Bermuda Parent Fall 2020

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DEPARTMENT OF PARKS

Dogs, Horses and Bonfires

Notice Dogs and Horses on Public Beaches

The Department of Parks is informing the general public that as of the 1st November 2012, the 1988 Bermuda National Park Regulations have changed regarding dogs and horses on the public beaches, under the jurisdiction of the 1986 Bermuda National Parks Act.

Horses

Dogs are permitted to be on the public beaches until the 31st March 2013.

The Regulations and Policies regarding Horses in Protected Areas are as follows:

The dogs must be on a leash at all times. During this period until the 30th April 2013 horses are NOT permitted on the following beaches at any time:

Dogs

The Regulations and Policies regarding Dogs in Protected Areas are as follows:

• From April 1st to October 31st dogs are NOT PERMITTED to be on any of the public beaches.

• Dogs can be walked either on the trails, in parks or on the dunes, in South Shore Park at anytime.

• Please carry and use the DOGIPOT litter pick-up bags as you travel in the designated areas at all times.

Bermuda National Park Regulations 1988

• Dogs must be on a leash at ALL times.

1. (1) Subject to paragraph (2), no person shall, in any protected area

• Dogs are NOT PERMITTED in the Main Show Ring in Botanical Gardens.

(a) take a horse other than on designated roadways or trails;

1. John Smith’s Bay Park

2. Elbow Beach Park

• 1st November to 30th April in any year no person shall take or ride a horse on Horseshoe Bay beach in the South Shore Park or on the beaches in John Smith’s Bay Park and Elbow Beach Park but may take or ride a horse on all other public beaches below the high water mark at any time;

3. Horseshoe Bay Beach ( South Shore Park )

• Members of the general public are reminded that Botanical Gardens is closed to the public at sundown each day.

(b) ride a horse in a manner likely to cause danger to any person therein;

(c) ride a horse at a speed greater than fifteen kilometers per hour;

• For safety and health reasons dogs are NOT ALLOWED on National Park playgrounds.

• From 1 May until 31 October horses are NOT PERMITTED to be on any beach in South Shore Park (inclusive of the following beaches: (Port Royal Cove ) Horseshoe Bay, Peel Bay, Butt’s Beach, Wafer Rocks Beach, Chaplin Bay, Stonehole Bay, Jobson’s Cove and Warwick Long Bay) John Smith’s Bay, Elbow Beach and Shelly Bay.

The cooperation of dog kennel operators, and the owners of dogs, in abiding by the regulations, is greatly appreciated.

Bonfires

Bermuda National Park Regulations 1988

• From 1 May until 31 October owners and handlers of horses may take or ride the horses on all other public beaches with the following restrictions: owners and handlers can ONLY take or ride the horses below the high water mark between the hours or 5:00 a.m. and 8:00 a.m.

6. No person shall, being the owner of,or in control of, a dog –

(a) subject to paragraph (b), bring such dog unleashed on to any protected area; or

(b) bring such dog on to any public beach in a protected area during the period from the 1st April to the 31st October in any year; or

• The cooperation of stable owners, as well as horse owners and handlers, in abiding by the 1988 Bermuda National Parks Regulations and 1986 Bermuda National Parks Act, is greatly appreciated.

(d) being in control of a horse leave the horse unattended it is not properly tied to some suitable object, other than tree or shrub;

Patrons must be mindful of the rules and regulations outlined for recreational open fires as mandated by the Bermuda National Parks Act 1986 and The Bermuda National Parks Regulations 1988. See www.bermudalaws.bm.

(e) lead from horse-back a riderless horse which is not appropriately bridled;

(f) lunge or break in any horse;

(g) ride a horse in excess of a slow walk when passing in the vicinity of other members of the public using the area.

BERMUDA NATIONAL PARKS AMENDMENT REGULATIONS 1994

(c) subject to paragraph (b), bring such dog on to any protected area using a leash greater than three meters in length, or

• All bonfires require a special permit which must be obtained from the Department of Parks’ Office.

(d) cause, permit or suffer such dog to annoy or disturb any person in any protected area.

NOTE: From January 1st to December 31st Horses and Dogs are not allowed within any Nature Reserve.

In exercise of the powers conferred upon the Minister by section 25 of the Bermuda National parks Act 1986, the following regulations are hereby made: -

Amendment of BR 49/1988

• Upon obtaining a special permit, patrons will receive all the necessary information on proper bonfire conduct within our national parks.

Also by signs and notice: No dogs in the Main Show Ring at Botanical Gardens and no dogs in Coopers Island Nature Reserve.

5 (2) During the period –

(a) 1st November to 30th April in any year no person shall take or ride a horse on Horseshoe Bay, John Smith’s Bay and Elbow Beach but may take or ride a horse all other public beaches below the high water mark any time;

(b) 1st May to 31st October in any year no person shall take or ride a horse on Horseshoe Bay, Johns Smith’s Bay, Elbow Beach and Shelly Bay but may take or

PUBLISHER & EDITOR

Katrina Ball

BUSINESS CONSULTANT

Vic Ball

ADVERTISING SALES

Wanda Brown wanda@knbmediagroup.com

333-1925

Alicia Resnik

alicia@knbmediagroup.com

236-9218

DESIGN & PRODUCTION

Picante Creative

WRITERS & CONTRIBUTORS

Alicia Resnik, Brenda Dale, Drakers, Carla Seely, Department

Sheldon Maybury, Peter Wendy Robinson

CONTRIBUTING PHOTOGRAPHERS

Zeudi Hinds Photography

Bermuda Parent Magazine four times a year. Reader photo submissions and are welcome. We reserve reject or comment editorially contributed. No portion may be reproduced without consent of the publisher. expressed by contributors or writers do not necessarily reflect the opinions of this magazine. Distribution of this product does not constitute an endorsement of the products or services herein.

CONTACT US info@knbmediagroup.com

504-2937

www.mybermudaparent.com

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Home is the Heart of All Activity

“Society is composed of families, and is what the heads of families make it. Out of the heart are “the issues of life”; and the heart of the community, of the church (religion/faith), and of the nation is the household. The well-being of society, the success of the church, the prosperity of the nation, depend upon home influences. The elevation or deterioration of the future of society will be determined by the manners and morals of the youth growing up around us. As the youth are educated, and as their characters are molded in their childhood to virtuous habits, self-control, and temperance, so will their influence be upon society. If they are left unenlightened and uncontrolled, and as the result become self-willed, intemperate in appetite and passion, so will be their future influence in molding society. The company which the young now keep, the habits they now form, and the principles they now adopt are the index to the state of society for years to come”. This quote was taken from a book I read recently that was inspiring. It was written in 1952 for that time period. As I reflected on it – I could say with confidence that it is just as relevant for 2018. As a parent, I have to be truthful with myself that the children I am raising, are affected by the situations, which I allow them to be involved in. It prepares them to lift up society or tear it down. What a huge responsibility we bare without truly realizing it. There is so much more I can say on this but my suggestion is to read it a few times, really ponder on each sentence and take a stand as to whether you want to train your children to elevate the future society, or will they because of our lack of …... (fill in the blank) deteriorate society.

As we enter a new school year lets commit to elevating and making a brighter future for our Bermudian society.

Happy Parenting,

Publisher & Editor

PHOTO BY JESSII TERRA

Contents

Departments

LITTLE ONES

Physical Activity vs Screentime

Caroline Drakers tells us why we should be putting our devices down and becoming more active.

BIG KIDS

Thriving in a School Environment Where Different is Normal

Seeking out a school that meets your child needs can mean success or failure - read more here.

Functional Skills Linked to Handwriting

We take for granted our functional skills. Learn why they are crucial.

TWEENS & TEENS

14 Technology in the Classroom

Department of ICT shares the benefits of integrating technology in the classroom.

18 The Internet is Public and Forever

The internet can affect our young people in the short and long term.

20 Educational Planning

Carla Seely walks us through how to prepare for educational planning of our children.

FAMILY LIFE

36 Why Your Vitamin D Status Matters This Winter

Brenda Dale will test your knowledge on what you really know of your Vitamin D status.

38 How to Have a Successful School Year

As we mentally prepare for the start of the school year, here are some tips by Oxford Learning.

42 How to Protect your Present and Future Income

Life insurance can be just the security blanket you need to protect your loved ones.

46 Building More Than Good Sportsmen

One coach is raising the bar and opening pathways for our youth to reach their highest potential.

In This Issue

24 INTERNATIONAL BOARDING SCHOOL

48 BPM KIDS PHOTOS

49 BIRTHDAY PHOTOS

52 NURSERY EDUCATION DIRECTORY

Name: Nevaeh Swan & Aniyah Minors

Location: Zeudi Hinds Photography

Photographer: FryDays Trampoline Park, Dockyard

TheirYourgrowth.planning.

