麻省理工大學英語怎麼說
❶ 「麻省理工學院」用英語怎樣說
MIT
badge
麻省理工學院（Massachusetts
Institute
of
Technology，縮寫：MIT）是美國一所綜合性私立大學，有「世界理工大學之最」的美名。位於麻薩諸塞州的波士頓，
❷ 美國麻省理工學院英語介紹
Massachusetts Institute of Technology麻省理工學院
Occupying 153.8 acres alongside the Charles， the Massachusetts Institute of Technology （） provides an intellectual counterweight to the otherwise working-class character of East Cambridge. Originally established in Allston in 1865， MIT moved to this more auspicious campus across the river in 1916 and has since risen to international prominence as a major center for theoretical and practical research in the sciences. Both NASA and the Department of Defense pour funds into MIT in exchange for research and development assistance from the university's best minds.
The campus buildings and geography reflect the quirky， nerdy character of the institute， emphasizing function and peppering it with a peculiar notion of form. Everything is obsessively numbered and coded： you can go to E15 （the Weisner Building） for a lecture in 4.103 （advanced computer-assisted design）， which， of course， gets you no closer towards a degree in 17 （political science）。 Behind the massive pillars that guard the entrance of the Rogers Building， at 77 Massachusetts Ave， you'll find a labyrinth of corridors through which students can traverse the entire east campus without ever going outside - known to Techies as the Infinite Corridor. Atop the Rogers Building is MIT's best-known architectural icon， a massive gilt hemisphere called the Great Dome. Just inside the entrance to Rogers， you'll find the MIT Information Center （Mon-Fri 9am-5pm）， which dispenses free campus maps and advice.
MIT has drawn the attention of some of the major architects of the twentieth century， who have used the university's progressiveness as a testing ground for some of their more experimental works. Two of these are located in the courtyard across Massachusetts Avenue from the Rogers Building. The Kresge Auditorium， designed by Finnish architect Eero Saarinen， resembles a large tent， though its real claim to fame is that it puzzlingly rests on three， rather than four， corners. In the same courtyard is the MIT Chapel， also the work of Saarinen. Shaped like a stocky cylinder and topped with abstract sculpture crafted from paper-thin metals， it's undoubtedly the city's least traditional religious space. The I. M. Pei-designed Weisner Building is home to the List Visual Art Center （Tues-Sun noon-6pm； free）， which displays student works， often heavily influenced by science and involving a great deal of computer design， and more technologically impressive than visually appealing.
Of perhaps more interest， down Massachusetts Ave at no. 265， is the MIT Museum （Tues-Fri 10am-5pm， Sat-Sun noon-5pm； $3， students and seniors $1.） The museum has two main permanent displays， the Hologram Museum and the Hall of Hacks， the latter of which provides a retrospective on the various pranks （"hacks"） pulled by techies. Among other things， the madcap funsters have placed a fake cow and a real MIT police car atop the Great Dome， and have wreaked havoc at the annual Harvard-Yale football game by landing a massive weather balloon in the middle of the gridiron. Both shows alone warrant a visit， though there are excellent rotating exhibits as well.
❸ 麻省理工學院的英文簡介
上網搜索，一定會有的。
❹ 求一些英文版的美國麻省理工學院的介紹
以下有幾個方面的
附上部分翻譯
1.
Mission and Origins
Mission Statement
The mission of MIT is to advance knowledge and ecate students in science, technology, and other areas of scholarship that will best serve the nation and the world in the 21st century.
The Institute is committed to generating, disseminating, and preserving knowledge, and to working with others to bring this knowledge to bear on the world's great challenges. MIT is dedicated to providing its students with an ecation that combines rigorous academic study and the excitement of discovery with the support and intellectual stimulation of a diverse campus community. We seek to develop in each member of the MIT community the ability and passion to work wisely, creatively, and effectively for the betterment of humankind.
The Institute admitted its first students in 1865, four years after the approval of its founding charter. The opening marked the culmination of an extended effort by William Barton Rogers, a distinguished natural scientist, to establish a new kind of independent ecational institution relevant to an increasingly instrialized America. Rogers stressed the pragmatic and practicable. He believed that professional competence is best fostered by coupling teaching and research and by focusing attention on real-world problems. Toward this end, he pioneered the development of the teaching laboratory.
