Civ what does ics mean

Expiring wonders hold little wonder for me At Deity, I suppose it might be. Personally, I've been going warrior, warrior, temple to control happiness. Then again, I maybe never really understood ICS until this thread. BTW, Carolus And I truly hope I'm not offending you with this exchange.

Your profile lists Sweden as your home port so I'm guessing English might be your second language? Or third or fourth for that matter. Which reminds me of the observation made that children born in the Republic of China are the most intelligent in the world.

After all, they learn Chinese at such an early age!! August 18, , 13 SCG. I built it for one of the first times in OCC 12 the Fundamentalist one , and found it to be very powerful if you don't expect railroad too soon and with only 1 city, stuck in fundy that fits the description to a T.

With that kind of power, no wonder they had it expire. August 18, , 14 Carolus Rex. No offense taken! You're right about English not being my native language. I did mean disease. When we were kids my brother had a poster with Sylvester Stallone, promoting a film of his called Cobra. Stallone was wearing sun glasses, had an automatic gun thrown casually over his shoulder and a tooth pick in his mouth.

The text went like this: Crime is a disease. He's the cure. I just happened to remember it when I wanted suggestions for an antidote against sleaziness. I don't remember what I did yesterday at this time, but that poster is still in there somewhere. Funny thing, a person's memory Any other suggestions? August 18, , 15 Sten Sture. Carolus you still write english better than I do Two additional related benefits of the ICS approach when you are playing raging hordes.

Find More Posts by Sten Sture. August 18, , 16 Scouse Gits. If you have a string of cities along a coastline - every other square apart - when the barb boat is spotted you can move out your units to the intermediate squares so they have no place to land.

Perhaps Civ 3 should have barb marines. August 19, , 17 jpk. This is a newbie to ICS post. Feel free to snicker. After that I would appreciate advice. Should a player spend any time looking for a starting location or should a player found two cities as soon as possible. If there are no trade squares Whales, rivers, etc.

Thank you. August 19, , 18 Scouse Gits. I don't mind spending a few turns looking around. It is infuriating to find a whale just outside your capital's city limit. During this time I hope to open a couple of huts for "non" units. The risk is finding scrolls of wisdom you don't want at that time. Whilst starting techs don't alter your research rate any tech from a hut does slow you down - even before the first city is founded.

I only build roads after about four cities. August 21, , 19 kcbob. Well, I'm trying this out in my latest game and it is actually working!!! Thank you so much Dave! I thought I was forever going to be locked in the wonderful world of OCC.

Now I have an alternative again. My first four cities were about 2 or 3 hexs how do you pluricate hex? Oh, well. The non-building improvements is the key. It drives me crazy when someone says "between he and I". August 21, , 20 Kaak. For those of you who do this, you better get a new strategy before you play someone like eyes or myself, or you will get killed.

I was doing this before it had a name, and I know it's weaknesses. If you aren't good, it won't save you Find More Posts by Kaak. August 22, , 21 Sten Sture. August 22, , 22 DaveV. To insure the safety of the Chinese people, for example, the emperor needed faithfully to observe the established ceremonies and to offer prescribed sacrifices in accordance with the law. Lesser individuals likewise needed to conduct their lives in such a way that harmony was preserved between the cosmic order and human society.

This harmony presupposed the subordination of the individual to the community according to clearly defined principles of rank. The status of each individual carried with it an obligation to maintain the social fabric through proper behavior.

According to this philosophy rank was ordered according to Five Confucian relationships:. The five relations displayed two fundamental assumptions about Chinese social relations, namely, that no two persons were equal and that inequality was expressed according to three basic criteria, age, gender, and social rank. At the core of Confucianism stood the individual. Although Confucius taught numerous virtues, his cardinal virtue was jen , which is variously translated as humanity, love, or human kindness.

To Confucius, jen was simply jen , another word for the individual. It defined the very essence of the virtuous person. Significantly the Chinese character for the word consisted of two parts, one representing the individual and the other human relations or society. The ideal virtue, therefore, involved both the perfect individual and the perfect society. This was the goal not only of Confucianism but of all Chinese philosophy.

