Coordination Chemistry of Bidentate Ligands Research

Coordination Chemistry of Bidentate Ligands Research Elham Torabi Farkhani Mehrdad Pourayoubi Pavel V. Avdreev Katarina Introduction The coordination chemistry of bidentate ligands has been studied for over thirty years [reference]. The bidentate ligands with phosphoryl and thiophosphoryl groups have been used as effective coordinating agents in the different metal chemistry, in most cases the reports were attributed to bonding between the metal cation and specific Lewis sites on the ligand, itself has number sites with potential to bind metal ions, such as nitrogen, sulfur and oxygen. In order to recent report Hg metal ion is known to have strong affinity for nitrogen and sulfur Lewis sites [reference] which our work here is done bonding between Hg metal atom and sulfur in ligands. A search of the Cambridge Structural Database (CSD) [reference] yielded a data set of 76 purely molecular structures to be used for study of coordination of metal atom with a P(S)[N][O]2 skeleton of ligand. Thus there are a number of reports on molecular structure contain M-S=P fragments with different metal atoms [reference]. An inves tigation of the reports reveals that there isn’t any publication with Hg metal, also we haven’t found any precise study on the effect of all interactions, including coordinating linkages and intermolecular interactions on the structure of Hg(II) complexes with bisthiophosphoryl ligands. Accordingly we have carried out a study on mercury (II) chloride with two different bidentate ligand with general formula (OEt)2P(S)-X-P(S)(OEt)2 where X=1,4-NH-C6H5-NH and piperazine (scheme ). Reaction of two ligand with HgCl2 generated binuclear complex C1 and C2. All compounds were charactrized by IR and NMR (1H, 13C and 31P NMR) spectroscopy and mass analysis. The structure of ligand 1 and two complexes C1 and C2 were determined by X-ray crystallography. Experimental Materials and methods Mercuric chloride (99.5%), O,O†²-diethyl chlorothiophosphate (OCH2CH3)2P(S)Cl (97%), diethylenediamine (97%), 1,4-phenylenediamine (99%) (Aldrich), acetonitrile (99%) and methanol (99%) (Merck) were used as supplied. Acetonitrile was dried with P2O5 and distilled prior to use. The 1H, 13C and 31P NMR spectra were recorded on a Bruker Advance 400 spectrometer at 400, 101 and 162 MHz, respectively. 1H chemical shifts were determined relative to Si (CH3)4. 31P chemical shift was measured relative to 85% H3PO4 as external standard. Mass spectra were performed using a Varian Star 3400 CX mass spectrometer. Infrared (IR) spectra were recorded on KBr disk using a Buck 500 scientific spectrometer. Elemental analysis was performed using a Thermo Finnigan Flash EA 1112 apparatus. X-ray data collection was performed with a Xcalibur, Sapphire3, Gemini diffractometer with graphite monochromator. Synthesis General procedure for the preparation of ligands The ligands were synthesized from the reaction of 2 mmol (OCH2CH3)2P(S)Cl with 1 mmol of the corresponding diamine (diethylenediamine and 1,4-phenylenediamine) in presence of Et3N as HCl scavenger in CH3CN at 0ËÅ ¡ C. After stirring for 24 h, the solvent was evaporated and the residue was washed with distilled water and dried. Chemical structures are shown in scheme 1. Physical and spectroscopic data of the ligands are presented below: 1, 4 [(C2H5O)2P(S)N]2C4H8 (L1): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C12H28N2O4P2S2: C: 36.88; H: 7.17; N: 7.17, S: 16.39, found: C: 37.81; H: 7.16, N: 7.26, S: 15.7. IR data (KBr, cm-1): 2990, 2903, 2864, 1449, 1387, 1339, 1264, 1151, 1098, 1029, 972, 792, 714.1H NMR (400 MHz, DMSO-d6) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, DMSO-d6) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, DMSO-d6) ÃŽ ´: 73.64. MS (70 eV, EI): m/z (%) = 390 (28), 235 (43), 195 (100), 153 (99), 120 (96), 96 (100), 28 (66). 1, 4 [(C2H5O)2P(S)NH]2C6H4 (L2): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C14H26N2O4P2S2: C: 40.73, H: 6.30, N: 6.78, S: 15.51, found: C: 41.15, H: 6.34, N: 7.01, S: 15.57. IR data (KBr, cm-1): 3268, 2980, 1515, 1479, 1380, 1278, 1218, 1168, 1023, 959, 816, 726, 646. 