Today MIT is a world-class ecational institution. Teaching and research—with relevance to the practical world as a guiding principle—continue to be its primary purpose. MIT is independent, coecational, and privately endowed. Its five schools and one college encompass numerous academic departments, divisions, and degree-granting programs, as well as interdisciplinary centers, laboratories, and programs whose work cuts across traditional departmental boundaries.
2.Building MIT's Resources
Throughout MIT's history, indivials, corporations and foundations have provided much of the support that has made the Institute a leader in higher ecation. That tradition continues, with MIT today benefiting from generous giving by a range of organizations and indivials.
During the 2005–2006 fiscal year, private organizations and indivials gave or pledged a total of $301.3 million, the second highest total in MIT's history. Indivials were responsible for the biggest share of that total, at $205.7 million.* No matter what the source, however, such contributions are vital to MIT, providing critically needed undesignated funds along with resources designated to a range of important priorities.
MIT continues to develop new resources for faculty and students, ecational innovation, and other key priorities. Playing a central role in such efforts is a large and energetic group of MIT volunteers, most of them Institute graates. Specific ongoing needs include support for:
Students and campus life—the Institute is working hard to develop new financial support for both undergraate and graate students, and is likewise seeking resources for student-oriented activities such as athletics and residential life programs
Research and ecational priorities—MIT has designated selected areas as institutional priorities, including cancer research and ecation, as well as a new facility to house these activities, and energy research and ecation
Buildings—aside from the proposed new facility for cancer research and ecation, MIT's building program includes a new MIT Sloan School of Management complex, and a new home for the Physics Department and parts of the Materials Science and Engineering Department
3.Schools and Departments, Divisions & Sections
School of Architecture and Planning
Architecture (Course 4)
Media Arts and Sciences (MAS)
Urban Studies and Planning (Course 11)
School of Engineering
Aeronautics and Astronautics (Course 16)
Biological Engineering Division (BE)
Chemical Engineering (Course 10)
Civil and Environmental Engineering (Course 1)
Computational and Systems Biology (CSB)
Electrical Engineering and Computer Science (Course 6)
Engineering Systems Division (ESD)
Materials Science and Engineering (Course 3)
Mechanical Engineering (Course 2)
Nuclear Science and Engineering (Course 22)
School of Humanities, Arts, and Social Sciences
Anthropology (Course 21A)
Comparative Media Studies (CMS)
Economics (Course 14)
Foreign Languages and Literatures (Course 21F)
History (Course 21H)
Humanities (Course 21)
Linguistics and Philosophy (Course 24)
Literature (Course 21L)
Music and Theatre Arts (Course 21M)
Political Science (Course 17)
Science, Technology, and Society (STS)
Writing and Humanistic Studies (Course 21W)
Sloan School of Management
Management (Course 15)
School of Science
Biology (Course 7)
Brain and Cognitive Sciences (Course 9)
Chemistry (Course 5)
Earth, Atmospheric, and Planetary Sciences (Course 12)
Mathematics (Course 18)
Physics (Course 8)
Whitaker College of Health Sciences and Technology
Harvard-MIT Division of Health Sciences and Technology (HST)
MIT-WHOI Joint Program in Oceanography and Applied Ocean Science and Engineering
Degrees Awarded
Bachelor of Science (SB)
Master of Architecture (MArch)
Master of Business Administration (MBA)
Master in City Planning (MCP)
Master of Engineering (MEng)
Master of Science (SM)
Engineer (each degree designates the field in which it is awarded)
Doctor of Philosophy (PhD)
Doctor of Science (ScD)
4.MIT in Focus
The Undergraate Commons
The concept of an ecational "commons" recalls an earlier time in New England's history, when land that was jointly owned or used by the residents of a community, such as a village green, was known as the commons.
At MIT, the ecational commons is the shared knowledge, resources, aspirations, and values that constitute the core of an MIT ecation. As graates discover, it also is the foundation of a lifetime of learning.
But what does it mean to be an ecated person in the 21st century, in a world increasingly shaped by scientific and technological advances and the global currents they have set in motion?
