Preschool Boys Are More Aggressive than Their Female Peers

Table of Contents Introduction Methodology Results Discussion Reference List Introduction Masculinity is one of the components composing the image of the successful male. In its turn masculinity is characterized by a specific behavioral pattern where aggression plays a significant role. There can be no surprise that researchers have started exploring the origins of aggression.Advertising We will write a custom research paper sample on Preschool Boys Are More Aggressive than Their Female Peers specifically for you for only $16.05 $11/page Learn More Numerous surveys suggest that aggressive behavior is revealed in boys at a young age. Thus, many scholars have studied pre-school boys’ behavior and have come to the conclusion that at a young age boys are more aggressive than girls of the same age. However, it is possible to point out that while boys are more aggressive physically, girls may be also aggressive: girls may be characterized by relatio nal aggression. Many researchers agree that at a young age boys are more aggressive than girls of the same age (Bower, 2000; McGuire, 1973; Van de Water, 1935). However, as far as the reasons for the aggression development are concerned there is no conventional opinion. For instance, many scholars suggest that social interactions play essential role in the development of aggression. Thus, according to McGuire (1973) sociometric status influences the development of aggressive behavior suggesting that â€Å"highly aggressive† preschool boys â€Å"tend to be unpopular rather than popular† (McGuire, 1973, p.547). Bower (2000) also suggests that popularity is one of the key factors which influence aggression. However, although McGuire (1973) reported that aggressive boys were in the majority of cases unpopular, Bower (2000) found that popular boys were characterized by the aggressive behavior and tended to â€Å"sit high on the junior social ladder† (Bower, 2000, p. 52). Although Bower (2000) and McGuire (1973) reported that popularity played the significant role in forming aggressive behavior, Van de Water (1935) found that another social factor contributed to the increasing of amount of aggression. According to Van de Water, pre-school boys are more aggressive than the girls of the same age due to the opinion of the majority that â€Å"all boys fight – it’s just something they have to go through, like measles† (Van de Water, 1935, p.70). Thus, the researcher assumes that boys’ aggression is almost encouraged and girls’ aggression is suppressed. So, the researchers prove that pre-school boys are more aggressive than their female peers but all scholars have their own explanations for that tendency.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, the surveys mentioned above suggest that boys are more aggressive, but further study should be implemented. For instance, all the researches considered above explored the children’s behavior at school. It is still not clear whether the same tendency can be revealed in other environment. To explore this, the present study observed boy’s behavior in parks, playing with their peers. Since the previous research was concluded at school there was interference of adults (teachers) which solved the conflict. Thus, it can be useful to observe children’s behavior when adults do not interfere. These are major points which should be considered in the future researches analyzing pre-school boys’ aggressive behavior. Methodology According to various researches pre-school boys are more aggressive than girls of the same age. This statement is supported by data obtained in kindergartens and schools (Bower, 2000; McGuire, 1973; Van de Water, 1935). Boys behave more aggressively due to social factors: opinion of other peers (popularity) an d tradition (boys always fight). However, these surveys do not raise the question whether boys are more aggressive than girls when no supervision is done since in most cases adults used to interfere in the conflict situation. Thus, it is possible to formulate the hypothesis of the present research as follows: Boys at a young age are more aggressive than girls of the same age when no adult supervision is conducted. To check the hypothesis it is necessary to observe such variables as behavior, gender and age. Thus, the behavioral patterns of males and females of a certain age will be analyzed. To collect the necessary data, the behavior of children playing in the park will be observed. In parks children are usually strangers to each other and there are no established groups of popular and unpopular children. So, children occur in other conditions than they face at kindergarten. Moreover, it is necessary to observe children playing without adults.Advertising We will write a custom research paper sample on Preschool Boys Are More Aggressive than Their Female Peers specifically for you for only $16.05 $11/page Learn More Thus, in conflict situations children will