EDUCATED INVESTMENT OPTIONS FOR WHAT MATTERS.

Butterfield Select Funds offer you a selection of professionally managed portfolios that range from conservative to aggressive—helping you define and choose the best investment strategy to realise your children’s education goals.

The Select Funds are highly diversified, and flexible long-term investment vehicles that help ensure that your money is working for you.

Select Funds—Seven Portfolios, One Education Objective: Yours.

For more information, please contact us at 299 3817, stop by our Investment Centre, or visit our website.

www.butterfieldgroup.com

Past performance is not indicative of future performance. This document is for information purposes only and does not constitute an offer or solicitation of products or services where prohibited by applicable law. Further, this document is not intended to provide specific investment, financial, accounting, legal or tax advice and no reliance should be placed on the information it provides. Butterfield Asset Management Limited is a wholly-owned subsidiary of The Bank of N.T. Butterfield & Son Limited. Butterfield Asset Management Limited is licensed to conduct investment business by the Bermuda Monetary Authority. Terms and Conditions are available at www.bam.butterfieldgroup.com.

Registered office address: 65 Front Street, Hamilton HM12, Bermuda.

GOOD CARE ® OPTIPRO 3®

GOOD CARE® OPTIPRO 3® is a growing up milk-based formula specially designed to meet the nutrition needs of children from one year onwards and should not be fed to infants. It contains optimized protein along with other nutrients that may help with the proper maturation of organs in early childhood. It contains a unique combination of essential ingredients that may help with the physical development and healthy growth of the infant.

GOOD CARE® OPTIPRO® 3 is formulated with:

Optipro®- optimized protein in the quantity and quality that may help with the normal maturation of the organs of the child.

BL Probiotics - which may help to support a healthy intestinal flora.

DHA – may support with the growth and maintenance of the functions of the brain and visual cells of the infant.

GOOD CARE® OPTIPRO® 3 is available in 400g cans. It is distributed in Bermuda by BGA Wholesaler and is available islandwide

BY CAROLINE DAKERS, COMMUNITY DIETITIAN

Physical Activity vs. Screentime

Physical activity is important for people of all ages as we know it can reduce the risk of us developing certain health related diseases e.g. cancer, strokes, diabetes etc. and it is also important to help us keep our weight under control –which is linked to all these diseases as well. Increasing our physical activity has a positive impact on our mental health too, helping us to produce endorphins which make us feel good. The current recommendation for physical activity in children of school age is at least 1 hour every day. It is important children are reaching their daily physical activity targets through a variety of different types of exercise including aerobic, muscle strengthening and bone strengthening. Examples of these include:

• Aerobic – running, jumping, dancing, swimming, cycling. These activities target large muscles groups.

• Muscle strengthening – tug of war, climbing trees/play equipment, resistance training if age appropriate. These activities are working the muscles more directly.

• Bone strengthening – running, jumping, tennis, hopscotch. These activities promote bone growth and strength through the impact with the ground.

• Some activities could be a good example of all three categories (Office of Disease Prevention and Health Promotion, 2018)

With our increasing reliance on electronic devices, screentime is becoming more of a feature in everyone’s lives; in particular, children. Most adults will remember a time when they didn’t have

a cell phone or computer games or if they were around at the time you were growing up, they were usually expensive and not generally encouraged. Nowadays children are using ‘screens’ in classrooms as a teaching tool; Interactive boards instead of chalkboards, tablets instead of pen and paper. As a result, screens are now a part of their lives from the day they are born. Screens are not the enemy though and are just a progression with the times but, as a result of our reliance on screens, it means a lot of us are becoming less and less active and consequently putting ourselves as increased risk of developing health issues. It boils down to - the more screentime our children have, the less time there is for them to be active.

The World Health Organization (WHO) has identified this inactivity as a growing issue and have most recently launched at a new ‘Global action plan on physical activity 20182030’. The plan sets out objectives and recommendations to all countries to promote physical activity. They plan to

support all countries, willing to take on this plan, in their implementation.

Here are some handy ways in which you can help your child cut down on their screentime and increase their physical activity levels:

• Set up a scavenger/treasure hunt for the kids locally in a safe area, with a non food related prize for the winner at the end

• Limit screentime to no more than 2hrs per day (except for school work)

• Encourage them to try a new sport or hobby over the summer months which they might like to continue through winter too

• Have a sandcastle building competition on the beach

• Encourage them to help you with chores around the household

• Discourage the use of pocket money being spent on screen related items e.g. computer games

• Help them keep track of their physical activity levels in a sticker chart, with a non food related prize for the most physical activity achieved in the week Remember to ensure everyone stays well hydrated with increased physical activity, especially in the hot weather.

If you are concerned about your nutritional health or feel you would benefit from dietetic support please contact us at Island Nutrition!

Contact SCARS for training dates

Email: info@scars.bm

Telephone: 297-2277

Darkness to Light Stewards of Children Training

BY BERMUDA

Thriving in a School Environment Where

Different is Normal

Fitting in at school can be the difference between success and failure. For students with diagnosed learning differences, finding a place to learn that not only accepts your differences, but also provides a space to thrive together, has been invaluable for the parents of Joshua Kelly. Joshua, age 10, was diagnosed with Prader-Willi Syndrome when he was a month old, explained his mother Shirley Kelly. Those diagnosed with Prader-Willi can often show mild to profound learning disabilities, so she and her husband Shannon, knew to keep their eye out for any signs of difficulty. By the time he was in his second year at Somersfield Academy, it was becoming financially difficult for the family to pay for school, his therapies and a para-educator. The family took Joshua out of school and started to look into alternative schooling plans. “We had no concrete plans at the time,” said Mrs Kelly, who is a teacher. “We knew we weren’t prepared to send him overseas alone, so

home-schooling was our top option. But God certainly had it all laid out for us.”

They learned about the Bermuda Centre for Creative Learning (BCCL) at just the right time, and the family enrolled him at the school. At the time, the school, which is dedicated to empowering students with diagnosed learning differences by providing a nontraditional learning environment, was in the early stages of forming.

Now three years on, she said, Joshua “simply loves school”. Joshua added, “I like reading books and playing Kahoot in math class, we get to work on math problems online. I also like when we swim at the National Stadium – I’m a fast swimmer.” The school has adapted and accommodated Joshua’s learning differences. “It’s hard to write sentences,” said Joshua. “My teachers give me special paper with lines that helps make my writing neater. When I first came to BCCL, it was hard for me at first to go on walks to the parks, but now it’s easy because I’m used to it. Reading was

also hard, but I read at school and also with my mom and dad at home, and I got a lot better.” What has stood out the most for the family about the school has been the flexibility in terms of working with Joshua’s learning challenges. “My son and many like him thrive on order. BCCL is very organized,” explained Mrs Kelly. “The school is also flexible where it matters. Everything they do is with our kids in mind, and not an added ‘accommodation’ as is the case in traditional schools. This makes our kids feel normal and accepted, rather than a diversion from business as usual. The teachers are all specialized and supportive, and they genuinely care about the kids and it shows.” Extra therapy, such as speech and occupational therapies, are all integrated into the school day. Mrs Kelly said the advantage is that it allows for more family time instead of running between appointments.

“Joshua and the Kelly family, represent what is possible when schools and families partner together to help a

child succeed. Joshua, like all children with learning differences needs a whole team approach. At BCCL, we are able to provide that for him because of our small student to teacher ratio, and the ability to personalize students’ learning.” expressed Lindsey Sirju, BCCL Co-founder. “Joshua gets frequent, timed breaks and short, intense work periods, in which he is expected to work,” explained Mrs Kelly. “That level of accountability is very warming as he’s getting essential skills for his future.”

The school has been open to the use of different technologies to assist their students, and Joshua has a specialized reading pen. “They are very open to seeking the best methods to reach each student individually,” said Mrs Kelly. She said Joshua has thrived in an environment that embraces his learning differences, and he has “owned his challenges in a very mature manner.” “He is aware of all his many diagnoses and sees them in a positive light. My favourite thing to hear him say is, “Did you know so-and-so has dyslexia/ ADHD/a learning disability too? She/he is very smart.”

“He’s learned that a diagnosis does not preclude intelligence

Bermuda Centre for Creative Learning

BCCL was created for children starting at age 7, who have learning differences and learn best in a non-traditional environment that facilitates each student’s individual learning style.

Prior to enrolling at BCCL, students are required to be assessed on island or away and have been diagnosed with learning differences, such as dyslexia, auditory processing disorder, ADHD and other language-based disorders.