For Confucius the ideal citizen was the superior individual, or the chun-tzu , literally, the son of a ruler. Until the era of the Warring States, the chun-tzu was plainly an aristocrat; however, to Confucius the superior individual achieved jen not through blood lines but through moral excellence.

Such a person was wise, benevolent, and courageous; he was motivated by righteousness instead of by profit. He studied the Way, Tao, and loved humanity. Confucianism thus emphasized a code of human behavior. He left unanswered the question whether by nature humans were inherently good. Self-perfection, family harmony, social order, and world peace could all be attained so long as balance and harmony were achieved between the individual and society.

Only in such a state could Tao, the moral law of the universe rooted in the Mandate of Heaven, prevail. The new elite that replaced the feudal aristocracies of the Warring States were educated in Confucian schools and knew the requirements of literacy, courtesy, and refined behavior. Around BC officials working under the imperial Han dynasty initiated a system of state examinations to recruit future officials like themselves from students educated in the Five Chinese Classics.

While in practice state officials tended to be recruited from within the gentry class itself, in theory Han dynasty officialdom became accessible to any educated, respectful, well bred citizen. The consequence of the Confucian system of regularized education and examination was to produce a sustained , educated elite to govern over the uneducated agricultural masses.

The kings of the Han Dynasty likewise embraced Confucianism because it provided them with theoretical justification for their own authority and served as a useful means to maintain order. In the same manner that Epicureanism challenged Stoic philosophy in the West, Taoism framed a popular response to Confucianism in China. According to tradition Taoism was articulated by an elder contemporary of Confucius, named Lao-Tzu now dated c.

Even though Taoists denounced conventional morality, they cherished love, wisdom, peace, and harmony no less than the Confucianists.

Unlike Confucianism, however, their Tao was not the Way of humans but the Way of nature. According to Lao-Tzu, Tao was the standard of all things to which all humans must conform. Tao was eternal, absolute, and existed beyond space and time; in its operation it was spontaneous, everywhere, constant and unceasing, always in transformation, progressively proceeding through cycles before finally returning to its root.

At the core of this philosophy was the duality of opposites, Yin and Yang, male and female, light and darkness, Being and Nonbeing, revolving in a state of perpetual dynamic. According to Lao Tzu, all things carried the Yin and embraced the Yang. Through the blending of their opposite material forces Yin and Yang achieved harmony.

The Yin-Yang ideal dictated that in marriage there should be the harmony of the male and the female; in landscape painting that of mountain and water; and in spiritual life, that of humanity and wisdom.

It was futile for humans to attempt to oppose nature, to improve it, or to overcome it. This was more than a metaphysical argument; passivity, frugality, and simplicity were the necessary prerequisites of enlightened behavior.

It was only through the realization that everything pursued its own independent course and yet came around to form one harmonious whole that happiness and freedom could be attained. Confucianism and Taoism became countervailing philosophical schools as China emerged into empire.

Taoism enjoyed many attributes in common with Buddhism, particularly its doctrine of renunciation of the material world. This opened the way for the transmission of that particular world view to China. By the time of the later Han Dynasty AD , Taoism absorbed aspects of popular mysticism, shamanism, and witchcraft.

Alchemy and medicine became Taoist stock in trade, along with promises of immortality and rebirth. By the close of the Classical era the Seven Sages of the Bamboo Grove were ridiculed as drunkards and eccentrics.

They drank wine to excess and disdained the affairs of this world. However, these critics failed to recognize that through their eccentric, drunken behavior the Taoists were expressing a deliberate protest against the formality, ritualism, and elitism employed by Confucian scholars to distance themselves from everyday society. Legalism, the third major intellectual development of the era of the Warring States, was not strictly a philosophic school at all.

In fact, this school of thought rejected all philosophic disputation, Confucian or Taoist, as futile and baneful to the interests of the state. To philosophers such as Hsun Tzu Xunzi , c. The job of the king and his officials was to steer the flawed masses to correct behavior through the use of codified law, main force, and examples of severe punishment.

