1) The Visual Persuasion course at Quinnipiac Law teaches students how to use visual evidence like videos and images in legal cases to enhance oral arguments.
2) A Quinnipiac law graduate created a "day in the life" video for a medical malpractice client that showed the impact of his injuries, helping secure a favorable settlement.
3) The course founders believe visual evidence is increasingly important as technology evolves and more visual content enters the public domain and legal system.
Le slide dell'ottavo webinar di BrioAcademy dedicato al mondo dello storytelling. Rivedi il video della puntata a questo indirizzo: http://www.brioweb.eu/academy/2015/01x08.aspx
BrioAcademy - 1x06 - Personal Branding: LinkedInBrioWeb
Le slide del sesto webinar di BrioAcademy dedicato a come fare business con LinkedIn. Rivedi il video della puntata a questo indirizzo: http://www.brioweb.eu/academy/2015/01x06.aspx
Literature ReviewIn an article written by Eakin et al. in 2003 f.docxSHIVA101531
Literature Review
In an article written by Eakin et al. in 2003 five studies were conducted to test the theory of the misinformation effect. They hypothesized that exposure to misleading information can significantly hamper one’s ability to report accurate information. They used modified opposition tests to test their participant’s memory. The participants were randomly assigned to the different experimental conditions and tested in small groups. “Different materials were developed for each of the experimental phases including the event slides, the postevent narrative, and the MOT” (Eakin et al., 2003). These experiments helped test how misleading information received postevent affects people’s memory. The tests were intended to separate retrieval-blocking effects. Retrieval blocking revolves around cue incrementing. Through their studies they found that people who had been exposed to misleading information were more likely to recall the misled information than accurate information. They found that this is true even when participants are given extensive warnings that the information they received may be misleading. They also determined in their study that receiving the warning immediately after encoding the information reduces the recall rate of misleading information. Through the studies they helped to prove that their hypothesis was true, that exposure to misleading information can hamper one’s ability to recall accurate information. These studies however do not study how suppression of memories my come into play. It also does not depict how long after one experiences an event may retrieval blocking pose a problem. This opens up the possibility that maybe we block information for a certain period of time and/or present misled information, then the accurate information may come to light at a later date.
Loftus may be considered one of the first explorers of the misinformation effect. In 2005 she wrote an article summing up her studies on this event. According to Loftus, 2005 “the misinformation effect has been observed in a variety of human and nonhuman species. And some groups of individuals are more susceptible than others.” She depicted that in certain conditions such as having a large amount of time between the event and questioning, may allow for a greater misinformation effect. Also with time she presents the facts that memory fades. With these two issues it Loftus presents the idea that one my rethink the event and place the misled information in due to weak memory of the event.
Like the Eakin et al. article Loftus also presented the position of offering a warning. She also concluded that offering a warning that misinformation may be presented helped to curb the effect but giving the warning after the information was received had little effect on the results. This helps contribute to the idea that after the misinformation has already been processed there is little one can do to reduce the recall effects. Loftus also adds in her arti ...
