Journal articles on the topic 'National Research Council of Canada. Division of Physics'

Abstract The federal government took on the responsibility for the funding and coordination of medical research in 1938 with the creation of the Associate Committee on Medical Research of the National Research Council of Canada. The Associate Committee and its successor, the Division of Medical Research, developed policies and practices which promoted the growth of original investigation in the medical sciences through the Second World War and the post-war expansion. Their work helped to stimulate and institutionalize medical research on a national basis.

Abstract Studies of extraterrestrial radio noise became world wide after WWII, and were rapidly separated into a number of disciplines. Solar radio astronomy, at a wavelength of 10.7 cm, was initiated in 1946 at the Radio Field Station of the National Research Council. Its development at the Goth Hill Radio Observatory outside Ottawa is outlined until 1962, when the work was transferred to the Algonquin Radio Observatory.

ABSTRACTOlder adults are the largest group of wheelchair users yet there are no peer-reviewed studies on the national profile of older wheelchair users in Canada. We investigated the characteristics of wheelchair users in a national sample of community-dwelling older adults from the Canadian Study of Health and Aging (CSHA-2). Questions on the use of assistive technology were asked of 5395 Canadians (over 64), and 4.6 per cent reported using a wheelchair. Logistic regression was used to model the factors associated with wheelchair use. Controlling for age, gender, and cognitive impairment, older adults who reported greater dependence in basic self-care and instrumental activities of daily living were more likely to use a wheelchair. However, the effects of self-care dependence on wheelchair use varied by gender, with men more likely than women to use wheelchairs with increasing self-care dependence. The number of chronic health conditions and being unmarried also increased the odds of wheelchair use. This paper quantifies the risk of wheelchair use according to critical factors that can be used to project use and plan for services.The data reported in this paper were collected as part of the Canadian Study of Health and Aging. The core study was funded by the Seniors' Independence Research Program, through the National Health Research and Development Program (NHRDP) of Health Canada (project no. 6606-3954-MC[S]). Additional funding was provided by Pfizer Canada Incorporated through the Medical Research Council/Pharmaceutical Manufacturers Association of Canada Health Activity Program, NHRDP (project no. 6603-1417–302[R]), Bayer Incorporated, and the British Columbia Health Research Foundation (projects no. 38[93-2] and no. 34[96-1]). The study was coordinated through the University of Ottawa and the Division of Aging and Seniors, Health Canada. Additional funds for the preparation of this manuscript were made available from the Opportunities Fund of the M-THAC Research Unit (from Medicare to Home and Community) at the University of Toronto, and from a post-doctoral fellowship awarded to the first author by the Social Sciences and Humanities Research Council of Canada.

Experience has shown that at sufficiently high intensity, laser–target interaction is dominated by long mean-free-path electrons generated by resonance absorption. Experimental observations relating to the generation and target coupling of these hot electrons are reviewed with particular emphasis on results obtained in CO2 laser interaction experiments at the National Research Council of Canada. Possible applications of laser-generated hot electrons as a direct driver for inertial-confinement fusion are discussed.

Graduates of physics degree programs are a critical element in the development of a scientifically literate, economically competitive society as discussed by the National Research Council in 2013 (Adapting to a changing world: Challenges and opportunities in undergraduate physics education. National Academies Press, Washington, D.C. 2013). This qualitative case study invited students at a university in Atlantic Canada to participate in a post-course survey to investigate what influenced them to major or to not major in physics. Sixty students participated in the survey portion of the study, of a possible 121, and the survey data was cross-referenced with data from two student interviews, one professor interview, and one laboratory technician interview. Results indicated that student participants were more likely to choose a physics degree program if they felt that they had enough interest in the subject matter, they had experienced good teaching, and they could see how to apply the degree to a career. In addition, a newly implemented, research-based laboratory curriculum proved beneficial, especially for female students. Fifteen percent of participating students continued into a physics major, which is more than the average of under 10% reported by Nicholson and Mulvey in 2016 (Roster of physics departments with enrollment and degree data, 2013. Focus on: American Institute of Physics. 2016. Available from https://www.aip.org/sites/default/files/statistics/rosters/physrost15.1.pdf ). This study provides a Canadian perspective on the choice to major in physics or not, which had been missing from the literature. Findings from this case could be infused into other first-year physics courses to boost student retention rates.

Explicit understanding of the residual-stress character of primary submarine pressure hull weldments will improve the fidelity of numerical analysis and experimentation supporting operational envelope and design life. A length of circumferential-seam closure weld was contained within a section of hull plate removed from the HMCS VICTORIA during the extended docking work period (EDWP) refit operations. This has provided a rare opportunity for detailed characterization of the as-received condition of this common weld-type from original vessel assembly. In collaboration with the Canadian Neutron Beam Centre of the National Research Council (NRC), a program was conducted to study this weld using neutron diffraction. Neutron diffraction is able to survey nondestructively through the section thickness, providing a three-dimensional characterization, while leaving the specimen intact for complementary study by other methods. Results indicate tensile stress peaks of up to 80% of the base-material yield stress. Understanding the three-dimensional behaviour of residual stress in this type of weld provides a valuable resource to the numerical modelling community. The results can also support fatigue and fracture experimental work and serve to confirm and improve the interpretation of the existing body of “surface-only” work conducted on similar welds.

In the early 1940s at the National Research Council (NRC) Laboratories in Ottawa, Canada, Dr. George Laurence conducted several experiments to determine if a sustained nuclear fission chain reaction in a carbon–uranium arrangement (or “pile”) was possible. Although Dr. Laurence did not achieve criticality, these pioneering experiments marked a significant historical event in nuclear science, and they provided a valuable reference for subsequent experiments that led to the design of Canada’s first heavy-water reactors at the Chalk River Nuclear Laboratories. This paper summarizes the results of a recent collaborative project between Atomic Energy of Canada Limited and the Deep River Science Academy undertaken to numerically explore the experiments carried out at the NRC Laboratories by Dr. Laurence, while teaching high school students about nuclear science and technology. In this study, a modern Monte Carlo reactor physics code, MCNP6, was utilized to identify and study the key parameters impacting the subcritical pile’s neutron multiplication factor (e.g., moderation, geometry, material impurities) and quantify their effect on the extent of subcriticality. The findings presented constitute the first endeavour to model, using a current computational reactor physics tool, the seminal experiment that provided the foundation of Canada’s nuclear science and technology program.

The semi-solid forming (SSF) of aluminum alloys offers many advantages over conventional casting processes. Nevertheless, the semi-solid forming is still far from its full commercial potential and mainly used in specific niche markets. The market positioning requires simple, low cost, and versatile SSF processes that are capable of processing a wide range of alloy composition including wrought alloy compositions. However, wrought alloys must be adapted to obtain the desired semi-solid processing ability and proper mechanical properties. The processing of these attractive alloys with the SEED process offers the possibility to better target specific applications and customers’ needs. In the present paper, the alloy development of AA-6061 aiming to minimize the hot tearing propensity during forming process is reported. An overview of the industrial SEED process used to produce the semi-solid AA-6061 feedstock is presented. The mechanical properties of the cast parts subjected to a specific heat treatment were evaluated. As part of the joint effort between Alcan International Limited and the National Research Council of Canada (NRC), the fatigue results obtained from the semi-solid AA-6061 die cast parts will be also reported.

