en to en_GB translation catalogue (254 entries)

[ctx: ActivityInfo|]
note: Activity title
en: Advanced colors
en_GB: Advanced colours

[ctx: ActivityInfo|]
note: Help title
en: Select the butterfly of the correct color.
en_GB: Select the butterfly of the correct colour.

[ctx: ActivityInfo|]
note: Help goal
en: Learn to recognize unusual colors.
en_GB: Learn to recognise unusual colours.

[ctx: ActivityInfo|]
note: Help manual
en: You will see dancing butterflies of different colors and a question. You have to find the correct butterfly and touch it.
en_GB: You will see dancing butterflies of different colours and a question. You have to find the correct butterfly and touch it.

[ctx: advanced_colors|]
note: Color #E4BB25
en: Find the sulfur butterfly
en_GB: Find the sulphur butterfly

[ctx: advanced_colors|]
note: Color #9F7F58
en: Find the grayish brown butterfly
en_GB: Find the greyish brown butterfly

[ctx: advanced_colors|]
note: Color #91A3B0
en: Find the grayish blue butterfly
en_GB: Find the greyish blue butterfly

[ctx: ActivityInfo|]
note: Help prerequisite
en: Simple addition. Can recognize written numbers.
en_GB: Simple addition. Can recognise written numbers.

[ctx: ActivityInfo|]
note: Activity title
en: Analog electricity
en_GB: Analogue electricity

[ctx: ActivityInfo|]
note: Help title
en: Create and simulate an analog electric schema.
en_GB: Create and simulate an analogue electric schema.

[ctx: ActivityInfo|]
note: Help goal
en: Create an analog electric schema with a real time simulation.
en_GB: Create an analogue electric schema with a real time simulation.

[ctx: board6_0|]
en: Lock with colored shapes.
en_GB: Lock with coloured shapes.

[ctx: balancebox|]
en: The file '%1' is missing!<br>Falling back to builtin levels.
en_GB: The file '%1' is missing!<br>Falling back to built-in levels.

[ctx: ActivityInfo|]
note: Help goal
en: Synchronize left and right hands movements.
en_GB: Synchronise left and right hands movements.

[ctx: ActivityInfo|]
note: Activity title
en: Discover the braille system
en_GB: Discover the Braille system

[ctx: ActivityInfo|]
note: Help title
en: Learn and memorize the braille system.
en_GB: Learn and memorize the Braille system.

[ctx: ActivityInfo|]
note: Help goal
en: Let children discover the braille system.
en_GB: Let children discover the Braille system.

[ctx: ActivityInfo|]
note: Help manual
en: The screen has 3 sections: an interactive braille cell, an instruction telling you the character to reproduce, and at the top the braille characters to use as a reference. Each level teaches a set of 10 characters.
en_GB: The screen has 3 sections: an interactive Braille cell, an instruction telling you the character to reproduce, and at the top the Braille characters to use as a reference. Each level teaches a set of 10 characters.

[ctx: ActivityInfo|]
en: Reproduce the requested character in the interactive braille cell.
en_GB: Reproduce the requested character in the interactive Braille cell.

[ctx: ActivityInfo|]
en: You can open the braille chart by clicking on the blue braille cell icon.
en_GB: You can open the Braille chart by clicking on the blue Braille cell icon.

[ctx: ActivityInfo|]
en: Space: open or close the braille chart
en_GB: Space: open or close the Braille chart

[ctx: braille_alphabets|]
en: Look at the braille character chart and observe how similar the first and second lines are.
en_GB: Look at the Braille character chart and observe how similar the first and second lines are.

[ctx: FirstScreen|]
en: The braille system is a method that is used by blind people to read and write.
en_GB: The Braille system is a method that is used by blind people to read and write.

[ctx: FirstScreen|]
en: Each braille character, or cell, is made up of six dot positions, arranged in a rectangle containing two columns of three dots each. As seen on the left, each dot is referenced by a number from 1 to 6.
en_GB: Each Braille character, or cell, is made up of six dot positions, arranged in a rectangle containing two columns of three dots each. As seen on the left, each dot is referenced by a number from 1 to 6.

[ctx: FirstScreen|]
en: When you are ready, click on me and try reproducing braille characters.
en_GB: When you are ready, click on me and try reproducing Braille characters.

[ctx: questions|]
en: Click on the dots in the braille cell area to produce the letter %1.
en_GB: Click on the dots in the Braille cell area to produce the letter %1.

[ctx: questions|]
en: Click on the dots in the braille cell area to produce the number %1.
en_GB: Click on the dots in the Braille cell area to produce the number %1.

[ctx: questions|]
en: Click on the dots in the braille cell area to produce the symbol %1.
en_GB: Click on the dots in the Braille cell area to produce the symbol %1.

[ctx: ActivityInfo|]
note: Help title
en: Practice braille letters.
en_GB: Practice Braille letters.

[ctx: ActivityInfo|]
note: Help manual
en: Create the braille cells for the letters on the banner. Check the braille chart by clicking on the blue braille cell icon if you need some help.
en_GB: Create the Braille cells for the letters on the banner. Check the Braille chart by clicking on the blue Braille cell icon if you need some help.

[ctx: ActivityInfo|]
note: Help goal
en: Develop some logical skills (data linking, deduction) and spatial visualization while using calculation.
en_GB: Develop some logical skills (data linking, deduction) and spatial visualisation while using calculation.

[ctx: CanalLock|]
en: The vertical colored bars represent the water locks, which can be operated by clicking on them. Two locks of the same type cannot be operated simultaneously.
en_GB: The vertical coloured bars represent the water locks, which can be operated by clicking on them. Two locks of the same type cannot be operated simultaneously.

[ctx: ActivityInfo|]
note: Activity title
en: Categorization
en_GB: Categorisation

[ctx: ActivityInfo|]
note: Help title
en: Categorize the items into correct and incorrect groups.
en_GB: Categorise the items into correct and incorrect groups.

[ctx: Categorization|]
en: You don't have all the images for this activity. Click on 'Update the image set' to download the full word image set. Click on the cross or on 'Never show this dialog again' to play with the demo version.
en_GB: You don't have all the images for this activity. Click on 'Update the image set' to download the full word image set. Click on the cross or on 'Never show this dialogue again' to play with the demo version.

[ctx: Categorization|]
en: Never show this dialog again
en_GB: Never show this dialogue again

[ctx: category_colors|]
en: Colors
en_GB: Colours

[ctx: category_colors|]
en: Place the objects matching GREEN color to the right and others to the left
en_GB: Place the objects matching GREEN colour to the right and others to the left

[ctx: category_colors|]
en: Place the objects matching WHITE color to the right and others to the left
en_GB: Place the objects matching WHITE colour to the right and others to the left

[ctx: category_colors|]
en: Place the objects matching PINK color to the right and others to the left
en_GB: Place the objects matching PINK colour to the right and others to the left

[ctx: category_colors|]
en: Place the objects matching RED color to the right and others to the left
en_GB: Place the objects matching RED colour to the right and others to the left

[ctx: category_colors|]
en: Place the objects matching BROWN color to the right and others to the left
en_GB: Place the objects matching BROWN colour to the right and others to the left

[ctx: category_colors|]
en: Place the objects matching PURPLE color to the right and others to the left
en_GB: Place the objects matching PURPLE colour to the right and others to the left

[ctx: category_colors|]
en: Place the objects matching GREY color to the right and others to the left
en_GB: Place the objects matching GREY colour to the right and others to the left

[ctx: category_colors|]
en: Place the objects matching ORANGE color to the right and others to the left
en_GB: Place the objects matching ORANGE colour to the right and others to the left

[ctx: category_colors|]
en: Place the objects matching YELLOW color to the right and others to the left
en_GB: Place the objects matching YELLOW colour to the right and others to the left

[ctx: category_fishes|]
en: Place the FISHES to the right and other objects to the left
en_GB: Place the FISH to the right and other objects to the left

[ctx: ActivityInfo|]
note: Activity title
en: Play checkers (against Tux)
en_GB: Play draughts (against Tux)

[ctx: ActivityInfo|]
note: Help goal
en: Practice playing checkers.
en_GB: Practice playing draughts.

