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Saturday, July 23, 2022

Noble gas

From Wikipedia, the free encyclopedia
 
Noble gases
Hydrogen
Helium
Lithium Beryllium
Boron Carbon Nitrogen Oxygen Fluorine Neon
Sodium Magnesium
Aluminium Silicon Phosphorus Sulfur Chlorine Argon
Potassium Calcium
Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
Rubidium Strontium

Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
Caesium Barium Lanthanum Cerium Praseodymium Neodymium Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury (element) Thallium Lead Bismuth Polonium Astatine Radon
Francium Radium Actinium Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium Darmstadtium Roentgenium Copernicium Nihonium Flerovium Moscovium Livermorium Tennessine Oganesson
halogens  alkali metals
IUPAC group number 18
Name by element helium group or
neon group
Trivial name noble gases
CAS group number
(US, pattern A-B-A)
VIIIA
old IUPAC number
(Europe, pattern A-B)
0

↓ Period
1
Image: Helium discharge tube
Helium (He)
2
2
Image: Neon discharge tube
Neon (Ne)
10
3
Image: Argon discharge tube
Argon (Ar)
18
4
Image: Krypton discharge tube
Krypton (Kr)
36
5
Image: Xenon discharge tube
Xenon (Xe)
54
6 Radon (Rn)
86
7 Oganesson (Og)
118

Legend

primordial element
element by radioactive decay
Atomic number color: red=gas

The noble gases (historically also the inert gases; sometimes referred to as aerogens) make up a class of chemical elements with similar properties; under standard conditions, they are all odorless, colorless, monatomic gases with very low chemical reactivity. The six naturally occurring noble gases are helium (He), neon (Ne), argon (Ar), krypton (Kr), xenon (Xe), and the radioactive radon (Rn).

Oganesson (Og) is a synthetically produced highly radioactive element, variously predicted to be another noble gas, or to break the trend and be reactive, due to relativistic effects. In part due to the extremely short 0.7 ms half-life of its only known isotope, its chemistry has not yet been investigated.

For the first six periods of the periodic table, the noble gases are exactly the members of group 18. Noble gases are typically highly unreactive except when under particular extreme conditions. The inertness of noble gases makes them very suitable in applications where reactions are not wanted. For example, argon is used in incandescent lamps to prevent the hot tungsten filament from oxidizing; also, helium is used in breathing gas by deep-sea divers to prevent oxygen, nitrogen and carbon dioxide toxicity.

The properties of the noble gases can be well explained by modern theories of atomic structure: Their outer shell of valence electrons is considered to be "full", giving them little tendency to participate in chemical reactions, and it has been possible to prepare only a few hundred noble gas compounds. The melting and boiling points for a given noble gas are close together, differing by less than 10 °C (18 °F); that is, they are liquids over only a small temperature range.

Neon, argon, krypton, and xenon are obtained from air in an air separation unit using the methods of liquefaction of gases and fractional distillation. Helium is sourced from natural gas fields that have high concentrations of helium in the natural gas, using cryogenic gas separation techniques, and radon is usually isolated from the radioactive decay of dissolved radium, thorium, or uranium compounds. Noble gases have several important applications in industries such as lighting, welding, and space exploration. A helium-oxygen breathing gas is often used by deep-sea divers at depths of seawater over 55 m (180 ft). After the risks caused by the flammability of hydrogen became apparent in the Hindenburg disaster, it was replaced with helium in blimps and balloons.

History

Noble gas is translated from the German noun Edelgas, first used in 1898 by Hugo Erdmann to indicate their extremely low level of reactivity. The name makes an analogy to the term "noble metals", which also have low reactivity. The noble gases have also been referred to as inert gases, but this label is deprecated as many noble gas compounds are now known. Rare gases is another term that was used, but this is also inaccurate because argon forms a fairly considerable part (0.94% by volume, 1.3% by mass) of the Earth's atmosphere due to decay of radioactive potassium-40.

A line spectrum chart of the visible spectrum showing sharp lines on top.
Helium was first detected in the Sun due to its characteristic spectral lines.

Pierre Janssen and Joseph Norman Lockyer had discovered a new element on 18 August 1868 while looking at the chromosphere of the Sun, and named it helium after the Greek word for the Sun, ἥλιος (hḗlios). No chemical analysis was possible at the time, but helium was later found to be a noble gas. Before them, in 1784, the English chemist and physicist Henry Cavendish had discovered that air contains a small proportion of a substance less reactive than nitrogen. A century later, in 1895, Lord Rayleigh discovered that samples of nitrogen from the air were of a different density than nitrogen resulting from chemical reactions. Along with Scottish scientist William Ramsay at University College, London, Lord Rayleigh theorized that the nitrogen extracted from air was mixed with another gas, leading to an experiment that successfully isolated a new element, argon, from the Greek word ἀργός (argós, "idle" or "lazy"). With this discovery, they realized an entire class of gases was missing from the periodic table. During his search for argon, Ramsay also managed to isolate helium for the first time while heating cleveite, a mineral. In 1902, having accepted the evidence for the elements helium and argon, Dmitri Mendeleev included these noble gases as group 0 in his arrangement of the elements, which would later become the periodic table.

Ramsay continued his search for these gases using the method of fractional distillation to separate liquid air into several components. In 1898, he discovered the elements krypton, neon, and xenon, and named them after the Greek words κρυπτός (kryptós, "hidden"), νέος (néos, "new"), and ξένος (ksénos, "stranger"), respectively. Radon was first identified in 1898 by Friedrich Ernst Dorn, and was named radium emanation, but was not considered a noble gas until 1904 when its characteristics were found to be similar to those of other noble gases. Rayleigh and Ramsay received the 1904 Nobel Prizes in Physics and in Chemistry, respectively, for their discovery of the noble gases; in the words of J. E. Cederblom, then president of the Royal Swedish Academy of Sciences, "the discovery of an entirely new group of elements, of which no single representative had been known with any certainty, is something utterly unique in the history of chemistry, being intrinsically an advance in science of peculiar significance".

The discovery of the noble gases aided in the development of a general understanding of atomic structure. In 1895, French chemist Henri Moissan attempted to form a reaction between fluorine, the most electronegative element, and argon, one of the noble gases, but failed. Scientists were unable to prepare compounds of argon until the end of the 20th century, but these attempts helped to develop new theories of atomic structure. Learning from these experiments, Danish physicist Niels Bohr proposed in 1913 that the electrons in atoms are arranged in shells surrounding the nucleus, and that for all noble gases except helium the outermost shell always contains eight electrons. In 1916, Gilbert N. Lewis formulated the octet rule, which concluded an octet of electrons in the outer shell was the most stable arrangement for any atom; this arrangement caused them to be unreactive with other elements since they did not require any more electrons to complete their outer shell.

In 1962, Neil Bartlett discovered the first chemical compound of a noble gas, xenon hexafluoroplatinate. Compounds of other noble gases were discovered soon after: in 1962 for radon, radon difluoride (RnF
2
), which was identified by radiotracer techniques and in 1963 for krypton, krypton difluoride (KrF
2
). The first stable compound of argon was reported in 2000 when argon fluorohydride (HArF) was formed at a temperature of 40 K (−233.2 °C; −387.7 °F).

