind on my schoolwork. Southridge enables you to develop a deep connection with each pursuit, while subtly ensuring that you are excellently prepared for whatever challenges life may throw your way.

I have maintained my interest in theatre by joining my residence musical theatre club and I have a leading role in our upcoming production of Seussical. I have kept up with my community service by partaking in fundraisers supporting Ronald McDonald House, Arthritis Foundation, and Girl Guides of Canada. My love for sports carries on, as I am a member of intramural soccer and volleyball teams.

With the help of Southridge, without sacrifice, I was able to take each one of my fickle and arbitrary hobbies, and cultivate them into passions—passions that I am confident will serve me well, and that I will treasure through my life. – Abby Wells (Grad 2014) I remember my first ‘real’ day as a journalist; it was December 14, 2012—at the time I was mid-way through an internship with the CBC. My morning assignment was to attend the unveiling of the 2015 FIFA Women’s World Cup logo at BC Place with a cameraman, and interview some of the players from Canada’s Women’s National Team.

By the end of the day, I was speaking to people on the other side of the continent—witnesses, family members, and first responders— about one of the U.S.’s most tragic days in recent history, the Sandy Hook Elementary shooting.

A far cry from my aspirations to become a doctor coming out of high school.

There’s a somewhat lengthy and detailed story of events with twists and turns, highs and lows, successes and failures, that properly explains the drastic change in career path, but what it boils down to is this: after losing interest in my studies in the sciences, I took a chance on the journalism program at BCIT, simply because I thought it would be cool to be a sports reporter.

Fast-forward three years and the idea has become a reality. The desire to be involved in sports remains, but in the pursuit of that goal I’ve found much more. I found an environment in which I’m always being challenged, where I’m constantly learning new things about my community and the world, and where every day really is (for the most part) a new adventure.

At times it can be demanding and difficult; covering tragedies is the toughest. But that’s part of the appeal—calling people halfway around the world because a plane has disappeared, speaking to aid workers fighting the outbreak of a deadly disease—it’s being able to share people’s stories and having the power to educate everyone who watches about what’s going on around them.

That being said, it’s certainly not for everyone. The newsroom is no place for the timid—it’s a high-energy, high-pace, high-pressure environment—you either sink or swim, and if you manage to stay afloat, it can be one of the most rewarding experiences a job can offer. – Matthew Low (Grad 2009)

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20 Years: Living Our Mission When I graduated from Southridge it was a pretty easy decision to study physics in university: I dislike biology, I thought chemistry was too messy, math too abstract, and I was absolutely, horrendously terrible at any and all social sciences. More importantly, my reasoning went, physicists get to study space, something that I have been fascinated with for as long as I can remember. I soon learned that physics also involves writing an awful lot of papers (Gah! Social sciences!), doing an awful lot of thermal dynamics (Gah! Chemistry!), as well as an awful lot of tricky mathematics (no surprise there). It does still involve space though, and studying astronomy and astrophysics was absolutely the highlight of my degree. I applied to graduate school in order to move away from pure physics and learn more about the handson aspects of space exploration. I’m completing my MSc in Space Engineering right now, and it’s fantastic to be able to focus on my favourite subject full-time!

I’m currently working on improving light capture rates in solar cells for small satellites in order to generate more power while in orbit. Throughout the course of this project I have been given the opportunity and encouragement to study spacecraft dynamics and control (Gah! Math!), build satellite guidance systems and design and use nanotechnology (Gah! Chemistry, surprisingly). It has been an absolute blast to learn about so many new subjects, including ones I didn’t expect to ever learn about, and I have found graduate school to be very rewarding—even if it does feel weird to still be complaining about midterms at my age!

I’ll graduate in August and I plan to continue my studies as a PhD student designing the scientific payload for another small satellite. One day I hope to design missions of my own or work on big interplanetary missions to Europa or Venus, but for now I’m just happy to continue learning about space.

– Hugh Podmore (Grad 2008)

After six and a half years of undergraduate studies, I am finally on the home stretch of acquiring a bachelor’s degree in Mathematical Physics. This may seem like a long time, and trust me, it feels just as long as it sounds! However, the decision I made a few years ago that led to these circumstances is something I’ve never once regretted. After finishing high school at Southridge, I

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think I was like most 17-year-olds in that I had essentially no idea what I wanted to do with the rest of my life. To avoid being plunged into the real world, I considered the idea of going to university to be a comforting alternative. I started a math degree at the University of Waterloo because it was my best subject at Southridge, but not because I was passionate about it. I picked a major on a whim in second year only because it was required, but I was still very uncertain and had no concrete future goals. All of this changed over Christmas 2011 after reading one short book that my uncle gave me. It was The Grand Design by Stephen Hawking, and it was amazing. I was blown away by the kinds of things scientists had discovered that were beyond anything I had ever even contemplated. I was left with a burning feeling of appreciation and awe for both the complexity of our world and the mystery of the cosmos, a feeling that still hasn’t faded four years later. After The Grand Design, I continued binge reading popular science books over the next several months until finally I realized that I wanted nothing more in life but to become a scientist myself. Despite being only a year away from graduating, I changed my major and started taking first year physics classes. Now in my seventh year of my undergrad, I am in the midst of applying to a physics master’s program at UBC and am intent on eventually getting a PhD. I look back and am still so glad I trusted my instincts and made that choice. Sure, I took a little longer to finish than all of my other friends (well okay, almost double the time!), but when you compare two or three extra years of school compared to how it will affect the rest of your life, then I think the sacrifice is obvious!

Finding and then pursuing something you love is something that I believe will always be worth it, and I feel so lucky to have been able to find mine.

– Melanie Chanona (Grad 2008) I didn’t quite realize how incredible Southridge was until my early university days. It was as if that “Big Yellow Taxi” song by the Counting Crows was playing in the background constantly. “Don’t it always seem to go that you don’t know what you got ‘til it’s gone?”

It was only by contrast that I knew the extent to which Southridge provided an incredibly open, supportive, and collaborative learning environment to seek my passions.

Sure, I had an idea. Drawing from my general knowledge and expectations coming from Tynehead Elementary, a small Montessori school, it was clear that the dedicated staff at Southridge invited you to really get involved. It was like a teenage amusement park where you could take all the rides at no additional cost. We had a remarkable amount of resources and options considering the size of the school—Jazz band, rugby, debating, you name it. But living in a community where all teachers, coaches, conductors, and mentors collectively bought into your personal quest for fulfillment—that was an amazing gift.