BCCL is recognised as a private school by the Bermuda Ministry of Education.

and success, and he’s not ashamed, or upset, or hurt that he has special learning needs. He’s always been very outgoing and friendly, and I’m happy that he gets to thrive in an environment where different is normal.” According to current research in The State of LD: Understanding Learning and Attention Issues, National Center for Learning Disabilities, 1 in 5 children in the US have learning and attention issues, but only a small subset are formally identified with a disability in school. To compare these statistics with Bermuda, 8,711 children were enrolled in preschool through Secondary (noted in the Bermuda Digest of Statistics 2017). If 20% of that number had learning disabilities, there could be 1,742 children with learning and attention deficits island-wide. The need for educational services for these children is growing. Students whose needs are not being met often fall below grade level. BCCL enrols students beginning at age 7. To support their growing enrolment, the school is moving to a larger facility in the city of Hamilton this coming September 2018. Visit their website: www.bccl.bm for more information.

PHOTO SUBMITTED

BY JILL DAVIDSON, B.SC.O.T.(C),

Functional Skills Linked to

Handwriting

Did you know the way you hold your spoon is closely related to how you hold a pencil?

Functional life skills are the essential skills a person needs to participate in life, learning and work. For children, dressing and feeding skills are often at the top of the list, or money/ time management or even meal preparation for older children. Spoon feeding, drinking from a cup, cutting up a banana, opening lunch containers, doing up a button, turning a shirt right-side out and tying shoelaces are all vital functional skills. Pediatric Occupational Therapists know how closely connected functional skills are to handwriting.

What role do those functional skills play in development, and how does that link to handwriting?

Let’s start with feeding skills. A pencil, just like a spoon, is simply a different type of “tool”. Babies will grasp spoons with their full fists and move them in from the bowl to their mouths. This can be quite a messy process initially — very cute but very messy. As they gain skill and strength in their hands, they can hold it in their fingers, and adjust the spoon in their hands. By holding different types of food on their spoon, they learn how to “grade” their movement. This means they learn how much force to use to either scoop out thick pudding compared with keeping cereal and milk balanced on the spoon as they bring it to their mouths. What’s the other hand doing? The other hand needs to be helping to stabilize the bowl or the pudding container so both hands work together.

Through using a spoon, hand preference emerges at two to three years old, and then hand dominance develops, usually between 3 ½ - 6 years of age. As with holding the spoon, there is also a progression of pencil grasps. When more control is gained in the wrist and fingers, a tripod grasp is expected, where the pencil is pinched between a bent thumb and index finger and resting on the side of the third finger. Spoon use requires similar finger dexterity to pencil control skills. Getting dressed is another opportunity for functional development that is sometimes neglected. As busy parents, we need to get places quickly… so we often “help” our kids get dressed every morning. In our rush, we forget important developmental milestones need to be practiced when pulling on shorts, doing up buttons and putting on socks. Think about how much hand

strength and body wiggling is needed to pull up fitted shorts, or the coordination of both hands working together to scrunch your thumbs to the bottom of the sock to get ready to put it on. Doing up shoelaces…now there’s a skill that used to be required at every P1 Sports Day! Not anymore. With the readily available Velcro shoes, busy parents and less motivation to learn, the skill is just not being taught. This combination has created a generation of students who are not learning this skill until P3 or P4. Dressing strengthens body awareness and directionality skills vital for handwriting. Knowing your left and right and automatically moving in a left to right and top-down direction leads into letter formation. This helps to minimize reversals. Also, general balance and core strength, which impacts posture for sitting in a chair is developed through tasks such as lifting one

leg to put on a pair of pants or shorts. Handwriting requires stability through the legs, feet and main part of the body, so the hands and arms can freely move.

Let’s face it: Handwriting can be a boring task when first learning it. To develop the automaticity and speed required to be proficient requires drill and repetition. Neural pathways for forming each letter are being created and reinforced with practice. The ability to stick with a mundane task and complete it takes self-motivation. So, yet another important skill is developed through practice and repetition with self-help — perseverance. As renown 1800’s statesman and President of the United States, John Quincy Adams said, “Patience and perseverance have a magical effect before which difficulties disappear and obstacles vanish.”

Handwriting is a complex skill and the number one reason for referral to a school pediatric Occupational Therapist. Through writing, students express what they know. But if it’s illegible or too slow, it can be challenging for a teacher to grade and frustrating for the child. Some of the underlying skills we assess for handwriting success are core strength, crossing midline, grading pressure, hand strength, finger dexterity/isolation, eye-hand coordination, visual memory and visual motor skills, to name just a few. Their developmental base and practice ground can be found in functional skills starting as a baby.

If handwriting is a concern, get your children to put down the iPad, put on their own socks and make some cookies! And if you have any concerns about your child’s development of functional skills or handwriting, a caring pediatric OT, like the ones at Function Junction, can help.

Developmental Screenings

Full Evaluations

Written Reports

Home Programmes

Individual & Group Sessions

Classroom & Home Observations

Bike Riding

Training and Education

Holiday Camps

…and more!

Function Junction is a child-centered private practice with the goal of optimizing your child’s abilities and supporting them in reaching their full potential. Here’s what we offer:

Technology

The Benefits of Integrating in the Classroom

While technology has its downsides, there are several positive ways in which it can be integrated into education. Whether through using a math app, watching a how-to video, or learning basic computer programming, technology opens up a new world of discovery for young people. This newfound access to various disciplines, prepares children for life in a new interconnected, global world.

Teachers and administrators are constantly striving to find new ways to integrate technology into the classroom and are seeing amazing results. Edu-

cational technology helps bridge the gap between a desire to reach students where they are and the reality of working with limited time and resources. Websites such as Khan Academy, Udemy and Coursera provide extra tutorials and guidance on specific topics that the teacher may not have time to get through. These tools also allow students to learn at their own pace, taking the time to fully understand and absorb new concept.

By using technologies such as tablets, learning stations, and Clear Touch Interactive displays, teachers can encourage individual learning styles

without requiring hours of planning and prepping. Common Sense Media establishes The fact that now, more than 95% of children aged 0-8 grow up with at least one smartphone in their home. Since this technology trend will only continue on the increase, why shouldn’t schools follow suit? Technology and social media are now engagement tools and teachers should have them at their disposal.

Technology also allows for instant communication with parents and students, encourages feedback and participation, and allows students to connect with other classrooms locally or around

the world. Apps like Kahoot allow students to join their teacher online and compete against their peers. This allows students who would otherwise be too nervous to answer a question to participate in the discussion. There are global initiatives like World Math Day where students compete against other students from around the world, solving various math problems.

A US national study from PBS Learning Media found that 74% of teachers confirmed that they use digital resources to reinforce the content they teach. Over 48% of the teachers said that they utilize online lesson plans as well. This can translate over to social media as well: teachers can now employ the expertise of others to help reinforce their own knowledge as well as that of their students. Teachers can create Twitter accounts for the class where they may post homework and class updates. But technology integration doesn’t even have to be that complex. Simply allowing students to use Google Docs and Dropbox to do group assignments or to take notes for the class encourages collaboration without having it feel forced.

In a study conducted by GameDesk, test scores amongst fifth graders increased by 15% when they used technology. The students used a fractions app for only 20 minutes a day during a five-day period, resulting in their test scores substantially increasing. This app is just one example of a simple way that teachers can use technology to engage their students and have significant results. This type of integration does not take up a large amount of a lesson plan, yet engages students without them even realizing it.

A similar test was done at Learn2Earn, which released two rounds of game features to see how it would affect reading times. It was found that in the second round, with the release of a shop and ‘wisdom points’ system for the game, that the average reading times improved. Students want to be rewarded for their accomplishments, the app provided a way to reward them for learning without pitting them against other students.

The examples above show once again that students will actively learn if provided with the right tools. They embraced both of these apps because they were fun and engaging, and so they seemed forget that they were supposed to be learning. This type of engagement can help teachers who have students who have difficulty with reading or doing math problems every day. Of course, tools like these are meant to be an aid for teachers, not a substitute.

Technology allows both students and teachers the opportunity to gain skills in the areas of problem-solving and critical thinking, and in developing communication

skills and leadership skills, all-the-while improving motivation and productivity. Integrating technology into the classrooms at early ages will likely develop active student engagement and participation, which will carry on throughout the years. This is a great opportunity to help develop their tech skills such as programming, but also to help strengthen the fundamentals like reading and arithmetic. It is no secret that actively engaging students by using products that they understand and enjoy leads to a better overall educational environment.

For more information about how you can integrate technology and social media into your learning environment, visit www.cybertips.bm.

Cybercyd is the loveable mascot of the Cybertips initiative of the Department of ICT Policy & Innovation. Cybertips focuses on all aspects of digital citizenship and aims to empower and protect Bermuda’s students using proven best practices and innovative localized programmes and working together with knowledgeable local and internationally-renowned subject-matter experts.

Bermuda celebrates Girls in ICT* Everyday!

