---
title: Storyboard
summary: Every screen of the training, in order, with the on-screen text, what the learner does, the feedback for every answer, and developer notes.
---

# Storyboard

**How this file is made.** The lesson, check, scene and test text below is generated from `content.js` and `test-bank.js`, the same files the training runs on, so the wording here is the wording in the build. The structure notes and developer notes are written in `tools/gen_storyboard.js`. To change the text, edit the content files and run `node tools/gen_storyboard.js`.

**Conventions.** In the training, answer options are shuffled on every run (`?order=fixed` in the URL keeps authoring order). Options here are shown in authoring order. Sources are linked where the training links them.

## Flow at a glance

```
Introduction (5 slides)  ->  Training map  ->  Lesson 1 ... Lesson 5  ->  Test (12 questions)  ->  Results grid
                                  |
   each lesson:  Intro -> Learn slides (diagrams, pictures to tap, things to write) -> Practice (1 to 2 checks) -> Prove it on the job -> Wrap (your card)
   a day later:  Welcome back -> 3 warm-up questions from lessons already done
```

**How it is presented.** The training is a deck of slides on a wide stage. Back and Next sit in a bar at the bottom and stay in the same place, the left and right arrow keys work too, and a row of ticks shows where the learner is in the lesson. On a computer a slide has the text on the left and the picture or the thing to do on the right. On a phone the same slide stacks into one column. Text, pictures and answer cards come in one after another on a short timeline; a click or a key press shows them all at once, and with "reduce motion" set on the device nothing moves. Wherever this document says "page" it means one slide.

| Lesson | Hazard | Learn slides | Interactive pieces | Practice checks | Scene decisions |
|---|---|---|---|---|---|
| 1. Shock | Cords, plugs and wet power | 5 | tap-to-explore picture; diagram; write-your-own report; use it or tag it drill | 2 | 1 |
| 2. Fire | Fuel, fumes and flames | 5 | diagram; tap-to-explore picture (sort first); tap-to-explore picture; diagram | 1 | 2 |
| 3. Fall | Edges and balconies | 5 | tap-to-explore picture; diagram; diagram; sentence builder; push-back turns | 1 | 2 |
| 4. Heat | Heat illness | 5 | diagram; diagram | 2 | 2 |
| 5. Speak up | Say it, send it, and know what protects you | 4 | diagram; write-your-own report; who-to-call tool | 1 | 1 |

## Introduction (five slides)

The introduction sets the business context before any hazard: who the training is for, why the company wants it, where it goes wrong on an ordinary day, what changes on the job, and how the course works. It names no city, and it says which rules it cites. The first slide has a Skip button for anyone who wants to go straight to the map, and the learner who has started before is offered Go to my training instead of Begin.

**Slide 1 of 5** (cover).

> # See it. Stop it. Report it.
> Workplace safety for property crews
> 
> A hands-on course for the people who keep apartment buildings running: maintenance technicians, groundskeepers and building staff. About an hour, in short sittings.
> 
> Chips: 5 lessons · A scored test at the end · Works on a phone · About 60 minutes in all

**Slide 2 of 5** (why).

> # Small hazards turn into injuries when nobody speaks up
> Why this training
> 
> Property crews work in other people's homes with whatever cord, can or ladder is on the truck. Most hazards look small up close: a split cord, a can of solvent by a pilot light, an open balcony edge, a coworker who has gone quiet in the sun.
> 
> They become injuries when the work carries on anyway. The crew is waiting, a senior coworker says it is fine, or nobody is sure who to tell.
> 
> What the company wants: More hazards reported and fixed before anyone is hurt.
> 
> - Your part: See it, stop it, and report it the same shift.
> - The company's part: Spare cords and tags on the truck, a report that takes a minute from a phone, a reply to every report, and backing when you stop a job.

**Slide 3 of 5** (cases).

> # Four ordinary moments
> Where it goes wrong
> 
> Each one happens on a normal workday. Each one is stopped by someone who knows what to do in the first minute.
> 
> - shock: A split cord gets taped because the crew is waiting.
> - fire: Solvent sits by a pilot light because the closet is small.
> - fall: Nobody steps in at an open balcony edge because the senior coworker says it is fine.
> - heat: A new groundskeeper says they are fine, and keeps working in the sun.

**Slide 4 of 5** (moves).

> # Three moves, every time
> What changes on the job
> 
> The same three moves work for every hazard in this training.
> 
> - see: Spot the problem before the work starts, in about ten seconds.
> - stop: Take the thing out of use, or the person out of danger, until it is safe.
> - report: Tell the person who can fix it, in four parts, the same shift.

