Medical





















Structure of eukaryotic voltage-gated potassium ion channels.
Molecular Neuroscience

Death Toll, Medical Malpractice

Psychology Notes:
A non-relationship: BF Skinner
World Views - Magic vs. Common Sense
Scientific Method: Objective, Controlled, Numerical
-Skinner's Major Concepts:
+ Explanatory Fictions: Behavioral term when a person cannot differentiate between real causes, external causes, and choices
+Prediction & Control
+Operant Conditioning
+Reinforcement
+Extinguishing
+Shaping
+Reinforcement Schedules: Interval & Ratio
-Superstitious Behavior: non-contingent reinforcement
-Religious Institutions & Control
-Waldon II
-Fixed Ratio schedule provides reinforcement after a set number of times a behavior is performed

Monologue Blog Alzheimers

Malpractice

Stericycle: Medical Disposal

NIED: Negligent Infliction of Emotional Distress 

U.S. Department of Veterans Affairs: Info about agent orange health exams & other resource
U.S. Department of Veterans Affairs: Info on compensation for individuals exposed to agent orange 

Craig W. Haney: UCSC Professor who participated in the Stanford Prison Experiments.

Guide to Disability Income Insurance | Publications.USA.gov
The Top Rated Disability Friendly Colleges & Universities

Pharmaceutical Companies:
VRX: Valeant
ABBV: Abbvie
ABT: Abbott
MYL: Mylan
PFE: Pfizer
JNJ: Johnson & Johnson
BMY: Bristol Myers Squibb

Bipolar disorder might be an imaginary disorder made up by big pharma to sell drugs to people who have a spiritual connection.



"Last semester amidst the stress of finals I experienced two panic attacks. A few semesters before this I had seven within the span of a couple months. That semester I was involved in the prosecution of a man who raped me when I was sixteen, an additional pressure. I have also been diagnosed as Bi-Polar, PTSD and Non-Verbal Learning Disorder, a form of Asperger's Syndrome, and am in recovery from addiction and an eating disorder. Panic attacks are scary and leave you drained of energy. Trying to function in school became increasingly difficult during these times. Anxiety disorders are said to be the most common of all mental disorders, and are the number one reason listed by students who drop out of college. Providing more support to students such as myself within the educational system is of major importance. I have begun to work with other students to start a group on campus for supporting those suffering from mental illness. I hope that awareness can be raised about the impact that anxiety disorders and mental illness has on people, and that we can work toward providing more help for people who are afflicted. 

While trying to deal with mental illness has been difficult for me, it is more difficult for individuals who do not have access to the care the need. Fifty percent of individuals ages 8-15 who suffer from a mental disorder never get help. Fear of judgment and lack of finances are two barriers for individuals who might otherwise get help. Fifty percent of students age 14 or older drop out of school according to NAMI, The National Allegiance on mental illness. Seventy percent of youth in the juvenile justice system have a mental illness. Suicide is the second leading cause of death in those aged 15-24, with ninety percent of people who commit suicide having a mental illness. One in five adults in the United States experience mental illness, that's twenty percent. When you are in a room with a group of thirty people, that means that six people there likely experience mental illness. Should you be one of them, remember that you aren't alone. Furthermore, 10.2 million adults have co-occuring mental illness and drug addiction, eleven percent of transgender individuals reported being denied care by mental health clinics due to discrimination, LGBT individuals are twice as likely to have a mental health condition and are 2-3 times as likely to commit suicide, twenty-six percent of homeless individuals staying in shelters have a serious mental illness, twenty-four percent of state prisoners have a recent history of a mental health condition, depression is the leading cause of disability worldwide, mental illness costs the U.S. $193 billion in lost earnings every year,  African American and Hispanic Americans used mental health services at half the rate Caucasian people did last year, Asian Americans used them one third as often, and though numbers aren't cited by NAMI for other nationalities, Native Americans also experience decreased access to mental health services according to other research organizations. The importance of improving mental health care cannot be overstated.

I was able to finish this semester out despite experiencing these panic attacks, and still get decent grades. I have found it necessary to seek the help professionals over the years, and to advocate for myself in getting the care I need. I was a high school dropout, but have been able to work toward graduation despite all these challenges. I hope that this can give someone else hope. The panic attacks have been decreased when I am able to advocate for myself and express my experience freely with others. I am grateful that I was faced with less judgement, and more support than I had expected. By speaking up I have also been connected with other people who know what it's like to have a mental illness, and their support and advice has been instrumental in my ability to overcome the obstacles I faced."

For California students who have faced discrimination:

Where and how to file a complaint of discrimination harassment, intimidation and bullying

The California Code of Regulations, Title 5, Chapter 5.1, Section 4600, et seq. establishes Uniform Complaint Procedures to be followed for complaints of discrimination, harassment, intimidation and bullying. The regulations require:

- The local educational agency adopts policies and procedures consistent with California Code of Regulations, Title 5, sections 4600 – 4687.

- The district’s complaint procedure should be published in the student handbook. If not, contact the district office and request a copy of the nondiscrimination policy and complaint procedures, (the policy and process should be similar to the information provided in this brochure.).