[ctx: ActivityInfo|]
note: Activity title
en: Play checkers (with a friend)
en_GB: Play draughts (with a friend)

[ctx: ActivityInfo|]
note: Help manual
en: Checkers is played by two opponents, on opposite sides of the gameboard. One player has the dark pieces; the other has the light pieces. Players alternate turns. A player may not move an opponent's piece. A move consists of moving a piece diagonally to an adjacent unoccupied square. If the adjacent square contains an opponent's piece, and the square immediately beyond it is vacant, the piece may be captured (and removed from the game) by jumping over it.
    Only the dark squares of the checkered board are used. A piece may move only diagonally into an unoccupied square. Capturing is mandatory. The player without pieces remaining, or who cannot move due to being blocked, loses the game.
    When a man reaches the crownhead or kings row (the farthest row forward), it becomes a king, and is marked by placing an additional piece on top of the first man, and acquires additional powers including the ability to move backwards. If there is a piece in a diagonal that a king can capture, he can move any distance along the diagonal, and may capture an opposing man any distance away by jumping to any of the unoccupied squares immediately beyond it.
en_GB: Checkers is played by two opponents, on opposite sides of the gameboard. One player has the dark pieces; the other has the light pieces. Players alternate turns. A player may not move an opponent's piece. A move consists of moving a piece diagonally to an adjacent unoccupied square. If the adjacent square contains an opponent's piece, and the square immediately beyond it is vacant, the piece may be captured (and removed from the game) by jumping over it.
    Only the dark squares of the chequered board are used. A piece may move only diagonally into an unoccupied square. Capturing is mandatory. The player without pieces remaining, or who cannot move due to being blocked, loses the game.
    When a man reaches the crownhead or kings row (the farthest row forward), it becomes a king, and is marked by placing an additional piece on top of the first man, and acquires additional powers including the ability to move backwards. If there is a piece in a diagonal that a king can capture, he can move any distance along the diagonal, and may capture an opposing man any distance away by jumping to any of the unoccupied squares immediately beyond it.

[ctx: ActivityInfo|]
note: Help title
en: Drag and Drop the items to organize the story.
en_GB: Drag and Drop the items to organise the story.

[ctx: ActivityInfo|]
note: Help goal
en: Learn to recognize the chronology of a story.
en_GB: Learn to recognise the chronology of a story.

[ctx: ActivityInfo|]
note: Help goal
en: Recognize the name of lowercase letters.
en_GB: Recognise the name of lowercase letters.

[ctx: ActivityInfo|]
note: Help goal
en: Recognize the name of uppercase letters.
en_GB: Recognise the name of uppercase letters.

[ctx: ActivityInfo|]
note: Help title
en: Learn how to tell the time on an analog clock.
en_GB: Learn how to tell the time on an analogue clock.

[ctx: ActivityInfo|]
note: Help goal
en: Learn units of time (hours, minutes and seconds). Set the time on an analog clock.
en_GB: Learn units of time (hours, minutes and seconds). Set the time on an analogue clock.

[ctx: Clockgame|]
en: %n hour(s) | %n hour(s)
en_GB[0]: %n hour
en_GB[1]: %n hours

[ctx: Clockgame|]
en: %n minute(s) | %n minute(s)
en_GB[0]: %n minute
en_GB[1]: %n minutes

[ctx: Clockgame|]
en: %n second(s) | %n second(s)
en_GB[0]: %n second
en_GB[1]: %n seconds

[ctx: ActivityInfo|]
note: Activity title
en: Mixing paint colors
en_GB: Mixing paint colours

[ctx: ActivityInfo|]
note: Help title
en: Discover paint color mixing.
en_GB: Discover paint colour mixing.

[ctx: ActivityInfo|]
note: Help goal
en: Learn to mix primary paint colors to match a given color.
en_GB: Learn to mix primary paint colours to match a given colour.

[ctx: ActivityInfo|]
note: Help manual
en: This activity teaches how mixing primary paint colors works (subtractive mixing).
en_GB: This activity teaches how mixing primary paint colours works (subtractive mixing).

[ctx: ActivityInfo|]
en: Change the color by moving the sliders on the paint tubes or by clicking on the + and - buttons. Then click on the OK button to validate your answer.
en_GB: Change the colour by moving the sliders on the paint tubes or by clicking on the + and - buttons. Then click on the OK button to validate your answer.

[ctx: ActivityInfo|]
en: Paints and inks absorb different colors of the light falling on it, subtracting it from what you see. The more ink you add, the more light is absorbed, and the darker the resulting color becomes. We can mix just three primary colors to make many new colors. The primary colors for paint/ink are cyan (a special shade of blue), magenta (a special shade of pink), and yellow.
en_GB: Paints and inks absorb different colours of the light falling on it, subtracting it from what you see. The more ink you add, the more light is absorbed, and the darker the resulting colour becomes. We can mix just three primary colours to make many new colours. The primary colours for paint/ink are cyan (a special shade of blue), magenta (a special shade of pink), and yellow.

[ctx: ColorMix|]
en: Match the color
en_GB: Match the colour

[ctx: ActivityInfo|]
note: Activity title
en: Mixing light colors
en_GB: Mixing light colours

[ctx: ActivityInfo|]
note: Help title
en: Discover light color mixing.
en_GB: Discover light colour mixing.

[ctx: ActivityInfo|]
note: Help goal
en: Learn to mix primary light colors to match a given color.
en_GB: Learn to mix primary light colours to match a given colour.

[ctx: ActivityInfo|]
note: Help manual
en: This activity teaches how mixing primary light colors works (additive mixing).
en_GB: This activity teaches how mixing primary light colours works (additive mixing).

[ctx: ActivityInfo|]
en: Change the color by moving the sliders on the flashlights or by clicking on the + and - buttons. Then click on the OK button to validate your answer.
en_GB: Change the colour by moving the sliders on the flashlights or by clicking on the + and - buttons. Then click on the OK button to validate your answer.

[ctx: ActivityInfo|]
en: Mixing light colors is just the opposite of mixing paint colors. The more light you add, the lighter the resulting color becomes. The primary colors of light are red, green and blue.
en_GB: Mixing light colours is just the opposite of mixing paint colours. The more light you add, the lighter the resulting colour becomes. The primary colours of light are red, green and blue.

[ctx: ActivityInfo|]
note: Activity title
en: Colors
en_GB: Colours

[ctx: ActivityInfo|]
note: Help title
en: Click on the right color.
en_GB: Click on the right colour.

[ctx: ActivityInfo|]
note: Help goal
en: Practice recognizing different colors.
en_GB: Practice recognising different colours.

[ctx: ActivityInfo|]
note: Help prerequisite
en: Identifying colors.
en_GB: Identifying colours.

[ctx: ActivityInfo|]
note: Help manual
en: Listen to the color and click on the matching duck.
en_GB: Listen to the colour and click on the matching duck.

[ctx: ActivityInfo|]
note: Help goal
en: Develop observation and spatial visualization skills.
en_GB: Develop observation and spatial visualisation skills.

[ctx: One|]
en: Digital circuits work with only two states: 0 and 1. It is the basics of computer technics. In reality, 0 is often the representation of a voltage nearly equal to ground voltage and 1 is the representation of the supply voltage of a circuit.
en_GB: Digital circuits work with only two states: 0 and 1. It is the basics of computer technology. In reality, 0 is often the representation of a voltage nearly equal to ground voltage and 1 is the representation of the supply voltage of a circuit.

[ctx: Zero|]
en: Digital circuits work with only two states: 0 and 1. It is the basics of computer technics. In reality, 0 is often the representation of a voltage nearly equal to ground voltage and 1 is the representation of the supply voltage of a circuit.
en_GB: Digital circuits work with only two states: 0 and 1. It is the basics of computer technology. In reality, 0 is often the representation of a voltage nearly equal to ground voltage and 1 is the representation of the supply voltage of a circuit.

[ctx: ActivityInfo|]
note: Help manual
en: First, properly organize the items so that you can count them. Then, click on an item of the answers list in the top left area and enter the corresponding answer with the keyboard.
en_GB: First, properly organise the items so that you can count them. Then, click on an item of the answers list in the top left area and enter the corresponding answer with the keyboard.

