Broad Themes Research Articles

Exploring the role of motherhood in healthcare engagement for women living with HIV in the USA

Mothers living with HIV are faced with managing their own complex healthcare and wellness needs while caring for their children. Understanding the lived experiences of mothers living with HIV, including grandmothers and mothers with older children - who are less explicitly represented in existing literature, may guide the development of interventions that best support them and their families. This study sought to explore the role of motherhood and related social/structural factors on engagement with HIV care, treatment-seeking behaviour, and overall HIV management among mothers living with HIV in the USA to inform such efforts. Semi-structured interviews were conducted between June and December 2015 with 52 mothers living with HIV, recruited from the Women’s Interagency HIV Study (WIHS) sites in four US cities. Five broad themes were identified from the interviews: children as a motivation for optimal HIV management; children as providing logistical support for HIV care and treatment; the importance of social support for mothers; stressors tied to responsibilities of motherhood; and stigma about being a mother living with HIV. Findings underscore the importance of considering the demands of motherhood when developing more effective strategies to support mothers in managing HIV and promoting the overall health and well-being of their families.

Consensus panel recommendations for the optimization of EPIDIOLEX® treatment for seizures associated with Lennox-Gastaut syndrome, Dravet syndrome, and tuberous sclerosis complex.

Following the approval of Epidiolex® (cannabidiol; CBD) for the treatment of seizures associated with Lennox-Gastaut syndrome (LGS), Dravet syndrome (DS), and tuberous sclerosis complex (TSC), healthcare professionals (HCPs) have had substantial experience in treating patients with Epidiolex. However, confusion still remains among HCPs, caregivers, and patients regarding dosing, drug interactions, safety monitoring, and differentiation between Epidiolex and nonapproved CBD products. To establish consensus recommendations for Epidiolex treatment optimization in LGS, DS, and TSC, a panel of seven HCPs with expertise in epilepsy was convened. Panelists participated in a premeeting survey based on a literature review of Epidiolex for the treatment of LGS, DS, and TSC, and survey responses were compiled for discussion. A modified Delphi method was used to assess agreement among panelists regarding recommendation statements following two rounds of discussion. Panelists identified two broad themes - overcoming barriers to initiation and optimization of treatment for seizures associated with LGS, DS, and TSC - for consensus guidelines. Accurate identification of patients with these rare epilepsies is critical for optimization of Epidiolex treatment. Providers should differentiate Epidiolex from nonapproved CBD products and set expectations for the therapeutic effect and safety/tolerability of Epidiolex. Initial target dose and titration rate should be individualized by baseline variables, prior response to antiseizure medications, and therapeutic goals. Awareness of strategies to manage adverse events and concomitant medications, including drug-drug interactions, is critical. Tracking response to the maximum tolerated dose is an important measure of effectiveness. These consensus recommendations provide real-world experience from neurology HCPs with experience in prescribing Epidiolex and can inform optimal use of Epidiolex for the treatment of seizures associated with LGS, DS, and TSC. PLAIN LANGUAGE SUMMARY: Epidiolex® (cannabidiol) is approved for treating seizures in Lennox-Gastaut syndrome, Dravet syndrome, and tuberous sclerosis complex. Although healthcare professionals have experience in treating patients with Epidiolex, there is a need for better understanding of dosing, drug interactions, and safety of this drug. Therefore, a group of epilepsy experts developed guidelines for best practices in Epidiolex treatment. Two main areas were identified: overcoming barriers to starting Epidiolex and considerations related to Epidiolex dosing. Within these areas, topics, including correct disease identification, managing adverse events, and determining individualized dose, were discussed. These guidelines provide real-world experience to inform optimal Epidiolex use.

From Startup to Scaleup: Public Policies for Emerging Entrepreneurial Ecosystems

AbstractThe transition from startup to scaleup is a complex process, intricately tied to the dynamic ecosystem in which a startup originates and flourishes. Recognizing the substantial socioeconomic benefits that high-growth firms bring to their operating environments, policy makers try to strategically craft public policies to bolster their development, constituting a pivotal facet of entrepreneurial ecosystems (EE). This research aims to identify the challenges to growth faced by startups and to pinpoint policy focal areas conductive to addressing these challenges in an emerging EE. Effective public policies must be tailored to the specific context, serving as enablers while entrusting leadership roles to entrepreneurs and other EE stakeholders. To achieve our objective, we selected an emerging EE and approached entrepreneurs and influential agents in the EE through questionnaires and focus groups. The findings conclude with a set of recommended public policy actions designed to fortify essential components within an emerging EE that fosters the growth of its startups. These actions are categorized into three broad topics: enhancing talent availability, promoting networking opportunities, and reinforcing the entrepreneurial culture of the region.