**Slide 5 of 5** (path).

> # Five lessons, a test, and a card for your pocket
> How it works
> 
> Each lesson teaches one hazard in about ten minutes. You learn it, practice it, then prove it in a scene on the job where you make the call and see what happens.
> 
> After lesson five, a 12-question test shows what stuck and what to look at again. Your place is saved, so you can stop and come back.
> 
> The field card puts the whole thing on one page to keep on your phone or print.
> 
> Fine print: Rules cited here are federal OSHA and Hawaii's state rules. The habits are the same anywhere. Where your state or your company's written procedure differs from a step here, follow theirs and tell your supervisor.
> The property, the people and the events in this training are made up. The rules and numbers are real, and each one links to its source.
> Your progress and answers are saved in this browser only. Nothing is sent anywhere. This training does not cover ladders or lockout. Those need their own.

**Learner action:** Next through the slides, or Skip the introduction. The last slide starts the training; the field card can be opened in a new tab from the first slide.

**Developer notes:** Leaving the introduction records `initialized`. The header has three tools at all times: Training map, Field card, My session data.

## Training map

Lists the five lessons with status, the test (locked until lesson 5 is done, or unlocked by the demo button), and "Your 12 skills," the 4 x 3 grid. Before the test the grid shows Not started or Learned; after the test it shows Solid, Partly or Review for each cell.

Resume cards sit above the lessons when they apply: **Pick up where you left off** (lesson and step), **You have a test in progress** (question n of 12), and **Welcome back** (shown after 20 or more hours away, with three warm-up questions drawn from the warm-up pools of lessons already finished, weakest skills first).

**Developer notes:** Progress, the lesson position, the test in progress and the last result are saved in `localStorage` (`crew-safety-v2.progress`). Every screen has its own address (`#/map`, `#/lesson/shock/3`, `#/test/4`, `#/results`), so the phone's back button and a reload both work. After a test, grid cells that need work get a Review button. "Reviewing this demo? Unlock the test now" exists so a visitor can see the test without finishing all five lessons.

## Lesson 1: Shock (Cords, plugs and wet power)

**Goal for the learner:** Spot a damaged cord in about ten seconds, take it out of service the right way, and write the report so someone acts.

**Intro screen.** "Why this one": A damaged extension cord can shock you or start a fire. A turnover unit has wet floors, borrowed cords and a crew in a hurry. Sources: [CPSC, Household Extension Cords Can Cause Fires](https://www.cpsc.gov/s3fs-public/5032.pdf).

### Learn slide 1: Walk the cord

Walk a cord end to end. This one has a problem at every stop; a real cord almost never does. Tap each point.

**Tap-to-explore picture** (`cordAnatomy`, with a Zoom button). Alt text: A drawing of one extension cord folded back on itself. At the top left, a plug with a bent blade and no round ground pin. Along the top run, a rubber boot pulled away from the plug, a split in the jacket showing copper, and a wrap of tape. On the lower run, a flattened stretch and a rating tag hanging below. At the bottom right, the cord runs under a door.

| # | Point | What it says | Sources |
|---|---|---|---|
| 1 | The pins | All pins straight, and the round ground pin still on. Never cut one off. | [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334), [CPSC, Household Extension Cords Can Cause Fires](https://www.cpsc.gov/s3fs-public/5032.pdf) |
| 2 | Where the cord meets the plug | The jacket should grip the plug. Wires showing, or a hot plug, mean a bad connection. | [CPSC, Household Extension Cords Can Cause Fires](https://www.cpsc.gov/s3fs-public/5032.pdf) |
| 3 | The jacket | Cuts, splits, soft or melted spots, or bare wire: the cord is done. | [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334) |
| 4 | A flattened spot | A crushed stretch can hide broken wire. OSHA: "evidence of possible internal damage." Treat it like a split. | [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334) |
| 5 | Tape | Tape over a split is not a repair. The Consumer Product Safety Commission lists it as an inadequate repair. | [CPSC, Household Extension Cords Can Cause Fires](https://www.cpsc.gov/s3fs-public/5032.pdf) |
| 6 | The rating tag | It must match what you plug in. A cord that is hot in use may be overloaded. Not marked for outdoor use? It stays indoors. | [CPSC, Household Extension Cords Can Cause Fires](https://www.cpsc.gov/s3fs-public/5032.pdf) |

Sources: [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334).

### Learn slide 2: Water and power

Turnover units are often damp from cleaning. Four rules for water and power:

- Approved for the place. Where you may touch water, the cord and tool must be approved for it. Not sure? Ask first.
- GFCI. Bathroom outlets should have GFCI protection. An extension cord for repair work needs it too: a GFCI cord set, or a portable GFCI.
- Dry hands before you plug in or unplug anything live.
- Outdoors, only a cord marked for outdoor use.

