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The world cup debutants determined to prove nothing is impossible

    When the 2026 FIFA World Cup kicks off on June 11 in Mexico City, it will set in motion a flurry of historic firsts.

    A newly expanded 48-team tournament, three countries: the US, Canada and Mexico as hosts and we’ll also get to see four debutants in the shape of Curaçao, Jordan, Uzbekistan and Cape Verde.

    It was in October of last year that Cape Verde, the African archipelago nation — with a population of just over half a million people — qualified for its first ever World Cup after beating Eswatini 3-0 to become the third-smallest country after Curaçao and Iceland eight years ago to make it through to football’s biggest stage.

    It was a feat made even more impressive by the fact the Blue Sharks ended up four points ahead of traditional continental powerhouse Cameroon, topping their Confederation of African Football qualifying group in the process.

    It’s no wonder the team’s head coach Pedro Leitão Brito — better known as Bubista — was beaming with pride when he dropped by the CNN studios in Atlanta recently as part of a visit to Mercedes-Benz stadium, where Cape Verde will begin their World Cup campaign on June 15 against the 2010 winners and reigning European champions, Spain.

    “We are so excited. I think the people are so excited and we’re going to do our best for our people,” Bubista — a distinguished former captain and defender on the national team — told CNN Sports.

    Bubista oversaw a truly history-making qualifying campaign. A sequence of results that included a highly impressive five straight wins, the highlight of which featured a never-to-be-forgotten 1-0 triumph over the Cameroonians in September 2025.

    But it’s October 13, 2025, that will be indelibly etched into the memory of all who witnessed Cape Verde’s historic win against Eswatini. A victory that would spark frenzied celebrations of joy in the country’s capital city Praia.

    “Our people are so excited and so happy. Our people in the world, it’s just so great for our qualification and now our people are so grateful for everything,” Bubista added.

    Cape Verde may be about to play in a first ever World Cup, but the national team is no stranger to success when it comes to competing in the Africa Cup of Nations having reached the quarterfinals in 2013 and then again, a decade later. Bubista oversaw the latter campaign but now the head coach’s focus is fully on his team’s tournament opener against Spain.

    “We know it’s a very difficult match … They have very good players. We will respect them but anything is possible. We’re going to do our best to show the world what we can do in football,” Bubista reflected.

    “We know it’s a hard game, but we have our heart and team spirit and this is important for us. Our unity is our strength,” he added.

    The Blue Sharks will arrive in the US with a talented squad including Villarreal’s Logan Costa, Paris Saint-Germain 18-year-old Fabio Domingos and 36-year-old Ryan Mendes, who is the country’s most-capped player — with more than 90 appearances for the national team — and is Cape Verde’s all-time leading goalscorer.

    And then there’s the remarkable story of the Shamrock Rovers forward Roberto “Pico” Lopes who was born in Ireland, but when it comes to international football, represents Cape Verde, currently ranked 69th in the world. 

    Lopes had always wanted to play for Ireland but when that didn’t materialize, he ended up playing for his father’shomeland after famously being recruited through a LinkedIn message from then-team head coach Rui Águas. Initially Lopes ignored the first message sent in Portuguese as spam but not the second one sent a few months later in English.

Fonte: https://edition.cnn.com/sport/cape-verde-world-cup-debutants-nothing-isimpossible-spc. Excerto. Acessado em: 07/06/2026.

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        In the Star Trek universe, the audience occasionally gets a glimpse inside schools on the planet Vulcan. Young children stand alone in “capsules” surrounded by 360-degree digital screens. Adults walk around but do not talk to the students. Instead, each child interacts only with a sophisticated artificial intelligence (AI). Although this is not the reality in today’s classrooms on Earth, there are people for whom a vision of personalized learning conducted by artificial intelligence has considerable appeal.

        Individualized learning has its place. But decades of educational research also demonstrate that learning is essentially a social endeavor. Classrooms that privilege personalized AI chatbots overlook that fact.

        Generative AI is quickly coming to classrooms. If decades ago educators worldwide promoted the benefits of “One Laptop per Child”, today we may be approaching the model “one chatbot per child.” What does educational research tell us about what this model could mean for children’s learning and well-being?

        During much of the 20th century, learning was understood as mainly as a matter of individual cognition. A misconception, if compared to today’s comprehension of what learning involves. Scientists now understand that apparently individual processes – such as building new knowledge – are actually social interactions with the world around us. In classrooms, this suggests that opportunities for daily personal interaction can strongly support brain health and academic learning.

        Therefore, it is important to understand generative AI’s real-life impact on students.

