Rethinking Problem-based Learning for the Digital Age provides grounded, evidence-based strategies for teaching faculty, academic developers, and educational technologists who are changing their problem-based learning modules and programmes from face-to-face to online. Given today’s rapid advancements in learning and curriculum development specific to online and blended modes, there is considerable potential to introduce new forms of problem-based learning in higher education. This book applies fundamental and cutting-edge research, including original scholarship by the authors, toward innovative PBL practices and realistic tasks that can be brought to life through digital environments, teamwork, and resources. Whether recontextualizing PBL practices for newly online/blended instruction or seeking fresh PBL approaches for existing digital education environments across disciplines, readers will be guided to construct active, highly motivating, learner-centered experiences using simulations, games, virtual reality, multimedia, and other complex innovations.

This book employs an an intersectional feminist approach to highlight how research and teaching agendas are being skewed by commercialized, corporatized and commodified values and assumptions implicit in the neoliberalization of the academy. The authors combine 50 years of academic experience and focus on species, gender and class as they document the hazardous consequences of seeing people as instruments and knowledge as a form of capital. Personal-political examples are provided to illustrate some of the challenges but also opportunities facing activist scholars trying to resist neoliberalism. Heartfelt, frank, and unashamedly emotional, the book is a rallying cry for academics to defend their role as public intellectuals, to work together with communities, including those most negatively affected by neoliberalism and the corportatization of knowledge.

Rethinking Problem-based Learning for the Digital Age provides grounded, evidence-based strategies for teaching faculty, academic developers, and educational technologists who are changing their problem-based learning modules and programmes from face-to-face to online. Given today’s rapid advancements in learning and curriculum development specific to online and blended modes, there is considerable potential to introduce new forms of problem-based learning in higher education. This book applies fundamental and cutting-edge research, including original scholarship by the authors, toward innovative PBL practices and realistic tasks that can be brought to life through digital environments, teamwork, and resources. Whether recontextualizing PBL practices for newly online/blended instruction or seeking fresh PBL approaches for existing digital education environments across disciplines, readers will be guided to construct active, highly motivating, learner-centered experiences using simulations, games, virtual reality, multimedia, and other complex innovations.

Queer Entanglements provides the first comprehensive account of the intersections of lesbian, gay, bisexual, queer, trans, and non-binary people's lives with the lives of animals. Exploring diverse topics such as domestic violence, grief following the loss of an animal, veganism, cruelty-free makeup products, Pride events, and community activism, the book offers a theoretical and empirical basis for understanding the contexts that bring together human and animal lives. By using real-world examples, it provides a lively and engaging view of what it means to think about the connections between animal and human lives, even when human experiences operate at the expense of animal wellbeing. This critical, intersectional, and interdisciplinary perspective on human-animal relations will be of interest to scholars and students in human-animal studies, psychology, sociology, social work, and cultural and gender studies.

Queer Entanglements provides the first comprehensive account of the intersections of lesbian, gay, bisexual, queer, trans, and non-binary people's lives with the lives of animals. Exploring diverse topics such as domestic violence, grief following the loss of an animal, veganism, cruelty-free makeup products, Pride events, and community activism, the book offers a theoretical and empirical basis for understanding the contexts that bring together human and animal lives. By using real-world examples, it provides a lively and engaging view of what it means to think about the connections between animal and human lives, even when human experiences operate at the expense of animal wellbeing. This critical, intersectional, and interdisciplinary perspective on human-animal relations will be of interest to scholars and students in human-animal studies, psychology, sociology, social work, and cultural and gender studies.

In this book, Nik Taylor and Heather Fraser consider how we might better understand human-animal companionship in the context of domestic violence. The authors advocate an intersectional feminist understanding, drawing on a variety of data from numerous projects they have conducted with people, about their companion animals and links between domestic violence and animal abuse, arguing for a new understanding that enables animals to be constituted as victims of domestic violence in their own right. The chapters analyse the mutual, loving connections that can be formed across species, and in households where there is domestic violence. Companion Animals and Domestic Violence also speaks to the potentially soothing, healing and recovery oriented aspects of human-companion animal relationships before, during and after the violence, and will be of interest to various academic disciplines including social work, anthropology, sociology, philosophy, geography, as well as to professionals working in domestic violence or animal welfare service provision.

In Understanding Violence and Abuse, Heather Fraser and Kate Seymour examine violence and abuse from an anti-oppressive practice perspective and make connections between interpersonal violence and structural, institutional and cultural violence. Using case studies from Canada, the U.K., the U.S., Australia, Bangladesh, India and elsewhere, the authors discuss topics ranging from class oppression, street violence, white privilege, war, shame, Islamophobia and abuse in intimate relationships, as well as introduce the core tenets of anti-oppressive social work practice. They encourage readers to reflect upon hierarchies of identity and difference in relation to the ways in which violence and abuse are defined, understood and addressed. Further, they discuss several responses to violence using an anti-oppressive framework.

World War II stands, for most Americans, as the "good" war; it was a necessary war fought for a just cause. Yet more than 40,000 American men refused to fight the war. Citing principled opposition, they declared themselves conscientious objectors. Rejecting combat duty, the men served as noncombatants in the military, performed alternative civilian service, and in some cases took an absolutist position and went to prison. "We Have Just Begun To Not Fight" is devoted to the nearly 12,000 men who entered Civilian Public Service (CPS) with the intent to perform "work of national importance" as an alternative to combat duty. CPS men worked as aides in mental hospitals, volunteered as smoke jumpers in forest fires, and participated in grueling medical and scientific experiments. They were a remarkably diverse group - blue-collar workers, college professors, Amish farmers, and Pulitzer Prize winners - motivated by a wide range of philosophical and political beliefs. Religious fundamentalists, anarchists, absolutists, socialists, and Father Coughlinites came together in the 151 CPS camps scattered throughout the country. The communities they created in the camps, as well as their encounters with the local, often hostile communities surrounding them, are a largely unexamined aspect of wartime America. Authors Heather T. Frazer and John O'Sullivan record the oral histories of 15 CPS men and 2 CPS wives whose recollections and reflections impart a rich understanding of this exercise of conscience in wartime.