1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64. MS (70 ev, EI): m/z (%) = 412 (94), 411 (100), 168 (26), 107 (89), 96 (91), 92 (39), 65 (87), 28 (88). General procedure for the preparation of complexes The complexes were prepared by a solutions of 2 eq. HgCl2 in 15 ml of methanol was added drop wise to a solution of 1 eq. the corresponding ligand in 15 ml of methanol. The clear solution was stirred under reflux for 24h. Crystals suitable for X-ray diffraction were obtained from slow evaporation of the solution at room temperature. Physical and spectroscopic data of the complexes are given below:  µ-{1, 4-[(C2H5O)2P(S)N]2C4H8}(HgCl2)2 (C1): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C12H28Cl4Hg2N2O4P2S2: C: 15.41; H: 2.99; N: 2.99, S: 6.84, found: C: 15.67; H: 2.91, N: 2.99, S: 5.74. IR data (KBr, cm-1): 2976, 2895, 1444, 1383, 1344, 1266, 1121, 1037, 967, 804, 772, 702.1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64.  µ-{1, 4 -[(C2H5O)2P(S)NH]2C6H4}(HgCl2)2 (C2): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C14H26Cl4Hg2N2O4P2S2: C: 17.59; H: 2.72; N: 2.93, S: 6.70, found: C: 17.85; H: 2.69, N: 2.93, S: 6.53. IR data (KBr, cm-1): 3211, 2990, 1615, 1512, 1479, 1380, 1274, 1214, 1161, 988, 824, 633. 1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64. Result and discussion IR and NMR spectroscopy Mass spectroscopy The nature of the fragments observed in the mass spectrum often provides as clue to the molecular structure. The fragmentation pathways of ligands 1 and 2 were studied by electron ionization at 70 eV experiment and revealed a molecular ion peak [M]+ at m/z (%) of 390 (28) and 412 (94) for 1 and 2, respectively. The formation of the [M-1] specie from the parent ion of compound 2 was shown to exclusively involve an aromatic hydrogen atom; our results were in good agreement with previously published results. [reference]. The previous paper has been shown that dialkyl alkanephosphonates ROCH2CH2P(O)(OR)2 undergo a McLafferty rearrangement in which a ÃŽ ³ hydrogen from the alkylphosphorous moiety migrates to the phosphoryl group and a molecule of olefin is eliminated from the molecular ion [reference]. The mass spectra of compound 1 and 2 with the same structure have confirmed previously reported mechanism. The peak related to the C2H4 radical-cation with m/z = 28 are shown for two struct ures. Relative peak height = relative abundance as measured from this ion in the compound 1 and 2 are 66 and 88. For the compound 1, the base peak is appeared at m/z = 153 (P(S)(OEt)2) and in the compound 2, the base peak is appeared at m/z = 411 (M-1) fragment. For 1, the main fragmentation is based cleavage of N-P bond then produced A ion and P(S)(OEt)2 with m/z 153. The ion of A following three pathways: (1): A ion can produce a stabilized ion by loss of ethylene via the McLafferty rearrangement which generate the odd mass ion m/z 181 that it operates for ion m/z 181 capable of electronic shift involving a six-membered cyclic transition state in the molecule skeleton given in scheme 1. This will then stabilize to an even mass ion m/z 180 by elimination of an H radical. (2): in this pathway produce the ion at m/z 147 that formed through a three- membered ring as transition state by loss of two molecule of ethanol. The ion of m/z 147 indicating the relatively low stability of the P-O bond to the molecule of A in comparison with that of the P-N bond. (3). The ion at m/z 84 is formed through two step, the first is cleavage of P-N bond then in second step is formed via a 1,2 hydride shift by loss of a molecule of P(S)(OEt)2 [reference]. The same kind of rearrangement is observed for 2 and the main fragmentation is based cleavage of N-P bond then produced molecule ion with m/z 107. Scheme 1. Fragmentation pathway of compound 1 X ray crystallography Complexes of 1 and 2 were crystallized in the orthorhombic space group Pbca Triclinic with space group P, respectively. Crystal data, data collection and structure refinement details are summarized in Table 1 and selected bond lengths and angles are given in Tables 2 and 3. The asymmetric unit of complexes of 1 and 2 consist of one Hg2+ ion, two Cl and one half crystallographically independent ligand (Fig 1). There are two different types of Hg-Cl bonds that included bridge Hg1-Cl2 bond (2.5904(17) Ã… in 1 and 2.4852 (7) Ã… in 2) connect the molecule into one dimensional chain extended along the c axis and terminal Hg1-Cl1 bond (2.369(2) Ã… in 1 and 2.4295 (9) Ã… in 2) linked to adjacent ones by intermolecular interaction into a chain parallel to b axis in 1 and a axis in 2. (Fig 2). So, the Hg atom adopts an Hg[Cl]3[S] coordination environment in this compound with the highly distorted tetrahedral geometry of the Hg(II) center that can be better described as a seesaw structure which two chloride