The outline of MIT's answer began to emerge in October 2006, when the Task Force on the Undergraate Ecational Commons, a committee composed of two dozen faculty members and undergraates, completed its three-year review of MIT's undergraate ecational program.
Addressing the core requirements that each undergraate must fulfill, the task force called for the most far-reaching changes to MIT's undergraate curriculum in the past half-century. One key recommendation was for a new and more flexible science, math, and engineering requirement. Another was for a more clearly articulated grounding in the study of culture and society.
A defining feature of the report is the attention given to tapping students' creativity ring their first year at MIT. If the recommendations are adopted, incoming students will have more opportunities to engage in active and project-based learning. New science and engineering classes will focus on creative design projects that motivate the acquisition of disciplinary knowledge, the integration of multiple modes of inquiry, and team building. In the humanities, arts, and social sciences, a similar approach will animate first-year courses exploring critical human issues such as democracy, the nature of the self, wealth and poverty, and war and revolution.
Equally exciting is the recognition of international experience as an essential component of undergraate ecation. The task force urged that MIT make it possible, within five years, for all undergraates to undertake a meaningful period of study, work, or internship abroad without financial or academic penalty.
Further refinement of these recommendations by the faculty is expected in 2007, with final approval and implementation to extend over the next few years.
Long the leader in science and technology-centered ecation, MIT's directions in curriculum renewal and reform will continue to be watched and emulated by colleges and universities in the United States and around the world.
5.Graate Ecation
For more than a century, MIT graate programs have provided ideal environments for advanced study by students and faculty working together to extend the boundaries of knowledge.
Traditionally a leader in engineering graate ecation, MIT has also attained national prominence for its doctoral programs in mathematics and the physical and life sciences. In addition, top-ranked graate programs in economics; political science; linguistics; science, technology, and society; architecture; urban studies; and management have broadened the spectrum of graate ecation at MIT.
Graate students may pursue any of the following degrees: doctor of philosophy (PhD), doctor of science (ScD), engineer, master of science (SM), master of engineering (MEng), master of architecture (MArch), master in city planning (MCP), and master of business administration (MBA).
Cross-registration opportunities at Harvard and Wellesley, joint degree programs with the Woods Hole Oceanographic Institution, and the Graate Consortium in Women's Studies are significant resources for graate students. Other study opportunities are also available at Brandeis, Tufts, and Boston University.
The Institute has a single faculty that is responsible for both undergraate and graate instruction. Each department exercises a large measure of autonomy for its graate programs, under general guidelines established for the Institute as a whole. The administration of graate ecation rests with the president, the associate provost, the chancellor, the dean and associate dean for graate students, and the Committee on Graate Programs, a newly created standing committee of the faculty.
Graate Students Office
The Graate Students Office supports graate students and graate administrators throughout the Institute, complementing each department's administration. GSO comprises the Office of the Dean for Graate Students; the International Students Office; and the Graate Student Council, consisting of elected representatives from all departments and graate residences, as well as at-large members.
Some Grad Facts
The admissions process for graate programs at MIT is decentralized. Applicants apply directly to the academic department or degree-granting program of interest.
Doctoral students are supported with fellowships (24 percent), research assistantships (51 percent), and teaching assistantships (12 percent). Thirteen percent receive some other form of support or no support.
There is no cap on the number of graate students admitted to MIT. Departments admit as many as they can support based on their RA, TA, and fellowship resources, as well as the number of faculty available to advise on research.
Graate students first outnumbered undergraates in 1980. Today, graate students make up 60 percent of the total student population.
There were 6,126 graate students enrolled at MIT in the fall term of 2006. Thirty-six percent were international students. Thirty-four percent were housed on campus, approaching the Institute's goal of 50 percent.
Persons interested in taking graate courses may apply for special student status. A special graate student is one whose intended program of study is essentially graate in nature, but who is not a candidate for an advanced degree.
Twenty-nine percent of students who complete a master of science degree at MIT choose to continue graate study, while 52 percent enter the workforce. For master of engineering recipients, the numbers are 15 percent and 76 percent, respectively; and for MBA graates, 2 percent and 87 percent. At the doctoral level, 53 percent of MIT's PhD graates go on to instry or government positions, while 13 percent accept academic positions and 24 percent pursue postdoctoral research.
1.