We Are All One What I didn’t realize was that university professors, coaches, conductors, and mentors would consistently demand your highest priority. Their pursuit was the most important. Juggling several passions would now require some tough choices. Lucky for me, the flexibility and diverse options at Southridge allowed me to develop my own hierarchy of interests early on. I didn’t have to ‘guess’ which priorities would be the best choice, like so many of my university colleagues, because of my years of play at Southridge. I was even more prepared for a post-secondary education than I thought.

See, I was lucky enough to recognize at such a young age what an incredible opportunity it was simply to be at Southridge. And when the beginning of the year presented an adjusted set of schedules for the buffet of passions that Southridge supported, I loaded my plate.

Even when I bit off more than I could chew, the support structure was there for me to learn my lesson and move on.

What I see now is that my ‘passions’ became more interesting and fulfilling as I developed my skills further. By trusting the advice to get involved and listening to my talented mentors, I steadily increased my proficiency as an artist, speaker, and writer. By pushing myself as a student, I was able to develop a multitude of passions that I continue to pursue to this day. My decision to make a living as an artist, designer, and speaker was a no-brainer after years of consistent lessons about ‘following your passion.’

In some sense, Southridge not only taught me and helped me to seek my passions, but also steadily developed my passions within me.

– Aquil Virani (Grad 2008)

I was really inspired by the discussions we had in our classroom about people with serious illnesses and disabilities. I decided that I needed to make a difference too! I saw the opportunity when I found out that our school would be raising money as a school for Cops for Cancer. I wanted to contribute a little extra, but I did not want to take the money from my mom or dad. I wanted to show that I could make a difference by raising some money myself. So I decided to do this by baking and selling brownies to my neighbours and using my allowance money as well. I was thrilled that I had this opportunity to present to the Cops for Cancer and I could not help feeling grateful and excited. My teachers were very encouraging and I was very fortunate to have their support. This experience has taught me that I should never give up and stay committed to any cause I believe in. – Raeya Somani (Grade 3) At Southridge I am encouraged to be someone who believes in the values of truth and respect. I can be respectful when someone asks a question—I don’t ignore, but I answer them politely. I can also be respectful by picking up garbage at recess to keep our school environment tidy. I can be truthful by telling the teacher if I didn’t do my homework. We are all truthful by trusting each other.

We don’t have locks on our lockers because we trust one another.

I think no schools should have locks on their lockers. This is our mission. To become even better than we are by going beyond what we need. – Suvaan Bhatha (Grade 4)

Believes in the values of truth, tolerance, compassion and respect Sacrifice does not mean giving up something for nothing; it means giving up one thing for something else we believe is worth more. I believe in the values of truth, tolerance, compassion, and respect. Sacrificing not only gets you to your goals, but hones and shapes you as a person along the way. For casual day I decided that I was going to make a difference and raise money for the Rick Hansen Foundation. I decided to do this because I thought it would be better for the people that have spinal cord injuries and it would increase the technology to help them.

When you believe you can have whatever you want, without giving up anything in return, you can never fully embrace and enjoy your choices.

– Zaira Hundal (Grade 3)

It was such an eyeopening experience to see what an impact my small effort made on someone’s day.

I could tell that I made a big impact on their day. I feel like my service was completely worth it, and I would be interested in volunteering at the residence again sometime. Generally, I had a great time volunteering at the residence, and I went home each day with a warm feeling in my heart. – William Lauzon (Grade 10)

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20 Years: Living Our Mission Unfair circumstances lead to many people suffering every day. Living in a prosperous country, many of us say we are going to ‘be the change,’ however those words are rarely followed by actions. This isn’t because people aren’t compassionate and thoughtful, I think people want a simple way to help each other, but they get lost in the ‘how?’ MicRoh Financing can change that.

We have built a sustainable model that provides startup capital and business advisory services, to open doors for those who need it most. With 100% of every dollar donated going to the program! Help me change lives—forever!

– Rohin Buttar (Grade 12) After graduating from Southridge, I drove across the continent with my dad to begin my time at Harvard University. Although I was excited for this new chapter in my life, I knew that to succeed I would have to stick to the values I had learnt at Southridge: those of truth, tolerance, compassion, and respect. During ‘Shopping Week’, I discovered the Department of African and AfricanAmerican studies and immediately knew I had found my academic home within the African-American studies track. Like Southridge, this department deeply values integrity and the importance of personal development alongside academic development. I found the interdisciplinary classes to be relevant, applicable, and interesting, spanning the fields of medicine, sociology, literature, film, psychology, statistics, technology, and public health policy.

Not only does Harvard University currently have an impressive monopoly on African-American Studies professors, but the small department means that students have an incredible opportunity to become close with these world-renowned academics. This has meant that I can now consider people like Professor Henry Louis Gates Jr. a friend. I am also working on a secondary in ‘Ethnicity, Migration, and Rights’ with a focus on Native-American studies.

Here, in addition to my academic work, I am a member on the Student Advisory Council and advocate for more classes and faculty focused on the field.

Since arriving at Harvard, I have played on the club basketball team and had the opportunity to participate in tournaments all over the northeast and to travel to other Ivy League schools.

This year I joined WHRB, the Harvard radio station, and hope to soon have a one-hour Hiphop/R&B/Reggae show on a Saturday or Sunday night. This coincides with my academic work as a Research Assistant at the Hiphop Archive and Research Institute at the Hutchins Center for African and African-American Studies.

Here, alongside collaboration on multiple exciting and innovative projects, I am working on developing a public, online ‘Hiphop Civics’ curriculum for American youth focused on recent events in Ferguson, Missouri. Through this position in the department, I helped host the 2014 W.E.B Du Bois Medal Ceremony and the opening of the Ethelbert Cooper Gallery of African and African-American art. This meant I had the honour of showing

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Oprah Winfrey, Shonda Rhimes, Steve McQueen, John Lewis, Harry Belafonte, and Harvey Weinsten around a truly ground breaking exhibit. On top of this, I’ve been fortunate enough to work with Jon Huntsman, Alex Blumberg and Adam Davidson on a leadership conference in Shanghai, China and meet NFL superstars and thinkers, Richard Sherman, Larry Fitzgerald, Arian Foster and Domonique Foxworth at an on-campus discussion on the intersection of sports and race.

While I’m not sure what lies ahead, I’m excited to continue pursuing my academic, athletic, and artistic passions at Harvard University and beyond, whilst sticking to the values that drive and guide my work. – Lauren Bromage (Grad 2013)

After spending the summer working in the Yukon, I am getting back in the routine of school, pursuing a Masters in Community Health.

