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Inherent in neocolonial systems of power is the perpetuation of racism, injustice, and inequity reinforced in education systems. In Bermuda, this phenomenon is exemplified by the division between public and private education and the relative inequities and outcome deficits in public education. The divide is systemic and sustained by government policies, which preserve a racial stratification in educational and economic attainment by stopping short of transformational changes that would close the divide. The community at large inadvertently reinforces this divide when they attempt to circumvent the possible negative impact of a public education on their children. Transformative change requires a vision of what public education can and should become, accompanied by action to close the divide that transcends the bounds of the neocolonial legacy. Extracting the community from entrenchment in neocolonialism requires commitment to the development of human capital, understanding that excellence in public education is fundamental to creating avenues of change for the community at large and will contribute to the sustainability of Bermuda.

The first known case of the novel Coronavirus appeared on December 31, 2019 in Wuhan, People's Republic of China. The first reported death from COVID was also in Wuhan on January 9, 2020. The first death outside of China was in the Philippines on February 1, 2020 (WHO, 2020). While scientists are still in debate about whether the disease was manufactured in a lab or originated from bats, we can all agree that it has devastated people globally. There is not a single region in the world that has not been affected by it. COVID-19 has singlehandedly changed the landscape of life abroad and here in Bermuda. The first confirmed Coronavirus case in Bermuda was reported on Wednesday, March 18, 2020. Hearing that it had breached our shores caused anxiety and fear. All schools, government and private, moved to a virtual platform. The virus was unique, unpredictable, and novel but, sadly for many educators, our pedagogy for years had been quite the opposite. In a matter of mere hours, educators were grappling to make adjustments in order to meet the crisis.

The art component in the chaotic intersections of 2020 cannot be ignored. The expressive outputs of thoughts and feelings that are relevant first-person accounts in the struggle against oppression are also valuable markers that illuminate historical timelines. How reflective are these situations, and what can be derived from these moments? What do the happenings of these times mean for art educators, students, and fellow artists in one's community? This article advocates the creation of art as a viable medium to respond to felt life experiences. This article is also intended to encourage both educators and students, on their own artistic paths, to consider approaches to the subject of race made by artists connected with Bermuda -- as artists who share their space and place in this 21st century colony.

Unlike some countries, there are currently no investigational studies of the Bermuda occupational therapy workforce. A survey study was conducted to capture the viewpoint of twenty Bermudian occupational therapists regarding current healthcare services. In search of a description of the Bermuda occupational therapy service, this article will explore the characteristics and practice patterns of the occupational therapy workforce to provide data to support the public's awareness and understanding of the range of occupational therapy services in Bermuda. Participation in a survey was requested of licensed occupational therapy practitioners with the Council for Allied Health Professions by The Bermuda Occupational Therapy Association (BOTA). Analysis of the results provided occupational therapy demographics, perceptions, and clinical practices in Bermuda. Indications proposed continued data collection for promotion of the profession, protection of the profile, and scope of occupational therapy practice.

The objective of this study was to assess the correlation of the Per3 gene VNTR polymorphism to insomnia patients in Bermuda. Buccal swabs were taken, and DNA was extracted, after which the genotypes of volunteers were characterised by using polymerase chain reaction. There were 25 total volunteers (21 females, 4 males, aged 20-79) that participated in the pilot study. 15 control volunteers and 10 insomniac volunteers. All volunteers with insomnia were classified by a pre-determined ICD-10 classification. Controls were those without any ICD-10 insomnia diagnosis. The frequency of the 4-repeat allele appears three times lower in insomniacs compared to the control group. However, this is not statistically significant in our sample size. When comparing our p-value of the Fisher's Exact Test to the cut off value of 5%, we see that there is not much difference, suggesting that a larger sample size could result in a significant result. When comparing the allele frequency for Bermudian insomniacs to the British patients with delayed sleep phase syndromes (DSPS), the 5-repeat allele is significantly higher (16 times greater) in Bermudian insomniacs. Thus, a larger sample size would distinguish if there is a statistical significance between those with insomnia and those without. Bermudian insomniacs vary distinctly in the Per3 allele frequencies to those in Britain with DSPS, suggesting a potential geographical or ethnic distinction. [With Carika Weldon.]

