jeff dahmer :: essays research papers

It's the first week of February and jury selection has begun. Nearly 450 press passes have been distributed to about 100 media outlets from around the world -- from Spain to England to Akron, Ohio. Even when psychologist Judith Becker recounts his lonely and sometimes tragic childhood, Dahmer doesn't show a moist eye. But Becker's anecdotes of the killer's pathetic youth seem to move the audience. She tells of how Dahmer, as a young boy, found a snake and took it to his garage to keep as a pet. The snake, though, wound itself around the spokes of Dahmer's bike and once he went for a ride, the new-found pet was killed. Becker says Dahmer wondered why, of all places, the snake had to go into the spokes and lose its life. A wave of sympathy for the boy Dahmer seems to pass over the spectator section. The audience is snapped out of any sympathetic mindset when the psychologist goes on to tell how young Jeffrey encouraged a childhood friend to put his hand in a hornet's nest. There are only ladybugs in there, Dahmer assured the boy. The friend did what he was told by Dahmer and, of course. was stung. The anecdote prompts Channel 12 reporter Angle Moreschi to let out the loudest guffaw of the courtroom. Even the families of the victims who pack the spectator seats seemed moved by Dahmer's childhood memories, as told by the psychologist. Their sympathy isn't for the killer, though, but for his parents. At day's end, many of them walk up to the Dahmers and talk briefly. As they leave, some of the victims' relatives grab Mr. and Mrs. Dahmer and hug. Lionel and Shari Dahmer sit in the back row, the husband in the aisle seat. They often hold hands during the trial; Mrs. Dahmer, though, sometimes takes notes. For what? Who knows. One afternoon, the defendant's stepmother decides to do her nails and it's enough of a routine change that television cameras capture the "event." The Dahmers try their best to avoid contact with the media and, surprisingly, the reporters oblige: Nobody hounds them for comment. "You could just see how pained his father felt about this," observes one reporter of Lionel Dahmer. While being taken from his cell to the courtroom each day, Dahmer says little to his escorts, if anything. In time, the deputies begin to carry on as if the prisoner is oblivious to their presence.