**Diagram** (`gfci`, drawn for this training). What it shows, in words: Two small drawings. First, normal: a GFCI outlet with TEST and RESET buttons feeds a work light through a cord with two wires. Power goes out along one wire and comes back along the other. Second, a leak: a person standing in a puddle touches the light, and some power takes another way, through the person. A GFCI feels the leak and cuts the power fast. Caption: A GFCI is the outlet or plug with the TEST and RESET buttons. Sources: [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334), [29 CFR 1910.304 (GFCI protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.304).

### Learn slide 3: Damaged means out: four steps

1. **Unplug it.** Dry hands first. Pull the plug, not the cord. If it is sitting in water, do not touch it: switch off its breaker first, if you can reach it safely. *(icon: plug)*
2. **Tag it.** DO NOT USE, your name, the unit. *(icon: tag)*
3. **Take it out.** Out of the work area, to the shop bin or your supervisor. A tagged cord left in the room gets plugged in again. *(icon: exit)*
4. **Tell someone.** Send the four-part report, next page. *(icon: message)*

> **A scorched or sparking outlet (tip).** Do not touch it or rely on a sign. If you know its breaker and can reach it safely, switch it off and tag the panel. Otherwise keep people away and call your supervisor. Practice guidance.

> **The rule (rule).** Equipment that does not meet the safety standards may not be used. It must be tagged as unsafe, locked out or removed. Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf), [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334).

### Learn slide 4: Tell someone: the four-part report

A hazard is not fixed until someone who can fix it knows. Four parts:

**Report example.** Weak: "Cords in bad shape again." No place, no detail, no sense of how serious, nothing done. Marcus has to call you.

- **Where:** 8A kitchen:
- **What:** 25 ft yellow cord, jacket cut through to the wires about 3 ft from the plug.
- **How bad:** Bare wire, and the sink was running.
- **What I did:** Unplugged it, tagged it, put it in the shop bin. Used the shop cord.

Send it the same shift.

### Learn slide 5: Now you write one

**Write your own report.** The learner reads what happened, then writes the four parts in four boxes. A live line shows the message as it will read. "Compare with a model" runs a word check (does the message mention the facts that matter) and shows a model side by side. The word check looks for words only, and says so. An "Open it in my messages app" link (`sms:`) puts the text in the learner's own messages app. Nothing is sent by the training.

*What happened:* Unit 5D, hall closet. The cord to the tenant's dehumidifier has a plug too hot to hold and a brown stain around the pins. The tenant says it has been like that for weeks. You unplugged it, tagged it DO NOT USE, and told the tenant not to plug it back in.

- **Where** (Unit and spot). Word check looks for: 5d.
- **What** (What you saw). Word check looks for: plug, cord, dehumid*.
- **How bad** (How serious). Word check looks for: hot, stain*, brown, weeks, fire, burn*.
- **What I did** (What you did). Word check looks for: unplug*, tag*, told, asked.

*Model:* "5D hall closet: tenant's dehumidifier. Plug too hot to hold and stained brown around the pins, tenant says it has been that way for weeks. Unplugged, tagged DO NOT USE, told the tenant not to plug it in. Needs replacing."

### Practice (not scored)

Each question has a Check button, then feedback with the reason, then Continue. Feedback text never starts with a verdict word, because the label above it (Correct, Partly right, Not quite) already says that. Records `answered` with stage `check`.

**Check 1 (rapid, skill shock-see).** Five cords, one at a time. Decide each in about ten seconds.

Use it or tag it, one card at a time, with feedback on every card and the time per card at the end.

| Card | Answer | Why |
|---|---|---|
| Yellow 25 ft cord. Jacket clean and flexible, three straight pins, the tag matches the saw. Cool to the touch after an hour of work. | Use it | Nothing is wrong. This is what a good cord looks like. |
| Black cord. The jacket looks fine, but the plug is too hot to hold and there is a brown stain around the pins. | Tag it | A hot plug is a warning sign of a bad connection or an overload. |
| Heavy cord marked for outdoor use, wet from last night's rain, jacket whole, rated for the pump. | Use it | Marked for outdoor use, undamaged and rated for the job. Dry your hands when you plug it in. |
| White cord, old and a little yellowed, but soft, uncracked, with all three pins and a clear rating tag. | Use it | Age alone is not a defect. Look for damage, not for how old it is. |
| Gray cord whose plug has no round ground pin. Someone snapped it off to fit an old outlet. | Tag it | Never use a plug with the ground pin removed. |

Sources: [CPSC, Household Extension Cords Can Cause Fires](https://www.cpsc.gov/s3fs-public/5032.pdf), [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334).

