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Accurate diagnosis and prognosis assisted by pathology images are essential for cancer treatment selection and planning. Despite the recent trend of adopting deep-learning approaches for analyzing complex pathology images, they fall short as they often overlook the domain-expert understanding of tissue structure and cell composition. In this work, we focus on a challenging Open-ended Pathology VQA (PathVQA-Open) task and propose a novel framework named Path-RAG, which leverages HistoCartography to retrieve relevant domain knowledge from pathology images and significantly improves performance on PathVQA-Open. Admitting the complexity of pathology image analysis, Path-RAG adopts a human-centered AI approach by retrieving domain knowledge using HistoCartography to select the relevant patches from pathology images. Our experiments suggest that domain guidance can significantly boost the accuracy of LLaVA-Med from 38% to 47%, with a notable gain of 28% for H&E-stained pathology images in the PathVQA-Open dataset. For longer-form question and answer pairs, our model consistently achieves significant improvements of 32.5% in ARCH-Open PubMed and 30.6% in ARCH-Open Books on H\&E images. 

This document summarizes the efforts of the EMMI Rapid Reaction Task Force on “Suppression and (re)generation of quarkonium in heavy-ion collisions at the LHC”, centered around their 2019 and 2022 meetings. It provides a review of existing experimental results and theoretical approaches, including lattice QCD calculations and semiclassical and quantum approaches for the dynamical evolution of quarkonia in the quark-gluon plasma as probed in high-energy heavy-ion collisions. The key ingredients of the transport models are itemized to facilitate comparisons of calculated quantities such as reaction rates, binding energies, and nuclear modification factors. A diagnostic assessment of the various results is attempted and coupled with an outlook for the future. 

Teamwork has been identified as one of the essential professional skills for the 21st century. Business, industries, and corporates require their employees to work in teams on various projects. Therefore, it is crucial to introduce and train undergraduate students on teamwork skills. Working in teams is not easy as one needs to collaborate with people from diverse backgrounds, skillsets, and opinions. The disagreement among the team members may lead to conflict and chaos that jeopardizes the team's harmony. Therefore, just creating teams and assigning a group project is insufficient to help undergraduate students develop teamwork skills. Instructors need to help students become cognizant of their teamwork skills, such as conflict resolution, scrum values, and cultural self-awareness. In this research paper, we intend to understand the perception of students enrolled in a sophomore-level system's course regarding conflict resolution skills, scrum values, and cultural self-awareness. We also want to understand how the perception of these values is related to one another. In the light of this study, we want to answer the following research questions (1) How do students' reported conflict management skills relate to their reported scrum values? (2) How do students' cultural self-awareness relate to their conflict management skills? (3) How do students' cultural self-awareness relate to their reported scrum values? A course on system analysis and design followed a project-based cooperative learning approach. The students were required to work in teams and complete the course deliverables, including the final course project. The team projects followed a scrum approach that helped students identify the project requirements, perform modeling and develop a prototype. Since students worked on scrum- driven projects in a cooperative learning environment, the students were required to participate in a survey study that allowed the instructional team to develop an understanding of the students' perception of conflict management, scrum values, and cultural self-awareness. The responses of the students were analyzed using descriptive and inferential statistics. The results suggest that students found themselves competent in managing conflict, adhering to scrum values, and demonstrating a high-level cultural self-awareness. 

Teamwork has been identified as one of the essential professional skills for the 21st century. Business, industries, and corporates require their employees to work in teams on various projects. Therefore, it is crucial to introduce and train undergraduate students on teamwork skills. Working in teams is not easy as one needs to collaborate with people from diverse backgrounds, skillsets, and opinions. The disagreement among the team members may lead to conflict and chaos that jeopardizes the team's harmony. Therefore, just creating teams and assigning a group project is insufficient to help undergraduate students develop teamwork skills. Instructors need to help students become cognizant of their teamwork skills, such as conflict resolution, scrum values, and cultural self-awareness. In this research paper, we intend to understand the perception of students enrolled in a sophomore-level system's course regarding conflict resolution skills, scrum values, and cultural self-awareness. We also want to understand how the perception of these values is related to one another. In the light of this study, we want to answer the following research questions (1) How do students' reported conflict management skills relate to their reported scrum values? (2) How do students' cultural self-awareness relate to their conflict management skills? (3) How do students' cultural self-awareness relate to their reported scrum values? A course on system analysis and design followed a project-based cooperative learning approach. The students were required to work in teams and complete the course deliverables, including the final course project. The team projects followed a scrum approach that helped students identify the project requirements, perform modeling and develop a prototype. Since students worked on scrum- driven projects in a cooperative learning environment, the students were required to participate in a survey study that allowed the instructional team to develop an understanding of the students' perception of conflict management, scrum values, and cultural self-awareness. The responses of the students were analyzed using descriptive and inferential statistics. The results suggest that students found themselves competent in managing conflict, adhering to scrum values, and demonstrating a high-level cultural self-awareness. 

