Tentando aprender a traduzir a partir dos exemplos de tradução humana.
A partir de tradutores profissionais, empresas, páginas da web e repositórios de traduções disponíveis gratuitamente
item for swap
item
Última atualização: 2017-02-20
Frequência de uso: 1
Qualidade:
Referência:
connecting to graphical console for guest
menyambung ke konsol bergrafik untuk tetamu
Última atualização: 2014-08-15
Frequência de uso: 1
Qualidade:
Referência:
graphical console is not yet active for guest
konsol bergrafik belum lagi dikonfigur untuk tetamu
Última atualização: 2014-08-15
Frequência de uso: 1
Qualidade:
Referência:
the stock item for this button
item stok untuk butang ini
Última atualização: 2014-08-15
Frequência de uso: 1
Qualidade:
Referência:
no item for uri '%s' found
tiada item untuk uri '%s' ditemui
Última atualização: 2014-08-15
Frequência de uso: 1
Qualidade:
Referência:
unable to lock item for modification. you cannot make any changes.
tidak dapat memasak kejadian untuk diubah suai. anda tidak boleh membuat sebarang perubahan.
Última atualização: 2011-10-23
Frequência de uso: 1
Qualidade:
Referência:
they collected the items for recycling
mereka mengutip barang itu untuk dikitar semula
Última atualização: 2020-07-22
Frequência de uso: 1
Qualidade:
Referência:
they carry enough items for the climb
mereka membawa barangan yang secukupnya untuk pendakian itu
Última atualização: 2021-01-04
Frequência de uso: 1
Qualidade:
Referência:
you can have at most two child items for that list type!
anda boleh mempunyai paling banyak dua senarai anak untuk jenis senarai tersebut!
Última atualização: 2011-10-23
Frequência de uso: 1
Qualidade:
Referência:
this demand has led to the increase in prices of up to twenty times the normal price and also induced delays on the supply of medical items for four to six months.
permintaan ini telah menyebabkan peningkatan harga sehingga dua puluh kali ganda harga biasa dan juga menyebabkan kelewatan bekalan item perubatan selama empat hingga enam bulan.
Última atualização: 2020-08-25
Frequência de uso: 1
Qualidade:
Referência:
the names of the icons to be used by the scale button. the first item in the array will be used in the button when the current value is the lowest value, the second item for the highest value. all the subsequent icons will be used for all the other values, spread evenly over the range of values
nama ikon yang digunakan oleh butang skala. item pertama dalam tatasusunan akan digunakan di dalam butang bila nilai semasa adalah nilai terendah, item kedua untuk nilai tertinggi. semua ikon berikutnya akan digunakan untuk semua nilai lain, disebar secara sekata menerusi julat nilai
Última atualização: 2014-08-15
Frequência de uso: 1
Qualidade:
Referência:
challenges challenges are game tasks or exercises. depending on genre games can have physical, economical, conceptual, tactical, logistic, exploration and logic challenges (adams, 2009). most of the educational exercises are related with the conceptual and logic challenges. the easiest method to implement game like challenges is to design exercises like quizzes that require active interaction and participation (cheong, cheong, & filippou, 2013). when project or problem-based learning is implemented, students can plan and choose between different strategies. some organise physical activities combined with learning tasks for activating students (e.g., mobile learning guided tours) (hansen, 2005). economical challenges can be related with game-like assignments where students collect items for solving exercises. those items can be used in the next assignments (e.g., materials for crafting) (sheldon, 2011). 2.1 resource accumulation accumulating resources: finding, unlocking, collecting and managing limited resources are the core elements of game economical challenges. examples of economical challenges vary from accumulating resources (also points) to achieving balance in ecosystem or taking care of living things (adams, 2009). teachers can provide in-game “currency” for students for certain achievements. later they can change his currency with items that are useful for solving further challenges (like drawing sets or software licenses) (sheldon, 2011). 2.2 creative play creative play is related with the possibility to design game elements from smaller items like weapons and vehicles to entire game words like game levels. in the construction and management game genre main challenges are based on creativity (adams, 2009). creative play is similar to the problem- or project-based learning or to inquiry-based learning where the starting point (problem or idea) is set but the outcome can be different – depending on the selection of content and methods. competition scoreboard fight big boss challenges resource accumulation creative play decision making 7 2.3 decision making making decisions is central part in all game challenges (costikyan, 2002). even shooting games are related with the decisions like run or attack. in the strategy games all challenges are related with decisions. players are forced to make decisions in order to proceed. decision-making is part of the interaction. in some genres decisionmaking is related with moral choices (ethical aspects of the game). researchers have found that games can teach making decision (prensky, 2007) because they generate safe environment for failing. business simulators are classical examples of using games for learning decision-making through authentic tasks (kiili, 2005). games teach to take risks (prensky, 2007). usually, players fail with the mission several times before they reach to the goal. although teachers have access to educational patterns like three bears, mission impossible and mistake (bergin et al., n.d.) that try to reduce the students’ fear towards failure, traditional schools are punishing and discouraging students for failures with negative grades. 2.4 risk risk is a game element that is most difficult to integrate with the course design. risk can be created with the help of uncertainty. uncertainty can be achieved with the help of luck (or chance or randomness). but it can be generated also with the help of hidden information that will be revealed when player takes risk or generated by the action of the opposite player (adams, 2009). at the same time using the luck in educational conditions can teach the chance seeking (bardone, 2012). in the educational conditions risk can be implemented for example in the format of quiz between two students. risk requires reward. some games are heavily based on randomness (e.g., gambling) but players prefer to believe that their achievements are based on skills (adams, 2009) and not on luck. therefore randomness should be used rarely and with caution. in the educational conditions randomness can be used by rolling the dice for selecting the student who has to make a presentation (sheldon, 2011). decision making safe environment moral and ethics challenges interactions uncertainty luck (chance) unknown information opponent’s actions
Última atualização: 2020-10-18
Frequência de uso: 1
Qualidade:
Referência:
Aviso: contém formatação HTML invisível