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Books on the topic 'Université de Metz'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Université Paul Verlaine-Metz. Centre d'études des textes et traductions. La traduction du discours amoureux: 1660-1830. Actes du colloque international tenu à Metz les 18-19 mars 2005, organisé par le centre d'étude des textes et traductions, université Paul Verlaine-Metz. Metz: Université de Metz, centre d'études des textes et traductions, 2006.

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2

Centre Michel Baude-Littérature et spiritualité de l'Université de Metz (Metz) (20-21 novembre 1998). L' image du prêtre dans la littérature classique, XVIIe-XVIIIe siècles: Actes du colloque, Université de Metz, 20-21 nov. 1998. Berne: Peter Lang, AG, 2001.

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3

France) Déviance et risque en dispositifs (Conference) (2009 Metz. Déviance et risque en dispositifs: Expertise et médiatisation : Colloque, Centre de recherche sur les médiations, Université Paul Verlaine Metz, 16, 17, 18 décembre 2009. Nancy: Presses universitaires de Nancy, 2012.

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4

Responsabilité pénale et activité des collectivités territoriales: Évolutions et interactions : actes du colloque organisé par l' Institut Droit et économie des dynamiques en Europe (ID2), Faculté de droit, économie et administration Université Paul Verlaine, Metz, mardi 29 septembre 2009. Paris: Harmattan, 2011.

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5

Gesellschaft für Angewandte Mathematik und Mechanik. Jahrestagung. GAMM 99: Annual meeting : University of Metz, France, April 12-16, 1999. Berlin: Wiley-VCH, 2000.

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6

Gesellschaft für Angewandte Mathematik und Mechanik. Jahrestagung. GAMM 99: Annual meeting : University of Metz, France, April 12-16, 1999. Berlin: Wiley-VCH, 2000.

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7

García, Rafael Mojica. Palabras del señor Rector: Desarrollo y autonomía de la universidad colombiana. Villavicencio, Meta, Colombia: [s.n., 2000.

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8

Schippers, Hans. Met vallen en opstaan: 1970-1995 vijfentwintig jaar samenwerkingsorgaan brabantse universiteiten. Tilburg: Tilburg University Press, 1995.

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9

1813-1884, Pattison Mark, and Bradley Meta 1853-1923, eds. Love in a cool climate: The letters of Mark Pattison and Meta Bradley, 1879-1884. Oxford [Oxfordshire]: Clarendon Press, 1985.

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10

1946-, Adams Alison, ed. Jean Jacques Boissard's Emblematum liber: Emblèmes latins : Metz : A. Faber, 1588 : a facsimile edition using Glasgow University Library SM Add 415. Turnhout: Brepols, 2005.

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11

Workshop on Meta-Programming in Logic Programming (1988 University of Bristol). META88: Proceedings of the Workshop on Meta-Programming in Logic Programming : University of Bristol, 22-24 June 1988. [Bristol?: University of Bristol?, 1988.

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12

Il discorso della nazione nella letteratura italiana: Atti del convegno internazionale di Metz, 20-21 ottobre 2011, Università degli studi della Lorena, Centro studi Écritures. Firenze: Franco Cesati Editore, 2012.

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13

Janse, Renzo Alexander. Viaggio nell'archeologia della prima metà del Settecento: Rassegna di una serie di libri antichi e rari di archeologia del Fondo Comparetti della Biblioteca di lettere dell'Università degli studi. Firenze: L'olandese volante, 2000.

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14

Festa della storia (2nd : 2005 : Bologna, Italy), ed. Vie e mete dei pellegrini nel Medioevo euromediterraneo: Atti del convegno : Bologna, 21 ottobre 2005, Dipartimento di discipline storiche, Università di Bologna. Bologna: Pàtron, 2007.

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15

Janse, Renzo Alexander. Viaggio nell'archeologia della prima metà del Settecento: Rassegna di una serie di libri antichi e rari di archeologia del Fondo Comparetti della Biblioteca di lettere dell'Università degli studi di Firenze. Firenze: L'Olandese volante, 2000.