**Check 2 (mc, skill shock-stop).** You need a work light in a damp kitchen. The only cord on hand is an ordinary indoor extension cord. What do you do?

| Answer | Score | Feedback |
|---|---|---|
| A. Use it and keep the plug well away from the sink, with dry hands when you connect it, and unplug it when done. | 0 | Where you may touch water, cords and tools must be approved for it. Careful hands do not make a cord approved. |
| B. Ask for a cord and a light approved for wet places, with GFCI protection, before you start. | 1 | Use gear approved for the place, or wait until you have it. |
| C. Tape the cord up along the cabinet so it stays out of the water, then use it for the rest of the job. | 0 | The cord is still not approved for the place, and the tape adds a second problem. |

Sources: [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334), [29 CFR 1910.304 (GFCI protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.304).

### Warm-up pool from this lesson

These questions are not shown inside the lesson. They make up the pool for the "Welcome back" quiz, which offers three of them after 20 hours or more away, skills missed on the last test first.

**Warm-up 1 (mc, skill shock-see).** A coworker says a cord is fine because no copper shows, though the outer jacket has a long cut. What do you tell him?

| Answer | Score | Feedback |
|---|---|---|
| A. You are right. As long as the wire is covered, it is safe to use. | 0 | Damage to the jacket or insulation is enough. Copper does not have to show. |
| B. A cut jacket is damage. It comes out of service, tagged, even if no copper shows. | 1 | OSHA says cords with a damaged jacket or insulation are removed from service. |
| C. Tape the cut for now, and swap the cord at the end of the day. | 0 | Tape is not a repair, and "later" is when the next person plugs it in. |

Sources: [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334).

**Warm-up 2 (mc, skill shock-report).** Which of these is not one of the four parts of a report?

| Answer | Score | Feedback |
|---|---|---|
| A. Where the problem is | 0 | It is one of the four. |
| B. Who is to blame | 1 | The four are where, what, how bad, and what you did. Blame is not on the list. |
| C. What you did about it | 0 | It is one of the four. |

**Warm-up 3 (mc, skill shock-stop).** A bathroom outlet has a scorch mark and smells burnt. Nobody is in the room. What do you do first?

| Answer | Score | Feedback |
|---|---|---|
| A. Keep people back, switch off its breaker if you can reach it, and call your supervisor. | 1 | Make it safe from a distance, then make it known. |
| B. Pull the plug out to see how bad the damage is, then write up what you found. | 0 | Touching a scorched outlet puts your hand where the problem is. |
| C. Put a DO NOT USE sign on the outlet and carry on with the job in the room. | 0 | A sign does not stop current, or someone who does not read it. |

### Prove it on the job: The frayed cord

> `Unit 3C · Turnover day, 9:10 a.m.`
>
> The paint crew arrives at 9:30 and needs power for a light and a fan in the bathroom. The only cord in the unit is an orange 50-foot extension cord the last crew left plugged in.
>
> Near the plug the jacket has split two inches and copper shows. The bathroom floor is still damp.
>
> Ray, twelve years on the job, is opening paint cans. "That is nothing. Wrap it in tape. Crew is waiting."
>
> The good cord is in the shop, four minutes away. Marcus, your supervisor, is at another building.

**Decision 1 (shock-stop).** What do you do with the cord?

| Option | Quality | What happens | Why |
|---|---|---|---|
| **A.** Wrap the split in electrical tape and hand it over. Ray has done it for years, and the painters are waiting. | Risky | The tape holds until after lunch. Then a painter drags the cord across the damp floor, the tape slides off, and his wet hand closes on bare copper. A hard shock, and urgent care. | A split jacket exposes the wire. Tape is not a tested repair, and on a wet floor it is worse. |
| **B.** Unplug it and drop it in the corner so nobody trips on it. Then walk to the shop for the other cord. | Partly right | Nobody is shocked, and the crew starts twelve minutes late. But the cord is still in the unit, and tomorrow another crew plugs it in. | Stopping the use is half the job. A damaged cord that can be found will be used. Tag it and take it out. |
| **C.** Unplug it, tag it "Do not use," and carry it out of the unit. Then fetch the good cord. | Best | The crew grumbles about twelve minutes. Ray shrugs: "Fine. Your call." The painters work all morning on a sound cord. Later you see Ray tag one of his own. | Unplug, tag, remove. Nobody can use it by mistake. Twelve minutes was the whole cost. |

A weak choice shows its consequence and "Choose again." The best choice shows the consequence, the reason and, where there is one, the rule behind it.

> The rule behind this. Equipment that does not meet the safety standards may not be used. It must be tagged as unsafe, locked out or removed. A damaged cord stays out of service until it is repaired and tested.

Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf), [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334).

*Developer note:* Applies shock-stop under social pressure and time. The risky option is what a busy crew actually does. The partial option is the common half-measure: the cord stops being used but stays findable.

