DSM Paper Guidelines and Rubric

DSM Paper Guidelines and Rubric

Students will write a 6-8 page research paper that will critically evaluate the treatment(s) available for a specific disorder, within a specified population.

Include: (a) DSM-5 disorder with relevant diagnostic criteria, (b) prevalence of the disorder in the general population and a discussion of how that disorder is relevant to a particular population of your choosing (this could be individuals of a certain age group, gender, sexual orientation, racial/ethnic background, etc.), and (c) detail of what treatment may look like for individuals with this disorder in the population selected. The paper should be between 6-8 pages, double spaced (not including title page or reference page). The DSM-5 and a minimum of two additional sources used (ideally peer-reviewed journal articles, though textbooks are also acceptable) should be cited. Use the current APA 7th formatting throughout the paper.

Grading Rubric:

  Unsatisfactory Fair Good Excellent
Disorder and Diagnostic Criteria – Very few or no diagnostic criteria are identified. – The student does not display an understanding of the relationship between criteria and diagnoses. – Some criteria are included, with few examples. – Diagnostic ideas are present, but not well supported by symptoms or evidence. – The diagnostic criteria are given and supported with some examples. – The student displays a general understanding of how the disorder presents. – Diagnostic criteria are stated and clearly backed with ample examples. – Clear connection is made between specific criteria and overall presentation of individuals with the given disorder
Prevalence & Chosen Population – Prevalence of the disorder in the general population is not identified

– Population is discussed but no correlation is made between the disorder prevalence and the population chosen

– Prevalence of the disorder in the general population is identified, but may not be supported by peer-reviewed sources

– Basic description of population is given with some detail clarifying why population was chosen/prevalence of the disorder among the population

– Prevalence of the disorder in the general population is identified

– Description of the chosen population and the prevalence of the disorder among that population is given, though no support is given by peer-reviewed sources.

– Prevalence of the disorder in the general population is identified

– Thorough description of the chosen population and the prevalence of the disorder among that population is given, with ample support by peer-reviewed sources.

Treatment -Lacking in the description of treatment options and nuance of treatment within the population are discussed -Little to no support or supporting citations are not peer-reviewed.

 

-Basic description of treatment options are discussed -Information presented may not be supported by peer-reviewed research or fewer than 2 references.

 

-Adequate description treatment options and nuances of treatment population are discussed -Information presented is fully supported by at least 2 peer-reviewed references

 

-Complete description of treatment options and nuances of treatment population are discussed -Information presented is fully supported by at least 2 peer-reviewed references

 

Grammar, Spelling, & Punctuation – Paper contains numerous grammatical, punctuation, and spelling errors. – Language uses jargon, slang or conversational tone. – Uses “I” or “me” throughout the paper. – There are some errors throughout the paper in punctuation, spelling, and/or language. – Language is somewhat professional; some conversational tone or “I”/”me” is occasionally used. – Rules of grammar, and punctuation are followed with minor errors. Spelling is correct.  – Language is mostly professional – Overall, the paper is comprehensive and easy to read. – Rules of grammar, usage, and punctuation are followed; spelling is correct. – Language is clear and precise; sentences display consistently strong, varied structure. – Professional language is used throughout the paper
Format – Paper lacks many elements of correct formatting. – Page requirement is inadequate or excessive – Paper is not in APA format. – Format and/or flow make it difficult to follow the writing. – Paper is about 6-8 pages. – APA format has flaws, however, the general idea of how to format a paper in this structure comes across. – Format and flow neither add to nor subtract from the readability of the paper. – Paper follows designated guidelines. – Paper is 6-8 pages long. – APA format is good, with few errors. – Format and flow are good and deliberate. – Paper meets the 6-8 page requirement. – Paper is in APA format, following all guidelines for structure, format, font, margins, and spacing. -Format and flow between paragraphs enhances readability of paper.
 
