形状不规则的小面积金属表面防腐施工宜采用（    ）。

留置权是指债务人不履行到期债务，债权人可以留置已经合法占有的债务人的动产，并有权就该动产（  ）。

某企业的一项投资项目，预计10年后可获得收益200万元，年利率为10%，按复利计算，则该项目现在的价值为（  ）万元。

患者，男，42 岁。胃癌根治术后，病理为胃窦低分化腺癌，肝肾功能正常，化疗方案为紫杉醇十顺铂十氟尿嘧啶。氟尿嘧啶的适应证不包括（    ）

下列哪项不是血栓闭塞性脉管炎的病因（  ）

走中国工业化道路的关键问题是：（           ）。

某公司有A.B两个互斥的投资项目，资本成本均为10%，相关数据如下表所示：
下列说法中正确的是（　　）。

为了防控个人教育贷款的信用风险，须建立有效的公开披露机制，这是实施有效监管的基础，同时也能起到约束作用，但不得在大众传媒公开报道失信人。(    )

作用于神经氨酸酶的抗流感病毒药物是

设数组data[m]作为循环队列SQ的存储空间，front为队头指针，rear为队尾指针，则执行出队操作后其头指针front值为（）

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?