Fundamental physics opportunities with multi-petawatt- and multi-megaJoule-class facilities

In this invited paper, I will touch on some highlights from my research career in the Clarendon Laboratory and in the Central Laser Facility, Rutherford Appleton Laboratory, obtained working in partnership with many outstanding international collaborators. These fall under the three broad themes. The first is novel laser-plasma interactions. The second theme is that of extreme field physics using multi-petawatt laser facilities. The third theme is that of inertial fusion studies. All of these studies indicate that an international, dual-use, 20-MJ Inertial Confinement Fusion (ICF)/Inertial Fusion Energy (IFE) facility, with the first 2-MJ at high repetition rate supplying single-shot high energy amplifiers, will open many new exciting avenues for both fundamental physics and high energy density science in the decades ahead.

Students experience stories as lenses for sense-making of the transition to higher education

This study explored the experiences of seven first-year university students in Johannesburg, South Africa. Recognising storytelling as a lens to reveal identity, this study focused on student experience narratives as a tool to better understand their transition from school to university. It examined the narrated experiences of these students as a means to reveal their student identities. The qualitative study utilised a case study design type to address the research question: “What do first-year students’ transition narratives reveal about their emerging student identities?” This paper focuses on athematic analysis that was used as a tool to analyse participants’ narrated experiences. The analysis resulted in five broad themes, namely that student identities in their first-year journeys were formed and influenced by interpersonal experiences, intrapersonal experiences, pre-commencement institutional experiences, experiences of formal learning, and learning experiences beyond the classroom. Despite encountering multiple challenges in their new environment, the students derived benefit through capitalising on their personal strengths as tools to adjust to the demands of their new institution. These tools were crucial resources used by participants to adjust to and ultimately flourish in their first year.

Rethinking climate change vulnerabilities after COVID‐19: Recommendations for social science‐based interventions drawn from research on Conspiracy Theories and Diversity Science

AbstractScholars have noted several connections between the COVID‐19 pandemic and the climate crisis, ranging from the material influence of the pandemic on climate change processes (e.g., how lockdowns temporarily lowered climate emissions) to the similar ways the crises have been managed. Both crises are also global in scope, have exerted a significant toll on human lives and require major changes in our lifestyles. However, while collective responses to COVID‐19 were rapid and concerted, efforts to address climate change continue to be met with resistance. In this article, we investigate the social vulnerabilities common to both crises and the lessons that policymakers in the climate field can take away from the pandemic. After outlining the theoretical and empirical similarities between the two crises, we present a general framework and recommendations for the use of social science‐based interventions. We focus on two broad topics of contemporary interest that lay bare social vulnerabilities of the coronavirus pandemic—conspiracy theories and racial and ethnic inequities—to highlight the ways that understanding social and psychological processes associated with the pandemic can help inform more efficient climate policies.Public Significance StatementThis paper shows how the COVID‐19 pandemic's social and psychological lessons can guide climate change policies. By leveraging social science insights, we propose strategies and illustrations to combat misinformation and address social inequities, ultimately fostering more effective and inclusive climate actions and benefiting policymakers and society at large.

The current status and challenges of bioethics education in undergraduate medical education in Karachi, Pakistan

BackgroundThe importance of including bioethics in the medical curricula has been recognized globally. Certain countries including Pakistan continue to lag behind although some developments have occurred recently.ObjectivesThe research aimed to provide a snapshot of bioethics education in undergraduate medical colleges in Karachi, Pakistan. The secondary objectives included identifying factors promoting or inhibiting integration of bioethics into the curriculum.MethodsA two-pronged strategy was used to collect data including a website review of medical colleges, in existence for more than ten years, recognized by the Pakistan Medical and Dental Council (PMDC), the regulating body for undergraduate medical education in Pakistan. The other arm employed in-depth interviews with medical educationists in colleges fulfilling inclusion criteria. Data from the website was analyzed and presented as frequencies. Qualitative data was analyzed using content analysis method which involved coding of transcripts, multiple readings and arriving at subthemes and themes iteratively.ResultsThirteen medical colleges were included for the website review, of which four were from public sector. Three medical colleges used the word “ethics” in their vision and mission statement and four had provided a detailed curriculum for ethics on their website.Thematic framework included four broad themes: 1) Need for Bioethics Education, 2) Current Status of Bioethics Education 3) Challenges in integration of bioethics in medical curriculum and 4) Recommendations for integration of bioethics in the Curriculum. Participants were in agreement that bioethics was important in development of future physicians. Participants identified various challenges, foremost being shortage of trained faculty, lack of institutional buy-in and overcrowded curriculum.ConclusionThe study identified sporadic inclusion of bioethics in undergraduate medical curricula, left to the discretion of individual institutions. Since Karachi is a cosmopolitan city, the findings may reasonably reflect the situation in other parts of the country. While bioethics is recognized as an important field, it will continue to remain an orphan subject in the curricula unless the regulatory and accreditation bodies make it compulsory for institutions to include ethics in their curricula.

