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Culturally relevant pedagogy has been highly regarded in its ability to impact the mathematics education outcomes of Black children as it is framed from the "wisdom-of-practice" of exemplary teachers, and recasts teaching as an intellectual, cultural, political, and social endeavor. This study illuminates the challenges in drawing potential by examining the personal and systemic challenges faced by four primary teachers in Bermuda as they endeavored to utilize perspectives of culturally relevant pedagogy to frame mathematics instruction. Through the lens of reconceptualized critical theory and a model for the culturally relevant teaching of mathematics, a collective case study was organized. Two major challenges to instruction emerged: (1) teachers' conceptions concerning the authority of the mathematics text as the "official" curriculum, and the sole legitimate source of mathematical knowledge; and (2) teachers' conceptions regarding institutional authority and assessment demands. The findings are explored and discussed.

This paper examines how a small university in eastern Canada implemented a form of cross-border education with several partnerships in Bermuda and the Caribbean. The university made the transition from a campus-based university to a more inclusive, global institution. Capacity-building at the institution increased during this time of rapidly growing global competition as this university shifted to a cross-border, trans-modal education through programme mobility. The international programmes that were initiated employed a variety of multi-mode technologies within a framework of blended learning. This approach to learning was negotiated through participation in a community of inclusive practices, acknowledging the value of local contributions. In the final section, reflections on the process of developing global partnerships and lessons learnt are provided.

Saida, a 16-year-old girl in Bermuda, attended a special alternative high school program for students with serious behavior problems. She had been receiving special education for her behavioral problems since the age of 5. Saida regularly used profanity in response to teacher directives, particularly in social studies class. A functional behavioral assessment identified that profanity served a dual function for Saida; that is, it gained attention from staff and enabled her to avoid doing class assignments. An intervention decision model developed by Umbreit, Ferro, Liaupsin, and Lane (2007) was used to develop a function-based intervention. This intervention was first tested through brief reversal probes and then implemented extensively in social studies class. Implementation of the intervention dramatically reduced Saida's use of profanity and correspondingly increased her use of a replacement behavior (indicating "yes" or "no" verbally or by nodding). Social validity ratings by multiple staff members, Saida, and a classmate indicated high acceptability for the intervention. Implications for further studies of intervention design and research across culture are included. (Contains 1 table and 2 figures.)

This article describes a service-learning collaboration between a research center at a graduate school of social work and a community college. While the goal of the collaboration was to conduct a community needs assessment of the older population of Bermuda, the project offered a unique opportunity to connect community service, teaching, and research. Students' classroom experience prepared them to play a critical role as interviewers of older adults. Participation in this project enabled students to contribute to a vital step in the process of community change. Students reported more positive attitudes toward older adults and greater interest in working with older adults as a result of this experience. Service-learning can be an effective means of teaching students about aging.

Explores the teaching of four elementary teachers as they incorporated a model of culturally relevant teaching into their mathematics instruction. Examines how teachers sought to: (1) foster critical mathematical thinking and critical consciousness; (2) build on informal mathematical and cultural knowledge; and (3) utilize empowerment orientations toward students' culture and experience. (Author/KHR)

Investigated gender differences in the learning styles of high school boys and girls from Bermuda, Brunei, Hungary, Sweden, and New Zealand. Data from student surveys indicated that although boys' and girls' learning styles differed in numerous ways, individuals within each group were more unique then either group as a whole. Country-specific gender differences were evident. (SM)

Analyzes science education in the Caribbean and provides examples of science education policy and practice. Emphasizes large-scale national efforts in Barbados, Bermuda, and Jamaica. Discusses and provides recommendations for future directions in science education in these countries. (Contains 88 references.) (Author/NB)

Investigated the effects of cooperative learning on achievement in and attitudes toward mathematics among fifth graders of color in a culture different from that of the United States (Bermuda). Participants completed parts of the California Achievement Test and Penelope Peterson's Attitude Toward Mathematics Scale. Pre-test and post-test data indicated that participants made positive gains in mathematics attitudes and achievement. (SM)

