Het aantal digitale documenten in bedrijfsomgevingen neemt dermate toe dat men het beoordelen ervan niet kan overlaten aan experts. Met behulp van slimme software kan men de relevantie van elektronische documenten voorspellen. Een van de nieuwste technieken is predictive coding die de voorspelling doet aan de hand van een model.
Background: Although particular technologies can enhance the quality of life (QoL) of people with profound intellectual and multiple disabilities (we use the term pervasive support needs), their objectives and outcomes are understudied. A systematic literature review was therefore conducted to explore this topic.Method: A search of four databases yielded 64 studies. Data were extracted on their general characteristics, methods and sample characteristics as well as the technology types, QoL domains and application within ecological systems. A narrative synthesis was subsequently developed.Results: Most of the studies applied assistive technology (AT) and focused on personal development and self-determination on an individual level.Conclusions: Technology can enhance the QoL of people with pervasive supportneeds. There are indications that although MT and UD-based technology are used in practice, few studies have examined these technologies. Therefore, there is a knowledge gap regarding the kinds of technology that are used in practice.
Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorized according to a taxonomy of integration types synthesized from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support, and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.
