Oregon trail project

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I’m picking to write about Johann Ludwig Christian Keseberg, also referred to as Lewis Keseberg.
I need this to pass this class please and thank you
140 pts.
The pioneers on the Oregon Trail kept detailed accounts of their day-to-day experiences on the journey. This project will require you to research the wagon
trail of a real historic person on the trail, not an imaginary traveler you invent. The points listed below are the minimum requirements. For the overall
presentation, you will want to present a complete well-rounded diary on your journey on the Oregon Trail. Ten (10) points bonus will be given for turning in the
complete project to me by March 10, midnight.
Grading Matrix
Describe who you are:
10 – 9 pts. Give specific information describing name, gender, age, and as many physical details as possible. Include background information.
8 – 5 pts. Give basic information describing name, gender, age, and physical details
4 – 1 pts. Give basic information about name and gender.
Describe your reason for going:
15 – 12 pts. Address your goal with the pros and cons for going. Give specific information about your jumping-off location including why you chose this site.
Identify your proposed ending location and why. Include a detailed map showing your beginning and proposed ending location.
11 – 8 pts. Address your goal with the pros and cons for going. Describe jumping-off point and proposed ending locations with reasons for selecting each.
7 – 1 pts. Address goals with pros. Describe your jumping-off and ending locations.
Describe the specific method of transportation
10 – 8 pts. Describe your vehicle with an illustration. Discuss why you chose your vehicle. Describe what animals you chose and why.
7 – 5 pts. Describe your vehicle. Discuss why you chose your vehicle. Discuss your choice of animals.
4 – 1 pts. Describe your vehicle and animals.
Describe specific items you/your family brought with you on the journey
10 – 8 pts. Identify 6 items or more in each of the following areas: Personal items; Transportation items; Survival items; Food items; Arrival items
7 – 5 pts. Identify 4 items in each of the following areas: Personal items; Transportation items; Food items; Survival items
4 – 1 pts. Identify 3 items in each of the following areas: Personal items; Survival items.
Describe a typical day on the journey
15 – 11 pts. Describe details of waking, preparation, travel, daily chores, midday, camping
10 – 6 pts. Describe details of preparation, travel, daily chores, and camping.
5 – 1 pts. Describe the details of travel and camping.
Describe specific landmarks used on your journey
10 – 8 pts. Give physical descriiptions and personal responses to 5 landmarks
7 – 5 pts. Give physical descriiptions and personal responses to 3 landmarks.
4 – 1 pts. Give physical descriiptions of 2 landmarks
Describe the difficulties that you have on your journey
10 – 8 pts. Describe 2 difficulties you have in each of the following areas: physical; geographical; transportation; and one other area of your choice
7 – 5 pts. Describe 2 difficulties you have in each of the following areas: physical; geographical; and transportation
4 – 1 pts. Describe 2 difficulties you have in a physical area
Describe your encounter with Indians
10 – 8 pts. Include your initial response when meeting the natives, your descriiption of the native culture, and the effect the experience had on you
7 – 5 pts. Include your initial response when meeting the natives and your descriiption of the native culture
4 – 1 pts. Include your initial response when meeting the natives
Describe your stop at a Fort or trading post
10 – 8 pts. Identify the fort location, physical descriiption of the fort, what was your purpose of stopping and response to the experience
7 – 5 pts. Identify the fort location, physical descriiption of the fort, and what was your purpose for stopping
4 – 1 pts. Identify the fort location and your purpose for stopping
Arriving at your destination
10 – 8 pts. Describe your location including nearby communities resources, neighbors, your intended lifestyle, what you learned about yourself on the journey,
and what you would do differently
7 – 5 pts. Describe your location including nearby communities, resources, neighbors, and your intended lifestyle
4 – 1 pts. Describe your location including nearby communities, resources, and neighbors
Evidence of Research
10 – 8 pts. Use of four resources including no more than three internet sites
7 – 5 pts. Use of three resources including no more than two internet sites
4 – 1 pts. Use of two resources
Organization
10 – 8 pts. The project flows from beginning to end like you are a member of the wagon train. I feel like I am with you.
7 – 5 pts. The project follows the requirements but takes shortcuts or sidetracks (Don’t get buried like the Donner Party)
4 – 3 pts. The project follows the minimum requirements but is somewhat disorganized (Watch out for the quicksand)
2 – 1 pts. You barely survived.
Originality
5 – 4 pts. This project is like WOW! The project covers all of the required elements and more. The project grabs the audience and becomes a valuable part of
connecting you to the past
3 – 2 pts. The project is impressive. The project covers all of the required elements in an interesting way.
1 pt. The project meets the minimum requirements in a satisfactory way.
Self Grade
5 – 4 pts. I feel that I covered all of the matrix grading requirements with accuracy, organization, and originality. I feel like I was on the journey
3 – 2 pts. I feel that I covered most of the requirements
1 pt. I feel that I covered some of the requirements, but I finished.

