Μedicine
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The document discusses Greek loan words that are commonly used in English and other European languages related to medicine. It provides a list of Greek words used in English for medical terms like diabetes, schizophrenia, phobia, panic, muscle, and cardiac. It then shows equivalent terms for some of these words in other languages like Portuguese, Spanish, Polish, and Croatian. Finally, it includes an image of a word cloud of additional medical terms.
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10. medicine
This document contains a summary of Greek loan words used in English and other European languages related to medicine. It lists examples of common medical terms derived from Greek such as diabetes, schizophrenia, phobia, and panic. It also includes two tables, one listing Greek words and their English equivalents, and another providing Greek terms and their translations to other languages including Portuguese, Spanish, Polish, and Croatian.
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9. art
The document summarizes Greek loan words that have been incorporated into the English language relating to art forms. It lists common words like music, poem, sculpture, museum, drama, theatre, and act. It then provides equivalent terms for these words in other European languages like Portuguese, Spanish, Polish, and Croatian. Finally, it includes a word cloud of additional terms incorporated from Greek such as mythology, abstract, hero, and narrative.
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6. astronomy
The document summarizes astronomy-related terms in different languages. It lists Greek loan words in English related to astronomy like asteroid, comet, galaxy, and telescope. It then provides equivalent terms for these words in other European languages such as Portuguese, Spanish, Polish, and Croatian. Key terms that are translated include telescope, galaxy, phenomenon, eclipse, Uranus, and atmosphere.
5. biology
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4. science (physics, chemistry)
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1. every day life (education, sport)
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Workgroup 10 debate
History lessons should not be banned from school curriculums for several key reasons:
1) Studying history helps students better understand how past systems, ideologies, governments and technologies developed over time and how their present reality came to be. It also helps avoid repeating past mistakes.
2) The past is filled with warning signs - learning about historical events allows people to reflect on what led up to them, learn from mistakes, and recognize potentially dangerous patterns that could be emerging.
3) While some argue more time should be spent on subjects like math, language, and technology, eliminating history risks society not learning from the past and potentially leading to racism or other unhealthy outcomes. Overall, the benefits of teaching
Workgroup 9 debate
History lessons should not be banned from schools. While some argue that not everyone will use history and find it boring, learning from the past is important. History teaches us about important events and how societies developed. It also helps prevent the repetition of past mistakes. While different countries teach history from their own perspectives, conflicts between perspectives are not a reason to ban the subject altogether. Studying history helps people understand their culture and roots as well as develop a sense of right and wrong.
Workgroup 8 debate
English should not be used as the main language of instruction in all European schools according to Workgroup 8. Their arguments against this include:
1) Students may neglect their mother tongue and national culture/traditions if they switch primarily to English. This could endanger their cultural heritage over time.
2) Starting in early education, learning the history and culture of one's home country is important for cultural continuity. Using English primarily could cause students to neglect their own history and culture.
3) Students may become superficial and only interested in foreign cultures taught in English, neglecting their own national culture as a result. This endangers the extinction of their cultural heritage.
Workgroup 7 debate
English should not be used as the main language of instruction in all European schools for the following reasons:
1) Not all students are fluent English speakers so using it as the main language would disadvantage some.
2) Using English as the main language risks losing important cultural heritage and literature originally written in other languages.
3) Each European country has its own unique culture and history tied to its native language, so students should be taught in their mother tongue to connect with their homeland's traditions and values.
Workgroup 6 debate
Modern apps can promote cultural knowledge in some ways but also have limitations:
1) Apps like Geocaching allow people to explore new places and learn about cultural sites, but information online is not always accurate and can mislead people.
2) While apps give disabled and low-income people virtual access to cultural destinations, the experience is not the same as an in-person visit and not everyone has access to or skills for using apps.
3) While apps provide entertainment and education about culture, lack of internet access means some people cannot benefit from cultural apps. Therefore, whether modern apps effectively promote cultural knowledge depends on the individual situation.