Communication is a complex phenomenon. How people interpret information to make decisions relies on an infinite amount of data that is different for every individual based on experience, education, socioeconomics, and belief systems. The complexity is compounded with subjects such as vaccinations, when patients must make decisions that impact their lives and that of their family. Evidence based information regarding vaccinations is readily available from government institutions and international health agencies. An example is the World Health Organization (WHO). With the advancements in technology, the world also has access to misinformation, including opinions from anyone who wants to share, especially through social media platforms. All these complexities contribute to challenges nurses have as they try to educate the public on the importance of vaccinations and how they protect individuals and communities. Particularly, for the vaccine hesitant community, nurses must employ careful measures to ensure that the information conveyed is received in a manner that educates their patients to make informed decisions.

Obesity is a global health challenge, with 39% of the adult population considered overweight and 13% considered obese as measured in 2016 (World Health Organization (WHO), 2018). The obesity rate in Bermuda was 34.4% in 2014. It is associated with many comorbidities such as cardiovascular disease, Type 2 Diabetes mellitus, musculoskeletal disorders and cancer (Bernews, 2017). In the United States, recent efforts have been made to provide the public with clearer information (kilocalories, portion size, salt, sugar and fat content) of the nutritional qualities of fast food and in restaurants. Bermuda residents are lacking nutritional information on locally produced foods and in restaurants and thus are unable to make informed food choices. The addition of nutritional labelling and caloric details to locally-produced bakery foods and on restaurant menus (including take-away food) could be beneficial. Consequentially, there are potential opportunities for Health Promotion by healthcare professionals. Nursing diagnoses may provide patient-centred guidance for positive changes in food choices and nutrition that reduce the risk of obesity.

This article reviews the historical development of technical education and how it impacted the cultural socio-consciousness of Bermuda. It discusses the social effects on the community after the first technical schools are closed and the revival of technical education in Bermuda. The article provides insight into the ideals that motivated the vision of a single governmental centre for technical training and career development. Understanding that technical education is at the forefront for supporting the socio-economic stability of our country, the challenge involved the coordination of national and international partnerships while employing a flexible vision for an efficient twenty-first century workforce.

This article reflects on the personal experience of the author as a student attending the Bermuda Technical Institute (BTI) from 1964 to 1968 and shows how the school was beneficial to society in the way it shaped the careers of students. The information in this narrative is inclusive of conversations with Bermuda Technical Institute Alumni, direct conversations with MCP Albert Nicholl's family, and some research that was extracted about Nicholl in "The Royal Gazette and Colonist Daily" (1941, June 2). It also includes what the author learned about BTIs formation and unfortunate demise.

The concern of young black boys being unproductive in society continues to be an issue for many in the island of Bermuda. One of the major reasons for this dilemma is that many are leaving the Bermuda Public School System before graduating. In an effort to deter the boys from exiting out of the school "system, a pilot programme known as the Applied Technology Certificate Programme was launched at" the start of the 2016-2017 academic school "year." Through collaboration and cooperation, educators within both the Department of Education and the Bermuda College allowed 24 boys in Bermuda's two public senior schools, who expressed an interest in technical education, to participate in this dual enrollment technical programme at the Bermuda College. Using the constructivist approach, the programme is structured "to enable" the young men to attend classes three days a week at the Bermuda College and "to spend" the remaining two days at their respective senior schools. "After the first semester" of being dually enrolled at the Bermuda College, the senior school boys "demonstrated" academic "proficiency and were" inspired.

This article extends mixed-methods longitudinal research with school and district leaders (2008-present) about their most pressing leadership challenges. Here--through in-depth, qualitative interviews--we explore how a subsample of 30 principals described and understood their "internal experiences" of addressing pressing challenges. More specifically, using an adaptive/technical lens, social-emotional frameworks, and constructive-developmental theory, we illuminate how principals' social-emotional and developmental capacities influenced their leadership, and highlight findings with in-depth mini-cases. By focusing on the inner workings of principals' leadership for managing change, this article offers implications for professional practice and school-wide change locally and globally, leadership preparation, policy, and future research.