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Neurological and Musculoskeletal Disorders

Student Response

 

Scenario 1: Gout

A 52-year-old obese Caucasian male presents to the clinic with a 2-day history of fever, chills, and right great toe pain that has gotten worse. Patient states this is the first time that this has happened, and nothing has made it better and walking on his right foot makes it worse. He has tried acetaminophen, but it did not help. He took several ibuprofen tablets last night which did give him a bit of relief. Past medical history positive or hypertension treated with hydrochlorothiazide and kidney stones. Social history negative for tobacco use but admits to drinking “a fair amount of red wine” every week. General appearance: Ill appearing male who sits with his right foot elevated. Physical exam remarkable for a temp of 101.2, pulse 108, respirations 18 and BP 160/88. Right great toe (first metatarsal phalangeal [MTP]) noticeably swollen and red. Unable to palpate to assess range of motion due to extreme pain. CBC and Complete metabolic profile revealed WBC 14,000 mm3 and uric acid 8.9 mg/dl. The APRN diagnoses the patient with acute gout.

1 of 2 Questions:

Describe the pathophysiology of gout.

<Type your response here>

 

2 of 2 Questions:

Explain why a patient with gout is more likely to develop renal calculi. 

<Type your response here>

 

Scenario 2: Lyme Disease

Stan is a 45-year-old man who presents to the clinic complaining of intermittent fevers, joint pain, myalgias, and generalized fatigue. He noticed a rash several days ago that seemed to appear and disappear on different parts of his abdomen. He noticed the lesion below this morning and decided to come in for evaluation. He denies recent international travel and the only difference in his usual routine was clearing some underbrush from his back yard about a week ago. Past medical history non-contributory with exception of severe allergy to penicillin resulting in hives and difficulty breathing. Physical exam: Temp 101.1 ˚F, BP 128/72, pulse 102 and regular, respirations 18. Skin inspection revealed a 4-inch diameter bull’s eye type red rash over the left flank area. The APRN, based on history and physical exam, diagnoses the patient with Lyme Disease. She ordered appropriate labs to confirm diagnosis but felt it urgent to begin antibiotic therapy to prevent secondary complications.

Question:

What is Lyme disease and what patient factors may have increased his risk developing Lyme disease? 

<Type your response here>

 

Scenario 3: Osteoporosis

A 72-year-old female was walking her dog when the dog suddenly tried to chase a squirrel and pulled the woman down. She tried to break her fall by putting her hand out and she landed on her outstretched hand. She immediately felt severe pain in her right wrist and noticed her wrist looked deformed. Her neighbor saw the fall and brought the woman to the local Urgent Care Center for evaluation. Radiographs revealed a Colles’ fracture (distal radius with dorsal displacement of fragments) as well as radiographic evidence of osteoporosis. A closed reduction of the fracture was successful, and she was placed in a posterior splint with ace bandage wrap and instructed to see an orthopedist for follow up.

Question:

What is osteoporosis and how does it develop? 

<Type your response here>

 

Scenario 4: Rheumatoid Arthritis

A 42-year-old woman presents to the clinic with a four-month history of generalized joint pain, stiffness, and swelling, especially in her hands. She states that these symptoms have made it difficult to grasp objects and has made caring for her 6 and 4-year-old children problematic. She admits to increased fatigue, but she thought it was due to her stressful job as well as being a single mother. No significant past medical history but recalls that one of her grandmothers had “crippling” arthritis. Physical exam remarkable for bilateral ulnar deviation of her hands as well as soft, boggy proximal interphalangeal joints. The metatarsals of both of her feet also exhibited swelling and warmth. The diagnosis for this patient is rheumatoid arthritis.

Question:

Explain why patients with rheumatoid arthritis exhibit these symptoms and how does it differ from osteoarthritis? 

