Essay Instructions: Responses require you to support your ideas with evidence from your textbook (Pathophysiology a clinical approach2nd edition by Carie A Braun & Cindy M Anderson) or other appropriately APA cited sources. Case Study Rubric: All questions on the case study completed in a clear and insightful manner. Individual answers demonstrate clear evidence of knowledge and understanding of course materials and content. Cites At least one reference appropriately using APA style guidelines.
Case Study: Systemic Lupus Erythematosus (SLE) = 18 total points
Please respond to each question thoroughly. Generally, case studies should be no longer than 1-2 typed pages. Please submit based on due date noted in the syllabus. Copy and paste each question along with your response.
Major Concept: Hypersensitivity and Immunity
Vicki was diagnosed with Systemic Lupus Erythematosus in her late thirties after the birth of her third child. She works full time as a high school principal. She has noticed that the skin on her fingers has becomes hardened. Vicki also has a significant amount of pain in her knees, shoulders, and elbows.
Fever, infection, and anemia are all frequent concerns. Vicki displays the classic "butterfly" rash.
1. Describe in detail the pathophysiology of SLE. Include immune system implications as well as that which is related to hypersensitivity. (4 points)
2. What is the pathophysiology behind each of Vicki's symptoms. (6 points)
3. What can Vicki expect in terms of lab results related to SLE? (2 points)
4. Explain the pathologic effect of Lupus on the renal system. (2 points)
5. What type of treatment for Lupus is currently recommended? Be specific. (2 points)
6. Identify any current research pertinent to Lupus and site the source. (2 points)
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Essay Instructions: Please write a 2 page paper for a discussion board, please use Headings and separate the sections of main posts.also please make sure to include a reference page.
Maladaptive Responses to Immune Disorders
Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause.
Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?
Review Chapter 5 and Chapter 7 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.
Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).
Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then compare the resulting maladaptive and physiological responses of the two disorders.
Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.
Post on or before Day 3 a brief description of the pathophysiology of your selected immune disorders. Explain how the maladaptive and physiological responses of the two disorders differ. Finally, explain how the factor you selected might impact the pathophysiology of each disorder.
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Essay Instructions: What is evolution? What is the difference between evolution (for examples use Canidae versus Felidae) and selection (Lanis Lupus vs Canis Familiaris). Within this question, what is chance, or randomness, and how does it relate to evolution, to biology, and to practical management of companion animals?
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Essay Instructions: This reflection should not read like an academic paper. Scholarly reflections ask you to consider patterns of thinking and/or your own experiences, identities, and social locations in relationship to what you have read/learned [see below for an example].
Here is an example of how you can successfully refer to the material without having to use direct quotations/in-text citations:
Before taking this class, I was not aware of the pervasiveness of ableism in American culture. Susan Wendall’s “The Social Construction of Disability” and Eli Clare’s “The Mountain” really shifted my thinking about [dis]ability. As an abled-bodied person, I hadn’t thought about how “super crip” messages construct [dis]ability as something to be overcome or transcended. The “super crip” mentality may seem like positive message at first; however, I learned that it centers ability as the norm and renders invisible the identities and struggles of people with [dis]abilities. “Super crip” messages imply that [dis]ability is an inherently negative condition and continues to oppress the [dis]abled community.
SAMPLE: Reflection Paper#
1 January 2013
We covered a variety of topics the past two weeks, ranging from disability, health, and gender identity. I noticed that the theme of exclusion kept coming up in the readings, even though it was not explicitly stated. Eli Clare’s The Mountain suggests that the dominant notion of “disability” is often constructed by non-community members. Clare suggests that this definition of “disability” includes only those with the most visible forms of disability (signified by wheelchair use, assistive technology etc), excluding those with less visible disabilities such as individuals with learning disabilities. Susan Wendall explains in her article, The Social Construction of Disability, that the category “disabled” is socially constructed in contrast to able-bodiedness. Through our social interactions, we learn about and reproduce a specific image of what it means to be “disabled” that may not reflect the broad range of abilities, identities, and circumstances.
Prior to reading, I did not think about how the term “disability” conjures certain kinds of imagery. I have certainly participated in this exclusionary behavior, both consciously and subconsciously. I never thought about how identities could be oppressive and how we reproduce these ideas in our every day interactions and language. When I was reading Clare’s piece, there were moments where I felt ashamed of the way that I may participate in ableism. I now can see that there is a broad range of experiences and needs that fall under a disability identity. I feel committed to being more mindful and not making assumptions about a person’s ability status/identity.
I was surprised to learn about myself while reading Clare’s The Mountain. I was diagnosed with Lupus in 2009* and I never considered the possibility of identifying as a disabled person. In particular, Clare’s concept of the “SuperCrip” both challenged me and affirmed some my experiences. First of all, I felt really hesitant about the use of the word “crip” because it is often used as a slur to refer to disabled people, but I can see why Clare may use it here. The “SuperCrip” is an ableist image of a disabled person or figure that transcends their disabilities and “inspires” able-bodied people (think “Special Olympics” imagery). For Clare, this image of the “SuperCrip” is oppressive because it ignores the very real limitations of a society structured around an able-body and how these norms actively exclude people with disabilities. I can see how Clare uses this term in a way to not only reclaim it, but to identify why this image is oppressive and damaging to disabled people. Not only had I never thought of chronic illness as a “disability,” but I, too, bought into the idea that “overcoming” illnesses or body limitations was a positive message. Clare explains that disabled people can internalize this message, too. I can relate to these ideas because I often feel invisible because people don’t understand how it feels to have a lupus flare. I can be hard on myself, trying to push through my fatigue and pain. Now I can recognize that I may have some shame about my illness and that this shame may be rooted in ableist ideology. At this moment, I’m not sure how I feel about the idea of identifying as a “disabled” person, but I can certainly see how “SuperCrip” messages enforce an exclusionary, ableist norm and that these expectations affect my life.
*NOTE: There is no expectation that you disclose information about yourself; however, you should feel free to incorporate what you feel comfortable sharing. The emphasis for this paper is on the learning process and what you learned. Sometimes incorporating our personal experiences can help us work through the course material, but there is no expectation that you do.
There are faxes for this order.
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