Modes of legitimation by female Pentecostal-Charismatic preachers in East Africa: a comparative study in Kenya and Tanzania

ABSTRACT

This paper examines the rise of female Pentecostal-Charismatic (PC) church leaders and how they legitimize themselves in a male dominated religious field in Kenya and Tanzania. It explores, in a qualitative way, four women leaders’ modes of attaining legitimacy in African PC milieus and contributes empirically based knowledge from four cases which include Eleonorah Wambui of Prosperity Gospel Ministries and Jesca Njuguna of Prophetic Word Ministry in Kenya, as well as Neema Mwambembela of Holy Ghost Power Assemblies and Irene John of Miracle Prayer Ministry in Tanzania. We make reference to Boulding’s delineation of sources of legitimacy ([1967] ‘The Legitimacy of Economics.’ Economic Inquiry 5 (4): 299–307). We found that the four East African female preachers that we examined share certain common practices, but that differences are manifest among them owing to differences in their personal preferences and to the contextual flavour of each ministry.     

新媒体发展对大学生思想表达的影响

新媒体已成为中国社会文化生活的中心和推进中国社会成长的新力量。而新媒体传播机制的渗透性、舆论生产方式的煽动性、组织动员的误导性以及对接方式的虚拟性对大学生的思想表达产生了一定的负面影响。因此,在新媒体环境下如何占领新媒体舆论高地、健全高校新媒体的信息监管机制、培育新媒体中的高校意见领袖团队,多角度利用新媒体对大学生进行思想引导和道德培养,本文提出了一定的对策。     

论当前强化“四种危险”意识的现实意义

“四种危险”是当前党执政的安全警示，更是当前各级党员领导干部必须正视的问题。强化“四种危险”意识，标志着党的忧患意识进一步系统化，也标志着我们党对当前执政面临的问题和危险有了清醒的认识。当前进一步强化“四种危险”意识。具有多方面的理论意义和现实意义。     

领导干部的OSL品德测评模式及其运行机制——基于部分省市党政干部品德测评实践的思考

德才兼备以德为先,一直是我们国家的人才政治原则。本文在回顾国家相关文件政策与分析当前党政领导干部品德测评问题与实践的基础上,基于品德的资本性、可测量性与可开发性,从人力资源开发的视角,提出了包含"评价、任用、开发"的一体化的OSL动态测评模式,并对这种测评模式提出的背景与原因,内涵、结构及其运行机制进行了相关的分析。文章认为,品德测评不是目的,目的是要通过品德测评来提升领导干部的品德素养。本文设计的OSL测评模式,不仅仅在于对领导干部品德行为的养成效果进行评定,而且这种有组织有计划的品德行为测评本身模式具有开发的功效,能够对领导干部的行为养成进行反馈、调节与引领。     

关于增进退休人员心理和谐的思考

增进退休人员心理和谐,是实现"健康老龄化社会"奋斗目标的根本方法和有效途径,具有重要的经济和社会意义。在阐述关于我国退休人员心理和谐现状基础上,指出其中存在的问题及其影响因素,并提出新时期改善加强及提高退休人员心理和谐的几点建议与对策。     

努力提高领导干部有效应对媒体的能力

通过新闻媒体来引导舆论、凝聚人心、服务工作,是各级党政组织特别是各级领导干部重要而又紧迫的任务。     

“三八式”干部称谓探析

“三八式”是对抗日战争初期参加革命的干部的习惯性称呼，通常也用来指整个抗日战争时期参加革命和加入共产党的干部的通称。“三八式”干部的称谓来源于1938年前后中国共产党制定的一系列特殊的关于干部和党员政策。“三八式”干部经历了严格的马列主叉毛泽东思想的教育，同时也走过了特别的政治历程。     

真实性领导的特点及其对中国领导培训机制的启示

真实性领导的研究,强调领导的自我发展,突破了国内的领导研究强调技能和行动风格的传统,为中国的领导机制的研究注入了新鲜的理念.文章在澄清真实性领导者、真实性领导关系等基本概念的基础上,提出了真实性领导者的培训对中国领导培训机制的意义.     

Leader Effects and Voting for the Populist Radical Right in Western Europe

Charismatic leaders are often assumed to drive the electoral success of populist radical right parties. Yet, little attention is given to how voter evaluations of leaders influence individual voting behavior. To our knowledge, no systematic and comparative tests of this empirical question exist. In this paper, we test to what extent voters’ support for populist radical right parties is fueled by leaders' appreciation. In order to examine leader effects on the populist radical right vote, we rely on an original dataset pooling 29 National Election Studies from ten established West European parliamentary democracies (1985‐2018). Our analysis finds that: (1) voters’ evaluation of party leaders is significantly associated with voting for populist radical right parties; (2) leader evaluations are more important than left‐right self‐placement when it comes to voting for the populist radical right, and (3) leader effects are more important for populist radical right voters than for other voters.     

How to Teach Political Advice: Bringing the Daily Life of the Minister Into the Classroom

During four intensive summer weeks, 28 students were exposed to the daily life of top political leaders (ministers and city mayors), acting as their political advisors. Real-life assignments were planned in cooperation with liaisons from the personal offices of these political leaders. The cases brought the hectic, complicated and uncertain life of political leaders into the classroom, and exposed students to the real world to an extent that they had never before experienced in a classroom. They were highly stimulated, were forced to cooperate, learned a great deal, and were reactivated as committed students of political science.

The course was based on a mix of pedagogical elements to enhance student learning such as learning by doing, problem solving, critical reflection, student collaboration, prompt feedback, time on task and active learning and applies many of the recommendations of action-based and experiential learning theory.