<Type your response here>

 

Scenario 5: Ankylosing Spondylitis (AS)

A 32-year-old Caucasian male presents to the office with complaints of back pain, stiffness, especially in the morning, interrupted sleep due to pain, and difficulty in leaning over to tie his shoes. The patient first noticed these symptoms about 6 months ago but attributed them to his weekend basketball team’s games. He said he is exhausted due to sleep interruption. He has taken acetaminophen with some relief but says the naproxen seems to be working better. Married with 2 small children and works as a bank manager. Physical exam: Lungs clear but decreased chest excursion noted as well as decreased range of motion of hips and forward flexion, rotation, and lateral flexion restricted. Spine radiographs in the office revealed a slight kyphosis along with ankylosis at L5-S1. The APRN suspects the patient may have ankylosing spondylitis (AS). The APRN orders laboratory tests including an HLA-B27.

Question:

Why did the APRN order an HLA-B27 lab? How would that lab result assist in understanding what ankylosing spondylitis?  

<Type your response here>

 

Scenario 6: Lateral Epicondylitis

A 17-year-old male presents to the clinic with a chief complaint of pain in his right elbow. He says the pain is sharp, especially with pronation and supination.  He noticed the pain several weeks ago after his tennis team went to a regional competition. When he rests, the pain seems to go away. The pain is alleviated when he takes Naprosyn. No history of trauma or infection in the elbow. Past medical and social history non contributary. He is a junior at the local high school and just started taking tennis lessons 2 months ago and his coach is working with him on his backhand serve. Focused physical exam revealed point tenderness over the lateral epicondyle which increases with pronation and supination. The APRN diagnoses him with lateral epicondylitis and orders a wrist splint to prevent wrist flexion.

Question:

Why did the APRN feel a wrist splint would be helpful? What patient characteristics lead to this diagnosis.  

<Type your response here>

 

Scenario 7: Status Epilepticus

A 24-year-old Caucasian male was brought to the Emergency Room (ER) by Emergency Medical System (EMS) after suffering a “convulsion” episode at work that didn’t stop. Upon arrival to the ER, the patient was noted to be actively seizing with tonic-clonic movements. The patient’s boss accompanied him to the ER and gave a statement that the patient appeared in his usual good health earlier in the morning when they started working at their jobs in an auto parts store. The boss didn’t know of any past medical history. The boss brought along the patients next of kin information, and the patients mother told the ER that the patient has a prior history of seizures but hadn’t had a seizure in several years. The family thought he had “outgrown them.” Past medical history, other than previous seizures, and social history non-contributory. No history of alcohol or drug abuse and had no history of vaping. The ER APRN diagnoses the patient with status epilepticus and along with the ER staff, initiated appropriate treatment.

Question:

What is a seizure and why is status epilepticus so dangerous for patients?  

<Type your response here>

 

Scenario 8: Multiple Sclerosis (MS)

A 32-year-old while female presents to the Urgent Care with complaints of blurry vision and “fuzzy thinking” which has been present for the last several weeks or so. She works as an executive for an insurance company and put her symptoms down to the stress of preparing the quarterly report. Today, she noticed that her symptoms were worse and were accompanied by some fine tremors in her hands. She has been having difficulty concentrating and has difficulty voiding. She remembers her eyes were bothering her a few months ago and she went to the optometrist who recommended reading glasses with small prism to correct double vision. She admits to some weakness as well. No other complaints of fevers, chills, upper respiratory tract infections, or urinary tract infections. Past medical and social history noncontributory. Physical exam significant for 4th cranial nerve palsy. The fundoscopic exam reveals edema of right optic nerve causing optic neuritis. Positive nystagmus on positional maneuvers. There are left visual field deficits. There was short term memory loss with listing of familiar objects. The APRN tells the patient that she will be referred to a neurologist due to the high index of suspicion for multiple sclerosis (MS).

Question 1 of 2:

What is multiple sclerosis and how did it cause the above patient’s symptoms? 

