Marieta Valdivia Lefort

The protection of Dark and Quiet Skies (D&QS) has become an urgent concern due to increasing levels of ground-based light pollution (LP) and the rapid deployment of satellites, which have introduced significant new sources of orbital LP and radio frequency interference (RFI), affecting both astronomical observations and other services. These have prompted a growing policy response, with regulatory instruments emerging to protect D&QS from both terrestrial and space-based activities.,This article examines various regulatory approaches adopted to address the impacts of LP and RFI across both terrestrial and orbital environments. This paper shifts the focus from impact to governance, examining how different jurisdictions have begun to recognise LP and RFI and what measures are being used to reduce their harmful effects. The article aims to explore and map the regulatory landscape, highlight main trends, and suggest practical ways to mitigate current concerns, such as through a more coherent regulatory approach.

In recent years, the protection of dark and quiet skies (D&QS) has become an increasingly urgent concern, driven by the proliferation of artificial light at night (ALAN) and the deployment of mega-constellation satellites in low-earth orbit (LEO). This paper presents preliminary research findings from the IAU CPS Policy Hub National Analysis Team, focusing on the national policy and legal approaches to safeguarding D&QS for astronomical observations worldwide. It synthesises the key interim results with a primary focus on light pollution mitigation, outlining measures to combat light pollution and emerging regulatory trends. The study also identifies obstacles to mitigating light pollution and offers examples of national approaches for D&QS protection, along with future research prospects.

This article summarizes recent findings of the CPS Work Package 2 Working Group concerning international law and policy relevant to the protection of dark and quiet skies. It identifies existing gaps in the understanding and application of relevant international instruments, extracts lessons learned from previous analyses, and proposes future steps to address orbital light and spectrum pollution. In particular, the article emphasizes the need to use multiple approaches alongside space law, such as policy advocacy and public engagement, to diversify strategies and achieve more effective solutions.

Astronomy is critical for human development, driving technology and innovation, and creating knowledge that allows humanity to understand the universe more fully. Women, however, remain underrepresented in this field. Many women leave the field before becoming established, yet little is known about women who persist and succeed. The purpose of this study was to explore the abilities, experiences, milestones, and individuals that have contributed to women’s talent development along their trajectories in astronomy, in the specific case of Chile. In-depth interviews were conducted with five talented women in astronomy, who have developed their academic and professional careers in Chile. The results show that micro, meso, and macro levels of influence, in conjunction with different time periods, were critical for the participants’ trajectories and have impacted the direction of women’s paths. The astronomers highlight early experiences, mentor support, validation, and gendered experiences as they navigate their own insecurities and develop self-confidence. Implications for the study of talent development in female astronomers are discussed.

This article contributes to the study of the gender gap for women in STEM, by exploring the socioemotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris Self-Concept Scale, Sources of Science and Mathematics Self-Efficacy Scale, and Masculine-Feminine Inventory, based on gender and extracurricular enrichment program participation. The sample consisted of 103 Chilean students in 10th grade, identified as gifted using the Raven’s Standard Progressive Matrices. Data were analyzed using Multivariate Analysis of Variance (MANOVA), Analysis of Variance (ANOVA), and t-tests to analyze the effects of gender and enrichment program participation. Results showed that self-concept for girls is lower than for boys, and lower for girls who attended enrichment programs, compared to girls who did not attend programs. Furthermore, an interaction effect was observed between gender and enrichment program attendance on the gender stereotype subscales of masculinity and submission. Implications for enrichment programs were discussed, suggesting the need to (a) focus on girls´ self-concept, (b) decrease the risk of stereotype threat, and (c) encourage gifted girls to identify how they experience and act upon gender stereotypes.

El proceso por el cual se produce esta brecha comienza y se intensifica durante el período escolar. Durante la educación primaria y secundaria, a pesar de ser igualmente competentes en matemáticas y ciencias (HUTCHISON; LYONS; ANSARI, 2018; ^{MILLER; HALPERN, 2014}), las actitudes de las mujeres hacia estas materias son más negativas, lo que tiene un impacto significativo en sus logros académicos, decisiones posteriores relacionadas con la escuela, y en sus elecciones de carrera (ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT - OECD, 2015). En particular, la población de adolescentes con AC enfrenta procesos de elección de área de profundización académica y profesional con características únicas. Ello, debido a su precocidad intelectual, multiplicidad de potencialidades, así como de las expectativas que se producen en torno a sus proyecciones profesionales (^{JUNG; YOUNG, 2018}; ^{WATTERS; DIEZMANN, 2015}). Respecto al área de ciencia y matemática en la etapa escolar, la interacción de estas características con factores motivacionales, de autoconcepto y autoeficacia juegan un rol crítico a la hora de entender el desarrollo de vocaciones, así como el abandono de las mismas, lo que se observa más frecuentemente entre las mujeres (^{BENÖLKEN, 2019}; ^{VU et al., 2019}).

Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative project that analyzed 12 Chilean gifted students’ lived experiences in regular classrooms by exploring the factors that foster and hinder their learning through the use of photos, focus groups, and interviews. The results showed students’ discontent with the national curriculum and teaching practices related to rigidity, lack of meaning, and unchallenging assessments. Nevertheless, positive experiences were reported related to teaching strategies, especially when they add novelty and move away from traditional approaches. Waiting experiences were common, but were often seen by students as opportunities for creative production. Methods for engaging gifted students in their learning are highlighted.