3. Greenhouse emissions will more than double by 2050 because of __________.

　　A) economic growth B) wasteful use of energy

　　C) the widening gap between the rich and the poor

　　D) the rapid advances of science and technology

　　4. The author believes that, since the signing of the Kyoto Protocol, __________.

　　A) politicians have started to do something to better the situation

　　B) few nations have adopted real tough measures to limit energy use

　　C) reductions in energy consumption have greatly cut back global warming

　　D) international cooperation has contributed to solving environmental problems

　　5. What is the message the author intends to convey?

　　A) Global warming is more of a moral issue than a practical one.

　　B) The ultimate solution to global warming lies in new technology.

　　C) The debate over global warming will lead to technological breakthrough.

　　D) People have to give up certain material comforts to stop global warming.

　　Skimming and Scanning

　　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 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.