In October 2006, scientists from the Joint Institute for Nuclear Research and Lawrence Livermore National Laboratory successfully created synthetically oganesson, the seventh element in group 18, by bombarding californium with calcium.

Physical and atomic properties

Property Helium Neon Argon Krypton Xenon Radon Oganesson
Density (g/dm3) 0.1786 0.9002 1.7818 3.708 5.851 9.97 7200 (predicted)
Boiling point (K) 4.4 27.3 87.4 121.5 166.6 211.5 450±10 (predicted)
Melting point (K) 24.7 83.6 115.8 161.7 202.2 325±15 (predicted)
Enthalpy of vaporization (kJ/mol) 0.08 1.74 6.52 9.05 12.65 18.1
Solubility in water at 20 °C (cm3/kg) 8.61 10.5 33.6 59.4 108.1 230
Atomic number 2 10 18 36 54 86 118
Atomic radius (calculated) (pm) 31 38 71 88 108 120
Ionization energy (kJ/mol) 2372 2080 1520 1351 1170 1037 839 (predicted)
Electronegativity 4.16 4.79 3.24 2.97 2.58 2.60

The noble gases have weak interatomic force, and consequently have very low melting and boiling points. They are all monatomic gases under standard conditions, including the elements with larger atomic masses than many normally solid elements. Helium has several unique qualities when compared with other elements: its boiling point at 1 atm is lower than those of any other known substance; it is the only element known to exhibit superfluidity; and, it is the only element that cannot be solidified by cooling at atmospheric pressure (an effect explained by quantum mechanics as its zero point energy is too high to permit freezing) – a pressure of 25 standard atmospheres (2,500 kPa; 370 psi) must be applied at a temperature of 0.95 K (−272.200 °C; −457.960 °F) to convert it to a solid while a pressure of about 115 kbar is required at room temperature. The noble gases up to xenon have multiple stable isotopes. Radon has no stable isotopes; its longest-lived isotope, 222Rn, has a half-life of 3.8 days and decays to form helium and polonium, which ultimately decays to lead. Melting and boiling points increase going down the group.

A graph of ionization energy vs. atomic number showing sharp peaks for the noble gas atoms.
This is a plot of ionization potential versus atomic number. The noble gases, which are labeled, have the largest ionization potential for each period.

The noble gas atoms, like atoms in most groups, increase steadily in atomic radius from one period to the next due to the increasing number of electrons. The size of the atom is related to several properties. For example, the ionization potential decreases with an increasing radius because the valence electrons in the larger noble gases are farther away from the nucleus and are therefore not held as tightly together by the atom. Noble gases have the largest ionization potential among the elements of each period, which reflects the stability of their electron configuration and is related to their relative lack of chemical reactivity. Some of the heavier noble gases, however, have ionization potentials small enough to be comparable to those of other elements and molecules. It was the insight that xenon has an ionization potential similar to that of the oxygen molecule that led Bartlett to attempt oxidizing xenon using platinum hexafluoride, an oxidizing agent known to be strong enough to react with oxygen.[14] Noble gases cannot accept an electron to form stable anions; that is, they have a negative electron affinity.[28]

The macroscopic physical properties of the noble gases are dominated by the weak van der Waals forces between the atoms. The attractive force increases with the size of the atom as a result of the increase in polarizability and the decrease in ionization potential. This results in systematic group trends: as one goes down group 18, the atomic radius, and with it the interatomic forces, increases, resulting in an increasing melting point, boiling point, enthalpy of vaporization, and solubility. The increase in density is due to the increase in atomic mass.

The noble gases are nearly ideal gases under standard conditions, but their deviations from the ideal gas law provided important clues for the study of intermolecular interactions. The Lennard-Jones potential, often used to model intermolecular interactions, was deduced in 1924 by John Lennard-Jones from experimental data on argon before the development of quantum mechanics provided the tools for understanding intermolecular forces from first principles. The theoretical analysis of these interactions became tractable because the noble gases are monatomic and the atoms spherical, which means that the interaction between the atoms is independent of direction, or isotropic.

Chemical properties

An atomic shell diagram with neon core, 2 electrons in the inner shell and 8 in the outer shell.
Neon, like all noble gases, has a full valence shell. Noble gases have eight electrons in their outermost shell, except in the case of helium, which has two.

The noble gases are colorless, odorless, tasteless, and nonflammable under standard conditions. They were once labeled group 0 in the periodic table because it was believed they had a valence of zero, meaning their atoms cannot combine with those of other elements to form compounds. However, it was later discovered some do indeed form compounds, causing this label to fall into disuse.

Electron configuration

Like other groups, the members of this family show patterns in its electron configuration, especially the outermost shells resulting in trends in chemical behavior:

Z Element No. of electrons/shell
2 helium 2
10 neon 2, 8
18 argon 2, 8, 8
36 krypton 2, 8, 18, 8
54 xenon 2, 8, 18, 18, 8
86 radon 2, 8, 18, 32, 18, 8
118 oganesson 2, 8, 18, 32, 32, 18, 8 (predicted)

The noble gases have full valence electron shells. Valence electrons are the outermost electrons of an atom and are normally the only electrons that participate in chemical bonding. Atoms with full valence electron shells are extremely stable and therefore do not tend to form chemical bonds and have little tendency to gain or lose electrons. However, heavier noble gases such as radon are held less firmly together by electromagnetic force than lighter noble gases such as helium, making it easier to remove outer electrons from heavy noble gases.

As a result of a full shell, the noble gases can be used in conjunction with the electron configuration notation to form the noble gas notation. To do this, the nearest noble gas that precedes the element in question is written first, and then the electron configuration is continued from that point forward. For example, the electron notation of phosphorus is 1s2 2s2 2p6 3s2 3p3, while the noble gas notation is [Ne] 3s2 3p3. This more compact notation makes it easier to identify elements, and is shorter than writing out the full notation of atomic orbitals.

The noble gases cross the boundary between blocks—helium is an s-element whereas the rest of members are p-elements—which is unusual among the IUPAC groups. Most, if not all other IUPAC groups contain elements from one block each.

Compounds

A model of planar chemical molecule with a blue center atom (Xe) symmetrically bonded to four peripheral atoms (fluorine).
Structure of XeF
4
, one of the first noble gas compounds to be discovered

The noble gases show extremely low chemical reactivity; consequently, only a few hundred noble gas compounds have been formed. Neutral compounds in which helium and neon are involved in chemical bonds have not been formed (although some helium-containing ions exist and there is some theoretical evidence for a few neutral helium-containing ones), while xenon, krypton, and argon have shown only minor reactivity. The reactivity follows the order Ne < He < Ar < Kr < Xe < Rn ≪ Og.

In 1933, Linus Pauling predicted that the heavier noble gases could form compounds with fluorine and oxygen. He predicted the existence of krypton hexafluoride (KrF
6
) and xenon hexafluoride (XeF
6
), speculated that XeF
8
might exist as an unstable compound, and suggested that xenic acid could form perxenate salts. These predictions were shown to be generally accurate, except that XeF
8
is now thought to be both thermodynamically and kinetically unstable.