        For example: How does it feel to learn from a chatbot, day after day? How will long-term use of AI affect children’s mental health? How does AI use affect children’s relationships with each other and with their teachers? What kinds of relationships might children form with the chatbots themselves? More broadly, we could also ask: What do we, as a society, actually want children to learn?

        Good teaching and learning blends social and individual processes. I see the beneficial application of any new technology in the classroom – AI or otherwise – as a way to build upon the social fabric of human learning. My concern about personalized AI tutors is how they might displace already infrequent opportunities for social interaction, further isolating children in classrooms.

(Niral Shah. www.converstion.com, 15.12.2025. Adaptado)

The quest to understand the fundamental nature of light has sparked debate for centuries and ultimately played a pivotal role in the development of quantum physics. Even the earliest recorded speculations about light contained the seeds of concepts that would, centuries later, be woven into our quantum understanding of reality. Some of the earliest recorded ideas about the nature of light appeared in the 6th century BCE. In India, for instance, the Vaisheshika school of philosophy described light as consisting of fire-like particles moving at a high speed. In ancient Greece, the Pythagoreans (6th 5th century BCE) and later Euclid (c. 300 BCE) advocated the emission theory of vision, suggesting that rays of light emanate from the eyes toward objects. In contrast, Epicurus (341 270 BCE) proposed an intromission theory, arguing that light consists of material images or "eidola" emitted by objects that travel to the eyes. Further insights into the nature of light emerged in Egypt, where Ptolemy (c. AD 90 168), working in Alexandria, conducted experiments showing that light reflects off smooth surfaces and bends when passing through transparent materials of different optical densities. Building on these concepts, Arab scholars made significant contributions to the understanding of light by establishing foundational principles governing its behavior in lenses, mirrors, and prisms. The most influential among them was the 11th-century scholar Ibn al-Haytham, who lived in present-day Iraq. Ibn al-Haytham corrected the emission theory, stating thatvision results from light entering the eye rather thanemanating from it. By the 17th century, European scientists were dividedbetween two competing theories about the fundamentalnature of light: whether it behaved as a wave or as aparticle. Dutch physicist Christiaan Huygens argued thatlight propagates as waves according to his wave-frontprinciple, which explains how waves evolve when theyencounter obstacles. In contrast, Isaac Newton proposeda corpuscular theory, suggesting that light consists ofparticles traveling in straight paths, capable of reflectingoff surfaces like mirrors. Newton's prism experiments,which showed white light splitting into colors with distinctrefraction angles, supported his corpuscular theory bysuggesting that light consists of particles of differentsizes, each corresponding to a different color, whichbend by different amounts. Both theories, however, were incomplete. Huygens' wavetheory struggled to fully explain why light travels in astraight path, and Newton's particle theory couldn'taccount for diffraction, the spreading of light as it passesaround edges or through narrow openings. Nevertheless,Newton's theory gained significant influence not onlybecause of his clever prism experiments, but alsobecause he was highly revered in the scientificcommunity, making his ideas difficult to challenge foryears. But science doesn't bow to reputation. As RichardFeynman famously pointed out in his 1964 MessengerLectures at Cornell University, "It doesn't matter howbeautiful your theory is, it doesn't matter how smart youare. If it doesn't agree with the experiment, it's wrong."Indeed, nearly a century after Newton's corpusculartheory of 1704, the scientific consensus gradually shiftedtoward the wave theory of light through decades ofexperiments, modeling, and debates. One of the keycontributors to this shift was Thomas Young, an Englishpolymath. In 1801, Young passed sunlight through anarrow slit to produce a coherent light beam. He thenplaced a thin obstacle, such as a hair or a narrow strip,across the beam, splitting it into two waves that spreadout and overlapped. When these waves recombined on ascreen, they produced a pattern of bright and dark bands.This interference pattern provided clear and compellingevidence that light behaves as a wave rather than as aparticle. A familiar example of this phenomenon is when waves onthe surface of water either combine to form larger peaksor cancel each other out. Later, in 1845, another Englishphysicist Michael Faraday showed that magnetic fieldscould alter the polarization plane of light, revealing aconnection between light and electromagnetism. In the1860s, Scottish physicist James Clerk Maxwell built onthis connection by formulating the theory ofelectromagnetism, describing light as an electromagneticwave composed of oscillating electric and magnetic fields at right angles to each other and to the wave's direction of travel. Heinrich Hertz's experimental confirmation of Maxwell's predictions in the 1880s provided further validation of the electromagnetic wave theory of light. By the 1890s, Maxwell's mathematical description of electromagnetic waves was considered so successful, particularly for its predictive power, that many physicists believed the fundamental nature of light was fully understood. But in the early 20th century, experimental discoveries began to challenge this consensus. The electromagnetic wave theory failed to predict how matter emits and absorbs radiation at thermal equilibrium. To address this question, German physicist Max Planck introduced a revolutionary idea known as energy quantization. He proposed that electromagnetic radiation is emitted or absorbed in discrete amounts, now called quanta, with higher frequency light corresponding to larger quanta. His theory accurately matched experimental results and earned him the Nobel Prize in Physics in 1918. Another major blow to the wave theory of light came from the photoelectric effect, first observed by Heinrich Hertz in 1887, when ultraviolet light caused electric charge to be emitted from a metal surface. By 1900, Philipp Lenard conducted detailed experiments to show that the energy of ejected electrons depended on light frequency, not intensity, an observation that classical wave theory struggled to explain. In 1905, Albert Einstein addressed this by proposing that light is made of discrete energy packets, now called photons, each carrying an energy proportional to its frequency according to Planck's quantization rule. This idea successfully explained the photoelectric effect and was later confirmed by Robert Millikan's experiments in 1915, which verified that the energy of the ejected electrons depends on light frequency and that intensity affects only the number of ejected electrons. Einstein's explanation earned him the 1921 Nobel Prize in Physics. The existence of the photon was further reinforced in 1923 by American physicist Arthur Compton, who showed that X-rays scatter off electrons and emerge with smaller frequencies. The photoelectric effect showed that light interacts with matter through discrete, fundamental processes, behaving as if it were made up of particles known as photons. On the other hand, Young's double-slit experiment provided convincing evidence that light also exhibits wave-like behavior through interference. These seemingly contradictory findings reveal the dual nature of light, a concept known as wave-particle duality. Today, this principle is central to quantum physics, which describes light as a quantum electromagnetic field. This field has discrete energy excitations called photons that can produce particle-like effects, while also exhibiting wave-like behavior depending on how light interacts with its environment. https://quantum2025.org/news-link/the-history-of-light-and-the-birth-of-q uantum-physics/ (adapted)

