An Introduction To Christian Mysticism A Review Of Revelation Of Life

An Introduction To Christian Mysticism: A Review of Revelation of Life Eternal Nicholas Arseniev was a professor of New Testament and Apologetics at St. Vladimir's He wrote over 174 articles and books and died in 1977. His Revelation of Life Eternal is described as "an introduction to the Christian message." It pulls together many different mystic perceptions and beliefs, and it is an excellent entry into the diverse world of Christian Mysticism. The introduction quickly pulls the reader in by asking several basic questions about why religion even exists at all. These questions are first answered with broad answers, then Arseniev focuses on why Christian Mysticism is the answer to these questions: "We have to believe in God, because this is Truth--life-giving Truth His Reality is something very earnest, very real: it is the only true Reality And He has to meet us, or rather we have to meet Him, for He meets us at every step" (8). This book is especially valuable to those of us who have little or no knowledge of Christian mysticism. It is broken into two parts, and each part is divided into chapters. Many of the chapters follow the pattern of the introduction by asking a broad question first, then defining it within the terms of the beliefs of the mystics. Basic Biblical stories are reviewed through easily comprehended but not patronizing language, allowing the reader to learn the background information for the beliefs of Christian Mysticism. The many sources consulted for the information shared in this book allows the reader to have some faith in what is being read. Many saints, religious books, and scholars are quoted, thus supporting the theories posed. The first chapter "Principles of Religious Cognition" explains why religion is indeed necessary and why humans are naturally drawn to question things that religion alone can answer. From proving this basic need for religion, Arseniev has a platform to prove his personal religious beliefs--those of Christian Mysticism. A few chapters later some of the problems in early and false religions are explored. As each different issue is dismantled, he is able to set up the premise of Christian Mysticism, which has lasted for hundreds of years--contrasting this with religions that have fallen. Plato is explored, thus pulling in platonic and neoplatonic beliefs, which have become integral part of contemporary mysticism and influenced many of the sources with which Arseniev refers. Christ's importance is explored in chapters about the Transfiguration, Resurrection, and Atonement--three of the basic supporting factors within Christian Mysticism. The book is wrapped up with chapters about the impo rtance of God's humility and love, most importantly God's ultimate love for us. I enjoyed this book for many reasons. The language is easy to understand, but it is beautiful and descriptive at the same time. I had little knowledge of Christian Mysticism before reading this book, so I found it to be an excellent introduction. As I read each chapter, the questions posed persuaded me to continue reading, because I became very interested in the answers to the questions. The questions were answered using reputable sources and answers that appealed to common sense and experience. I was actually surprised by how interested I became in the Orthodox church. This book appealed to the knowledge I already had of different religious beliefs, thus pointing out that Mysticism indeed could affect my life directly and keeping my interest high I would highly recommend this book to anyone who is interested in the Orthodox church but has little past experience with it. Nicholas Arseniev's book Revelation of Life Eternal is an excellent introduction to the basic beliefs within Christian Mysticism. It gives the beliefs and the history of religion in general before focusing on the development of Christian Mysticism. It is an excellent source of information on Christian Mysticism for anyone who has little or know knowledge of the subject beforehand

