Abstract: . . .  èSéu?¢t@ë æ?ì íFî? D÷FõFî óUö?& í7î?? " & ñFæ abߦ¥§¥ ßFýUþ A¥ âUá á ¥Uû%a`d ' £7ã ⦥§¥Uæ 0PßFý ù Y§¥Fä?0Pæbç è7éu?%è7ë æì í7îbPîU÷ & í÷ ??)" ö îóUö ?d$ îU÷ &¦e Dî%$ " ò ÷ H? " & " î!ðFæ¦B4â 27ù ã 8!û¦©Sß à!ú ù XDæ B%ß)¥!ß ã ä 0 æç è7é@é¢1@ë æmì í7îyT !P÷Sô V!÷ & " ! îy D÷Uõ7îfóUö & í7î?? " & ñFæ ø¤ù à!ú ù àFû? @ß%@!âH£ Y ¡ ÿ ý ßUá ÿ ù àA¥Uæ B%â XbßSà7ä??¨æ ç è7é4ê¢s ë æ?PîUö î% 7ðA" R7ô î ð§W7÷Sò î%f WSîFó¦WSô îhgw FîUðA" õ% i" U& í7îj!?" óFô î¦ & òA" & ñFæ abßFý¦X?ÿ ¡ ¡ ß àFû%B4â kFù ã 8 æ ø â¦F?9!ä7aæ? å4⢡ ß þ ù A¥§¥ ߦ9 âSä7aDæç sut¢tut@ë æ?©Sâ%@ © â¦F ß àA¥Uû7ß?Xbß à ù)G ßFý¤á ÿ ù àFæSì§$ ÷ " " Fõlh ó V¦$ 7÷Sô i m ó ! î% `RFî%$¢no¢ouo i%p q r¢suS Page 18 NewPartnershipsfor Action. BuildingontheCapital of Environmental PsychologyandArchitecture 32 Ê&Ë¤Ì Í ÎYÏSÐ&Ñ¤Í Ë Ò Ó Ô ÕSÎ Ð Ö Î × Ó Ô Ø%Ù Ð&Ô Ú Û Ü¤Ü¤Ý £ ù à)t ù ä?f¢æ äpÞSâ¢g%g7ÿ ä?üuaDæ äua ù à)tPâ%@ ¡ ÿ ù äucFæ äk @ߢ¡ F ⦥ á ã ÿ à7ÿ ä`f¢æ?ç èSé@é¢s@ë æ?ï $ ó!õ7î%& & ó¦i?ò ÷7ð ÷ î " & ó%$ " Swv÷ & î%$ " ÷Sô " îx ?î%& ó% "yWSî%$ ô ÷ W $ ó!õ7î%& & ÷¦z§" ó¦ Sîw 7îFô ô ÷{$ îUðA" 7î¦ )z ÷@æ 'Uù ã ÿ à ù û ø â¦FFã ù á á ù â`6S⢡ ¡ ßSæ © ߢg ù g ù ã á ä ü@æ ç èSé 1%ê ë Þ? ¡ á 7ã ߢ¡ © ⦥%g ù àA¥Fÿ F â à!⦥§¥ ù¦G ü4ã ýUþ7ÿ á âFý¤á Fã âSæ?hPó V%$ 7÷7ôUóUö e$ ò í " & îFòA& V¦$ ÷Sô)T VUò ÷ & " ó% ?ç p¢p¢q rd|)p¢në äUè t p è }4æ © âFß ã ú ù à7ä¢?¨æ¢ þ7ÿ ⢡ ú%¥Fä ' æ ç èSé@é@ê ëd£ ã ù X ù á ÿ à)@ ¤ A¥ á ß ÿ à!ߢY ¡ â Þ ù X`X` Fà7ÿ á 9  E à7ÿ F â ã ¥Fÿ á 9 £Uß ã á à â ã ¥Fþ7ÿ g ' þ7ã ù )@7þ?£Uß ã á ÿ ýFÿ g ßUá ù ã 9ü7ý . . .
. . .  members discuss informally and offer experiences/ stories; there is a lot of information and knowledge in them BONDINGbetween disciplines. Students from both architecture and environmental psychology develop a stronger confidence in their own discipline thanks to the view that they get of the other one. Links amongst groups CHANGESIN THESTUDIOCULTURE students show increased confidence in developing their ideas and design proposals (feeling that these are backed up by a more complete and realistic understanding of conditions). Still, they often find it hard to adjust to this new condition. Traditional studio culture rarely encourages students to specialise on issues; rather, it often induces them to base design choices on stylistic and personal approaches which become hardly justifiable when their experience and scholastic culture is just starting. As a result, even in these changed circumstances, students tend to be defensive and patronising. 1 £¤¥ ¦§¨ © ¥ ª«¬ ª ©§ ª¨ ­® ¯ ª ° ¨ ± ±¬ © ²®³ ´ ª ¥ ²µ © ¶ © ²® · ¥ ² ©¸¨ ¹¸ ª ± ª ©®?º ° ¨ ± ±¬ © ²® ² ª ¥ ² ©¤ § ® ² ¨ © » ¥ ª ª © ª¼ ®¥ ª§ ® ² ¨ © ½ º ¯ ¦ ¥ ¾ ª ª ©§¨ ©® ¦§ ® ª ¿ ¦ © ¿À ª«¬ ª ¥ ® ª ¿®¨ §¨ ¹ ¦ ¾ ¨ À ¦® ªÁ ²® ¯Â ¨ ¬ ¥ ² ©µ ° ¨ à ¨ Ä ªÀ ¦® ²¸ ª ¥ ² ©® ¯ ª ¦À ª ¦ º ² ©§¨ © Ŭ ©§ ® ² ¨ ©®¨ ® ¯ ª§ ¬ À À ª ©®  ¨ ¬ ¥ ² ©µ Æ®¨ § ÇÈ À ¦ © ¥ ­ ªÀ É Page 16 NewPartnershipsfor Action. BuildingontheCapital of Environmental PsychologyandArchitecture 30 Ê&Ë¤Ì Í ÎYÏSÐ&Ñ¤Í Ë Ò Ó Ô ÕSÎ Ð Ö Î × Ó Ô Ø%Ù Ð&Ô Ú Û Ü¤Ü¤Ý *RYDQKLOO KDV EHHQ D YDOXDEOH . . .
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