[ctx: board1|]
en: Chichen Itza, meaning “at the mouth of the Itza well”, is a Mayan City on the Yucatan Peninsula in Mexico, between Valladolid and Merida. It was established before the period of Christopher Colombus and probably served as the religion center of Yucatan for a while.
en_GB: Chichen Itza, meaning “at the mouth of the Itza well”, is a Mayan City on the Yucatan Peninsula in Mexico, between Valladolid and Merida. It was established before the period of Christopher Columbus and probably served as the religion centre of Yucatan for a while.

[ctx: board1|]
en: The Colosseum or Coliseum is today the most recognizable of Rome's Classical buildings. Even 2000 years after it was built, and despite centuries when the abandoned building was pillaged for building materials, it is instantly recognizable as a classical template for the stadia of today. It was the first permanent amphitheatre to be raised in Rome, and the most impressive arena the Classical world had yet seen.
en_GB: The Colosseum or Coliseum is today the most recognisable of Rome's Classical buildings. Even 2000 years after it was built, and despite centuries when the abandoned building was pillaged for building materials, it is instantly recognisable as a classical template for the stadia of today. It was the first permanent amphitheatre to be raised in Rome, and the most impressive arena the Classical world had yet seen.

[ctx: board1|]
en: The Great Wall was listed as a World Heritage by UNESCO in 1987. Just like a gigantic dragon, it winds up and down across deserts, grasslands, mountains and plateaus, stretching approximately 13170 miles (21196 kilometers) from east to west of China.
en_GB: The Great Wall was listed as a World Heritage by UNESCO in 1987. Just like a gigantic dragon, it winds up and down across deserts, grasslands, mountains and plateaus, stretching approximately 13170 miles (21196 kilometres) from east to west of China.

[ctx: board1|]
en: The Taj Mahal is a white marble mausoleum located on the southern bank of the Yamuna River in the Indian city of Agra. It was commissioned in 1632 by the Mughal emperor Shah Jahan reigned to house the tomb of his favorite wife of three, Mumtaz Mahal.
en_GB: The Taj Mahal is a white marble mausoleum located on the southern bank of the Yamuna River in the Indian city of Agra. It was commissioned in 1632 by the Mughal emperor Shah Jahan reigned to house the tomb of his favourite wife of three, Mumtaz Mahal.

[ctx: board2|]
en: The Gateway of India is one of India's most unique landmarks situated in the city of Mumbai. The colossal structure was constructed in 1924. Located at the tip of Apollo Bunder, the gateway overlooks the Mumbai harbor, bordered by the Arabian Sea in the Colaba district. The Gateway of India is a monument that marks India's chief ports and is a major tourist attraction for visitors who arrive in India for the first time.
en_GB: The Gateway of India is one of India's most unique landmarks situated in the city of Mumbai. The colossal structure was constructed in 1924. Located at the tip of Apollo Bunder, the gateway overlooks the Mumbai harbour, bordered by the Arabian Sea in the Colaba district. The Gateway of India is a monument that marks India's chief ports and is a major tourist attraction for visitors who arrive in India for the first time.

[ctx: board2|]
en: The Great Stupa at Sanchi is the oldest stone structure in India and was originally commissioned by the emperor Ashoka the Great in the 3rd century BCE. Its nucleus was a simple hemispherical brick structure built over the relics of the Buddha. It was crowned by the chatra, a parasol-like structure symbolizing high rank, which was intended to honor and shelter the relics.
en_GB: The Great Stupa at Sanchi is the oldest stone structure in India and was originally commissioned by the emperor Ashoka the Great in the 3rd century BCE. Its nucleus was a simple hemispherical brick structure built over the relics of the Buddha. It was crowned by the chatra, a parasol-like structure symbolizing high rank, which was intended to honour and shelter the relics.

[ctx: board3|]
en: The Pont du Gard was built shortly before the Christian era to allow the aqueduct of Nîmes (which is almost 50 km long) to cross the Gardon river. The Roman architects and hydraulic engineers who designed this bridge, which stands almost 50 m high and is on three levels – the longest measuring 275 m – created a technical as well as an artistic masterpiece.
en_GB: The Pont du Gard was built shortly before the Christian era to allow the aqueduct of Nîmes (which is almost 50 km long) to cross the Gardon river. The Roman architects and hydraulic engineers who designed this bridge, which stands almost 50 m high and is on three levels – the longest measuring 275 metres – created a technical as well as an artistic masterpiece.

[ctx: board4|]
en: The Brandenburg Gate is the only surviving city gate of Berlin and symbolizes the reunification of East and West Berlin. Built in the 18th century, the Brandenburg Gate is the entry to Unter den Linden, the prominent boulevard of linden trees which once led directly to the palace of the Prussian monarchs. It is regarded as one of the most famous landmarks in Europe.
en_GB: The Brandenburg Gate is the only surviving city gate of Berlin and symbolises the reunification of East and West Berlin. Built in the 18th century, the Brandenburg Gate is the entry to Unter den Linden, the prominent boulevard of linden trees which once led directly to the palace of the Prussian monarchs. It is regarded as one of the most famous landmarks in Europe.

[ctx: board4|]
en: The Cathedral of Berlin is the largest church in the city, and it serves as a vital center for the Protestant church of Germany. Reaching out well beyond the borders of the parish and of Berlin, the cathedral attracts thousands of visitors, year after year, from Germany and abroad.
en_GB: The Cathedral of Berlin is the largest church in the city, and it serves as a vital centre for the Protestant church of Germany. Reaching out well beyond the borders of the parish and of Berlin, the cathedral attracts thousands of visitors, year after year, from Germany and abroad.

[ctx: board4|]
en: This romantic fairytale fortress, with all its many towers, domes and wings, is reflected in the waters of Lake Schwerin. It was completed in 1857 and symbolized the powerful dynasty of its founder, Friedrich Franz II.
en_GB: This romantic fairytale fortress, with all its many towers, domes and wings, is reflected in the waters of Lake Schwerin. It was completed in 1857 and symbolised the powerful dynasty of its founder, Friedrich Franz II.

[ctx: board5|]
en: This round, sandstone fort sitting at the bottom of Manhattan Island predates Ellis Island by about 50 years as the first U.S. immigration checkpoint. Castle Clinton (nps.gov/cacl) was originally built as a fort to protect New York from a British invasion during the War of 1812, and was dedicated as a national monument in 1946.
en_GB: This round, sandstone fort sitting at the bottom of Manhattan Island pre-dates Ellis Island by about 50 years as the first U.S. immigration checkpoint. Castle Clinton (nps.gov/cacl) was originally built as a fort to protect New York from a British invasion during the War of 1812, and was dedicated as a national monument in 1946.

[ctx: board5|]
en: Mt. Rushmore stands as a shrine of democracy, a monument and memorial to George Washington, this country's birth, growth and ideals. Mount Rushmore symbolizes the greatness of this nation through the greatness of its leaders. The epic sculpture of Mount Rushmore depicts the faces of four exalted American presidents that symbolize this nation's rich history, rugged determination and lasting achievements.
en_GB: Mt. Rushmore stands as a shrine of democracy, a monument and memorial to George Washington, this country's birth, growth and ideals. Mount Rushmore symbolises the greatness of this nation through the greatness of its leaders. The epic sculpture of Mount Rushmore depicts the faces of four exalted American presidents that symbolise this nation's rich history, rugged determination and lasting achievements.

[ctx: board5|]
en: Navajo National Monument is a National Monument located within the northwest portion of the Navajo Nation territory in northern Arizona, which was established to preserve three-well preserved cliff dwellings of the Ancestral Puebloan People: Keet Seel (Kitsʼiil), Betatakin (Bitátʼahkin), and Inscription House (Tsʼah Biiʼ Kin). The monument is high on the Shonto plateau, overlooking the Tsegi Canyon system, west of Kayenta, Arizona. It features a visitor center with a museum, two short self-guided mesa top trails, two small campgrounds, and a picnic area. Rangers guide visitors on free tours of the Keet Seel and Betatakin cliff dwellings. The Inscription House site, further west, is currently closed to public access.
en_GB: Navajo National Monument is a National Monument located within the north west portion of the Navajo Nation territory in northern Arizona, which was established to preserve three-well preserved cliff dwellings of the Ancestral Puebloan People: Keet Seel (Kitsʼiil), Betatakin (Bitátʼahkin), and Inscription House (Tsʼah Biiʼ Kin). The monument is high on the Shonto plateau, overlooking the Tsegi Canyon system, west of Kayenta, Arizona. It features a visitor centre with a museum, two short self-guided mesa top trails, two small camp grounds, and a picnic area. Rangers guide visitors on free tours of the Keet Seel and Betatakin cliff dwellings. The Inscription House site, further west, is currently closed to public access.

