This paper should replace a previous work entitled Enhanced Schema-Based Transformations for Logic Programs and their Opportunistic Usage in Program Analysis and Optimisation (Technical Report 95-16, Institut fr Informatik, Universitt Zrich), extending and updating it

We describe state-of-the-practice results in integrating a program transformation approach to a program development environment. We propose a formalisation for a specific kind of programming knowledge, the programming techniques. Our proposal employs program schemata, generic descriptions of programs addressing portions of predicate definitions in an economical manner, allowing important features to be highlighted and irrelevant details to be disregarded. This formalisation of programming techniques is employed in the definition of a program development framework which supports the preparation of individual predicates, and additionally provides a supervising facility which checks inter-procedural relations for possible efficiency improvements. 1 Introduction In this work we propose a formalisation for a specific kind of programming knowledge, the programming techniques. Programming techniques are common code patterns of a programming language, independent of algorithms and problem do...

This paper outlines an e-Learning services architecture offering semantic-based services to students and tutors, in particular ways to browse and obtain information through web services. Services could include registration, authentication, tutoring systems, smart question answering for students ’ queries, automated marking systems and a student essay service. These services – which might be added incrementally to the portal – could be integrated with various ontologies such as ontologies of educational organisations, students and courses. In this paper, we describe a few scenarios in the e-learning domain and illustrate the role of a few services. We also describe in some detail a service doing semantic annotation of argumentation in student essays for allowing visualization of argumentation and providing useful feedback to students.