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205-7

Course: MUSC 205, Spring 2012
School: University of Maryland
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7 Surf, Lecture Beach Boys Surf Music California in the late 50s and early 60s: strong economy and image of fun and sun drew people west Surfing: a California craze, especially after the 1959 film Gidget Surfers developed their own culture and music Dick Dale and his Del-Tones Dick Dale: the King of surf musicians and first in many ways Instrumental surf music came first; a distinctive sound...

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7 Surf, Lecture Beach Boys Surf Music California in the late 50s and early 60s: strong economy and image of fun and sun drew people west Surfing: a California craze, especially after the 1959 film Gidget Surfers developed their own culture and music Dick Dale and his Del-Tones Dick Dale: the King of surf musicians and first in many ways Instrumental surf music came first; a distinctive sound EX. Miserlou (1962) Fast, twangy, metallic sound Middle-Eastern-sounding melodies over Spanish-inflected chords Leo Fender, the Showman amplifier and its reverb EX. The Surfaris, Wipe Out (1963) - Another instrumental surf classic - Famous drum solo Instrumental surf music sound resurfaces later in the music of the Ramones, B-52s and others; the soundtrack of Pulp Fiction The Beach Boys Formed 1961; a family affair Commercial and critical success Beach Boys added Chuck Berry riffs and glossy vocal harmonies to surf; and made it internationally known EX. Surfin USA The Beach Boys breakthrough record (1963) A reworking of Chuck Berrys Sweet Little Sixteen Lyrics describe a teen utopia: If everybody had an ocean Across the USA Then everybodyd be surfin Like California . . . EX. Surfer Girl (1963) Brian Wilson becomes the bands producer in 1963 EX. In My Room A two-minute gem Surfs reverb guitar, Brians falsetto Both Surfer Girl and In My Room illustrate the Beach Boyss use of complex and often unorthodox harmonies Numerous hits follow: Fun, Fun, I Fun, Get Around, Help Me Rhonda, California Girls Ca. 1965 Brian Wilson experimenting in the studio and with drugs (LSD) Pet Sounds (1966) A result of Brian Wilsons studio and drug experimentation Diverse and unusual instrumentation, virtuosic vocal arrangements, advanced harmony One of the classic rock albums EX. Wouldnt It Be Nice A fantasy of marital bliss Notable introduction: harp suggests fairy tale? (instrumentation) Remarkable singing (vocal tracks alone) Pet Sounds continued EX. God Only Knows Complex counterpoint EX. Good Vibrations (1966) Result of six months work in the studio Unusually wide range of instruments (color): organ, flutes, harpsichord, sleigh bells Most exotic of all: the theremin Sectional Form of Good Vibrations: A Verse: muted bass, organ, flutes, hushed, intimate B Chorus: bowed bass (16th-note triplets), theremin (psychedelic?) A B C Harpsichord, jews harp, tambourine, thick vocal harmonies (!!), to ritardando (slow down) D Meditation over organ, sleigh bells (Gotta keep those lovin) B E Na na na B Instrumental tag out Later Beach Boys Smile: ambitious studio project completed only in 2004 Surfs Up (1971): shows some of what Smile might have sounded like originally 1970s: Beach Boys become an oldies band Surf Summarized: 1962-1964 White and middle class Optimistic, upbeat music (the Kennedy presidency?) Surf as subculture: no parents allowed Surf a metaphor for a lifestyle that celebrated consumption
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University of Maryland - MUSC - 205
Lecture 8Folk, Dylan, Folk-RockFolk MusicFolk denotes music in an oral tradition, rural, relatively simple, performed by nonprofessionalsIn 20th-century America, folk became urban as well, and folk songs were important inpolitical and social movement
University of Maryland - PSYC - 200
PSYC100, Fall 2011, Exam 3, Version APSYC 100 INTRODUCTION TO PSYCHOLOGY DR. SMITHFall, 2011DO NOT TURN THIS PAGE OVER UNTIL YOU ARE TOLD TO DO SO.EXAM 3December 8, 2011NAME: _UMID: _DIRECTIONS:1. Make sure you write your name and UMID (NOT SS!)
