One of the most influential psychologists in the area of memory and eye witness testimony is Dr. Elizabeth Loftus, who has spent decades as a research psychologist and memory expert in legal cases. Go to the following website. Read the article and view the video based on her work. Note the controversy surrounding "false memory syndrome".https://www.apa.org/research/action/speaking-of-psychology/memory-manipulatedAfter reading this article and watching the video. Answer the following.Discuss the fallibility of memory and the controversy surrounding repressed memories. Think about the limitations of human memory involving eyewitness testimony in court. What kind of implications do particular limitations of human memory have on the use of eyewitness testimony in criminal and civil court cases?Answers need to cover these questions and elaborate on key terms/concepts reviewed in the lesson this week. Replies can introduce new/different perspectives and must encourage the continuation of the discussion.

You must answer all the questions in the prompt and show evidence of having read the resources that are required to complete the discussion properly (such as by using quotes, referring to specific points made in the text, etc.).Please read the general discussion requirements above, as well as the announcements explaining the discussion requirements and answering the most frequently asked questions. If you are still unsure about how to proceed with the discussion, please reply to one of those announcements or contact your instructor.Please carefully read and think about the entire prompt before composing your first post. This discussion will require you to have carefully read Chapter 5 of the textbook, as well as the assigned portions of Aristotle’s (1931) Nicomachean Ethics.If you recall from Week 2/Chapter 3, John Stuart Mill (2008) defines happiness as the experience of pleasure and the avoidance of pain, which means that happiness is very much a matter of how I feel “on the inside”. However, Aristotle (1931) holds a rather different view of happiness (or in his terms, “eudaimonia”). One way that we think about this difference is to conduct a “thought experiment” in which we imagine that we have certain “inner” experiences, but outwardly things are quite different. One such thought experiment is provided by the philosopher Robert Nozick in his description of the “experience machine”:“Suppose there were an experience machine that would give you any experience you desired. Superduper neuropsychologists could stimulate your brain so that you would think and feel you were writing a great novel, or making a friend, or reading an interesting book. All the time you would be floating in a tank, with electrodes attached to your brain…Of course, while in the tank you won’t know that you’re there; you’ll think it’s actually happening…Would you plug in? What else can matter to us, other than how our lives feel from the inside?” (Nozick, 1974, p. 43)In the course of the week’s discussion, you will need to do the following (not necessarily in this order):Engage with the text: Using at least one quote from the assigned texts, explain Aristotle’s notion of eudaimonia. Then, discuss whether Aristotle would consider someone hooked up to the experience machine to be “happy” in the sense captured by that notion of eudaimonia. Reflect on yourself: If you had the chance to be permanently hooked up to the experience machine, would you do it? Explain your choice. For example, if you would not hook up, you may discuss the kinds of goods or aims that would be lost by hooking up, or you may discuss the core, essential features of your life (or of human life in general) that are undermined by being in such a state. Reflect on human life: Based on your response, do you think that we can describe aspects of a telos (in Aristotle’s sense) that applies to humanity in general, or at least most people? Correspondingly, could there be a difference between feeling happy and being happy? Do you think that people can be wrong about happiness? (Notice that this isn’t asking whether there are different ways in which people can find happiness; it’s asking whether some of those ways could be mistaken.)Discuss with your peers: According to virtue ethics, reflecting on the aims and goods essential to human flourishing (if there are any) can help us understand the virtues we need to fulfill those and the vices that would be detrimental, as well as the corresponding kinds of choices and behaviors. Reflect with your peers on what their account reveals about the virtuous life, whether that conflicts with some of the values and choices common in society, etc. Aristotle. (1931). Nicomachean ethics (Links to an external site.) (W. D. Ross, Trans.). Retrieved from http://classics.mit.edu/Aristotle/nicomachaen.htmlMill, J. S. (2008). Utilitarianism, In J. Bennett (Ed. & Rev.) Early Modern Philosophy. Retrieved from http://www.earlymoderntexts.com/pdfs/mill1863.pdfNozick, R. (1974). Anarchy, state, and utopia. New York: Basic Books.Thames, B. (2018). How should one live? Introduction to ethics and moral reasoning (3rd ed.). San Diego, CA: Bridgepoint Education.

Henri Cartier-Bresson is considered the father of modern photojournalism and was a founding member of the legendary Magnum photo agency (Magnum Photos). His photographs are celebrated for their precise balance of forms in compositions that are revealed at what he termed “the decisive moment.” This term refers to that moment when action and composition are delicately poised in the split second of their greatest significance. In this paper, you analyze how motion is harnessed to create balance in a Cartier-Bresson photograph.To prepare:Review Chapter 7 in the course text, The Photographer’s Eye.Review Henri Cartier-Bresson, Place de I’Europe, Gare Saint Lazare, 1932. Retrieved from http://www.magnumphotos.com/C.aspx?VP3=SearchResult&VBID=24PVHKUH2Z9MD&SMLS=1&RW=1280&RH=676Review the articles and documentary from this week’s Learning Resources for more inspiration and examples of photographs.Select one of the three design basics that create motion in photographs.Considering the following questions about the Cartier-Bresson photograph:Where is the leaping man going and how fast is he traveling? What clues did Cartier-Bresson give you to determine this?How does the photograph demonstrate contrast, dynamic tension, rhythm, and/or depth?How does the balance of shadow and light contribute to the dynamic action of the picture?What role does stillness play in the picture?If you were shooting this type of picture, what shutter speed would you use?With these thoughts in mind:By Day 3Post an analysis of your selected design basic that helps to create motion in the Cartier-Bresson photograph, Place de I’Europe, Gare Saint Lazare, 1932. Be sure to support your ideas by connecting them to this week’s Learning Resources, or something you have read, heard, seen, or experienced. (Approximately 250 words).In your post, be sure to:Refer to cite at least one example from your course reading.Be sure to support your ideas by connecting them to the week’s Learning Resources, or something you have read, heard, seen, or experienced.Sources:Freeman, M. (2013). The photographer’s eye: Graphic guide: Instantly understand composition & design for better digital photos. Burlington, MA: Focal Press. Chapter 7, “Motion” (pp. 122–137)Rowse, D. (n.d.). A beginner’s guide to capturing motion in your photography. Retrieved from http://digital-photography-school.com/a-beginners-to-capturing-motion-in-your-photography/In this article, the author explains not only how to capture motion, but why a photographer might strive to capture motion in photography.Suler, J. (n.d.). The psychology of the “decisive moment.” Retrieved from http://truecenterpublishing.com/photopsy/decisive_moment.htm In this article, Suler explains the impact of Cartier-Bresson’s “decisive moment” theory on photography.The following websites comprise galleries that allow you to experience the fundamental elements of photographic art.Rigal, J. (2012). André Kertész, Meudon, 1928. Retrieved from http://gasket-gallery.com/?s=Andre+Kertesz Cartier-Bresson, H. (1932).Gare Saint Lazare.[Photograph]. Retrieved from https://www.moma.org/collection/works/98333Required MediaCartier-Bresson, H. (2014, March 13). Pen, brush and camera [Video file]. Retrieved from https://www.youtube.com/watch?v=ei45S87R2dk Note: The approximate length of this media piece is 50 minutes.Optional ResourcesWhelan, R. (2002). Robert Capa in love and war. Retrieved from http://tinyurl.com/c35l7d