Passage TwoIn Japan, developers are suffering from an economic decline. As banks are unwilling to lend, design firms are hoping to get through the decline. Since it depends heavily on foreign investment, speculative (投机性的) housing has been particularly affected. As a result, developers are breaking down and projects are dying.Other areas have slowed but not completely stopped. Sometimes a break is good, since it gives design firms a chance to take another look at their designs and make them better. After a six-month pause, some firms are moving forward on new projects.Large developers who rely less on foreign money and have a wide range of projects are doing better than those who focus just on housing. However, location is the most important factor. Large developments in the central areas of Tokyo, capital of Japan, are continuing at a steady speed.But outside that highly desirable location, things are getting worse as land becomes cheaper. According to a recent report, 52 office buildings in the middle of Tokyo will finish this year, an improvement over the 44 that were completed the year before but much less than the 92 planned for the next year.In smaller cities, bank loans and new projects have almost stopped. Developers in the city of Nagoya, Toyota's hometown, are facing a double trouble. They have to cut budget for existing projects because tax revenues from car sales - the city's main source of income - have been greatly reduced. These days, few designers are relying on public projects - a sharp contrast to the 1990s, when public projects sustained many firms after Japan's economy broke down.Another difference between the two depressions is the current drop in international business. Instead of looking to the foreign market," Japanese designers are searching for jobs at home. By moving into new business areas such as internal design and urban design, many firms have been able to maintain a strong position. To some degree, the current depression is a chance for design firms to expand their abilities and their customer base.Large developers are doing better because they ().

Passage TwoIn Japan, developers are suffering from an economic decline. As banks are unwilling to lend, design firms are hoping to get through the decline. Since it depends heavily on foreign investment, speculative (投机性的) housing has been particularly affected. As a result, developers are breaking down and projects are dying.Other areas have slowed but not completely stopped. Sometimes a break is good, since it gives design firms a chance to take another look at their designs and make them better. After a six-month pause, some firms are moving forward on new projects.Large developers who rely less on foreign money and have a wide range of projects are doing better than those who focus just on housing. However, location is the most important factor. Large developments in the central areas of Tokyo, capital of Japan, are continuing at a steady speed.But outside that highly desirable location, things are getting worse as land becomes cheaper. According to a recent report, 52 office buildings in the middle of Tokyo will finish this year, an improvement over the 44 that were completed the year before but much less than the 92 planned for the next year.In smaller cities, bank loans and new projects have almost stopped. Developers in the city of Nagoya, Toyota's hometown, are facing a double trouble. They have to cut budget for existing projects because tax revenues from car sales - the city's main source of income - have been greatly reduced. These days, few designers are relying on public projects - a sharp contrast to the 1990s, when public projects sustained many firms after Japan's economy broke down.Another difference between the two depressions is the current drop in international business. Instead of looking to the foreign market," Japanese designers are searching for jobs at home. By moving into new business areas such as internal design and urban design, many firms have been able to maintain a strong position. To some degree, the current depression is a chance for design firms to expand their abilities and their customer base.The city of Nagoya relies heavily on ().

Passage TwoIn Japan, developers are suffering from an economic decline. As banks are unwilling to lend, design firms are hoping to get through the decline. Since it depends heavily on foreign investment, speculative (投机性的) housing has been particularly affected. As a result, developers are breaking down and projects are dying.Other areas have slowed but not completely stopped. Sometimes a break is good, since it gives design firms a chance to take another look at their designs and make them better. After a six-month pause, some firms are moving forward on new projects.Large developers who rely less on foreign money and have a wide range of projects are doing better than those who focus just on housing. However, location is the most important factor. Large developments in the central areas of Tokyo, capital of Japan, are continuing at a steady speed.But outside that highly desirable location, things are getting worse as land becomes cheaper. According to a recent report, 52 office buildings in the middle of Tokyo will finish this year, an improvement over the 44 that were completed the year before but much less than the 92 planned for the next year.In smaller cities, bank loans and new projects have almost stopped. Developers in the city of Nagoya, Toyota's hometown, are facing a double trouble. They have to cut budget for existing projects because tax revenues from car sales - the city's main source of income - have been greatly reduced. These days, few designers are relying on public projects - a sharp contrast to the 1990s, when public projects sustained many firms after Japan's economy broke down.Another difference between the two depressions is the current drop in international business. Instead of looking to the foreign market," Japanese designers are searching for jobs at home. By moving into new business areas such as internal design and urban design, many firms have been able to maintain a strong position. To some degree, the current depression is a chance for design firms to expand their abilities and their customer base.To keep a strong position, design firms in Japan are trying to ().