Let’s all encourage, foster, and mentor young women as they enter the ICT industry and develop into tech leaders. Bermuda can make a difference!

• Encourage girls and women into ICT studies

• Recruit women into ICT-related posts

• Retain & promote women in the ICT sector

*Information and Communications Technology

FAMILY FINDS

The Phoenix Stores understands the importance of oral health and if you agree, check out the Oral-B PRO 5000 SmartSeries rechargeable electronic toothbrush available in-store. The world’s first of its kind with Bluetooth connectivity allows real-time feedback on your brushing habits. Other features include a Floss Action brush head and timer to help you brush the dentist recommended two minutes.

2. Easy-Bake Ultimate Oven Star Edition

Let your baking star shine with an Easy-Bake Ultimate Oven Star Edition from The Annex Toys. This model of the classic toy oven takes on a modern look and comes with all the fixings to make mini Sparkle Cakes - delicious frosted brownies topped with rainbow sugar sprinkles. Plus, the Easy-Bake Ultimate Oven Baking Star Edition is electric - no light bulbs needed - and can be used to prepare both sweet and savoury treats.

Bring home a French icon with this incredible, buildable set from The Annex Toys. Made up of 321 cleverly utilised bricks, LEGO Architecture Eiffel Tower offers its admirers a highly satisfying building experience as well as a beautiful symbol of a nation.

4.

Monitor your progress in losing body fat and reach your goals faster with an Omron Fat Loss Monitor from The Phoenix Stores. Designed to accurately and efficiently track body fat percentage and body mass index (BMI), this monitor lets know if you’re losing the “right” weight — fat instead of muscle.

5. Cantu Care For Kids

Nurture and nourish your little one’s fragile coils, curls and waves with Cantu Care For Kids. Available at The Phoenix Stores, this gentle care for textured hair is the perfect blend of 100% pure shea butter, coconut oil and honey.

6. Cuisinart EasyPop Popcorn Maker

Plan your next movie night with a Cuisinart EasyPop Popcorn Maker from The Phoenix Centre. Prepare up to 16 cups of crunchy, homemade popcorn then serve it from the dual-purpose popping bowl. Clean-up is easy as all removable parts are dishwasher safe.

1. Oral-B PRO 5000

3. LEGO Architect

Omron Fat Loss Monitor

7. Innobaby Birthstone Ring Teether

Help your child through teething pain with an Innobaby Birthstone Ring Teether from The Annex Toys. Made with 100% silicone, this soft, gentle and personalised ring teether is not just adorable and soothing, it’s also multisensory with a unique self-standing, easy-grip design to encourage fine motor skills while stimulating muscles of the lips, tongue, and cheeks to improve oral motor skills.

8. Board Games

It’s the time of year when we tend to spend more time indoors enjoying the company of family and friends. Why not make The Annex Toys your first stop in planning a family games night? Choose from a wide selection of the world’s most beloved games such as Monopoly, Twister and The Game of Life. Or, find trending games like What Do You Meme and let the games begin!

9. Michel Design

Housed in the lower level of Brown & Co. on Front Street is a lovely selection of Michel Design Works luxurious, all-natural bath and body products, delicately scented soy-wax candles and home fragrances and irresistible home decor items. Amongst the collection is the Peacock – a fresh take on a favourite design featuring bold, brilliant colours, complex, overlapping patterns and cypress, cedarwood and patchouli aromas.

10. Eco Vessel

Brown & Co. stocks a wide selection of Eco Vessel bottles in all shapes and sizes featuring a TriMax triple insulation technology. Eco Vessel bottles are perfect for water, tea, coffee, soup or just about any drink and have been tested to keep water cold for up to 36 hours and hot up to 8 hours.

11. Books

There’s no perfect manual to prepare for parenting, but The Bookmart at Brown & Co. stocks a plethora of selfhelp titles both factual and humorous to remind folks of the joys of parenting and guide in its ever-evolving development.

12. Nespresso CitiZ

Add a touch of elegance to your coffee rituals with a Nespresso CitiZ coffee machine from Brown & Co. The retro-modern design with integrated milk frother continues to please both Nespresso coffee drinkers and design lovers. Each machine includes a welcome set with a range of Nespresso capsules boasting unique aroma profiles.

13. Amope Pedi Perfect

Maintaining soft and beautiful feet has never been as effortless as with using an Amope Pedi Perfect Electronic Pedicure available at The Phoenix Stores. The device is gentle on your feet, easy to use quickly helps you achieve soft, silky feet and is designed to remove any hard skin for smooth results after just one use.

14. Melissa & Doug Let’s Play House

The Annex Toys understands part of playing house is keeping things sparkling clean. Promote fine and gross motor skills and encourage imaginative play with Melissa & Doug Let’s Play House pretend cleaning sets. Give your little one housekeeping tools sized just for kids, built to last and not for use with real cleaning materials.

BY WENDY ROBINSON

The

Internet is public and forever, but what happens when a teen doesn’t realize that?

Ifound out that my 17-year-old stepson was in love via social media. I was up late one night and, on a whim, decided to check out his profile, which was unlocked and public. In addition to the fact that he was in love, I also found out that he was planning to get a gigantic tattoo on the day he turned 18, that several of his female friends had shockingly sexy selfies as their profile pictures, and that he sometimes made funny (but mean) comments about the customers from the store where he works.

That night, after I showed my husband the tweets, I logged off and sat for a long while trying to decide what to do next. I believe my stepson is a generally good and responsible kid, by teenage standards, and deserves to have some privacy in his personal life. I know I didn’t tell my parents everything when I was in high school and college, but that was also before digital cameras, smartphones, and social media made it so easy for private moments to get shared to an almost unlimited audience. My husband and I were admittedly a little hurt that our son was in what seemed to be a serious romantic relationship

but hadn’t told us about it. Add to that the worry about just where exactly that gigantic tattoo was going to go and it was clear it was time for a talk.

One of the first things I did was to follow my stepson on social media, so he’d know I was there and could see his profile. My husband, who is not a social media fan, decided that although he shared my concerns, this version of “the talk” was the perfect opportunity for

me to bond with my stepson. I suspect that he just didn’t want to admit that he doesn’t totally get social media. Wimp.

When the time came for the talk, I felt a bit awkward at first: “So, um, you know I follow you online, right? So … about that tattoo …”

It turned out that the tattoo was relatively easy to talk about, at least compared to talking about his love life.

“I just don’t think you and Dad

Inspiring Excellence and Leadership

BHS is not just a school with girls. It is a school for girls.

From day one at BHS, your daughter will be nurtured in a diverse and engaging environment where she will learn from teachers with deep experience in teaching girls. This extraordinary community will help her grow into a confident young women ready to take on any challenge - but, don’t just take our word for it....

need to know about stuff like who I’m seeing. Do you really want to know if I’m hooking up or whatever?”

“Well, the thing is, if you put it on social media, anyone can know about your love life, including us …”

We ended up having a long talk about public versus private and about how the Internet is forever. He didn’t, and still doesn’t, totally agree with me about what is appropriate to put out there, especially when it comes to the possibility of future employers reading something. Now, though, he knows that he might get a direct message from me when something raises my eyebrows … like his plans for that second tattoo.

How do you talk to your teen about social media?

Wendy Robinson is a writer, working mom, and graduate student. Someday she’d like to sleep in again. She also blogs at www.athleticmonkey.wordpress.com

“My daughter jumps into the car excited to tell me about her day – her enthusiasm and passion for school is priceless.”

Year 6 parent

“We chose BHS for our daughter because we felt she would benefit from a single-sex education, and she is thriving!”

Year 4 parent

“I love the traditions at BHS and feel it must give the girls such a great sense of belonging.“ Year 1 parent

Director

www.bhs.bm

family life

BY CARLA SEELY, VP OF PENSIONS & INVESTMENTS

Educational Planning: Expectation, Realisation, Adaptation

Children are like a good mystery novel, lots of twists and turns, a few unexpected surprises and sometimes not always the ending you were hoping for. There are many books written about the underachieving child that needs to be motivated or the ‘gifted’ child who requires constant intellectual stimulation, but rarely do you ever read anything about the child who is similar to the book ‘The Little Engine that could’ but instead of ‘I think I can’ to get over the mountain, the reality is they just can’t.

All parents have the highest expectations for their children, and most parents hope their children are more successful than they are, but the fact is sometimes it just doesn’t happen and no matter how much support you put in place around them, their DNA and the traits that develop from them can rarely be altered.

In my family growing up, there were four children; my brother the eldest, then myself followed by two more sisters, and we are all 1–2 years apart. Each of us has very different personality traits and different passions, which my

parents always encouraged. The mantra in our family was ‘100% is not good enough, excel at being exceptional’, another my father used to say a lot was ‘Failure is a part of life, without failure determination is not born’. A lot of the times as a child I remember thinking, what a bunch of mumbo-jumbo but reflecting back now perhaps they were onto something.