### Wrap

"Your card" shows the three cells for this hazard (it is the only summary; the field card has the same text):

- **See it:** Split or bare wire, bent or missing pins, hot plug, flat spot, tape, a cord in water or under a door.
- **Stop it:** Unplug (dry hands), tag DO NOT USE, take it out of the area. Cord or plug in water: breaker off first. Scorched outlet: keep people back, breaker off if you can reach it.
- **Report it:** Where, what, how bad, what I did. Same shift.

Records `completed` for the lesson.

## Lesson 2: Fire (Fuel, fumes and flames)

**Goal for the learner:** Tell when fuel and a flame or spark share a space, read a label in five seconds, and stop before anything gets lit.

**Intro screen.** "Why this one": Fuel vapor that meets a spark or flame can ignite. In a utility closet, fuel and a flame are often a foot apart. Sources: [CPSC, fuel container safety](https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Fuel-Container-Gasoline-and-Other-Liquid-Fuel-Safety).

### Learn slide 1: Fuel, flame, and a closed space

A fire needs fuel and a flame or spark. In a small closed space, the vapor from the fuel builds up until something lights it.

**Diagram** (`fuelFlame`, drawn for this training). What it shows, in words: Fuel vapor, from gas, thinner and spray cans, plus a flame or spark, from a pilot, heater, stove or a switch, equals fire. In a small shut space the vapor builds up. Sources: [CPSC, fuel container safety](https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Fuel-Container-Gasoline-and-Other-Liquid-Fuel-Safety).

### Learn slide 2: Find them in a real closet

Tap each point. First say what it is. Then read why.

**Tap-to-explore picture** (`closetA`, with a Zoom button). Alt text: A drawing of a small utility closet. A gas water heater on the left has a burner window with a flame. On the floor to its right are two paint thinner cans, a red gas can, and a space heater. A shelf holds spray cans. A closed door is at the right edge. Dotted lines rise from the cans toward the burner.

**Sort first.** Before the explanation shows, the learner answers "What is this, in a fire?" with one of: Fuel, Flame or heat source, Lets vapor build up, Warning sign. They see right or not quite, then the explanation. The count line keeps score of first-try sorts.

| # | Point | Sort | What it says | Sources |
|---|---|---|---|---|
| 1 | The burner and pilot | Flame or heat source | A gas water heater has a burner and often a pilot light. Both are flames. | [CPSC, fuel container safety](https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Fuel-Container-Gasoline-and-Other-Liquid-Fuel-Safety) |
| 2 | The gas can | Fuel | Escaping vapor that meets a spark or flame can ignite and flash back into the can. A gas can does not belong inside a home or beside an appliance. | [CPSC, fuel container safety](https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Fuel-Container-Gasoline-and-Other-Liquid-Fuel-Safety) |
| 3 | Paint thinner and solvents | Fuel | They give off vapor. If you can smell it, vapor is already in the air. |  |
| 4 | Spray cans | Fuel | Read the label. A flame symbol or the word "flammable" means keep it away from heat, sparks and open flame. | [OSHA, labels and pictograms](https://www.osha.gov/sites/default/files/publications/OSHA3636.pdf) |
| 5 | A shut door | Lets vapor build up | Vapor collects in a small closed space. Keep fuel in a cool, well-ventilated place. | [CPSC, fuel container safety](https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Fuel-Container-Gasoline-and-Other-Liquid-Fuel-Safety) |
| 6 | A space heater | Flame or heat source | Heaters are on the list of things to keep fuel away from. | [CPSC, fuel container safety](https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Fuel-Container-Gasoline-and-Other-Liquid-Fuel-Safety) |
| 7 | The smell | Warning sign | Your first warning. It means vapor is in the air, even if nothing looks wrong. |  |

### Learn slide 3: Read the label in five seconds

**Tap-to-explore picture** (`label`, with a Zoom button). Alt text: A made-up product label. At the top left, a red-bordered diamond with a flame. Beside it the word DANGER, then PAINT THINNER (EXAMPLE). Below: Extremely flammable liquid and vapor. Keep away from heat, sparks and open flames. Keep container tightly closed.

| # | Point | What it says | Sources |
|---|---|---|---|
| 1 | The flame symbol | A flame in a red-bordered diamond marks flammables. Keep it away from heat, sparks and flames. | [OSHA, hazard symbols (Appendix C)](https://www.osha.gov/hazcom/appendix-c) |
| 2 | The signal word | "Danger" is for the more severe hazards, "Warning" for the less severe. A label carries one of the two. | [OSHA, labels and pictograms](https://www.osha.gov/sites/default/files/publications/OSHA3636.pdf) |
| 3 | The hazard statement | What the hazard is. Here: extremely flammable liquid and vapor. | [OSHA, labels and pictograms](https://www.osha.gov/sites/default/files/publications/OSHA3636.pdf) |
| 4 | The precaution | What to do. Here: keep away from heat, sparks and open flames. | [OSHA, labels and pictograms](https://www.osha.gov/sites/default/files/publications/OSHA3636.pdf) |

No label, or cannot read it? Treat it as dangerous and leave it alone.