The purpose of this article is to describe the successes and challenges of an innovative community engagement initiative in Bermuda, Education for All, in order to enlarge our understanding of how a community uses storytelling as a catalyst for transformative learning. Sponsored by the Coalition for Community Activism, community members and nonprofit groups united to facilitate an islandwide conversation about the student experience. They aspired to transform how people think about what constitutes an appropriate education and, ultimately, reframe the Bermuda conversation of schooling. We trace the evolution of the project attending to how adults came together around a shared purpose and vision for improving education. In so doing, we illuminate the complexities of using story as a catalyst for transformative learning. We provide a story circle protocol developed to gather stories of public school alumni. This story project for social change has implications for community leaders globally.

This research compared the effects of a Programmed Learning Sequence (PLS) (Dunn & Dunn, 1993) versus Traditional Teaching (TT) on 100 sixth-grade Bermudian students' test scores on a Fractions Unit. Fifty-three males' and forty-seven females' learning styles were identified with the "Learning Style Inventory" (LSI) (Dunn, Dunn, & Price, 2000) to determine whether those with specific styles fared better or less well with either of the two approaches. Attitudes toward learning fractions traditionally versus with the PLS were assessed with the "Semantic Differential Scale" (SDS) (Pizzo, 1981). The control group's mean-posttest score (M = 5.98) was statistically lower (p less than 0.001) than the experimental group's mean-posttest scores (M = 7.86) (n = 100). In addition, the control group's mean-gain difference between the pre- and posttest (M = 2.28) was statistically lower (p less than 0.001) than the experimental group's (M = 4.27). Furthermore, the experimental group's mean attitude-test score toward learning with the PLS (M = 4.47) was significantly higher than the control group's M = (3.0) at the p less than 0.001 level for all responses. Both achievement- and attitude-test scores translated into large effect sizes. (Contains 3 figures and 2 tables.)

Bermuda's fragile environment is under threat. Rising sea levels due to global warming, ocean acidification, invasive lionfish, plastic debris and locally generated water pollution are just a few of the issues that should concern all of Bermuda's residents. Now, more than ever, "environmental education" should be a critical part of every child's education. Adults also need to be made aware of these issues and appropriate courses of action. In response to this need, the "Bermuda Zoological Society" (BZS) has developed several programmes utilising experiential education and designed to increase environmental awareness and appreciation. Each of our week-long summer Aqua Camps for preschool to senior-one aged "children" addresses different natural history themes. Our "Kids on the Reef" programme provides middle-school students with a life-changing, two-day reef ecology, snorkeling and free-diving experience. Our "Schools Programme" free classes and field trips dovetail with the Cambridge Curriculum and teach the material using engaging, hands-on activities. And our Bermuda Natural History Course provides adults with stimulating lectures and field trips given by the island's experts. Through these efforts our hope is to inspire appreciation and stewardship of Bermuda's fragile environment.

To a large extent, the demographic developments caused by the macro-Atlantic-wide human trafficking enterprise of the seventeenth century appeared in Bermuda: the dominance of Central Africans among African-born entrants and that of Lower Guinea populations during the eighteenth-century (the so-called Lower Guinea Shift). This discussion reexamines this first period in the African colonisation of Bermuda. [Note: The publication year (2013) shown on the PDF is incorrect. The correct year is 2017.]

This paper explores the potentially positive impact of HeartMath coherence training on the current educational environment. This holistic modality may work upstream of the classroom experience by priming individuals to optimally function cognitively, physiologically, and emotionally before they arrive in the formal learning environment and after they leave. Such a sustainable mind-body approach could result in the prevention, minimisation, and/ or alleviation of growing 21st century challenges in the classroom

This article addresses the vital role human rights education can play in formal education not only as a means to reach the standards and objectives of 21st century curricula but also to empower youth. Firstly, I highlight the characteristics of human rights educational programmes and examine how the potential of this approach is embedded in participatory pedagogical methods and the concept of transformative learning. I likewise demonstrate that implementation challenges can be overcome by the adoption of whole-school human rights education models. This discussion, partly based on empirical knowledge, culminates with a recommendation for a more systematic integration of human rights education in Bermudian schools.