The accelerated development of laser methods for manipulating the internal state and motion of atoms, and the recent primary evaluation in France of a cesium frequency standard using cold atoms in an atomic fountain configuration, allow the frontiers of time metrology, accuracy, and stability to be pushed near parts in the 1016 level, a factor of 100 over the present primary laboratory clocks. These positive results revived the development of more accurate cesium atomic clocks, and the Institute of National Measurement Standards (INMS), of the National Research Council of Canada (NRC) is undertaking a cesium-fountain project aimed at reaching these new levels of accuracy and stability. This paper reviews its present status. To appreciate the considerable impact of cold atoms in time and frequency metrology, we begin by recalling the background principles of traditional cesium frequency standards, their typical performance and main limitations. After introducing the important theoretical results essential to understanding the techniques of laser cooling and magneto-optical trapping, we focus on describing the characterization and control of our magneto-optical trap (MOT) and report the parameters that allow us to fill the trap with a few million atoms in less than a second and cool them to a temperature lower than 5 muK using optical molasses. We will describe the specifics of our cesium-fountain prototype, which operates with a 2-dimensional moving molasses. This special configuration is applicable for multipulse operation of the fountain, which can greatly relax the local oscillator requirements for time keeping. Finally, progress toward our objective of launching cooled atoms, at a rate of one ensemble per second, at speeds of 7 m/s, for a fountain with an interrogation time of about 1 s, will be analysed.PACS Nos.: 06.20, 06.30, and 32.80P

Environmental context The increased use of nanomaterials in industrial and consumer products requires robust strategies to identify risks when they are released into the environment. Aquatic toxicologists are beginning to possess a clearer understanding of the chemical and physical properties of nanomaterials in solution, and which of the properties potentially affect the health of aquatic organisms. This review highlights the main challenges encountered in aquatic nanotoxicity testing, provides recommendations for overcoming these challenges, and discusses recent studies that have advanced our understanding of the toxicity of three important OECD nanomaterials, titanium dioxide, zinc oxide and silver nanomaterials. Abstract Aquatic nanotoxicologists and ecotoxicologists have begun to identify the unique properties of the nanomaterials (NMs) that potentially affect the health of wildlife. In this review the scientific aims are to discuss the main challenges nanotoxicologists currently face in aquatic toxicity testing, including the transformations of NMs in aquatic test media (dissolution, aggregation and small molecule interactions), and modes of NM interference (optical interference, adsorption to assay components and generation of reactive oxygen species) on common toxicity assays. Three of the major OECD (Organisation for Economic Co-operation and Development) priority materials, titanium dioxide (TiO2), zinc oxide (ZnO) and silver (Ag) NMs, studied recently by the Natural Sciences and Engineering Research Council of Canada (NSERC), National Research Council of Canada (NRC) and the Business Development Bank of Canada (BDC) Nanotechnology Initiative (NNBNI), a Canadian consortium, have been identified to cause both bulk effect, dissolution-based (i.e. free metal), or NM-specific toxicity in aquatic organisms. TiO2 NMs are most toxic to algae, with toxicity being NM size-dependent and principally associated with binding of the materials to the organism. Conversely, dissolution of Zn and Ag NMs and the subsequent release of their ionic metal counterparts appear to represent the primary mode of toxicity to aquatic organisms for these NMs. In recent years, our understanding of the toxicological properties of these specific OECD relevant materials has increased significantly. Specifically, researchers have begun to alter their experimental design to identify the different behaviour of these materials as colloids and, by introducing appropriate controls and NM characterisation, aquatic nanotoxicologists are now beginning to possess a clearer understanding of the chemical and physical properties of these materials in solution, and how these materials may interact with organisms. Arming nanotoxicologists with this understanding, combined with knowledge of the physics, chemistry and biology of these materials is essential for maintaining the accuracy of all future toxicological assessments.

Journal of Food Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Journal of Food Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: jfr@ccsenet.org Reviewers for Volume 9, Number 3   Asima Asi Begic-Akagic, Faculty of Agriculture and Food Sciences, Bosnian Bruno Alejandro Irigaray, Facultad de Química, Uruguay Diego A. Moreno-Fernández, CEBAS-CSIC, Spain Djilani Abdelouaheb, Badji Mokhtar University, Algeria Gisele Fátima Morais Nunes, Federal Center of Technological Education of Minas Gerais, Brazil Jintana Wiboonsirikul, Phetchaburi Rajabhat University, Thailand Leonardo Martín Pérez, Pontifical Catholic University of Argentina, Argentina Liana Claudia Salanta, University of Agricultural Sciences and Veterinary Medicine, Romania Luis Patarata, Universidade de Trás-os-Montes e Alto Douro, Portugal Mariana de Lourdes Almeida Vieira, Centro Federal de Educação Tecnológica de Minas Gerais, Brazil Mohd Nazrul Hisham Daud, Malaysian Agricultural Research & Development Institute, Malaysia Palmiro Poltronieri, National Research Council of Italy, Italy Qinlu Lin, Central South University of Forestry and Technology, China Rigane Ghayth, Organic Chemistry-Physics Laboratory, University of Sfax, Tunisia Rozilaine A. P. G. Faria, Federal Institute of Science, Education and Technology of Mato Grosso, Brazil Shalini A. Neeliah, Ministry of Agro-industry and food security, Mauritius Winny Routray, McGill University, Canada Won Choi, University of Hawaii at Manoa, United States

Introdução: O Conselho Nacional de Educação, mediante comissão formada para escrever o parecer 584/2018 e analisar as Diretrizes Curriculares Nacionais dos cursos de graduação em Educação Física (DCNEF), editadas pela Resolução CNE/CES nº 7/2004 (BRASIL, 2004), aprovou um novo designer para formação em Educação Física no Brasil. Objetivo: Analisou o designer como um projeto de disruptura neoliberal que concretizou, finalmente, um tipo de formação advogado por setores da sociedade que consideram que a fragmentação em licenciatura e bacharelado seja a melhor opção para o sucesso professional. Métodos: Tratou-se de uma pesquisa bibliográfica, documental, com técnica de análise de conteúdo. Resultados: Apresentou como hipótese as disrupções que favoreceram os interesses dos defensores da divisão na formação em Educação Física que afiançam suas crenças nas recentes disrupturas da economia global, na incomum concepção de homem (corpo) e na formação estranhada, a qual chamou-se de disruptiva formação. Conclusão: Portanto, esses três pressupostos disruptivos são casualidades que explicam a natureza das recentes diretrizes para formação em Educação Física.ABSTRACT. New National Curricular Guidelines for undergraduate courses in Physical Education and disruptive training: preliminary notes. Background: The National Education Council, through a commission, formed to write the bill 584/2018 and analyze the National Curricular Guidelines of undergraduate courses in Physical Education - DCNEF, edited by Resolution CNE / CES no. 7/2004, approved a new designer for training in Education Physics in Brazil. Objective: This article analyzes this designer as a neoliberal disruption project that finally materializes a type of training advocated by sectors of society that consider fragmentation in undergraduate and bachelor’s degrees as being the best option for the professional success of the new generations of workers. Methods: This elaborated is based on bibliographical and documentary research with technique of content analysis. Results: As hypothesis, this article showed that all the opinions in favor of the division in the formation in Physical Education sharpen their beliefs in the recent disruptions of the global economy, in the unusual conception of man (body) and in the strange formation, which it is called disruptive formation. Conclusion: Therefore, these three disruptive assumptions are coincidences that explain the nature of the new guidelines for training in Physical Education.