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16

Janse, Renzo Alexander. Viaggio nell'archeologia della prima metà del Settecento: Rassegna di una serie di libri antichi e rari di archeologia del Fondo Comparetti della Biblioteca di lettere dell'Università degli studi di Firenze. Firenze: L'Olandese volante, 2000.

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17

Bosco, Andrea, and Massimiliano Guderzo, eds. A Monetary Hope for Europe. Florence: Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6655-966-5.

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A Monetary Hope for Europe. This book studies the euro in a global perspective and opens a new series edited by the Jean Monnet European Centre of Excellence of the University of Florence, Verso l’unificazione europea. Most of the chapters have been written by economists who met and discussed their diverse views at a multi-disciplinary conference organized by the Centre in May 2013 under the title The euro and the struggle for the creation of a new global currency: Problems and perspectives in the building of the political, financial and economic foundations of the European federal government. The list of contributors also includes historians as well as European and international law academics. Their essays have been revised on the basis and against the backdrop of an ongoing crisis of both the euro and the whole European project in the last years and months. The volume aims to provide useful data and interpretations to improve knowledge on the euro and the European Union in their economic, historical, juridical and political perspectives.

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18

Rigopoulos, Antonio. Oral Testimonies on Sai Baba As Gathered During a Field Research in Shirdi and Other Locales in October-November 1985. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-446-2.

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The interviews and audio recordings comprised in this volume are the outcome of a field research to Maharashtra and Andhra Pradesh which took place in October-November 1985 for the preparation of the Author’s BA thesis on the life and teachings of the Indian saint Sai Baba of Shirdi (d. 1918), discussed at the Ca’ Foscari University of Venice in June 1987 (Un maestro dell’India moderna: il Sāī Bābā di Śirḍī. L’uomo, l’ambiente, gli insegnamenti). The conversations of each day are preceded by excerpts from the Authorʼs diary. These testimonies record the words of various people in the village of Shirdi and other locales, among whom are the last old men who knew Sai Baba: Balaji Pilaji Gurav, Bappaji Lakshman Ratna Parke, Martanda Mhalsapati, Pandharinath Bhagavant Gonkar, Tukaram Raghujiv Borawke, and Uddhavrao Madhavrao Deshpande. While in Shirdi the Author was also able to interview Uttamrao Patil, son of Tatya Kote Patil, and in Mumbai he had the privilege of meeting Swami Ram Baba, who first met the saint in 1914. Taken altogether, these conversations are primary sources for the study of Sai Baba and may help to contextualize Shirdi as a pilgrimage place in the mid-1980s.

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19

İbrahim, Hasgür, Odyakmaz Zehra, and Mevlana Üniversitesi, eds. Proceedings of the First Mevlana (Rumi) University International Economics and Law Symposium: "Investment opportunities and problems met during transition period to market economy in Central Asia countries". Konya: Mevlana Üniversiy, 2013.

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20

Kučinskienė, Zita Aušrelė. Vilniaus universiteto Medicinos fakultetas: Kasdienis ir modernus : jubiliejinis 225-ųjų metų leidinys : Vilniaus universiteto Medicinos fakultetas 1781-2006 metais = Faculty of medicine at Vilnius university : itʹs [sic] modern everyday life : publication dedicated to the 225th anniversary year : Faculty of Medicine at Vilnius University in 1781-2006. [Vilnius]: Vilniaus universiteto leidykla, 2006.

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21

International Association of Maritime Universities. General Assembly. Maritime security and MET: [proceedings of the] Six Annual General Assembly (AGA) of the International Association of Maritime Universities, hosted by the World Maritime University, October 24-26, 2005, Malmö, Sweden. Edited by Nielsen Detlef and International Association of Maritime Universities. Southampton, Boston: WIT Press, 2005.

