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In recent years, deep learning (DL) approaches have been proven effective in addressing high nonlinear relationships within complex systems. Although various scientific studies have primarily focused on optimizing model architecture and enhancing its computational efficiency through hybridization, they have neglected the crucial aspect of selecting appropriate predictor variables (PV) and their influence on the model's predictions. In this paper, a new multi-phase stochastic DL model is designed with a feature selection framework for monthly streamflow prediction. The multi-phase hybrid MCMC–BC–BiLSTM–BiGRU model is based on bidirectional long short-term memory (BiLSTM) and bidirectional gated recurrent unit (BiGRU) integrated with Markov Chain Monte Carlo (MCMC) based bivariate copulas (BC). First, Ant Colony Optimization (ACO) algorithm was employed for screening optimal PV, and then significant antecedent streamflow was coupled with it to generate optimized input combinations. In addition, 25 different MCMC–BC models were adopted for each input combination to determine the dependency of previous month's streamflow on current and future streamflow. Finally, best-fitted MCMC–BC model was integrated with hybrid BILSTM–BiGRU model to predict streamflow at nine different catchments in the Victoria region of the Upper Murray Basin (UMB), Australia. The experimental results show that the multi-phase hybrid MCMC–BC–BiLSTM–BiGRU model showed remarkable performance in comparison to its benchmark counterparts with respect to different robust statistical error metrics. Therefore, this study demonstrates that stochastic DL techniques can be effectively employed as a promising alternative predictive tool for upstream discharge predictions with high consistency and accuracy, specifically when a statistically significant relationship with the antecedent streamflow exists. [ABSTRACT FROM AUTHOR]

Schools are often the first point of contact for young refugees resettling in Australia and play a significant role in establishing meaningful connections to Australian society and a sense of belonging in Australia (Olliff in Settling in: How do refugee young people fair within Australia's settlement system? Centre for Multicultural Youth Issues, Melbourne. http//:. Accessed 21 June 2010, ; Gifford et al. in: Good Starts for recently arrived youth with refugee backgrounds: Promoting wellbeing in the first three years of settlement in Melbourne, Australia. Melbourne: La Trobe Refugee Research Centre. . Accessed 4 June 2011, ; Sidhu and Taylor in: Educational provision for refugee youth in Australia: Left to chance? Journal of Sociology, 43(3), 283-300, ). However, too little is known of how refugee youth encounter school in their new country. This article draws upon individual narratives of young former refugee's experiences of high schools. It explores the stories told by the young people of being identified as different and of negotiating ways of belonging in schools both academically and socially. It argues that it is how the school positions the newly arrived refugee students within mainstream school culture that opens up or restricts opportunities for inclusion in all aspects of school (in culture and pedagogy). [ABSTRACT FROM AUTHOR]

Reflecting international patterns, Aboriginal people in Victoria are more likely to gamble and to experience gambling harm than non-Indigenous Victorians. This paper describes experiences of gambling reported by 50 Aboriginal people interviewed in regional Victoria in 2016 and 2017 as part of studies initiated by two Aboriginal community-controlled organisations. Data were analysed using social practice theory (SPT) and coded to the elements of 'meaning', 'material', 'competence', and 'temporality'. Across each element we identified highly contradictory experiences. Gambling held meaning as an opportunity for community gatherings but was also regarded as a cause of domestic violence, conflict, isolation and shame. Materially, the venues that offered gambling were experienced by many Aboriginal people as safe and welcoming, but at the same time gambling produced a damaging affective sense of addiction for some. Gambling was a competency that some people valued and taught to children, but it was also seen as undermining cultural practices. While Aboriginal people were historically denied access to licensed venues offering commercial gambling, many participants now found opportunities to gamble inescapable. The intermingling of benefits and harms described above supports the need for a multi-faceted response to gambling in Aboriginal communities, which includes harm reduction as well as supply restriction and treatment. Some experiences of gambling related by our participants reflected those reported also by non-Indigenous Australians, while others were differently nuanced. Because SPT is used to understand collectively-shared practices, it facilitates the identification of gambling interventions at the level of the community, as recommended by our research participants. [ABSTRACT FROM AUTHOR]

