问题 单项选择题

There is no question that the academic enterprise has become increasingly global, particularly in the sciences. Nearly three million students now study outside their home countriesa 57% increase in the last decade. Foreign students now dominate many U.S. doctoral programs, accounting for 64% of Ph. D. s in computer science, for example.
Faculty members are on the move, too. Half of the world’s top physicists no longer work in their native countries. And major institutions such as New York University are creating branch campuses in the Middle East and Asia. There are now 162 satellite campuses worldwide, an increase of 43% in just the past three years.
At the same time, growing numbers of traditional source countries for students from South Korea to Saudi Arabia (沙特阿拉伯), are trying to improve both the quantity and quality of their own degrees, engaging in a fierceand expensiverace to recruit students and create world-class research universities of their own.
Such competition has led to considerable hand-wringing in the West. During a 2008 campaign stop, for instance, then—candidate Barack Obama expressed alarm about the threat that such academic competition poses to U. S. competitiveness. Such concerns are not limited to the United States. In some countries, worries about educational competition and brain drains have led to academic protectionism. India, for instance, places legal and bureaucratic barriers in front of Western universities that want to set up satellite campuses to enroll local students.
Perhaps some of the anxiety over the new global academic enterprise is understandable, particularly in a period of massive economic uncertainty. But educational protectionism is as big a mistake as trade protectionism is. The globalization of higher education should be embraced, not fearedincluding in the United States. There is every reason to believe that the worldwide competition for human talent, the race to produce innovative research, the push to extend university campuses to multiple countries, and the rush to train talented graduates who can strengthen increasingly knowledge-based economies will be good for the United States, as well.

The word "hand-wringing" (Para. 4) probably means "______"

A. anger
B. worries
C. interests
D. delight

答案

参考答案:B

解析:细节题。从第三段奥巴马的讲话中和第四句可知,这样的竞争导致西部地区紧张并担忧。故答案为B。

单项选择题 案例分析题

阅读下文,回答问题:

①我们这些总有一死的人的命运是多么奇特呀!我们每个人在这个世界上都只做一个短暂的逗留,目的何在,却无所知,尽管有的自以为对此若有所感。但是不必深思,只要从日常生活就可以明白:人是为别人而生存的——首先是那样一些人,他们的喜悦和健康关系着我们自己的全部幸福,然后是为许多我们所不认识的人。他们的命运通过同情的纽带同我们密切结合在一起。我们每天上百次地提醒自己:我的精神生活和物质生活都依靠别人(包括活着或死去的)的劳动,我们必须尽力以同样的分量来报偿我所领受了的和至今还领受着的东西。我强烈地向往着俭朴的生活,并且时常为发觉自己占有了同胞过多的劳动而难以忍受。

②我完全不相信人类会有那种在哲学意义上的自由。每一个人的行为,不仅受着外界的强迫,而且还要适应内心的必然,叔本华说:“人能够做他所想的,他不能要他所想的。”这句话从我青年时代,就对我是一个非常真实的铭言:在我自己和别人生活面临困难的时候,总是使我们得到安慰,并且永远是宽容的源泉。这种体会可以宽大为怀地减轻那种容易使人气馁的责任感,也可以防止我们过于严肃地对待自己和别人:还导致一种特别给幽默以应有地位的人生观。

③要追究一个人自己或一切生物行为的意义和目的,从客观的观点来看,我总觉得是愚蠢可笑的。可是每个人都有一定的理想,这种理想决定着他的努力和判断方向,就在这种意义上,我从来不把安逸和快乐看做是生活的目的本身——这种伦理基础。我叫猪栏的理想。照亮我的道路,并且不断地给我新的勇气去愉快地正视生活的理想,是德、美和真。要是没有志同道合者之间的亲切感情,要不是全神贯注于客观世界——那个在艺术和科学工作领域里永远达不到的对象,那么在我看来,生活会是空虚的。人们所努力追求的庸俗目标——财产、虚荣、奢侈的生活——我总觉得可鄙。

作者说“我完全不相信人类会有那种在哲学意义上的自由”,下列作为其理由的一项是()。

A.我们每个人在这个世界上都只做一个短暂的逗留

B.人生目的无人知晓,尽管有人自以为对此若有所感

C.每个人的行为不仅受着外界的强迫,而且还要适应内心的必然

D.追究一个人行为的意义和目的,从客观的观点来看,是愚蠢可笑的

名词解释