<Type your response here>

 

Scenario 9: Myasthenia Gravis (MG)

61-year-old male complains of intermittent weakness and muscle fatigue that has progressively worsened over the past month. He was an internationally known extreme mountain climber but now he says he has difficulty in getting his morning paper. Initially he thought his symptoms of profound leg weakness and fatigue were due to his age and history of injuries from mountain climbing. Over the past few months, he also reports having noticed “blurriness” when working on his antique train collection or reading for long periods of time. He has developed intermittent double vision that seems to be worse when reading at bedtime. He also reports an occasional “droopy” eye lid. Past medical and social history noncontributory. Physical exam reveals weakness of right extra ocular muscle (EOM) with repetition. There is positive nystagmus and symmetrical upper extremity weakness with fasciculations. Lower extremities within normal limits (WNL).   The APRN suspects the patient has myasthenia gravis (MG).

Question:

What is the underlying pathophysiology of MG?  

<Type your response here>

 

Scenario 10: Alzheimer’s Disease (AD)

A 67-year-old male presents to the clinic along with his family with a chief complaint of having problems with his short-term memory. His family had dismissed these problems and attributed them to the aging process. Over time they have noticed changes in his behavior, along with increased confusion and difficulty completing basic tasks. He got lost driving home from the bowling alley and had to be brought home by the police department. He is worried that he may have Alzheimer’s Disease (AD). Past medical and social history positive for a minor cerebral vascular accident when he was 50 years old but without any residual motor or sensory defects. No history of alcohol or tobacco use. Current medication is clopidogrel 75 mg po qd.  Neurological testing confirms the diagnosis of AD.

Question:

What is Alzheimer’s Disease and how does amyloid beta factor into the development and progression of the disease? 

<Type your response here>

 

Scenario 11: Spinal Cord Injury (SCI)

A 22-year-old male was an unrestrained front seat passenger of a car traveling at 50 miles per hour. The driver swerved to avoid hitting a deer that darted in front of the car and hit a tree. The patient was ejected from the vehicle. He was awake and alert at the scene when the paramedics arrived, and his pupils were equal and reactive to light. He was placed in a hard-cervical collar per protocol and log rolled onto a long backboard. He was breathing spontaneously at the scene, but pulse oximetry in the EMS unit revealed a SaO2 of 88% on room air. He was placed on 100% oxygen via non-rebreather mask and was taken to a Level I trauma center with the following vital signs:

Vital signs: BP 90/50, Pulse 48 and regular, Respirations 24 and shallow with some use of accessory muscles, temp 95.2 F rectally. He was awake and answering questions appropriately but says he cannot feel his arms or legs. Glasgow Coma Scale 14. His skin was warm and dry with minor abrasions noted on his arms. According to family members, past medical history noncontributory and social history reveals only occasional alcohol use and no tobacco or vaping history. Full work up in the ED revealed a fracture-dislocation of C4 with assumed complete tetraplegia (formerly called quadriplegia). No other injuries noted He was given several liters of IV fluid, but his blood pressure remained low.

Question 1 of 2:

Explain the differences between primary and secondary spinal cord injury (SCI)? 

<Type your response here>

 

Question 2 of 2:

What is spinal shock and how it is different from neurogenic shock? 

<Type your response here>

 

Scenario 12: Traumatic Brain Injuries (TBIs)

A 22-year-old male was an unrestrained front seat passenger of a car traveling at 50 miles per hour. The driver swerved to avoid hitting a deer that darted in front of the car and hit a tree. EMS on the scene noted a stellate fracture of the windshield on the passenger side. The patient was non-responsive at the at the scene when the paramedics arrived, and his pupils were unequal with the left pupil larger and sluggish to react to light. He was placed in a hard-cervical collar per protocol and log rolled onto a long backboard. He was breathing spontaneously at the scene, but pulse oximetry in the EMS unit revealed a SaO2 of 78% on room air. He was intubated at the scene for airway protection and transported to a Level 1 trauma center. Glasgow Coma Scale=3

After a full trauma work up, the patient was diagnosed with an isolated traumatic brain injury with acute subdural hematoma secondary to coup-contrecoup mechanism of injury. He was emergently taken to the operating room for craniotomy after which he was taken to the Intensive Care Unit (ICU) for close monitoring. He had an intracranial bolt for measurements of his intracranial pressure (ICP).

