Hylobatids (gibbons and siamangs) are the smallest of the apes distinguished by their coordinated duets, territorial songs, arm-swinging locomotion, and small family group sizes. Although they are the most speciose of the apes boasting twenty species living in eleven countries, ninety-five percent are critically endangered or endangered according to the IUCN's Red List of Threatened Species. Despite this, gibbons are often referred to as being 'forgotten' in the shadow of their great ape cousins because comparably they receive less research, funding and conservation attention. This is only the third book since the 1980s devoted to gibbons, and presents cutting-edge research covering a wide variety of topics including hylobatid ecology, conservation, phylogenetics and taxonomy. Written by gibbon researchers and practitioners from across the world, the book discusses conservation challenges in the Anthropocene and presents practice-based approaches and strategies to save these singing, swinging apes from extinction.

The use of museum collections as a path to learning for university students is fast becoming a new pedagogy for higher education. Despite a strong tradition of using lectures as a way of delivering the curriculum, the positive benefits of 'active' and 'experiential learning' are being recognised in universities at both a strategic level and in daily teaching practice. As museum artefacts, specimens and art works are used to evoke, provoke, and challenge students' engagement with their subject, so transformational learning can take place. This unique book presents the first comprehensive exploration of 'object-based learning' as a pedagogy for higher education in a broad context. An international group of authors offer a spectrum of approaches at work in higher education today. They explore contemporary principles and practice of object-based learning in higher education, demonstrating the value of using collections in this context and considering the relationship between academic discipline and object-based learning as a teaching strategy.

The use of museum collections as a path to learning for university students is fast becoming a new pedagogy for higher education. Despite a strong tradition of using lectures as a way of delivering the curriculum, the positive benefits of 'active' and 'experiential learning' are being recognised in universities at both a strategic level and in daily teaching practice. As museum artefacts, specimens and art works are used to evoke, provoke, and challenge students' engagement with their subject, so transformational learning can take place. This unique book presents the first comprehensive exploration of 'object-based learning' as a pedagogy for higher education in a broad context. An international group of authors offer a spectrum of approaches at work in higher education today. They explore contemporary principles and practice of object-based learning in higher education, demonstrating the value of using collections in this context and considering the relationship between academic discipline and object-based learning as a teaching strategy.