Like Confucianism Legalism emerged with unemployed upper class elements who peddled their knowledge and political experience to competing Chinese warlords toward the end of the Era of the Warring States. However, the Legalists abandoned faith in the moral tenets of Confucianism and made their peace with the new social order. Legalists insisted on the exclusive authority of the ruler and his ministers. The power of the emperor was restricted only by his responsibility toward s heaven.

The ruler should have little to do with the day to day affairs of government. His job was to perform the numerous, complicated rituals that maintained the Mandate with Heaven. This also meant that he had to follow and enforce basic rules of morality to prevent the repeal of his mandate as might be indicated by ominous oracular signs. Progressively codified into law, these strictures were applied equally to elements at all levels of society.

By AD the Han Dynasty penal code grew to 26, paragraphs in volumes. Beneath the court administrators everyone else was viewed as a commoner.

In the proper hands, this totalitarian authority could achieve massive public undertakings and galvanize the Chinese state to withstand crises; in the wrong hands it amounted to raw, arbitrary tyranny. It left its most profound impact in the historical record of beheadings, the ultimate punishment impose not only on murderers and thieves, but on ministers, generals, and even chancellors accused of malfeasance and treason against the realm.

Beheadings form a recurring backdrop to the narrative of the Han Dynasty, leading one to believe that the dispensation of capital punishment was swift, capricious, and arbitrary. No one in Chinese society was so lofty as to assume that he could escape the penalty of death for capital crimes.

The argument used to justify this phenomenon reasoned that the Han emperors were bound by the law code of the legalists every bit as much as their subjects. As the representatives of heavenly justice, therefore, the emperors had a religious obligation to inflict severe punishments on criminals and thereby prevent the disruption of the harmony between heaven and humankind.

Hence they established the authority of the king to govern man; they set forth clearly the Li ritual or code of morality and justice to reform him; they established laws and government to rule him; they made punishments severe to warn him, and so they caused the whole country to come to a state of good government and prosperity. Imperial China became a state based on the rule of moral authority; it came to value learning above birth or wealth; it administered an empire with a bureaucracy composed of dedicated, highly educated officials.

On the other hand, it imposed a legal system that employed fear as its primary deterrent, one that exacted punishments of cruel and barbarous severity. Confucian ideals of justice and benevolence may have been prominent in the theory of government, but it was absent in its legal tribunals.

The Ch'in Dynasty B. Early leaders of the state recruited Hsiung Nu cavalry contingents and mobilized the entire peasantry into the army. Another survives in the form of his burial memorial, a massive tumulus surrounded on all sides by interred formations of more than life size terracotta statues of warriors.

Arranged in battle formation the statues were apparently intended to guard him in the afterlife and were crafted and erected at considerable public cost. Remarkably, the face of each terracotta warrior is unique, indicating that artists sketched representative members if not each and every member of his army before molding the statues. These in turn conferred patronage on equally minded recruits from the displaced educated elements of the Warring States. Allegedly some , families of the aristocracy were transported to Shensi , permanently severing ties with their ancestral domains.

All weapons were likewise surrendered on arrival at the capital and melted down into ingots. This instant infusion of aristocratic inhabitants furnished the former barracks town of Hsien Yang with a wealthy population of consumers who in turn attracted craftsmen and merchants.

They also took the additional, highly unpopular step of ordering the collection and burning of all books, particularly the annals, poetry, and accumulated literature of rival noble houses.

Most probably this act as well was intended to erase the memory of the ancient feudal nobility; it nonetheless provoked widespread opposition, with some scholars reportedly being executed for attempting to conceal books. Apart from the Legalist element that worked to establish the newly imposed empire, the rest of the population of China remained firmly united in its hatred of the regime.

Now devoid of aristocratic leadership, the tax-burdened rural peasantry rose repeatedly in rebellion and had to be forcibly suppressed. Newly conquered non-Chinese territories were similarly organized into commanderies with military governors. The Internet and Public Policy. How the Internet works. Current public policy issues concerning the Internet. Introductory economics. Communications law.

