June 2014 leaks

Photo of the "obtained" folders.

In June 2014, CWCkiforums user SkyRaider91 leaked scans of several documents from Chris' high school classes. Many of the pages appear to be charred and/or water-damaged, likely as a result of the January 2014 fire and subsequent events at 14 BLC.

Parenting

Parenting Interview

• 
• 

Presumably Chris interviewed Barb and/or Bob for this assignment, and most of the answers are short and vague to the point of not making much sense; it's unclear whether Barb/Bob were giving brief answers, or whether Chris was just too lazy to record their full responses. Humorously, the interviewee(s) says that "the hardest part of being a parent" has been "dealing w. public school sys", and that they chose to have children simply because "It's nice to have kids." They also make mention of "laughter from 4 kids and 3 situations", possibly referring to the social stigma that Bob and Barb endured as a result of their respective previous relationships and children.

Transcription

50 Name Christian W. Chandler. 4 Points 50 Due Date 2/19/99 PARENTING INTERVIEW 1. Why did you choose to have children? It's nice to have kids. 2. How did you decide how many children to have? Thought it would be nice to share w. someone. 3. Did you know the basic facts about pregnancy and childbirth before you experienced them? Where did you get these facts? yes; from book. [Several people have misread Chris's cursive "book" as "boob", leading to an even more humorous reading experience.] 4. Where did you get most of your information on child rearing? learned from parents, siblings, and figured it out w/trial & error. 5. Did anyone else play a large role in parenting your young children? (i.e. daycare, sitter, grandmother) babysitters and daycare, and other methods. 6. What adjustments did you have to make after your first child arrived? laughter from 4 kids and 3 situations. 7. How do you think your attitude toward parenting differs from your parent's attitudes? Why? To mom: a combination / Dad: didn't see parents much, but stayed w. child all the time; tried to use knowlede and availability. 8. How do you think your children's attitude will differ from yours? smarter than parents. 9. What has been most rewarding (greatest joy) in being a parent? spontaneous love and affection of child. 10. What has been the hardest part of being a parent? dealing w. public school sys. 11. What advise would you give a young couple who is thinking about starting a family? big committment and lots of responsibility. 12. When do you think a couple is ready for parenthood? each couple has to decide themselves. Parent Signature Barbara W. Chandler Robert F. Chandler Jr.

Describing Development

• 
• 

A worksheet in which Chris was asked to identify one of five characteristics of development exemplified by various situations. Chris only managed to identify half of the characteristics correctly.

Transcription (Chris's writing in italics)

