Chanakya - the oriental doctrine creator, the modern management 'guru': an examination of the context
The modern world corporate management and corporate governance is dominated by the theories and practices of the US management system, Japanese management system and European management system. The Japanese have established the dynamics of human capital and knowledge management as the best practices for any organisation. The soundness of Japanese management is derived from its treasure. European and the US management system are known for their contributions in the industrialisation process of the world in the 19th and 20th centuries in the pre and post colonialism era. Indian oriental texts, gospels, practices, concepts, doctrines and arguments through logic are the sources of many Japanese management philosophies. India is a store house of pragmatic management and flawless applications in its ancient history phases. Proved and applied management of Chanakya during the Maurya Dynasty is historically evident as the best ever management practice India has followed. Arthasastra and Chanakya Sutras are the two gospels of Indian management, enough to establish (IMS) the Indian management system for the modern corporate world of 21st century.
Philosophies of India
Divided into three main sections: the highest good; the philosophy of time; and the philosophy of eternity.
School Principals and Education Law: What do they know, what do they need to know?
Principals now work in complex and challenging environments where uncertainty and change are the hallmarks of their roles and responsibilities. As such, the knowledge and capability demands on principals have expanded, including those related to education law. While these matters attracted some research interest a number of years ago, there has been little recent work in the area of principals and education law. This article reports on an exploratory study into aspects of the legal knowledge held by Tasmanian government school principals, particularly concerning non-sexual physical contact between teachers and students. The research was undertaken using a small-scale, mixed-methods research design, which required principals to respond to various legal scenarios. Three key findings emerged from the study. First, principals used two different levels of working knowledge about education law  one related to legal problems, and the other to legally-related routine activities. Second, on the particular topic of physical contact, some knowledge held by principals was not legally accurate. Third, for major legal issues, participants indicated that they acquired access to information from legal experts. The situation for routine legal matters was less clear, although in-service training and practical experience were identified as potential sources of knowledge. Participants recognised the importance of a sound knowledge of education law, especially for dealing with security and safety issues and preferred to access further information through in-service training. Notably, the findings of the study are broadly consistent with those from earlier Australian and international research, suggesting that much remains to be done in the area of principals’ education law knowledge.