[ctx: board5|]
en: Originally built as a defensive structure following the War of 1812, it was at this oceanfront fortification in Charleston Harbor, South Carolina, that the first shots of the Civil War were fired. Inside Fort Sumter, a number of exhibits offer perspectives on U.S. history, particularly the divisions between North and South that eventually resulted in the war.
en_GB: Originally built as a defensive structure following the War of 1812, it was at this ocean front fortification in Charleston Harbour, South Carolina, that the first shots of the Civil War were fired. Inside Fort Sumter, a number of exhibits offer perspectives on U.S. history, particularly the divisions between North and South that eventually resulted in the war.

[ctx: board6|]
en: The Red Pyramid was one of the finest and most successful attempts by Pharaoh Sneferu in building world’s first ever smooth sided pyramid during the Ancient Egypt period. The height of the pyramid is 104 meters making it the world’s 4th largest pyramid in Egypt. The pyramid has been built with red limestone stones, hence the name. The local people of Egypt called it as el-heram el-watwaat meaning the Bat Pyramid.
en_GB: The Red Pyramid was one of the finest and most successful attempts by Pharaoh Sneferu in building world’s first ever smooth sided pyramid during the Ancient Egypt period. The height of the pyramid is 104 metres making it the world’s 4th largest pyramid in Egypt. The pyramid has been built with red limestone stones, hence the name. The local people of Egypt called it as el-heram el-watwaat meaning the Bat Pyramid.

[ctx: board2|]
en: The chameleon lives in Africa and Madagascar and is well-known for its ability to change its skin color in a couple of seconds.
en_GB: The chameleon lives in Africa and Madagascar and is well-known for its ability to change its skin colour in a couple of seconds.

[ctx: board2|]
en: The scarlet macaw lives in South America and is a big and bright colored parrot, able to learn up to 100 words!
en_GB: The scarlet macaw lives in South America and is a big and bright coloured parrot, able to learn up to 100 words!

[ctx: board2|]
en: Being the largest of all the deers, the moose eats as much as 25 kg per day. However, it's not easy, so sometimes the moose has to stand on its hind legs to reach branches up to 4 meters!
en_GB: Being the largest of all the deer, the moose eats as much as 25 kg per day. However, it's not easy, so sometimes the moose has to stand on its hind legs to reach branches up to 4 metres!

[ctx: board3|]
en: The Komodo dragon is the largest living lizard (up to 3 meters). It lives in the Indonesian islands.
en_GB: The Komodo dragon is the largest living lizard (up to 3 metres). It lives in the Indonesian islands.

[ctx: board3|]
en: The ring-tailed lemur is a primate that lives in the dry regions of southwest Madagascar. Its striped tail makes it easy to recognize.
en_GB: The ring-tailed lemur is a primate that lives in the dry regions of southwest Madagascar. Its striped tail makes it easy to recognise.

[ctx: board1|]
en: Music is a very important part of middle eastern culture. Specific songs are played to call worshipers to prayer. The lute is an instrument invented thousands of years ago and still in use today.
en_GB: Music is a very important part of middle eastern culture. Specific songs are played to call worshippers to prayer. The lute is an instrument invented thousands of years ago and still in use today.

[ctx: board1|]
en: Folk music of this region is called celtic music. It often incorporates a narrative poem or story. Typical instruments include bagpipes, fiddles, flutes, harps, and accordions.
en_GB: Folk music of this region is called Celtic music. It often incorporates a narrative poem or story. Typical instruments include bagpipes, fiddles, flutes, harps, and accordions.

[ctx: board1|]
en: Italy is famous for its Opera. Opera is a musical theater where actors tell a story by acting and singing. Opera singers, both male and female, learn special techniques to sing operas.
en_GB: Italy is famous for its Opera. Opera is a musical theatre where actors tell a story by acting and singing. Opera singers, both male and female, learn special techniques to sing operas.

[ctx: ActivityInfo|]
note: Help goal
en: Develop anticipation and spatial visualization skills.
en_GB: Develop anticipation and spatial visualisation skills.

[ctx: ActivityInfo|]
note: Help manual
en: Reproduce the frieze on top. On some levels, you may have to complete the frieze or to reproduce it after you've memorized it.
en_GB: Reproduce the frieze on top. On some levels, you may have to complete the frieze or to reproduce it after you've memorised it.

[ctx: Data|]
en: Copy this frieze: 2 shapes with different colors/signs.
en_GB: Copy this frieze: 2 shapes with different colours/signs.

[ctx: Data|]
en: Remember and copy this frieze: any combination of shapes, colors/signs and sizes.
en_GB: Remember and copy this frieze: any combination of shapes, colours/signs and sizes.

[ctx: Data|]
en: Copy and complete this frieze: patterns between 4 and 7, any combination of shapes, colors/signs and sizes.
en_GB: Copy and complete this frieze: patterns between 4 and 7, any combination of shapes, colours/signs and sizes.

[ctx: Data|]
en: Remember and copy this frieze: patterns between 4 and 7, any combination of shapes, colors/signs and sizes.
en_GB: Remember and copy this frieze: patterns between 4 and 7, any combination of shapes, colours/signs and sizes.

[ctx: Data|]
en: Copy and complete this frieze: patterns between 6 and 8, any combination of shapes, colors/signs and sizes.
en_GB: Copy and complete this frieze: patterns between 6 and 8, any combination of shapes, colours/signs and sizes.

[ctx: Data|]
en: Remember and copy this frieze: patterns between 6 and 8, any combination of shapes, colors/signs and sizes.
en_GB: Remember and copy this frieze: patterns between 6 and 8, any combination of shapes, colours/signs and sizes.

[ctx: Data|]
en: Copy and complete this frieze: 2 shapes with different colors/signs.
en_GB: Copy and complete this frieze: 2 shapes with different colours/signs.

[ctx: Data|]
en: Remember and copy this frieze: 2 shapes with different colors/signs.
en_GB: Remember and copy this frieze: 2 shapes with different colours/signs.

[ctx: Data|]
en: Copy this frieze: 3 or 4 shapes with different colors/signs.
en_GB: Copy this frieze: 3 or 4 shapes with different colours/signs.

[ctx: Data|]
en: Copy this frieze: 3 or 4 shapes with 2 sizes and potentially same colors/signs.
en_GB: Copy this frieze: 3 or 4 shapes with 2 sizes and potentially same colours/signs.

[ctx: Data|]
en: Copy and complete this frieze: 3 or 4 shapes with 2 sizes and potentially same colors/signs.
en_GB: Copy and complete this frieze: 3 or 4 shapes with 2 sizes and potentially same colours/signs.

[ctx: Data|]
en: Copy this frieze: patterns between 12 and 15, any combination of shapes, colors/signs and sizes.
en_GB: Copy this frieze: patterns between 12 and 15, any combination of shapes, colours/signs and sizes.

[ctx: Data|]
en: Copy and complete this frieze: patterns between 10 and 12, any combination of shapes, colors/signs and sizes.
en_GB: Copy and complete this frieze: patterns between 10 and 12, any combination of shapes, colours/signs and sizes.

[ctx: Data|]
en: Copy and complete this frieze: patterns between 16 and 20, any combination of shapes, colors/signs and sizes.
en_GB: Copy and complete this frieze: patterns between 16 and 20, any combination of shapes, colours/signs and sizes.

[ctx: ActivityInfo|]
note: Help goal
en: Practice addition, multiplication, division and subtraction.
en_GB: Practise addition, multiplication, division and subtraction.

[ctx: ActivityInfo|]
note: Help goal
en: Practice addition, subtraction, multiplication and division.
en_GB: Practise addition, subtraction, multiplication and division.