Question 1 of 2:

Explain the differences between primary and secondary traumatic brain injuries (TBIs)? 

<Type your response here>

 

Question 2 of 2:

The APRN is called by the ICU staff because the patient’s ICP has risen to 22 mmHg. The APRN recognizes the urgent need to lower the ICP. The APRN institutes measures to decrease the ICP and increase the cerebral perfusion pressure (CPP). What are the factors that determine CPP?

<Type your response here>

 

Scenario 13: Cerebral Artery Vascular Accident (CVA)

An 83-year-old man presents with a history of atrial fibrillation (AF), hypertension, and diabetes. His daughter, who accompanied the patient, states that yesterday the patient had a period when he could not speak or understand words, and that approximately 4 weeks prior he staggered against a wall and was unable to stand unaided because of weakness in his legs. She states that both instances lasted approximately a half-hour. She was unable to persuade her father to go to the emergency room either time. Today he suffered another episode of right sided weakness, dysarthria, and difficulty with speech. Past medical history: Hypertension for 15 years, well controlled; diabetes for the past 10 years, and hyperlipidemia. Medications: Diltiazem CD 300 mg daily; lisinopril 40 mg daily; metformin 500 mg twice daily; aspirin 81 mg daily and atorvastatin 20 mg po qhs.

Social history: reported former smoker with 40 pack year history. Alcohol -drinks one beer a day. Denies any other substance abuse. Review of systems: Denies dyspnea, dizziness, or syncope; complains that he cannot move or feel his right arm or leg. Difficulty with speech.

Physical exam: Vitals: height = 70 inches; weight = 185 pounds; body mass index = 26.5; BP = 134/82 mm Hg; heart rate = 88 bpm at rest, irregularly irregular pattern.

HEENT remarkable for expressive aphasia, eyes with contralateral homonymous hemianopsia.

No loss of sensation but unable to voluntarily move right arm or leg.

The patient was diagnosed with a right middle cerebral artery vascular accident (CVA) secondary to atrial fibrillation (AF)

Question:

How does atrial fibrillation contribute to the development of a CVA? 

<Type your response here>

 

Scenario 14: Osteoarthritis (OA)

A 57-year-old male construction worker comes to the clinic with a chief complaint of pain in his right hip. The pain has progressively gotten worse over the last 2 months and he has been having trouble sleeping. There is little pain in the morning, but he is a bit stiff. The pain increases as the day wears on.  has taken acetaminophen without any relief but states that the ibuprofen does work a little bit. He is anxious since the hip pain has limited his ability to work and he is afraid that his boss will fire him if he cannot perform his usual duties. There is no history of past trauma or infection in the joint. Past medical history noncontributory. Social history without history of alcohol, tobacco, or illicit drug use. Physical exam remarkable for decreased range of motion of the right hip. BMI 34 kg/m2. Radiographs in the office demonstrated asymmetrical joint space narrowing of the right hip with osteophyte formation. Several areas of the hip showed bone-on-bone contact with loss of the articular cartilage. The APRN tells the patient he has osteoarthritis (OA) and refers the patient to an orthopedist for evaluation of his need for a total hip replacement.

Question:

Describe how osteoarthritis develops and forms and distinguish primary osteoarthritis from secondary arthritis.   

<Type your response here>

 

Scenario 15: Fibromyalgia (FM)

A 34-year-old Caucasian female presents to the clinic with a chief complaint of widespread pain in her joints and muscles. She states that her skin seems sensitive and sometimes it hurts to be touched. She has had extreme fatigue for the past 4 months. She admits to being depressed and it unable to sleep well. She has had to drop out of her gardening club due to pain. She says that bright lights and loud noises really bother her. Past medical history noncontributory. Social history is significant for her divorce from her husband 14 months ago. She is the mother of 2 small children and works as an administrative assistant as the local insurance company. Physical exam remarkable for tender points over her posterior supraspinatus muscles, occiput, trapezius, gluteal area, and sacroiliac joints bilaterally. The APRN tells the patient that she most likely has fibromyalgia, based on her physical exam.