Many Western countries have ageing populations, and major policy shifts will be necessary to deal with them. Bermuda is no different in this regard and is likely to reach a major milestone in 2017, when the population of seniors is expected to overtake the youth population. The island is likely to experience school closures and increases in taxation. Further, the ageing and decreasing population will also affect college recruitment. Colleges will have to find creative ways to attract and retain students. This is especially true for male students, who tend to be under-represented on college campuses. The article also explores some of the other challenges associated with changing population trends.

This article introduces the inquiry model adopted for Bermuda government preschools and early primary schools, which, because of its emancipatory critical pedagogy, uses abductive reasoning. This model is particularly well suited to government schools, given Bermuda's historical inequities and cultural differences. Abductive reasoning allows for revision with new information, and leads to a broader view of knowledge, innovation, and creativity. It also mimics the way young children learn. Critical emancipatory pedagogy is designed to raise learners' critical consciousness. The article argues that this form of reasoning and critical consciousness is required for Bermuda's children to take their rightful place on the global stage as protagonists rather than as passive recipients. The success of this inquiry model is contingent upon leadership disruption framed within a critical emancipatory pedagogy.

Over the last two decades, technology has profoundly transformed how we function in the world. Conversely, ascertaining how the teaching and learning process will be transformed over the next two decades remains a formidable challenge. The pace of adaptation to this 'new normal' will determine if higher learning institutions are capable of offering curricula that will appeal to the learning styles of 'digital natives,' people born into a world saturated with modern technology. Already, the proliferation of new technologies being adopted by academia and the increased sophistication of educators in leveraging technology has created a rich tapestry of engaging learning experiences. This article examines the perceptions of Bermuda College students on the role of technology in their educational experience. It also ascertains the extent to which Bermuda College lecturers incorporate different technologies into their teaching. Finally, it examines student preferences for more or less technology in delivering course content and whether this technology enhances the student learning experience at Bermuda College.

The aim of this paper is to investigate which adolescents are most and least at risk of experiencing online victimization. The results of logistic regression analyses using data on 2079 adolescents attending secondary school in Bermuda indicate that not all forms of media use place adolescents at risk of experiencing cyberbullying. Adolescents who spent more time using their cell phone were more likely to report having received an aggressive or threatening electronic communication and having had someone say nasty things about them online. There was no such relationship between time on the internet and either form of online victimization. The findings also suggest that strong parent relationships and positive experiences at school are generally more protective against cyberbullying than adults' restrictions on adolescents' media use. These findings contribute important insight into strategies that hold promise for decreasing cyberbullying among adolescents.

This article explores the origins of an identified cognitive disconnect between Bermudians and the International (Re)Insurance Centre after the latter's establishment in 1993. Quantitative analysis is used to map the relationship between employment and capital growth. It shows that capital growth is not a sufficient cause of employment growth. The way in which capital is deployed seems to determine the relationship. This article follows the sudden and unexpected change in capital deployment beginning in 1993. This change saw rapid capital growth in Bermuda, paired with employment growth. This period closed in 2009, and now appears exceptional. This paper suggests that considering the employment-capital relationship over time allows for an understanding of the cognitive disconnect as an unfortunate but unintended consequence.

In this article, we address various complexities associated with teaching and the literacy development of K-12 youth in urban poor school and community contexts. As such, we consider various conceptions of urban education through an honest conversation on the vexing issues and questions facing teachers, students, and families who work and live in urban poor communities. Drawing on a conversation circle of seven educators, the authors seek to move beyond the "positive intentions" of educators and move towards a (re) conceptualisation of what "positive outcomes" and success in schools and communities can look like.

This article explores the role of the instruction librarian as an equal player in higher learning initiatives, and focuses on student motivation, information literacy, activity and assessment, and collaboration. Library literacy is a major component of student success in community colleges, but the role of the instruction librarian is often undervalued. Current research points to the need for strengthening college research and writing and it is now being recognised that library literacy programmes are needed more than ever to facilitate this process. This paper also looks into information literacy sessions at Bermuda College that mirror this shift in education and are beneficial to strategic planning and the accreditation of community colleges in the US and Canada.

