女，26岁。人工流产术后3个月出现阴道流血，B超检查可见子宫肌壁有不均匀密集光点或暗区蜂窝状。患者属于(    )

具有祛暑利湿、补气生津功能的中成药是（ ）

某一急性药物中毒患者，表现为昏迷、瞳孔极度缩小，呼吸深度抑制，血压降低。出现上述中毒症状的药物是

循行于上肢内侧后缘的经脉是

机关游泳池办证的通知机关各直属单位：
机关游泳池定于6月1日正式开放，6月10日开始办理游泳证。请你们接此通知后，按下列规定，于五月三十日前到机关俱乐部办理游泳手续。
一、办理对象：仅限于你单位干部或职工身体健康者。
二、办证方法：由你单位统一.登记名单、加盖印章到俱乐部办理，交一张免冠照片。
三、每个游泳证收费伍元。
四、凭证入游泳池，主动示证，遵守纪律，听从管理人员指挥。不得将此证转让他人使用，违者没收作废。
五、家属游泳一律凭家属证，临时购买另票，在规定的开放时间内入池。
××××俱乐部.
××××年××月××日

上述公文正文部分存在的问题有（）。
①办证时间不明确②归类不当
③结构层次不清晰④语病较多
⑤数字用法不统一

关于基金与股票的比较，下列描述正确的是（  ）。

患者表现为目光呆滞，精神萎靡，反应迟钝，呼吸气微，神识昏迷。其临床意义是（ ）

当学生违反学校规章制度时，教师在适当批评、处分的同时，还要讲明道理，疏通思想。这体现的德育原则是

下列对于活动表现评价的叙述正确的是（  ）。

男，32岁。咳喘气急8年，查体：两肺呼气性哮鸣音为主，伴两肺少量湿啰音，X射线胸片及喉镜检查未见异常，其最可能的诊断是（    ）。

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.

According to the author, which of the following is the key reason that leads to today's job-market crisis for Ph.D. students?