### Learn slide 4: Leave it off, air it out, step away

Smell fuel or gas? The first question is how strong the smell is, and how you feel.

**Diagram** (`smell`, drawn for this training). What it shows, in words: A flow chart. You smell fuel or gas. Is the smell strong, or do you feel dizzy or sick? Yes: get out, keep others out, and call 911 from outside. No: light and switch nothing, open a door or window, step out, and call your supervisor. Caption: Practice guidance. If your company's written procedure differs, follow it.

### Learn slide 5: The steps: leave it off, air it out, step away

1. **Do not light anything.** No pilot, no igniter, no torch, no lighter. *(icon: noflame)*
2. **Do not switch anything.** No light switch, no fan, no plug-in. A switch can spark. *(icon: noswitch)*
3. **Let air in.** Open a door or window if you can do it without touching a switch. *(icon: window)*
4. **Step out and call.** Tell your supervisor what you see and smell. Leave the containers alone: your supervisor decides who moves them. *(icon: walkout)*

### Practice (not scored)

Each question has a Check button, then feedback with the reason, then Continue. Feedback text never starts with a verdict word, because the label above it (Correct, Partly right, Not quite) already says that. Records `answered` with stage `check`.

**Check 1 (mc, skill fire-see).** A can says DANGER and shows a red-bordered diamond with a flame. What is the safest way to read it?

| Answer | Score | Feedback |
|---|---|---|
| A. A general caution. The back of the can matters only once you plan to open it. | 0 | The symbol and the word are there to warn you before you open anything. |
| B. Flammable, and a severe hazard. Keep it away from heat, sparks and flames. | 1 | A flame symbol means flammable, and "Danger" is the word for the more severe hazards. |
| C. A full-can warning. Once a can is empty and dry, the label no longer applies. | 0 | An empty container can still hold vapor. |

Sources: [OSHA, hazard symbols (Appendix C)](https://www.osha.gov/hazcom/appendix-c), [OSHA, labels and pictograms](https://www.osha.gov/sites/default/files/publications/OSHA3636.pdf).

### Warm-up pool from this lesson

These questions are not shown inside the lesson. They make up the pool for the "Welcome back" quiz, which offers three of them after 20 hours or more away, skills missed on the last test first.

**Warm-up 1 (mc, skill fire-see).** Which pairing is the dangerous one?

| Answer | Score | Feedback |
|---|---|---|
| A. A sealed bottle of water next to a gas water heater | 0 | Water is not fuel. |
| B. An open gas can next to a gas water heater | 1 | Fuel vapor plus a flame. |
| C. A mop bucket next to a space heater | 0 | Not fuel. |

Sources: [CPSC, fuel container safety](https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Fuel-Container-Gasoline-and-Other-Liquid-Fuel-Safety).

**Warm-up 2 (mc, skill fire-report).** What is the difference between "Danger" and "Warning" on a label?

| Answer | Score | Feedback |
|---|---|---|
| A. "Danger" is for the more severe hazards, "Warning" for the less severe | 1 | A label carries only one of the two. |
| B. "Danger" means the can is open, "Warning" means it is sealed | 0 | It is about how severe the hazard is, not whether the can is open. |
| C. They mean the same thing, and the maker picks one | 0 | They are used by severity. |

Sources: [OSHA, labels and pictograms](https://www.osha.gov/sites/default/files/publications/OSHA3636.pdf).

**Warm-up 3 (mc, skill fire-stop).** You open a closet and the smell of fuel is strong. You feel a little dizzy. What now?

| Answer | Score | Feedback |
|---|---|---|
| A. Prop the door, find the window, and call your supervisor from inside. | 0 | A strong smell and dizziness mean leave first. |
| B. Get out, keep others out, and call 911 from outside. | 1 | Strong vapor is an emergency, and you should not stay in it to make calls. |
| C. Switch on the closet light to see where it is coming from. | 0 | A switch can spark. |

### Prove it on the job: Solvent by the water heater

> `Unit 7A · Service call, 1:15 p.m.`
>
> Mr. Baker in 7A has had no hot water since Sunday. He is at work and told the office you can go in. The gas water heater is in a closet off the kitchen, and its pilot is out.
>
> You smell solvent, not strongly. Beside the heater are three cans of paint thinner, a red gas can and a tub of spray paint.
>
> The work order says: "Relight pilot. 15 minutes." You have an igniter in your belt.

