HOLY CRAP!

June 27, 2007

NOTE TO SELF:

Self,

Please, for the love of Sam Beam’s beard and all that is holy, DO NOT SET THE TIME INSTEAD OF THE ALARM TONIGHT! Failure to comply will result in a 50% reduction in grade in your Copper Country class, and a 25% reduction in grade in your Economic Decision Analysis class. Do not be tempted by the promise of extra sleep. Should you fail these two classes, you will remain on Academic Probation, and that would be a bad, bad thing.

Recommended is that you set your alarm clock now, ensuring that the proper time is set, and setting the alarm for the appropriate time of 6:15am. This will allow you to not only wake up and get ready for the day, but also will allow you to study briefly before your Copper Country final, which is to be held at 8:00am EST. Topics covered shall be the following:
SS3541 – STUDY GUIDE FOR FINAL EXAM, SUMMER, 200

— who came to the Keweenaw, in terms of economic class, age, gender, health

— what was the make up of early frontier society, and how did it change over decades

— how many women were around

— role of women in society, housework, work outside the home

— what did general stores sell in the way of brand name products and clothes

— boys, girls, and child labor

— early doctoring, dentistry on the frontier, plus druggists and hospitals here

— family size and family planning, birth control

— early history of hospitals in U.S.

— how advanced was medical science during frontier era

— what did people do for recreation, including reading, correspondence, pets

— sports on the frontier, team sports, winter sports, summer sports

— holidays and celebrations, professional entertainment

–social order, drinking on the frontier, Civil War conditions

— patent medicines, home remedies, emetics

social safety net, who would likely get help, who not

social safety net, who put up what: local gov., companies, state, federal

SS3541 – STUDY GUIDE FOR FINAL EXAM, SUMMER, 200

-Cornish contract system: as practiced in Cornwall; tutworkers and tributors; what changes were made to the system when brought over to Michigan

–Politics of technological change and conflict: controversial explosives, electric haulage locomotives and mechanized tramming; the one-man drill, its history, implementation, and its role in the 1913-14 strike; different attitudes regarding change among Eastern officers, MI managers, blue collar workers

–Politics of tech. change, consensus: histories of Burleigh and Rand rock drills, initial intro of the Rand piston drill, and why it met no opposition

–Social control: Agassiz and attitudes toward strikes; attitudes about ethnic groups and ethnic discrimination; the co’s right to rule the district; Quincy’s industrial spies; interests in newspapers

SS3541 – STUDY GUIDE FOR FINAL EXAM, SUMMER, 200

–Mine safety: major types of accidents (rock falls, machinery, etc.) and their relative frequencies; measurements of risk; start up of County Mine Inspectors, US bureau of Mines, and Workers’ Compensation; the Safety First movement; the “old time rules,” black powder vs. high explosives; total number of accidents. Legal doctrines and the law of torts. Personal characteristics of victims (age, marital status, etc.) Patrick O’Brien sues the companies; Osceola mine fire. (Know this stuff!)

–1913-14 strike. The WFM and its leadership; operation of the Citizens’ Alliance; strategy and tactics of both sides; C&H leadership at the time (MacNaughton and Shaw); major events during the strike

–company paternalism: what paternalistic programs did the mines practice, from housing, to doctoring, farming, company doctors, company hospitals, and so on

social safety net: who did what? Company activities, treatment of injured, of widows, support of patriarchy. What did the state do? State facilities for the blind, insane, and so on. What did the local counties do with their poorhouses and farms? What did the federal government do?

–Economic conditions: problems facing the industry by 1910; conditions in the 1920s and in subsequent decades, leading up to closure in the 1960s.

–Who’s here—changes in immigration patterns, different ethnic groups; who is here early, who late; how later immigrants differed from earlier ones in terms of origins, traditions, skills; Finns in the labor force and how treated

In addition, make sure to know about the various diaries of early frontiersmen and settlers.

For Economic Decision Analysis, ensure that you know the material covered in Chapter 9 and Chapter 10, and copy any key formulas to your cheat sheet. It may be wise to use the previous exams AS your cheat sheet, as it is allowed.

Follow these steps, and make sure to get a good night’s sleep and a decent breakfast, and you will be outta here in no time!

Sincerely
Self

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