Workgroup 5 debate
Modern apps can promote knowledge of cultural heritage, according to Workgroup 5. However, they acknowledge that not all devices can run all apps due to technical specifications, and it can be difficult and expensive to purchase an up-to-date device. While apps give access to places and culture through services like YouTube and Instagram, they also risk distracting focus and hindering learning.
Workgroup 4 debate
Art as a subject should be taught at senior high school. The document outlines arguments for and against teaching art at the senior high school level. It presents two sides of the debate - an affirmative speech supporting why art should be taught and a negative speech arguing why it should not. The key points made include that art encourages creativity and self-expression but may also cause anxiety, lack of ability, or loss of focus on core academic subjects for some students. Both sides provide examples to support their perspective on the debate.
Workgroup 3 debate
1) Art as a subject encourages creativity in students and provides a less stressful lesson compared to other subjects. However, not all students have an interest or passion for art.
2) While art has value in helping students discover career paths and is important to heritage and history, it is not taught efficiently in all schools and could cause anxiety or negative feelings for students who do not enjoy it.
3) There is debate around whether art should be an optional or required class in senior high school, as it may benefit some students but could burden others or reduce motivation if not of interest to them. Both sides provide reasonable arguments for and against teaching art at the senior high school level.
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9. art
The document summarizes Greek loan words that have been incorporated into the English language relating to art forms. It lists common words like music, poem, sculpture, museum, drama, theatre, and act. It then provides equivalent terms for these words in other European languages like Portuguese, Spanish, Polish, and Croatian. Finally, it includes a word cloud of additional terms incorporated from Greek such as mythology, abstract, hero, and narrative.
8. humanities, social sciences
This document provides a list of Greek loan words that are used in the English language related to various fields such as politics, philosophy, history, arts and sciences. It also includes a table that shows the equivalent words for some of these Greek terms in other European languages such as English, Portuguese, Spanish, Polish and Croatian. Finally, it features a word cloud that visually represents the frequency of words in the document.
6. astronomy
The document summarizes astronomy-related terms in different languages. It lists Greek loan words in English related to astronomy like asteroid, comet, galaxy, and telescope. It then provides equivalent terms for these words in other European languages such as Portuguese, Spanish, Polish, and Croatian. Key terms that are translated include telescope, galaxy, phenomenon, eclipse, Uranus, and atmosphere.
5. biology
The document provides a list of Greek loan words used in English and their equivalents in other European languages including Portuguese, Spanish, Polish, and Croatian. Some examples of Greek words used in English for scientific fields are anatomy, genetics, chromosome, and microbiology. It also includes a word cloud of terms from the lists.
4. science (physics, chemistry)
This document provides a summary of Greek loan words in the English language related to science, along with their equivalents in other European languages. It lists several common Greek-derived words used in English subjects like physics and chemistry, such as "energy", "aerodynamic", and "oxygen". It then presents a table translating those words and others into languages including Portuguese, Spanish, Polish, and Croatian.
3. mathematics
The document provides Greek loan words used in English and other European languages related to mathematics. Some key Greek words for mathematical shapes that were adopted into English include: cube, diagram, geometry, parallel, circle, sphere, triangle, and number. Equivalent terms for these shapes are also listed in other languages like Portuguese, Spanish, Polish, Croatian, and their Greek roots.
1. every day life (education, sport)
This document discusses Greek loan words that have been incorporated into the English language and provides equivalent words for common terms related to education and sports in other European languages such as Portuguese, Spanish, Polish, and Croatian. It includes a table that lists Greek words such as "school," "logic," "athlete," "telephone," "academy," and "irony" along with their translations in the other languages. A word cloud is also included but not described.
Workgroup 10 debate
History lessons should not be banned from school curriculums for several key reasons:
1) Studying history helps students better understand how past systems, ideologies, governments and technologies developed over time and how their present reality came to be. It also helps avoid repeating past mistakes.
2) The past is filled with warning signs - learning about historical events allows people to reflect on what led up to them, learn from mistakes, and recognize potentially dangerous patterns that could be emerging.
