下列关于风险管理的表述，说法错误的是（    ）。

公民、法人或者其他组织不服复议决定的，可以在收到复议决定书之日起（  ）内向人民法院提起诉讼。

热盛又兼见血瘀的舌象是(    )

磷脂酰肌醇分子中的磷酸肌醇部分是这种膜脂的哪个部分？（ ）

肝硬化腹水患者，近3天发热，腹胀，稍有呼吸困难，腹水较前增长，心率90次/分，最可能的诊断是（   ）。

核酸变性后，可产生的效应是

若要使我国北方地区菊花提前开花，可对正常生长的菊花植株进行（ ）。

下列关于服用阿昔洛韦治疗带状疱疹的说法，错误的是（ ）

期限在1年以内（含1年）的个人贷款的利率，在合同期内遇法定利率调整时，（  ）。

（  ）是我国股权投资基金行业的全国性自律组织。

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?