- Added introduction to second chapter.

paper/paper.tex

@@ -42,9 +42,40 @@ According to foo\footnote{bar}, there is.
 % can all topics administered on a computer? 
 
 \section{The problem}
-\begin{itemize}
-	\item Extended definition of the problem with some concrete examples
-\end{itemize}
+% - Extended definition of the problem with some concrete examples
+
+%Scholen doen alles schriftelijk => veel werk, geen standaard waar leerlingen
+%wel behoefte aan hebben. Ook afkijken blijft een probleem.
+%Kennis moet gedeeld worden, zo ook goede toetsvragen (wanneer is een vraag "goed"?).
+%Specialistische vakgebieden zijn niet goed te toetsen op papier, bijv:
+%programmeren is lastig schriftelijk, test kennis niet goed en kost veel tijd om
+%na te kijken, veel handiger en leerzamer zou zijn om op de pc te werken.
+%dit is ook van toepassing op niet-ict vakken, zoals scheikunde (structuurformules,
+%ruimtelijke tekeningen etc.).
+
+For as long as schools and universities have existed, students have had to
+answer exam questions by writing on paper. Auditing these answers generates a
+lot of  work. Teachers often spend a lot of time deciphering various student's
+handwritings and drawings. After that, they have to add up the obtained points
+for each question to determine a grade, which is sensitive for human errors. As
+a result, students often have to wait a long time for their grades. \\
+Since there is no official standard for the format of an exam, teachers create
+exams in their own distinctive manner. For example, an enthousiastic biology
+teacher could create an extensive 4-paper test with images, schemes and 30
+separate questions, but forget to group the questions by subject. Or, a lazy
+computer science teacher who has no intention of auditing complex coding
+questions, might just make up a bunch of simple multiple choice questions.
+Students are likely to be confused having to deal with all these different ways
+of examination, they are not sure what to expect until they have made an old
+exam from the same teacher. However, these old exams are often the same as the
+current exams, so the students could get high grades without actually
+understanding the meaning of the questions. They just write down the questions
+that are given by other students who they know have already made the exam. \\
+In today's world of technology, we'd expect that computers would help us conquer
+the shortcomings of primitive methods. For example, an average PC can calculate
+the grades for an entire class in less than a second, without any errors. A
+keyboard always reads the same input for a key, independent of the handwriting
+of the person typing. Finally, a 
 
 \section{Conceptual solution}
 \begin{itemize}