Within a week of being back at it, I found myself coordinating a student-led mental health initiative on campus, a chapter of a national organization called the Jack Project. It is an incredible group, focusing on the five in five (we all have mental health) and working to reduce stigma around mental health/illnesses on campuses. It is something that I am quite passionate about, as I have had a number of friends who are dealing with or have dealt with mental health issues over the years, and I believe it is something that everyone can relate to, whether through direct experience or knowing someone. Our group takes a unique approach in our efforts, planning fun and unique initiatives (i.e. snowshoe baseball or designing ‘punny’ mental health coffee sleeves) with the aim of starting conversation, rather than more conventional or structured ways of raising awareness, in order to reach the largest population. As such, it has been a real

We Are All One opportunity to learn more about mental health and interact with a diverse group of students, faculty members and administrators that share a collective goal of reducing stigma around mental health on campus. We all make efforts to take care of our physical health but far fewer consciously take care of their mental health on a regular basis. Whether it is going to yoga, drawing, going for walks, listening to music, or getting a coffee with a friend; what do you do for your mental health? – Valerie Ward (Grad 2010) I started reGrow Foundation last February with three other classmates from BCIT’s Sustainable Business Leadership program.

We realized throughout the program that there was a lot of talk about sustainability, but not that many organizations were taking any actions to work towards it.

There is increasing talk surrounding sustainability, the environment and ‘going green’ more than ever. But that is all it is…talk. reGrow’s goal is to be more than just a think tank; we aim to create actionable and immediate change. We (as in global communities) don’t have time to keep talking and talking, we need to make meaningful, positive change. We completed our first event, December 3rd 2014, at the Vancouver Public Library. It was a great success, filling the room with people from all walks of life. We invited a panel of Vancouver’s leading sustainability professionals to discuss Zero Waste, the new Metro Vancouver organics disposal ban and how it will affect us as individuals and as a global community.

Our next steps in taking action towards Zero Waste is to help businesses implement Zero Waste into their organization. We are currently working with the largest credit union in Canada to pilot our ‘Smarter Garbage’ system, to help their branches meet and exceed the organic diversion targets set forth by Metro Vancouver.

Also in the works is consulting with a chain of locally owned coffee shops in Vancouver to implement Zero Waste sorting stations and optimize their operations following the sustainability frameworks.

– Andrew Gee (Grad 2010)

Marika’s story inspired us to want to help with the Rick Hansen foundation’s goal. We gave up several recesses to brainstorm ideas of ways we could help. We asked Ms. Murchie if we could set up a casual day and collect a toonie from each student. We were proud to present Marika with a cheque for the foundation at assembly. I know that getting around day-to-day is easy for people who don’t have a disability, and it was a rewarding experience to help others that face challenges. – Levi Leach (Grade 3) In our unit we studied how circumstances affect our attitudes and behaviour. We learned about people like Rick Hansen, who faced a challenge and became inspirational. Many people face difficult situations and find life hard at times. We wanted to share warm words with students and parents to spread positivity. I felt happy and excited to share these powerful messages. I hope we made people’s hearts stronger and more caring.

– Gavin Bassi (Grade 3) This year, the Grade 3 students decided to take action to make others happy. We came up with our own inspiring words to put on slips of paper. We handed them out in the Great Hall and the parking lot. It felt very rewarding because I saw people smiling because they knew that we cared about them.

– Austin Hexter (Grade 3) We wanted to raise money for people who were facing a disability so their lives could be easier. But collecting casual day money was not enough for me. I wanted to do more than just collecting money.

I wanted to do more to make a difference. We decided to invite all the Grade 3s to write inspirational warm word tickets to hand out to parents, teachers, and other students. We just wanted them to smile, keep them, or pay them forward. Making a difference by doing the simplest thing as writing an inspirational note can give a smile that can be passed on and can make a change to the world.

– Sevina Khangura (Grade 3)

Understands the sacrifice and rewards of community service In October 2014, the Grade 3 classes pursued an inquiry theme about the challenges people face and how it shapes who they are. They learned about Terry Fox, Rick Hansen, and Marika—a guest speaker from the Rick Hansen Foundation who faces the challenge of being a paraplegic. Many Grade 3 students were inspired to take action:

To me, service is very important. Service could mean something as small as comforting your friend, to starting an organization to raise awareness and money for a good cause. Service is an act of initiative that sacrifices some of your personal time in order to help others. For my four years at Southridge, I have done a lot of service. I signed up for jobs like science monitor, art monitor, recycling, Food Fridays and peer tutor in order to help my school and community.

I mostly enjoyed being a science monitor because I love animals and taking care of them. I am also an art monitor. Every day four I sweep the floors and organize supplies so Ms. Janzen can get ready to teach the next class. As you know, art supplies take a long time to set up. It is great to be able to give a teacher a hand like that. Peer tutoring is another service job. Older students

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20 Years: Living Our Mission help younger students who are struggling in a particular subject. For example, I help Grade 4 students in music by showing them the correct fingering for the recorder.

I really like these service jobs because they truly enrich my day. I also learn new information, especially from the science lab. I also did my own service project in Grade 5 with some of my friends for the Vow of Silence. As a team, we raised awareness for girls’ opinions and thoughts to be heard. I would be very depressed if my freedoms and rights were taken away. As part of the process, we did some announcements at our assemblies and encouraged everyone to be silent for one day. This was my first service project, and I felt a little nervous on stage. I gave up time when I could be playing or doing other hobbies, but instead I prepared for assemblies.

All the work paid off, though, with the influential presentation at assembly. All the awareness-raising and posters led to a fantastic result: almost every single person in the junior school participated and knew exactly why we were keeping silent for a day. Our group felt surprised and proud because we influenced so many students and teachers to honour the Vow of Silence and take a stand for the rights of girls. – William Liu (Grade 7) One of my favourite memories from my time at Growing Together Daycare was hearing how much of an impact our Christmas hampers have on the teen moms. Even though these are such a help to the moms, we found out that there are items they need more than some of the items we give them. Therefore, this year, we worked towards changing the Christmas hampers. This allowed for the hampers to have an even bigger impact than they have ever had. Therefore, I feel that my time was used to the best of its potential as I was able to make many long-term positive effects on the Daycare. – Kyla Davies (Grade 10)

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Through Leadership Experience Week I have learned the importance of service and giving back what the community gave to you. Throughout the week I removed blackberry bushes and ‘policeman’s helmets’. At first I was confused why these plants are harming our environment and how killing these plants would benefit our community.

But invasive species harm our environment because they alter the food web in the ecosystem and leave other creatures hungry.