have to resolve the conflicts themselves. Perhaps, it will evoke more aggression or vice versa it will lead to less aggressive behavior. To conduct the research it is necessary to observe children’s behavior in a park during ten days. Thus, every day children playing in the same park will be observed during an hour. This will be enough to check the hypothesis. The children of the age of three to five years will participate in the research. Each time no more than four or six children of both sexes (2-3 boys and 2-3 girls) will be observed. This will enable to focus on particular behavioral patterns and implement deeper analysis without distracting to other factors. Total number of children is expected to be about twenty: adults often go to the same places with their chil dren, but there are still many newcomers. As far as the data collected are concerned, first of all, the number of quarrels and the numbers a fights will be noted. Of course, it is necessary to point out the participants (males of females), instigators (males or females). It can be also useful to note the course of quarrel/fight and how the conflict is solved. For analysis of the data obtained it is necessary to implement the mixed data analysis method. According to Howitt and Cramer (2008) this will make the quantitative data â€Å"extended, illustrated or explicated† (Howitt and Cramer, 2008, p.293). Thus, while calculating the amount of aggression in children qualitative methods will help find out the reasons for such behavior depict some significant details. As far as the results are concerned, it is expected that boys will be still characterized by more aggressive behavior than girls with no respect to new circumstances or the absence of adult supervision. Such data will definitely support the hypothesis. However, it is possible that when adults do not watch children behave differently: girls are not told that fighting is bad, boys are not afraid of punishment and can act more aggressively which can result in more aggressive girls’ behavior. Results Subjects. Twenty-four children were observed: among them 12 boys and 12 girls. The children were approximately of the same age, ranging from three and five years. They were observed playing in the park playground within 14 days. The amount of observational time was exceeded (it was planned to devote 10 days to observation) due to necessity to collect more data. Additionally, the children were not supervised during their games, so the interference of adults was quite insignificant. In the majority of cases children resorted to the adults’ assistance after a conflict had taken place. Moreover, many conflicts were solved without interference of adults: children often switched over to other act ivities or were attracted by other objects.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assessment. The present research is conducted using mixed data analysis method which enables to have more comprehensive understanding. A modified version of an observational technique used in McGuire’s (1973) survey was exploited in the present research to obtain the necessary data. First of all, a checklist assessing the amount of aggression was filled in. The following points were noted in the checklist: Non-Compliance: indifference to other children, unwillingness to share toys or start communicating / playing with others. Interference: teasing others, snatching and/or damaging toys of other children, interfering with activities of other children. Attack: humiliating, controlling actions of others (ordering to do something), revealing open aggression verbally or physically, pushing and fighting. Comments: the reason for the conflict, instigators (male or female), participants (male-male, female-male or female-female). The quantitative data were then calculated and analyzed . These results are illustrated in Figure 1. Figure 1. The assessment of aggression in terms of the following factors: non-compliance, interference, attack. Thus, it is possible to point out that boys are more aggressive than girls since the rate of girls’ attacks and interference is significantly lower than that of boys’. Five boys (approximately 42%) revealed physical aggression (had fights or pushed others) and only two girls (approximately 17%) pushed other children. As far as interference is concerned it is necessary to point out that girls are characterized by verbal aggression (teasing) and boys are characterized by snatching and damaging toys of other children. Interestingly, the number of girls does not differ greatly from the number of boys observed in terms of interference (33% of girls and 50%boys). Surprisingly, girls were more non-compliant as compared to boys. Thus, four girls (33%) were rather ignorant: they did not want to start playing with others an d they did not share their toys, whereas, only three boys (25%) were non-compliant. When taking into account all three factors (non-compliance, interference and attack) it is possible