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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. 

A<sc>bstract</sc> A measurement of the angular structure of inclusive jets and those containing a prompt D⁰meson in proton-proton collisions at the LHC at a center-of-mass energy of 5.02 TeV is presented. The data corresponding to an integrated luminosity of 301 pb⁻¹were collected by the CMS experiment in 2017. Two jet grooming algorithms, late-k_Tand soft drop, are used to study the intrajet radiation pattern using iterative Cambridge-Aachen declustering. The splitting-angle distributions of jets with transverse momentum (p_T) of around 100 GeV, obtained with these two algorithms, show that there is a shift of the distribution for jets containing a prompt D⁰meson with respect to inclusive jets. The suppression of emissions at small angles observed in the late-k_Tgrooming approach is consistent with the dead-cone effect, whereas the similar suppression for splittings selected with the soft-drop algorithm appears to be induced by gluon splitting to charm quark-antiquark pairs at large angles. The measured distributions are corrected to the particle level and can be used to constrain model predictions for the substructure of high-p_Tcharm quark jets. 

A hot and dense state of nuclear matter, known as the quark-gluon plasma, is created in collisions of ultrarelativistic heavy nuclei. Highly energetic quarks and gluons, collectively referred to as partons, lose energy as they travel through this matter, leading to suppressed production of particles with large transverse momenta ( $p_{\mathrm{T}}$). Conversely, high- $p_{\mathrm{T}}$particle suppression has not been seen in proton-lead collisions, raising questions regarding the minimum system size required to observe parton energy loss. Oxygen-oxygen (OO) collisions examine a region of effective system size that lies between these two extreme cases. The CMS detector at the CERN LHC has been used to quantify charged-particle production in inclusive OO collisions for the first time via measurements of the nuclear modification factor ( $R_{\mathrm{AA}}$). The $R_{\mathrm{AA}}$is derived by comparing particle production to expectations based on proton-proton ( $pp$) data and has a value of unity in the absence of nuclear effects. The data for OO and $pp$collisions at a nucleon-nucleon center-of-mass energy $\sqrt{s_{\mathrm{NN}}}=5.36\mathrm{TeV}$correspond to integrated luminosities of $6.1{\mathrm{nb}}^{-1}$and $1.02{\mathrm{pb}}^{-1}$, respectively. The $R_{\mathrm{AA}}$is below unity with a minimum of $0.69\pm 0.04$around $p_{\mathrm{T}}=6\mathrm{GeV}$. The data exhibit better agreement with theoretical models incorporating parton energy loss as compared to baseline models without energy loss. 

A<sc>bstract</sc> A measurement of the substructure of bottom quark jets (b jets) in proton-proton (pp) collisions is presented. The measurement uses data collected in pp collisions at$$ \sqrt{s}=5.02 $$ $\sqrt{s}=5.02$TeV, with a low number of simultaneous interactions per bunch crossing, recorded by the CMS experiment in 2017, corresponding to an integrated luminosity of 301 pb⁻¹. An algorithm to identify and cluster the charged decay daughters of b hadrons is developed for this analysis, which facilitates the exposure of the gluon radiation pattern of b jets using iterative Cambridge-Aachen declustering. The soft-drop-groomed jet radius,R_g, and momentum balance,z_g, of b quark jets are presented. These observables can be used to test perturbative quantum chromodynamics predictions that account for mass effects. Because the b hadron is partially reconstructed from its charged decay daughters, only charged particles are used for the jet substructure studies. In addition, a jet fragmentation function,z_b,ch, is measured, which is defined as the distribution of the ratio of the transverse momentum (p_T) of the partially reconstructed b hadron with respect to the charged-particle component of the jetp_T. The substructure variable distributions are unfolded to the charged-particle level. The b jet substructure is compared to the substructure of jets in an inclusive jet sample that is dominated by light-quark and gluon jets in order to assess the role of the b quark mass. A strong suppression of emissions at smallR_gvalues is observed for b jets when compared to inclusive jets, consistent with the dead-cone effect. The measurement is also compared with theoretical predictions from Monte Carlo event generators. This is the first substructure measurement of b jets that clusters together the b hadron decay daughters independent of the b hadron species and decay channel.