atoms and Hg atom [ Hg1, Hg1, Cl2] is planar, one chloride and sulfur atoms in the pivot position. The different bond distance from the  µ-chloride atoms performed and refer to asymmetry of the halogen bonds (2.5904 (17), 2.6820 (17) Ã… in 1 an d 2.4852 (7), 2.8273 (8) Ã… in 2) and they are compared to the terminal bond of Hg-Cl slightly extended. Some selected bond angles specify the distorted tetrahedral geometry at the Hg(II) center in complex 1 are as follows: Cl1—Hg1—S1 130.91 (7) °, Cl1—Hg1—Cl2 110.98 (7) °, S1—Hg1—Cl2 104.59 (6) °, Cl1—Hg1—Cl2i 108.29 (8) °, S1—Hg1—Cl2i 105.96 (6) ° , Cl2—Hg1—Cl2i 87.47 (5) °, Hg1—Cl2—Hg1i 92.54 (5) ° and P1—S1—Hg1 98.40 (8) °. In ligand L1, the phosphorus atom has a distorted tetrahedral [N]P(S)[O]2 configuration with the bond angles in the range of 101.77 (18) ° [O2—P1—S1] to 115.80 (19) ° [O1—P1—S1]. The P=S bonds of ligand are in a trans orientation is showing respect to each other and that the sulfur atom is coordinated to the mercury center. As a result of coordination to the mercury center, as expected, the P=S bond length (P (1)–S (1) 1.97 (9) Ã…) is slightly longer than that of the free ligand The crystal structure of the complex 1 generated by the O1†¦S=P interaction along c-axis. As a result of these interactions, One-dimensional chain structure is produced. The presence of Hg-Cl and Hg-S moieties in the complex lead to the formation weaker intermolecular C-H†¦Cl-Hg , C-H†¦S-Hg interactions between the neighboring 1D chain along b-axis that create a two-dimensional array in the crystal lattice. Scheme 2. Schematic presentation of bisthiophosphoryl ligands 1 (right), 2 (left) Fig. 1 Asymmetric unit of complex 1(right) and 2 (left) are shown Fig.2 Representation of one-dimensional chain of complex 1 along the c-axis. Colour keys for the atoms: Hg †¦., P orange, O red, N blue, C light grey, H light blue Fig. 3 The title complex 1, with displacement ellipsoids drawn at the 50% probability level Fig. 4 The title complex 2, with displacement ellipsoids drawn at the 50% probability level Table 1. Crystal data, data collection and refinement for complexes 1 and 2 Table 2 Selected bond lengths (AÃÅ'Ã…  ) and angles ( °) for complex 1 Table 3 Selected bond lengths (AÃÅ'Ã…  ) and angles ( °) for complex 2

Professional practice in children’s care learning and development Essay

It is my understanding that in my continued professional development, as manager of my setting it is my role to ensure that myself and every member of the staff and management committee understand the values, principles and statutory framework that underpins service provision in children’s care, learning and development At all times in our centre the welfare of the child is paramount and we demonstrate daily professional practise in line with the new minimum standards, code of practice and the ethos of our setting. We understand that parents are the most important people in children’s lives and that with their support for their children’s learning and development, it is up to us as a staff team to enhance what the children have already been taught by their parents and ensure that through our daily plans, based on the 6 areas of learning, set in place by the education training inspectorate, make a positive impact on the children’s early learning skills to h elp them achieve a positive long term impact on their later learning and achievements. If young children are to get the early education and care they need, there must be a substantial change in the way working with young children is perceived. There needs to be clear roles in the early years workforce and standards are continually being raised with new publications like the Cathy Nutbrown report. Other publications such as together towards improvement, the curricular guidance for preschool education, the 0-6 strategy, the minimum new standards and all relevant or new legislation all have an impact on our staff team to ensure that everyone is working together to develop their professional practise ensuring that we are committed to providing an outstanding provision for pre- school education in our setting. In my setting as part of the manager’s role I am required to keep on top of all new legislations and ensure that these are being implemented by myself and the staff team. This includes making sure that everyone has the appropriate qualifications to work in an early years setting and that we all avail of any training that becomes available that will enhance the staff teams