This Proceedings is dedicated to Dr. Robert George Dean. For more than 12 years (1992-2004), Dr. Dean served as Chairman of the Coastal Engineering Research Council, the organization that is responsible for providing the coastal engineering profession with its most important conference, the ICCE. His motto was “the Coastal Engineering Research Council does one thing and we do it well”—ensuring that a high-quality conference is held every two years and that a proceedings is created as a record of the state of the art. We all can agree with that. Dr. Dean was one of the most influential coastal engineers of this era. On the academic side, he educated a large number of masters and PhD students, many who have carried on his teachings in the field. He wrote or co-wrote several hundred articles and three books—Water Wave Mechanics for Engineers and Scientists, Beach Nourishment: Theory and Practice, and Coastal Processes with Engineering Implications. The first book, in print since 1984, provided to generations of coastal engineers the derivation of water wave mechanics from fluid mechanics and reflected some of his contributions to the field: such as wavemaker theory and the Stream Function wave theory. The second book (2003) provided a new rational basis for the design of beach nourishments from sand selection and beach profile to planform layout, while the third book (2004) provided a scientific bases for coastal engineering, including some of his novel work on sediment transport and tidal inlet hydraulics and stability. He was born in Wyoming, USA, on November 1, 1930. His education included Long Beach City College and then UC Berkeley for the BS in Civil Engineering (1954), an MS in Physical Oceanography at Texas A&M (1956), and then the Doctor of Science (Civil Engineering) from MIT (1959). His professional career started in industry with five years at Chevron Research Corporation, when he developed the Stream Function theory for use in wave force calculations on offshore structures. He then became the chair of the Department of Coastal and Oceanographical Engineering at the University of Florida in 1966. For seven years (1975-1982) he served as Unidel Professor at the University of Delaware, where, among other things, he worked on equilibrium beach profiles, providing several scientific explanations and field verification of the Bruun beach profile. Then he returned to the University of Florida as a Graduate Research Professor until his retirement in 2003 as an Emeritus Graduate Research Professor (2003). Even in retirement he continued working in the field, often producing more than eight publications a year! He was very active in consulting and service to the profession. He served on the U.S. Army Corps of Engineers’ Coastal Engineering Research Board, which provides advice to the Corps on coastal topics (1968-1980; 1993-1998). He served on six National Research Council (of the National Academies of Science, Engineering and Medicine) committees on such topics as sea level rise, coastal erosion, coastal nourishment, and Louisiana, and the Marine Board (beginning in 1981). As a Floridian, he worked as the Director of the Division of Beach and Shores of the State of Florida, working on such topics as the basis of implementing the State’s coastal setback line for development. He also was Chair of the Florida Shore and Beach Preservation Association and a director of the American Shore and Beach Preservation Association. Bob possessed a tremendous skill for examine a problem and recognizing the appropriate physics to apply to it. With this skill, he was able to bring new insights into beach profiles, alongshore sediment transport rates, beach nourishment guidelines, tidal inlet stability, wave theory, and a host of other topics. For this, he was recognized by the ASCE’s John G. Moffatt-Frank E. Nichol Harbor and Coastal Engineering Award (1987), the Gold Medal of the Florida Shore and Beach Preservation Association (1987), the ASCE International Coastal Engineer Award (1983) and the Outstanding Civilian Service Medal by the Department of the Army (1981 and 2008) among others. In 1980, he was elected to the National Academy of Engineering. For a man of his professional stature and accomplishment, Bob was just as happy talking with the top people in the field as newcomers. He treated them all with the same graciousness. Even when someone he was listening to was saying something scientifically wrong, Bob would ask polite questions, such as “would your solution satisfy conservation of energy?” or “I don’t understand where this term came from?” I know, because it happened to me on occasions. Bob is survived by his wife Phyllis, his daughter Julie Dean Rosati (another contribution to coastal engineering), his son Tim, and five grandchildren.

The aim of the article is to study the best foreign practices and models of public-private partnership in the field of vocational and higher education, identify opportunities for their adaptation to Ukrainian realities and develop recommendations for productive use of foreign experience in this area. The theoretical significance of the article is that it is analyzed the semantic content of the basic concepts related to public-private partnership in the foreign scientific space; it is identified the prerequisites for the development of public-private partnership in vocational education abroad (at the national, institutional (vocational education institution), production (enterprise) levels; it is analyzed the challenges to vocational education and training in foreign countries which the public-private partnership is aimed to solve; criteria for typification of partnerships (number of participants, areas of partnership, integrated criterion «project financing — provision of educational services», integrated criterion «breadth of partnership and depth of interaction between partners», integrated criterion «degree of coordination of interaction — volume of investment») are identified; the author’s typology of partnerships in the field of education in foreign countries is substantiated.The practical significance of the article is that the authors developed recommendations for deepening public-private partnership in vocational and higher education institutions of Ukraine based on the study of foreign experience, suggested directions for its further development in Ukraine. It is determined that in the foreign conceptual and terminological field, in addition to the concept of «public-private partnership» uses a number of concepts (Private Finance Initiative, PFI) (UK), Service Provision Project (SPP) (Mexico), Alternative Financing and Procurement (Canada), Private Sector Participation (PSP) (World Bank). The common essential features of these concepts are singled out: cooperation of different stakeholders, complexity of the purpose, focus on the result, parity of responsibility, long-term nature of interaction, formality of relations. Criteria for distinguishing types of partnerships in foreign practice are proposed: number of participants, areas of partnership, integrated criterion «project financing — provision of educational services», integrated criterion «breadth of partnership and depth of interaction between partners», integrated criterion «degree of coordination of interaction — volume of investment». The peculiarities of the types of partnerships in vocational education, which were singled out on the basis of the criteria proposed by the authors, are characterized: bilateral and multilateral; infrastructure, private management of public institutions, outsourcing of educational services, outsourcing of non-educational services, innovation and research partnerships, vouchers and subsidies; private initiatives, sponsorship, mixed projects, government programs; broad partnership, in-depth partnership; liberal, solidarity, paternalistic, consortium types of partnerships. Based on the analysis of the best practices of public-private partnership, the probable effective directions of public-private partnership in the field of vocational and higher education in Ukraine were singled out: strengthening the participation of companies in the processes of professional training; outlining a clear and concise division of responsibilities in the partnership; development of national standards of vocational education; gradual introduction of elements of dual education; promoting the prestige of vocational education as an attractive alternative to academic education; facilitating the learning trajectory between vocational and higher education; forecasting skills. It was developed recommendations for the development of public-private partnership in the field of vocational and higher education in Ukraine in the context of: formalization of interaction (conclusion of agreements and memorandums of partnership), management of interaction (establishment of qualitative and quantitative indicators for monitoring the activities of private providers and vocational education institutions; periodic reviews of vocational education institutions to bring them in line with the standards set in the contract), development of partnership effectiveness (clear criteria for quality and effectiveness), technologicalization of interaction (in particular, use of algorithm of of interaction between vocational education institutions and partners for public-private interaction initiatives). The need to study such models of partnerships in the field of education as the Chambers of Commerce and Industry in Germany, the Sectoral Council for Industrial Training (Canada), centers of excellence in vocational education (Netherlands), industrial centers or clusters (Tuscany in Italy and Baden-Württemberg in Germany), the National Skill Development Corporation (India) was actualized.