How to Get Your CDL in Montana and Ohio

How to Get Your CDL in Montana and Ohio If you live in Montana or Ohio, check this round up of state guidelines and see what you’ll need to do to be certified to drive safely behind the wheel of a commercial rig!  If you want to learn about earning a CDL at other states, we have put together a comprehensive guide on how to get a commercial driver’s license in every state of the country. MontanaThe following drivers must obtain a CDL:Class A CDLAny combination of vehicles with a GCWR (the loaded weight of a combination vehicle) of 26,001+ pounds, provided the GVWR(the loaded weight of a single vehicle)  of the vehicle(s) being towed is 10,000+ pounds.Class B CDLAny single vehicle with a GVWR of 26,001+ poundsAny vehicle with a GVWR of 26,001+ pounds pulling a vehicle with a GVWR of 10,000 pounds or less.A single vehicle designed to transport 16+ passengers (including the driver), if the GVWR is 26,001+ pounds or more.Class C CDLAny vehicle with a GVWR of less than 26,001 pounds transporting hazardous mater ials for which placarding is requiredAny vehicle transporting 16+ passengers, including the driver, with a GVWR of less than 26,001 poundsAll first-time applicants must:Pass the vision and knowledge testsPresent a valid medical examiner’s certificateFulfill all other requirements for the class of vehicle you want to driveKnowledge TestThe knowledge test features questions on Federal Motor Carrier Safety Regulations and state laws. If you do not pass  a knowledge or endorsement test, you must wait until the next working day to try again. A total of three attempts to pass any combination of knowledge and drive tests are allowed on each set of receipts within one year from the purchase date of the receipts.Driving TestThe driving test includes a pre-trip inspection test to make sure you can identify truck and bus operating systems and inspect them for safety.The driving test also includes tests on: (1) 90-degree alley docking; (2) straight line backing; or (3) parallel parking . The test will take at least 60 minutes and will include starting, stopping, braking, turning, observing traffic signs and signals, using vehicle controls, observing other traffic, maintaining lane positions, downgrade, railroad crossing, upgrade, downgrade stopping, upgrade stopping, bridge and underpass clearance, and general observance of traffic laws and safe driving practices for trucks or buses.If you fail  the driving test, you must wait a minimum of seven days before attempting again.OhioYou must obtain a CDL if you intend to drive:Any combination of vehicles with a GVWR of at least 26,001 pounds, as long as the towed vehicle(s) have a GVWR of at least 10,000 poundsAny single vehicle with a GVWR of 26,001+ pounds, or any vehicle towing a vehicle with a GVWR of less than 10,000 lbsAny single vehicle or combination of vehicles designed to transport at least 16 passengers including the driver, or is placarded for hazardous materialsAny school bus with a GVWR of less than 26, 001 pounds designed to transport 16+ passengers including the driver.Any vehicle transporting hazardous materials for which placarding is required by federal regulations.Any single vehicle or combination of vehicles that is operated on public roads and is considered to be a commercial motor vehicle (includes cranes, drilling rigs, etc.).Obtaining a PermitYou must  be at least 18 years old, and have a valid Ohio driver’s license.  You’ll need to pass both a vision test and at least one written knowledge test before you may be given a permit package. A general written test must be passed by all applicants. Additional tests will be given to those applying to drive: passenger vehicles, air brakes vehicles, combination vehicles, hazardous materials vehicles, tankers, and double or triple trailers.A  permit allows you  to drive a commercial vehicle when accompanied by a CDL holder sitting in the passenger seat.You are then eligible to take your skills test, the last step before obtaining a CDL.Skills/Road TestDrivers will be required to take this test in the class of vehicle they intend to drive. The test includes a pre-trip inspection, basic control skills maneuvering, and road skills driving tests. The applicant will be required to provide a vehicle for testing and must be accompanied by   a licensed driver for that vehicle.

Module 3 TD-HRM 401 - Recruitment Essay Example | Topics and Well Written Essays - 250 words

Module 3 TD-HRM 401 - Recruitment - Essay Example Human resource management entails welfare of staff and performance hence through this evaluations will an organization realize its long-term goals. A human resource manager should be able to account for all the employees of a given organization. Plans should be based on performance of each individual. The organization may choose performance appraisal model to determine future cause of action. Each staff is given a target to achieve and when evaluating the actual output is compared to the target given hence giving the management the opportunity to recommendation positively or recommendation for improvement. The performance appraisals will eventually improve individual performance since each staff will be aiming for a reward hence performing above the set standards (Dransfield, 2000). The manager may use the Balanced Scorecard approach in his or her attempt to measure and improve individual performance. The approach links the employee directly to the output of the organization. The improvement of each employee will reflect on the overall performance of the company. The human resource will be compelled in designing formulas that w ill enhance individual performance and at the same time maximize on the potential of each individual. The contemporary performance management is aimed at maximizing employees input and hence maximizing on the organizational

A Critical Assessment of the Predominant HR Cultural and Institutional Term Paper