Xenon compounds are the most numerous of the noble gas compounds that have been formed. Most of them have the xenon atom in the oxidation state of +2, +4, +6, or +8 bonded to highly electronegative atoms such as fluorine or oxygen, as in xenon difluoride (XeF
2
), xenon tetrafluoride (XeF
4
), xenon hexafluoride (XeF
6
), xenon tetroxide (XeO
4
), and sodium perxenate (Na
4
XeO
6
). Xenon reacts with fluorine to form numerous xenon fluorides according to the following equations:

Xe + F2 → XeF2
Xe + 2F2 → XeF4
Xe + 3F2 → XeF6

Some of these compounds have found use in chemical synthesis as oxidizing agents; XeF
2
, in particular, is commercially available and can be used as a fluorinating agent. As of 2007, about five hundred compounds of xenon bonded to other elements have been identified, including organoxenon compounds (containing xenon bonded to carbon), and xenon bonded to nitrogen, chlorine, gold, mercury, and xenon itself. Compounds of xenon bound to boron, hydrogen, bromine, iodine, beryllium, sulphur, titanium, copper, and silver have also been observed but only at low temperatures in noble gas matrices, or in supersonic noble gas jets.

Radon is more reactive than xenon, and forms chemical bonds more easily than xenon does. However, due to the high radioactivity and short half-life of radon isotopes, only a few fluorides and oxides of radon have been formed in practice. Radon goes further towards metallic behavior than xenon; the difluoride RnF2 is highly ionic, and cationic Rn2+ is formed in halogen fluoride solutions. For this reason, kinetic hindrance makes it difficult to oxidize radon beyond the +2 state. Only tracer experiments appear to have succeeded in doing so, probably forming RnF4, RnF6, and RnO3.

Krypton is less reactive than xenon, but several compounds have been reported with krypton in the oxidation state of +2. Krypton difluoride is the most notable and easily characterized. Under extreme conditions, krypton reacts with fluorine to form KrF2 according to the following equation:

Kr + F2 → KrF2

Compounds in which krypton forms a single bond to nitrogen and oxygen have also been characterized, but are only stable below −60 °C (−76 °F) and −90 °C (−130 °F) respectively.

Krypton atoms chemically bound to other nonmetals (hydrogen, chlorine, carbon) as well as some late transition metals (copper, silver, gold) have also been observed, but only either at low temperatures in noble gas matrices, or in supersonic noble gas jets. Similar conditions were used to obtain the first few compounds of argon in 2000, such as argon fluorohydride (HArF), and some bound to the late transition metals copper, silver, and gold. As of 2007, no stable neutral molecules involving covalently bound helium or neon are known.

Extrapolation from periodic trends predict that oganesson should be the most reactive of the noble gases; more sophisticated theoretical treatments indicate greater reactivity than such extrapolations suggest, to the point where the applicability of the descriptor "noble gas" has been questioned. Oganesson is expected to be rather like silicon or tin in group 14: a reactive element with a common +4 and a less common +2 state, which at room temperature and pressure is not a gas but rather a solid semiconductor. Empirical / experimental testing will be required to validate these predictions. (On the other hand, flerovium, despite being in group 14, is predicted to be unusually volatile, which suggests noble gas-like properties.)

The noble gases—including helium—can form stable molecular ions in the gas phase. The simplest is the helium hydride molecular ion, HeH+, discovered in 1925. Because it is composed of the two most abundant elements in the universe, hydrogen and helium, it is believed to occur naturally in the interstellar medium, although it has not been detected yet. In addition to these ions, there are many known neutral excimers of the noble gases. These are compounds such as ArF and KrF that are stable only when in an excited electronic state; some of them find application in excimer lasers.

In addition to the compounds where a noble gas atom is involved in a covalent bond, noble gases also form non-covalent compounds. The clathrates, first described in 1949, consist of a noble gas atom trapped within cavities of crystal lattices of certain organic and inorganic substances. The essential condition for their formation is that the guest (noble gas) atoms must be of appropriate size to fit in the cavities of the host crystal lattice. For instance, argon, krypton, and xenon form clathrates with hydroquinone, but helium and neon do not because they are too small or insufficiently polarizable to be retained. Neon, argon, krypton, and xenon also form clathrate hydrates, where the noble gas is trapped in ice.

A skeletal structure of buckminsterfullerene with an extra atom in its center.
An endohedral fullerene compound containing a noble gas atom

Noble gases can form endohedral fullerene compounds, in which the noble gas atom is trapped inside a fullerene molecule. In 1993, it was discovered that when C
60
, a spherical molecule consisting of 60 carbon atoms, is exposed to noble gases at high pressure, complexes such as He@C
60
can be formed (the @ notation indicates He is contained inside C
60
but not covalently bound to it). As of 2008, endohedral complexes with helium, neon, argon, krypton, and xenon have been created. These compounds have found use in the study of the structure and reactivity of fullerenes by means of the nuclear magnetic resonance of the noble gas atom.

Schematic illustration of bonding and antibonding orbitals (see text)
Bonding in XeF
2
according to the 3-center-4-electron bond model

Noble gas compounds such as xenon difluoride (XeF
2
) are considered to be hypervalent because they violate the octet rule. Bonding in such compounds can be explained using a three-center four-electron bond model. This model, first proposed in 1951, considers bonding of three collinear atoms. For example, bonding in XeF
2
is described by a set of three molecular orbitals (MOs) derived from p-orbitals on each atom. Bonding results from the combination of a filled p-orbital from Xe with one half-filled p-orbital from each F atom, resulting in a filled bonding orbital, a filled non-bonding orbital, and an empty antibonding orbital. The highest occupied molecular orbital is localized on the two terminal atoms. This represents a localization of charge that is facilitated by the high electronegativity of fluorine.

The chemistry of the heavier noble gases, krypton and xenon, are well established. The chemistry of the lighter ones, argon and helium, is still at an early stage, while a neon compound is yet to be identified.

Occurrence and production

The abundances of the noble gases in the universe decrease as their atomic numbers increase. Helium is the most common element in the universe after hydrogen, with a mass fraction of about 24%. Most of the helium in the universe was formed during Big Bang nucleosynthesis, but the amount of helium is steadily increasing due to the fusion of hydrogen in stellar nucleosynthesis (and, to a very slight degree, the alpha decay of heavy elements). Abundances on Earth follow different trends; for example, helium is only the third most abundant noble gas in the atmosphere. The reason is that there is no primordial helium in the atmosphere; due to the small mass of the atom, helium cannot be retained by the Earth's gravitational field. Helium on Earth comes from the alpha decay of heavy elements such as uranium and thorium found in the Earth's crust, and tends to accumulate in natural gas deposits. The abundance of argon, on the other hand, is increased as a result of the beta decay of potassium-40, also found in the Earth's crust, to form argon-40, which is the most abundant isotope of argon on Earth despite being relatively rare in the Solar System. This process is the basis for the potassium-argon dating method. Xenon has an unexpectedly low abundance in the atmosphere, in what has been called the missing xenon problem; one theory is that the missing xenon may be trapped in minerals inside the Earth's crust. After the discovery of xenon dioxide, research showed that Xe can substitute for Si in quartz. Radon is formed in the lithosphere by the alpha decay of radium. It can seep into buildings through cracks in their foundation and accumulate in areas that are not well ventilated. Due to its high radioactivity, radon presents a significant health hazard; it is implicated in an estimated 21,000 lung cancer deaths per year in the United States alone. Oganesson does not occur in nature and is instead created manually by scientists.