Theory of knowledge

What are the methods of the historians and how do they compare with other methodologies: First of all, we have to know what is the definition of history: It is a branch of knowledge dealing with past events, political, social, economic, of a country, continent, or the world. It is an orderly description of past events. It is also a train of events connected with a person or thing. Secondly I will define what is a method. It is 1) a system, orderliness, 2) it is a way of doing something 3) doing things with 4) it is a science or study of something. The differences between the facts of the past and historical facts: We all know, or think we know, what a fact is: a reliable piece of information, something we know to be, in the common sense meaning of the word â€Å"true†. We also know, or think we know, what an historical fact is. Give examples. These are facts, definite pieces of historical knowledge, close perhaps to the natural scientific knowledge the nineteenth century historians wanted to use as their model of knowledge. But these facts are only the start of history, only the foundation on which history is built. History is not the facts of the past alone but the processing of these facts into a coherent, meaningful interpretation of the past with which these facts are concerned. â€Å"History is the interpretation of these facts, the processing of them into a narrative with causes and effects.† These facts, these pieces of information about the past are important to historians. Historians must be certain of their accuracy, must have confidence in their integrity before they can confidently interpret them for their contemporaries. Historians collect their facts from whenever they can. Certain historical facts, mostly those obtained from archives, may be collected directly by historians themselves. Historians can visit public records offices or churches and examine historical documents directly. Epigraphy is an interesting example of such a discipline. It is the study of ancient inscriptions: letters and words and symbols, chiselled, moulded or embossed on stones. E.g.: the Rosetta stone: it is an inscribed stone found near Rosetta in northern Egypt in 1799. History is a selection: Historians make history by selecting facts and processing them and it is the processing that creates history. History has been described as an enormous jig saw with lots of bits missing. Historians try to create the missing pieces. They can only do this by selecting from all the information available to them. What evidence we have for this comes, of course, from the people in the middle Ages who wrote about their own lives and times. And the people who wrote about their own lives and times in the middle Ages in Europe were monks and priests. Imaginative understanding is an important part of an historian's skill, but imaginative understanding varies from historian to historian. They have to imaginatively understand the minds of the older people. The only way they can do this is by using their own thought processes. Historians recognize that to portray history is impossible. They cannot really be sure of the motives of the writers of the archive documents. â€Å"The past can only be seen through the eyes of the present†. Historian should present their records of the past. Ranke and his fellow nineteenth century historians believed that not only was it possible to present the past â€Å"How it really was† but they also believed they were doing exactly that when they wrote their history books. The historian's job was to collect together a proven body of facts and present them to the readers. Is history a unique area of knowledge? We have seen that natural sciences, mathematics and logic, and the social sciences have distinctive areas of knowledge. Can a similar claim be made for history? YES of course it can be made!!!!. One way of answering this question is to look at the work of historians. As we do this, we should ask ourselves the question † What do historians do that scientists, mathematicians and social scientists do not do?†!!!!!. Four different stages exists: 1) Recording: Some scholars collect records and preserve evidence from the past. If we stick to our definition of historians as interpreters of facts these scholars are not historians in our sense of the word. They are archivists and curators, collectors and preservers. E.G: Nothing is moved until photographs are taken, measurements made and meticulous records compiled of everything that is there and exactly where it is. That is the work of the historical researchers who record and preserve evidence from the past. Every objects is recorded and, as far as possible identified. The historical knowledge these Historians have is no different from the knowledge of natural science: it is empirical and of course objective. Give example of the titanic. 2) Assessment: These historians asses the evidence they have, compare it to other similar evidences that might be available and come to the conclusion that Holden's room are indeed a unique historical event. 3) Reconstructing the past: Having assessed the evidence and accepted its importance, historians now have to use it, to infer from it and to reconstruct the past. They use evidences. Historians also are interested in reconstructing beyond the obvious. They attempt to reconstruct the values of a wealthy youth 100 years ago. 4) Interpreting: Historians ask themselves questions. They might compare the artefacts with other atifacts for instance†¦ Historians' ways of knowing are distinct. They record, assess, reconstruct and interpret in a way that others scholars do not. Historians continually reinterpret the events of the past and reappraise them for each new generation. Historical sources: Primary and secondary sources: The problem with the past is that it has passed. It has gone. The idea of all time past, and present, running parallel is intriguing but until we have the technology to explore other times in reality, we have to explore the past through what the past has left us, through the multitude of artefacts surviving from times past. Historians use what they term PRIMARY SOURCES as their main access to the past. Secondary sources are also available: these are sources of information provided by other historians. Primary sources are the bedrock of history. They include every conceivable type of documents: maps, treaties, churches and temple records, imperial archive documents, letters, legal records, diaries, newspapers, catalogues and even bus tickets. They can be formal or informal, private or public, serious or frivolous. Primary sources also include artefacts. Unlike science, say, history is often criticized for serving no purpose. We are unable to learn from history, it is argued, either because precisely the same circumstances as in the past cannot arise again in future, or because if sufficiently similar circumstances did arise, we would not be able to act differently. In the natural sciences we have both statements of immediate observations, reporting for instance the outcome of an experiment, and general laws from which we can derive predictions. These two kinds of statements are justified in quite different ways: observational statements by perception. The evidence, not necessarily written, which historical research is based on are the ‘sources'. Sources need not be items that go back to the time in history which is being studied, but can be texts written since then about that time: the former are called primary, and the latter secondary sources. There are two main