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We report what is believed to be the first use of a photorefractive polymer in erasable-rewritable three-dimensional bit optical data storage under two-photon excitation. We successfully demonstrate writing, erasing, and rewriting of multilayered information in a photorefractive polymer consisting of 2,5-dimethyl-4-(p-nitrophenylazo)anisole, 2,4,7-trinitro-9-fluorenone, 9-ethylcarbazole, and poly(N-vinylcarbazole). A three-dimensional bit density of 5 Gbits/cm(3) is achieved by two-photon absorption under pulsed beam illumination at an infrared wavelength of 800 nm in the recording process. Complete erasing of the recording information is achieved by use of ultraviolet illumination.

3D bit optical data storage has the ability to reach Tbytes on a recording medium no larger than a compact disc using two‐photon excitation and multi‐layer recording. The introduction of a poly‐vinyl carbazole (PVK) based photorefractive polymer as the recording material allows the system to rewrite the recorded information via the photorefractive effect.[1,2] In this paper, we demonstrate the use of continuous wave illumination for three‐dimensional (3D) bit optical data storage under two‐photon excitation in a new poly(methylmethacrylate)‐based (PMMA) photorefractive polymer. This achievement makes it possible to develop a cheap, compact, sub Tbyte rewritable optical data storage system to further extend the capabilities of compact disc and digital versatile disc technology.

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For many years, universities around the world have been developing and enhancing the First Year Experience (FYE), with a view to improving retention, performance and student satisfaction.  This feature practice report outlines a strategic initiative, launched in 2018 at Victoria University in Melbourne, Australia that aims to transform the experience of Victoria University’s first-year students on an unprecedented scale. This unique model reconceptualises the design, structure and delivery of first year units of study in order to deliver a program that deliberately focuses on students’ pedagogical, transition and work/life balance needs.  This initiative required the disruption and redevelopment of all university systems to ensure students experience a supportive and seamless transition into, and journey through, their first year of study at university.

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