Abundance Helium Neon Argon Krypton Xenon Radon
Solar System (for each atom of silicon) 2343 2.148 0.1025 5.515 × 10−5 5.391 × 10−6
Earth's atmosphere (volume fraction in ppm) 5.20 18.20 9340.00 1.10 0.09 (0.06–18) × 10−19
Igneous rock (mass fraction in ppm) 3 × 10−3 7 × 10−5 4 × 10−2 1.7 × 10−10
Gas 2004 price (USD/m3)
Helium (industrial grade) 4.20–4.90
Helium (laboratory grade) 22.30–44.90
Argon 2.70–8.50
Neon 60–120
Krypton 400–500
Xenon 4000–5000

For large-scale use, helium is extracted by fractional distillation from natural gas, which can contain up to 7% helium.

Neon, argon, krypton, and xenon are obtained from air using the methods of liquefaction of gases, to convert elements to a liquid state, and fractional distillation, to separate mixtures into component parts. Helium is typically produced by separating it from natural gas, and radon is isolated from the radioactive decay of radium compounds. The prices of the noble gases are influenced by their natural abundance, with argon being the cheapest and xenon the most expensive. As an example, the adjacent table lists the 2004 prices in the United States for laboratory quantities of each gas.

Applications

A large solid cylinder with a hole in its center and a rail attached to its side.
Liquid helium is used to cool superconducting magnets in modern MRI scanners

Noble gases have very low boiling and melting points, which makes them useful as cryogenic refrigerants. In particular, liquid helium, which boils at 4.2 K (−268.95 °C; −452.11 °F), is used for superconducting magnets, such as those needed in nuclear magnetic resonance imaging and nuclear magnetic resonance. Liquid neon, although it does not reach temperatures as low as liquid helium, also finds use in cryogenics because it has over 40 times more refrigerating capacity than liquid helium and over three times more than liquid hydrogen.

Helium is used as a component of breathing gases to replace nitrogen, due its low solubility in fluids, especially in lipids. Gases are absorbed by the blood and body tissues when under pressure like in scuba diving, which causes an anesthetic effect known as nitrogen narcosis. Due to its reduced solubility, little helium is taken into cell membranes, and when helium is used to replace part of the breathing mixtures, such as in trimix or heliox, a decrease in the narcotic effect of the gas at depth is obtained. Helium's reduced solubility offers further advantages for the condition known as decompression sickness, or the bends. The reduced amount of dissolved gas in the body means that fewer gas bubbles form during the decrease in pressure of the ascent. Another noble gas, argon, is considered the best option for use as a drysuit inflation gas for scuba diving. Helium is also used as filling gas in nuclear fuel rods for nuclear reactors.

Cigar-shaped blimp with "Good Year" written on its side.
Goodyear Blimp

Since the Hindenburg disaster in 1937, helium has replaced hydrogen as a lifting gas in blimps and balloons due to its lightness and incombustibility, despite an 8.6% decrease in buoyancy.

In many applications, the noble gases are used to provide an inert atmosphere. Argon is used in the synthesis of air-sensitive compounds that are sensitive to nitrogen. Solid argon is also used for the study of very unstable compounds, such as reactive intermediates, by trapping them in an inert matrix at very low temperatures. Helium is used as the carrier medium in gas chromatography, as a filler gas for thermometers, and in devices for measuring radiation, such as the Geiger counter and the bubble chamber. Helium and argon are both commonly used to shield welding arcs and the surrounding base metal from the atmosphere during welding and cutting, as well as in other metallurgical processes and in the production of silicon for the semiconductor industry.

Elongated glass sphere with two metal rod electrodes inside, facing each other. One electrode is blunt and another is sharpened.
15,000-watt xenon short-arc lamp used in IMAX projectors

Noble gases are commonly used in lighting because of their lack of chemical reactivity. Argon, mixed with nitrogen, is used as a filler gas for incandescent light bulbs. Krypton is used in high-performance light bulbs, which have higher color temperatures and greater efficiency, because it reduces the rate of evaporation of the filament more than argon; halogen lamps, in particular, use krypton mixed with small amounts of compounds of iodine or bromine. The noble gases glow in distinctive colors when used inside gas-discharge lamps, such as "neon lights". These lights are called after neon but often contain other gases and phosphors, which add various hues to the orange-red color of neon. Xenon is commonly used in xenon arc lamps, which, due to their nearly continuous spectrum that resembles daylight, find application in film projectors and as automobile headlamps.

The noble gases are used in excimer lasers, which are based on short-lived electronically excited molecules known as excimers. The excimers used for lasers may be noble gas dimers such as Ar2, Kr2 or Xe2, or more commonly, the noble gas is combined with a halogen in excimers such as ArF, KrF, XeF, or XeCl. These lasers produce ultraviolet light, which, due to its short wavelength (193 nm for ArF and 248 nm for KrF), allows for high-precision imaging. Excimer lasers have many industrial, medical, and scientific applications. They are used for microlithography and microfabrication, which are essential for integrated circuit manufacture, and for laser surgery, including laser angioplasty and eye surgery.

Some noble gases have direct application in medicine. Helium is sometimes used to improve the ease of breathing of asthma sufferers. Xenon is used as an anesthetic because of its high solubility in lipids, which makes it more potent than the usual nitrous oxide, and because it is readily eliminated from the body, resulting in faster recovery. Xenon finds application in medical imaging of the lungs through hyperpolarized MRI. Radon, which is highly radioactive and is only available in minute amounts, is used in radiotherapy.

Noble gases, particularly xenon, are predominantly used in ion engines due to their inertness. Since ion engines are not driven by chemical reactions, chemically inert fuels are desired to prevent unwanted reaction between the fuel and anything else on the engine.

Oganesson is too unstable to work with and has no known application other than research.

Discharge color

Colors and spectra (bottom row) of electric discharge in noble gases; only the second row represents pure gases.
Glass tube shining violet light with a wire wound over it Glass tube shining orange light with a wire wound over it Glass tube shining purple light with a wire wound over it Glass tube shining white light with a wire wound over it Glass tube shining blue light with a wire wound over it
Glass tube shining light red Glass tube shining reddish-orange Glass tube shining purple Glass tube shining bluish-white Glass tube shining bluish-violet
Illuminated light red gas discharge tubes shaped as letters H and e Illuminated orange gas discharge tubes shaped as letters N and e Illuminated light blue gas discharge tubes shaped as letters A and r Illuminated white gas discharge tubes shaped as letters K and r Illuminated violet gas discharge tubes shaped as letters X and e
Helium line spectrum Neon line spectrum Argon line spectrum Krypton line spectrum Xenon line spectrum
Helium Neon Argon Krypton Xenon

The color of gas discharge emission depends on several factors, including the following:

  • discharge parameters (local value of current density and electric field, temperature, etc. – note the color variation along the discharge in the top row);
  • gas purity (even small fraction of certain gases can affect color);
  • material of the discharge tube envelope – note suppression of the UV and blue components in the bottom-row tubes made of thick household glass.

