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Table of Contents
0. Dedications, Tributes, Testimonials
1. Opening page, compilation quote from Friedrich Nietzsche, INFOGRAPHIC “Academic Corruption Map”
2. My accidental discovery of the “ecosystem of academic/administrative corruption”
3. How presidents manipulate the Board of Trustees: the placement of “useful idiots”
4. Nepotism and (self)overpayment of administrators are notorious in chiropractic academics
5. Administrative mutiny—no honor among thieves
6. Bogus accreditation
7. The chiropractic profession’s worst enemy is itself
8. Persistent stupidity/ignorance/underperformance is always intentional to serve a strategic end,
INFOGRAPHIC “Strategic-Potemkin Stupidity, Intentional Underperformance”
9. Neoliberal commodication of education, INFOGRAPHIC “Neoliberal hacking of liberal vocabulary and
ideals”
10. Academic Payola Cycle, INFOGRAPHIC Flushing Students and Society Down the Toilet of Neoliberal
Proteering and Deregulation
11. Solution—we have to (re)create interconnected ecosystems of academic integrity
12. Resources, downloads, updates
Description
"Administrative Anarchy in American Academia" provides a shocking, sobering, saddening, and solution-oriented rst-
person view from inside the current state of corruption and deregulation in American academia, specically but not
exclusively inside America's chiropractic colleges that are increasingly rebranding themselves as so-called "health
science universities" (ie, "pseudoversities) despite not meeting strict criteria for such and not enforcing reasonable
and modern standards of academic rigor. Speaking mostly from his own experience, Dr Vasquez provides examples
of heart-breaking and mind-melting experiences from within chiropractic colleges/pseudoversities and
clinical/functional nutrition programs as students were betrayed, faculty were abused and clear-cut, and
administrators ran wild in agrant disregard against any moral/ethical norms or any minimalist conceptualization of
professionalism, academic integrity, malpractice/risk in healthcare, and patient well-being. Testimonials from other
clinicians and professors, references to authoritative videos, and citations to peer-reviewed research are provided
as supporting resources that readers can access for additional information and perspectives. This narrative is
accompanied by several unique, colorful, and fascinating diagrams (INFOGRAPHICS) that demonstrate the
interconnections of academic corruption ("Academic Corruption Map"), the cycle of institutional underperformace
("Strategic-Potemkin Stupidity, Intentional Underperformance"), the self-explanatory "Neoliberal hacking of liberal
vocabulary and ideals: using the language of freedom for domination" and nally the semihumorous “Academic Payola
Cycle: Flushing Students and Society Down the Toilet of Neoliberal Proteering and Deregulation.” All-in-all, DrV's
"Administrative Anarchy in American Academia" is a rewarding read, an academic adventure, and a well-priced
investment of time and attention. This scholastic sizzler of approximately 10,000 words contains a modicum of
strong/adult sentiment and language that might not be suitable for monasteries and nunneries. Active hyperlinks to
additional readings and documentary-style videos are provided. The spontaneous video reading, all images, and any
updates are available at https://healthythinking.substack.com/p/administrative-anarchy-in-academia
Dedications: To Josephine, Patricia, and any/all of the other corrupt administrators—the mega-ménage à trois of profiteering and nepotism, to the
benefit of themselves and their families (eg, Christina) while they screwed over their schools, students, professors and professions, and compromised
any last quanta of integrity, which may have never existed in any reality except as a mathematical possibility. I’ve got the emails and internal
documentation of administrative corruption/misbehavior archived in case your memories have failed you in your self-deceptive fog of “plausible
deniability”—these are the same PDFs/documents that you’ve already received so they would be hard to trace if they resurfaced at your provocation.
You’re lucky that I’ve been so gentle up until and including now. Don’t press your luck. FAFO.
Tributes: To all the gaslit students and professionals who lost their minds and hopes (at least for a while) due to the abuse and mismanagement within
their educational experiences; let this document with its suggested solutions and hints at humor at least partially assuage your suffering,
neuroinflammation, and PTSD—be sure to also see the video reviews available at youtu.be/xZn8EHhGkag / vimeo.com/943393525 and at the other
video platforms listed toward the end of this document, most especially: https://healthythinking.substack.com/p/administrative-anarchy-in-academia
Testimonials and shared experiences sent to me after posting the first version of Administrative Anarchy:
• Brief story on nepotism: “I took a geography class at university and a student asked the professor (who himself was a graduate student) “how did
you get the job?" The professor casually answered, “nepotism.” It’s unfortunate, yet not surprising. For us “regular folks,” grades, exam scores,
and good LORs [letters of recommendation] are all we can depend on. *Shrug*
• Agreement from a practicing chiropractor: “I wish your article wasn't so thoroughly true, but it is. I went through it down in the shadow of The Big
Chicken on Route 41. Great article, Alex. PS your take on [chiropractic college president] and family was spot on, unfortunately for us cash donors.”
• Frustrated clinician-teacher, wanting to learn and contribute more, administrative threats to students: “Dr. Vasquez Thank you for speaking truth.
I have had similar experiences as a chiropractic student and professional. I have a desire to teach at some point (where?) when I know I have
something to offer (compared to the 0-3 years of experience which is so common among clinical faculty). Even as I peruse job openings there are
few but miraculously new faculty popping up all the time in institutions. I will submit resumes but never get called for an interview but then see
hires have less experience, often none in the subject matter they are teaching. I feel there is club I’m not allowed to join. I was a curious
aggressive outspoken student hungry for knowledge…irritating to faculty and administrators for seeking high standards for my education. I even
received a lengthy email from the college president stating, “how dare I make demands”. I am, as you say, leaving the profession to better
myself, seemingly the only way to better myself professionally, …. I do not know if it matters to you what I am writing here but wanted to let you
know I hear you and would love to be part of elevating CAM instead of constantly defending its legitimacy and fighting for it s survival of which our
patients depend. After being a mother of young children, invested in my marriage, working full time in our clinic, pursing a [another healthcare
degree], and incessantly reading, creating postgraduate education or book ideas, I still come back to this dream (?) day after day that one day
our medicine will have the integrity it deserves and the institutions to back it.”
• Agreement on many levels from a DC friend I have known for ~16 years: “Did I tell you I applied for a full-time position at [our chiropractic “university”]
and got shot down by the Administration with absolutely no reason given? The interviewing committee unanimously recommended me for the
position. Instead, the administration hired a part-time instructor who had ZERO experience teaching adjusting skills. I’ve surmised that part
of the reason I was turned down was exactly this [image of the Academic Corruption Map]. The president knows me and knows I won’t put up
with BS. I didn’t play their game. ...“very narrow range of opportunities...” This is so very accurate. There are no lateral moves with a chiropractic
degree. No other profession we might want to entertain recognizes any of our training. You’re so right about good administrators providing more for
the profession as a whole vs. just the school. ...Everything you said about admin keeping the profs salaries low so the admin can keep getting paid
handily is entirely true. Nobody ever gets raises for outcomes- it was always a 3% cost of living raise, unless there was a freeze, in which the loss
was never made up in the future. The pay itself breeds complacency...”
• Missing million dollars, administrative threats to students for asking reasonable questions: “OH BOY—This brings up some old memories. I was in
the first Freshman Class at the newly opened [chiropractic college, more than 30 years ago]. In the first trimester the admin had a group meeting in
the auditorium of the campus. I don't recall all of it but the one bit I do recollect was an announcement from the director of accounting who told
the class that they had “found” a million dollars. My internal conversation was, WTF that's a lot of [“lost-and-found” money]. Then the
Director of the outpatient clinics announced that the school would not open a clinic they had promised to us in [nearby city] because the
numbers didn't work out. This happened to be one of the reasons I went to [that school]. … So this announcement on top of the Million Dollars
were now two BIG red flags. I was not the only one pissed about the change in Clinic location …and so our class and the new freshman class
formed a committee to investigate. I put myself in charge of doing the math to calculate the optimal numbers, patient-to-doctor ratio in [the clinic
locations]. As it turned out the numbers were fine for [the locations]. I then suspected that the then-President had friends in [city] that didn't want the
competition of a new Clinic. We had a scheduled meeting with Admin during which our class and the new freshman class could attend but only class
Presidents would be allowed to ask questions to the four or five Admin attendees. I think it was the morning of that meeting or the day before, I went
to the cafeteria to get a coffee. While I was there, I saw the Director of the Outpatient Clinics [chiro] having breakfast by himself. I walked up,
introduced myself and shared my data and calculations with him. He went off like a volcano. WHERE DID YOU GET THIS.... HUFF PUFF BLOW
THE HOUSE DOWN. I walked away. Either that day or the next one was the meeting. It was all BS as far as I can recall but after the meeting was
over the Director took our Class President aside and said, tell [me/student] to back off if he wants to graduate from here. Needless to say, I
didn't push it any further. … Keep up the good work Doc.”
Comment by DrV: Note that this doctor is talking about a new 1year-old (at that time) chiropractic college that was already embroiled in
financial misbehavior, eg, “losing” and “finding” $1MILLION (which originated from student money and “nonprofit” donations)
and hazing/intimidating the students who ask questions, even about administrators’ lies to the students.
