2023年12月1日，某企业“坏账准备——应收账款”科目贷方余额为10万元。12月15日，实际发生坏账损失而转销的坏账准备为6万元；12月28日收回已作坏账转销的应收账款3万元；12月31日，应收账款余额为130万元，综合考虑各种信用减值损失风险因素，确定本期预期信用损失为18万元。不考虑其他因素，12月31日该企业应计提的坏账准备金额为（　　）万元。

“（领）哈腰挂来！（合）嘿！呦号嘿呀，嘿！蹲腿哈腰，嘿！漏钩挂好，嘿！腰挺起来，推位个‘把门’，嘿！……”劳动人民在劳作过程中创造发展了一类特殊音乐类型，这类民歌音乐的体裁是（  ）。

疏浚工程完工后，项目法人应提出验收申请，验收主持单位应在工程完工(    )日内及时组织验收。

井巷光面爆破时，炮孔密集系数一般为（   ）。

违法发放贷款罪的主体是特殊主体，商业银行不能成为本罪的主体。（  ）

对做好一份工作的奖励，就是这份工作已经圆满完成。这句话蕴藏着（　　）。

货币市场基金是我国基金市场一类重要的产品类型，以“余额宝”为代表的货币基金近年来迅速发展，成为投资者现金管理的良好工具。但货币基金快速发展的同时，同样面临多方面的风险，如T+O赎回方式带来的流动性风险，期限错配问题带来的投资管理风险等。2016年2月1日中国证监会颁布了《货币市场基金监督管理办法》，对货币基金的投资范围、估值方法、申赎等做出了规定，促进货币市场基金平稳健康发展。
根据以上材料，回答86~ 88题。
下列投资标的不属于货币基金投资范围的是（   ）。

甲公司的法定代表人超越权限与善意第三人订立了一份合同。下列关于该份合同的表述，说法正确的是（      ）。

患者，女，44岁。半年前诊断为支气管哮喘，间断口服沙丁胺醇4 mg, t.i.d. 治疗。没有规律用药治疗。近日，因秋冬季节交替，出现明显喘憋、话不成句，被紧急送往医院。该患者支气管哮喘的长期维持治疗宜选用（）

下列选项中，属于商业银行市场风险限额指标的是（    ）。

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.

Which of the following is closest in meaning to the underlined word  "dire" in Paragraph 2?