Human Brain Organoid Research and Applications: Where and How to Meet Legal Challenges?

An ethical and legal framework is needed to regulate the rapidly developing human brain organoid research field properly. However, considering the legal issues involved in human brain organoid research remains underdeveloped and scattered. This article reviews the legal issues of human brain organoid research, grouping them into the following five broad themes: (1) consciousness, (2) legal status, (3) consent, (4) ownership, and (5) transplantation. The issues in each topic include both the urgent (e.g., appropriate forms of consent) and the speculative (e.g., protection of conscious human brain organoids). Therefore, we have attempted to be as explicit as possible about the timescale within which each issue will be realized and to prioritize each. Examining these issues has revealed legal issues specific to human brain organoid research and issues common to research in other fields. Further discussion of human brain organoid research from a legal perspective is needed in the future, considering discussions in related fields.

From Pacing to Rapport

This research is part of a series of studies under the broad theme of "Smart-Pusdiklat'' within the National Cyber and Crypto Agency (BSSN). The research question addressed is how instructors use the Pacing Phase to Rapport to build communication in the learning process in the Smart City Laboratory. The study revealed that training participants, predominantly from Generation Z, faced challenges such as boredom, loss of focus, and difficulty making choices. Meanwhile, instructors involved were from Generation X and Y. The research highlights key considerations for instructors to ensure effective communication in the classroom. What aspects should instructors pay attention to in order to ensure effective and flawless communication in the classroom? This study employs an exploratory research method with a qualitative approach, aimed at exploring a new phenomenon that has not been previously researched. This is a novelty in the context of the Smart City Laboratory implementation. There are 4 (four) important aspects of the Pacing Phase that must be done to achieve Rapport: Active listening and engagement, Pacing Body Language and Breathing, Technology Integration, Connecting Learning Objectives to Real Life, and Short and Engaging Content, which aligns with the preferences and learning styles of generation Z.

“It is like a curse”. The lived experiences of the intersection of intergenerational violence, pregnancy, and intimate partner violence among urban Wisconsin Indigenous women

BackgroundIntimate Partner Violence (IPV) is a significant public health concern that disproportionately impacts Indigenous American women more than any other ethnic/racial group in the United States. PurposeThis study aims to inform the work of nurses and allied health professionals by providing insight into the lived realities of Indigenous women in urban areas and how IPV manifests in the lives of Indigenous women. MethodsPostcolonial and Indigenous feminist frameworks informed this qualitative study. Using thematic analysis, we analyzed data from semi-structured individual interviews with 34 Indigenous women in large urban areas in the upper Midwest. FindingsThis manuscript discusses one broad theme: experiences of IPV during pregnancy and the devastating impacts on women and their children in the form of intergenerational trauma. Under this broad theme, we identified two sub-themes: impacts of IPV on individual pregnancy experiences and linkages to adverse pregnancy-related outcomes related to physical IPV during the childbearing years. ConclusionThis Indigenous-led study informs the development of effective Indigenous-specific interventions to minimize barriers to accessing prenatal care and help-seeking when experiencing IPV to reduce the devastating consequences for Indigenous women and their families.