Mission and Origins起源和使命
Mission Statement使命聲明
The mission of MIT is to advance knowledge and ecate students in science, technology, and other areas of scholarship that will best serve the nation and the world in the 21st century.麻省理工學院的使命是促進學生在知識、教育科技、獎學金及其他地區,將提供最佳的服務,在全國乃至世界的二十一世紀.
The Institute is committed to generating, disseminating, and preserving knowledge, and to working with others to bring this knowledge to bear on the world's great challenges.該研究所致力於創造、傳播、保存知識並把這項工作與他人知識影響世界的巨大挑戰. MIT is dedicated to providing its students with an ecation that combines rigorous academic study and the excitement of discovery with the support and intellectual stimulation of a diverse campus community.麻省理工緻力於提供學生一個嚴謹的學術研究和教育相結合的興奮愉與智力支持和刺激了多元化的校園. We seek to develop in each member of the MIT community the ability and passion to work wisely, creatively, and effectively for the betterment of humankind.我們尋求發展的每一個成員在麻省理工社區工作的能力和激情,明智創造性為有效地改善人類.
The Institute admitted its first students in 1865, four years after the approval of its founding charter.學院學生在1865年第一次承認,四年後批准成立章程. The opening marked the culmination of an extended effort by William Barton Rogers, a distinguished natural scientist, to establish a new kind of independent ecational institution relevant to an increasingly instrialized America.開幕標志著威廉巴頓羅傑斯延長努力,一位傑出的自然科學家建立一種新的獨立教育機構相關日益工業化合眾國. Rogers stressed the pragmatic and practicable.羅傑斯強調務實、可行. He believed that professional competence is best fostered by coupling teaching and research and by focusing attention on real-world problems.他認為,最好是培育專業配套的教學、科研和注意力集中到現實世界的問題. Toward this end, he pioneered the development of the teaching laboratory.為此,他首創了教學實驗室.
Today MIT is a world-class ecational institution.今天麻省理工是一個世界級的教育機構. Teaching and research—with relevance to the practical world as a guiding principle—continue to be its primary purpose.教學與研究-以相關的實際指導原則作為世界-繼續是其首要目的. MIT is independent, coecational, and privately endowed.麻省理工學院是獨立的,男女、自費風景. Its five schools and one college encompass numerous academic departments, divisions, and degree-granting programs, as well as interdisciplinary centers, laboratories, and programs whose work cuts across traditional departmental boundaries.它包含了許多大學五所學校和一個學系、師、學位授予程序,以及跨中心、實驗室、節目跨越傳統部門界限的工作.
2.
Building MIT's Resources麻省理工學院建築資源
Throughout MIT's history, indivials, corporations and foundations have provided much of the support that has made the Institute a leader in higher ecation.整個麻省理工的歷史上,個人、公司和基金會的支持,提供了很大的研究所取得領先高等教育. That tradition continues, with MIT today benefiting from generous giving by a range of organizations and indivials.這一傳統繼續下去,以造福於今天麻省理工給予了慷慨的一系列組織和個人.
During the 2005–2006 fiscal year, private organizations and indivials gave or pledged a total of $301.3 million, the second highest total in MIT's history.在2005-2006財政年度,私人團體和個人贈送認捐總額達301.3億美元,麻省理工總數名列第二的歷史. Indivials were responsible for the biggest share of that total, at $205.7 million.* No matter what the source, however, such contributions are vital to MIT, providing critically needed undesignated funds along with resources designated to a range of important priorities.個人負責的最大份額,共計2878元205700000*不管來源,但是這些捐款都是至關重要麻省理工隨著基金提供急需用項指定一系列重要資源的優先次序.