A Critical Assessment of the Predominant HR Cultural and Institutional Features in Germany and the UK - Term Paper Example The collective cultural dimensions are what drive either corporatist philosophy or neo-liberal policies. The UK institution is founded on neo-liberal principles which involve more consensus and shared decision-making whilst German institutions follow a more stringent corporatist philosophy. The extent and composition of HR strategies in both countries are strongly influenced by these evolutions that have occurred historically due to changes in society, business, and government. This essay seeks to examine the most critical cultural characteristics within Germany and the UK that influence the development of HR policy. The objective is to provide a critical comparison of both cultures as it relates to institutional philosophy, taking into consideration a variety of mitigating institutional features that predict positive HR performance or conflict using a respected cultural model (such as Hofstede’s Cultural Dimensions framework) as a guiding source for HR development. The essay focuses primarily on individualism versus collectivism and the influence of tolerance for power distance in both countries from an institutional perspective to determine their disparate or congruent human resources policies and practices. Culture in the United Kingdom is dominantly individualistic. Individualism is considered a type of cultural characteristic in which the predominant values are ensuring well-being and utility for the self or direct kin in a traditional nuclear family context (Hofstede, Hofstede and Minkov 2010; Hollinshead 2009; Hofstede 2001; Hofstede 1984). Individualists seek opportunities for unique self-expression and, oftentimes, these needs and beliefs manifest themselves in how the individual views their identity within the organization with many inherent demands for recognition for individual accomplishment.     

Evaluation Essay Example | Topics and Well Written Essays - 250 words - 3

Evaluation - Essay Example This will require the audience to have basic knowledge on how relationships are made and maintained over the internet. Obviously, the readers will be familiar real relationships and, hence they will be interested in the comparison element of the evaluation. The audience is also expected to prefer face-to-face relationships. Consequently, the readers expect an evaluation that condemns cyberspace relationships. Responses to issues of increased fraud and cybercrime will be highly appreciated by the audience. The audience will also prefer an evaluation that handles the problem from an impact approach. Credibility of information will also be a requirement for the evaluation. It is evident that the audience will be moved by statistical facts particularly those associated with a government agency. Visual aids such as charts and graphs will provide an excellent comparison of both relationships. A recent incident in which a woman named Miller was coned thousands of dollars and valuables throu gh an online dating site by a man who posed as an Afghanistan based soldier, will be a sufficient motivation for my audience. The review will focus on both relationships from a non-partisan approach with the intentions of identify credible facts. Therefore, the readers should expect an evaluation that is solely composed facts, criticism and free of