knowledge to ensure that at all times we are providing high quality  education and play, which is age appropriate and that the children are provided with the correct resources to develop this. I ensure that as a staff team, all members of staff get to work with any outside agencies in developing their own professional development, such as local primary schools, social services, eti, and our early years specialist. We are also part of the SEN building capacity pilot scheme which has provided very in depth training to all members of staff and has proved very beneficial to the staff to help identify additional needs, put strategies into place for the children and if needed develop Individual Education Plans, working in partnership with the parents to help the child develop in whatever area they are having difficulty in, so that we know when they move onto primary school we have supported them in their development to the best of our professional ability. We ensure that we contribute to children’s care learning and development in every aspect of our practice and service by constantly reviewing our work through our daily observations and evaluations of the day. We take into account every child’s needs rights and views and incorporate these into our ever changing daily plans and routines. I believe in our setting we all have a very good working relationship with all parents and families and operate an open door system at all times. We meet with parents a few times a year to discuss how their child has settled in and also their transition onto primary school, also we meet up when necessary if a child has an individual education plan. These meetings gives us the opportunity to discuss with the parents, all the information we have gathered about their child, and ensure that we have treated every child with individuality and all areas of diversity etc are respected, valued and celebrated within our daily work, ensuring that at all times we are promoting their child’s health and well being and that as a team along with the parents, using our professional knowledge and skills as practitioners we are contributing to enrich the experience of every child’s learning to the best of our ability. We also ensure that all information we have gathered from the parents and through our own observations, is treated confidentially and used on a need to know basis. If parents disclose any personal information about their child or family life we treat it as confidential and the information is respected as appropriate unless a child’s protection and well being are at stake. In our setting we do daily, weekly and m onthly risk  assessment to ensure that at all times, every child’s personal and physical safety is of the upmost importance, whilst still allowing for risk and challenge appropriate to every child’s capabilities. We believe that best practice requires reflection and continuous search for improvement, so as a staff team we are constantly reviewing our practice and reflecting on daily events to ensure that every staff member is working to the best of their ability, we are continually updating our training and knowledge individually and as a staff team, as we believe the more we know and understand from all relevant training, the better education we can provide for every child that comes to our setting. Also through our development plan and self evaluation, working with the Together Towards Improvement document we can reflect on our practice and ensure that we are also developing our own personal practise and our setting is run to the highest standard at all times. Unit 141 Professional practice in children’s care learning and development Outcome 2Understand the values, principles and statutory frameworks that underpin service provision in children’s care, learning and development A.C 2.3Support others to implement values and principles that underpin service provision By using the term â€Å"others†, this may include, workers/practitioners, colleagues, carers, volunteers, students Values: The needs, rights and views of the child are at the centre of all practice and provision How to support others We strive to provide best practice for all of our children, by promoting their needs through the 6 areas of learning. All children are individuals and their needs, rights and views will all be different, it is up to us to provide a broad and balanced curriculum to ensure that every child is at the centre of our learning plans and that every child should feel secure