• Comment on administrative chaos: “Dr. Alex: I read your paper on administrative corruption and Chiropractic academia with great interest! I was a
fired professor at [one of the major chiropractic colleges]! I agree with almost everything that you have said in that paper and it’s such a sad
state of affairs for the whole Chiropractic profession… I am of the belief that there is possibly less than five years left in the Chiropractic
profession before it becomes obsolete! I have a diplomate in neurology, and I tried to instill proper scientific evidence information into my courses! I
also had a successful practice for 24 years seeing upwards of 250 patient visits a week before I went into academia… So, I wasn’t one of those
“one-year-wonders” where Chiropractic colleges hire recent graduates. … I taught many different courses for [one of the major chiropractic colleges],
including neurology, Chiropractic history, subluxation theories and business courses, along with leading and assisting in technique courses and
clubs. I was fired when they brought in a new Dean who had no experience in actual practice and had been an administrator up in [a
different school] and I guess they wanted to get rid of her from up there! She actually forbid me from showing adjustments. One week after
she fired me, she got fired. [administrative clear-cutting, erasure of institutional memory to cover corruption] That’s how bad she was… as you are
probably aware, in the Chiropractic profession today most of the graduates are unable to adjust even the most basic conditions… They just don’t
teach it anymore and I wasn’t allowed to teach it… So, I just want to thank you for that, and it reinforced what I already really knew.”
Administrative Anarchy in American Academia:
Corruption and Chaos in Chiropractic Colleges, Clinical Nutrition programs,
Functional/Naturopathic Medicine programs, and more
Copyright © Alex Vasquez DC ND DO Updated May 13, 2024
“How much truth can a spirit bear, how much truth can a spirit dare? More and more, [intellectual integrity] became for
me the real measure of value. Error (faith in the ideal) is not blindness; error is cowardice. ... The scholar must carry
intellectual integrity to the verge of hardness, if he is to endure my seriousness and my passion. We must become indierent;
we must never ask if the truth is “useful” or if it will be our undoing. ... At every step and with every word, one has to
wrestle for truth; one has had to surrender to it almost everything to which the heart—to which our love—our trust in life,
cling otherwise. That requires greatness of soul: the service of truth is the hardest service." Friedrich Niesche
[The following image can be downloaded from healthythinking.substack.com/p/administrative-anarchy-in-academia]
[My “Academic Corruption Map” can be downloaded as a full-page PDF from https://healthythinking.substack.com/p/administrative-
anarchy-in-academia and is also archived at academia.edu/117893528]
Chiropractic and nutrition were my rst loves. More accurately, I would say that my positivistic misinterpretation of
chiropractic, my naïve perceptions as an inexperienced youth fresh out of military boarding school, and what I considered
to be the promise of the profession—those were my rst loves. Instead, what I found—in two of the three chiropractic
“universities“ where I was faculty and in one “Doctor of Clinical Nutrition” program where I was a founding
professor—was not simply one or two colluding administrators, but rather an entire ecosystem of corruption (see
illustration) that emanated from the entire upper administration—from the President to the Vice-President of Finance
to the Deans, contaminating everything from the nancial mismanagement to the integrity of exams and accreditation
standards, but also the Board of Trustees (BoT) which supposedly had responsibility for supervision of the administration,
including the selection of the president himself. I found that “accreditation” was a completely worthless stamp of
approval provided by privatized regional accreditors who were paid by the very schools they accredited (payola) for the
programs that were approved (payola), regardless of the veracity of the submied documents and the integrity (or lack
thereof) of the programs, including completely administrators’ changing program requirements after the program/changes
had been approved, and the administration’s implementation and allowance of a corrupted online examination platform
that permied students to pass quizzes and examinations without any study, simply by clicking on the provided answers
until the correct answer was made obvious. The students cared more about academic integrity than did the administrators;
the regional accreditor apparently couldn’t care less as long as the school was paying for the accreditation processes and
making things look prey, and the US Department of Education obviously had no fΰcks to give and could not be bothered.
The infographic (interconnect diagram) accompanying this narrative depicts my painful, personal-professional experience
in chiropractic academia. Chiropractic was certainly my rst love, and I dedicated many years of my life to being an
ambassador, scholar, and cheerleader for the profession. I traveled thousands of miles to deliver hundreds of hours of
graduate and postgraduate education. I authored dozens of articles for the profession and several textbooks specically for
chiropractic students and clinicians.
1
One of the biggest disappointments of my life will forever be witnessing and
experiencing the shameless and unbridled corruption within the administration of chiropractic colleges, many of which
have now rebranded themselves as “universities” despite not meeting strict criteria for such.
To have a corrupt administration, one must begin with corrupt administrators, which is to say people with ulterior
motives and/or sociopathy/psychopathy. Psychopathic and narcissistic traits are common in the general population (1%
severe, 10-30% mild), and sociopathic/psychopathic traits and behaviors are more prevalent in certain groups, namely
incarcerated prisoners and organizational administrators.
2
Thus, we cannot be surprised that some of these sociopaths
would eventually inltrate academia, then seek, obtain, and defend positions of power and prot. Furthermore and
perhaps somewhat specic to chiropractic is that the lack of oversight (eg, the schools are impressively small compared to
legitimate multiprogram universities) and the relatively lower academic standards (eg, no entry examinations, no rigorous
external standards for graduate performance) facilitate the entry and perpetuity of “academicians” with lower
qualications, lower scholastic and professional achievements, and a much more casual and narrow perception of what
might otherwise be rigorous academic standards, which they themselves have never experienced. Again: due to the
relatively lower entry standards (for students and administrators) and overall lack of internal/external oversight,
chiropractic colleges are aractive targets for swindlers and sociopaths. Those who strive and try to survive within
chiropractic academics often refer to it as “chiroland”—analogous to the surreal and illusory Twilight Zone—and often
1
A sample listing of additional pro-chiropractic, chiropractic-specific, and chiropractic-friendly books, articles, and editorials by Dr Vasquez:
1. Vasquez A. High body iron stores: causes, effects, diagnosis, and treatment. Nutritional Perspectives 1994
2. Vasquez A. Musculoskeletal disorders and iron overload disease. [Letter] Arthritis & Rheumatism 1996; 39:1767-8
3. Vasquez A. Integrative Orthopedics: 2004, 2007, 2012
4. Vasquez A. Integrative Rheumatology: 2006, 2007, 2014
5. Vasquez A. Musculoskeletal Pain: Expanded Clinical Strategies: Printed monograph approved for ACCME PRA-1 Continuing Medical Education. 2008 May
6. Vasquez A. Chiropractic and Naturopathic Mastery of Common Clinical Disorders: 2009
7. Vasquez A. Chiropractic Management of Chronic Hypertension 2010, Integrative Chiropractic Management of High Blood Pressure: Updated & Expanded 2nd Edition 2011
8. Vasquez A. Selected Topics in NeuroMusculoskeletal Medicine: 2013
9. Vasquez A. Chiropractors Managing Chronic Hypertension an Idea Whose Time Has Arrived. Dynamic Chiropractic 2010 Jun
10. Vasquez A. Affirmation and Rebirth of the Chiropractic Profession, Part 1. New Standards in Musculoskeletal Care and Health Promotion. Dynamic Chiropractic 2007 Apr
11. Vasquez A. Affirmation and Rebirth of the Chiropractic Profession, Part 2. Dynamic Chiropractic 2007 Apr
12. Vasquez A. Chiropractic Musculoskeletal Competence: Is Being "Best" Good Enough? Dynamic Chiropractic 2007 Mar
13. Vasquez A. Implementing the Five-Part Nutritional Wellness Protocol for the Treatment of Various Health Problems. Nutritional Wellness—a chiropractic nutrition magazine 2005 Nov
14. Vasquez A. The Importance of Integrative Chiropractic Health Care in Treating Musculoskeletal Pain and Reducing the Nationwide Burden of Medical Expenses and Iatrogenic Injury
and Death: A Concise Review of Current Research and Implications for Clinical Practice and Healthcare Policy. The Original Internist—a chiropractic journal 2005; 12(4): 159-182
15. Vasquez A. Revisiting the Five-Part Nutritional Wellness Protocol: The Supplemented Paleo-Mediterranean Diet. Nutritional Perspectives—published by the American Chiropractic
Association's Council on Nutrition 2011 January
16. Vasquez A. Five-Part Nutritional Wellness Protocol That Produces Consistently Positive Results. Nutritional Wellness—chiropractic nutrition magazine 2005 Sep
17. Vasquez A. The Science of Chiropractic and Spinal Manipulation, Part 2 mercola.com/2005/mar/12/chiropractic_spine.htm 2005, March 12
18. Vasquez A. The Science of Chiropractic and Spinal Manipulation, Part 1 mercola.com/2005/mar/9/chiropractic_spine.htm 2005, March 9
19. Vasquez A. Vitamin D Supplementation in the Treatment of Musculoskeletal Pain. The Original Internist—a chiropractic magazine/journal 2004; 11: 7-9
20. Vasquez A, John Cannell, MD. Better Bones and Beyond: Vitamin D Plays Role in Inflammatory and Metabolic Disease. Holistic Primary Care 2004; (Fall) 5: 3,6,7
21. Vasquez A. Integrative Orthopedics and Vitamin D: New Relevance in the Treatment of Musculoskeletal Pain. Townsend Letter for Doctors and Patients 2004; October, 75-77
22. John Cannell, MD and Vasquez A. Measuring Your Vitamin D Levels: Your Most Important Blood Test? mercola.com/2004/jul/3/vitamin_d_levels.htm 2004, July 3
23. Vasquez A. Interventions Need to Be Consistent with Osteopathic Philosophy. JAOA: Journal of the American Osteopathic Association 2006 Sep
24. Vasquez A. Web-like Interconnections of Physiological Factors. Integrative Medicine: A Clinician’s Journal 2006 Apr/May
25. Vasquez A. Reducing pain and inflammation naturally - Part 6: Nutritional and Botanical Treatments against “Silent Infections” and Gastrointestinal Dysbiosis, Commonly Overlooked
Causes of Neuromusculoskeletal Inflammation and Chronic Health Problems. Nutritional Perspectives—by American Chiropractic Association's Council on Nutrition 2006 Jan
26. Vasquez A. “Chapter 10: Organ System Function and Underlying Mechanisms: The Interconnected Web.” In Jones DS (Editor-in-Chief). Textbook of Functional Medicine.
27. Vasquez A. “Chapter 25: Structural Imbalances.” In Jones DS (Editor-in-Chief). Textbook of Functional Medicine. Institute for Functional Medicine. 2005
28. Vasquez A. “Chapter 27: Inflammation and Autoimmunity: A Functional Medicine Approach.” In Jones DS (Editor-in-Chief). Textbook of Functional Medicine.
29. Vasquez A, Murray MT. Chapter 188 “Inflammatory Bowel Diseases: Ulcerative Colitis and Crohn’s Disease” in Pizzorno JE, Murray MT (Eds). Textbook of Natural Medicine: Third
Edition. Churchill Livingstone. 2005 Nov
30. Vasquez A. Reducing pain and inflammation naturally - Part 5: Improving neuromusculoskeletal health by optimizing immune function and reducing allergic reactions: a review of 16
treatments and a 3-step clinical approach. Nutritional Perspectives—published by the American Chiropractic Association's Council on Nutrition 2005 Oct
31. Vasquez A, Muanza DN. Comment: evaluation of presence of aspirin-related warnings with willow bark. [letter] Annals of Pharmacotherapy 2005 Oct
32. Vasquez A, Cannell J. Calcium and vitamin D in preventing fractures: data are not sufficient to show inefficacy. [letter] BMJ: British Medical Journal 2005 May
33. Vasquez A. Reducing pain and inflammation naturally Part 4: Nutritional and Botanical Inhibition of NFkappaB, Major Intracellular Amplifier of the Inflammatory Cascade. A Practical
Clinical Strategy Exemplifying Anti-Inflammatory Nutrigenomics. Nutritional Perspectives—published by American Chiropractic Association's Council on Nutrition 2005 July
34. Vasquez A. Subphysiologic Doses of Vitamin D are Subtherapeutic: Comment on the Study by The Record Trial Group. TheLancet.com 2005 May online
35. Vasquez A. Reducing pain and inflammation naturally - Part 3: Improving overall health while safely and effectively treating musculoskeletal pain. Nutritional Perspectives—published
by the American Chiropractic Association's Council on Nutrition 2005; 28: 34-38, 40-42
36. Vasquez A. Healthcare for our bones: Practical nutritional approach to preventing osteoporosis. [Letter]. J Manipulative and Physiological Therapeutics 2005;28:213
37. Vasquez A. Reducing Pain and Inflammation Naturally. Part 2: New Insights into Fatty Acid Supplementation and Its Effect on Eicosanoid Production and Genetic Expression.
Nutritional Perspectives—published by the American Chiropractic Association's Council on Nutrition 2005; January: 5-16
38. Muanza DN, Vasquez A, et al. Isoflavones and Postmenopausal Women. [Letter] JAMA: Journal of the American Medical Association 2004; 292: 2337
39. Vasquez A. Reducing Pain and Inflammation Naturally. Part 1: New Insights into Fatty Acid Biochemistry and the Influence of Diet. Nutritional Perspectives—published by the
American Chiropractic Association's Council on Nutrition 2004 Oct
40. Vasquez A, Gilbert Manso, M.D., John Cannell, M.D. The Clinical Importance of Vitamin D (Cholecalciferol). Alternative Therapies in Health and Medicine 2004
41. Vasquez A. A brief review of two potential adverse effects of zinc supplementation. Nutritional Perspectives—American Chiropractic Association's Council on Nutrition 1995
2
DeAngelis T, American Psychological Association. A broader view of psychopathy. American Psychological Association 2022 Mar apa.org/monitor/2022/03/ce-corner-psychopathy. Sanz-
García et al. Prevalence of Psychopathy in the General Adult Population: A Systematic Review and Meta-Analysis. Front Psychol. 2021 Aug 5;12:661044
chuckle that chiropractic administrators would happily eat their own young in order to maintain their positions of prestige
and prot. In a profession that oers only a very narrow range of opportunities— hard-working private practice
clinician, adjunct faculty member with no benets or job security, or upper administrator with full benets,
retirement, free international travel, and additional bonuses—those few chiropractors who acquire an upper
administrative position cling to that prestigious and protable outpost with tenacity and desperation.
How presidents manipulate the Board of Trustees—the placement of “useful idiots”: One of these chiropractic presidents
conded to me that because the upper administrators selected the Board of Trustees, all they had to do was pick the most
naïve, enthusiastic/passionate, and gullible alumni to join the Board and go along with any and every suggestion oered
by the upper administrators, including eectively paying themselves “performance bonuses” based on the prot of the
school (despite that all of these schools are tax-protected “nonprot” organizations), which in their hands ultimately meant
siphoning scholarship money away from students to inate the perceived protability of the school and thus fund their so-
called “performance” bonuses. Once the upper administrators have psychic control over the Trustees, then upper admin
can essentially write checks to themselves and give themselves lavish compensation and retirement packages while they
can have everything ocially “approved by the Board of Trustees” which sounds so ocial and squeaky clean. I remember
when one Board of Trustees member was being informed about the corruption of the upper administration, her reply was
simply that “it broke her heart to hear such things” and so—to stop her small fragile heart from breaking—she simply
refused to listen to disgruntled students and betrayed faculty members—ie, she refused to listen to the exact people who
had “boots on the ground, in the trenches” experience. Of course, she never participated in or initiated any investigation
into the obvious wrongdoings, repeated disappearance of hundreds of thousands of dollars, the mass rings, abuse,
constructive dismissals, and gaslighting that were ruining the school. Emotional reexes and administrative
protectionism were the guiding lights for her trusteeship, and this is exactly why she had been chosen for the Board of
Trustees by the same people who would benet from her naïve and unquestioning loyalty.
Nepotism (hiring friends/family) and (self)overpayment of administrators are notorious in chiropractic academics. For
example, according to Chronicle of Higher Education (Fuller
3
2012 Apr), “The compensation packages of presidents at
chiropractic colleges consume, on average, 2 percent of their colleges' budgets, ve times as much as the typical president
at a private college with a budget over $50-million. And some chiropractic-college presidents earn nearly as much as leaders
of research universities that are 10 times, or even 90 times, their size. … the presidents of chiropractic colleges are taking in
some of the biggest paychecks in higher education.” Many chiropractic college presidents and vice-presidents use their
schools as welfare states for their families, including sons, daughters, wives, and more distant relatives, eg, “Elizabeth A.
Goodman, wife of the president of Logan College, is dean of university programs there. When Sidney E. Williams, founder
of Life University, served as president in the early 2000s, his wife, Nell, worked as vice president for student aairs. His
daughter, Kim, was an assistant to the president, and his sister-in-law, Mildred Kimbrough, served as an assistant vice
president.” All one has to do is visit the websites of the chiropractic colleges—an easy task for any reporter or sta
journalist—to see the names of parents and children among the list of administrators. According to Chronicle of Higher
Education (Stripling
4
2012 Apr), the president of Logan Chiropractic College hired his wife (who served as “Dean of
University Programs”) and also gave employment to his son, stepdaughter, and daughter-in-law. “The issue of nepotism
and of family associations with the historic development of chiropractic as a profession is strong, and that's not true of other
colleges.” As would be expected, chiropractic administrators commonly hire friends and family into administrative and
teaching positions without conducting the legally required competitive application processes; this undermines quality and
destroys goodwill and respect among those faculty and administrators who actually had to apply and complete for their
jobs. If regulators at the state and national levels cared to look, they would nd a superabundance of illegal behavior,
including constructive dismissals and underpayment of adjunct faculty, which translates directly to wage theft (eg,
failure to pay for required duties), tax evasion (ie, underpayment of faculty salaries = less state and national tax income)
and greater “protability” (eg, upper administrators underpay faculty in order to increase their own payment bonuses).
The administrative theft doesn’t stop just because the president formally retires from the oce that he occasionally visits;
some chiropractic presidents give themselves golden parachutes and lifetime payouts even after they leave the school—as
if a tenure of thievery were not already sucient—thereby ensuring that future students and faculty will continue paying
nancial damage for the legacy of corruption. Most education employees and topic experts are unfamiliar with the most
common forms of abuse delivered by their academic employers, which I began to describe in my 2016 article “Ending the
Exploitation of Experts (Teachers and Professors) Begins with Educating Them about Employment” and have updated here
with the following three denitions:
• Wage theft: “Wage theft occurs any time employees do not receive wages to which they are legally entitled for their
labor [and time]. This could take many forms, including paying workers less than the minimum wage, not paying
overtime premiums to workers who work more than 40 hours a week, or asking employees to work o the clock
before or after their shifts.”
5
Wage theft is common in chiropractic and nutrition programs, because the
administrators tend to be unscrupulous and the faculty are overly commied to their passions of
health/nutrition/teaching, thereby making them easy targets for exploitation, especially when they are tricked
into aending commiee meetings, grading papers, meeting with students, and overcompensating for
inadequate infrastructure by constantly overworking on the numerous tasks that are “professional obligations”
but receive zero respect and zero payment. Wage theft of faculty becomes tax theft of community/society/nation
when schools underpay employees and payroll taxes which thereby denies the local and national governments
their due tax income. “There are numerous forms of wage theft, from employers not compensating workers for
time worked, violating minimum wage and overtime laws, misclassifying employees as independent contractors,
3
Fuller A. Chiropractic Colleges Seek Legitimacy Amid Financial Woes. Chron Higher Ed 2012 Apr15 chronicle.com/article/chiropractic-colleges-seek-legitimacy-amid-financial-woes/
4
Stripling J. Presidential Couple at Chiropractic College Draws Fire. Chron Higher Ed 2012 Apr15 chronicle.com/article/presidential-couple-at-chiropractic-college-draws-fire-over-wifes-role/
5
Mangundayao et al. More than $3 billion in stolen wages recovered for workers between 2017 and 2020. Economic Policy Institute https://www.epi.org/publication/wage-theft-2021/
not providing legally required meal breaks…or illegally taking deductions from worker wages.”
6
See my 2016
article “Ending the Exploitation of Experts (Teachers and Professors) Begins with Educating Them about
Employment” available at hps://healthythinking.substack.com/p/ending-the-exploitation-of-experts and
originally archived in 2016 at academia.edu/21878146.
• Payroll tax, payroll theft, tax evasion by corrupt employers: Payroll taxes are the payments made by employees to
state and national governments for federal, state and local programs.
7
Because this tax is calculated as a percentage
of paid salaries, underpayment of salaries for faculty and forcing teachers to overwork for underpay is therefore a
form of tax evasion commied by employers/schools and fake universities.
• Constructive dismissal: In employment law, constructive dismissal, also called constructive discharge or
constructive termination, occurs when an employee resigns as a result of the employer creating a hostile work
environment. Since the resignation was not truly voluntary, it is, in eect, a termination.
8
A note of clarication: The two main paragraphs above and below cite articles published in Chronicle of Higher Education
(all in 2012) specic to nepotism, proteering, and faculty/student abuse at Logan Chiropractic College; I personally have
no experience with that institution, but I see the examples provided as being clearly representative of the types of
unprofessional shenanigans that plague the profession and permeate throughout chiropractic academia, even at the “best”
chiropractic colleges and so-called “universities.”
To cover-up and legitimize nepotism and (self)overpayment of administrators, chiropractic administrators commonly
use fake independent reviews and audits. For example, according to Chronicle of Higher Education (Stripling
9
2012 Oct),
“After years of guarding such details, one of the nation's largest nonprot chiropractic colleges has disclosed on its tax forms
that the institution's president and his family members collectively earned more than $1-million in 2010- The bulk of the
$1,028,939 went to George A. Goodman, whose $798,198 compensation as president of Logan College of Chiropractic
University Programs, ... The second-highest earner in the family was Mr. Goodman's son, Jason C. Goodman, whose
compensation as an instructor totaled $97,910. Elizabeth A. Goodman, Mr. Goodman's wife, earned $92,486 in her role as
dean of university programs. Jessica Chrun-Goodman, Jason Goodman's wife, earned $40,345 for duties unspecied in the
form. Logan uses an "independent third party" to conduct a presidential-compensation analysis every two years, and the
college's full governing board reviews that information before approving pay levels, according to the tax form.” Any
college/university can pay an accounting rm to review the submied documents and approve them; the guaranteed means
of success are submit only the scrubbed and accurate-appearing accounting documents, and work with an accounting
rm that understands that its job is to give its stamp of approval to whatever documents the administrators provide.
The chiropractic presidents and vice-presidents I have known had not the slightest qualm about hiring their wives and
children into upper administrative positions, including the very Board of Trustees itself. Even when their spouses and
other family members had no legitimate reason for having any ocial aliation with such a nonprot academic
institution, their wives and children were given administrative privileges, including free national and international
travel to whatever conference had any tangential relationship with healthcare or academics. Administrators used
“nonprot educational institution” money to get free paid vacations to anywhere in Europe that they wanted, and of course,
they could always extend the trip by having to aend more than one conference per trip, thereby justifying a layover of a
few weeks—as one chiropractic president told me about the trips he made to Europe with his wife, at the expense of the
school—“…two weeks on the beaches of Italy, leing all my concerns drain away” and then he aended another
conference in Scotland, noted here as directly quoted from his university-president email: “Scotland is beautiful and
the people here are friendly and helpful. The food is much beer than I had expected (Scoish lamb, grass fed,
unbelievable avor). Last night [wife, listed on the university website as “Executive Assistant to the President] and I
aended a session on the history of Scotch Whisky and then had a sampling. It was fascinating.” This was all the while
the faculty on campus were desperately puing out daily res of incompetence and corruption to keep the academic
programs aoat; the true leadership was on campus with their sleeves rolled up and working hard—not knowing they were
already on the chopping block to get red—while the “president” wasn’t presiding over anything other than his personal
pleasure, prot, and leisure. This particular president was noted for pretending to be Mormon and thus abstinent from
vices such as alcohol; but he let his vices and whiskey take the reins when such suited his personal whims and desires,
never for a moment prioritizing the university nor the chiropractic profession. Note the irony of his sending notes of his
European vacations from his ocial presidential university email while all hell was breaking loose on his campus, to which
he would return and pronounce, “Don’t tell me about problems; tell me only about solutions” to ensure that he had shifted
the responsibility to the faculty to be Pollyannic positivistic people-pleasers instead of honest professionals; anyone who
told the truth on that campus was ensuring that they’d be promptly eliminated, as I learned from experience, immediately
followed by threatening leers from their pitbull prot-protecting legal henchmen.
Administrative mutiny—no honor among thieves: Of course, while the cat is away, the mice will play, and when
presidents and their “administrative wives” are on a school-funded vacation in Europe, we as the remaining faculty could
anticipate new waves of administrative chaos whenever the president and his wife were on one of their extended vacations.
Second-level administrators would buy tens of thousands of dollars’ worth of unnecessary school furniture, equipment,
and infrastructure when the president was absent, apparently without any trace of paperwork because, upon his return,
the president himself commented to me how baed he was that a $70,000 extension had been added to the library without
his approval, prior knowledge and apparently without any paper-trail: the school's money disappeared and the unneeded
building appeared, as if by magic, clearly showing that this "University President" had no idea what was happening on his
campus, and he received zero respect even from his fellow upper administrators that were misdirecting and robbing the
6
Sainato M. Billions stolen in wage theft from US workers. Guardian 2023 Jun 15 https://www.theguardian.com/us-news/2023/jun/15/wage-theft-us-workers-employees
7
Dana Miranda D, Bottorff C. Payroll Tax Rates (2024 Guide). Forbes 2024 May https://www.forbes.com/advisor/business/payroll-tax-rates/
8
https://en.wikipedia.org/wiki/Constructive_dismissal see also https://www.findlaw.com/employment/losing-a-job/constructive-dismissal-and-wrongful-termination.html
9
Stripling J. Dogged by Nepotism Charges, Chiropractic College Reveals Earnings of Chief’s Family. Chron Higher Ed 2012 Oct17 https://www.chronicle.com/article/dogged-by-nepotism-
charges-chiropractic-college-reveals-earnings-of-chiefs-family/
school. Despite the professional title and social admiration of his leadership position, this “chiropractic president” was too
weak, cowardly, and spineless to investigate thievery and administrative misbehavior among his own small team of upper
administrators. One of the problems with these upper circles of corruption is that they begin to take on lives of their
own, and even the ringleader of the corruption (let’s assume it’s the president) eventually gets blackmailed by his own
fellow administrators because none of them can hold each other to any accountability, and none of them can stop the
others from participating in the reckless corruption that they’ve all allowed to take place. This critical mass of corruption
(aka “Academic Corruption Map”) becomes self-perpetuating as depicted in the infographic herein and available at
academia.edu/117893528 as a 1-page download.
In order to maintain an upper administration of incompetent and corrupt buoonery, one has to ll the ranks and stack
the deck with subordinates who don’t ask too many questions and who don’t have high expectations for the
performance of the university/institution. What this means in practical terms for the remaining faculty is that they will be
underserved and overworked as they have to compensate for a lower quality or outright incompetent infrastructure of internet
technology, teachers’ assistants, and other mid-level employees and managers. The only people who are safe from the
consequences of academic corruption are the janitors and lawn maintenance crew; everyone else on campus is going to
suer through frustration, confusion, reduced professional development, lower standards, lower pay for their work and
outright gaslighting on a daily and weekly basis for the duration of their careers on chiropractic campus.
Bogus accreditation: I will provide two more concrete examples of what I consider to be academic corruption so blatantly
obvious that the experiences were simply baing and bewildering. During an on-site review with the US Department of
Education-approved (pay-to-play) regional accreditor, we as faculty specically described our high academic standards
verbally and in writing so they would approve our program and any in-process changes; as things would turn out,
everything we said to them was a lie because after we had our changes to the program approved, then upper
administrators simply backed o of the standards and allowed students to pass courses without meeting the stated
requirements. For example, we claimed to require verbal examinations and a comprehensive nal examination that was
professionally supervised/proctored; but instead, the upper administrators replaced the high-stakes requirements with a
simple “subjective reective writing exercise” in which students “expressed their feelings about their experience in the
program”; this was obviously a complete insult to anyone that was trying to take a graduate-level program seriously. On
paper, our school had entry requirements, but in reality the upper administrators commonly “waived” these requirements
and made “special exceptions” so that the requirements were not required. Less apparent but more pervasive was the fact
that upper administrators allowed our students to pass all of the online quizzes and examinations by simply randomly
clicking on the provided answers because our online educational platform was programmed to reveal the correct answers
so that essentially all students could pass the exams, whether they had studied the material or not; this was brought to
the aention of upper administration after the students themselves complained about the low quality standards of the
program, and the administrative response was to re the concerned professor to whom the students had conded—
another example of the “scorched earth policy” and perpetual erasure of institutional memory (see infographic). In this
particular school, the chiropractic administrators red and replaced 18 top faculty members within 18 months (a remarkably
high percentage for a small school), eectively clearcuing the experienced faculty and erasing the institutional memory
while further insulating upper administrators behind shields of faculty intimidation and forced erasure of evidence and
witnesses. If the US Department of Education and its regional proxies cared to demonstrate any minimal level of interest
and competence, then they would have initiated investigations after witnessing such massive elimination and replacement
of faculty because massive clearcuing of faculty is obviously an indication of administrative misbehavior and faculty
intimidation/abuse, quite likely camouaging other corruption which inevitably has a paper-trail and bookkeeping
evidence, and replacement of experienced faculty with neophytes/scabs is guaranteed to negatively impact the quality
of the educational experience; but these campuses are allowed to burn and riot without the slightest regulatory supervision
nor governmental intervention. If any professor or student starts to ask uncomfortable questions—such as about the fake
online educational platform or the disappearance of millions of dollars—they can easily be terminated for something vague
such as “unprofessional behavior” (eg, constructive dismissal, as dened/described previously) and immediately
threatened by aggressive lawsuits/lawyers paid for by school dollars; the pitiful underpaid professors would have to
defend themselves from their own modest salary/savings, using their own after-tax income to combat a multimillion-
dollar tax-free nonprot institution. This imbalance allows corrupt administrators to use the full force of their tax-free tax-
deductible nonprot institutions to wage legal and psychological warfare against truth-telling teachers. No surprise that
the insanity, crazymaking, gaslighting, hazing/abuse, and legal-psychological warfare doled out by administrators is
more than enough to force many chiropractic professionals out of their own profession and toward depression, anxiety
and post-traumatic stress disorder. The irony here is that the profession is constantly slashing and burning its own small
crop of more-studious academically-minded would-be teachers, authors, and scholars; these human resources are precisely
the reserve that has to be matured and protected if the profession is—or is not—going to advance.
In the United States, “accreditation” of a college or university is uerly meaningless with regard to the quality of the
education; “accreditation” simply requires lling out paperwork, overpromising “high standards of academic rigor to
prepare our students for their careers as professionals” (anything that sounds similar to that) and having a clean
accessible campus and prey-looking brochures with paid models posing as happy students. Paperwork and site visits
are pathetic means for the assurance of academic quality in higher education because any conniving and convincing
imbecile can fraud a glossy program description, and any half-sober group of administrators can put on a happy face for
half-a-day of softball questions from the regional accreditors. Since the regional accreditors have eectively zero oversight
by the US Department of Education, and because they are eectively paid to turn a blind eye toward the programs that they
are paid to approve, they don’t probe very deeply and they don’t investigate complaints of wrongdoing except in the most
egregious situations and/or when doing so has a strategic end or political taint to it. Making maers worse, of course, is
when corrupt academicians inltrate the corpus of the regional accreditors such that they are well-connected and well-
informed of any possible spontaneous and semi-legitimate quality checks or investigations. In essence, the lack of
oversight from the US Department of Education and the obvious conict of interest with the pay-to-play regional
accreditors means that accreditation in American education is meaningless – it just means that an institution lled out
paperwork, satised a list of nonacademic requirements such as re escapes and building accessibility, and was able to
blu their way through some low-level interviews with softball questions that any trickster could knock out of the park.
Academic corruption/chaos is a paradox because theoretically the entire reason for the existence of academia is the
aentive accumulation and organized transmission of truth. Within the academia of healthcare, another higher and
outcome-based standard applies to the entire enterprise; if legitimate academia has a requirement to respect the truth, then
healthcare academia has the additional demand to produce ethical and competent graduates that can ensure the life-
and-death responsibilities that are intrinsic to clinical care. Corruption of healthcare academia therefore carries an even
heavier weight than academic corruption in general, because of the increased probability of ultimately increased risk of
negligence and injury for patients. But I am hesitant to equate chiropractic academic corruption directly with lower
professional performance. Indeed, the healthcare delivered by chiropractors has consistently been found to be safe and
benecial specically for neck pain, low-back pain and other musculoskeletal complaints; this contrasts with the
remarkable lack of safety, lack of ecacy, and lack of supporting evidence of medical/drug interventions for chronic
pain.
10
I think that one must dierentiate between the administrators, the teachers, the students and the practicing clinicians;
one cannot equate the behavior of one of these groups with the behavior of others, even if the continuum might appear
instinctively correct. In my experience, having taught thousands of practicing chiropractors, I found that most of them were
hard-working, honest, and desirous of advancing their professional skills for the beerment of their own careers and also
for the beerment of patient outcomes. However, administrative corruption in chiropractic clearly retards the advancement
of the profession as a whole, most obviously because quality schools have traditionally done more than merely educate
students; beer schools and legitimate universities have also supported research and supported the careers of professors to
advance the science of their topics and to serve as a repository for knowledge and guiding example of professionalism.
These concepts and practices are essentially nonexistent within the chiropractic culture. This explains largely why the
chiropractic profession advances slowly when and if it advances at all. The breadth and profundity of the chiropractic
profession remain narrow and shallow because those who would enlarge the profession are excluded from the profession’s
institutions by corrupt and viciously insecure administrators. You won’t nd many or any “distinguished professors” or
“professors emeriti” within chiropractic academia because they aren’t allowed to exist in an academic environment
centered around simplicity and protability. The institutions don’t have enough stability and foresight to cultivate the
development of profound scholasticism, nor the scholarship necessary to advance the science and practice of
chiropractic. No surprise then, of course many chiropractors nd that the only way to advance their career is to
(paradoxically) leave their profession by seeking other degrees, and quite commonly ignoring and denying the fact that
they were ever chiropractors in the rst place. Even in my own situation of having been a chiropractic scholar and advocate,
I don’t even mention the chiropractic colleges where I have worked on my resume; this is all the more ironic because I
consider my chiropractic education to have been quite excellent (1992-1996, aended two dierent chiropractic colleges),
and I went on to aain two additional doctoral degrees in other healthcare elds (naturopathic medicine 1996-1999,
osteopathic medicine in 2006-2010).
No doubt exists that the chiropractic profession’s worst enemy is itself. As I’ve said in my decades of articles and
presentations, if any one American healthcare profession could positively change the course of health outcomes literally
overnight, then that profession is chiropractic. The chiropractic adjustment is an irreplaceable clinical tool, and the
profession could have and should already have advanced to a more prominent position in healthcare and professionalism;
those who continue to allow and perpetuate corruption and proteering within chiropractic leadership and academia
are those who are most to blame for the profession’s retardation, lack of direction, delayed development, and the
perpetual inability of the profession to complete its greater promise to its students, its clinicians, and the public. In 2009,
I published Chiropractic and Naturopathic Mastery of Common Clinical Disorders* detailing the integrative chiropractic
management of several primary care conditions; but did the profession advance in any meaningful way? In 2010, I published
“Chiropractors Managing Chronic Hypertension—An Idea Whose Time Has Arrived” in the profession’s biggest
newspaper/magazine Dynamic Chiropractic (2010 Jun, archived here), and in 2011 I published the clinical handbook/textbook
Integrative Chiropractic Management of Chronic Hypertension and High Blood Pressure, Second Edition* and I handed a copy
directly to the president of the American Chiropractic Association, but apparently nothing changed for the profession as a
whole—no action, no initiative, no conversation. In 2014, I published Chiropractic Immune Nutrition Against Viral Infections*
but the chiropractic profession demonstrated zero leadership during the global viral pandemic chaos of 2019 that has
continued to the present day. (*All of these previous works have been compiled and updated in Inammation Mastery 4th
Edition.) I wanted more for chiropractic; I reasonably expected more from chiropractic. I never dreamed that my experience
in chiropractic academics would result in my writing essays on administrative incompetence, faculty abuse, lost
professional opportunities, and drawing interconnected maps of academic corruption; but such has been the result of my
experience, corroborated by the experiences of many—too many—of my colleagues, friends, and students within
chiropractic. If you ever wonder why the chiropractic profession is so slow to advance, you need look no further than the
corrupt administrators and inept leadership that repels and actively eliminates the true leaders, scholars, clinicians, and
teachers who would otherwise advance the profession.
A noteworthy prophetic commentary posted in 2011 as a cartoon (youtu.be/TqpAvaSUnkY) stated, “You will nd that the
administrations of chiropractic colleges are hellbent on destroying their own profession in exchange for short-term
monetary gains. The administration does not care about quality-control. They consistently undermine the eorts of the
basic science professors and clinical faculty.” This excerpt was included in the audio-video review/proofreading of this
document: hps://healthythinking.substack.com/p/academic-anarchy-in-american-academia Administrative misbehavior
10
Vasquez A. Official Guidelines guarantee failure in treatment of chronic pain per American Family Physician and American Academy of Family Physicians 2021
https://healthythinking.substack.com/p/official-guidelines-guarantee-failure. Paradigm Shift in Medical Management of Chronic Pain 2024, part1
https://inflammationmastery.substack.com/p/final-edition-video-3hours15minutes
and academic disorder does not block smart/hardworking/ethical students from being smart/hardworking/ethical, but it
does lower the quality of their educational experience in school and their respect and opportunities after graduation. The
students who most benet from lower standards and permissive cheating are the lower-performing students, who pass and
graduate but are eectively cheated of the opportunity to beer themselves and to rise to a higher level of consciousness
and performance. More concretely, with lower/permissive allowances, the “average” levels of professionalism, societal
respect, and quality of patient care are diminished. Mandatory high academic standards force all students in a given
program/profession to rise to a higher level of performance, thus earning a higher level of respect and opportunity.
Lower/variable academic standards allow low-performers to pass with the high-performers, resulting in frustration of the
high-performers as their respect and opportunities are held to the diminished level of the low-performers.
A famous refrain and popular chorus within the chiropractic profession is to bemoan the corruption of so-called
“conventional“ allopathic medicine due to its ties with the big Pharma industry and their shameless promotion of
dangerous drugs, procedures, and injections, many/most of which provide high-prot “statistical signicance” with no real-
world benet to patients or the general population. The chiropractic profession likes to think that it is pure and untainted
from such nancial inuences and ties to industry, but the truth is that chiropractic college presidents and vice presidents
allow the inltration of “educational material” from the appliance/product industries to contaminate their own
educational processes, obviously in exchange for nancial kickbacks and campus facilities, most commonly the furnishing
of student lounges and school gymnasiums. Let me be more clear, paraphrasing the words of the Vice President of
Academics at one chiropractic-college-turned-university/pseudoversity who said that the upper administration was
allowing (and forcing) the insertion of industry-wrien (nutrition) product promotion into the curriculum of the
school’s programs; the promotional material was unbranded/unnamed and was being inserted as “educational material”
in order to outline and showcase private industry products, essentially converting the “accredited graduate program”
into an infomercial that the students were paying to aend. Obviously, any professors with integrity would never tolerate
this pay-to-play corporate inltration into the actual course materials of a graduate program for healthcare professionals;
so these high-integrity professors would have to be eliminated by harassment, character assassination, gaslighting,
administrative withdrawal of infrastructure/support and other forms of (illegal) constructive dismissal. Other layers of
criminality could/likely include 1) personal cash kickbacks to administrators, since obviously some of what is happening
here is “o the books” (ie, not included in the formal accounting/nances of the school) and “o the record” since the
insertion of promotional/sales materials into the curriculum would not be tolerated within legitimate academia, 2) tax
evasion, as the corporation/industry is paying a tax-exempt non-prot educational institution via “tax-deductible donation”
for commercial promotion, and 3) violation of the school’s charter/mission, as the tax-privileged donation-receiving
“educational institution” is now functioning as an exclusive for-prot advertising agency, converting a private student-
funded educational program into a cheap infomercial for bad products that can’t win in a fair and open market. I personally
could have never imagined such unprofessional anti-academic misbehavior, but in this situation, I had it told to me directly
from the Vice President of Academics (who was either Ph.D. or D.Ed.), who is/was apparently too stupid or too
psychopathic to stop himself from admiing that he had converted an accredited graduate program into a corporate
infomercial in exchange for cash. I still remember the last time he took me out to lunch (which was followed by the last
time he and the president had dinner at my home), and he pretended he was my friend and that we were going to work
together to make a great educational program; soon thereafter, he undercut me (ironically by failing to perform at his own
job) and made my worklife hell on earth—next thing I know: I was red overnight by email announcement to the campus.
As part of their no-rules neoliberal-style imperialistic expansion and commodication of education (eg, the conversion
of education from “teaching-learning-preparing-empowering” to “frauding-passing-inating-indebting”), many of
these so-called “universities” are now oering additional programs in clinical nutrition, functional medicine, and
naturopathic medicine; but look at the chaos, cheating, gaslighting, unprofessional buoonery and administrative
anarchy behind the façade of shiny advertising and bogus accreditation. These schools are functioning and being allowed
to run free-range as diploma mills with zero legitimate quality-control and zero oversight from the now privatized and pay-
to-play accreditation system. I worked briey as one of the founding professors in a new “Doctor of Clinical Nutrition”
program, where I was told by the two upper administrators of the program that I was the only professor in the program
[brazen enough] to require a midterm exam and a comprehensive nal exam for the students on my class; apparently the
norm at this school was simply to pass and eventually graduate these “doctorate” students based on nothing more than
the professor’s feelings and subjective evaluation, which is even more absurd considering that many/most/all of these
courses were taught online with no direct contact whatsoever between students and professors. Notice again and sadly
that these are all “university degrees” that have been “accredited” by the privatized regional representative of the US
Department of Education, thereby demonstrating the complete worthlessness of American educational “accreditation” in
the current era.
After seeing the abysmal decline of academic standards in these programs, I fear that we are graduating a generation of
numbskulls who will leave their diploma mills with nothing more than diplomas and debt, the rst of which are worthless
except for ego ination, and the second of which will enslave them for decades while administrators laugh all the way to
the bank. As more healthcare/nutrition/chiropractic/medicine programs become proteering overgloried correspondence
courses, the true burden of life and death risk will be carried by the consumers, clients and patients. I fear that American
academia is collapsing into meaninglessness, and graduating these unmentored and untested neophytes with titles of
“doctor”, “nutrition”, and “medicine” is going to have harmful repercussions for these professions and the patients who
will be undertreated, overtreated, and mistreated by these undertrained virtual clinicians. Caveat emptor—the risks of
injury and death will be carried by the patients of these undertrained graduates, while regulatory agencies currently sit on
their hands in inaction and “plausible deniability”, which this narrative is helping to make undeniable.
We have to employ integrity and active courage in the times that we might otherwise prefer to remain silent, when doing
so is the beer and best of available options—when giving voice/pen/body to our integrity is for the greater good of the
profession, the faculty, the students, the practicing clinicians, and our patients and their welfare: “No-one wants to talk
negatively about their own experiences and their own profession, but at some point, we have to overcome that discomfort
on a personal level and act on behalf of the protection and beerment of the future of other students, the safety and benet
of our patients, and the reputation of the profession. We have to call out the corruption and misbehavior and say “This
bullshit has to stop—you [corrupt administrators] are ripping o these students, and you are endangering the patients who are
going to see these undereducated overcertied student-graduates. You are making the profession look like a bunch of jerks, because you
yourselves are behaving as such.” (Sourced/paraphrased from youtu.be/EpLa7eWhOvE / vimeo.com/943393525.)
The solutions to these problems are obvious, but the enforcement of ethical and professional expectations has to begin with
dening those standards, then ensuring their adherence from multiple positions, including students, faculty, community
oversight, and—the most obvious and most potent—involved and active governmental bodies at the state and national
levels with the power to investigate thievery, fraud, appropriateness of expenses, program quality (eg, including hiring
outside topic experts), examination integrity (eg, not allowing all students to pass their online exams simply by clicking
on the answers), and the relentless tax evasion and wage theft that occurs from underpaying the part-time overly-
obligated fully-disempowered “adjunct faculty.” These lawless feral schools need to be investigated and held to
account; otherwise, students will continue to be eeced and indebted for low-quality education, professional standards will
be reduced to abject incompetence, national quality of skill and production will continue to decline, and the nal customers,
consumers, and patients will bear the brunt of undereducated ego-inated unskilled healthcare providers delivering
substandard and dangerous healthcare.
At the educated/adult/institutional level, persistent stupidity/ignorance/underperformance is always intentional to
serve a strategic end, or multiple strategic goals or payos, which are typically psychic/emotional and
hegemonic/nancial. The following diagram originated in 2022 to explain our constant sociopolitical underperformance
and its supporting psychic origins and social understructures
11
; the phrase "Potemkin stupidity" (what I refer to as “strategic
stupidity”) is credited to academia.edu/110322657. This diagram “Strategic-Potemkin Stupidity, Intentional
Underperformance, and the Escape to Competence” can be downloaded as a full-page PDF from
hps://healthythinking.substack.com/p/administrative-anarchy-in-academia and is archived at academia.edu/118772413.
US Department of Education (UsDoE) states that its “Mission Statement”
12
is “to promote student achievement and
preparation for global competitiveness by fostering educational excellence and ensuring equal access.” Well, obviously,
the US Department of Education is clearly failing at its mission to “foster educational excellence” and these students
graduating from programs with no legitimate examinations, zero academic rigor, and zero demonstration/modeling of
professional behavior clearly won’t be prepared for anything other than blustering and blung their way slowly forward
as they carry an unnecessary burden of debt with them for years/decades (average 20 years of debt per undergraduate
11
https://healthythinking.substack.com/p/appreciating-strategic-stupidity and https://healthythinking.substack.com/p/connoisseurs-introductory-circumlocutions both published 25Aug2022
12
US Department of Education. Overview and Mission Statement. ed.gov/about/landing.jhtml accessed 6May2024
diploma and 23 years of debt per graduate degree
13
). These students won’t be prepared for routine daily patient care, let
alone anything as lofty and fantastical as competing on a global level—the idea that these students have any chance
whatsoever of being “prepared for global competitiveness” is a drunk self-deceptive fantasy. Because the US Department
of Education has deferred its supervisory responsibilities to privatized regional accreditors who themselves have essentially
zero supervision, UsDoE has no idea what is happening in the schools that it is accrediting by proteering proxy. Any
reasonable system of regulation would not function in a pay-to-pay manner and would never allow conicts of interest
such as allowing school presidents to sit on its directing boards, allowing them to facilitate the advancement of their own
schools while playing hardball against other competing institutions to suppress their advancement. The repeated and
conrmed observations that this level of extreme administrative anarchy, proteering, and corruption have been allowed
to exist, persist, and ourish in American academia is clear evidence of the failure of the US Department of Education and
its privatized high-prot “non-prot” pay-to-play regional accreditors. The idea that these regional accreditors and these
independent unsupervised feral schools would be able to “self-govern” was and is a bastard fantasy spawned from the
ménage à trois of personal/institutional laziness, idealistic naivete, and strategic stupidity (ie, purposeful ignorance and
self-serving underperformance).
[This table “Neoliberal hijacking of liberal vocabulary and ideals: using the language of freedom for domination” can be downloaded
from https://healthythinking.substack.com/p/administrative-anarchy-in-academia as a full-page PDF and is also archived at
academia.edu/118832917.]
[This table “Neoliberal hijacking of liberal vocabulary and ideals: using the language of freedom for domination” can be downloaded
from https://healthythinking.substack.com/p/administrative-anarchy-in-academia as a full-page PDF and is also archived at
academia.edu/118832917.]
Neoliberal-proteering inltration and contamination of nearly every aspect of education regulation and delivery
14
is
characterized by hijacking the language and values of classic liberalism (eg, education, enlightenment, self-
actualization, individualization, freedom, choice, liberty, democracy, free-market capitalism, professionalism [eg, as
opposed to unskilled serfdom and perpetual feudalism], “student achievement” [personal-societal advancement] and
“equal access” [equality, fraternity] as quoted from the UsDoE mission statement, etc) to result in government-corporate
deregulation and private/corporate proteering.
15
Deregulation/neoliberalisation/commodication of the education
industry includes “liberating” educational institutions from moral/ethical norms and standards of quality/outcomes in
order to maximize protability, without any consideration for the damage done to faculty, sta, students, society and
nation.
16
Allowing more students to enter educational programs with low admissions standards means that
federal/government educational loans are guaranteed to become private bank prot as the government loan agencies sell
the student debt to private “shark” banks/investors/capitalists which then charge exorbitant fees and high interest rates,
the combined power of which keeps graduates indebted for decades, and many never escape their debts. In my personal
13
“A study from the OneWisconsin Institute finds that it takes graduates of Wisconsin universities 19.7 years to pay off a bach elor’s degree and 23 years to pay off a graduate degree.”
https://www.cnbc.com/2017/07/03/this-is-the-age-most-americans-pay-off-their-student-loans.html
14
Hursh D. Neoliberalism and Education Policy. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, 2016. https://doi.org/10.1007/978-981-287-532-7_158-1
15
Damon Silvers JD MBA. Understanding Neoliberalism as a System of Power, 2023. University College London Institute for Innovat ion and Public Purpose https://youtu.be/hLtkJ-AgLuY
16
"Neoliberalism is a rebranding/renaming of privatization whereby rich people/organizations hijack public utilities and services (everything from public water, public electricity, public
resources, public education, etc) in the culty-religious fog of “free markets”, “free trade”, “choice”, “freedom”, “as if guided by an invisible hand” and “self-regulating” and the religious-cult
derivative “market fundamentalism” which is analogous to religious fundamentalism, ie, the cult of capitalism." https://healthythinking.substack.com/p/commodification-neoliberalization
experience, my “government educational loan” was sold to a debt-shark company (Navient) that charged me $20,000
(twenty thousand US dollars) per “service fee” to cover the provision of nothing—no requested “service” and no provided
“service”—as mentioned in my 7minute video youtu.be/6IeGJTfets0. Navient was eventually found guilty of illegal
practices in 2017 and had to pay $1.85billion in penalties
17
, which equated to less than pennies-per-dollar, ie, $260 of relief
per victim
18
when these graduates carry an average of $35,000 in high-interest debt
19
equates to 0.007—less than one
penny of relief per dollar of high-interest debt, which means that these indebted graduates will never notice the “justice”
and Navient will never feel the penalty. This is how government colludes with private industry via occasional virtue-
signaling events and “slap on the wrist” penalties that do eectively nothing to protect the public nor penalize illegal
corporate activities. The government/politicians receive multi-billions of dollars from the private education, bank, and
debt-servicing industries, decorated with the additional bonus of a passive and disengaged debt-enslaved population;
as famously summarized by Noam Chomsky, “Students who acquire large debts puing themselves through school are
unlikely to think about changing society. When you trap people in a system of debt, they can’t aord the time to think.
Tuition fee increases are a disciplinary technique, and, by the time students graduate, they are not only loaded with debt, but
have also internalized the disciplinarian culture. This makes them ecient components of the consumer economy.”
This is how and why the educational system in the United States is essentially unregulated, and thus chaotic:
1. Benet to education institutions and privatized accreditors: Low-quality high-volume education equates to high
prots as schools churn out virtual diplomas for real cash, ie, “swipe your credit card here, then print your diploma.”
Privatized regional accreditors pay themselves exorbitantly for low-level performance and pay-to-play (ultimately
bogus and meaningless) accreditation, which is necessary for schools to qualify for receipt of government
educational loans, which later become privatized debt.
2. Benet to loan-shark banks/capitalists: Low-quality high-volume education equates to government education
loans becoming privatized debt at high interest rates that students (partly because of the low value of their
education) cannot repay for decades if at all; this obviously strengthens the cash-political power of the private
loan/bank industry to further bribe/inuence/”lobby” lax laws in education and banking.
3. Benet to government/politicians: Government/politicians receive multi-billions of dollars from the private
education, bank, and debt-servicing industries. Government/politicians receive the benet of a passive and
disengaged debt-enslaved population, thereby empowering political neoliberalism/proteering.
The diagram above is downloadable from https://healthythinking.substack.com/p/administrative-anarchy-in-academia
17
“Attorney General Josh Shapiro announced today that Navient, known as one of the nation’s largest student loan servicers, will provide relief totaling $1.85 billion to resolve allegations of
widespread unfair, deceptive, and abusive student loan servicing practices and abuses in originating predatory student loans.” https://www.attorneygeneral.gov/taking-action/attorney-general-
josh-shapiro-announces-1-85-billion-landmark-settlement-with-student-loan-servicer-navient/. See also: "WASHINGTON, D.C. 18Jan2017– Today the Consumer Financial Protection Bureau
(CFPB) is suing the nation’s largest servicer of both federal and private student loans for systematically and illegally failing borrowers at every stage of repayment."
https://www.consumerfinance.gov/about-us/newsroom/cfpb-sues-nations-largest-student-loan-company-navient-failing-borrowers-every-stage-repayment/
18
“About 350,000 federal student loan borrowers whom Navient placed in long-term forbearance – which allowed them to temporarily stop making payments – will receive about $260 each,
totaling $95 million in restitution.” https://www.cnn.com/2022/01/13/politics/navient-student-loan-settlement/index.html
19
“The average student loan debt for bachelor’s degree recipients was $29,400 for the 2021-22 school year, according to the College Board. Among all borrowers, the average balance is
$38,290, according to mid-2023 data from Experian, one of the three national credit bureaus.” https://www.cnn.com/cnn-underscored/money/average-student-loan-debt
Most people would be shocked into disbelief-bewilderment upon learning of the international scope of nongovernmental
control over national and local education policies that have resulted in the commodication of education and the associated
prerequisite and subsequent (vicious cycle) dehumanization of students.
20
The swirling collusion of government, the
banking/exploitation industries, and the private education/(de)regulation industries is a "ménage à trois" (threesome) of
self/mutual-satisfaction that benets/prots/empowers each member while completely disregarding and exploiting the
students and society which should be the center of aention for educational endeavors. This vicious cycle of politics-
proteering-payola discards students and society into the wastewater of lost time/eort/resources, as if American academia
were a big neoliberal-proteering toilet swirling around with disregarded turdlets of students indierently
ushed down the pipes of pseudoacademia into the sewer of exhaustion, frustration, unpayable debt, and lost
possibilities. See the diagram—“Academic Payola Cycle: Flushing Students and Society Down the Toilet of Neoliberal
Proteering and Deregulation”—archived at academia.edu/118765403 and downloadable as a full-page PDF from
hps://healthythinking.substack.com/p/administrative-anarchy-in-academia.
Trapped in the middle of this vicious swirl of politics-proteering-payola are the overcertied overindebted undereducated
students and the disempowered nonadvancing/stagnant society, which are discarded into the wastewater of lost
time/eort/resources; student and societal/national benet are ushed down the toilet of educational neoliberalism as
proteering banks/sharks and schools/accreditors run wild with government-industry deregulation—neoliberated from
any social responsibilities or ethical norms. The documentation and illustrations in this description of administrative
anarchy and chaos in chiropractic colleges and so-called “universities” is not and cannot be specic and isolated to
chiropractic and bogus healthcare “universities”; these are national and systemic problems aecting innumerable schools,
a wide range of programs (including those of public safety and national security, eg, engineering) and damaging/indebting
millions of American students in exchange for wasted time, eort, and positive potentialities. This extreme severity of
academic corruption is caused by an interconnected breakdown of every aspect of the regulatory system—internally within
the schools, and externally at the state, regional, and national levels. This will result in harm to every aspect of society—
now and for generations to come—unless this interconnected ecosystem of corruption is investigated, dismantled, and
prohibited from reoccurring.
We have to (re)create interconnected ecosystems of academic integrity by rmly and authentically commiing to its basic
values of honesty, trust, fairness, respect, responsibility, and courage.
21
If academia and diplomas/credentials are to have
any legitimate value in and for society beyond wasting time, inating egos, and creating debt, then we must create
interconnected systems that actively prevent the perpetuation of administrative misbehavior, faculty abuse, wage theft,
constructive dismissal, nepotism, payola, proteering, pseudoacademia, pseudoregulation, pseudoethics, and
pseudoprofessionalism. In particular, until such measures have been widely implemented and legally enforced,
[chiropractic] administrators of chiropractic colleges and “pseudoversities” should be prohibited from meeting in private
without independent and appropriately credentialed supervision.
~ The End ~
This complete PDF narrative-infographic is archived (and perhaps occasionally
updated) at academia.edu/118395502 and also
https://healthythinking.substack.com/p/administrative-anarchy-in-academia, the
latter of which also contains the video review and downloadable PDFs of all the
illustrations.
The audio-video download is available from vimeo.com/943393525
with additional viewing available at Brighteon.com/channels/biomedicaleducation,
Rumble.com/user/HealthAndFunctionalMedicine, Bitchute.com/medicaleducation, and YouTube
To see Dr Vasquez’s newer articles, videos, perspectives and editorials, please
subscribe to the free newsletters at https://HealthyThinking.substack.com (the
complete forum, with topics including clinical nutrition, neuroinammation,
mitochondrial dysfunction, bromyalgia and chronic pain to current events and
politics) and https://InammationMastery.substack.com (this forum is more limited
to “politically-correct” topics and clinical care).
20
Klees SJ. Beyond neoliberalism: Reflections on capitalism and education. Policy Futures in Education 2020 Jun 18(1) 9–29 https://journals.sagepub.com/doi/10.1177/1478210317715814
See also: Davies B, Bansel P. Neoliberalism and education. International Journal of Qualitative Studies in Education 2007 May 20:3,247-259 http://dx.doi.org/10.1080/09518390701281751
21
International Center for Academic Integrity. Fundamental Values of Academic Integrity, 3rd Edition. https://academicintegrity.org/resources/fundamental-values
Alex Kennerly Vasquez DO ND DC (USA), former Fellow of the American College of Nutrition (FACN), former Overseas
Fellow of the Royal Society of Medicine (RSM, London UK): {education} An award-winning clinician-scholar and former
Program Director a “fully-accredited” “university-based” graduate program in Nutrition and Functional Medicine, Dr Alex
Vasquez is recognized internationally for his high intellectual and academic standards and for his detailed expertise
spanning and interconnecting many topics in Medicine and Nutrition. Dr Vasquez holds three doctoral degrees as a
graduate of University of Western States (Doctor of Chiropractic, 1996), Bastyr University (Doctor of Naturopathic
Medicine, 1999), and University of North Texas Health Science Center, Texas College of Osteopathic Medicine (Doctor of
Osteopathic Medicine, 2010). Dr Vasquez has completed thousands of hours of post-graduate and continuing education
(certications) in subjects including Obstetrics, Pediatrics, Basic and Advanced Disaster Life Support, Nutrition and
Functional Medicine; while in the nal year of medical school, Dr Vasquez completed a Pre-Doctoral Research Fellowship
in Complementary and Alternative Medicine Research hosted by the US National Institutes of Health (NIH). {teaching,
directing, organizing} Dr Vasquez has served in many teaching roles at the undergraduate, graduate, and doctorate levels
in various accredited universities and colleges throughout the United States and has lectured internationally at the post-
graduate level including accredited Continuing Medical Education (CME) for medical physicians. DrV was the founding
Program Director of the world's rst fully-accredited university-based graduate program in Human Nutrition and
Functional Medicine, and almost-single-handedly orchestrated the entirety of the ve-day 2013 International Conference
on Human Nutrition and Functional Medicine.{books} Dr Vasquez is the author of more than ten textbooks, including
Integrative Orthopedics (2004, 2007 2012), Functional Medicine Rheumatology (2014), Musculoskeletal Pain: Expanded
Clinical Strategies (commissioned and published by Institute for Functional Medicine, 2008), Chiropractic and Naturopathic
Mastery of Common Clinical Disorders (2009), Integrative Medicine and Functional Medicine for Chronic Hypertension
(2011), Brain Inammation in Migraine and Fibromyalgia (2016), Antiviral Strategies and Immune Nutrition (2014), Autism,
Dysbiosis, and the Gut-Brain Axis (2017) and the 1200-page Inammation Mastery 4th Edition (2016) also published as a
two-volume set titled Textbook of Clinical Nutrition and Functional Medicine. Dr Vasquez’s books are available
internationally via bookstores such as BookDepository, Amazon, Barnes and Noble, ThriftBooks, AbeBooks,
BeerWorldBooks, WaterStonesBooks. {journals} "DrV" has also wrien approximately 100 leers and articles for
professional magazines and medical journals such as TheLancet.com (online x1), British Medical Journal (BMJ: online x3, print
x1), Annals of Pharmacotherapy, Nutritional Perspectives (x11), Journal of Manipulative and Physiological Therapeutics (JMPT),
Journal of the American Medical Association (JAMA), Original Internist (x3), Integrative Medicine (x4), Holistic Primary Care,
Alternative Therapies in Health and Medicine (x2), Journal of the American Osteopathic Association (JAOA), Dynamic Chiropractic
(x3), Journal of Clinical Endocrinology and Metabolism, Current Asthma and Allergy Reports, Complementary Therapies in Clinical
Practice, Nature Reviews Rheumatology, Annals of the New York Academy of Sciences, and Arthritis & Rheumatism—Ocial
Journal of the American College of Rheumatology. Having served on the Review Boards for Acta Neuropsychiatrica, Journal
of Pain Research, Autoimmune Diseases, PLOS One, Alternative Therapies in Health and Medicine, Neuropeptides, International
Journal of Clinical Medicine, Journal of Inammation Research, BMC Complementary and Alternative Medicine (all
PubMed/Medline indexed), Integrated Blood Pressure Control, Journal of Biological Physics and Chemistry, Chiropractic Journal of
Australia, and Journal of Naturopathic Medicine, Dr Vasquez served as the founding Editor of Naturopathy Digest, founding
Editor (2013-) of International Journal of Human Nutrition and Functional Medicine and Editor (2018-2019) of Journal of
Orthomolecular Medicine.
Please join the free newsleer at HealthyThinking.substack.com for the full gamut and full monte
of Dr Vasquez’s current works and videos, ranging from casual yet important observations, periodic
“Health Homework” of action steps to become healthier/happier/smarter, and clinical pearls and
protocols, including review and publication of peer-reviewed bio/medical research relevant to
integrative/functional healthcare.
Important themes, courses, and categories include:
1. Antiviral Nutrition Protocol—videos and extensive research reviews
2. Functional Medicine Inammology Protocol—videos, articles, and conference presentations; examples include:
a. Introduction to the Functional Inammology Protocol—2013 American CME conference presentation
b. Integrating Functional/Natural Medicine in Clinical Practice—2020 European conference presentation,
also available at hps://www.inammationmastery.com/medical
3. Human Microbiome and Dysbiosis in Clinical Disease—an entire CME (continuing medical education) course of
approximately 30 hours that ran from 2015-2017; the clinical monograph was originally published independently
and is now available in Chapter 4.2 of Inammation Mastery 4th Edition (2016) also published as a two-volume set
titled Textbook of Clinical Nutrition and Functional Medicine.
4. The “Vitamin D Goldmine”—includes all of Dr Vasquez’s published articles on vitamin D, starting from his article
that launched the revolution in our use of vitamin D in 2004 “The Clinical Importance of Vitamin D
(Cholecalciferol): A Paradigm Shift with Implications for All Healthcare Providers” published in Alternative
Therapies in Health and Medicine. The “Vitamin D Goldmine” is a high-level expert perspective on the pharmacology
and clinical benets of vitamin D supplementation in a wide range of clinical situations including chronic pain,
depression/anxiety/neuroinammation, inammatory diseases, immunity and infections.
5. Integrative Management of Chronic Pain (in process)—draws on Dr Vasquez’s presentations, publications
(including Nature Reviews Rheumatology, Annals of the New York Academy of Sciences, and Arthritis & Rheumatism—
Ocial Journal of the American College of Rheumatology) and clinical experiences—including his personal
experience having CRPS (complex regional pain syndrome)—to discuss disorders of pain and neuroinammation
including migraine, bromyalgia (conference presentation) and other prototypes of chronic pain and inammation.
InammationMastery.substack.com is a clinically-focused extract and ltered archive
of HealthThinking.substack.com that focuses on clinical topics to the exclusion of
political/humanistic insights (for the most part).
At InammationMastery.substack.com, you can nd these and more:
1. Archives of the Vitamin D Goldmine:
a. VITAMIN D (Goldmine1) in CHRONIC PAIN: Deciency, Supplementation, Mechanisms, Synergy.
b. VITAMIN D (Goldmine2) in MOOD, DEPRESSION, ANXIETY, and BRAIN FUNCTION.
c. VITAMIN D (Goldmine3) in BARRIER DEFENSE AGAINST INFECTION, INFLAMMATION, ALLERGY.
d. VITAMIN D (Goldmine4) in INFLAMMATION and IMMUNOMODULATION.
e. VITAMIN D (Goldmine5) in IMMUNITY and INFECTIOUS DISEASE (see original “Vitamin D Goldmine”)
2. American public television (PBS) betrays Journalism, Nutritional Science, and Public Benecence in service to
Big Pharma
3. Mitochondrial information processing 2023 paradigm shift
4. Vasquez, Mitochondrial Nutrition ICHNFM2013 Presentation
5. Vasquez, Fibromyalgia Protocol (Houston 2019)
See the websites for more info
and videos, and for updates
about upcoming courses and
publications!