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22

Mathieu, Lommen, Zoete Johan de, Universiteit van Amersterdam, and Koninklijke Vereeniging ter Bevordering van de Belangen des Boekhandels (Amsterdam), eds. Letterproeven van Nederlandse gieterijen: Uit de Bibliotheek van de KVB en andere verzamelingen in de Universiteitsbibliotheek Amsterdam met geschiedenissen van de firma's = Dutch typefounders' specimens : from the library of the KVB and other collections in the Amsterdam University Library with histories of the firms represented. Nieuwkoop: De Graaf, 1998.

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23

Lane, John A. Dutch typefounders' specimens: From the Library of the KVB and other collections in the Amsterdam University Library, with histories of the firms represented = Letterproeven van Nederlandse gieterijen : uit de Bibliotheek van de KVB en andere verzamelingen in de Universiteitsbibliotheek Amsterdam, met geschiedenissen van de firma's. Amsterdam: De Buitenkant, 1998.

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24

Vengrauskas, V. Paslaugų verslo plėtros problemos integravimosi į Europą procese: Respublikinės mokslinės konferencijos, skirtos Vilniaus universiteto 425 metų sukakties ir Prekybos ekonomikos katedros veiklos 40-mečiui paminėti, pranešimų medžiaga : Vilnius, 2004 m. balandžio 23 d. = Problems of services industry development under the European integrating process : proceedings of the scientific conference dedicated to the 425th anniversary of Vilnius University and the 40th anniversary of the Department of Trade. Vilnius: Vilniaus Universiteto Ekonomikos fakulteto Prekybos ekonomikos katedra, 2004.

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25

Jacques, Dufetel, and Université de Metz. Centre "Littérature et spiritualité", eds. Spiritualité verlainienne: Actes du colloque international de Metz (novembre 1996) : Centre "Michel Baude"-littérature et spiritualité, Faculté des lettres et sciences humaines, Université de Metz. [Paris]: Klincksieck, 1997.

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26

Richard, Lioger, ed. La mémoire du sociologue: Quelques images des identités lorraines : [Journées d'études, 1996 et 1997, Université de Metz]. Besançon: Presses du Centre Unesco de Besançon, 1999.

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27

Documenti per la storia dell'Università di Pavia nella seconda metà del '400. Bologna: Cisalpino, 1994.

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28

Tri-State University, a vision realized: The challenges met by President Reynolds. Tri-State University, 2000.

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29

Vest, Charles M. American Research University from World War II to World Wide Web: Governments, the Private Sector, and the Emerging Meta-University. University of California Press, 2007.

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30

Vest, Charles M. American Research University from World War II to World Wide Web: Governments, the Private Sector, and the Emerging Meta-University. University of California Press, 2007.

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31

Hicks, Michael. A Cultural Necessity. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039089.003.0006.

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This chapter discusses the activities of the Mormon Tabernacle Choir under Richard Condie's conductorship. On August 20, 1957, the First Presidency met to discuss who should replace Spencer Cornwall. They chose Newell Weight, a choral conductor at Brigham Young University, but he was on a two-year leave doing graduate work at the University of Southern California. Condie was appointed initially on a “limited” basis, but ended up directing the Choir for sixteen years. Not long after, Condie was accused of dropping old Choir members and installing in their places his University of Utah students. He was turning the Tabernacle Choir into “a university chorus.” This chapter considers Condie's rehearsal methods for the Choir, the Choir's recordings and its television appearances, domestic tours, and success in the areas of popular music and classical music. It also describes the Choir's identification with conservative Americanism as well as its dwindling reputation.

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32

Society, Meta-morphosis, and Italian Cultural Institute, eds. Meta-morphosis towards meaningful work: Edinburgh interdisciplinary conference : 21-22 April 2001, University of Edinburgh. [S.l.]: [s.n.], 2001.

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33

Williams, Sonja D. Scripts and Scoops. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039874.003.0005.