questions that must be asked regarding primary sources. The first of these concerns their authenticity, or genuineness. Suppose that we have, for instance, a painting of a particular historical event; then the painter may have added or omitted certain details to please his customer, or to make it a better painting, he may not have been there himself and have used incomplete accounts, the painting could even be a later forgery, and so on. The other question concerns their completeness. We must bear in mind that the material available to us has already been systematically selected, in a variety of ways: we tend to know more about the upper classes of the societies we study, because it is largely their doings that were recorded, while we find many ruins in some parts of the world, little remains of the wooden structures that were more common elsewhere, and so on. On one side there are those who hold that historical explanation must be like the scientific explanation of an event: to understand an historical event, we must have a general, or ‘covering' law, so that from this law and a description of the historical situation we can deduce that the event would happen. For even where history is capable of being objective, there are problems with the ‘evidence' it is based on, as we have seen: the sources available may not be authentic, and they will certainly be incomplete. And to the extent that history is (necessarily) subjective, i.e. a matter of the position from which it is written, historical accounts or explanations are liable to the problem of bias, i.e. partiality, tendentiousness or even prejudice. The historian cannot be objective about the period, which is his subject. In this he differs (to his intellectual advantage) from its most typical ideologists, who believed that the progress of technology, ‘positive science' and society made it possible to view their present with the unanswerable impartiality of the natural scientist, whose methods they believed themselves (mistakenly) to understand. For much of the time that history has been written, the work of the historian was not thought to be particularly problematic — as long as he had the right intentions, he would just try to discover the truth, and †tell how it really was.† The first law for the historian is that he shall never dare utter an untruth. The second is that he shall suppress nothing that is true. Moreover, there shall be no suspicion of partiality in his writing, or of malice. History, then, is not, as it has so often been misdescribed, a story of successive events or an account of change. Unlike the natural scientist, the historian is not concerned with events as such at all. He is only concerned with those events, which are the outward expression of thoughts. †¦ Theory of Knowledge Bertrand Russell was a British philosopher and a mathematician who is generally recognized as one of the founders of analytic philosophy. He, like many other people was searching for proof and evidence of us- people being rational animals, whose thoughts and actions are reasonable and sensible. Reason is a way of knowing in which we build up explanations by refining independent ideas and theories in order to reach a logical conclusion or in other words we use reason to decide whether something is correct or wrong. Through observations and experiments we can prove by reason if our hypothesis was right, and by this broaden our knowledge horizons. Reason is present as much as in everyday choice making, as it is present in science, mathematics and other areas of knowledge. However reason is not always the most useful way of knowledge, for example in music and arts, as we are not robots and we also rely on our emotions and perception. So how can we gain truth by reason, when there are so many different opinions and emotions involved? Reason can help us gain knowledge, but only to a certain extent and therefore it has its strengths and weaknesses, which I am going to discuss in my essay. In science logic and reason are said to be the core element to get a valid conclusion, but there are some contradictions and exceptions to this general judgment. For example in biology, we use reason and logic to make a hypothesis, and then through several experiments or observations, we can obtain a valid and logical conclusion, which will support our hypothesis. As an example, a biology class, had to run an experiment to find out the presence of glucose and starch in two different food solutions. In two test tubes A and B, two different food solutions, which are unknown to the students, are found. The class divided into four different groups and each group had to add chemicals such as iodine for starch and benedicts solution for glucose to find out, in which test tube was each solution. If starch was present the solution had to turn from blue to black, and for glucose it had to change from blue to orange. Group 1, was successful and their one solution turned to black, proving that it has starch in it and the other turned orange demonstrating that it has glucose. Group 2 however, had a negative outcome, as both of their solutions did not change color, therefore showing that it has none of the solutions present. One of the solutions of group 3 turned green, instead of orange, therefore contradicting the hypothesis and the whole theory. By this example we see that logic and reason, has its own uncertainties and doubts. Reason can sometimes obscure our knowledge if we see something, which contradicts our initial theory. This logic is quite similar to perception, as we need to use our five senses- see, hear, touch, taste and smell to acquire a rational verdict. In music and art, I think that reason as a way of knowing has both advantages and disadvantages. We cannot express our opinion on a piece of music or a piece of art without bringing up emotion and perception. A composer cannot write music without any feelings, same as an artist cannot paint without inspiration through his senses. A piece of music however requires some basic reason. For example if a composer needs to write a concerto for a violin, he will not write a concerto for a piano, and no other instrument than a violin can replace it. This is very basic reason, but we can see that it is present in creative arts. I am an IB Art student and I know that reason has little to do with it. Making art is based mostly on emotion and on the way we feel or what we think at a certain moment. Art comes from the heart, and reason is only present when we need to know which two colors for example make purple or what do we need to do to make a canvas. Add reason Another demonstration of advantages and disadvantages of reason is present the case of superstitions. In many cultures superstitions make up a lot of beliefs that are carried throughout generations. For example it is said that it is bad luck to go forward of a black cat has passed your way. Even though I have never heard anyone claim that he or she has bad luck because of a cat passing his or her way, I would still rather prefer to avoid it, as I was brought up with this and I actually started to believe in it. Even though there is no scientific prove of this superstition and common logic experience says that this is not true, most people would still avoid it. Therefore reason can be very objective, in a way that it can differ from different cultures and dissimilar beliefs. Mathematics is the one area where reason plays a fundamental part. Reason is the basis on which mathematics is founded. Before any mathematical theorem can be taken as true, it