The immunoglobulin heavy-chain (Igh) locus is organized into distinct regions that contain multiple variable (V(H)), diversity (D(H)), joining (J(H)) and constant (C(H)) coding elements. How the Igh locus is structured in 3D space is unknown. To probe the topography of the Igh locus, spatial distance distributions were determined between 12 genomic markers that span the entire Igh locus. Comparison of the distance distributions to computer simulations of alternative chromatin arrangements predicted that the Igh locus is organized into compartments containing clusters of loops separated by linkers. Trilateration and triple-point angle measurements indicated the mean relative 3D positions of the V(H), D(H), J(H), and C(H) elements, showed compartmentalization and striking conformational changes involving V(H) and D(H)-J(H) elements during early B cell development. In pro-B cells, the entire repertoire of V(H) regions (2 Mbp) appeared to have merged and juxtaposed to the D(H) elements, mechanistically permitting long-range genomic interactions to occur with relatively high frequency.
The CAVE, a walk-in virtual reality environment typically consisting of 4–6 3 m-by-3 m sides of a room made of rear-projected screens, was first conceived and built in 1991. In the nearly two decades since its conception, the supporting technology has improved so that current CAVEs are much brighter, at much higher resolution, and have dramatically improved graphics performance. However, rear-projection-based CAVEs typically must be housed in a 10 m-by-10 m-by-10 m room (allowing space behind the screen walls for the projectors), which limits their deployment to large spaces. The CAVE of the future will be made of tessellated panel displays, eliminating the projection distance, but the implementation of such displays is challenging. Early multi-tile, panel-based, virtual-reality displays have been designed, prototyped, and built for the King Abdullah University of Science and Technology (KAUST) in Saudi Arabia by researchers at the University of California, San Diego, and the University of Illinois at Chicago. New means of image generation and control are considered key contributions to the future viability of the CAVE as a virtual-reality device.
In recent years, immersive technology tools have burgeoned. After the release of the affordable Oculus Go headset and the Merge Cube, there has been increasing use of virtual, augmented, and extended reality (VR, AR, XR) in classrooms. Of significance to chemistry educators are the virtual lab simulations developed by Labster and HoloLab Champions and the VR app Nanome, which can be used to virtually manipulate chemicals and proteins. So far, however, there are no commercially developed products that address the transfer of chemicals and contaminants during experiments or procedures that require gloves. Herein, we discuss how VR can be used as an active learning approach to lab safety about correct glove hygiene. The work is the result of a collaboration among chemistry, computer science, and library faculty on a VR instructional module on glove hygiene. This experience is useful to bring a realistic and interactive laboratory experience to students who may have limited experience in a laboratory setting. Additionally, the project explores how to optimally use the academic library space to deploy the VR module to a large number of student users. Despite shortcomings we encountered in the first phase of development, we believe that, with technological improvements, there is significant potential for a virtual reality instructional environment that teaches glove hygiene when there may be limited access to physical laboratories.
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