Gay–straight alliance

From Wikipedia, the free encyclopedia
 
Gay–Straight Alliance
GSA
AbbreviationGSA
NicknameGender–Sexuality Alliance
TypeStudent club
Legal statusIn the US, the right of students to form a GSA at school is protected by the Constitution and by the judiciary.
PurposeProvide a supportive environment for LGBT youth and straight allies
Location
  • United States, Canada, the United Kingdom, New Zealand, Mexico, Europe, India, Hong Kong and Australia
Parent organization
GLSEN

A Gay–Straight Alliance, Gender-Sexuality Alliance (GSA) or Queer–Straight Alliance (QSA) is a student-led or community-based organisation, found in middle schools, high schools, colleges, and universities. These are primarily in the United States and Canada. Gay–straight alliance is intended to provide a safe and supportive environment for lesbian, gay, bisexual, transgender, and all (LGBTQ+) children, teenagers, and youth as well as their cisgender heterosexual allies. In middle schools and high schools, GSAs are overseen by a responsible teacher. The first GSAs were established in the 1980s. Scientific studies show that GSAs have positive academic, health, and social impacts on schoolchildren of a minority sexual orientation and/or gender identity. Numerous judicial decisions in United States federal and state court jurisdictions have upheld the establishment of GSAs in schools, and the right to use that name for them.

Terminology

I hella love the GSA
  • ally – In the context of the founding in 1988, an ally is a cisgender, heterosexual person who supports equal rights for gay people and challenges homophobia. The meaning later expanded to include rights for all LGBTQ+ individuals, orientations, and gender identities.
  • Gay–Straight Alliance – name proposed by Meredith Sterling for the original club in 1988. Sometimes with slash instead of dash.
  • Gay Straight Alliance – in title case, and without hyphen on the founder website.
  • gay–straight alliances – in lowercase, a generalized term for any club of this nature
  • Gay–Straight Alliance Network (GSA Network) – an organization founded in California in 1998 to support and promote GSAs.
  • gender–sexuality alliance – updated name for gay–straight alliance, the old name appearing "too binary" for a later generation
  • Genders & Sexualities Alliance Network – new name (2016) for the Gay–Straight Alliance Network
  • Gay, Lesbian & Straight Education Network (GLSEN) – organization founded in 1990 in Boston
  • GSA – originally, designated a gay–straight alliance club, later, a gender–sexuality alliance club
  • QSA – is used for more inclusive use, as the community is more than 'Gay', the use of Queer being used allows other students that may fit the queer definition, like transgender or bisexual students, to be represented in these support groups.
  • Sexuality And Gender Acceptance/Awareness/Alliance/Association (SAGA) – unspecific general term, used as an alternative to both LGBT and GSA.

History

Gay–Straight Alliance at Concord

The first gay–straight alliance was formed in November 1988 at Concord Academy in Concord, Massachusetts, when Kevin Jennings, a history teacher at the school who had just come out as gay, was approached by Meredith Sterling, a student at the school who was straight, but was upset by the treatment of gay students and others. Jennings recruited some other teachers at the school, thus forming the first gay–straight alliance. One of the first to join was Sterling's classmate S. Bear Bergman. Jennings credits students for both the establishment of the club, as well as for setting the agenda of struggling against homophobia, and for changes to CA's nondiscrimination policy. Jennings would go on to co-found the Gay, Lesbian & Straight Education Network (GLSEN) in Boston in 1990.

According to a thirty-year retrospective about the history of the group, Concord Academy reported in 2018 that students at the academy had renamed the group "a few years ago" to "Gender Sexuality Alliance". Faculty mentor Nancy Boutilier said, "That gay–straight language was really important at the time. Times change, though. To students today, that sounds so binary."

GSA at Phillips Academy

A few months after Concord started the first Gay Straight Alliance club, another Massachusetts preparatory school north of Boston, Phillips Academy, started one of their own. It began with a meeting called by Phillips student Sharon Tentarelli for February 7, 1989, with little advance notice. A dozen people attended, including a mix of student, teachers, and staff. This was the second such group, after Concord Academy. The group was well-received, and some staff and faculty became supporters, both gay, and straight. Athletic director Kathy Henderson was one of the supporters, and she later went on to co-found the GLSEN two years later, along with Kevin Jennings of Concord Academy.

GSA Network

The GSA Network is an LGBT rights organization was founded in 1998 by Carolyn Laub to empower youth activists to start GSA clubs in their respective schools to motivate and inspire fellow students to fight against homophobia and transphobia. Laub initially started working with this movement in 40 GSA clubs in the San Francisco Bay area during 1988–99 and then gradually expanded to other cities and states. By 2001, The GSA Network became a statewide organization having branches in other schools in different parts of the state. In the year 2005, it began operating programs nationally. The year 2008 saw the GSA network become incorporated as its own independent 501(c)3 non-profit organization. Prior to that, it was a fiscally sponsored project of The Tides Center. In 2015, the network hired two long time staff to serve as Co-Executive Directors to replace outgoing founder and Executive Director Carolyn Laub. In 2016, the Gay–Straight Alliance Network formally changed its name to Genders & Sexualities Alliance Network and continues to network organizations representing over 4000 GSA clubs across the nation.

The GSA Network organization is based in Oakland and has regional offices in Los Angeles, Fresno, Chicago, and Atlanta.

Goal

The goal of most gay–straight alliances is to make their school community safe, facilitate activism on campus, and create a welcoming environment for LGBT students. They are part of the LGBT student movement and participate in national campaigns to raise awareness, such as the Day of Silence, National Coming Out Day, No Name Calling Week, Transgender Day of Remembrance, Harvey Milk Day, GSA day or locally organized campaigns, such as Take It Back: Anti-Slur Campaign, Beyond the Binary, LGBTQ-Inclusive Curriculum and others. Many GSAs work with local chapters of the Gay, Lesbian and Straight Education Network (GLSEN) or Gay–Straight Alliance Network, a national organization supporting youth leadership. The registered number of GSAs with GLSEN is over 4,000, as of 2008. In California, there are over 900 GSAs registered with GSA Network, representing over half of California's high schools. Over half the states in the United States have one or more statewide groups that work with GSAs. Many of these state based groups and local chapters of GLSEN participate in the National Association of GSA Networks. GSA Networks have been formed to help local area students to network and connect to local resources, provide training for youth leaders, and sponsor local GSA efforts.

The inclusion of cisgender heterosexual allies in the missions of these groups "is an important distinguishing factor from early support groups for LGBT teens, and recognizes the need for a comprehensive approach to youth safety," and attempts to build a network of support for non-heterosexual and transgender teens, as well as raising awareness of homophobia and heterosexism.

Impact

Outcomes

Social

LGBT students routinely experience harassment in their schools however, GSAs and other support clubs have been found to provide social support for LGBT students. Students have reported hearing homophobic remarks from both students and instructors in their schools. In addition, the more harassment students reported, the more likely the student also reported higher levels of depression and lower self-esteem. However, LGBT students attending a school with an active support club reported hearing less homophobic expressions and experienced less victimization than LGBT students attending a school without a GSA or support club. In addition, LGBT students with a GSA in their high school reported more positive outcomes when it came to high school belonging and school victimization.

