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  3. The word "globalization" usually conjures up images of globe-spanning companies and distance-destroying technologies. Its enable

The word "globalization" usually conjures up images of globe-spanning companies and distance-destroying technologies. Its enable

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问题     The word "globalization" usually conjures up images of globe-spanning companies and distance-destroying technologies. Its enablers are the laws of comparative advantage and economies of scale.
    In The Great Brain Race Ben Wildavsky points to another mighty agent o{ globalization: universities. These were some of the world’s first "global" institutions. In the Middle Ages great universities such as Paris and Bologna attracted "wandering scholars" from across Europe. In the 19th century Germany’s research universities attracted scholars from across the world. In the early 20th century philanthropists such as Cecil Rhodes and William Harkness established scholarships to foster deeper links between countries. By the 1960s globe-trotting professors were so commonplace that they bad become the butt of jokes. (What is the difference between God and professor so and so? God is everywhere. Professor so and so is everywhere but here. )
    Universities are obsessed by the global marketplace for students and professors. They are trying to attract as many students from abroad as possible (not least because foreign students usually pay full fees). Nearly 3 million students now spend some time studying in foreign countries, a number that has risen steeply in recent years. Universities are also setting up overseas. New York University has opened a branch in Abu Dhabi. Six American universities have created a higher-education supermarket in Qatar. Almost every university worth its name has formed an alliance with a leading Chinese institution.
    But globalization is going deeper than just the competition for talent: a growing number of countries are trying to create an elite group of "global universities" that are capable of competing with the best American institutions. China and India are focusing resources on a small group. The French and German governments are doing hattie with academic egalitarians in an attempt to create European Ivy Leagues. Behind all this is the idea that world-class universities can make a disproportionate contribution to economic growth.
    This is a fascinating story. But Mr. Wildavsky, a former education reporter who now works for both the Kauffman Foundation and the Brookings Institution, is too earnest a writer to make the best of it. He wastes too much ink summarising research papers and quoting "experts" uttering banalities. And he fails to point out the humour of sabbatical man jet-setting hither and thither to discuss such staples of modern academic life as poverty and inequality. Mr. Wildavsky should spend less time with his fellow think-tankers (who are mesmerised by the idea of a global knowledge economy) and more talking to students, who experience the disadvantages as well as the advantages of the new cult of globalization at first hand.
The author cited New York University as an example in the third paragraph to______.
选项 A、show glohalization of university is a trend
B、glorify it as an excellent university
C、praise global university’s contribution
D、show global universities run for profits
答案A
解析 解答本题需要综合理解第三段。文章第三段首先介绍了大学招收的国际学生越来越多，接着讲述纽约大学在阿布达比设立分校，接下来又谈到好几所美国大学也在卡塔尔开设分校，而且几乎每所名校都跟中国一流大学结为联盟，这些都说明全球性大学越来越普遍，因此它的发展已经势不可挡，故[A]正确。文章中并没有赞美的话语，故排除[B]和[C]。本段第二句小括号中指出，外国学生通常支付全额费用，但是纽约大学的例子并未涉及它是如何获取利益的，故[D]曲解了文章意思。  
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