This article critically analyses national development, a false narrative for the establishment of national literacy, a national math strategy, and national identity plans for student success. The danger and power of false narratives of national development are analysed, especially when subscribed to by formal colonial educational institutions like Bermuda College and the Bermuda Public Education System. The paper characterises the strategies and initiatives that belie island-wide student success. The use of concepts such as national focus, national literacy, national reform, etc. by colonised educational institutions to achieve student success resonates with Vygotsky's sociocultural theory regarding the interaction between developing educational institutions and people within the culture in which they live.

During the 20th century, government education policy followed a utilitarian philosophy, providing only those facilities, programmes, and changes considered necessary at the time or for improved educational outcomes in the near future. Some people and schools reacted with an elitist response. They separated their children, on the basis of family wealth or prior achievement, and sent them to schools that usually followed different curricula and assessments they considered to be internationally superior.

Today's learners need 21st century skills. The current digital era has nuanced the skills required for post-compulsory education, the workplace, and active citizenship. Twenty-first century skills, however, are perceived differently in these contexts. Moreover, they are not always understood by the general public. This mini-study summarises the thinking in the literature on 21st century skills. A case study involving Bermuda College was used to gather information about which 21st century skills were viewed as important and why. Content analysis guided treatment of the data. The findings illustrate a unique and valuable perspective -- a framework that depicts a number of skills important for 21st century Bermuda.

This article examines the factors that facilitate and impede the academic achievement and social success of Black males in middle schools in the Bermuda Public Education System. Over the past decade, marginalisation, victimisation, and stigmatisation of this population have resulted in subpar academic and social success during adolescence. Fifty per cent of Black males fail to graduate from high school. It is imperative to heighten stakeholder awareness to ensure Black males are provided with educational and social opportunities that foster academic and social outcomes. Such opportunities will provide transferable skills to enable Black males to compete in the global market and to make meaningful contributions.

Although Black boys throughout the African diaspora are dropping out of high school in alarming rates, little is known about how educational identity and attainment is shaped by the intersection of race and gender in the high school environment. Utilizing an ecological and intersectionality theoretical lens, this study draws on data gleaned from semistructured interviews with Black male and female adolescents in their first year at a public high school in Bermuda (N = 35, mean age = 14.3). Findings indicated that the girls committed twice as many disciplinary infractions as the boys. However, girls' disciplinary problems were less likely to interfere with their academic performance because they were perceived, by both boys and girls, to be more educationally focused, better behaved, and they were more likely to seek out social-emotional support when needed. This study contributes to our understanding of the higher drop-out rates among men of African descent and points to the important role that gender stereotypes and school-based adults play in determining educational identity and attainment.

We interviewed eight principals from Bermuda and Florida about how they identify and manage their most pressing challenges. Their challenges are composed of both adaptive and technical work, requiring leaders to learn to diagnose and manage them. Challenges focused on change and were traced to accountability contexts, yet accountability was not the driving force for all principals. Neither external demands nor principals themselves dictated whether the problem was technical or adaptive; instead, it was the nature of the problem itself. Leadership preparation programs are encouraged to provide a framework to address managing phases of adaptive, technical, and mixed challenges.

This paper examines the educational pathways of Black Bermudian males whose experiences with leaders in schoolhouse and community-based pedagogical spaces (i.e. sports, social clubs and neighborhoods) offer insights into how Black Bermudian males navigate conflicts between schoolhouse values and the ideologies espoused in community-based pedagogical spaces. The author argues that institutional actors (e.g., teachers and administrators) must recognize and respond to the impact of non-school based educative spaces on student academic success, particularly for minority males.

