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This book provides a fascinating look at the amazing diversity of forms of travel and transport around the world today in the context of cultures, politics, economics, and environment of a place. Across the timeline of human history, transportation has played a role in the migration of people and information, nation-building, economic development, environmental alteration, access to and the use of resources, and even the fall of civilizations. This single-volume reference presents more than 150 entries that describe the most up-to-date surface transport technologies and routes in use on every continent, including a broad range of road vehicles, railroads, person-powered vehicles, and even animals used for transportation. The book melds transportation geography with culture, politics, economics, and environment of place in its coverage of vehicles, transportation technologies, and some of the most famous streets, rail systems, and highways from around the world. The entries are written by transport geography scholars to be accessible to general readers without technical backgrounds. Each entry incorporates cross references that allow readers to easily find related entries, making the book ideal for conducting specific research or completing school projects.

Calvinism went global in the seventeenth and eighteenth centuries, as close to a thousand Dutch Reformed ministers, along with hundreds of lay chaplains, attached themselves to the Dutch East India and West India companies. Across Asia, Africa, and the Americas where the trading companies set up operation, Dutch ministers sought to convert “pagans,” “Moors,” Jews, and Catholics and to spread the cultural influence of Protestant Christianity. As Dutch ministers labored under the auspices of the trading companies, the missionary project coalesced, sometimes grudgingly but often readily, with empire building and mercantile capitalism. Simultaneously, Calvinism became entangled with societies around the world as encounters with indigenous societies shaped the development of European religious and intellectual history. Though historians have traditionally treated the Protestant and European expansion as unrelated developments, the global reach of Dutch Calvinism offers a unique opportunity to understand the intermingling of a Protestant faith, commerce, and empire.

Claiming the Call to Preach traces the history of call through the nineteenth century, at a time when the question of women’s call to preach, although seemingly fixed by ecclesial authority and cultural convention, was being raised by courageous women in different settings, through different genres, and to different effect. This book recovers the neglected narrative of women’s call to preach through the historical accounts and rhetorical witness of four groundbreaking women preachers: Jarena Lee, Frances Willard, Louisa Woosley, and Florence Spearing Randolph. Scholarship has been written on women who have preached in history, but not on how they managed to claim their call to preach despite the restrictions of gender inequality. This project explores the question: how did women claim their call to preach? Through feminist hermeneutics, this book examines call narratives which used rhetorical strategies to articulate effective arguments for women’s call to the preaching ministry of the church. In response, these women received endorsement of their claims to pulpit places, engaged in sacred persuasive speech, and preached as ministers of the sacred office. This project examines women’s call to preach—the history and theology, rhetoric and practice, struggle and success, and the necessary work of interpretation and re-interpretation through call narratives. This book concludes with practical applications for contemporary homiletics, showing how historical tradition can be re-invented in order to give women—and anyone struggling with their call to preach—rhetorical tactics and narrative scripts in order to make effective claims to preach today.

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.