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Bruna Moura nearly died trying to get to the Olympics. Now

she's back on her skis.

By Nic Zaccardi

Published February 23, 2023

Back in 2011, Moura, then 17, was a promising mountain biker. She was coached by an Olympian, competed on the junior World Cup circuit and strove to represent Brazil at the 2016 Rio Games. But a medical exam revealed a heart condition that required surgery and, ultimately, led her to cross-country skiing. The winter sport became more appealing for a few reasons.

During her recovery, Brazilian sports officials gifted her equipment for roller skiing, which cross-country skiers use for summer training. She took to it. It was also difficult to get sponsors back to return to mountain biking. Plus, her mountain bike coach was actually a two-sport Olympian, switching back and forth between mountain bike and cross-country skiing.

In 2015, Moura competed at the world junior championship in biathlon. Later that year, she entered her first international race in cross-country skiing, where Olympic qualifying is slightly easier for non-traditional winter sports nations.

She competed in her first world championship in cross-country skiing in 2017 and by January 2022 was in contention for the second and last Brazil women's Olympic berth. At the last qualifying event in Switzerland, she finished her race and called her partner, Dutchman Pascal Luiten, who tracked the live results and told her she earned the Beijing Olympic spot. "I started crying and jumping," Moura said. "It was really, really, let's say a fantastic day."

Two days later, Moura tested positive for COVID-19 with symptoms that were not life-threatening. She quarantined in Austria for 10 days and changed her itinerary to get from Europe to China. On Jan. 27th, she could leave. She booked a van through a car service to take her, and her ski equipment, about four hours north to Munich, where she planned to stay a few nights before flying to Beijing. Moura woke up around 5 a.m. to wipe down the room in the house where she quarantined. The van arrived at 7. She learned from text messages that the driver was a Russian named Yevgeny who lived in Berlin.

She remembers details about that morning that altered their estimated arrival time. Yevgeny at first parked behind the house, but she needed him to be in the front where her three large bags were. The GPS had to correct after they took the wrong street leaving the Austrian town.

Yevgeny drove fast enough that Moura became afraid and instinctively looked for the seatbelt. She said that, growing up in Brazil, she always made sure that everybody had their belts on before starting the car. On this morning, she did not initially follow her own advice. Minutes into the trip, she looked at the loose belt and thought: "Do I wear it, or not because the way he's driving?" she recalled a year later. "Maybe if I do not wear it, I have time to react, open the door and jump. That's crazy thoughts of course. But that's what I thought at the moment. Then I put it on and tried to sleep."

About an hour later, Moura woke up. The van was still. "I was scared," she said. "I opened my eye, and I remember thinking to myself, 'You were sleeping. You are waking up now.'... I saw so many people around me, and I did not understand anything because I did not remember anything when I saw them. I got scared, like what the hell is happening here? And then all the pain started, and it was hard to breathe."

Images showed the van up against a guard rail. The windshield and everything below it was mangled, the van's insides and one tire spilled into the side of a two-lane road. On the other side of the road, a large truck lay on its side.

A medical helicopter took Moura to a hospital. She broke an arm in three places, had three broken ribs, lung damage and a broken left foot. When she was stabilized, they brought her to a room. She remembers an old woman entered and told her what had happened, a few hours after the accident. "Until then, I didn't know anything," Moura said. "You had a collision with a truck," Moura was told. "There was nothing to do for the driver. He died with the impact."

After two surgeries, she was discharged the next week and taken 11 hours by ambulance taxi to the Netherlands, where she lives with Luiten. They rented a hospital bed and put it in the living room. The first night was the worst. "All night it was just moaning from pain," said Luiten, who slept on a couch in the room. "That did not stop until the morning." She was prescribed stronger medication the next day. That's about the time the Olympics began. "I wanted to watch it," she said. "At first, it was not easy. The Opening Ceremony was like a punch in my face."

Luiten said they watched the Games on TV all day every day. "It was mostly a matter of trying to enjoy the fact that people were visiting her, caring about her, and there were sports to watch as a distraction," he said. "Trying to get her mind off the pain, especially at night."

She spent most of her time in bed for those first three weeks, the rest in a wheelchair. She began walking, first with crutches, and then, two months after the accident, on her own. By August, she began roller skiing again. She was determined to ski on snow, though her foot still hurt. "I was already aiming at 2026," she said. "Yeah, it hurts like hell now, but it will not stay like this forever."

Also that summer, she began working at a bike shop and then taking kickboxing classes. Co-workers learned her story and set up a Gofundme page to aid with the costs of becoming an international athlete again.

In the fall, Moura ran for the first time since the accident. Late last month, she skied on snow for the first time in a year. Then two weeks ago, she traveled back to Austria, to the same place where she quarantined a year ago. On a bus, she passed by the site of the accident and shared the video on her Instagram story. The 2026 Winter Olympic cross-country skiing races will be about 50 miles south of where last year's tragedy occurred.

Moura said she asks herself daily why she continues this pursuit, which began as a mountain biker more than a decade ago. "When I decided to become an athlete, I decided that I wanted to get to the highest I could," she said. "When you are an athlete, the highest you can get is the Olympics."

Adapted from https://www.nbcsports.com/olympics/news/bruna-moura-cross-country-skiing-brazil

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AI tech products at schools and universities

    Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.

    Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.

    Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.

    1. Is there evidence that a product works?

   Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.

    2. [...]

   Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.

  Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?

    3. What educational beliefs shape this product?

   Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.

   It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?

    4. Does the product level the playing field?

   Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?

   Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.

(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)

Gregory “Greg” Heffley is an American middle school student and also the main protagonist of the book series Diary of a Wimpy Kid.

Greg is lazy, petty, slightly narcissistic, sociopathic, egotistical, eccentric, egocentric, usually backstabbing, and sometimes even selfish and dishonest, and apparently lacks talent. He hardly has any skills aside from video games and possibly singing. However, despite all this, Greg has had his kind and caring moments, but not that often.

Adapted from https://diary-of-a-wimpy-kid.fandom.com/wiki/Greg_Heffley

                                                     TEXT II

                                      LANGUAGE TEACHING

Languages are taught and learned in various places, some in informal settings, others in formal contexts, such as classrooms. It is common knowledge that regardless of the method used, second language learners achieve mastery of the target language to varying degrees. Although 10 individuals may be in the same language class for a year, their eventual proficiency level and profile will be different from one another. This is the result of a combination of the factors briefly mentioned above, compounded with the pedagogical methods that the learner has encountered. Generally speaking, it can be stated that most individuals learn to communicate basic information through a conversation in the target language in the first few years of active language study (provided that there are opportunities to use the language to create personal meaning). It is important to note that mere exposure or contact with the target language in most cases is not sufficient to result in productive language skills.

                                  (http://www.aeservices.net/English/newsletters/Oct2007.html#B2)