|
jautājums |
atbilde |
Jak powszechnie wiadomo... sākt mācīties
|
|
It is a well-known fact that...
|
|
|
W rzeczywistości.../ tak naprawdę... sākt mācīties
|
|
|
|
|
Aby to zilustrować, mogę przytoczyć kilka faktów... sākt mācīties
|
|
To illustrate this I can provide some facts...
|
|
|
|
sākt mācīties
|
|
|
|
|
|
sākt mācīties
|
|
|
|
|
|
sākt mācīties
|
|
|
|
|
W odniesieniu do twojego ostatniego pytania... sākt mācīties
|
|
Regarding your last question...
|
|
|
|
sākt mācīties
|
|
|
|
|
|
sākt mācīties
|
|
|
|
|
Ten proces składa się z takich kroków jak... sākt mācīties
|
|
This process involves such steps as...
|
|
|
Chciałabym przejść teraz do... sākt mācīties
|
|
I'd like now to move on to...
|
|
|
|
sākt mācīties
|
|
|
|
|
Kolejna interesujące kwestia to... sākt mācīties
|
|
Another interesting point is...
|
|
|
Chodzi mi tutaj o to, że... sākt mācīties
|
|
The point I am making is that...
|
|
|
|
sākt mācīties
|
|
What I am suggesting is that...
|
|
|
To przemawia za moim argumentem, że... sākt mācīties
|
|
This supports my argument that...
|
|
|
Namysł nad rysunkiem odręcznym można zamknąć w obszarze jego znaczenia w procesie... sākt mācīties
|
|
The considerations on freehand drawing can be enclosed within the area of its meaning in the process...
|
|
|
Trzeba mieć jednakże w pamięci, że sākt mācīties
|
|
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. sākt mācīties
|
|
This constitutes a disadvantage in this case.
|
|
|
Pierwotnie, CAD był związany z optymalizacją szkicowania, ale należy zaznaczyć, że obecnie CAD znacznie szersze spectrum możliwości. sākt mācīties
|
|
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. sākt mācīties
|
|
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. sākt mācīties
|
|
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. sākt mācīties
|
|
lateral thinking - sideways thinking. It does not focus on solving the problem, but on the process of dealing with it.
|
|
|
|
sākt mācīties
|
|
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
|
|
|
|
sākt mācīties
|
|
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.
|
|
|
|
sākt mācīties
|
|
‘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.
|
|
|
|
sākt mācīties
|
|
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.
|
|
|
|
sākt mācīties
|
|
What I am suggesting is...
|
|
|
Cieszę się, że zadał Pan to pytanie. sākt mācīties
|
|
I am glad you asked the question.
|
|
|
Nie mamy wystarczających dowodów by pokazać, że... sākt mācīties
|
|
We don't have enough evidence to show that...
|
|
|
Może moglibyśmy przedyskutować to "w detalu" po obronie. sākt mācīties
|
|
Maybe we could discuss in more detail after the defense.
|
|
|
To dopełnia moją prezentację, dziękuję. sākt mācīties
|
|
That completes my presentation. Thank you.
|
|
|
Dziękuję, to bardzo ciekawe pytanie. sākt mācīties
|
|
Thank you, that's a very interesting question.
|
|
|
