Dr Aayush Saxena

Abstract:

Low radio frequency surveys are important for testing unified models of radio-loud quasars and radio galaxies. Intrinsically similar sources that are randomly oriented on the sky will have different projected linear sizes. Measuring the projected linear sizes of these sources provides an indication of their orientation. Steep-spectrum isotropic radio emission allows for orientation-free sample selection at low radio frequencies. We use a new radio survey of the Boötes field at 150 MHz made with the Low-Frequency Array (LOFAR) to select a sample of radio sources. We identify 60 radio sources with powers P > 10^25.5  W Hz^−1, at 150 MHz using cross-matched multiwavelength information from the AGN and Galaxy Evolution Survey, which provides spectroscopic redshifts and photometric identification of 16 quasars and 44 radio galaxies. When considering the radio spectral slope only, we find that radio sources with steep spectra have projected linear sizes that are on average 4.4 ± 1.4 larger than those with flat spectra. The projected linear sizes of radio galaxies are on average 3.1 ± 1.0 larger than those of quasars (2.0 ± 0.3 after correcting for redshift evolution). Combining these results with three previous surveys, we find that the projected linear sizes of radio galaxies and quasars depend on redshift but not on power. The projected linear size ratio does not correlate with either parameter. The LOFAR data are consistent within the uncertainties with theoretical predictions of the correlation between the quasar fraction and linear size ratio, based on an orientation-based unification scheme.

Abstract:

More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people's social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers' attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields.