diff --git a/20h/genocide/2024_Mayday_training_outline.pdf b/20h/genocide/2024_Mayday_training_outline.pdf
new file mode 100644
index 0000000..fcace24
Binary files /dev/null and b/20h/genocide/2024_Mayday_training_outline.pdf differ

diff --git a/20h/genocide/01welcome.mdwn b/20h/genocide/01welcome.mdwn
index 253a505..8e80e28 100644
--- a/20h/genocide/01welcome.mdwn
+++ b/20h/genocide/01welcome.mdwn
@@ -6,7 +6,7 @@ Welcome, Intros, Getting Started
 Facilitator: Eli     
 Time: 20 mins; 1810-1830    
 Actual time:    
-Learning Objectives: hopes/fears, logistics, security, intros
+Learning Objectives: hopes/fears, logistics, security, intros    
 Materials: **Hopes and fears** newsprint sheets, **goals** newsprint sheet, **ground rules** handouts and newsprint sheets, **agenda** handout and newsprint sheets, **what if?** newsprint sheet, **trainer info** newsprint sheet, **acronyms and medical terms** newsprint sheet, nametags
 
   -------------------------- --------------

diff --git a/20h/genocide/01welcome.mdwn b/20h/genocide/01welcome.mdwn
index 11d8075..253a505 100644
--- a/20h/genocide/01welcome.mdwn
+++ b/20h/genocide/01welcome.mdwn
@@ -6,7 +6,7 @@ Welcome, Intros, Getting Started
 Facilitator: Eli     
 Time: 20 mins; 1810-1830    
 Actual time:    
-Learning Objectives:     
+Learning Objectives: hopes/fears, logistics, security, intros
 Materials: **Hopes and fears** newsprint sheets, **goals** newsprint sheet, **ground rules** handouts and newsprint sheets, **agenda** handout and newsprint sheets, **what if?** newsprint sheet, **trainer info** newsprint sheet, **acronyms and medical terms** newsprint sheet, nametags
 
   -------------------------- --------------

diff --git a/20h/genocide/02medic-history-and-roles.mdwn b/20h/genocide/02medic-history-and-roles.mdwn
index ea5fb31..a30cd53 100644
--- a/20h/genocide/02medic-history-and-roles.mdwn
+++ b/20h/genocide/02medic-history-and-roles.mdwn
@@ -6,8 +6,7 @@ Medic History and Roles
 Facilitator: Scott and Harold     
 Time: 15 mins; 1830-1845    
 Actual time:    
-Learning Objectives:     
-Materials: 
+Learning Objectives: Inspiration, MCHR
 
   -------------------------- --------------
 

diff --git a/20h/genocide/03this-training.mdwn b/20h/genocide/03this-training.mdwn
index 3337848..1ab9f48 100644
--- a/20h/genocide/03this-training.mdwn
+++ b/20h/genocide/03this-training.mdwn
@@ -6,7 +6,7 @@ This Training
 Facilitator: Scott     
 Time: 15 mins; 1845-1900    
 Actual time:    
-Learning Objectives:     
+Learning Objectives: Doc, Eowyn, Rosehips, Grace. Goals. Ground rules.
 
   -------------------------- --------------
 

diff --git a/20h/genocide/05consent.mdwn b/20h/genocide/05consent.mdwn
new file mode 100644
index 0000000..0cfa893
--- /dev/null
+++ b/20h/genocide/05consent.mdwn
@@ -0,0 +1,49 @@
+Informed Consent
+=======================
+
+  -------------------------- --------------
+
+Facilitator: Ben
+Time: 55 mins; 1915-1930    
+Actual time:    
+Learning Objectives: Permission; promoting autonomy
+
+  -------------------------- --------------
+
+### Consent
+
+* “Reliable adult pt agrees to receive care after being informed of risks and benefits of each intervention”.
+* consent for everything we do - asking questions; performing interventions
+* Consent is ongoing process; must be reaffirmed throughout; can be rescinded at any time
+* Injury and illness can cause loss of control/autonomy
+* narrate care
+* Street medics support movement participants in recovering autonomy
+
+### DEMONSTRATION 
+
+(2 buddies, one patient - see p. 22 of 2014 trainer outline)
+
+### Refusal
+
+* Handout
+* One’s own motivation; how sick?; clarification of role; different medic; pt's definition of needs; language barriers; respect NO
+
+### Oops
+
+* pay attention to pt language, expressions
+* be accountable (how?)
+* apologize clearly
+* use body language/distance to respect boundaries
+* maintain consent standard moving forward
+
+### Implied consent
+
+* forgiveness v permission - if unresponsive, consent is implied
+* narrate care/explain actions as if pt was responsive
+* minors
+* parental consent?
+* assuming wink
+
+### Summary
+
+* be confident, medic face; ask permission to to each new thing; narrate; warn if will hurt or scary; pay attention to pt reponse

diff --git a/20h/genocide/03this-training.mdwn b/20h/genocide/03this-training.mdwn
new file mode 100644
index 0000000..3337848
--- /dev/null
+++ b/20h/genocide/03this-training.mdwn
@@ -0,0 +1,38 @@
+This Training
+=======================
+
+  -------------------------- --------------
+
+Facilitator: Scott     
+Time: 15 mins; 1845-1900    
+Actual time:    
+Learning Objectives:     
+
+  -------------------------- --------------
+
+* Medics active in MCHR started training lay people in 60’s and 70’s
+* Resurgence during anti-globalization era, Seattle 1999.
+* CAM founded 2002, first action FTAA in Quebec City
+* Evolved over years, shout out to Eowyn, Grace, Rosehips
+* This training is not: any kind of official certification, or a CPR training
+* Draws from conventional EMS, wilderness medicine, trauma combat casualty care,
+
+### Goals (On Sheet):
+
+volunteers to read
+
+* Train excellent street medics / affinity group medics who have a solid base of knowledge and skills, know their strengths and limits, and know when and how to get help.
+* Prepare trainees to care for themselves and their community on and off the streets.
+* Model street medic values - fight the power, do no harm, anti-authoritarian and anti-oppressive health care.
+* Become better trainers and build better trainings, feedback form at end of training.
+* Have fun
+
+### Caveats
+
+* We try to balance teaching worst-case scenarios with common problems.
+* We don't train for every situation you'll encounter - we try to prepare you to think on your feet so you can act responsibly in any situation.
+* Real learning happens in real emergencies with the support of a more experienced buddy. This training is just a foundation, if you don't use what you learn, you'll lose it.
+
+### Ground Rules- On Big Sheet
+
+Copy from Grace

diff --git a/20h/genocide/02medic-history-and-roles.mdwn b/20h/genocide/02medic-history-and-roles.mdwn
new file mode 100644
index 0000000..ea5fb31
--- /dev/null
+++ b/20h/genocide/02medic-history-and-roles.mdwn
@@ -0,0 +1,23 @@
+Medic History and Roles
+=======================
+
+  -------------------------- --------------
+
+Facilitator: Scott and Harold     
+Time: 15 mins; 1830-1845    
+Actual time:    
+Learning Objectives:     
+Materials: 
+
+  -------------------------- --------------
+
+* Not exactly novel idea to care for each other amidst social struggle
+* Medicine in support of and as an act of protest
+* Draw inspiration from many sources:
+   * Ben Reitman
+   * Spanish Civil War, American Medical Bureau of Abraham Lincoln Battalion
+   * JANE collective
+   * Freedom House Ambulance
+   * MCHR
+* Howard speaks about 60’s-70’s
+* Scott shouts out Dick Reilly and Kevin Clark

diff --git a/20h/genocide/01welcome.mdwn b/20h/genocide/01welcome.mdwn
new file mode 100644
index 0000000..11d8075
--- /dev/null
+++ b/20h/genocide/01welcome.mdwn
@@ -0,0 +1,34 @@
+Welcome, Intros, Getting Started
+=======================
+
+  -------------------------- --------------
+
+Facilitator: Eli     
+Time: 20 mins; 1810-1830    
+Actual time:    
+Learning Objectives:     
+Materials: **Hopes and fears** newsprint sheets, **goals** newsprint sheet, **ground rules** handouts and newsprint sheets, **agenda** handout and newsprint sheets, **what if?** newsprint sheet, **trainer info** newsprint sheet, **acronyms and medical terms** newsprint sheet, nametags
+
+  -------------------------- --------------
+
+### Security:
+
+Ask "Is there anyone from media, law enforcement, or other state surveillance/enforcement organizations in the room?" They are not welcome without explicit discussion with trainers and consent of all present. Explain why security is both important and imperfect. Mention that CAM has trained CPD in the past. If anyone is talking about "underground" activities prob just fragile ego, let a trainer know.
+
+### Logistics: 
+
+bathroom, water fountain, parking, other
+
+### Hopes & Fears: 
+
+As people come into the room, they get unlimited sticky notes. Encourage people to write at least one hope and one fear (one per sticky note) and place it on the "Hopes" and "Fears" chart papers which have been prepared beforehand and well placed in the room. Hopes and fears can reflect their expectations for the training, a coming action, or where they are at in their lives right now.
+
+**Two volunteers:** one reads hopes, one reads fears.
+
+### Intros: 
+
+name, preferred pronoun, where from, and in 10 words why you have come to the training
+
+note who is not in the room racial, economic, gender, age, political etc diversity
+
+beware of assumptions

diff --git a/20h/genocide.mdwn b/20h/genocide.mdwn
new file mode 100644
index 0000000..4a08179
--- /dev/null
+++ b/20h/genocide.mdwn
@@ -0,0 +1,103 @@
+
+20 hour in Chicago before Mayday, during a April 2024 genocide.
+
+Trainers: Chicago Action Medical members (Eli, Scott, Harold, Jed, Ben, Minku, Rock, Rusty, Zo)
+
+## Medic History, Roles, Stop 12345
+
+Friday Night
+
+* [[genocide/01welcome]]
+* [[genocide/02medic-history-and-roles]]
+* [[genocide/03this-training]]
+* [[genocide/04buddies]]
+* [[genocide/05consent]]
+* [[genocide/06legal]]
+* [[genocide/07fri-break]]
+* [[genocide/08intro-to-patient-assessment-triangle]]
+* [[genocide/09scene-assessment]]
+* [[genocide/10moi]]
+* [[genocide/11spreading-calm]]
+* [[genocide/12ems-getting-help]]
+* [[genocide/13bsi]]
+* [[genocide/14fri-closing]]
+
+## ABCDE
+
+Saturday Morning
+
+* [[genocide/15sat-am-welcome]]
+* [[genocide/16initial-assessment-overview]]
+* [[genocide/17lor]]
+* [[genocide/18airway-breathing]]
+* [[genocide/19circulation]]
+* [[genocide/20thu-am-break]]
+* [[genocide/21disability-da-spine]]
+* [[genocide/22environment]]
+* [[genocide/23triage]]
+* [[genocide/24gsw]]
+* [[genocide/25sat-lunch]]
+
+## Focused Assessment, Specific Conditions
+
+Saturday Evening
+
+* [[genocide/26head-2-toe]]
+* [[genocide/27sample]]
+* [[genocide/28but-why]]
+* [[genocide/29head-trauma]]
+* [[genocide/30scenario-shock-head]]
+* [[genocide/31debrief-shock-head]]
+* [[genocide/32wound-care]]
+* [[genocide/33psych-first-aid]]
+* [[genocide/34thu-pm-break]]
+* [[genocide/35breaks-sprains-strains]]
+* [[genocide/36scenario-major-trauma]]
+* [[genocide/37debrief-major-trauma]]
+* [[genocide/38burns-and-blisters]]
+* [[genocide/39thu-pm-wrap]]
+
+## Major Medical, Environmental
+
+Sunday Morning
+
+* [[genocide/40sun-am-welcome]]
+* [[genocide/41major-medical-intro]]
+* [[genocide/42seizures]]
+* [[genocide/43sob-and-panic-attack]]
+* [[genocide/44chest-pain]]
+* [[genocide/45anaphylaxis]]
+* [[genocide/46abdominal-pain]]
+* [[genocide/47diabetic-emergencies]]
+* [[genocide/48fainting]]
+* [[genocide/49headache-stroke]]
+* [[genocide/50overdose]]
+* [[genocide/51sun-am-break]]
+* [[genocide/52major-medical-round-robin]]
+* [[genocide/53environmental-bridge-training-joins]]
+* [[genocide/54sun-lunch]]
+
+## Police Weapons and Tactics, Big Scenarios, Wrap
+
+Sunday Afternoon
+
+* [[genocide/54scenario-environmental-heat]]
+* [[genocide/55debrief-environmental-heat]]
+* [[genocide/56police-tactics-and-weapons]]
+* [[genocide/57eyeflush-practice]]
+* [[genocide/58jail-jail-support-handcuff-injuries]]
+* [[genocide/59sun-pm-break]]
+* [[genocide/60scenario-jail-support]]
+* [[genocide/61debrief-jail-support]]
+* [[genocide/62gear-discussion]]
+* [[genocide/63mental-health-emergencies]]
+* [[genocide/64big-scenario]]
+* [[genocide/65big-debrief]]
+* [[genocide/66street-medic-org]]
+* [[genocide/67final-thoughts]]
+* [[genocide/68eval]]
+
+## For book
+
+[[genocide/TSG-genocide.tex]]
+

diff --git a/20h.mdwn b/20h.mdwn
index c52d61c..f78cb0a 100644
--- a/20h.mdwn
+++ b/20h.mdwn
@@ -1,5 +1,6 @@
 *Helping Health Workers Learn* is a book by David Werner and Bill Bower.
 
+* April 2024 in Chicago by Chicago Action Medical, during a [[20h/genocide]].
 * October 2020 in southeast Wisconsin for Chicago's Medical Emissaries, during a [[20h/pandemic]].
 * June 2013 in Piedra Area of Colorado for Wild Roots Feral Futures, during a [[20h/wildfire]].
 

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index cb4b7c2..49e356e 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -17,7 +17,7 @@
 * lead trainers: Grace and (Ben, Martine, Ludrenia, or someone else)
   * Grace, Ben, Martine: street medics become RNs who currently work in emergency medicine and behavioral health
   * Grace, Ben, Martine: have designed and taught similar trainings to similar populations in the past
-  * Ludrenia: retired nurse, trainer of nurses and aides, designer of training curricula
+  * Ludrenia: retired nurse, trainer of nurses and aides, curriculum developer
   * Grace: extensive lived experience of addiction, homelessness, incarceration
   * Grace and Ben are white, Martine and Ludrenia are black
   * trainers commit to [liberation ethics](https://safety.branchable.com/medic_ethics_guidelines/), including the [she safe, we safe pledge](http://agk.sdf.org/old/cam/pledge.html)

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 3556068..cb4b7c2 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -16,8 +16,8 @@
 * public health researcher(s); 3rd-year med student
 * lead trainers: Grace and (Ben, Martine, Ludrenia, or someone else)
   * Grace, Ben, Martine: street medics become RNs who currently work in emergency medicine and behavioral health
-  * Grace, Ben, Martine: have taught similar trainings to similar populations in the past
-  * Ludrenia: retired nurse, trainer of nurses and aides, and developer of training curricula
+  * Grace, Ben, Martine: have designed and taught similar trainings to similar populations in the past
+  * Ludrenia: retired nurse, trainer of nurses and aides, designer of training curricula
   * Grace: extensive lived experience of addiction, homelessness, incarceration
   * Grace and Ben are white, Martine and Ludrenia are black
   * trainers commit to [liberation ethics](https://safety.branchable.com/medic_ethics_guidelines/), including the [she safe, we safe pledge](http://agk.sdf.org/old/cam/pledge.html)

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 2633832..3556068 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -18,7 +18,7 @@
   * Grace, Ben, Martine: street medics become RNs who currently work in emergency medicine and behavioral health
   * Grace, Ben, Martine: have taught similar trainings to similar populations in the past
   * Ludrenia: retired nurse, trainer of nurses and aides, and developer of training curricula
-  * Grace has extensive lived experience: addiction, homelessness, incarceration
+  * Grace: extensive lived experience of addiction, homelessness, incarceration
   * Grace and Ben are white, Martine and Ludrenia are black
   * trainers commit to [liberation ethics](https://safety.branchable.com/medic_ethics_guidelines/), including the [she safe, we safe pledge](http://agk.sdf.org/old/cam/pledge.html)
 

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index e082cec..2633832 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -14,12 +14,13 @@
   * some may proctor, organize, or lead facilitated discussions and practical education in small groups
 * harm reduction service/advocacy administrative volunteers/contractors/staff
 * public health researcher(s); 3rd-year med student
-* lead trainers: Grace and (Ben, Martine, or someone else)
-  * street medics become RNs who currently work in emergency medicine and behavioral health
-  * all have taught similar trainings to similar populations in the past
+* lead trainers: Grace and (Ben, Martine, Ludrenia, or someone else)
+  * Grace, Ben, Martine: street medics become RNs who currently work in emergency medicine and behavioral health
+  * Grace, Ben, Martine: have taught similar trainings to similar populations in the past
+  * Ludrenia: retired nurse, trainer of nurses and aides, and developer of training curricula
   * Grace has extensive lived experience: addiction, homelessness, incarceration
-  * Grace and Ben are white, Martine is black
-  * trainers are committed to [liberation ethics](https://safety.branchable.com/medic_ethics_guidelines/), including the [she safe, we safe pledge](http://agk.sdf.org/old/cam/pledge.html)
+  * Grace and Ben are white, Martine and Ludrenia are black
+  * trainers commit to [liberation ethics](https://safety.branchable.com/medic_ethics_guidelines/), including the [she safe, we safe pledge](http://agk.sdf.org/old/cam/pledge.html)
 
 ### Where/when
 

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index b8a20e6..e082cec 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -83,7 +83,7 @@ By the end of the **afternoon** 2-3 hour class, participants will have...
 ## Evaluation of relevant past trainings
 
 * [[/agm/vocal/Eval by trainer of Oct 2014 20-hour training]]
-* [[/agm/noklan/|Eval by trainer of Nov 2016 6-hour training]]
+* [[Eval by trainer of Nov 2016 6-hour training|/agm/noklan/]]
 * [[/agm/vocal/Eval by students of Oct 2020 20-hour training]]
 
 <!--[[/agm/vocal/Why Samaritans]]?-->

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 24eb9ea..b8a20e6 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -7,7 +7,7 @@
 * 5-40 people who share two overlapping community centers in Louisville
   * very likely to reverse fentanyl overdose and see xylazine wounds
   * avoid hospitals; poss low literacy/homeless/criminalized; likely currently/formerly use white powder drugs
-  * lived experience of isolation, primary/secondary trauma
+  * lived experience of isolation, racism, primary/secondary trauma
   * already peer health promoters
   * possibly already involved in anti-criminalization legislative advocacy or grassroots organizing
   * may attend morning, afternoon, or both

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index f0eecc9..24eb9ea 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -6,9 +6,8 @@
 
 * 5-40 people who share two overlapping community centers in Louisville
   * very likely to reverse fentanyl overdose and see xylazine wounds
-  * avoid hospitals
-  * poss. low literacy
-  * lived experience: isolation, secondary trauma
+  * avoid hospitals; poss low literacy/homeless/criminalized; likely currently/formerly use white powder drugs
+  * lived experience of isolation, primary/secondary trauma
   * already peer health promoters
   * possibly already involved in anti-criminalization legislative advocacy or grassroots organizing
   * may attend morning, afternoon, or both

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 15d28cb..f0eecc9 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -10,6 +10,7 @@
   * poss. low literacy
   * lived experience: isolation, secondary trauma
   * already peer health promoters
+  * possibly already involved in anti-criminalization legislative advocacy or grassroots organizing
   * may attend morning, afternoon, or both
   * some may proctor, organize, or lead facilitated discussions and practical education in small groups
 * harm reduction service/advocacy administrative volunteers/contractors/staff

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 745bd69..15d28cb 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -1,6 +1,6 @@
 ## Louisville Street Samaritans training
 
-6-8 hour for people who share two overlapping community centers in Louisville, who are very likely to reverse fentanyl overdose and see xylazine wounds, and who avoid hospitals.
+6 hour for people who share two overlapping community centers in Louisville, who are very likely to reverse fentanyl overdose and see xylazine wounds, and who avoid hospitals.
 
 ### Who
 
@@ -83,6 +83,7 @@ By the end of the **afternoon** 2-3 hour class, participants will have...
 ## Evaluation of relevant past trainings
 
 * [[/agm/vocal/Eval by trainer of Oct 2014 20-hour training]]
+* [[/agm/noklan/|Eval by trainer of Nov 2016 6-hour training]]
 * [[/agm/vocal/Eval by students of Oct 2020 20-hour training]]
 
 <!--[[/agm/vocal/Why Samaritans]]?-->

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 880f009..745bd69 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -40,7 +40,6 @@ This training tests the following assumptions:
 
 **Knowledge**
 
-* (maybe) [Fisher & Ahern empowerment model of recovery](https://agk.wdfiles.com/local--files/blog:teaching-mental-health/pace_empowerment-model.png)
 * get help: referral/further care, partners in care (incl. alternative to 911 mental health crisis line, peer support warmline)
 * avoid injury: have a buddy, ground, do something, check in/shake it off, commemorate
 * confidentiality, trust, but not isolation
@@ -54,7 +53,7 @@ This training tests the following assumptions:
 
 **Skills**
 
-* organized assessment before and after intervention: AMPLE, abbreviated STOP+PAS
+* organized assessment before and after intervention: AMPLE, abbreviated STOP+PAS, maybe [Fisher & Ahern empowerment model of recovery](https://agk.wdfiles.com/local--files/blog:teaching-mental-health/pace_empowerment-model.png)
 * get help: organize whoever is present
 * advanced opioid overdose response (incl. O2 admin)
 * manage xylazine wounds

diff --git a/agm/CC_BY-SA.mdwn b/agm/CC_BY-SA.mdwn
index acb2db2..8691b3f 100644
--- a/agm/CC_BY-SA.mdwn
+++ b/agm/CC_BY-SA.mdwn
@@ -1,6 +1,6 @@
 By convention, works which in practice are open, public documents among street medics and other protester support formations with anarchist values and practices may generally be reposted, placed online, and modified under copyleft licenses to promote consistency between groups and prevent duplication of efforts.
 
-Unless otherwise noted, documents on this site are [Creative Commons Attribution-ShareAlike (CC BY-SA)](https://creativecommons.org/licenses/by-sa/4.0/):
+Documents on this site which link to this license page are [Creative Commons Attribution-ShareAlike (CC BY-SA)](https://creativecommons.org/licenses/by-sa/4.0/):
 
 > *This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use. If you remix, adapt, or build upon the material, you must license the modified material under identical terms.*
 

diff --git a/agm/CC_BY-SA.mdwn b/agm/CC_BY-SA.mdwn
new file mode 100644
index 0000000..acb2db2
--- /dev/null
+++ b/agm/CC_BY-SA.mdwn
@@ -0,0 +1,7 @@
+By convention, works which in practice are open, public documents among street medics and other protester support formations with anarchist values and practices may generally be reposted, placed online, and modified under copyleft licenses to promote consistency between groups and prevent duplication of efforts.
+
+Unless otherwise noted, documents on this site are [Creative Commons Attribution-ShareAlike (CC BY-SA)](https://creativecommons.org/licenses/by-sa/4.0/):
+
+> *This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use. If you remix, adapt, or build upon the material, you must license the modified material under identical terms.*
+
+Attribution is not available for all resources posted on this site. If missing, attribute reprints and derivative works to "HHWL training archive."

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 842ef07..880f009 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -87,3 +87,5 @@ By the end of the **afternoon** 2-3 hour class, participants will have...
 * [[/agm/vocal/Eval by students of Oct 2020 20-hour training]]
 
 <!--[[/agm/vocal/Why Samaritans]]?-->
+
+[[CC BY-SA]]. Written by Grace of Chicago Action Medical, reviewed by Chris.

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 51d627c..842ef07 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -81,193 +81,9 @@ By the end of the **afternoon** 2-3 hour class, participants will have...
 * overdose response supplies (be specific)
 * (maybe) handouts on paper
 
-## Food for thought
+## Evaluation of relevant past trainings
 
-### Eval of relevant past training (10/2014)
+* [[/agm/vocal/Eval by trainer of Oct 2014 20-hour training]]
+* [[/agm/vocal/Eval by students of Oct 2020 20-hour training]]
 
-Our training this weekend was pretty good despite the last month's stress and drama. The students were hungry to use this training to grow. We were mostly able to adapt the training on the fly despite our exhaustion.
-
-The person who brought me out wants to reach out to you again. A lot of exciting things are happening in Chicago: Martine and Amika recently started teaching GSW response trainings like yours, We Charge Genocide is collecting stories of racist police violence to take to the UN, and FLY is protesting the closing of the U of C trauma center on the South Side and the increased mortality from GSWs that has resulted.
-
-Before I cautioned you before about disorganization and lack of transparency that drove me crazy. My attitude has changed a little bit, and those involved learned some from the mess this time.
-
-The big things that would have made everything cool:
-
-* If the training was formally sponsored by FLY or We Charge Genocide
-* If the sponsoring organization committed their time, rep, and resources to making it happen
-* If leaders from the sponsoring organization worked with us on content and structure to make sure the training met the needs of their membership.
-
-I had asked for all these things in advance, but ended up just working with a well-intentioned white gatekeeper -- without whom the training would not have happened, who busted her ass, to whom I'm grateful -- but who still should have made direct connections between trainers and community leaders as her first priority.
-
-I think that you might not face the problems I faced. Some reasons: everybody would rather have black trainers building with black communities around issues caused by racism, some people involved with this weekend's training learned the damage the gatekeeping caused, and it is way easier to find space, students, and food for a 1 hour to 1 day training than for a 20-hour, 3-day training.
-
-Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.
-
-### Eval of relevant past training (10/2020)
-
-#### 1. Initial thoughts:
-
-* I came in feeling very unsure about if i was going to be able to do this and left feeling confident that is something I can/want to do.
-* a lot of information.
-* I wish we could have had more info about the organizers in advance.
-* More follow up trainings and spaces to practice/additional trainings would be useful.
-
-#### 2. Good:
-
-**what**
-
-* Techniques to administer first aid. 
-* Ethics of street medics. 
-* Trainers constantly reminding us that the ppl are experts in their own care. 
-* Do no harm.
-* Initial training on grounding, calm, approaching, body language, buddy behavior and modeling space based orienting.
-* excited to bring my training into my communities/spheres of influences [...] affinity group lens felt really effective & helpful
-
-**how**
-
-* scenarios and hands on practice opportunities are definitely what I felt i generally learned the most from. I am glad we got the extra practice session at the end of the training with our proctors.
-* Learning in small groups
-* The website is SUPER helpful and great!
-* creating a space where people felt comfortable to share, critique, and learn. 
-* discussions as a large group, I learned a lot from what the other folks said.
-* hospitality [...] I felt supported and cared the entire time, from both hosts, other students, and the trainers/proctors.
-* Heat, hot water, food, snacks, and care into every aspect of each day. 
-* bonfire
-
-#### 3. Do better:
-
-* Time management, keeping to the agenda and being clear about changes, the Rose story went on too long. 
-* Balance popular education with owning expertise and authority. Balance people taking up too much space and are woker-than-thou.
-* Breaks on day 1 as much as day 2 would have been good.
-* More practice. [...] more hands-on first aid (but Corona) as while I have the knowledge I feel less confident in actually doing the work in the streets--maybe in lack of being able to actually focus on first aid, maybe offering resources that we can pursue after the training for advanced first aid, other skill sets? I know that also comes with joining collectives & shadowing.
-* More clarity on the scenarios.
-
-**handouts**
-
-* scenarios were useful but it was hard using phones to follow along.
-* would have appreciated handouts to supplement lectures.
-* The website is super useful. It was hard to write with how cold it was — some sort of handouts or ways to safely record info or photograph info would have been good alternatives for increased accessibility.
-* having the stories printed on handouts would have helped out.
-
-#### 4. Learning pods:
-
-* helpful to learn with ppl who I had a shared trust with and felt comfortable making mistakes and asking questions.
-* I learned better because I trusted my pod and felt safe learning in ways that worked for me and messing up.
-* I am a person who enjoys talking in smaller groups more than larger groups so having both of each is something I find helpful in my learning. 
-* Personally, I thought another section or two could have been handled in our small groups to give Ben and Grace more of a break.
-* I appreciated having a pod to get to know and come back to with more detailed questions after every section and at the end of each day. It was really helpful for communicating early on, and I was able to catch the Metra with one of my pod members because of it. It was great for creating connections especially because I came alone. There was also plenty of time to get to know people outside our pod
-* it allowed for deeper connections with other students over the course of the entire training, informal mentorship from proctors (Fancy's incredible), and through those deeper connections promoted good network building after the training. It was too bad that I never really got to formally meet some of the other students, but I think a lot of that social interaction was curtailed by COVID precautions.
-* In post COVID times, I would like more opportunities to mix up small groups and talk to other folks in the room. 
-* I think there could have been a more intentional introduction round at the beginning of the training to learn everyone's names and pronouns.
-
-#### 5. Proctors
-
-**connection**
-
-* Josh was awesome and patient. He inspires confidence and was very affirming but also presented facts. He was honest about what he didn’t know but generous with what he knew [...] I feel comfy comtacting him about medic stuff and running!
-* Fancy definitely made it clear that she cared about how we were doing too. She made sure to be very approachable & friendly, and I definitely plan on following up with her to keep learning.
-* Claire was great. Thought she did well explaining/elaborating on concepts and taking our feedback seriously.
-
-**coordination**
-
-* sometimes proctors seemed a little confused on what they were supposed to do next but they seemed to be in better communication towards the end of the weekend.
-* it would've been cool to introduce each proctor, hear about any areas of expertise they have, communities they engage in, etc., but I felt comfortable engaging with any of the facilitators.
-
-**grounding in experience**
-
-* They had great experience that we could draw on ('often it might be because of...', 'I've never really had to worry about...')
-* Emily and Martine both had an incredible background of experience and expertise which they used to create important nuance at every point in the training.
-
-#### 6. Trainers:
-
-**learning tasks**
-
-* Transitions between topics could have been smoother at times.
-* great job of presenting a large amount of material in a short amount of time. At times sections felt rushed but it seemed like they prioritized the sections i would have liked them to such as community care and prevention.
-* They were both extremely engaging and offered several kinds of techniques for instruction-- lecture, discussion, small and large scale scenarios-- with plenty of room for questions, comments, and reflection. I really appreciated that, especially because it was such a long training. 
-* I think the lecture-heavy style of the training was a bit tough with the weather, but I'm not sure what an alternative method of teaching might look like. 
-* appreciated how flexible they both were in adjusting the curriculum. They could tell we were all exhausted on Friday and moved things around so we could rest.
-* Trainers could have checked in more when we did pod based learning of ABC.
-
-**people**
-
-* Grace and Ben complement each other well. 
-* They did some good facilitation when it was tough and shut down extraneous comments when necessary as the training went on.
-* They did a good job at fielding everyone's questions as well and leaving room for themselves to learn as well. 
-* Grace and Ben were [...] real, transparent, authentic asf and present.
-* They felt more like peers than teachers which for me creates a safer learning environment.
-* open[ness] to improvements and suggestions and although they were positioned as the teachers, they seemed very open to discussion and thinking about things in new ways.
-* They felt very approachable[...], their words/teaching methods felt clear, experienced, but still accessible & engaging.
-
-#### 7. Curriculum
-
-**hard skills**
-
-* I think the upside down triangle was genuinely the most important tool of the curriculum (thanks Ben!). The organizational flow from community health work to aiding in crisis truly helped to create a strong ideological foundation for what it means to work as a street medic in and beyond the streets. 
-* I was hoping for more hard skills
-* sections where we discussed symptoms and actual diagnostic things seemed to be rushed at times
-
-**community self-determination**
-
-* They talked a lot about engage your own communities. It would have been cool to think through and define (our own) communities within which we can do this work and can’t. 
-* I really appreciated the dual-focus of being a marked medic in the streets & community-care/affinity group medic work. 
-* I am glad that there was ample time taken for practice and to discuss preventative/community care. 
-* I am glad the history and reality of the medical system were discussed in reference to institutionalized discrimination. 
-
-**structure**
-
-* regular breaks throughout really helped me process the information, engage informally with other students & facilitators (which helped connect dots, take things farther, start conversations, etc.), and reset emotionally. 
-* I am glad that they made it clear in the beginning that folks can get up and walk away/take a break/do what they needed to do to stay engaged in the material.
-* Though at times information flowed quickly, there was also plenty of moments for practice and further discussion. 
-* The scenarios and small group learning were especially helpful. 
-* Practicing scenarios with Martine on Sunday and with the larger group throughout was extremely helpful for absorbing and engaging with what we were learning!
-
-#### 8. Proctors/trainers do better:
-
-**manage students**
-
-* They could have redirected extraneous comments and instruction being taken over in ways that weren’t altogether useful and quite time consuming.
-* It would have been helpful if the trainers/proctors had a mechanism to shut down some of the woke olympics. Perhaps this could have been helped by bringing in “step back/move back” community guideline and reminding people about that? And reminding people of your expertise (while everyone has knowledge that’s important and valuable, trainer knowledge is what many are here for rather than seeing who is more woke in the room)."
-* At first when folks were asking questions that were out of their field-house or a contradiction to what they knew they seemed to not know exactly how to handle it - but quickly they got into a flow that created a nice line of conversation between them and the trainees. 
-
-**starting stronger**
-
-* I think introductions of the proctors and trainers the first night would have been helpful. I think it would have stopped some of the one-up-manship on Friday night and moved the training along more. 
-* I would have appreciated seeing more BIPOC in CAM leadership (especially in trainers and proctors). In long training retreats like this, it's especially important to ensure Black and brown leadership who can offer lived experience and nuanced context that help keep BIPOC students, protesters, and community members safe and cared for. Having little to no BIPOC proctors/trainers a larger, critical conversation about the manifestations of fault lines within CAM and other street medic organizations.
-
-<!--
-### Why Samaritans?
-
-#### Luke 10:25,29-37 (MSG, 1993)
-
-Just then a religion scholar stood up with a question to test Jesus[...]. Looking for a loophole, he asked, “And just how would you define ‘neighbor’?”
-
-Jesus answered by telling a story. “There was once a man traveling from Jerusalem to Jericho. On the way he was attacked by robbers. They took his clothes, beat him up, and went off leaving him half-dead. Luckily, a priest was on his way down the same road, but when he saw him he angled across to the other side. Then a Levite religious man showed up; he also avoided the injured man.
-
-“A Samaritan traveling the road came on him. When he saw the man’s condition, his heart went out to him. He gave him first aid, disinfecting and bandaging his wounds. Then he lifted him onto his donkey, led him to an inn, and made him comfortable. In the morning he took out two silver coins and gave them to the innkeeper, saying, ‘Take good care of him. If it costs any more, put it on my bill--I’ll pay you on my way back.’
-
-“What do you think? Which of the three became a neighbor to the man attacked by robbers?”
-
-“The one who treated him kindly,” the religion scholar responded.
-
-Jesus said, “Go and do the same.”
-
-#### Luke 10:25,29-37 (CPV, 1969)
-
-One day a teacher of an adult Bible class got up and tested him[...]. The [...] teacher, trying to save face, asked, "But...er...but...just who is my neighbor?"
-
-Then Jesus laid into him and said, "A man was going from Atlanta to Albany and some gangsters held him up. When they had robbed him of his wallet and brand-new suit, they beat him up and drove off in his car, leaving him unconscious on the shoulder of the highway.
-
-"Now it just so happened that a white preacher was going down that same highway. When he saw the fellow, he stepped on the gas and went scooting by. *(His homiletical mind probably made the following outline: 1. I do not know the man. 2. 1 do not wish to get involved in any court proceedings. 3. 1 don't want to get blood on my new upholstering. 4. The man's lack of proper clothing would embarrass me upon my arrival in town. 5. And finally, brethren, a minister must never be late for worship services.)*
-
-"Shortly afterwards a white Gospel song leader came down the road, and when he saw what had happened, he too stepped on the gas. *(What his thoughts were we'll never know, but as he whizzed past, he may have been whistling, "Brighten the corner where you are.")*
-
-"Then a black man traveling that way came upon the fellow, and what he saw moved him to tears. He stopped and bound up his wounds as best he could, drew some water from his water-jug to wipe away the blood and then laid him on the back seat. *(All the while his thoughts may have been along this line: "Somebody's robbed you; yeah, I know about that, I been robbed, too. And they done beat you up bad; I know, I been beat up, too. And everybody just go right on by and leave you laying here hurting. Yeah, I know. They pass me by, too.")*
-
-He drove on into Albany and took him to the hospital and said to the nurse, 'You all take good care of this white man I found on the highway. Here's the only two dollars I got, but you all keep account of what he owes, and if he can't pay it, I'll settle up with you when I make a pay-day.'
-
-"Now if you had been the man held up by the gangsters, which of these three--the white preacher, the white song leader, or the black man--would you consider to have been your neighbor?"
-
-The teacher of the adult Bible class said, "Why, of course, the nig-- I mean, er...well, er...the one who treated me kindly."
-

(Diff truncated)

diff --git a/agm/vocal/Why_Samaritans.mdwn b/agm/vocal/Why_Samaritans.mdwn
new file mode 100644
index 0000000..591fdcb
--- /dev/null
+++ b/agm/vocal/Why_Samaritans.mdwn
@@ -0,0 +1,35 @@
+### Why Samaritans?
+
+#### Luke 10:25,29-37 (MSG, 1993)
+
+Just then a religion scholar stood up with a question to test Jesus[...]. Looking for a loophole, he asked, “And just how would you define ‘neighbor’?”
+
+Jesus answered by telling a story. “There was once a man traveling from Jerusalem to Jericho. On the way he was attacked by robbers. They took his clothes, beat him up, and went off leaving him half-dead. Luckily, a priest was on his way down the same road, but when he saw him he angled across to the other side. Then a Levite religious man showed up; he also avoided the injured man.
+
+“A Samaritan traveling the road came on him. When he saw the man’s condition, his heart went out to him. He gave him first aid, disinfecting and bandaging his wounds. Then he lifted him onto his donkey, led him to an inn, and made him comfortable. In the morning he took out two silver coins and gave them to the innkeeper, saying, ‘Take good care of him. If it costs any more, put it on my bill--I’ll pay you on my way back.’
+
+“What do you think? Which of the three became a neighbor to the man attacked by robbers?”
+
+“The one who treated him kindly,” the religion scholar responded.
+
+Jesus said, “Go and do the same.”
+
+#### Luke 10:25,29-37 (CPV, 1969)
+
+One day a teacher of an adult Bible class got up and tested him[...]. The [...] teacher, trying to save face, asked, "But...er...but...just who is my neighbor?"
+
+Then Jesus laid into him and said, "A man was going from Atlanta to Albany and some gangsters held him up. When they had robbed him of his wallet and brand-new suit, they beat him up and drove off in his car, leaving him unconscious on the shoulder of the highway.
+
+"Now it just so happened that a white preacher was going down that same highway. When he saw the fellow, he stepped on the gas and went scooting by. *(His homiletical mind probably made the following outline: 1. I do not know the man. 2. 1 do not wish to get involved in any court proceedings. 3. 1 don't want to get blood on my new upholstering. 4. The man's lack of proper clothing would embarrass me upon my arrival in town. 5. And finally, brethren, a minister must never be late for worship services.)*
+
+"Shortly afterwards a white Gospel song leader came down the road, and when he saw what had happened, he too stepped on the gas. *(What his thoughts were we'll never know, but as he whizzed past, he may have been whistling, "Brighten the corner where you are.")*
+
+"Then a black man traveling that way came upon the fellow, and what he saw moved him to tears. He stopped and bound up his wounds as best he could, drew some water from his water-jug to wipe away the blood and then laid him on the back seat. *(All the while his thoughts may have been along this line: "Somebody's robbed you; yeah, I know about that, I been robbed, too. And they done beat you up bad; I know, I been beat up, too. And everybody just go right on by and leave you laying here hurting. Yeah, I know. They pass me by, too.")*
+
+He drove on into Albany and took him to the hospital and said to the nurse, 'You all take good care of this white man I found on the highway. Here's the only two dollars I got, but you all keep account of what he owes, and if he can't pay it, I'll settle up with you when I make a pay-day.'
+
+"Now if you had been the man held up by the gangsters, which of these three--the white preacher, the white song leader, or the black man--would you consider to have been your neighbor?"
+
+The teacher of the adult Bible class said, "Why, of course, the nig-- I mean, er...well, er...the one who treated me kindly."
+
+Jesus said, "Well, then, you get going and start living like that!"

diff --git a/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn b/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
deleted file mode 100644
index ee41747..0000000
--- a/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
+++ /dev/null
@@ -1,129 +0,0 @@
-## 1. Initial thoughts:
-
-* I came in feeling very unsure about if i was going to be able to do this and left feeling confident that is something I can/want to do.
-* a lot of information.
-* I wish we could have had more info about the organizers in advance.
-* More follow up trainings and spaces to practice/additional trainings would be useful.
-
-## 2. Good:
-
-**what**
-
-* Techniques to administer first aid. 
-* Ethics of street medics. 
-* Trainers constantly reminding us that the ppl are experts in their own care. 
-* Do no harm.
-* Initial training on grounding, calm, approaching, body language, buddy behavior and modeling space based orienting.
-* excited to bring my training into my communities/spheres of influences [...] affinity group lens felt really effective & helpful
-
-**how**
-
-* scenarios and hands on practice opportunities are definitely what I felt i generally learned the most from. I am glad we got the extra practice session at the end of the training with our proctors.
-* Learning in small groups
-* The website is SUPER helpful and great!
-* creating a space where people felt comfortable to share, critique, and learn. 
-* discussions as a large group, I learned a lot from what the other folks said.
-* hospitality [...] I felt supported and cared the entire time, from both hosts, other students, and the trainers/proctors.
-* Heat, hot water, food, snacks, and care into every aspect of each day. 
-* bonfire
-
-## 3. Do better:
-
-* Time management, keeping to the agenda and being clear about changes, the Rose story went on too long. 
-* Balance popular education with owning expertise and authority. Balance people taking up too much space and are woker-than-thou.
-* Breaks on day 1 as much as day 2 would have been good.
-* More practice. [...] more hands-on first aid (but Corona) as while I have the knowledge I feel less confident in actually doing the work in the streets--maybe in lack of being able to actually focus on first aid, maybe offering resources that we can pursue after the training for advanced first aid, other skill sets? I know that also comes with joining collectives & shadowing.
-* More clarity on the scenarios.
-
-**handouts**
-
-* scenarios were useful but it was hard using phones to follow along.
-* would have appreciated handouts to supplement lectures.
-* The website is super useful. It was hard to write with how cold it was — some sort of handouts or ways to safely record info or photograph info would have been good alternatives for increased accessibility.
-* having the stories printed on handouts would have helped out.
-
-## 4. Learning in pods:
-
-* helpful to learn with ppl who I had a shared trust with and felt comfortable making mistakes and asking questions.
-* I learned better because I trusted my pod and felt safe learning in ways that worked for me and messing up.
-* I am a person who enjoys talking in smaller groups more than larger groups so having both of each is something I find helpful in my learning. 
-* Personally, I thought another section or two could have been handled in our small groups to give Ben and Grace more of a break.
-* I appreciated having a pod to get to know and come back to with more detailed questions after every section and at the end of each day. It was really helpful for communicating early on, and I was able to catch the Metra with one of my pod members because of it. It was great for creating connections especially because I came alone. There was also plenty of time to get to know people outside our pod
-* it allowed for deeper connections with other students over the course of the entire training, informal mentorship from proctors (Fancy's incredible), and through those deeper connections promoted good network building after the training. It was too bad that I never really got to formally meet some of the other students, but I think a lot of that social interaction was curtailed by COVID precautions.
-* In post COVID times, I would like more opportunities to mix up small groups and talk to other folks in the room. 
-* I think there could have been a more intentional introduction round at the beginning of the training to learn everyone's names and pronouns.
-
-## 5. Proctors:
-
-**connection**
-
-* Josh was awesome and patient. He inspires confidence and was very affirming but also presented facts. He was honest about what he didn’t know but generous with what he knew [...] I feel comfy comtacting him about medic stuff and running!
-* Fancy definitely made it clear that she cared about how we were doing too. She made sure to be very approachable & friendly, and I definitely plan on following up with her to keep learning.
-* Claire was great. Thought she did well explaining/elaborating on concepts and taking our feedback seriously.
-
-**coordination**
-
-* sometimes proctors seemed a little confused on what they were supposed to do next but they seemed to be in better communication towards the end of the weekend.
-* it would've been cool to introduce each proctor, hear about any areas of expertise they have, communities they engage in, etc., but I felt comfortable engaging with any of the facilitators.
-
-**grounding in experience**
-
-* They had great experience that we could draw on ('often it might be because of...', 'I've never really had to worry about...')
-* Emily and Martine both had an incredible background of experience and expertise which they used to create important nuance at every point in the training.
-
-## 6. Trainers:
-
-**learning tasks**
-
-* Transitions between topics could have been smoother at times.
-* great job of presenting a large amount of material in a short amount of time. At times sections felt rushed but it seemed like they prioritized the sections i would have liked them to such as community care and prevention.
-* They were both extremely engaging and offered several kinds of techniques for instruction-- lecture, discussion, small and large scale scenarios-- with plenty of room for questions, comments, and reflection. I really appreciated that, especially because it was such a long training. 
-* I think the lecture-heavy style of the training was a bit tough with the weather, but I'm not sure what an alternative method of teaching might look like. 
-* appreciated how flexible they both were in adjusting the curriculum. They could tell we were all exhausted on Friday and moved things around so we could rest.
-* Trainers could have checked in more when we did pod based learning of ABC.
-
-**people**
-
-* Grace and Ben complement each other well. 
-* They did some good facilitation when it was tough and shut down extraneous comments when necessary as the training went on.
-* They did a good job at fielding everyone's questions as well and leaving room for themselves to learn as well. 
-* Grace and Ben were [...] real, transparent, authentic asf and present.
-* They felt more like peers than teachers which for me creates a safer learning environment.
-* open[ness] to improvements and suggestions and although they were positioned as the teachers, they seemed very open to discussion and thinking about things in new ways.
-* They felt very approachable[...], their words/teaching methods felt clear, experienced, but still accessible & engaging.
-
-## 7. Curriculum:
-
-**hard skills**
-
-* I think the upside down triangle was genuinely the most important tool of the curriculum (thanks Ben!). The organizational flow from community health work to aiding in crisis truly helped to create a strong ideological foundation for what it means to work as a street medic in and beyond the streets. 
-* I was hoping for more hard skills
-* sections where we discussed symptoms and actual diagnostic things seemed to be rushed at times
-
-**community self-determination**
-
-* They talked a lot about engage your own communities. It would have been cool to think through and define (our own) communities within which we can do this work and can’t. 
-* I really appreciated the dual-focus of being a marked medic in the streets & community-care/affinity group medic work. 
-* I am glad that there was ample time taken for practice and to discuss preventative/community care. 
-* I am glad the history and reality of the medical system were discussed in reference to institutionalized discrimination. 
-
-**structure**
-
-* regular breaks throughout really helped me process the information, engage informally with other students & facilitators (which helped connect dots, take things farther, start conversations, etc.), and reset emotionally. 
-* I am glad that they made it clear in the beginning that folks can get up and walk away/take a break/do what they needed to do to stay engaged in the material.
-* Though at times information flowed quickly, there was also plenty of moments for practice and further discussion. 
-* The scenarios and small group learning were especially helpful. 
-* Practicing scenarios with Martine on Sunday and with the larger group throughout was extremely helpful for absorbing and engaging with what we were learning!
-
-## 8. Proctors/trainers do better:
-
-**manage students**
-
-* They could have redirected extraneous comments and instruction being taken over in ways that weren’t altogether useful and quite time consuming.
-* It would have been helpful if the trainers/proctors had a mechanism to shut down some of the woke olympics. Perhaps this could have been helped by bringing in “step back/move back” community guideline and reminding people about that? And reminding people of your expertise (while everyone has knowledge that’s important and valuable, trainer knowledge is what many are here for rather than seeing who is more woke in the room)."
-* At first when folks were asking questions that were out of their field-house or a contradiction to what they knew they seemed to not know exactly how to handle it - but quickly they got into a flow that created a nice line of conversation between them and the trainees. 
-
-**starting stronger**
-
-* I think introductions of the proctors and trainers the first night would have been helpful. I think it would have stopped some of the one-up-manship on Friday night and moved the training along more. 
-* I would have appreciated seeing more BIPOC in CAM leadership (especially in trainers and proctors). In long training retreats like this, it's especially important to ensure Black and brown leadership who can offer lived experience and nuanced context that help keep BIPOC students, protesters, and community members safe and cared for. Having little to no BIPOC proctors/trainers a larger, critical conversation about the manifestations of fault lines within CAM and other street medic organizations.

diff --git a/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn b/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
new file mode 100644
index 0000000..ee41747
--- /dev/null
+++ b/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
@@ -0,0 +1,129 @@
+## 1. Initial thoughts:
+
+* I came in feeling very unsure about if i was going to be able to do this and left feeling confident that is something I can/want to do.
+* a lot of information.
+* I wish we could have had more info about the organizers in advance.
+* More follow up trainings and spaces to practice/additional trainings would be useful.
+
+## 2. Good:
+
+**what**
+
+* Techniques to administer first aid. 
+* Ethics of street medics. 
+* Trainers constantly reminding us that the ppl are experts in their own care. 
+* Do no harm.
+* Initial training on grounding, calm, approaching, body language, buddy behavior and modeling space based orienting.
+* excited to bring my training into my communities/spheres of influences [...] affinity group lens felt really effective & helpful
+
+**how**
+
+* scenarios and hands on practice opportunities are definitely what I felt i generally learned the most from. I am glad we got the extra practice session at the end of the training with our proctors.
+* Learning in small groups
+* The website is SUPER helpful and great!
+* creating a space where people felt comfortable to share, critique, and learn. 
+* discussions as a large group, I learned a lot from what the other folks said.
+* hospitality [...] I felt supported and cared the entire time, from both hosts, other students, and the trainers/proctors.
+* Heat, hot water, food, snacks, and care into every aspect of each day. 
+* bonfire
+
+## 3. Do better:
+
+* Time management, keeping to the agenda and being clear about changes, the Rose story went on too long. 
+* Balance popular education with owning expertise and authority. Balance people taking up too much space and are woker-than-thou.
+* Breaks on day 1 as much as day 2 would have been good.
+* More practice. [...] more hands-on first aid (but Corona) as while I have the knowledge I feel less confident in actually doing the work in the streets--maybe in lack of being able to actually focus on first aid, maybe offering resources that we can pursue after the training for advanced first aid, other skill sets? I know that also comes with joining collectives & shadowing.
+* More clarity on the scenarios.
+
+**handouts**
+
+* scenarios were useful but it was hard using phones to follow along.
+* would have appreciated handouts to supplement lectures.
+* The website is super useful. It was hard to write with how cold it was — some sort of handouts or ways to safely record info or photograph info would have been good alternatives for increased accessibility.
+* having the stories printed on handouts would have helped out.
+
+## 4. Learning in pods:
+
+* helpful to learn with ppl who I had a shared trust with and felt comfortable making mistakes and asking questions.
+* I learned better because I trusted my pod and felt safe learning in ways that worked for me and messing up.
+* I am a person who enjoys talking in smaller groups more than larger groups so having both of each is something I find helpful in my learning. 
+* Personally, I thought another section or two could have been handled in our small groups to give Ben and Grace more of a break.
+* I appreciated having a pod to get to know and come back to with more detailed questions after every section and at the end of each day. It was really helpful for communicating early on, and I was able to catch the Metra with one of my pod members because of it. It was great for creating connections especially because I came alone. There was also plenty of time to get to know people outside our pod
+* it allowed for deeper connections with other students over the course of the entire training, informal mentorship from proctors (Fancy's incredible), and through those deeper connections promoted good network building after the training. It was too bad that I never really got to formally meet some of the other students, but I think a lot of that social interaction was curtailed by COVID precautions.
+* In post COVID times, I would like more opportunities to mix up small groups and talk to other folks in the room. 
+* I think there could have been a more intentional introduction round at the beginning of the training to learn everyone's names and pronouns.
+
+## 5. Proctors:
+
+**connection**
+
+* Josh was awesome and patient. He inspires confidence and was very affirming but also presented facts. He was honest about what he didn’t know but generous with what he knew [...] I feel comfy comtacting him about medic stuff and running!
+* Fancy definitely made it clear that she cared about how we were doing too. She made sure to be very approachable & friendly, and I definitely plan on following up with her to keep learning.
+* Claire was great. Thought she did well explaining/elaborating on concepts and taking our feedback seriously.
+
+**coordination**
+
+* sometimes proctors seemed a little confused on what they were supposed to do next but they seemed to be in better communication towards the end of the weekend.
+* it would've been cool to introduce each proctor, hear about any areas of expertise they have, communities they engage in, etc., but I felt comfortable engaging with any of the facilitators.
+
+**grounding in experience**
+
+* They had great experience that we could draw on ('often it might be because of...', 'I've never really had to worry about...')
+* Emily and Martine both had an incredible background of experience and expertise which they used to create important nuance at every point in the training.
+
+## 6. Trainers:
+
+**learning tasks**
+
+* Transitions between topics could have been smoother at times.
+* great job of presenting a large amount of material in a short amount of time. At times sections felt rushed but it seemed like they prioritized the sections i would have liked them to such as community care and prevention.
+* They were both extremely engaging and offered several kinds of techniques for instruction-- lecture, discussion, small and large scale scenarios-- with plenty of room for questions, comments, and reflection. I really appreciated that, especially because it was such a long training. 
+* I think the lecture-heavy style of the training was a bit tough with the weather, but I'm not sure what an alternative method of teaching might look like. 
+* appreciated how flexible they both were in adjusting the curriculum. They could tell we were all exhausted on Friday and moved things around so we could rest.
+* Trainers could have checked in more when we did pod based learning of ABC.
+
+**people**
+
+* Grace and Ben complement each other well. 
+* They did some good facilitation when it was tough and shut down extraneous comments when necessary as the training went on.
+* They did a good job at fielding everyone's questions as well and leaving room for themselves to learn as well. 
+* Grace and Ben were [...] real, transparent, authentic asf and present.
+* They felt more like peers than teachers which for me creates a safer learning environment.
+* open[ness] to improvements and suggestions and although they were positioned as the teachers, they seemed very open to discussion and thinking about things in new ways.
+* They felt very approachable[...], their words/teaching methods felt clear, experienced, but still accessible & engaging.
+
+## 7. Curriculum:
+
+**hard skills**
+
+* I think the upside down triangle was genuinely the most important tool of the curriculum (thanks Ben!). The organizational flow from community health work to aiding in crisis truly helped to create a strong ideological foundation for what it means to work as a street medic in and beyond the streets. 
+* I was hoping for more hard skills
+* sections where we discussed symptoms and actual diagnostic things seemed to be rushed at times
+
+**community self-determination**
+
+* They talked a lot about engage your own communities. It would have been cool to think through and define (our own) communities within which we can do this work and can’t. 
+* I really appreciated the dual-focus of being a marked medic in the streets & community-care/affinity group medic work. 
+* I am glad that there was ample time taken for practice and to discuss preventative/community care. 
+* I am glad the history and reality of the medical system were discussed in reference to institutionalized discrimination. 
+
+**structure**
+
+* regular breaks throughout really helped me process the information, engage informally with other students & facilitators (which helped connect dots, take things farther, start conversations, etc.), and reset emotionally. 
+* I am glad that they made it clear in the beginning that folks can get up and walk away/take a break/do what they needed to do to stay engaged in the material.
+* Though at times information flowed quickly, there was also plenty of moments for practice and further discussion. 
+* The scenarios and small group learning were especially helpful. 
+* Practicing scenarios with Martine on Sunday and with the larger group throughout was extremely helpful for absorbing and engaging with what we were learning!
+
+## 8. Proctors/trainers do better:
+
+**manage students**
+
+* They could have redirected extraneous comments and instruction being taken over in ways that weren’t altogether useful and quite time consuming.
+* It would have been helpful if the trainers/proctors had a mechanism to shut down some of the woke olympics. Perhaps this could have been helped by bringing in “step back/move back” community guideline and reminding people about that? And reminding people of your expertise (while everyone has knowledge that’s important and valuable, trainer knowledge is what many are here for rather than seeing who is more woke in the room)."
+* At first when folks were asking questions that were out of their field-house or a contradiction to what they knew they seemed to not know exactly how to handle it - but quickly they got into a flow that created a nice line of conversation between them and the trainees. 
+
+**starting stronger**
+
+* I think introductions of the proctors and trainers the first night would have been helpful. I think it would have stopped some of the one-up-manship on Friday night and moved the training along more. 
+* I would have appreciated seeing more BIPOC in CAM leadership (especially in trainers and proctors). In long training retreats like this, it's especially important to ensure Black and brown leadership who can offer lived experience and nuanced context that help keep BIPOC students, protesters, and community members safe and cared for. Having little to no BIPOC proctors/trainers a larger, critical conversation about the manifestations of fault lines within CAM and other street medic organizations.

diff --git a/agm/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn b/agm/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn
deleted file mode 100644
index 64577e8..0000000
--- a/agm/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn
+++ /dev/null
@@ -1,17 +0,0 @@
-Our training this weekend was pretty good despite the last month's stress and drama. The students were hungry to use this training to grow. We were mostly able to adapt the training on the fly despite our exhaustion.
-
-The person who brought me out wants to reach out to you again. A lot of exciting things are happening in Chicago: Martine and Amika recently started teaching GSW response trainings like yours, We Charge Genocide is collecting stories of racist police violence to take to the UN, and FLY is protesting the closing of the U of C trauma center on the South Side and the increased mortality from GSWs that has resulted.
-
-Before I cautioned you before about disorganization and lack of transparency that drove me crazy. My attitude has changed a little bit, and those involved learned some from the mess this time.
-
-The big things that would have made everything cool:
-
-* If the training was formally sponsored by FLY or We Charge Genocide
-* If the sponsoring organization committed their time, rep, and resources to making it happen
-* If leaders from the sponsoring organization worked with us on content and structure to make sure the training met the needs of their membership.
-
-I had asked for all these things in advance, but ended up just working with a well-intentioned white gatekeeper -- without whom the training would not have happened, who busted her ass, to whom I'm grateful -- but who still should have made direct connections between trainers and community leaders as her first priority.
-
-I think that you might not face the problems I faced. Some reasons: everybody would rather have black trainers building with black communities around issues caused by racism, some people involved with this weekend's training learned the damage the gatekeeping caused, and it is way easier to find space, students, and food for a 1 hour to 1 day training than for a 20-hour, 3-day training.
-
-Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.

diff --git a/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn b/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn
new file mode 100644
index 0000000..64577e8
--- /dev/null
+++ b/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn
@@ -0,0 +1,17 @@
+Our training this weekend was pretty good despite the last month's stress and drama. The students were hungry to use this training to grow. We were mostly able to adapt the training on the fly despite our exhaustion.
+
+The person who brought me out wants to reach out to you again. A lot of exciting things are happening in Chicago: Martine and Amika recently started teaching GSW response trainings like yours, We Charge Genocide is collecting stories of racist police violence to take to the UN, and FLY is protesting the closing of the U of C trauma center on the South Side and the increased mortality from GSWs that has resulted.
+
+Before I cautioned you before about disorganization and lack of transparency that drove me crazy. My attitude has changed a little bit, and those involved learned some from the mess this time.
+
+The big things that would have made everything cool:
+
+* If the training was formally sponsored by FLY or We Charge Genocide
+* If the sponsoring organization committed their time, rep, and resources to making it happen
+* If leaders from the sponsoring organization worked with us on content and structure to make sure the training met the needs of their membership.
+
+I had asked for all these things in advance, but ended up just working with a well-intentioned white gatekeeper -- without whom the training would not have happened, who busted her ass, to whom I'm grateful -- but who still should have made direct connections between trainers and community leaders as her first priority.
+
+I think that you might not face the problems I faced. Some reasons: everybody would rather have black trainers building with black communities around issues caused by racism, some people involved with this weekend's training learned the damage the gatekeeping caused, and it is way easier to find space, students, and food for a 1 hour to 1 day training than for a 20-hour, 3-day training.
+
+Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.

diff --git a/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn b/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
index a95a3bb..ee41747 100644
--- a/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
+++ b/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
@@ -1,11 +1,11 @@
-#### 1. Initial thoughts:
+## 1. Initial thoughts:
 
 * I came in feeling very unsure about if i was going to be able to do this and left feeling confident that is something I can/want to do.
 * a lot of information.
 * I wish we could have had more info about the organizers in advance.
 * More follow up trainings and spaces to practice/additional trainings would be useful.
 
-#### 2. Good:
+## 2. Good:
 
 **what**
 
@@ -27,7 +27,7 @@
 * Heat, hot water, food, snacks, and care into every aspect of each day. 
 * bonfire
 
-#### 3. Do better:
+## 3. Do better:
 
 * Time management, keeping to the agenda and being clear about changes, the Rose story went on too long. 
 * Balance popular education with owning expertise and authority. Balance people taking up too much space and are woker-than-thou.
@@ -42,7 +42,7 @@
 * The website is super useful. It was hard to write with how cold it was — some sort of handouts or ways to safely record info or photograph info would have been good alternatives for increased accessibility.
 * having the stories printed on handouts would have helped out.
 
-#### 4. Learning pods:
+## 4. Learning in pods:
 
 * helpful to learn with ppl who I had a shared trust with and felt comfortable making mistakes and asking questions.
 * I learned better because I trusted my pod and felt safe learning in ways that worked for me and messing up.
@@ -53,7 +53,7 @@
 * In post COVID times, I would like more opportunities to mix up small groups and talk to other folks in the room. 
 * I think there could have been a more intentional introduction round at the beginning of the training to learn everyone's names and pronouns.
 
-#### 5. Proctors
+## 5. Proctors:
 
 **connection**
 
@@ -71,7 +71,7 @@
 * They had great experience that we could draw on ('often it might be because of...', 'I've never really had to worry about...')
 * Emily and Martine both had an incredible background of experience and expertise which they used to create important nuance at every point in the training.
 
-#### 6. Trainers:
+## 6. Trainers:
 
 **learning tasks**
 
@@ -92,7 +92,7 @@
 * open[ness] to improvements and suggestions and although they were positioned as the teachers, they seemed very open to discussion and thinking about things in new ways.
 * They felt very approachable[...], their words/teaching methods felt clear, experienced, but still accessible & engaging.
 
-#### 7. Curriculum
+## 7. Curriculum:
 
 **hard skills**
 
@@ -115,7 +115,7 @@
 * The scenarios and small group learning were especially helpful. 
 * Practicing scenarios with Martine on Sunday and with the larger group throughout was extremely helpful for absorbing and engaging with what we were learning!
 
-#### 8. Proctors/trainers do better:
+## 8. Proctors/trainers do better:
 
 **manage students**
 

diff --git a/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn b/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
new file mode 100644
index 0000000..a95a3bb
--- /dev/null
+++ b/agm/agm/vocal/Eval_by_students_of_Oct_2020_20-hour_training.mdwn
@@ -0,0 +1,129 @@
+#### 1. Initial thoughts:
+
+* I came in feeling very unsure about if i was going to be able to do this and left feeling confident that is something I can/want to do.
+* a lot of information.
+* I wish we could have had more info about the organizers in advance.
+* More follow up trainings and spaces to practice/additional trainings would be useful.
+
+#### 2. Good:
+
+**what**
+
+* Techniques to administer first aid. 
+* Ethics of street medics. 
+* Trainers constantly reminding us that the ppl are experts in their own care. 
+* Do no harm.
+* Initial training on grounding, calm, approaching, body language, buddy behavior and modeling space based orienting.
+* excited to bring my training into my communities/spheres of influences [...] affinity group lens felt really effective & helpful
+
+**how**
+
+* scenarios and hands on practice opportunities are definitely what I felt i generally learned the most from. I am glad we got the extra practice session at the end of the training with our proctors.
+* Learning in small groups
+* The website is SUPER helpful and great!
+* creating a space where people felt comfortable to share, critique, and learn. 
+* discussions as a large group, I learned a lot from what the other folks said.
+* hospitality [...] I felt supported and cared the entire time, from both hosts, other students, and the trainers/proctors.
+* Heat, hot water, food, snacks, and care into every aspect of each day. 
+* bonfire
+
+#### 3. Do better:
+
+* Time management, keeping to the agenda and being clear about changes, the Rose story went on too long. 
+* Balance popular education with owning expertise and authority. Balance people taking up too much space and are woker-than-thou.
+* Breaks on day 1 as much as day 2 would have been good.
+* More practice. [...] more hands-on first aid (but Corona) as while I have the knowledge I feel less confident in actually doing the work in the streets--maybe in lack of being able to actually focus on first aid, maybe offering resources that we can pursue after the training for advanced first aid, other skill sets? I know that also comes with joining collectives & shadowing.
+* More clarity on the scenarios.
+
+**handouts**
+
+* scenarios were useful but it was hard using phones to follow along.
+* would have appreciated handouts to supplement lectures.
+* The website is super useful. It was hard to write with how cold it was — some sort of handouts or ways to safely record info or photograph info would have been good alternatives for increased accessibility.
+* having the stories printed on handouts would have helped out.
+
+#### 4. Learning pods:
+
+* helpful to learn with ppl who I had a shared trust with and felt comfortable making mistakes and asking questions.
+* I learned better because I trusted my pod and felt safe learning in ways that worked for me and messing up.
+* I am a person who enjoys talking in smaller groups more than larger groups so having both of each is something I find helpful in my learning. 
+* Personally, I thought another section or two could have been handled in our small groups to give Ben and Grace more of a break.
+* I appreciated having a pod to get to know and come back to with more detailed questions after every section and at the end of each day. It was really helpful for communicating early on, and I was able to catch the Metra with one of my pod members because of it. It was great for creating connections especially because I came alone. There was also plenty of time to get to know people outside our pod
+* it allowed for deeper connections with other students over the course of the entire training, informal mentorship from proctors (Fancy's incredible), and through those deeper connections promoted good network building after the training. It was too bad that I never really got to formally meet some of the other students, but I think a lot of that social interaction was curtailed by COVID precautions.
+* In post COVID times, I would like more opportunities to mix up small groups and talk to other folks in the room. 
+* I think there could have been a more intentional introduction round at the beginning of the training to learn everyone's names and pronouns.
+
+#### 5. Proctors
+
+**connection**
+
+* Josh was awesome and patient. He inspires confidence and was very affirming but also presented facts. He was honest about what he didn’t know but generous with what he knew [...] I feel comfy comtacting him about medic stuff and running!
+* Fancy definitely made it clear that she cared about how we were doing too. She made sure to be very approachable & friendly, and I definitely plan on following up with her to keep learning.
+* Claire was great. Thought she did well explaining/elaborating on concepts and taking our feedback seriously.
+
+**coordination**
+
+* sometimes proctors seemed a little confused on what they were supposed to do next but they seemed to be in better communication towards the end of the weekend.
+* it would've been cool to introduce each proctor, hear about any areas of expertise they have, communities they engage in, etc., but I felt comfortable engaging with any of the facilitators.
+
+**grounding in experience**
+
+* They had great experience that we could draw on ('often it might be because of...', 'I've never really had to worry about...')
+* Emily and Martine both had an incredible background of experience and expertise which they used to create important nuance at every point in the training.
+
+#### 6. Trainers:
+
+**learning tasks**
+
+* Transitions between topics could have been smoother at times.
+* great job of presenting a large amount of material in a short amount of time. At times sections felt rushed but it seemed like they prioritized the sections i would have liked them to such as community care and prevention.
+* They were both extremely engaging and offered several kinds of techniques for instruction-- lecture, discussion, small and large scale scenarios-- with plenty of room for questions, comments, and reflection. I really appreciated that, especially because it was such a long training. 
+* I think the lecture-heavy style of the training was a bit tough with the weather, but I'm not sure what an alternative method of teaching might look like. 
+* appreciated how flexible they both were in adjusting the curriculum. They could tell we were all exhausted on Friday and moved things around so we could rest.
+* Trainers could have checked in more when we did pod based learning of ABC.
+
+**people**
+
+* Grace and Ben complement each other well. 
+* They did some good facilitation when it was tough and shut down extraneous comments when necessary as the training went on.
+* They did a good job at fielding everyone's questions as well and leaving room for themselves to learn as well. 
+* Grace and Ben were [...] real, transparent, authentic asf and present.
+* They felt more like peers than teachers which for me creates a safer learning environment.
+* open[ness] to improvements and suggestions and although they were positioned as the teachers, they seemed very open to discussion and thinking about things in new ways.
+* They felt very approachable[...], their words/teaching methods felt clear, experienced, but still accessible & engaging.
+
+#### 7. Curriculum
+
+**hard skills**
+
+* I think the upside down triangle was genuinely the most important tool of the curriculum (thanks Ben!). The organizational flow from community health work to aiding in crisis truly helped to create a strong ideological foundation for what it means to work as a street medic in and beyond the streets. 
+* I was hoping for more hard skills
+* sections where we discussed symptoms and actual diagnostic things seemed to be rushed at times
+
+**community self-determination**
+
+* They talked a lot about engage your own communities. It would have been cool to think through and define (our own) communities within which we can do this work and can’t. 
+* I really appreciated the dual-focus of being a marked medic in the streets & community-care/affinity group medic work. 
+* I am glad that there was ample time taken for practice and to discuss preventative/community care. 
+* I am glad the history and reality of the medical system were discussed in reference to institutionalized discrimination. 
+
+**structure**
+
+* regular breaks throughout really helped me process the information, engage informally with other students & facilitators (which helped connect dots, take things farther, start conversations, etc.), and reset emotionally. 
+* I am glad that they made it clear in the beginning that folks can get up and walk away/take a break/do what they needed to do to stay engaged in the material.
+* Though at times information flowed quickly, there was also plenty of moments for practice and further discussion. 
+* The scenarios and small group learning were especially helpful. 
+* Practicing scenarios with Martine on Sunday and with the larger group throughout was extremely helpful for absorbing and engaging with what we were learning!
+
+#### 8. Proctors/trainers do better:
+
+**manage students**
+
+* They could have redirected extraneous comments and instruction being taken over in ways that weren’t altogether useful and quite time consuming.
+* It would have been helpful if the trainers/proctors had a mechanism to shut down some of the woke olympics. Perhaps this could have been helped by bringing in “step back/move back” community guideline and reminding people about that? And reminding people of your expertise (while everyone has knowledge that’s important and valuable, trainer knowledge is what many are here for rather than seeing who is more woke in the room)."
+* At first when folks were asking questions that were out of their field-house or a contradiction to what they knew they seemed to not know exactly how to handle it - but quickly they got into a flow that created a nice line of conversation between them and the trainees. 
+
+**starting stronger**
+
+* I think introductions of the proctors and trainers the first night would have been helpful. I think it would have stopped some of the one-up-manship on Friday night and moved the training along more. 
+* I would have appreciated seeing more BIPOC in CAM leadership (especially in trainers and proctors). In long training retreats like this, it's especially important to ensure Black and brown leadership who can offer lived experience and nuanced context that help keep BIPOC students, protesters, and community members safe and cared for. Having little to no BIPOC proctors/trainers a larger, critical conversation about the manifestations of fault lines within CAM and other street medic organizations.

diff --git a/agm/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn b/agm/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn
new file mode 100644
index 0000000..64577e8
--- /dev/null
+++ b/agm/agm/vocal/Eval_by_trainer_of_Oct_2014_20-hour_training.mdwn
@@ -0,0 +1,17 @@
+Our training this weekend was pretty good despite the last month's stress and drama. The students were hungry to use this training to grow. We were mostly able to adapt the training on the fly despite our exhaustion.
+
+The person who brought me out wants to reach out to you again. A lot of exciting things are happening in Chicago: Martine and Amika recently started teaching GSW response trainings like yours, We Charge Genocide is collecting stories of racist police violence to take to the UN, and FLY is protesting the closing of the U of C trauma center on the South Side and the increased mortality from GSWs that has resulted.
+
+Before I cautioned you before about disorganization and lack of transparency that drove me crazy. My attitude has changed a little bit, and those involved learned some from the mess this time.
+
+The big things that would have made everything cool:
+
+* If the training was formally sponsored by FLY or We Charge Genocide
+* If the sponsoring organization committed their time, rep, and resources to making it happen
+* If leaders from the sponsoring organization worked with us on content and structure to make sure the training met the needs of their membership.
+
+I had asked for all these things in advance, but ended up just working with a well-intentioned white gatekeeper -- without whom the training would not have happened, who busted her ass, to whom I'm grateful -- but who still should have made direct connections between trainers and community leaders as her first priority.
+
+I think that you might not face the problems I faced. Some reasons: everybody would rather have black trainers building with black communities around issues caused by racism, some people involved with this weekend's training learned the damage the gatekeeping caused, and it is way easier to find space, students, and food for a 1 hour to 1 day training than for a 20-hour, 3-day training.
+
+Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 479feb3..51d627c 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -127,9 +127,8 @@ Just a heads-up. If she reaches out, I think Chicago would love you and you woul
 
 * scenarios and hands on practice opportunities are definitely what I felt i generally learned the most from. I am glad we got the extra practice session at the end of the training with our proctors.
 * Learning in small groups
-* The website is SUPER helpful and great! It is also helpful to have supplementary handouts.
+* The website is SUPER helpful and great!
 * creating a space where people felt comfortable to share, critique, and learn. 
-* open[ness] to improvements and suggestions and although they were positioned as the teachers, they seemed very open to discussion and thinking about things in new ways.
 * discussions as a large group, I learned a lot from what the other folks said.
 * hospitality [...] I felt supported and cared the entire time, from both hosts, other students, and the trainers/proctors.
 * Heat, hot water, food, snacks, and care into every aspect of each day. 
@@ -152,13 +151,12 @@ Just a heads-up. If she reaches out, I think Chicago would love you and you woul
 
 #### 4. Learning pods:
 
-* made making mistakes and asking questions less intimidating.
 * helpful to learn with ppl who I had a shared trust with and felt comfortable making mistakes and asking questions.
 * I learned better because I trusted my pod and felt safe learning in ways that worked for me and messing up.
 * I am a person who enjoys talking in smaller groups more than larger groups so having both of each is something I find helpful in my learning. 
 * Personally, I thought another section or two could have been handled in our small groups to give Ben and Grace more of a break.
-* it allowed for deeper connections with other students over the course of the entire training, informal mentorship from proctors (Fancy's incredible), and through those deeper connections promoted good network building after the training. It was too bad that I never really got to formally meet some of the other students, but I think a lot of that social interaction was curtailed by COVID precautions.
 * I appreciated having a pod to get to know and come back to with more detailed questions after every section and at the end of each day. It was really helpful for communicating early on, and I was able to catch the Metra with one of my pod members because of it. It was great for creating connections especially because I came alone. There was also plenty of time to get to know people outside our pod
+* it allowed for deeper connections with other students over the course of the entire training, informal mentorship from proctors (Fancy's incredible), and through those deeper connections promoted good network building after the training. It was too bad that I never really got to formally meet some of the other students, but I think a lot of that social interaction was curtailed by COVID precautions.
 * In post COVID times, I would like more opportunities to mix up small groups and talk to other folks in the room. 
 * I think there could have been a more intentional introduction round at the beginning of the training to learn everyone's names and pronouns.
 
@@ -173,11 +171,12 @@ Just a heads-up. If she reaches out, I think Chicago would love you and you woul
 **coordination**
 
 * sometimes proctors seemed a little confused on what they were supposed to do next but they seemed to be in better communication towards the end of the weekend.
+* it would've been cool to introduce each proctor, hear about any areas of expertise they have, communities they engage in, etc., but I felt comfortable engaging with any of the facilitators.
 
-**grounding**
+**grounding in experience**
 
-* They had great experience that we could draw on ('often it might be because of _____', 'I've never really had to worry about ___')
-* My pod was the pod that had three proctors: Justice, Emily, and Martine. I was thankful to get to know all of them in however small the capacity. Emily and Martine both had an incredible background of experience and expertise which they used to create important nuance at every point in the training.
+* They had great experience that we could draw on ('often it might be because of...', 'I've never really had to worry about...')
+* Emily and Martine both had an incredible background of experience and expertise which they used to create important nuance at every point in the training.
 
 #### 6. Trainers:
 
@@ -197,6 +196,7 @@ Just a heads-up. If she reaches out, I think Chicago would love you and you woul
 * They did a good job at fielding everyone's questions as well and leaving room for themselves to learn as well. 
 * Grace and Ben were [...] real, transparent, authentic asf and present.
 * They felt more like peers than teachers which for me creates a safer learning environment.
+* open[ness] to improvements and suggestions and although they were positioned as the teachers, they seemed very open to discussion and thinking about things in new ways.
 * They felt very approachable[...], their words/teaching methods felt clear, experienced, but still accessible & engaging.
 
 #### 7. Curriculum
@@ -216,7 +216,6 @@ Just a heads-up. If she reaches out, I think Chicago would love you and you woul
 
 **structure**
 
-* The curriculum is huge! I think we covered the parts that will help us the most and it's up tonis to supplement and learn more. 
 * regular breaks throughout really helped me process the information, engage informally with other students & facilitators (which helped connect dots, take things farther, start conversations, etc.), and reset emotionally. 
 * I am glad that they made it clear in the beginning that folks can get up and walk away/take a break/do what they needed to do to stay engaged in the material.
 * Though at times information flowed quickly, there was also plenty of moments for practice and further discussion. 
@@ -234,7 +233,6 @@ Just a heads-up. If she reaches out, I think Chicago would love you and you woul
 **starting stronger**
 
 * I think introductions of the proctors and trainers the first night would have been helpful. I think it would have stopped some of the one-up-manship on Friday night and moved the training along more. 
-* it would've been cool to introduce each proctor, hear about any areas of expertise they have, communities they engage in, etc., but I felt comfortable engaging with any of the facilitators.
 * I would have appreciated seeing more BIPOC in CAM leadership (especially in trainers and proctors). In long training retreats like this, it's especially important to ensure Black and brown leadership who can offer lived experience and nuanced context that help keep BIPOC students, protesters, and community members safe and cared for. Having little to no BIPOC proctors/trainers a larger, critical conversation about the manifestations of fault lines within CAM and other street medic organizations.
 
 <!--

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 10de2e6..479feb3 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -102,6 +102,141 @@ I had asked for all these things in advance, but ended up just working with a we
 I think that you might not face the problems I faced. Some reasons: everybody would rather have black trainers building with black communities around issues caused by racism, some people involved with this weekend's training learned the damage the gatekeeping caused, and it is way easier to find space, students, and food for a 1 hour to 1 day training than for a 20-hour, 3-day training.
 
 Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.
+
+### Eval of relevant past training (10/2020)
+
+#### 1. Initial thoughts:
+
+* I came in feeling very unsure about if i was going to be able to do this and left feeling confident that is something I can/want to do.
+* a lot of information.
+* I wish we could have had more info about the organizers in advance.
+* More follow up trainings and spaces to practice/additional trainings would be useful.
+
+#### 2. Good:
+
+**what**
+
+* Techniques to administer first aid. 
+* Ethics of street medics. 
+* Trainers constantly reminding us that the ppl are experts in their own care. 
+* Do no harm.
+* Initial training on grounding, calm, approaching, body language, buddy behavior and modeling space based orienting.
+* excited to bring my training into my communities/spheres of influences [...] affinity group lens felt really effective & helpful
+
+**how**
+
+* scenarios and hands on practice opportunities are definitely what I felt i generally learned the most from. I am glad we got the extra practice session at the end of the training with our proctors.
+* Learning in small groups
+* The website is SUPER helpful and great! It is also helpful to have supplementary handouts.
+* creating a space where people felt comfortable to share, critique, and learn. 
+* open[ness] to improvements and suggestions and although they were positioned as the teachers, they seemed very open to discussion and thinking about things in new ways.
+* discussions as a large group, I learned a lot from what the other folks said.
+* hospitality [...] I felt supported and cared the entire time, from both hosts, other students, and the trainers/proctors.
+* Heat, hot water, food, snacks, and care into every aspect of each day. 
+* bonfire
+
+#### 3. Do better:
+
+* Time management, keeping to the agenda and being clear about changes, the Rose story went on too long. 
+* Balance popular education with owning expertise and authority. Balance people taking up too much space and are woker-than-thou.
+* Breaks on day 1 as much as day 2 would have been good.
+* More practice. [...] more hands-on first aid (but Corona) as while I have the knowledge I feel less confident in actually doing the work in the streets--maybe in lack of being able to actually focus on first aid, maybe offering resources that we can pursue after the training for advanced first aid, other skill sets? I know that also comes with joining collectives & shadowing.
+* More clarity on the scenarios.
+
+**handouts**
+
+* scenarios were useful but it was hard using phones to follow along.
+* would have appreciated handouts to supplement lectures.
+* The website is super useful. It was hard to write with how cold it was — some sort of handouts or ways to safely record info or photograph info would have been good alternatives for increased accessibility.
+* having the stories printed on handouts would have helped out.
+
+#### 4. Learning pods:
+
+* made making mistakes and asking questions less intimidating.
+* helpful to learn with ppl who I had a shared trust with and felt comfortable making mistakes and asking questions.
+* I learned better because I trusted my pod and felt safe learning in ways that worked for me and messing up.
+* I am a person who enjoys talking in smaller groups more than larger groups so having both of each is something I find helpful in my learning. 
+* Personally, I thought another section or two could have been handled in our small groups to give Ben and Grace more of a break.
+* it allowed for deeper connections with other students over the course of the entire training, informal mentorship from proctors (Fancy's incredible), and through those deeper connections promoted good network building after the training. It was too bad that I never really got to formally meet some of the other students, but I think a lot of that social interaction was curtailed by COVID precautions.
+* I appreciated having a pod to get to know and come back to with more detailed questions after every section and at the end of each day. It was really helpful for communicating early on, and I was able to catch the Metra with one of my pod members because of it. It was great for creating connections especially because I came alone. There was also plenty of time to get to know people outside our pod
+* In post COVID times, I would like more opportunities to mix up small groups and talk to other folks in the room. 
+* I think there could have been a more intentional introduction round at the beginning of the training to learn everyone's names and pronouns.
+
+#### 5. Proctors
+
+**connection**
+
+* Josh was awesome and patient. He inspires confidence and was very affirming but also presented facts. He was honest about what he didn’t know but generous with what he knew [...] I feel comfy comtacting him about medic stuff and running!
+* Fancy definitely made it clear that she cared about how we were doing too. She made sure to be very approachable & friendly, and I definitely plan on following up with her to keep learning.
+* Claire was great. Thought she did well explaining/elaborating on concepts and taking our feedback seriously.
+
+**coordination**
+
+* sometimes proctors seemed a little confused on what they were supposed to do next but they seemed to be in better communication towards the end of the weekend.
+
+**grounding**
+
+* They had great experience that we could draw on ('often it might be because of _____', 'I've never really had to worry about ___')
+* My pod was the pod that had three proctors: Justice, Emily, and Martine. I was thankful to get to know all of them in however small the capacity. Emily and Martine both had an incredible background of experience and expertise which they used to create important nuance at every point in the training.
+
+#### 6. Trainers:
+
+**learning tasks**
+
+* Transitions between topics could have been smoother at times.
+* great job of presenting a large amount of material in a short amount of time. At times sections felt rushed but it seemed like they prioritized the sections i would have liked them to such as community care and prevention.
+* They were both extremely engaging and offered several kinds of techniques for instruction-- lecture, discussion, small and large scale scenarios-- with plenty of room for questions, comments, and reflection. I really appreciated that, especially because it was such a long training. 
+* I think the lecture-heavy style of the training was a bit tough with the weather, but I'm not sure what an alternative method of teaching might look like. 
+* appreciated how flexible they both were in adjusting the curriculum. They could tell we were all exhausted on Friday and moved things around so we could rest.
+* Trainers could have checked in more when we did pod based learning of ABC.
+
+**people**
+
+* Grace and Ben complement each other well. 
+* They did some good facilitation when it was tough and shut down extraneous comments when necessary as the training went on.
+* They did a good job at fielding everyone's questions as well and leaving room for themselves to learn as well. 
+* Grace and Ben were [...] real, transparent, authentic asf and present.
+* They felt more like peers than teachers which for me creates a safer learning environment.
+* They felt very approachable[...], their words/teaching methods felt clear, experienced, but still accessible & engaging.
+
+#### 7. Curriculum
+
+**hard skills**
+
+* I think the upside down triangle was genuinely the most important tool of the curriculum (thanks Ben!). The organizational flow from community health work to aiding in crisis truly helped to create a strong ideological foundation for what it means to work as a street medic in and beyond the streets. 
+* I was hoping for more hard skills
+* sections where we discussed symptoms and actual diagnostic things seemed to be rushed at times
+
+**community self-determination**
+
+* They talked a lot about engage your own communities. It would have been cool to think through and define (our own) communities within which we can do this work and can’t. 
+* I really appreciated the dual-focus of being a marked medic in the streets & community-care/affinity group medic work. 
+* I am glad that there was ample time taken for practice and to discuss preventative/community care. 
+* I am glad the history and reality of the medical system were discussed in reference to institutionalized discrimination. 
+
+**structure**
+
+* The curriculum is huge! I think we covered the parts that will help us the most and it's up tonis to supplement and learn more. 
+* regular breaks throughout really helped me process the information, engage informally with other students & facilitators (which helped connect dots, take things farther, start conversations, etc.), and reset emotionally. 
+* I am glad that they made it clear in the beginning that folks can get up and walk away/take a break/do what they needed to do to stay engaged in the material.
+* Though at times information flowed quickly, there was also plenty of moments for practice and further discussion. 
+* The scenarios and small group learning were especially helpful. 
+* Practicing scenarios with Martine on Sunday and with the larger group throughout was extremely helpful for absorbing and engaging with what we were learning!
+
+#### 8. Proctors/trainers do better:
+
+**manage students**
+
+* They could have redirected extraneous comments and instruction being taken over in ways that weren’t altogether useful and quite time consuming.
+* It would have been helpful if the trainers/proctors had a mechanism to shut down some of the woke olympics. Perhaps this could have been helped by bringing in “step back/move back” community guideline and reminding people about that? And reminding people of your expertise (while everyone has knowledge that’s important and valuable, trainer knowledge is what many are here for rather than seeing who is more woke in the room)."
+* At first when folks were asking questions that were out of their field-house or a contradiction to what they knew they seemed to not know exactly how to handle it - but quickly they got into a flow that created a nice line of conversation between them and the trainees. 
+
+**starting stronger**
+
+* I think introductions of the proctors and trainers the first night would have been helpful. I think it would have stopped some of the one-up-manship on Friday night and moved the training along more. 
+* it would've been cool to introduce each proctor, hear about any areas of expertise they have, communities they engage in, etc., but I felt comfortable engaging with any of the facilitators.
+* I would have appreciated seeing more BIPOC in CAM leadership (especially in trainers and proctors). In long training retreats like this, it's especially important to ensure Black and brown leadership who can offer lived experience and nuanced context that help keep BIPOC students, protesters, and community members safe and cared for. Having little to no BIPOC proctors/trainers a larger, critical conversation about the manifestations of fault lines within CAM and other street medic organizations.
+
 <!--
 ### Why Samaritans?
 

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index cb019b3..10de2e6 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -102,7 +102,7 @@ I had asked for all these things in advance, but ended up just working with a we
 I think that you might not face the problems I faced. Some reasons: everybody would rather have black trainers building with black communities around issues caused by racism, some people involved with this weekend's training learned the damage the gatekeeping caused, and it is way easier to find space, students, and food for a 1 hour to 1 day training than for a 20-hour, 3-day training.
 
 Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.
-
+<!--
 ### Why Samaritans?
 
 #### Luke 10:25,29-37 (MSG, 1993)
@@ -137,4 +137,4 @@ He drove on into Albany and took him to the hospital and said to the nurse, 'You
 
 The teacher of the adult Bible class said, "Why, of course, the nig-- I mean, er...well, er...the one who treated me kindly."
 
-Jesus said, "Well, then, you get going and start living like that!"
+Jesus said, "Well, then, you get going and start living like that!" -->

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 3655117..cb019b3 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -58,8 +58,7 @@ This training tests the following assumptions:
 * get help: organize whoever is present
 * advanced opioid overdose response (incl. O2 admin)
 * manage xylazine wounds
-* PEARL buddy check-in
-* HALTS and "What did you do to take care of yourself today?"/"What do you need to do?"
+* buddy care communication: PEARL buddy check-in, HALTS and "What did you do to take care of yourself today?"/"What do you need to do?"
 
 ### What
 

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 77567ea..3655117 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -19,6 +19,7 @@
   * all have taught similar trainings to similar populations in the past
   * Grace has extensive lived experience: addiction, homelessness, incarceration
   * Grace and Ben are white, Martine is black
+  * trainers are committed to [liberation ethics](https://safety.branchable.com/medic_ethics_guidelines/), including the [she safe, we safe pledge](http://agk.sdf.org/old/cam/pledge.html)
 
 ### Where/when
 
@@ -39,7 +40,7 @@ This training tests the following assumptions:
 
 **Knowledge**
 
-* (maybe) Fisher & Ahern empowerment model of recovery
+* (maybe) [Fisher & Ahern empowerment model of recovery](https://agk.wdfiles.com/local--files/blog:teaching-mental-health/pace_empowerment-model.png)
 * get help: referral/further care, partners in care (incl. alternative to 911 mental health crisis line, peer support warmline)
 * avoid injury: have a buddy, ground, do something, check in/shake it off, commemorate
 * confidentiality, trust, but not isolation
@@ -62,18 +63,21 @@ This training tests the following assumptions:
 
 ### What
 
-*Achievement-phrased learning objectives, in agenda order*
+*Achievement-phrased learning objectives, in order of agenda. Each will link to a learning activity.*
 
 By the end of the **morning** 2-3 hour class, participants will have...
 
 By the end of the **afternoon** 2-3 hour class, participants will have...
 
+*See [learning activities from 10/2020 20-hour training](http://agk.sdf.org/old/cam/learn/index.html) for something to adapt.*
+
 *There will be a "But why?" story analysis at some point in the day.*
 
 ### With what
 
 * Chart paper, markers, masking tape, walls
 * (maybe) webpage, smartphones, and cell or wifi service
+  * [why Grace uses](http://agk.sdf.org/old/cam/wtnd.html) *Where There is No Doctor*
 * wound care supplies (be specific)
 * overdose response supplies (be specific)
 * (maybe) handouts on paper

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 3cb5907..77567ea 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -18,7 +18,7 @@
   * street medics become RNs who currently work in emergency medicine and behavioral health
   * all have taught similar trainings to similar populations in the past
   * Grace has extensive lived experience: addiction, homelessness, incarceration
-  * Grace and Ben are white, Martine and Amika are black
+  * Grace and Ben are white, Martine is black
 
 ### Where/when
 

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 062b40e..3cb5907 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -14,7 +14,7 @@
   * some may proctor, organize, or lead facilitated discussions and practical education in small groups
 * harm reduction service/advocacy administrative volunteers/contractors/staff
 * public health researcher(s); 3rd-year med student
-* lead trainers: Grace and (Ben, Martine and Amika, or someone else)
+* lead trainers: Grace and (Ben, Martine, or someone else)
   * street medics become RNs who currently work in emergency medicine and behavioral health
   * all have taught similar trainings to similar populations in the past
   * Grace has extensive lived experience: addiction, homelessness, incarceration

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index 1ecbe10..062b40e 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -4,7 +4,9 @@
 
 ### Who
 
-* 5-40 people who share two overlapping community centers in Louisville, who are very likely to reverse fentanyl overdose and see xylazine wounds, and who avoid hospitals
+* 5-40 people who share two overlapping community centers in Louisville
+  * very likely to reverse fentanyl overdose and see xylazine wounds
+  * avoid hospitals
   * poss. low literacy
   * lived experience: isolation, secondary trauma
   * already peer health promoters

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index e799aec..1ecbe10 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -1,12 +1,10 @@
-Louisville Street Samaritans training
+## Louisville Street Samaritans training
 
-6-8 hour for people very likely to reverse fentanyl overdose and see xylazine wounds, who avoid hospitals.
-
-## Assumptions
+6-8 hour for people who share two overlapping community centers in Louisville, who are very likely to reverse fentanyl overdose and see xylazine wounds, and who avoid hospitals.
 
 ### Who
 
-* 5-40 people very likely to reverse fentanyl overdose and see xylazine wounds, who avoid hospitals
+* 5-40 people who share two overlapping community centers in Louisville, who are very likely to reverse fentanyl overdose and see xylazine wounds, and who avoid hospitals
   * poss. low literacy
   * lived experience: isolation, secondary trauma
   * already peer health promoters
@@ -14,13 +12,17 @@ Louisville Street Samaritans training
   * some may proctor, organize, or lead facilitated discussions and practical education in small groups
 * harm reduction service/advocacy administrative volunteers/contractors/staff
 * public health researcher(s); 3rd-year med student
-* Lead trainers: Grace and (Ben, Martine and Amika, or someone else).
+* lead trainers: Grace and (Ben, Martine and Amika, or someone else)
+  * street medics become RNs who currently work in emergency medicine and behavioral health
+  * all have taught similar trainings to similar populations in the past
+  * Grace has extensive lived experience: addiction, homelessness, incarceration
+  * Grace and Ben are white, Martine and Amika are black
 
 ### Where/when
 
-* Brook St. drop-in center
+* Brook St. drop-in center, Louisville
 * 5-6 hours on one day (2-3 hours, 90 min-2 hour break, 2-3 hours)
-* Between January and March 2025
+* between January and March 2025
 
 ### Why
 
@@ -43,17 +45,16 @@ This training tests the following assumptions:
 **Attitudes**
 
 * solidarity, class/black consciousness
-* humility
-* unconditional positive regard
+* humility, good humor, unconditional positive regard
 * attention to detail, curiosity
 * lazy medic code
 
 **Skills**
 
 * organized assessment before and after intervention: AMPLE, abbreviated STOP+PAS
-* getting help: organizing whoever is present
+* get help: organize whoever is present
 * advanced opioid overdose response (incl. O2 admin)
-* management of xylazine wounds
+* manage xylazine wounds
 * PEARL buddy check-in
 * HALTS and "What did you do to take care of yourself today?"/"What do you need to do?"
 
@@ -65,6 +66,8 @@ By the end of the **morning** 2-3 hour class, participants will have...
 
 By the end of the **afternoon** 2-3 hour class, participants will have...
 
+*There will be a "But why?" story analysis at some point in the day.*
+
 ### With what
 
 * Chart paper, markers, masking tape, walls
@@ -73,9 +76,9 @@ By the end of the **afternoon** 2-3 hour class, participants will have...
 * overdose response supplies (be specific)
 * (maybe) handouts on paper
 
-## Eval of relevant past training
+## Food for thought
 
-10/2014
+### Eval of relevant past training (10/2014)
 
 Our training this weekend was pretty good despite the last month's stress and drama. The students were hungry to use this training to grow. We were mostly able to adapt the training on the fly despite our exhaustion.
 
@@ -95,9 +98,9 @@ I think that you might not face the problems I faced. Some reasons: everybody wo
 
 Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.
 
-## Why Samaritans?
+### Why Samaritans?
 
-### Luke 10:25,29-37 (MSG, 1993)
+#### Luke 10:25,29-37 (MSG, 1993)
 
 Just then a religion scholar stood up with a question to test Jesus[...]. Looking for a loophole, he asked, “And just how would you define ‘neighbor’?”
 
@@ -111,7 +114,7 @@ Jesus answered by telling a story. “There was once a man traveling from Jerusa
 
 Jesus said, “Go and do the same.”
 
-### Luke 10:25,29-37 (CPV, 1969)
+#### Luke 10:25,29-37 (CPV, 1969)
 
 One day a teacher of an adult Bible class got up and tested him[...]. The [...] teacher, trying to save face, asked, "But...er...but...just who is my neighbor?"
 

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
index b78c0f9..e799aec 100644
--- a/agm/vocal.mdwn
+++ b/agm/vocal.mdwn
@@ -95,7 +95,7 @@ I think that you might not face the problems I faced. Some reasons: everybody wo
 
 Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.
 
-## Samaritans
+## Why Samaritans?
 
 ### Luke 10:25,29-37 (MSG, 1993)
 

diff --git a/agm/vocal.mdwn b/agm/vocal.mdwn
new file mode 100644
index 0000000..b78c0f9
--- /dev/null
+++ b/agm/vocal.mdwn
@@ -0,0 +1,132 @@
+Louisville Street Samaritans training
+
+6-8 hour for people very likely to reverse fentanyl overdose and see xylazine wounds, who avoid hospitals.
+
+## Assumptions
+
+### Who
+
+* 5-40 people very likely to reverse fentanyl overdose and see xylazine wounds, who avoid hospitals
+  * poss. low literacy
+  * lived experience: isolation, secondary trauma
+  * already peer health promoters
+  * may attend morning, afternoon, or both
+  * some may proctor, organize, or lead facilitated discussions and practical education in small groups
+* harm reduction service/advocacy administrative volunteers/contractors/staff
+* public health researcher(s); 3rd-year med student
+* Lead trainers: Grace and (Ben, Martine and Amika, or someone else).
+
+### Where/when
+
+* Brook St. drop-in center
+* 5-6 hours on one day (2-3 hours, 90 min-2 hour break, 2-3 hours)
+* Between January and March 2025
+
+### Why
+
+This training tests the following assumptions:
+
+* the training's hosts gather a population for survival pending revolution
+* members of the gathered population chosen or self-chosen for the training alter the population's survival with facts on the ground
+* these members are possibly harmed by helping -- the training can reduce
+* these members can better prevent harm -- the training can help
+
+### What for
+
+**Knowledge**
+
+* (maybe) Fisher & Ahern empowerment model of recovery
+* get help: referral/further care, partners in care (incl. alternative to 911 mental health crisis line, peer support warmline)
+* avoid injury: have a buddy, ground, do something, check in/shake it off, commemorate
+* confidentiality, trust, but not isolation
+
+**Attitudes**
+
+* solidarity, class/black consciousness
+* humility
+* unconditional positive regard
+* attention to detail, curiosity
+* lazy medic code
+
+**Skills**
+
+* organized assessment before and after intervention: AMPLE, abbreviated STOP+PAS
+* getting help: organizing whoever is present
+* advanced opioid overdose response (incl. O2 admin)
+* management of xylazine wounds
+* PEARL buddy check-in
+* HALTS and "What did you do to take care of yourself today?"/"What do you need to do?"
+
+### What
+
+*Achievement-phrased learning objectives, in agenda order*
+
+By the end of the **morning** 2-3 hour class, participants will have...
+
+By the end of the **afternoon** 2-3 hour class, participants will have...
+
+### With what
+
+* Chart paper, markers, masking tape, walls
+* (maybe) webpage, smartphones, and cell or wifi service
+* wound care supplies (be specific)
+* overdose response supplies (be specific)
+* (maybe) handouts on paper
+
+## Eval of relevant past training
+
+10/2014
+
+Our training this weekend was pretty good despite the last month's stress and drama. The students were hungry to use this training to grow. We were mostly able to adapt the training on the fly despite our exhaustion.
+
+The person who brought me out wants to reach out to you again. A lot of exciting things are happening in Chicago: Martine and Amika recently started teaching GSW response trainings like yours, We Charge Genocide is collecting stories of racist police violence to take to the UN, and FLY is protesting the closing of the U of C trauma center on the South Side and the increased mortality from GSWs that has resulted.
+
+Before I cautioned you before about disorganization and lack of transparency that drove me crazy. My attitude has changed a little bit, and those involved learned some from the mess this time.
+
+The big things that would have made everything cool:
+
+* If the training was formally sponsored by FLY or We Charge Genocide
+* If the sponsoring organization committed their time, rep, and resources to making it happen
+* If leaders from the sponsoring organization worked with us on content and structure to make sure the training met the needs of their membership.
+
+I had asked for all these things in advance, but ended up just working with a well-intentioned white gatekeeper -- without whom the training would not have happened, who busted her ass, to whom I'm grateful -- but who still should have made direct connections between trainers and community leaders as her first priority.
+
+I think that you might not face the problems I faced. Some reasons: everybody would rather have black trainers building with black communities around issues caused by racism, some people involved with this weekend's training learned the damage the gatekeeping caused, and it is way easier to find space, students, and food for a 1 hour to 1 day training than for a 20-hour, 3-day training.
+
+Just a heads-up. If she reaches out, I think Chicago would love you and you would love Chicago -- if it is done correct.
+
+## Samaritans
+
+### Luke 10:25,29-37 (MSG, 1993)
+
+Just then a religion scholar stood up with a question to test Jesus[...]. Looking for a loophole, he asked, “And just how would you define ‘neighbor’?”
+
+Jesus answered by telling a story. “There was once a man traveling from Jerusalem to Jericho. On the way he was attacked by robbers. They took his clothes, beat him up, and went off leaving him half-dead. Luckily, a priest was on his way down the same road, but when he saw him he angled across to the other side. Then a Levite religious man showed up; he also avoided the injured man.
+
+“A Samaritan traveling the road came on him. When he saw the man’s condition, his heart went out to him. He gave him first aid, disinfecting and bandaging his wounds. Then he lifted him onto his donkey, led him to an inn, and made him comfortable. In the morning he took out two silver coins and gave them to the innkeeper, saying, ‘Take good care of him. If it costs any more, put it on my bill--I’ll pay you on my way back.’
+
+“What do you think? Which of the three became a neighbor to the man attacked by robbers?”
+
+“The one who treated him kindly,” the religion scholar responded.
+
+Jesus said, “Go and do the same.”
+
+### Luke 10:25,29-37 (CPV, 1969)
+
+One day a teacher of an adult Bible class got up and tested him[...]. The [...] teacher, trying to save face, asked, "But...er...but...just who is my neighbor?"
+
+Then Jesus laid into him and said, "A man was going from Atlanta to Albany and some gangsters held him up. When they had robbed him of his wallet and brand-new suit, they beat him up and drove off in his car, leaving him unconscious on the shoulder of the highway.
+
+"Now it just so happened that a white preacher was going down that same highway. When he saw the fellow, he stepped on the gas and went scooting by. *(His homiletical mind probably made the following outline: 1. I do not know the man. 2. 1 do not wish to get involved in any court proceedings. 3. 1 don't want to get blood on my new upholstering. 4. The man's lack of proper clothing would embarrass me upon my arrival in town. 5. And finally, brethren, a minister must never be late for worship services.)*
+
+"Shortly afterwards a white Gospel song leader came down the road, and when he saw what had happened, he too stepped on the gas. *(What his thoughts were we'll never know, but as he whizzed past, he may have been whistling, "Brighten the corner where you are.")*
+
+"Then a black man traveling that way came upon the fellow, and what he saw moved him to tears. He stopped and bound up his wounds as best he could, drew some water from his water-jug to wipe away the blood and then laid him on the back seat. *(All the while his thoughts may have been along this line: "Somebody's robbed you; yeah, I know about that, I been robbed, too. And they done beat you up bad; I know, I been beat up, too. And everybody just go right on by and leave you laying here hurting. Yeah, I know. They pass me by, too.")*
+
+He drove on into Albany and took him to the hospital and said to the nurse, 'You all take good care of this white man I found on the highway. Here's the only two dollars I got, but you all keep account of what he owes, and if he can't pay it, I'll settle up with you when I make a pay-day.'
+
+"Now if you had been the man held up by the gangsters, which of these three--the white preacher, the white song leader, or the black man--would you consider to have been your neighbor?"
+
+The teacher of the adult Bible class said, "Why, of course, the nig-- I mean, er...well, er...the one who treated me kindly."
+
+Jesus said, "Well, then, you get going and start living like that!"

diff --git a/agm.mdwn b/agm.mdwn
index 31d7b9c..f748ff7 100644
--- a/agm.mdwn
+++ b/agm.mdwn
@@ -1,6 +1,7 @@
 *Helping Health Workers Learn* is a book by David Werner and Bill Bower.
 
-* October 2017 in Madison County, Kentucky for Movement for Black Lives and environmental justice activists at [[Berea Rising|/berising]] (8 hours).
+* Between January and March 2025 in Louisville, Vocal-KY, Arthur Street Hotel, and Vital Strategies at [[Brook Street Drop-in|agm/vocal]] (6 hours).
+* October 2017 in Madison County, Kentucky for Movement for Black Lives and environmental justice activists at [[Berea Rising|agm/berising]] (8 hours).
 * April 2016 in Atlanta, Georgia for AllOutATL and the No Klan Caravan, during a convergence at [[Stone Mountain|agm/noklan]], Georgia against a Ku Klux Klan and National Socialist Movement rally (6 hours).
 
 Read a free PDF or buy a copy of *Helping Health Workers Learn* at [Hesperian Health Guides](https://hesperian.org/books-and-resources/).

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index 127af88..fad2fed 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -1,14 +1,14 @@
 MCHR STORIES, 1964 -- 1979
 =================
 
-There was an argument in the Medical Committee for Human Rights in 1964 about whether the MCHR doctors should work to desegregate the southern hospital system or act as a Lincoln Brigade/American Medical Bureau-style support corps for COFO/SNCC/etc civil rights workers after Chaney, Goodman, and Schwerner were killed. For better or worse, MCHR decided to be movement medics and leave humanization of the health and hospital system unaccomplished.
+There was an argument in the Medical Committee for Human Rights in 1964 about whether MCHR doctors should work to desegregate the southern hospital system or act as a Lincoln Brigade/American Medical Bureau-style support corps for civil rights workers. For better or worse, MCHR decided to be movement medics and leave humanization of the health and hospital system unaccomplished.
 
-This is a 95-page book about the contradictions and the people of MCHR, edited by Grace Keller.
+This is a 95-page book about the contradictions and people of MCHR, edited by Grace Keller.
 
 Contents
 --------
 
-Introduction
+[[Introduction|mchr/intro]]
 
 -   [[June Finer|mchr/june]]
 -   [[MCHR part 1|mchr/mchr1]]

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index 5610936..127af88 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -1,14 +1,14 @@
 MCHR STORIES, 1964 -- 1979
 =================
 
-There was an argument in the Medical Committee for Human Rights in 1964 about whether the MCHR doctors should work to desegregate the southern hospital system or act as a Lincoln Brigade/American Medical Bureau-style support corps for COFO/SNCC/etc civil rights workers after Chaney, Goodman, and Schwerner were killed. For better or worse, MCHR decided to be movement medics and leave the hospital desegregation to other people and later times.
+There was an argument in the Medical Committee for Human Rights in 1964 about whether the MCHR doctors should work to desegregate the southern hospital system or act as a Lincoln Brigade/American Medical Bureau-style support corps for COFO/SNCC/etc civil rights workers after Chaney, Goodman, and Schwerner were killed. For better or worse, MCHR decided to be movement medics and leave humanization of the health and hospital system unaccomplished.
 
 This is a 95-page book about the contradictions and the people of MCHR, edited by Grace Keller.
 
 Contents
 --------
 
-Introduction: [[Ann Hirschman|mchr/ann]]
+Introduction
 
 -   [[June Finer|mchr/june]]
 -   [[MCHR part 1|mchr/mchr1]]
@@ -27,3 +27,12 @@ Print version
 --------------
 
 [mchr-zine.pdf](http://agk.sdf.org/mchr-zine.pdf)
+
+What MCHR people did later
+------------------
+
+-   [[Ann Hirschman|mchr/ann]]
+-   Quentin Young
+-   Vic and Ruth Sidel
+-   Doc Rosen
+

diff --git a/hx/mchr/mutulu.mdwn b/hx/mchr/mutulu.mdwn
new file mode 100644
index 0000000..94be51f
--- /dev/null
+++ b/hx/mchr/mutulu.mdwn
@@ -0,0 +1,97 @@
+THE POLITICS OF DRUGS With Mutulu Shakur
+==============================
+
+*Mutulu Shakur (1950-) is a political prisoner and co-founder of The Black Acupuncture Advisory Association of North America. The interview was conducted by Skills for Justice, a group of anti-racist activists who deal with the issue of racial violence in the legal arena.*
+
+*This interview was conducted in the 1980s. After being diagnosed with life-threatening bone cancer, Dr. Shakur received his ninth parole denial in January 2021. Dr. Mutulu Shakur #83205-012, FMC Lexington, P.O. Box 14500, Lexington, KY 40512.*
+
+**Skills For Justice:** Dr. Shakur, I know you have a long history of doing work around the issue of drug abuse. Could you tell us something about it?
+
+**Mutulu Shakur:** The Nation of Islam under the Honorable Elijah Muhammad and Malcolm X first developed a program for dealing with drug addiction during the heroin plague of the sixties. The Nation of Islam would take an addicted person and separate him from the drug, provide social support, good diet and some kind of work outlet in order to move that person outside of the heroin world into feeling productive and giving them self-esteem. The example they put forward might have come out of the general extended family culture in the oppressed communities--in particular, the Black community. The Nation of Islam's work around drugs helped make it very respectable in the Black community and provided an example which was taken up by other revolutionary formations. The Jehovah's Witnesses and some of the Baptist churches also used the method of isolating the drug victim from drugs, providing a person or two to do a 24-hour or 48-hour detoxification watch, providing food and general back-up.
+
+This concept was the beginning of the theory of treatment through what we now call "therapeutic communities." These community-based programs dealt with questions of education, housing and welfare. They always took some responsibility for being a big brother or watchdog to a certain number of drug victims. They used other aspects of the community program as a way for the drug victim to find more self-esteem, become more valuable to themselves and their communities, and try to right some of the wrongs that they had been involved in.
+
+During the sixties, the Lindsay era in New York, there were a number of community drug abuse programs under the Commission for Racial Justice. Out in Los Angeles, I remember an Asian community drug abuse program. And Dr. Matthews had a major drug program something like the Nation of Islam. He had an economic survival orientation where he would have drug victims make some kind of product, and when that product was sold, they would get the money. It was a vocational rehabilitation program.
+
+During that period a lot of the work was done by the movement. We had a moral commitment to it; it was something we could squeeze out of whatever resources we could get through city tax dollars or through donations. We would all find some way to help somebody who was addicted to drugs.
+
+Community-based Drug Treatment
+------------------------------
+
+What happened then was that the government began putting anti-poverty money into community-based programs in order to stem the tide of the resistance and the rebellion, to placate the communities that were so oppressed. I might add they used COINTELPRO against the movements. Since we were all so concerned with the downtrodden and the person without and the person who might possibly get on drugs, we never suspected some of them were being used as infiltrators into our community-based anti-poverty programs which were havens for Panthers and ex-Panthers. Lumumba Shakur, Abdul Majid and others in the Panther 21 Case all worked in the South Jamaica Community Corporation housing program at one time.
+
+Fighting drugs was generally not isolated as a specific area for funding in the late sixties and early seventies. The community tried to include the fight against drugs and siphon off some of the money to do that kind of work. In Corona and other places, the Community Corporation outlets provided the type of services needed by victims of drugs who wanted to alter their behavior. And a lot of the movement people were there. That's where we found a lot of the people who were going to find the moral convictions to fight drugs and to fight against all the ills of society--in some of those anti-poverty programs.
+
+In the late sixties and early seventies, monies for drug abuse were handed over to ex-prisoners. A lot of the Muslim programs were run by ex-prisoners, ex-dope fiends or whatever you like to call them, coupled with people who were progressive or left in college, social workers of some sort. We had a lot of Peace Corps activists in the Bronx and in South Jamaica, a lot of Peace Corps activities going on in those communities under the guise of fighting drugs. Clearly, they were performing the same role that they performed in other countries. Some had legitimate moral commitment to the work, and the others were CIA operatives. So the ex-prisoners and the Peace Corp-type, those partners made for what then looked like a comprehensive package: someone who knew the street and someone who knew the bureaucracy and had the educational background to prepare the proposals in order to get what was now coming down the line for federal funds for drug addiction.
+
+As the sixties began to slow down, the drug struggle and the struggle against drugs became "professionalized." The psychiatrists and psychologists--people with credentials who had never been connected to drug rehabilitation and the drug war before--were suddenly interested. Part of this was sociological: it gave the middle class some finances. But isolating the movement from the process of curing drugs was also a stategy: separate the politics from it, take it from the Malcolm X example, the Nation of Islam example, and put it into a more credentialized process. Separating the people from the process of curing drugs was the first stage of the contemporary period of chemical warfare against the oppressed community. The Nixon administration and its National Drug Abuse Council began to investigate another drug. They wanted something to introduce that as a cure-all for the street drugs that existed at the time. Methadone maintenance became the great cure-all for heroin addiction.
+
+But if you were politically astute, you understood that any drug replacing another drug would only mean a further addiction. The only element missing would be the so-called criminal factor. The political movements were on this, more so than the Peace Corps-types.
+
+This became the basis of The Lincoln Detox example. Our efforts came from the Young Lords Party, the Black Panther Party, and drug victims themselves who were educated through the prison programs, the anti-poverty programs.They began to realized that they needed to have more control over drug rehabilitation programs. Lincoln Detox wasn't the only example in the country, but I dare say one of the most dynamic examples of fighting drugs in a political framework .
+
+Lincoln Detox Alternative
+-------------------------
+
+Lincoln Detox was on of the programs that held on the longest under federal fundng while being led by leaders in the struggle for the liberation of Puerto Rico, the liberation of New Africa, the black liberation struggle, as well as left, white anti-imperialist leaders. Whatever people think about their politics now, Jennifer Dohrn worked there, Franklin Michael Appel worked there, a number of progressive anti-imperialists participated in Lincoln Detox.
+
+Lincoln Detox fought methadone from 1971, from the inception of the Rockefeller Program. We fought all the way through. The issue of drugs was a problem of the inner cities, but even though the Health and Hospital Corporation had about ten municipal hospitals under it, Lincoln Detox was the only example of a community-based detox program. Lincoln Detox was developed by revolutionary forces housed inside of Lincoln Hospital which received city funds and some federal matching in order to operate. Most other drug programs operate from funds from the federal government and funds for research, like the drug addiction programs given to Albert Einstein School of medicine, or Columbia, or the other universities. The Lincoln Hospital drug program was the only drug program not operated by an educationally-affiliated medical institution.
+
+The attack on Lincoln Detox was an attack by the federal government and city governments, because that's where the funds were coming from. Part of the contradiction was that there would be more money for the city if they kept people maintained on methadone as opposed to having a person detoxed off of that methadone. They received $250 a day per patient in beds maintained on methadone.
+
+The other part of the contradiction was that the politically-motivated and organized drug programs created a pool of volunteer workers to oppose any candidate who did not have the best interests of the poor and oppressed in mind. For instance, Ramon Velez used to run the South Bronx. (I don't know if I like him or dislike him; it has nothing to do with it.) He was an assemblyman. Like other people in political office, he would pander to drug programs because drug programs could get out people With flags and do the kind of campaigning they now call "high tech" campaigning. If a particular assemblyman or congressman supported A particular program, or came and spoke and made political overtures, That program would go out and do basic campaign organizing and recruitment for that politician.
+
+At one time, 60% of people addicted to heroin could get black market methadone for a certain period of time. And we couldn't blame that on the Turkish government, we couldn't blame it on the Vietnamese, we couldn't blame that on any other nation, on the economy of poppyseeds or anything.
+
+At the time Koch was running, there was clear opposition to him from Lincoln Detox. So Lincoln Detox became a "terrosist operation." What was the evidence? We had drug victims trying to fight the ills in their community. People at Lincoln Detox helped bury Black Liberation Army soldiers who did not have money to be buried, went to trial with Dhoruba Moore and Assata Shakur and various other comrades, went to trials for Carlos Feliciano. We also went and picketed and did stuff around union rights. We went to fight for the gypsy cab drivers to get a fair shake, to be allowed to take fares below 110th Street. We also went into the welfare centers to enforce community complaints, making sure, for example, that welfare victims with debts were treated respectfully.
+
+A lot of those activities came from the people working at Lincoln Detox who were listening to the victims coming in: someone trying to get a welfare check in Wilson Bergen Welfare Center. Or driving a cab: "I got my gypsy cab, I'm gonna go and get four or five tickets before the day is over. I end up with no money. What am I gonna do with $20? I'm gonna buy a bag of herb." you see. And we listen to that and try to take it up, "Lets do something about that problem." So when you really talk about fighting drugs, and you really talk about fighting crime, especially in the inner city, you have to look at the overall political ingredients.
+
+Drugs in the 'Eighties
+-----------------------
+
+**SFJ:** Moving forward to today for a moment, how would you analyze this whole "crack" phenomenon? Do you see any big differences from the past?
+
+**Shakur:** Different drugs definitely affect the community differently. Its odd to say but heroin was something that the community could handle. But the physical effects--the withdrawal and the maintenance--of people addicted to methadone was something that the community could not handle. The secondary symptoms caused by prolonged use of methadone were just something that a mother or brother or cousin or wife or lover could not handle.
+
+Methadone, when it was only manufactured by Eli Lilly and only distributed through accredited clinics and hospitals, became second to heroin as the black market drug on the streets of New York city. At one time, 60% of people addicted to heroin could get black market methadone for a certain period of time. And we couldn't blame that on the Turkish government, we couldn't blame it on the Vietnamese, we couldn't blame that on any other nation, on the economy of poppyseeds or anything. Methadone was clearly manufactured here in United States, distributed in its clinics, and it became the illegal drug on the streets.
+
+The politics of methadone were so clear and glaring that they had to phase down the propaganda about it, although a number of methadaone maintenance programs still exist today. What does that mean? It means that the United States government can participate in flooding a community with drugs whether they're legal or illegal.
+
+When we look at crack, (not crack, necessarily, but cocaine) flowing into this country to replace heroin and methadone, we have to put it in the context of United States geopolitical strategy. When we look at the struggle in Nicaragua, El Salvador and Panama, and we look at the geopolitical strategy of the United States government, then we can see that within their framework and their strategy, cocaine becomes a significant issue, just like heroin became a significant issue on the streets of the United States when the United States was at war oppressing the Vietnamese people. The struggle to oppress the Latin American nations and control and support dictatorships means that illegal drugs are going to be flowing in from that region. The drugs you find in America are from wherever imperialism is being implemented.
+
+**SFJ:** Well, what do you do? It seems almost insurmountable. People are organizing community patrols, but given the reality of the kind of oppressive conditions that exist in our community today, where do you begin to tackle it? What needs to be understood and done?
+
+**Shakur:** Drug addiction and drug use, dippin' and adabbin'; crosses a lot of lines politically and socially, but for different reasons now, it has become a genocidal tool as well as a subculture of American society. It has become that not only because of its availability but also because of the political motive on the part of a class of people in this country to sedate a certain element of the population.
+
+And there is also the question of economics. The underprivileged and the deprived have to find some kind of black market or underground economy that can sustain the community where there's no possibility, or limited possibility, of economic growth. That's the political context.
+
+But you also have to recognize that effort to fight drug addiction, whatever it is--crack, heroin, valium, alcohol--has to be a complete program. We were wrong to address it totally politically without having a medical capability. That's one of the things that Lincoln Detox realized, that it could not only be a political formation, especially with the onslaught of methadone. We had to have some type of medical capability.
+
+We have to realize what crack does to an individual. Crack-smoking is totally a brain addiction which is different from someone shooting up cocaine or heroin on the street or someone sniffing cocaine. Crack pushes the individual to identify with what this society projects as accomplishment.
+
+Look at television nowadays. For example, the Colt 45 commercial with Billy Dee Williams. Now everywhere you go in America's wasteland, you see men and women on the corners drinking Colt 45, one of the cheapest, nastiest-tasting beers there is. There is nothing in what that beer does to you and what this advertisement does to you that can compare. So the advertisement is not necessarily only for Colt 45, but for the complementary drug that will help the Colt 45 make you feel like the advertisement suggests.
+
+What you're suppose to get in Colt 45 is the roaming and the wind and speed. You look at commercials and the car is speeding. You can hardly see one figure. Everything is fa-la-la-la-la. And if you sit down and talk to a patient of crack addiction, what you will find is snap, snap, snap, snap, snap, snap-it speeds them up, it spaces them out, it's the get-down-now, it's the Wall Street shifting and under-the-table bidding and making deals, hand-over-heels, it's the picking up the phone and getting it done.
+
+What you get with crack differs from what you get with heroin. Heroin is more like Williams Bendix on "The Life Riley," where what was deemed to be success was to be able to come home and put out a hammock and lay back and relax. Today that's not what America is projecting as what you should be into.
+
+So you have a segment of the society without the economic capability, without the educational or cultural outlet, but with a whole lot of televisions available, trying to associate itself with a behavior pattern that's just outside its realm. And the chemistry of crack is there in order to accomplish That goal.
+
+**SFJ:** One of the things I wanted to talk about is the question of drugs and crime and racism. Its very convenient for white people to profess to be alienated from Black people or Latin people not because they are racist, but--at least that is what they would allege--because of the nature of crime and the nature of drugs that contribute to crime. Given your background as a fighter of drug abuse, how do you respond to that?
+
+**Shakur:** I think that the United States government is clear to separate the addiction from East L.A. Chicanos and Arizona Chicanos, Blacks and Puerto Ricans. And how they separate it is that they magnify addiction in the Black and Puerto Rican community, and they don't talk about it as it goes on in the white community.
+
+So when white people talk about crime and drugs, it often becomes an excuse to maintain their racism without saying that you just prefer your own race.
+
+Yes, we must deal with crime, but for God's sake be cautious of the facist developments that the government uses in the so-called fight against crime. The real danger is if middle America doesn't wake up to the fact that they're using crime in the Black and Third World communities to squeeze all our Constitutional rights to nothing.
+
+Criminalizing people for their politics actually allows the real criminals to run the streets. To deal with crime and drugs in the community, you have to have people who are not intimidated by that, the people who came through there and are clear who the real enemy is and are not afraid. It takes all of their moral authority and political responsibility to confront those issues.
+
+Take South Jamaica. If we accept that Fat Cat Nicholas is the one bringing drugs into South Jamaica community, then who can talk to Fat Cat Nicholas? Well Fat Cat Nicholas, who's only twenty-six, used to live right around the Corner from Abdul Majid who has worked in housing and worked against drugs and all of these different things. Abdul could go and talk to Fat Cat Nicholas and I know that when Abdul Majid is in the community that's what he does. He's not intimidated by the so-called street club. But if someone with the moral authority of an Abdul Majid is labeled a criminal and taken off the street, then who can talk to Fat Cat Nicholas?
+
+If you let this government separate and isolate these people, where are the communities going to get their direction from? You have to have leaders with moral authority in communities that clearly have no respect for the middle class and definitely have no respect for the politicians.
+
+So crime, yes. There is crime. There's the crime of black men killing old black women. We don't tolerate that. There's the crime of older men selling drugs to young children. I mean, draw a line. It is for the dollar only?
+
+Where are the community centers where basketball is played? You talk all this basketball nonsense and sports nonsense, but that only happens in the colleges. In the community it is very seldom you have a parent who can send a child to a coach who is not only interested in winning but is also doing it because he can handle the tough kids, the kid that feels he has been abandoned by his father or whatever. We don't have that any more. You don't have any evening centers. You don't have that any more in the community. And the Federal government can get that money out and put it into missiles and put it into exploiting and colonizing other nations. And so you talk about crime--that's the crime. 

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index fbdf3d7..5610936 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -18,6 +18,7 @@ Introduction: [[Ann Hirschman|mchr/ann]]
 -   [[MCHR part 3|mchr/mchr3]]
 -   [[Lincoln|mchr/lincoln]]
 -   [[MCHR part 4|mchr/mchr4]]
+-   [[Mutulu|mchr/mutulu]]
 -   [[Conclusion|mchr/conclusion]]
 
 [[Further Reading|mchr/sources]]

diff --git a/20h/pandemic.mdwn b/20h/pandemic.mdwn
index cc25bf5..c3766f3 100644
--- a/20h/pandemic.mdwn
+++ b/20h/pandemic.mdwn
@@ -1,63 +1,105 @@
-20 hour in southern Wisconsin for Chicago Action Medical, during a October 2020 pandemic.
+20 hour in southern Wisconsin for Medical Emissaries of Chicago (and other upper midwestern groups involved in protests against unprosecuted police killings of black people), during an October 2020 pandemic.
 
-Trainers: Grace and Ben.
+Lead trainers: Grace and Ben.
+
+Proctors lead most facilitated discussions and practical education in small groups. See [[pandemic/00about-this-training]], [[pandemic/00about-proctors]] and [[pandemic/00proctor-orientation]].
+
+The outline is in the major bullet points below. Small group materials are picked out in indented bullet points.
+
+The cooperative care skills drill, herbal medicine, and why first aid works activities were dropped from this training to create time for transitions into and out of small groups.
+
+<!-- * [[pandemic/08skills-coop]]
+* [[pandemic/18herbal]] 
+* [[pandemic/22why-works]] -->
 
 ## Field Operations and Prevention
 
 Friday Night
 
-* [[pandemic/01welcomes]]
-* [[pandemic/02peers-and-pros]]
-* [[pandemic/03do-no-harm]]
-* [[pandemic/04cooperative-care]]
-* [[pandemic/05consent]] (see [[wildfire/05consent/discussion]] about implied consent)
-* [[pandemic/06fri-break]]
-* [[pandemic/07scene-safety]] (see [[wildfire/07scene-safety/discussion]] about questions)
-* [[pandemic/08skills-coop]]
-* [[pandemic/09spreading-calm]]
-* [[pandemic/10fri-wrap]]
-* [[pandemic/11fri-meeting]]
+* [[pandemic/01welcome]] -- 25 min
+* [[pandemic/02peers-and-pros]] -- 20 min
+    -   [Meet Stacy](pandemic/02-stacy)
+    -   [History and Ethics](pandemic/02-hx-ethics)
+* [[pandemic/03cooperative-care]] -- 15 min
+    -   [Choose a buddy with PEARL](pandemic/03-pearl)
+* [[pandemic/04consent]] (see [[wildfire/05consent/discussion]] about implied consent) -- 20 mins
+    -   [Aaron's scalp laceration](pandemic/04-consent)
+* [[pandemic/05fri-break]] and [[pandemic/05fri-wrap]] -- 10 mins
+* [[pandemic/06fri-meeting]]
 
 ## Patient Assessment and First Aid
 
 Saturday Morning
 
-* [[pandemic/12sat-am-welcome]]
-* [[pandemic/13bsi]]
-* [[pandemic/14focused]]
-* [[pandemic/15head-trauma]]
-* [[pandemic/16scenario-head]] (see [[wildfire/29scenario-head/discussion]] about negotiating care) 
-* [[pandemic/17debrief-head]]
-* [[pandemic/18herbal]]
-* [[pandemic/19wounds]] (see [[wildfire/32wounds/discussion]] about sx)
-* [[pandemic/20sat-am-break]]
-* [[pandemic/21breaks-sprains]]
-* [[pandemic/22why-works]]
-* [[pandemic/23burns]]
-* [[pandemic/24sat-am-wrap]]
+* [[pandemic/12sat-am-welcome]] -- 15 mins
+* [[pandemic/07scene-safety]] (see [[wildfire/07scene-safety/discussion]] about questions) -- 25 mins
+    -   [Communicating about a scene](pandemic/dicks-qs)
+    -   image of [buddy vision](http://agk.sdf.org/cam/scene360.jpg)
+    -   image of [organizing privacy](http://agk.sdf.org/cam/scene-circl.jpg)
+* [[pandemic/09spreading-calm]] -- 30 mins
+    -   [Buddy check-in](pandemic/sugars-chk)
+    -   [Support without rescuing](pandemic/support)
+* [[pandemic/03do-no-harm]] and [[pandemic/13bsi]] -- 25 mins
+* [[pandemic/14focused]] -- 20 mins
+    -   FGH
+    -   SAMPLE
+    -   OLDCART
+    -   History practice
+* [[pandemic/15head-trauma]] -- 20 mins
+    -   in
+        [Handbook](https://en.hesperian.org/hhg/New_Where_There_Is_No_Doctor:Head_Injuries)
+    -   in [Street Safety](https://safety.branchable.com/blunt_trauma/)
+* [[pandemic/20sat-am-break]] -- 15 mins
+
+* [[pandemic/16prep-head]]
+* [[pandemic/16scenario-head]] (see [[wildfire/29scenario-head/discussion]] about negotiating care) -- 20 mins
+* [[pandemic/17debrief-head]] -- 15 mins
+* [[pandemic/19wounds]] (see [[wildfire/32wounds/discussion]] about sx) -- 35 mins
+    -   in [Street Safety](https://safety.branchable.com/wounds/)
+    -   in Handbook:
+        [Wounds](https://en.hesperian.org/hhg/New_Where_There_Is_No_Doctor:Wounds)
+    -   in Handbook: [Deep
+        wounds](https://en.hesperian.org/hhg/New_Where_There_Is_No_Doctor:Deep_Wounds)
+    -   in Handbook:
+        [Infection](https://en.hesperian.org/hhg/New_Where_There_Is_No_Doctor:Infection)
+    -   images of hot soak: [1](https://agk.sdf.org/cam/skin-soak1.jpg), [2](http://agk.sdf.org/cam/skin-soak.jpg)
+* [[pandemic/23burns]] -- 20 mins
+    -   in
+        [Handbook](https://en.hesperian.org/hhg/New_Where_There_Is_No_Doctor:Burns)
+    -   in Handbook: [Electric
+        shock](https://en.hesperian.org/hhg/New_Where_There_Is_No_Doctor:Electric_shock)
+    -   in Handbook: [Chemical
+        Burns](https://en.hesperian.org/hhg/New_Where_There_Is_No_Doctor:Chemical_Burns)
+* [[pandemic/24sat-am-wrap]] -- 5 min
+* [[pandemic/25sat-lunch]]
+
 
 ## Emergency Response
 
 Saturday Afternoon
 
-* [[pandemic/25sat-lunch]]
 * [[pandemic/26sat-pm-welcome]]
+* [[pandemic/21breaks-sprains]]
 * [[pandemic/27triage]]
 * [[pandemic/28pas]]
 * [[pandemic/29lor]]
-* [[pandemic/30airway]]
 * [[pandemic/31sat-pm-break]]
+
+* [[pandemic/30airway]]
 * [[pandemic/32ia-preparedness]]
 * [[pandemic/33moi]]
 * [[pandemic/34circulation]]
-* [[pandemic/35scenario-major]]
+* [[pandemic/31sat-pm-break]]
+
+* [[pandemic/35prep-major]]
 * [[pandemic/36debrief-major]]
 * [[pandemic/37disability]]
-* [[pandemic/38cam-agm]]
 * [[pandemic/39sat-pm-wrap]] (look at am and pm wraps for this)
 * [[pandemic/40sat-dinner]]
 * [[pandemic/41sat-meeting]]
 
+* [[pandemic/38fire-circle]]
+
 ## Community Health Work
 
 Sunday Morning
@@ -92,6 +134,7 @@ Sunday Afternoon
 * [[pandemic/64training-eval]] (see [[wildfire/64self-eval/discussion]] for another question)
 * [[pandemic/65sun-supper]]
 * [[pandemic/66sun-meeting]]
+* [[pandemic/38cam-agm]]
 
 ## For book
 
diff --git a/20h/pandemic/02-hx-ethics.mdwn b/20h/pandemic/02-hx-ethics.mdwn
new file mode 100644
index 0000000..4636f77
--- /dev/null
+++ b/20h/pandemic/02-hx-ethics.mdwn
@@ -0,0 +1,163 @@
+Ethics and history {#medic-support-ethics-and-history}
+==================
+
+##### Time limit: 5 minutes. {#time-limit-10-minutes.}
+
+-   *Back to* [learning activities](index.html)
+-   [First Aid Handbook](http://agk.sdf.org/lib/1st/)
+-   [Street Safety](https://safety.branchable.com/)
+
+Read and discuss (1) Mama Cat, (2) MCHR, *or* (3) DNC '68. 
+
+Then read (4) Medic ethics.
+
+1. Mama Cat, African-American chef in Ferguson, Missouri, interviewed in 2015
+--------------------------------------------------------------
+
+*"The work I do in the movement -- care, comfort, and nourishment -- and the 
+work the medics do -- they offer first aid, comfort, and care -- intertwine. 
+Medics treat the people if there's tear gas, if there's rubber bullets. I'm 
+feeding people. Sometimes when they're going through stressful situations, 
+I'm going to be their ear to talk to. [We met] on the front line. Marta [and 
+Andrea were] the first [medics] to come talk to me.*
+
+*"We did a wellness event...the day after Christmas. I did the food; kitchen 
+was my area. Marta and the medics brought massage therapists and 
+psychologists to [help people with trauma] issues they were dealing with.... 
+You should have seen the smiles. We fed probably around two hundred and 
+fifty people.... We're a family. We was chatting and just having a good old 
+time. [And it got all the] orgs together.*
+
+*"One of the medics [did] trainings at the Andy Wurm lot across from the PD 
+so we can learn more about how to help ourselves, training us at the front 
+line: 'How do we take care of us?' When we go out on actions, we always try 
+to make sure we have a medic and legal.... [The police, the people see that 
+and say], 'Well, these are people who take care of their own'..., because you 
+know they always say we lazy bums, right?."*
+
+Source: Interviewed for "A Political Medicine" (2015), on [Grace's 
+website](http://agk.sdf.org/).
+
+2. The Medical Committee for Human Rights (MCHR), 1964-1979
+-----------------------------------------------------------
+
+*"One night in June, 1964 three civil rights activists were arrested
+for speeding in Neshoba County, Mississippi while investigating the
+burning of a black church. The sheriff claimed to have released them

(Diff truncated)

diff --git a/hx.mdwn b/hx.mdwn
index 8f9f1a2..7c39632 100644
--- a/hx.mdwn
+++ b/hx.mdwn
@@ -1,6 +1,7 @@
 *Helping Health Workers Learn* is a book by David Werner and Bill Bower.
 
 * [[MCHR Stories, 1964--1979|hx/mchr]], 21 Jan 2015
+* The Common Ground Health Clinic in the aftermath of Hurricane Katrina, 2005-2006
 * North American Street Medic Stories, 1999--2004, 19 Nov 2014
 * Superstorm Sandy reader, 2012, 13 Aug 2015
 * Political Medicine in Ferguson, 2014--2015, 18 December 2015

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index fc9ceef..fbdf3d7 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -3,6 +3,8 @@ MCHR STORIES, 1964 -- 1979
 
 There was an argument in the Medical Committee for Human Rights in 1964 about whether the MCHR doctors should work to desegregate the southern hospital system or act as a Lincoln Brigade/American Medical Bureau-style support corps for COFO/SNCC/etc civil rights workers after Chaney, Goodman, and Schwerner were killed. For better or worse, MCHR decided to be movement medics and leave the hospital desegregation to other people and later times.
 
+This is a 95-page book about the contradictions and the people of MCHR, edited by Grace Keller.
+
 Contents
 --------
 

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index 109080a..fc9ceef 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -23,4 +23,4 @@ Introduction: [[Ann Hirschman|mchr/ann]]
 Print version
 --------------
 
-[[mchr-zine.pdf]]
+[mchr-zine.pdf](http://agk.sdf.org/mchr-zine.pdf)

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index c1af2eb..109080a 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -23,4 +23,4 @@ Introduction: [[Ann Hirschman|mchr/ann]]
 Print version
 --------------
 
-mchr-zine.pdf
+[[mchr-zine.pdf]]

diff --git a/hx/mchr/sources.mdwn b/hx/mchr/sources.mdwn
new file mode 100644
index 0000000..c9e4f70
--- /dev/null
+++ b/hx/mchr/sources.mdwn
@@ -0,0 +1,229 @@
+Further Reading
+===============
+
+Protest medicine
+----------------
+
+### 1964
+
+Grant, M. (1964 Jun). Organization of Health Services for Civil Rights
+March. *Public Health Rep.* 79:461-7.
+[www.ncbi.nlm.nih.gov/pmc/articles/PMC1915459/](www.ncbi.nlm.nih.gov/pmc/articles/PMC1915459/)
+
+### 1966
+
+Medical Committee for Human Rights. (1966). *Manual for Volunteers*. New
+York. Reprinted 2004 at
+[www.crmvet.org/docs/mchr.htm](www.crmvet.org/docs/mchr.htm)
+
+### 1968
+
+Billings, G. (1968 Aug). Health care in Resurrection City. *American
+Journal of Nursing* 68(8):1695-8.
+
+Popkin, D.R. (1968 Sep-Oct). Resurrection City, U.S.A; social action and
+mental health. *Perspect Psychiatr Care* 6(5):198-204.
+
+Webb, H. Jr. (1968 Oct). Dentistry at Resurrection City. *J Dist
+Columbia Dent Soc* 43(3):11-6.
+
+### 1969
+
+Frank, A, et al (1969-01-30). Medical problems of civil disorders.
+Organization of a volunteer group of health professionals to provide
+medical services in a riot. *New England Journal of Medicine*
+280(5):247-53.
+[www.nejm.org/doi/full/10.1056/NEJM196901302800506](www.nejm.org/doi/full/10.1056/NEJM196901302800506)
+
+Grant, M. (1969 Feb). Health services for the Poor People's Campaign.
+*Public Health Rep.* 84(2): 102--106.
+[www.ncbi.nlm.nih.gov/pmc/articles/PMC2031454/](www.ncbi.nlm.nih.gov/pmc/articles/PMC2031454/)
+
+Ad Hoc Report Committee, Psychiatric Service, Health Services
+Coordinating Committee, Resurrection City (1969 May). Psychiatric
+services to a sustained social protest campaign: an on-site, walk-in
+clinic at Resurrection City. *Am J Psychiatry* 125(11):1543-51.
+
+### 1970
+
+Carpenter WT Jr, Tamarkin NR (1970 Aug 17). Rarity of drug problems
+during political protest. *JAMA* 213(7):1193.
+
+### 1971
+
+Chused TM, Cohn CK, Schneider E, Winfield JB. (1971 Jan). Medical care
+during the November 1969 antiwar demonstrations in Washington, DC. An
+experience in crowd medicine. *Arch Intern Med* 127(1):67-9.
+
+Carpenter WT Jr, Tamarkin NR, Raskin DE (1971 Apr). Emergency
+psychiatric treatment during a mass rally: The March on Washington. *Am
+J Psychiatry* 127(10):1327-32.
+
+Schneider, Edward L. & the Metropolitan Washington Chapter of the
+Medical Committee for Human Rights (1971-07). The Organization and
+Delivery of Medical Care During the Mass Anti-War Demonstration at the
+Ellipse in Washington, D.C. on May 9, 1970. *American Journal of Public
+Health* 61(7):1434-1442.
+[www.ajph.org/cgi/reprint/61/7/1434.pdf](www.ajph.org/cgi/reprint/61/7/1434.pdf)
+
+Hayman CR & Berkeley MJ (1971-Oct). Health care for war demonstrators in
+Washington, April-May, 1971. A comparison with the riot and
+"Resurrection City" of 1968. *The Medical Annals of the District of
+Colombia* 40(10):633-7.
+
+Zehner H. (1971 Nov). Demonstrations in the District of Columbia. A
+message from the Emergency Medical Committee. *Med Ann Dist Columbia*
+40(11):721.
+
+### 1972
+
+Hayman, C.R., H.S. Meek, R.L. Standard, and M.C. Hope (1972 Feb). Health
+care in the nation's capital during 30 mass assemblies. *HSMHA Health
+Rep.* 87(2): 99--109.
+[www.ncbi.nlm.nih.gov/pmc/articles/PMC1616176/](www.ncbi.nlm.nih.gov/pmc/articles/PMC1616176/)
+
+Cooper JK, Meek HS. (1972 Oct). Changing guidelines for mass emergency
+care. *JAMA* 222(4):471-2.
+
+International Liberation School (1972). *Beat the heat: a radical
+survival handbook*, pp. 6, 188, 231. Ramparts Press.
+
+### 1974
+
+Rosenfield, David A, C Findeiss, M Saslaw, E Nagel, J Allen, and J
+Weinstein (1974 Jul-Aug). Supplying Health Care to Nondelegates During
+1972 National Political Conventions. *Public Health Reports*
+89(4):365-371.
+[www.ncbi.nlm.nih.gov/pmc/articles/PMC1434643/pdf/pubhealthrep00165-0063.pdf](www.ncbi.nlm.nih.gov/pmc/articles/PMC1434643/pdf/pubhealthrep00165-0063.pdf)
+
+Medical protest
+---------------
+
+### 1964
+
+Cobb, W. Montague (1964 May). The Hospital Integration Story in
+Charlotte, North Carolina. *Journal of the National Medical Association*
+56(3): 226--229.
+[www.ncbi.nlm.nih.gov/pmc/articles/PMC2610795/](www.ncbi.nlm.nih.gov/pmc/articles/PMC2610795/)
+
+### 1970
+
+Marshall, Carter L (1970 Mar). Racism and Health in Greene County,
+Alabama. *Journal of the National Medical Association* 62(2):109-114.
+[www.ncbi.nlm.nih.gov/pmc/articles/PMC2611874/](www.ncbi.nlm.nih.gov/pmc/articles/PMC2611874/)
+
+Elinson, Jack and Conrad E. A. Herr (1970 Mar-Apr). A Sociomedical View
+of Neighborhood Health Centers. *Medical Care* 8(2) pp. 97-103.
+
+Yoder, FD and S Reed (1970 Sept). Cook County health care facilities and
+the state health department. *American journal of public health and the
+nation's health* 60(9):1706-11.
+[ajph.aphapublications.org/doi/pdf/10.2105/AJPH.60.9.1706](ajph.aphapublications.org/doi/pdf/10.2105/AJPH.60.9.1706)
+
+Browning, Frank (1970 Oct). From Rumble to Revolution: The Young Lords.
+*Ramparts Magazine* pp. 19-25.
+[www.unz.org/Pub/Ramparts-1970oct-00019](www.unz.org/Pub/Ramparts-1970oct-00019)
+
+### 1971
+
+Jonas S (1971 May). A theoretical approach to the question of
+"community control" of health services facilities. *American Journal
+of Public Health* 61(5):916-21.
+[ajph.aphapublications.org/doi/pdf/10.2105/AJPH.61.5.916](ajph.aphapublications.org/doi/pdf/10.2105/AJPH.61.5.916)
+
+Lang, Frances and James Ridgeway (1971 June). Hard times: Health
+economics. *Ramparts magazine* pp. 6-7.
+[www.unz.org/Pub/Ramparts](www.unz.org/Pub/Ramparts)-[1971jun-00004](1971jun-00004)
+
+Schwartz, JL (1971 Sep). First national survey of free medical clinics
+1967-69. *HSMHA Health Rep* 86(9): 775--787.
+[www.ncbi.nlm.nih.gov/pmc/articles/PMC1937168/](www.ncbi.nlm.nih.gov/pmc/articles/PMC1937168/)
+
+Organizers Manual Collective (1971). *The Organizer's Manual*. Bantam
+Books.
+
+### 1972
+
+Stoeckle, John D, William H. Anderson, John Page, Joseph Brenner, (1972
+Jan 31). The Free Medical Clinics. *JAMA* 219(5):603-605.
+
+Safar P, Esposito G, Benson DM. (1972 Jan-Feb). Emergency medical
+technicians as allied health professionals. *Anesthesia and Analgesia*
+51(1):27-34.
+
+Bloomfield, Constance and Howard Levy (1972 Mar). Underground Medicine:
+Ups and Downs of the Free Clinics. Ramparts Magazine pp. 35-42.
+[www.unz.org/Pub/Ramparts-1972mar-00035](www.unz.org/Pub/Ramparts-1972mar-00035)
+
+Benson, D.M., Esposito, G., Dirsch, J., Whitney, R. and Safar, P. (May
+1972). Mobile Intensive Care by "Unemployable" Blacks Trained as
+Emergency Medical Technicians (EMTs) in 1967--69. *Journal of Trauma*
+12(5):408-421.
+[medicstories.wikidot.com/mobile-intensive-care](medicstories.wikidot.com/mobile-intensive-care)-[by-unemployable-blacks](by-unemployable-blacks)
+
+Cooper JK, Meek HS. (1972 Oct). Changing guidelines for mass emergency
+care. *JAMA* 222(4):471-2.
+
+Turner, I. R. (1972 Oct). Free health centers: a new concept?. *American
+Journal of Public Health* 62(10):1348-1353.
+[ajph.aphapublications.org/doi/pdf/10.2105/AJPH.62.10.1348](ajph.aphapublications.org/doi/pdf/10.2105/AJPH.62.10.1348)
+
+### 1973
+
+David Ferleger (1973 Jan). Loosing the Chains: In-Hospital Civil
+Liberties of Mental Patients, *Santa Clara Lawyer* 13(3): 447-502.
+[digitalcommons.law.scu.edu/cgi/viewcontent.cgi?article=2386&context=lawreview](digitalcommons.law.scu.edu/cgi/viewcontent.cgi?article=2386&context=lawreview)
+
+Torrey EF, D Smith, and H Wise (1973 Jan). The family health worker
+revisited: a five-year follow-up. *American Journal of Public Health*
+63(1): 71--74.
+[www.ncbi.nlm.nih.gov/pmc/articles/PMC1775132/](www.ncbi.nlm.nih.gov/pmc/articles/PMC1775132/)
+
+Benson, Don M and Charles Stewart (1973 May/June). Inadequacy of
+prehospital emergency care. *Critical Care Medicine* 1(3):130-4.
+
+Shatan, Chaim F (1973 Nov). The grief of soldiers: Vietnam combat
+veterans' self-help movement. *American Journal of Orthopsychiatry*
+43(4), pp. 640-653.
+[medicstories.wikidot.com/vietnam-combat-veterans-self-help-movement](medicstories.wikidot.com/vietnam-combat-veterans-self-help-movement)
+
+Fishel, Elizabeth (1973 Nov). The Women's Self-Help Movement. *Ramparts
+Magazine* pp. 29-31.
+[medicstories.wikidot.com/womens-self-help-movement-elizabeth-fishel](medicstories.wikidot.com/womens-self-help-movement-elizabeth-fishel)
+
+### 1974

(Diff truncated)

diff --git a/hx/mchr/conclusion.mdwn b/hx/mchr/conclusion.mdwn
new file mode 100644
index 0000000..a163d05
--- /dev/null
+++ b/hx/mchr/conclusion.mdwn
@@ -0,0 +1,137 @@
+Conclusion
+==========
+
+Kotelchuk, Rhonda, and Levy, Howard (1986). The Medical Committee for
+Human Rights: A Case Study in the Self-Liquidation of the New Left. In
+*Race, Politics, and Culture: Critical Essays on the Radicalism of the
+1960s.* Reed, Adolph, ed. New York, Greenwood Press.
+
+Conclusion
+----------
+
+For the decade between 1964 and 1974 the MCHR was the standard bearer
+for the health left. Though often standing in quicksand, it still has
+claims to success.
+
+The MCHR was an important, frequently effective ally of the civil rights
+movement. More than any other organization it alerted the health
+community to the truth about the war in Southeast Asia. It acquitted
+itself well throughout by allying itself with the weakest, most
+oppressed and despised members of American society. More often than not
+its heart and muscle were on the right side at the right time.
+
+Internally, for all its faults, the MCHR could boast of accomplishments
+that no other health organization could claim. Even in its days of
+greatest doctor domination, it opened itself to other health workers and
+to those outside the health-care system altogether. It issued an early
+challenge to a racist health-care system both in terms of its delivery
+of care and in terms of the treatment afforded minorities within it.
+Almost alone of all health organizations, the MCHR saw the sexism within
+the health community and strove to banish it from within the
+organization.
+
+Finally, the MCHR was hardly alone among organizations, either in the
+health movement or in the movement generally, in its inability to come
+to terms with the two critical questions: who was to be its constituency
+and what was to be its strategic thrust? The long MCHR experience, in
+both its positive and negative aspects, brought some MCHR activists to
+understand the importance of focusing their energies on a limited
+constituency of middle-level and upper-level health workers in the
+setting of those growing bastions of power and resources---America's
+health institutions.
+
+The MCHR experience did not, however, point the way past this most
+elemental step in understanding toward a strategic path which might lead
+to the objective of a health-care system humane to both its workers and
+its patients. To do this, we believe, will require at least two tasks,
+both analytical and to some extent abstract in their nature and both, we
+fear, going against the grain of the impatient, action-oriented movement
+of the 1960s and 1970s.
+
+The first task is that of concretely analyzing and understanding the
+health-care system, including both an overview of its political economy,
+and an analysis of how it more immediately shapes the values,
+perceptions, and relationships of the workers and patients upon whom it
+impinges. At the level of an overview, it is hard for us to imagine a
+successful movement which has not addressed such questions as: By what
+forces or combinations of forces is the health system controlled? Is it
+by doctors? by administrators? by banks? by insurance companies? For
+what purposes is it controlled? profit? social control? empire building?
+What is the relationship of the health system to other controlling
+interests in American society, for example, to multinational
+corporations? to finance capital? to labor unions? What role does the
+government play? Is it simply a handmaiden of the controlling interests?
+a mediator of them? an independent force? Clearly these questions are
+only suggestive.
+
+Likewise, at a more immediate level, it is hard for us to imagine a
+health movement serious about health workers and institutional change
+which does not have a firm understanding of such questions as: How has
+increased technology, specialization and corporatization affected the
+role definitions, the self perceptions, and the felt needs of health
+workers? Is their course, and with it the course of increased
+fragmentation and alienation of the workforce, unalterable? What forms
+of resistance and rebellion have different workers' groups taken and
+what are the implications for the workforce as a whole and for patients?
+Can trade unions deal with such wide-ranging issues? Are they
+necessarily limited vehicles for worker defense? Or contrariwise, do
+they serve to regulate the workforce and integrate it into the designs
+of management? To what extent can worker concerns mesh with those of
+patients and to what extent do they conflict with them?
+
+Finally, the success of the health movement as well as of the movement
+at large rests on one last and possibly more difficult analytical task.
+We believe that the movement must apply equal intellectual and
+analytical rigor to itself---its own forms, styles and modes of
+organizing. For it is only in doing this that the movement can
+effectively focus and conserve its precious energies and resources, and
+not squander them in impulsive reaction, outmoded models and acting out
+unconscious needs.
+
+At least three serious obstacles stand in the way of accomplishing these
+tasks, particularly the latter. The first is that, needless to say,
+activists obviously have large personal stakes in the struggles and
+organizations of the 1960s and 1970s which, much rhetoric
+notwithstanding, inhibit candid criticism of political practice. Indeed,
+not unlike the establishment, movement organizations structure
+themselves to ward off criticism.
+
+An even more serious obstacle, we think, is an anti-intellectualism
+woven into the very fabric of the movement, stemming from a paradoxical
+and often unconscious amalgam of American pragmatism and Marxist
+historical determinism. From American pragmatism comes an ethos of
+"nothing succeeds like success" and "what works, works." Moreover, this
+philosophy dictates that what "works" will be found in action, not
+words, although in practice the action more nearly resembles trial and
+error. From Marxist historical determinism comes the assumption that
+socialism will emerge inexorably from the contradictions of capitalism
+and that individuals can only hasten or hinder the course of history,
+not alter it. Thus they are also relieved from the responsibility of
+determining it. Together these two traditions undergird the tendency for
+the movement to mindlessly laud any and every activity, project, and
+organization as signifying success by their very existence and hence
+bringing the movement that much nearer to final victory. Likewise, they
+underlie the tendency of the movement to recoil from sober evaluation of
+its activities in the context of larger directions. Indeed, not to
+accept the very existence of these activities as signifying success, to
+even press the need for sober evaluation, is likely to cast the critic
+as a defeatist when, in fact, he is like the proverbial messenger who
+must suffer the conseguences of the message he brings.
+
+The final obstacle is the absence of an intellectual tradition in the
+American Left which, when activists finally recognize the need for
+theory and analysis, makes them susceptible to the formalistic and
+outdated answers lifted from the Marxist classics and mechanically
+applied out of time and context to twentieth century America.
+
+Not to address and overcome the antiintellectual and unreflective
+undercurrents described above guarantees a future resembling the past,
+where the movement responds to rather than directs the course of
+history. Indeed, it is as if activists have stood attempting to discern
+the first swell of a wave, have leapt on and ridden it as long as
+possible, and then have been cast on the shore to have the process
+repeat itself; and at any point in time, success has been measured by
+the height, splash, and roar of the waves. Rather, we would suggest, it
+is the responsibility of activists to take account of the waves, but to
+turn their attention to navigating the tide on the way to their chosen
+goal.

diff --git a/hx/mchr/mchr4.mdwn b/hx/mchr/mchr4.mdwn
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+The Medical Committee for Human Rights: A Case Study in the Self-Liquidation of the New Left (part 4)
+=====================================================================================================
+
+Kotelchuk, Rhonda, and Levy, Howard (1986). The Medical Committee for
+Human Rights: A Case Study in the Self-Liquidation of the New Left. In
+*Race, Politics, and Culture: Critical Essays on the Radicalism of the
+1960s.* Reed, Adolph, ed. New York, Greenwood Press.
+
+Factions: The Dissidents
+------------------------
+
+Some within the organization perceived the limitations of the national
+office's top-down bureaucratism. These members, largely from the older
+big city chapters, including New York City, Boston, San Francisco and
+Los Angeles, were unimpressed with the large numbers of new recruits
+flocking to the MCHR. They saw the numbers as reflections not of the
+success of present leadership and policy but rather of the ferment
+created by the civil rights and antiwar movements, as well as the past
+reputation and visibility that the MCHR had established for itself. What
+did impress them, however, was the fact that both nationally and locally
+MCHR had become a gigantic revolving door. Interested people came to it,
+looked around for meaningful involvement, more often than not could not
+find it and then left in droves almost as large as those in which they
+had come. For this syndrome the MCHR's array of task forces offered no
+remedy. This faction shared an acute sense of the MCHR's being in
+trouble---not for lack of projects, but for lack of a unifying program,
+a direction that would inform not only national organizing but local
+struggles as well.
+
+Correct as their criticisms may have been, this group found itself in an
+untenable position. Its members were united by little more than
+opposition to the style and politics of the national office and in
+answer to it, by a vague sense of the need to limit constituency and to
+focus on institutional organizing which itself went hardly beyond the
+level of slogans. What the group needed but lacked was both a
+theoretical and a practical sense of what it might do to actually act
+upon these vague parameters. Necessarily this shortcoming allowed the
+national office to charge, with partial plausibility, that the effect of
+the dissidents was merely destructive and obstructionist.
+
+The true weakness of the dissidents can be seen in their inability to
+implement their own strategic orientation in a situation where they
+exercised complete control---at the level of their local chapters. Even
+in New York City and San Francisco, cities that had already experienced
+collectives doing institutional organizing, the MCHR dissidents were
+both peripheral to these efforts and were unable to emulate or go beyond
+them.
+
+The weakness of the dissidents' position stemmed from their inability to
+develop three elements critical to the launching of a successful
+strategy: a concrete, human and unrhetorical explanation of how and why
+the existing health-care system devalues human experience; an analysis
+of the contradictions inherent in the system that could inform
+organizing perspectives by providing the bridge between theory and
+concrete reality; and finally, the incorporation within an organizing
+strategy of a means of realizing intermediate stages of an ultimate
+vision of a health-care system in which the needs of patients were the
+central focus and in which control was vested in an egalitarian
+workforce. Nothing less than the forging of these three links could
+create the conditions that would make possible the desired
+result---enabling individuals to experientially understand that it is
+both their responsibility and potentially within their power to become
+the agents of the construction of their own future.
+
+In some ways the existence of groups such as those at Lincoln Hospital
+and San Francisco General Hospital may even have obscured the
+possibilities of institutionally based organizing with middle-level and
+upper-level health workers. The embarrassing truth was that at a very
+early stage of the organizing at such institutions, it was clear that
+the organizers had themselves very little sense of strategy and
+direction.[^1] Worse yet, the romanticization of these early
+institutional struggles, while intending to move health workers
+elsewhere to join the struggle, ultimately had the opposite effect---the
+blocking of a process of thought that might lend clarity, direction,
+vision, and strength to strategic options and implications of
+institutional organizing.
+
+In this regard we would be remiss in not placing some of the onus for
+this state of affairs on Health/PAC, whose bulletin more than any other
+intellectual journal fostered the idealization of these struggles. This
+posture sprung from the felt need, conveyed in dozens of ways by
+movement groups during these uncritical years, of presenting a positive
+image of the possibilities of social change so as to encourage the
+growth of the movement. The end result of such unreflective and
+unwarranted positivity was epidemic disillusionment, divorce from
+reality, and fostering of false premises, all of which were without
+doubt self-defeating. Finally, this intellectual euphoria depleted
+groups such as Health/PAC of their ability to delve deeper into an
+analysis of the health system and its oppressiveness to workers and
+consumers, which analysis alone can ultimately form the foundation of a
+movement for social change.[^2]
+
+Factions: The National Office
+-----------------------------
+
+The national office faction consisted of Quentin Young, Frank Goldsmith
+and Pat Murchie---the editors of *Health Rights News*---and the leaders
+of both the Third World caucus and the Occupational Health Task Force.
+Although later events would reveal the fragility of this coalition, to
+the dissidents this group at the time seemed monolithic, if not
+conspiratorial as well.
+
+Fueling the dissidents' readiness to see a conspiracy were the facts
+that several people in the national office faction were open or reputed
+members of the Communist Party and that the national office faction
+could depend on support from groups and/or individuals in New York and
+the South that had long been associated with the Party. Whether or not
+particular individuals were actual Party members and whether or not the
+Party made a conscious policy of putting forth its line in the
+organization, there is no question that many aspects of the national
+office leadership were reminiscent of the Old Left, including its
+united-front approach to constituency, its mass-line,
+least-common-denominator approach to the program, its bureaucratic
+style, its opportunistic use of issues, and its centralist orientation,
+with its intolerance of differences or criticisms from within the
+organization.
+
+The national office felt that the success of its political leadership
+was confirmed by the large numbers of new people turning out to MCHR
+functions. Because it was better organized and shared more political
+unity than anyone else, it felt no need to discuss political directions
+or develop a program for the organization. Instead, it felt threatened
+when others wished to do so, because this felt need in itself
+represented criticism, and because such discussion could not but weaken
+its position. Indeed, before long the energy expended by the national
+office at thwarting criticism and fending off dissent almost came to
+define its entire operation.
+
+Keeping Dissent at Bay
+----------------------
+
+It was in the end the unwillingness of either faction to back off and
+the repressive tactics stemming from the centralist stance of the
+national office that led the MCHR down the road to factionalism and
+demise. The national office honed a set of tools with which it attempted
+to discredit, silence and eventually expel dissenters. Questions probing
+the content or meaning of the numbers, the claims or the style of the
+national office were taken as hostile attacks. From a disturbingly early
+stage in the new regime, people were seen as either friends or enemies
+and there was little in between. New activists were warmly embraced and
+solicited by officers and staff until the first time they expressed
+doubts or criticism, whereupon they became pariahs. Old friends who
+dissented were at first ignored or dismissed out of hand and later
+branded as negative, destructive, localist and ultra-Leftist.
+
+Structuring Out Dissent
+-----------------------
+
+The most subtle of these tools for repressing dissent was the
+structuring of MCHR gatherings so that it was difficult if not
+impossible for dissidents to meet or talk. This tactic involved rigidly
+tight scheduling and the use of constant fragmentation into small
+groups, all for the purpose of precluding any occasion for a broad
+discussion of overall politics. At the 1972 convention in Chicago, for
+example, the leadership scheduled some forty workshops and fifteen
+constituency caucuses. As a result, the four-day convention provided
+only a short Sunday morning plenary session as a forum for
+organizational business. Older members were both frustrated by this
+maneuver and resentful of the fact that every MCHR gathering was geared
+to the recruit- ment and needs of new people, who were invariably
+neither interested in nor experienced with MCHR internal affairs, rather
+than to the needs of those for whom those internal affairs were of
+paramount concern.
+
+When older members began to organize occasions compatible with their
+needs, they were slashingly criticized by the national office. One such
+occasion came when leaders of the Northeast Region, out of
+dissatisfaction with the organization of the Chicago convention,
+organized a largely unstructured re- treat to soberly analyze the
+organization's directions and viability. The national organizer, when
+informed of the meeting, threw a virtual tantrum, branding the members
+involved as elitist, exclusionary and racist, and castigating them for
+having "No Workshops!...No Caucuses!...No Women's Caucuses!...Task Force
+and Constituency Organizing Completely By-Passed!"
+
+Dirty Names
+-----------
+
+The national office wrapped itself in the cloak of a united-front
+constituency and bureaucratic structural solutions to the MCHR's
+problems of racism, sexism and elitism in an attempt to immunize itself
+from criticism. It then used these concerns as epithets to be hurled at
+its critics. Those who wanted a focused constituency were dubbed
+exclusionary and elitist, anticonsumer, and antiworker. Those who felt
+frustrated by the constant fragmentation into special-interest caucuses
+were dubbed sexist and racist.
+
+By 1972 the MCHR national leadership under Frank Goldsmith's direction
+had decided upon its tactic---dissidents were to be smeared with the
+volatile charge of racism. In a written report the MCHR leadership
+pointed out that the big city chapters had few black members.
+Unmentioned was the fact that this was true of everywhere.
+
+In New York City an MCHR trip to China provided the nidus for the

(Diff truncated)

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+Seize the Hospital to Serve the People
+======================================
+
+*This text is the first few pages of chapter 7 from Fitzhugh Mullan's
+*White Coat, Clenched Fist: The Political Education of an American
+Physician* which was republished in 2006 as part of the University of
+Michigan Press series Conversations in Medicine and Society. It is
+lightly edited for clarity. The rest of the chapter is online at
+<http://socialmedicine.info/index.php/socialmedicine/issue/view/15/showToc>*
+
+Two insurrections
+-----------------
+
+In July of 1969 a cabal of angry workers in the Lincoln Community Mental
+Health program [at Lincoln Hospital, in the South Bronx] took over
+their service and demanded the ouster of its leaders---two
+psychiatrists---and a series of reforms making the program more
+accountable to the community. The immediate result of the uprising was
+the arrest of twenty-two persons and the firing of sixty-seven more.
+Eventually, most of the workers were reinstated and the psychiatrists in
+question were removed. The most important outcome of the "mental health
+strike" was not the changes in the department but the drawing together
+of a group of people who were to be instrumental in subsequent events at
+Lincoln. These individuals were for the most part young, black or Puerto
+Rican community mental health workers whose political outlook and
+grievances were varied. Following the mixed outcome of the strike they
+began to work more intimately with the Black Panther party and the Young
+Lords organization. This experience developed both their own internal
+discipline and the breadth with which they defined the problem; that is,
+they saw the situation at Lincoln not simply as a badly run city
+hospital but as part of a larger health struggle, part of the way that
+white, well-to-do bureaucrats dealt with black and Puerto Rican people.
+They began to talk increasingly of community-worker control of Lincoln
+and Third World leadership in health actions.
+
+A second, unrelated insurrection took place at Lincoln in April of 1970.
+At that time the position of Hospital Administrator was vacant, a post
+always occupied by a white professional appointed by the Commissioner of
+Hospitals, and a group of community people decided to challenge the
+tradition. Their candidate was Dr. Antero Lacot, a middle-aged Puerto
+Rican gynecologist with a master's degree in public health and
+experience running a community maternity center---hardly a radical
+choice. The Commissioner of Hospitals refused to support him and the
+Committee for Lacot swung into action. With the press in heavy
+attendance, they sat-in in the hospital lobby in a show of determination
+to get their man appointed. Twenty-two were arrested and carried out to
+police vans. Significantly, the groups backing Lacot were neither Lords
+nor Panthers. They were representatives of forces totally different from
+those activated in the mental health strike. Mostly they were members of
+Puerto Rican community organizations or political clubs that existed in
+the orbit of Ramon Velez, a local political boss of considerable power
+who hoped to extend his influence within the hospital with a director
+chosen by him. But the demonstrators had real grievances against
+Lincoln---grievances important enough to make them willing to be
+arrested for them. And in the end they were successful. The mayor
+overruled the hospital commissioner and Lincoln had its first Puerto
+Rican administrator.
+
+Community Advisory Board
+------------------------
+
+During this same period in 1970 plans were afoot for the establishment
+of a community board for Lincoln. The Department of Hospitals recognized
+that there was growing unrest concerning the hospital in the
+increasingly political South Bronx. Part in cunning, part, perhaps, in
+fear, they moved to appoint their own Community Advisory Board for
+Lincoln. The Commissioner of Hospitals selected the members of the board
+and, virtually without exception, chose individuals representing
+established interests in the South Bronx---established businesses or
+political factions, churches, poverty programs, and so forth. Few if any
+of the appointees actually received their medical care at Lincoln. The
+hospital's staff and workers had no representation on the board.
+Moreover, the board had no real duties or powers that related to the
+day-to-day management of the institution. Finances, hiring, medical
+policy, planning, and grievances all remained in traditional channels,
+unaffected by the existence of a community board. Meetings of the board
+were irregular and, generally, ill-attended. Rather than establishing a
+legitimate tension between the community and the forces that ran the
+hospital, they served to rubber stamp hospital policy and insulate the
+Department of Hospitals and Einstein College of Medicine from growing
+demands for change taking place in various segments of the community.
+
+Both at its inception and later, Lincoln's Community Advisory Board was
+flawed in many ways. One activist critic called it "too little too
+soon," implying that a much sounder, more legitimate board could have
+been established if events had been allowed to generate a grass roots
+demand for a community board. Yet the formation of the board in early
+1970 was another proof that the powers downtown recognized that the
+community was restive and that they were not going to accept broken-down
+medical care in the decade to come as they had in the decade past.
+
+"Think Lincoln"
+---------------
+
+In June, a group calling itself "Think Lincoln" began a concerted action
+in the hospital. They met with the newly appointed Dr. Lacot and
+informed him of their intention of setting up patient complaint tables
+in the lobby of the hospital. Without waiting for a response they went
+to work. "Think Lincoln's" style was direct action. Comprised of a
+number of people who had been involved in the mental health strike as
+well as several black and Puerto Rican activists from the South Bronx
+community, they saw their task as hospital reform, not by petition to
+the established authorities---including the Community Advisory
+Board---but by direct appeal to the patients and the community. The
+complaint table was intended as a mechanism to stimulate patient
+awareness and participation in the hospital.
+
+They put their table in the center of the ambulance-emergency room
+entrance of the hospital where the majority of patients were likely to
+arrive. Colorfully decorated with bilingual signs and staffed eighteen
+hours a day, the table was immediately obvious to everyone in the
+hospital---worker and patient. "Think Lincoln" stocked the table with a
+variety of leaflets and pamphlets discussing patients' rights, alleged
+hospital abuses, and community control. The signs invited grievances and
+reminded patients that the hospital was *their* hospital.
+
+The "Think Lincoln" action was, predictably, the source of immediate
+tension in the hospital. Many physicians saw the tables as an act of
+impertinence and ingratitude. Accustomed as they were to having no
+feedback from their patients, the action frightened them. Hospital
+workers were of mixed opinions on the subject. Some were enthusiastic
+while others reacted defensively. For many patients the complaint tables
+meant little, but for a few it changed the role of the hospital in their
+lives. For all patients it was a symbol that someone was trying to deal
+with the problems of Lincoln. Complaints were handled directly and
+promptly. If the complaint was considered reasonable, a "Think Lincoln"
+member would accompany the patient to the clinic or ward in question and
+discuss the problem with the appropriate staff member. Most often this
+resulted in an explanation or rectification of the problem. Occasionally
+things did not go smoothly. One noonday a number of patients complained
+about the three-to-four hour wait in the Adult Screening Clinic, the
+notorious Section K. A check revealed that only one doctor was assigned
+and he was eating a leisurely lunch. A group of four representatives
+from "Think Lincoln" went to the doctors' dining room (the doctors still
+had sit-down service in a room of their own) and, in loud voices,
+demanded volunteer physicians to staff the Screening Clinic. Several
+doctors responded angrily and a chin-to-chin confrontation resulted
+which had to be broken up by the hospital Security Police.
+
+Generally, though, the "Think Lincoln" campaign was not disruptive to
+hospital life. While many physicians and workers took the challenge
+personally and felt their individual work was being questioned, they
+could live with the complaint table. Others saw the campaign in
+perspective and concluded that anything that focused attention on the
+shortcomings of the hospital would benefit medical care in the long run.
+These staff members were friendly and supportive to the "Think Lincoln"
+effort.
+
+The "Think Lincoln" action embarrassed the Community Advisory Board.
+They could not disagree with the demand for articulation and redress of
+patient complaints. Even the undertone of community control that
+pervaded the campaign was in keeping with some vague rhetoric of the
+Community Advisory Board. But they generally disliked the style and the
+politics of the group carrying out the action. Moreover, the complaint
+tables entirely upstaged their own committee. To the very considerable
+degree that the Community Advisory Board was wed to the system as it
+stood, they found the complaint tables threatening and radical. The
+result was paralysis. While it would have been hopelessly compromising
+to condemn the action, the Community Advisory Board did not have the
+gumption to support it. The result was official silence.
+
+Very much the same political situation trapped the newly appointed
+administrator. Alleged champion of community rights, he could not
+condemn the action or call on the hospital police to stop it without
+risking loss of face. On the other hand, the pressures from the city and
+the college to stop the "disruptive" activity were considerable. He,
+too, equivocated, allowing the continuation of the complaint table
+campaign.
+
+The Collective
+--------------
+
+The Collective arrived to begin work on July 1, 1970, in the midst of
+the "Think Lincoln" action. In some respects it was more than we could
+have hoped for. In part, we were coming to Lincoln in the hope of
+joining hands with the community to change and improve the hospital. The
+community, it seemed, had already made a move. They had articulated
+their criticisms and they were doing something about them. Moreover,
+they obviously needed allies within the hospital to legitimize their
+claims and help sustain their effort. Clearly there was a ready-made
+political role for the Collective. Yet, in other respects, the timing of
+the campaign was unfortunate. The month of July is a trying and even
+dangerous time in any hospital that relies on interns and residents for
+staffing because it is the traditional turnover month. Everyone has just
+been graduated to a new level of responsibility and is relatively slow
+and inexperienced at the new job. Beyond that, in July of 1970 the vast
+majority of the Pediatric Department at Lincoln was new to the hospital
+and more or less new to one another. We had barely gotten our feet wet
+medically or politically when we were called on to start making some
+hard choices about the use of time and resources. Clearly and
+enthusiastically our support went to "Think Lincoln" and the complaint
+table approach. Yet I cannot escape the conclusion that our efforts
+would have been better coordinated and significantly better received by
+the rest of the hospital staff had we had a chance to establish

(Diff truncated)

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+The Medical Committee for Human Rights: A Case Study in the Self-Liquidation of the New Left (part 3)
+=====================================================================================================
+
+Kotelchuk, Rhonda, and Levy, Howard (1986). The Medical Committee for
+Human Rights: A Case Study in the Self-Liquidation of the New Left. In
+*Race, Politics, and Culture: Critical Essays on the Radicalism of the
+1960s.* Reed, Adolph, ed. New York, Greenwood Press.
+
+Speck of Light
+--------------
+
+At long last in October, 1970, a group of health workers and MCHR
+members living together in Brooklyn who called themselves Hampton's
+Family, after Fred Hampton, the slain Chicago Black Panther leader,
+tackled many of the questions the MCHR had stubbornly refused to
+recognize or had been unable to come to grips with during its first six
+years.
+
+After suggesting that the MCHR had failed both locally and nationally,
+the Hampton's Family Paper went on to say that "this failure at both
+levels can be traced to the fact that MCHR as a whole lacked a sense of
+its own proper role in these struggles, a clear understanding of who its
+constituency was, how to reach them, and in general, a strategy for
+challenging the health empires and their subsidiaries."
+
+The paper went on to argue strongly for the development of a
+"progressive organization" that could organize "large numbers of middle
+level health workers" who would relate to community and worker
+(presumably lower-echelon) struggles. It suggested that the MCHR be that
+organization and that its priority be a "commitment on the local level
+to build political activity in local institutions and health science
+schools." Hampton's Family thought an MCHR national office should exist
+"to provide and support a full time staff as well as regional
+coordinators," presumably to foster the local priority aims.
+
+In summary the Hampton's Family Paper called for a membership drive
+designed to attract upper-level and middle-level health workers,
+concrete struggles around institutional organizing, and a strengthened
+national office of the MCHR to assist these efforts. Although the
+clearest exposition up to that time of the MCHR's problems, the
+Hampton's Family Paper was not without its own ambiguities. To begin
+with, its suggested role for the national office was left only implicit,
+a fact that was soon to have dire consequences for the MCHR's
+development.
+
+Further, when it came to concretizing its suggested theoretical program,
+the paper repeated many of the same errors that the MCHR had already
+made. For example, it called for more and better (meaning "more
+political") service projects, medical presence, draft exams, and support
+for sundry movement organizations, and, finally, opposition to chemical
+and biological warfare. But it was precisely these diverse and
+multifaceted approaches that had up until then prevented the MCHR from
+doing what in the main the Hampton's Family Paper argued it must
+do---define its identity around organizing in health institutions, with
+a constituency of upper-level and middle-level health workers and
+health-science students.
+
+To be sure, as the Hampton's Family Paper argued, "Our perspective must
+be broader than our local hospital or medical school. We are part of a
+national and international movement and must link up in our struggles to
+other issues." Unfortunately, the national leadership of the MCHR that
+was elected in the next year readily seized upon the "larger
+perspective" without ever bothering about the local building blocks that
+could have made such a perspective concrete.
+
+The 1971 Convention: The Beginning of the End
+---------------------------------------------
+
+Although the Hampton's Family Paper had grasped, albeit tenuously, the
+critical issues facing the MCHR and had generated discussion within the
+organization, by the time of the 1971 annual convention, held in April
+at the University of Pennsylvania, it was an idea whose time had already
+passed. The paper was hardly mentioned at the convention and, insofar as
+it had any impact, it helped to push the MCHR in directions
+diametrically opposed to the intentions of Hampton's Family. Even more
+ironically, despite profound differences bubbling just beneath the
+surface, an atmosphere of unanimity and good feeling prevailed at the
+convention in which there was little if any disagreement or debate.
+These anomalies stemmed from at least two sources.
+
+First, there was little political sophistication or leadership in the
+MCHR as of 1971. New recruits swelled the MCHR's ranks, but even old
+timers lacked the theoretical and practical political knowledge and
+experience to recognize the essential issues, think through their
+organizational implications, take an unwavering stance, and engage the
+organization in meaningful debate. By shortly after the convention it
+became clear, in fact, that few enough of the members of Hampton's
+Family themselves really understood the implications of the position put
+forth in their paper, as several went over to articulating precisely the
+opposite perspective.
+
+Second, the more politically experienced members, who might have been
+expected to take leadership, were intimidated from doing so by a sense
+of guilt for being largely white male doctors and professionals,
+although these had been among the MCHR's chief constituencies in the
+past. This pervading sense of guilt was exacerbated by the theme and
+attendance of the convention but had its roots in developments taking
+place in the larger movement.
+
+Organized around the theme "The Consumer and Health Care," the
+convention for the first time drew substantial numbers of articulate and
+organized women, Third World people, nonprofessional health workers, and
+consumers. The growth of independent Third World groups, such as the
+Black Panthers, and the emergence of the women's liberation movement
+engendered in the MCHR, as in many other groups, a consciousness and
+concern about its internal racism, sexism, elitism, professionalism and
+organizational style.
+
+This consciousness and concern were at once the MCHR's critical strength
+and its critical weakness. They constituted the basis upon which the
+organization could broaden its membership. Yet at the same time, the
+guilt borne of the charges of racism, sexism, and elitism led the MCHR
+to throw out the baby with the bath water, repudiating a major part of
+its historical constituency (and those with whom it could work most
+effectively). Indeed, the MCHR carried over a disdain for organizing
+doctors or medical students who, it was reasoned, if organized could
+only act ultimately in their own, already privileged self-interest,
+which would of course be counterrevolutionary. Instead, the MCHR tried
+to transform itself into precisely what it was not---an organization of
+women and Third World non-professionals and consumers.
+
+In this atmosphere, the MCHR charted new organizational directions,
+involving decisions on constituency, program, and structure, and elected
+a leadership that foreclosed in the immediate future the possibility of
+the organization coming to terms with the critical issues facing it. In
+many ways the subsequent years are but a playing out of those decisions,
+and it could be argued that our story could stop here. Yet what happened
+during and after the 1971 convention is worth examining in some detail,
+because the issues then faced by the MCHR continue to be serious and
+unresolved ones, admitting of no easy solution. Moreover, while the
+fallacies of the course adopted by the MCHR in 1971 are readily evident
+in retrospect, the approach, perhaps because it offers a simple formula,
+continues to have currency for many organizations and activists today.
+
+Constituency: Y'all Come
+------------------------
+
+The April, 1971 convention decided that it was paramount to open MCHR's
+doors to women, Third World people, nonprofessionals and consumers---a
+decision implemented in the context of a growing militant national
+women's movement, the influence of which was enhanced by the large
+number of militant women at the convention. To their strong voice was
+added that of the smaller but still significant number of Third World
+delegates.
+
+While there was no disagreement on this decision, there were radically
+different interpretations of what it meant---differences that went
+undiscussed and unresolved. To some this decision meant addressing
+manifestations of racism, sexism, and elitism within the MCHR and
+opening up the organization to a broader though still limited
+constituency of middle-level health workers. To others, including what
+came to be the national leadership, it meant transforming the MCHR into
+a mass organization incorporating all strata of health workers and of
+consumers as well. The MCHR was to be the radical health vehicle of both
+the doctor and the dishwasher, the medical student and the ward clerk,
+the administrator and the consumer, the privileged and the poor, the
+Third World and the white, the man and the woman.
+
+In short, there was no one who was not part of the MCHR's newly defined
+constituency. It would no longer simply serve the vanguard---MCHR would
+be the vanguard by shedding its skin and wishing itself a new one. The
+impact of this shift was devastating. One minimal advantage of the
+previous serve-the-vanguard approach had been that at least it allowed
+MCHR professionals, especially doctors, to embrace their own identities.
+They could still be who they were and use their skills and positions, as
+privileged as they might be, toward the support of groups judged to be
+more revolutionary. With its new decision on constituency, the MCHR lost
+even this.
+
+Now the MCHR was no longer simply at the beck and call of whatever
+outside group could lay the greatest claim to militance, oppression, or
+other hallmarks of legitimacy. At least in that circumstance the
+organization had the theoretical right to decide where to give its
+support. Internalizing this process, the MCHR now rendered itself
+superbly manipulable by whomever within its ranks was most adept at
+social-psychological blackmail. Also, because the MCHR had indeed been
+guilty of racism, sexism and elitism, it now lost its right to guestion
+or judge the validity of their claims or how they fit into the MCHR's
+agenda. Those who tried could be discredited as racist, sexist, and
+elitist.
+
+Structure: Form Without Content
+-------------------------------
+
+Two major proposals, both written and circulated before the convention,
+dominated the discussions of structure and spoke to the issue of
+broadening the MCHR's constituency. The first, written by the Chicago
+chapter, argued for a strong national office. It met with hearty
+response, since many MCHR activists had seen the loose-knit, locally
+based, almost anarchistic structure of the MCHR's middle years dissipate
+energy in frenetic activity. What was not agreed on, incredibly enough,
+was the key question: Should a strong national structure exist to give
+central direction, create a national image, and build the MCHR from the
+top down, or should it rather exist to serve, support, and coordinate

(Diff truncated)

diff --git a/hx/mchr/clinics.mdwn b/hx/mchr/clinics.mdwn
new file mode 100644
index 0000000..75252e7
--- /dev/null
+++ b/hx/mchr/clinics.mdwn
@@ -0,0 +1,97 @@
+Young Turks in the Free Clinics
+===============================
+
+John Dittmer (2009). *The Good Doctors: The Medical Committee for Human
+Rights and the Struggle for Social Justice in Health Care*. New York:
+Bloomsbury Press, pp. 224-227.
+
+> We were the New Left in medicine. Subjective, principled, angry, often
+> arrogant, we felt no ties with the past. ---Fitzhugh Mullan
+
+The three most common types of clinics were the so-called hippie cinics
+that were aimed at young people and dealing primarily with drug
+problems, those clinics initiated by community organizations, and
+clinics opened by groups with a radical political agenda, like the Black
+Panthers.
+
+The HEAD clinic (Health Emergency Aid Dispensary) in the New Orleans
+French Quarter served a young, mostly itinerant clientele. Initiated by
+the New Orleans MCHR in late 1969 and governed by a local board, HEAD
+included a pharmacy and a complete emergency laboratory staffed by
+volunteers. Open four days a week, it had a twenty-four-hour hotline
+that referred patients to other sources of assistance when the clinic
+was closed. HEAD filled a need unmet by local health providers. "We
+haven't seen one person yet who could have afforded a private doctor,"
+reported MCHR chair Dr. Jeoff Gordon, "and most of them can't get into
+Charity Hospital except in emergency cases because they haven't lived in
+New Orleans six months to meet the residency requirement." Moreover, he
+said, "People with drug-related problems stay away from hospitals
+because of the risks of arrest and the unsympathetic reception they get
+there."
+
+June Finer was the prime mover in establishing the Judson Mobile Health
+Unit, a fifty-foot trailer parked in the heart of New York's Lower East
+Side. "We're here to give health care to any East Village kid who needs
+it," said Finer. "We don't ask questions and we don't make judgments."
+Serving mostly impoverished blacks and Hispanics, the Mobile Health Unit
+offered free treatment for a range of ailments, from rat bites and cuts
+to venerial disease and bad drug trips. The clinic provided
+immunizations, pregnancy diagnosis, and counseling and referral for
+legal, welfare, and housing problems, as well as a remedial reading
+program, informal day care, and a youth "rap group" for neighborhood
+kids.
+
+There was also a political component to the clinic. Community organizer
+Paul Ramos noted that most of the health problems they encountered
+stemmed from the oppressive poverty in the East Village slums. "Part of
+our job is to make people politically aware of why they are sick:
+overcrowding in their houses, miserable garbage pickup, a poor health
+system, and welfare which doesn't give them enough money to live on."
+Finer believed that it was the efforts of community organizers like
+Ramos and the Job Corps workers assigned to the clinic that made it an
+example of "guerrilla medicine." "Without them," she said, "the unit
+would have been just another straight health clinic, a dull, moderate
+success. The generation we're trying to reach is a revolutionary
+generation."
+
+[...]
+
+One of the most successful Panther clinics was the People's Free Medical
+Care Center in Chicago, inspired by Fred Hampton. Its opening had been
+delayed by his death, and the center's director, nineteen-year-old
+Ronald "Doc" Satchell, had himself been shot five times in that police
+attack on Panther headquarters. The center was "bright, warmly decorated
+and well-equipped without frills as an efficient out-patient service,"
+thanks to the work of local black carpenters, who donated their
+services. The Chicago MCHR had assessed each member five dollars to
+support the center, and supervised the schedules of the more than 150
+nurses, technicians, physicians, and health science students who
+volunteered to work in the evenings and on Sundays. Quentin Young
+recalls that Satchell demanded professionalism in appearance as well as
+service. Seeing Dr. Young make his rounds wearing white coat and tie,
+Satchell instructed the young medical volunteers to get rid of their
+Levis and sneakers and come to work professionally attired.
+
+The medical establishment's reaction to the free clinics was mixed. In
+Chicago the Board of Health invoked a thirty-one-year-old ordinance and
+charged that four clinics did not meet official standards and thus were
+operating illegally. The offending clinics just happened to be the ones
+operated by the Black Panthers, the Young Lords (Puerto Rican), the
+Young Patriots (Appalachian whites), and the Latin American Defense
+Organization---all militant ethnic groups. The cases were thrown out
+after a judge ruled that the definition of a clinic was "so vague and
+indefinite as to be completely unenforceable."
+
+On the other hand, many local medical societies and hospitals welcomed
+the clinics, a development that MCHR reformer Tom Bodenheimer found
+problematic. In a 1972 article, the California physician wrote that "in
+the five years since the first free clinic opened, the free clinic
+movement has gained the support and blessing of the health
+establishment---drug companies, medical schools, even the Nixon
+administration." Bodenheimer concluded that the "general effect of most
+free clinics is to perpetuate and assist establishment health care
+institutions to continue in their anti-patient policies." The hospitals
+were using the free clinics as "an escape valve---the free clinics see
+patients these establishment institutions don't want to deal with." And
+while there were exceptions, "the day-to-day work of most free clinics
+is no challenge to the health care structure."

diff --git a/hx/mchr/mchr2.mdwn b/hx/mchr/mchr2.mdwn
new file mode 100644
index 0000000..144dcd3
--- /dev/null
+++ b/hx/mchr/mchr2.mdwn
@@ -0,0 +1,286 @@
+The Medical Committee for Human Rights: A Case Study in the Self-Liquidation of the New Left (part 2)
+=====================================================================================================
+
+Kotelchuk, Rhonda, and Levy, Howard (1986). The Medical Committee for
+Human Rights: A Case Study in the Self-Liquidation of the New Left. In
+*Race, Politics, and Culture: Critical Essays on the Radicalism of the
+1960s.* Reed, Adolph, ed. New York, Greenwood Press.
+
+Counterculture and Free Clinics As the New Authenticity
+-------------------------------------------------------
+
+Although a bit more complicated than the antiwar movement, the role
+played by the MCHR in the second great activity of the late 1960s---the
+counterculture movement---was fundamentally similar. The year 1967
+marked the birth of the Haight-Ashbury Free Clinic, the flower child,
+and the long-haired hippie. The counterculture proved to have a magnetic
+attraction to young health workers and students.[^1]
+
+Indeed the counterculture suggested a way out to health-science
+students, interns, residents, nurses, and technical personnel who felt
+oppressed by years of grueling study, regimentation, pleasure denial,
+and hierarchically ordered health institutions. These young
+professionals had come to understand that health-science education
+involved more than learning about disease diagnosis, treatment, and
+(least of all) prevention, but rather involved a total socializing
+process. Doctors and nurses were being taught to accept their class and
+professional roles, along with the attendant alienation.
+
+If medical and nursing school and hospital medical practice seemed to
+embody the objectivization of young professionals, then the recovery of
+subjectivity that free clinics and the counterculture seemed to offer
+came as a godsend to many. They represented a strong antidote to the
+treatment of students as computer punch cards. (The "do not bend, fold
+or mutilate" mentality of college deans pertained no less to
+health-science school officials and hospital administrators.) In free
+clinics young professionals saw the promise of rebellion, a new
+lifestyle, immediate fulfullment, and an overcoming of the personal
+alienation, ego disintegration, and humiliation that had been their
+daily bread for all of their lives. Free clinics seemed to offer not
+merely a vision of the future but a utopia in the here and now.
+Moreover, so it was claimed, by the sheer weight of their example they
+would undermine the values of the health system.
+
+While few local MCHR chapters actually set up their own free clinics,
+almost all chapters had members whose major energies were expended
+working in them. Some were attracted to this work by the "good vibes" of
+the counterculture, but many more politically sophisticated MCHR members
+rejected as fatuous the political claims made in support of free
+clinics. Indeed, for many MCHR members the attention paid to the
+middle-class, white hippie clientele of the earliest free clinics
+represented a self-indulgent waste and sellout of the needs of the most
+oppressed members of American society.
+
+Free clinics, however, were not long to remain the preserve of the
+counterculture. Minus some of their countercultural accoutrements, free
+clinics fit perfectly into the community-organizing strategies of the
+Black Panthers, I Wor Kuen (a revolutionary group in New York City's
+Chinatown) and various revolutionary Chicano, Puerto Rican and immigrant
+white Appalachian groups in the Midwest and on the West Coast.
+
+The dilemma in which MCHR activists working at free clinics found
+themselves illustrates a bind inherent in the MCHR's service
+orientation; MCHR activists began by simply asking how their medical
+skills could be used to best advantage on behalf of movements for social
+change. They thereby unwittingly imported a medical model of social
+change. Given the free clinics' severely limited resources, their choice
+was to serve a miniscule number of people in a model of humanized care,
+in which case the clinic was medically irrelevant, or to accommodate a
+greater load of patients in traditional assembly-line fashion, in which
+case the clinic had abandoned its original ideal of providing an
+alternative to mystified, alienated and hierarchical forms of medical
+practice. In many cases, clinics tried to do a little of both, which
+resulted in no one being satisfied. The simple transfer of medical
+expertise to the service of the movement resulted paradoxically in not
+politicizing health care---an objective that should be the very
+quintessence of a health movement.
+
+The attachment to the counterculture and to political free clinics were
+both misdirected approaches in that both obscured the socially
+determining role played by established health institutions in distorting
+health care toward dehumanized services for patients and an alienated
+work environment for health personnel.
+
+The Pitfalls of Guilt
+---------------------
+
+During the civil rights era, MCHR militants were those who, through
+medical presence, allied themselves most closely with the most militant
+civil rights organizations. Likewise, during the late 1960s a similar
+identification took place, except that now MCHR militants were those who
+worked for the most politically "radical" free clinics. The analogy can
+be carried further: In both instances MCHR militants sought their
+identities through transference to groups that purported to represent a
+class, and often a race and culture as well, that were different from
+their own.
+
+This search for identity through identification with society's most
+oppressed groups was not limited to MCHR members but was endemic to
+large parts of the movement. It stemmed from an unresolved and
+unmediated sense of guilt deriving from the activists' own privileged
+class and professional status. Without, however, coming to terms with
+this dilemma, MCHR members could not accept themselves as legitimate
+agents of change, much less consider the legitimacy of their own needs.
+The alternative for health radicals was to submerge their own needs (and
+hope they would not reassert themselves in too distorted a way) and to
+look to ostensibly more revolutionary groups for leadership. This is not
+to say that there is an easy resolution to the conflicting needs of
+these two groups---the poor, driven by their deprivation to seek
+material gain and inclusion in society's benefits, versus the more
+privileged, driven from materialism by alienation and a sense of their
+own impotence. At the very least a viable radical movement in America
+will have to recognize and deal with the needs of both groups.
+
+Unfortunately, the tendency of the more politically aware MCHR members
+to define their identities through the eyes of a class other than their
+own led to what can only be called a compulsive need to constantly raise
+the ante: If political commitment was defined as service to radical
+groups, then one's self-assurance as a radical reguired constantly
+seeking out and attaching oneself to what appeared to be the most
+radical group on the scene. Anything less was a copout.
+
+This dynamic meant that the MCHR was at the beck and call of whatever
+group could most skillfully manipulate its guilt. In 1970, for example,
+a group of medical students at Northwestern University Medical School in
+Chicago, on behalf of a coalition of political free clinics, challenged
+the MCHR's doctors' commitment: "...why hasn't MCHR contacted these
+bullshit physicians and demanded their participation?" The students went
+on self-righteously to demand that if the doctors refused to donate
+their time, "...they are to be removed from the organization." Finally,
+if this was not done, the Northwestern Health Collective threatened to
+"expose [MCHR] as a liberal front for health professionals." This
+psychological blackmail extended beyond MCHR doctors in Chicago. In
+December, 1969, for example, an MCHR statement extended the indictment
+to the rest of the nation: "To the people of America, we say that if the
+[Black] Panthers are destroyed, we are all guilty."
+
+Aside from the personal debility engendered by the politics of guilt,
+there were other, no less serious, consequences. The point came when
+local MCHR chapter activity, like much activity of the New Left,
+degenerated largely into a set of political slogans and mindless
+rhetoric. It was apparent to many, for example, that the political free
+clinics could not meet the health needs of the poor and that---what was
+worse---their existence had taken people's attention far away from the
+institutions that were ultimately responsible for the denial and
+distortion of health services to the poor in the first place. Indeed, no
+amount of serve-the-people rhetoric could disguise the fact that the
+community people allegedly being served were, with few exceptions,
+disinterested in and aloof from the work being done at the most
+political free clinics.
+
+The truth is that the orgy of guilt that permeated both the MCHR and the
+Left in general in the late 1960s had led to the divorce of political
+language from reality. Slogans---meant, after all, to crystallize
+people's comprehension of reality---instead made this reality more
+opaque than ever. Middle-class radicals suffering conflicts over their
+identity were more concerned with their own radicalism and militance
+than they were with the task of convincing others of the correctness of
+their position. An observation of Norman Fruchter on other parts of the
+movement applies with equal force to the MHCR: "Radicals...were rarely
+about to cut through their rhetoric to argue their position so that it
+connected with people outside the small, increasingly isolated circle of
+the radical left."[^2]
+
+The Dissolution of Self
+-----------------------
+
+Russell Jacoby's writings about the same years draw an even sharper
+conclusion, namely that the distortion of political thought and action
+that characterized the movement of the 1960s was not a mere accident or
+mistake but was the movement's rhyme and reason. According to this
+perspective, its rhetoric concealed the movement's driving force, which
+was an effort to recoup what advanced capitalistic society had taken
+away---the individual's very identity and personal experience, one's
+ability to act as the subject of one's historical destiny.[^3]
+
+According to this analysis, the creation of a mass of socially impotent
+men and women in American society ultimately stems from the
+expropriation by capital of the free labor of individuals, by which
+bourgeois society originally defined the free individual. The next stage
+in the historical process was the conversion by capital of these
+amputated individuals into a mass of supposedly free commodity buyers.
+But whether seen as a source of labor or as a potential customer, the
+individual had been robbed of the totality of personhood that alone
+defined his or her humanity.
+
+The economic antidote for this dissolution of the personality has been
+the systematic effort of capital, with no small assist from its
+advertising, product design, and packaging subsidiaries, to personalize
+the consumer products of advanced capitalist industrial society. As
+depicted by Marcuse, even the most intimate of human activities, such as
+sexuality, is grist for the mill of commodity production and sale.[^4].
+Nor has medicine escaped this fate, as a glance at the ads in any
+medical journal will demonstrate.
+

(Diff truncated)

diff --git a/hx/mchr/ann.mdwn b/hx/mchr/ann.mdwn
index ff3690d..aa1cd98 100644
--- a/hx/mchr/ann.mdwn
+++ b/hx/mchr/ann.mdwn
@@ -3,7 +3,7 @@ Ann Hirschman, The Grandmother of Street Medics
 
 Jonah Bromwich, Meet the Grandmother of Street Medics, published in 
 the *New York Times* Style section, 10 June, 2020. Archive of the 
-original at [https://archive.is/gRg7r]
+original at <https://archive.is/gRg7r>
 
 Medics
 -------

diff --git a/hx/mchr/ann.mdwn b/hx/mchr/ann.mdwn
index 729d271..ff3690d 100644
--- a/hx/mchr/ann.mdwn
+++ b/hx/mchr/ann.mdwn
@@ -2,7 +2,8 @@ Ann Hirschman, The Grandmother of Street Medics
 =======================
 
 Jonah Bromwich, Meet the Grandmother of Street Medics, published in 
-the *New York Times* Style section, 10 June, 2020. Online at https://www.nytimes.com/2020/06/10/style/protest-street-medics.html
+the *New York Times* Style section, 10 June, 2020. Archive of the 
+original at [https://archive.is/gRg7r]
 
 Medics
 -------

diff --git a/hx/mchr/ann.mdwn b/hx/mchr/ann.mdwn
index 704207d..729d271 100644
--- a/hx/mchr/ann.mdwn
+++ b/hx/mchr/ann.mdwn
@@ -2,7 +2,7 @@ Ann Hirschman, The Grandmother of Street Medics
 =======================
 
 Jonah Bromwich, Meet the Grandmother of Street Medics, published in 
-the *New York Times* Style section, 10 June, 2020.
+the *New York Times* Style section, 10 June, 2020. Online at https://www.nytimes.com/2020/06/10/style/protest-street-medics.html
 
 Medics
 -------
@@ -137,6 +137,3 @@ thought to her own safety.
 street medic, that’s what you find.
 
 Alain Delaqueriere contributed research.
-
-Jonah Bromwich is a news and features reporter. He writes 
-for the Style section. @jonesieman

diff --git a/hx/mchr/ann.mdwn b/hx/mchr/ann.mdwn
new file mode 100644
index 0000000..704207d
--- /dev/null
+++ b/hx/mchr/ann.mdwn
@@ -0,0 +1,142 @@
+Ann Hirschman, The Grandmother of Street Medics
+=======================
+
+Jonah Bromwich, Meet the Grandmother of Street Medics, published in 
+the *New York Times* Style section, 10 June, 2020.
+
+Medics
+-------
+
+As protests against police brutality have swept the country, in some
+cases leading to additional police aggression toward demonstrators, a
+loosely organized group of trained volunteers has been on call to
+intervene and treat injuries.
+
+Street medics, who may be medical professionals or first aid
+practitioners with only basic training, bandage cuts and rubber bullet
+wounds. They treat symptoms from tear gas, Mace and pepper spray, using
+water and saline to flush protesters’ eyes. And, working as teams, they
+help move marchers out of harm’s way.
+
+Ann Hirschman, a licensed nurse practitioner and the self-proclaimed
+“grandmother of street medics,” has been active at demonstrations since
+the 1960s. In that time, she has learned that at protests, some
+principles of traditional emergency care don’t apply.
+
+“For instance, if you take CPR, the first thing they tell you is, ‘Make
+sure the scene is safe before you even go towards the patient,’” Ms.
+Hirschman, 73, said. “Street medics go toward the patient and make the
+scene safe for them.”
+
+She is an elder in this loose global network of ad hoc care providers,
+whose members have been present at many significant protests over the
+last 50 years, including the demonstrations at the 1968 Democratic
+National Convention in Chicago, the Wounded Knee Occupation in South
+Dakota in 1973 and the protests of a World Trade Organization conference
+in Seattle in 1999.
+
+Organizations
+-------------
+
+The roots of street medicine in the United States can be traced to the
+Medical Committee for Human Rights, an organization founded in 1964 that
+provided first aid to demonstrators in Mississippi in the effort to
+register black voters that became known as the Freedom Summer.
+
+In his book “The Good Doctors,” about the work of the committee, the
+historian John Dittmer wrote that civil rights demonstrators beaten by
+the mob or by the police would often receive “first aid from a physician
+or nurse, who would also arrange for hospital care if needed.”
+
+The Medical Committee for Human Rights was not the only organized effort
+at providing health care to protesters in the 1960s. The Black Panther
+Party, founded in 1966, worked with the committee to establish health
+clinics in Los Angeles, Chicago and other locations, and the
+majority-black Freedom House Ambulance Service in Pittsburgh created the
+country’s first mobile medical service, the forerunner of modern
+paramedics.
+
+Ms. Hirschman graduated from nursing school in 1967 and joined the
+Medical Committee for Human Rights as a regional representative in New
+York. Though there was a faction of the committee that strove for
+political neutrality, by the late 1960s it had become clear to members
+like Ms. Hirschman that they had a moral obligation to align themselves
+with the civil rights and antiwar movements.
+
+At the time, she wrote in one of the organization’s newsletters that its
+members must “take our stand first as participants in the struggles that
+will be taking place against war and oppression, and then use our skills
+and share our skills if they are needed.”
+
+Ms. Hirschman was an author of an early training program for street
+medics. “I had literally trained every street medic I knew,” she said,
+including ones affiliated with the Vietnam Vets Against the War and the
+Black Panthers.
+
+Actions
+--------------------------
+
+In 1969, while living in New York, Ms. Hirschman was walking home from
+work when she ran headlong into a spontaneous demonstration at the
+Stonewall Inn in Greenwich Village.
+
+“This thing erupted,” she said. “And I always carry a pack. I have gear
+on me all the time. I whipped out my belt pouch and started doing first
+aid.”
+
+“I think I was up for 38 hours,”
+
+Ms. Hirschman was also present at Wounded Knee, the siege of a
+reservation by federal agents in 1973. While there, she told the The
+Tampa Tribune later that year, she had seen federal helicopters fire at
+women and children, and had treated a man named Frank Clearwater who was
+shot in the head. Mr. Clearwater died the following week.
+
+“That’s way beyond the scope of a street medic,” she said recently.
+“It’s just that I was the only one there that could do it so I did it.”
+
+Sangam, a 35-year-old street medic in Washington, D.C., said that much
+of the work at the current protests is a little more humdrum. (The New
+York Times agreed to use only Sangam’s first name because of the threat
+of police harassment.)
+
+“The number one thing I do — that nearly all of us do who are in it for
+community care and not some kind of cachet — is the same kind of quiet
+preventative care that literally anyone could be doing for each other,”
+Sangam wrote in an email. “We hand out a LOT of water and sunscreen this
+time of year. Not glamorous, I know. But 90% of the job is trying to
+help ensure people don’t become patients in the first place.”
+
+Other community members sometimes help with this mission. Icon
+Ebony-Fierce, a 30-year-old activist in Philadelphia who uses the
+pronoun they, has been handing out water and snacks to protesters, as
+well as first-aid supplies to any medics who may need them.
+
+“Anyone from the street medic community needs medical supplies, they can
+stop by here and get Band-Aids, gauzes, medical patches,” they said..
+
+Dr. Rupa Marya, a professor of medicine at the University of California,
+San Francisco, and a founder of the Do No Harm coalition, a collective
+of health care workers committed to aiding those affected by violence at
+the hands of police and military, said that some medical professionals
+took a while to adjust to the differences between hospital care and
+on-the-ground work.
+
+“In the hospital, everything is static,” Dr. Marya said. “The patients
+often stationary and then the care team is around that person. In the
+street you have a very fluid situation. A line of police are moving, the
+violence is almost always coming from the police. If people are being
+battered with chemical weapons, even if you want to go in and help them,
+you can’t put yourself at risk.”
+
+Ms. Hirschman said that caution showed how much the movement had evolved
+since her youth, when she would rush to demonstrations giving little
+thought to her own safety.
+
+“I’m an adrenaline junkie with a rescue fantasy,” she said. “Scratch a
+street medic, that’s what you find.
+
+Alain Delaqueriere contributed research.
+
+Jonah Bromwich is a news and features reporter. He writes 
+for the Style section. @jonesieman

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index c32201a..c1af2eb 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -6,7 +6,7 @@ There was an argument in the Medical Committee for Human Rights in 1964 about wh
 Contents
 --------
 
-[[About this book|mchr/about]]
+Introduction: [[Ann Hirschman|mchr/ann]]
 
 -   [[June Finer|mchr/june]]
 -   [[MCHR part 1|mchr/mchr1]]

diff --git a/hx/mchr/ajn.mdwn b/hx/mchr/ajn.mdwn
new file mode 100644
index 0000000..f8e0895
--- /dev/null
+++ b/hx/mchr/ajn.mdwn
@@ -0,0 +1,49 @@
+Violence in Chicago (excerpt)
+=============================
+
+*In October 1968, Jane A. Kennedy, MS, then assistant director of
+nursing for research and studies at the University of Chicago Hospitals
+and Clinics, reported in the *American Journal of Nursing* on her work
+with MCHR during the Democratic National Convention, held in Chicago on
+August 25--29, 1968.*
+
+I was on the street that day because I am a nurse, because I am
+concerned that many adults today seem totally uncomprehending of the
+needs and rights of today's youth, and because I am co-chairman of the
+Chicago Chapter of the Medical Committee for Human Rights.
+
+MCHR was organized in 1964 by doctors, nurses, and others interested in
+health issues related to the civil rights movement. Members of MCHR have
+provided "medical presence" in civil rights marches, in Resurrection
+City [a Poor People's Campaign encampment on the Washington Mall], and
+in demonstrations by youth and peace groups....
+
+In planning for convention week we worked closely with the Student
+Health Organization, a national group composed of medical, nursing, and
+paramedical students. From what we could learn, the city health
+department had no plans for emergency care, so it appeared that, for the
+demonstartors, there would be a health care vacuum unless we stepped
+in....
+
+During the week the most important instruction which I gave to teams as
+they left the station for areas where violence had been reported was to
+try to perform a calming influence for everyone involved, both
+demonstrators and police. My own experience proved this possible.
+
+At one point, police were making a sweeping move along Michigan Avenue,
+telling demonstrators and bystanders alike to move. The quicker people
+moved, the quicker the police pursued them and the more violent and
+hasty their actions became. We began to shout, "Walk, walk, walk." The
+people slowed down, the police slowed down, and everyone became
+calmer....
+
+[I]t appeared each policemen made his own decision about how he would
+relate to us. At one point, a nurse and two medical students who were
+waiting for me outside an aid station were stoned by the police. Over
+her uniform, the nurse was wearing a lab coat with red crosses on both
+sleeves. The medical students also were appropriately dressed. The nurse
+shouted, "Don't do that, we're medics." The police replied, "Medics! If
+you weren't here, they [the demonstrators] wouldn't be here."
+
+We treated about 1,000 persons during that tragic week; we were a
+calming influence on the streets; we were sick with the violence we saw.

diff --git a/hx/mchr/mchr1.mdwn b/hx/mchr/mchr1.mdwn
new file mode 100644
index 0000000..28c074e
--- /dev/null
+++ b/hx/mchr/mchr1.mdwn
@@ -0,0 +1,577 @@
+The Medical Committee for Human Rights: A Case Study in the Self-Liquidation of the New Left (part 1)
+=====================================================================================================
+
+Kotelchuk, Rhonda, and Levy, Howard (1986). The Medical Committee for
+Human Rights: A Case Study in the Self-Liquidation of the New Left. In
+*Race, Politics, and Culture: Critical Essays on the Radicalism of the
+1960s.* Reed, Adolph, ed. New York, Greenwood Press.
+
+*An earlier version of this paper included the study's methodology,
+focused more on the events of 1972, and omitted the analysis of the
+organization's direction from 1973-1979. It appeared as "MCHR: An
+Organization in Search of an Identity. What happened io the most
+important health organization on the Left." in *Health PAC Bulletin*
+(March/April 1975). Online at
+<http://www.healthpacbulletin.org/wp-content/uploads/2013/02/1975-63-March-April.pdf>*
+
+Introduction
+------------
+
+The Medical Committee for Human Rights (MCHR) was on the Selma Bridge at
+the Meredith march during the height of the 1960s civil rights movement.
+It attended to the injured during the Washington, D.C., urban riots and
+at the 1968 Democratic Convention. It served the Black Panthers, Young
+Lords, and other Third World organizations of the early 1970s. It was
+with women in support of legalized abortion, with welfare rightists
+fighting for supplemental food programs, with prisoners rebelling at
+Attica, with the National Liberation Front fighting to end the war in
+Vietnam, with hippies running free clinics, and with workers struggling
+for occupational health and safety.
+
+In short, MCHR was anywhere and everywhere there was movement in the
+decade from 1964 to 1974. There were, to be sure, other health
+organizations that for shorter periods during that decade also played
+important roles. It is conceivable that in the long run some of them may
+prove to have been of greater historical importance. As a reflection of
+the turmoil, conflict, and contradictions of political movements as it
+pertained to the health Left, however, only the MCHR provides an
+adequate canvas on which to depict that period in the richness, color,
+and tone required for accurate interpretation.
+
+What follows represents an attempt at an analytic history of MCHR. It is
+our hope that this account will catalyze serious reflection, discussion,
+and debate concerning the many issues confronted by the movement of the
+1960s, issues that promise to recur, albeit perhaps in different forms,
+in the movement of the coming decades.
+
+The MCHR suffered from many of the same unresolved theoretical and
+practical issues as did the rest of the American Left. Further, its wane
+was coincident with that of the larger movement. This fact, however,
+provides scant solace or excuse for those concerned with building a
+viable radical movement. It is our contention that unless the
+shortcomings of the past are presented, understood, meditated upon, and
+ultimately overcome, we can expect nothing but a repetition under new
+guises of the same errors that plagued us in the past and that still
+plague us. We realize that this runs contrary to a strong tendency
+pervading the American Left and having its roots in the character of
+American pragmatism: to forget or ignore the past and to turn
+optomistically to the future, vowing to "try harder next time."
+Nonetheless, it is our hope that such resistance can be surmounted and
+that at least the beginnings of such a process will be stimulated by
+what follows.
+
+The Catalyst and the Context
+----------------------------
+
+One night in June, 1964 three civil rights workers were arrested for
+speeding in Neshoba County, Mississippi, while investigating the burning
+of a black church. The sheriff claimed to have released them shortly
+after their arrest. A month later their savagely beaten and mutilated
+bodies were found buried 18 feet under a clay dam. The names James
+Chaney, Michael Schwerner, and Andrew Goodman flashed across television
+sets all over the country. Millions of Americans were shocked, angered,
+and more determined than ever to complete the crusade for which the
+young men had given their lives. Mississippi was to be liberated by
+exorcizing racism and hatred from its bowels.
+
+The year was that of the Mississippi Summer Project or, as it became
+known, Freedom Summer. Though supported by a coalition of civil rights
+organizations including the Congress of Racial Equality (CORE), its
+phosphorescent guiding light, moral impetus, and catalytic energy was
+provided by the Student Non-Violent Coordinating Committee (SNCC). The
+silent 1950s were over as thousands of Americans, mostly students,
+trudged off to the front lines of Mississippi to be greeted by bombings,
+beatings, arrests, state troopers, ferocious dogs, and sometimes death.
+
+Up to this time the medical community had been mostly quiescent. There
+were, however, progressive medical organizations still functioning as
+holdovers from the Old Left of earlier eras. Despite their low energy
+levels, they represented latent forces for social commitment within the
+medical community and set the stage for MCHR's emergence.
+
+In New York City, the Physicians' Forum held educational meetings,
+issued pronouncements on current issues, and wrote legislative proposals
+that were almost invariably ignored by a Congress that with all
+deliberate speed was going nowhere. Not that members of the Physicians'
+Forum and similar organizations had never known struggle. Many had a
+history of political activity dating back to the Communist Party of the
+1930s; some had been on the front lines of the founding of the CIO; a
+few had been on the even tougher front lines of the Spanish Civil War
+fighting on the side of the Loyalists. They may in practice have
+accepted the 1950s ideology of the end of ideology but, unlike their
+medical colleagues, they had been bitten and sensitized by the political
+bug. Their concern was heightened now by the fact that many had children
+who had gone South to join the fight for freedom and justice. With the
+killing of Chaney, Schwerner, and Goodman, they, as well as similar
+groups in other cities, were galvanized into action.
+
+Toward the mid-1960s organizations with a more explicit civil rights
+focus sprang up within the medical community. In 1963, for example, a
+group of doctors, mostly from New York City, organized the Medical
+Committee for Civil Rights (MCCR) in response to the growing militance
+of the civil rights movement. Its first officers included John Holloman
+and Walter Lear, both destined to play central roles in the MCHR. Other
+MCCR members later to join the MCHR included Tom Levin, Aaron Wells,
+Charles Goodrich, and Paul Comely.
+
+MCCR saw its role as challenging segregated medical facilities in the
+South and segregated local medical societies. In early June, 1963, MCCR
+wrote to the President of the American Medical Association (AMA)
+appealing for the "...termina[tion of] the racial exclusion policies
+of State and County Medical societies...direct membership in the AMA
+[for] Negro physicians who are denied membership in their State and
+County medical societies...oppos[ition to] the 'separate but equal'
+clause of the Hill-Burton Act." On June 20, following AMA inaction, 20
+MCCR doctors, all wearing suits and ties, shocked the medical community
+by picketing the annual convention of the AMA in Atlantic City, New
+Jersey, in what MCCR described as a "dignified public protest." Later
+that summer the MCCR published its first newsletter, announcing its
+support for the up coming March on Washington for Jobs and Freedom,
+which had been promoted by all the leading civil rights organizations.
+The MCCR that year also testified before Congress in support of pending
+civil rights legislation.
+
+Another group, albeit a nascent one, played a role in the genesis of the
+MCHR. In the early 1960s Tom Levin, a clinical psychologist in New York
+City, gathered together a mailing list of psychologists and social
+workers who had given money and support to the civil rights movement.
+The group, called the Committee of Conscience, became the first
+medically oriented group to make contact with the Southern-based civil
+rights movement when Levin went to Mississippi to obtain first-hand
+information about brutality against civil rights workers. The contacts
+Levin made, in particular with SNCC and CORE, later proved to be the
+direct link to the MCHR.
+
+In Los Angeles the Charles Drew Society had an ongoing concern with
+discrimination against Black doctors. In Chicago the Committee to End
+Discrimination in Medical Institutions (CED) was the MCHR's direct
+predecessor. Indeed, two of its members, Quentin Young and Irene Turner,
+were to assume preeminent leadership positions (nationally and locally,
+respectively) in the MCHR.
+
+Mississippi Bound
+-----------------
+
+The killings of Chaney, Shwerner, and Goodman resulted in a panicked
+telephone call to Tom Levin from James Forman, head of the Council of
+Federated Organizations (COFO). Although neither Forman nor Levin had a
+clear idea of what should be done, a series of hurried phone calls
+resulted in a meeting two days later of twenty-five to thirty largely
+older white and black professionals held in the office of Dr. John
+Holloman.
+
+One of the doctors present was Edward Barsky, a surgeon who had served
+as the chief medical officer of the Lincoln Brigade during the Spanish
+Civil War. Perhaps out of his experience it was proposed that a "sort of
+Abraham Lincoln Brigade" be sent to Mississippi. By July 4, 1964, with
+vague sense of action and little sense of strategy, the first team of
+doctors flew to the Magnolia State on what was called a fact-finding
+mission. The team included Tom Levin; Elliott Hurwitz, chief of surgery
+at Montefiore Hospital; Les Falk, a deputy director of the United Mine
+Workers' health program, the national office of which was located in
+Pittsburgh; and Richard Hausknecht, a private-practicing New York City
+gynecologist.
+
+Once on Mississippi soil the team scattered in different directions.
+Those more or less sharing a public health perspective, such as Falk,
+spent their time investigating segregation in local health facilities
+and exploring the local health establishment, particularly the black
+medical establishment, in search of people willing to meet the needs of
+civil rights workers. They concluded that what needed to be done was to
+directly fight segregation in southern health institutions. They
+suggested that the separate-but-equal clause of the Hill-Burton Act was
+a potential "action wedge" for such a program.
+
+Tom Levin, on the other hand, spent most of his time "on the front
+lines" with Bob Moses, SNCC leader of the Summer Project. After touring
+the battlefield, Levin concluded that what was needed was "medical
+presence" to directly aid the beleaguered civil rights workers and to
+employ the prominence and wealth of northern doctors in support of the
+civil rights movement (the idea, in fact, behind Levin's Committee of
+Conscience).
+
+When the team returned to New York City everyone agreed about one
+thing---that an organization was needed. At the suggestion of Falk, it

(Diff truncated)

diff --git a/hx/june.mdwn b/hx/mchr/june.mdwn
similarity index 100%
rename from hx/june.mdwn
rename to hx/mchr/june.mdwn

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index 19a64d3..c32201a 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -6,19 +6,19 @@ There was an argument in the Medical Committee for Human Rights in 1964 about wh
 Contents
 --------
 
-[[About this book|about]]
+[[About this book|mchr/about]]
 
--   [[June Finer|june]]
--   [[MCHR part 1|mchr1]]
--   [[Jane Kennedy|ajn]]
--   [[MCHR part 2|mchr2]]
--   [[Free Clinics|clinics]]
--   [[MCHR part 3|mchr3]]
--   [[Lincoln|lincoln]]
--   [[MCHR part 4|mchr4]]
--   [[Conclusion|conclusion]]
+-   [[June Finer|mchr/june]]
+-   [[MCHR part 1|mchr/mchr1]]
+-   [[Jane Kennedy|mchr/ajn]]
+-   [[MCHR part 2|mchr/mchr2]]
+-   [[Free Clinics|mchr/clinics]]
+-   [[MCHR part 3|mchr/mchr3]]
+-   [[Lincoln|mchr/lincoln]]
+-   [[MCHR part 4|mchr/mchr4]]
+-   [[Conclusion|mchr/conclusion]]
 
-[[Further Reading|sources]]
+[[Further Reading|mchr/sources]]
 
 Print version
 --------------

diff --git a/hx/june.mdwn b/hx/june.mdwn
new file mode 100644
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--- /dev/null
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+June Finer, 1965 Southern Coordinator of MCHR
+=====================
+
+From interviews by Debra L. Schultz in 1993. Debra L. Schultz. *Going
+South: Jewish Women in the Civil Rights Movement*. New York: New York
+University Press, 2001.
+
+Introduction, p. 12
+-------------------
+
+During her internship at a Jewish hospital in Chicago, British-born
+physician June Finer (b. 1935) began to understand American racism. "I
+began to be really upset by the level of illness of the Black people who
+would come in at death's door. Their health would be neglected until
+they were really, really, really sick. It became increasingly clear that
+the differences in class and income were making a big difference in
+their health status." Finer's relationship with Jewish activist and
+physician Quentin Young reinforced her perceptions and opened up a world
+of radical activism in Chicago. She became part of a long-standing
+interracial organization called the Committee to End Discrimination in
+Chicago Medical Institutions (CED). Finer headed south for the first
+time on a CED-cartered train to the 1963 March on Washington.
+
+Providing care (a traditional women's role) in a nontraditional career
+for women at that time, Finer worked with the medical staff during the
+1964 Mississippi Summer Project. She returned in the spring of 1965 to
+serve for five months as southern coordinator for the Medical Committee
+for Human Rights (MCHR). Finer managed and dispatched the many volunteer
+medical professionals who came south. MCHR literally bound up the wounds
+of SNCC activists on the front lines.
+
+Mississippi Summer, p. 73-74
+----------------------------
+
+In addition to teaching, other Jewish women brought specific expertise
+with them down south. Among the relatively small number of women
+professionals was physician June Finer. She went south as part of the
+Medical Committee for Human Rights' (MCHR) work in the Mississippi
+Freedom Summer Project. She was one of approximately one hundred
+physicians, nurses, and psychologists MCHR sent out in teams to COFO
+centers. Finer spent two weeks at SNCC headquarters in Greenwood and
+returned to the North to finish her residency.
+
+> We did educational stuff with the SNCC people who I think probably
+> resented us to some degree. We would try to do public health teaching
+> about not sharing cups and spoons, and stuff that isn't that popular.
+> I think the white northern students who went South to work in the
+> civil rights movement had no patience for that. They felt we were
+> being patronizing. Maybe we were.
+
+Selma Movement, p. 82-84
+------------------------
+
+After the Mississippi Summer Project, the Selma movement of 1965 was one
+of the last large interracial initiatives of the civil rights movement.
+Designed to engage federal protection of voting rights, it was
+multifaceted and had a large educational dimension. But as violence and
+repression increased in Selma, the movement inevitably became more
+confrontational. Prior to the Selma march in 1965, there had been
+relatively few white civil rights workers in Alabama. Among them were
+... Dr. June Finer, who spent five months as southern coordinator
+for the Medical Committee for Human Rights (MCHR).
+
+As the Selma movement was heating up, Dr. June Finer arrived as a paid
+southern coordinator for the Medical Committee for Human Rights, setting
+up MCHR-funded offices in Baton Rouge, Montgomery, and Selma. In quieter
+times, she sought to contribute to local public health needs. For
+example, Finer interviewed some of the Selma doctors to ascertain their
+attitudes toward Black patients. She and her medical colleagues visited
+the hospitals and talked to public health officials, trying to improve
+the treatment of Black patients. They also taught about health matters
+and first aid to a variety of groups, including church groups, which
+were often centers of movement support.
+
+Primarily, however, Finer focused on emergency medical needs that arose
+during demonstrations, dispatching incoming medical teams from the North
+to places where they were most needed.
+
+> We were always on standby for demonstrations. We wore red cross
+> symbols---a white armband with a little red cross to identify us. It
+> was felt that our presence at demonstrations was of some importance
+> although in fact there's not much you could do [for tear gas].
+
+During the larger demonstrations, when people were jailed, Finer and her
+colleagues would "go to the jail and demand to see them, thinking this
+might perhaps prevent them from being beaten up because a medical person
+had viewed them at some point. If subsequently they appeared to be
+damaged in any way, one could make a testimony about that."
+
+Southern Jews, p. 98-99
+-----------------------
+
+June Finer had an experience that exemplifies poignantly the bind in
+which civil rights protests placed the southern Jewish community. During
+the summer of 1965, there were several Jewish medical people from the
+Medical Committee for Human Rights assigned to Selma for one- or
+two-week periods. Finer recalls:
+
+> With a couple of Jewish kids who were in the group at that time, we
+> decided to put on our proper clothes and go to *shul* [synagogue] on
+> Friday. In Selma there was a small Jewish congregation probably of no
+> more than 50 or 60 people. The main *shul* had been closed off, and
+> they had the services in a smaller assembly room. After the service
+> they had coffee and cake. It was very strange meeting this group of
+> Southern Jews who were very fearful of us because they were trying to
+> keep a low profile. They were clearly worried that our presence might
+> label them as radicals and revolutionaries.
+
+Only one family reached out to the Jewish civil rights workers and
+invited them to their home. Given the family's own hardships due to
+civil rights work in Selma, they were certainly going out on a limb to
+do so. As Finer remembers it, the Bartons---mother and
+daughter---explained
+
+> that a lot of people were very, very worried about our presence there.
+> The mother was not so southern. She still retained all of her Jewish
+> qualities. The daughter, who was probably my age, was called Betty
+> Faye---Betty Faye Barton. She was like a southern belle but very
+> conscious that she was Jewish. And the father was actually in a mental
+> hospital. He had suffered a severe depression because his shoe store
+> was closed because of the very successful boycott of downtown Selma.
+> It was very strange because here we were as symbol [of what] had in
+> fact demolished this family. The mother was a kindly Jewish lady and
+> she made *rugelach* [a traditional Jewish pastry]. It was a very,
+> very surreal sort of meeting. They were taking huge risks by having us
+> over to their house. They [might] get labeled as "nigger lovers" and
+> they would be even less likely to be able to make a living. I don't
+> know what they were living on with the store bankrupt and the father
+> away. I don't know how they were making ends meet.
+
+This story of Betty Faye Barton is one of the few accounts of southern
+Jewish women reaching out directly to civil rights workers during the
+movement. It underscores the economic and social vulnerability of the
+large sector of the southern Jewish community who survived as small
+scale merchants.
+
+The Klan, p. 100-101
+--------------------
+
+Although [June Finer] and others did not think of their civil rights
+activism in terms of their being Jewish, other members of southern
+society---including the Klan---certainly did. In the South, however,
+Jewish women feared the Klan more as civil rights workers than as Jews.
+
+After the Selma to Montgomery march, June finer and her colleagues
+
+> basically got run out of town in Lowndes County after the priest
+> Jonathan Daniels was killed. Some of the civil rights workers had been
+> arrested and we went there to make a doctor visit at the jail, [but]
+> as we stood near the courthouse asking where the sheriff's office was,
+> we were surrounded by these guys looking very evil, and we were told
+> that the sheriff was out of town and we'd better get out of town
+> quickly. We were sort of shuffled back to our car and then basically
+> chased out of town. At one point they had one car alongside and one
+> car right behind us and they would keep trying to cut us off.
+> Apparently what they were doing was quite dangerous, and the driver of
+> our car---I think he was a dentist from San Francisco---really kept
+> his head and got us out of there.
+
+Finer notes that many of the medical and professional volunteers,
+including the dentist and a psychologist in the car, were Jewish, as is
+she. When surrounded by men who were very likely members of the Klan,
+Finer didn't think about he own or her colleagues' Jewishness---either
+as a comforting bond or a potential liability.
+
+I asked Finer how, despite not being attuned to her Jewishness in such
+moments, she knew that "many, many, many of the medical and related
+professional volunteers were in fact Jewish.... I would say the vast
+majority were Jewish." She replied: "Just culturally. I had lived in
+Chicago with the Jewish community to a large degree since 1960, so I had
+a pretty good sense of who was and wasn't Jewish. A lot of the nurses
+perhaps were not Jewish, but most of the doctors and psychologists were.
+Most of the doctors were either Black or Jewish."
+
+Family Legacies, p. 141, 144, 150, 175
+--------------------------------------
+
+A daughter of a professional father, June Finer was born in London,
+England, in 1935, the eldest of three sisters. Her paternal grandparents
+sold men's clothes from a cart in the East End. Her father became a
+physician and maintained his practice long after he could have retired.
+Finer's maternal grandfather, an artist who had a glass-cutting
+business, managed to send his daughter to college for two years. Finer's
+mother dropped out of college to help her husband in his practice. It
+was clear to Finer that her parents were middle class because "we lived
+in a working-class neighborhood," in which all the row houses were small
+and subsidized, and "the doctor's house was the one individually
+designed house," with a driveway, a garage, and "a garden about three
+times the size of everybody else's."
+
+Nevertheless, the war and two bouts of tuberculosis made Finer's
+childhood far from idyllic. Despide her family's high-class status in
+their community, the bombing of London and the experience of severe
+illness showed Finer that money did not provide security. Her own

(Diff truncated)

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index acd8ce5..19a64d3 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -6,19 +6,19 @@ There was an argument in the Medical Committee for Human Rights in 1964 about wh
 Contents
 --------
 
-[About this book](about.html)
+[[About this book|about]]
 
--   [June Finer](june.html)
--   [MCHR part 1](mchr1.html)
--   [Jane Kennedy](ajn.html)
--   [MCHR part 2](mchr2.html)
--   [Free Clinics](clinics.html)
--   [MCHR part 3](mchr3.html)
--   [Lincoln](lincoln.html)
--   [MCHR part 4](mchr4.html)
--   [Conclusion](conclusion.html)
+-   [[June Finer|june]]
+-   [[MCHR part 1|mchr1]]
+-   [[Jane Kennedy|ajn]]
+-   [[MCHR part 2|mchr2]]
+-   [[Free Clinics|clinics]]
+-   [[MCHR part 3|mchr3]]
+-   [[Lincoln|lincoln]]
+-   [[MCHR part 4|mchr4]]
+-   [[Conclusion|conclusion]]
 
-[Further Reading](sources.html)
+[[Further Reading|sources]]
 
 Print version
 --------------

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
index 71745a0..acd8ce5 100644
--- a/hx/mchr.mdwn
+++ b/hx/mchr.mdwn
@@ -1,4 +1,4 @@
-MCHR STORIES, 1964--1979
+MCHR STORIES, 1964 -- 1979
 =================
 
 There was an argument in the Medical Committee for Human Rights in 1964 about whether the MCHR doctors should work to desegregate the southern hospital system or act as a Lincoln Brigade/American Medical Bureau-style support corps for COFO/SNCC/etc civil rights workers after Chaney, Goodman, and Schwerner were killed. For better or worse, MCHR decided to be movement medics and leave the hospital desegregation to other people and later times.

diff --git a/hx/mchr.mdwn b/hx/mchr.mdwn
new file mode 100644
index 0000000..71745a0
--- /dev/null
+++ b/hx/mchr.mdwn
@@ -0,0 +1,26 @@
+MCHR STORIES, 1964--1979
+=================
+
+There was an argument in the Medical Committee for Human Rights in 1964 about whether the MCHR doctors should work to desegregate the southern hospital system or act as a Lincoln Brigade/American Medical Bureau-style support corps for COFO/SNCC/etc civil rights workers after Chaney, Goodman, and Schwerner were killed. For better or worse, MCHR decided to be movement medics and leave the hospital desegregation to other people and later times.
+
+Contents
+--------
+
+[About this book](about.html)
+
+-   [June Finer](june.html)
+-   [MCHR part 1](mchr1.html)
+-   [Jane Kennedy](ajn.html)
+-   [MCHR part 2](mchr2.html)
+-   [Free Clinics](clinics.html)
+-   [MCHR part 3](mchr3.html)
+-   [Lincoln](lincoln.html)
+-   [MCHR part 4](mchr4.html)
+-   [Conclusion](conclusion.html)
+
+[Further Reading](sources.html)
+
+Print version
+--------------
+
+mchr-zine.pdf

diff --git a/hx.mdwn b/hx.mdwn
new file mode 100644
index 0000000..8f9f1a2
--- /dev/null
+++ b/hx.mdwn
@@ -0,0 +1,8 @@
+*Helping Health Workers Learn* is a book by David Werner and Bill Bower.
+
+* [[MCHR Stories, 1964--1979|hx/mchr]], 21 Jan 2015
+* North American Street Medic Stories, 1999--2004, 19 Nov 2014
+* Superstorm Sandy reader, 2012, 13 Aug 2015
+* Political Medicine in Ferguson, 2014--2015, 18 December 2015
+
+Read a free PDF or buy a copy of *Helping Health Workers Learn* at [Hesperian Health Guides](https://hesperian.org/books-and-resources/).

diff --git a/index.mdwn b/index.mdwn
index 66fc2f2..caaffcf 100644
--- a/index.mdwn
+++ b/index.mdwn
@@ -3,7 +3,7 @@
 * [[20h]]
 * [[agm]]
 * [[h+s]]
-* hx
+* [[hx]]
 
 All wikis are supposed to have a [[SandBox]], so this one does too.
 

diff --git a/index.mdwn b/index.mdwn
index 402e0cb..66fc2f2 100644
--- a/index.mdwn
+++ b/index.mdwn
@@ -3,6 +3,7 @@
 * [[20h]]
 * [[agm]]
 * [[h+s]]
+* hx
 
 All wikis are supposed to have a [[SandBox]], so this one does too.
 

diff --git a/20h.mdwn b/20h.mdwn
index d3a8073..c52d61c 100644
--- a/20h.mdwn
+++ b/20h.mdwn
@@ -1,6 +1,6 @@
 *Helping Health Workers Learn* is a book by David Werner and Bill Bower.
 
-* June 2013 in Piedra Area of Colorado for Wild Roots Feral Futures, during a [[20h/wildfire]].
 * October 2020 in southeast Wisconsin for Chicago's Medical Emissaries, during a [[20h/pandemic]].
+* June 2013 in Piedra Area of Colorado for Wild Roots Feral Futures, during a [[20h/wildfire]].
 
 Read a free PDF or buy a copy of *Helping Health Workers Learn* at [Hesperian Health Guides](https://hesperian.org/books-and-resources/).

diff --git a/h+s.mdwn b/h+s.mdwn
index 8c9f9dd..a1006ed 100644
--- a/h+s.mdwn
+++ b/h+s.mdwn
@@ -8,6 +8,6 @@
 
 * February 2014 (for female criminal defense attorneys in Chicago): [[h+s/resilience]]
 * March 2012 (for squatters in East New York): [[squat health|h+s/nysquat]].
-* November 2011 (for peer social workers in Occupy Tampa): preventing and solving [[social problems|h+s/tampa]].
+* November 2011 (for peer social workers in Occupy Tampa): [[preventing and solving social problems|h+s/tampa]].
 
 Read a free PDF or buy a copy of *Helping Health Workers Learn* at [Hesperian Health Guides](https://hesperian.org/books-and-resources/).

diff --git a/h+s.mdwn b/h+s.mdwn
index 7edffe5..8c9f9dd 100644
--- a/h+s.mdwn
+++ b/h+s.mdwn
@@ -1,7 +1,7 @@
 *Helping Health Workers Learn* is a book by David Werner and Bill Bower.
 
 * November 2014 in Ferguson, Missouri for the Hands Up Coalition, during the second wave of [[Ferguson unrest|h+s/ferguson]] (2.5 hours).
-* November 2011 in Brooklyn, for members of affinity groups during [[Occupy Wall Street|h+s/ows]] (3.5 hours).
+* November 2011 in Brooklyn, New York for members of affinity groups during [[Occupy Wall Street|h+s/ows]] (3.5 hours).
 
 *Special Topics*
 

diff --git a/agm.mdwn b/agm.mdwn
index e06ec4c..31d7b9c 100644
--- a/agm.mdwn
+++ b/agm.mdwn
@@ -1,5 +1,6 @@
 *Helping Health Workers Learn* is a book by David Werner and Bill Bower.
 
+* October 2017 in Madison County, Kentucky for Movement for Black Lives and environmental justice activists at [[Berea Rising|/berising]] (8 hours).
 * April 2016 in Atlanta, Georgia for AllOutATL and the No Klan Caravan, during a convergence at [[Stone Mountain|agm/noklan]], Georgia against a Ku Klux Klan and National Socialist Movement rally (6 hours).
 
 Read a free PDF or buy a copy of *Helping Health Workers Learn* at [Hesperian Health Guides](https://hesperian.org/books-and-resources/).

diff --git a/h+s/resilience/Resources.mdwn b/h+s/resilience/Resources.mdwn
new file mode 100644
index 0000000..c5a8898
--- /dev/null
+++ b/h+s/resilience/Resources.mdwn
@@ -0,0 +1,93 @@
+Resources
+=========
+
+10 guiding principles of recovery
+---------------------------------
+
+1.  Recovery emerges from hope.
+
+2.  Recovery is person-driven.
+
+3.  Recovery occurs via many pathways.
+
+4.  Recovery is holistic.
+
+5.  Recovery is supported by peers and allies.
+
+6.  Recovery is supported through relationship and social networks.
+
+7.  Recovery is culturally-based and influenced.
+
+8.  Recovery is supported by addressing trauma.
+
+9.  Recovery involves individual, family, and community strengths and
+    responsibility.
+
+10. Recovery is based on respect.
+
+**See** SAMHSA's Recovery Support Initiative
+(samhsa.gov/recovery).
+
+Numbers to know
+---------------
+
+### Crisis
+
+-   Emergency Services: 911
+
+-   National Domestic Violence Hotline (24/7): 800-799-7233
+
+-   Suicide Hotline (connects you to local resources)(24/7):
+    800-784-2433
+
+-   Chicago Mental Health Crisis Hotline (24/7): 773-769-0205
+
+### Help
+
+-   Chicago Alcoholics Anonymous (24/7): 312-346-1475;
+    chicagoaa.org
+
+-   Chicagoland Narcotics Anonymous (24/7): 708-848-4884;
+    chicagona.org
+
+-   Cincinnati Peer Support Warmline (mental health)(24/7): 513-931-9276
+
+-   San Francisco Sex Info Line (M-Th 5p-11p, F 5-8p, Sa 4-7p):
+    415-989-7374
+
+-   Backline Pregnancy Options Line (M-Th 8p-1a, F-Su 1p-6p):
+    888-493-0092
+
+### Organizations to know
+
+-   Chicago Healing Justice Network:
+    facebook.com/ChicagoHealingJusticeNetwork
+
+-   Chicago Action Medical:
+    chicagoactionmedical.wordpress.com
+
+-   Sage Community Health Collective:
+    sagecommunityhealth.org
+
+-   Chicago Women's Health Center:
+    chicagowomenshealthcenter.org
+
+Instructors
+-----------
+
+A. Grace Keller is a civilian crisis response trainer and a member of
+Chicago Action Medical. She has twelve years of experience as a
+front-line health worker, educator, and health systems designer in
+urban, small-town, and backwoods environments. She maintains an interest
+in how lay health workers address complex social situations and trauma
+using what is always already to hand in their lives and landscapes.
+
+Shira Vardi is a licensed clinical social worker, a Guild-certified
+Feldenkrais body-awareness practitioner, and an educator. For ten years,
+Shira has worked with people through challenging life transitions,
+including domestic violence, illness, typical aging and elder abuse, and
+professional growth and development. Shira founded Encounters in Motion,
+which provides mindfulness services (Feldenkrais, meditation, dance) to
+individuals, groups, and organizations. Shira is committed to supporting
+culture change in the direction of self-care, sharing our human
+vulnerabilities, and fostering connection.

diff --git a/h+s/resilience/tragedy.mdwn b/h+s/resilience/tragedy.mdwn
new file mode 100644
index 0000000..e12bb80
--- /dev/null
+++ b/h+s/resilience/tragedy.mdwn
@@ -0,0 +1,114 @@
+The Healing is in the Work: Jen DiFazio's Tragedy
+=================================================
+
+##### *(Please note: all names, firms, and cases are fictional)*
+
+**Jen DiFazio** is a 39 year old criminal defense attorney who has been employed by the
+law firm Coursey, Bowen, & Cohen for the past six years. She is
+currently an associate in the firm. Jen is petite and looks young for
+her age. She tries to compensate with a stern hairdo and impeccable
+attire on the job. She lives in the South Loop with her life partner of
+ten years.
+
+Jen has gained a solid reputation for her commitment to defending people
+against an unjust system, for her passion in the courtroom, and for her
+attention to detail. She seems to be the only one who has noticed the
+change in her performance in the last few months. She thinks she can
+trace the change to the Chuy Mendoza case.
+
+It was just a low-level drug case. Chuy Mendoza had been swept up in a
+huge bust and caught with a few ounces of weed. After 30 years in
+Chicago he had no family in Mexico, but wasn't naturalized. Jen's team
+didn't adequately prepare Chuy for losing at the trial level. He didn't
+understand his chances on appeal. Right before the trial Chuy told Jen
+that in the '90s he worked as a mule for the Sinaloa Cartel, and had
+left on bad terms.
+
+When the judge threw the book at him, Chuy told his wife he wanted out
+of immigration prison and self-deported to what Jen knew would be an
+ugly death. All for a few ounces of weed. It had never occurred to Jen
+that Chuy wouldn't appeal.
+
+Jen knows that she didn't give it her all. Her mother was diagnosed with
+stage 3 lung cancer a few days after she took on the case. Jen worked on
+the briefing as long and as hard as she always did, but she was
+distracted by fear for her mother and responsibilities to her family.
+Her mother was in and out of the hospital and her father called Jen
+every night in need of Jen's support. Jen wonders if the case would have
+gone differently if it hadn't been for her mother's illness.
+
+Jen can't stop scrutinizing her choices in Chuy's case, heartbroken that
+she didn't educate sooner. It wasn't the first time that she had been
+demoralized by the injustices of the system, but in the past she could
+let losses go and use her anger for the appeal or the next case. Since
+the Mendoza case, she found her anger increasing after every jail visit
+and every loss. She felt helpless and lost when she stopped to breathe,
+so she avoided reflection and pushed herself with an increased workload.
+When her father called in the evenings, she struggled to not become
+irritable with him, but she couldn't let herself see how scared he was.
+
+Jen's client Mike Wallace is a naive babyfaced twenty-year-old, who
+reminds her of a young client of hers who lost his life in County a
+little over a year ago. She wonders if she's visiting him too much.
+Whenever she shows up for a jail visit the guards snigger and joke about
+Mike's "special friend." Jen shrugs it off. Two weeks ago Mike had a
+ten-thousand yard stare. She asked him what had happened. His whole body
+shook. Finally he whispered that it was her fault he was still in jail.
+He told her that she hadn't done anything for him but visit, and that he
+needed a real lawyer.
+
+Jen wanted to scream at him. She'd be able to represent him better if
+he'd quit lying about key facts of his case! Instead she calmly said
+that she understood the huge pressures that were being put on him, and
+that she understood his hesitance to trust her and the system. She told
+him the team was working hard on his case. When she got back to her car,
+she took an advil to kill her pressure headache and pounded the steering
+wheel with her fists.
+
+Almost every night Jen has to drink a couple of glasses of wine before
+bed to help her relax. Her partner tries to be supportive but after ten
+years together he still doesn't understand the legal system and has no
+capacity to understand the brutality she faces every day. She continues
+to visit Mike twice a week because she promised his mom she wouldn't let
+him get killed in jail, but now she has to force herself to work on his
+case. It doesn't help when her mother finds out that the radiation
+therapy didn't work. Jen's mother is going back into chemotherapy and
+wants Jen's support during the treatments.
+
+On the six-month anniversary of the Mendoza sentencing hearing, Jen
+started her morning at the probable cause hearing of a client who was
+raped by a cop during a prostitution sting. She tried to clear her head
+as the hearing began, but the advil took a while to kick in. Then she
+forgot to file a motion that she had prepared. After the hearing the
+client, Alicia, told her that she hadn't had her period since the rape
+and doesn't know who will take the baby if she gives birth in jail. Jen
+was crushed. That motion probably could have gotten Alicia out. Due to
+Jen's oversight, Alicia will still be in jail when the baby is born
+unless someone makes bail, and it will be Jen's fault.
+
+She drank, but she couldn't sleep that night or the next. She lay awake
+worrying fruitlessly about Alicia, and tormented by guilt over Chuy's
+fate. On Wednesday, exhausted and with no solutions, Jen scheduled an
+emergency meeting with a psychiatrist who had good Yelp reviews. She
+took off early to see him the same day. The psychiatrist only seemed
+interested in her feelings -- she didn't want to waste her time talking
+about something as insignificant as her feelings! She wanted to know how
+she can stop failing her clients! But she cannot admit fault. She is
+terrified of professional or social liability. She told the psychiatrist
+that her work is demoralizing and heartbreaking, but not doing it would
+be even more demoralizing and heartbreaking. The psychiatrist wrote her
+a prescription. His secretary scheduled her follow-up.
+
+On her way home Jen filled her prescription. She was overwhelmed with
+anger -- anger at the psychiatrist for wasting her time, anger at
+herself for her inability to save her clients or be there for her mother
+or even ask for help, and anger at the world, at the injustices that her
+clients suffer, at judges and male colleagues who don't take her
+seriously, at being taken for granted by her father and her partner. Jen
+took the pills she was prescribed and went on autopilot to a bar she
+hadn't been to since law school.
+
+Jen awoke in a hospital. She struggled against her IV lines, frantically
+looking for her phone, desperate to know what day it was, needing to
+call her office to keep up appearances and find out what damage she had
+caused by her absence.

diff --git a/h+s/resilience/skills.mdwn b/h+s/resilience/skills.mdwn
index 958af4e..6b8dfec 100644
--- a/h+s/resilience/skills.mdwn
+++ b/h+s/resilience/skills.mdwn
@@ -27,7 +27,7 @@ pairs may work as a team. We look out for each other, check in with each
 other, and debrief together. We don't face our dilemmas alone. A medic
 without a buddy is off-duty.
 
-##### Choose a good buddy for you
+**Choose a good buddy for you**
 
 -   Someone calm, who you trust and with whom you feel safe.
 
@@ -37,42 +37,30 @@ without a buddy is off-duty.
 -   Different experience levels, different training, and different
     skills (so you can learn from each other).
 
-##### Lay your cards on the table
-
-and get to know your buddy right off the bat. You can choose a buddy and
+**Lay your cards on the table** and get to know your buddy right off the bat. You can choose a buddy and
 get to know her quickly with PEARL.
 
-**P**
-
-for **Physical** strengths and vulnerabilities. Share about your
+**P** for **Physical** strengths and vulnerabilities. Share about your
 stamina, your best hours, what you do to adapt to your disabilities or
 impairments, routines that keep you healthy, medical conditions,
 medication schedules, and food/bathroom needs.
 
-**E** 
-
-for **Emotional** strengths and vulnerabilities. Share about hopes,
+**E** for **Emotional** strengths and vulnerabilities. Share about hopes,
 fears, how to cheer you up, what situations you try to avoid, who is in
 your support network, how to tell if you're not doing well, how to know
 when you're doing great!
 
-**A**
-
-for **Arrest** or **Assault** risk. Medics decide whether we are willing
+**A** for **Arrest** or **Assault** risk. Medics decide whether we are willing
 to risk arrest or assault in the line of duty. We work in unsafe scenes,
 and buddies must be honest about how much danger is too much, so they do
 not abandon each other.
 
-**R**
-
-for **Roles**. In the field, one medic buddy will focus on a patient
+**R** for **Roles**. In the field, one medic buddy will focus on a patient
 while the other focuses on the scene and communications. Out of the
 field, medics take on other roles, like emotional support, sexual
 assault advocate, or clinician.
 
-**L**
-
-for **Loose ends**. What special skills do you have to offer? What's a
+**L** for **Loose ends**. What special skills do you have to offer? What's a
 little-known fact about you? Does your political or religious practice
 sustain you in your work?
 
@@ -82,9 +70,7 @@ trauma, addictions, diabetes and fibromyalgia. A free digital copy of a
 guide to writing a WRAP is available at
 [store.samhsa.gov/shin/content/SMA-3720/SMA-3720.pdf](store.samhsa.gov/shin/content/SMA-3720/SMA-3720.pdf)
 
-##### Grounding
-
-is a way to free yourself from feeling too much (overwhelming emotions
+**Grounding** is a way to free yourself from feeling too much (overwhelming emotions
 or memories) or too little (numbing and dissociation). When you are
 conscious of your body and the world around it and able to tolerate
 both, you can do a better job of helping and spreading calm to others.
@@ -127,9 +113,7 @@ A simple way to check in with your buddy (or yourself) in hectic times:
 
 -   What do you need to do?
 
-##### Our basic needs are pretty simple.
-
-You can inventory them with the acronym HALTS, borrowed from 12-step
+**Our basic needs are pretty simple.** You can inventory them with the acronym HALTS, borrowed from 12-step
 support groups. Are you Hungry (or thirsty), Angry, Lonely, Tired, or
 taking yourself too Seriously? People in addictions recovery identify
 these five needs as key to preventing relapse, and people in mental
@@ -209,7 +193,7 @@ risk!
 
 ### Support without rescuing
 
-##### Being supportive
+**Being supportive**
 
 If you find yourself attracted to crisis, ask yourself if you have a
 rescue fantasy. Rescuing is a very draining activity. Rescuing means:
@@ -224,7 +208,7 @@ rescue fantasy. Rescuing is a very draining activity. Rescuing means:
 
 -   Doing something you really don't want to do for someone.
 
-##### How to be supportive without rescuing
+**How to be supportive without rescuing**
 
 1.  Ask the person what he wants and doesn't want.
 
@@ -237,9 +221,7 @@ rescue fantasy. Rescuing is a very draining activity. Rescuing means:
 5.  Acknowledge you may have an investment in rescuing others. Learn
     where it comes from and care for that part of yourself.
 
-##### People in crisis
-
-are often treated as if they're the problem. If your buddy or client is
+**People in crisis** are often treated as if they're the problem. If your buddy or client is
 in crisis, don't think, "What's wrong with you?" Start thinking, "What
 happened to you?" and then "What are we going to do about it?" Help your
 buddy get to where she needs to be to do what she needs to do. Each time
@@ -265,7 +247,7 @@ some ideas about how to minimize alcohol:
 
 ### Sleep
 
-##### What prevents sleep?
+**What prevents sleep?**
 
 -   Stress, anxiety, anger, and fear (adrenaline in the short-term and
     cortisol in the long-term).
@@ -277,7 +259,7 @@ some ideas about how to minimize alcohol:
 
 -   Poor nutrition. Lack of food. Heavy meals right before bedtime.
 
-##### What promotes sleep?
+**What promotes sleep?**
 
 -   Routine: try to go to bed at night and rise in the morning at
     regular times.
@@ -315,9 +297,7 @@ At that point they may just want bad feelings to stop immediately, but
 the people they reach out to may not be prepared to respond
 appropriately.
 
-##### You can ask for support at any time
-
--- before, during, or after a hard time. Here are some suggestions to
+**You can ask for support at any time** -- before, during, or after a hard time. Here are some suggestions to
 help with asking for support:
 
 -   Start small: practice on safe people, with simple requests.

diff --git a/h+s/resilience/skills.mdwn b/h+s/resilience/skills.mdwn
new file mode 100644
index 0000000..958af4e
--- /dev/null
+++ b/h+s/resilience/skills.mdwn
@@ -0,0 +1,333 @@
+Resilience Skills
+=================
+
+Your health and well-being have a huge impact on how resilient and
+effective you are. There are a lot of social messages that self-care is
+a luxury, that you treat yourself in your free time and neglect yourself
+when you're on the job. Those messages are wrong. You can always
+cultivate well-being exactly where you are.
+
+In this training we teach skills developed by street medics to maintain
+our resilience and effectiveness as self-organized health support
+workers in high-stress, low-sleep, high-stakes environments: mass
+protests and catastrophic disasters. These skills are a major
+intervention into the wider macho culture of emergency care and incident
+management of which we are a part. During today's training, consider how
+you can modify these skills to create a similar culture of care for your
+social circle in the legal profession.
+
+Things you can start doing now
+------------------------------
+
+### Get a buddy and ground
+
+This workshop started with you getting a buddy and checking in with each
+other. Street medics work in pairs or groups of three. Multiple buddy
+pairs may work as a team. We look out for each other, check in with each
+other, and debrief together. We don't face our dilemmas alone. A medic
+without a buddy is off-duty.
+
+##### Choose a good buddy for you
+
+-   Someone calm, who you trust and with whom you feel safe.
+
+-   Similar risk level of situations you will take on and situations you
+    will avoid.
+
+-   Different experience levels, different training, and different
+    skills (so you can learn from each other).
+
+##### Lay your cards on the table
+
+and get to know your buddy right off the bat. You can choose a buddy and
+get to know her quickly with PEARL.
+
+**P**
+
+for **Physical** strengths and vulnerabilities. Share about your
+stamina, your best hours, what you do to adapt to your disabilities or
+impairments, routines that keep you healthy, medical conditions,
+medication schedules, and food/bathroom needs.
+
+**E** 
+
+for **Emotional** strengths and vulnerabilities. Share about hopes,
+fears, how to cheer you up, what situations you try to avoid, who is in
+your support network, how to tell if you're not doing well, how to know
+when you're doing great!
+
+**A**
+
+for **Arrest** or **Assault** risk. Medics decide whether we are willing
+to risk arrest or assault in the line of duty. We work in unsafe scenes,
+and buddies must be honest about how much danger is too much, so they do
+not abandon each other.
+
+**R**
+
+for **Roles**. In the field, one medic buddy will focus on a patient
+while the other focuses on the scene and communications. Out of the
+field, medics take on other roles, like emotional support, sexual
+assault advocate, or clinician.
+
+**L**
+
+for **Loose ends**. What special skills do you have to offer? What's a
+little-known fact about you? Does your political or religious practice
+sustain you in your work?
+
+PEARL has a lot in common with Wellness Recovery Action Plans (WRAPs)
+used in the mental health recovery movement and for living well with
+trauma, addictions, diabetes and fibromyalgia. A free digital copy of a
+guide to writing a WRAP is available at
+[store.samhsa.gov/shin/content/SMA-3720/SMA-3720.pdf](store.samhsa.gov/shin/content/SMA-3720/SMA-3720.pdf)
+
+##### Grounding
+
+is a way to free yourself from feeling too much (overwhelming emotions
+or memories) or too little (numbing and dissociation). When you are
+conscious of your body and the world around it and able to tolerate
+both, you can do a better job of helping and spreading calm to others.
+Here are some ways people ground (from Cindy Crabb's *Support* zine):
+
+-   Blink hard. Blink again. Do it once more as hard as you can.
+
+-   Make tea. Drink it.
+
+-   Call a friend.
+
+-   Eat a snack.
+
+-   Jump up and down, waving your arms.
+
+-   Lie down on the floor. Feel your body connect with it. Keep your
+    eyes open. How does it feel? Describe it out loud to yourself.
+
+-   Clap your hands.
+
+-   Breathe deeply. Keep breathing. Pay attention to your every breath.
+
+-   Hold a pet, stuffed animal, pillow, or your favorite blanket.
+
+-   Alternately tense and relax some muscles.
+
+-   Move your eyes from object to object, stopping to focus on each one.
+
+-   Wash your face.
+
+-   Go outside for sunshine or fresh air.
+
+-   Listen to a song you love.
+
+### Check in
+
+A simple way to check in with your buddy (or yourself) in hectic times:
+
+-   What did you do to take care of yourself today?
+
+-   What do you need to do?
+
+##### Our basic needs are pretty simple.
+
+You can inventory them with the acronym HALTS, borrowed from 12-step
+support groups. Are you Hungry (or thirsty), Angry, Lonely, Tired, or
+taking yourself too Seriously? People in addictions recovery identify
+these five needs as key to preventing relapse, and people in mental
+health recovery identify them as key to avoiding breakdowns. If you
+identify that you've forgotten to eat all day, for example, you can do
+something about it, and feel better!
+
+### Check out or debrief
+
+Each time you and your buddy part ways or sleep, debrief first.
+
+-   What was your low point today?
+
+-   What was your high point?
+
+Daily debrief counters feelings of isolation, creates a shared narrative
+of the day, and strengthens learning. After particularly stressful days,
+debrief interrupts post-traumatic stress formation by helping you
+reveal, recognize, and integrate acute stress before sleep hardens it.
+
+Separately from debrief, get together with your buddy and a few allies
+to regularly evaluate the work you're doing. Do this in a safe and
+trusting space, without hierarchy. Evaluation gives you a chance to
+celebrate; to modify your vision, goals, strategy, and logistics; and to
+recognize when you need more back-up or need to let go and move on.
+
+Habits you can cultivate
+------------------------
+
+### Drink water
+
+Water flushes waste from your body and keeps things moving. Drinking
+water helps prevent and ease stress, headache, asthma, aches and pains,
+and fever. Chronic stress elevates your body's production of the stress
+horomone cortisol. Many people who drink alcohol to relax before sleep
+are trying to drown out the effects of their elevated cortisol. By
+adding the burden of alcohol to their liver, they are actually
+increasing the long-term effects of elevated cortisol. Drinking lots of
+water helps your body flush out excess cortisol, leaving you calmer,
+cooler, more collected, and more capable of sleep.
+
+### Eat well
+
+You are what you eat. In high-stress situations, it is a good idea to:
+
+-   Take time to eat. Eat with others.
+
+-   Eat colorful fruit and vegetables.
+
+-   Avoid processed, fatty, and fried foods.
+
+-   Add fresh herbs, garlic, and ginger to your food.
+
+-   Eat fermented foods like yogurt, sauerkraut, kimchi, or miso.
+
+-   Minimize nicotine, alcohol, caffeine, and other chemicals that put a
+    strain on the body.
+
+-   Increase your mineral intake by eating seaweed or drinking a
+    high-mineral tea (like oatstraw, nettles, or lemon balm).
+
+### Move

(Diff truncated)

diff --git a/h+s/resilience/Welcome.mdwn b/h+s/resilience/Welcome.mdwn
new file mode 100644
index 0000000..b70306f
--- /dev/null
+++ b/h+s/resilience/Welcome.mdwn
@@ -0,0 +1,59 @@
+Welcome
+=======
+
+Goals
+-----
+
+### Vision/Impact
+
+We want to support a growing culture of care among criminal defense
+attorneys. In this culture of care, attorneys will sleep better, drink
+less, have positive outlets for stress, and have a network of safe,
+dependable friends willing and able to hear them out.
+
+### Goals/Outcomes
+
+By the end of this 3 hour workshop:
+
+-   Participants will have built awareness and supportive relationships.
+
+-   Participants will have shared and developed resilience strategies
+    they can put to use right away.
+
+-   Facilitators will have modeled our anti-authoritarian and
+    anti-oppressive values.
+
+Ground rules
+------------
+
+### Take care of yourself
+
+-   This class involves frank discussions of burn-out, traumatic stress,
+    and sexual violence. Know your strengths and limits. Step back or
+    reach out when you need to.
+
+-   Lots of interaction and movement: do only what you are able and
+    willing to do. Let us know what to change so you can participate
+    fully. Lots of discussion: let us know if you can't hear or can't
+    concentrate.
+
+-   When you feel like you need something, chances are others need it
+    too.
+
+### Take care of each other
+
+-   Respect each other: everyone here has useful knowledge and
+    experience.
+
+-   Pay attention to how much space you take up. Is your voice
+    overbearing, unheard, or well-balanced with the voices of others?
+
+-   Maintain confidentiality. Tell the world what you learned, but don't
+    share other participants' personal info outside this room.
+
+### Take care of your facilitators
+
+-   Help each other out, ask questions -- be engaged and active!
+
+-   Tell us if you think we're wrong about something, or if you think we
+    made a mistake (we screw up and learn like anybody else).

diff --git a/h+s/resilience.mdwn b/h+s/resilience.mdwn
index 2442619..fc4de47 100644
--- a/h+s/resilience.mdwn
+++ b/h+s/resilience.mdwn
@@ -1,5 +1,5 @@
-Squatter Health and Safety in NYC
-=================================
+Resilience
+==========
 
 This is a 'zine, not a training. It was written in February 2014 for a training for female criminal defense attorneys in Chicago.
 

diff --git a/h+s/resilience.mdwn b/h+s/resilience.mdwn
new file mode 100644
index 0000000..2442619
--- /dev/null
+++ b/h+s/resilience.mdwn
@@ -0,0 +1,11 @@
+Squatter Health and Safety in NYC
+=================================
+
+This is a 'zine, not a training. It was written in February 2014 for a training for female criminal defense attorneys in Chicago.
+
+This guide was written by Grace Keller. Grace co-taught the training with Shira Vardi, a member of the Healing Justice Network.
+
+1. [[resilience/Welcome]]
+2. Resilience [[resilience/skills]]
+3. Jen's [[resilience/tragedy]]
+4. [[resilience/Resources]]

diff --git a/h+s/nysquat.mdwn b/h+s/nysquat.mdwn
index 7d4015c..5f616c7 100644
--- a/h+s/nysquat.mdwn
+++ b/h+s/nysquat.mdwn
@@ -1,4 +1,5 @@
 Squatter Health and Safety in NYC
+=================================
 
 This is a 'zine, not a training. It was written in March 2012 for a training for squatters in East New York.
 

diff --git a/h+s.mdwn b/h+s.mdwn
index 7b8da4f..7edffe5 100644
--- a/h+s.mdwn
+++ b/h+s.mdwn
@@ -6,6 +6,7 @@
 *Special Topics*
 
 
+* February 2014 (for female criminal defense attorneys in Chicago): [[h+s/resilience]]
 * March 2012 (for squatters in East New York): [[squat health|h+s/nysquat]].
 * November 2011 (for peer social workers in Occupy Tampa): preventing and solving [[social problems|h+s/tampa]].
 

diff --git a/h+s/ferguson/Thanks.mdwn b/h+s/ferguson/Thanks.mdwn
new file mode 100644
index 0000000..a3a14bf
--- /dev/null
+++ b/h+s/ferguson/Thanks.mdwn
@@ -0,0 +1,4 @@
+Thanks
+======
+
+*PEARL was invented by earthworm of Atlanta Copwatch in 2012 or 2013. The "best-dressed protester" exercise was invented with Greg Rothman for a training we taught in 2014 in Maryland. The facilitated discussion about police was invented by Scott Mechanic of Chicago Action Medical for a training we taught in Chicago in 2014. The wording of the brief know your rights training is from We Charge Genocide (Who I think got it from First Defense Legal). Thanks to Black Cross Health Collective for LAW, Ann-Marie in Chicago and Cassie in Kentucky for the "S" in "HALTS," Sugar Solidarity from Chicago Action Medical for "What have you done to take care of yourself today?" Ace Allen for acute stress response, and Trenton for Low Point/High Point.*

diff --git a/h+s/ferguson/Pep_talk.mdwn b/h+s/ferguson/Pep_talk.mdwn
new file mode 100644
index 0000000..be1688c
--- /dev/null
+++ b/h+s/ferguson/Pep_talk.mdwn
@@ -0,0 +1,3 @@
+For medics in New York, Chicago, Oakland, and elsewhere who might have trouble keeping up with all the actions, one solution is to teach more than you run. Teach on streetcorners, teach after organizing meetings, teach before marches start or when they're kettled. Teach at jail support.
+
+I'm teaching a 30 minute training after the next organizing meeting of a network of black lives matter movement groups here in Charlotte. Six to eight hour affinity group medic trainings are also super useful. For affinity group medics, teach first aid and encourage them to use SAMPLE as to learn their group members' health before they hit the street.

diff --git a/h+s/ferguson.mdwn b/h+s/ferguson.mdwn
index a8d1eb0..e1efb1c 100644
--- a/h+s/ferguson.mdwn
+++ b/h+s/ferguson.mdwn
@@ -11,6 +11,8 @@ were unfortunately vague and not achievement-based or particularly evaluatable:
 Agenda
 ------
 
+[[ferguson/Pep talk]]
+
 1. [[ferguson/Intro]] activities 15 min
 2. [[ferguson/PEARL]] activity and debrief: 15 min
 3. [[ferguson/Best-dressed]]/best-prepared protester activity: 10 min
@@ -21,7 +23,9 @@ Agenda
 8. [[ferguson/Social health]] lecture/ discussion; HALTS activity 15 min
 9. Directing/diffusing [[ferguson/acute stress]] lecture and check-out 15 min
 
-Resources
+[[ferguson/Thanks]]
+
+Stuff list
 ----------
 
 * "Strongly agree" sign for human barometer
@@ -29,7 +33,7 @@ Resources
 * Local resources and national hotlines, particularly 24/7 peer support line: 513-931-9276. See (offsite links) [Chicago resources](https://chicagoactionmedical.wordpress.com/resources/) and [Ferguson resources](http://agk.wikidot.com/blog:notes-and-resources-for-ferguson-protests).
 * Hand-outs on other stuff you might teach, like handcuff injury, jail support, or SAMPLE.
 
-For book
+Print version
 --------
 
 * [[ferguson/healthsafety-outline.pdf]]

diff --git a/h+s/ferguson/acute_stress.mdwn b/h+s/ferguson/acute_stress.mdwn
new file mode 100644
index 0000000..06e51f6
--- /dev/null
+++ b/h+s/ferguson/acute_stress.mdwn
@@ -0,0 +1,9 @@
+Check-out
+=========
+
+-   Standing steady despite scary scenes, cop tactics, shitty weather, feeling isolated, and neglecting needs are what this training is about.
+-   Acute stress response: adrenaline preps you to fight or flee. When we freeze or feel like we have to wait, it gets toxic: Isolation, dissociation, and feeling powerless.
+-   Solution, not that hard. Have a buddy (fuck isolation), ground yourself in your emotions and what's really happening around you (fuck dissociation), and do something (you are *not* powerless). What you do: that's between you and your buddy.
+-   Human barometer: "Someone in my family understands me and why I'm out here." "I'm ready for the grand jury decision to come back." "I'm ready for another month of waiting."
+-   Check-out: low-point/high point.
+-   Thank you all!!!!

diff --git a/h+s/ferguson/Social_health.mdwn b/h+s/ferguson/Social_health.mdwn
new file mode 100644
index 0000000..4035e35
--- /dev/null
+++ b/h+s/ferguson/Social_health.mdwn
@@ -0,0 +1,11 @@
+Social health
+=============
+
+-   Have a buddy, know yourself, know your buddy, ground yourself, have a plan.
+-   Facilitate brief support group. Purpose: to acknowledge the stress of waiting; how some people can't sleep and isolate; how people are scared and some are even suicidal. How friends and family might not understand experiences. Get feelings out more than stories.
+-   12-step groups identified HALTS (**H**ungry, **A**ngry, **L**onely, **T**ired, **S**ick) as concrete reasons for relapse. Psych peer-run groups identified prolonged lack of sleep as far and away most common cause of psychosis and suicidality.
+-   We're taught to find out if someone in crisis has a plan and the means, and then take away their remaining options by calling 911 without their consent. That's fucked up. What we should be doing is HALTS for ourself and them: help them figure out how to eat if they're hungry, how to let go if they're angry or beating themself up, how to connect if they're lonely or get space if they're crowded, how to sleep if they're tired, and what to do when they're sick.
+-   We can plan with them, hang out with them, put them in touch with a hotline, or help them get ready to the hospital, but it's their call. And it's your call when you need to back the fuck up and do you.
+-   Check in with your buddy: HALTS?
+-   Debrief: Learn about any unmet needs? Training's over in 15 mins so you can go do you.
+-   Another way to do it: "What did you do to take care of yourself today. What do you need to do?"

diff --git a/h+s/ferguson/Jail.mdwn b/h+s/ferguson/Jail.mdwn
new file mode 100644
index 0000000..dcdcec2
--- /dev/null
+++ b/h+s/ferguson/Jail.mdwn
@@ -0,0 +1,7 @@
+Jail and court
+===============
+
+-   Wait for friends to get out (dress warm and bring stuff they like).
+-   If arrested, friends should call Jail Support with your name and birthdate (make sure everybody has #).
+-   Don't lose your paperwork.
+-   Go to court with your friends.

diff --git a/h+s/ferguson/Chem_weapons.mdwn b/h+s/ferguson/Chem_weapons.mdwn
new file mode 100644
index 0000000..8caeb36
--- /dev/null
+++ b/h+s/ferguson/Chem_weapons.mdwn
@@ -0,0 +1,13 @@
+Eyeflush
+========
+
+-   Go outside in the cold with water bottles, LAW bottles, and ponchos.
+-   Pepper spray and tear gas hurt; for most people the effects go away within 30 minutes in fresh air and no other treatment.
+-   Danger: can't see, disoriented. Solution: escorting to safety or "Come toward my voice"
+-   Danger: asthma/breathing difficulty. Solution: scan crowd for silent sufferers in tripod position, escort to safety, help with inhaler, prepare to go to hospital or home with them.
+-   Danger: contacts trap chemicals against eyes; eyeflush can make contact slip into eye socket. Solution: Public education. Write "Contacts?" on bottom of eyeflush bottle so you never forget to ask. They take their own contacts out and dispose of them before eyeflush. They can't be clean. Prepare to help them get home or to a safe place they can meet friends later.
+-   Dangers: Rubbing eyes, losing glasses, getting wet from eyeflush, not paying attention while eyeflushing. Solutions: hands on knees, they hold their glasses, use a poncho, have a buddy who watches the scene.
+-   Show eyeflush technique. Emphasize gloves, how to get eye open, tilting head so water runs away from tearduct, force of stream. Answer questions.
+-   They practice.
+-   Explain LAW: aluminum hydroxide/magnesium hydroxide (Maalox or Mylanta) antacid (plain or flavored, no alcohol, simethicone ok), 50:50 with tap water. Eyeflush works by mechanical force, LAW and milk work by buffering action.
+-   Bag outer clothes before entering enclosed areas (car, bus, house), 30 minute shower (watch you don't let it run from hair into eyes or junk), wash clothes with harsh detergent.

diff --git a/index.mdwn b/index.mdwn
index 8d92afd..402e0cb 100644
--- a/index.mdwn
+++ b/index.mdwn
@@ -2,7 +2,7 @@
 
 * [[20h]]
 * [[agm]]
-* [[H+s]]
+* [[h+s]]
 
 All wikis are supposed to have a [[SandBox]], so this one does too.
 

diff --git a/h+s/ferguson/cops-crowds.mdwn b/h+s/ferguson/cops-crowds.mdwn
new file mode 100644
index 0000000..62527ef
--- /dev/null
+++ b/h+s/ferguson/cops-crowds.mdwn
@@ -0,0 +1,13 @@
+Violence, cops, rights; Crowds
+==========================
+
+-   Why are there cops? Courts and prisons? (List reasons; don't let list get too pro or anti. This is about getting us all outside our boxes.)
+-   What do cops do? Why do people want to be cops?
+-   Boil it down to that cops use fear and the THREAT of violence to maintain current power relations.
+-   Real quick know your rights for when you're caught alone: "Am I being detained?" You only have to provide name, birthdate, and home address. Other than that: "I won't talk. I want a lawyer." (In Chicago we also talk about how to use the First Defense Legal number, 1-800-LAW-REP4)
+-   In crowds, cops have their bosses, legal observers, and (sometimes) media watching them, so they are more disciplined and less lethal. But their power to contain or disperse is still entirely in their ability to scare people.
+-   We want to understand their weapons, training, and strategies, so they lose their power to scare us. The difference between a scalp wound from falling down and a scalp wound from a police baton is nothing more than fear. The physical injury is the same.
+-   Ask what injuries people in the group have gotten or seen from cops in crowds. We'll probably be mostly hearing about blunt force from batons, projectiles, barricades, or vehicles; falling down (palm abrasions, bruises) and twisted ankles from fleeing; and lacrymation from tear gas/pepper spray. "Anybody see someone's palm burned from picking up a tear gas canister and throwing it back?"
+-   The point of the discussion is for people to teach each other where injuries come from so they can think about risk and how to avoid more risk than they want — and how minor the physical injuries from streetfighting usually are. You can answer a few questions. Emphasize that we'll cover chem weapons in a minute.
+-   Show'em how you hang onto your buddy for a 360 degree view; how you make space in a crushed crowd and make a privacy circle for someone who fell down; how you start a chant of "WALK, WALK" (and why you don't yell "Don't RUN!"), how you walk with great intention.
+-   Talk about rumor control, looking for exits, and as much as you feel comfortable about topics like the matrix of force and ranked kettles used to assess the risk preference of a crowd.