As children age from infant to adolescent, their traits, interests and natural skillset begin to blossom; as adults, our role is not to decide what their working life should look like, our role is to help identify natural skills and provide encouragement. Children’s skills and their natural ability develop at different times, some children know early on what they want to be and sometimes it is not until adolescence they really develop an interest in a particular area.

My younger sister is a classic example, she knew want she wanted to be from day one. At four years old she had to get glasses, and I remember her saying that when she grew up that she wanted to help people see. Fast track to 30 years later my sister is an Ophthalmologist (Eye Doctor). My sister is extremely smart, not smart ‘gifted’ but smart because she worked extremely hard to excel at being exceptional, she dealt with her failures (which were very few) with sheer determination.

From my parents’ perspective, they realized very early on that my sister was going to get into medicine, and for them that also meant up to eight years

in medical school and the tuition that goes along with it. However, there was the added pressure that potentially the other three children could be at university as well.

My parents had to adapt their finances, had to make major sacrifices and plan for the ‘worst case scenario’, that all the children would be at university at the same time. My parents encouraged her to apply for any scholarships and bursaries that were available and she was very fortunate in the end to be the recipient of a full scholarship.

When I look back on this scenario, three words come to mind:

Expectation

My sister expected to get into medicine to help people with their sight.

Realisation

My parents realised that she actually was smart enough, skilled enough and determined enough to do it and they had to plan financially for it.

Adaptation

My parents figured out that they were going to have to save a lot more for tertiary education than first thought, so sacrificing to save more was going to be key.

On the completely other side of the coin there was me, the class clown who was more interested in making friends than actually applying myself and worst of all, I really struggled in school. My interests were all over the place; I loved animals, I loved talking and I loved numbers. I imagine my parents figured out very early on I was not going to be ‘The Little Engine that could’ if I wanted to become a vet, it was never going

to happen. However, they did encourage me to get involved in debating at school because I loved a good argument and I had an uncanny knack for people to remain engaged in what I was talking about. Now fast track to 30 years later, I am the Vice President of Pensions and Investments for FM Group, my days are spent helping people towards retirement, telling them their options and providing the statistical numerical analysis on ways to achieve it.

When my parents planned for my education it was simple, I did not have a good scholastic record so they just hoped I would be accepted into university. They planned their finances around paying for an undergraduate degree but knew they would not need to earmark additional money for a PhD.

At the end of the day, when it comes to planning for education, parents need to be realistic of their children’s abilities, our DNA can build the 5-star Michelin chef in us, it can build the heavy equipment mechanic in us and it can also build the reinsurance life actuary in us. It’s imperative you save for your child’s education, but it is more imperative to know what you might be saving for, so you can plan, you can tweak if necessary but achieve the education savings results you need and also have enough saved to enjoy your retirement years.

Carla Seely is the Vice President of Pension and Investments at Freisenbruch-Meyer. If you would like any further details, please contact cseely@fmgroup.bm or call 441 297 8686.

Ready, Set, Grow

Covering Possibilities

The Freisenbruch-Meyer

Personal Retirement Plan (PRP) affords you the convenience of transferring and managing all your accumulated retirement savings through one place.

Key Benefits:

Funds valued daily

Investment flexibility

Statements on demand

Transparent fees

Interactive website with helpful tools

Invest voluntary contributions at your leisure

For more information on our Pension Products & Services, contact our Pension Team on 296.3600 or Pensionmail@fmgroup.bm

T• 441.296.3600

F• 441.295.6209 INFO@FMGROUP.BM

75 FRONT STREET HAMILTON HM 12 BERMUDA fmgroup.bm

MSA’s approach to learning promotes critical thinking and problem-solving. As an Alberta Accredited International School, MSA teaches a world-recognized curriculum founded on age-appropriate learning and engages students in a collaborative and interactive approach.

MSA offers a continuous curriculum, from pre-K to senior year, with the aim to foster whole-child development and a sense of belonging. Every parent wants the best opportunity for success for their children, an MSA education helps each of our students achieve that. Come see what our family has to offer.

BY VANGUARD SCHOOL

THE VANGUARD SCHOOL:

Bridging the Gap Between School and Home

Nestled on a gorgeous 77-acre campus, between Orlando and Tampa, The Vanguard School is a fully accredited (SACSAdvancED, FCIS), co-educational, boarding and day school for students in grades 6-12. Since 1966, The Vanguard School has specialized in educating students with a variety of learning differences; in an environment that acknowledges their differences, celebrates their strengths, and supports them in overcoming their challenges. Complementing our academic program is a robust and rewarding campus experience. A safe, structured environment facilitates the physical, social and emotional growth of all residential and day students.

Students participate in a variety of diverse cultural and social events in a regulated environment enhanced by beautiful greenery and warm Florida sunshine. Vanguard students routinely enjoy the benefits of being close to the country’s best theme parks including; Disney World, Universal Studios and LEGOLAND.

Our dormitories are a home away from home for our residential students, with staff providing around-the-clock supervision in accordance with student age and social maturity. Our newly remodeled dorms provide an environment unlike any other. Vanguard Students will learn essential life skills to make their transition after Vanguard easier. Our residents

participate in weekly life skills activities including financial management, cooking and organization techniques. The Vanguard School offers students a wide range of after-school clubs, trips, sports and activities. Student Leadership and community involvement is offered through a variety of community service clubs and activities.

Like with every facet of The Vanguard School, our college and career planning process is individualized and done with the student’s personal needs in mind. We understand that graduation is a momentous time for students. One chapter is closing and the other is just beginning. That is why we ensure when our students leave Vanguard’s campus, they are prepared with a personal plan in place that will carry them into their futures.

Upon entering their senior year (12th grade) at The Vanguard School, each student must have a Transition Plan in place. This plan is formed with the principal, College and Career Adviser, the student’s mentor, and parents. Once this Transition Plan is implemented then the student attends their Transition Plan meeting. This is to ensure that each and every student has goal upon graduation, whether it is going to college, technical school, military, a residential program, or the work force.

High School students who are eligible have the opportunity to participate in dual enrollment at Vanguard’s Partner Institutions (Ridge Career Center and Polk State College) as long as the student meets specific criteria. These students will take their core academic classes on the Vanguard Campus and will be transported to one of the partnership institutions for their elective or college credit classes.

We understand that each child learns differently, and we provide an individualized educational environment for students to learn. Even if they’ve traveled halfway around the world, their Vanguard Family is here to welcome them home.

HAPPY MOMENTS Nursery and Preschool

Where Your Child Learns for a Brighter Future

Serving families in the Eastern Parishes and beyond since 1998.

Your child‘s day is comprised of opportunities to build an excellent foundation for the early years of education. Our approach to teaching provides our children with sound moral principles, exploratory learning, early literary skills, monthly Early Years programs with the Bermuda National Gallery, Bermuda Gymnastics, music classes with Magical Musical Movements and Spanish. Professional teaching staff. Also First Aid & CPR Certified and SCARS trained Accepting students 18 months to four years of age.

Hours: 7:30 a.m. - 5:30 p.m. Currently accepting applications 2018/19. Contact us at 737-8385 or

Located at 69 North Shore Rd, Hamilton Parish.

BY BUFFALO SEMINARY

Our Oldest Tradition is

Forward Thinking

Among the oldest girls’ schools in the United States, SEM has designed a constantly innovating culture of achievement, scholarship, creativity, and leadership since 1851.

Our school, on the National Register of Historic places, is a cozy campus includes grand homes renovated for student and faculty residences on a

historic parkway, a real turf field and regulation squash courts (our squash team is nationally ranked), in a leafy neighborhood of Buffalo, New York. Because Buffalo is situated on Lake Erie, SEM teams include sailing and crew.

Buffalo is a one-hour flight from New York City, Boston, Philadelphia, Detroit and Chicago; and a 90-minute drive from Toronto. Niagara Falls is

only 15 minutes away!

At SEM we believe in standards, but not standardization. Non-denominational and non-uniform, our independent high school environment allows girls to challenge themselves, express themselves, and to prepare for success in college and adulthood.

Research provided by National Coalition of Girls Schools (NCGS) is

clear on the benefits of girls’ school: developmentally, academically and in higher education goals and career outcomes, girls’ schools foster leadership and scholarship. Perhaps most importantly, they unfetter girls from worrying about how they look and from the fear of trying and failing while boys are watching. At SEM, instead, girls are supported, encour aged, respected, and listened to by their peers and their teachers who understand what girls specifically need and how they learn best.

According to the NCGS, all-girls learning environments empower students to become bold leaders. 93% of girls’ school grads say they were of fered greater leadership opportunities than peers at coed schools and 80% have held leadership positions since

graduating from high school. All-girls learning environments champion the educational needs of girls as a group currently underrepresented in STEM majors and careers.

