|
Question |
Answer |
Jak powszechnie wiadomo... start learning
|
|
It is a well-known fact that...
|
|
|
W rzeczywistości.../ tak naprawdę... start learning
|
|
|
|
|
Aby to zilustrować, mogę przytoczyć kilka faktów... start learning
|
|
To illustrate this I can provide some facts...
|
|
|
|
start learning
|
|
|
|
|
|
start learning
|
|
|
|
|
|
start learning
|
|
|
|
|
W odniesieniu do twojego ostatniego pytania... start learning
|
|
Regarding your last question...
|
|
|
|
start learning
|
|
|
|
|
|
start learning
|
|
|
|
|
Ten proces składa się z takich kroków jak... start learning
|
|
This process involves such steps as...
|
|
|
Chciałabym przejść teraz do... start learning
|
|
I'd like now to move on to...
|
|
|
|
start learning
|
|
|
|
|
Kolejna interesujące kwestia to... start learning
|
|
Another interesting point is...
|
|
|
Chodzi mi tutaj o to, że... start learning
|
|
The point I am making is that...
|
|
|
|
start learning
|
|
What I am suggesting is that...
|
|
|
To przemawia za moim argumentem, że... start learning
|
|
This supports my argument that...
|
|
|
Namysł nad rysunkiem odręcznym można zamknąć w obszarze jego znaczenia w procesie... start learning
|
|
The considerations on freehand drawing can be enclosed within the area of its meaning in the process...
|
|
|
Trzeba mieć jednakże w pamięci, że start learning
|
|
It needs to be borne in mind, however, that a charrette workshop is a specific design environment based on strictly defined rules
|
|
|
To stanowi wadę w tym przypadku. start learning
|
|
This constitutes a disadvantage in this case.
|
|
|
Pierwotnie, CAD był związany z optymalizacją szkicowania, ale należy zaznaczyć, że obecnie CAD znacznie szersze spectrum możliwości. start learning
|
|
Originally, CAD was associated with the optimisation of sketching, but it should be noted that currently computer-aided design offers a much wider spectrum of possibilities
|
|
|
Rysunek architektoniczny wymaga zestawu symboli przyjętych w środowisku projektantów... W rezultacie zawiera istotny ładunek semantyczny, który otwiera różne możliwości zrozumienia przekazu i jego interpretacji. start learning
|
|
Architectural drawing requires a set of symbols adopted in the designers' environment. As a result, it contains a significant semantic load, which opens up the possibilities of different understanding of the message and its interpretation.
|
|
|
negatywny wpływ na kreowanie nowych rozwiązań, bo sugerują już dobrze znane sposoby rozwiązywania problemów. To zagadnienie jest nazywane fiksacją funkcjonalną i jest nastawieniem psychicznym wykreowanym analogicznie do poprzedniego stanu myśli. start learning
|
|
a negative impact on creating new solutions, because they suggest already well-known manners of problem solving. This issue is called functional fixedness and is a mental attitude that was created analogously to the previous state of thought
|
|
|
myślenie lateralne - myślenie poboczne. Skupia się nie na rozwiązaniu problemu, lecz na procesie radzenia sobie z nim. start learning
|
|
lateral thinking - sideways thinking. It does not focus on solving the problem, but on the process of dealing with it.
|
|
|
|
start learning
|
|
the trajectory the designer follows is not necessarily linear or hierarchical. There is no logical sequence of decisions which stem from one another, nor are concepts firm or even consistent at an early phase (...) it seems that the sequence of arguments within a complex move is not critical
|
|
|
|
start learning
|
|
My architecture is not conceived by drawings, but by spaces. I do not draw plans, facades or sections... For me, the ground floor, first floor do not exist... There are only interconnected continual spaces, rooms, halls, terraces. Good architecture can be written. One can write the Parthenon.
|
|
|
|
start learning
|
|
‘I don’t find the production process so interesting. We sit down and start to talk. Sometimes we talk over several days, again and again. Nobody makes a sketch, it’s just talking.
|
|
|
|
start learning
|
|
All the techniques of representation and all the paths to architecture which do not include direct experience are pedagogically fruitful; but their function is no more than allusive and preparatory to that moment in which we, with everything in us enter and experience the spaces we have been studying. That is the moment of architecture.
|
|
|
|
start learning
|
|
What I am suggesting is...
|
|
|
Cieszę się, że zadał Pan to pytanie. start learning
|
|
I am glad you asked the question.
|
|
|
Nie mamy wystarczających dowodów by pokazać, że... start learning
|
|
We don't have enough evidence to show that...
|
|
|
Może moglibyśmy przedyskutować to "w detalu" po obronie. start learning
|
|
Maybe we could discuss in more detail after the defense.
|
|
|
To dopełnia moją prezentację, dziękuję. start learning
|
|
That completes my presentation. Thank you.
|
|
|
Dziękuję, to bardzo ciekawe pytanie. start learning
|
|
Thank you, that's a very interesting question.
|
|
|
