求一些英文版的美國麻省理工學(xué)院的介紹？

以下有幾個(gè)方面的附上部分翻譯1.Mission and OriginsMission StatementThe mission of MIT is to advance knowledge and educate 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 education 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 educational institution relevant to an increasingly industrialized 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 educational institution. Teaching and research—with relevance to the practical world as a guiding principle—continue to be its primary purpose. MIT is independent, coeducational, 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 ResourcesThroughout MIT's history, individuals, corporations and foundations have provided much of the support that has made the Institute a leader in higher education. That tradition continues, with MIT today benefiting from generous giving by a range of organizations and individuals.During the 2005–2006 fiscal year, private organizations and individuals gave or pledged a total of $301.3 million, the second highest total in MIT's history. Individuals 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, educational 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 graduates. Specific ongoing needs include support for:Students and campus life—the Institute is working hard to develop new financial support for both undergraduate and graduate students, and is likewise seeking resources for student-oriented activities such as athletics and residential life programs Research and educational priorities—MIT has designated selected areas as institutional priorities, including cancer research and education, as well as a new facility to house these activities, and energy research and education Buildings—aside from the proposed new facility for cancer research and education, 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 & SectionsSchool of Architecture and PlanningArchitecture (Course 4)Media Arts and Sciences (MAS)Urban Studies and Planning (Course 11)School of EngineeringAeronautics 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 SciencesAnthropology (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 ManagementManagement (Course 15)School of ScienceBiology (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 TechnologyHarvard-MIT Division of Health Sciences and Technology (HST)MIT-WHOI Joint Program in Oceanography and Applied Ocean Science and EngineeringDegrees AwardedBachelor 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 FocusThe Undergraduate CommonsThe concept of an educational "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 educational commons is the shared knowledge, resources, aspirations, and values that constitute the core of an MIT education. As graduates discover, it also is the foundation of a lifetime of learning.But what does it mean to be an educated 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 Undergraduate Educational Commons, a committee composed of two dozen faculty members and undergraduates, completed its three-year review of MIT's undergraduate educational program.Addressing the core requirements that each undergraduate must fulfill, the task force called for the most far-reaching changes to MIT's undergraduate 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 during 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 undergraduate education. The task force urged that MIT make it possible, within five years, for all undergraduates 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 education, 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.Graduate EducationFor more than a century, MIT graduate 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 graduate education, MIT has also attained national prominence for its doctoral programs in mathematics and the physical and life sciences. In addition, top-ranked graduate programs in economics; political science; linguistics; science, technology, and society; architecture; urban studies; and management have broadened the spectrum of graduate education at MIT.Graduate 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 Graduate Consortium in Women's Studies are significant resources for graduate students. Other study opportunities are also available at Brandeis, Tufts, and Boston University.The Institute has a single faculty that is responsible for both undergraduate and graduate instruction. Each department exercises a large measure of autonomy for its graduate programs, under general guidelines established for the Institute as a whole. The administration of graduate education rests with the president, the associate provost, the chancellor, the dean and associate dean for graduate students, and the Committee on Graduate Programs, a newly created standing committee of the faculty.Graduate Students OfficeThe Graduate Students Office supports graduate students and graduate administrators throughout the Institute, complementing each department's administration. GSO comprises the Office of the Dean for Graduate Students; the International Students Office; and the Graduate Student Council, consisting of elected representatives from all departments and graduate residences, as well as at-large members. Some Grad Facts The admissions process for graduate 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 graduate 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.Graduate students first outnumbered undergraduates in 1980. Today, graduate students make up 60 percent of the total student population.There were 6,126 graduate 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 graduate courses may apply for special student status. A special graduate student is one whose intended program of study is essentially graduate 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 graduate study, while 52 percent enter the workforce. For master of engineering recipients, the numbers are 15 percent and 76 percent, respectively; and for MBA graduates, 2 percent and 87 percent. At the doctoral level, 53 percent of MIT's PhD graduates go on to industry 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 educate 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(xué)院的使命是促進(jìn)學(xué)生在知識(shí)、教育科技、獎(jiǎng)學(xué)金及其他地區(qū),將提供最佳的服務(wù),在全國乃至世界的二十一世紀(jì). 