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This chapter focuses on Richard Durham's career in journalism and scriptwriting. As Durham moved through the early 1940s, he had yet to snag a full-time writing job. He began as a freelance writer for the NBC radio show The Lone Ranger, probably in July 1943. While his wife Clarice Durham started taking evening classes in early childhood education at Chicago's Pestalozzi Froebel Teachers College, Dick Durham applied to the Summer Radio Institute jointly sponsored by Northwestern University and the NBC network. Finally, in winter 1944, a full-time job offer provided Durham with a springboard onto a new writing path; he was hired by the Chicago Defender as a reporter, and came under the guidance of its editor-in-chief Metz Tulus Paul Lochard. However, he was fired by the newspaper two years later. Durham eventually landed a position as an associate editor and feature writer with a newly created progressive newspaper called the Chicago Star. He also resumed his writing duties for the Chicago Defender's Democracy USA radio series sometime during late summer 1946.

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34

Kenney, Padraic. “This Purgatory Is Useful”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199375745.003.0010.

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Prisoners and their supporters often refer to the experience as a “prison university.” Time in prison among people of the same movement gave prisoners the opportunity to learn and to develop politically. Prisoners who might never have met outside grew together as they studied and shared knowledge. Disparities of knowledge and political experience made communal education possible. Everything from mathematics to foreign languages to the basics of ideology brought prisoners together in a common activity. Prisoners on Robben Island used the management of sports to hone their administrative abilities. IRA men in Long Kesh developed new approaches to the fight against British rule in Northern Ireland.

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35

Schlie, Ulrich, ed. Modernes Regierungshandeln im Zeitalter der Globalisierung. Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783845278537.

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In our increasingly insecure world, governance is being confronted with new challenges every day. Rising nationalism, terrorist attacks, an increasing number of populist forms of governance, the egoism of governments, digital change, ‘warlordism’ and anarchy: this is an incomplete list of the problems modern governance is having to face. These problems have to be seen against the background of structural changes caused by the process of globalisation. Among others, they not only affect the fundamental relationship between individuals and society, but also that between the constitutional bodies of a state and the role of the nation state itself. Moreover, they influence both the relationships between states and the sharing of tasks between nation states and supra national bodies. This volume is composed of a series of lectures held at Andrássy University between 2015 and 2017, which describe current trends of change and concentrate on their consequences for states, nations and societies. With contributions by Joachim Bitterlich, Erhard Busek, Hartmut Koschyk, S.D. Fürst Hans-Adam II. von und zu Liechtenstein, András Masát, Dirk Metz, Martin Mosebach, Jean-François Paroz, Ulrich Schlie, Horst Seehofer, Michael Stürmer, Thomas Weber

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36

LMU. Leeds Metropolitan University MA In Corporate Direction Research Mathodology & Project Development Text: LMU Corp Dir: Res Meth Pro Dev Text. Financial Times Prentice Hall (a Pearson Education company), 1999.

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37

Martin, Ryan. Introductory Physics: Building Models to Describe Our World. Queen's University Library, 2020. http://dx.doi.org/10.24908/bpwm9859.

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This textbook is written to fill several needs that we believe were not already met by the many existing introductory physics textbooks. First, we wanted to ensure that the textbook is free to use for students and professors. Second, we wanted to design a textbook that is mindful of the new pedagogies being used in introductory physics, by writing it in a way that is adapted to a flipped-classroom approach where students complete readings, think about the readings, and then discuss the material in class. Third, we wanted to create a textbook that also addresses the experimental aspect of physics, by proposing experiments to be conducted at home or in the lab, as well as providing guidelines for designing experiments and reporting on experimental results. Finally, we wanted to create a textbook that is a sort of “living document”, that professors can edit and re-mix for their own needs, and to which students can contribute material as well. The textbook is hosted on GitHub, which allows anyone to make suggestions, point out issues and mistakes, and contribute material. This textbook is meant to be paired with the accompanying “Question Library”, which contains many practice problems, many of which were contributed by students. This textbook would not have been possible without the support of Queen’s University and the Department of Physics, Engineering Physics & Astronomy at Queen’s University, as well as the many helpful discussions with the students, technicians and professors at Queen’s University.