must be backed by a reasonable mathematical proof that shows, that the answer got is correct. This type of empirical, reasonable verification shows that of all the areas of knowledge, mathematics uses reason the most. In mathematics, an answer is either wrong or right. There is no midpoint in mathematics. Without reason, all mathematical arguments would naturally fail, and so if a mathematical statement cannot be fortified with reason, the statement should be rejected. Mathematics is the only area of knowledge where every statement must be backed up by reason. Reason itself is not enough to explain such things as the origins of the universe, or right and wrong, and so reason can and should be complemented by other sources of knowledge. Reason can be used when the sense misinformed us. For example when you put a straw in water senses tell us that the straw is bent, because it looks like it, but through reason we deduce that the straw is straight. Therefore reason is more reliable than our senses and is used more effectively. For the conclusion, I should discuss whether in the end our knowledge can be obtained purely by logic and reason, or it needs the support of human emotion and perception to give us reasonable comprehension of our existence. â€Å"Man is a rational animal who always loses his temper when called upon to act in accordance with the dictates of reason,†- this is a quote by Oscar Wilde. I agree with him as I think that emotions and feelings often overtake reason, as we are more driven by our desires, fears and passion than logic and rationality. I think that pure reason cannot exist without other ways of knowledge, and has its strengths and weaknesses. Reason is valid when it is not contradicted by anyone, but can we call something rational knowledge when someone disputes it? Reason within its domain is very reliable, as for example in mathematics, you can be almost one hundred percent certain that something is true, and this is the main strength of reason. I think that in all the other areas of knowledge, reason has many weaknesses. Reason always needs input from another source and therefore can only be reliable as its source of data. In the arts, in the absence of inspiration, no great work can be done, however reason is present in the mixing of colors and proportion and so on. Science without any data has no use of reason, and is therefore unreliable. My conclusion to this essay is that reason always needs input from another source and therefore can only be reliable as its source of data. Theory of Knowledge How do we acquire our knowledge? Don’t we acquire our knowledge through our senses? We know something is round because we have seen it and we have touched it. A blind person can distinguish a sphere from a cube, because of the sense of touch. But can a blind person really know what the difference between green and purple are? Maybe, but it might be a hard one to explain because you cannot really explain what light and dark is if a blind person has not really seen these differences. The eyes might not be the true organ of sight but in my opinion it is one of the necessary things needed to acquire knowledge. But what is sight? What is knowledge? According to the Oxford Dictionary sight is defined as the faculty or power of seeing, and knowledge is information and skills acquired through experience or education. The definition of sight from the Oxford Dictionary did not connect it with the word knowledge for knowledge helps us to describe the object that we are seeing. For example, if we look at an object with our eyes without any knowledge of what is being perceived, the object that we are seeing will be just an unknown object to us. The object being perceived does not contain that much meaning to it for the lack of knowledge. So is knowledge really the true organ of sight? It is to some extent for we cannot fully comprehend what we see if we did not have the previous knowledge to describe what we see and without seeing I think it makes it a little bit harder to acquire enough knowledge to fully describe what is around us. Can knowledge be only achieved by seeing? How do blind people acquire their knowledge without their eyes? I think they gain knowledge by experience, touching and hearing. They learn things differently than people who can see because they probably create their own images of what we see. It is through knowledge of what they have experienced that they â€Å"see† what is put infront of them. For us who can see and have been seeing in our life time gain knowledge from what we see and what we have experienced. All these contribute to us gaining knowledge of the world. Perception, defined as the act or faculty of apprehending by means of the senses or of the mind. This plays a vital role in some subjects rather than others because some just require more understanding than the rest. It is important to understand what you learn before practicing. In short, our senses do give us to a certain extent knowledge and this works together with the sense of perception. Theory of Knowledge How do we acquire our knowledge? Don’t we acquire our knowledge through our senses? We know something is round because we have seen it and we have touched it. A blind person can distinguish a sphere from a cube, because of the sense of touch. But can a blind person really know what the difference between green and purple are? Maybe, but it might be a hard one to explain because you cannot really explain what light and dark is if a blind person has not really seen these differences. The eyes might not be the true organ of sight but in my opinion it is one of the necessary things needed to acquire knowledge. But what is sight? What is knowledge? According to the Oxford Dictionary sight is defined as the faculty or power of seeing, and knowledge is information and skills acquired through experience or education. The definition of sight from the Oxford Dictionary did not connect it with the word knowledge for knowledge helps us to describe the object that we are seeing. For example, if we look at an object with our eyes without any knowledge of what is being perceived, the object that we are seeing will be just an unknown object to us. The object being perceived does not contain that much meaning to it for the lack of knowledge. So is knowledge really the true organ of sight? It is to some extent for we cannot fully comprehend what we see if we did not have the previous knowledge to describe what we see and without seeing I think it makes it a little bit harder to acquire enough knowledge to fully describe what is around us. Can knowledge be only achieved by seeing? How do blind people acquire their knowledge without their eyes? I think they gain knowledge by experience, touching and hearing. They learn things differently than people who can see because they probably create their own images of what we see. It is through knowledge of what they have experienced that they â€Å"see† what is put infront of them. For us who can see and have been seeing in our life time gain knowledge from what we see and what we have experienced. All these contribute to us gaining knowledge of the world. Perception, defined as the act or faculty of apprehending by means of the senses or of the mind. This plays a vital role in some subjects rather than others because some just require more understanding than the rest. It is important to understand what you learn before practicing. In short, our senses do give us to a certain extent knowledge and this works together with the sense of perception.

