ABSTRACT
We have developed a new type of testing strategy based on the electrochemical biosensing aspect for rapid and portable detection of SARS-CoV-2. The detection platform is based on a highly conductive matrix (fabricated polystyrene/polyaniline-Au nanocomposite) enabling immobilization of representative receptor elements (antibodies) that are specific to the target, i.e., SARS-CoV-2 spike (S)-protein. The concept of a detection system is to translate specific covalent interaction between antibodies and its corresponding binding viral S-protein, into a measurable, concentration-dependent electrochemical signal. The biosensor is able to monitor the electrochemical response in PBS, without using hazardous [Fe(CN)]63-/4- redox couple. By creating an electrochemical readout (CV, EIS, and DPV), data enables qualitative and quantitative analysis. Additionally, it exploits outstanding conductivity and biocompatibility, thus resulting in high analytical sensitivity and a low detection limit of 15.6μ g/mL, which is within the physiologically relevant concentration range. Thus, the proposed feasible design of the biosensor platform represents an excellent starting point for practical and low-cost testing of asymptomatic patients or people before symptom onset. © 2022 IEEE.
ABSTRACT
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching. © 2021, The Author(s).