The process of immunosuppression

 

A 65-year-old obese African American male patient presents to his HCP with crampy left lower quadrant pain, constipation, and fevers to 101˚ F

CASE SCENARIO
A 65-year-old obese African American male patient presents to his HCP with crampy left lower quadrant pain, constipation, and fevers to 101˚ F. He has had multiple episodes like this one over the past 15 years and they always responded to bowel rest and oral antibiotics. He has refused to have the recommended colonoscopy even with his history of chronic inflammatory bowel disease (diverticulitis), sedentary lifestyle, and diet lacking in fiber. His paternal grandfather died of colon cancer back in the 1950s as well. He finally underwent colonoscopy after his acute diverticulitis resolved. Colonoscopy revealed multiple polyps that were retrieved, and the pathology was positive for adenocarcinoma of the colon.

Develop a 2-page case study analysis in which you:

• Explain why you think the patient presented the symptoms described.
• Identify the genes that may be associated with the development of the disease.

• *Remember when you think of genes do not just think of congenital anomalies. Think environment, disease that would or could specifically modify the gene and cause mutation.

• Explain the process of immunosuppression and the effect it has on body systems.
• *When you have an injury to a gene why or how does this cause immunosuppression? If one is immunocompromised what as a provider should you do? Consider?

Sample Solution

  • Eliminate discrimination, harassment and victimisation
  • Advance equality of opportunity between people with disabilities and non-disabilities
  • Foster good relations between disabled and non-disabled people.

All staff, students, parents and users of the educational institutions have to comply with this general duty with regard to disabilities.

The specific duty requires schools to show how they are meeting the general duty. The specific duty is about how a school sets out to meet its general duty and how this evidence will be recorded to show what the school has done.

The specific duty requires schools:

  • To publish information to indicate how they are complying with the Public Sector Equality Duty.
  • To prepare and publish one or more specific and measurable equality objectives. These objectives must be achievable within the context of the school and available resources. (Hills 2012)

An example of a measurable objective would be;

By the end of 2014-2015 the % of SEN students at SA+ achieving GCSE Mathematics will increase from 36.4% to 40%.

Strategies will then need to be identified showing how the staff and school will aim to achieve this objective.

The Equality Act and effects on SEN provisions within schools

The EA has now strengthened the promotion of inclusion within mainstream schools through anti-discrimination procedures and reasonable adjustment requirements. This now

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