NAME Christian W. Chandler DATE 2/3/99 CLASS PERIOD 7 STUDENT WORKBOOK For use with Chapter 1 Section 2 Text Pages 24-33 [top of page marked "5" (for the number of incorrect questions) and graded "10/20" in red pen, with a circled "3" in magenta ink] DESCRIBING DEVELOPMENT DIRECTIONS: Identify the characteristic of development described in each situation. Remember that the characteristics of development are as follows: Development is similar for everyone. Development builds on earlier learning. Development proceeds at an individual rate. The different areas of development are interrelated. Development is continuous throughout life. 1. Jessica is an active three-year-old who enjoys dressing herself. Lately, she has started choosing her clothes each morning. Her parents are amazed at her constart eagerness to learn new things. It seems she never stops wanting to learn. Characteristic of development development is continuous throughout life. 2. Michael always had trouble in school. He did poorly on tests and was seldom able to answer when the teacher called on him. Some of the other children teased Michael on the playground and called him "dummy". As a result, Michael was very shy and had little self-confidence. Since he has started wearing glasses, however, he has been doing better in school. Now Michael feels good about himself and has been able to make friends more easily. Characteristic of development development builds it on earlier learning. [corrected in red pen: "interrelated"] 3. Joshua and Nicole are cousins born two months apart. Although Joshua is older, Nicole began to sit and stand about the same time Joshua did. This has been slightly puzzling to Joshua's parents. They are worried about Joshua's apparently slow rate of development. Characteristic of development development proceeds at an individual rate. 4. Jim is babysitting his neighbor's son Albert. To Jim, it seems as if it was only yesterday that Albert was crawling on the carpet in the living room. He remembers that Albert then learned to walk and is now running and jumping in the yard. Characteristic of development different areas of development are interrelated. [corrected in red pen: "builds"] 5. Ron has been watching his neighbor's daughter Cindy grow at a steady rate since he moved into the neighborhood almost two years earlier. Ron's sister Amy is the same age as Cindy. Ron has (Continued on next page) Copyright © Glencoe THE DEVELOPING CHILD Student Workbook 13 NAME     DATE     CLASS PERIOD     Chapter 1, Section 2 continued Describing Development noticed that Amy and Cindy are able to do about the same things. This has been true throughout the two years Ron has lived next door to Cindy's family. Characteristic of development development is interrelated. [corrected in red pen: "similiar" [sic]] 6. Maria is helping her younger sister Joanie learn the alphabet. She seems to be catching on quickly. Yesterday, Joanie could even pick some of the letters out of written words in one of her books. Maria knows that soon Joanie will be able to point out a few simple words. Later, she will be able to read short phrases and sound out words. Characteristic of development developmentis continous throughout life. [corrected in red pen: "builds"] 7. Rachel, Martha, and Juan are all four-year-olds attending the same child care center. Martha is slightly shorter than the other two children. She is very good at playing with others. Rachel is the tallest of the three and the most coordinated. Juan is somewhere between the two girls in size and likes to play quietly by himself in the sandbox. Characteristic of development development proceeds at an individual rate. 8. Mark is a senior at his local high school. He has just received a scholarship for his literary achievement. Right now, Mark is looking forward to spring because he plans to run track and hopes to improve his speed from last year. Recently, his Uncle Joseph offered Mark a part-time job at the grocery store he manages. Mark plans to take the job and work until he starts college in the fall. Characteristic of development development is continous throughout life. 9. Diane and her family spent a month last summer visiting relatives in Canada. Diane spent most of the month playing with her brother Brad and cousin Timothy, both two years old. She found that both boys could run fairly well, stand on one foot, and climb stairs. By the end of the visit, Diane could see that the two children did many things alike. She thought this was surprising since Brad was born in the United States and Timothy was born in Canada, and the two had never met before. Characteristic of development development is similar for everyone. 10. At playschool one day, four-year-old Terry suddenly burst into tears. He had been given a worksheet to complete, which required him to cut out a simple picture with blunt scissors, paste it to another picture, and color it. Terry knew exactly were to paste the picture, and pasting was an activity he enjoyed. He also liked coloring and had already chosen two colors he would use. But Terry could not complete his picture becase he could not make the scissors work. Characteristic of development development builds on earlier learning [corrected in red pen: "interrelated"] 14 THE DEVELOPING CHILD Student Workbook Copyright © Glencoe

Help This Unborn Child

• 
• 

Chapter 1 study guide

• 
• 

Chapter 2 study guide

• 
• 
• 

Chapter 5 study guide

• 
• 
• 

Empathy Belly essay

• 

Chris describes the experience of wearing an empathy belly.

“	...while my legs were separated, it put pressure on my private part, which gave me a strange, weird feeling.	”
Chris, describing in a typed essay that the empathy belly rubbed his penis

Transcription

[graded 30/30] Christian W. Chandler. 4/12/99 Parenting, 7. How it was like to wear the Empathy Belly: Having a belly like a pregnant woman was really an awkward experience. While I wore the belly, I was walking like as if my legs were out of balance. Also, when I tried to get my pencil bag out of my backpack, the belly held me back by putting pressure on my left leg. Luckily my arms were long, but if they were any shorter, I would have had a real problem to reach the pencil bag. And when I laid on the floor and tried to get up, the gravity made the belly put pressure on me, and it made me fall on my right side. Finally, while I was sitting in my chair, the belly made it uncomfortable for me to cross my legs, and while my legs were separated, it put pressure on my private part, which gave me a strange, weird feeling. So, it was quite an experience while I had a belly like a pregnant woman.

U.S. Government

Amendment Timeline

• 

  Timeline of US Amendments 1-17

• 

  Timeline of US Amendments 18-23

• 

  Timeline of US Amendments 24-27

An illustrated timeline briefly describing the 27 amendments to the U.S. Constitution. As is to be expected, Chris used multiple conventions for writing out dates, and made several prominent factual, spelling, and grammatical errors, which are preserved in the transcription.

“	Dear LADY; PAYUP!	”
Congress

Transcription

Christian W. Chandler 1/10/99 U.S. Govt., 3 27 Amendmt Timeline (Dec 15) 1791 (Bill of Rights) Amendments 1-10 Everyone shall have innocence 'till proven guilty [Speech bubble: "Even though I have 'GUILT' on my face, I am innocent 'till proven."] (Feb 7) 1795 11th amendment: People of other countries can't blame U.S. for their troubles. [Horribly misshapen landmasses labeled "CANADA", "U.S.A"., "MEXICO", "EUROPE", and "AFRICA".] [Speech bubble: "HELP!"] (JULY 27) 1809 12th amendment: majority of votes for president for one state = 1 vote for that president. [Speech bubble: "Virginia: I'M FOR CLINTON!"] CLINTON: 26 Bushwell: 24 (Virginia didn't vote for Bushwell) 1865 (Dec 6) 13th amendment: Slavery shall only be used as crime punishment. [Speech bubble: "TANKS TO 'unlucky' 13, I'm in here! (mumbling)."] 1868 (JULy 9) 14th Amendment: Those are born in U.S. = U.S. Citizen [Speech bubble: "Does that make me a U.S. citizen?."] [Baby wearing a top hat reading "1998", labeled "(Baby 1998)"] (Feb 3) 1870 15th amendment: No matter what race or color, they will vote. [Speech bubble: "Yippie! Finally, I can vote!"] 1913 (Feb. 3) 16th amendment: Congress shall collect taxes. [Document with heading "Congress", reading "Dear LADY; PAYUP!"] (Apr. 8) 1913 17th amendment: Senate of U.S. = 2 people from each state. [Speech bubble: "Weare senates!"] [Figures labeled "Bob", "MARY", and "Virginia"] (Jan. 16) 1919 18th amendment: prohibition of liquor from U.S. [Bottle label: "BE ER"] 1920 Aug. 18 19th amendment: Women can vote. [Speech bubble: "I can Vote, too!"] (Jan. 23) 1933 20th amendment: Presidency & Vice Presidency terms exp. Jan. 20. (LAME DUCK [duck pictogram]) [Calendar: "JANUARY, 1999", "prop of Bill CLINTON"] [Speech bubble: "(Clinton)-> MYDAY is almost here."] (Dec. 5) 1933 21st amendment: Repeal of Prohibition. (Beer is allowed). [Speech bubble: "Uh..., WELCOME.....DOh!"] [Ship labeled "S.S. ANNE.", carrying "BEER"] 1951 (Feb. 27) 22nd. amendment: Limit of President to 2 terms. [Figures labeled "1st term.", "2nd term"] (Mar. 29) 1961 Columbia can't can vote for president. [Speech bubble: "WE CAN VOTE, TOO!"] (Jan. 23) 1964 24th amendment: voters need to pay poll taxes [Printer labeled "Poll taxBox", "Printout -> VOTE"] 1967 Feb. 10 25th amendment: President's powers are reduced. [Figures labeled "Before", "after"] (July 1st) 1971 Amendment 26: young men of 18 yars of age can vote. [Speech bubble: "Hey-hey, thanksfor the cool car & the vote!"] 1992 (May 7) Amendment 27: Salary changes must be made for Congress to pay themselves. [Figures labeled "(to Congress) Before", "(changes required)✓ After"] 1999! The END!

English

English 1999 Grade Report

• 

Chris' 1999 English grade report reveals that he received failing grades on all but 2 items, and a 78% for the year.

Transcription

================================================================================ Sun Jun 06 STUDENT GRADES REPORT PAGE: 26 ================================================================================ Excelsior Software, Inc. (C) 1990 NAME: Chandler, Christian CLASS: English I.D.: SECTION: LEVEL: TEACHER: Mrs. Dorazio ASSIGNMENTS ----+------------------------------------------------------------------+-------+ NO. | DESCRIPTION CATEGORY | GRADE | ----+------------------------------------------------------------------+-------+ 1 | Notecards I All Grades | 50.0 | 2 | Notecards II All Grades | 50.0 | 3 | Macbeth test All Grades | 84.0 | 4 | Voc 10 S/A All Grades | 20.0 | 5 | Intro Paragraph All Grades | 0 | 6 | Sonnet Disc All Grades | X | 7 | 1st Body Paragraph All Grades | 0 | 8 | Computer lab All Grades | 25.0 | 9 | Sonnet test All Grades | 86.0 | 10 | Pride and Prejudice II All Grades | 0 | 11 | Voc 10 C/C All Grades | 30.0 | 12 | Pride and Prejudice IV All Grades | 23.0 | 13 | Voc 10B All Grades | 50.0 | 14 | Pride and Prejudice VI All Grades | 25.0 | ----+------------------------------------------------------------------+-------+ CLASS GRADE: 72.0 D+ COMMENTS: year- 78

Japan War Essay

• 
• 
• 
• 
• 
• 
• 

A wandering, factually inaccurate essay intended to be about Japan and the United States in World War II, which Chris describes as "a very tragic event with guns, insults, and... yuck!". Most of the content is directly quoted from other works (although attributed), and the thesis (if it can be called that) is incredibly vague.

Also note that despite this essay being for his English class, and apparently being corrected on it in the rough draft, Chris wrote parts of the headings in Spanish, including writing his name as Ricardo, on the final draft.

“	So, the war was started only because the privacy of US was invaded... So, the US and Japan really wanted to get it on.	”
Christian Weston Chandler, top scholar of WWII history

“	At near the end of the war, "President Woodrow Wilson tried to get Japan to withdraw from Shandong"... Even the President of the US wanted to put an end to this nasty war.	”
Chris, not realizing that the sentence that he quoted begins with "At the end of World War I..."

“	But the real "barbarians," were the Japanese people themselves. The US thought the same way...	”
Chris

“	"Very confusing + unclear."	”
Chris's English teacher, providing an apt summary of this essay as well as Chris's writing in general