[ctx: ActivityConfig|]
en: Colors
en_GB: Colours

[ctx: ActivityInfo|]
note: Activity title
en: Graph coloring
en_GB: Graph colouring

[ctx: ActivityInfo|]
note: Help title
en: Color the graph so that no two adjacent nodes have the same color.
en_GB: Colour the graph so that no two adjacent nodes have the same colour.

[ctx: ActivityInfo|]
note: Help goal
en: Develop your sense of strategy, learn to distinguish colors and memorize relative positions.
en_GB: Develop your sense of strategy, learn to distinguish colours and memorise relative positions.

[ctx: ActivityInfo|]
note: Help prerequisite
en: Ability to distinguish different colors/shapes, sense of positions.
en_GB: Ability to distinguish different colours/shapes, sense of positions.

[ctx: ActivityInfo|]
note: Help manual
en: Place colors/shapes on the graph so that no two adjacent nodes have the same color. Select a node, then select an item in the list to place it on the node.
en_GB: Place colours/shapes on the graph so that no two adjacent nodes have the same colour. Select a node, then select an item in the list to place it on the node.

[ctx: ActivityInfo|]
note: Help manual
en: Move the spaceship with the left and right keys, or with the buttons on the screen for mobile devices. Try to stay near the center of the screen and anticipate by looking at the size and direction of the arrow showing the gravity force.
en_GB: Move the spaceship with the left and right keys, or with the buttons on the screen for mobile devices. Try to stay near the centre of the screen and anticipate by looking at the size and direction of the arrow showing the gravity force.

[ctx: Gravity|]
en: Gravity is universal and Newton's law of universal gravitation extends gravity beyond earth. This force of gravitational attraction is directly dependent upon the mass of both objects and inversely proportional to the square of the distance between their centers.
en_GB: Gravity is universal and Newton's law of universal gravitation extends gravity beyond earth. This force of gravitational attraction is directly dependent upon the mass of both objects and inversely proportional to the square of the distance between their centres.

[ctx: Gravity|]
en: Try to stay near the center of the screen, and anticipate by looking at the size and direction of the arrow.
en_GB: Try to stay near the centre of the screen, and anticipate by looking at the size and direction of the arrow.

[ctx: ActivityInfo|]
note: Help manual
en: Read the instructions that give you the range of the number to find. Enter a number in the top right entry box. You will be told if your number is higher or lower than the one to find. Then try again until you find the correct answer. The distance between Tux and the right side of the screen represents how far you are from the number to find. If Tux is over or under the vertical center of the screen, it means your number is over or under the number to find.
en_GB: Read the instructions that give you the range of the number to find. Enter a number in the top right entry box. You will be told if your number is higher or lower than the one to find. Then try again until you find the correct answer. The distance between Tux and the right side of the screen represents how far you are from the number to find. If Tux is over or under the vertical centre of the screen, it means your number is over or under the number to find.

[ctx: Hangman|]
en: We switched to English for this activity but you can select another language in the configuration dialog.
en_GB: We switched to English for this activity but you can select another language in the configuration dialogue.

[ctx: ActivityInfo|]
note: Help goal
en: Learn to recognize musical instruments.
en_GB: Learn to recognise musical instruments.

[ctx: ActivityInfo|]
note: Help manual
en: The acceleration caused by the gravity experienced by the spaceship is directly proportional to the mass of the planet and inversely proportional to the square of the distance from the center of the planet. Thus, with every planet the acceleration will differ and as the spaceship comes closer and closer to the planet the acceleration increases.
en_GB: The acceleration caused by the gravity experienced by the spaceship is directly proportional to the mass of the planet and inversely proportional to the square of the distance from the centre of the planet. Thus, with every planet the acceleration will differ and as the spaceship comes closer and closer to the planet the acceleration increases.

[ctx: ActivityInfo|]
note: Help manual
en: Review a set of words. Each word is shown with a voice, a text and an image.<br/>When done, you will have some exercises to recognize the text from the voice and the image, then only from the voice, and finally an exercise to type the text.
en_GB: Review a set of words. Each word is shown with a voice, a text and an image.<br/>When done, you will have some exercises to recognise the text from the voice and the image, then only from the voice, and finally an exercise to type the text.

[ctx: Lang|]
en: We switched to English for this activity but you can select another language in the configuration dialog.
en_GB: We switched to English for this activity but you can select another language in the configuration dialogue.

[ctx: Lang|]
en: color
en_GB: colour

[ctx: Lang|]
en: bodyparts
en_GB: body parts

[ctx: LetterInWord|]
en: We switched to English for this activity but you can select another language in the configuration dialog.
en_GB: We switched to English for this activity but you can select another language in the configuration dialogue.

[ctx: ActivityInfo|]
note: Help goal
en: Develop anticipation, strategy and spatial visualization skills.
en_GB: Develop anticipation, strategy and spatial visualisation skills.

[ctx: ActivityInfo|]
note: Help manual
en: The effect of pressing a window is to toggle the state of that window, and of its immediate vertical and horizontal neighbors. You must turn off all the lights. If you click on Tux, the solution is shown.
en_GB: The effect of pressing a window is to toggle the state of that window, and of its immediate vertical and horizontal Neighbours. You must turn off all the lights. If you click on Tux, the solution is shown.

[ctx: ActivityInfo|]
note: Help manual
en: Read the history of Louis Braille, his biography, and the invention of the braille system. Click on the previous and next buttons to move between the story pages. At the end, arrange the sequence in chronological order.
en_GB: Read the history of Louis Braille, his biography, and the invention of the Braille system. Click on the previous and next buttons to move between the story pages. At the end, arrange the sequence in chronological order.

[ctx: louis_braille_data|]
en: Louis trimmed Barbier's 12 dots into 6 and invented the braille system.
en_GB: Louis trimmed Barbier's 12 dots into 6 and invented the Braille system.

[ctx: ActivityInfo|]
note: Help goal
en: Develop spatial visualization and pathfinding skills.
en_GB: Develop spatial visualisation and pathfinding skills.

[ctx: ActivityInfo|]
en: At higher levels, run-fast-mode will be enabled automatically. If you want to use this feature in earlier levels or want to disable it in advanced levels, click on the "barefoot / sportshoe" icon in the upper left corner of the screen to toggle the run-fast-mode.
en_GB: At higher levels, run-fast-mode will be enabled automatically. If you want to use this feature in earlier levels or want to disable it in advanced levels, click on the "barefoot / sport shoe" icon in the upper left corner of the screen to toggle the run-fast-mode.

[ctx: ActivityInfo|]
note: Help goal
en: Develop spatial visualization, pathfinding and visual memory skills.
en_GB: Develop spatial visualisation, pathfinding and visual memory skills.

[ctx: ConfigurationItem|]
en: Localized voices
en_GB: Localised voices

[ctx: ConfigurationItem|]
en: Font Capitalization
en_GB: Font Capitalisation

[ctx: Menu|]
en: Put your favorite activities here by clicking on the sun at the top right of that activity.
en_GB: Put your favourite activities here by clicking on the sun at the top right of that activity.

[ctx: MissingLetter|]
en: We switched to English for this activity but you can select another language in the configuration dialog.
en_GB: We switched to English for this activity but you can select another language in the configuration dialogue.

[ctx: ActivityInfo|]
note: Help goal
en: Develop strategic and spatial visualization skills.
en_GB: Develop strategic and spatial visualisation skills.

[ctx: nine_men_morris|]
en: After all the pieces are placed, you and Tux will take turns to move them. Click on one of your pieces, and then on an adjacent empty spot to move it there. Green color spots indicates where you can move.
en_GB: After all the pieces are placed, you and Tux will take turns to move them. Click on one of your pieces, and then on an adjacent empty spot to move it there. Green colour spots indicates where you can move.

[ctx: nine_men_morris|]
en: If you immobilize the computer or leave it with less than 3 pieces, then you win the game.
en_GB: If you immobilise the computer or leave it with less than 3 pieces, then you win the game.

[ctx: dataset_01|]
en: This activity will teach you to read notes from F1 in bass clef up to D6 in treble clef.<br>On each level you will learn new notes and practice the ones you have already learned.<br>Reference notes are colored in red and will help you to read the notes placed around them.
en_GB: This activity will teach you to read notes from F1 in bass clef up to D6 in treble clef.<br>On each level you will learn new notes and practice the ones you have already learned.<br>Reference notes are coloured in red and will help you to read the notes placed around them.