Preventative Measures for Teenage Pregnancy

Preventative Measures for Teenage Pregnancy What is your narrowed topic? Be detailed in your answer. You can use any of the versions you’ve developed for prior assignments. The narrowed topic of my research paper is preventative measures for teenage pregnancy. The two preventative measures for teenage pregnancy that I have an argument for are an increase in good parenting practices and expansion of sex education in public schools. Who is your primary audience or reader? Why? Be detailed in your answer about your audience. My first primary audience is parents because they need to know how an increase in good parenting practices can prevent teens from becoming pregnant, and what good parenting practices they can execute to become a preventative measure. My second primary audience is public school administrators and teachers because they need to know how an expansion of sex education in public schools can prevent teens from becoming pregnant, and what elements they need to include in the program to make it a preventative measure. My third primary audience is adolescents because they need to know how to take advantage of good parenting practices and sex education in public schools in order to make these preventative measures for teenage pregnancy. In a sentence or short paragraph, what is your thesis statement, including your angle? Write what will appear in your essay. My point is that an increase in good parenting practices and an expansion of sex education in public schools can be effective preventative measures to reduce instances of teenage pregnancy. Parents can be primary sex educators for children, and public schools can be secondary sex educators for children to reinforce the primary sex educators. More instances of teen pregnancy are occurring because children are not receiving the knowledge they need about sex from parents and/or public schools. What topic sentences will you use as the foundation of your communication? (If necessary, add more points.) Teenage pregnancy is a social issue that is closely linked to other social issues—poverty and income, health issues, and education. Adolescents can become educated on the subject of sex and the consequences of teenage pregnancy. Parents can become primary sex educators for their children. Public school administrators and teachers can become secondary sex educators to reinforce the primary sex educators. What method of organization and development will you use to develop your paragraphs? Introduction: â€Å"Three in ten girls will be pregnant at least once before their 20th birthday† (National Conference of State Legislatures, 2014). Will one of those three girls be your daughter, your girlfriend, your son’s girlfriend, a student at your school, or will it be you? This would not have to be a worry if society would help change that statistic. There are preventative measures that can be provided to adolescents, so we can avoid the social issue of teenage pregnancy. Teenage pregnancy is a social issue that is closely linked to other social issues—poverty and income, health issues, and education. The problem has a significant impact on society as a whole. So, what if society could help reduce this issue from occurring? An increase in good parenting practices and an expansion of sex education in public schools can be effective preventative measures to reduce instances of teenage pregnancy. If children receive more knowledge about sex from parents and/or public schools, society will start to see fewer instances of teenage pregnancy, therefore making teenage pregnancy less of a social issue. Teenage birth rates were higher prior to 1980. According to the U.S. Department of Health Human Services (2013), â€Å"Teen birth rates in the United States have declined almost continuously since the early 1990s.† There are still instances of teenage pregnancy that can be prevented in today’s world. Adolescents, parents, and public school administrators and teachers all have their part in preventing teenage pregnancy. Body: Teenage pregnancy is a social issue that is closely linked to other social issues—poverty and income, health issues, and education. Teen mothers face financial problems and most likely have to rely on public assistance. The baby can face health issues at birth and later in its life. Teen mothers rarely finish high school and hardly ever get a degree from college. Adolescents can become educated on the subject of sex and the consequences of teenage pregnancy. Teenage pregnancy affects the mother, baby, and others related to the situation. Teens need to take advantage of good parenting and sex education in public schools. Parents can become primary sex educators for their children. They need to have open and clear communication with their children about sex and relationship decisions. Parents need to include their expectations for their child’s sexual behavior. Public school administrators and teachers can become secondary sex educators to reinforce the primary sex educators. They need to include sex education classes in the school curriculum. Children can learn about safe sex and the consequences of unsafe sex. Conclusion: I will state the importance of my claim by stating main points differently than I did in the paper. I will use a dramatic closing that relates to the opening of the paper to hit on the audiences’ emotions and relevance to the topic. I will close with a memorable and logic statement that will keep the readers thinking about what actions they should take after reading the paper. Preventative Measures for Teenage Pregnancy â€Å"Three in ten girls will be pregnant at least once before their 20th birthday† (National Conference of State Legislatures, 2014). Will one of those three girls be your daughter, your girlfriend, your son’s girlfriend, a student at your school, or will it be you? This would not have to be a worry if society would help change that statistic. There are preventative measures that can be provided to adolescents, so we can avoid the social issue of teenage pregnancy. Not only has teenage pregnancy occurred many times in my hometown, but I have witnessed close friends and family members go