Transcription

Japan, 1912-1949 Christian W. Chandler : 4/5/ 5/4/99 English, 1 On my honer, I, Christian Weston Chandler, pledge that this paper reflects my own thoughts. Any sources used to support my ideas have been properly documented. Very confusing + unclear. Christian W. Chandler 5/4/99 English, 1 Japan, 1912-1949. This essay is about the second World War, where the US went against Germany and Japan. The war was a very tragic event with guns, insults, and... yuck! Now we will see how Japan was involved, how the past before it affected it, and how the war was started. Like all fights, the war did not start big, but, "Just a litt [Chris almost forgot to skip a line, but corrected himself] "Just a little skirmish between Japanese troops on night maneuvers and Chinese troops guarding the Marco Polo bridge." (Going to war with Japan, P.3). So the war was started only because of privacy invasion for U.S. But, even before that "skirmish," "The Japanese and Americans had been glowering at each other like boxers from... → P.2 ...opposite corners of a 5,000-mile ring, waiting for their bout to begin." (War Against Japan, P.7). So, US and Japan really wanted to get it on. During the wait for the start of the war, the Japanese were, "Cloistered on their remote islands, with little contact beyond the sea, they deemed themselves as a superior race and the rest of the world as barbarians." (War Against Japan, P.8). But [illegible] But the real "barbarians," were the Japanese themselves. The US thought the same way, and, "When Japan marched into Manchuria in 1931, the US denounce the action and said they would never recognize Japan's conquest." (Going to war with Japan, P.4). Right then, the US wanted to prove themselves more superior. → P.3. As the war went on, both sides saw that it was unwinnable. "Wartime in Japan was viewed as sinister.",and fanatical soldiers [illegible] (Forum). At near the end of the war, "President Woodrow Wilson tried to get Japan to withdraw from Shandong." (Going to War with Japan,) P.4). Even the President of US tried to put and an end to the nasty war. SoAnd so, after the war finally ended, US and Japan came into peace, and somemost people from both sides were happy. Now we saw how the war started, and how much Japan was involved. Ricardo W. Chandler. 5/5/99 Inglés, 1 Trabajas "Cited." Moody, Jr., Sidney C., War Against Japan. → Novato, CA. Peridio Press. © 1994. Utley, Jonathan G., Going to War with Japan. → Knoxville. University of Tennesee Press. © 1985. "Tojo Hideki." World War II Commemoration. → http://WWW.grolies.com/wwii/wwii_tojo.html "At 50 years end: The Legacy of War in J Germany → and Japan." Forum. → http://www.smn.co.jp/forum/0068f01e.html. Incorrect format Ricardo (Christian) W. Chandler. 5/5/99 Ingles, 1. Japan, 1912-1949: P.1. This essay is about [teacher circled this and wrote "weak" in margin] the second World War, where the USA went against Germany and Japan. The war was a very tragic event with guns, insults, and...yuck! [teacher wrote a "no" sign over this and wrote "no slang" in margin] Now, we [teacher circled this and wrote "3rd person" in margin] will see how Japan was involved, how the past before it affected it, and how the war was started. Like all fights, the war did not start big, but, "Just a little skirmish between Japanese troops on night maneuvers and Chinese troops guarding the Marco Polo Bridge." (Going to War with Japan, P.3). [Teacher struck through this and wrote "Author" above it] So, the war was started only because the privacy of US was invaded. But, even before that "skirmish," "The Japanese and Americans had deem [teacher circled this word] glowering at each other like boxers from opposite corners of a 5,000-mile ring, waiting for their bout to begin." (War Against Japan, P.7). [teacher wrote "Author" above this as well] So, the US and Japan really wanted to get it on. During the wait for the start of the war, the Japanese were, "Cloistered on their remote islands, with little contact beyond the sea, they deemed themselves as a superior race and the rest of the world as barbarians." (War Against Japan, P.8). [teacher wrote "Author" above this as well] But the real "barbarians," were the Japanese people themselves. The US thought the same way, and, "When Japan marched into Manchuria in 1931, the US denounced the actions, and said they would never recognize Japan's conquest." (Going to war with Japan, P.4). [teacher wrote "Author" above this as well] Then, the US wanted to prove themselves more superior. P.2. As the war went on, both sides saw that it was unwinnable. "Wartime in Japan was viewed as sinister." (Forum). At near the end of the war, "President Woodrow Wilson tried to get Japan to withdraw from Shandong." (Going to War with Japan, P.4). Even the President of the US wanted to put an end to this nasty war. [teacher wrote "Restate Thesis" in margin] And so, after the war finally ended, the US and Japan agreed to peace, and most people from both sides were happy. Now, we saw how the war was started, how the past before it affected it, and how much Japan was involved.

Student Life Essay

• 
• 

A rough draft of an essay about how high school students' jobs affect their school performance. For some unknown reason, Chris drew a star at the beginning of each line. An editor (transcribed below in bold; possibly a peer or the teacher) has struck out and corrected some parts of the draft, and ironically made several errors of their own in doing so.

Transcription

Christian W. Chandler 2/11/99 English, 1 Work vs. Student Life: (w. 1st body): (rd) Some High School students have jobs. And some students don't. But, between school and work, I beleive that during school years, we can waive work, and Save the problem, physically and grade-wise. Health concerns may be a risk to those students who are working. The High School students thatwho have jobs, may could get sick, tired or injured, and could affect their school grades. According to the Man H. S. student work survey, 42% of working students, sometimes oversleep for school. 29% of w-students' grades dropped. 25% students get sick more often. 17%-36% students have a large-moderate amt. of stress]. 34% students... Christian W. Chandler 2/12/99 English, 1 cont... (rd) ...have people at work who stress them out, and 37% say that it comes from co-workers. And 41% students sleep during class. Therefore, all that supports my theory. These are all factors of how working will effect a students health. To conclude this essay, I would reccomend that for those students who are interested in a job, to maybe only work on weekends, and wait till the summer to work on weekdays. In fact, according to the survey, if working students had a choice, to quit work or school, 73% said, work is out, school is in. To save on physical and grade-wise problems, we can waive work during the school year.