Read text I and answer the  question that follow it.

TEXT I

The Growing Complexity of Airspace

        The aviation industry has witnessed unprecedented growth in recent years. The number of flights, both commercial and private, has surged, resulting in a more congested airspace. This increased traffic volume places immense strain on air traffic controllers, who must manage a complex web of aircraft movements with precision and efficiency.

        Moreover, the integration of unmanned aerial vehicles (UAVs or drones) into the airspace adds another layer of complexity. While drones offer various benefits, their unregulated use poses significant risks to commercial aviation. Harmonizing the operations of manned and unmanned aircraft is a major challenge that requires careful consideration and robust regulations.

        Despite advancements in aviation technology, the air traffic control system still relies heavily on outdated infrastructure and systems. Many air traffic control centers operate with aging equipment that is prone to failures and lacks the capacity to handle the increasing volume of traffic. This infrastructure gap can lead to delays, inefficiencies, and safety concerns.

         Furthermore, the integration of new technologies, such as advanced automation and data analytics, has been slow. While these technologies hold the potential to revolutionize air traffic management, their implementation has been hindered by various factors, including cost, interoperability, and cybersecurity concerns.

        Air traffic control is a high-pressure job that demands exceptional focus, decision-making skills, and situational awareness. While air traffic controllers undergo rigorous training, human error remains a significant risk factor. Factors such as fatigue, stress, and workload can contribute to mistakes that have serious consequences. […]

        The increasing reliance on technology in the aviation industry has made it a prime target for cyberattacks. Air traffic control systems are critical infrastructure and must be protected from malicious actors. A successful cyberattack could have catastrophic consequences, including loss of life and economic damage. […]

        Addressing the problems facing air traffic control requires a multi-faceted approach involving collaboration between government agencies, aviation industry stakeholders, and technology providers.

Adapted from https://birminghamjournal.co.uk/ problems-with-air-traffic-control-today/

Japan in the Ancient World 

Japanese archaeologists divide the earliest part of Japanese history into four periods: the Paleolithic (preceramic) period, the Jomon (cord-marked pottery) period, the Yayoi period, and the Kofun (burial mound) period. Underlying this chronology, however, are two basic problems: First, who are the Japanese, and where did they come from? Second, how do the Japanese or "proto-Japanese" relate to the Ainu, a group of people who have resided in Japan since about 7500 B.C.E. but differ racially, culturally, and linguistically from modern Japanese in significant ways? 