**Decision 1 (fire-stop).** What do you do?

| Option | Quality | What happens | Why |
|---|---|---|---|
| **A.** Open the closet door wider and relight the pilot. It is a fifteen-minute job, and he has had no hot water for days. | Risky | You press the igniter. A soft whump, and flame rolls across the closet floor, singeing your forearm. The thinner cans were a foot from where it ran. | Fuel vapor that meets a flame or a spark can ignite. A pilot is a flame that is always on. |
| **B.** Carry the gas can and the thinner out to the balcony first, then relight the pilot. | Partly right | Nothing ignites. But one can leaked onto your glove, and the closet still smelled of solvent when you lit the pilot. You got away with it. | Moving the fuel is the right instinct. Doing it alone, beside a live pilot, with vapor in the air, is a gamble. |
| **C.** Leave the pilot off and touch no switches. Open a window, step out, and call Marcus before you do anything else. | Best | You prop the door and a window, step onto the balcony and call Marcus. Twenty minutes later the smell has thinned. You lit nothing and touched nothing that was not yours. | When fuel is near an ignition source, the job stops. If the smell had been strong, or you felt dizzy, you would get out and call 911. |

A weak choice shows its consequence and "Choose again." The best choice shows the consequence, the reason and, where there is one, the rule behind it.

> The rule behind this. Do not store gas cans or other fuel containers near sources of ignition such as fuel-burning appliances, open flames or pilot lights. Fuel vapor that meets a spark or flame can ignite.

Sources: [CPSC, fuel container safety](https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Fuel-Container-Gasoline-and-Other-Liquid-Fuel-Safety).

*Developer note:* Applies fire-stop where the hazard is a combination: fuel plus an ignition source. The risky option is the reasonable-sounding default. The partial option has the right instinct and the wrong method.

**Decision 2 (fire-report).** Mr. Baker texts: "They have always been there. My last landlord never cared." How do you reply?

| Option | Quality | What happens | Why |
|---|---|---|---|
| **A.** “That is against the rules, and a real fire hazard. If those cans are not out by tomorrow, you will be written up for it.” | Risky | Mr. Baker calls the office angry that a maintenance tech threatened him. Marcus spends the afternoon smoothing it over. | Enforcing the lease is the manager's job. Yours is to make the hazard known, respectfully. |
| **B.** “Understood. I left a note on the door that the heater could not be lit. I will stop back this afternoon, so please do not worry.” | Partly right | Reading the note, Mr. Baker decides the repair was botched and calls the office. Hot water comes back later than it had to. | A note that says only "could not light" leaves the hazard unexplained. Say why. |
| **C.** “Thanks for letting me in. Fumes near the pilot could catch fire, so I cannot light it yet. Could you move the cans? Marcus will follow up.” | Best | He writes back: "Oh. Did not think about the heater. Moving them tonight." You relight the pilot the next morning in ten minutes. | Explain the danger in one line, ask for the one thing you need, and hand the rest to Marcus. |

A weak choice shows its consequence and "Choose again." The best choice shows the consequence, the reason and, where there is one, the rule behind it. This decision has no rule panel.

*Developer note:* Applies fire-report as a hand-off: state the hazard in one line, ask for the one thing you need, and leave enforcement to the property manager.

### Wrap

"Your card" shows the three cells for this hazard (it is the only summary; the field card has the same text):

- **See it:** Solvent or fuel smell. Gas can or thinner near a pilot, burner or heater. Flame symbol on a label.
- **Stop it:** Light and switch nothing. Let air in. Step out. Call. Strong smell or dizzy: get out and call 911.
- **Report it:** Where, what, how bad, what I did. Say what you saw and smelled, not what you think of the tenant.

Records `completed` for the lesson.

## Lesson 3: Fall (Edges and balconies)

**Goal for the learner:** Recognize an unprotected edge, name three ways to protect it, and stop the work until it is protected, even when the person at the edge has twelve years on you.

**Intro screen.** "Why this one": The balcony you repair today is the one a tenant stands on tomorrow. The person who notices an open edge is often the one who is new.

### Learn slide 1: Spot an unprotected edge

A balcony is safe because of its railing. Take a panel away and it is a drop. Tap each point.

**Tap-to-explore picture** (`balconyA`, with a Zoom button). Alt text: A drawing of a high balcony seen from inside. A railing runs across with one section removed, leaving a dashed opening. A worker without a harness kneels at the opening and reaches down past the edge. Wet patches mark the tile. On the left wall a harness hangs on a hook and a metal ring is bolted to the wall. A post at the right has a rusted base.