to conclude that 28% of girls 39% of boys revealed aggressive behavioral patterns. As far as the qualitative data are concerned it is necessary to point out that the main reasons for aggressive behavior were toys and the place on the playground. The instigators of physical conflicts were boys: four boys initiated physical conflicts and among females only one girl was an instigator of a conflict. It is also important to denote that only few intersexual physical conflicts (one fight started by a boy and several cases of pushing) were observed. In the majority of cases boys revealed aggression towards boys, and girls were aggressive with girls. However, as far as teasing was concerned it is necessary to note that all three types of patterns (male-male, male-female, female-female) were observed. Discussion The present study has provided evidence that pre-school boys are more aggressive than girls of the same age. Pre-school children playing in the park were observed. The children’s behavior was analyzed in terms of their interactions (compliance or non-compliance) and aggressive behavior (interference and attacks). The research has shown that the males revealed physical aggression (snatch toys, push, and fight) more often, whereas the females often resorted to verbal aggression (tease). Notably, the girls were more non-compliant than the boys; many girls did not want to participate in activities with other children or did not want to accept new participants into ongoing activities. It is worth mentioning that the major reasons for aggressive behavior in the children were toys or the place on the playground. Since only a few cases of intersexual conflicts were observed, the present study cannot address those classes of aggression. Prior research has demonstrated that boys were more aggressive than girls which was observed in kindergartens (Bower, 2000; McGuire, 1973; Van de Water, 1935), and the present study advances the field by showing that the same tendency is maintained when little adult supervision is conducted (in the park). This finding is important since it suggests that preschoolers act in the same way without adult supervision and outside established social groups. There are no certain popular or unpopular children, in the majority of cases children are strangers to each others). The present research enables to assume that such social factors as popularity and edification (children are taught that they should not fight) play an important role in the development of aggressive behavior. In the first place many children (mainly boys) tried to gain certain popularity occupying particular places on the playground and deciding who can and who cannot play in the activities started by them. Such situation often led to conflicts. Secondly, even though t here was no explicit adult control over children observed, presumably they are told (as any other children) what is good and what is wrong. Of course, children try to conduct in the â€Å"right† way since they were told so. Thus, even at such a young age children’ behavior is influenced by some edification which is revealed on the playground. The present research also showed that morality influences children’s behavior since, in the majority of cases, boys used to avoid conflicts with girls and physical conflicts were rather rare. This can be a proof that adults teach their children basic principles of morality and children use this knowledge with or without adult supervision. Although the present study extends our understanding of the development of aggressive behavior in preschool children, it is limited by several factors. First of all, the number of the children observed is small. Distortion of results is possible. Secondly, only one park was observed. Howev er, it could be useful to observe children playing in parks located in different parts of the city, so behavior of children pertaining to different social groups can be analyzed. There are a number of directions for future research. Thus, it is possible to focus on the reasons for the development of aggressive behavior in children. The future research can be based on the same observation in parks, but interviewing of parents and children should be also conducted. In this case we will know what reasons for aggression can children and their parents provide. This survey will reveal not only social factors influences the peculiarities of behavior but some personal, psychological factors. Interviewing will help to understand whether aggression is normal for each child, and what the reasons for aggression are. In summary, it is possible to state that preschool boys are more aggressive than girls of the same age which can be observed not only when adult supervision is conducted but when ch ildren occur in some informal situations as well. Thus, the further step in the field is to define the reasons for the development of aggression. This knowledge will enable people to prevent further development of aggressive