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.該研究所致力于創(chuàng)造、傳播、保存知識(shí)并把這項(xiàng)工作與他人知識(shí)影響世界的巨大挑戰(zhàn). MIT is dedicated to providing its students with an education that combines rigorous academic study and the excitement of discovery with the support and intellectual stimulation of a diverse campus community.麻省理工致力于提供學(xué)生一個(gè)嚴(yán)謹(jǐn)?shù)膶W(xué)術(shù)研究和教育相結(jié)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(fā)展的每一個(gè)成員在麻省理工社區(qū)工作的能力和激情,明智創(chuàng)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(xué)院學(xué)生在1865年第一次承認(rèn),四年后批準(zhǔn)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 educational institution relevant to an increasingly industrialized America.開幕標(biāo)志著威廉巴頓羅杰斯延長努力,一位杰出的自然科學(xué)家建立一種新的獨(dú)立教育機(jī)構(gòu)相關(guān)日益工業(yè)化合眾國. Rogers stressed the pragmatic and practicable.羅杰斯強(qiáng)調(diào)務(wù)實(shí)、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(rèn)為,最好是培育專業(yè)配套的教學(xué)、科研和注意力集中到現(xiàn)實(shí)世界的問題. Toward this end, he pioneered the development of the teaching laboratory.為此,他首創(chuàng)了教學(xué)實(shí)驗(yàn)室. Today MIT is a world-class educational institution.今天麻省理工是一個(gè)世界級(jí)的教育機(jī)構(gòu). Teaching and research—with relevance to the practical world as a guiding principle—continue to be its primary purpose.教學(xué)與研究-以相關(guān)的實(shí)際指導(dǎo)原則作為世界-繼續(xù)是其首要目的. MIT is independent, coeducational, and privately endowed.麻省理工學(xué)院是獨(dú)立的,男女、自費(fèi)風(fēng)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(xué)五所學(xué)校和一個(gè)學(xué)系、師、學(xué)位授予程序,以及跨中心、實(shí)驗(yàn)室、節(jié)目跨越傳統(tǒng)部門界限的工作. 2. Building MIT's Resources麻省理工學(xué)院建筑資源 Throughout MIT's history, individuals, corporations and foundations have provided much of the support that has made the Institute a leader in higher education.整個(gè)麻省理工的歷史上,個(gè)人、公司和基金會(huì)的支持,提供了很大的研究所取得領(lǐng)先高等教育. That tradition continues, with MIT today benefiting from generous giving by a range of organizations and individuals.這一傳統(tǒng)繼續(xù)下去,以造福于今天麻省理工給予了慷慨的一系列組織和個(gè)人. During the 2005–2006 fiscal year, private organizations and individuals gave or pledged a total of $301.3 million, the second highest total in MIT's history.在2005-2006財(cái)政年度,私人團(tuán)體和個(gè)人贈(zèng)送認(rèn)捐總額達(dá)301.3億美元,麻省理工總數(shù)名列第二的歷史. Individuals 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(gè)人負(fù)責(zé)的最大份額,共計(jì)2878元205700000*不管來源,但是這些捐款都是至關(guān)重要麻省理工隨著基金提供急需用項(xiàng)指定一系列重要資源的優(yōu)先次序. MIT continues to develop new resources for faculty and students, educational innovation, and other key priorities.麻省理工繼續(xù)開發(fā)新的資源,師生、教育創(chuàng)新以及其它重點(diǎn). Playing a central role in such efforts is a large and energetic group of MIT volunteers, most of them Institute graduates.在這種努力中發(fā)揮了核心作用,是一個(gè)充滿活力的大型集團(tuán)麻省理工志愿者他們大多數(shù)畢業(yè)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 undergraduate and graduate students, and is likewise seeking resources for student-oriented activities such as athletics and residential life programs學(xué)生和校園生活-學(xué)院正努力發(fā)展新的財(cái)政支持無論本科生和研究生,而同樣是尋求資源以學(xué)生為本的活動(dòng),如體育節(jié)目和住宿生活 Research and educational priorities—MIT has designated selected areas as institutional priorities, including cancer research and education, as well as a new facility to house these activities, and energy research and education研究和教育優(yōu)先麻省理工已把試點(diǎn)機(jī)構(gòu)優(yōu)先事項(xiàng),包括癌癥研究、教育、以及新的設(shè)施,以安置這些活動(dòng)、能源研究和教育 Buildings—aside from the proposed new facility for cancer research and education, 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建筑物除建議新癌癥研究和教育設(shè)施,麻省理工學(xué)院的建設(shè)計(jì)劃,包括新麻省理工學(xué)院斯隆管理復(fù)雜而新家園、物理系部分材料科學(xué)與工程系 4.MIT in Focus麻省理工焦點(diǎn) The Undergraduate Commons本科公地 The concept of an educational "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(dāng)年在新英格蘭的歷史,當(dāng)土地被共同所有或使用的社區(qū)居民,如綠色村莊,被稱為公地. At MIT, the educational commons is the shared knowledge, resources, aspirations, and values that constitute the core of an MIT education.麻省理工教育公地是共享知識(shí)、資源、愿望、核心價(jià)值觀構(gòu)成了麻省理工教育. As graduates discover, it also is the foundation of a lifetime of learning.如發(fā)現(xiàn)畢業(yè)生,也是終身學(xué)習(xí)的基礎(chǔ). But what does it mean to be an educated 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(jì)在日趨功利的世界科技進(jìn)步和全球已啟動(dòng)電流? The outline of MIT's answer began to emerge in October 2006, when the Task Force on the Undergraduate Educational Commons, a committee composed of two dozen faculty members and undergraduates, completed its three-year review of MIT's undergraduate educational program.麻省理工綱要的答案2006年10月開始出現(xiàn),當(dāng)專責(zé)小組本科教育公地,一個(gè)由十多位老師和兩位大學(xué)生,完成了三年的審查麻省理工的本科教育發(fā)展計(jì)劃. Addressing the core requirements that each undergraduate must fulfill, the task force called for the most far-reaching changes to MIT's undergraduate curriculum in the past half-century.針對(duì)核心要求每個(gè)本科生必須完成,專責(zé)小組呼吁最為深遠(yuǎn)的變化麻省理工的本科課程半個(gè)世紀(jì). 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(xiàng)新科技、更靈活、數(shù)學(xué)、工程的要求. Another was for a more clearly articulated grounding in the study of culture and society.另一個(gè)是一個(gè)更明確地在文化與社會(huì)研究. A defining feature of the report is the attention given to tapping students' creativity during their first year at MIT.性格報(bào)告是注意挖掘?qū)W生的創(chuàng)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(xué)生將有更多機(jī)會(huì)與積極從事研習(xí). 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