Text 2
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（实习）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（基础设施）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（珍视）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】依据第一段最后一句“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.”通过这句话可知，国界对商品、服务、信息尤其是对人的开放使得大学成为增进世界融合、相互理解和地理政治稳定的强有力的工具。据此判断，应选择D。
2.【答案】C
【解析】依据第三段第二句“...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.”通过对这句话可知，在过去三十几年中，到国外留学的学生以每年3.9％的速度增长。据此判断，应选择C。
3.【答案】B
【解析】依据第三段最后一句 “...20 percent of the newly hired professors in science and engineering are foreign-born.”通过这句话可知，在美国，新聘用的科学工程专业教授中有20％是在国外出生。据此判断，应选择B。
4.【答案】D
【解析】依据第四段最后一句“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.”通过这句话可知，耶鲁大学与哈佛大学一马当先，给每位在校生提供至少一项去其他国家学习与实习的机会,并为其提供必要的资金支持。据此判断，应选择D。
5.【答案】A
【解析】依据第五段的“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.”通过这句话可知，徐甜是耶鲁大学的教授，同时还是哈佛大学霍华德·休斯医学研究所的调查员，她在中国上海复旦大学集合两个学校的人员创建了人类疾病基因研究中心。此事例体现了国内外科研资源共享。据此判断，应选择A。
6.【答案】C
【解析】依据第六段第二句“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.”通过这句话可知，硅谷开始就是由斯坦福大学创建的。据此判断，应选择C。
7.【答案】B
【解析】依据第七段第二句“Most politicians recognize the link between investment in science and national economic strength, but support for research funding has been unsteady.”通过这句话可知，很多政客认可科研投资与国家经济增长的联系，但是对科研资金的支持却反复无常。据此判断，应选择B。
8.【答案】changes in the visa process
【解析】依据第八段第三句“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.”通过这句话可知，9月11日之后，签证程序的更改使得美国海外学生的入学人数大大减少。据此判断，答案是changes in the visa process。
9.【答案】take their knowledge and skills back home
【解析】依据第九段首句“...but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back home.”通过这句话可知，但是很多人担心海外学生毕业后把知识和技术带回国，无形当中威胁到美国的竞争力。据此判断，答案是take their knowledge and skills back home。
10.【答案】strengthen the nation
【解析】依据第九段第二句“...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（珍视）values when they return home.”通过这句话可知，首先，就像历史上的移民一样，他们中的精英会留在美国，为富强美国作出贡献。答案为strengthen the nation。
参考译文
大学在全球开枝散叶
如今，大学已成为推进国家和平和增强竞争力的工具，这在其历史上是前所未有的。大学是科学发现的发源地，这些发现推动着经济发展，同时，大学教育也是培养人才的主要手段，这些人才是获得并维持国家竞争优势所必需的。另外，国界对商品、服务、信息尤其是对人的开放使得大学成为增进世界融合、相互理解和地理政治稳定的强有力的工具。
推动经济发展的强大动力使大学也自觉趋向全球化：从全球范围内招收代表各种文化价值的学生，把自己的学生送往他国为全球性职业做准备：为了全人类的利益进行科学研究，推动科学发展，并开设相关的课程，以迎接联系密切的世界和合作研究项目带来的挑战。
在塑造高等教育的所有力量当中，没有哪个能够像穿越国界这样具有如此强大的力量。在过去三十几年中，离家到海外求学的学生数量以每年3.9％的速度增长，由1975年的80万人增长到2004年的250万人。他们大部分从一个发达国家去往另一个发达国家，但是近年来由发展中国家去往发达国家的人数增长迅速。同样，由发达国家去往发展中国家的人数也在上升。目前，获得博士学位的外籍学生占了美国博士总数的30％，在英国这个数字达到38％。同时，到海外读本科的学生人数也在增加。外籍本科生占了美国重点大学的8％，占了英国所有本科生的10％。在美国，新聘用的科学工程专业教授中有20％是在国外出生的，在中国重点学府许多新聘用的教师都曾在国外接受研究生教育。
大学也鼓励在校本科生出国学习几年。在欧洲，每年有超过14万的学生参与伊拉斯莫高等教育项目，在全球参与此活动的2200个大学中获得学分制学习。在美国，大学帮助在校生到国外进行暑期实习，为全球性职业做准备。其中耶鲁大学和哈佛大学一马当先，给每位在校生提供至少一项去其他国家学习与实习的机会并为其提供必要的资金支持。
全球化亦改变着科研方法，其中一个趋势是国内外科研资源共享。徐甜是耶鲁大学的教授，同时还是哈佛大学霍华德·休斯医学研究所的调查员，她在中国上海复旦大学集合两个学校的人员创建了人类疾病基因研究中心。目前该中心95名研究员和部分研究生在这个4300平方米的上海实验中心共事。耶鲁教授、博士后及研究生频繁往来于该中心，与两校的科学家一起参加视频研讨会。这对两国都是有益的：借助中国科研的低成本，徐甜在耶鲁的研究室成果累累，而中国的研究生、博士后与科研人员通过与世界一流的科学家和其团队的合作获得了职业训练。
从20世纪60年代的大型计算机到90年代的网络设施和软件应用，美国借助其强大的科技力量，一直在科技的商业化方面处于世界领先地位。大学研究与它在市场中的应用联系不是很直接，但有的时候却非常明显，比如硅谷开始就是斯坦福大学成立的，波士顿著名的128号公路两侧布满了 MIT和哈佛大学的公司。放眼整个世界，政府鼓励此种发展模式，最成功的要数英国的剑桥大学，学校周围微软和几十家处于领先地位的软件和生物技术公司鳞次栉比。
即使如此，在支持科研型大学模式上，美国政府的态度仍不明朗。很多政客认可科技投资与国家经济增长的联系，但是对科研的资金支持却反复无常。美国国立卫生研究院的预算在1998至2003年间多了一倍，但是此后的增长速度却比不上通胀率的速度，同一期间物理科学和工程学的资金增长速度甚至赶不上通胀率。弥补措施当然是大受欢迎的，但是如果政府在长期GDP增长速度基础上增长科学基金，即在每年通胀率基础上增加3％，国家将会受益更多。
美国政客看不到吸收更多海外学生能够增进国际交流，进而大大推进国家利益。由于通胀率调整，大学国际交流与外语研究的资金大大低于40年前的水平。9月11日之后，签证程序的更改使得美国海外学生的入学人数大大减少，与此同时，澳大利亚、新加坡和英国海外学生的入学人数却相应疯涨。美国大学及商业主导者们对此提出反对意见，因此签证程序有所改善，人数下降现象有所回落，但是仍有很多人认为美国对海外学生并不欢迎。
大部分美国人承认大学的科学研究促进了国家的发展，但是很多人担心海外学生毕业后把知识和技术带回国，无形当中威胁到美国的竞争力。他们没有看到海外学生留学美国有两个重要的积极作用：首先，就像历史上的移民一样，他们中的精英会留在美国，为富强美国作出贡献；其次，有些学生学成回国后成为美国最珍视的价值观的传播者。至少他们自己能够更好地理解这种价值观。像其他地区一样，没有什么外交手段能够像欢迎海外学生那样有效地推动和平与稳定。
