Agency in the Anthropocene: education for planetary health.

Collective action is essential to address planetary health as current and future environmental challenges are socioecological and require coordinated, informed, and sustained action from all societal sectors. Education that engages intergenerational communities is a crucial means of building collective action as it provides opportunities to develop an informed citizenry capable of making the necessary decisions to work towards planetary health. Schools are valuable sites of community learning and action, and will benefit from a new orientation towards and commitment to educator training, curriculum development, and youth agency. This orientation is supported by the Organisation for Economic Co-operation and Development's Programme for International Student Assessment's (PISA) 2025 Science Framework, which measures the competence (skills and knowledge) of 15-year-old students. This Personal View describes a new concept, Agency in the Anthropocene, a contributing element of the 2025 Science Framework that defines the way science education could develop agency and hope in this era of socioecological challenges that are impacting planetary health.

The growth of an ordered Mn layer on the Si(111)- 1 × 1-Ho surface.

The growth of ordered Mn layers on room temperature and liquid nitrogen cooled Si(111)- 1 × 1-Ho surfaces has been studied using scanning tunnelling microscopy. We have shown for 4 ML (monolayers) of Mn grown on a cooled Si(111)- 1 × 1-Ho surface that an ordered Mn layer is produced without any, or with only limited, silicide formation. This surface exhibits a [Formula: see text] low energy electron diffraction pattern. Significant variations in Mn island sizes have also been seen on the Si(111)-1 × 1-Ho and Si(111)-7 × 7 surfaces for Mn deposited at room temperature and at -180 °C.

Screening of lactic acid bacteria for bacteriocins by microbiological and PCR methods.

We describe a practical laboratory designed for third-year undergraduate students of Biotechnology as part of a Microbial Physiology and Genetics course. It comprises a five-session laboratory module to screen foods for lactic acid bacteria (LAB)1 and to test isolated LAB for the presence of bacteriocins. Traditional Thai fermented foods are first screened for bacteriocin-producing LAB using microbiological methods. This is followed by a simple and rapid DNA extraction and by a multiplex polymerase chain reaction (PCR) using three pairs of specific primers to test for the presence or absence of various bacteriocin genes in the isolated LAB. PCR amplicons of 332, 412, and 608 bp indicate the presence of pediocin, enterocin, and nisin genes, respectively, whereas no amplicon band indicates the absence of these bacteriocins. The laboratory provides the students with experience in the use of microbiological and multiplex PCR methods and shows how the molecular biology techniques can be related to their daily lives. The module could easily be adapted to the study of fermented foods from other countries.