behavior in children. Reference List Bower, B. (2000, January 22). Boys Show Their Tough Side. Science News, 157(4), 52. Hawley, P.H. (2003, April 15). Strategies of Control, Aggression, and Morality in Preschoolers: An Evolutionary Perspective. Journal of Experimental Child Psychology 85, 213–235. Howitt, D., Cramer, D. (2008). Introduction to Research Methods in Psychology. Harlow, Essex: Pearson Education. McGuire, J.M. (1973, December). Aggression and Sociometric Status with Preschool Children. Sociometry, 36(4), 542-549. Van de Water, M. (1935, February 2). Girls Fight, Too. The Science News-Letter, 27(721), 70-71. This research paper on Preschool Boys Are More Aggressive than Their Female Peers was written and submitted by user Black Widow/Natasha Romanoff to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Write a Master#8217;s Research Paper

How to Write a Master#8217;s Research Paper Writing an essay for a Master’s research project is very structured. As a student, it helps to know the guidelines of your institution on how to write a good Masters research paper. Prepare! What is the nature and purpose of your research? The first tip is to create an outline; this can always be revised but will serve you well as a map to success. Your paper should start with an introduction to your research study, a statement of the problem. The introduction should include the background and significance of the study. Include the scope and limitations of the study so your reader will have this in mind as they review your work. Next, you will need to have a hypothesis and assumptions. A hypothesis is an estimated prediction or forecast, which has to be proven. Your assumptions will be based on observations and experience and should be related to the problem. However, with assumptions, you won’t need to prove them. Assumptions are just used to guide the reader through your work. You should next include a theoretical framework, this is related literature and studies that you undertook to prove your hypothesis and form the assumptions. Although many written works include a dictionary or glossary at the end of the piece, your next step in the research paper is to include a section on definition of terms and any variables that are used or related to your research. Since this is a research paper, you will document your research design and methods. Methods can be descriptive, experimental, or historical. You should have samples and show your sampling techniques. In a research, you typically need an instrument to find the samples usually it’s a questionnaire. You might even interview people, formally – informally, directive style, or very focused. You should be sure to include your observations and prove how reliable or valid your instrument was to your research. Finally, you write your presentation, analysis, and interpretation of your collected data. Did your hypothesis prove out correctly? If not, why? All results and discussions can be included in this section. To close up your research paper, you should have a summary, conclusion, and recommendations to anyone wishing to further your research. Don’t forget to include appendices as required by your institution or instructor.

Joseph Stalin Essay Example | Topics and Well Written Essays - 1250 words

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Hospital pharmacy Assignment Example | Topics and Well Written Essays - 500 words

Hospital pharmacy - Assignment Example The hospital consisted of two categories of patients. The categories are inpatient and outpatient. Most services offered in the hospital are meant for inpatients. The hospital is spacious enough and consists of four floors. The sections of the hospital are well distributed among the floors in a manner that maximizes service provision (Stephens, 2003). I observed that hospital pharmacy never had cosmetic and gift section. Community pharmacy had a close relationship with clients. On the other hand, hospital pharmacy deals with clients professionally and not considering personal relationship. The hospital pharmacy is best suited for inpatients because it has the necessary facilities for the services. Pharmacists are located at strategic points in the hospital. Every section had a pharmacy. The pharmacies are designed to have windows from where the pharmacists serve their clients. They provide medication through the windows. For special cases, there were rooms meant for handling patients I a specialized manner. Drugs are mainly supplied to patients through pharmacists. Other people authorized to supply drugs are nurses (Stephens, 2003). They usually provide medication orally to patients. However, nurses have limited types of drugs that they can supply. For example, nurses are not allowed to supply antibiotics. Nurses are always in contact with patients and, therefore, are allowed to orally administer drugs to patients. That implies that, there are special cupboards for keeping drugs to be used by patients.

