PCR clonality detection in Hodgkin lymphoma

B-cell clonality detection in whole tissue is considered indicative of B-cell non-Hodgkin lymphoma (NHL). We tested frozen tissue of 24 classical Hodgkin lymphomas (cHL) with a varying tumor cell load with the multiplex polymerase chain reaction (PCR) primer sets for IGH and IGK gene rearrangement (BIOMED-2). A clonal population was found in 13 cases with the IGH FR1 and/or FR2/FR3 PCRs. Using the IGK-VJ and IGK-DE PCRs, an additional six cases had a dominant clonal cell population, resulting in a detection rate of 79% in frozen tissue. Of 12 cases, also the formalin-fixed and paraffin-embedded (FFPE) tissue was tested. Surprisingly, in eight of the 12 FFPE cases with acceptable DNA quality (allowing PCR amplification of >200 nt fragments), the IGK multiplex PCRs performed better in detecting clonality (six out of eight clonal IGK rearrangements) than the IGH PCRs (four out of nine clonal rearrangements), despite a rather large amplicon size. There was no evidence of B-cell lymphoma during follow-up of 1 to 6 years and no correlation was found between the presence of a clonal result and Epstein–Barr virus in the tumor cells. Our results indicate that the present routine PCR methods are sensitive enough to detect small numbers of malignant cells in cHL. Therefore, the presence of a clonal B-cell population does not differentiate between cHL and NHL

Prompting connections between content and context: Blending immersive virtual environments and augmented reality for environmental science learning

Outdoor field trip experiences are a cornerstone of quality environmental science instruction, yet the excitement and distractions associated with field trips can overwhelm learning objectives. Augmented reality (AR) can focus students’ attention and help them connect the concept rich domain of the classroom with the context rich experiences in the field. In this study, students used an immersive virtual pond, and then participated in a field trip to a real pond augmented by mobile technologies. We are interested in understanding whether and how augmenting a field trip with information via handheld mobile devices can help students connect concepts learned in the classroom with observations during the field trip. Specifically, we are curious about how augmentation allows students to “see the unseen” in concepts such as photosynthesis and respiration as well as apply causal reasoning patterns they learned about in the classroom while using an inquiry-based immersive virtual environment, EcoMUVE. We designed an AR supported field trip with three different treatments: (1) a ‘visual’ treatment in which students were prompted to consider content or perspectives from EcoMUVE using videos and animations (2) a ‘text’ treatment in which students were prompted to consider content or perspectives from EcoMUVE using text and images, and (3) a ‘control’ treatment that did not specifically prompt students to think about content or perspectives from EcoMUVE. We used a mixed-methods research approach and collected data based on pre, mid, and post surveys; student responses to prompts captured in the notes and log files during the field trip; a post-field-trip survey; and performance on an in-class written assignment. On the field trip, we found that students in all three treatments more frequently referred to visible factors and direct effects than to invisible factors and indirect effects. There were few discernible differences between the text and visual prompted treatments based on responses in the notes and log files captured during the field trip. After the field trip, students exposed to the prompted treatments were more likely to describe invisible factors such as wind, weather, and human impacts, while students exposed to the control treatment continued to focus on visible features such as aquatic plants. These findings provide insights to designers who aim to support learning activities in outdoor and immersive learning environments