S.O.L. Test

• 

Chris suggests in this Standards of Learning (SOL) essay that his high school's "seinor" class fund the construction of an indoor swimming pool in the gym as their class gift, demonstrating that he has no concept of how much that would cost. He alludes to gym teachers having "wet-wild" times with the students in the prospective pool; it's unclear whether this is an attempt at innuendo or that Chris genuinely didn't realize how creepy it came across.

Transcription

Christian W. Chandler 3/10/99 S. O. L. Test, 2 S.O.L. Test: Every year, the Seinor/Graduating class presents a gift for the school. The money for their gift is taken out of the Seinor fund. Usually, each gift is great for the future students, and the school. My idea for a class gift, would be to have an indoor swimming pool built in the gym area. With the addittion of the swimming pool, it could do great things for the studnets, and the school, and P.E. classes. Since the students have to wait until next summer to cool off, and exercise in a pool, they could keep those legs and arms "seaworthy" with the pool in the gym. It would also be a great option for P.E. classes, besides basketball, jogging, and weight-lifting, the (PE) teachers could have a "wet-wild" time with the students. And the school would have a swim-team, and compete with other "pool-filled" schools. An indoor pool would be a great benefit for the students, school, and P.E. teachers/classes. That is why I think an indoor-swimming pool would be a great graduation gift for the school.

Spanish

This work is dated 7/12/98, most likely referring to 7 December 1998 using the Spanish date format. Chris used pop culture figures (Pokémon, Sonic, The Powerpuff Girls) to illustrate vocabulary words. Chris's class seem to have watched Spanish dubs of The Powerpuff Girls in class, so for once he isn't randomly shoving fictional characters into schoolwork. His Pokémon are revealing: he describes Christian the Charmeleon as muy delgado ("very thin"), Ricardo the Raichu as muy divertido ("very funny"), Cole the Beedrill as muy feo ("very ugly"), and later refers to Ricardo as a bombero ("firefighter").

• 
• 
• 
• 
• 

Chemistry

Mock Job Interview

• 
• 
• 
• 

Safety Worksheets

Safety in the Kitchen worksheet

• 
• 

Chris would go on to ignore many of the lessons from this kitchen safety worksheet, allowing him to slip on cat shit in the kitchen and burn down his house by plugging in a coffee maker to an extension cord in the bathroom.

Transcription (Chris's writing in italics)

Name Christian W. Chandler. Date 10/29/98 Class Hour     RETEACHING Section 7.2 Safety in the Kitchen Safety First The purpose of this activity is to review safety guidelines for working in the kitchen. Directions: How well do you know the safety rules that you should follow in the kitchen? Show what you know by answering each question. General Safety 1. What should you do after you open a cabinet door or drawer? Why? close them ; you could get hurt if you bump into it if it's open. 2. Where should heavy pots and pans be stored? Why? low shelves ; you can reach them safely. 3. What might happen if you wear dangling jewelry or sleeves when working in the kitchen? they could catch fire or get tangled in appliances. Preventing Falls 4. What is the safe way to reach something on a high shelf? use firm step stool. 5. What should you do if you spill something on the floor of the kitchen? Why? clean up; to prevent falls. Sharp Objects 6. Where should knives be stored? in ÷ drawer ÷ or rack. 7. Why shouldn't you soak knives in the sink? you could cut yourself. 8. If there is broken glass on the floor, how should you clean it up? w. wet paper towel . (Continued on next page) FOOD FOR TODAY RETEACHING ACTIVITIES Copyright © Glencoe 43 Name     Date     Class Hour     Section 7.2 Reteaching (continued) Electrical Safety 9. What is an important rule to remember about electricity and water? combined = serious shock. 10. What could happen if you plug too many appliances into one outlet? it could start a fire. 11. What is the correct way to unplug an appliance? grasp ^cord at electrical outlet. Hazardous Chemicals 12. Why is it unsafe to mix two cleaning products together? could give off poisonous fumes. 13. What should you do before buying any household chemical? Why? read label caf carefully; to be sure of [?] to follow directions. 14. Where should household chemicals be stored? away from food, where children can't reach them, and away from heat source. Range and Microwave Safety 15. What is the safe way to take a hot pan out of the oven? using potholders or oven mitts. 16. What is the safe way to uncover a hot pan on the range? lift far edge corner first. 17. What should you do if a fire starts inside the microwave oven? turn off microwave, and keep door closed 'til fire goes out. If you need help, see pages 188-194 in your textbook. 44 FOOD FOR TODAY RETEACHING ACTIVITIES Copyright © Glencoe

Kitchen Safety outline

• 
• 

An outline on kitchen safety. As with the worksheet, Chris failed to absorb most of the guidelines here, unless "putting bandages on our Mom's holey buttocks" counts as "[guarding] against pests/bugs".