In addition to the mere presence of a GSA on campus, level of participation in a GSA has also been linked to the amount of social support reported by LGBT students. A 2011 study by Toomey, Ryan, Diaz and Russell (2011) found that the presence of a GSA, participation in a GSA, and perceived effectiveness of a GSA were each individually associated with youth's well-being. In certain cases, research showed these three factors protected youth's well-being against victimization. Furthermore, youths who participated in a GSA reported lower levels of depression and higher self-esteem.

GSAs are important not only at the individual level, but also to promote the education of LGBT issues to school populations. GSA's have been found to promote social activism. Researchers have argued that GSAs are a grassroots student initiated form of activism. The same researchers claimed that GSAs are important to challenge the status quo, confront discrimination, and reconceptualize gender.

Academic

LGBT youths in schools across the US are subject to serious obstacles that may impact their ability to perform in school. A 2011 study found that two thirds of LGBT students reported feeling unsafe at school. Some students felt so unsafe that they reported missing school due to safety concerns. The same study found that the GPA of LGBT children was, on average, half a grade lower than straight. This may be an indicator that LGBT youth face different barriers to education than straight youth.

LGBT youth's school experience may impact their life decisions. LGBT youth in high school were less likely to report that they wanted to pursue further education than straight youth. These findings suggest that LGBT youths' negative experiences in primary education relate to their decision not to continue on in the education system. This then robs LGBT youth of all of the opportunities that advanced education offers.

However, an active GSA on a high school campus has been associated with better academic outcomes for LGBT students. LGBT youth attending schools with an active GSA were less likely to report feeling unsafe at school and were less likely to miss school due to a threat to their safety. Additionally, LGBT youths who had an active GSA at their high school reported higher educational attainment than LGBT youth who did not have a GSA on their high school campus.

Health

GSAs/QSAs are associated with better mental health outcomes, such as less depression less general psychological distress and higher self-esteem than students without a GSA at their high school. The positive impacts of GSAs/QSAs in students' lives include: increase in school attendance and attachment to the school, sense of empowerment and hope, new friendships, reduction in stress and isolation, increase in confidence and sense of pride. Students in schools that had an active GSA also reported less truancy). LGBT students with a support club in their school also reported lower levels of victimization and suicide attempts in comparison to schools without a support group).

GSAs have also been associated with other reduced health risk factors. LGBT students with a GSA in their high school reported more positive outcomes when it came to alcohol use and problems related to alcohol use. LGBT students with support groups in their schools reported half as much dating violence and less casual sex. Students with an active GSA in their high school were also less likely to be threatened or injured at school in comparison to students without an active GSA.

Impact on students

GSAs are associated with benefits for LGBT students while they are attending school and beyond. The next important step is to understand why GSAs are associated with these benefits. One qualitative study found that the most beneficial aspect of a GSA was that it provides direct support to LGBTQ members and helps create a support network for LGBT students by connecting them. Another qualitative study found that GSAs were beneficial to LGBTQ students because they act as a protective factor for LGBT students' educational and social experience in school. The study further explained that GSAs provided LGBT students with a sense of identity within their school, improved their self-esteem, and even provided students with courage and support to come out to their families and peers.

One study investigated some of the possible factors within GSAs to discover which specific components of GSAs were associated with which beneficial outcomes. This study found that when GSA advisors served for longer periods of time, students had better health outcomes. In addition, LGBT students who perceived they had more control over their GSA experience and LGBT students who perceived their school to be more supportive had healthier outcomes. In addition, this study reported that "students level of GSA advocacy also predicted students' sense of life purpose."

Impact after high school

The relationship between having a GSA in a high school and attitudes towards LGBT individuals does not end after high school. The mere presence of a GSA, whether or not students participated in said GSA, is related to students' attitudes toward LGBT people beyond their time in their high school. University students who reported having a GSA in their high school were more likely to report positive attitudes towards LGBT individuals while attending their university. This was true for all students except students whom were raised in the southern U.S. where having a GSA in one's high school actually correlated with less positive attitudes toward LGBT individuals.

Impact summary

GSAs are associated with positive social academic and health outcomes for LGBT students. The relationship between having a GSA in one's high school and certain positive social outcomes is known to last beyond high school, however little beyond that is known about the long lasting associations with high school GSAs. Further research should be conducted on the lasting effects if GSAs for LGBT individuals. Researchers have also claimed that GSAs are important not only to LGBT students, but also to change the school climate as a whole to be more informed and respectful of LGBT issues. It has also been claimed that GSAs are important to get students involved in social activism. Researchers should investigate the relationship between having a GSA in a high school the school's social climate. Due to the positive associations between GSAs and student outcomes, school faculty including school psychologists and counselors should become social justice advocates for LGBTQ students by supporting GSAs on their campuses.

Accomplishments

The various accomplishments since the founding of the GSAs include:

  • GSAs have played a great leadership role in the grassroots by organizing the passage of many ground-breaking, statewide legislations, like the AB 537: The California Student Safety and Violence Prevention Act of 2000 which prohibits discrimination on the basis of sexual orientation and gender identity.
  • It has achieved a critical victory as the plaintiff in the first lawsuit filed under AB 537; which was a three-year settlement agreement which required the Visalia schools to enact sweeping reforms including mandatory teacher and student trainings that would be supportive to LGBT students.
  • It also helped to pass 11 key laws to protect LGBT youth and create safer school environment.
  • They also launched the National Association of GSA Networks in 2005 to unite statewide organizations to support GSAs and to accelerate the growth and impact of the GSA movement nationwide. To date, there are 40 states which have joined the National Association in the United States of America alone.

History in the United States

Described as "perhaps the most important precursor of the GSA movement," Los Angeles' Project 10 is seen as the start of the GSA movement. Founded in 1984, Project 10 was widely recognised as the first organised effort to provide support for LGBTQ youth in schools across the United States. The majority of its facilitators were heterosexual, and was named after the commonly-held statistic that 10 per cent of the adult male population is "exclusively homosexual". Project 10 focused on issues such as substance use, and discussing issues of high-risk sexual behavior.

The first GSA was started in 1988, in Concord, Massachusetts at Concord Academy by Kevin Jennings. The first public school gay–straight alliance was started at Newton South High School (Newton, Massachusetts) by teacher Robert Parlin. GSAs made headlines in 1999 with the Federal Court ruling in Utah–East High Gay/Straight Alliance v. Board of Education of Salt Lake City School District. This ruling found that denying access to a school-based gay–straight alliance was a violation of the Federal Equal Access Act giving students the right to use facilities for extra curricular activities at any school that receives public funding—regardless of private standing or religious affiliation.

On January 24, 2012, the United States Secretary of Education, Arne Duncan, released a video on YouTube commemorating GSA Day and endorsing GSA clubs in schools.

Inclusivity

Approximately 28 per cent of participants at GSA Network identify as heterosexual.

Opposition

Some students face opposition from school administrations, elected school boards, or local communities in starting a school GSA.