In the July issue of Applied Spectroscopy and in a mailing that was sent to all SAS members with information on electing the officers and governing board delegates to the Society an error appeared in the biography of governing board delegate nominee. Dr. Wolfgang Kiefer. The following is what should have appeared under Dr. Kiefer's name. We apologize for any inconvenience. Dr. Wolfgang Kiefer was educated at the University of Munich in Germany receiving both his Diploma in Physics in 1967 and his Ph.D. in Physics in 1970 from that institution. From 1970–1972, Dr. Kiefer served as a Postdoctorate Fellow at the National Research Council of Canada in the Division of Chemistry. From there he went to the University of Munich as Assistant in the Department of Physics. In 1977, Dr. Kiefer left the University of Munich to become Professor for Experimental Physics at the University of Bayreuth in Germany followed by Full Professor/Head of the Institute for Experimental Physics at the University of Graz in Austria. In 1988, he took a position as Full Professor for Physical Chemistry at the University of Würzburg in Germany. From 1996–1997 he served as Vice Dean of Faculty of Chemistry and Pharmacy at the University and from 1997–1999 as Dean of Faculty of Chemistry and Pharmacy. Dr. Kiefer has been involved in numerous national and international activities over the course of his career. These include European Editor (Molecular Spectroscopy) for the journal, Applied Spectroscopy, member of the Editorial board, Associate Editor and Editor-in-Chief of the Journal of Raman Spectroscopy, Member of the Editorial Boards of the Asian Journal of Physics, Spectroscopy Letters, Trends in Applied Spectroscopy, A sian Chemistry Letters, and Chemical Physics Letters. He has been a member of the IUPAC Commission for Infrared and Raman Spectroscopy, Director of a NATO Institute on Nonlinear Raman Spectroscopy, an Association of British Spectroscopists Lecturer, and a member of several Steering Committees. Dr. Kiefer was Chairman of the XIII International Conference on Raman Spectroscopy and he served as Chairman of the International Steering Committee for International Raman Conferences. He was Visiting Professor of Hong Kong University of Science and Technology, Waseda University, Tokyo, Zhengzhou University, P.R. China and he is Honorary Professor of Wuhan University, P.R. China. Dr. Kiefer is also Honorary Member of the Advisory Board of the Committee on Light Scattering of the Chinese Physical Society, Honorary Fellow of the Laser and Spectroscopy Society of India (F.L.S.S.) and presently Foreign Councillor of the Institute for Molecular Science, Okazaki National Research Institutes, Japan. He is co-editor of five books and has published more than 500 papers. He was recently awarded the Society for Applied Spectroscopy's Distinguished Service Award for his contributions to SAS.

AbstractWe report on the design, growth, fabrication, and performance of InAs/InP quantum dash (QD) multi-wavelength lasers (MWLs) developed by the National Research Council (NRC) Canada. The key technical specifications investigated include optical and RF beating spectra, relative intensity noise (RIN), and optical phase noise of each individual wavelength channel. Data bandwidth transmission capacity of 5.376 Tbit/s and 10.8 Tbit/s respectively in the PAM-4 and 16-QAM modulation formats are demonstrated using only a single C-band QD 34.2-GHz MWL chip. We have also developed a monolithic InAs/InP QD dual-wavelength (DW) DFB laser as a compact optical beat source to generate millimeter-wave (MMW) signals. Due to the common cavity, highly coherent and correlated optical modes with optical linewidth as low as 15.83 kHz, spectrally pure MMW signals around 46.8 GHz with a linewidth down to 26.1 kHz were experimentally demonstrated. By using this QD DW-DFB laser, a one GBaud (2 Gbps) MMW over-fiber transmission link is demonstrated with PAM-4 signals. The results show that the demonstrated device is suitable for high speed high capacity MMW fiber-wireless integrated fronthaul of 5G networks.

