The Divine Revelation – and in consequence Christian theology – connects a term ‘holiness’ with the nature of God who in relation to His creature is totally transcendent but in the same time is close to it and in His Son Jesus Christ, in a sense, united with it. Strictly speaking it is possible to talk about holiness under one condition: if one believes in the Holy One – God who is the source of any holiness. Holiness of God was fully revealed in Jesus Christ who through His revelation-salvifc deeds allowed human beings to participate in God’s holiness. Church, however, being holy from her nature (and participating in God’s holiness) has a task to proclaim holiness in the world and to practice it. The essence of holiness is always the same although holiness could be practiced in the Church and the world in many different ways. So understood holiness of Christian life – achieved especially in everyday life or in a way of heroic virtues – has a very important meaning for the credibility of Christianity. Holiness is present not only in a spiritual (‘inside’) life but also has outside refections which is so much important for a contemporary mentality marked by praxis and praxeology. holiness, however, could be recognized only from a perspective of faith.

The problem of governments’ over-indebtedness is one of the most important challenges for today’s EMU governance. As numbers suggest, the problem of extensive deficits has appeared in the EMU long before the burst of the global financial crisis. We suspect that the membership in a currency area might be partially blamed for such progression of indebtedness. This paper examines the determinants of government risk premiums in the EU Member States to answer if the risk premium assigned by the market may give currency area Member States additional incentives for profligacy. Controlling other factors, we investigate the pattern in which fiscal deficits and GDP growth affect the yield of 10-year-maturity government bonds in the euro area and the non-euro area EU Member States. Our results are straightforward. The market penalizes EU countries that do not belong to the euro area for bad economic performance and extensive deficits from 4 to 7 times stronger. Our estimates confirm the strong impact of the common credibility problem in the EMU but also support the key role of financial stress in determining the cost of government debt.

Trust and trustworthiness are crucial for science: equally for the scientific knowledge, scientific institutions and scientific community. For scientific knowledge the main criterion of trustworthiness is the search for truth, for scientific institutions it is the regime of autonomy, and for scientific community – respecting the ethos of science: norms of universalism, communalism, disinterestedness and organized scepticism (peer review and meritocracy). In the traditional academic science due to these criteria the level of deviance (fraud, plagiarism etc.) was very low. Alas in current post-academic science we witness numerous occurrence of fake knowledge, loss of autonomy of academic institutions and the neglect of the ethos of science among scholars. There are several processes responsible for this condition: fiscalisation, privatization, marketization, bureaucratization, and the pressure of non-academic, external forces and interests on scientific community. The regaining of autonomy and reactivation of academic culture (primarily the ethos of science), are the preconditions for overcoming the current crisis of trustworthiness in science.

Given the significance of teacher characteristics in student motivation for class attendance, the present paper aimed to investigate the roles of teacher success, credibility, and stroke in students’ Willingness to Attend Classes (WTAC). To this aim, a total number of 276 undergraduate students majoring in Teaching English as a Foreign Language (TEFL) and English Language and Literature completed four scales: Characteristics of Successful EFL Teachers Questionnaire (Moafian & Pishghadam, 2008), Teacher Credibility Scale (McCroskey & Teven, 1999), Student Stroke Scale (Pishghadam & Khajavi, 2014), and WTAC Scale (Rajabnejad, Pishghadam, & Saboori, 2017). For data analysis, Pearson multiple correlation coefficients and path analysis were employed. The results of correlational analyses revealed a significantly positive correlation, first, between teacher success and students’ WTAC, secondly, between teacher credibility and students’ WTAC, and thirdly, between teacher stroke and students’ WTAC. Furthermore, the results of path analysis indicated that students’ WTAC was significantly predicted by teacher success, credibility, and stroke. At the end, the results were discussed in light of previous findings, and potential conclusions were made in the EFL context accordingly.