I felt during this week that I was helping the environment and contributing to saving the world. – Ronik Jagpal (Grade 10)

Since entering Southridge in Grade 8, I have been introduced to a number of different service opportunities. From volunteering at Semiahmoo House dances to taking part in an international service trip to Guatemala, I have truly immersed myself in every experience. As a result, I have been able to form meaningful relationships with local charities that I hope to foster for years to come. Community service was initially an outlet for me to get to know other students but it has led to so many unforgettable and rewarding experiences. I remember my very first ‘real’ volunteering experience at the Semiahmoo House picnic. I was the only Grade 8 volunteering and I did not know anyone else at the picnic. I was a bit nervous; however I still decided to go. Through this experience, I was able to get to know other Southridge students and for the first time I felt empowered to make a difference in my community.

Service has been a vital part of my high school experience. Some of my fondest memories are the times I shared with my peers in Guatemala, where we helped build a playground for an orphanage.

I have also been fortunate enough to be part of a collaborative and supportive group of students through Service Club at Southridge.

I have been able to share my ideas and support other students’ initiatives. This sense of community has helped many school-wide service events succeed. Watching students come together to make a difference for events like TREK and the 30-hour famine

has truly been inspirational for me. Through experiences like this I have discovered a passion for community service and it has even led me to consider a career path in medicine, where I hope to make a difference in many peoples’ lives. After graduating, I plan to continue to volunteer both locally and internationally. One day I hope to travel to third world countries with Doctors Without Borders, an organization that treats people where the need is greatest. My passion for community service will continue to motivate me to make an impact in the lives of others.

– Iksha Kumar (Grade 12) I am currently working as a Child Protection Social Worker for the Ministry of Children and Family Development in communities in northern Vancouver Island. My role is to work with children and their families to assess safety. We work to create situations of emotional and physical well-being so that children feel safe and families may prosper. While completing my Bachelor of Social Work degree at UBC I began to work with women’s shelters and transition houses. This allowed me to expand my perspective on the need for compassion and empathy towards others. I learned to seek the value of all individuals and how to communicate to them what I saw. After graduating I accepted my current position on Vancouver Island. Working in these communities has given me the opportunity to build meaningful relationships with an array of individuals. Discovering and respecting the capabilities of individuals, families, and their communities is a key component of my work. People are capable of incredible change; being able to witness and support that change is an incredible experience.

My years at Southridge taught me to appreciate my privilege and social location. Through projects such as Christmas hampers we were taught to give back to our communities. Through experiences inside and out of the classroom I learned that everyone has something to offer, sometimes it is immediately apparent and other times it takes time to discover. Either way, it is of great worth and must be valued. – Rachel Levy (Grad 2004)

We Are All One Has an appreciation of, and desire for, lifelong physical activity and fitness I love sports! I’ve loved sports for as long as I can remember. Sports are a great way to be active and learn a lot of different skills. You get more coordinated and you learn how to play by the rules and play fairly. These are important lessons for everyone to learn.

You also have to persevere and never give up when you are doing sports. I also play a lot of sports at Southridge. We learn new sports like volleyball and badminton in gym and we play active games in Daily Physical Activity. At recess and lunch I love playing sports on the field. My friends and I play football and soccer. They are a great way for us to be active and have fun too. I’m really excited because next year I’ll be able to join school teams like cross country, swimming and track and field. – Alex Palm (Grade 2) Ever since I can remember, I have loved physical activity: basketball, soccer, rock climbing, running, hiking, swimming, biking. If it’s active, I love it! It makes me feel good to see myself improve in sports and physical play.

Being physically active is fun. It’s fun to compete.

It’s fun to run fast, climb high, feel the wind and be outside. I want to be physically active my whole life. Being active gives me energy and keeps my body healthy.

My favourite sport is soccer. I have been playing since I was three years old. I cannot wait to play soccer for Southridge School!

– Talia Partovi (Grade 2)

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20 Years: Living Our Mission Bump…set…spike…yay! The Southridge Grade 7 Girls Volleyball Team finishes off their season with a dramatic win over West Point Grey Academy for first place in the ISEA Championships.

What a season! Despite being sad that the volleyball season has come to an end, this has given me time to reflect on how much I enjoyed playing with my team and being a part of Southridge sports. Our season started strong with the selection of incredible teammates who work well together, communicate, play hard, and enjoy each other’s company. We encouraged each other to play with intensity while having fun, and it paid off with a big win. I hope that we can continue playing together on other Southridge teams. This year our team had the opportunity to travel to Calgary to compete in two tournaments. In the Grade 8 tournament, our team placed third. In the Grade 7 tournament, our team placed first! Most importantly, this trip was about bonding with each other. From travelling on a plane, sleeping at a hotel, dining out, and being away from our families for three days, we giggled, shopped, and played our hearts out. We all grew as students, players, and people. On and off the court we maintained a great attitude about the games and each other, which is why I think this trip was a positive experience for us. Being a part of Southridge sports has taught me to have appreciation for a wide range of different athletic talents. Southridge is committed to developing well-rounded athletes in all types of sports. Being an athlete at Southridge has encouraged me to play fair and be respectful of others during any activity. More importantly, Southridge has taught me how to work within a team environment and to work well with others in anything that I do inside or outside of school.

– Jayda Anderson (Grade 7) I have always been attracted to the idea of being outdoors. Especially having grown up in Canada, I have been immersed in the vast expanse of territory we call our backyard for my entire life. The Southridge Outdoor Education Program, which I must say is fantastic, has only aided in my ability to continue my immersion in these types of activities.

Having had the incredible opportunity to take on the role of Outdoor Education Steward, I have been able to contribute to a program which I feel is cardinal to the well being of our school. One important goal of mine was to ensure that students had maximum exposure and awareness of the opportunities available to them. This has, in turn, encouraged many somewhat timid trip attendees to go out and take a risk to experience something new. Outdoor Education trips are not only a great way to stay in shape, but they help to build one’s character— yet another benefit! While Southridge is primarily a place of academia, physical activity also has quite a foothold within the hierarchy of student pursuits. It provides a vital escape from the rigorous workload and is a good way to alleviate stress.

My involvement in this program has been extremely beneficial to me, as it has further developed my love and passion for the outdoors. I have learned so much from these opportunities, and I plan to continue with journeys of my own for as long as I can manage. I am assured by the excellent support for the Outdoor Education Program that many students intend to do so as well.