IntroductionThey shall grow not old, as we that are left grow old; Age shall not weary them, nor the years condemn. At the going down of the sun and in the morning We will remember them.Recited at many Anzac and Remembrance Day services, ‘The Ode’, an excerpt from a poem by Laurence Binyon, speaks of a timelessness within the inexorable march of time. When we memorialise those for whom time no longer matters, time stands still. Whether those who died in service of their country have finally “beaten time” or been forced to acknowledge that “their time on earth was up”, depends on your preference for clichés. Time and death are natural bedfellows. War memorials, be they physical or digital, declare a commitment to “remember them”. This article will compare and contrast the purpose of, and community response to, virtual and physical war memorials. It will examine whether virtual war memorials are a sign of the times – a natural response to the internet era. If, as Marshall McLuhan says, the medium is the message, what experiences do we gain and lose through online war memorials?Physical War MemorialsDuring and immediately after the First World War, physical war memorials were built in almost every city, town and village of the Allied countries involved in the war. They served many purposes. One of the roles of physical war memorials was to keep the impact of war at the centre of a town’s consciousness. In a regional centre like Bathurst, in New South Wales, the town appears to be built around the memorial – the court, council chambers, library, churches and pubs gather around the war memorials.Similarly, in small towns such as Bega, Picton and Kiama, war memorial arches form a gateway to the town centre. It is an architectural signal that you are entering a community that has known pain, death and immense loss. Time has passed, but the names of the men and women who served remain etched in stone: “lest we forget”.The names are listed in a democratic fashion: usually in alphabetical order without their rank. However, including all those who offered their service to “God, King and Country” (not just those who died) also had a more sinister and divisive effect. It reminded communities of those “eligibles” in their midst whom some regarded as “shirkers”, even if they were conscientious objectors or needed to stay and continue vital industries, like farming (Inglis & Phillips 186).Ken Inglis (97) estimated that every second Australian family was in mourning after the Great War. Jay Winter (Sites 2) goes further arguing that “almost every family” in the British Commonwealth was grieving, either for a relative; or for a friend, work colleague, neighbour or lover. Nations were traumatised. Physical war memorials provided a focal point for that universal grief. They signalled, through their prominence in the landscape or dominance of a hilltop, that it was acceptable to grieve. Mourners were encouraged to gather around the memorial in a public place, particularly on Anzac Day and Remembrance Day each year. Grief was seen, observed, respected.Such was the industrial carnage of the Western Front, that about one third of Australia and New Zealand’s fatal casualties were not brought home. Families lost a family member, body and soul, in the Great War. For those people who subscribed to a Victorian view of death, who needed a body to grieve over, the war memorial took on the role of a gravesite and became a place where people would place a sprig of wattle, poke a poppy into the crevice beside a name, or simply touch the letters etched or embossed in the stone (Winter, Experience 206). As Ken Inglis states: “the statue on its pedestal does stand for each dead man whose body, identified or missing, intact or dispersed, had not been returned” to his home town (11).Physical war memorials were also a place where women could forge new identities over time. Women accepted, or claimed their status as war widows, grieving mothers or bereft fiancés, while at the same time coming to terms with their loss. As Joy Damousi writes: “mourning of wartime loss involved a process of sustaining both a continuity with, and a detachment from, a lost soldier” (1). Thus, physical war memorials were transitional, liminal spaces.Jay Winter (Sites 85) believes that physical war memorials were places to both honour and mourn the dead, wounded, missing and shell-shocked. These dual functions of both esteeming and grieving those who served was reinforced at ceremonies, such as Anzac or Remembrance Day.As Joy Damousi (156) and Ken Inglis (457, 463) point out, war memorials in Australia are rarely sites of protest, either for war widows or veterans campaigning for a better pension, or peace activists who opposed militarism. When they are used in this way, it makes headlines in the news (Legge). They are seldom used to highlight the tragedy, inhumanity or futility of war. The exception to this, were the protests against the Vietnam War.The physical war memorials which mushroomed in Australian country towns and cities after the First World War captured and claimed those cataclysmic four years for the families and communities who were devastated by the war. They provided a place to both honour and mourn those who served, not just once, but for as long as the memorial remained. They were also a place of pilgrimage, particularly for families who did not have a grave to visit and a focal point for the annual rituals of remembrance.However, over the past 100 years, some unmaintained physical war memorials are beginning to look like untended graves. They have become obstacles rather than sentinels in the landscape. Laurence Aberhart’s haunting photographs show that memorials in places like Dorrigo in rural New South Wales “go largely unnoticed year-round, encroached on by street signage and suburbia” (Lakin 49). Have physical war memorials largely fulfilled their purpose and are they becoming obsolete? Perhaps they have been supplanted by the gathering space of the 21st century: the Internet.Digital War MemorialsThe centenary of the Great War heralded a mushrooming of virtual war memorials. Online First World War memorials focus on collecting and amassing information that commemorates individuals. They are able to include far more information than will fit on a physical war memorial. They encourage users to search the digitised records that are available on the site and create profiles of people who served. While they deal in records from the past, they are very much about the present: the user experience and their connection to their ancestors who served.The Imperial War Museum’s website Lives of the First World War asks users to “help us build the permanent digital memorial to all who contributed during the First World War”. This request deserves scrutiny. Firstly, “permanent” – is this possible in the digital age? When the head of Google, Vint Cerf, disclosed in 2015 that software programming wizards were still grappling with how to create digital formats that can be accessed in 10, 100 or a 1000 years’ time; and recommended that we print out our precious digital data and store it in hard copy or risk losing it forever; then it appears that online permanency is a mirage.Secondly, “all who contributed” – the website administrators informed me that “all” currently includes people who served with Canada and Britain but the intention is to include other Commonwealth nations. It seems that the former British Empire “owns” the First World War – non-allied, non-Commonwealth nations that contributed to the First World War will not be included. One hundred years on, have we really made peace with Germany and Turkey? The armistice has not yet spread to the digital war memorial. The Lives of the First world War website missed an opportunity to be leaders in online trans-national memorialisation.Discovering Anzacs, a website built by the National Archives of Australia and Archives New Zealand, is a little more subdued and honest, as visitors are invited to “enhance a profile dedicated to the wartime journey of someone who served”.Physical and online war memorials can work in tandem. In 2015, the Supreme Court of Victoria created a website that provides background information on the military service of the 159 members of the legal profession who are named on their Memorial board. This is an excellent example of a digital medium expanding on and reinvigorating a physical memorial.It is noteworthy that all of these online memorial websites commemorate those who served in the First World War, and sometimes the Boer or South African War. There is no space for remembering those who served or died in more recent wars like Afghanistan or Iraq. James Brown and others discuss how the cult of Anzac is overshadowing the service and sacrifices of the men and women who have been to more recent wars. The proximity of their service mitigates against its recognition – it is too close for comfortable, detached remembrance.Complementary But Not ExclusiveA comparison of their functions indicates that online memorials which focus on the First World War complement, but will never replace the role of physical war memorials. As discussed, physical war memorials were sites for grieving, pilgrimage and collectively honouring the men and women who served and died. Online websites which allow users to upload scanned documents and photographs; transcribe diary entries or letters; post tribute poems, songs or video clips; and provide links to other relevant records online are neither places of pilgrimage nor sites for grieving. They are about remembrance, not memory (Scates, “Finding” 221).Ken Inglis describes physical war memorials as “bearers of collective memory” (7). In a sense, online war memorials are keepers of individual, user-enhanced archival records. It can be argued that online memorials to the First World War tap into the desire for hero-worship, the boom in family history research and what Scates calls the “cult of remembrance” (“Finding” 218). They provide a way for individuals, often two or three generations removed, to discover, understand and document the wartime experiences of individuals in their family. By allowing descendants to situate their family story within the larger, historically significant narrative of the First World War, online memorials encourage people to feel that the suffering and untimely death of their forbear wasn’t in vain – that it contributed to something worthwhile and worth remembering. At a collective level, this contributes to the ANZAC myth and former Australian Prime Minister John Howard’s attempt to use it as a foundational myth for Australia’s nationhood.Kylie Veale (9) argues that cyberspace has encouraged improvements on traditional memorial practices because online memorials can be created in a more timely fashion, they are more affordable and