Abstract
As the benefits and applicability of microservice architectures become better understood by the software industry, and this architecture becomes increasingly more adopted for building stable, independent and scalable cloud applications, a new set of concerns have alerted developers regarding communication between the different microservices. A service mesh tries to address this issue by creating a clear separation of concerns between application logic and the infrastructure needed for the communication between the different services. This is accomplished by abstracting the cross-cutting concerns related with communication out of the internal services making it possible to be reused by the different services. Existing literature describes a service mesh pattern and a sidecar pattern. This paper leans on these patterns and proposes six patterns found by observing the, what is commonly called, good practices. The six patterns are service mesh, shared communication library, node agent, sidecar, service mesh team and control plane per cluster. © 2022 Owner/Author.

Abstract
Second Life (SL), a widely used Three-Dimensional Virtual World (3DVW), is being used as a tool for eLearning because of its interaction capabilities. On the other hand, accessibility is growing as a requirement for eLearning software tools, mainly because it can be an important factor for the learning process success by the impaired. In this paper we evaluate the accessibility of SL under WCAG 2.0/2.1 principles, and compare it with Moodle, which is a widely used web-based eLearning tool. We found that neither Moodle nor SL complies with accessibility under WCAG 2.0/2.1 rules, but SL does present itself as more accessible than Moodle. Moreover, WCAG 2.0/2.1 has several requirements specific for web pages, although they do not apply to 3DVWs. In this study, we intent to give a step forward towards evaluating emerging 3D virtual environments, like Metaverse, in the context of accessibility in the eLearning tools.

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The paper presents the work carried out at the HCI Engineering Education workshop, organised by IFIP working groups 2.7/13.4 and 13.1. It describes four case studies of projects and exercises used in Human-Computer Interaction Engineering courses. We propose a common framework for presenting the case studies and describe the four case studies in detail. We then draw conclusions on the differences between the presented case studies that highlight the diversity and multidisciplinary aspects to be taught in a Human-Computer Interaction Engineering course. As future work, we plan to create a repository of case studies as a resource for teachers.

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In this paper we present a new static data type inference algorithm for logic programming. Without the need for declaring types for predicates, our algorithm is able to automatically assign types to predicates which, in most cases, correspond to the data types processed by their intended meaning. The algorithm is also able to infer types given data type definitions similar to data definitions in Haskell and, in this case, the inferred types are more informative, in general. We present the type inference algorithm, prove it is decidable and sound with respect to a type system, and, finally, we evaluate our approach on example programs that deal with different data structures.