and valued. Individuality, difference and diversity are valued and celebrated How to support others Every child is included and supported in our setting, regardless of race, sex, religion, ethnic origin. Toys are not gender specific and all children are encouraged to play with everything. We use the media initiatve puppets at circle time to promote diversity and try to adopt a persona for each  puppet relating to a child in our settings circumstances. We welcome children and their families from all backgrounds. Staff ensure that in everything they do we help to teach the children that all people are valuable irrespective of race, colour, ethnic origin, religion, culture, ability or linguistic background and we try to celebrate these differences as much as we can. Equality of opportunity and anti-discriminatory practice are actively promoted How to support others All children are provided with the same opportunities and resources, staff are all treated fairly and with respect, in line with our equal opportunities policies and procedures. Children are recognised and valued as individuals and encouraged to develop their own sense of identity within their cultural and racial groups. Staff are all valued as individuals and encouraged to develop to the best of their ability. Fair training and recruitment procedures are in place to ensure that everyone is treated the same. Children’s health and well being are being actively promoted How to support others Good hygiene is practised and promoted at all times to minimise the spread of infection. Guidance on infection control is displayed in the main hall and a copy is sent home to every parent at the start of the year to ensure that correct exclusion times are adhered to. We operate a healthy breaks system where all children are encouraged to eat snack together and choose from a selection of healthy snacks, fruit, milk and water on a daily basis. All children take part in 30 mins active physical play daily, we encourage parents to sent a coat and hat with their chid for colder weather as we try to get children outside for physical play as much as we can. If this is not possible due to heavy rain etc the play room is cleared and we do song and dance for all the children. Children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child How to support others During all activities provided daily every child is given the opportunity to  develop in a safe environment, whilst allowing them to challenge themselves without any undue risk or harm. Daily, weekly and monthly risk assessments are carried out on all equipment to ensure that it is structurally safe for the children and appropriate activities are adapted to suit every child’s need and capability. All areas of the playroom are adapted as much as possible to ensure that every child can develop with age appropriate resources. Self-esteem, resilience and a positive self-image are recognised as essential to every child’s development

Character and his relationships Essay

Describe Pip’s encounters with Miss Havisham and Estella, and show how the meetings affect his character and his relationships. Puneet Khandelwal At the start of the novel, Pip is an innocent boy who has been brought up to respect his elders and betters. He is a kind-hearted child as is seen in the episode in which he brings the convict the file and the food. He is also rather gullible and really believes that a terrible man will tear his liver out while he sleeps unless he does as he has been told. This gullibility can be seen again when he visits Miss Havisham’s house, for the first time, and is taken in by the charms of Estella. Pip first meets Miss Havisham when he goes to Satis House, to play. He sees her sitting in the candle lit room in her wedding dress and jewelry, sitting next to her dressing table. His first impression of her was that â€Å"she was the strangest lady I have ever seen, or shall ever see. † He is shocked by what he sees and thinks of her as a â€Å"ghastly waxwork. † He was â€Å"half afraid† and in an â€Å"uncomfortable state,† during this meeting. Pip is told to play, by Miss Havisham, but Pip finds this rather difficult in the gloomy surroundings. Estella is sent for to play with Pip. Estella plays a game of cards with Pip, and during this she humiliates him. Estella insults Pip by calling him â€Å"a boy† when in actual fact they are both the same ages. Estella does this time and time again and Pip felt very stupid and clumsy after he dropped the cards while