Day26 - Day30

Day26 - Day30

1. Day26（1999年Text3）

Very few writers on the subject have explored this distinction – indeed, contradiction – which goes to the heart of what is wrong with the campaign to put computers in the classroom.

在这件事上，很少有作者对这种差别 – 当然，也是矛盾 – 进行过探讨，它直指 “将计算机引入课堂” 这一运动出了什么问题的核心。

2. Day27（1999年Text3）

An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is university required by law.

一个旨在给学生一份特定工作的教育是职业技术教育，他被一个与法律要求全民接受教育的理由截然不同的理由正当化。

3. Day28（1999年Text3）

But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not.

然而，对于一小部分学生而言，职业培训也许是一条去路，因为，如果其他因素相同，熟练的技能可以决定一个人能否找到工作。

4. Day29（1999年Text4）

Declaring that he was opposed to using this unusual animal husbandry technique to clone humans, he ordered that federal funds not be used for such an experiment – although no one had proposed to do so – and asked an independent panel of experts chaired by Princeton President Harold Shapiro to report back to the White House in 90 days with recommendations for a national policy on human cloning.

他宣称他反对利用此类非同寻常的动物技术去克隆人类，他命令不得将联邦资金用于此类实验 – 虽然没人曾提议这样做 – 并要求由普林斯顿大学校长Harold Shapiro担任主席的独立专家团在90天内对人类克隆相关国家政策给出建议并向白宫提交报告。

5. Day30（1999年Text4）

The panel has not yet reached agreement on a crucial question, however, whether to recommend legislation that would make it a crime for private funding to be used for human cloning.

然而，专家团尚未对一个关键问题达成共识，即是否要建立立法，使得被用在人类克隆上对私人基金而言是个犯罪。