Interactions between information technology, economics, and law. Case studies about Internet and communications policy. Same as ECON Invitation to Computing. Foundational principles of computer science for students with no computing background that are interested in a related career. Big ideas of computing explored, including programming through use of sequential, conditional, iterative logic.

Good computational practices, problem solving, and organization discussed. Introduction to Programming. Introduction to fundamental concepts and techniques for writing software in a high-level programming language. Programming with Software Libraries. Using library modules for applications such as graphics, sound, GUI, database, Web, and network programming.

Python Programming and Libraries Accelerated. Introduces Python syntax and semantics for fundamental programming concepts.

Constructing programs for varied problems and environments. Accelerated course for students with previous programming background. Placement via a transfer course in computer programming or equivalent experience may also be accepted upon review.

Intermediate Programming. Intermediate-level language features and programming concepts for larger, more complex, higher-quality software. Functional programming, name spaces, modules, class protocols, inheritance, iterators, generators, operator overloading, reflection. Analysis of time and space efficiency. CSE 42 with a grade of C or better. Emphasis on object-oriented programming, using standard libraries, and programming with manual garbage collection.

EECS 40 with a grade of C or better. Programming in Java as a Second Language. An introduction to the lexical, syntactic, semantic, and pragmatic characteristics of the Java language for experienced programmers. Emphasis on object-oriented programming, using standard libraries, and programming with automatic garbage collection. Data Structure Implementation and Analysis.

Focuses on implementation and mathematical analysis of fundamental data structures and algorithms. Covers storage allocation and memory management techniques. Introductory Computer Organization. Multilevel view, design, and operation of computer system components. Machine-level data and instruction representation. Instruction sets and addressing modes.

Memory organization. Laboratory work using low-level programming languages. Principles in System Design.

Introduces basic principles of system software: operating systems, compilers, and networking. Exposure to the following topics through theoretical and practical programming experiences: linking and loading, process and memory management, concurrency and synchronization, network communication, programming for performance, etc. Principles in System Design Laboratory. Games and Society.

The study and critical analysis of computer games as art objects, cultural artifacts, gateways to virtual worlds, educational aids, and tools for persuasion and social change. Emphasis on understanding games in their historical and cultural context. Same as GDIM Restriction: Computer Game Science Majors have first consideration for enrollment.

Game Design and Interactive Media students have first consideration for enrollment. School of ICS majors have second right of consideration. Game Design Fundamentals. Explore the fundamentals of game design through the design and play of simple analog game systems. Students explore the principles and usage of game design elements through hands-on projects emphasizing iteration and playtesting in a creative game design community.

Game Technologies and Interactive Media. Technologies for interactive media and game design. Web-based software systems, virtual world platforms, and game engines. Emphasis is on conceptual and architectural aspects of these technologies. Studies in selected areas of information and computer sciences.

New Students Seminar. Focuses on advising students making the transition to UCI, community building, and mostly surveying the technical areas within departments in ICS, via talks by faculty on their research. Critical Writing on Information Technology. Study and practice of critical writing and oral communication as it applies to information technology. Each student writes assignments of varying lengths, totaling at least 4, words. Game Engine Lab. The use of an open source game or graphics engine in the design and implementation of a computer game.

Principles of game engine design. Students work on teams to design, implement, and evaluate new computer games based on an engine. Modeling and World Building. Use of 3D modeling software and related tools to design and create animated, textured models, and expansive virtual worlds incorporating objects, scenes, and venues for activity within game worlds and online environments.

Mobile and Ubiquitous Games. Design and technology of mobile games, including mixed reality gaming, urban games, and locative media. Case studies of significant systems. Uses and limitations of location-based technologies. Infrastructures and their relationships to gameplay and design. Game design takes into consideration psychology, narrative, platform features and limitations, marketing, computer science capabilities, human-computer interface principles, industry trends, aesthetic judgment, and other factors.

Students focus on video game design through lectures, readings, presentations, implementation, and play testing. Computer Game Science Majors have first consideration for enrollment. Multiplayer Game Systems. Foundations and technologies that enable multiuser, networked, and persistent virtual environments.