dealing them. While playing at cards, she comments on Pip being â€Å"common† and that he â€Å"calls Knaves, Jacks, this boy. † Pip feels very nervous after this humiliation. Pip meets both Miss Havisham and Estella, again, six days later when he is told to explore the grounds of Satis House. Pip feels himself inferior of the lower status because Estella orders him, â€Å"you are to stand there, boy, till you are wanted. † Then Estella makes him say that she is â€Å"very pretty† and then she asks him if she is insulting but suddenly slaps him around the face and calls him a â€Å"little coarse monster,† which adds further insult to Pip. She then calls him â€Å"a boy† again in front of the other people who are also in the room. By this time Pip can no longer stand up for himself. After a few years, when Pip is a little older, he is apprenticed to Joe. Pip’s sister and Joe’s wife, Mrs. Joe, is attacked by an unknown person, and so due to her disability, Biddy joins the household to help out. He visits Miss Havisham as usual but on one of these visits he finds that Estella has gone abroad to be educated. Pip is upset at this news because he started to like Estella quite a lot but he also thinks that Biddy is growing up into a â€Å"rather attractive woman,† and is quite fond of her. When he is told, by Jaggers, that Pip has inherited a â€Å"handsome property,† Pip immediately thinks that the â€Å"handsome property† is Satis House. He is also told that he must begin his education in London right away. Pip’s attitude to Joe and Biddy completely changes now and he begins to think himself as being a gentleman, something that he is not. He begins to speak highly of himself and talks down at Joe and Biddy. He is insulting to Biddy because he says; â€Å"you are envious, Biddy, and grudging. You are dissatisfied on account of my rise in fortune and can’t help showing it†¦ † Biddy takes as a huge insult. He is rude to Biddy because he compares her to Estella. He also talks down to Joe, â€Å"It’s a pity now, Joe,† said I, † that you did not get a little more when we had our lessons here; isn’t it? † He doesn’t approve of other people’s manners, especially Joe. He talks to Biddy about Joe when he says, â€Å"but he is rather backward in some things. For instance, Biddy, in his learning and his manners,† and has clearly been influenced by Estella. He has become ashamed of Joe and no longer wants to talk to him. He thinks that Joe and Biddy are just commoners and he sees himself as a gentleman. He has become rather bid headed. Now that he has got some of the money, it starts to go to his head and he sees himself as a person with a higher status than the people of the village. He is, in a way, desperate to be rich. The scene in Mr. Trabb’s tailor shop shows Pip having the measurements for a new suit being taken. In the shop, Pip boasts his new status by saying, â€Å"I wish to pay for them†¦ with ready money,† and gets a few coins and shakes them in his hand. He also orders Mr. Trabb’s boy around even though they were previously equal. He begins to despise the village, in which he has stayed all his life, and now he just wants to get away from it all. Everything that he used to admire he now despises, such as Joe, the Forge, his upbringing, his apprenticeship and where he lives. He only has one thing on his mind, and that is to be rich. However, he does become a little unhappy because he has seen the upper lass lifestyle and he doesn’t find it as exciting and he can’t do the things that he used to do, like play in the streets. He doesn’t have any friends and now he becomes even lonelier. But he prepared to give all this up, as he is desperate to win Estella and desperate to obtain all the money. He doesn’t see that some people are trying to take advantage of his new wealth, such as Mr. Pumblechook. Pip is invited over for dinner by Mr. Pumblechook, who gives him the best wine and the best meat to eat and at the end he asks Pip if he would like to invest some of his money in Mr. Pumblechook’s corn business. Mr. Pumblechook never ever used to be this nice to Pip, when he was a commoner, but now that Pip has a lot of money, Mr. Pumblechook treats Pip just like the upper class. So overall Pip went from being just a normal, common boy who loved Joe, and his own sister, and was respectful of everyone that was elder than him and turned into someone who didn’t care about anyone else besides those of the upper class. He became disrespectful, snobbish, very insulting and bid headed.