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 18am class TA: Say Young Kim8am class TA: Say Young KimOffice Hours: Thursdays 10-12pm or by apptOffice: Benjamin #3238#3238Email: saykim@umd.edusay(sayyoung.kim@gmail.com)9:30am class TA: Mark Saffe
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 2AgainAgainPlease make sure youstaple your homeworkhomeworkinclude your name, UID, lecture time,your name UID lecture timeand discussion time at the toporganize your thoughts on the paperSeelasttime
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 2AgainAgainPlease make sure youstaple your homeworkhomeworkinclude your name, UID, lecture time,your name UID lecture timeand discussion time at the toporganize your thoughts on the paperSeelasttime
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 2SeelasttimeFrequencyandgroupeddistributiontablesDepictingdataMeasureofcentraltendencyMeanMedianModeShapesofcurvesSymmetryModalitySkewnessMeasureofvariability(spread)RangeDeviationscoresSumsofs
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 4andnowawordfromoursponsorhttp:/www.youtube.com/watch?v=Nezb_YNschcSeelasttimeMeasureofcentraltendencyMeanMedianModeMeasureofvariabilityVarianceStandarddeviationStandardscoresanddistributionsZscor
University of Maryland - PSYC - 200
HOMEWORK 11. List a belief that you hold to be true. Determine how you know this belief to be true. Use the labels forways of knowing that we discussed in class.2. For each of the following, indicate whether a variable or a constant is being described:
University of Maryland - PSYC - 200
HOMEWORK 11. List a belief that you hold to be true. Determine how you know this belief to be true. Use the labels forways of knowing that we discussed in class.2. For each of the following, indicate whether a variable or a constant is being described:
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 21. Identify and justify what level of measurement is being used for each of the following:a. Assessing if a person is either an introvert or an extravertb. Ranking job applicants for a potential jobc. Assessing confidence in a jurors verdict
University of Maryland - PSYC - 200
HOMEWORK 21. Identify and justify what level of measurement is being used for each of the following:a. Assessing if a person is either an introvert or an extravertb. Ranking job applicants for a potential jobc. Assessing confidence in a jurors verdict
University of Maryland - PSYC - 200
HOMEWORK 2 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 31. You are the happy teacher in charge of teaching a group of students the greatness of statistics and yougive them a short exam to assess their knowledge of the subject after you impart your awesomeknowledge. However, you did not realize how
University of Maryland - PSYC - 200
HOMEWORK 31. You are the happy teacher in charge of teaching a group of students the greatness of statistics and yougive them a short exam to assess their knowledge of the subject after you impart your awesomeknowledge. However, you did not realize how
University of Maryland - PSYC - 200
Homework 4 You have just begun a new job! Unfortunately, within two weeks, you come to the conclusion that your boss is a bit abusive, as he/she constantly yells at you. You begin experiencing more trouble sleeping,
University of Maryland - PSYC - 200
Homework 4 You have just begun a new job! Unfortunately, within two weeks, you come to the conclusion that your boss is a bit abusive, as he/she constantly yells at you. You begin experiencing more trouble sleeping,
University of Maryland - PHIL - 140
PHIL 140Fall 2011Exam One Study GuideDEFINITIONS: You should be able to define and give examples for the followingnotionsValid ArgumentSound ArgumentPremiseConclusionNecessary conditionDeductive arguments v. Inductive argumentsSufficient condit
University of Maryland - PHIL - 140
PHIL 140Fall 2011Exam Three Study GuideDEFINITIONS: You should be able to define and give examples for the followingnotionsVeil of ignoranceOriginal PositionSentienceMoral CommunityPerson v. HumanMoral Decency (being a Good Samaritan v. Minimall
University of Maryland - PHIL - 140
PHIL 140Fall 2011Exam Two Study GuideDEFINITIONS: You should be able to define and give examples for the followingnotionsType-Token DistinctionMorally obligatory v. morally permissibleInvoluntary/ Nonvoluntary/Voluntary EuthanasiaActive v. Passive
University of Maryland - GEOL - 204
GEOL200 ALL SECTIONS - SPRING 2012:EARTH'S FURY: EARTHQUAKES, VOLCANOES,AND TSUNAMI (201201_GEOL200_MONTESI) > COURSE DOCUMENTS > LECTURE 4:EARTHQUAKES AND FAULTING (02/09)Lecture 4: Earthquakes and faulting(02/09)Reading AssignementReading Assignme
University of Maryland - GEOL - 204
GEOL200 ALL SECTIONS - SPRING 2012:EARTH'S FURY: EARTHQUAKES, VOLCANOES,AND TSUNAMI (201201_GEOL200_MONTESI) > COURSE DOCUMENTS > LECTURE 3: AHISTORY OF EARTHQUAKES (02/07)Lecture 3: A History of Earthquakes(02/07)Reading AssignementReading Assignem
University of Maryland - GEOL - 204
GEOL200 ALL SECTIONS - SPRING 2012:EARTH'S FURY: EARTHQUAKES, VOLCANOES,AND TSUNAMI (201201_GEOL200_MONTESI) > COURSE DOCUMENTS > LECTURE 2: PLATETECTONICS (02/02)Lecture 2: Plate Tectonics (02/02)Reading Assignement Reading: The Dynamic Planet. Acce
University of Maryland - GEOL - 204
GEOL200 ALL SECTIONS - SPRING 2012:EARTH'S FURY: EARTHQUAKES, VOLCANOES,AND TSUNAMI (201201_GEOL200_MONTESI) > COURSE DOCUMENTS > LECTURE 1:STRUCTURE OF THE EARTH (01/31)Lecture 1: Structure of the Earth (01/31)Reading Assignement Reading: The interi
