figuren – English Translation – Keybot Dictionary

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  2 Hits www.napofilm.net  
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Napo-figuren må kun anvendes direkte i fremstød for filmen – det er ikke muligt at anvende Napo eller noget billede af Napo i arbejdsmiljøreklamer, -fremstød eller –publikationer.
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The Napo character may only be used directly in the promotion of the film - it is not possible to use Napo or any Napo images in general health and safety publicity, promotion or publishing.
  www.paris-hotel-parcsaintseverin.com  
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Figuren nedenfor viser yderligere information om tidspunkterne.
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The table below shows more details for each event.
  2 Hits ar2005.emcdda.europa.eu  
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Figuren viser data fra lande, som har indberettet gennemsnitsalderen for ofrene i de fleste af årene i indberetningsperioden.
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The figure represents data from countries that reported mean age of victims in most years during the reporting period.
  2 Hits www.kodaly.gr  
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Figuren til venstre: Svingkran af aluminium med konsol
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Picture right: Aluminium Slewing Crane and bracket demounted
  2 Hits www.sdu.dk  
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Miljøingeniørens arbejde med at skabe bæredygtige løsninger bygger bl.a. på at kunne forstå og håndtere miljødimensionen i alle typiske ingeniørdiscipliner, som de defineres i figuren herunder.
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An environmental engineer’s ability to create sustainable solutions is, among other things, based on an understanding of the environmental dimension of all the classical engineering disciplines as defined in the below figure.
  ocean.dmi.dk  
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DMIs havmodel for Nordsø-Østersø regionen er HBM-modellen, som beregner prognoser for havets fysiske tilstand i 3 dimensioner. Område og havdybde er vist i figuren til højre.
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DMI operates a regional 3D ocean model HBM for the North Sea - Baltic, in order to provide information about the physical state of the Danish and nearby waters in the near future. The Figure to the right shows the model domain for the 3D grid. The parameter shown is the water depth.
  www.reunion.aeroport.fr  
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Disse emner har en strategisk kobling til vores kerneforretning og er blevet udvalgt på baggrund af undersøgelser og dialog med kunder, medarbejdere, investorer og øvrige interessenter. Dermed udgør de fem fokusområder de emner, der har størst betydning for os og vores interessenter, og hvor vi som virksomhed kan gøre størst forskel. De fem fokusområder vises i figuren nedenfor.
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Therefore, with our CSR strategy for 2016-2018, we have defined five focus areas to be used for structuring our approach to responsibility and sustainability. These areas are strategically linked to our core business and were chosen based on studies and dialogue with customers, employees, investors and other stakeholders as issues of most significance to our company and stakeholders, and where we can make the greatest difference. The five focus areas are shown in the figure below:
  www.musicainvilla.com  
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Formene samles i en ring og midt i ringen kan du se hvilken form du skal fange. Brug musen til at klikke på den form der er magen til den i midten, så fanger figuren formen. Derefter kommer en ny form i midten som du skal fange.
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This game has been developed in cooperation with a group of six five year old children in the pre-school Noaborg in Reykjavik Iceland. The work was a part of a development project being done in the school. The children drew the figures chosen at the beginning of the game. When you start playing the game ten random shapes appear with one in the middle. Your task is to pair that form with one from the circle. Use the mouse to click on the correct form in the middle and a the figure you have chosen will to do the pairing. Repeat until you have paired all the shapes in the circle.
  www.alluvial.de  
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Som det fremgår af figuren er taksonomien bygget op over 5 trin, hvor hvert trin såvel forudsætter de tidligere trin som tilføjer nyt. Tankegangen er, at viden udvikler sig til højere og højere niveauer, hvor de lavere niveauer udgør grundlaget for de højere niveauer.
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As shown in the table, the taxonomy is built over 5 steps in which all previous steps are a prerequisite for each new step. The reasoning behind this is that knowledge develops to higher and higher levels, where the lower levels form the basis of the higher levels. The first three steps reflect superficial learning where students' knowledge rests on simple and concrete issues and explanations and basic knowledge. In the last two steps, the student acquires independent knowledge, creates meaningful contexts, works at a high level of abstraction, and is able to apply his/her knowledge to general instances and not only to specific topics at hand.