University Of Edinburgh School Of Informatics
It was created in 1998 from the former Department of Artificial Intelligence, the Centre for Cognitive Science and the Department of Computer Science, along with the Artificial Intelligence Applications Institute and the Human Communication Research Centre. Research in the School of Informatics draws on these component disciplines and much of it is interdisciplinary in nature. The school is especially well known for research in the areas of artificial intelligence, computational linguistics, systems biology, mathematical logic and theoretical computer science; but also contributes to many other areas of informatics. The school has a research staff of over 130 individuals, and an academic staff of 75. Current enrollment includes around 250 research students, and 475 taught masters and undergraduate students. The school was ranked 1st in the UK according to the Guardian University Tables 2008, and 2011, as well as being ranked 1st in the 2008 RAE rankings.
Other articles related to "university of edinburgh school of informatics, edinburgh, school, university":
... The Edinburgh Cowgate fire of December 2002 destroyed a number of buildings, including 80 South Bridge, which housed around one third of the school and its renowned AI library ... Space was quickly made available in the University's Appleton Tower as a replacement ... Until June 2008, the School was dispersed over five sites three in the George Square Campus Appleton Tower, Buccleuch Place, Forrest Hill and two at King's Buildings ...
Famous quotes containing the words university of, school and/or university:
“The information links are like nerves that pervade and help to animate the human organism. The sensors and monitors are analogous to the human senses that put us in touch with the world. Data bases correspond to memory; the information processors perform the function of human reasoning and comprehension. Once the postmodern infrastructure is reasonably integrated, it will greatly exceed human intelligence in reach, acuity, capacity, and precision.”
—Albert Borgman, U.S. educator, author. Crossing the Postmodern Divide, ch. 4, University of Chicago Press (1992)
“Although good early childhood programs can benefit all children, they are not a quick fix for all of societys illsfrom crime in the streets to adolescent pregnancy, from school failure to unemployment. We must emphasize that good quality early childhood programs can help change the social and educational outcomes for many children, but they are not a panacea; they cannot ameliorate the effects of all harmful social and psychological environments.”
—Barbara Bowman (20th century)
“In bourgeois society, the French and the industrial revolution transformed the authorization of political space. The political revolution put an end to the formalized hierarchy of the ancien regimé.... Concurrently, the industrial revolution subverted the social hierarchy upon which the old political space was based. It transformed the experience of society from one of vertical hierarchy to one of horizontal class stratification.”
—Donald M. Lowe, U.S. historian, educator. History of Bourgeois Perception, ch. 4, University of Chicago Press (1982)