Our STEAM curriculum, classroom integrated technology and laptop program allow girls to explore new possibilities for themselves in the science, tech-

are six times more likely to considering majoring in math, science, and technology compared to girls who attend coed schools. Compared to coed peers, girls’ school grads are three times more likely to consider engineering careers.

Students who thrive at SEM are motivated to widen their perspectives, contribute to community, and to set

An Education That Knows EF ACADEMY: No Borders

EF Academy is one of the most diverse IB Diploma Programs in the United States. They borrow some the best practices of older traditional boarding schools and put their own unique spin on the concept.

EF Academy New York is located in the suburb of Thornwood, a 40-minute drive from Manhattan. It’s the ideal choice for students wanting to broaden their horizons and earn an IB Diploma in Grades 11 and 12. The school is surrounded by 100 acres of landscaped grounds and features modern on-campus student residences, state-of-the-art science labs, a theater, art studio, sports facilities, and trails for cross country and mountain biking.

Looking beyond high school, the school’s advising team has extensive knowledge of the application processes in the U.S., U.K., and globally. They know how students can most effectively leverage their IB experiences towards the best university acceptances. Ninety percent of their graduates are accepted by their first or second choice colleges.

EF Academy offers students, and parents, guidance beginning with the school’s global admissions team. Staff pride themselves on having an inclusive consultative approach that determines each student’s suitability for the program and school culture.

With campus locations in Oxford and Torbay in the UK, EF Academy offers a campus rotation option that makes it possible for students to move from the school in New York to one of its schools in the UK prior to beginning the IB Diploma program. This gives students the chance to step out of their comfort zone and experience even more of the world.

At EF Academy, IB students embark on a challenging, life-changing academic and personal journey that combines education with a vibrant student life. Students leave as confident, independent global citizens who are exceptionally prepared for the 21stcentury.

Student Spotlight –Carissa Da Silva

Carissa Da Silva, a former Somersfield Academy student discusses why she chose EF Academy. “I’ve attended Somersfield for 6 years. They have the IB program, but when I was graduating they didn’t offer the final 2 years,” says Carissa. “I want to finish my IB diploma and looked at schools here before looking abroad.” One of the first schools Carissa considered was EF Academy. She visited the school and fell in love with the campus. “EF Academy is everything I want and more.”

What are you looking forward to?

“They are one of the only IB boarding schools in New York and I felt it was the best

of both worlds. I’m looking forward to exploring New York City. I want to experience New York in the winter and walk around Central Park. I’ve recently discovered my love for photography, and can’t wait to photograph New York.

I’m also looking forward to making new friends and learning new languages. EF academy has a diverse student community and I’m looking forward to learning about different languages and cultures.”

> World-class programs: iGCSE, IB Diploma, A-Levels, U.S. High School Diploma

> 73% of our students attend their first choice university

> Multiple college-level courses, including SAT prep, STEM and Business

> Over 80 countries represented at our three campuses

> Wide array of clubs and sports offered from soccer and golf to theater and coding

PHOTO SUBMITTED

BY THE GOW SCHOOL

Finish Strong Start Fast with Gow

The Gow School is a college-prep boarding school for students, grades 6-12, with dyslexia and similar language-based learning disabilities. Focusing on small class sizes, 3-7 students per class, and a low 4:1 student to faculty ratio, The Gow School offers a multisensory approach to teaching that enables dyslexic students to thrive. The Gow community has a sense of belonging, of equality, and of connection born on common trials and shared triumph.

The Gow School is a college prep boarding and day school for students, grades 6-12, with dyslexia or similar language-based learning disabilities. By combining a structured program and environment with flexibility, individualization, and room for fun, Gow provides a rich school experience. This is precisely what dyslexic students need to learn.

2491 Emery Rd • South Wales, NY 14139 P 716.687.2001 • F 716.687.2003 • gow.org

Gow has a start fast, finish strong mentality and students typically start to see progress soon after they step foot in our classrooms. Progress typically comes quickly, soon after they invest themselves in the program. At the School’s core is a structured program designed to help students navigate the academic day and a daily schedule designed to keep students busy. Between a packed class schedule, after-school sports, study hall and Saturday classes, there is little unprogrammed time.

The School is settled on a 120 acre campus which gives our students plenty of room to learn and play. Boarding school life does not always allow lots of free time, but it has plenty of room for fun. Students are so involved – playing sports, going on trips, and hanging out with each other – that they get the most out of the rich residential experience.

In July, the School’s co-ed summer program is five weeks of learning and fun for ages 8-16! The Gow School Summer Program is for students who have been experiencing academic difficulties, or have been diagnosed with dyslexia or specific learning disabili-

ties. The Summer Program runs from the end of June to early August with morning academics, afternoon fun and games and weekend adventures! The Gow School Summer Program gives students academic tools and self-confidence they can take with them wherever

they go; to the classroom and beyond. By combining a structured program and environment with flexibility, individualization, and room for fun, Gow provides a rich school experience that is precisely what dyslexic students need to learn and to enjoy learning.

school

BY BY MISS HALL’S SCHOOL

Explore Your interest

Thursday’s are different at Miss Hall’s School.

For more than two decades, Miss Hall’s students have participated in Horizons, the School’s one-of-akind experiential learning program. Horizons takes place each Thursday during the school year, giving students opportunities to give back to the School and the broader community, explore areas of possible college majors and career interests, and intern with local businesses and organizations.

“Horizons is truly a unique program—and a signature program for Miss Hall’s,” explains its Director, Alison Basdekis. “It is where the MHS commitment to engagement, service, and leadership comes to life every week. Horizons is also central to the School’s commitment to providing opportunities for students to strengthen connections, discover passions, and have influence.”

Through weekly on and off-campus internships, volunteer opportunities, and class-wide projects, students build leadership

Horizons is being able to interact with others out in the community and being able to choose what you want to pursue,” explains a recent graduate in the Class of 2018. “It’s a perfect avenue for being able to explore your interests.”

To learn more, visit misshalls.org/ horizons.

Since 1898 skills, explore career interests, and influence the world around them. Launched in the fall of 1995, Horizons is also built sequentially, so that as students move from one year to the next, they build on skills learned in earlier years.

As new students, ninth-graders stay on campus, participating in projects that emphasize team building, problem solving, health and wellness, ethics, public speaking, and philanthropy. Sophomores, juniors, and seniors, meanwhile, leave campus each Thursday morning to volunteer and intern at 75 local businesses and nonprofit organizations throughout Berkshire County.

Tenth-graders explore the landscape beyond the MHS campus. They participate in local environmental projects and in workshops that emphasize the history, politics, and economics of the Berkshires. This hands-on activism paves the way for volunteering later in the year at local nonprofit organizations.

Eleventh-graders build on the site work of sophomore year by continuing to volunteer at nonprofits. These experiences help them to develop professional application materials that they use to apply for senior-year internships—and to bolster college application materials.

As seniors, the program’s culmination is a yearlong professional internship or personalized project tailored to each student’s individual interests and passions. At the end of the year, every senior presents her experiences to the MHS community.

For many Miss Hall’s students, Horizons is often a defining part of their MHS experience. “The best part of

Diverse community representing more than 20 countries

Global network of 3,500+ alumnae

Transformative girl-centered academic and student life programs

Competitive athletics, including soccer, lacrosse, softball, tennis, and golf teams, and a three-season riding program

Innovative service and experiential learning program

Extensive expressive arts offerings

State of the art classrooms and laboratories

Enduring friendships that last a lifetime

212 students • 8:1 Student:Faculty Ratio • Average Class Size 10-14 100% of MHS students continue to institutions of higher learning

Miss Hall’s School

All-Girls

Boarding and Day

Grades 9-12

Pittsfield, Massachusetts

www.misshalls.org

Inspiring girls to contribute boldly and creatively to the common good.

PHOTOS SUBMITTED

BY GALE YOUNG

Learning Diversity Achieving More Through

Eagle Hill School believes in learning diversity, not disability, discarding notions of boxes and limits and empowering students with selfknowledge, self-confidence, and self-advocacy skills. Our community is one of encouragement, caring and aspiration. With innovation, tenacity, and trust, faculty not only teach students; they reach students, who learn to use their strengths to compensate for weaknesses and triumph over their past. In this immersive boarding school environment, Eagle Hill helps students achieve far more than they thought possible—from high school graduation to preparation for college and a fulfilling future.

Eagle Hill School is a co-educational college preparatory boarding school that provides an individualized education for students identified with language based learning (dis)abilities including Dyslexia, Dysgraphia and ADHD (inattentive type). Eagle Hill is an IB World School

that offers the International Baccalaureate Diploma Programme in addition to our traditional high school diploma.

