有思想的英語作文

⑴ 有思想的 英文

有思想的。

Thoughtful（推薦使用這個）

Knowledgeable.

⑵ 關於為什麼我們要活用我們的思想的英語作文

The 正確的對待學習壓力 Graallyintothehighthreelife,studypressureusmoreandmorebig,.逐漸步入高三生活，我們的學習壓力越來越大，每個人都在盡最大的努力提高自己的分數。Somepeoplestayuplate, 有的人甚至熬夜，以消耗身體為代價抓緊時間學習Weallknowthisiswrong,我們都知道這樣是不對的。源語言可能是:中文我們都知道這樣是不對的， 源語言可能是:中文 我們都知道這樣是不對的， ,， Firstofall,tolearnconfidence.,isthesecretofhappiness.Buttheconfidence,,。 Findthecorrectstudymethod。Lawoflearning。 Thisway,wecankeepagoodstateofmind.要接納，拜託了，盡力了 Thisway,wecankeepagoodstateofmind.

⑶ 你認為機器人有思想有感覺嗎的英語作文

A robot is a mechanical or virtual,artificial agent.A robot is usually an
electro-mechanical system,which,by its appearance or movements,conveys a sense
that it has intent or agency of its own.The word robot can refer to both
physical robots and virtual software agents,but the latter are often referred to
as bots.
Robots are growing in complexity and their use in instry is
becoming more widespread.The main use of robots has so far been in the
automation of mass proction instries,where the same,definable tasks must be
performed repeatedly in exactly the same fashion.Car proction is the primary
example of the employment of large and complex robots for procing goods.Robots
are used in that process for the painting,welding and assembly of the

⑷ 年輕人應該有思想英文作文及翻譯

Firstly,I am an alt of 18 years old,so I should learn to be independent,especially in my study.Teachers here will not keep an eye on me as they did in the middle school and parents will not take care of everything as they did in the past.Of course,study is my own business and priority.I will pay most of my attention to it.I think the autonomous learning is the most important for a college student.Besides,I will learn how to think of the questions critically and study my courses creatively.
首先,我已經是一名18歲的成年人了,所以我應該學會獨立,特別是在學習上.大學里的老師不會像在中學那樣時刻盯著我們,父母也不會像過去那樣照顧我們.當然,學習是我自己的事,也是我的首要任務.我會話大部分的經歷在學習上面.我認為自習對大學生來說是最重要的.除此之外,我會學著怎樣批判性的思考問題和創造性的學習我的課程.
Secondly,it is also important to set aside some time for relaxation because study shouldn't occupy all of my free time.I will develop my hobbies to enrich my experience and broaden my horizon.At the same time,I will participate in some associations to learn something outside of textbooks and get some understandings about society and the world.
其次,抽出時間進行放鬆也同樣重要,因為學習不應該占據我們所有的自由時間.我會發展我的愛好,豐富我的經驗,拓寬我的視野.同時,我會參加一些社團學習課本以外的東西,對社會和世界有些了解.

⑸ 思想比較深刻的英語作文

Can money buy happiness?

Can money buy happiness? Various people have various answers. Some people think that money is the source of happiness. With money, one can buy whatever he enjoys. With money, one can do whatever he likes. So, in their minds, money can bring comfort, security, and so on. Money, as they think, is the source of happiness.
But there are still a lot of others who think that money is the root of all evil. Money drives people to steal, to rob, and to break the law. A lot of people became criminals just because they were in search of money. And in the Western countries, there is nothing that can』 be bought by money. Many people lose their own lives when hunting it.
I think that money is essential to life and we cannot do without money. But even though money is necessary to life, it can』t buy happiness. Happiness is not something that can be measured by money. It is a state of mind. One can have plenty of money, with which he can buy whatever he wants, and at the same time he is not happy because he is never satisfied or he is troubled by various kinds of problems. Therefore, although money is necessary for a happy life, it can』t buy happiness.