Background/Context: The influence of non-school based venues has been historically significant for people of African descent who have often had to buttress their schoolhouse experiences with support from community-based influences. For example, Black churches, barbershops and athletic environments like basketball courts, and soccer and cricket clubs are particularly relevant for Black males in spaces like Bermuda and urban communities in the United States. Purpose/Objective/Research Question/Focus of Study: Drawing on a larger oral history project, this paper reports the findings of a secondary narrative analysis of a Black Bermudian male to provide an in-depth understanding of his in-school and out-of-school educational experiences, identity construction and success. The authors seek to answer the following research question: How does a Black Bermudian male describe the impact of his ethnic community for shaping his successful educational journey? Research Design: While the larger oral history study includes data collected from 12 Black Bermudian males, the scope of this article specifically focuses on the secondary narrative analysis of the experiences of one of the participants, Brandon Smith. As a published author, high-ranking civil servant, and prominent community leader, Brandon is arguably one of the most successful Black Bermudian males of his generation. Findings/Results: The results of the study reveal that the participant's educational success was undergirded by his exposure to varying constructs related to his personal and cultural identity; exposure to engaged educators, mentors, spaces, and opportunities in elementary, secondary, and post-secondary settings; and exposure to mechanisms of identity and success in the geographical spaces of Bermuda, the Caribbean, and the United States. Conclusions/Recommendations: Three subsections of the participant's exposure are discussed in the manuscript: nondeficit community and school-based exposure, multigenerational academically legitimizing support, and border crossing exposure. This study suggests that a Black Bermudian male can experience educational success when his educational journey inside and outside of school provides balance between his knowledge and acceptance of his identity. The authors contend that the schoolhouse is not the only space or variable that defines or prepares Black males for academic (or personal) success. Furthermore, many students who identify as African American in school may also have familial connections to the Caribbean, Africa, South America, Europe, Bermuda, and other jurisdictions. As such, educators should consider the significance of regional differences on Black male identities (e.g., North, South, East, West, Midwestern), and find ways to help students see relevance between their personal identities and larger causes and contexts.

Effects of the Mother-Child Home Program (MCHP) were evaluated with a broad range of measures on cognition, social behavior, and emotion. Findings indicated that children in Bermuda scored above U.S. norms on cognitive tests and were functioning well in the preschool period. The MCHP had few demonstrable effects on any segment of the sample. (RH)

Item difficulty patterns of four groups of nonreferred, average children (ages 7 1/2 and l0 1/2)--Anglos, Blacks, Chicanos and Bermudians--were compared on each of the verbal subtests of the Wechsler Intelligence Scale for Children-Revised. Item difficulty curves were remarkably parallel. (Author/HLM)

The Bermuda Triangle is famous for the unexplained disappearances of ships and aircraft, and for strange meteorological phenomena that allegedly have occurred within its boundaries. This article presents an activity wherein students are asked to create their own geographical triangles to research, but instead of focusing on the unexplainable, students research and report on the scientists, scientific discoveries, and other interesting science-related facts tied to the area. This activity incorporates many of the important skills eighth-grade students need to understand and practice into an enjoyable project that integrates science, language arts, math, technology, and geography. Students use research skills, critical thinking and writing skills, and map reading to complete the project. Students have three weeks to complete the project. (Contains 1 figure.)

Described is a nine-week undergraduate semester program (12 credit hours) conducted at the Bermuda Biological Station for Research which included three courses: introductory oceanography, sedimentology, and independent field study. Brief descriptions of sample student projects are included. (DC)

Pop-off satellite archival tags (PSATs) have been increasingly deployed on marine megafauna to remotely monitor their movements, behavior, and environmental preferences. These tags have also allowed the occasional novel documentation of ecological interactions, such as predation on tagged animals. A PSAT deployed on a pregnant porbeagle Lamna nasus in the Northwest Atlantic suggests the shark was predated upon in mesopelagic waters near Bermuda. Predation was evident approximately 5 months after tagging based on depth and temperature data transmitted by the PSAT. Four days prior to PSAT pop-off, depth data indicated that the tag continued to descend and ascend in the water column while the temperature remained approximately 5°C above ambient levels, even at several hundred meters in depth, indicating ingestion. Given the location of predation and elevated temperature at depth recorded by the pregnant porbeagle's tag, potential predators include endothermic shark species such as the white shark Carcharodon carcharias and shortfin mako Isurus oxyrhinchus. This is the first evidence of predation on a porbeagle globally and provides novel insight into inter-specific interactions for this large, threatened shark species. [ABSTRACT FROM AUTHOR]

This article situates Richard Norwood's (1590–1674) manuscript spiritual autobiography "Confessions" at the intersection of diverse literary influences and modes of writing, including artisan and "middling sort" life writing and travel writing of the early modern period. It argues that, in Norwood's hands, spiritual autobiography became a highly flexible textual template and a rich testimony of his mobility, which intertwined with and gave shifting meanings to Norwood's spiritual and embodied movement throughout the narrative. My argument is informed by a material reading of the manuscript (held in Bermuda Archives) and recent work in nonlinear and "ongoing" migration and mobility studies, seeing Norwood's text as a rich retrospective, yet unsettled record of his perpetual geographic and social mobility, which Norwood explained by his precarious employments and inability to settle in his faith. Considering the material text in relation to Norwood's mobility allows scholars to approach the text and its author from a fresh vantage point, and to reevaluate its retrospective processing, construction, and editing, appreciating how "Confessions" presents Norwood's life as "unmoored," never reaching the spiritual settling he so yearned for. [ABSTRACT FROM AUTHOR]