they are accessible and enable the sharing of grief and bereavement on a global scale. As evidence of this, an enterprising group in the USA has developed an android app which provides a template for creating an online memorial. They compete with Memorialsonline.com. Veale’s arguments remind us that the Internet is a hyper-democratic space where interactions and sites that are collaborative or contemplative exist alongside trolling and prejudice. Veale also contends that memorial websites facilitate digital immortality, which helps keep the memory of the deceased alive. However, given the impermanence of much of the content on the Internet, this final attribute is a bold claim.It is interesting to compare the way individual soldiers are remembered prior to and after the arrival of the Internet. Now that it is possible to create a tribute website, or Facebook page in memory of someone who served, do families do this instead of creating large physical scrapbooks or photo albums? Or do they do both? Garry Roberts created a ‘mourning diary’ as a record of his journey of agonising grief for his eldest son who died in 1918. His diary consists of 27 scrapbooks, weighing 10 kilograms in total. Pat Jalland (318) suggests this helped Roberts to create some sort of order out of his emotional turmoil. Similarly, building websites or digital tribute pages can help friends and relatives through the grieving process. They can also contribute the service person’s story to official websites such as those managed by the Australian Defence Forces. Do grieving family members look up a website or tribute page they’ve created in the same way that they might open up a scrapbook and remind themselves of their loved one? Kylie Veale’s research into online memorials created for anyone who has died, not necessarily those killed by war, suggests online memorials are used in this way (5).Do grieving relatives take comfort from the number of likes, tags or comments on a memorial or tribute website, in the same way that they might feel supported by the number of people who attend a memorial service or send a condolence card? Do they archive the comments? Garry Roberts kept copies of the letters of sympathy and condolence that he received from friends and relatives after his son’s tragic death and added them to his 27 scrapbooks.Both onsite and online memorials can suffer from lack of maintenance and relevance. Memorial websites can become moribund like untended headstones in a graveyard. Once they have passed their use as a focal point of grief, a place to post tributes; they can languish, un-updated and un-commented on.Memorials and PilgrimageOne thing that online memorials will never be, however, are sites of pilgrimage or ritual. One does not need to set out on a journey to visit an online memorial. It is as far away as your portable electronic device. Online memorials cannot provide the closure or sense of identity and community that comes from visiting a memorial or gravesite.This was evident in December 2014 when people felt the need to visit the Lindt Café in Sydney’s Martin Place after the terrorist siege and lay flowers and tributes. While there were also Facebook tribute pages set up for these victims of violence, mourners still felt the need to visit the sites. A permanent memorial to the victims of the siege has now opened in Martin Place.Do people gather around a memorial website for the annual rituals which take place on Anzac or Remembrance Day, or the anniversaries of significant battles? In 2013, the Australian War Memorial (AWM) saw a spike in people logging onto the Memorial’s Remembrance Day web page just prior to 11am. They left the site immediately after the minute’s silence. The AWM web team think they were looking for a live broadcast of the Remembrance Day service in Canberra. When that wasn’t available online, they chose to stay on the site until after the minute’s silence. Perhaps this helped them to focus on the reason for Remembrance Day. Perhaps, as Internet speeds get faster, it will be possible to conduct your own virtual ceremony in real time with friends and family in cyberspace.However, I cannot imagine a time when visiting dignitaries from other countries will post virtual wreaths to virtual war memorials. Ken Inglis argues that the tomb of the Unknown Soldier in the AWM has become the ritual centre of the Australian nation, “receiving obligatory wreaths from every visiting head of state” (459).Physical and Online Memorials to the War in AfghanistanThere are only eight physical war memorials to the Afghanistan conflict in Australia, even though this is the longest war Australia has been involved in to date (2001-2015). Does the lack of physical memorials to the war in Afghanistan mean that our communities no longer need them, and that people are memorialising online instead?One grieving father in far north Queensland certainly felt that an online memorial would never suffice. Gordon Chuck’s son, Private Benjamin Chuck, was killed in a Black Hawk helicopter crash in Afghanistan in 2010 when he was only 27 years old. Spurred by his son’s premature death, Gordon Chuck rallied family, community and government support, in the tiny hinterland town of Yungaburra, west of Cairns in Queensland, to establish an Avenue of Honour. He knocked on the doors of local businesses, the Returned Servicemen’s League (RSL), the Australian Defence Forces and every level of government to raise $300,000. His intention was to create a timeless memorial of world standard and national significance. On 21 June 2013, the third anniversary of his son’s death, the Chief of the Defence Force and the Prime Minister formally opened the Avenue of Honour in front of “thousands” of people (Nancarrow).Diggers from Afghanistan who have visited the Yungaburra Avenue of Honour speak of the closure and sense of healing it gave them (Nancarrow). The Avenue, built on the shores of Lake Tinaroo, features parallel rows of Illawarra flame trees, whose red blossoms are in full bloom around Remembrance Day and symbolise the blood and fire of war and the cycle of life. It commemorates all the Australian soldiers who have died in the Afghanistan war.The Avenue of Honour, and the memorial in Martin Place clearly demonstrate that physical war memorials are not redundant. They are needed and cherished as sites of grief, hope and commemoration. The rituals conducted there gather gravitas from the solemnity that falls when a sea of people is silent and they provide healing through the comfort of reverent strangers.ConclusionEven though we live in an era when most of us are online every day of our lives, it is unlikely that virtual war memorials will ever supplant their physical forebears. When it comes to commemorating the First World War or contemporary conflicts and those who fought or died in them, physical and virtual war memorials can be complementary but they fulfil fundamentally different roles. Because of their medium as virtual memorials, they will never fulfil the human need for a place of remembrance in the real world.ReferencesBinyon, Laurence. “For the Fallen.” The Times. 21 Sep. 1914. 7 Oct. 2019 <https://www.army.gov.au/our-history/traditions/for-the-fallen>.Brown, James. Anzac’s Long Shadow. Sydney: Black Inc., 2014.Damousi, Joy. The Labour of Loss. Great Britain: Cambridge UP, 1999.Hunter, Kathryn. “States of Mind: Remembering the Australian-New Zealand Relationship.” Journal of the Australian War Memorial 36 (2002). 7 Oct. 2019 <https://www.awm.gov.au/articles/journal/j36/nzmemorial>.Inglis, Ken. Sacred Places: War Memorials in the Australian Landscape. Melbourne: Melbourne UP, 1998.Inglis, Ken, and Jock Phillips. “War Memorials in Australia and New Zealand: A Comparative Survey.” Australian Historical Studies 24.96 (1991): 179-191.Jalland, Pat. Australian Ways of Death: A Social and Cultural History 1840-1918. London: Oxford University Press, 2002.Knapton, Sarah. “Print Out Digital Photos or Risk Losing Them, Google Boss Warns.” Telegraph 13 Feb. 2015. 7 Oct. 2019 <http://www.telegraph.co.uk/news/science/science-news/11410506/Print-out-digital-photos-or-risk-losing-them-Google-boss-warns.html>.Lakin, Shaune. “Laurence Aberhart ANZAC.” Artlink 35.1 (2015): 48-51.Legge, James. “Vandals Deface Two London War Memorials with ‘Islam’ Graffiti”. Independent 27 May 2013. 7 Oct. 2019 <https://www.independent.co.uk/news/uk/crime/vandals-deface-two-london-war-memorials-with-islam-graffiti-8633386.html>.Luckins, Tanya. The Gates of Memory. Fremantle, WA: Curtin University Books, 2004.McLuhan, Marshall. Understating Media: The Extensions of Man. New York: Mentor, 1964.McPhedran, Ian. “Families of Dead Soldiers Angered after Defence Chief David Hurley Donates Memorial Plinth to Avenue of Honour.” Cairns Post 7 June 2014. 7 Oct. 2019 <http://www.cairnspost.com.au/news/cairns/families-of-dead-soldiers-angered-after-defence-chief-david-hurley-donates-memorial-plinth-to-avenue-of-honour/story-fnjpusyw-1226946540125>.McPhedran, Ian. “Backflip over Donation of Memorial Stone from Afghanistan to Avenue of Honour at Yungaburra.” Cairns Post 11 June 2014. 7 Oct. 2019 <http://www.cairnspost.com.au/news/cairns/backflip-over-donation-of-memorial-stone-from-afghanistan-to-avenue-of-honour-at-yungaburra/story-fnkxmm0j-1226950508126>.Ministry for Culture and Heritage. “Interpreting First World War Memorials.” Updated 4 Sep. 2014. <http://www.nzhistory.net.nz/war/interpreting-first-world-war-memorials>.Nancarrow, Kirsty. “Thousands Attend Opening of Avenue of Honour, a Memorial to Diggers Killed in Afghanistan”. ABC News 7 Nov. 2014. 2 Oct. 2014 <http://www.abc.net.au/news/2013-06-22/avenue-of-honour-remembers-fallen-diggers/4773592>.Scates, Bruce. “Finding the Missing of Fromelles: When Soldiers Return.” Anzac Legacies: Australians and the Aftermath of War. Eds. Martin Crotty and Marina Larsson. Melbourne: Australian Scholarly Publishing, 2010. 212-231.Scates, Bruce. “Soldiers’ Journeys: Returning to the Battlefields of the Great War.” Journal of the Australian War Memorial 40 (2007): n.p.Scott, Ernest. Australia during the War: The Official History of Australia in the War of 1914–1918. Vol. XI. Sydney: Angus and Robertson, 1941.Stanley, Peter. “Ten Kilos of First World War Grief at the Melbourne Museum.” The Conversation 27 Aug. 2014. 10 Oct. 2019 <https://theconversation.com/ten-kilos-of-first-world-war-grief-at-the-melbourne-museum-30362>.Veale, Kylie. “Online Memorialisation: The Web as a Collective Memorial Landscape for Remembering the Dead.” Fibreculture Journal 3 (2004). 7 Oct. 2019 <http://three.fibreculturejournal.org/fcj-014-online-memorialisation-the-web-as-a-collective-memorial-landscape-for-remembering-the-dead/>.Winter, Jay. Sites of Memory, Sites of Mourning. Cambrigde: Cambridge UP, 1995.———. The Experience of World War I. London: Macmillan, 1988.