⑹ 英語作文 表達自己思想的重要性 120詞左右

沉默並不總是金(Silence Is Not Always Gold)
"Silence is gold" is a popular saying in which many people have belief that these people speaking too much is not a merit.
「沉默是金」是一個流行的說法，許多人都相信話太多的人不是一個優點。
However, if you always keep silent, you will probably miss many golden opportunities instead of obtaining the gold of silence. Last week I read an article written by an office lady. The company where she worked had two kinds of offices: cubicle office and window office. As a new employee she worked in a cubicle office together with twenty colleagues. Two years later she still worked there but some colleagues who came later than her had moved into the window office. She felt confused. One day one colleague told her that window office wasn't obtained without request. But believing that she certainly gained one if she did a good job the woman had never asked for it.
但是，如果你總是保持沉默，你可能會錯過許多黃金機遇而不是獲得沉默的黃金。上周，我讀了一本一個辦公室女士寫的文章。在她工作的公司有兩種辦公室：隔間辦公室和窗戶辦公室。由於是新員工，她曾經在一個隔間和二十個同事一起工作。兩年後她還是在那裡工作但是有些比她後來的同事都搬到了窗戶辦公室。她感到很困惑。有一天一位同事告訴她窗戶辦公室是要申請的。但是，相信如果她工作很出色，不用要求都肯定能得到窗戶辦公室。
From the woman's experience we not always told, we know that in the modern society one needs to speak his mind and speak for his own interests.
從那個我們不經常被告知的女人的經驗中，我們知道在現代社會中人要把他自己的想法和他感興趣的事物要說出來。

⑺ 關於思想教育方面的英文文章(急)

找了兩篇文章.供你參考.

1.Morality in Ecation

More than ever, opportunities should be afforded to families that wish to bring their children up with a moral ecation in accordance with their beliefs. A system of choice allows parents to choose schools that inject moral or religious themes into their children』s ecation.

Further Reading:

「 Part of the Problem or Part of the Solution?」
by Marvin Olasky
「Can Public Schools Teach Character?」
by Dr. Perry Glanzer
「Leading Children Beyond Good & Evil」
by Dr. James Davison Hunter
An Ecation for a Good Life
by Clark Durant

FEATURED ARTICLE:
「The Myth of a Value-Free Ecation」
by Dr. Ronald Nash

Americans love myths. By "myth," I do not mean the old-fashioned myths that my generation read in grade school. Many Americans would find reading at that fifth-grade level too difficult these days. What I mean by "myth" is what older generations used to call a fiction.

One of the more influential myths presently affecting the American family is the myth of a value-free ecation. A value-free ecation is described as one in which students are supposed to be free from any coerced exposure to the values of anyone.

One way the defenders of value-free ecation frame their argument is this: they argue that because America ceased to be a homogeneous society a long time ago, the watchword today must be pluralism. In the new setting of today, they insist, we can no longer stress the values and beliefs of some, while ignoring the values of all. And so, they say, we』ll avoid all the problems inherent in this situation by simply agreeing to ignore all values. This specious argument deceives Americans into thinking this is the only way to achieve fairness in our schools.

College students today are surrounded by an allegedly academic setting in which the things they find most obvious are confusion, conflicting claims and the absence of any fixed points of reference. America』s colleges have become centers of intellectual disorder. As David Gress explains, "Instead of being havens of independent thought, universities have become channels of indoctrination…confirming the prejudices of those who control the agenda of public discourse." Ralph Bennett is surely right when he warns that "behind its ivy-colored camouflage, American higher ecation is a fraud—untrue to its students, untrue to itself."

The inadequacies of contemporary ecation are not exclusively matters of the mind. Traditional religious and moral values are under assault at every level of public and higher ecation. Our ecational system is engaged in a systematic undermining of these values.

Our ecational crisis is to some extent a closing of the American mind, as Allan Bloom examined in his best selling book of that title. But it is also something more profound, a closing of the American heart. No real progress towards improving American ecation can occur until all of us realize that an ecation that ignores moral and religious beliefs cannot qualify as a quality ecation. Recently, no less a person than Mikhail Gorbachev admitted that the major reason his nation is in such trouble is because his people are ignorant of moral and spiritual values.