In 2015, students at Brandon High School in Rankin County, Mississippi, attempted to start a GSA, but the school board met and publicly stated they wanted to prevent the formation of "gay clubs" in the school district. They then created a policy requiring parents to provide written permission before a student can join any club. Students then protested with support from the ACLU.

Students at West Carteret High School in Morehead City, North Carolina tried to start a GSA but the Carteret County Board of Education turned it down. In 1999, the Orange Unified School District in Orange County, California moved to prohibit the formation of a GSA at El Modena High School. The students then sued the school board, claiming that their rights under the First Amendment and the 1984 Equal Access Act had been violated. In the first-ever ruling of its kind, Judge David O. Carter of the United States District Court for the Central District of California issued a preliminary injunction ordering the school to allow the GSA to meet.

The right of students to establish a GSA at school is guaranteed by both the First Amendment to the United States Constitution (with regard to every level of schooling) and the federal Equal Access Act (with regard to secondary schools as long as other student clubs are allowed, with the definition of secondary school for purposes of the federal law including middle schools and high schools).

GSAs cannot be banned if other non-curricular student clubs are allowed to exist at the school. The Federal Equal Access Act and the First Amendment of the US Constitution establish the requirement of equal treatment for all non-curriculum related clubs regardless of the content of speech at the club meetings.

Case law

In the United States, the right of students to establish a GSA at school is guaranteed by both the First Amendment to the United States Constitution (with regard to every level of schooling) and the federal Equal Access Act (with regard to secondary schools where other student clubs are allowed, with the definition of secondary school for purposes of the federal law including middle schools and high schools). Since 1998, there have been at least 17 federal court cases in which high school and middle school students have conclusively prevailed in defending the free exercise of their civil rights on this issue, with federal courts consistently ruling that students have both a right to establish a GSA at school and to use the name Gay–Straight Alliance instead of an alternative name. In 2000, the United States District Court for the Central District of California ruled in favor of high school students whose attempt to form a GSA had been blocked by the school board, in the case of Colin v. Orange Unified School District. In 2009, the United States District Court for the Middle District of Florida ruled in favor of high school students whose attempt to form a GSA had been blocked by the school board, in the case of Gay–Straight Alliance of Yulee High School v. School Board of Nassau County, with the federal court also ruling that the school must allow the students to use the name Gay–Straight Alliance instead of an alternative name that excludes the term Gay. In 2016, the United States Court of Appeals for the Eleventh Circuit unanimously ruled in favor of middle school students whose attempt to form a GSA had been blocked by the school board, in the case of Carver Middle School Gay–Straight Alliance v. School Board of Lake County, Florida.

History outside the United States

Worldwide, gay–straight alliances are not as common as the organizations are in the United States, but are beginning to spread, particularly in Canada.

Australia

As of July 2020, as reported by the media Star Observer, Australia has one gay–straight alliance set up within the Melbourne Grammar School. However, the United Kingdom, New Zealand, Canada and some parts of the United States have had gay–straight alliances within schools for decades.

In Australia, the group Safe Schools Coalition Victoria piloted a system of reducing homophobia though teacher training and student groups that promote inclusion of LGBT young people, which ran from 2014-2017. Started by The Foundation for Young Australians and Gay and Lesbian Health Victoria, along with La Trobe University, the program was expanded to run Australia wide. The program was supported by Beyondblue, Headspace, the University of Canberra, Macquarie University, University of Western Sydney, Curtin University, various family planning and HIV prevention groups, government bodies and Uniting Church organizations.

Bulgaria

In 2016, Bulgaria became the first country in the Balkans to open a gay–straight alliance in Sofia American College.

Canada

As Canada has two official languages, LGBT student clubs may be referred to as gay–straight alliances (GSA), queer-straight alliances (QSA), alliance allosexuelle-hétérosexuelle (AAH), or alliance gaie-hétéro (AGH).

In May 2010 Egale Canada launched MyGSA.ca, a website focused on GSAs and their role in making Canadian schools safer and more LGBTQ inclusive. Their website includes educational resources for GSAs and information about available bursaries and funding. While MyGSA previously included a directory of registered Canadian GSA, this feature is no longer available on their website. Prior to closing the public directory, more than 283 GSAs had registered with the website.

Currently there are no federal laws in Canada regarding GSAs. Any laws are specific to each province or territory.

British Columbia

The first GSA in Canada was started in 1998 at Pinetree Secondary School in Coquitlam, British Columbia. The start of the Pinetree GSA garnered national media attention, and its members continued to play a role in public affairs by meeting with successive provincial Ministers of Education, testifying before the B.C. Safe Schools Task Force on anti-bullying, and delivering workshops to students and educators about LGBT-sensitive inclusive language and how to start GSAs. In early 2002, the Pinetree GSA held the first Pride Day at a high school in Canada. The Pride Day included an information fair with booths from various local LGBT organizations, PrideTalk workshops delivered in numerous classes, and an assembly with a talk on transgender rights and a performance by G.L.A.S.S., a local LGBT youth choir.

As of 2011, 41% of schools in British Columbia were reported to have a GSA.

Alberta

The first GSA in Alberta was started in 2000 at the Lindsay Thurber Comprehensive High School in Red Deer. While members initially feared backlash, there was little-to-no negative reaction to the club.

In 2011, the Edmonton public school board introduced a policy which mandates that all school principals must establish a GSA if asked for one by students. The same year, the school board assigned a district consultant to provide support for GSAs within the city and host a monthly meeting for GSA members to network.

In 2017, the NDP government of Alberta introduced Bill 24, the Act to Support Gay–Straight Alliances, which mandated that all schools within the province allow student to create a GSA, allow them to explicitly name it a gay–straight alliance or queer-straight alliance, and prohibits school officials from notifying parents if their child joined a GSA. Schools that do not comply with the bill's requirement are subject to lose government funding. Following the release of the bill, there was disapproval from some politicians and parents. In April 2018, the Justice Centre for Constitutional Freedoms (JCCF) filed a Court of Queen's Bench challenge application claiming that prohibiting school officials from notifying parents when their child joins a GSA violates their constitutional rights.

The New Democratic Party of Alberta filibustered for changes to the Bill 8 (The Education Amendment Act) since the United Conservative Party (UCP) defeated all amendments that would protect LGBTQ teachers and staff over their sexual orientation and gender identity. The UCP have removed protections that were in the 2017 Bill 24, Bill 8 allows for students to be outed by school teachers, administration or staff if a student asks for there to be a GSA or QSA. Albertan schools are no longer compelled to act in an urgent manner in the student's request for a GSA or QSA, allowing the school to take as much time as desired without facing penalties that were in Bill 24.

Saskatchewan

In Saskatchewan, Carlton Comprehensive High School houses one of the first GSA movements in the city of Prince Albert. The first GSA in the city of Saskatoon first met on March 18, 2003, at Mount Royal Collegiate. Since then, GSAs have been established at Nutana, Walter Murray, Evan Hardy, Marion Graham, Bedford Road and Aden Bowman Collegiates. The city of North Battleford Saskatchewan, had their first GSA in 2004 at Sakewew High School, a First Nations school.

Saskatchewan's first GSA summit took place on April 15, 2016, in Saskatoon.

Manitoba

In 2013, the Manitoba government introduced Bill 18, The Public Schools Amendment Act (Safe and Inclusive Schools). This act required school board to accommodate all student requests to form GSAs.