Indigenous cross-cultural training has been around since the 1980s. It is often seen as a way to increase the skills and competency of staff engaged in providing service to Indigenous clients and customers, teaching Indigenous students within universities and schools, or working with Indigenous communities (Fredericks and Bargallie, “Indigenous”; “Which Way”). In this article we demonstrate how such training often exposes power, whiteness, and concepts of an Indigenous “other”. We highlight how cross-cultural training programs can potentially provide a setting in which non-Indigenous participants can develop a deeper realisation of how their understandings of the “other” are formed and enacted within a “white” social setting. Revealing whiteness as a racial construct enables people to see race, and “know what racism is, what it is not and what it does” (Bargallie, 262). Training participants can use such revelations to develop their racial literacy and anti-racist praxis (Bargallie), which when implemented have the capacity to transform inequitable power differentials in their work with Indigenous peoples and organisations.What Does the Literature Say about Cross-Cultural Training? An array of names are used for Indigenous cross-cultural training, including cultural awareness, cultural competency, cultural responsiveness, cultural safety, cultural sensitivity, cultural humility, and cultural capability. Each model takes on a different approach and goal depending on the discipline or profession to which the training is applied (Hollinsworth). Throughout this article we refer to Indigenous cross-cultural training as “cultural competence” or “cultural awareness” and discuss these in relation to their application within higher education institutions. While literature on health and human services programs in Australia, Canada, New Zealand, and other nation states provide clear definitions of terms such as “cultural safety”, cultural competence or cultural awareness is often lacking a concise and consistent definition.Often delivered as a half day or a one to two-day training course, it is unrealistic to think that Indigenous cultural competence can be achieved through one’s mere attendance and participation. Moreover, when courses centre on “cultural differences” and enable revelations about those differences they are in danger of presenting idealised notions of Indigeneity. Cultural competence becomes a process through which an Indigenous “other” is objectified, while very little is offered by way of translating knowledge and skills into practice when working with Indigenous peoples.What this type of learning has the capacity to do is oversimplify and reinforce racism and racist stereotypes of Indigenous peoples and Indigenous cultures. What is generally believed is that if non-Indigenous peoples know more about Indigenous peoples and cultures, relationships between Indigenous and non-Indigenous peoples will somehow improve. The work of Goenpul scholar Aileen Moreton-Robinson is vital to draw on here, when she asks, has the intellectual investment in defining our cultural differences resulted in the valuing of our knowledges? Has the academy become a more enlightened place in which to work, and, more important, in what ways have our communities benefited? (xvii)What is revealed in a range of studies – whether centring on racism and discrimination or the ongoing disparities across health, education, incarceration, employment, and more – is that despite forty plus years of training focused on understanding cultural differences, very little has changed. Indigenous knowledges continue to be devalued and overlooked. Everyday and structural racisms shape everyday experiences for Indigenous employees in Australian workplaces such as the Australian Public Service (Bargallie) and the Australian higher education sector (Fredericks and White).As the literature demonstrates, the racial division of labour in such institutions often leaves Indigenous employees languishing on the lower rungs of the employment ladder (Bargallie). The findings of an Australian university case study, discussed below, highlights how power, whiteness, and concepts of “otherness” are exposed and play out in cultural competency training. Through their exposure, we argue that better understandings about Indigenous Australians, which are not based on culture difference but personal reflexivity, may be gained. Revealing What Was Needed in the Course’s Foundation and ImplementationThis case study is centred within a regional Australian university across numerous campuses. In 2012, the university council approved an Aboriginal and Torres Strait Islander strategy, which included a range of initiatives, including the provision of cross-cultural training for staff. In developing the training, a team explored the evidence as it related to university settings (Anning; Asmar; Butler and Young; Fredericks; Fredericks and Thompson; Kinnane, Wilks, Wilson, Hughes and Thomas; McLaughlin and Whatman). This investigation included what had been undertaken in other Australian universities (Anderson; University of Sydney) and drew on the recommendations from earlier research (Behrendt, Larkin, Griew and Kelly; Bradley, Noonan, Nugent and Scales; Universities Australia). Additional consultation took place with a broad range of internal and external stakeholders.While some literature on cross-cultural training centred on the need to understand cultural differences, others exposed the problems of focusing entirely on difference (Brach and Fraser; Campinha-Bacote; Fredericks; Spencer and Archer; Young). The courses that challenged the centrality of cultural difference explained why race needed to be at the core of its training, highlighting its role in enabling discussions of racism, bias, discrimination and how these may be used as means to facilitate potential individual and organisational change. This approach also addressed stereotypes and Eurocentric understandings of what and who is an Indigenous Australian (Carlson; Gorringe, Ross and Forde; Hollinsworth; Moreton-Robinson). It is from this basis that we worked and grew our own training program. Working on this foundational premise, we began to separate content that showcased the fluidity and diversity of Indigenous peoples and refrained from situating us within romantic notions of culture or presenting us as an exotic “other”. In other words, we embraced work that responded to non-Indigenous people’s objectified understandings and expectations of us. For example, the expectation that Indigenous peoples will offer a Welcome to Country, performance, share a story, sing, dance, or disseminate Indigenous knowledges. While we recognise that some of these cultural elements may offer enjoyment and insight to non-Indigenous people, they do not challenge behaviours or the nature of the relationships that non-Indigenous people have with Aboriginal and Torres Strait Islander peoples (Bargallie; Fredericks; Hollinsworth; Westwood and Westwood; Young).The other content which needed separating were the methods that enabled participants to understand and own their standpoints. This included the use of critical Indigenous studies as a form of analysis (Moreton-Robinson). Critical race theory (Delgado and Stefancic) was also used as a means for participants to interrogate their own cultural positionings and understand the pervasive nature of race and racism in Australian society and institutions (McLaughlin and Whatman). This offered all participants, both non-Indigenous and Indigenous, the opportunity to learn how institutional racism operates, and maintains discrimination, neglect, abuse, denial, and violence, inclusive of the continued subjugation that exists within higher education settings and broader society.We knew that the course needed to be available online as well as face-to-face. This would increase accessibility to staff across the university community. We sought to embed critical thinking as we began to map out the course, including the theory in the sections that covered colonisation and the history of Indigenous dispossession, trauma and pain, along with the ongoing effects of federal and state policies and legislations that locates racism at the core of Australian politics. In addition to documenting the ongoing effects of racism, we sought to ensure that Indigenous resistance, agency, and activism was highlighted, showing how this continues, thus linking the past to the contemporary experiences of Indigenous peoples.Drawing on the work of Bargallie we wanted to demonstrate how Aboriginal and Torres Strait Islander peoples experience racism through systems and structures in their everyday work with colleagues in large organisations, such as universities. Participants were asked to self-reflect on how race impacts their day-to-day lives (McIntosh). The final session of the training focused on the university’s commitment to “Closing the Gap” and its Reconciliation Action Plan (RAP). The associated activity involved participants working individually and in small groups to discuss and consider what they could contribute to the RAP activities and enact within their work environments. Throughout the training, participants were asked to reflect on their personal positioning, and in the final session they were asked to draw from these reflections and discuss how they would discuss race, racism and reconciliation activities with the governance of their university (Westwood and Westwood; Young).Revelations in the Facilitators, Observers, and Participants’ Discussions? This section draws on data collected from the first course offered within