How To Write An Essay On A Movie. How to Write a Movie ReviewCarolyn Collum
How To Write A Movie Review? The Complete Guide - EssayMin. FREE 8 Sample Movie Reviews in MS Word PDF Essay, Review essay .... Best Film Analysis Essay Examples PNG - scholarship. Write films essay. Sample Essay. 006 Essay Movies English Paper Help How To Write For High School .... Film Essay. Help with writing a film essay - YouTube. How To Write A Movie Review: Complete Guide, Examples, Tips .... 020 Year9shortfilmcharacterisationessay Phpapp02 Thumbnail Film Essay .... How To Write A Movie Review : How to Write a Movie Review? : But it .... How to write a film paper. How to Write a Movie Analysis Essay .... How to write an analysis essay on a movie. How to Write an Analysis .... How to write a film analysis essay by Franz Morales - Issuu. 008 Film Evaluation Essay Example On Movie How To Write Review Analysis .... How to write a movie review essay. The Movie Review, the Blind Side .... My Favourite Film Essay Telegraph. Example Film Essay Thesis - How to Write an Evaluation Essay. 012 Movie Review Essay Cover Letters Of Exploratory Essays Good Basics .... Pay for Exclusive Essay - movie essay writing - copyeditingrate.web.fc2.com. Film essay example. How To Write A Good Movie Review Guide with .... Film Analysis Essay Format - Top 20 Useful Tips for Writing a Film .... Review essay movie example. Kinds of movies essay in 2021 Essay writing, Good essay, Expository essay. How to Write a Movie Review. Sample evaluation essay on a movie - opencoursewarefinance.web.fc2.com. Easy a movie essay. How to Write a Film Analysis Essay. 2019-01-10. 018 Film Essay Food Inc Movie Worksheet Answers Inspirational Summary .... 003 Example Movie Review Essays 130056 Essay Thatsnotus. Writing essays about movies. How to write a good film. How to Write a Short Film: Step. 2022-10-21. film essay How To Write An Essay On A Movie How To Write An Essay On A Movie. How to Write a Movie Review
Le slide dell'ottavo webinar di BrioAcademy dedicato al mondo dello storytelling. Rivedi il video della puntata a questo indirizzo: http://www.brioweb.eu/academy/2015/01x08.aspx
BrioAcademy - 1x06 - Personal Branding: LinkedInBrioWeb
Le slide del sesto webinar di BrioAcademy dedicato a come fare business con LinkedIn. Rivedi il video della puntata a questo indirizzo: http://www.brioweb.eu/academy/2015/01x06.aspx
Literature ReviewIn an article written by Eakin et al. in 2003 f.docxSHIVA101531
Literature Review
In an article written by Eakin et al. in 2003 five studies were conducted to test the theory of the misinformation effect. They hypothesized that exposure to misleading information can significantly hamper one’s ability to report accurate information. They used modified opposition tests to test their participant’s memory. The participants were randomly assigned to the different experimental conditions and tested in small groups. “Different materials were developed for each of the experimental phases including the event slides, the postevent narrative, and the MOT” (Eakin et al., 2003). These experiments helped test how misleading information received postevent affects people’s memory. The tests were intended to separate retrieval-blocking effects. Retrieval blocking revolves around cue incrementing. Through their studies they found that people who had been exposed to misleading information were more likely to recall the misled information than accurate information. They found that this is true even when participants are given extensive warnings that the information they received may be misleading. They also determined in their study that receiving the warning immediately after encoding the information reduces the recall rate of misleading information. Through the studies they helped to prove that their hypothesis was true, that exposure to misleading information can hamper one’s ability to recall accurate information. These studies however do not study how suppression of memories my come into play. It also does not depict how long after one experiences an event may retrieval blocking pose a problem. This opens up the possibility that maybe we block information for a certain period of time and/or present misled information, then the accurate information may come to light at a later date.
Loftus may be considered one of the first explorers of the misinformation effect. In 2005 she wrote an article summing up her studies on this event. According to Loftus, 2005 “the misinformation effect has been observed in a variety of human and nonhuman species. And some groups of individuals are more susceptible than others.” She depicted that in certain conditions such as having a large amount of time between the event and questioning, may allow for a greater misinformation effect. Also with time she presents the facts that memory fades. With these two issues it Loftus presents the idea that one my rethink the event and place the misled information in due to weak memory of the event.
Like the Eakin et al. article Loftus also presented the position of offering a warning. She also concluded that offering a warning that misinformation may be presented helped to curb the effect but giving the warning after the information was received had little effect on the results. This helps contribute to the idea that after the misinformation has already been processed there is little one can do to reduce the recall effects. Loftus also adds in her arti ...