Current Ceo Of Hewlett Packard ( Hp ) Company - 1994 Words

For my paper I have chosen to analyze current CEO of Hewlett Packard (HP) Company. It is especially interesting to me personally to track the success of the person who is no stranger to the financial world and appeared at â€Å"The Wall Street Journal†, â€Å"Time†, â€Å"Fortune†, â€Å"Business Week† and to research the traits of leadership style of a huge technological company, along with mechanisms of implementation of such a leadership approach and manners in which the entire company shifted. I’m talking about Margaret Cushing, also known as â€Å"Meg Whitman† who currently holds CEO position of HP, an idol of a businesswoman. She was born in 1956 in Long Island, NY. Graduated with MBA diploma from Harvard School of Business. From that she became one of the planet’s most successful CEO and powerful leader. Prior to HP Meg held CEO and leading management positions in many large companies as follow: Hasbro Inc. 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Confident andRead MoreDigital Equipment Corporation and Hp3369 Words   |  14 PagesHewlett-Packard Introduction: Hewlett-Packard is one of the largest corporations in the world. Hewlett Packard is divided into three general segments: imaging and printing systems, computing systems, and information technology services. After acquiring Compaq Computer Company, HP is currently the world’s largest computer company. HP is a growth oriented corporation that strives to stay ahead in all of its market segments. History: HP was started by two electrical engineersRead MoreHps Knowledge Management System3969 Words   |  16 Pages†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..2 HP 90’s Working Environment and Knowledge Flow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2– 3 Top Management Realization †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦3 -4 -5 HP mid-90’s Knowledge Management Initiatives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Strength and Weaknesses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5– 6 . Mid-90’s KM Initiative Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 Current HP KM Infrastructure†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦7 Current KM InitiativeRead MoreStrategic Management; Gaining and Sustaining Competitive Advantage at Hewlett Packard1979 Words   |  8 Pageskey strategic issues facing Hewlett Packard as it seeks to generate and sustain competitive advantage. The objective of any organisation is to Create and sustain long term competitive advantage get quote Corporate strategy is central to achieving this through making assumptions of an organisations external environment, its resources, and formulating a plan of how they should operate. The organisation upon which I have conducted my research: Hewlett Packard (HP), have recently been reportedRead MoreHewlett-Packard (HP) Essay examples2432 Words   |  10 PagesHewlett-Packard (HP) is a company unlike any other. They serve everyone from consumers to small and mid-sized businesses to enterprises to public sector customers with an extensive portfolio of market-leading solutions specifically designed to meet the needs of each customer segment. In July 1999, Carly Fiorina joined HP as chief executive officer, and was named chairman a year later. A computer maker, HP was the largest business in the country run by a woman. But her initial success at Hewlett-PackardRead MoreHewlett Packard : Company Analysis2053 Words   |  9 PagesCOMPANY ANALYSIS EXECUTIVE SUMMARY OF HEWLETT-PACKARD Hewlett Packard is a leading technology company that is headquartered in California, United States. It was established by Bill Hewlett and Dave Packard in 1939 and today, they primarily deliver a variety of software, products, and technologies to a broad range of corporate and individual consumers. (Wikipedia, 2014). †¢ Mission The Mission of Hewlett Packard (HP) is: â€Å"To provide products, services and solutions of the highest quality and deliver