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I would encourage anyone and everyone to, if you have not already done so, set aside some time to delve into the many natural wonders our planet has to offer. – Jake Strecker (Grade 12) After a transformative weight loss while attending Southridge, I fell in love with fitness, nutrition, and health. I decided to pursue a degree in physical health education where I graduated with honours from Queen’s University. After my degree I pursued certifications and interned with physical rehab clinics and fitness facilities to learn and specialize within my craft. The great teachers and role models I had at Southridge inspired me to question conventional wisdom and to create something for myself. After my internship I decided to move to Toronto and to open my own business in the health and fitness industry. I have recently partnered up with a business owner and now run a dedicated preventative health facility. – Maverick Wilson (Grad 2008) As an Ironman triathlete, personal trainer, and yoga instructor, I have always had a passion for health and wellness. After completing my undergraduate degrees at Queen’s University, I moved to Banff, AB, where I was able to improve my endurance athletic abilities to compete in Ironman Canada in 2011. I moved to Toronto shortly after finishing my first Ironman to pursue my dream of becoming a Naturopathic Doctor. I’ve now completed three and a half of the four years of the Naturopathic Medical programme at the Canadian College of Naturopathic Medicine and have embarked on my clinical internship—I’m currently accepting new patients! With my extensive experience as a personal trainer and yoga instructor, and strong undergraduate background in Kinesiology and Life Sciences from Queen’s University, I am confident that I can help a variety of patients with specific, individualized, concerns in their journey to achieve their health goals. I have been focusing my practice thus far in sports medicine and clinical nutrition, working with athletes of all abilities to optimize their sport performance, recover from injuries, and achieve balance in their lives. ‘Balance’ is a word that comes up a lot in Naturopathic Medicine. As primary health care providers, we look at all facets of well-being, including physical AND mental health, to create the basic terrain for an individual to achieve wellness. It’s interesting, because at the foundation of my Southridge education was what used to be referred to as the ‘Four Pillars’; these included athletics, service, fine arts and academics.

This broad foundation, which is now encompassed in Southridge’s mission statement, is similar to this idea of finding balance in life beyond high school. Balancing all the areas of one’s life, in a way

that works for that individual, will produce a foundation for the optimal conditions for health. Southridge laid the initial foundation for me to juggle several areas of my life to achieve a well-rounded state of balance. Presently, I continue to participate in HalfIronman triathlons, as well as work with my personal training and yoga clients. Physical activity, athletics, movement and sport will always inspire my personal wellness goals as I continue to build my career in the sports medicine community.

– Briana Botsford (Grad 2005)

I am a yoga therapist and teacher living in Vancouver, BC. I work at Diane Lee & Associates physiotherapy clinic, offering one-onone yoga for structural, mental, and emotional therapy, and teach group yoga classes at Vayusha Yoga Studio in South Surrey. I am also the Director of the 300-hour Yoga Therapy Program with the Vancouver School of Yoga, which I am currently developing (set to launch mid-March 2015).

Since graduating from Southridge, I have earned a Bachelors of Arts in English Language (2009) and a Masters of Management (2010) from UBC. After graduating from university, I worked in Communications at Odgers Berndtson Executive Search firm. It only took six months before I realized that working at a desk was not for me. Growing up as a competitive dancer, movement has always been a passion of mine and I desired a profession that would enable me to be active in both my mind and body. Shortly after leaving my corporate job, I enrolled in yoga teacher training at YYoga Teacher’s College. Having a highly academic background, this was a shocking change of careers to many people in my life.

However, my teachers and parents always encouraged me to follow my passion and suggested that I would be successful as long as I loved what I was doing. It was the best decision I could have made. About a year ago, I completed my Diploma of Yoga Therapy from Pacific Rim College in Victoria. My life is now filled with movement, learning, teaching, writing, and creating. I am fortunate to be able to work with others to help empower them with the skills and knowledge necessary to feel and move better in their bodies, creating more ease in their bodies, minds, and lives.

– Chelsea Lee (Grad 2005)

We Are All One Appreciates the arts and their contribution to a richer life My experience with art has contributed towards a richer life by allowing me to express my feelings through a variety of different ways. Through drawing, painting, and sculpting, I can express my emotions and feelings by putting my heart into whatever art piece that I try to create. Sometimes how I am feeling is represented in my art work, from being sad to being overjoyed with happiness, and everything in between. Art has allowed me to be free spirited and show everyone who I really am on the inside by creating beautiful pieces. Also, art has contributed to a richer life by allowing me to take pride in my artwork and appreciate many others, by visually seeing these pieces at galleries, museums, and even my friend’s home. Art to me is like living my dreams on a piece of paper and letting my imagination flow. I believe that art is a really great way to express your feelings and allows you to take pride in being creative, imaginative, and unique because your pieces are just that—your one of a kind masterpiece! – Alyssa Wellar (Grade 6)

The first time I was introduced to French was in Grade 3 at Southridge School. At first I was a little nervous but I grew to love speaking French. With practice, I became more confident and more experienced with speaking and writing in French. My favourite project this year was making a French birthday card for a fellow classmate. I can’t wait to attend senior school where we will travel to France and be part of the French culture and hopefully meet new people. Using my French skills I will be able to order food, navigate through the country, and be able to speak to the local people. Merci beaucoup to my great French teachers Madame Kapetanovic and Madame Boyle.

– Elizabeth Stewart (Grade 7)

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20 Years: Living Our Mission Music has impacted my life by teaching me to be selfless. You have to hold up your end of the band in order to sound good. You always have to trust each other to do the same. You have to listen to each other to make sure you are playing the same volume and rhythm.

Everyone has to work together.

– Elizabeth Eggertson (Grade 9) Playing music has been a part of my life for as long as I remember.

It helps me not to be stressed and is really enjoyable, even if you aren’t the best at it. – Sophie Maskall (Grade 9) Playing music has completed my life with joy. Music has inspired me to be better and overall do better. – Aurin Brar (Grade 9)

Art is a place you can show your imagination and creativity. You can express it in different ways other than just words. Art has contributed to me in several ways. First, art motivates me to learn. If you appreciate art, you are a deep thinker and have a better understanding of subjects. Whenever the teacher brings up a new unit, no matter if it is volcanoes or anything else, the mention of these subjects will make me paint a picture in my mind to remember the subject as clear as possible without just words, but having a visual idea as well. Whenever I read, all the characters and events happening in the book feel like scenery unfolding in my imagination. The scenery makes me get a crystal clear understanding of what is happening. No wonder people turn books into movies, as the book really brings out a vivid idea.