How To Write An Essay On A Movie. How to Write a Movie ReviewCarolyn Collum
How To Write A Movie Review? The Complete Guide - EssayMin. FREE 8 Sample Movie Reviews in MS Word PDF Essay, Review essay .... Best Film Analysis Essay Examples PNG - scholarship. Write films essay. Sample Essay. 006 Essay Movies English Paper Help How To Write For High School .... Film Essay. Help with writing a film essay - YouTube. How To Write A Movie Review: Complete Guide, Examples, Tips .... 020 Year9shortfilmcharacterisationessay Phpapp02 Thumbnail Film Essay .... How To Write A Movie Review : How to Write a Movie Review? : But it .... How to write a film paper. How to Write a Movie Analysis Essay .... How to write an analysis essay on a movie. How to Write an Analysis .... How to write a film analysis essay by Franz Morales - Issuu. 008 Film Evaluation Essay Example On Movie How To Write Review Analysis .... How to write a movie review essay. The Movie Review, the Blind Side .... My Favourite Film Essay Telegraph. Example Film Essay Thesis - How to Write an Evaluation Essay. 012 Movie Review Essay Cover Letters Of Exploratory Essays Good Basics .... Pay for Exclusive Essay - movie essay writing - copyeditingrate.web.fc2.com. Film essay example. How To Write A Good Movie Review Guide with .... Film Analysis Essay Format - Top 20 Useful Tips for Writing a Film .... Review essay movie example. Kinds of movies essay in 2021 Essay writing, Good essay, Expository essay. How to Write a Movie Review. Sample evaluation essay on a movie - opencoursewarefinance.web.fc2.com. Easy a movie essay. How to Write a Film Analysis Essay. 2019-01-10. 018 Film Essay Food Inc Movie Worksheet Answers Inspirational Summary .... 003 Example Movie Review Essays 130056 Essay Thatsnotus. Writing essays about movies. How to write a good film. How to Write a Short Film: Step. 2022-10-21. film essay How To Write An Essay On A Movie How To Write An Essay On A Movie. How to Write a Movie Review
Augmented Reality: Revolutionary or Disruptor of Training and AssessmentSeriousGamesAssoc
Dennis Glenn, MFA, Adjunct Professor| DePaul University Graduate School for New Learning / President | Dennis Glenn LLC
Augmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented reality (AR) has the potential to revolutionize training and assessment. This technology innovation superimposes computer-generated sensory input such as sound, video, graphics or GPS data onto a live or indirect view of a physical, real-world environment. The increasing need to scale education-based interactive learning to larger audiences thus mitigating the larger development costs, is where AR has a few potential revolutionary and disruption attributes that must be considered.
Learning Objectives:
Assessment needs to be done rigorously and methodologically, and AR technologies can provide multiple avenues to achieve this goal. Recall of knowledge is no longer a viable method to provide accurate validation of mastery. In order to assess competency, we need to understand what the learner needs to know and be able to do and then demonstrate their ability to perform these tasks. We will offer multiple solutions to this disruptor.
Privacy and security of the data con be compromised using AR technologies. A few of the risks to be discussed are identity theft, invasion of privacy, and unequal access, thus increasing the inequality divide. We will lead a discussion of the avenues to reduce these risks.
On the positive side we offer a number of effective solutions that lead to the demonstration of mastery. Using AR technology to disseminate education is a way to teach thousands of users across the globe while eliminating barriers to access, reducing costs, and ensuring consistency in quality and delivery.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Juvenile Justice SystemComment by Jamie Price Good job.docxtawnyataylor528
Juvenile Justice System Comment by Jamie Price: Good job with the title page
Chalyne A. Arvie
CPSS235
26FEB2018
JAMIE PRICE
Running head: JUVENILE JUSTICE SYSTEM
1
JUVENILE JUSTICE SYSTEM
7
Juvenile Justice System
Juvenile Justice System Development Comment by Jamie Price: Good job with using headings.
But your first paragraph should be an introduction.
Introduce the main points that will be covered. Let the reader know where the paper is going.
Refer to my help documents associated with this assignment for assistance with creating a good academic introduction.
In the United States, the adolescent court framework was established more than ten years before the main court establishment in 1899 in Illinois. Before its formation, all youngsters were considered as adults or grownup where they were punished in similar ways as adults. Prior to the creation of juvenile courts, the common law's infancy defense provided the only special protections for young offenders charged with crimes. The common law conclusively presumed that children younger than seven years of age lacked criminal capacity, while those fourteen years of age and older possessed full criminal responsibility. Comment by Jamie Price: This is good information but you need to cite your work.
If the information isn’t common knowledge, you need to cite it using in-text citations.
Some basic formats are:
Blah blah blah (Last name, year).
According to Last name (year), blah blah blah.
Last name (year) reported that “blah blah blah” (p. #).
“Blah blah blah” (Last name, year, p. #).