The development of the intellect and of moral character are intimately related. Just as there is an order in nature (the laws of science), in reason (the laws of logic), and in the realm of numbers, so too is there a moral order. One thing we need to do is recover the belief that there is a transcendent, unchanging moral order, and restore it once more to a central place in the ecational process.

Throughout history, important thinkers have contended that there is a higher order of permanent things (like moral norms), that human happiness is dependent on living our lives in accordance with this transcendent order, and that peace and order within human society require respect for this order. The most important task of ecation is to continually remind students of the existence and importance of this transcendent order as well as of its content.

If teachers are doing their job properly, they serve as an essential link in the chain of civilization. Without this link, the chain cannot hold. Teachers are the conservers of culture; they are also its transmitters. At least, that』s the role that teachers used to play.

Modern ecation in America has largely separated virtue and knowledge. The Sophists of our age have severed the link between reason and virtue, between the mind and the heart; there is objective truth out there, which it is our ty to pursue and discover. But there is also an objective moral order out there, as well as in here. An adequate ecation dare not ignore either the mind or the heart. Just as we dare not divorce ecation from matters of the heart, so too we must not separate ecation from religion. Like any important human activity, ecation has an inescapable religious component.

Religious faith is not just one isolated compartment of a person』s life—a compartment that we can take or leave as we wish. Religious faith is rather a dimension of life that colors, affects and influences everything we do and believe. Human beings are incurably religious, as John Calvin once said. Paul Tillich was right when he defined religion as a matter of "ultimate concern." Every person has something that concerns him ultimately and whatever that may be, the ultimate concern will have an enormous influence on everything else the person does or believes.

Since every human being has something about which he is ultimately concerned, it follows that every human being has a God. No human being can possibly be neutral when it comes to religion. When an indivial encounters people who claim that ecation should be free of any religious content, he should recognize that this is not a religiously neutral claim. Rather it is an assertion that reflects the religious commitments of the person making it. There is a sense in which ecation is an activity that is religious at its roots. Any effort to remove religion from ecation is merely the substitution of one set of ultimate religious commitments for another.

It is absurd then to think that a choice between the sacred and secular in ecation is possible. Whatever the state and the courts do regarding ecation will only establish one person』s set of ultimate (religious) concerns at the expense of someone else』s.

Nothing will remedy the problems of American ecation more quickly and more effectively than the introction of greater freedom and choice in ecation. We should seek a permanent end to the situation that allows the state to determine where children must attend school, if that child is to receive a free public ecation. American families should have complete freedom to send their children to any school they wish, without the added financial burden of paying private school tuition. One way to realize this objective is through ecational vouchers. Following the institution of a voucher system, public monies for ecation would not pass directly to schools. Rather, that money would be given first to the families of school-age children in the form of vouchers. Parents would then use those vouchers to pay for their children』s ecation at a school of their own choosing.

Perhaps the major reason why public schools are so bad is because they have no competition; they are immune to market-discipline. Consequently, public schools have no incentive to offer a better proct at a lower cost. A pro-choice movement in ecation would give public schools serious competition for the first time in more than a century. (Notice the implication here: many Americans are unaware of the fact that for generations, America』s public schools did not enjoy a monopoly with regard to public financial support.)

It is not enough that we simply increase choice among public schools. The governmental monopoly over publicly funded ecation is a large part of our problem. It is imperative that ecational choice be expanded to include the option of attending without financial penalty, without the burden of double taxation, any school that any family wishes, including church-operated private schools. The best and quickest way to improve the quality of ecation is to allow families to choose their school and let the competition of the market determine which schools prosper and which schools die. In the process, families will be able to select schools, not only on the basis of academic quality, but also with a view to the moral and spiritual values fostered by the school.

Dr. Ronald Nash is Professor of Theology and Philosophy at Reformed Theological Seminary

http://www.acton.org/ppolicy/ecation/morality/index.html

2Academic Exchange Quarterly Spring 2004 Volume 8, Issue 1

Moral Values for Public Ecation

Daniel C. Elliott, Ed.D. Azusa Pacific University

ABSTRACT

The continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our time. Until recent years, public schools had long since deferred from their original roles in morality and character ecation, though many outside of the school systems continued political pressure to move schools either toward or away from a values-oriented curriculum. This author analyses this history and poses questions and ideas about the appropriate teaching of the difference between right and wrong in American schools.

The continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our time. The 1970』s brought a revisitation of 『values」 but under a personalistic approach called 「Values Clarification.」 Values were to be presented in a neutral way to students who were to clarify and select their choices. There were no incorrect choices, except those for which the indivial failed to formulate a supporting rationale. The 1980』s and 90』s saw a rapidly intensifying pluralistic view of American society. When the question of values came up, people asked, 「Whose values should we teach?」 Many in North American society believe in a core set of virtues found most commonly in a Christian worldview or a Judeo-Christian philosophy, even many who would not characterize themselves as particularly 「religious.」 Yet the personalistic approach to identification of 「virtue「 failed to bring about a more moral society but has, instead, resulted in moral decline. Public schools had long since deferred from their original roles in morality and character ecation and even many churches or religious organizations were not picking up the slack (Meade, 1990

A Major Study on the Morals and Ethics of Children

In March 1990, Robert Coles, a child psychiatrist and Harvard professor, one who called himself 「a member of the liberal intellectual left」, was quoted as wistfully recalling 「the good old days when religion was taught in the schools」 (Meade, 1990). Coles sensed a void--something missing from American homes and schools-- missing for years. Coles directed a major research project. The missing element was, they concluded, a strong, unarguable notion of right and wrong, good and bad.

Coles』 findings revealed a nation of children who have a complicated belief system that usually runs counter to traditional values. 「There was an unmistakable erosion of children』s faith in, and support for, traditional sources of authority.」 More than parents, teachers or authoritative officials, children turned to peers for guidance on matters of right and wrong. Coles described conversations with many kids whose consciences he said were 「not all that muscular.」 (Meade, 1990)

The New Character Ecation

A new ground swell is observed forming in the 1990』s seeking to restore ethics, morality, and virtue to a central focus in public schooling. More than 30 ecational leaders from state school boards, teachers' unions, universities, ethics centers, youth organizations, and religious groups met in 1992 at the Josephson Institute of Ethics. They formulated eight principles for character ecation— The Aspen Declaration on Character Ecation. (Lickona, 1993). In March of 1993, a national coalition for character development formed with representatives from business, government, and ecation, as well as churches. They began to formulate an agenda for reinstituting morality in public school curriculum and instruction. (Haynes 1994)

Four Reasons for Character Ecation

Young people increasingly hurt themselves and others because they lack awareness of moral values. Effective character ecation improves student behavior, makes schools more civil communities, and leads to improved academic performance. Many students come to school with little moral teaching from their parents, communities or religious institutions. We know today that the inclusion of character development emphases within the curriculum of our schools will do the following.

1. Add Meaning to Ecation

Moral questions are among the great questions facing the indivial person and the human race. There is no such thing as a value-free ecation. Schools teach values every day by design or default.

2. Sustain and Strengthen our Culture

Transmitting moral values to the next generation has always been one of the more important functions of a civilization. Democracies have a special need for moral ecation, because democracy is government of and by the people themselves.

3. Model Civility

There is broad based and growing support for character ecation in the schools. Common ground exists on core moral values although there may be significant disagreement on the applicationof some of these values to certain controversial issues (Nyland and MacDonald, 1997). The Boyer Institute has been actively promoting research that reveals North American core values (or 「common virtu,」 also referred to as 「common decency.」 Honesty, responsibility, self-discipline, giving, compassion, perseverance, and loving are virtue terms most often cited. However, in application, 「honesty」 can be applied differently according to other elements of the actor』s worldview or philosophy. Compassion and/or responsibility might look different among the sub-groups citing these terms.

4. Build True Character

Thus, a person of true character, according to experts, is trustworthy, treats all people with respect, acts responsibly, maintains self-control, is fair and just, is caring, pursues excellence, and is an all around desirable citizen.