Question 1 of 2:

What are the underlying causes of fibromyalgia? 

<Type your response here>

 

Question 2 of 2:

The APRN tells the patient that the tender points are no longer used to diagnose FM. She suggests that the patient takes the Widespread Pain Index (WPI) and the Symptom Severity Inventory (SSI). The patient asks the APRN what these tests are for. What is the APRN’s best answer?

<Type your response here>

 

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Using a Genogram in Social Work Practice

Assignment: Using a Genogram in Social Work Practice

As you likely know from your own life, human relationships are complex. As such, social workers may find it difficult to keep these important interactions in mind when addressing an individual client’s needs. Several tools have been developed to assist in understanding and assessing relationships in the context of social work. One is an ecomap, which shows connections between the client or family and the social environment. Another is a genogram, which records the members of a family and their relationships, in much the same way as a family tree. Because it shows multiple generations, a genogram is useful in identifying, among other things, intergenerational trauma. Once a social worker creates a genogram for a client, they may refer to it when analyzing the client’s unique situation.

For this Assignment, you develop a genogram of your own family or a family with which you are familiar. You then reflect on that experience and apply your learning to social work practice.

To Prepare:

Review the Learning Resources on genograms and how to create them.
Access the Social Work Case Studies media. Navigate to the Hernandez family, and explore the example genogram.
Using a free genogram software or freehand, develop a genogram of your own family or a family with which you are familiar.
By Day 12/25/2021

Submit 3 or 4-page paper that includes the following:

A completed genogram of your own family or a family with which you are familiar (as a pasted screenshot, PDF, or image)
A reflection on what you learned by completing the genogram
An explanation of how a genogram would be useful in social work practice
An example from the genogram you created or the Hernandez Family genogram to illustrate the application of this tool in social work
Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.

Submit a 3- to 4-page paper that includes the following:

A completed genogram of your own family or a family with which you are familiar (as a pasted screenshot, PDF, or image)

18.9 (27%) – 21 (30%)

Genogram meets expectations and exceeds by showing essential family history and relationships across generations through the use of genogram symbols.

A reflection on what you learned by completing the genogram

12.6 (18%) – 14 (20%)

Response meets expectations and deepens reflection through insightful connection to the Learning Resources.

An explanation of how a genogram would be useful in social work practice
An example from the genogram you created or the Hernandez Family genogram to illustrate the application of this tool in social work

22.05 (31.5%) – 24.5 (35%)

Response meets expectations and exceeds by expanding upon the explanation through details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

Writing

9.45 (13.5%) – 10.5 (15%)

Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas.

Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer).

Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

Required Readings

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

Chapter 12, “Sociological Aspects of Young and Middle Adulthood” (pp. 536–603)
Auerbach, M. P. (2021). Cultural theories of poverty. In Salem Press encyclopedia. Salem Press.

Auerbach, M. P. (2021). Social theories of poverty. In Salem Press encyclopedia. Salem Press.

Miller, B., & Bowen, E. (2020). “I know where the rest of my life is going”: Attitudinal and behavioral dimensions of resilience for homeless emerging adults. Journal of Social Service Research, 46(4), 553–570. https://doi.org/10.1080/01488376.2019.1607647

Pope, N. D., & Lee, J. (2015). A picture is worth a thousand words. The New Social Worker. https://www.socialworker.com/feature-articles/practice/a-picture-is-worth-a-thousand-words-genograms-social-work-practice/

Genogram Software

Wondershare EdrawMax. (n.d.). Online genogram maker. https://www.edrawmax.com/genogram/genogram-maker/

GenoPro. (n.d.). GenoPro 2020. https://genopro.com/

Required Media

Walden University, LLC. (2021). Social work case studies [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

Navigate to the Hernandez Family.

