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This paper proposes an automated active fire detection framework using Sentinel-2 imagery. The framework is made up of three basic parts including data collection and preprocessing, deep-learning-based active fire detection, and final product generation modules. The active fire detection module is developed on a specifically designed dual-domain channel-position attention (DCPA)+HRNetV2 model and a dataset with semi-manually annotated active fire samples is constructed over wildfires that commenced on the east coast of Australia and the west coast of the United States in 2019–2020 for the training process. This dataset can be used as a benchmark for other deep-learning-based algorithms to improve active fire detection accuracy. The performance of active fire detection is evaluated regarding the detection accuracy of deep-learning-based models and the processing efficiency of the whole framework. Results indicate that the DCPA and HRNetV2 combination surpasses DeepLabV3 and HRNetV2 models for active fire detection. In addition, the automated framework can deliver active fire detection results of Sentinel-2 inputs with coverage of about 12,000 km2 (including data download) in less than 6 min, where average intersections over union (IoUs) of 70.4% and 71.9% were achieved in tests over Australia and the United States, respectively. Concepts in this framework can be further applied to other remote sensing sensors with data acquisitions in SWIR-NIR-Red ranges and can serve as a powerful tool to deal with large volumes of high-resolution data used in future fire monitoring systems and as a cost-efficient resource in support of governments and fire service agencies that need timely, optimized firefighting plans. [ABSTRACT FROM AUTHOR]

The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics if its benefits are to be realized. These characteristics include: (a) a challenging, integrative, and exploratory curriculum; (b) varied teaching and learning approaches; (c) assessment and evaluation that promote learning; (d) flexible organizational structures (i.e., including the physical space, scheduling, and grouping of students and teachers); (e) programs and policies that foster health, wellness and safety; and (f) comprehensive guidance and support services. Recently, Ellerbrock, Falbe, and Pomykal Franz identified key middle school organizational structures of people, place, and time as being interconnected and integral to effective middle school practices. Main also demonstrated the interconnected nature of these key characteristics and how organizational structures of people affected the successful implementation of other characteristics. Thus, how these organizational structures can and are being implemented has implications for our understanding of the effectiveness of other middle school practices. In this paper, researchers from both the United States and Australia examine and compare literature published between 2000 and 2018 addressing ways in which middle school/middle years organizational structures have been reported and categorized by structures of people, place, and time in these two countries. Pertinent literature related to organizational structures of middle schools in the United States and to middle years education in Australia was examined. Findings from studies and evaluations from each country are reported to provide an international perspective on the organizational structures of middle schools/middle years education across the two countries. Overall, since 2000, the body of knowledge about middle schools/middle years organizational structures has been surprisingly limited in comparison to their perceived importance in the field. This lack of research is concerning in the midst of educational reform in both countries, resulting in questions about the impact of school organizational structures on young adolescent development and learning. [ABSTRACT FROM AUTHOR]