Employing students’ evaluations and tutors’ perceptions to evaluate a faculty development program on problem-based learning at the Faculty of Medicine, King Abdulaziz University

BackgroundFaculty development programs are crucial for promoting continuous learning, enhancing teaching effectiveness, and encouraging professional growth among medical educators. Problem-based learning was introduced as a teaching strategy in our Faculty of Medicine in 2007. Thereafter, several rounds of a faculty development program were conducted to help teachers recognize their role as facilitators and assess areas for improvement.MethodsWe conducted a mixed-methods study with a sample of 284 third-year medical students answering a questionnaire and 21 faculty members participating in focus groups. A validated 13-item questionnaire was used to investigate the students’ evaluation of their tutors’ performance in problem-based learning. Three sessions were then conducted with faculty members involved in problem-based learning to gain in-depth insights into their experiences and perspectives.ResultsThe mean performance ranking for tutors awarded by the students was above halfway. There was a significant positive correlation between tutors’ performance ranking and all five of the learning approaches examined herein: constructive/active learning, self-directed learning, contextual learning, collaborative learning, and intra-personal behavior (p < 0.05). The data from the focus groups were analyzed under five broad themes: tutors’ insights into their strengths and weaknesses, challenges in conducting problem-based learning, tutors’ ways of preparing for problem-based learning, feedback, and suggestions for improving problem-based learning workshops.ConclusionsThis study recommends improvements and future directions for advanced program evaluation. Faculty development programs can be tailored to effectively address students and faculty members’ goals and needs, which can benefit the teaching and learning process and foster a culture of continuous improvement and professional growth.

Development of an evidence-based hepatitis C education program to enhance public health literacy in the Australian prison sector: The Hepatitis in Prisons Education program (HepPEd)

BackgroundAustralia's prisons have a high chronic hepatitis C (HCV) prevalence (8 %). Antiviral therapies and prison-based hepatitis services are available, but only a minority of those eligible are being treated. Improving the HCV public health literacy of the prison sector via targeted education may overcome key barriers to scale-up treatment. This paper describes the: i) HCV public health literacy of the prison setting; ii) barriers and solutions for HCV education and service engagement; iii) HCV education program co-design and development processes; and iv) HepPEd resources. MethodsA national needs assessment was conducted to analyse the HCV public health literacy of the target audience groups in the prisons (healthcare providers; custodial officers; people in prison) to inform development of a prison-specific HCV education program (HepPEd). Structured interviews were conducted with key informants (n = 40). Three National Steering Committees, one for each target group, were convened to co-design and develop HepPEd. ResultsOnly healthcare providers involved with hepatitis care were considered to have ‘good’ to ‘very good’ HCV health literacy (including knowledge, attitudes, and capabilities), with all other groups considered less favourably. Key barriers identified included being time poor (healthcare providers), poor motivation (custodial officers) and stigma (people in prison). Peer education delivery was considered a key facilitator for custodial officers and people in prison. A suite of multi-modal resources addressing the perceived gaps in HCV health literacy was developed, with a broad theme of ‘Let's talk about hep C’. Delivery of HepPEd was designed to overcome key barriers and utilise facilitators for each group. ConclusionsSignificant gaps in HCV health literacy were perceived amongst the target audience groups. The comprehensive co-design and development processes utilised in HepPEd suggest the program will be well-placed to improve the HCV public health literacy of the prison sector and thereby enhance HCV testing and treatment rates amongst people in prison.

A Peircean semiotic analysis of House Stark in A game of thrones

ABSTRACT This study investigates how Peircean semiotics can unpack the multifaceted meanings associated with House Stark, Starks’ sigil ‘direwolf’ and their motto ‘winter is coming’ in George R. R. Martin’s A game of thrones. It presents Charles S. Peirce’s semeiosis, the mathematical and Kantian origins of Peirce’s triadicity and his triadic representation of signs comprising representamen, interpretant and object. In the novel, Peirce’s representamen is the direwolf sigil, the interpretant is the motto ‘winter is coming’ and the object is House Stark. The investigators explore direct relationships between representamen–interpretant (sigil–motto), interpretant–object (motto–House Stark) and object–representamen (House Stark–sigil). They conclude how the context has changed the meaning of Starks’ sigil and motto. While the study posits that every sign and sentence in the novel functions as a Peircean sign, this investigation focuses on three elements of House Stark: the sigil, the motto and the house itself. The novel has excellent room for future research, particularly by applying Peircean semiotics as an analytical tool. This approach promises a fresh perspective on the story’s elements and a deeper understanding of how the narrative reflects and connects to real-world social structures, events and broader themes.