The decline in bee diversity, largely driven by habitat loss, climate change and invasive species, is well‐documented. Within this context, the genus Megachile Latreille, 1802 (Hymenoptera: Megachilidae), a diverse group of solitary leafcutter bees, lacks comprehensive species‐level conservation and taxonomic assessments, potentially concealing population declines and extinctions. Megachile pruina is one of Bermuda's three bee species and possibly the last native bee on the island. Formerly distributed widely across the island, it is now restricted to a small 11.5 ha area within the Castle Harbour Islands Nature Reserve. Classified as ‘Vulnerable’ under the Bermuda Protected Species Act, its taxonomic and conservation status remains uncertain, particularly its evolutionary relationships with populations in the United States. Here, we analyse nuclear genomes and mitochondrial genomes to reveal that Bermuda's M. pruina population is genetically distinct from mainland US populations and show no close association with any sampled US population, suggesting that Bermuda's represent a unique evolutionary lineage. Our genetic diversity assessment shows lower genetic diversity in Bermuda's population compared with the United States, highlighting a higher level of vulnerability than originally thought. We recommend maintaining its current protection status and advocate for the pressing need of expanding ecological and biological studies to facilitate appropriate conservation and monitoring measures. [ABSTRACT FROM AUTHOR]

Convict labourers in Bermuda formed part of a uniquely mixed workforce that challenged racial and class-based divisions of labour in the British Empire. Following the War of 1812, investment poured into Bermuda's royal naval dockyard to secure its strategic position; convicts arrived in 1824, working alongside enslaved people, free black workers, and colonial soldiers. This article reveals the nature of interactions between different types of free and unfree labourers in Bermuda between 1824 – when convicts arrived – and 1838, when a change in governance took place. It examines racial diversity in the dockyards and the arrival of convict labourers, before considering perceived threats of racial intermixing and opposition to convict labour deployment in Caribbean colonies. The final section examines perceptions of convicts – moments where they equated their experiences to slavery, and administrative unease over interactions with white military workers. What the article shows is that although there were concerns over racial intermixing, officials objected most strongly to interactions between white workers of different classes, fearing their alliances would alter the island's power balance. In detailing the coexistence and interactions between contrasting labour types, this article provides a greater sense of the nuances of labour deployment and administrative anxiety in colonial locales. [ABSTRACT FROM AUTHOR]

Four species of the genus Wrangelia are presently known from the western Atlantic Ocean: W. argus, W. bicuspidata, W. penicillata, and W. gordoniae, with the first three historically being reported from Bermuda. Morphological and molecular barcode (COI‐5P) and phylogenetic analyses used in this study (SSU, LSU, rbcL) indicated eight species groupings of Wrangelia in Bermuda, excluding two of the historically recognized species, retaining only W. argus while adding seven new species, of which six are formally described. What had been historically reported as W. penicillata from Bermuda was shown to be distinct from Mediterranean Sea specimens (type locality) and was shown to be a mixture of W. hesperia sp. nov. and W. incrassata sp. nov. Along with these two, three other new species (W. laxa sp. nov., W. ryancraigii sp. nov., and W. secundiramea sp. nov.) have complete rhizoidal cortication tightly covering axial cells of indeterminate axes below the apices, distinguishing them from the two local incompletely corticated congeners W. argus and W. abscondita sp. nov., the latter a morphologically cryptic sister species with W. bicuspidata from the Caribbean Sea. Only one of the new species, W. ryancraigii, has thus far been observed in the mesophotic zone off the Bermuda platform, and it is morphologically cryptic with the euphotic zone's W. laxa. [ABSTRACT FROM AUTHOR]

Pop-off satellite archival tags (PSATs) have been increasingly deployed on marine megafauna to remotely monitor their movements, behavior, and environmental preferences. These tags have also allowed the occasional novel documentation of ecological interactions, such as predation on tagged animals. A PSAT deployed on a pregnant porbeagle Lamna nasus in the Northwest Atlantic suggests the shark was predated upon in mesopelagic waters near Bermuda. Predation was evident approximately 5 months after tagging based on depth and temperature data transmitted by the PSAT. Four days prior to PSAT pop-off, depth data indicated that the tag continued to descend and ascend in the water column while the temperature remained approximately 5°C above ambient levels, even at several hundred meters in depth, indicating ingestion. Given the location of predation and elevated temperature at depth recorded by the pregnant porbeagle’s tag, potential predators include endothermic shark species such as the white shark Carcharodon carcharias and shortfin mako Isurus oxyrhinchus. This is the first evidence of predation on a porbeagle globally and provides novel insight into inter-specific interactions for this large, threatened shark species.