 
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Lymphatic And Immune Systems

After reviewing and studying this module’s content, answer the following questions. Be sure to complete all lab activities and attend/watch all live lectures before completing this assignment. All of your answers should be written in your own words, using full sentences, correct terminology, and proper spelling and grammar.

  1. Explain the anatomical concepts associated with the lymphatic and immune systems. Summarize this module’s key points in 5-6 sentences.
  2. Explain the physiological concepts associated with the lymphatic and immune systems. Summarize this module’s key points in 5-6 sentences.
  3. How will you apply the concepts you have learned about the heart in real life and in your future career?
  4. Which topic within this module has been the most valuable to your learning experience and why?
  5. Which topic(s) within this module did you struggle to understand and why?
  6. (Optional) Do you have any suggestions for your instructor on how they could help you connect with the difficult topics you’ve noted?Why do some people acquire an infection or autoimmune condition, yet others do not? The answer lies partially within the immune system and its responses. The immune system is comprised of organs that are shared with other body systems, as well as the lymphatic system. Its job is to fight pathogens, with pathogens being biological cells or organisms that can cause illness in the host body.

    Skin, tonsils, lymph nodes, the thymus, the digestive system, the urinary system, bone marrow, and the spleen all work together to create immune responses. The thymus, bone marrow, and spleen are considered the primary lymphoid organs.

    Skin contains epithelial cells and sweat, which are protective. Tonsils are located in the pharynx, and primarily serve to teach children’s bodies to recognize, destroy, and develop immunity to pathogens. The thymus is located on the superior aspect of the heart, between the aorta and sternum; interestingly, the thymus shrinks with age in the natural age-related process called thymic involution. Thymic involution may partially be responsible for age-related immune and auto-immune deficiencies that appear in adulthood. The digestive system contains flora (good bacteria) to fight infection, as well as being lined by protective mucosa surfaces. The spleen is located in the upper left abdominal quadrant, with attachments to the stomach. The spleen functions as a primary immune response center for blood-borne pathogens, and is nicknamed the “filter of the blood.”

    The Lymphatic System

    The lymphatic system refers to the vessels, cells, and organs that carry fluids into the bloodstream, while filtering pathogens from the blood. The lymphatic system contains lymphatic vessels, lymph fluid, and 500-600 lymph nodes. The nodes are located near the groin, armpits, neck, chest, and abdomen. The fluid within the lymphatic system, called lymph, is not specifically regulated by the heart. Instead, lymph movement is regulated by skeletal muscle contraction, breathing, semi-lunar valves within the vessels, and pressure differentials surrounding the lymphatic capillaries. Lymph fluid brings pathogens and debris to lymph nodes, where the T cells and B cells fight infection. Lymph vessels entering the lymph node are called afferent lymph vessels, while those exiting are called efferent lymph vessels.

     

    Some of the major organs and tissues working together to create the immune response.

    Blood Cells

    The blood contains specific kinds of cells that serve in the immune response:

    image1

    Types of blood cells (Betts et al., 2013)

    Lymphocytes come in four varieties: B cells, plasma cells, T cells, and natural killer cells.

    B cells mature in red bone marrow. T cells mature in the thymus. Once the cells are mature, they circulate in the bloodstream, and take up residence to act in the spleen and lymph nodes.

    B cells produce antibodies. Antibodies attack specific antigens. Think of antigens as nametags on pathogens. Each type of antibody can recognize its own antigen-labeled invader and moves to action to fight it. Plasma cells are also a type of antibody-producing B cell, but they are remarkably different in structure, as they primarily contain cytoplasm.

    T cells also fight specific invaders, but in a different way, without secreting antibodies.

    Natural killer cells are far less specific in what kind of pathogen they will fight, as they serve as a first response to viruses and some cancers.

    image2

    Table: Types of lymphocytes and their functions

    The cells work together in different ways, depending on the type of pathogen, and depending on previous exposures to the pathogen; we will examine this interaction more in the following physiology section

 
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