单选题 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 countries—a 57% increase in the last decade. Foreign students now dominate many U.S. Doctoral programs, accounting for 64% of Ph. Ds 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, are trying to improve both the quantity and quality of their own degrees, engaging in a fierce and expensive race 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 feared—including 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 economics will be good for the United States, as well.

单选题 The data in Paragraph 1 are used to illustrate ______.

单选题 Some countries are developing their own academic enterprises possibly due to ______.

【正确答案】 C

【答案解析】[解析] 原因推断题。
根据题干信号词Some countries are developing their own academic enterprises可回文定位至Para.3(仅一句)，请考生注意彼此间的同义转述：信号词Some countries(一些国家)对应原文growing numbers of traditional source countries for students(越来越多的传统留学生来源国)，信号词are developing their own academic enterprises(在发展自己的教育机构)对应原文are trying to improve both the quantity and quality of their own degrees(在努力提高他们的专业学位数量和质量)。
但鉴于原因分析题的思路是多关注回文定位信息的下文，此时考生可注意到后面的伴随状语即这些国家发展自己教育机构的原因——要参与激烈而又成本高昂的竞赛以招收学生并创建自己的世界级研究型大学，比对选项可知，C选项恰是此处信息的同义转述：the fierce competition对应原文a fierce and expensive race, in student recruitment对应原文to recruit students，故C选项是正确答案。

单选题 Judging from the context, the word "hand-wringing" (Line 1, Para.4) probably means ______.

单选题 It can be inferred that academic protectionism means ______.

单选题 The author"s attitude toward the competition of academic enterprises is one of ______.

【正确答案】 B

【答案解析】[解析] 作者态度题。
根据顺序出题的原则以及题干信号词The author"s attitude可回文定位至尾段，尾段中的Perhaps...But...明显属于作者的辩证性评价，④中更是出现作者明显的态度提示词——should be embraced, not feared(应该接受，而非恐惧)，由此可知，作者对于高等教育全球化(即教育机构间的竞争)持“赞同”态度，比对选项可知B选项approval正好是原文embrace的同义转述，故B选项正确。