“Successful African-American mathematics students” Essay Example for Free

â€Å"Successful African-American mathematics students† Essay â€Å"Successful African-American Mathematics Students in Academically Unacceptable High Schools† is author Peter A. Sheppard IV’s dissertation for his Degree of Doctor of Philosophy in Science and Mathematics Education. And although there have been numerous studies already conducted on successful African-Americans, as revealed by Sheppard’s Review of Literature, not much has been made regarding the accountability aspect of the No Child Left behind Act (NCLB) 2001 (where states are required to publicly identify low-performing schools) and its influence on students. Hence, Sheppard sought to explore the relation between academically unacceptable schools – which, as defined by the NCLB 2001, refer to schools that got a School Performance Score of 44. 9 or below – and the existence of quite a number of African-American math students in such seemingly negatively labeled academic institutions. Completed on May 2005, Sheppard’s article posed two primary and four secondary research questions. The main questions that the study aimed to address are: 1) Why are successful African-American mathematics students (with â€Å"successful student† defined as someone who scored ‘Advanced’ or ‘Mastery’ on the math portion of Louisiana’s Graduate Exit Exam or GEE) able to thrive in academically unacceptable schools? 2) Why have these successful African-American math students chosen to stay in academically unacceptable schools despite being given an option to transfer to a better-performing school? In an attempt to answer the above questions, Sheppard (2005) also hopes to stumble upon answers to the following sub-questions: 1) Is the negative school designation, academically unacceptable, an appropriate description of the schools in this study? 2) What is the role of the teacher in the achievement of successful math students in state-recognized poor schools? 3) What is the role of the school-based leader (principal) in the achievement of successful math students in state-recognized poor schools? 4) To what extent do peers affect the achievement of successful math students in state-recognized poor schools? Sheppard made it clear that his paper was in no way an attempt to generalize the situation of all African-American students in all academically unacceptable schools. In fact, the answers he’ll be deriving at will be applicable only to â€Å"a small non-probability, purposeful sample† that is limited to the eleven successful African-American math students who studied in either Lake High School or River High School and who participated in the study (Sheppard, 2005). It is for this reason that Sheppard approached his study with a qualitative design. Since Sheppard was attacking his research qualitatively, the theoretical construct used is not that well-defined. The use of a theory in a qualitative study is, after all, not as clear as its use in quantitative researches. John Creswell (1994) explains, â€Å"In a qualitative study, one does not begin with a theory to test or verify. Instead, consistent with the inductive model of thinking, a theory may emerge during the data collection and analysis phase of the research†¦. † But even with an undefined theoretical construct, it may be safe to assume that Sheppard was proceeding with the research under the same theoretical constructs that other researchers mentioned in the Review of Literature were using: that despite an â€Å"ominous set of troubling conditions† provided by family life, peers, society, and – as applicable with the study at hand – a negative label on the schools they attend, African-Americans are able to overcome the challenges and become academically successful thanks to â€Å"support from teachers, parental academic engagement, self-discipline, self efficacy, and positive peer influence† (Sheppard, 2005). To arrive at a conclusion, Sheppard attempted to answer his research questions via what he called data triangulation, where he â€Å"[brings] more than one source of data to bear a single point†. And his sources of data were tape-recorded interviews with the 11 successful African-American students and principals and math teachers from the two participant schools plus a 10-item open-ended survey that the 11 students had to complete. Conducting tape-recorded interviews indeed worked to Sheppard’s advantage as it allowed him to keep the original data and â€Å"preserve the words of the respondents† (Sheppard, 2005). Conducting one hour semi-structured interviews with each of the principals and teachers allowed Sheppard to make use of one of the advantages of the said data collection type, which is that it gave him control over the line of questioning (Creswell, 1994). Same thing goes with his interviews with the students. However, the interview with the students posed one limitation: since they were conducted in a group setting, the presence of other interviewees may have biased the responses. In fact, it should be noted that 5 of the 11 students interviewed were either reserved or brief in responding. Sheppard did use another data collection type to verify the students’ answers during the group interviews. But for a study that is openly outlined as qualitative in nature – Sheppard himself wrote so a couple of times throughout the paper – it was surprising that the second method used was the open-ended survey. It is a common fact that survey – open- or close-ended – is a method associated with the qualitative procedure (Burns and Bush, 2005; Creswell, 1994; Qualitative