患者，女，34岁，因易疲劳、体重增加、反应迟钝、肌肉痉挛就诊。化验结果显示TSH增高，TT降低。临床诊断为甲状腺功能减退症。药师对该患者的用药指导和教育，错误的是

矫治幼儿口吃的首要方法是（  ）。

某超高层办公楼建筑，建筑高度为188m，设计容纳人数为6500人，该建筑设置有避难层，拟采用自然通风系统。投入使用前对避难层进行检查，下列检查结果中，不正确的是（   ）。

腰痛宁胶囊可用的药引和服用方法是（ ）

患者，男性，55岁，近段时间里，时常出现上腹不适或隐痛、胀痛，就诊前突发持续性剧烈腹痛，不能平卧，伴有恶心、呕吐。检查发现巩膜黄染，血中淀粉酶增高，高度疑如下哪种疾病

男性，19岁，2日来出现皮肤紫癜，以下肢为主，两侧对称，颜色鲜红，高出皮肤表面，伴有关节及腹痛，应诊断为

某企业只生产一种产品，期初无在产品，本月投产产品 2400 件，本月发生直接材料成本 10000 元，直接人工成本 16000 元，制造费用 4000 元。本月共有完工产品 600 件，在产品 1800 件，平均完工程度为 50%。本月发生的所有成本均按约当产量比例法分配。不考虑其他因素，本月完工产品成本为（）元。

女，66岁。腹痛、呕吐2d，因病情加重来院治疗，接诊医师诊断为急性胆囊炎，拟行胆囊切除术。患者因惧怕手术治疗，要求保守治疗，接诊医师了解后及时给予解释及安慰，最后患者同意接受手术治疗。以上符合手术伦理学的哪项（    ）。

按中药五味理论，苦而清泄的中药是（  ）

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

“君子有九思：视思明，听思聪，色思温，貌思恭，言思忠，事思敬，疑思问，忿思难，见得思义。” 孔子这句话体现的教育启示是教师在教学中要做到（ ）