2016考研英语120个长难句精选

　　91. 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.

　　92. 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 universally required by law.

　　93. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens.

　　94. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often emphasize the job prospects of graduates over their educational achievement.

　　95. 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. Of course, the basics of using any computer these days are very simple. It does not take a lifelong acquaintance to pick up various software programs.

　　96. When a new movement in art attains a certain fashion, it is advisable to find out what its advocates are aiming at, for, however farfetched and unreasonable their principles may seem today, it is possible that in years to come they may be regarded as normal.

　　97. It is a curious paradox that we think of the physical sciences as “hard”, the social sciences as “soft”, and the biological sciences as somewhere in between.

　　98. New forms of thoughts as well as new subjects for thought must arise in the future as they have in the past, giving rise to new standards of elegance.

　　99. Never mind something as complex as conversation: the most powerful computers struggle to reliably recognize the shape of an object, the most elementary of tasks for a ten-month-old kid.

　　100. There are those who assert that the switch to an information-based economy is in the same camp as other great historical milestones, particularly the Industrial Revolution.

　　101. I shall define an intellectual as an individual who has elected as his primary duty and pleasure in life the activity of thinking in Socratic(苏格拉底) way about moral problems.

　　102. He explores such problem consciously, articulately, and frankly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral information which he has obtained.

　　103. His function is analogous to that of a judge, who must accept the obligation of revealing in as obvious a matter as possible the course of reasoning which led him to his decision.

　　104. This definition excludes many individuals usually referred to as intellectuals----the average scientist for one. I have excluded him because, while his accomplishments may contribute to the solution of moral problems, he has not been charged with the task of approaching any but the factual aspects of those problems.

　　105. Like other human beings, he encounters moral issues even in everyday performance of his routine duties--- he is not supposed to cook his experiments, manufacture evidence, or doctor his reports.

　　106. But his primary task is not to think about the moral code, which governs his activity, any more than a businessman is expected to dedicate his energies to an exploration of rules of conduct in business. During most of his walking life he will take his code for granted, as the businessman takes his ethics.

　　107. Never when prolonged arguments avoided the subjects which are huge and important enough to rouse enthusiasm was the mind of a people stirred up from its foundations and the impulse given which raised even persons of the most ordinary intellect to something of thinking beings.

　　108. Creating a “European identity” that respects the different cultures and traditions which go to make up the connecting fabric of the Old continent is no easy task and demands a strategic choice - that of producing programs in Europe for Europe.

　　109. 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.

　　110. That group--the National Bioethics Advisory Commission (NBAC)-has been working feverishly to put its wisdom on paper, and at a meeting on 17 May, members agreed on a near-final draft of their recommendations.

　　111. NBAC will ask that Clinton’s 90-day ban on federal funds for human cloning be extended indefinitely, and possibly that it be made law. But NBAC members are planning to word the recommendation narrowly to avoid new restrictions on research that involves the cloning of human DNA or cells-routine in molecular biology.

　　112. In a draft preface to the recommendations, discussed at the 17 May meeting, Shapiro suggested that the panel had found a broad consensus that it would be morally unacceptable to attempt to create a human child by adult nuclear cloning.

　　113. NBAC plans to call for a continued ban on federal government funding for any attempt to clone body cell nuclei to create a child. Because current federal law already forbids the use of federal funds to create embryos (the earliest stage of human offspring before birth) for research or to knowingly endanger an embryo’ s life, NBAC will remain silent on embryo research.

　　114. For example, ALH84001 has been on earth for 13,000 years, suggesting to some scientists that its PAH’s might have resulted form terrestrial contamination.

　　115. Two years later, the McKay team announced that ALH84001, which scientists generally agree originated on Mars, contained compelling evidence that life once existed on Mars.

　　116. Many commentators believe that this change had already occurred in 1871 when—following a dispute between the House and the Senate over which chamber should enjoy primacy in Indian affairs—Congress abolished the making of treaties with Native American tribes.

　　117. But in reality the federal government continued to negotiate formal tribal agreements past the turn of the century, treating these documents not as treaties with sovereign nations requiring ratification by the Senate but simply as legislation to be passed by both houses of Congress.

　　118. This historian assumes that Alessandra had goals and interests different from those of her sons, yet much of the historian’s own research reveals that Alessandra acted primarily as a champion of her sons’ interests, taking their goals as her own.

　　119. Most pre-1990 literature on businesses’ use of information technology (IT)—defined as any form of computer-based information system—focused on spectacular IT successes and reflected a general optimism concerning IT’s potential as a resource for creating competitive advantage.

　　120. The findings support the notion, founded in resource-based theory, that competitive advantages do not arise from easily replicated resources, no matter how impressive or economically valuable they may be, but from complex, intangible resources.