With an average class size of five students, learning is individualized and tailored to meet the specific learning needs of each student. Eagle Hill School will provide remedial instruction in any subject area where a student is working below grade level. Additionally, Eagle Hill provides challenging academic classes, and it is not unusual for a first year student to receive remedial instruction in one subject area and be in advanced classes in other subject areas. Eagle Hill School offers specific reading approaches, honors course work, and multi-sensory teaching.

Eagle Hill School is a co-educational college pr epar ator y boarding school that provides an indi vidualized education for st uden ts iden ti fied with language based lear ning (dis)abili ties including Dyslexia, Dysgraphia and ADHD (ina tt en tive type). Eagle Hill School is an au thor ized IB World School of fering the IB Diploma Programme.

www.eaglehill.school 413-477-6000 Hardwick, Massachusetts

Why your

status matters this winter

Commonly known as the sunshine vitamin, a lack of vitamin D has become a recent concern across the globe, especially in more northern countries that receive lower levels of sunlight year round. But we live on an island paradise bathed in sunshine year round; surely we all get sufficient levels of vitamin D? Well, not exactly. In fact, we actually receive very little sunshine in comparison to other islands like Bahamas and Barbados as we are situated farther north than our Caribbean counterparts (which is why we are technically not part of the Caribbean).

Dr. Cousins-Simpson of Bermuda Alzheimer and Memory Services (BEAMS) is a huge advocate for getting sufficient levels of vitamin D here in Bermuda. Most individuals she has worked with usually have inadequate vitamin D levels. She states that,

“It’s very rare I get a patient with an adequate vitamin D status. When the bloodwork comes back most patients have a vitamin D deficiency. This finding surprises most people, and that’s part of the problem. The assumption is that we get enough Vitamin D from the sun, so the average person in Bermuda doesn’t even give vitamin D a second thought.”

With numerous campaigns against the threat of skin cancer, more people are slapping on the sun screen and avoiding the sun. This is great for preserving your skin and reducing sun-induced skin damage, but not so much for your vitamin D status. Also, if you work indoors, you’re spending most hours inside when the sun is at its prime, and sunlight through a window does not have a substantial effect on your vitamin D status.

All of these factors have made maintaining a healthy and sufficient

vitamin D status in Bermuda more difficult in recent years, especially during winter months when days begin to shorten and sunlight is scarcer. But why should we worry about vitamin D? For starters, vitamin D it just as important for optimal bone health as calcium! For example, osteoporosis is most often associated with inadequate calcium intakes, but insufficient vitamin D contributes to osteoporosis as well by reducing calcium absorption in the body.

Vitamin D is also extremely important for regulating cell growth and for cell-to-cell communication. Some studies have suggested that calcitriol (the hormonally active form of vitamin D) can reduce cancer progression by slowing the growth and development of new blood vessels in cancerous tissue, increasing cancer cell death, and reducing cell proliferation. On the other hand, vitamin

D deficiency has been associated with an increased risk of cardiovascular disease, hypertension, multiple sclerosis, autism, Alzheimer’s disease, and rheumatoid arthritis.

But how much vitamin D do we need? It all depends on your age and life stage. The current recommendations by the U.S. Institutes of Medicine (IOM) are currently set at:

• Infants 0-12 months - 400 IU (10 mcg).

• Children 1-18 years - 600 IU (15 mcg).

• Adults to age 70 - 600 IU (15 mcg).

• Adults over 70 - 800 IU (20 mcg).

• Pregnant or lactating women600 IU (15 mcg).

So how does one get enough vitamin D throughout the day? Well there are a few options, such as:

• Eat vitamin D rich foods. Dietary sources of vitamin D include fatty fish such as salmon, (especially the wild salmon), tuna, mackerel, mushrooms, and eggs. Also many food products are vitamin D fortified, such as milk (cow, soy, almond, or coconut milk are all fortified), some cereals, and juices (just make sure to read those labels!). Aim for two servings of fatty fish per week or drink 2-3 cups of vitamin D fortified milks per day.

• Schedule in a daily dose of SUN. Things get hectic through the day with email after email, endless meetings or errands, but taking the time to schedule in just 15 minutes of sun at mid-day will give your body (and your mood) a much needed lift. This varies of course as those with naturally darker skin tones will need more time in the sun.

• Get a vitamin D supplement. A supplement is a great way to ensure your vitamin D intake is adequate no matter what. Also, vitamin D is fairly inexpensive and easy to find at your local pharmacy - look for

a supplement with at least 600 IU of D3 to hit your daily vitamin D needs.

The Upper Level limit recommended for vitamin D is 4,000 IU per day. However, the National Institutes of Health (NIH) has suggested that vitamin D toxicity is unlikely at daily intakes below 10,000 IU per day- making overdosing on vitamin D pretty much impossible. Thus, taking a daily supplement as a safety net- is a great way to ensure you don’t suffer deficiency this winter!

How to Have a

School Year

Mentally preparing to head back to the classroom is especially important after a summer spent by the pool or at the beach, mornings spent sleeping in, and afternoons spent on the soccer field. The sooner children get ready to learn, the easier the transition to the classroom will be.

Summer schedules are greatly different from the structured academic-style schedule that students encounter at school. Transitioning between the two can be difficult for students. Kids can spend up to two months (TWO months!) simply re-adjusting to academic schedules—sitting at a desk, taking notes, listening to the teacher—rather than jumping into learning from day one.

The first weeks of school are a critical time. Children who begin a new school year ready to learn from day one have a considerable advantage over students who spend the first month or so reviewing and merely getting back up to speed.

There are a few things that can be done during the early days of school (and even in summer) to help make the transition back to the classroom smoother for all students.

• Reinforce the use of a day planner to record daily homework assignments, deadlines, after-school

It’s back to school time again. In order to head back geared up for learning, it is necessary to get the cognitive wheels turning as soon as possible.

activities, and upcoming quizzes and tests. Consider using an agenda during the summer to keep track of social activities, chore times, bed times, and team sports—it’s a great habit that benefits students all year round.

• Keep set bedtimes and morning routines. If your child doesn’t have an alarm clock, the summer is a great time to introduce one. Implement wake up times and morning routines so when the first day of school rolls around, your child will be ready to roll out of bed—no rushing required.

• Start homework, even before it’s assigned. Don’t wait for the teacher to send homework home to get into the habit of hitting the books after school. Begin making it a habit to review the day’s notes, organize the book bag and binder, and prepare for the next day. In the summer, students can write in a journal or read a book.

• Meet with your child’s teacher and get to know the upcoming grades’ schoolwork and activities. Ask about reading lists or special projects that may be assigned. The early days of the school year may not be homework-intense, so why not use this time to get ahead in some reading?

• Have a quiet place to study at home that is free from distractions. Keep reference materials, books, dictionaries, encyclopedias,

and school supplies such as calculators, pens and pencils nearby.

The earlier families begin to implement solid back-to-school routines, the easier the transition into the classroom will be. Good routines lead to a successful school year.

For more information about getting your child ready to have a great school year, contact Alika Smith at Oxford Learning Bermuda 441 296.6060 or Bermuda@ oxfordlearning.com.

It’s time to make a modest investment to protect your future financial commitment to your family.

You will devote your working life to supporting your family and ensuring your hopes and plans are realised. By the time you reach retirement age, the value of your income as an investment in your family’s future could amount to $3.7 million, based on a salary of $60,000 at age 30. Raising a child from birth to 18 is a commitment approaching $300,000. These are sums that deserve some longterm protection.

At age 30, life insurance is very affordable. $6 per week can provide $100,000* cover. Consider it as an investment to protect your future commitment to your family. Consider it an investment that could help fulfil your hopes and plans.

*no medical exam required

You have hopes and plans and will invest a lifetime to fulfil them.

BY SHELDON MAYBURY, COLONIAL LIFE’S SALES SUPERVISOR

How to protect your present and future income

Parenting is a joy. Guiding your child through life and watching them grow into young adults is one of life’s great treasures.

It is a massive responsibility and one than no-one takes lightly. Except, do you? Do you, as parents, ever stop to think what happens if one of you is no longer around?

No-one, understandably, really

wants to think about that possibility, but should it happen how would you cope with the added responsibility of the loss of one, possibly the main, income?

Many people ask why life assurance is relevant to them as a young person, let’s say age 30. Well the unique characteristics of this financial product, make it an ideal choice when

strategizing how to protect our present and future income.

As productive citizens we will earn a fortune through our working lives. If we look at an income of $60K annually, starting at age 30 and assume a three percent annual increase, by the age of 40, your earnings will be an astonishing $687K! By the age of 50, it will be $1.6 million and at the age 65

- $3.7 million. These numbers are very real and just speak to minimal growth, factoring in inflation.

