2007年12月22日大学英语四级(CET-4)真题试题B卷
Part I Writing (30 minutes)
注意：此部分试题在答题卡摘花的英文1上。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
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, choo the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the ntences 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 ob
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tain and maintain competitive advantage. But at the same time, the opening of national borders to the flow of goods, rvices, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.
answerIn respon to the same forces that have driven the world economy, universities have become more lf-consciously global: eking students from around the world who reprent the entire range of cultures and values, nding their own students abroad to prepare them for global careers, offering cour of study that address the challenges of an interconnected world and collaborative (合作的) rearch 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 d
eveloping to developed countries is growing rapidly. The rever flow, from developed to developing countries, is on the ri, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of tho 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 rearch 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 cours for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are helping place students in the summer internships (haduri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.
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Globalization is also reshaping the way rearch is done. One new trend involves sourcing portions of a rearch program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a rearch center focud on the genetics of human dia at Shanghai’s Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graduate students working in a 4,300-square-meter laboratory minars with scientists from both campus. The arrangement benefits both countries; Xu’s Yale lab is more productive, thanks to the lower costs of conducting rearch in China, and Chine graduate students, postdoctors and faculty get on-the-job training from a world-class scientist and his U.S. team.
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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 (melee什么意思基础设施) and applications software of the 1990s. the link between university-bad science and industrial application is often indirect but sometimes highly visible: Silicon Valley was intentionally c
女士们先生们的英文reated by Stanford University, and Route 128 outside Boston has long houd 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 t up shop around the university.
For all its success, the United States remains deeply hesitant about sustaining the rearch- university model. Most politicians recognize the link between investment in science and national economic strength, but support for rearch funding has been unsteady. The budget of the National Institutes of Health doubled between 1998 and 2003, but has rin 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 rved by steady, predictable increas 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 difficult 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 caud a dramatic decline in the number of foreign students eking admission to U.S. universities, and a corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from American university and the business leaders led to improvements in the process and reversal of the decline, but the United States is still en by many as unwelcoming to international students.
Most Americans recognize that universities contribute to the nation’s well-being through their scientific rearch, 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 cond, foreign students who study in the United States beco
wap是什么意思的缩写me ambassadors for many of its most cherished (珍视) values when they return home. Or at least they understand them better. In America as elwhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students.commerce