Emphasis on database design and management, network protocols, and concurrency control to accommodate large numbers of simultaneous users. Multiplayer Game Project. Design and develop a multiplayer game using Unity or similar engine, with a focus on learning to work in a development team, writing design documents, working with platform features and limitations, developing engaging mechanics, playtesting, and post-mortems.

GDIM 27 with a grade of C or better. GDIM 33 with a grade of C or better. School of ICS majors are given second consideration. Capstone Game Project I. Students work in teams to design and implement a unique game or interactive experience. Emphasis on sound, art, and level design, building a community, production values, full utilization of hardware and software platform, and current industry trends. GDIM with a grade of C or better. School of ICS majors given second right of consideration.

Capstone Game Project II. Students continue work in teams to design and implement a unique game or interactive experience. Industrial or Public Sector Field Study. Students participate in an off-campus, supervised internship for a minimum of 60 hours. Students apply classroom knowledge through internship projects in the private sector or nonprofit agencies. Tutoring in ICS. Principles and practice of providing technical assistance to novice learners in information and computer sciences.

Honors Seminar. An overview of computer science and selected recent trends in research. Students attend talks on current faculty research, with opportunities for discussion. Teaching Assistant Training Seminar. Theories, methods, and resources for teaching computer science at the university level, particularly by teaching assistants.

Classroom presentations, working with individuals, grading, motivating students. Participants will give and critique presentations and may be videotaped while teaching. Advanced Teaching Assistant Seminar. Teaching computer science at the university level, emphasizing issues in teaching an entire course.

Course organization, designing examinations and projects, grading, motivating students. Participants will begin to assemble teaching portfolios. University Teaching. Study of the concepts, methods, and tools for the analysis, design, construction, and measurement of complex software-intensive systems. Underlying principles emphasized. State-of-the-art software engineering and promising research areas covered, including project management.

SWE Same as CS Requirements Engineering and Specification. Rigorous techniques in requirements engineering - the requirements definition phase of software development - with a focus on modeling and specification. Topics include notations and models for requirements specification; and methods, tools, and processes for software requirements elicitation, representation, analysis. Covers principles and concepts of automated program analysis.

Topics include program representations; intra-procedural data-flow analysis; call-graph construction; pointer analysis; alias analysis; inter-procedural analysis; inter-procedural finite distributive subset problems; inter-procedural distributive environment problems; symbolic execution; and program-analysis applications.

Software Analysis and Testing. Studies techniques for developing confidence in software from traditional testing schemes to integrated, multitechnique analytic approaches. Considers strengths and weaknesses and explores opportunities for synergistic technique application. Emphasis is on approaches integrated into the software process.

Study of the concepts, representation techniques, development methods, and tools for architecture-centric software engineering. Topics include domain-specific software architectures, architectural styles, architecture description languages, software connectors, and dynamism in architectures. Intelligent User Interfaces.

Explores example software systems and their underlying concepts that leverage computing to empower and augment human individuals in their activities. Topics span the fields of user interface design, human-computer interaction, software engineering, and cognitive computing.

Prerequisite: CS Human Aspects of Software Engineering. Selected topics about the cooperative and human aspects of software engineering from the perspective that software engineering is inherently an endeavor involving human stakeholders.

Topics may include but are not limited to collaboration, trust, emotion, language, gender, and software tools. SWE P. Applied Data Structures and Algorithms. Exploration of strategies to tackle computational problems whose solutions include well-known algorithms and data structures. Topics include sorting, searching, indexing, among others.

Exploration of networking principles and concepts for the development of distributed software. Topics include programming against well-known network protocols, ports and sockets, and network APIs. Exploration of software development with substantial reliance on a database for storage and retrieval of data. Topics include relational databases, structured query language, relational database management systems, APIs and libraries for database programming, among others.

Exploration of concepts and mechanisms for the development of concurrent software. Topics include threads, locks, race conditions, and deadlocks, among others. Exploration of interactive software with substantial graphical user interface elements. Topics include libraries and frameworks for GUI programming, layout design and alternatives, event-driven programming, among others.

