Gay–straight alliance (GSA) members’ engagement with sex education in Canadian high schools

This paper offers an examination of gay–straight alliance (GSA) members’ engagement with sex education, sexual health, and prejudice and discrimination in Canadian public high schools. It explores how five students’ (four straight and one gay-identifying) participation in GSAs served as a springboard for learning about and challenging stereotypes; prejudice; and discrimination directed at lesbian, gay, bisexual, trans, and queer/questioning (LGBTQ) people. Queer theory provided the theoretical underpinnings of the study, offering a lens through which to examine the heteronormative underpinnings of education, and a means to interpret how homophobic discourses circulate in school and society. Empirical data were obtained via observational notes from visits to nine GSAs and semi-structured interviews with the five GSA members. Findings suggest that straight allies can use their heterosexual privilege to address LGBTQ issues with their peers. Through GSA involvement, participants learned to interrogate and combat stereotypes about LGBTQ people and HIV-related myths, as well as to engage in queer discussion and political action.     

一种改进的万有引力搜索算法——TSP问题为例

本文旨在找到一种改进的万有引力搜索算法,快速准确解决组合优化问题,以最小旅行距离为目标的经典商人旅行问题为例,使用实数编码,并将连续数值区间的位置变量映射到离散的组合排序,即可行的旅行方案;为了有效地避免算法陷入局部最优解,使用模拟退火算法进行局部扩展搜索,进一步提高解的质量;最后通过仿真对比,得出结合模拟退火算法的万有引力搜索算法具有收敛速度快,精度高的特点这一结论。     

基于智能网格路由器的网格计算环境

针对当今网络计算服务的需要，结合Agent技术，提出一种新的路由器——智能网格路由器，并给出其内部框架结构和计算环境模型．     

The role of GSA participation,victimization based on sexual orientation,and race on psychosocial well-being among LGBTQ secondary school students

Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs) are school clubs that address LGBTQ issues. Although little is known about potential benefits of participation in GSAs, there is some evidence that they may generally benefit LGBTQ student well-being and academic achievement. However, some literature suggests GSAs may not meet the needs of LGBTQ students of color. The current study explores whether GSA participation is related to psychosocial well-being, whether GSA participation moderates the relationship between victimization based on sexual orientation and well-being, and whether these relationships differ by race/ethnicity. The sample included 11,164 LGBTQ secondary school students who have a GSA at their school, and who reported on GSA participation, verbal harassment based on sexual orientation, and psychosocial indicators (depression, self-esteem, and school belonging). Participation in GSAs was related to greater school belonging, but was not related to self-esteem and depression. The associations between GSA participation and verbal harassment based on sexual orientation on psychosocial well-being did not differ by race/ethnicity. The findings provide an important first step in re-thinking and re-examining how GSA participation may be helpful for LGBTQ students. Implications for school policy and practices are discussed.