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38

Williams, Amanda. The understanding of social effects in pain. Edited by Paul Farquhar-Smith, Pierre Beaulieu, and Sian Jagger. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198834359.003.0077.

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The landmark paper discussed in this chapter is ‘Social modulation of pain as evidence for empathy in mice’, published in 2006 by Langford et al. in Mogil’s lab at McGill University, Montreal. It elegantly demonstrated (1) that mice observed and responded to one another’s pain—effectively, socially mediated hyperalgesia; (2) that this was modulated by the nature of the social relationship, occurring between cagemates but not strangers; (3) that the mechanism in the observing mouse involved central sensitization, not local effects. The interactive behaviour met requirements for empathic responding; neither imitation nor emotional contagion could account for these effects. The findings have implications for lab pain research using rodents, for understanding of empathic responses in animals, and for understanding animal social behaviour more widely.

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39

The American Research University from World War II to World Wide Web: Governments, the Private Sector, and the Emerging Meta-University (The Clark Kerr ... the Role of Higher Br Education in Society). University of California Press, 2007.

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40

LMU. Leeds Metropolitan Universit MA In Corporate Direction Research Methodology & Project Development Slipcase/Binder: LMU Corp Dir: Res Meth Pro Dev S/B. Financial Times Prentice Hall (a Pearson Education company), 1999.

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41

Kuzle, Ana, Inga Gebel, and Benjamin Rott, eds. Implementation Research on Problem Solving in School Settings. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871167.0.

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The University of Potsdam hosted the 25th ProMath and the 5th WG Problem Solving conference. Both groups met for the second time in this constellation which contributed to profound discussions on problem solving in each country taking cultural particularities into account. The joint conference took place from 29th to 31st August 2018, with participants from Finland, Germany, Greece, Hungary, Israel, Sweden, and Turkey. The conference revolved around the theme “Implementation research on problem solving in school settings”. These proceedings contain 14 peer-reviewed research and practical articles including a plenary paper from our distinguished colleague Anu Laine. In addition, the proceedings include three workshop reports which likewise focused on the conference theme. As such, these proceedings provide an overview of different research approaches and methods in implementation research on problem solving in school settings which may help close the gap between research and practice, and consequently make a step forward toward making problem solving an integral part of school mathematics on a large scale.

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42

Il francescanesimo dalle origini alla metà del secolo XVI: Esplorazioni e questioni aperte : atti del convegno della Fondazione Michele Pellegrino, Università di Torino, 11 novembre 2004. Bologna: Il mulino, 2005.

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43

Mcharazo, Alli A. S. Distance learning in the African context: The learning resource requirements of students at the Open University of Tanzania, and the extent to which they are met. 1999.

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44

Matsumoto, Isamu Ph D. Advances in Chemical Diagnosis and Treatment of Metabolic Disorders: Updated Proceedings of the First & Second Symposia on Clinical Diagnosis of Met (Edical University, Kanazawa, Japan: May). John Wiley & Sons, 1993.

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45

McConnell, Michael W. The President Who Would Not Be King. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691207520.001.0001.

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One of the most vexing questions for the framers of the Constitution was how to create a vigorous and independent executive without making him king. In today's divided public square, presidential power has never been more contested. This book cuts through the partisan rancor to reveal what the Constitution really tells us about the powers of the president. The book provides a comprehensive account of the drafting of presidential powers. Because the framers met behind closed doors and left no records of their deliberations, close attention must be given to their successive drafts. The book shows how the framers worked from a mental list of the powers of the British monarch, and consciously decided which powers to strip from the presidency to avoid tyranny. It examines each of these powers in turn, explaining how they were understood at the time of the founding, and goes on to provide a framework for evaluating separation-of-powers claims, distinguishing between powers that are subject to congressional control and those in which the president has full discretion. Based on the Tanner Lectures at Princeton University, the book restores the original vision of the framers, showing how the Constitution restrains the excesses of an imperial presidency while empowering the executive to govern effectively.

