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This paper reviews the current status of photovoltaics on the island of Barbados, including experiences to date, and discusses the future directions with a view to sharing the experience gained with other small island developing states (SIDS).

As with many SIDS Barbados is heavily reliant on fossil fuels to meet their electricity generation needs (currently 98 per cent of total electricity generation). The paper outlines how solar PV sits within the existing energy structure for the island of Barbados and reflects on the experience gained from the success of its solar thermal hot water heating industry.

This paper estimates the installed capacity of photovoltaic solar systems on Barbados was estimated to be around 200 kWp in 2010 (0.18 per cent of the average electricity demand, not including the load factor of the PV systems).

With an average daily solar radiation of 5.7 kWh/m², the potential of the resource is clear to see, with solar PV being capable of substantially contributing to the island's energy mix and saving valuable foreign exchange.

Concerning the increasing role of solar PV in the energy mix for Barbados, substantial barriers are still observed. The paper has tried to identify these barriers and has provided a detailed overview of the energy sector and solar thermal success in Barbados.

A growing body of research has identified many barriers (such as education, identification of appropriate technologies, research and development in the indigenous environments and, perhaps most importantly, public policy) to the implementation of renewable energy (RE) programmes in small island developing states (SIDS). This paper seeks to examine the proposition that lack of an integrated RE policy, necessary non‐technical infrastructure and insufficient investment continues to limit the development and commercialization of RE technologies.

The study surveyed literature, focusing on policies for supporting RE and the issues of competition and regulation. Caribbean policies for supporting RE were compared with those in selected countries.

The findings indicate that while undertaking a series of policy, economic, market and research and development (R&D) measures will advance the RE technologies and their deployment, it is also the case that regulatory mandates and financial incentives can lead to the same result.

The study represents a starting‐point for further research into the complicated interplay between competition and regulations in the development and commercialization of renewable technologies.

As we face fundamental issues of alternative energy use across the Caribbean region, the lack of an integrated RE policy, necessary non‐technical infrastructure and insufficient investment continues to limit the development and commercialization of RE technologies. Deeper understandings of this may help governments build a compelling case.

The question has been recently raised as to how far the operation of the Sale of Food and Drugs Acts of 1875, 1879, and 1899, and the Margarine Act, 1887, is affected by the Act 29 Charles II., cap. 7, “for the better observation of the Lord's Day, commonly called Sunday.” At first sight it would seem a palpable absurdity to suppose that a man could escape the penalties of one offence because he has committed another breach of the law at the same time, and in this respect law and common‐sense are, broadly speaking, in agreement; yet there are one or two cases in which at least some show of argument can be brought forward in favour of the opposite contention.

The purpose of this paper is to examine the use, construct, and pervasiveness of learning styles theory. Whilst extant literature has provided educational theorists with a temporal landscape for promoting or critiquing the surfeit of “models” and “diagnostic tools”, there has been little empirical research evidence undertaken on the adoption and adaptation of learning styles in the e-Learning environment, especially in respect of personalised learning environments (PLEs). In this respect, evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of their learners.

The paper provides a critical review of the development of learning styles inventories and instruments of learning styles. It focuses specifically on the reliability, validity, and rubrics behind these models. A positivist stance was adopted, using a structured case study methodology with learners as the main unit of analysis. This was undertaken to statistically explore and confirm the validity and reliability of a Diagnostic Questionnaire (DQ).

A new Diagnostic Learning Styles Questionnaire was developed based upon the amalgamation of three existing models of learning styles (Kolb; Honey and Mumford; and Felder and Silverman). Research findings identified four principal learning styles categories (A, B, C, D). These are supported by Cronbach's α results ranging from 0.57 to 0.80 for the learning styles within the DQ, which provides new insight into these relationships.

This research suggests that improved construct validity can be achieved if relationships are fully understood. However, research findings need to be countered by extending the embedded case study presented in this paper to include other case studies for comparison (within this context). Further research is also needed on examining learner traits in more detail with a wider data set.

The DQ can be used to explore different approaches to use in learning environments. Specifically, it allows training providers to understand the nuances and dependencies associated with learner styles, behaviour, learner effectiveness, and motivation.

This paper uncovers new understanding on the learning process and how this links to pedagogy and learning styles. It presents a mechanism for embedding a DQ into a PLEs.

Issues around informal, non-formal and formal learning, intended and unintended learning and competencies and capabilities have been considered in work-based learning (WBL). However, demarcated modes of learning, or what can be called strategies or pedagogies of learning, associated with experience of work environments have yet to be examined. One mode of learning which has been highlighted in relation to work is reflective practice, and its centrality to learning at work has been established. But reflective practice as a core skill, and its relation to other approaches to learning and research in WBL, remains uncovered. The purpose of the present study therefore is to identify different modes of learning as they appear in the literature and to present a proto-theoretical “learning by …” model for WBL and research founded on learning by reflection.

Proto-theoretical modelling and qualitative descriptions of each mode of learning.

Work environments, and the higher degree WBL programmes which support them, should provide learning via every available mode of learning, thereby allowing students to find their own best orientation to learning and encourage it by any means.

The proto-theoretical model and 12 modes of learning applied to WBL are unique to this study. WBL provides participants of work with multiple opportunities and approaches to learn and similarly provides multiple modes through which learning can occur on the basis of knowledge and skills in reflective practice.