Based on your knowledge, experience, and ideas, discuss data structures (such as arrays or array lists) in the language of your choice. You may use the same language that you used for the Unit 3 DB. Answer 2-3 of the following questions in your report:

• How are data structures managed and organized in this language?
• How does the management or syntax of data structures in this language differ from how data structures are handled in other language?
• Give an example of how a data structure is used in this language, including declaration, setting values in the structure, and using values contained in the structure
• Does the language include an ArrayList structure? If so, how does it differ from ArrayLists in other languages, such as C#?
• Does the language include a generic structure, meaning one which does not require the setting of a data type before it can store data? If not, does the language have any means by which variables can be stored without a data type?
• Are the data structures in this language strongly or weakly typed?
• Are there any significant general advantages or disadvantages to using data structures with this language?

You need to watch this youtube video, and discuss for form, and others (rhythm, tempo, and meter) (you might review in chapter 3).

https://www.youtube.com/watch?v=lSm6ugjEpdY

In addition, you need to write a short analysis of the piece from the point of view of a Referential Listener. (You might review in chapter 1).  

300 words minimums.  

I am sending you the information of rhythm, tempo, and meter from the course so it will be easier for you:

tension and relaxation. The alternation of tension and relaxation is experienced in motion and registered in the mind. The body’s nervous and muscular systems respond to the rhythmic quality of music, creating a subjective feeling and mood in the listener. The subsequent visible and invisible responses to music are based on our perception of how music moves in time from one point of emphasis to another. These points of rhythmic emphasis or stress—called the beat in musical terms—are visibly evident in dance.

Traditionally, the fundamental elements of music includeG. F. Handel
Water Music: Suite No. 2 in D major, HWV 349 – II: Alla Hornpipe

J. S. Bach
Suite No. 3 in D major, BWV 1068: Air

The technical term for slowing down the tempo is In the Hall of the Mountain King. Mounting excitement is achieved by a gradual, though clearly noticeable, increase in tempo (accelerando), and volume (crescendo) as the protagonist, Peer Gynt, sneaks into the Mountain King’s castle and is subsequently persecuted by the Mountain King and his band of trolls. Listen to the five levels of increasing intensity in this music.

Ritardando refers to music that gradually slows down. Ritardando is therefore the opposite of accelerando. Another equivalent Italian term forritardando is rallentando. Ritardandos usually help to close off sections of a piece of music by providing an air of finality to a composition. Thefinal bars of Handel’s Hallelujah Chorus from Messiah exemplify this use of ritardando.

In some styles of music, tempo is rigid and consistent. In other styles, there is give and take. To make the music more expressive, the performer may slightly speed up in some places and slow down in others. This subtle speeding up and slowing down is called Click to play a duple meter.

In duple meter, pulses are heard in pairs, with the stress or accent placed on the first pulse of each pair, and the weak or unstressed on the second. Each pair of pulses constitutes one measure. Tap the pulse of this excerpt and count.

Count out loud 1, 2, 1, 2, 1, 2 as you listen. This is duple meter.

J. S. Bach
Suite No. 3 in D major, BWV 1068: Air

Triple Meter

A pattern in which a strong beat is followed by two weak beats creates Click to play a triple meter.

In triple meter, pulses are grouped in 3s with the stress placed on the first pulse in each group. Each group of three pulses constitutes one measure. Tap and count to this example in G. F. Handel
Water Music: Suite No. 2 in D major, HWV 349 – II: Alla Hornpipe

Some novice listeners confuse tempo and meter. They are two distinctly different components of music and are independent of one another. A piece may be in duple meter and have either slow or fast tempo:

J.S. Bach
Suite No. 3 in D Major, HWV 349: Air (slow duple meter)

G. F. Handel
The Arrival of the Queen of Sheba (fast duple meter)

F. Chopin
Waltz in C-sharp minor (fast triple meter)

Meter 2

Syncopation

Composers often use the element of surprise to hold our interest in music, giving us something unexpected. We have heard how composers establish a steady pulse and consistent tempo, create a meter by grouping pulses, and create rhythm patterns using combinations of long and short tones. We generally expect rhythmic patterns, pulses, and tempos to work together in a consistent manner, with stressed tones occurring at predictable points in the music based on their relative length or because they fall on a stressed beat.