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46

López, Ivan, ed. Aftershocks: Globalism and the Future of Democracy. Universidad de Zaragoza, 2021. http://dx.doi.org/10.26754/uz.978-84-18321-12-2.

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This digital publication consists of a selection of 56 papers presented at the 16th International Conference of the International Society for the Study of European Ideas (ISSEI), held at the University of Zaragoza, 2-5 July 2019, the general theme of which was ‘Aftershocks: Globalism and the Future of Democracy’. Sponsored by The Aragonese Association of Sociology, the conference was well-attended – 170 participants from 28 countries met to discuss a wide variety of topics in 29 workshops. The feedback we received from participants confirmed that they had greatly enjoyed the venue of the conference, that they appreciated the warm welcome they had received and the congenial social atmosphere and opportunity to attend workshops on subjects that were not only in their own field of expertise. No one, of course, could have predicted that our world – our work and life as individuals, as communities and as nations – would change so suddenly and radically eighteen months after the conference, with the rapid and devastating spread of the Convid-19 pandemic. The current deepening global crisis along with the challenge of climate change and growing international tensions are a stark reminder of how vulnerable our societies, our civilization, and our species are. The shocks and aftershocks of these crises are felt today in every corner of the world and in every aspect of our global and local economies, and most obviously in the sociopolitical arena. As several of the conference workshops on the multiple crises Europe and the world face today – from the migrant crisis to the rise of populism and deepening inequality between rich and poor – showed – and as the Covid-19 pandemic has so cruelly brought home to us – we simply cannot take the achievements of human civilization for granted and must find ways to meet the fundamental social and political needs of human beings not only in our own neighborhoods, cities and countries, but ultimately in the world as a whole: their living conditions, livelihoods, social services, education and healthcare, human rights and political representation. Several of the workshops, as I mentioned, directly addressed these issues and emphasized the need for building social resilience based on tolerance, solidarity and equity. This too is why, as academics, we should continue to initiate and engage in collective reflection and debate on how to foster and strengthen human communities and human solidarity. Finally, I want to thank the participants and workshop chairs for their contribution to the success of the conference. It was a pleasure for me to work with the university organizing team and with ISSEI’s team in bringing this about, and I am particularly proud that my university and the city of Zaragoza hosted this conference.

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47

19--, Morgan Brian, and Clashganna Mills Trust. Benson Committee., eds. Belfield access: The physical accessibility of the University College Dublin, Belfield campus for the disabled : an inventory of the progress made and of the challenge to be met : research report. [Dublin: Clashganna Mills Trust, 1989.

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48

Rayner, Mike, Kremlin Wickramasinghe, Julianne Williams, Karen McColl, and Shanthi Mendis, eds. An Introduction to Population-level Prevention of Non-Communicable Diseases. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198791188.001.0001.

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This book is based on the content covered during the non-communicable disease (NCD) prevention short course at the University of Oxford. It provides theoretical background and ‘real life case studies’ helping readers to apply the learnings to their day-to-day work. It covers case studies from both high-income countries and low- and middle-income countries. This book is structured around the four stages of the policy cycle: (1) problem definition; (2) solution generation; (3) resource mobilization and implementation; and (4) evaluation. Chapters 2–7 focus on problem definition, which involves understanding the burden of NCDs, its risk factors, the sociopolitical landscape, the role of advocacy, and screening and surveillance. Chapters 8–10 are about solution generation, which involves examining the evidence for potential costs and benefits of interventions, while also considering contextual factors, including the ethical and political dimensions of different solutions. Chapters 11–13 are on implementation and the mobilization of resources, both the money needed for material aspects of the interventions and the people required to plan for and carry out the interventions. Chapter 14 is about evaluation and monitoring, which may be designed to assess whether interventions met their aims and objectives. Given the cyclical nature of the policy cycle, the final chapter is about returning to the various stages. NCD prevention does not always follow the stages of the policy cycle in a strict sequence and often, NCD interventions will need revisiting in light of the experiences and lessons learned from earlier stages.

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49

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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Abstract:

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

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