31. The young man in the first sentence refers to .��

　　A) a Harvard professor C) Frederick Winslow Taylor��

　　B) Robert Kanigel D) the author of this passage

　　32. The young man chose not to go to Harvard because .��

　　A) he wanted to have the apprenticeship in a Philadelphia machine shop��

　　B) he foresaw he had a great role to play in the transformation of the world��

　　C) he could not afford to��

　　D) he had poor eyesight

　　33. Which of the following statements is true?��

　　A) Taylor did much more to modern material abundance than the assembly line.��

　　B) Taylor's vision of a mechanical heaven for both management and labor did not come true. ��

　　C) Workers' conditions worsened as Taylor revolutionized industrial production.D) Workers throughout the world hated Taylor.

　　34. The author of this passage thinks that Robet Kanigel's biography of Taylor is . ��

　　A) too lengthy C) vivid and truthful��

　　B) not objective enough D) a pleasure to read

　　35. What is the implication of the last paragraph?��

　　A) We have much to thank for Taylor.��

　　B) Taylor neglected the environment in his search for efficiency.��

　　C) Taylor's system seems to have an adverse effect on our globe.��

　　D) Efficiency is no longer important today.��

　　Questions 36 to 40 are based on the following passage: ��

　　University Physics is intended for students of science and engineering. Primary emphasis is on physical principles and problem-solving; historical background and specialized practical applications have been given a place of secondary importance. Many worked-out examples and an extensive collection of problems are included with each chapter.��

　　In this new edition, the basic philosophy and outline and the balance between depth of treatment and breadth of subject-matter coverage are unchanged from previous editions. We have tried to preserve those features that users of previous editions have found desirable, while incorporating a number of changes that should enhance the book's usefulness.��

　　The textbook is adaptable to a wide variety of course outlines. The entire textbook can be used for an intensive course two or three semesters in length. For a less intensive course, many instructors will want to omit certain chapters or sections to tailor the book to their individual needs. The arrangement of this edition facilitates this kind of flexibility.��

　　Conversely, however, many topics that were regarded a few years ago as of peripheral (外圍的;次要的) importance and were omitted from introductory courses have now come to the fore again in the life sciences, earth and space sciences, and environmental problems. An instructor who wishes to stress these kinds of application will find this textbook a useful source for discussion of the appropriate principles.��

　　In any case, it should be emphasized that instructors should not feel constrained (受約束的) to work straight through the book from cover to cover. Many chapters are, of course, inherently sequential in nature, but within this general limitation instructors should be encouraged to select among the contents those chapters that fit their needs, omitting material that is not relevant for the objectives of a particular course.��

　　36. This textbook lays stress on .��

　　A) the exploration of physical principles��

　　B) the principles of physics and their application ��

　　C) the development of physics��

　　D)the application of physics in different fields