The history of the juvenile justice system dates as far back as to the bible to Roman Era time. In this period, it was the parent’s responsibility to punish their children, unless the child is in need of a more severe consequences. In the middle ages, common law was established in England. The use of shires, reeves, and chancellors were used. When being punished, the English used the same punishments on children over the age of seven as an adult. In eighteenth-century London, jails were created based upon workhouses. On July 1899, United States established the first juvenile justice system located in Illinois. The Illinois legislature passed the Illinois Juvenile Act that would disciple accordingly to children under the age of sixteen. The juvenile courts were to take jurisdiction over the children (Champion, Merlo, & Benekos, 2013). Comment by Jamie Price: Try to remove unnecessary words.
“is in need of a” = needs Comment by Jamie Price: Good job citing your work.
Predominant Philosophy of the Juvenile System
Alterations in the social origination ideology of youngsters and the system of cultural control in the nineteenth-century y led to the establishment of the very first juvenile court in 1899. To differentiate between the young and adult offenders, progressive philosophers made efforts to reform the juvenile court system. They developed new thoughts regarding adolescence and made the court ...
Effective use of demonstrative evidence at trialEdward K. Le
The days when an attorney can simply try a case based solely on oral presentation and testimony are gone. With the advent of technology, jurors are now more visual than ever. The negative effect is that their attention span is short and these same jurors are now more impatient than ever. While they may not tell you, these jurors expect trials to be seamless, quick, and entertaining. To hold their attention, the attorney not only has to present seamless testimony, he or she must employ compelling and powerful demonstrative evidence that will educate, inform, and captivate the juror’s attention. That is why the use of compelling and persuasive demonstrative evidence is as important as ever. The point of this paper is to help answer some basic questions to the attorney and his legal team about the use of demonstrative evidence, but also provide ideas and tips on how to create and use demonstrative evidence to persuade jurors. Along the way, another goal is to create and use these demonstrative evidence to increase and enhance the value of your case.
How to effectively create and use demonstrative evidence at trialEdward K. Le
The days when an attorney can simply try a case based solely on oral testimony are gone. With technology, a whole new generation of jurors now expect more visual and illustrative evidence than ever. Their attention span is short. Their patience span is even shorter. To capture attention, attorneys must must employ compelling and powerful demonstrative evidence to educate, inform, and captivate. This paper is written for personal injury and trial lawyers about the use of demonstrative evidence and provide ideas and tips on creating and using them.
2. SHOW&
TELL
30 | QUINNIPIAC MAGAZINE | WINTER 2015
BY ALEJANDRA NAVARRO
J
ason Gamsby, JD ’13, a trial lawyer with the Faxon Law Group in New
Haven, recently had a client who entered the hospital for routine sur-
gery and left with paralysis, kidney and heart damage, significant
brain damage and a head deformation. The injuries followed a stroke
and subsequent surgeries that were a result of staff errors.
An articulate lawyer, Gamsby could have explained the repercussions of
these errors to the mediating judge. Instead, he and his firm created a video
that captured the limitations and challenges of his client’s new life: not being
able to wash himself, eat or get to and from doctor visits without assistance
from his aging sisters.
“If you’re a trial lawyer in the state, or the country, one of the best ways to get
your point across is to do a visual like this,” said Gamsby, who often handles
complex personal injury cases involving product liability or medical malprac-
tice. “These ‘day in the life’ videos start off in the morning and tell your client’s
story, just as they would in a deposition. I’m not telling you; I’m showing you.
These videos really get to your heart.”
The client received the settlement he wanted, which will pay for the care he
will need for the rest of his life.
As a paralegal for about a decade before entering law school, Gamsby had
seen these types of videos, but it wasn’t until he took the course Visual Persua-
sion in the Law that he understood the elements that made a video compelling.
VISUAL PERSUASION PERMITS
LAWYERS TO GO BEYOND
ORAL ARGUMENTS
3. Jason Gamsby, JD ’13,
says video can enhance
his ability to persuade
a judge or jury.
MichelleMcLoughlin
4. 32 | QUINNIPIAC MAGAZINE | WINTER 2015
Neal Feigenson, professor of law, and Christina Spiesel,
adjunct professor, teach the course. Fifteen years ago, they were
the first to offer what no other law school had at the time: a
course that gave law students the skills and knowledge to under-
stand, create and effectively use demonstrative evidence from
graphics to photographs, videos and animations.
