Deception and Reception in the Commemorative Landscape of Newcastle, Australia, 1970 to 2020

Contemporary reception of colonial monuments in Australia is informed by global debate on race, memory and representation in public space, typified in the decolonial and anti-racist movements Rhodes Must Fall and Black Lives Matter. While art historians and anti-colonial iconoclasts alike easily conceive of statues as objects for critique, non-figurative sculpture is no less effective when deployed as an ideological tool. Given the typically progressive politics of twentieth-century abstractionists, this study asks how comfortable these artists are with the nation-building function often ascribed to their work by political elites. Through a thematic survey of the commemorative landscape of Newcastle, NSW, this article describes a city punctuated by patriotic references to war, colonialism, and Indigenous absence, exemplified in modernist sculptor Margel Hinder’s (1906–1995) *Civic Park Fountain* (1966). Recounting its relaunch in 1970 as a memorial to Captain James Cook and its vandalism in 2020, the article examines changes in public reception of the fountain, from hostility towards abstract art and government spending to outrage at colonial symbols. Archival reconstruction of Hinder’s responses to local government demonstrates her silence on the fountain’s assimilation to colonial celebration. When contrasted with Hinder’s activities as a lobbyist and camouflage designer, this finding reveals a complex political biography. Without ignoring Hinder’s concern for Aboriginal rights, her attitude towards the instrumentalisation of her work is at best ambivalent. Beyond challenging the apolitical readings of Hinder’s work in existing scholarship, this study provides a key example of the ideological malleability of abstract public art. By producing “empty” signifiers to then “fill” with meaning, abstract sculptors and administrators together help to shape the semiotic and racial topography of urban space.

Perceptions of storm surges in north Queensland

Storm surges have the potential to bring widespread damage to the north Australian coastline. The dangers from the wind aspect of cyclones are well understood, however, it is unclear if the same can be said about the potential dangers from accompanying storm surges. This study explored the differences between how cyclones and storm surges are perceived by people who are vulnerable to such events. It is important to consider these aspects given that storm surges have not occurred frequently in the past but may happen more often in the future. The sample consisted of 231 undergraduate students studying psychology subjects at James Cook University in Townsville in north Queensland. Participants were asked to record their experience with cyclones and storm surges, their understanding of official warnings used when these events are imminent and a self-assessment of their ability to plan and prepared for these events. Perceptions of severity, possible negative consequences, likelihood and preparedness for both events were also obtained. The results demonstrated that participants living in this region are not as familiar with the particulars of storms surges as they are with cyclones. This study suggests that further research is needed to understand how experience can both facilitate and impede perception of risk, so that risk communication can be best structured for people who do not perceive themselves as being vulnerable.

'Setting the Scene':

This article provides an outline of the current statue wars in Australia, England, America, New Zealand and Eastern Europe before reviewing the many of the acts of public history making these contestations have inspired among both protestors and protectors. Commencing with the unveiling of the contested statue of Captain James Cook in Sydney's Hyde Park in 1879, the authors trace the connections and contestations between past and present history making before reflecting upon the role of public historians as communities strive to develop frameworks that can foster careful conversation, consultation and collaboration processes that help to reckon with the past.

Key elements of effective postgraduate GP educational environments: a mixed methods study

ObjectivesEvidence in the literature suggests that satisfaction with postgraduate general practice (GP) training is associated with the quality of the educational environment. This study aimed to examine GP registrars’ level of satisfaction with a distributed model of training in a regional educational environment and investigate the relationship between satisfaction and academic performance.Study designA longitudinal 3-year study was conducted among GP registrars at James Cook University using a sequential explanatory mixed methods research design. GP registrars’ satisfaction was obtained using the scan of postgraduate educational environment domains tool. A focus group discussion was conducted to explore GP registrars’ perceptions of satisfaction with the educational environment.SettingJames Cook University General Practice Training (JCU GPT) programme.ParticipantsSix hundred and fifty one (651) GP registrars enrolled between 2016 and 2018 at JCU GPT programme.Results651 registrars completed the satisfaction survey between 2016 and 2018. Overall, 92% of the registrars were satisfied with the educational training environment. Registrars who had become fellows reported higher satisfaction levels compared with those who were still in training (mean=4.39 vs 4.20, p=0.001). However, academic performance had no impact on level of satisfaction with the educational environment. Similarly, practice location did not influence registrars’ satisfaction rates. Four themes (rich rural/remote educational environment, supportive learning environment, readiness to continue with rural practice and practice culture) emerged from the thematic data analysis.ConclusionA clinical learning environment that focuses on and supports individual learning needs is vital for effective postgraduate medical training. This study suggests that JCU GPT programme’s distributed model fostered a satisfying and supportive training environment with rich educational experiences that enhance retention of GP registrars in rural/remote North Queensland, Australia. The findings of this study may be applicable to other settings with similar training models.

Reconciliation in Australia: The academic library empowering the Indigenous community

This article discusses the role of the academic library in contributing to the reconciliation process in Australia through the lens of James Cook University. Reconciliation in this context is defined as the process to bring together Indigenous and non-Indigenous Australian peoples to overcome the gap that exists between them. Two of James Cook University’s campuses are located in North Queensland, an area with a high Indigenous population. It has in place a Reconciliation Action Plan and Statement of Strategic Intent, which provide a clear statement supporting its Indigenous students and staff. This article focuses on the participation of James Cook University Library and Information Service in the university’s reconciliation goals through four broad areas of interest: procurement, engagement, staffing, and information literacy training. Of particular note is the naming of the Townsville Campus library – the Eddie Koiki Mabo Library – in recognition of Mabo’s connection with James Cook University, marking the significance of the role this Indigenous man played in Australia’s history.