A State Ecation Code Basis for Teaching Fundamental Moral Values

Though often humorously critiqued as a state that is less than 『virtuous』 in its social ethic, nevertheless, California, as a state, has raised the bar for public schools and virtue-based curriculum for several decades. Ever since the 1970s the California legislature has aggressively addressed the question of values and virtue in the curriculum, though this often went unnoticed or unheralded by the media or even the schools themselves. Currently, California Ed. Code 44806 tells us that it is the ty of teachers to 「impress upon the minds of pupils the principles of morality, truth, justice, patriotism, and a true comprehension of rights, ties, and dignity of American citizenship...」 The code further directs us to teach students to . . .

avoid idleness, profanity, and falsehood, and to instruct them in the manners and morals and the principles of a free government. Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice, patriotism, a true comprehension of the rights, ties and dignity of American citizenship, including: kindness toward domestic pets and the humane treatment of living creatures.

In Moral and Civic Ecation and Teaching About Religion, the Board directs school personnel to teach students about: morality, including respect for differences and the significance of religion; truth; open discussion; justice; patriotism; self-esteem; integrity; empathy, including the 「golden rule」 (The Christian Bible, Matthew 7:12); exemplary conct; moral interaction and ethical reflection; and the capacity to recognize values, including respect for the family, property, reliability, and for law.

Morality
The California Board of Ecation says, 「School personnel must foster in students an understanding of the moral values that form the foundation of American society.」 California teachers must teach students that citizens in a free society respect the worth and dignity of others, as well as their freedom of conscience. Religion is to be presented and viewed as primary source for the presence of basic moral principals. While no indivial religious system may be prescribed, school faculty must help students recognize the sources of morality in history, law, and experience and must help students appreciate the significant contributions of religion, including the sacredness of human life and belief in freedom of worship. Morality is defined as 「responsibility for personal decisions and conct and the obligation to demonstrate concern about the well-being of others, along with showing respect for living creatures and the physical environment.」

Truth
California teachers are required to help students understand truth and the necessity for truth in a free and democratic society. Telling and expecting to be told the truth is an essential element among free and democratic peoples. Imagine a word study on the concept of truth, drawn from the Bible and other texts, obtaining definitions of truth

Justice
Justice is defined as 「fairness in dealing with others, and is considered a hallmark of American society.」 The California Board of Ecation said that 「one owes to oneself and to others the obligation to engage in a constant effort to see that justice is attained.」

Patriotism
Jesus, quoted in Matthew 22:21, (The Christian Bible) instructs people to give to the government that which it was e (give to Caesar that which is Caesar's...) and to reflect similar obedience in relationship to God. Loyalty to one』s government is taught throughout Judeo Christian thought and scriptures, being only excepted by loyalty to God. In the case of our nation, we pledge to it as 「one nation under God」. Such a concept bears full discussion in our classrooms, though such discussions must be sensitive and appropriate for the age and maturation levels of the students involved.

Self-esteem
The California Board of Ecation says that 「Self-esteem and esteem for others are based on the intrinsic worth and dignity of indivials, not on academic ability or physical prowess. Jesus said that we must love others as we love ourselves (Matthew 19:19 ff), that normal human beings do esteem themselves, love themselves, provide for their own basic needs by nature. It is with God』s permission that we do so. This discussion is authorized in California classrooms.

Integrity
The California Board of Ecation tells us 「School personnel should encourage students to live and speak with integrity; that is, to be trustworthy. To foster integrity is to help build character, to assist students to be honest with themselves, to promote a wholeness unimpaired by self-deceit, and to encourage the development of reliability in relations with others.」 In view of recent questions about the integrity among business and government leaders, may would suggest that there is a curriculum related rationale for teachers

