1.1 --- a/doc-src/isac/jrocnik/eJMT-paper/jrocnik_eJMT.tex	Fri Nov 02 12:51:11 2012 +0100
     1.2 +++ b/doc-src/isac/jrocnik/eJMT-paper/jrocnik_eJMT.tex	Fri Nov 02 13:06:16 2012 +0100
     1.3 @@ -1987,7 +1987,7 @@
     1.4  application programmer, implementation of the many settings for the
     1.5  Lucas-Interpreter is cumbersome. 
     1.6  
     1.7 -\subsection{Conclusions and Expectations to the Future}
     1.8 +\subsection{Conclusions for Future Development}
     1.9  From the above mentioned experiences a successful proof of concept can be concluded:
    1.10  programming arbitrary problems from engineering sciences is possible,
    1.11  in principle even in the prototype. Furthermore the experiences allow
    1.12 @@ -2082,14 +2082,20 @@
    1.13  expertise. These are the kinds of experts expected to cooperate in
    1.14  development of
    1.15  \begin{itemize}
    1.16 -\item ``Domain engineers'', who accomplish fairly novel tasks described
    1.17 -in this paper.
    1.18 +\item ``Domain engineers'', who accomplish fairly novel tasks
    1.19 +described in this paper.
    1.20  \item Course designers, who provide the instructional design according
    1.21  to curricula, together with usability experts and media designers, are
    1.22  indispensable in production of e-learning media at the state-of-the
    1.23  art.
    1.24  \item ``Dialog designers'', whose part of development is clearly
    1.25 -separated from the part of domain engineers as a consequence of Lucas-Interpretation: TP-based programs are functional, as mentioned, and are only concerned with describing mathematics --- and not at all interaction, psychology, learning theory and the like, because there are no in/output statements. Dialog designers can expect a high-level rule-based language~\cite{gdaroczy-EP-13} for describing their part.
    1.26 +separated from the part of domain engineers as a consequence of
    1.27 +Lucas-Interpretation: TP-based programs are functional, as mentioned,
    1.28 +and are only concerned with describing mathematics --- and not at all
    1.29 +concerned with interaction, psychology, learning theory and the like,
    1.30 +because there are no in/output statements. Dialog designers can expect
    1.31 +a high-level rule-based language~\cite{gdaroczy-EP-13} for describing
    1.32 +their part.
    1.33  \end{itemize}
    1.34  
    1.35  % response-to-referees:
    1.36 @@ -2101,7 +2107,7 @@
    1.37  % 
    1.38  % The points (1.*) seem to be well covered in the paper, the points (2.*) are not. So I decided to address the points (2.*) in a separate section §5.1."".
    1.39  
    1.40 -For this decade there seems to be a window of opportunity opening from
    1.41 +\bigskip\noindent For this decade there seems to be a window of opportunity opening from
    1.42  one side inreasing demand for formal domain engineering and from the
    1.43  other side from TP more and more gaining industrial relevance. Within
    1.44  this window, development of TP-based educational software can take