research). I believe that it would have been wiser for Sheppard to have stuck with the methods he applied during his pilot study, which were group and individual interviews. This is not only to make sure that he stays parallel with a qualitative design but also because a face-to-face interview achieves something that a written survey can never hope to do so – and that is allowing the researcher room to ask for additional information (Burns and Bush, 2005). Surveys, even those with open-ended questions, allows for respondents to provide incomplete answers that a researcher will have a hard time clarifying; with face-to-face interviews, though, it will be easy for the interviewer to throw in a follow-up question and let the respondent elaborate on his/her answers (Burns and Bush, 2005; Creswell, 1994). Besides, the methods in the pilot study has already proven successful as two of the participants who were reluctant during the group interviews answered more openly during the individual session, thus making the group-individual interviews seem like a smarter path to tread. It is also worth noting that the use of open-ended and semi-structured questionnaires was indeed a good move on Sheppard’s part because it allowed him to collect information in the participants’ own words and these kinds of questionnaires elicit complete answers (it is just up to Sheppard to probe further). And although the information collection with these types of questionnaires are difficult to code and interpret (Burns and Bush, 2005), Sheppard was able to go about it with member checking, where he asked the participants to review and edit the transcripts. Sheppard’s methodology was, arguably, effective in arriving at a satisfactory conclusion. But in my honest opinion, there would have been a better way of approaching the research to ensure that the result he’d arrive at will be more ‘trustworthy’. But his study, â€Å"Successful African-American Mathematics Students in Academically Unacceptable High Schools†, although not applying a methodology I would personally have preferred is indeed a good starting to point to further exploring relationships between successful African-American math students and academically unacceptable high schools. REFERENCES Boeree, C. George. (1998). Being Aware Of Your Biases. Qualitative Methods Workbook. Retrieved August 23, 2007, from http://webspace. ship. edu/cgboer/qualmethfour. html. Burns, Alvin and Ronald Bush. (2005). Marketing Research (5th ed). Europe: Pearson Education. Creswell, John W. (1994). Research Design: Qualitative Quantitative Approaches. California: Sage Publications. Northern Arizona University. (1999). Interviewing in Qualitative Research. Qualitative Research. Retrieved August 23, 2007, from http://jan. ucc. nau. edu/~mid/edr725/class/interviewing/. Qualitative research. (2007, August 19). In Wikipedia, The Free Encyclopedia. Retrieved August 23, 2007, from http://en. wikipedia. org/wiki/Qualitative_research. Quantitative research. (2007, July 25). In Wikipedia, The Free Encyclopedia. Retrieved August 23, 2007, from http://en. wikipedia. org/wiki/Quantitative_research. Sheppard, Peter IV. (2005 May). Successful African-American Mathematics Students in Academically Unacceptable High Schools [Electronic version]. ERIC. Retrieved August 23, 2007, from http://www. eric. ed. gov/ERICWebPortal/contentdelivery/servlet/ERICServlet? accno=ED489992.

The Great Gatsby :: essays research papers

The Great Gatsby by F. Scott Fitzgerald is more than a story about a mans love for a women, but rather a mans will to achieve greatness as he perceived. Jay Gatsby was a man driven by money and power. He was a man with a vision, a vision to succeed in life. As a child, Jay Gatsby grew up on a farm. He saw his parents as nothing but lethargic farmers. Gatsby knew exactly what he didn’t want to be and that was like his parents. They were people who were content with who they were. Gatsby, on the other hand, was the exact opposite. He wanted to move on. Jay Gatsby wanted to be someone special, someone with prestige and someone definitely with money. Gatsby developed a self improvement plan to help him flourish as a young man. His plan detailed dumbbell exercises, studying electricity, practicing elocution and studying needed inventions. Even his parents knew he was driven. His father said: "Jimmy was bound to get ahead.. He always had some resolve like this or something. Do you notice what he’s got about improving his mind? He was always great for that" (182). The structured drive let Gatsby prevail in his endeavors. However, there are some things people just can’t get away from. James Gatsby desperately wanted to achieve success in life. However, it is difficult to flourish with a background like Gatsby’s. So to escape his past, he changed his name at the age of 17 from James Gats to Jay Gatsby. Nonetheless, changing his name only did so much for him. Gatsby ended up living a life of lies because of his hidden identity. Nobody really knew Gatsby. So in the absence of peoples knowledge, they conjured up rumors. "One time he killed a man who found out he was a nephew of von Hindenburg and second to the devil"(65). These were just some of the rumors about Gatsby. Some believed he was a German spy, while others thought he was a war hero. These were things he had to go through to reach his ultimate goal in life, which was to succeed. After he left the farm, Gatsby went to work for a man named Dan Cody. Cody was a stable father figure for Gatsby. He looked up to Dan and saw what he really wanted to be. "That’s Dan Cody, old sport.