Passage ThreeWhen it comes to using technology in education, people tend to think that more is better. Over the past ten years, universities around the world have invested heavily in the wired classroom, adding everything from external computer connections to DVD players. But there is little evidence that these devices improve learning - and, critics argue, they might hinder it, making both students and teachers passive. What if classrooms were restored to the pre-Internet days of tables and chalk?The Idea: Take technology out of the classroom. Jose Bowen, dean of the School of Arts at a university, has done just that. He wants his staff to“teach naked," meaning without the aid of any machines. “Just because you have a PowerPoint presentation doesn't mean you have a good lecture," he argues. Classroom time should be reserved for the discussion with the professor and aimed at teaching students to think critically and raise new questions. Besides, in the bad economic climate at most universities, avoiding new technology is a，sound way to save money.The Evidence: Bowen, who teaches music, delivers content via podcasts (播客), which students must listen to on their own. He then tests them on the material before every class to make sure they've done the work, and uses class time for discussions and research related to the recorded lessons. He has been teaching the same material for 25 years, but since he took up the new approach, his students have been more engaged and scored better on exams.College students asked by researchers to list what motivates them have often stressed class organization and teacher enthusiasm, and above all, active student participation as major elements of a good lecture. In a recent survey, 59 percent of students said half their lectures were boring - particularly those involving PowerPoint application.The Conclusion: Technology has a place in education, but it should be used independently by students outside the classroom. That gives them more time to absorb lectures via video, and frees teachers to spend class time coaching students in how to apply the material rather than simply absorb it.The critics think that technology may ().

Passage ThreeWhen it comes to using technology in education, people tend to think that more is better. Over the past ten years, universities around the world have invested heavily in the wired classroom, adding everything from external computer connections to DVD players. But there is little evidence that these devices improve learning - and, critics argue, they might hinder it, making both students and teachers passive. What if classrooms were restored to the pre-Internet days of tables and chalk?The Idea: Take technology out of the classroom. Jose Bowen, dean of the School of Arts at a university, has done just that. He wants his staff to“teach naked," meaning without the aid of any machines. “Just because you have a PowerPoint presentation doesn't mean you have a good lecture," he argues. Classroom time should be reserved for the discussion with the professor and aimed at teaching students to think critically and raise new questions. Besides, in the bad economic climate at most universities, avoiding new technology is a，sound way to save money.The Evidence: Bowen, who teaches music, delivers content via podcasts (播客), which students must listen to on their own. He then tests them on the material before every class to make sure they've done the work, and uses class time for discussions and research related to the recorded lessons. He has been teaching the same material for 25 years, but since he took up the new approach, his students have been more engaged and scored better on exams.College students asked by researchers to list what motivates them have often stressed class organization and teacher enthusiasm, and above all, active student participation as major elements of a good lecture. In a recent survey, 59 percent of students said half their lectures were boring - particularly those involving PowerPoint application.The Conclusion: Technology has a place in education, but it should be used independently by students outside the classroom. That gives them more time to absorb lectures via video, and frees teachers to spend class time coaching students in how to apply the material rather than simply absorb it.Jose Bowen believes that classroom teaching should focus on ().

Passage ThreeWhen it comes to using technology in education, people tend to think that more is better. Over the past ten years, universities around the world have invested heavily in the wired classroom, adding everything from external computer connections to DVD players. But there is little evidence that these devices improve learning - and, critics argue, they might hinder it, making both students and teachers passive. What if classrooms were restored to the pre-Internet days of tables and chalk?The Idea: Take technology out of the classroom. Jose Bowen, dean of the School of Arts at a university, has done just that. He wants his staff to“teach naked," meaning without the aid of any machines. “Just because you have a PowerPoint presentation doesn't mean you have a good lecture," he argues. Classroom time should be reserved for the discussion with the professor and aimed at teaching students to think critically and raise new questions. Besides, in the bad economic climate at most universities, avoiding new technology is a，sound way to save money.The Evidence: Bowen, who teaches music, delivers content via podcasts (播客), which students must listen to on their own. He then tests them on the material before every class to make sure they've done the work, and uses class time for discussions and research related to the recorded lessons. He has been teaching the same material for 25 years, but since he took up the new approach, his students have been more engaged and scored better on exams.College students asked by researchers to list what motivates them have often stressed class organization and teacher enthusiasm, and above all, active student participation as major elements of a good lecture. In a recent survey, 59 percent of students said half their lectures were boring - particularly those involving PowerPoint application.The Conclusion: Technology has a place in education, but it should be used independently by students outside the classroom. That gives them more time to absorb lectures via video, and frees teachers to spend class time coaching students in how to apply the material rather than simply absorb it.Bowen's new approach enables his students to have ().

Passage ThreeWhen it comes to using technology in education, people tend to think that more is better. Over the past ten years, universities around the world have invested heavily in the wired classroom, adding everything from external computer connections to DVD players. But there is little evidence that these devices improve learning - and, critics argue, they might hinder it, making both students and teachers passive. What if classrooms were restored to the pre-Internet days of tables and chalk?The Idea: Take technology out of the classroom. Jose Bowen, dean of the School of Arts at a university, has done just that. He wants his staff to“teach naked," meaning without the aid of any machines. “Just because you have a PowerPoint presentation doesn't mean you have a good lecture," he argues. Classroom time should be reserved for the discussion with the professor and aimed at teaching students to think critically and raise new questions. Besides, in the bad economic climate at most universities, avoiding new technology is a，sound way to save money.The Evidence: Bowen, who teaches music, delivers content via podcasts (播客), which students must listen to on their own. He then tests them on the material before every class to make sure they've done the work, and uses class time for discussions and research related to the recorded lessons. He has been teaching the same material for 25 years, but since he took up the new approach, his students have been more engaged and scored better on exams.College students asked by researchers to list what motivates them have often stressed class organization and teacher enthusiasm, and above all, active student participation as major elements of a good lecture. In a recent survey, 59 percent of students said half their lectures were boring - particularly those involving PowerPoint application.The Conclusion: Technology has a place in education, but it should be used independently by students outside the classroom. That gives them more time to absorb lectures via video, and frees teachers to spend class time coaching students in how to apply the material rather than simply absorb it.The passage indicates that students are motivated most by ().

Passage ThreeWhen it comes to using technology in education, people tend to think that more is better. Over the past ten years, universities around the world have invested heavily in the wired classroom, adding everything from external computer connections to DVD players. But there is little evidence that these devices improve learning - and, critics argue, they might hinder it, making both students and teachers passive. What if classrooms were restored to the pre-Internet days of tables and chalk?The Idea: Take technology out of the classroom. Jose Bowen, dean of the School of Arts at a university, has done just that. He wants his staff to“teach naked," meaning without the aid of any machines. “Just because you have a PowerPoint presentation doesn't mean you have a good lecture," he argues. Classroom time should be reserved for the discussion with the professor and aimed at teaching students to think critically and raise new questions. Besides, in the bad economic climate at most universities, avoiding new technology is a，sound way to save money.The Evidence: Bowen, who teaches music, delivers content via podcasts (播客), which students must listen to on their own. He then tests them on the material before every class to make sure they've done the work, and uses class time for discussions and research related to the recorded lessons. He has been teaching the same material for 25 years, but since he took up the new approach, his students have been more engaged and scored better on exams.College students asked by researchers to list what motivates them have often stressed class organization and teacher enthusiasm, and above all, active student participation as major elements of a good lecture. In a recent survey, 59 percent of students said half their lectures were boring - particularly those involving PowerPoint application.The Conclusion: Technology has a place in education, but it should be used independently by students outside the classroom. That gives them more time to absorb lectures via video, and frees teachers to spend class time coaching students in how to apply the material rather than simply absorb it.The passage concludes that technology should be used by students for ().

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