MIT continues to develop new resources for faculty and students, ecational innovation, and other key priorities.麻省理工繼續開發新的資源,師生、教育創新以及其它重點. Playing a central role in such efforts is a large and energetic group of MIT volunteers, most of them Institute graates.在這種努力中發揮了核心作用,是一個充滿活力的大型集團麻省理工志願者他們大多數畢業生. Specific ongoing needs include support for:目前包括支持特定需求:
Students and campus life—the Institute is working hard to develop new financial support for both undergraate and graate students, and is likewise seeking resources for student-oriented activities such as athletics and residential life programs學生和校園生活-學院正努力發展新的財政支持無論本科生和研究生,而同樣是尋求資源以學生為本的活動,如體育節目和住宿生活
Research and ecational priorities—MIT has designated selected areas as institutional priorities, including cancer research and ecation, as well as a new facility to house these activities, and energy research and ecation研究和教育優先麻省理工已把試點機構優先事項,包括癌症研究、教育、以及新的設施,以安置這些活動、能源研究和教育
Buildings—aside from the proposed new facility for cancer research and ecation, MIT's building program includes a new MIT Sloan School of Management complex, and a new home for the Physics Department and parts of the Materials Science and Engineering Department建築物除建議新癌症研究和教育設施,麻省理工學院的建設計劃,包括新麻省理工學院斯隆管理復雜而新家園、物理系部分材料科學與工程系
4.
MIT in Focus麻省理工焦點
The Undergraate Commons本科公地
The concept of an ecational "commons" recalls an earlier time in New England's history, when land that was jointly owned or used by the residents of a community, such as a village green, was known as the commons.教育觀念"公地"回憶當年在新英格蘭的歷史,當土地被共同所有或使用的社區居民,如綠色村莊,被稱為公地.
At MIT, the ecational commons is the shared knowledge, resources, aspirations, and values that constitute the core of an MIT ecation.麻省理工教育公地是共享知識、資源、願望、核心價值觀構成了麻省理工教育. As graates discover, it also is the foundation of a lifetime of learning.如發現畢業生,也是終身學習的基礎.
But what does it mean to be an ecated person in the 21st century, in a world increasingly shaped by scientific and technological advances and the global currents they have set in motion?但何謂是受過教育的人在21世紀在日趨功利的世界科技進步和全球已啟動電流?
The outline of MIT's answer began to emerge in October 2006, when the Task Force on the Undergraate Ecational Commons, a committee composed of two dozen faculty members and undergraates, completed its three-year review of MIT's undergraate ecational program.麻省理工綱要的答案2006年10月開始出現,當專責小組本科教育公地,一個由十多位老師和兩位大學生,完成了三年的審查麻省理工的本科教育發展計劃.
Addressing the core requirements that each undergraate must fulfill, the task force called for the most far-reaching changes to MIT's undergraate curriculum in the past half-century.針對核心要求每個本科生必須完成,專責小組呼籲最為深遠的變化麻省理工的本科課程半個世紀. One key recommendation was for a new and more flexible science, math, and engineering requirement.其中最主要建議是一項新科技、更靈活、數學、工程的要求. Another was for a more clearly articulated grounding in the study of culture and society.另一個是一個更明確地在文化與社會研究.
A defining feature of the report is the attention given to tapping students' creativity ring their first year at MIT.性格報告是注意挖掘學生的創造力,在麻省理工第一年. If the recommendations are adopted, incoming students will have more opportunities to engage in active and project-based learning.如果建議獲通過,新任學生將有更多機會與積極從事研習. New science and engineering classes will focus on creative design projects that motivate the acquisition of disciplinary knowledge, the integration of multiple modes of inquiry, and team building.新理工科班將著重
❺ 麻省理工學院的英文全稱及簡稱是什麼
麻省理工學院的英文全稱及簡稱是Massachusetts Institute of Technology - 簡稱 MIT
創辦人是 William Barton Rogers， 創辦於 1861年
❻ 麻省理工學院的英文名字是什麼
麻省理工學院的英文全稱及簡稱是Massachusetts Institute of Technology - 簡稱 MIT 創辦人是 William Barton Rogers， 創辦於 1861年
參考資料：en.wikipedia.org/wiki/MIT
❼ 求一篇介紹麻省理工大學的英語作文
去麻省理工的主頁看一下就行了啊
❽ 麻省理工學院中的「電子工程」這個專業的英語怎麼講謝謝
電子工程
Electronic Engineering
俗稱EE或者double E
❾ 麻省理工大學英文名是什麼
9美國麻省理工學院 Massachusetts Institute Technology
❿ 麻省理工大學不會英語怎麼進
除非你某個特長真的是非常非常厲害，不過我覺得英語還是挺重要的，畢竟是使用最廣的語言，你不會英語哪怕進了聽課能聽懂嗎