Mis at Coca Cola

Management Information Systems at The Coca-Cola Company Lewis Bianco Professor Rampersad CMS 315 Due: 12/7/10 As a world-wide leader in the soft drink and beverage industry, Coca Cola maintains a vast corporate and industrial structure which serves to run the business as smoothly as possible, and enhance all around internal performance. To make this happen, and to grow to where Coca Cola is as a business today, they have amassed a large variety of products, and reached deeply into the global market with these products.Some useful stats which help to realize the corporate landscape of The Coca-Cola Company are as follows: as of 2009 the company employed 92,800 people, featured a line of 3,300+ beverages, boasted 48 consecutive years of increased dividends, and had its products being sold in over 200 different countries (The Coca-Cola Company, 2009). 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An example of Coca Cola’s extremely large dominion over the beverage industry comes in the form of a statistic, one of several important statistics found on the Coca Cola corporate website which states that according to a 2009 study, people worldwide consumed an average of 1. billion servings of Coca Cola products per day (The Coca- Cola Company, 2009). In order to manage all of this capital effectively, Coca-Cola employs a highly technological, highly structured system that includes 300 bottling companies independent of Coca-Cola. The company works essentially by producing the syrups, concentrates, and base products used in Coca-Cola beverages. This is the main purpose of the Coca-Cola Company, along with advertisement and management. After the syrups and bases are manufactured, they are shipped to any of the 300 bottling companies, who finish and package the final product.In this way, Coca-Cola is able to exist on a global level, while still working with local bottling companies. This is an efficient way to manage such a huge distribution operation, and although corporate oversight obviously still exists to a certain extent, it breaks the huge process of distribution up into smaller, more manageable chunks which improve the over-all efficiency of the company. Bottling partners are for the majority not owned b y Coca-Cola, and the company prides itself on allowing bottling partners to work completely independently in most cases.An important stat which highlights this corporate relationship between Coca-Cola and bottlers can be found in the Coca Cola 2007 Investor’s Review, where in a pie graph entitled â€Å"Company’s 2007 Worldwide Unit Case Volume by Bottler Relationship† it shows that a majority 54% of its bottling operation is in non-controlling equity interest. The other portions of Coca Cola’s unit case volume are as follows: 25% – no ownership interest, 10% – controlling interest, and 11% – â€Å"other† which includes foodservice operations as well as the production of juice and sports drinks (The Coca-Cola Company, 2007).As we can see, the importance of these â€Å"bottling partners† cannot be underestimated, as it is their responsibility to manufacture the product and package it to vendors, who are the next key member in the structure of The Coca-Cola Company. The vendors are less intimately involved with the workings of the company as a whole but are equally important as it is their job to actually sell the products to customers. In this way, we see that the organizational structure that exists from within and without The Coca-Cola Company is elegantly simple, and is prosperous for bottling companies who are allowed to take part in the ompany without being owned by it. This is definitely something that most consumers don’t know about Coca-Cola, but it is a defining factor that makes the company what it is today. It is obviously important to understand how this relates to management information systems and in the sense of that term, without such systems in place the process by which information is gathered that is needed to make decisions on behalf of 300 independent bottlers as well as retailers would be a much less easily manageable task.The Coca-Cola Company also has a unique relations hip with its retailers and vendors, the people who actually sell its products. Through Coca-Cola’s superb information management, they are able to reliably track information about their products and make adjustments to their business strategy accordingly online accordingly. We see that management information systems are perfectly suited to a task like this as it allows Coca-Cola to gather bulk data on sales and details on the nature of those sales.This insight into the market is a big reason why it is possible for Coca-Cola to operate on such a large level with independent businesses working together in this way. The information gained through the use of management information systems is utilized by Coca-Cola in several different levels of the business structure which was mentioned in detail earlier.A simple and effective way of summing up this process