The ability to determine the centre position of a localized temperature change within a chirped fibre Bragg grating (CFBG) has been investigated as a function of grating strength. The intragrating sensor is based on the analysis of reflected power spectra arising from a CFBG. The technique uses a discrete Fourier transform (FFT) in which the measured spectrum of the CFBG due to a localized temperature change (heat source) was simulated using a FFT grating design model. The model operated on the reference spectrum and hypothesis temperature distributions, T(z), to generate a spectrum of a CFBG subjected to a hypothesis temperature disturbance. The simulated spectrum was fitted to the measured spectrum using a three-parameter automatic disturbance function fitting algorithm operating on position, width and amplitude of temperature change. RMS deviations to within 0.03 mm of applied values of position have been obtained.

Positive psychology interventions are widely used in primary and secondary education to enhance student engagement and well-being. When used in the higher education sector, interventions tend to be used in psychology, psychotherapy and mindfulness programmes with successful outcomes in terms of student engagement, learning and well-being. However, there is little evidence to support the effectiveness of such interventions in disciplines outside of psychology. This triangulated action research study utilised student self-reported feedback to explore the link between positive psychology interventions and student engagement in a non-psychology related classroom. The study involved two intervention and one control group. In contrast to results obtained from psychology students, findings in this study showed a lack of student engagement in both intervention groups and a significant increase in student engagement in the control group compared to one of the intervention groups. The findings suggest that further consideration needs to be given to identify positive psychology interventions that might achieve a better fit with non-psychology students.

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Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported.