Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.
Universities Branch Out
As never before in their long history, universities have become instruments of national competition as well as instruments of peace. They are the place of the scientific discoveries that move economies forward, and the primary means of educating the talent required to obtain and maintain competitive advantage. But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.
In response to the same forces that have driven the world economy, universities have become more self consciously global：seeking students from around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative（合作的）research programs to advance science for the benefit of all humanity.
Of the forces shaping higher education none is more sweeping than the movement across borders, over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate study is growing as well, to 8 percent of the undergraduates at America's best institutions and 10 percent of all undergraduates in the U.K. In the United States, 20 percent of the newly hired professors in science and engineering are foreign-born, and in China many newly hired faculty members at the top research universities received their graduate education abroad.
Universities are also encouraging students to spend some of their undergraduate years in another country. In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are helping place students in summer internships（實習）abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunity—and providing the financial resources to make it possible.
Globalization is also reshaping the way research is done. One new trend involves sourcing portions of a research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research centre focused on the genetics of human disease at Shanghai's Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai centre has 95 employees and graduate students working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graduate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries：Xu's Yale lab is more productive, thanks to the lower costs of conducting research in China, and Chinese graduate students, postdoctors and faculty get on-the-job training from a world-class scientist and his U.S. team.
As a result of its strength in science, the United States has consistently led the world in the commercialization of major new technologies, from the mainframe computer and the integrated circuit of the 1960s to the Internet infrastructure（基礎設施）and applications software of the 1990s. The link between university-based science and industrial application is often indirect but sometimes highly visible：Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard. Around the world, governments have encouraged copying of this model, perhaps most successfully in Cambridge, England, where Microsoft and scores of other leading software and biotechnology companies have set up shop around the university.
For all its success, the United States remains deeply hesitant about sustaining the research university model. Most politicians recognize the link between investment in science and national economic strength, but support for research funding has been unsteady. The budget of the National Institutes of Health doubled between 1998 and 2003, but has risen more slowly than inflation since then. Support for the physical sciences and engineering barely kept pace with inflation during that same period. The attempt to make up lost ground is welcome, but the nation would be better served by steady, predictable increases in science funding at the rate of long-term GDP growth, which is on the order of inflation plus 3 percent per year.
American politicians have great difficulty recognizing that admitting more foreign students can greatly promote the national interest by increasing international understanding. Adjusted for inflation, public funding for international exchanges and foreign-language study is well below the levels of 40 years ago. In the wake of September 11, changes in the visa process caused a dramatic decline in the number of foreign students seeking admission to U.S. universities, and a corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from American university and business leaders led to improvements in the process and a reversal of the decline, but the United States is still seen by many as unwelcoming to international students.
Most Americans recognize that universities contribute to the nation's well-being through their scientific research, but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back home. They fail to grasp that welcoming foreign students to the United States has two important positive effects：first, the very best of them stay in the States and—like immigrants throughout history—strengthen the nation; and second, foreign students who study in the United States become ambassadors for many of its most cherished（珍視）values when they return home. Or at least they understand them better. In America as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students.
1.From the first paragraph we know that present-day universities have become______.
A.more and more research-oriented B.in-service training organizations
C.more popularized than ever before D.a powerful force for global integration
2.Over the past three decades, the enrollment of overseas students has increased______.
A.by 2.5 million B.by 800,000
C.at an annual rate of 3.9 percent D.at an annual rate of 8 percent
3.In the United States, how many of the newly hired professors in science and engineering are foreignborn?
A.10%. B.20%. C.30%. D.38%.
4.How do Yale and Harvard prepare their undergraduates for global careers?
A.They organize a series of seminars on world economy.
B.They offer them various courses in international politics.
C.They arrange for them to participate in the Erasmus program.
D.They give them chances for international study or internship.
5.An example illustrating the general trend of universities' globalization is______.
A.Yale's collaboration with Fudan University on genetic research
B.Yale's helping Chinese universities to launch research projects
C.Yale's student exchange program with European institutions
D.Yale's establishing branch campuses throughout the world
6. What do we learn about Silicon Valley from the passage?
A.It houses many companies spun off from MIT and Harvard.
B.It is known to be the birthplace of Microsoft Company.
C.It was intentionally created by Stanford University.
D.It is where the Internet infrastructure was built up.
7. What is said about the U.S. federal funding for research?
A.It has increased by 3 percent. B.It has been unsteady for years.
C.It has been more than sufficient. D.It doubled between 1998 and 2003.
8.The dramatic decline in the enrollment of foreign students in the U.S. after September 11 was caused by______________________.
9.Many Americans fear that American competitiveness may be threatened by foreign students who will______________________.
10.The policy of welcoming foreign students can benefit the U.S. in that the very best of them will stay and______________________.
1.【答案】D
【解析】依據(jù)第一段最后一句“But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.”通過這句話可知，國界對商品、服務、信息尤其是對人的開放使得大學成為增進世界融合、相互理解和地理政治穩(wěn)定的強有力的工具。據(jù)此判斷，應選擇D。
2.【答案】C
【解析】依據(jù)第三段第二句“...over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004.”通過對這句話可知，在過去三十幾年中，到國外留學的學生以每年3.9％的速度增長。據(jù)此判斷，應選擇C。
3.【答案】B
【解析】依據(jù)第三段最后一句 “...20 percent of the newly hired professors in science and engineering are foreign-born.”通過這句話可知，在美國，新聘用的科學工程專業(yè)教授中有20％是在國外出生。據(jù)此判斷，應選擇B。
4.【答案】D
【解析】依據(jù)第四段最后一句“Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunity—and providing the financial resources to make it possible.”通過這句話可知，耶魯大學與哈佛大學一馬當先，給每位在校生提供至少一項去其他國家學習與實習的機會,并為其提供必要的資金支持。據(jù)此判斷，應選擇D。
5.【答案】A
【解析】依據(jù)第五段的“Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research centre focused on the genetics of human disease at Shanghai's Fudan University, in collaboration with faculty colleagues from both schools.”通過這句話可知，徐甜是耶魯大學的教授，同時還是哈佛大學霍華德·休斯醫(yī)學研究所的調(diào)查員，她在中國上海復旦大學集合兩個學校的人員創(chuàng)建了人類疾病基因研究中心。此事例體現(xiàn)了國內(nèi)外科研資源共享。據(jù)此判斷，應選擇A。
6.【答案】C
【解析】依據(jù)第六段第二句“The link between university-based science and industrial application is often indirect but sometimes highly visible: Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard.”通過這句話可知，硅谷開始就是由斯坦福大學創(chuàng)建的。據(jù)此判斷，應選擇C。
7.【答案】B
【解析】依據(jù)第七段第二句“Most politicians recognize the link between investment in science and national economic strength, but support for research funding has been unsteady.”通過這句話可知，很多政客認可科研投資與國家經(jīng)濟增長的聯(lián)系，但是對科研資金的支持卻反復無常。據(jù)此判斷，應選擇B。
8.【答案】changes in the visa process
【解析】依據(jù)第八段第三句“In the wake of September 11, changes in the visa process caused a dramatic decline in the number of foreign students seeking admission to U.S. universities.”通過這句話可知，9月11日之后，簽證程序的更改使得美國海外學生的入學人數(shù)大大減少。據(jù)此判斷，答案是changes in the visa process。
9.【答案】take their knowledge and skills back home
【解析】依據(jù)第九段首句“...but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back home.”通過這句話可知，但是很多人擔心海外學生畢業(yè)后把知識和技術(shù)帶回國，無形當中威脅到美國的競爭力。據(jù)此判斷，答案是take their knowledge and skills back home。
10.【答案】strengthen the nation
【解析】依據(jù)第九段第二句“...first, the very best of them stay in the States and—like immigrants throughout history—strengthen the nation; and second, foreign students who study in the United States become ambassadors for many of its most cherished（珍視）values when they return home.”通過這句話可知，首先，就像歷史上的移民一樣，他們中的精英會留在美國，為富強美國作出貢獻。答案為strengthen the nation。
參考譯文
大學在全球開枝散葉
如今，大學已成為推進國家和平和增強競爭力的工具，這在其歷史上是前所未有的。大學是科學發(fā)現(xiàn)的發(fā)源地，這些發(fā)現(xiàn)推動著經(jīng)濟發(fā)展，同時，大學教育也是培養(yǎng)人才的主要手段，這些人才是獲得并維持國家競爭優(yōu)勢所必需的。另外，國界對商品、服務、信息尤其是對人的開放使得大學成為增進世界融合、相互理解和地理政治穩(wěn)定的強有力的工具。
推動經(jīng)濟發(fā)展的強大動力使大學也自覺趨向全球化：從全球范圍內(nèi)招收代表各種文化價值的學生，把自己的學生送往他國為全球性職業(yè)做準備：為了全人類的利益進行科學研究，推動科學發(fā)展，并開設相關(guān)的課程，以迎接聯(lián)系密切的世界和合作研究項目帶來的挑戰(zhàn)。
在塑造高等教育的所有力量當中，沒有哪個能夠像穿越國界這樣具有如此強大的力量。在過去三十幾年中，離家到海外求學的學生數(shù)量以每年3.9％的速度增長，由1975年的80萬人增長到2004年的250萬人。他們大部分從一個發(fā)達國家去往另一個發(fā)達國家，但是近年來由發(fā)展中國家去往發(fā)達國家的人數(shù)增長迅速。同樣，由發(fā)達國家去往發(fā)展中國家的人數(shù)也在上升。目前，獲得博士學位的外籍學生占了美國博士總數(shù)的30％，在英國這個數(shù)字達到38％。同時，到海外讀本科的學生人數(shù)也在增加。外籍本科生占了美國重點大學的8％，占了英國所有本科生的10％。在美國，新聘用的科學工程專業(yè)教授中有20％是在國外出生的，在中國重點學府許多新聘用的教師都曾在國外接受研究生教育。
大學也鼓勵在校本科生出國學習幾年。在歐洲，每年有超過14萬的學生參與伊拉斯莫高等教育項目，在全球參與此活動的2200個大學中獲得學分制學習。在美國，大學幫助在校生到國外進行暑期實習，為全球性職業(yè)做準備。其中耶魯大學和哈佛大學一馬當先，給每位在校生提供至少一項去其他國家學習與實習的機會并為其提供必要的資金支持。
全球化亦改變著科研方法，其中一個趨勢是國內(nèi)外科研資源共享。徐甜是耶魯大學的教授，同時還是哈佛大學霍華德·休斯醫(yī)學研究所的調(diào)查員，她在中國上海復旦大學集合兩個學校的人員創(chuàng)建了人類疾病基因研究中心。目前該中心95名研究員和部分研究生在這個4300平方米的上海實驗中心共事。耶魯教授、博士后及研究生頻繁往來于該中心，與兩校的科學家一起參加視頻研討會。這對兩國都是有益的：借助中國科研的低成本，徐甜在耶魯?shù)难芯渴页晒劾?，而中國的研究生、博士后與科研人員通過與世界一流的科學家和其團隊的合作獲得了職業(yè)訓練。
從20世紀60年代的大型計算機到90年代的網(wǎng)絡設施和軟件應用，美國借助其強大的科技力量，一直在科技的商業(yè)化方面處于世界領先地位。大學研究與它在市場中的應用聯(lián)系不是很直接，但有的時候卻非常明顯，比如硅谷開始就是斯坦福大學成立的，波士頓著名的128號公路兩側(cè)布滿了 MIT和哈佛大學的公司。放眼整個世界，政府鼓勵此種發(fā)展模式，最成功的要數(shù)英國的劍橋大學，學校周圍微軟和幾十家處于領先地位的軟件和生物技術(shù)公司鱗次櫛比。
即使如此，在支持科研型大學模式上，美國政府的態(tài)度仍不明朗。很多政客認可科技投資與國家經(jīng)濟增長的聯(lián)系，但是對科研的資金支持卻反復無常。美國國立衛(wèi)生研究院的預算在1998至2003年間多了一倍，但是此后的增長速度卻比不上通脹率的速度，同一期間物理科學和工程學的資金增長速度甚至趕不上通脹率。彌補措施當然是大受歡迎的，但是如果政府在長期GDP增長速度基礎上增長科學基金，即在每年通脹率基礎上增加3％，國家將會受益更多。
美國政客看不到吸收更多海外學生能夠增進國際交流，進而大大推進國家利益。由于通脹率調(diào)整，大學國際交流與外語研究的資金大大低于40年前的水平。9月11日之后，簽證程序的更改使得美國海外學生的入學人數(shù)大大減少，與此同時，澳大利亞、新加坡和英國海外學生的入學人數(shù)卻相應瘋漲。美國大學及商業(yè)主導者們對此提出反對意見，因此簽證程序有所改善，人數(shù)下降現(xiàn)象有所回落，但是仍有很多人認為美國對海外學生并不歡迎。
大部分美國人承認大學的科學研究促進了國家的發(fā)展，但是很多人擔心海外學生畢業(yè)后把知識和技術(shù)帶回國，無形當中威脅到美國的競爭力。他們沒有看到海外學生留學美國有兩個重要的積極作用：首先，就像歷史上的移民一樣，他們中的精英會留在美國，為富強美國作出貢獻；其次，有些學生學成回國后成為美國最珍視的價值觀的傳播者。至少他們自己能夠更好地理解這種價值觀。像其他地區(qū)一樣，沒有什么外交手段能夠像歡迎海外學生那樣有效地推動和平與穩(wěn)定。
