Results for explore translation from Dutch to English

explore!!!
explore!!!

nfc-tab & explore
nfc-tab and explore

i want to explore
i want to explore

nfc-tab en explore
nfc-tab and explore

on the other hand, it will explore the ways ...
on the other hand, it will explore the ways ...

nfc - tap en explore: eenvoudige interactie met andere nfc-geschikte apparaten
nfc – tap and explore: simple interaction with other nfc enabled devices

voor meer details over de beschikbare opties voor de falcon explore, zie de falcon f16 product pagina.
for more details on the options available on the falcon explore, refer to the falcon f16 product page.

ik heb de reis geboekt bij explore, een reisorganisatie uit engeland die reizen organiseert over de hele wereld en deze onder andere verkoopt in europa en amerika.
this is a travelagency from england that organizes trips around the world and sells them in europe and america. besides a interesting program i thought also a way to meet some people form other countries.

op tal van wandelpaden kan de aard van de te 70 explore km lange eiland. "ook voor vis moet je neem de tijd, wil controle houden over het eiland op eigen kiel.
on numerous hiking trails can be the nature of the 70 explore km long island. "also for vis you should take your time, wants to control the island on its own keel.

de falcon explore is geoptimaliseerd voor jeugdteams met een gewicht van 90 to 115 kg. het grootzeil en de spi zijn kleiner om zo de benodigde spierkracht te verminderen en om er voor te zorgen dat lichtere teams de boot altijd onder controle kunnen houden.
the falcon explore is optimised for youth teams of 90 to 115 kg. the mainsail and spinnaker are smaller in size to reduce the muscle power needed and to ensure that the lighter team is comfortable on the boat at all times.

mio’s slogan ‘explore more’ richt zich op het veranderen van de manier waarop mensen de wereld ervaren en wil hen laten weten dat ze de wereld makkelijk en in alle vrijheid kunnen ontdekken.
mio's brand tagline, "explore more", focuses on changing the way people experience the world and letting users know that they can explore the world easily and freely.

the relatively small sample size brings into question the generalisability of our findings and should therefore only be cautiously extended to young adults in other clinical settings. young adults were significantly outnumbered and made up only 25% of the total sample size. it is unclear why fewer young adults entered treatment at ehcymhs, but it may be because adolescents are generally referred to the service by parents, whilst young adults may refer themselves which can require greater autonomy and motivation. the low uptake of young adults is consistent with previous findings that they are the age group least likely to access mental health services in australia (slade et al., 2009). the relatively low numbers highlight the need for further investigation to ensure that young adults have equal access to psychiatric treatment. sdq completion rates were also notably lower for young adults (43% compared to 53%) but were particularly low for parents of young adults (37% compared with 62%). the discrepancy in parent completion rates is not surprising when considering that young adults tend to be more self-sufficient and thus not necessarily require the support of a parent to accompany them to an initial appointment. all in all, it would be of value to inspect the factors related to missing sdqs and the extent to which clinicians engage young people table 3 parent-report inter-scale correlations. inter-scale correlations adolescent sdq (n=532) young adult sdq (n=125) significance of difference emotion-conduct 0.25* 0.31* z=0.65, ns emotion-hyperactivity 0.38* 0.31* z=0.79, ns conduct- hyperactivity 0.52* 0.33* z=2.33, p=0.02 note: ns = not significant. * p ≤ 0.05. table 4 inter-rater agreement (self-report with parent-report). sdq scales adolescent sdq (n = 532) young adult sdq (n = 125) significance of difference emotional symptoms 0.36** 0.48** z=−1.45, ns conduct problems 0.50** 0.39** z=1.37, ns hyperactivity 0.39** 0.31** z=0.91, ns peer problems 0.51** 0.34** z=2.08, p=0.03 prosocial 0.33** 0.35** z=−0.23, ns impact 0.27** 0.40** z=−1.46, ns total difficulties 0.45** 0.40** z=0.61, ns note: ns=not significant; **p ≤ 0.05. p. brann et al. psychiatry research 264 (2018) 340–345 343 and their parents in the process of completing outcome measures and discussing the findings. it may also be worth pursuing other methods of administration such as the use of an electronic version of the sdq to minimise clinician's role in the data collection process and thereby limit the potential for selection bias. future studies may also wish to explore the young adult sdq alone to improve the acceptability of data
subscale