Automated amplification-free digital RNA detection platform for rapid and sensitive SARS-CoV-2 diagnosis

新型コロナウイルスの超高感度・全自動迅速検出装置の開発 --汎用的な感染症診断装置としての社会実装に期待--. 京都大学プレスリリース. 2022-05-27.In the ongoing COVID-19 pandemic, rapid and sensitive diagnosis of viral infection is a critical deterrent to the spread of SARS-CoV-2. To this end, we developed an automated amplification-free digital RNA detection platform using CRISPR-Cas13a and microchamber device (opn-SATORI), which automatically completes a detection process from sample mixing to RNA quantification in clinical specimens within ~9 min. Using the optimal Cas13a enzyme and magnetic beads technology, opn-SATORI detected SARS-CoV-2 genomic RNA with a LoD of < 6.5 aM (3.9 copies μL⁻¹), comparable to RT-qPCR. Additionally, opn-SATORI discriminated between SARS-CoV-2 variants of concern, including alpha, delta, and omicron, with 98% accuracy. Thus, opn-SATORI can serve as a rapid and convenient diagnostic platform for identifying several types of viral infections

The characteristics of female teachers’ career-formation at elementary school

This paper aims to examine the characteristics of career-formation of female teachers in elementary schools. We conducted an interview survey to 12 female teachers in metropolitan areas to consider their experiences of teacher allocation every year, which works as a kind of device that forms teachers’ careers in various political and cultural school contexts. Main findings are as follows. 1) In teacher allocation, various factors are taken account; customs in their schools, teachers’ own requests, their school affairs including some troubles, and principal\u27s decisions. 2) Statistically, female teachers are prone to be allocated to lower grades, but actually, some of them are repeatedly allocated to upper grades like male teachers. There are 2 types of career among female teachers, which go through different experiences in various aspects. 3) Female teachers who are repeatedly allocated to lower grades often request to do that for various reasons. One major reason is their responsibility for care of their families and young children. In other words, they can continue working as teachers to take lower grade because they can have time to spare. They also request for their professional development, school improvement, their own character and release from hard work. 4) Meanwhile, most of female teachers who are often allocated to upper grades don\u27t take responsibility for care of their families. And they happened to teach in upper grades at the start of their careers and have some experiences to re-organize (solve) troubled classes. So, principals assess their successful class management and tend to allocate them to upper grade. However, work of upper grades is so tough and hard that teachers often get out of condition. We suggest that hard work and responsibility should be distributed to and shared with whole teachers

Gender Imbalance Derived from Teacher Allocation to Different Grades at Elementary Schools

The purpose of this paper is to examine how gender imbalance is constructed and what gender issues occur in teacher allocation at elementary schools. We conducted an interview survey to 10 male teachers in metropolitan areas to examine the actual conditions of male teacher allocation in elementary schools and analyze how gender imbalance occurs. Female teachers are prone to be allocated to lower grades and male teachers aren\u27t much even if they want to. This imbalance results from gender biased consideration for female teachers, who carry out responsibility for care of their family and young children. Work of upper grades is so tough and hard that female teachers tend to avoid taking charge of upper grades. And then male teachers are often taken their workplaces in upper grades and they do busy and hard work. Male teachers are also expected masculine and controlling role to student behavior. Additionally work of upper grades is in a spotlight or central parts at schools, on the other hands, work of lower grades is regarded as shadow work. This gender imbalance works as sexual discrimination in elementary schools. Some experiences of male teachers suggest possibilities to change gender imbalance in teacher allocation. Changing balance of disproportionate work between lower grades and upper grades and sharing hard work will improve institution and structure in schools