My Son Changed My Life Essay

Before my son had arrived, I was in complete shambles. My life was spiraling down a one way tube into darkness. I had become everything that I had only wished I wouldnt. I was known as nothing better then â€Å"white trash†. I thought that I had it all. I was only 17 and I was free. I left home to be with my ex- boyfriend, and I was free! No rules, No boundaries, just freedom. I thought life couldnt get any better. Although, as time went on I realized how much I missed my family, and how things were starting to turn sour in my relationship. We had no money. For weeks, we had nothing. We were living off of our friends who were gracious enough to take us in. I started doing drugs, and drinking every chance I got. I stole items to pawn them for money. Most of the money went twords food, drugs, or alcohol. I was lucky I was underage when I pawned stuff becasue word had gotten around to the cops that it was stolen, and every person who did it was thrown in jail. Thankfully, I was only put on probation for 6 months. Things started to look up for a little when my ex and I moved back in with his parents. It was a hell hole, but it was a place to stay without living off other people. We started to hang out with friends every night, driving around the town, drinking, starting fights, just waiting to get in trouble. We didnt realize it at first, but the person we were driving around with was what most would call â€Å"bi-polar†. It only took one night to realize it, and that would be the end of that. We were driving around with this friend when she had gotten so mad at this person, that she circled the block, and tried to hit him with her car. Thankfully we were on the same block as my ex’s parents, so we called it a night. I was worried that I pregnant in the begining of December, but I didnt take a pregnancy test until 4 days before christmas. I can remember it just like it was yesterday too, I was sitting in a local resturaunt with my friend and I had went into the bathroom to take the test. I remember screaming for my friend to come in, and she couldnt beleive it. I took a second test to be 100% sure, and in deed I was pregnant. We didnt tell family until Christmas Day. Most of my family was happy for me, but some of them were a little doubtful that I would stop the nonsense I had gotten myself into. And indeed I did. I moved back home with my parents, and I started my life all over again. I was a brand new person, and in less then 8 months, my life was going to change even more. On August 9, 2006 my son was born. He was the most beautiful baby boy I had even layed eyes on. He was so special, and he had to be sent from heaven. I had moved in with his father in March and we were doing really well. My son had only brought us closer together, and he was our pride and joy. He still is til this day. My son changed my life in many ways. Before he was even here he had changed my life. I realized that I had to grow up and be a better person. I wasnt just going to be taking care of myself, but a baby too. I had be responsible. I had to be the best mother I could possibly be. After he arrived, I realized that I wouldnt have to sit around and think about alcohol or drugs, and wish to do them. My son kept me occupied enough for me to understand that there was more to life then drugs and alcohol, that there was more to it then having freedom. It wasnt about me anymore, It was about my family, and I would do anything for them. My son was my lifesaver. I tell him everyday that he is an angel. I just hope that when he’s old enough, he’ll understand exactly why he is my angel. He turned my life upside down, which in reality, had turned me back to the person I was supposed to be.

Writing a Personal Experience

Before the pen touches the paper with the first word of your personal experience essay you should consider a basic points that will help your essay be a success. The purpose of a personal experience essay is to share and elaborate on an appealing experience from your life. A personal essay is sometimes even called a life experience essay and can be difficult to co.uk/principles-good-writing/">write for many students. A personal experience essay focuses on your experience and the importance of that experience and impact that it has on you. The outline of a personal experience essay follows the common structure for all the essays. Your essay on experience starts with an intro, then the main body and finally summing up the ideas in the conclusion. Try and describe the events and experiences in the chronological order in, as it allows you to present experiences as they happened. To make your personal experience essay exciting you should start with choosing the relevant experience to base your essay upon. Describe a situation that you consider to be crucial in your development. You may think that you have no appropriate event or experience to share, but everyone has something that shaped who they are. Whatever topic you decide on, keep in mind that your aim is to convey its importance to the audience. Your narration should give a deep insight into the details of the event and the readers must gain some meaning why this specific experience is so remarkable to you. Writing a personal experience essay gives you the freedom of style in composing the essay. The main thing about the style is that it must help communicate the story to the readers most efficiently. Don't open your essay with too general statements, make it as close to the situation as possible. Then quickly jump to developing your story in the body. The main part of the essay should abound in pertinent details, without them your essay is lifeless. Remember: Specific is Terrific!

