Abstract
Orc and Reo are two complementary approaches to the problem of coordinating components or services. On one hand, Orc is highly asynchronous, naturally dynamic, and based on ephemeral connections to services. On the other hand, Reo is based on the interplay between synchronization and mutual exclusion, is more static, and establishes more continuous connections between components (services). The question of how Orc and Reo relate to each other naturally arises. In this paper, we present a detailed comparison between the two models. We demonstrate that embedding non-recursive Orc expressions into Reo connectors is straightforward, whereas recursive Orc expressions require an extension to the Reo model. For the other direction, we argue that embedding Reo into Orc would require significantly more effort. We conclude with some general observations and comparisons between the two approaches.

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This project aims to develop a pen-based software tool that will assist in the process of doing mathematics by providing structured manipulation of handwritten mathematical expressions. The tool will be used to support the teaching of the dynamics of problem solving in a way that combines the advantages of the traditional blackboard style of teaching with the flexibility and accuracy of computer software. It will provide not only a simpler way to input mathematics - by allowing the recognition of handwritten mathematics - but also enhance students' understanding of the calculational techniques and facilitate the process of doing mathematics - by providing structure editing. Some of the most important features of this tool are the accurate selection and copy of expressions, the automatic application of algebraic rules and the use of gestures to apply them, and also the combined writing of mathematics and text. These features will have a major impact on writing, doing, and presenting mathematics. This project includes the required technical developments and also the application and testing of the tool in concrete situations, namely in mathematics and computing science courses. © 2008 IEEE.

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