[ctx: ActivityInfo|]
note: Help goal
en: Learn to recognize even and odd numbers and their numerical order.
en_GB: Learn to recognise even and odd numbers and their numerical order.

[ctx: Data|]
note: These sentences should not need to be translated word by word. Please add at least 10 sentences, each one being between 6 and 10 words. Use | to separate group of words. The aim of the string is to shuffle the group of words and let the child reorder them correctly. We should not be able to form a c
en: The|sun|is|shining|in|the|sky.
    Kids|enjoy|playing|outside|in|the|evening.
    Are|you|going|out|for|lunch?
    The|girl|tied|her|tennis|shoes|and|went|outside.
    Sam|felt|sick|after|eating|five|huge|candy|bars.
    Our|family|takes|a|vacation|to|the|beach|every|year.
    Uncle|Joe|gave|me|a|red|toy|truck.
    When|you|finish|your|rice|you|can|eat|dessert.
    Mom|has|asked|me|to|play|in|the|room.
    I|think|we|are|going|to|have|a|good|day.
en_GB: The|sun|is|shining|in|the|sky.
    Kids|enjoy|playing|outside|in|the|evening.
    Are|you|going|out|for|lunch?
    The|girl|tied|her|tennis|shoes|and|went|outside.
    Sam|felt|sick|after|eating|five|huge|candy|bars.
    Our|family|takes|a|vacation|to|the|beach|every|year.
    Uncle|Joe|gave|me|a|red|toy|truck.
    When|you|finish|your|rice|you|can|eat|dessert.
    Mum|has|asked|me|to|play|in|the|room.
    I|think|we|are|going|to|have|a|good|day.

[ctx: ActivityInfo|]
en: Players take turns moving the seeds. On each turn, a player chooses one of the six houses under their control. The player removes all seeds from that house and distributes them, in a process called sowing, into the following houses (counter-clockwise). Seeds are not distributed into the end scoring houses, nor into the house drawn from. The starting house is always left empty; if it contained 12 (or more) seeds, it is skipped, and the twelfth seed is placed in the next house.
en_GB: Players take turns moving the seeds. On each turn, a player chooses one of the six houses under their control. The player removes all seeds from that house and distributes them, in a process called sowing, into the following houses (anticlockwise). Seeds are not distributed into the end scoring houses, nor into the house drawn from. The starting house is always left empty; if it contained 12 (or more) seeds, it is skipped, and the twelfth seed is placed in the next house.

[ctx: ActivityInfo|]
note: Help goal
en: Develop skills in visualization and map reading, and learn to follow directions.
en_GB: Develop skills in visualisation and map reading, and learn to follow directions.

[ctx: ActivityInfo|]
en: Level 1: Basic piano keyboard (white keys only) where users can experiment with clicking the colored rectangle keys to write music.
en_GB: Level 1: Basic piano keyboard (white keys only) where users can experiment with clicking the coloured rectangle keys to write music.

[ctx: ActivityInfo|]
en: The synthesizer original code is from https://github.com/vsr83/miniSynth
en_GB: The synthesiser original code is from https://github.com/vsr83/miniSynth

[ctx: ActivityConfig|]
en: Display colored notes.
en_GB: Display coloured notes.

[ctx: ActivityConfig|]
en: Display colorless notes.
en_GB: Display colourless notes.

[ctx: ActivityInfo|]
note: Help manual
en: First, select the proper color from the toolbar. Click on the grid and drag to paint, then release the click to stop painting.
en_GB: First, select the proper colour from the toolbar. Click on the grid and drag to paint, then release the click to stop painting.

[ctx: ActivityInfo|]
en: Digits: select a color
en_GB: Digits: select a colour

[ctx: ActivityInfo|]
en: Digits: type arabic numerals
en_GB: Digits: type Arabic numerals

[ctx: ActivityInfo|]
en: Letters: type roman numerals (with I, V, X, L, C, D and M)
en_GB: Letters: type Roman numerals (with I, V, X, L, C, D and M)

[ctx: RomanNumerals|]
en: The roman numbers are all built out of these 7 numbers:
    I and V (units, 1 and 5)
    X and L (tens, 10 and 50)
    C and D (hundreds, 100 and 500)
     and M (1000).
     An interesting observation here is that the roman numeric system lacks the number 0.
en_GB: The Roman numbers are all built out of these 7 numbers:
    I and V (units, 1 and 5)
    X and L (tens, 10 and 50)
    C and D (hundreds, 100 and 500)
     and M (1000).
     An interesting observation here is that the Roman numeric system lacks the number 0.

[ctx: RomanNumerals|]
en: Convert the roman number %1 to arabic.
en_GB: Convert the Roman number %1 to Arabic.

[ctx: RomanNumerals|]
en: Convert the arabic number %1 to roman.
en_GB: Convert the Arabic number %1 to Roman.

[ctx: RomanNumerals|]
en: Now you know the rules, you can read and write numbers in roman numerals.
en_GB: Now you know the rules, you can read and write numbers in Roman numerals.

[ctx: ActivityInfo|]
note: Activity title
en: Share pieces of candy
en_GB: Share sweets

[ctx: ActivityInfo|]
note: Help title
en: Try to split the pieces of candy between a given number of children.
en_GB: Try to split the sweets between a given number of children.

[ctx: ActivityInfo|]
note: Help manual
en: Follow the instructions shown on the screen: first, drag the given number of boys/girls to the center, then drag pieces of candy to each child's rectangle.
en_GB: Follow the instructions shown on the screen: first, drag the given number of boys/girls to the centre, then drag sweets to each child's rectangle.

[ctx: Data|]
en: Maximum 25 pieces of candy and 5 kids, no rest.
en_GB: Maximum 25 sweets and 5 kids, no rest.

[ctx: Data|]
en: Paul wants to share 2 pieces of candy equally between 2 of his girl friends. Can you help him? First, place the children in the center, then drag the pieces of candy to each of them.
en_GB: Paul wants to share 2 sweets equally between 2 of his girl friends. Can you help him? First, place the children in the centre, then drag the sweets to each of them.

[ctx: Data|]
en: Now he wants to share 4 pieces of candy equally among his friends.
en_GB: Now he wants to share 4 sweets equally among his friends.

[ctx: Data|]
en: Can you now share 6 of Paul's pieces of candy equally among his friends?
en_GB: Can you now share 6 of Paul's sweets equally among his friends?

[ctx: Data|]
en: Some of his friends already have pieces of candy. He wants to give them 7 more pieces so that they all have the same amount.
en_GB: Some of his friends already have sweets. He wants to give them 7 more sweets so that they all have the same amount.

[ctx: Data|]
en: Paul has only 12 pieces of candy left. He eats 2 pieces of candy and he gives the rest to his friends. Can you help him split equally the 10 remaining pieces of candy?
en_GB: Paul has only 12 sweets left. He eats 2 sweets and he gives the rest to his friends. Can you help him split equally the 10 remaining sweets?

[ctx: Data|]
en: George wants to share 3 pieces of candy equally between 3 of his girl friends. Can he split the pieces of candy equally?
en_GB: George wants to share 3 sweets equally between 3 of his girl friends. Can he split the sweets equally?

[ctx: Data|]
en: Maria wants to share 6 pieces of candy equally between 3 of her friends: 1 girl and 2 boys. Can she split the pieces of candy equally?
en_GB: Maria wants to share 6 sweets equally between 3 of her friends: 1 girl and 2 boys. Can she split the sweets equally?

[ctx: Data|]
en: John wants to share 8 pieces of candy equally between 3 of his friends: 1 boy and 2 girls. The boy already has one. Can he make sure that they all have the same amount?
en_GB: John wants to share 8 sweets equally between 3 of his friends: 1 boy and 2 girls. The boy already has one. Can he make sure that they all have the same amount?

[ctx: Data|]
en: Paul wants to share 12 pieces of candy equally between 3 of his friends: 2 boys and 1 girl. Can he split the pieces of candy equally?
en_GB: Paul wants to share 12 sweets equally between 3 of his friends: 2 boys and 1 girl. Can he split the sweets equally?