University of Maryland - CLAS - 170
Review slidesEssay Questions Describe the cosmos according to Greek myth:How are the gods organized? How did thatorganization come about? How stable is it?Describe the functions and character of three ofthe gods, including Demeter. How does the myt
University of Maryland - CLAS - 170
University of Maryland - AASP - 202
Alexandra NassJanuary 2, 2012Writing PromptsWhat were the five stylistic features of the slave spiritual that Levine discusses?Why are they significant?The stylistic features of spiritual discussed were ignorant because of the impactthey had on the
University of Maryland - AASP - 202
Alexandra NassAASP202February 14, 2012WP: Week 4(Levine, 102-135)Toward the end of his discussion of trickster tales, Levine posits two possibleinterpreations of these tales, what are these interpretations? What is significantabout each?Levinemake
University of Maryland - AASP - 202
Alexandra NassAASP202February 9, 2012WP: week 3What is the significance of Levines discussion of Frederick Douglass, SandyJenkins, and Covey? Who are each of these figures? What is important about theirinteraction here?Sandy is a slave who lives ne
University of Maryland - AASP - 202
Alexandra NassAASP202February 7, 2012Week 3: Writing Prompts1. In your own words, define and discuss the notion of sacred time and space.What are some of the key characteristics of this, according to Levine, andwhat did seeing the world in this way
University of Maryland - AASP - 202
Alexandra NassAASP202February 14, 2012WP: Week 4(Levine, 102-135)Toward the end of his discussion of trickster tales, Levine posits two possibleinterpreations of these tales, what are these interpretations? What is significantabout each?Levinemake
University of Maryland - AASP - 202
Alexandra NassFebruary 14, 2012AASPWeek 4: WPAccess the conclusion of Faucsts argument. Consider the section that begins with in the preoccupation with the undeniable importance of the master slaverelationship. on pg. 93. In your own words, what is
University of Maryland - CMLT - 275
How the Garcia Girls Lost Their Accents Snow (Yolanda)1st year in NY rented small apartment with catholic schooltaught by sisters of charity( hefty women long black gownslook peculiar, dolls in mourning)liked them a lot ( grandmotherly 4th grade teac
University of Maryland - CMLT - 275
How The Garcia Girls Lost Their AccentsFebruary 23, 2012: In class Discussion1. Chucha's first person narrative at the end of "The Blood of theConquistadores" (p. 221-224):Why does Chucha, the family's spiritual Haitian servant, get the lastword on t
University of Maryland - CMLT - 275
Alexandra NassCMLT275Close Reading AssignmentWhy it matters? (Interpretation)When observing this specific passage, the concept of interpretation wasinfluenced by the style of close reading. With the prior information and analysis thatweve gathered a
University of Maryland - CMLT - 275
How the Garcia Girls Lost Their AccentsTrespass Garcias one American year old celebration of coming to thegreat country Carla: what do you wish for on the first celebration of theday you lost everything Not get used to American wish-making without b
University of Maryland - CMLT - 275
How The Garcia Girls Lost Their AccentsPart 1: 1989-1972 4 Dominican/ American sisters: Carla, Sandra, Yolanda, SofiaStory #1: Antojos 3rd daughter: Yolanda returns after 5 years to Dominican republic, where she was born, visits aunts andcousins wa
University of Maryland - CMLT - 275
The blood of the Conquistadors ( Mami, papi, & the 4 girls)Father notices 2 men walking to the house in khakis, andsunglasses, and sees a gun.-> motions to the cook standingbeside himGirls are playing in the bedroom when father runs by to thebedroom
University of Maryland - CMLT - 275
The Human Body ( yoyo)All lived side-side in ajoining houses on property owned bygrandparentsEvery kid in family paired up w a best friend cousinCarla & Lucinda: oldest 2 cousins, giggly, gossipygirlfriendship makes everyone feel left outSandi & Gi
University of Maryland - COMM - 107
Interview AssignmentThis assignment prepares you to conduct an interview with a professional in the field.Complete the following tasks:o Set up a face-to-face interview with a professional who can help you learn moreabout a career you may be intereste
University of Maryland - COMM - 107
Interviewer: Alexandra NassInterviewee: Kimberly VanPutten-GardnerContact Information: counseling@affinitycfls.com(888) 737- 3330February 24, 2012Purpose of the Interview: I am interested in Dr. Van Putten-Gardners career fieldbecause of my desire t
University of Maryland - COMM - 107
Alexandra NassCOMM107February 20, 2012Interview ProjectCareer Field ProfileFor my career field profile project, I decided to speak to a teacher within thefamily science department at the University of Maryland, Dr. Kimberly Van PuttenGardener. I am
University of Maryland - COMM - 107
Alexandra NassUNIV100-fc17Interview PaperFor my interview I decided to speak to my future of families teacher, Kimberly VanPutten-Gardner. I chose to interview this teacher because family sciences is a major that I wouldlike pursue in my future. Kimb
University of Maryland - EDSP - 240
Alexandra NassEDSP210January 31, 2012 I am Sam Movie Questions1. what type of disabilities do you recognize in the movie?- mental retardation- down syndrome- autism- socially impaired- physically/ psychologically impaired2. Who had a disability?