This article focuses on the recent introduction by the Australian government of standardised literacy testing, and raises questions about the impact of this reform on the professional ethics of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project, involving interviews with teachers about their experiences of implementing standardised testing in Victoria and South Australia that focused on the changing nature of their work practices through the implementation of such tests. The paper traces the ways in which teachers' work is increasingly being mediated by standardised literacy testing to show how these teachers struggle with the tensions between state-wide mandates and a sense of responsibility towards their students. Through an analysis of research data collected in public schools, the paper challenges circumscribed understandings of ethical practice on the part of teachers as a matter of being publicly accountable through mechanisms like the publication of standardised test results. It invokes, instead, a situated notion of professional ethics as responsiveness to those around us. The paper argues the primacy of an ethic of care that cannot be measured, and which is enacted in resistance to the judgments made by standardised tests. [ABSTRACT FROM AUTHOR]

The policy of 'leave early or stay and defend', often shortened to the 'stay or go' policy, has been the subject of critical review in the Royal Commission that followed the recent disastrous bushfires in Victoria, Australia. The need for people to evacuate or stay and defend their property and protect themselves is a critical life safety decision for many people on days of high bushfire activity. Some limited research has been undertaken into this individual decision making in bushfires. Other fields of emergency management also require people to make similar decisions as to whether to evacuate or stay in a 'defend in place' situation. This paper examines research into 'stay or go' strategies and decision making performance for high rise buildings, looking for common factors that may inform the bushfire situation and potential reforms for policy. Similarly, research into Hurricane Katrina and the failures to evacuate when mandated provide further insight into factors which can affect or postpone decision making. A number of common improvements related to emergency preparedness, situation awareness and trusted communication systems emerge in all these fields. However, this paper also suggests that this decision making in bushfires is more complex that just two simple options of 'stay or go'. A greater understanding of group behavior and socio-cultural factors and their impact on personal decision making is required if more effective emergency management is to occur in the bushfire domain. [ABSTRACT FROM AUTHOR]

This paper reports on a study of Australian early childhood teachers' pedagogical practices with young children experiencing parental separation and divorce. Twenty-one semi-structured interviews and a focus group were conducted to explore the actions of teachers to support young children experiencing parental separation and divorce. A grounded theory approach was used to analyse data. Teachers reported actions that were focussed on constructing emotional, behavioural, and academic support for young children, as well as forming partnerships with parents, school personnel, and community members to assist. Results are discussed in terms of the implications for professional practice. [ABSTRACT FROM AUTHOR]

Gambling activities and the revenues derived have been seen as a way to increase economic development in deprived areas. There are also, however, concerns about the effects of gambling in general and electronic gaming machines (EGMs) in particular, on the resources available to the localities in which they are situated. This paper focuses on the factors that determine the extent and spending of community benefit-related EGM-generated resources within Victoria, Australia, focusing in particular on the relationships between EGM activity and socio-economic and social capital indicators, and how this relates to the community benefit resources generated by gaming. [ABSTRACT FROM AUTHOR]

Uncertainty around long-term droughts and water scarcity has been increasing as the impacts of El Nino cycles are felt globally. Understanding how the effects of these events are manifested on the ground in communities is particularly important if governments and associated agencies are to respond appropriately. Using a qualitative approach, this paper examines the impacts of drought on two rural towns in Victoria, Australia, and explores what lessons can be drawn from local experiences. The research suggests that previous responses to drought by governments have been largely ineffectual and as such, we question whether there is a need to reshape institutional understandings of what adapting to drought might mean. This research, therefore, seeks to further the discussion surrounding drought impacts and the myriad of challenges associated with it by drawing on locally situated knowledge to inform future decision-making in this evolving field of study. [ABSTRACT FROM AUTHOR]

This paper explores the extent to which ESL teachers' understanding of their work as literacy educators has collective resonance with other practitioners in the same professional space. In so doing, it seeks to identify what aspects of individual knowledge stand the test of professional consensus (Wise, 2005), and thus give greater credence to practitioner-generated expertise that has become increasingly marginalised in the move towards more 'scientific', evidence-based paradigms for educational research (Harper & de Jong, 2009). While not arguing that professional consensus is, in itself, sufficient for defining best practice, it does argue of the need to recognise teacher expertise as one significant element in shaping understandings of pedagogy. The data emerges from a larger study of what it means to 'teach literacy' when working with ESL learners that initially focused on three teacher case studies. The second phase, presented here, surveyed a larger body of teachers in Victorian high schools to elicit their response to statements extrapolated from case study interviews. Following an overview of literacy within current Australian curriculum discourse and a summary of the first phase findings, I then present an analysis of the survey results from phase two. I conclude by arguing what insights these findings offer current understandings of literacy, and the implications they begin to raise for teaching literacy to ESL learners in the Australian middle years. [ABSTRACT FROM AUTHOR]