OER at UTSA

A dynamic textbook for the yearlong Human Anatomy and Physiology course taught at most two- and four-year colleges and universities to students majoring in nursing and allied health. A&P is 29 chapters of pedagogically effective learning content, organized by body system, and written at an audience-appropriate level.

This Open Access book highlights the ethical issues and dilemmas that arise in the practice of public health. It is also a tool to support instruction, debate, and dialogue regarding public health ethics. Although the practice of public health has always included consideration of ethical issues, the field of public health ethics as a discipline is a relatively new and emerging area.  There are few practical training resources for public health practitioners, especially resources which include discussion of realistic cases which are likely to arise in the practice of public health. This work discusses these issues on a case to case basis and helps create awareness and understanding of the ethics of public health care. The main audience for the casebook is public health practitioners, including front-line workers, field epidemiology trainers and trainees, managers, planners, and decision makers who have an interest in learning about how to integrate ethical analysis into their day to day public health practice.  The casebook is also useful to schools of public health and public health students as well as to academic ethicists who can use the book to teach public health ethics and distinguish it from clinical and research ethics.                                                                                                           

"This open textbook for Concepts of Fitness and Wellness at Georgia Highlands College was created through a Round Seven ALG Textbook Transformation Grant."

"Readers will learn about the nature of health, health education, health promotion and related concepts. This will help to understand the social, psychological and physical components of health."

Within the wellbeing literature, there is a shared view that educational contexts are best positioned to reach out to everyone and explicitly teach and promote wellbeing, potentially arresting trends of reported declining student and teacher wellbeing (Acton & Glasgow, 2015; Hogan, Thompson, Sellar, & Lingard, 2018), principal wellbeing (Riley, 2014), or of feeling of not belonging (Allen, Kern, Vella-Brodrick, Hattie, & Waters, 2018; Seligman, Ernst, Gillham, Reivch & Linkins, 2009). There is, however, a lack of consensus as to the application and delivery of wellbeing programs within educational systems and educational contexts (Powell & Graham, 2017) and it is in this space that we hope to make worthwhile contribution.