Ontario

The first elementary school GSA in Ontario was started in 2008 at the Sunnyside Public School in Kitchener.

In Ontario, Arnprior District High school, a small rural Ottawa Valley town started a GSA created by the students in 2009. This GSA won one of three Jer's Vision "Youth Role Model of The Year" awards in April 2009. The next year a GSA was founded by students in 2010 at Renfrew Collegiate Institute in the town of Renfrew.

In December 2011, the government of the most populous Canadian province, Ontario, announced it would bring a legislation making it mandatory for all publicly funded schools to support the formation of "tolerance clubs" and student associations. Gay–straight clubs were to be specifically mentioned in that act. The main focus of that Bill 14 would be to counterattack bullying of students, particularly those of a racial or sexual minority.

Beyond a school group the Toronto District School Board has been committed to an unwritten alliance with their students. In addition to co-hosting the OUTShine GSA National Summit in 2013, they funded the Triangle Program at OASIS Alternative School, designed for gay, lesbian, bisexual and transgender students who are at risk of dropping out or committing self-harm because of harassment in regular schools.

As of 2011, 37% of schools in Ontario were reported to have a GSA.

Quebec

New Brunswick

In 2008, the non-profit organization Pride in Education was founded to protect the safety and wellbeing of LGBT students in New Brunswick. In 2010, they held the first annual Pride in Education GSA Conference for students and teachers interested in creating GSAs.

The first GSA in New Brunswick was founded in 2013 at Woodstock High School following the suggestion of Svend Robinson.

Prince Edward Island

The University of Prince Edward Island's Social Justice Studies program founded shOUT!, an annual conference aimed as GSAs but open to the public, in 2013.

Nova Scotia

In 1998, The Youth Project, a non-profit focused on LGBT youth in Nova Scotia, received funding from Health Canada to increase education about LGBT in schools. Through this initiative, the organization was able to found the first GSA in Nova Scotia at Millwood High School. The Youth Project currently hosts a list of all GSAs in the province on their website.

Newfoundland and Labrador

The first GSA conference in Newfoundland and Labrador was held at Corner Brook Regional High in 2013.

Yukon

While the Yukon Department of Education does not have specific legislation regarding GSA, it does have a policy which mandates safety and inclusion for LGBT students which has been used in the justification for GSAs. Additionally, the territory mandates that all schools must appoint a staff member as a "safe contact" to provide support for LGBT students.

In 2013, a group of student requested to start a GSA at Vanier Catholic Secondary in Whitehorse. The school initially denied this request as it conflicted with the school's Catholic, anti-gay policies. Students of the school protested the denial by wearing pink shirts and holding a sit-in at the Yukon legislative building and wearing rainbow socks to their graduation ceremony. Following the protests, the Yukon Department of Education overturned the school's policy regarding GSAs as it did not meet the mandates outlines in the department's Sexual Orientation and Gender Identity Policy.

Northwest Territories

Nunavut

The only GSA in Nunavut is at Inuksuk High School in Iqaluit.

Hong Kong

In 2008, students at The University of Hong Kong founded Queer Straight Alliance (QSA), a registered society under Hong Kong laws. For several years it was the only GSA in the city, and it serves students in all campuses through social activities, career support and advocacy. In more recent years, university students in the city have formed other student LGBT groups. However, GSA efforts in secondary schools remain limited, if any.

India

The first GSA in India was started in Tagore International School in New Delhi in 2014 by a group of students and their mentor Shivanee Sen who had formed a pro-LGBT group initiative known as 'Breaking Barriers' which was the first student-led campaign in India to address LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) issues. This group was first inspired to care and focus on the lives of oppressed students and hijras, a community of transgender women, intersex individuals, and eunuchs in India who are marginalized both socially and economically.

At Presidency University, Kolkata, around 100 students have formed a GSA group called Ardhek Akash, which also produces a magazine of the same name. In recent months the group has formed new chapters at Jadavpur University and St. Xavier's College—also in Calcutta—and is looking to expand further.

Mexico

The first GSA in Mexico was begun by a group of students in 2004 at the American School Foundation, a private American school in Mexico City. The GSA was initially opposed by several school board members and a small group of religious conservative parents. But the students eventually won and formed the student club. The GSA's co-advisor, Ian K. Macgillivray, wrote several articles detailing his students' experiences, as well as the book, Gay–Straight Alliances: A Handbook for Students, Educators, and Parents (2007, Harrington Park Press).

Netherlands

The first GSAs in the Netherlands were started in 2009. At the beginning of 2011, a nationwide campaign was started on television to promote GSAs in Dutch schools, featuring several well-known young actors and singers. A number of GSAs already exist in a wide variety of Dutch schools throughout the country, most of them at the university level, but increasingly popular on secondary school level.

New Zealand

Nelson College, the Nelson College for Girls, Nayland College and other schools have had GSAs set up, often with the support of youth mental health bodies. Kira Byrne, a GSA leader at Nelson College for Girls, says that the legalization of same-sex marriage in New Zealand in 2013 created shifts in attitudes towards LGBT people in New Zealand, but that boys at Nelson College were afraid to go to the GSA there because "other boys would wait outside to beat up anyone that came out."

Portugal

Inspired by the gay–straight alliance model, ILGA Portugal released the project Aliança da Diversidade (ADD), in English "Diversity Alliance", aimed to promote the creation of secondary level student groups (and teachers) from the north of the country.

This aimed to make Portuguese schools safer and more inclusive for everyone regardless of their sexual orientation, gender identity or expression or sex characteristics, the integration of lesbian, gay, bisexual, trans and intersex (LGBTI) students, and the eradication of homo, trans and biphobia, intersexism and gender expression based prejudice and discrimination in the school context, always promoting citizenship, human rights and gender equality.

The project was co-financed by the Programa Operacional de Inclusão Social e Emprego, Portugal 2020 and the European Social Fund.

As a complementary initiative to ADD, the Estudo Nacional sobre o Ambiente Escolar (ENAE), Portuguese for the "National School Environment Study", was launched to collect the experiences of LGBTI or questioning young people. According to Telmo Fernandes, ADD project coordinator, the responses confirmed the persistence of isolation and discrimination, reinforcing the urgency of the change that was intended with the project.

Alianças da Diversidade were created in various schools around the country, such as in Ovar municipality, Ramada parish and in the city of Ermesinde.

The initiative started in mid-2017, formally ending in February 2019, but the maintenance of the groups created so far, as well as the creation of new ones with the same objective could continue independently.

United Kingdom

In the UK, there has always been more of an emphasis on stand alone lesbian and gay youth groups that take place outside of the school setting, often funded by the local health authority or education service. The first GSA in the UK was founded in 2000 by CN Lester at Putney High School GDST, and led in part to the formation of Queer Youth Network. The second GSA in the UK was started in 2010 at Shimna Integrated College in Northern Ireland. Another GSA started in 2012 by Copland Community school in Wembley. The setting up of the club has subsequently resulted in the school being known for "tackling homophobic prejudice". Acland Burghley school in Camden set up a gay–straight alliance in 2012 called Connected.

Inequality (mathematics)

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