Paleolithic Japan (before 10,000 B.C.E.)

The Japanese islands have probably been occupied by humans for at least 30,000 years, if not longer. However, 10,000 years ago, Paleolithic Japan was a cooler place, and the sea level was 125 feet (38 meters) lower; therefore, some of the archaeological evidence of the earliest inhabitants is submerged. These hunters and gatherers, who had an extensive stone-tool inventory, most likely came to southern Japan through present-day Korea or to northern Japan from eastern Siberia, though there is abundant evidence of land connections to Asia at this time throughout the islands. It appears that the complete physical separation of the Japanese islands occurred only as recently as 18,000 to 12,000 years ago.

Jomon period (c. 10,000-c. 300 B.C.E.)

Starting about 13,000 years ago, when the Japanese climate began to warm, beautiful local pottery traditions—characterized by complex impressions made by twisted cords or sticks on the outside of pots before baking—abruptly appeared at various locales. Such ceramics eventually became commonplace throughout the islands. The Jomon people (named for this distinctive "cord-marked" ceramic style) were probably the direct descendants of the people of the previous Paleolithic traditions. They were very successful at hunting, fishing, and gathering, and because of the numerous rivers and rugged coastlines, they were largely sedentary. Shell mounds all over the islands indicate how extensively the ocean and rivers were exploited by Jomon people. The Jomon pottery eventually came to show distinctive regional styles, suggesting the existence of rather well-defined cultural groups and local folk traditions.

Yayoi (c. 300 B.C.E.-c. 300 C.E.)

About two thousand years ago, a distinct break occurred in the archaeological record. In Kyushu, the southernmost main island of Japan, bronze from the Korean peninsula and a newer style of earthenware pottery appeared, and iron smelting was developed. These changes characterize the Yayoi period, named after the district in modern Tokyo where certain artifacts were first discovered. The Yayoi period also saw the beginning of Japanese-style intensive irrigated wet-rice cultivation, which became the main means of subsistence for almost everyone on the islands. This agrarian rice-based economy—with basically the same kind of farming practices—would persist until Japan's westernization in the late nineteenth century.

However, controversy surrounds the origins of this culture. The Yayoi people may have come from overseas and replaced the earlier Jomon people (as evidenced by the presence of many new technologies from abroad). For many years, Japanese archaeologists have assumed this to be true, with the implication being that the Jomon people are the ancestors of modern Ainu, and modern Japanese are the descendants of those who migrated from the Asian mainland during the Yayoi and Kofun periods. However, a majority of archaeologists feel that the record probably indicates a gradual but direct continuity from Jomon people to early, but historically identifiable, Japanese, with any migration from the mainland blending in with the local cultures. In either case, by the end of the Yayoi period, certain institutional structures were in place—a division of labor, the accumulation of prestige and luxury goods by particular individuals, and the rise of complex political organizations—which created a more stratified society, allowing for the development of a full-fledged Japanese state in the Kofun period.

https://www.ebsco.com/research-starters/history/japan-ancient-world 

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TEXT II

Impact over income: a striking number of gen Zers are becoming teachers

Joseph Curatolo was studying architecture four years ago when he took a summer job, teaching music to middle school students. When he told them he might leave the program to focus on his studies, he said, they burst into tears.

“The fact that I had such an impact on these kids led me to reconsider my career,” said Curatolo, 22. He is now a seventh-and eighth-grade social studies teacher, based in New York City.

Amid a nationwide decline of teaching, Curatolo is not alone: a striking number of gen Z graduates are entering the classroom, despite longstanding concerns over pay and conditions.

Teach For America (TFA), a non-profit education organization, experienced a near 43% increase in its teaching fellows - which TFA refers to as corp members - over the past three years. A generation whose formative years were spent in isolation during the Covid-19 lockdown is “craving human connection and experiences that feel real’, suggested Whitney Petersmeyer, TFA's chief growth and program officer.

Gen Z is “responding to the opportunity for purpose and responsibility at a time where many entry jobs feel uncertain or disconnected from impact’, she added. During periods of economic uncertainty and turbulence, college graduates have been known to turn to industries fields with major shortages, like education.

This generation came of age “in a rapidly changing world,” Randi Weingarten, president of American Teachers Federation, said in a statement, “and that lived experience helps them relate to students in powerful ways.” New arrivals in the classroom are bringing a new perspective, according to Weingarten. “They're reimagining how we teach, bringing new approaches to technology and social-emotional learning.”

Adapted from https://www.theguardian.com/education/2026/janf02/gen-z-teachers-profession