“Lawyers tend to paint pictures with words,” explained Brian
Young, JD ’12, a former student in the course. He and fellow
alumnus Virginia Jijion-Caamano, JD ’12, started the Law Firm
of Jijion-Caamano and Young in Trumbull, Conn.
“We tend to think, ‘I can do this with the power of my writing
or my oral argument.’ Neal and Christina taught us how to think
about visuals in legal cases and understand the difference
between the message presented by words and the message pre-
sented by visuals. The world is changing, and law schools need
to produce lawyers who can think differently.”
Today, recording devices are ubiquitous, and their recordings
are often an integral part of high-profile cases. Surveillance cam-
eras assisted in the capture of the accused Boston Marathon
bombers. An elevator security camera taped football player Ray
Rice assaulting his wife, and the footage led to the NFL commis-
sioner suspending him indefinitely. The convicted murderers in the
Cheshire home invasion filmed their own heinous crimes. And a
bystander with a camera phone caught the police chokehold that
led to the death of Eric Garner in New York City.
Third-year students, who most often take this elective, have
spent most of their lives in a digital environment. While the course
draws on their digital know-how, its foundation has remained con-
stant since 2000.
The course takes students through several simple exercises that
show how pictures and words can change each other’s meanings.
Students also learn how many different ways people will respond
to the same pictures, which will help them anticipate how these
multiple meanings may help or hinder them in communicating
their message to a judge, jury or other audience.
The students bring this experiential knowledge, as well as expo-
sure to visuals used in practice, guest lectures and multidiscipli-
nary readings, to their work on two major course projects. First,
they create a piece of demonstrative evidence to illustrate and
explain testimony or other facts, using either analog (such as a
poster) or digital media (such as PowerPoint); then, they work in
teams to produce a short digital video to be used as part of their
argument in a case.
“We hope the students will gain some basic visual literacy and
“The world is changing, and
law schools need to produce
lawyers who can think
differently.”—Brian Young, JD '12
basic digital visual literacy,” explained Feigenson, who researches
the psychology of legal judgment and the uses of visual media in
legal communication and persuasion. “It’s a big step one just to
have their eyes and their minds open to the possibility of using
images as well as words when they put their cases together to
make their arguments more effective.”
“Big step two is to think critically about the uses so that they
might see the possibilities in the evidence and how it might be
used,” added Spiesel. This includes considering what visuals the
opposing counsel will use and how to counter them—by creating
more or different visuals for her own side. In addition to teaching
at Quinnipiac, she is a visual artist and senior research scholar at
Yale Law School.
Many of the ideas that Feigenson and Spiesel learned while
working with their visual persuasion students over the years were
incorporated into their 2009 book, “Law on Display: The Digital
Transformation of Legal Persuasion and Judgment” (NYU Press).
NEW HOME
T
he new School of Law Center on the North Haven Campus
contains a Visual Persuasion Suite outfitted with six com-
puter workstations, locked cabinets for equipment, and an
adjoining classroom to view and discuss projects.
Like many great ideas (think: Steve Jobs and Steve Wozniak
starting Apple in a garage), Feigenson and Spiesel started their
groundbreaking course in a library storage closet in the School of
Law on the Mount Carmel Campus.
“There was enough room for one person to face the computer
and a couple of other people to squeeze in the room,” Spiesel
recalled. Students would sit on the counter, and sometimes under
the counter, crossing their fingers that their early versions of video
editing software wouldn’t crash and destroy their work. That first
year, Feigenson and Spiesel weren’t certain students would be able
to complete their video projects.
Professors Neal Feigenson and Christina Spiesel review a video with
third-year law student Travis Nunziato in the new editing suite used for
the Visual Persuasion course.
CourtesyofFlannel
5. WINTER 2015 | QUINNIPIAC MAGAZINE | 33
“Some lawyers may use it precisely because it’s flashy, not really
appreciating that it’s not serving their purposes,” Feigenson said.
Moreover, not all images and video are allowed into court.
Lawyers have to work with materials that have some kind of pro-
bative value to the case, as determined by the judge or mediator,
and they must make sure to authenticate any pictures they want
to use as evidence.