I am lucky to be able to travel to so many different places with my family. When I went to the La Sagrada Familia last summer, I was amazed at how stunning Gaudi’s art was. For the time he existed, he made that masterpiece and now it is still counted as a legend. Gaudi’s artwork is so eye-catching that it makes people feel more interested and think deeper about how amazing art can be. Wherever I go, my family and I like to take pictures. Sometimes I will draw it out. When I look back at these pictures, they refill my memories of that holiday and the good times my family and I spent together. Art has enriched my life in all these ways and many more.

– Matthew Gu (Grade 7)

By exploring the world of music, I have had many exciting and enjoyable experiences. By playing in the school’s concert band and participating in choir, I am able to grow both as a student and as a person. Music has made me develop the skill of determination; whether it’s playing a song correctly or singing the right note, I have learned that hard work and determination is all it takes. In regards to music at Southridge, I have cherished some very fun moments, like going to Victoria in Grade 8 band class and performing at the school’s annual concerts.

– Sanya Grover (Grade 9)

Southridge offers students a spectrum of opportunities when it comes to the arts. While it is paramount to one’s academic success to remain studious and focused on core courses, it is also important to develop an appreciation for the artistic side of life.

Immersion and involvement in the arts also offers an intellectual escape from life’s daily stresses.

After having had many great discussions about cultural opportunities, Ms. Robinson and I decided to revamp the Culture Club. We were aware of many students, myself included, that were not able to fit an arts class into their school timetable. As well, we wished to bring back this club, as it would enable students from any grade to further develop their passion and love for the arts.

We structured the club so that the members are not committed to go to every event we attend. This allows students to bring culture into their lives, while still working with their busy schedules. Ms. Robinson and I have planned quite a few interesting excursions throughout the year, including operas, plays, and trips to theatre sports. We also encourage members to bring forward any cultural opportunities that they wish to share with the club.

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We Are All One I have always enjoyed music and the performing arts. Being given the opportunity to lead the Culture Club this year, I have found an outlet that has made it easier for me to experience this aspect of life, and embrace new types and forms of art—opera being a prime example. At the end of the previous school year, I went with Ms. Robinson and a group of students to see an opera. I was so moved by the emotion portrayed by the performers that I insisted on adding several operas to the Culture Club calendar for this year. My participation in this club, along with other school cultural activities, has enabled me to be open to new ways of thinking. I have learned many things that you just can’t get from the classroom environment; the benefits of having these opportunities are invaluable. I will, without a doubt, continue to saturate my life with culture. As Twyla Tharp once said, “Art is the only way to run away without leaving home.” The arts liberate me from my daily struggles in a way nothing else does.

– Jake Strecker (Grade 12)

I was in an art gallery recently. A large one in a major city. Browsing the collection I saw a small group on a guided tour. The speaker was beautifully describing the art pieces, their makers, and the period in which they were created. “This one is important,” he would say, gesturing to a post-war piece from one of the Group of Seven, “this other one over here, not so much”. The word ‘important’ caught my attention. How could he call one important and the other not? Aren’t they all important enough to be hanging on a wall? I found myself getting perturbed. I raised my hand.

“What do you mean by ‘important’?” I asked.

Without missing a beat the speaker explained what he meant and I realised he had heard this question before. He said that when a piece of art is important, it is considered to be conceptual and have some deeper meaning or significance about, usually, society.

The very important works of art are sometimes so significant that they are ‘ahead of their time’ as society has not even caught up with them yet. He went on…and I wandered.

I suppose that made sense. Important to society does not mean important to the artist. I imagine all painters, for example, feel a connection to every piece of art they create. They may all be important to them… but only a few make the news, and become important to many of us.

The importance of the arts in general should be looked at this way too I think. What makes studying the arts ‘important’ to each of us individually, not necessarily as a society. What makes my life

richer and more fulfilling may not do the same for yours. Over the years I realised that art, in all its forms, can give hope, can provide satisfaction, and can connect people together. This is a richness in its own right. I found this richness, at Southridge.

I arrived at Southridge in 1995 in time for ‘the Great Trek’. In one day, our small, yet vibrant school walked from a local church where we had set up shop temporarily, to a new facility with room to grow. Along the journey, which only lasted a few hours but felt like a prehistoric mass-migration, I met and interacted with many people. Once the frozen sea had been crossed, we had become a tribe entering a new world. New indeed, and undeveloped.

Although situated on the same property on which the school stands today, there were no real buildings, only ‘permanent tents’ really. Somehow that was enough. I had never really been excited about school until then, but this was something different. As small as it was, Southridge’s focus on allowing each of us to find our voice was illuminating for me. What voice would I choose?

In no time at all I realised that the arts made me happy. I had found my voice and expressed it through art, dance, drama, and especially, music.

I found that when I was creating art I constantly made choices—I wasn’t used to that. Choice freed me from feeling trapped, as many young people feel. In other words, it made me feel like I had options, that I was not a victim or a passive observer of my life, and that while despair flows in one direction, possibility flies in all directions. I was expressing myself through art. The interesting thing about that is that art is expressed, usually, without words. It is so important for all of us (especially children) to find one thing we’re good at. No matter what we do in our lives, we can always cherish this talent. That is priceless. Sometimes people feel that no one understands them. That was me. There is something about the arts, and about artists, that allows for people to connect across all sorts of economic and social barriers. This gets people out of their own head and into the world—real or imagined.

The arts, and music in particular, allowed me to overcome despair and isolation, and communicate my triumph. I had found my voice.

Aristotle once said, “The aim of art is to represent not the outward appearance of things, but their inward significance”. The tour guide at the gallery was right. Significance is important in each of our lives. – Sarah Parker (Grad 2000)

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20 Years: Living Our Mission Can work effectively as part of a team At Southridge I am encouraged to work effectively as part of a team. I can work with teams in things like PE, math, and intramurals.

When you work with a team you can get many things done. If you are playing sports, one of your teammates might need your help to guide them. Working with a team is important because you can collaborate and help your friends. You can also be part of a team in design projects. When you work together you can combine two little ideas and create an amazing idea. Two ideas are better than one.

– Maya Dhami (Grade 4) Sports have been a very important part of my experience at Southridge. Many attitudes are learned through the sports and games that we play in PE and in school sports. One of the most important is teamwork. For me teamwork is a huge part in sports because you can’t always do everything yourself. That is why soccer and volleyball are great team sports. In soccer of course you can just run up the field and hold on to the ball and shoot and score but that doesn’t mean you’re a good player. Southridge teaches you to play as a team, because playing as a team also teaches you to listen better, have more fun, gain more skills, and to play with your friends. Hopefully, sports are as important to you as they are to me. What we learn on the field and gym makes us better teammates in all areas of our lives.