3) While some argue more time should be spent on subjects like math, language, and technology, eliminating history risks society not learning from the past and potentially leading to racism or other unhealthy outcomes. Overall, the benefits of teaching
Workgroup 9 debate
History lessons should not be banned from schools. While some argue that not everyone will use history and find it boring, learning from the past is important. History teaches us about important events and how societies developed. It also helps prevent the repetition of past mistakes. While different countries teach history from their own perspectives, conflicts between perspectives are not a reason to ban the subject altogether. Studying history helps people understand their culture and roots as well as develop a sense of right and wrong.
Workgroup 8 debate
English should not be used as the main language of instruction in all European schools according to Workgroup 8. Their arguments against this include:
1) Students may neglect their mother tongue and national culture/traditions if they switch primarily to English. This could endanger their cultural heritage over time.
2) Starting in early education, learning the history and culture of one's home country is important for cultural continuity. Using English primarily could cause students to neglect their own history and culture.
3) Students may become superficial and only interested in foreign cultures taught in English, neglecting their own national culture as a result. This endangers the extinction of their cultural heritage.
Workgroup 7 debate
English should not be used as the main language of instruction in all European schools for the following reasons:
1) Not all students are fluent English speakers so using it as the main language would disadvantage some.
2) Using English as the main language risks losing important cultural heritage and literature originally written in other languages.
3) Each European country has its own unique culture and history tied to its native language, so students should be taught in their mother tongue to connect with their homeland's traditions and values.
Workgroup 6 debate
Modern apps can promote cultural knowledge in some ways but also have limitations:
1) Apps like Geocaching allow people to explore new places and learn about cultural sites, but information online is not always accurate and can mislead people.
2) While apps give disabled and low-income people virtual access to cultural destinations, the experience is not the same as an in-person visit and not everyone has access to or skills for using apps.
3) While apps provide entertainment and education about culture, lack of internet access means some people cannot benefit from cultural apps. Therefore, whether modern apps effectively promote cultural knowledge depends on the individual situation.
Workgroup 5 debate
Modern apps can promote knowledge of cultural heritage, according to Workgroup 5. However, they acknowledge that not all devices can run all apps due to technical specifications, and it can be difficult and expensive to purchase an up-to-date device. While apps give access to places and culture through services like YouTube and Instagram, they also risk distracting focus and hindering learning.
Workgroup 4 debate
Art as a subject should be taught at senior high school. The document outlines arguments for and against teaching art at the senior high school level. It presents two sides of the debate - an affirmative speech supporting why art should be taught and a negative speech arguing why it should not. The key points made include that art encourages creativity and self-expression but may also cause anxiety, lack of ability, or loss of focus on core academic subjects for some students. Both sides provide examples to support their perspective on the debate.
Workgroup 3 debate
1) Art as a subject encourages creativity in students and provides a less stressful lesson compared to other subjects. However, not all students have an interest or passion for art.
2) While art has value in helping students discover career paths and is important to heritage and history, it is not taught efficiently in all schools and could cause anxiety or negative feelings for students who do not enjoy it.
3) There is debate around whether art should be an optional or required class in senior high school, as it may benefit some students but could burden others or reduce motivation if not of interest to them. Both sides provide reasonable arguments for and against teaching art at the senior high school level.
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Μedicine
- 1. Medicine Groupwork 10 Eleni Mylona Chloe Arasa Cid Andreas Vasiliou Julia Smolczewska Gonçalo Ribeiro Sven Redžepagić
- 2. Greek loan words in the english language Diabetes Epidemic Schizophrenia Hygiene Phobia Hypertesion Panic Cardio Musle Paediatrics Cardiac Arthritis DIagnosis Epidermis Symptom Medical Clinical Cranium Pathology Hypnoticum
- 3. Equivalent words in other european languages Greek English Portuguese Spanish Polish Croatian πανδημία pandemic pandemia pandemia pandemia pandemija κρίση crisis crise crisis kryzys kriza αρτηρία artery artéria arteria tętnica arterija πνευμονία pneumonia pneumonia Neumonίa Zapalenie pluc Upala pluća δερματολογία dermatology dermatologia ciencias dermatologia dermatologija καρκίνος cancer cancro cáncer rak rak
- 4. Word cloud