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Indigenous communities remain significantly underrepresented in computer science (CS) and STEM fields, facing persistent barriers such as limited access to resources, infrastructure, and culturally relevant instruction. This study investigated how educators serving Indigenous populations designed and implemented culturally responsive computing (CRC)[2] curricula within a long-term professional development program grounded in a design-based research framework. The study examined how sustained, collaborative support enabled educators to effectively integrate Indigenous cultural knowledge, values, and practices into computer science education. Seven secondary teachers who work in schools in Arizona and New Mexico with over 90% Native American enrollment participated in a two-year professional development program called Let’s Talk Code Teaching Fellow. The program consisted of twelve online modules,weekly virtual meetings, in-personworkshops, and conference participation[3]. Following the DBR framework [1], teachers engaged in iterative cycles of lesson design, implementation, and revision, creating and teaching three culturally relevant computer science lessons. They received feedback from fellow teachers and research teams, allowing them to improve the connection between computing and cultural relevance in their lessons. The study employed a mixed-methods approach to data collection and analysis. Qualitative data included 14 finalized lesson plans, teacher reflections, teacher interviews, and classroom observation notes, which were thematically analyzed to identify common instructional practices and challenges, as well as strategies that connect culture and computing. Our findings showed that teachers sustained local culture by integrating Indigenous languages and art and innovative computing tools such as Scratch, micro: bit, and Sphero robots into their computing lessons. Teachers reported an increase in their confidence in computer science instruction following the long-term PD and benefited from a strong professional learning community. 

In Computer Aided Design, Computer Graphics, Robotics, etc., students suffer from inefficient and non-proficient use of the 3D modeling software due to a lack of mathematical knowledge. Deficient knowledge and skills may lead students to use the modeling software through trial-and-error without understanding the algorithms and mathematics. Spatial/geometric transformation is recognized as one of the key factors in learning 3D modeling software. This paper presents a newly developed educational Augmented Reality (AR) mobile application to help students intuitively learn the geometric reasoning of transformation matrices and the corresponding trigonometric equations through play. The application, developed in primary and advanced levels, intends to facilitate the understanding of fundamentals of spatial transformations and their mathematical representations in a self-learning approach. The results of a pilot user study conducted on 7 undergraduate students for the primary level reveal that students’ math scores improved after playing with the application. 

Artificial Intelligence (AI) brings advancements to support pathologists in navigating high-resolution tumor images to search for pathology patterns of interest. However, existing AI-assisted tools have not realized the promised potential due to a lack of insight into pathology and HCI considerations for pathologists’ navigation workflows in practice. We first conducted a formative study with six medical professionals in pathology to capture their navigation strategies. By incorporating our observations along with the pathologists’ domain knowledge, we designed NaviPath — a human-AI collaborative navigation system. An evaluation study with 15 medical professionals in pathology indicated that: (i) compared to the manual navigation, participants saw more than twice the number of pathological patterns in unit time with NaviPath, and (ii) participants achieved higher precision and recall against the AI and the manual navigation on average. Further qualitative analysis revealed that participants’ navigation was more consistent with NaviPath, which can improve the examination quality. 

We report measurements of production cross sections for ${\rho }^{+}$, ${\rho }^0$, $\omega$, $K^{*+}$, $K^{*0}$, $\varphi$, $\eta$, $K_S^0$, $f_0\left(980\right)$, $D^{+}$, $D^0$, $D_s^{+}$, $D^{*+}$, $D^{*0}$, and $D_s^{*+}$in $e^{+}{e}^{-}$collisions at a center-of-mass energy near 10.58 GeV. The data were recorded by the Belle experiment, consisting of $571{\mathrm{fb}}^{-1}$at 10.58 GeV and $74{\mathrm{fb}}^{-1}$at 10.52 GeV. Production cross sections are extracted as a function of the fractional hadron momentum $x_p$. The measurements are compared to Monte Carlo generator predictions with various fragmentation settings, including those that have increased fragmentation into vector mesons over pseudoscalar mesons. The cross sections measured for light hadrons are consistent with no additional increase of vector over pseudoscalar mesons. The charmed-meson cross sections are compared to earlier measurements—when available—including older Belle results, which they supersede. They are in agreement before application of an improved initial-state radiation correction procedure that causes slight changes in their $x_p$shapes. Published by the American Physical Society2025 

We report the first evidence for the $h_b\left(2\mathrm{P}\right)\to \mathrm{\Upsilon }\left(1\mathrm{S}\right)\eta$transition with a significance of 3.5 standard deviations. The decay branching fraction is measured to be $\mathcal{B}\left[h_b\right(2\mathrm{P})\to \mathrm{\Upsilon }(1\mathrm{S}\left)\eta \right]=({7.1}_{-3.2}^{+3.7}\pm 0.8)\times {10}^{-3}$, which is noticeably smaller than expected. We also set upper limits on ${\pi }^0$transitions of $\mathcal{B}\left[h_b\right(2\mathrm{P})\to \mathrm{\Upsilon }(1\mathrm{S}\left){\pi }^0\right]<1.8\times {10}^{-3}$, and $\mathcal{B}\left[h_b\right(1\mathrm{P})\to \mathrm{\Upsilon }(1\mathrm{S}\left){\pi }^0\right]<1.8\times {10}^{-3}$, at the 90% confidence level. These results are obtained with a $131.4{\mathrm{fb}}^{-1}$data sample collected near the $\mathrm{\Upsilon }\left(5\mathrm{S}\right)$resonance with the Belle detector at the KEKB asymmetric-energy $e^{+}{e}^{-}$collider. Published by the American Physical Society2024 

We search for excited charmed baryons in the ${\mathrm{\Lambda }}_c^{+}\eta$system using a data sample corresponding to an integrated luminosity of $980{\mathrm{fb}}^{-1}$. The data were collected by the Belle detector at the KEKB $e^{+}{e}^{-}$asymmetric-energy collider. No significant signals are found in the ${\mathrm{\Lambda }}_c^{+}\eta$mass spectrum, including the known ${\mathrm{\Lambda }}_c(2880{)}^{+}$and ${\mathrm{\Lambda }}_c(2940{)}^{+}$. Clear ${\mathrm{\Lambda }}_c(2880{)}^{+}$and ${\mathrm{\Lambda }}_c(2940{)}^{+}$signals are observed in the $p{D}^0$mass spectrum. We set upper limits at 90% credibility level on ratios of branching fractions of ${\mathrm{\Lambda }}_c(2880{)}^{+}$and ${\mathrm{\Lambda }}_c(2940{)}^{+}$decaying to ${\mathrm{\Lambda }}_c^{+}\eta$relative to ${\mathrm{\Sigma }}_c\left(2455\right)\pi$of $<0.13$for the ${\mathrm{\Lambda }}_c(2880{)}^{+}$and $<1.11$for the ${\mathrm{\Lambda }}_c(2940{)}^{+}$. We measure ratios of branching fractions of ${\mathrm{\Lambda }}_c(2880{)}^{+}$and ${\mathrm{\Lambda }}_c(2940{)}^{+}$decaying to $p{D}^0$relative to ${\mathrm{\Sigma }}_c\left(2455\right)\pi$of $0.75\pm 0.03\left(\mathrm{stat}\right)\pm 0.07\left(\mathrm{syst}\right)$for the ${\mathrm{\Lambda }}_c(2880{)}^{+}$and $3.59\pm 0.21\left(\mathrm{stat}\right)\pm 0.56\left(\mathrm{syst}\right)$for the ${\mathrm{\Lambda }}_c(2940{)}^{+}$. Published by the American Physical Society2024