– Peri Bennett (Grade 5) Playing sports has helped me become a better team member. I have learned to cooperate, communicate, work and have fun with teams and groups. From playing tag in Kindergarten to being on a volleyball team in Grade 6, I am a better team member. I have become a better cooperator as I now have my whole group’s ideas not just mine. Or I make sure everyone is included and having fun. I have to cooperate and communicate clearly on plans and strategies, I cannot just decide everything myself. Southridge has done a great job to make sure everyone is included in athletics as it is a very important part of Southridge. Southridge has also given me skill in sports or games. From not being able to hit a volleyball, I can spike and overhand serve. And in Southridge every child has a chance to gain skill in sports. Southridge has pushed every student to their full potential in sport and athletics and has made every student some sort of athlete. Whether from a great team member or great skill in soccer, Southridge has developed students into athletes.

– Suhaana Bhatha (Grade 6) Athletics are a huge and important part of Southridge School. From the moment kids start learning, they are engrossed in athletics.

Whether it’s their fellow peers, other grades, teachers, or even themselves, they are introduced to athletics at an early age at Southridge.

Athletics are important to me inside and outside of Southridge. Every term, Grades 5 through 7 are given the opportunity to join sports for the school. Although I play competitive soccer outside of school, I participate in the various sports every term. I do this because it is a great opportunity to try new sports, and it allows me to represent my school. Being a part of athletics has taught me many things,

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We Are All One including being more open-minded about trying new things.

Physical fitness is always an important part of life, and Southridge provides a fun way to keep you fit and happy. Being part of a team requires teamwork, which is a skill not only essential when you are on a sports team, but also in life as well. Teamwork and trust are a very important part of Southridge. Whether working on group projects or playing sports with our school teams, we need to work together as teammates. Sports help give us the tools to do this.

– Jana Bennett (Grade 6)

Southridge is a school abundant with opportunities to work with your peers as part of a team. Take Harkness learning as an example, where my classmates and I all need to participate in a group discussion. Harkness really counts on the students to contribute a class effort and build off each other’s thoughts and ideas, and in addition possibly add their own. If we did not have the participation and work of the entire class we would not come to a conclusion where everyone’s ideas have contributed.

Without the collaboration it would not have the same extraordinary effects. Outside of the classroom there are countless activities where teamwork flourishes. In Grades 8 and 9, during Leadership Experience Week, we go to a camp called Strathcona. Each and every activity, whether it’s belaying your friend while rock climbing or helping your group to set up camp and cook dinner during your out-trip, requires teamwork. During all these activities it may not seem like you are developing your team leadership skills, however, looking back you realize how much a week at Strathcona has contributed to the building of these skills. In every grade students have an opportunity to play on a sports team. Whatever the sport, teamwork is highly encouraged. To develop it, the team does bonding activities to get to know each other and to start understanding one another and of course to develop friendships.

All of this is very important because it means that the team can work together and bring home a win. In every aspect, in the classroom and out, Southridge brings numerous opportunities for teamwork and is one of the parts that stand out to me in such a positive way.

– Julia Lukaski-Dolecki (Grade 10)

After graduating from UBC with a Bachelor of Commerce degree I worked as the Director of Technology for VersaPay Corporation. We built Canada’s first real-time business electronic bill presentment and payment solution—connecting all of the banks in Canada with a mobile-enabled electronic chequing solution. Following taking VersaPay public on the TSX, my business partner, Chris Browes (brother of Oliver Browes, Grad 2002), formed Kubera Payments, which provides payment processing services for organizations around North America like the Terry Fox Foundation, St George’s School and Grouse Mountain.

I took a two-year break from Kubera to found Medeo, a platform that enables patients and doctors to conduct secure medical encounters via video conference and secure messaging from any internet connected device. We made it possible to see a doctor anywhere, anytime, for free from your mobile phone. After two years we sold the company to the largest vendor of electronic medical records in Canada: QHR Corporation.

I have since returned to my role as Chief Technology Officer at Kubera Payments (our President is Spencer Browes, Grad 2004) where my focus is on designing and delivering payment processing solutions for our clients. We now move over half a billion dollars for clients across North America. Recently my focus has been on helping many non-profits like the Goodwill Industries improve donation revenue, payment security, and efficiency with our custom business solutions.

Southridge provided me with an invaluable network of peers that I continue to work with every day. The relationships built in the great hall hanging lights, dragging speakers around the Country Fair, and building the ‘brown blocks’ have been a critical component of being an entrepreneur. I always felt like I never really fit in the ‘box’ of life; Southridge really provided an environment that supported independently directed learning—a skill I think is critical for today’s entrepreneurs.

– Ryan Wilson (Grad 2002)

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20 Years: Living Our Mission

VISION: A COMMUNITY WHERE EVERY SPIRIT SOARS Last year I was involved in raising money for the Mala Fund. I organized a Casual Day with positive messages with the help of my friends to raise money for the Rick Hansen Foundation. The support has been amazing from my friends, teachers, and parents for the cause. Our teachers play a very important role in guiding and helping us to ‘live’ our mission statement, throughout all grades. Whenever any one of us has an idea for a good cause, the Southridge community always stands beside us. I feel good and want to make a difference by helping and touching many lives. Southridge is a really heartwarming community, where every spirit soars. I have also witnessed Kindergarten students getting involved in community service. As long as we have a yearning to help others, you know that our school will be there to support us.

– Muskan Virk (Grade 3) Honestly, at first coming to Southridge was a bit off-putting. I’m so used to hearing high school portrayed as this huge scary period in your life where everyone is brutally categorized and bullied. Then I heard about Southridge’s morals and ethics and I was slightly more terrified. What if I didn’t live up to this perfect standard of excellence, what if I flunked out, what if everybody hates me? These thoughts kept flowing through my mind until I actually got to Southridge School, where I was gobsmacked. First of all, it was enormous, with the biggest gym I’d ever seen, a ridiculous amount of classrooms, all with the latest SMART Board technology, and the music room was filled with so many instruments I could only name about half of them. But what really shocked me was how pleasant the people were. All the kids were so rule-abiding and smart it was like some sort of high school movie, and pretty much every single one of them was aware of the principles and it really was aweinspiring. The students of Southridge who have been at the school for a while may not realize what other public schools are like—not to say they are bad—but everything is just so different.

There is a code of ethics and a mission statement, but they just don’t convey a feeling of trust and community like Southridge School does. I consider myself extremely fortunate to be a part of Southridge School and to be able to make a difference in my community.

