小王在出门时总是怀疑自己家的门没有上锁，因此常常要反复检查，他的这种行为属于(      )。

进行单因素分析需要假设各个不确定因素之间相互（  ）。

外感风寒初起时可以选用(     )。

哮喘实证，治疗除肺俞、中府、定喘外，还应选取的主穴是（   ）

患者，女，35岁。既往有慢性肾炎。全身水肿，面白，腰膝冷痛，畏寒，纳少乏力，便溏，月经不调，舌胖齿痕、脉沉细，其证型是（    ）。

患者，女，64岁。因肝硬化腹水入院。抽腹水后患者精神异常、幻觉、嗜睡伴有扑翼样震颤、脑电图异常等表现。判断该患者处于肝性脑病的阶段是（  ）

患者，女性，50岁。下前牙松动1年。检查：松动Ⅰ°，牙石（+++），牙龈退缩3mm，探诊深度4mm全口其他牙结石（++），牙龈缘及乳头暗红。探诊出血（+），探诊深度普遍5～6mm，有附着丧失。最可能的诊断为（  ）

患者，女，47岁。下唇黏膜糜烂半年，检查见下唇中部有1cm×0.8cm病变区，黏膜糜烂充血，边缘可见灰白色条纹，活检镜下可见上皮变薄，上皮钉突呈锯齿状，黏膜固有层淋巴细胞带状浸润。首先考虑的是（  ）。

关于人常产生心理障碍及心身疾病的主要的认知心理因素，错误的是

下列抗滑桩开挖及支护的施工技术要点，不符合规定的是（    ）。

Passage 2

Everyone knows that English departments are in trouble, but you can't appreciate just how much trouble until you read the new report from the Modern Language Association. The report is about Ph.D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you' re unlikely to find a tenure-track job.

The core of the problem is, of course, the job market. The M.L.A. report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation. If anything, that's wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list(around six hundred) with the number of new graduates(about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting-not to mention the older professors who didn't receive tenure, and who now find themselves competing with their former students. In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That's why the mood is so dire-why even professors are starting to ask, in the committee's words, "Why maintain doctoral study in the modern languages and literatures-or the rest of the humanities-at all?"

Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War. Essentially, colleges grew less elite and more vocational. Before the war, relatively few people went to college. Then, in the nineteen-fifties, the G.I. Bill and, later, the Baby Boom pushed colleges to grow rapidly. When the boom ended, colleges found themselves overextended and competing for students. By the mid-seventies, schools were creating new programs designed to attract a broader range of students-for instance, women and minorities.

Those reforms worked: as Nate Silver reported in the Times last summer, about twice as many people attend college per capita now as did forty years ago. But all that expansion changed colleges.

In the past, they had catered to elite students who were happy to major in the traditional liberal arts. Now, to attract middle-class students, colleges had to offer more career-focused majors, in fields like business, communications, and health care. As a result, humanities departments have found themselves drifting away from the center of the university. Today, they are often regarded as a kind of institutional luxury, paid for by dynamic, cheap, and growing programs in, say, adult-education. These large demographic facts are contributing to today's job-market crisis: they' re why, while education as a whole is growing, the humanities aren't.

Given all this, what can an English department do? The M.L.A. report contains a number of suggestions. Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years."That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler. At the same time, graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology"; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online and community-college students; and to take workshops on subjects, such as project management and grant writing, which might be of value outside of academia. Graduate programs, the committee suggests, should accept the fact that many of their students will have non-tenured, or even non-academic, careers. They should keep track of what happens to their graduates, so that students who decide to leave academia have a non-academic alumni network to draw upon.

What can be inferred from the last paragraph?