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Browsing University of Victoria/University of Victoria Libraries by Author "Benner, Allison"

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    Complexités, Capacités, Communautés: Changer le discours sur le développement dans l’éducation, la protection et le développement de la petite enfance
    (2016-06-10) Pence, Alan; Benner, Allison
    Le terme “renforcement des capacités” est entré dans le langage courant durant le développement international du vingt-et-unième siècle. Alors que ce terme a une signification différente pour différentes personnes, il est souvent utilisé pour décrire une infusion de connaissances ou de compétences pour contribuer à la création d’un gouvernement ou institution capable de répondre aux défis majeurs liés au développement. Toutefois, comme d’autres interventions bien intentionnées de l’Ouest industrialisé, un tel “renforcement des capacités” peut avoir un effet autant destructeur que productif. Ce volume problématise de telles activités et présente une autre façon de promouvoir la construction de capacité dans le cadre du développement. Le volume commence par une exploration du concept de renforcement des capacités et se concentre ensuite sur deux exemples de promotion de capacités pour l’éducation, les soins et le développement de la petite enfance (DPE). Le Programme de Partenariats des Premières Nations (PPPN), un programme d’éducation postsecondaire innovateur et efficace lancé en 1989 à la demande d’un grand conseil tribal dans le nord du Canada, a mené à 10 apports éducatifs dans diverses communautés autochtones au cours des vingt ans qui ont suivis. Le deuxième programme, lancé en 1994 à la demande du siège de l’UNICEF, met l’accent sur l’Afrique subsaharienne. Alors que le programme inclut toute une gamme d’activités qui concernent la promotion de capacités, le vecteur central pour ce travail de développement est l’Université Virtuelle pour le Développement de la Petite-Enfance (UVDPE), un programme créé en 2001 et maintenant en phase de transition vers les universités africaines. Ce livre décrit des approches pour la promotion de capacité qui répondent aux complexités et aux possibilités des communautés – au niveau local ainsi que national. Ces initiatives défient le discours actuel en ce qui concerne le développent dans le cadre du DPE et du développement international et, ce faisant, fournit d’autres moyens de renforcer les capacités pour les chercheurs et les professionnels dans le DPE, l’éducation, et le vaste domaine du développement international.
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    Complexities, Capacities, Communities: Changing Development Narratives in Early Childhood Education, Care and Development
    (2016-03-07) Pence, Alan; Benner, Allison
    The term ‘capacity building’ has come into common usage in twenty-first century international development. While the term means different things to different people, it is often used to describe an infusion of knowledge or skills to help ‘build’ a government’s or institution’s ability to address key development challenges. However, like other well intentioned interventions from the industrialized West, such ‘capacity building’ can have destructive, as well as productive, impacts. This volume problematizes such activities and presents an alternative approach to promoting capacity in development contexts. The volume starts with an exploration of the concept of capacity building and goes on to focus on two examples of capacity promotion for early childhood education, care and development (ECD). The First Nations Partnerships Program (FNPP), an innovative and successful post-secondary education program initiated in 1989 at the request of a large tribal council in northern Canada, led to 10 educational deliveries with diverse Indigenous communities over the subsequent two decades. The second program, launched in 1994 at the request of UNICEF headquarters, focuses on sub-Saharan Africa. While the program encompasses a range of capacity-promoting activities, the central vehicle for this ECD development work is the Early Childhood Development Virtual University (ECDVU), a program created in 2001 and now in transition to African universities. This book describes approaches to capacity promotion that respond to the complexities and possibilities of communities—at local and country levels. These initiatives challenge established developmental narratives in ECD and international development, and in so doing provide alternative ways for scholars and practitioners in ECD, education, and the broad international development field to enhance capacities.
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    LING 380: Acoustic Phonetics Lab Manual
    (2019-10-24) Bird, Sonya; Wang, Qian; Onosson, Sky; Benner, Allison
    This lab manual is designed to be used in the context of an introductory course in Acoustic Phonetics. It is based on the software Praat, created by Paul Boersma and David Weenink (www.praat.org), and covers measurement techniques useful for basic acoustic analysis of speech. LAB 1 is an introduction to Praat: the layout of various displays and the basic functions. LAB 2 focuses on voice onset time (VOT), an important cue in identifying stop consonants. The next several labs guide students through taking acoustic measurements typically relevant for vowels (LAB 3 and LAB 4), obstruents (LAB 4) and sonorants (LAB 6 and LAB 7). LAB 8 discusses ways of measuring phonation. LAB 9 focuses on stress, pitch-accent, and tone. LAB 9 and LAB 10 bring together the material from previous labs in an exploration of cross-dialectal (LAB 10) and cross-linguistic (LAB 9) differences in speech. Finally, LAB 11 introduces speech manipulation and synthesis techniques. Each lab includes a list of sound files for you to record, and on which you will run your analysis. If you are unable to generate good-quality recordings, you may also access pre-recorded files. Each lab also includes a set of questions designed to ensure that you – the user – understand the measurements taken as well as the values obtained for these measurements. These questions are repeated in the report at the end of the lab, which can serve as a way of recapitulating the content of the lab. The lab manual is a work in constant progress. If you have any feedback, please feel free to email Sonya Bird at sbird@uvic.ca
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