Involved, Invisible, Ignored: The Experiences of Lesbian, Gay, Bisexual and Transgender Parents and Their Children in Our Nation's K-12 Schools

Current estimates suggest there are upwards of 7 million lesbian, gay, bisexual and transgender (LGBT) parents with dependent children in the United States, and it is likely that these numbers have been increasing over recent years. Yet little is known about the life experiences of this population of families in general and even less is know about the experiences of these families when interacting with their children's schools.This national study conducted by GLSEN in partnership with the Family Equality Council and COLAGE (Children of Lesbians and Gays Everywhere), examines and highlights the school experiences of LGBT-headed families using results from surveys of LGBT parents of children in K-12 schools and of secondary students who have LGBT parents.The study examines the family-school relationship, including family-school communication, parental involvement in school activities, parent-child discussions about school, parental role in educating school staff about LGBT families and the quality of treatment by school staff and by other members of the school community

Shared Differences: The Experiences of Lesbian, Gay, Bisexual and Transgender Students of Color in Our Nation's Schools

The report documents the school experiences of over 2,000 lesbian, gay, bisexual, and transgender (LGBT) U.S. middle and high school students of color who were African American or Black, Latino/a, Asian or Pacific Islander, Native American, and multiracial

The 2007 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools

GLSEN's National School Climate Survey is the only national survey to document the experiences of students who identify as lesbian, gay, bisexual and transgender (LGBT) in America's secondary schools. Conducted biennially since 1999, the National School Climate Survey (NSCS) fills a crucial void in our collective understanding of the contemporary high school experience. The results of this survey are intended to inform educators, policymakers and the public at large, as part of GLSEN's ongoing effort to ensure that all schools are places where students are free to learn, regardless of sexual orientation or gender identity/expression. The 2007 survey includes responses from 6,209 LGBT students between the ages of 13 and 21 from all 50 states and the District of Columbia. Data collection was conducted through community-based groups, online outreach, and targeted advertising on the social networking site MySpace.The 2007 NSCS results continue to track the endemic problem of name-calling, harassment and violence directed at LGBT students, while offering information about the impact of these experiences on academic performance and the effect of interventions designed to address the underlying problem. The 2007 NSCS paints a disturbing picture of the school experiences of LGBT students. However, it also provides further insight into the solutions for creating safer schools for all students

Harsh Realities: The Experiences of Transgender Youth in Our Nation's Schools

Using data from GLSEN's fifth National School Climate Survey, this report documents the school experiences of 295 transgender middle and high school students and finds that these students face extremely high levels of victimization, even more so than their non-transgender lesbian, gay and bisexual peers

2005 National School Climate Survey: The Experiences of LGBT Youth in Our Nation's Schools

GLSEN's National School Climate Survey is the only national survey to document the experiences of students who identify as lesbian, gay, bisexual and transgender (LGBT) in America's secondary schools. Conducted biennially since 1999, the National School Climate Survey (NSCS) fills a crucial void in our collective understanding of the contemporary high school experience. The results of this survey are intended to inform educators, policymakers and the public at large, as part of GLSEN's ongoing effort to ensure that all schools are places where students are free to learn, regardless of sexual orientation or gender identity/expression.This year's survey includes responses from 1,732 LGBT students between the ages of 13 and 20 from all 50 states and the District of Columbia. Data collection was conducted through community based groups and service organizations, from April to July 2005, and online from April to August 2005.The 2005 NSCS results continue to track the endemic problem of name-calling, harassment and violence directed at LGBT students, while offering information about the impact of these experiences on academic performance and the effect of interventions designed to address the underlying problem. In particular, the 2005 survey data allowed us to examine the role that state education legislation has in creating (or not creating) safer schools for all students, including LGBT students. The 2005 NSCS paints a disturbing picture of the school experiences of LGBT students. However, it also provides further insight into the solutions for creating safer schools for all students

Dynamic regulation of extracellular superoxide production by the coccolithophore Emiliania huxleyi (CCMP 374)