Ask yourself – can your family maintain your lifestyle without a steady stream of income? Are you overlooking an important component of family planning considering the income that will be lost through premature death?

How does life assurance fit into this equation, especially during the early period of a career?

Life assurance is the only financial product that can create an immediate estate, I say that without fear of contradiction. We can model protection according to present income and factor in growth to come up with the relevant protection required, as illustrated above.

Protection is not restricted to the young, another characteristic of life assurance is the preservation of the estate. When speaking to a banker applying for either a loan or mortgage, the most pressing question asked is about your income. This is another area where life assurance can fulfill the required need and bring peace of mind to you and the lender.

If you are a business owner, the value of life assurance in a business is often under-appreciated, the special qualities allows complex legal agreements to be financed by the cost of a premium, buy sell contracts are almost exclusively underwritten and protected by life assurance policies, preserving the income of the business.

Key person life protection ensures orderly succession planning for businesses large and small, preserves cash flow and retained earnings. It also helps when filling a niche position with an eminently qualified replacement with minimal financial pain felt by the business.

There are many other instances of financial pain that can be alleviated with the use of a prudent life assurance strategy, we are always available for a conversation to see if we can find the right fit for you.

You can contact Sheldon, telephone 278-2938 or email Sheldon.maybury@colonial.bm or call Colonial Life 2935433 where Clancy Charles, Jane Staines, Jayne’ Smith or Andrew Beech will help you to craft a personalized plan.

#What Love LooksLike

BE PREPARED FOR THE STORM

At BELCO, safety is our highest priority and being prepared is how we stay safe.

Ensure the safety of your own family by preparing early. Use this checklist and refer to our STORM SMART GUIDE for helpful tips and information.

CHECK LIST

Trim your trees back from nearby power lines

MAKE SURE TO HAVE THE FOLLOWING ITEMS:

First aid kit and necessary medications

Battery operated radio

Flashlights / lanterns / candles

A supply of nonperishable foods

Drinking and flushing water

Cooler and ice, or frozen packs

Tarpaulin

Gas/Propane

Buckets

Rope

Batteries

Pet food

Hygiene supplies

Matches / lighter

Cash

TO SCHEDULE A POWER SHUTDOWN SO YOU CAN TRIM TREES SAFELY, CALL:

299 2800

TO REPORT A POWER OUTAGES OR DOWNED POWER LINE, CALL:

955

DOWNLOAD YOUR STORM SMART GUIDE FROM BELCO.BM OR COLLECT ONE FROM OUR SERPENTINE ROAD RECEPTION

Building More Than Good Sportsmen

sing sport, and in particular Futsal, to create opportunities in education is the mission of CP Athletic Development.

Founded in 2013 by Coach Peter Rickards, the organisation runs three main programmes during the year: the Academy; the Elite Program and; the School’s Development Program.

The Academy program runs from September to May at Somersfield Academy. It is open to all players and has over 100 members. CP Athletic runs tryouts in September each year through which players are invited to join the Academy.

“We create groups and develop players by size and skill level, not just age, but the groups tend to be 7-9, 9-11 and 11+.”

Meanwhile the Elite Program offers more extensive training with sessions being held three times a week, with one starting at 6am!

The School’s Development Program, which is operated through their affiliate CP Futsal Development, is specific to Somersfield, features five classes over four days and has children as young as three getting involved.

“In the past we have had classes at Warwick Academy and we are open to expansion should any other school be interested,” says Coach Pete.

Futsal is an indoor variation of football initially developed in 1930 by Juan Carlos Ceriani, an Argentinian educator living in Uruguay.

Coach Pete is qualified to Advanced National Level with the National Soccer Coaches Association of America (NSCAA), Level 3 with US Youth Futsal and Level 1 and 2 Futsal with Simply Sport DBF.

He says Futsal has been “recognised the world over for developing advanced comfort on the ball and awareness of the game at a much younger age when compared to football.”

“Movement without the ball and speed of play are also developed much more quickly, as is the ability to use both feet while learning which part of the foot to control, pass or shoot the ball.”

But it is CP Athletic’s success in creating further opportunities for its players that makes Coach Pete most proud.

He says more than 30 young Bermudians have secured placement at institutions of higher learning through CP Athletic, with members at school in the US, Canada, the UK and Europe.

One example is Jasmine Spence who worked with Coach Pete from the age of seven.

“Jasmine is now a Welsh U23 International Women’s player as well as a key member of her Division 1 school’s soccer program at Mercer University. She credits Futsal as helping her to ‘play faster, think faster, have more touches of the ball, it’s a brilliant game’.”

Some of his players are also having success for Bermuda at the international level.

“The captain and two highest goal scorers of the Bermuda National U17 girls team all came through our program,” he says. “We also have players at colleges and universities who regularly return to the island during school breaks to train with us and assist with our younger members. We are very proud of the accomplishments of all of our members.”

One of those accomplishments is the CP Athletic boys U12 team being crowned champions at last year’s World Futsal Championships held at the ESPN Wide World of Sport complex in Orlando, Florida, a feat they are hoping to repeat when they return to the Championships in July this year.

“Considering the challenges we have had to face; no local league to compete in, no regulation sized court to train on, no Futsal governing body to support us and no financial sponsor, it was quite an achievement,” he says. “This year we will return to that age group as well as entering the U14 division. Our selection and training process began back in

December and the players have put in countless hours of hard work to be able to compete at a very high level.

“Our goal is to reach the knockout rounds of the competition and return again as Champions.”

After the tournament, CP Athletic will be looking forward to the new season starting in September and some exciting new developments.

“As we prepare for the intake of potential new members in Bermuda, we are expanding to the UK where we will launch our model of Futsal Development through CP Futsal Development England. Of interest to Bermudians will be the training and professional ‘Identification and Development’ (ID) events that this Academy will provide.

“We will also be offering Futsal instruction to the ABC Football School program, whose Founder and Technical Director, Andrew Bascome, has long recognised the benefits of Futsal.

“We are excited and looking forward to 2019 and beyond.”

August 5

Happy 3rd Birthday Kasci Wasci, Love you!”

and Mommy love watching you grow into the beautiful soul that you are! We love you!

July 4 & September 9

Happy birthday boys! You two are the best of brothers and friends. May you always have each other’s backs and all you will ever need in the world. We love you both so much. Love, Mommy, Daddy and all your family. Xoxo

October 28

Happy birthday Niamh! We are so proud of you! From Daddy, Mommy and Yui

Rhoyal Thomas September 17

Marcelina Cabral October 10

Niamh Serrana

Kasci Stoneham

Daddy

Madeleine & Adam August 7 & October 5

Happy 6th Birthday to Madeleine & Happy 4th Birthday to Adam

Jayce Durham July 7 Happy 1st Birthday

Ryu Lima & Kenji Lima

October 23

Happy 3rd Birthday Tatiana! You are funny, kind and compassionate and we are very proud of you. We love you so much!

Nazir & Cairo Johnson

August 13 & August 7

Selena DeCosta

September 9

Tatiana Levon

Saniya Place

August 20

Happy 9th birthday, Love Mom

Yui Serrana

August 12

Happy birthday Yui Cutie Patootsie! From Daddy, Mommy and Niamh

Suede Robinson

August 4

Happy Birthday Suede Bum Bum

W’Nique Acire Christopher

September 10

Happy 6th Birthday. Love from Mommy, Daddy, Brothers & the whole family.

The Onionpatch Academy

Happy Valley Child Care Centre

17 Happy Valley Road • Pembroke HM 19

Tel: 295-4087 • Fax: 292-5233

Contact: Andalyn Swan – Coordinator

Email: answan@gov.bm

Website: www.happyvalleychildcarecenter.com

Facebook: Happy Valley Child Care Centre

Tree Tops Preschool Ltd.

Tree Tops Head Teacher: Mrs. Merle Doars

Tree Tops I Preschool Ltd St. Mark’s Parish Hall 53 South Road Smiths FL 06 Phone: 236-9281

www.TREETOPSBDA.com

Thorburn Hall, Christ Church 1 Ord Road, Warwick

Phone: 236 4835

Email: admissions@play.bm

Website: www.play.bm

Ages 18mths to 5 years

Staff/Child Ratio: 1:6 Open 8 - 5:45 pm Tel: 296-9818

Email: flyingstart@logic.bm

15 Cedar Avenue, Hamilton HM 10 Entrance on Brunswick Street

Tree Tops II Preschool Ltd St. Anne’s Church Hall 26 Church Road Southampton SN 01 Phone: 238-6025 www.TREETOPSII.com

www.aeriesadventures.com

121 Middle Road, Devonshire, Fl 03 441-232-3743

cell# 441-735-9690

Students aged 2 - 5 years

aeriesadventures@hotmail.com