through it as well. I have observed the consequences they face on a daily basis, the impact it has on their future, and the effects it has had on their baby. I am not an expert on the topic of teenage pregnancy, so I have included ideas from the National Conference of State Legislatures, Swierzewski, and the U.S. Department of Health Human Services. Teenage pregnancy is a social issue that is closely linked to other social issues—poverty and income, health issues, and education. The problem has a significant impact on society as a whole. So, what if society could help reduce this issue from occurring? Adolescents can become educated on the subject of sex and the consequences of teenage pregnancy by listening to their parents and taking sex education classes. Parents can become primary sex educators for their children by communicating with them about sex and relationship decisions. Public school administrators and teachers can become secondary sex educators to reinforce the primary sex educators by including sex education in the school curriculum. An increase in good parenting practices and an expansion of sex education in public schools can be effective preventative measures to reduce instances of teenage pregnancy. Good parenting practices will help children learn appropriate sexual behavior, and children will have more clear communication about life decisions with their parents. An expansion of sex education in public schools will help children learn the specifics about safe sex and the consequences about unsafe sex. If children receive more knowledge about sex from parents and/or public schools, society will start to see fewer instances of teenage pregnancy, therefore making teenage pregnancy less of a social issue. Teenage birth rates were higher prior to 1980. According to the U.S. Department of Health Human Services (2013), â€Å"Teen birth rates in the United States have declined almost continuously since the early 1990s.† â€Å"Teen pregnancy has declined 42 percent, and the teen birth rate is down 52 percent† (National Conference of State Legislatures, 2014). Even though research is showing teenage pregnancy instances are declining, â€Å"Just over 305,000 babies were born to teen girls in 2012† (U.S. Department of Health Human Services, 2013). There are still instances of teenage pregnancy that can be prevented in today’s world. Adolescents, parents, and public school administrators and teachers all have their part in preventing teenage pregnancy, but we will first address the adolescent’s part. If an adolescent is not open to learning from his or her parents or teachers, then he or she is more likely to face the consequences of teenage pregnancy. Teenage pregnancy affects the lives of the mother, the baby, and others related to the situation. According to the U.S. Department of Health Human Services (2013), â€Å"Teen mothers are less likely to finish high school, more likely to rely on public assistance, more likely to be poor as adults, and more likely to have children who have poorer educational, behavioral, and health outcomes over the course of their lives than do kids born to older parents.† â€Å"Only 40 percent of teen mothers finish high school† (National Conference of State Legislatures, 2014). Many teen mothers lose their support system or give up on their goals because they see them as impossible to reach. Babies born to teen mothers face challenges and sometimes even more than the mother. Many teenage mothers are more likely to give birth to babies with low birthweight. â€Å"Low-birthweight babies are more likely to have organs that are not fully developed, which can result in complications, such as bleeding in the brain, respiratory system disorders, and intestinal problems† (Swierzewski, 2011). Figure 1: Teenage Mother Waits for Her Premature Baby  Ã‚   Figure 1: This teenage mother is waiting to see if her premature baby made it after birth. Giving birth to premature babies is another risk of teenage pregnancy that can emotionally affect the mother and lead to health risks for the baby. Source: Swierzewski (2011). As shown in Figure 1, teenage pregnancy causes emotional stress on the teen mother, but the child is at risk for stress later on in its life as well. â€Å"Children born to teenage mothers are at an increased risk for abuse and neglect† (Swierzewski, 2011). â€Å"Boys born to teen mothers are 13 percent more likely to be incarcerated, and girls are 22 percent more likely to become teenage mothers themselves later in their lives† (Swierzewski, 2011). It is just as important for male adolescents to be knowledgeable about sex and teenage pregnancy consequences as it is for female adolescents. â€Å"An estimated nine percent—or 900,000—of young men between the ages of 12 and 16 will become fathers before their 20th birthday† (U.S. Department of Health Human Services, 2013). Now, adolescents have to decide how they will help prevent instances of teenage pregnancy from occurring. â€Å"The only certain way to avoid unwanted pregnancies is to abstain from sexual intercourse† (U.S. Department of Health Human Services, 2013). However, adolescents should be open and honest when communicating about sex to their parents and/or teachers. Adolescents should ask specific questions and request specific answers. They should make sure they are listening to the good parenting practices of their parents and take advantage of sex education classes in school. If the school does not offer sex education classes, approach an administrator or teacher to ask if classes can be an option for the school. References National Conference of State Legislatures. (2014, January 22). Teen Pregnancy Prevention. Retrieved from http://www.ncsl.org/research/health/teen-pregnancy-prevention.aspx Swierzewski, S. J., III. (2011, December 9). Teen Pregnancy. Remedy’s HealthCommunities.com. Retrieved from http://www.healthcommunities.com/teen-pregnancy/children/overview-of-teen-pregnancy.shtml U.S. Department of Health Human Services. (2013, December 20). Teen Pregnancy and Childbearing. Office of Adolescent Health. Retrieved from http://www.hhs.gov/ash/oah/adolescent-health-topics/reproductive-health/teen-pregnancy/index.html#.UufzeaHnbIU