Sometimes composers decide to change all of that and place stressed tones in unexpected places. This is called G. F. Handel
Water Music: Suite No. 2 in D major, HWV 349 – II: Alla Hornpipe

You may wish to listen again, paying attention to the two halves of the first phrase—usually called the antecedent and the consequent, or sometimes question and answer. Notice how Handel places the accent away from the first beat in the antecedent, but brings it back to the first beat in the consequent.

This is the antecedent phrase with the accent off the first beat:

Antecedent
Accent off the first beat

Now, listen to the consequent phrase with the accent on the first beat:

Consequent
Accent ON the first beat

Instructions

The perceptual role of symbols and symbolic behavior is a mental model that defines or frames organizational functioning involving how organizations develop, utilize, and portray various representations of who/what it is, what it believes in, what it does, and how it functions. These representations help to create an organization’s culture by fostering a sense of team, tribe, or solidarity among employees by helping employees develop meaning and value in their work, and supporting an overall connection, identity, or loyalty with their particular job, co-workers, and employer. Symbols can exist in the form of logos, phrases, metaphors, myths, values, mission, pictures, objects, etc.; while symbolic behavior can involve storytelling, rituals, ceremonies, humor, play, identification of organizational heroes, and various theatrical performances. Symbols can shape how individuals think about their organization. The culture can be expressed in terms of internal and public symbols and the use of these symbols creates a sense of solidarity between the individuals themselves and between the individuals of the organization and public. Symbols express the ideology of the organization in a simple way so that the ideas they express can be reinforced easily. Symbols used to express culture can be verbal stories, ritualized events, and physical artifacts. Leaders need to understand the members of the organization and the public’s reaction, interpretation and feelings about these symbols. This week’s assignment will address a deeper understanding of the symbolic perceptual model. Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments. All organizations emulate various forms of symbols and symbolic behavior. To address substantive improvement, an effective leader must develop a solid understanding regarding the existing forms of symbols and symbolic behavior that stem from and within the organization. Using the assigned readings for the course and additional applicable scholarly sources, describe, in sufficient detail, supportive reference that cite how you, as an educational leader, would utilize symbols and symbolic behavior with employees to strengthen the functioning of an educational setting of interest (e.g., school or school district). As much as possible, integrate the use of logos, phrases, metaphors, myths, values, mission, pictures, objects, storytelling, rituals, ceremonies, humor, play, identification of organizational heroes, theatrical performances or others of familiarity within your descriptive essay. Then create and present your own personal symbol or logo and explain the significance. Length: 3-5 pages, not including title and reference pages References: Minimum of 5 scholarly resources

Assignment Instructions 500 word min

Assignment: Theory Exercise

Use Chapter 2 for this Assignment.

Look at the below activities:

� Assaults in bars
� Disorderly youth at a movie theater
� Shoplifting at the mall
� Red light running
� Auto theft in a residential neighborhood

 Selecting one of the above types of activity, develop questions that need to be answered to analyze each aspect of the problem analysis triangle:

1. Time
2. Offender
3. Victim
4. Place
5. Handler
6. Guardian
7. Manager

Instructions: Each assignment should be at least 500 words, with APA 6^th edition citations and references. Do Not Use MLA or any other form of referencing. 

resource

CRIME ANALYSIS With CRIME MAPPING

3rd ed.

RACHEL BOBA SANTOS

9781483302270

 (Santos iii)

Santos, Rachel  B. Crime Analysis With Crime Mapping, 3rd Edition. SAGE Publications, Inc, 02/2012. VitalBook file.