© The Author(s), 2019. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Plummeer, S., Taylor, A. E., Harvey, E. L., Hansel, C. M., & Diaz, J. M. Dynamic regulation of extracellular superoxide production by the coccolithophore Emiliania huxleyi (CCMP 374). Frontiers in Microbiology, 10, (2019): 1546, doi: 10.3389/fmicb.2019.01546.In marine waters, ubiquitous reactive oxygen species (ROS) drive biogeochemical cycling of metals and carbon. Marine phytoplankton produce the ROS superoxide (O2−) extracellularly and can be a dominant source of O2− in natural aquatic systems. However, the cellular regulation, biological functioning, and broader ecological impacts of extracellular O2− production by marine phytoplankton remain mysterious. Here, we explored the regulation and potential roles of extracellular O2− production by a noncalcifying strain of the cosmopolitan coccolithophorid Emiliania huxleyi, a key species of marine phytoplankton that has not been examined for extracellular O2− production previously. Cell-normalized extracellular O2− production was the highest under presumably low-stress conditions during active proliferation and inversely related to cell density during exponential growth phase. Removal of extracellular O2− through addition of the O2− scavenger superoxide dismutase (SOD), however, increased growth rates, growth yields, cell biovolume, and photosynthetic efficiency (Fv/Fm) indicating an overall physiological improvement. Thus, the presence of extracellular O2− does not directly stimulate E. huxleyi proliferation, as previously suggested for other phytoplankton, bacteria, fungi, and protists. Extracellular O2− production decreased in the dark, suggesting a connection with photosynthetic processes. Taken together, the tight regulation of this stress independent production of extracellular O2− by E. huxleyi suggests that it could be involved in fundamental photophysiological processes.This research was supported by a Junior Faculty Seed Grant from the University of Georgia Research Foundation (JD), a National Science Foundation (NSF) Graduate Research Fellowship (SP), and NSF grant OCE-1355720 (CH). The FlowCam® and FIRe were purchased through a NSF Equipment Improvement Grant (1624593)

Jump-Starting Youth Community Leadership: An Evaluation of a Leadership Development Program for Lesbian, Gay, Bisexual, Transgender & Ally Youth

The GLSEN Jump-Start National Student Leadership Team, a leadership development program for lesbian, gay, bisexual, transgender (LGBT), and ally youth designed to promote direct action community organizing and community engagement. This article examines the benefits of the program for youth’s socio-political development. Data came from a multi-year evaluation that examined changes over time (baseline, immediately post-program, and one-year follow-up) in community engagement between a program group (n = 103) and a comparison group of youth (n = 47). Results indicate that the program may support LGBT and ally youth’s socio-political development and have positive implications for their development as community leaders, but these benefits may not be sustained after program completion. Implications for further research and program development for LGBT youth are explored

Weak Coupling Among Barrier Loci and Waves of Neutral and Adaptive Introgression Across an Expanding Hybrid Zone

Hybridization can serve as an evolutionary stimulus, but we have little understanding of introgression at early stages of hybrid zone formation. We analyze reproductive isolation and introgression between a range-limited and a widespread species. Reproductive barriers are estimated based on differences in flowering time, ecogeographic distributions, and seed set from crosses. We find an asymmetrical mating barrier due to cytonuclear incompatibility that is consistent with observed clusters of coincident and concordant tension zone clines (barrier loci) for mtDNA haplotypes and nuclear SNPs. These groups of concordant clines are spread across the hybrid zone, resulting in weak coupling among barrier loci and extensive introgression. Neutral clines had nearly equal introgression into both species’ ranges, whereas putative cases of adaptive introgression had exceptionally wide clines with centers shifted toward one species. Analyses of cline shape indicate that secondary contact was initiated within the last 800 generations with the per-generation dispersal between 200 and 400 m, and provide some of the first estimates of the strength of selection required to account for observed levels of adaptive introgression. The weak species boundary between these species appears to be in early stages of dissolution, and ultimately will precipitate genetic swamping of the range-limited species

Aplicación de análisis de riesgo microbiológico para un brote de intoxicación alimentaria.

Aplicación de análisis de riesgo microbiológico para un brote de intoxicación alimentaria.Diplomado de profundización en inocuidad alimentaria, realizado, como opción de grado, para optar el titulo de Ingeniero de Alimentos. El tema de investigación fue: Aplicación del análisis de riesgo microbiologico para un brote de intoxicación alimentaria.Diploma of deepening in food safety, carried out, as an option of degree, to choose the title of Food Engineer. The research topic was: Application of microbiological risk analysis for an outbreak of food poisoning

Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design.

Objective: The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. Methods: We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust coding system for evidence-based guidelines. Coders rated each study numerically per study design as 1++ (RCT with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality (\u27A Grade\u27) to lowest quality (\u27D Grade\u27) evidence. Results: The highest quality evidence (\u27A Grade\u27) across outcomes indicated that MBSIs increased prosocial behavior, resilience, executive function, attention and mindfulness, and decreased anxiety, attention problems/ADHD behaviors and conduct behaviors. The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no improvements. The highest quality evidence suggests MBSIs have a null effect on depression symptoms. Conclusion: This review demonstrates the promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. We urge researchers interested in MBSIs to study their effectiveness using more rigorous designs (e.g., RCTs with active control groups, multi-method outcome assessment, and follow-up evaluation), to minimize bias and promote higher quality-not just increased quantity-evidence that can be relied upon to guide school-based practice