University of Maryland - EDSP - 240
PreschoolEligibility:Ages served:Focus ofservices:-Needs early intervention servicesbecause of developmental delay-Because of the delays, the childneeds special educationAnd related services-children can now be defined bydisability categories b
University of Maryland - EDSP - 240
Alexandra NassEDSP210February 7, 2012The 5 Foundational guarantees to P.L. 94-142/IDEIA1. Free Appropriate Public Education (FAPE): Free= special education and related services at no cost Appropriate= EDUCATIONAL BENEFIT Public= zero reject, no exc
University of Maryland - MUET - 200
Alexandra NassMUET200TA: Deborah ByrdFebruary 13, 2012Stone Gender, Identity and Ethnicity IssuesFocus Questions:1. Based on the brief summary of feminism, gender, and sexuality in Stone, give anexample of how one of these issues is expressed in mu
University of Maryland - MUET - 200
Alexandra NassMuet200FC- week 4February 20, 2012TA: Deborah ByrdUnit I, Section B: My Music and IdentityReadings: Garofalo Getting Back to Business: Popular Music in the NewMillenniumFocus Questions :1. How did the events of 9/11 and the subseque
University of Maryland - MUET - 200
1Alexandra NassMUET200-0101Dr. SandstormTA:January 30, 2012Focus Questions: The Spirit Travels: Immigrant Music in AmericaA myriad of expressions of individual and/ or collective identity are performedthrough the different Immigrant musics within
University of Maryland - MUET - 200
Alexandra NassMuet200TA: Deborah ByrdFebruary 7, 2012Unit I, Section A: Ethnomusicology and Music-CultureReadings: Titon The Music-Culture as a World of Music and Charry JeliyaFocus Questions (Titon):1. What is a soundscape? Stand still for a momen
University of Maryland - MUET - 200
1MUET 200 Semester: Spring 2012WORLD POPULAR MUSICS AND IDENTITYInstructor: Dr. Boden Sandstromboden@umd.eduOffice Phone: 301-405-5567Office: 3110H CSPACOffice Hours: T, 11am 1pm or by appointmentLecture: Wednesdays 1:00pm - 2:50pm, 0200 SkinnerDi
University of Maryland - MUET - 200
Alexandra NassMUET200TA: Deborah ByrdFebruary 15, 2012Mahiri Keita EdwardsWith a lack of knowledge about the history and culture of music, the performanceof Mahriri Keita Edwards opened my eyes to a new musical tradition I was unaware of.The role t
University of Maryland - MUET - 200
2/1/12 Class NotesEthnomusicology, Music-Culture and Performance:Field of Ethnomusicology:Society for Ethnomusicology (SEM)Bruno Nettl- 1955 (founder of SEM)Music and AnthropologyThe study of music in the context of human life- Jeff Todd TitonMain
University of Maryland - FMSC - 298F
Is cybersex cheating?Yes: Cybersex is Cheating (Susan A. Milstein) There is no single definition for cybersex Cybersex may include a variety of behaviors (online love letter emails, instant messages,virtual date in a chat room involving one or both pe
University of Maryland - FMSC - 298F
Farr and Patterson, 2009 Transracial adoptions occurred more often among lesbian and gay than amongheterosexual couples, and they occurred more often among interracial than among samerace couples. Lesbian and gay couples were more likely than heterosexu
University of Maryland - FMSC - 298F
FMSC298FWhat has changed?Sex and relationship formation on College CampusesCourtship- 1920s preparation for marriage, commitment, Mormons, respect for parentalauthority to ask for permission to see daughter idea of considering her for marriage. Stept
University of Maryland - FMSC - 298F
Alexandra NassFMSC298FCurrent Issues Paper SummaryPeople are negatively encountering gender inequality in their workplaces, schools,families, and personal aspects of their everyday lives. We live in a world where peoplefeel pressured to conform to ce