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Background Diabetes is one of the leading causes of death and disability worldwide, and affects people regardless of country, age group, or sex. Using the most recent evidentiary and analytical framework from the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD), we produced location-specific, age-specific, and sex-specific estimates of diabetes prevalence and burden from 1990 to 2021, the proportion of type 1 and type 2 diabetes in 2021, the proportion of the type 2 diabetes burden attributable to selected risk factors, and projections of diabetes prevalence through 2050. Methods Estimates of diabetes prevalence and burden were computed in 204 countries and territories, across 25 age groups, for males and females separately and combined; these estimates comprised lost years of healthy life, measured in disability-adjusted life-years (DALYs; defined as the sum of years of life lost [YLLs] and years lived with disability [YLDs]). We used the Cause of Death Ensemble model (CODEm) approach to estimate deaths due to diabetes, incorporating 25 666 location-years of data from vital registration and verbal autopsy reports in separate total (including both type 1 and type 2 diabetes) and type-specific models. Other forms of diabetes, including gestational and monogenic diabetes, were not explicitly modelled. Total and type 1 diabetes prevalence was estimated by use of a Bayesian meta-regression modelling tool, DisMod-MR 2.1, to analyse 1527 location-years of data from the scientific literature, survey microdata, and insurance claims; type 2 diabetes estimates were computed by subtracting type 1 diabetes from total estimates. Mortality and prevalence estimates, along with standard life expectancy and disability weights, were used to calculate YLLs, YLDs, and DALYs. When appropriate, we extrapolated estimates to a hypothetical population with a standardised age structure to allow comparison in populations with different age structures. We used the comparative risk assessment framework to estimate the risk-attributable type 2 diabetes burden for 16 risk factors falling under risk categories including environmental and occupational factors, tobacco use, high alcohol use, high body-mass index (BMI), dietary factors, and low physical activity. Using a regression framework, we forecast type 1 and type 2 diabetes prevalence through 2050 with Socio-demographic Index (SDI) and high BMI as predictors, respectively. Findings In 2021, there were 529 million (95% uncertainty interval [UI] 500–564) people living with diabetes worldwide, and the global age-standardised total diabetes prevalence was 6·1% (5·8–6·5). At the super-region level, the highest age-standardised rates were observed in north Africa and the Middle East (9·3% [8·7–9·9]) and, at the regional level, in Oceania (12·3% [11·5–13·0]). Nationally, Qatar had the world’s highest age-specific prevalence of diabetes, at 76·1% (73·1–79·5) in individuals aged 75–79 years. Total diabetes prevalence—especially among older adults—primarily reflects type 2 diabetes, which in 2021 accounted for 96·0% (95·1–96·8) of diabetes cases and 95·4% (94·9–95·9) of diabetes DALYs worldwide. In 2021, 52·2% (25·5–71·8) of global type 2 diabetes DALYs were attributable to high BMI. The contribution of high BMI to type 2 diabetes DALYs rose by 24·3% (18·5–30·4) worldwide between 1990 and 2021. By 2050, more than 1·31 billion (1·22–1·39) people are projected to have diabetes, with expected age-standardised total diabetes prevalence rates greater than 10% in two super-regions: 16·8% (16·1–17·6) in north Africa and the Middle East and 11·3% (10·8–11·9) in Latin America and Caribbean. By 2050, 89 (43·6%) of 204 countries and territories will have an age-standardised rate greater than 10%.

People and society are getting more and more dependent on software since it increasingly determines our daily life activities, either in social or business contexts. With the increasing use of software, comes an increasing need for programmers that develop that software. Learning how to program is a complex process that goes beyond the learning of the syntax of a programming language. Students need to learn how to solve problems with computational thinking. Practicing logical reasoning and problem-solving are at the centre of the activities performed by programmers. Thus, the best way to learn computational thinking is by practicing a lot, and one of the most fun ways to do that is by using games.Gamification has demonstrated to be an effective technique to motivate and enact students with learning. For that reason, gamification has been used in all kinds of areas, including teaching of programming. In this work we present a simple browser game, called GIPPPY, to help students that are starting to learn programming in the practice of computational thinking skills. To do that, the game has 12 levels that go from easy to more complex programming concepts. Taking into account the massive use of Python as a programming language in the last years, we have selected the Python language to design the challenges of the game. Therefore, GIPPPY presents the programming concepts using Python notation.To check the impact of this game, we have evaluated GIPPPY with engineering students of the Universitat Politécnica de Valencia during the second semester of 2021. Results show that students had fun when learning, and that students consider the game as a good complement to the currently used techniques to start practicing computational thinking and learning Python.

Modern interactive software, such as computer games, employ complex user interfaces. Although these user interfaces make the games attractive and powerful, unfortunately they also make them extremely difficult to test. Not only do we have to deal with their functional complexity, but also the fine grained interactivity of their user interface blows up their interaction space, so that traditional automated testing techniques have trouble handling it. An agent-based testing approach offers an alternative solution: agents’ goal driven planning, adaptivity, and reasoning ability can provide an extra edge towards effective navigation in complex interaction space. This paper presents aplib, a Java library for programming intelligent test agents, featuring novel tactical programming as an abstract way to exert control over agents’ underlying reasoning-based behavior. This type of control is suitable for programming testing tasks. Aplib is implemented in such a way to provide the fluency of a Domain Specific Language (DSL). Its embedded DSL approach also means that aplib programmers will get al.l the advantages that Java programmers get: rich language features and a whole array of development tools .

Anincreasing numberofinformationsystemsarebasedonmachinelearning(ML)orartificialintelligence (AI). In some cases, the systems are adapting their behaviour during operation based on the data being gathered. This introduces new challenges for verification, validation and software testing. The traditional way of testing the systems during the development and before the deployment does not suffice anymore. IVVES (Industrial-Grade Verification and Validation of Evolving Systems) project aims to address these challenges by researching and developing methods to test ML and AI solutions and evolving systems, and using AI and ML to improve and automate development and testing. We summarise the results of the project at a high level, and provide more details on the research and collaboration related to scriptless end-to-end testing through graphical user interface.

Testing software is very important, but not done well, resulting in problematic and erroneous software applications. The cause radicates from a skills mismatch between what is needed in industry, the learning needs of students, and the way testing is currently being taught at higher and vocational education institutes. The goal of this project is to identify and design seamless teaching materials for testing that are aligned with industry and learning needs. To represent the entire socio-economic environment that will benefit from the results, this project consortium is composed of a diverse set of partners ranging from universities to small enterprises. The project starts with research in sensemaking and cognitive models when doing and learning testing. Moreover, a study will be done to identify the needs of industry for training and knowledge transfer processes for testing. Based on the outcomes of this research and the study, we will design and develop capsules on teaching software testing including the instructional materials that take into account the cognitive models of students and the industry needs. Finally, we will validate these teaching testing capsules developed during the project.

Testing software is very important, but not done well, resulting in problematic and erroneous software applications. The cause radicates from a skills mismatch between what is needed in industry, the learning needs of students, and the way testing is currently being taught at higher and vocational education institutes. The goal of this project is to identify and design seamless teaching materials for testing that are aligned with industry and learning needs. To represent the entire socio-economic environment that will benefit from the results, this project consortium is composed of a diverse set of partners ranging from universities to small enterprises. The project starts with research in sensemaking and cognitive models when doing and learning testing. Moreover, a study will be done to identify the needs of industry for training and knowledge transfer processes for testing. Based on the outcomes of this research and the study, we will design and develop capsules on teaching software testing including the instructional materials that take into account the cognitive models of students and the industry needs. Finally, we will validate these teaching testing capsules developed during the project.