Guided by ecological and integrative theories of child development, this article examined the associations between multiple systems of influence (school and family) and the educational aspirations of Black Bermudian adolescent boys. This study used qualitative data gleaned from semistructured interviews with students in their senior year at a Bermudian public high school (N = 18, M[subscript age] = 18). Findings revealed that family members and teachers encouraged boys to stay committed to school, thereby supporting high school graduation, academic confidence, and educational aspirations for higher education. However, boys had not learned enough about the complicated process of college and fellowship applications to execute their educational goals, leaving them to wonder "what's next?" This study contributes to our cross-cultural and nuanced understanding of the important role that families and teachers play in the educational lives of Black male adolescents and suggests that interventions targeting families and teachers might promote the educational attainment, and consequent earnings, of Black male students.

This study examines how and why peoples of African descent access and utilize community-based pedagogical spaces that exist outside schools. Employing a theoretical framework that fuses historical methodology and border-crossing theory, the researchers review existing scholarship and primary documents to present an historical examination of how peoples of African descent have fought for and redefined education in nonschool educative venues. These findings inform the authors' analysis of results from an oral history project they conducted into how Black Bermudian men utilized learning spaces outside schools, such as the family, Black church, and athletics clubs, to augment their personal and scholastic development. Based on their historical and empirical research findings, the authors argue that educational actors (including teachers, administrators, policy makers, and researchers) focused on school-based issues like the academic achievement gap would do well to recognize the impact learning spaces outside of schools may have on student scholastic success, particularly for minority men. (Contains 2 notes.)

This study explores the role that digital media technologies play in adolescents' experiences of friendship and identity. The author draws on findings from in-depth interviews with 32 adolescents (15 girls, 17 boys) ages 13-18 (M = 15.5 years) attending one of seven secondary schools in Bermuda. The adolescents were asked to describe the nature of their online exchanges with friends and the value they ascribe to these conversations. A thematic analysis of their responses revealed that online peer communications promote adolescents' sense of belonging and self-disclosure, two important peer processes that support identity development during adolescence. At the same time, the unique features of computer-mediated communication shape adolescents' experiences of these processes in distinct ways. Gender and age differences show that adolescents' online peer communications are not uniform; the characteristics that distinguish adolescents offline also shape their online activities. (Contains 3 tables.)

This article describes an exploration of the distinction between typological and factorial latent variables in the domain of personality theory. Traditionally, many personality variables have been considered to be factorial in nature, even though there are examples of typological constructs dating back to Hippocrates. Recently, some reconceptualizations of typological constructs have emerged due, in part, to the availability of more rigorous methodological tools for identification of types (or nominal latent traits). These tools include multidimensional item response theory (MIRT) and latent class analysis (LCA). Two studies, involving application of these methods, are discussed in this article. The first study uses data collected using a questionnaire based on the five-factor model (FFM) of personality. The second study is based on data collected to investigate the relationships between technology use and literacy skills. The findings of both studies indicate that, while a clear preference for a factorial or a typological model may exist in the literature, a choice between the two merely based on statistical criteria may not be as clear-cut. Moreover, typological and factorial models of individual difference may coexist in certain domains of individual differences research. The article closes with a series of recommendations for future research to better understand the nature of psychological variables. (Contains 8 tables and 1 figure.)

Since its Foundation in 1901, the Rhodes Scholarships scheme has been held up as the archetype of a programme designed to foster imperial citizens. However, though impressive in scale, Cecil Rhodes's foundation was not the first to bring colonial students to Britain. Over the course of the previous half-century, governments, universities and individuals in the settler colonies had been establishing travelling scholarships for this purpose. In fact by the end of the nineteenth century the travelling scholarship had become an important part of settler universities' educational visions. It served as a crucial mechanism by which they sought to claim their citizenship of what they saw as the expansive British academic world. (Contains 77 footnotes.)

Recent research on reading comes from a variety of different kinds of studies all of which report the same bleak picture of college students' and adults' reading abilities. Researchers, theorists and faculty members can benefit from this detailed review of the various types of studies. These include large scale direct tests of reading ability in the United States and elsewhere around the world, direct tests and surveys of college students in the United States, as well as surveys of the population at large, self-report data, and a range of other approaches that have been used. The findings show that students and adults do not read as well as they could or should, and suggest that intensive and extensive work on reading can be useful for both students and adults. (Contains 2 tables.)