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Lars Gustaf Sellstedt: Art in Buffalo and the Buffalo Fine Art Academy
Get PDFThis Master’s Thesis Project researches the life of a forgotten Buffalo artist, Lars Gustaf Sellstedt. He was born in Sundsvall, Sweden and started his life as a sailor when he became a cabin boy as an early teenager. For most of his young life until his mid-twenties, Sellstedt was a sailor traveling to all corners of the world. He started his journey as an artist while in between sailing jobs. Over many decades he portraits locally and abroad mainly in the Caribbean Islands. Sellstedt was one of the few artists in 19th century Buffalo, sharing the profession with William J. Wilgus, Thomas Le Clear, and William H. Beard. These men, apart from Wilgus, helped start the Buffalo Fine Arts Academy by serving in different positions over the years and also had their art exhibited many times. Today the Buffalo Fine Arts Academy thrives today and will open its doors back up in June 2023 after new renovations under the new name, the Buffalo AKG Art Museum
AAS100
No full textOrigins of Africana Studies in the social movements of the 1960s. Africans as humanity’s first people and creators of complex civilizations. Exposing white supremacy and anti-Black racism as philosophical pillars of the modern world. Critical review of traditional majors and professions through the lens of Africana Studies
ANT361
No full textAnthropology of food; production, distribution, and consumption of food in a range of cultures and contexts; food as cultural heritage; Organization of labor, Scales of production from local gardens through industrialization; Memory and politics of food and its distribution from a global standpoint. Offered occasionally
MAT315
No full textA study of the methods of solution and applications of ordinary differential equations. Preliminary ideas of order, degree, linear/nonlinear, direction fields, and solutions; formation of differential equations; first order differential equations; second order differential equations; higher order differential equations; systems of differential equations; series solutions of differential equations
Creative Problem Solving Using Visual Thinking
Get PDFCreative Problem Solving Using Visual Thinking
This project explores the concept of visual and semantic thinking and how they can be incorporated into Creative Problem Solving sessions. Visual thinking is the ability to conjure mental images as part of the thinking process. This type of thinking is hard-wired into the human brain and can be seen in individual behavior and language. Meanwhile, semantic thinking is using language and grammar to convey meaning. It is a sequential process that depends on cultural and social references. The project argues that both types of thinking are essential and recommends specific guidelines for including visual thinkers in Creative Problem Solving sessions. These guidelines are based on the understanding that all individuals fall on a spectrum, from highly visual to highly semantic thinkers. We can all benefit from including visual thinking in problem-solving sessions
Student Teaching Abroad: What benefits do teacher candidates report after the international experience?
Get PDFWith international student teaching opportunities available for preservice teachers in many undergraduate and graduate education programs, it is relevant to understand what the benefits are of traveling abroad. More importantly, in what ways can this type of experience help teacher candidates upon returning from an international student teaching experience. The purpose of this research is to learn how international experience can benefit teacher candidates. This research can help determine what elementary classroom practices regarding cultural diversity are implemented in the U.S. elementary classroom upon return. This research will provide relevant information for teacher candidates to weight the benefits of the international experience. With elementary schools in the U.S. becoming more diverse, teacher candidates much develop strategies to teach these students appropriately and adequately.https://digitalcommons.buffalostate.edu/ipds_research/1012/thumbnail.jp
To Serve, Educate, Unify, and Organize : The Black Panthers\u27 Free Breakfast Program and COINTELPRO in the United States, 1968-1971
Get PDFThe creation of the Black Panther Party’s Free Breakfast for Schoolchildren marked a shift away from the community defense origins of the Party, focusing more on community outreach and unification. The social and political implications of the Program – expanded interest by black and white moderates, and growing popularity of the party in general – made the breakfasts and the Party targets for the FBI’s Counter-Intelligence Program (COINTELPRO.) With the end goal of neutralizing the Panthers in mind, the FBI had a prime target to focus this work in the Breakfast Program
Victory Gardens: Feeding Allies and Families at Home
Get PDFA look at the Victory Garden project that started during WWI and continued on through peacetime and allowed the United States of America to supply food to the local populations, troops abroad and allied countries facing food shortages
Coaching Teachers Under Duress
Get PDFAt a time when teachers are feeling exceptional amounts of duress, literacy coaches often feel ineffective. However, coaches can be more important than ever when their collaborations increase teachers’ self-efficacy, resiliency, and success with students. This article provides six simple rules that literacy coaches can use to enhance their work and strengthen the effectiveness of their teacher partners: be realistic, respond to teachers, adjust the scale, keep eyes on the prize, make a difference, and stop the spiral. Rooted in theories of complex adaptive systems and research on the needs of teachers in times of stress, the suggestions herein provide innovative methods and tools for literacy coaches’ success
Utilizing Video-based Pedagogical Action Research to Transform Teacher Practice in Elementary and Secondary Classrooms
Get PDFThis article introduces a video-based pedagogical action research model for primary and secondary teachers. The video-based pedagogical action research model incorporates video as a self-reflective tool to provide opportunities for teachers to utilize concrete artifacts in each phase of the pedagogical action research process. Sixty-seven practicing teachers participated in this qualitative study. Teacher self-reflections completed during the evaluation phase of the process and school administrator surveys were analyzed to evaluate impact of participation in the process. Results provide preliminary evidence that the implementation of the model can lead to shifts in how teachers think about their practice and ultimately lead to changes in those practices