创办了“百科全书式的知行合一的教育”的人文主义教育家是

某施工企业年初向银行贷款流动资金100万元，按季计算并支付利息,季度利率2%，则截至第二年年末支付的利息总和为（   ）万元。

建设工程施工企业以建筑安装工程造价为计提依据，房屋建筑工程安全费用提取标准应该为（）。

银行绩效考评指标一般包括三大类：合规经营类指标、风险管理类指标和经营效益类指标。

下列施工项目综合成本的分析方法中，可以全面了解单位工程的成本构成和降低成本来源的是（  ）。

由政府提出并反映社会发展的根本需求，规定着学校教育培养人的根本质量的规格，对各级各类的学校教育的实施具有定向、调控、评价作用的是（）

幼儿辨别几何图形，由易到难的顺序是（    ）

按照安全系统工程和人机工程原理建立的安全生产规章制度体系，一般把安全生产规章制度分为4类，即综合管理、人员管理、设备设施管理和环境管理。下列关于某医疗机械制造及制药企业安全生产规章制度体系建立过程中形成的各类规章制度归类正确的是（ ）。

男性，50岁 。腰痛2年，疼痛主要在腰脊两侧，本病之病位在

特殊预防是指通过对犯罪人适用刑罚，使他们不再犯罪。这里所说的“不再犯罪”(   )。

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 does the author mean by saying "that's wildly optimistic" in Paragraph 2?