Exploration of contemporary libraries and frameworks for construction of mobile applications. Topics include emulators, mobile development standards and patterns, energy consumption issues, screen layout, among others. Applied Information Retrieval. Exploration of principles and concepts for textual information retrieval. Topics include tokenization, inverted indexes, scored retrieval, and precision and recall. Neural Network Programming. Exploration of the concepts, terminology, and processes for training and using deep neural networks for classification problems.

Topics include tensors and tensor operations, gradient-based optimization, feature engineering and learning, and workflow of learning systems. Exploration of the concepts, terminology, and processes used in supervised and unsupervised learning for classification and clustering, from a software engineering perspective. Exploration of the concepts, terminology, and popular frameworks for developing full-stack web applications.

Students develop simple applications using multiple development stacks, and deploy them on the cloud. Software Testing and Debugging. Designed to teach students how to ensure high-quality software by means of testing, debugging, and other quality assurance activities. Students learn a combination of both theoretical and practical skills, including hands-on experience with modern tools and approaches.

Designed to teach students the various ways software can be decomposed and put back together. Students are exposed to a variety of different programming styles and composition mechanisms. User Experience and Interaction. Provides an introduction to the basic principles of human-computer interaction HCI and the pragmatic aspects of usability engineering.

Topics include the fundamentals of interaction, user experience, design for usability, and evaluation of products for their usability. Distributed Software Architecture. Study of software system architectures and architectural styles for large-scale distributed applications, and contemporary technologies and standards for their construction.

Topics include client-server, peer-to-peer, publish-subscribe, REST, cloud computing, content distribution networks, scalability, latency, caching, and security, among others. Reverse Engineering and Modeling. Introduces theories, concepts, representations, techniques, and case studies in understanding large-scale, complex software systems.

Topics include static and dynamic modeling notations, manual and semi- automated reverse engineering techniques, APIs, patterns, and styles. A significant, hands-on project is included. Software Security and Dependability.

Principles and concepts for the design and construction of secure software. Topics include common types of software security vulnerabilities, methods for detecting vulnerabilities, design and process methodologies to improve security of software, and techniques for assessing security properties of software.

Career and Entrepreneurship. Teaches practical skills for spoken, written, and electronic communication in a range of business and technical contexts, including promoting project ideas and portfolio development.

Students practice their skills in classroom presentations and written exercises. Provides an introduction to project management in software engineering from several perspectives. Topics include team behavior; globally distributed work; and resource estimation, scheduling, and budgeting. Students apply their knowledge in an ongoing class project. Curricular Practical Training.

Mandatory internship in which students individually work at an outside organization to gain experience with the challenges involved in the practice of software engineering. Capstone Project in Software Engineering. Quarter-long software-intensive project focusing on the design and implementation of a novel software system. Students are expected to bring to bear the concepts acquired during the program. Special Topics in Software Engineering.

Introduces basic inferential statistics including confidence intervals and hypothesis testing on means and proportions, t-distribution, Chi Square, regression and correlation.

F-distribution and nonparametric statistics included if time permits. STATS 8. Introduction to Biological Statistics. Introductory statistical techniques used to collect and analyze experimental and observational data from health sciences and biology. Includes exploration of data, probability and sampling distributions, basic statistical inference for means and proportions, linear regression, and analysis of variance.

STATS Introduction to Probability and Statistics for Computer Science. Introduction to the basic concepts of probability and statistics with discussion of applications to computer science.

Statistical Computing and Exploratory Data Analysis. Introduces key concepts in statistical computing. Techniques such as exploratory data analysis, data visualization, simulation, and optimization methods, will be presented in the context of data analysis within a statistical computing environment. Statistical Methods for Data Analysis I. Introduction to statistical methods for analyzing data from experiments and surveys. Methods covered include two-sample procedures, analysis of variance, simple and multiple linear regression.

AP90 with a minimum score of 3. Introduction to statistical methods for analyzing data from surveys or experiments. Emphasizes application and understanding of methods for categorical data including contingency tables, logistic and Poisson regression, loglinear models.