Bibliometric Analysis of Innovation and Economic Impact in Trends of Solar Energy Utilization in Agriculture

This paper presents a comprehensive analysis of thematic clusters, research trends, potential research opportunities, and author collaborations within the field of renewable energy and its impact on economic growth, using bibliometric visualizations generated by VOSviewer. We identified distinct thematic areas including renewable technologies such as solar and wind energy, and broader themes like energy utilization and economic implications. Our trend analysis revealed a significant temporal shift from technology-centric studies to a broader examination of how renewable energy integrates with economic systems and impacts global economic policies. Further exploration of less explored areas suggested potential research opportunities in the direct economic impacts of renewable energy, its role in industrial processes, and sustainable tourism. The examination of author collaboration networks illuminated the collaborative structures within the academic community, highlighting the formation of research clusters based on shared interests and common research goals. These findings underscore the evolving nature of renewable energy research, revealing both current focuses and prospective areas for future investigation.

THEMATIC VIDEO STIMULATES STUDENT IMAGINATION FOR POETRY WRITING COURSE

nnovation in the field of learning is needed so that learning becomes interesting and fun. The development of learning innovations in the form of thematic videos stimulating students' imagination to write poetry is one of the efforts to make learning to write poetry fun and make it easy to write poetry. The method used to develop thematic videos stimulating students' imagination to write poetry is the ADDIE method. Imagination-stimulating thematic videos cover four broad themes: nature, events, self-portraits, and fiction. Each theme consists of five videos with a duration of 5 minutes so the total videos produced are 20 videos. Imagination-stimulating thematic videos are accompanied by guidebooks and even complete with course descriptions, semester learning plans, and lecture units of the first to sixteenth meetings. Video thematic imagination stimulants proved to be able to arouse the imagination of students before writing poetry, in fact when the video I tested in a poetry writing class in 2018, they were so absorbed that even some students were moved and cried when watching the imagination-stimulating video of the self-portrait theme, namely 'mother'. The results of the trial showed that thematic videos stimulating imagination were able to provoke students to be more productive in writing poetry.

Hey Siri! does he love me? Unveiling the phenomena of emotional detachmentamong seafarers

Purpose The challenges seafarers face are unique due to the nature of their work. Individuals in this profession face unique stressors such as limited interaction with people, isolation from society, confined workspaces, unpredictable weather conditions and exposure to hazardous situations. Quantitative methods used in studies on seafarers’ well-being fail to capture the individual experiences, emotions and motivations that make up their rich tapestry. The prevailing reliance on close-ended questionnaires is a hindrance to seafarers’ expression of subjective experiences and difficulties. It is essential to prioritize their well-being, both from a humanitarian standpoint and an economic perspective. Design/methodology/approach For this study, the authors coted qualitative data using open-ended semi-structured questionnaires from 35 (35) merchant navy sailors. The drive of the study was clearly stated to the respondents by the researchers. The study focuses on the emotional detachment of seafarers and follows a two-phase sampling process: criterion sampling and snowball sampling. The sampling methods are chosen in accordance with the purpose of the study. Findings The in-depth qualitative inquiry and detailed analysis of interview excerpts generated three broad themes that explain the occurrence of emotional detachment among seafarers. The qualitative study advances the knowledge base of the intricate phenomena of mariner’s emotional detachment. The themes illuminate the causes and outcomes of emotional detachment, also necessitating the need for intervention. Originality/value This study highlights the issue of seafarers at work, which tends to affect their personal and professional lives. The lived experiences of seafarers help us understand the issue of emotional detachment from a better and more in-depth perspective. This certainly helps companies and policymakers customize their interventions to seafarers’ needs.

Primal World Belief Research, for Skeptics

Sometimes skeptics are tempted to dismiss world beliefs as meaningful phenomena. Such dismissal, we argue, is a mistake. How beliefs about many broad topics impact behavior is well-established. Psychologically rich world beliefs have also peppered the cultural milieu for centuries. Multiple, decades-old literatures have already established psychometrically the existence of world beliefs, proposed effects, and developed sufficient theory to define the beliefs and explain effects (e.g., Belief in a Just World literature). However, a shared, operationalized list of belief dimensions was lacking. Does one craft such a list a priori, with a specific outcome in mind – the typical approach – or seek to discover pre-existing dimensionality empirically, with no outcome privileged – similar to how Big Five traits were identified? The former being tried (Janoff-Bulman, 1989), Clifton and colleagues (2019) chose the latter, sparking an emerging, interdisciplinary effort. Yet the origins of these beliefs remain unknown and developmental psychologists are, now, sorely needed.