- The complaint must first be filed with the school district; follow the directions, steps and time lines in the district’s complaint procedures; if there are questions about the procedures, ask for the name of the person responsible for handling discrimination, harassment, intimidation, and bullying complaints; contact the person for questions and clarification.


- The complaint must be written and can be filed by a student, parent, or interested parties or organizations; it must be filed within six months of the date of the alleged discrimination and/or harassment, or when knowledge was first acquired.


- The district has 60 days to complete an investigation into the allegations and prepare a final written report that is to be sent to the person(s) that filed the complaint; during this process, an opportunity to submit evidence is provided.


- If all the steps of the school district’s complaint procedures have been followed and there is disagreement with the decision , an appeal to the State Superintendent of Public Instruction can be made; any appeal must be filed within 15 days of the school district’s final decision on the complaint.


To file an appeal, write to:


California Department of Education
Sharon Felix-Rochon, Director

Office of Equal Opportunity

1430 N Street, Suite 4206

Sacramento, California 95814


- An appeal to the Department should be in writing and signed;

- Include a copy of the school district’s final decision on the complaint,

- An appeal may also be filed with the Department if the school district fails to make a decision on the complaint within 60 days.

Suggestions for students, parents and others when filing a complaint of discrimination and/or harassment.

- Make sure the law applies to the situation that is of concern; some actions by the school district is just not fair, but may not be prohibited by the state law because it does not constitute discrimination based on the listed protected classes; also the action must also adversely affect the student,

- Explain why it is discrimination and/or harassment; provide as much specific documentation and information as possible,

- Explain what you would like to have happen as a result of the complaint; give your name, address and telephone numbers where you can be reached.


For additional information or concerns contact:


Sharon Felix-Rochon, Director
Office of Equal Opportunity
California Department of Education
1430 N Street, Suite 4206
916-445-9174




California Department of Education Prohibition of discrimination, harassment, intimidation and bullying in California Public Schools”

Office of Equal Opportunity (July 2012)
The California Department of Education is committed to and expects school districts to create and maintain a non-discriminatory and safe learning environment.

What the law states:

California Education Code Section 200
It is the policy of the State of California to afford all persons in public schools, regardless of their disability, gender ,gender identity, gender expression nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code, equal rights and opportunities in the educational institutions of the state.

Penal Code Section 422.55.
"Hate crime" means a criminal act committed, in whole or in part, because of one or more of the following actual or perceived characteristics of the victim:


  • Disability.
  • Gender.
  • Nationality.
  • Race or ethnicity.
  • Religion.
  • Sexual orientation.
  • Association with a person or group with one or more of these actual or perceived characteristics.



California Education Code Section 201.
Provides legislative declarations in support of the policy, such as:

- students in public schools are entitled to participate fully in the educational process free from discrimination ,harassment, intimidation, and bullying,

- public schools are to take affirmative steps to combat racism, sexism, and other forms of bias,


- prevent and respond to acts of hate violence and bias-related incidents in an urgent manner,


- teach and inform students about their rights and rights of others in order to increase awareness and understanding in order to promote tolerance and sensitivity.


California Education Code Section 220.

Prohibits discrimination on the basis of disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code

California Education Code Section 234 The Safe Place to Learn Act - It is the policy of the State of California to ensure that all local educational agencies continue to work to reduce discrimination, harassment, violence, intimidation, and bullying. It is further the policy of the state to improve pupil safety at schools and the connections between pupils and supportive adults, schools, and communities.

Section 234.1 requires the following responsibilities of the local educational agencies:

Adopted a policy that prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived characteristics contained in Section 422.5 of the Penal Code and Section 220 of the Education Code and include a statement that the policy applies to all acts related to school activity or school attendance that occurs within a school under the jurisdiction of the superintendent of the school district. In addition, it is to state that school personnel are to take immediate steps to intervene, when safe to do so, if he or she witnesses an act of discrimination, harassment, intimidation, or bullying.

Adopt and implement a complaint process to receive, investigate, and resolve complaints of discrimination, harassment, intimidation, and bullying based on any of the actual or perceived characteristics contained in Section 422.55 of the Penal Code and Section 220 of the Education Code. The complaint process shall include, but not limited, to the following:


a. A timeline to investigate and resolve complaints of discrimination, harassment, intimidation or bullying that schools under the jurisdiction of the school district shall follow.

b. An appeal process provided to the complainant should he or she disagrees with the resolution of a complaint.


c. All forms developed relative to this process shall be translated pursuant to Section 48985 of the Education Code.

- post policies that prohibit discrimination, harassment, intimidation, and bullying in schools and offices, include staff lounges and rooms that hold student government meetings,


- publicize policies that prohibit discrimination, harassment, intimidation, and bullying to parents, students, employees, agents of the governing board, and the general public and the complaint procedures, and how to file a complaint. The information is to be translated according to Section 48985.


- maintain documentation of complaints and the resolution for a minimum of one review cycle


- protect complainants from retaliation, and ensure the identity of a complainant remains confidential.


- designate a responsible local educational agency officer for ensuring compliance with Chapter 5.3 (commencing with Section 4900 of Division 1, Title 5 of the California Code of Regulations and Chapter 2 (commencing with Section 200).

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