Introduction to statistical methods for analyzing longitudinal data from experiments and cohort studies. Topics covered include survival methods for censored time-to-event data, linear mixed models, non-linear mixed effects models, and generalized estimating equations. Introduction to Bayesian Data Analysis. Basic Bayesian concepts and methods with emphasis on data analysis. Special emphasis on specification of prior distributions.

Development for one-two samples and on to binary, Poisson, and linear regression. Analyses performed using free OpenBugs software. Introduction to Probability and Statistics I. Introduction to basic principles of probability and statistical inference. Axiomatic definition of probability, random variables, probability distributions, expectation.

Restriction: Data Science Majors have first consideration for enrollment. Quantitative Economics majors have second consideration.

Introduction to Probability and Statistics II. Point estimation, interval estimating, and testing hypotheses, Bayesian approaches to inference. Linear regression, analysis or variance, model checking. Multivariate Statistical Methods. Theory and application of multivariate statistical methods. Topics include statistical inference for the multivariate normal model and its extensions to multiple samples and regression, use of statistical packages for data visualization and reduction, discriminant analysis, cluster analysis, and factor analysis.

Project in Data Science I. Problem definition and analysis, data representation, algorithm selection, solution validation, and results presentation. Students do team projects and lectures cover analysis alternatives, project planning, and data analysis issues. First quarter emphasizes approach selection, project planning, and experimental design.

Project in Data Science II. Second quarter emphasizes project execution and analysis, and presentation of results. Intermediate Probability and Statistical Theory. Basics of probability theory, random variables and basic transformations, univariate distributions—discrete and continuous, multivariate distributions.

Intermediate Probability and Statistical Theory I. Fundamental probability and distribution theory needed for statistical inference. Topics include axiomatic foundations of probability theory, discrete and continuous distributions, expectation and moment generating functions, multivariate distributions, transformations, sampling distributions, and limit theorems.

Random samples, transformations, limit laws, normal distribution theory, introduction to stochastic processes, data reduction, point estimation maximum likelihood. Fundamental theory and methods for statistical inference.

Topics include data reduction sufficient, ancillary, and complete statistics , estimation method of moments, maximum likelihood estimators, Bayes estimators , evaluating methods mean squared error, best unbiased estimators, asymptotic evaluations , hypothesis testing, and confidence intervals. Interval estimation, hypothesis testing, decision theory and Bayesian inference, basic linear model theory.

Development for one-two samples and on to binary, Poisson and linear regression. Covers basic Bayesian concepts and methods with emphasis on data analysis. Development of methods and theory for one and two samples, binary, Poisson, and linear regression. Statistical Methods I: Linear Models. Statistical methods for analyzing data from surveys and experiments. Topics include randomization and model-based inference, two-sample methods, analysis of variance, linear regression and model diagnostics.

Topics include randomization and model-based inference, two-sample methods, analysis of variance, linear regression, and model diagnostics. Introduction to statistical methods for analyzing discrete and non-normal outcomes. Emphasizes the development and application of methods for categorical data, including contingency tables, logistic and Poisson regression, loglinear models. May not be taken for graduate credit by Ph.

Introduction to statistical methods for analyzing longitudinal outcomes. Emphasizes the development and application of regression methods for correlated and censored outcomes. Methods for continuous and discrete correlated outcomes, as well as censored outcomes, are covered. If you don't know what ICS is, it stands for "Infinte city strategy", the whole idea of ICS was essentially to make as many cities as possible as soon as possible, because even a weak city was better then not having that city at all.

While I kind of like this idea, at the same time, it kind of goes against the spirit of Civ, which was to try and make a EMPIRE to stand the tests of time, and the penalties for having each city really doesn't make sense at all.

Wouldn't having more cities mean having more Scientests, therefore making more science? Or am I just overthinking things. Showing 1 - 8 of 8 comments. Acken View Profile View Posts. In general no, don't ICS.

However there is a cheesy strategy involving ICS and Piety. You can win a fast culture victory doing that. This is very easy to pull off on emperor and below my GF do it up to Prince and she's a terrible player. It works mostly on pangea map because you need to meet every civ early. The game sweet spot is between 4 and 6 cities on standard map and a couple more on huge maps.