Mapping Student-Generated Learning Objectives Against USMLE Core Content

Purpose: To compare the content covered by student-generated, case-based, learning objectives with United States Medical Licensing Exams (USMLE) core-content guidelines, both in terms of range of topics covered and time spent with different topics. Secondarily, to examine the impact of online learning during the COVID-19 pandemic on the content covered by student generated learning objectives (SGLOs). Methods: The data used in this study was drawn from university records of SGLOs over the course of five years, including approximately 1,600 individual SGLOs, organized by semester and year. SGLOs were coded to correspond to topics on the USMLE core content guidelines. Two lists of core content provided by the USMLE were used in this study. The first consisted of 18 broad topics and 222 nesting subtopics tested on STEP 1. The second consisted of 11 broad topics with a corresponding percent range of how many questions on STEP 1 address that topic. Findings: Percent Coverage: 50-60% of USMLE core content topics are covered within the first year. Multiple regression analysis showed this number remaining consistent between first year classes, between semesters, and during COVID. Topic Weight: 7 out of 11 broad topics fell within the same ranges of the USMLE, with Social Sciences being the greatest outlier (significantly more coverage). 2 out of 11 topics were addressed less by SGLOs than by the USMLE. Gaps: 53 individual USMLE core content sub-topics were not addressed by a UP first year class in any learning objective. Notable trends in the identified content gaps included topics relating to congenital disorders, embryonic development, male and female reproductive systems, endocrine disorders (other than thyroid disorders and diabetes), normal ageing and age-related changes, psychiatric disorders and behavioral health, and drug adverse effects. Conclusions: SGLOs covered consistent amounts of material from year to year, suggesting curricular stability over time. The same standard of SGLO creation was also maintained during online COVID 19 activities. The agreement in weighting of topics between our student-driven curriculum and the USMLE core content indicate that students prioritize topics effectively. Identified gaps in coverage represent areas for improvement. This study further supports successful collaborations between faculty and medical students in regards to curriculum development and execution. Conflicts of Interest: None. This study (Study ID: STUDY00015600) was deemed exempt by the Institutional Review Board (IRB) at the Penn State College of Medicine.

Co-creating coastal sustainability goals and indicators

Indicators can be powerful tools to measure progress towards achieving societal goals, and many indicators have been developed for sustainability goals nationally and internationally. When indicators are developed solely through top-down approaches without engaging local knowledge, they often fall short of capturing local perceptions and concerns relevant to decision-making. The aim of this project was to co-create a Coastal Barometer and its component indicators, together with local knowledge-holders and communities, using the Ocean Health Index as a framework. As a first step, local knowledge-holders from six communities dispersed across Northern Norway were invited to articulate local sustainability goals and the required knowledge for eight broad topics pertaining to global OHI goals: small-scale fisheries, food production, sense of place, tourism, food production, clean waters, carbon storage and economy and livelihoods. In this paper, our main focus is the co-design phase of the Coastal Barometer, namely eliciting sustainability goals. We thus, present locally desired sustainability goals and sub-goals and the process of eliciting these goals. We also include suggestions from local knowledge-holders on how to reach these goals (i.e. proposed management measures), along with researchers’ assessment of data availability (part of the co-production process) for developing indicators to measure progress towards these goals. Finally, we discuss the benefits and challenges of co-developing sustainability goals and indicators with local knowledge-holders. We conclude that co-design can increase the quality of sustainability assessments by enriching the view of coastal sustainability. This knowledge can subsequently be used to align indicators with local sustainability goals as well as to the local context where the indicators will be applied.

Weapons of mass construction: The role of the Australian Curriculum in political discourse

AbstractNational curricula influence, and are influenced by, political agendas. Understanding political enmeshment (both overt and covert) in curriculum development is therefore vital for ensuring transparency and quality in curricula. This paper analyses how the Australian Curriculum is represented in the federal Education Ministers' media releases. Using NVivo, media releases were inductively coded into two broad themes: (a) back to basics, overcrowding and phonics; and (b) Australian ‘truth’: History, democracy and identity. By organising political discourse into the narrative presented below, I argue that the Australian Curriculum is used as a weapon of mass construction. In other words, politicians use curriculum development and renewal to enforce particular subject positions and attack the other side of government. As a result, genuine curriculum renewal is stymied, with each new government claiming that it is correcting the mistakes of the previous government while appearing to make no tangible changes. The implications of this analysis are that greater transparency of political involvement is needed in curriculum materials, greater teacher autonomy is needed to adapt curricula to localised contexts and greater student freedom to contest curricula is needed to ensure robust literacy development and meaningful engagement with subject knowledge.