Transcription

Christian W. Chandler 10/29/98 Food 4 Fit., 7 Safety: I. A. Hold knife by handle cut away from finders; use cutting board. B. Wash knives seperately. C. Insert beaters or blades before plugging in D. Beware of sharp edges on can lids. E. Clean up glass w. wet paper towel. II. Prevent Burns: A. Use wooden spoons to stir. B. Use potholders for both stove & microwave. C. Turn pan handles to center. D. Lift far side of pot's lid; so steam escapes away from you. E. Don't put fry pans on table - drape extension cords. F. Run cold water on any burning skin III. Prevent Fires: A. Keep all flammable materials away from burners. B. Don't wear loose garments; big steeves. C. Keep stove top and oven free of grease; clean hood. D. Smother grease fire; turn off heat, then cover. E. Turn off gas stove... if you smell gas. IV. Prevent Shocks: A. 1 appliance in 1 outlet at a time; unplug when not in use. B. No fray cords/broken. → C. Keep electrical appliances away from water or wet hands. D. Don't stick metal utensils in a toaster. V. Prevent Falls: A. Clean Up spills. B. Remove anything you might trip over; toys; shoes, etc... C. Use a step stool... not a chair or box. D. Non-slip rugs. VI. Prevent Spread of Bacteria and Germs. A. Sanitize surfaces; soap, and bleach (use). B. Wash hands. C. Keep hair up. D. don't use stirring spoon to taste. E. sneeze/cough.... rewash hands. F. wash fruits, vegetables, can tops. G. guad a guard against pests/bugs. H. Store foods properly.. shelf life. I. Fats/Protein (meat, fish, milk, eggs, poultry, mago), bacteria grows fast, wash any surface they have been on bf before re-using. VII. Prevent food poisoning: A. Avoid danger zone, 60°-125°F, when bacteria grows fast. →

Kitchen Safety true/false worksheet

• 

A true/false worksheet on kitchen safety. Chris's answers have been corrected and each has been marked with either a checkmark or a smiley, with no apparent pattern.

Transcription

Christian W. Chandler Kitchen Safety True or False  f  ✓  1. Grease and oils are non-flammable liquids. ["non-flammable" is circled]  f  ✓  2. It takes approximately one hour for grease to burst 15-20 min. into flames.  t  ✓  3. Tie long hair back while preparing food.  f  ✓  4. It is okay to wear long, loose sleeves while cooking. t f ☺ 5. The quickest way to put out a glease fire is with water.  f  ✓  6. Turn burners on to "high" to allow the frying pan to reach the maximum heat quicker. f t ☺  7. If you have a choice, cook on back burners.  t  ✓  8. Never move a pan that is on fire.  t  ✓  9. If a pan fire occurs, cover quickly with a cookie sheet then turn off the burner. f t ☺ 10. If a fire occurs in an oven, shut the door and turn off the heating source.  t  ✓ 11. Metal may cause arcing and fires in the microwave. f t ☺ 12. Sugars and jellies can reach scalding temperatures in the microwave. t f ☺ 13. One-half of fire deaths are caused by kitchen fires.  f  ✓ 14. If your clothes catch on fire, run to the nearest water supply.  t  ✓ 15. Hairspray is a flammable liquid. ["flammable" is circled]  f  ☺ 16. Baking soda is a combustible powder. ["combustible" is circled]  t  ☺ 17. Flour is a combustible powder. ["combustible" is circled]  t  ✓ 18. Smoke alarms should be checked frequently monthly to see if they are in working condition.  f  ✓ 19. Run hot water on burns.

History

• 

  Map showing strategic movements during the Korean War, including those of Dong Mc Arthur.