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This paper focuses on two examples of constitutional corruption in India where the constitution is used for questionable political reasons by the Bharatiya Janata Party under the leadership of Prime Minister Narendra Modi.

The paper relies on public documents and media reports to analyse Prime Minister Modi's handling of the purchase of Rafale jet fighters from France and the revocation of Articles 370 and 35A which resulted in the division of the State of Jammu and Kashmir.

Constitutional and democratic norms were violated in both cases, but the Supreme Court did not find any irregularities in the sale of the Rafale jet fighters. The second case is under challenge in the Supreme Court. The analysis reveals how the Modi government has undermined democratic values and used constitutional provisions to pursue its partisan and ideological agenda.

The paper focuses attention on the often neglected topic of constitutional corruption in India.

The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work.

The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario.

Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy.

Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community?

Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society.

School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices.

Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.

The purpose of this paper is twofold: detecting, describing and providing a detailed understanding on the essence of buyer responses on the channel capability in deciding new product purchase; and describing the effectiveness of new product innovation related to the channel capability. The new product innovation intended here is an outcome of the brand strategy created by the fast-moving consumer goods (FMCG) manufacturer.

This research applies qualitative method and uses grounded theory approach and pragmatism interpretation, which are focused on FMCG. The approach chosen in research is grounded theory and pragmatism, parallel to the previous phenomenology and constructivism approach; therefore, the main data for this study use transcript records of the results of in-depth interviews in the field of study.

The research showed the following results: the channel capability aspects (warehouse space, shelf space and customer coverage) are the essence of buyers’ responses; construction of business buyer behavior and economic mechanism; the effectiveness of new product innovation; and channel capabilities of selling products.

The results of this research have some implications: developing the concept of business buyer behavior in a new-task purchase situation; expanding the micro-economic system of trading sector; and expanding the concept of marketing mix strategy.

Some of the theoretical implications are the originality of this research paper; therefore, the constructs will be described theoretically in order to provide practical understanding in some contexts of business importance.