Eleanor Roosevelt Essay -- President Politics Papers

Eleanor Roosevelt Eleanor Roosevelt’s work has made a significant impact on the interpersonal domain. Her work touched the lives of millions of Americans and influenced many aspects of American politics. She was a master of her domain, interacting with millions and breaking down many barriers. Her work can be considered creative because it was so unconventional. She took on roles that were considered untraditional for women, and with an innovative approach. I admire her work as a leader, a woman, and a creative individual. Although I cannot imagine having as far reaching an impact as Eleanor Roosevelt, I hope to be strong in the interpersonal domain. As an organizational leadership major, the traits of the interpersonal domain would be strong assets for me in any career. On any level, I have a deep appreciation for her ability to help people and change lives. Eleanor Roosevelt is a master of the interpersonal domain because she could interact with anyone and she touched the lives of millions. Childhood and Early Experiences Anna Eleanor Roosevelt was born in New York City on October 11, 1884 (Youngs 26). Her parents were both from prominent families, part of the ‘Old New York and Hudson River’ aristocracy. Many of her ancestors had played significant roles in American history (Lash 6). Her mother, Anna Hall Roosevelt, had been a debutante, and was considered one of the most beautiful women of her time. Eleanor’s father, Elliot, was a sportsman, and a handsome man (Youngs 15). Eleanor was an intelligent and happy child, who was doted on by her parents. While she spent time with her parents, she was also close to her nurse, who played a large part in raising her. Eleanor’s first language was French... ...ew York: Penguin Books, 1992. Gardner, Howard. Creating Minds. New York: Basic Books, 1993. Goodwin, Doris Kearns, â€Å"Eleanor Roosevelt.† Time. 13 Apr. 1998: 122+. Lash, Joseph P. Life Was Mean to be Lived. New York: W.W. Norton and Company, 1984. Means, Marianne. The Woman in the White House. New York: Random House, 1963. Roosevelt, Eleanor. The Autobiography of Eleanor Roosevelt. New York: Harper And Brothers Publishers, 1937. Scharf, Lois. Eleanor Roosevelt: First Lady of American Liberalism. Boston:Twayne Publisher, 1987. Steinberg, Alfred. Mrs. R.: The Life of Eleanor Roosevelt. New York: G.P. Putnam’s Sons, 1958. West, J.B. Upstairs at the White House: My Life with the First Ladies. New York: Coward, McCann, and Geoghegan, 1973. Youngs, J. William T. Eleanor Roosevelt: A Personal and Public Life. New York: Addison Wesley Longman, 2000.

Encs 282 Assignment Sheet: Rhetorical Analysis

ENCS 282 Assignment Sheet: Rhetorical Analysis The purpose of this assignment is to pick a particular rhetorical message (that is, a message that attempts to persuade you to do or to believe something) and analyze the content of that message to determine the purpose, intended audience, argument, persuasive strategies, and modes of appeal that the message employs. In order to do this, I will assign you an image/video (I call it an artifact) from science/engineering – students in Jordan’s tutorials will have to analyse this image: ttp://www. geek. com/wp-content/uploads/2009/05/intel_ad_campaign_rock_stars. jpg Students in Nancy’s tutorials will analyse this commercial: http://www. youtube. com/watch? v=wGSHKNacB6Q Both images/videos are attempting to persuade a particular audience. Your goal will be to understand the basic structure of an attempt at persuasion in order to see how persuasion works. Your assignment will be due on the 26th of March 2013. Please adher e to the following guidelines: ) Examine/watch your artifact carefully, and identify the main claim being made. 2) Begin your paper with an introductory paragraph which overviews the main strategies of persuasion that the artifact employs. 3) Next, you will be required to write a Toulmin’s model of warranted assent diagram to explain the attempts to persuade the reader. This includes a demonstration of the major claims made in the artifact and the warrant for those claims, as well as the implied justification of the artifact’s claims.This section should be at least two paragraphs and at most four paragraphs long. 4) Next identify the intended audience for the image/video and analyze whether or not the ways in which the argument that the media makes is uniquely fit for that particular audience. This section should be at least two paragraphs long. You should write about the article’s language, tone, and style, and how these features help define the audience. 5) Th en, you will critique each of the artifact’s justifications.This section should also be at least two paragraphs long. Why shouldn’t we agree with this claim? Is the justification offered a good one? What can the essay do better to be more persuasive? 6) Finally, craft a conclusion that reviews both your explanations of the justifications of the media’s position and your critique of those justifications. 7) Each rhetorical analysis paper should be between 3 and 5 pages long. The papers should be double-spaced and use Times New Roman font and 1† margins.

