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Current life in the US under the COVID-19 pandemic makes visible the fragility of supportive structures for academics with childcare responsibilities. Particularly academic mothers are left grappling with the impact of social and institutional shifts that took place due to the global pandemic. We, two early career multinational and Muslim MotherScholars, ask ourselves how these shifts are affecting our own entanglements of scholarship, job market navigation, motherhood, childcare responsibilities and routines, family traditions, and religious observation through feminist autoethnography. We used the concept of "liminal space" as our theoretical foundation. Data were collected through journal entries and analytic memos, and four vignettes were composed to (re)present the analysis. The vignettes display how Western dominant and nondominant spaces inform the ways in which the authors' identities are interloped, muted, contested, and thrown into tension with changing social and institutional expectations during the early months of the COVID-19 pandemic. Our research has implications for higher education administrators who wish to gain a glimpse into the lived experiences and barriers of their international, Muslim, mothering employees, and for MotherScholars who live through similar complex and shifting identities to see validation and representation.

The COVID-19 pandemic has shed light on the vast social-psychological, economic, and political inequities in our society. Education has become even more important than before to counter systemic oppression and institute justice. Parents, students, and educators are thrown into chaos where opportunity and access are diminished and dissipated. This essay reports on critical conversations between two mothers who are teacher-scholars whose children were subjected to the subtle but profound practices of othering in public schools. Using vignettes, we interrogate and (re)think the taken-for-granted Eurocentric approaches to education that arguably marginalized our children and insidiously masked their cultural heritage. We engage in auto-ethnographic narrative inquiry to capture how we, as social beings, live in relation to those whose words and actions impact us and shape our existence. We share four vignettes about our struggles with difference, othering, dismissal, and alienation: (1) "Thank You for Your Email"; (2) It takes quite a bit; (3) We can do more!; and (4) Our History, Our Existence, Redacted. This essay offers narratives that are contextual, temporal, partial, and becoming.

Instructional routines, like Number Talks and Notice and Wonder, engage students in doing and then talking about their mathematical thinking. Number Talk routines are short mathematical discussions where students mentally solve and share the strategies they used to make sense of the problem. In comparison, the Notice and Wonder routine asks students to reflect on a high-interest visual prompt with multiple entry points, share their noticings and wonderings, and then the teacher steers the discussion toward a mathematical question to explore further. But what happens when the Notice and Wonder routine is used in conjunction with a Number Talk? In this descriptive case study, we analyze whether and how this variation of a Number Talk provides a class of third-grade students opportunities to exercise agency. Findings from this study yielded two major themes: 1) agency is built when authority is shared during a mathematical discussion, and 2) Notice and Wonder is an instructional routine that supports sharing authority. We then discuss why this matters and next steps for research and practice. [ABSTRACT FROM AUTHOR]

The pollution of raw surface and underground water with pharmaceutical compounds has an impact on increasing the resistance of pathogenic microorganisms. Environmental challenges include investigating a novel and cost-effective therapeutic approach for the bactericidal treatment of water supplies. Ethyl acetate extracts from three marine algae (Caulerpa racemosa, Codium fragile, and Cystoseira myrica) obtained from the Red Sea (Hurghada, Egypt) were used for the green synthesis of TiO2 nanoparticles (TiO2-NPs). A highly crystalline nanoparticle structure with a stable tetragonal anatase structure was obtained; the mean concentrations were 2.43 to 6.09 × 108 NPs/mL and the average particle size was 125–131 nm. In ultrapure water, the TiO2-NPs were confirmed to be a stable solution following zeta potential analysis. UV light (λ = 350 nm) for 2 h was used to activate the TiO2-NPs before the antibacterial activity tests. The application of UV-activated TiO2-NPs for 4 h treatments demonstrated promising bactericidal activity, with a 73.08% reduction in Salmonella typhi and a 91.51% reduction in Enterobacter ludwigii. Antibiofilm activities against the reference strains Salmonella typhi NCTC 12023/ATTC and Morganella morganii ATCC25829 and the bacterial isolates Klebsiella pneumoniae, Enterobacter ludwigii, and Enterococcus faecium were tested. The TiO2-NPs were nontoxic against the human normal cell line RPE1. Regarding the treatment of total and fecal coliform, in addition to fecal streptococci, in raw surface and underground water, the UV-activated TiO2-NPs prepared from the ethyl acetate extracts of Caulerpa racemosa showed high applicability. The present study offered insights into the nature and development of nontoxic and green TiO2-NP formulations for use as modern antibacterial alternatives against coliforms in aquatic systems. [ABSTRACT FROM AUTHOR]

This is a secondary analysis of qualitative data from a literacy study, which examines Book Clubs as a creative approach to engage female addicted trauma survivors in developing psychologically safe, trusting therapeutic relationships. This approach is respectful of the participants' experiences of relational trauma and diverse cultural contexts, in part because book clubs are 'normal' experiences in which the client is better able to have control over the level of vulnerability she engages in within the therapeutic milieu. Themes indicating increasing levels of vulnerability and psychological safety include use of book club discussions to identify with text, plot, or characters; to discuss escape coping and aggressive coping; and to discuss self as a victim and as a survivor. [ABSTRACT FROM AUTHOR]