Digital preservation has significantly expanded over the past few decades, renewing old and creating new challenges related to provenance, integrity, completeness, and context in memory and preservation practices. In this paper we explore how, perhaps counterintuitively, a more extensive digital historical record offers greater opportunities to misrepresent reality. We first review a set of concepts and socio-cultural approaches to memory and preservation. We then focus on the multiplicity of digital memory and preservation practices today, examining their limits, possibilities, and tensions; (...) specifically, we explore the challenges of decontextualized data, personal versus institutional preservation, and?outsider? digital collections that are willingly and/or forcibly excluded from official accounts. Through these discussions, we review examples of what we consider good digital memory and preservation practices that take new approaches to context and collaboration. Lastly, we explore the optimism inherent in seeking to preserve human knowledge over the long term and to make it accessible to all. (shrink)

BackgroundOnline assessment of narrative production and comprehension became an important component of language assessment during the COVID-19 pandemic. This study aimed to establish quantitative measures of narrative macrostructure in the production and comprehension of adult Irish-English bilinguals in an online assessment.MethodsA total of 30 Irish-English bilingual adults participated in an online assessment of oral narrative production and comprehension. Narratives were elicited using LITMUS-MAIN for Irish and English. Story-tell elicitation method was used for all stories. Twenty participants produced Baby Birds and (...) Baby Goats story pairs while 10 participants produced Cat and Dog story pairs. Quantitative measures of story structure, comprehension score, and the overall number of Internal State Terms in production and comprehension were compared across the story pairs, languages, and the output type.ResultsA general linear model indicated no differences in either story structure or story comprehension scores across languages for both sets of stories. Combined analysis for all participants and stories indicated no difference in the story structure scores or comprehension scores across the languages or the story pairs. While the overall number of ISTs was the same across languages, a higher number of ISTs was observed in comprehension relative to production in both languages for Cat and Dog story pair only, but not for Baby birds and Baby goats' stories. The major benefit of using online assessment was the accessibility of participants. The major drawback was the inability to control the environment and the quality of the internet connection.Conclusion and implicationsWhile online assessment increased the availability of participants, which is a significant factor in rural Ireland characterized by low population density and the high percentage of Irish speakers, the availability of stable internet connection limited the applicability of online assessment. Measures of narrative macrostructure were stable across the languages and the story pairs. This is important because of high variability in exposure to Irish, frequent code-switching, and a high number of morphosyntactic errors due to rapid language change that characterizes Irish-English bilinguals. Identifying reliable measures of language performance for Irish-English adult speakers is an important step toward establishing developmental norms for Irish-English bilinguals. (shrink)

Si l’argument classique du scepticisme est valable, alors nous ne pouvons pas affirmer savoir quelque chose, et cela influe également sur nos affirmations quotidiennes au sujet de la vie, de la nature et de nous-męmes. DeRose propose une nouvelle solution contextuelle. Schiffer argumente contre l’explication de DeRose de la force de la position épistémologique. Il considčre comme problématique l’affirmation des contextualistes que, dans les propositions qui attribuent un savoir sans termes indexicaux, apparaît un paradoxe sceptique. Dans cet article, je présente (...) des arguments en faveur de la nécessité d’observer des exemples qui imliquent un męme objet, des personnes différentes et des normes différentes. Dans ce cas, il est difficile d’ętre d’accord soit avec les solutions proposées par Schiffer, soit avec celles proposés par DeRose. (shrink)

Wenn das klassische Argument des Skeptizismus wahrhaftig ist, dann können wir nicht behaupten, dass wir etwas wissen, und dies beeinflusst unsere täglichen Aussagen über das Leben, die Natur und uns selbst. DeRose schlägt eine neue kontextualistische Lösung vor. Shiffer bringt Argumente gegen DeRoses Erklärungen über die Stärke der epistemischen Position vor. Für problematisch hält er auch die Behauptung der Kontextualisten, dass in Wissenssätzen ohne indexikalische Ausdrücke ein skeptisches Paradoxon auftritt. In meinem Beitrag versuche ich für die Notwendigkeit des Inbetrachtziehens von (...) Beispielen zu argumentieren, die dasselbe Objekt, verschiedene Personen und verschiedene Wissensstandards einbeziehen. In diesem Fall wird man sowohl Shiffers als auch DeRoses Lösungen kaum zustimmen können. (shrink)

If the classical argument from skepticism is true, then we cannot claim that we know something and this also affects our ordinary claims about life, nature and us. DeRose proposes the New Contextualist Solution. Shiffer argues against DeRose’s explanation about the strength of the epistemic position. He also finds contextualist’s claim that in knowledge sentences without indexical terms the skeptical paradox arises, problematic. In this paper, I am trying to argue that we should look at examples in which the same (...) object, different persons and different standards of knowing are involved. In that case it is hard to agree either with Shiffer’s or with DeRose’s solutions. (shrink)