– Ella Slaughter (Grade 8) As a four-year-old starting in Kindergarten nine years ago, I had no idea of how my spirit would soar or what I could do to help make my spirit. Now, as a Grade 8 student, I can see how the Southridge School motto, Omnis Anima Volet or Let Every Spirit Soar, has changed what my values are and how I can participate in the Southridge community. An example of how I have changed to let my spirit soar and how I have benefited from this change was in my first four months of Kindergarten. At recess and lunch, I would stand next to the parent on duty on the playground and hold their hand. I was frightened about making new friends. Over the years, I have stopped holding those parents’ hands and now, I can go to camp without my parents.

This year, we went to Strathcona Park for six days! Long time! Learning to let my spirit soar helped me see more and be able to participate in more than just holding a parent’s hand!

This is my first year in the Senior School. I went from Kindergarten to Grade 7, and had a memorable graduation from the Junior School. Let me tell you, the last few days of summer holidays, I was scared and shaking! I was nervous about the unknown of the Senior School. I didn’t like the thought of me, a small, new Grade 8 student, being around the tall kids in the higher grades. My opinions quickly changed after my first day in Grade 8. My mom, like she always does, asked me how my day was. My response was, “I love the Senior School!” There is a great sense of community in the Senior School just as there is in the Junior School. I feel like throughout my eight years at Southridge, I have really connected with all the aspects of the mission statement especially being a lifelong learner. I love learning about everything that I experience and get to see. I have learned to want to do well, to seek my passion, and more.

After all these years, the one thing that I know will stick with me for life is to let my spirit soar.

This can be in anything too, not just in school. It could be performing, singing, dancing, or playing a sport. No matter where I go, I will always know to try my hardest and let my spirit soar! – Harrison French (Grade 8)

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We Are All One I first joined Southridge in Grade 6; I had moved from Birmingham in England. Of course, I was very nervous at first and was not sure if I would be able to make friends.

I was not sure if I would be the ‘freaky British girl’ or be able to fit in. However, after the first day of school, I loved it. Everyone was open, friendly and I found it almost easy to make friends and socialize. After a few short weeks, we were off to camp. At this point I felt like I was part of the Southridge community, but was still apprehensive towards the idea of camp. I had made some friends, but I still felt like everyone knew each other a lot better than I did.

But camp turned out to be a great time! We travelled by ferry to the island, which was something I had never done before; I seemed to be the only one excited about ferry rides. That week went so quickly. It was full of laughter, fun, and friends, and after that week I knew that I would be happy here at Southridge. That one week made all the difference. I got to know everyone and made lots of memories that I will cherish. Grade 6 came to a close, and it had been a blast. Of course, there were the tests, assignments, and projects, but there was also sports day, the ‘Break-feast’ and the musical that all together made Grade 6 a great year for me. Grade 7 flew by and before I knew it, I was off to high school. Of course I was anxious; I knew it would be different from junior school in many ways. But, unlike in Grade 7, I didn’t need to worry about making friends, or fitting in to the Southridge community; I was already a part of it. As well as my nervousness about Grade 8, I was also very excited. I knew the high school would be a super fun place filled with opportunities such as exchanges, plays, sports etc. I was also excited to meet the new people that would be joining us. In June before Grade 8, all of us ‘to-be-high-schoolers’ new and old alike, had a meet and greet that I thoroughly enjoyed.

I think that those two hours where we all got to meet one another was the best thing we could have done for the transition. There was a girl that I had met, and on the first day of school she remembered my name, my friends, and that I was from England. I remembered her and her name too. This mini meet and greet before school started was great because it made everyone feel like they already knew a few faces so that they didn’t need to be too nervous coming to Southridge. Also, Strathcona was a great experience for everyone to bond as a grade, much like my camp experience in Grade 6. Honestly, after camp I felt we all knew who everyone was and trusted each other. We weren’t all strangers anymore. Overall, my transition settling into a new school was great. The Southridge community is friendly, open, and accepting of all. I am really happy here and I look forward to spending the next five years with my friends here at Southridge.

– Dilly Cooner (Grade 8) Just getting to know everyone individually really helped in making the school a welcoming community, and now when I walk into the school each morning I get the sense of home and that everyone around me is just so welcoming.

The words ‘We are all one’ really stood out to me during Learning Experience Week and I will forever cherish those moments of listening to each other’s ideas and coming up with a plan, as a team, in order to complete the obstacles in the low ropes course. – Mostafa Fahim (Grade 11)

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IN SUMMARY: SOMEONE WHO MAKES A DIFFERENCE IN THE WORLD

1995 1996 1997 1998 1999

School opens with 180 students.

2000

Junior School building and Senior School cafeteria and classrooms built.

Enrollment grows to 590 students with 47 teachers.

2001 2002

Plans begin for launch of land campaign.

2003

Two new playing fields, a community garden, and additional parking completed.

Southridge reaches maximum capacity of 682 students.

2004 2005

First graduating class of 66 students.

2006 2007

First provincial athletic banner—Senior Girls Soccer team.

2008

First Kindergarten class graduates. Received full authorization as an IB World School offering both PYP and MYP.

2009 2010 2011 2012

Purchased the first Harkness Table for the Senior School.

2013 2014 2015

Alumni Association formed. First ten-year reunion held by 2003 Grad class.

First Capital Campaign for new Senior School building.

Construction of the Senior School begins.

Senior School building opens. Enrollment grows to 431 students.

First class of 14 students graduates from Grade 12. Alan Brown retires.

Bill Jones becomes Head of School.

$1.6M raised to purchase 7 acres adjacent to school.

Southridge Trust retired. First graduating class of 44 students.

PYP introduced to the Junior School. First year of laptop program (Grades 5 and 8).

Drew Stephens becomes Head of School. Kindergarten classes reduced to 16 students.

Construction of 10,000 square foot Senior School addition completed.

Launched the school’s We Are All ONE tagline.

Expanded the patio at the rear of the Senior School while making grading improvements to the rear property.

New Little Theatre in the Senior School opened.

681 students, 79 faculty and 29 staff let every spirit soar!

For more information about Southridge School, please contact us at:

T. 604.535.5056 F. 604.535.3676 WWW.SOUTHRIDGE.BC.CA | 2656 160 ST., SURREY, BC | 604.535.5056

Editor Dorothy Podmore & Yvette Plante Design Steve Culley, CGD culleycreative Thanks Contributors Photos Various Send us your news at alumninews@southridge.bc.ca Please contact lboudot@southridge.bc.ca with your address.