Sample Solution

My name is Johann Ludwig Christian Keseberg, but I am most often referred to as Lewis Keseberg. I was born in Göttingen, Germany in 1814 and immigrated to the United States with my family when I was 19 years old. At the time of my journey on the Oregon Trail, I was 38 years old and married with two children (Jacob, 7 and Sarah 5).

I stand at 5’9” tall and have a slim build. I have blue eyes and sandy-blonde hair that has started graying at the temples. My wife Anna is of average height for a woman (5’4) with light brown hair and green eyes. She is a loving mother who takes care of our two young children during this trip westward.

We left Missouri in April of 1846 along with over 200 other families who were part of the Donner Party wagon train headed for California via the Oregon Trail . We had decided to join this group in order to make use of their experience as well as benefit from shared resources such as food, shelter, etc. Our plan was to reach California by late summer or early fall depending on how quickly we could make it across 2200 miles of uncharted terrain filled with danger around every turn.

Transient memory is the memory for a boost that goes on for a brief time (Carlson, 2001). In reasonable terms visual transient memory is frequently utilized for a relative reason when one can’t thoroughly search in two spots immediately however wish to look at least two prospects. Tuholski and partners allude to momentary memory similar to the attendant handling and stockpiling of data (Tuholski, Engle, and Baylis, 2001).

They additionally feature the way that mental capacity can frequently be antagonistically impacted by working memory limit. It means quite a bit to be sure about the typical limit of momentary memory as, without a legitimate comprehension of the flawless cerebrum’s working it is challenging to evaluate whether an individual has a shortage in capacity (Parkin, 1996).

 

This survey frames George Miller’s verifiable perspective on transient memory limit and how it tends to be impacted, prior to bringing the examination state-of-the-art and outlining a determination of approaches to estimating momentary memory limit. The verifiable perspective on momentary memory limit

 

Length of outright judgment

The range of outright judgment is characterized as the breaking point to the precision with which one can distinguish the greatness of a unidimensional boost variable (Miller, 1956), with this cutoff or length generally being around 7 + 2. Mill operator refers to Hayes memory length try as proof for his restricting range. In this members needed to review data read resoundingly to them and results obviously showed that there was a typical maximum restriction of 9 when double things were utilized.

This was regardless of the consistent data speculation, which has proposed that the range ought to be long if each introduced thing contained little data (Miller, 1956). The end from Hayes and Pollack’s tests (see figure 1) was that how much data sent expansions in a straight design alongside how much data per unit input (Miller, 1956). Figure 1. Estimations of memory for data wellsprings of various sorts and bit remainders, contrasted with anticipated results for steady data. Results from Hayes (left) and Pollack (right) refered to by (Miller, 1956)

 

Pieces and lumps

Mill operator alludes to a ‘digit’ of data as need might have arisen ‘to settle on a choice between two similarly probable other options’. In this manner a basic either or choice requires the slightest bit of data; with more expected for additional complicated choices, along a twofold pathway (Miller, 1956). Decimal digits are worth 3.3 pieces each, implying that a 7-digit telephone number (what is handily recollected) would include 23 pieces of data. Anyway an evident inconsistency to this is the way that, assuming an English word is worth around 10 pieces and just 23 pieces could be recollected then just 2-3 words could be recalled at any one time, clearly mistaken. The restricting range can all the more likely be figured out concerning the absorption of pieces into lumps.

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