THE FUTURE
F
eigenson is now working on a book investigating the use
of demonstrative evidence to convey what a litigant’s sub-
jective perceptual state is like. Is it possible to use science
to see what someone else thinks he’s seeing, even though it’s not
what the rest of us see? Sounds fanciful, even futuristic. But
researchers are already using fMRI (functional magnetic reso-
nance imaging) and sophisticated conversion algorithms to
reconstruct, on the basis of brain scans, the visual images people
are generating in their brains.
The technology is young, but one day we might be able to view
what a person is thinking or remembering—or even dreaming,
Feigenson said.
“There is a deep tension in our society between loving what
digital technology makes possible and being afraid of digital
technology taking over what we regard as essential qualities of
personhood,” Feigenson said. “Partly because of that, it’s unclear
how judges and juries will respond to this sort of technological
evidence if it becomes available.”
No matter how the technology advances, visuals always will be
a part of the legal system. The key is to know how to use them
and to anticipate how the opposing side could use them in a trial
or negotiation. The course will continue to evolve to reflect what’s
happening in practice.
Spiesel cautioned that visuals alone will not win a case, but
properly thought through and skillfully deployed, they can be
highly effective.
“It is very important, first, to have some idea of what pictures
have been seen by the public if there has been publicity surround-
ing the case. Then you need to know what will help your jury or
the people you are negotiating with understand the case better,”
Spiesel explained.
“Clear, good communication, backed up by evidence of facts,
presented in a way that is easily understood, is enormously
powerful.”
“There was a certain camaraderie, an esprit du combat, when
you have 10 people working in a shared space with IT,” said Speisel
of one of their many workstation homes.
For each main project in the course, students argue the same
side of a fictitious lawsuit that reflects a real or potential case.
Young’s class had to argue on behalf of a deaf woman who wanted
a deaf child. The fertility lab’s error led to the woman giving birth
to a baby who could hear. Young’s group believed a jury would
have a hard time understanding the desire for a child who couldn’t
hear. They showed that many deaf children have a great life.
“We ran all these pictures of kids having fun—waterskiing,
water tubing, playing—and didn’t identify them as deaf until the
end,” said Young, whose group used promotional footage from a
camp for deaf children. “Fun is fun for everybody.” The video,
through interviews, demonstrated the challenges of a deaf mother
raising a hearing child given the two distinctly different communi-
ties they would occupy and the emotional investment made by the
mother throughout the fertilization process and the pregnancy,
only to have her expectations shattered.
“It was a phenomenal class,” Young said. “The law is far more
than the courtroom. Being able to persuade people with visuals is
important in a number of different arenas.”
Young has used visuals in seemingly straightforward contract
issues. He creates more visually appealing presentations, often
enlarging important text passages for emphasis. In one case, Young
said he believes his use of color photos in a property appraisal offset
the cold plot map, allowing the court to have a clearer vision of
the property. Whatever the reason, the court made a $1.5 million
upward adjustment that Young believes wouldn’t have happened
without the photos to bring the property to life.
OWNING THE MESSAGE
F
eigenson and Spiesel make the future attorneys acutely
aware of the challenges of using demonstrative evidence.
Using images, a lawyer can make a desired point without
actually saying it, Feigenson said. “Sometimes it better serves your
argument to imply things than to say them outright,” he said. “On
the other hand, whenever you use pictures, you don’t always con-
trol the message.”
Lawyers may present images that are interpreted in different
ways. This was apparent in Ferguson, Mo., where a police officer
shot and killed an unarmed teenager. The course will discuss the
case this spring. No one recorded the shooting on video; however,
convenience store security footage and audio recording of gun-
shots were released and fueled public opinion both in favor of and
opposed to the officer involved.
People seeing the same footage had different interpretations,
which often happens with pictures. “Will they draw their own con-
clusions about who is responsible just as they did in the Rodney
King case?” Feigenson stated. “Of course they will, and they will
draw opposite conclusions.”
“Society just expects to see visuals,” Gamsby said. “If they aren’t
there, they think something is missing.” Gamsby noted videos can
cost a few thousand dollars to make, so a lawyer needs to evaluate if
it’s worth the cost. Not all pictures and videos are helpful to a case.
“Sometimes it better serves
your argument to imply things
than to say them outright.”
—Professor Neal Feigenson