the university’s pilot program. During the delivery of the in-person training sessions, two observers wrote notes while the facilitators also noted their feelings and thoughts. After the training, the facilitators and observers debriefed and discussed the delivery of the course along with the feedback received during the sessions.What was noticed by the team was the defensive body language of participants and the types of questions they asked. Team members observed how there were clear differences between the interest non-Indigenous participants displayed when talking about Aboriginal and Torres Strait Islander peoples and a clear discomfort when they were asked to reflect on their own position in relation to Indigenous people. We noted that during these occasions some participants crossed their arms, two wrote notes to each other across the table, and many participants showed discomfort. When the lead facilitator raised this to participants during the sessions, some expressed their dislike and discomfort at having to talk about themselves. A couple were clearly unhappy and upset. We found this interesting as we were asking participants to reflect and talk about how they interpret and understand themselves in relation to Indigenous people and race, privilege, and power.This supports the work of DiAngelo who explains that facilitators can spend a lot of time trying to manage the behaviour of participants. Similarly, Castagno identifies that sometimes facilitators of training might overly focus on keeping participants happy, and in doing so, derail the hard conversations needed. We did not do either. Instead, we worked to manage the behaviours expressed and draw out what was happening to break the attempts to silence racial discussions. We reiterated and worked hard to reassure participants that we were in a “safe space” and that while such discussions may be difficult, they were worth working through on an individual and collective level.During the workshop, numerous emotions surfaced, people laughed at Indigenous humour and cried at what they witnessed as losses. They also expressed anger, defensiveness, and denial. Some participants revelled in hearing answers to questions that they had long wondered about; some openly discussed how they thought they had discovered a distant Aboriginal relative. Many questions surfaced, such as why hadn’t they ever been told this version of Australian history? Why were we focusing on them and not Aboriginal people? How could they be racist when they had an Aboriginal friend or an Aboriginal relative?Some said they felt “guilty” about what had happened in the past. Others said they were not personally responsible or responsible for the actions of their ancestors, questioning why they needed to go over such history in the first place? Inter-woven within participants’ revelations were issues of racism, power, whiteness, and white privilege. Many participants took a defensive stance to protect their white privilege (DiAngelo). As we worked through these issues, several participants started to see their own positionality and shared this with the group. Clearly, the revelation of whiteness as a racial construct was a turning point for some. The language in the group also changed for some participants as revelations emerged through the interrogation and unpacking of stories of racism. Bargallie’s work exploring racism in the workplace, explains that “racism”, as both a word and theme, is primarily absent in conversations amongst non-Indigenous colleagues. Despite its entrenchment in the dialogue, it is rarely, if ever addressed. In fact, for many non-Indigenous people, the fear of being accused of racism is worse than the act of racism itself (Ahmed; Bargallie). We have seen this play out within the media, sport, news bulletins, and more. Lentin describes the act of denying racism despite its existence in full sight as “not racism”, arguing that its very denial is “a form of racist violence” (406).Through enhancing racial literacy, Bargallie asserts that people gain a better understanding of “what racism is, what racism is not and how race works” (258). Such revelations can work towards dismantling racism in workplaces. Individual and structural racism go hand-in-glove and must be examined and addressed together. This is what we wanted to work towards within the cultural competency course. Through the use of critical Indigenous studies and critical race theory we situated race, and not cultural difference, as central, providing participants with a racial literacy that could be used as a tool to challenge and dismantle racism in the workplace.Revelations in the Participant Evaluations?The evaluations revealed that our intention to disrupt the status quo in cultural competency training was achieved. Some of the discussions were difficult and this was reflected in the feedback. It was valuable to learn that numerous participants wanted to do more through group work, conversations, and problem resolution, along with having extra reading materials. This prompted our decision to include extra links to resource learning materials through the course’s online site. We also opted to provide all participants with a copy of the book Indigenous Australia for Dummies (Behrendt). The cost of the book was built into the course and future participants were thankful for this combination of resources.One unexpected concern raised by participants was that the course should not be “that hard”, and that we should “dumb down” the course. We were astounded considering that many participants were academics and we were confident that facilitators of other mandatory workplace training, for example, staff Equal Employment Opportunity (EEO), Fire Safety, Risk Management, Occupational Health and Safety, Discrimination and more, weren’t asked to “dumb down” their content. We explained to the participants what content we had been asked to deliver and knew their responses demonstrated white fragility. We were not prepared to adjust the course and dumb it down for white understandings and comfortabilities (Leonardo and Porter).Comments that were expected included that the facilitators were “passionate”, “articulate”, demonstrated “knowledge” and effectively “dealt with issues”. A couple of the participants wrote that the facilitators were “aggressive” or “angry”. This however is not new for us, or new to other Aboriginal women. We know Aboriginal women are often seen as “aggressive” and “angry”, when non-Indigenous women might be described as “passionate” or “assertive” for saying exactly the same thing. The work of Aileen Moreton-Robinson in Australia, and the works of numerous other Aboriginal women provide evidence of this form of racism (Fredericks and White; Bargallie; Bond). Internationally, other Indigenous women and women of colour document the same experiences (Lorde). Participants’ assessment of the facilitators is consistent with the racism expressed through racial microaggression outside of the university, and in other organisations. This is despite working in the higher education sector, which is normally perceived as a more knowledgeable and informed environment. Needless to say, we did not take on these comments.The evaluations did offer us the opportunity to adjust the course and make it stronger before it was offered across the university where we received further evaluation of its success. Despite this, the university decided to withdraw and reallocate the money to the development of a diversity training course that would cover all equity groups. This meant that Aboriginal and Torres Strait Islander peoples would be covered along with sexual diversity, gender, disability, and people from non-English speaking backgrounds. The content focused on Aboriginal and Torres Strait Islander peoples was reduced to one hour of the total course. Including Aboriginal and Torres Strait Islander peoples in this way is not based on evidence and works to minimise Indigenous Australians and their inherent rights and sovereignty to just another “equity group”. Conclusion We set out to develop and deliver a cross-cultural course that was based on evidence and a foundation of 40 plus years’ experience in delivering such training. In addition, we sought a program that would align with the university’s Reconciliation Action Plan and the directions being undertaken in the sector and by Universities Australia. Through engaging participants in a process of critical thinking centring on race, we developed a training program that successfully fostered self-reflection and brought about revelations of whiteness.Focusing on cultural differences has proven ineffective to the work needed to improve the lives of Indigenous Australian peoples. Recognising this, our discussions with participants directly challenged racist and negative stereotypes, individual and structural racism, prejudices, and white privilege. By centring race over cultural difference in cultural competency training, we worked to foster self-revelation within participants to transform inequitable power differentials in their work with Indigenous peoples and organisations. The institution’s disbandment and defunding of the program however is a telling revelation in and of itself, highlighting the continuing struggle and importance of placing additional pressure on persons, institutions, and organisations to implement meaningful structural change. ReferencesAhmed, Sara. On Being Included: Racism and Diversity in Institutional Life. Duke University Press, 2012.Anderson, Ian. “Advancing Indigenous Health through Medical Education”. 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