[ctx: Data|]
en: Maria wants to share 11 pieces of candy between 3 of her friends: 1 boy and 2 girls. The girls already have some pieces of candy. Can she split the pieces of candy so that they all have the same amount?
en_GB: Maria wants to share 11 sweets between 3 of her friends: 1 boy and 2 girls. The girls already have some sweets. Can she split the sweets so that they all have the same amount?

[ctx: Data|]
en: Alice wants to share 4 pieces of candy equally between 4 of her girl friends. Can you help her?
en_GB: Alice wants to share 4 sweets equally between 4 of her girl friends. Can you help her?

[ctx: Data|]
en: Now, Alice wants to give 8 pieces of candy to her friends.
en_GB: Now, Alice wants to give 8 sweets to her friends.

[ctx: Data|]
en: Alice wants to give 10 pieces of candy to her friends, 1 girl and 3 boys, so that they all have the same amount. The girls already have some pieces of candy.
en_GB: Alice wants to give 10 sweets to her friends, 1 girl and 3 boys, so that they all have the same amount. The girls already have some sweets.

[ctx: Data|]
en: Alice wants to give 16 pieces of candy to her friends.
en_GB: Alice wants to give 16 sweets to her friends.

[ctx: Data|]
en: Alice wants to give pieces of candy to 4 friends. Some of them already have some pieces of candy. Can you help her split 14 pieces of candy so that all her friends have the same amount?
en_GB: Alice wants to give sweets to 4 friends. Some of them already have some sweets. Can you help her split 14 sweets so that all her friends have the same amount?

[ctx: Data|]
en: Michael wants to share 5 pieces of candy equally between 5 of his girl friends. Can you help him?
en_GB: Michael wants to share 5 sweets equally between 5 of his girl friends. Can you help him?

[ctx: Data|]
en: Helen has 5 friends: 2 boys and 3 girls. She wants to give them 10 pieces of candy. Help her split the pieces of candy equally between her friends.
en_GB: Helen has 5 friends: 2 boys and 3 girls. She wants to give them 10 sweets. Help her split the sweets equally between her friends.

[ctx: Data|]
en: Michelle wants to share 12 pieces of candy equally between her 4 brothers and 1 sister, so that they all have the same amount. Her sister already has some pieces of candy.
en_GB: Michelle wants to share 12 sweets equally between her 4 brothers and 1 sister, so that they all have the same amount. Her sister already has some sweets.

[ctx: Data|]
en: Thomas wants to share his 20 pieces of candy with his friends: 1 boy and 4 girls. Can you help him?
en_GB: Thomas wants to share his 20 sweets with his friends: 1 boy and 4 girls. Can you help him?

[ctx: Data|]
en: Paul wants to share 20 pieces of candy equally between 5 of his friends. They already have one piece of candy each. Can you help him?
en_GB: Paul wants to share 20 sweets equally between 5 of his friends. They already have one sweet each. Can you help him?

[ctx: Data|]
en: Charles wants to share his 6 pieces of candy equally with 2 of his girl friends. Can he split the pieces of candy equally?
en_GB: Charles wants to share his 6 sweets equally with 2 of his girl friends. Can he split the sweets equally?

[ctx: Data|]
en: For her birthday, Elizabeth has 8 pieces of candy to share with 3 of her friends: 2 girls and 1 boy. The girls already have some pieces of candy. How should she split the pieces of candy so that they all have the same amount?
en_GB: For her birthday, Elizabeth has 8 sweets to share with 3 of her friends: 2 girls and 1 boy. The girls already have some sweets. How should she split the sweets so that they all have the same amount?

[ctx: Data|]
en: Jason's father gave him 16 pieces of candy to share equally with his friends: 2 boys and 2 girls. Help him give the pieces of candy to his friends.
en_GB: Jason's father gave him 16 sweets to share equally with his friends: 2 boys and 2 girls. Help him give the sweets to his friends.

[ctx: Data|]
en: George wants to share 14 pieces of candy between 4 of his friends: 2 girls and 2 boys. The boys already have one piece of candy each. He wants all of them to have the same amount.
en_GB: George wants to share 14 sweets between 4 of his friends: 2 girls and 2 boys. The boys already have one sweet each. He wants all of them to have the same amount.

[ctx: Data|]
en: Maria wants to share 25 pieces of candy equally between 5 of her friends: 3 girls and 2 boys. Can she split the pieces of candy equally?
en_GB: Maria wants to share 25 sweets equally between 5 of her friends: 3 girls and 2 boys. Can she split the sweets equally?

[ctx: Data|]
en: Maximum 25 pieces of candy and 5 kids, possible rest.
en_GB: Maximum 25 sweets and 5 kids, possible rest.

[ctx: Data|]
en: Now he wants to share 5 pieces of candy among his friends.
en_GB: Now he wants to share 5 sweets among his friends.

[ctx: Data|]
en: Can you now share 7 of Paul's pieces of candy among his friends?
en_GB: Can you now share 7 of Paul's sweets among his friends?

[ctx: Data|]
en: Can you now share 8 of Paul's pieces of candy among his friends?
en_GB: Can you now share 8 of Paul's sweets among his friends?

[ctx: Data|]
en: Paul has only 11 pieces of candy left. He eats 2 pieces of candy and he gives the rest to his friends. Can you help him split equally the 9 remaining pieces of candy?
en_GB: Paul has only 11 sweets left. He eats 2 sweets and he gives the rest to his friends. Can you help him split equally the 9 remaining sweets?

[ctx: Data|]
en: Bob wants to share 3 pieces of candy equally between 3 of his girl friends. Can he split the pieces of candy equally?
en_GB: Bob wants to share 3 sweets equally between 3 of his girl friends. Can he split the sweets equally?

[ctx: Data|]
en: Harry wants to share 8 pieces of candy between 3 of his friends: 1 boy and 2 girls. The boy already has one piece of candy. Can he split the pieces of candy so that they all have the same amount?
en_GB: Harry wants to share 8 sweets between 3 of his friends: 1 boy and 2 girls. The boy already has one sweet. Can he split the sweets so that they all have the same amount?

[ctx: Data|]
en: Maria wants to share 8 pieces of candy between 3 of her friends: 1 boy and 2 girls. The girls already have some pieces of candy. Can she split the pieces of candy so that they all have the same amount?
en_GB: Maria wants to share 8 sweets between 3 of her friends: 1 boy and 2 girls. The girls already have some sweets. Can she split the sweets so that they all have the same amount?

[ctx: Data|]
en: Harry wants to share 12 pieces of candy between 3 of his friends: 1 boy and 2 girls. The boy already has some pieces of candy. Can he split the pieces of candy so that they all have the same amount?
en_GB: Harry wants to share 12 sweets between 3 of his friends: 1 boy and 2 girls. The boy already has some sweets. Can he split the sweets so that they all have the same amount?

[ctx: Data|]
en: Now, Alice wants to share 8 pieces of candy equally among her friends.
en_GB: Now, Alice wants to share 8 sweets equally among her friends.

[ctx: Data|]
en: Can you help Alice share 10 pieces of candy equally among her friends: 1 girl and 3 boys? The girl already has some pieces of candy.
en_GB: Can you help Alice share 10 sweets equally among her friends: 1 girl and 3 boys? The girl already has some sweets.

[ctx: Data|]
en: Alice wants to share 16 pieces of candy equally among her friends.
en_GB: Alice wants to share 16 sweets equally among her friends.

[ctx: Data|]
en: Alice has 14 pieces of candy left. She wants to share them equally among her friends. The boys already have some pieces of candy. Can you help her split the pieces of candy equally?
en_GB: Alice has 14 sweets left. She wants to share them equally among her friends. The boys already have some sweets. Can you help her split the sweets equally?

[ctx: Data|]
en: Help Jon share 11 pieces of candies equally between five girls. The rest will remain to Jon.
en_GB: Help Jon share 11 sweets equally between five girls. The rest will remain with Jon.

[ctx: Data|]
en: Jon wants to share the rest of his pieces of candies with his brothers and his sisters. Can you split them equally, knowing that his brothers already have 2 pieces of candy?
en_GB: Jon wants to share the rest of his sweets with his brothers and his sisters. Can you split them equally, knowing that his brothers already have 2 sweets?