Working in teams has been recognized as an essential 21st-century skill. Introducing teamwork in the undergraduate classroom is crucial as it allows the students to work with individuals with diverse skillsets and learn from one another. It is important to note that just creating a team and allowing the students to work does not foster teamwork skills. Inculcating teamwork skills requires a consciousness on the part of the instructor and the teaching assistants. Pedagogies such as cooperative learning have been recognized as effective in helping students develop teamwork skills. We introduced a joint reflection on action approach to developing teamwork skills among novice students as part of a sophomore-level systems analysis and design course. In this evidence-based practice paper, we report on students’ reflections regarding their perceptions of teamwork. This study approaches the following research questions: What are students' reflections about the role of communication while working in teams in a cooperative project-based learning environment? The guiding pedagogical framework for this course is cooperative learning. The course requires the students to work in teams in a semester-long software development project. To elicit reflection on action about their teamwork experience. Specifically, we exposed students to concrete experiences as part of their teamwork interactions, which became the basis for observations and reflections. For this, the semester-long project was complemented with one reflection-on-action activity. In the activity, students were asked to watch a video of secrets of successful teamwork and were asked to reflect on their perceptions about the role of communication within teams. The students’ reflections on the activity were analyzed using qualitative inductive thematic analysis to understand the students’ perceptions regarding teamwork and communication within teams. 

Working in teams has been recognized as an essential 21st-century skill. Introducing teamwork in the undergraduate classroom is crucial as it allows the students to work with individuals with diverse skillsets and learn from one another. It is important to note that just creating a team and allowing the students to work does not foster teamwork skills. Inculcating teamwork skills requires a consciousness on the part of the instructor and the teaching assistants. Pedagogies such as cooperative learning have been recognized as effective in helping students develop teamwork skills. We introduced a joint reflection on action approach to developing teamwork skills among novice students as part of a sophomore-level systems analysis and design course. In this evidence-based practice paper, we report on students’ reflections regarding their perceptions of teamwork. This study approaches the following research questions: What are students' reflections about the role of communication while working in teams in a cooperative project-based learning environment? The guiding pedagogical framework for this course is cooperative learning. The course requires the students to work in teams in a semester-long software development project. To elicit reflection on action about their teamwork experience. Specifically, we exposed students to concrete experiences as part of their teamwork interactions, which became the basis for observations and reflections. For this, the semester-long project was complemented with one reflection-on-action activity. In the activity, students were asked to watch a video of secrets of successful teamwork and were asked to reflect on their perceptions about the role of communication within teams. The students’ reflections on the activity were analyzed using qualitative inductive thematic analysis to understand the students’ perceptions regarding teamwork and communication within teams. 

Abstract Despite the f₀(980) hadron having been discovered half a century ago, the question about its quark content has not been settled: it might be an ordinary quark-antiquark ($${{\rm{q}}}\overline{{{\rm{q}}}}$$ $q\overline{q}$) meson, a tetraquark ($${{\rm{q}}}\overline{{{\rm{q}}}}{{\rm{q}}}\overline{{{\rm{q}}}}$$ $q\overline{q}q\overline{q}$) exotic state, a kaon-antikaon ($${{\rm{K}}}\overline{{{\rm{K}}}}$$ $K\overline{K}$) molecule, or a quark-antiquark-gluon ($${{\rm{q}}}\overline{{{\rm{q}}}}{{\rm{g}}}$$ $q\overline{q}g$) hybrid. This paper reports strong evidence that the f₀(980) state is an ordinary$${{\rm{q}}}\overline{{{\rm{q}}}}$$ $q\overline{q}$meson, inferred from the scaling of elliptic anisotropies (v₂) with the number of constituent quarks (n_q), as empirically established using conventional hadrons in relativistic heavy ion collisions. The f₀(980) state is reconstructed via its dominant decay channel f₀(980) →π⁺π⁻, in proton-lead collisions recorded by the CMS experiment at the LHC, and itsv₂is measured as a function of transverse momentum (p_T). It is found that then_q= 2 ($${{\rm{q}}}\overline{{{\rm{q}}}}$$ $q\overline{q}$state) hypothesis is favored overn_q= 4 ($${{\rm{q}}}\overline{{{\rm{q}}}}{{\rm{q}}}\overline{{{\rm{q}}}}$$ $q\overline{q}q\overline{q}$or$${{\rm{K}}}\overline{{{\rm{K}}}}$$ $K\overline{K}$states) by 7.7, 6.3, or 3.1 standard deviations in thep_T< 10, 8, or 6 GeV/cranges, respectively, and overn_q= 3 ($${{\rm{q}}}\overline{{{\rm{q}}}}{{\rm{g}}}$$ $q\overline{q}g$hybrid state) by 3.5 standard deviations in thep_T< 8 GeV/crange. This result represents the first determination of the quark content of the f₀(980) state, made possible by using a novel approach, and paves the way for similar studies of other exotic hadron candidates. 

A<sc>bstract</sc> Inclusive and differential cross sections for Higgs boson production in proton-proton collisions at a centre-of-mass energy of 13.6 TeV are measured using data collected with the CMS detector at the LHC in 2022, corresponding to an integrated luminosity of 34.7 fb⁻¹. Events with the diphoton final state are selected, and the measured inclusive fiducial cross section is$${\sigma }_{\text{fid}}={74}\pm {11}{\left({\text{stat}}\right)}_{-4}^{+5}\left({\text{syst}}\right)$$fb, in agreement with the standard model prediction of 67.8 ± 3.8 fb. Differential cross sections are measured as functions of several observables: the Higgs boson transverse momentum and rapidity, the number of associated jets, and the transverse momentum of the leading jet in the event. Within the uncertainties, the differential cross sections agree with the standard model predictions.