John Calvin and the Protestant Reformation Essay

This paper is devoted to the period of Protestant Reformation in France and the key figure of this process- John Calvin. John Calvin was a Protestant theologian and the developer of the famous Calvinism theology as a system of Christian church. He is well known for his written works and his teachings, but not many know about his role played in Michael Servetus’s execution. These and some other issues will be discussed in this research. John Calvin was born under the name of Jean Chauvin in Picardie, in France. His father sent him to Paris in 1523 to get ready for the priesthood. There Calvin studied in College de la Marche and then in College de Montaigu till 1528. As he was doing quite well in ecclesiastics, he gained the chaplaincy and the curacy of Saint Martin de Martheville from his native city (Tracy, 1999). In 1529 Calvin resigned chaplaincy for the benefit of his younger brother, but however two years later he resumed and was holding it till 1534 (Gordon, 2002). Calvin proved to be a good student, but his father, who by the year 1528 had problems in relations with the ecclesiastic authorities in Noyon, took a decision, that his son should study law instead. John didn’t argue and went to Orleans, to study law at the university there. In a year he moved to another university and took classes of Andrea Alciati. During his studies at both universities Calvin was very much under the impact of Melchior Wolmar, who was a leader of humanist ranks and was a supporter of Reformation ideas. When in 1531 the father of Calvin died, he had to come back to Paris and take up study of Hebrew. In 1532 John spent another year in Orleans as a student of law again. In spring of the same year he paid his own money for publishing the text of Seneca’s De Clementia, adding his commentary. This was a confirmation of his humanistic views in connection with the Roman Church. At the same time the ideas of Reformation were rapidly spread in France, Calvin however was moving step by step to his position, he wrote in his commentary to Psalms that he â€Å"was too obstinately devoted to the superstitions of popery to be easily extricated from so profound an abyss of mire. † (Barth, 1995). One of his friends, who also shared the ideas of Reformation, was Nicolas Cop. When he became the rector of Paris University, they decided to use the chance to present their comments concerning the Reformation in front of cultured and intelligent audience. In November 1533 Cop held a speech in the Church of the Mathurins, which they gave the title â€Å"Christian Philosophy†, meaning the Gospel. The relation, he built between Law and Gospel, was closely connected to the ideas of Luther. The final part of the speech was however independent and more concentrated on the one of the features of Calvinism, namely – salvation. The speech had all chances to produce a vivid impression on the audience and to attract supporters, but Cop spoke negatively about the hierologists of Sorbonne and called them â€Å"sophists†. This certainly caused their indignation, they sought for support from the government, and Cop had to escape. Calvin followed him due to their known close relation, but risked to return very soon. He couldn’t get rid of his fears, that his support of Reformation ideas could be followed by imprisonment, like it was the case with some other reformers. He decided to become a wanderer in 1534, all the time changing his name. Two and a half years he was going from place to place, was imprisoned in Noyon, visited Paris, where he met Servetus for the first time. In Orleans he published his Psychopannychia, confutation of the theory about sleeping soul between death and the Last Judgment (Gordon, 2002). In 1535 Calvin visited Strasburg under the name of Basel. There he finished his â€Å"Institutes of the Christian Religion†, about the book he wrote: â€Å"My objects were, first, to vindicate my brethren whose death was precious in the sight of the Lord; and next that, as the same cruelties might very soon after be exercised against many unhappy individuals, foreign nations might be touched with at least some compassion toward them and solicitude about them. † (Barth, 1995). After he had published this work, he worked in Ferrara in the court of Duchess Renee. A year later he met his younger brother Antoine and his half-sister Marie in Paris. He traveled with them to Strasburg, but because of the war, had to go to Geneva, planning to remain only one night there. But Farel Guillaume, one of the like-minded persons, convinced him to stay there. Two years he spent at the side of Farel, but still the city could not stand the significant reforms offered by the Reformers and on Easter Monday in 1538 they both were ordered to leave the city. Calvin traveled to Strasburg, where he became minister to the French refugees in the Church of St. Nicolas (Brady, 1994). Two years later he married Idelette de Bure, widow of Jean Stordeur of Liege, an Anabaptist, whom Calvin managed to turn into pedobabtist. They had a son, who lived only several days. Idelette de Bure died in 1549 and Calvin never married for the second time. Calvin didn’t have the plans to return to Geneva as his financial situation was rather poor at that moment, but very soon he got the opportunity to improve his position. In Strasburg he managed to practice the reform, which he could not launch in Geneva, and his fame started to grow very quickly. He received an offer to come out with a course of cathedral