[ctx: Data|]
en: Help Tux split 19 pieces of candies between his friends: 4 boys and 1 girl.
en_GB: Help Tux split 19 sweets between his friends: 4 boys and 1 girl.

[ctx: Data|]
en: Help Maria share 18 pieces of candy equally between 3 boys and 2 girls.
en_GB: Help Maria share 18 sweets equally between 3 boys and 2 girls.

[ctx: Data|]
en: Charles wants to share his 6 pieces of candy equally between 2 of his girl friends. Can he split the pieces of candy equally?
en_GB: Charles wants to share his 6 sweets equally between 2 of his girl friends. Can he split the sweets equally?

[ctx: Data|]
en: For her birthday, Elizabeth has 8 pieces of candy to share with 3 of her friends equally: 2 girls and 1 boy. How should she split the pieces of candy between her friends?
en_GB: For her birthday, Elizabeth has 8 sweets to share with 3 of her friends equally: 2 girls and 1 boy. How should she split the sweets between her friends?

[ctx: Data|]
en: Jason's father gave him 17 pieces of candy to share equally between his friends: 2 boys and 2 girls. Help him give the pieces of candy to his friends.
en_GB: Jason's father gave him 17 sweets to share equally between his friends: 2 boys and 2 girls. Help him give the sweets to his friends.

[ctx: Data|]
en: George wants to share 14 pieces of candy equally between 4 of his friends: 2 girls and 2 boys. Can he equally split the pieces of candy between his friends?
en_GB: George wants to share 14 sweets equally between 4 of his friends: 2 girls and 2 boys. Can he equally split the sweets between his friends?

[ctx: Data|]
en: Maria wants to share 23 pieces of candy equally between 5 of her friends: 3 girls and 2 boys. Can she share the pieces of candy equally between her friends?
en_GB: Maria wants to share 23 sweets equally between 5 of her friends: 3 girls and 2 boys. Can she share the sweets equally between her friends?

[ctx: Data|]
en: Maximum 30 pieces of candy and 6 kids, possible rest.
en_GB: Maximum 30 sweets and 6 kids, possible rest.

[ctx: share|First part of Place %n boy(s) and %n girl(s) in the center. Then split %n pieces of candy equally between them.]
en: Place %n boy(s)  | Place %n boy(s)
en_GB[0]: Place %n boy
en_GB[1]: Place %n boys

[ctx: share|Second part of Place %n boy(s) and %n girl(s) in the center. Then split %n pieces of candy equally between them.]
en: and %n girl(s) in the center.  | and %n girl(s) in the center.
en_GB[0]: and %n girl in the centre.
en_GB[1]: and %n girls in the centre.

[ctx: share|Third part of Place %n boy(s) and %n girl(s) in the center. Then split %n pieces of candy equally between them.]
en: Then split %n pieces of candy equally between them. | Then split %n pieces of candy equally between them.
en_GB[0]: Then split %n sweet equally between them.
en_GB[1]: Then split %n sweets equally between them.

[ctx: Share|]
en: You can't put more than %1 pieces of candy in the same rectangle
en_GB: You cannot put more than %1 sweets in the same rectangle

[ctx: ActivityInfo|]
note: Help manual
en: Select a color and paint the rectangles as you like to create a drawing.
en_GB: Select a colour and paint the rectangles as you like to create a drawing.

[ctx: ActivityInfo|]
en: Tab: switch between the color selector and the painting area
en_GB: Tab: switch between the colour selector and the painting area

[ctx: ActivityInfo|]
en: Select tools and colors from the foldable panels and draw images.<br><br>
en_GB: Select tools and colours from the foldable panels and draw images.<br><br>

[ctx: BackgroundColorSelector|]
en: Background color
en_GB: Background colour

[ctx: ColorSelector|]
en: Palette Colors
en_GB: Palette Colours

[ctx: ColorSelector|]
en: Selected Color
en_GB: Selected Colour

[ctx: ColorSelector|]
note: Reload default color for selected slot
en: Reset Color
en_GB: Reset Colour

[ctx: FilesPanel|]
en: Background color
en_GB: Background colour

[ctx: ActivityInfo|]
note: Help goal
en: Develop some skills in logical thinking (data linking, deduction) and spatial visualization.
en_GB: Develop some skills in logical thinking (data linking, deduction) and spatial visualisation.

[ctx: ActivityInfo|]
note: Help goal
en: Develop skills in logical thinking, distinguishing colors, and memorizing positions.
en_GB: Develop skills in logical thinking, distinguishing colours, and memorising positions.

[ctx: ActivityInfo|]
note: Help goal
en: Develop skills in spatial visualization, memorizing positions, and reproducing models.
en_GB: Develop skills in spatial visualisation, memorising positions, and reproducing models.

[ctx: ActivityInfo|]
note: Help goal
en: Learn to use ten's complement to optimize the order of numbers in an operation and calculate the result.
en_GB: Learn to use ten's complement to optimise the order of numbers in an operation and calculate the result.

[ctx: ActivityInfo|]
note: Help goal
en: Learn to use ten's complement to optimize the order of numbers in an operation.
en_GB: Learn to use ten's complement to optimise the order of numbers in an operation.

[ctx: ActivityInfo|]
note: Activity title
en: Tic tac toe (against Tux)
en_GB: Tic Tac Toe (against Tux)

[ctx: ActivityInfo|]
note: Activity title
en: Tic tac toe (with a friend)
en_GB: Tic Tac Toe (with a friend)

[ctx: Watercycle|]
en: Water vapor condenses to form clouds and when clouds become heavy, it rains. Click on the cloud.
en_GB: Water vapour condenses to form clouds and when clouds become heavy, it rains. Click on the cloud.

[ctx: Watercycle|]
en: Plants also lose water to the air through transpiration. The water vapor cools down forming tiny droplets in clouds. When the clouds meet cool air over the land, precipitation is triggered and falls down as rain.
en_GB: Plants also lose water to the air through transpiration. The water vapour cools down forming tiny droplets in clouds. When the clouds meet cool air over the land, precipitation is triggered and falls down as rain.

[ctx: ChangeLog|]
en: Addition of a level to teach voltage source loop in analog electricity activity
en_GB: Addition of a level to teach voltage source loop in analogue electricity activity

[ctx: ChangeLog|]
en: New sub-categories to organize activities
en_GB: New sub-categories to organise activities

[ctx: ChangeLog|]
en: New images in Colors, Advanced colors and Target game.
en_GB: New images in Colours, Advanced colours and Target game.

[ctx: ChangeLog|]
en: Fix in braille activities where the cells start at 1, not 0.
en_GB: Fix in Braille activities where the cells start at 1, not 0.

[ctx: ChangeLog|]
en: License page added in configuration.
en_GB: Licence page added in configuration.

[ctx: ChangeLog|]
en: Multiple changes on layouts to improve the ergonomy.
en_GB: Multiple changes on layouts to improve the ergonomics.

[ctx: DialogAbout|]
en: License
en_GB: Licence

[ctx: DialogAbout|]
en: To support development the KDE community has formed the KDE e.V., a non-profit organization legally founded in Germany. KDE e.V. represents the KDE community in legal and financial matters. See <a href="%1">%1</a> for information on KDE e.V.<br /><br />KDE benefits from many kinds of contributions, including financial. We use the funds to reimburse members and others for expenses they incur when contributing. Further funds are used for legal support and organizing conferences and meetings. <br /> <br />We would like to encourage you to support our efforts with a financial donation, using one of the ways described at <a href="%2">%2</a>.<br /><br />Thank you very much in advance for your support.
en_GB: To support development the KDE community has formed the KDE e.V., a non-profit organisation legally founded in Germany. KDE e.V. represents the KDE community in legal and financial matters. See <a href="%1">%1</a> for information on KDE e.V.<br /><br />KDE benefits from many kinds of contributions, including financial. We use the funds to reimburse members and others for expenses they incur when contributing. Further funds are used for legal support and organizing conferences and meetings. <br /> <br />We would like to encourage you to support our efforts with a financial donation, using one of the ways described at <a href="%2">%2</a>.<br /><br />Thank you very much in advance for your support.

[ctx: QObject|]
en: The url %1 does not exist.
en_GB: The URL %1 does not exist.
