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Recently, hyperspectral image (HSI) classification has attracted increasing attention in the remote sensing field. Plenty of CNN-based methods with diverse attention mechanisms (AMs) have been proposed for HSI classification due to AMs being able to improve the quality of feature representations. However, some of the previous AMs squeeze global spatial or channel information directly by pooling operations to yield feature descriptors, which inadequately utilize global contextual information. Besides, some AMs cannot exploit the interactions among channels or positions with the aid of nonlinear transformation well. In this article, a spectral-spatial network with channel and position global context (GC) attention (SSGCA) is proposed to capture discriminative spectral and spatial features. Firstly, a spectral-spatial network is designed to extract spectral and spatial features. Secondly, two novel GC attentions are proposed to optimize the spectral and spatial features respectively for feature enhancement. The channel GC attention is used to capture channel dependencies to emphasize informative features while the position GC attention focuses on position dependencies. Both GC attentions aggregate global contextual features of positions or channels adequately, following a nonlinear transformation. Experimental results on several public HSI datasets demonstrate that the spectral-spatial network with GC attentions outperforms other related methods.

Positive youth development (PYD) research seeks to understand and promote positive aspects of development in young people. In this the special section, focused upon youth from diverse racial-ethnic backgrounds around the globe, we describe the origins and development of the field, identify key and emerging themes, and present the challenges for work in the area in the years ahead. Central to these are elements that are inherent in many of the articles that constitute the section: These include a need to articulate more clearly the role of social and cultural context in positive development, a need to refine the measures and methods used for collecting data, the significance of social identities, and engagement with other fields of study and with policymakers.

This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students' race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students' developmental trajectories.

Adolescents have a strong desire to \"be themselves.\" How does experiencing authenticity—the sense of being one's true self—influence subjective well-being? What allows adolescents to experience authenticity? This research tests a working model of how authenticity is implicated in adolescents' well-being. Using survey, diary, and experimental methodologies, four studies (total N = 759, age range = 12–17) supported the main tenets of the model. Authenticity (a) enhances well-being, (b) covaries with satisfaction of psychological needs for relatedness and competence; is caused by satisfaction of the need for autonomy; and (c) mediates the link between need satisfaction and well-being. Authenticity is more than a powerful motive: It has robust, replicable effects on well-being and may thus be a pervasive force in positive youth development.

Bidirectional relations among adolescents' positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; Mage of child in Wave 1 = 12.68, SD = 1.06; 58.9% male) and their parents (N = 127) provided data in two waves (9 months apart). A model of bidirectional relations between positivity and perceived positive school climate emerged. In addition, adolescents with higher levels of perceived positive school climate at age 12 showed higher levels of prosocial behaviors in the following year. Positive school climate related positivity to adolescents' prosocial behavior over time.

Semantic segmentation is a significant method in remote sensing image (RSIs) processing and has been widely used in various applications. Conventional convolutional neural network (CNN)-based semantic segmentation methods are likely to lose the spatial information in the feature extraction stage and usually pay little attention to global context information. Moreover, the imbalance of category scale and uncertain boundary information meanwhile exists in RSIs, which also brings a challenging problem to the semantic segmentation task. To overcome these problems, a high-resolution context extraction network (HRCNet) based on a high-resolution network (HRNet) is proposed in this paper. In this approach, the HRNet structure is adopted to keep the spatial information. Moreover, the light-weight dual attention (LDA) module is designed to obtain global context information in the feature extraction stage and the feature enhancement feature pyramid (FEFP) structure is promoted and employed to fuse the contextual information of different scales. In addition, to achieve the boundary information, we design the boundary aware (BA) module combined with the boundary aware loss (BAloss) function. The experimental results evaluated on Potsdam and Vaihingen datasets show that the proposed approach can significantly improve the boundary and segmentation performance up to 92.0% and 92.3% on overall accuracy scores, respectively. As a consequence, it is envisaged that the proposed HRCNet model will be an advantage in remote sensing images segmentation.

Interest in promoting positive development among children and adolescents has always been a focus of developmental science. Historically, many researchers framed this interest using a deficit model that sought to optimize positive development by reducing problems. In the context of the articles in this special section, the author discuss a different conception of positive youth development that has emerged across the past 25 years, one that capitalizes on human plasticity and tests a strength-based model (instead of a deficit one). This model seeks to identify the process that could enhance the attributes of young people that are valued by them and others (e.g., parents, peers, teachers, mentors, coaches, and faith leaders), as compared to processes that reduce or prevent undesirable characteristics.

The placement of Indigenous girls and young women in white homes to work as servants was a key strategy of official policy and practice in both the United States and Australia. Between the 1880s and the Second World War, under the outing programs in the U.S. and various apprenticeship and indenturing schemes in Australia, the state regulated and constructed relations between Indigenous and white women in the home. Such state intervention not only helped to define domesticity in a modern world, but was integral to the formation of the modern settler colonial nation in its claims to civilizing authority in the United States and Australia. In the context of settler colonialism, domesticity was not hegemonic in this period, but rather was precarious and uncertain. By prescribing and demanding from employers demonstrations of domesticity, the state was engaged in perfecting white women as well as Indigenous women, the latter as the colonized, to be domesticated, and the former as the colonizer, to domesticate.

Maltreated children are a vulnerable population, yet many of these youth follow positive developmental pathways. The primary aim was to identify social skills growth trajectories among at-risk youth to understand processes underlying resilience. Nationally representative, longitudinal data from 1,179 families investigated for child maltreatment (Mage = 12.75) were obtained from the National Survey of Child and Adolescent WellBeing. Four trajectories were identified—stress-resistant, emergent resilience, breakdown, and unresponsivemaladaptive. Protective resources from multiple levels of the youth ecology (individual, family, school, and social service) predicted positive growth social skills trajectories. Resilience process and attendant positive outcomes in multiple domains of functioning were evident among the stress-resistant and emergent resilience trajectories. Results underscore the saliency of social skills development for resilient outcomes in youth.

In this response to the roundtable, Burton emphasizes the unsettled and unsettling character of domesticity and challenges facile definitions of its global history. She offers ways of reading the essays in pairs, backwards and forwards in time, and together as a kind of prospective course syllabus.