is laid out in the publication â€Å"Management Information Systems, Controller’s Handbook† by the where it sta tes â€Å"MIS also enhances job performance throughout an institution. At the most senior levels, it provides the data and information to help the board and management make strategic decisions. At other levels, MIS provides the means through which the institution's activities are monitored and information is distributed to management, employees, and customers. (Comptroller of the Currency Administrator of National Banks). With this information, and general knowledge on the matter it is easy to see that this method of gaining large amounts of data is becoming an industry standard by necessity and those businesses who utilize management information systems will have a competitive edge in their markets. This is due to the foresight that this data offers into who is buying products, how many are being bought, and where they are being bought.Another important area where management information systems come into play with The Coca-Cola Company is that of online sales, and especially in to day’s market no major business can afford to disregard this tool. As many companies do in today’s industry, Coca-Cola chose to find another business to help organize and run their e-commerce sector. This company’s job is to essentially serve as a massive inventory center for Coca-Cola, in order to help with their distribution and shipping of products that customers may buy online.The shift towards the importance of e-commerce created a change in the marketplace that successful companies were able to adapt to early on. The most noticeable change that companies had to undergo after the rise of e-commerce was the fact that focus and control shifted from the retailer to the customer in online markets. No longer were retailers allowed to choose the hours during which customers could purchase things, and the demand could not be affected by how much any given retailer ordered for stock.With the online shopping experience, the companies themselves had to bend to the wil l of the customer in an even more in depth way than ever before. With this challenge of course came the necessity for increased data from online sales. A company like Coca-Cola has prospered very well from a combination of using all possible information to react to the changing market, as well as utilize some of the same practices that make them so successful with offline sales.Perhaps the biggest perk to having the internet at Coca-Cola’s disposal for the purposes of collecting and utilizing data is the fact that the speed of the internet can make for a much smoother over-all operation. As it is stated in the book â€Å"E-Commerce† by Ritendra Goel, â€Å"delays in inventory tracking and management can ripple from the cash register all the way back to raw material production, creating inventory shortages at any stage of the value chain.The internet promises to increase business efficiency by reducing reporting delays and increasing reporting accuracy. Speed is clearl y the business imperative for the value chain† (Goel, 2007). This is a very important concept to understand as it shows how important the collection of up to date data is for a company like Coca-Cola, especially when the nature of their corporate structure contains over 300 independent bottlers and even more numbers of vendors and retailers. Effective management of all of this data is what allows this unique structure to prosper.Being a global leader in its market, The Coca-Cola Company is in a unique position as a business. It has over 80 years of history behind it, and in that time has grown to become one of the most recognizable names in the world when it comes to beverages. Because of this, they can accelerate past much of the research and development that younger, less established companies must undergo. However, with such a huge business, the need for effective and fast data collection and storage is absolutely imperative.The unique structure of the business, with Coca-C ola primarily making syrups and concentrates, while 300 bottling companies make the finished product calls for even more careful management and analyses of this data in order to turn these numbers and figures into profit. After researching into what makes this company tick it is easy to see how Coca-Cola has become so successful in today’s market.Bibliography Comptroller of the Currency Administrator of National Banks. (n. d. ). Management Information Systems Controller's Handbook. Retrieved December 2, 2010, from Office of the Comptroller of the Currency : http://www. occ. gov/static/publications/handbook/mis. pdf Goel, R. (2007). E-Commerce. New Age International . The Coca-Cola Company. (2009). Growth, Leadership, and Sustainability. Retrieved December 2, 2010, from The Coca-Cola Company: http://www. thecoca-colacompany. com/ourcompany/index. html The Coca-Cola Company. (2007). The Language of Refreshment 2007 Annual Review . Executive Communications, The Coca-Cola Company .