lectures. In 1539 Cardinal Jacopo Sadoleto sent a letter to Geneva, asking for it to be returned to Roman obedience and Bern government gave the right to answer to Calvin. There were serious changes in the government of Geneva, and as a result the friends if Calvin won the power in the city. For the second time Calvin followed the arguments of Farel and went to Geneva. He knew perfectly, that there were a lot of his enemies, and that not everybody was ready to support him, but his faith in God was his major support. The government prepared a house for him and a corresponding salary. His work in Geneva started, the city turned into his main, but not the only one, center of activity. Geneva was a place, that gathered a lot of refugees from Holland, Italy, England, Spain, who were ready to listen and to support the ideas of Calvin. Also a number of students visited his lectures. His fame was growing, and more and more people were standing by him. At the age of fifty-five he died because of a disease. For Geneva he left one hundred and seventy dollar, faith, education and reconstructed government. Calvin chose Apostle’s Creed as the basis for his ideas, at the same time closely relating theology and ethics. Calvin’s reformation was practical, with the strongest emphasis on the doctrine of predestination; he tried to teach people of the city to refer to it as a cornerstone of the Christian faith. Opposed to lenient views concerning grace and sin, propagated by the Roman Church, the Augustinian doctrine recovered in his words. Calvin did his best to change the face of Protestantism, as he managed to address openly and directly the matters, which other reformers didn’t know or didn’t want to discuss (Brady, 1994). His main target was the proper organization of the church governance and social organization of the church in the city. He was said to be the first politic leader, who was able to build the social organization based on biblical principles. He brought very significant innovation, namely by incorporating church into the government of the city (Cameron, 1991). In the middle of 1550s the structure of Geneva was changed completely in accordance to Calvin’s ideas. As a result Geneva became the most important center of Protestantism in Europe and attracted the persecuted refugees from other countries. The branch of Calvin’s reforms became the prevalent branch of Protestantism from the seventeenth century. Calvin had the same problems as Luther with Anabaptists. On the 16-17 of March in 1537 he had a public meeting with them, and using his strong argumentation disposed of their ideas, as confirmed by Council of Two Hundred. Along with a great number of supporters Calvin had his opponents as well. Calvin played a very important role in the execution of Michael Servetus – â€Å"the Spanish physician, radical reformer (‘Anabaptist’), and unitarian. † (Gordon, 2002). In 1531 Servetus published his ideas denouncing the Trinity, which was the key doctrine Catholics and Protestants could agree about. Three years later Calvin agreed to meet Servetus in person in Paris, Servetus however didn’t appear. From 1546 till 1548 they exchanged letters, trying to convince each other, but finally Calvin had to stop the correspondence, as it was growing more and more rancorous. In 1553 Servetus was sentenced to death in absentia by Inquisition in Spain for spreading heresy. Calvin provided very important evidences to support the conviction. Servetus escaped from the prison, but was again arrested in Geneva on the initiative of Calvin. This time he was sentenced to burning on a stake, which took place in 1553. Then Servetus was buried together with the copy of his last work – De Trinitatis Erroribus. Servetus was the only one, who was sentenced to death for his religious beliefs during the lifetime of Calvin, and there is finally no agreement about the correctness of Calvin’s actions concerning this issue. Hundreds of years later modern Calvinists do not support the actions of Calvin towards Servetus. Nowadays persecution, and what is more death sentence for religious beliefs and positions, seems to be barbarous. Calvin was certainly not the only reformer. The ideas of Calvin and Farel were really close, but Farel was a missionary, a preacher and not theologian or even less a statesman. Calvin, being French would probably not be able to spread his influence so successfully either in Zurich or in Wittenberg, as Zwingli and Luther did it. Calvin was much younger than Luther and Zwingli and had an advantage of having a good foundation for spreading his ideas. He managed to build a system based on their new ideas. He proved to be better organizer and better thinker, at the same time lacking their genius and activity. His life was not as dramatic as those of Luther or Zwingli; he didn’t possess that genial humor or was able to raise popular enthusiasm. And still he remained the most influential Reformer of the Protestant Church. References: Barth, K. (1995). The Theology of John Calvin, tr. by G. W. Bromiley. Grand Rapids: Wm. B. Eerdmans. Brady, T. (1994). Handbook of European History, 1400–1600: Late Middle Ages, Renaissance, and Reformation. Leiden and New York. Breen, Q. (1968). John Calvin: A Study in French Humanism. Cameron, E. (1991). The European Reformation. Oxford and New York. Gordon, B. (2002). The Swiss Reformation. Manchester, U. K. , and New York. Tracy, J. (1999). Europe’s Reformations, 1450–1650. Lanham, Md.

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