⑻ 英語作文思想之美

作文其實真的挺好寫的，
你為什麼一定要在網上求作文呢，
作文最好自己想，
自己寫，
覺得不好的地方再改正，
這樣作文水平才能提高。

⑼ 描述機器人是否有思想的英文文章

描述機器人是否有思想的英文文章
A robot is a mechanical or virtual,artificial agent.A robot is usually an
electro-mechanical system,which,by its appearance or movements,conveys a sense
that it has intent or agency of its own.The word robot can refer to both
physical robots and virtual software agents,but the latter are often referred to
as bots.
Robots are growing in complexity and their use in instry is
becoming more widespread.The main use of robots has so far been in the
automation of mass proction instries,where the same,definable tasks must be
performed repeatedly in exactly the same fashion.Car proction is the primary
example of the employment of large and complex robots for procing goods.Robots
are used in that process for the painting,welding and assembly of the
cars.Robots are good for such tasks because the tasks can be accurately defined
and must be performed the same every time,with little need for feedback to
control the exact process being performed.Instrial robots can be manufactured
in a wide range of sizes and so can handle more tasks requiring heavy lifting
than a human could.
They are also useful in environments which are unpleasant
or dangerous for humans to work in,for example bomb disposal,work in space
(eg.Canadarm2) or underwater,in mining,and for the cleaning of toxic
waste.Robots are also used for patrolling these toxic areas,robots equipped for
this job are e.g.the Robowatch OFRO,and Robowatch MOSRO.
Often this is
referred to as the "Three D's:Dull,Dirty and Dangerous" work.Hundreds of bomb
disposal robots such as the iRobot Packbot and the Foster-Miller TALON are being
used in Iraq and Afghanistan by the U.S.military to defuse roadside bombs,or
improvised explosive devices (IEDs) in an activity known as Explosive Ordinance
Disposal (EOD).
Automated Guided Vehicles (AGVs) are movable robots that are
used in large facilities such as warehouses hospitals and container ports,for
the movement of goods,or even for safety and security patrols.Such vehicles
follow wires,markers or laser-guidance to navigate around the location and can
be programmed to move between places to deliver goods or patrol a certain
area.Top manufacturers include Egemin,Transbotics,FMC and Jervis B Webb makes
AGV "brains" used in freely moving autonomous vehicles that do not require fixed
paths as earlier AGVs have done.
One robot being used in the United States is
the Tug robot by Aethon Inc,an automated delivery system for hospitals.This
robot travels around hospitals to deliver medical supplies,medication,food
trays,or just about anything to nursing stations.Once it is finished it goes
back to its charging station and waits for its next task.
HeadThere,Inc.has
introced a telepresence robot that can be moved around its location by remote
control using the Internet.The robot enables a user to hear,see,speak,and be
seen at a far away location.In a sense,the robot acts as a stand-in for the
user.
Domestic robots are now available that perform simple tasks such as
vacuum cleaning and grass cutting.By the end of 2004 over 1,000,000 vacuum
cleaner units had been sold.Examples of these domestic robots are the Scooba and
Roomba robots from iRobot Corporation,Friendly Robotics' Robomower,and
Electrolux's Automower.
Other domestic robots have the aim of providing
companionship (social robots) or play partners (ludobots) to people.Examples are
Sony's Aibo,a commercially successful robot pet dog,Paro,a robot baby seal
intended to soothe nursing home patients,and Wakamaru,a humanoid robot intended
for elderly and disabled people.Other humanoid robots are in development with
the aim of being able to provide robotic functions in a form that may be more
aesthetically pleasing to customers,thereby increasing the likelihood of them
being accepted in society.
Robots perform in arts festivals and at museums
with works such as James Seawright's House Plants,1983,in which an artificial
flower opens in response to viewer interaction or Ken Rinaldo's Autotelematic
Spider Bots,2006 where robots that appear like spiders,see like bats and act
like ants interact with the public and structure each other's behaviors through
Bluetooth communication.One of the earliest electronic art robots is Jim Pallas'
1976 Blue Wazoo which,using TTL IC devices,responds to sound and light with a
repertoire of LED patterns,movements,inflations,deflations,whirs,clicks and
jiggles.
For ecation in schools and high schools and mechatronics training
in companies robot kits are becoming more and more popular.On the schools side
there exists kits from LEGO ,Parallax,Fischertechnik and others (made of
plastics components); Microbric[5],which uses its mainboard as a chassis &
on the more professional side there exists e.g.the qfix robot kit; VexLABS
robotics kit made of aluminium parts; and the iRobot Create,which provides a
fully assembled robot platform designed for expansion.Robots historically used
in ecation include the turtle robots (strongly associated with the Logo
programming language) and the Heathkit HERO series.