Service innovation Assignment Example | Topics and Well Written Essays - 1000 words

Service innovation - Assignment Example Designing for service, according to Barrett et al. (2015), is fundamental to achieve service innovation in the contemporary businesses environment. Design thinking entails generating insights about the end users of a service to outlining perspective of their preference. First, Barrett et al. (2015) suggest that researchers should embrace the concepts of design thinking approach to integrating insights of end users of a service to promote innovation solutions. That involves focusing on multiple the demands actors who use the service such as managers, employees, customers, users and other stakeholders during the design process. In relation to the suggestion, designing for service in the banking sector should take into account the unique demands of all users of the system. It must integrate the necessities and demands of managers in the banking sector. It must suit the demands of customers and other users. For instance, designing for service should ensure security of the system that constitutes a key concern of the managers. Managers should have a secure system that is not vulnerable money laundering or effects of cyber-attacks. It should support supervision of activities and transactions in the system. In meeting the demand of employees, design for service in the banking sector should be easy to use and secure. Customers demand innovation solutions that are effective in driving competition. It should create new possibilities in financial transactions that are convenient for the customer to use. Design for service in the banking sector should allow the use of new technologies that promote efficiency for the customer. Other users such as shareholders in the banking sector should find the system easy to access and use. In essence, all users of the service expect exceptional mix of products suited to address their distinct

How Does XML Improve and Enhance the E-business Framework Dissertation

How Does XML Improve and Enhance the E-business Framework - Dissertation Example With business booming across the nations coupled with the gaining prominence of the web technology, it was only natural that two most promising things of the future, business and Web could be combined-resulting in massive restructuring of enterprises and explosive growth of business ventures. Web technology today boasts of much new functionality each having their specialties, but the biggest breakthrough achieved by World Wide Web consortium was the introduction of XML has changed the dynamics of the business enterprises. Today with complex problems present at each application arena rise of integration based business was not a surprise. XML became so popular in areas like customer services, relationship marketing and electronic news items. Its only because of XML and its integration with business that made global trading possible among the companies. Other than this the concept of aggregators and rss feed brought out new feature of accesing information at faster and easier pace. This dissertation describes how XML enabled business process interacted intelligently and with the help of advanced techniques of Supply Chain Management and Just In time (JIT) Inventory, electronic business performance improved. The idea of combining information, people and technology, by integrating business process electronically using XML, that was the main topic of the dissertation has proven to be a masterful stroke for all the areas attached to it and thus initiating the mankind to explore and innovate himself to move great strides forward.

Mcdonald's Research Paper Example | Topics and Well Written Essays - 1250 words

Mcdonald's - Research Paper Example In fact McDonalds has different Facebook accounts in different countries in which the company operates. â€Å"The McDonald’s US page has more than 27m fans, and its local market pages have all attracted several hundred thousand ‘likes’†(Moth). Even though McDonalds was able to attract millions of people through its Facebook pages, the company is not much interested in posting too many contents on its pages. â€Å"McDonald’s generally posts fewer than five updates a month yet each one attracts several thousand ‘likes’ and comments, which is more than the brands that posts several times per day† (Moth). The company believes that too much postings may bring too little benefits to the company. It should be noted that today’s consumers are living in a world of advertisements. In fact they were fed up with watching meaningless ads. McDonalds knows this consumer psychology very well and places its ads and posts only sparingly in front of the public through its Facebook pages. On the other hand the company is keen on maintaining frequent updates in its Facebook pages in order to avoid the loss of attraction from the public. Unlike many of its competitors, McDonald’s is not much bothered about responding to the comments made by the people through its Facebook pages. The company believes that responding to user comments through Facebook pages may bring more harm than good. At the same time, the company is keen on informing the people about all its product promotions, offers and discounts. McDonald’s has recently conducted a Facebook campaign asking people to take their lunch hour back and enjoy it at McDonald’s. They used different posts for the success of this campaign. Some of them were simple photo images, and the others were questions, and video posts. This campaign was a big success for the company† Click-through rates of content-related interactions are currently more successful