| # | Point | What it says | Sources |
|---|---|---|---|
| 1 | The opening | A removed panel is an unprotected edge. At 4 feet or more (general industry), or 6 feet (construction), the worker must be protected. | [29 CFR 1910.28 (fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.28), [29 CFR 1926.501 (construction fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1926/1926.501) |
| 2 | Leaning past the edge | Anyone whose body goes past the edge needs protection. This worker has none. |  |
| 3 | The anchor point | An anchor holds 5,000 pounds per worker, or is designed by a qualified person. You cannot judge a ring by looking. Ask who approved it. | [29 CFR 1910.140 (personal fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.140) |
| 4 | The rest of the railing | A guardrail top rail is about 42 inches high and takes 200 pounds of force. A rusted post will not. | [29 CFR 1910.29 (guardrails)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.29) |

### Learn slide 2: Three ways to protect an edge

**Diagram** (`edgeRail`, drawn for this training). What it shows, in words: A side view of a balcony with a railing. The top rail is about 42 inches high and takes 200 pounds of force. A drop of 4 feet or more, or 6 feet in construction, means the edge must be protected by a rail, a net or a harness. Sources: [29 CFR 1910.28 (fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.28), [29 CFR 1910.29 (guardrails)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.29), [29 CFR 1926.501 (construction fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1926/1926.501).

Three ways to protect an edge: a guardrail, a safety net, or personal fall protection: a harness, an anchor and a connector, set up by someone who knows the gear, not by the person at the edge.

### Learn slide 3: Anchor, connector, body harness

Personal fall protection is three parts that work together. Each one has to be right, or none of them counts.

**Diagram** (`abc`, drawn for this training). What it shows, in words: Three parts, top to bottom. A, Anchor: holds 5,000 pounds per worker, or is designed by a qualified person. C, Connector: joins the harness to the anchor. B, Body harness: worn and clipped in. A ring on a wall is not an anchor until someone has approved it. Sources: [29 CFR 1910.140 (personal fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.140).

### Learn slide 4: Say it: Hold up

Seeing the hazard is half of it. Someone has to say stop, sometimes to a person with more years than you. Build your first words.

**Sentence builder.** The learner picks one option for each of three beats (the order of the options changes every run) and sees their sentence and a note on each choice. The beat labels do not give the answer away.

*Your first words*
- (good) Hold up, Ray. — Calm, names him, and says stop.
- Hey! You can't do that. — Sounds like an accusation. People dig in.
- That doesn't look safe. — Vague, and no stop word.

*What you offer to do*
- (good) Let's get a harness and an approved anchor first. I'll go find Marcus. — It offers a way forward and your own legs.
- I'm telling Marcus. — It is a threat. You may still report, but offer the fix first.
- Do what you want. — That is walking away.

### Learn slide 5: When he pushes back

Ray does not always give in. He gets two turns.

**Push-back turns.** The person does not give in. After a good reply the next turn appears. A weak reply shows why and lets the learner pick again.

*Turn 1 — Ray: "Relax. Two minutes. I have done this a hundred times."*
- (good) I hear you. It is still open on one side. Please step back while I get Marcus and the gear. — You keep the stop, you respect him, and you say what happens next.
- Okay, but be quick. — The stop is gone. You just agreed to the open edge.
- Do you even know the rule? It is four feet or more. — It starts a quiz. He digs in.

*Turn 2 — Ray: "You are three weeks in. You do not know this job."*
- (good) That is true, and I will not argue. I also will not hold that panel until the edge is protected. — You agree with what is true, and you keep your own line.
- Fine. Forget I said anything. — You gave up the stop to keep the peace.
- I will tell Marcus you would not listen. — It sounds like a threat, and it keeps the focus on him.

If he keeps going anyway: step back, do not help, and call your supervisor right now. You cannot make him stop. You can stop being part of it.

> **Practice, not law (tip).** Calling a stop on a coworker is crew practice. What Hawaii law protects is your own refusal to use unsafe equipment or work an unsafe way (lesson 5). Say your first words out loud once now. Five seconds. Sources: [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm).

### Practice (not scored)

Each question has a Check button, then feedback with the reason, then Continue. Feedback text never starts with a verdict word, because the label above it (Correct, Partly right, Not quite) already says that. Records `answered` with stage `check`.

**Check 1 (mc, skill fall-see).** A coworker clips his harness to a ring on the wall and starts work at the open edge. What is the best thing to check first?

| Answer | Score | Feedback |
|---|---|---|
| A. That the harness is a bright color so a rescuer can see him from below. | 0 | Color does not decide whether the system works. |
| B. That someone qualified approved the ring as an anchor for his weight. | 1 | An anchor has to hold 5,000 pounds per worker or be designed by a qualified person. A ring looks the same either way. |
| C. That the ring is shiny and new, with no rust on the bolts and the wall. | 0 | Looking new is not an approval. The anchor has to be rated or designed. |

Sources: [29 CFR 1910.140 (personal fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.140).

### Warm-up pool from this lesson

These questions are not shown inside the lesson. They make up the pool for the "Welcome back" quiz, which offers three of them after 20 hours or more away, skills missed on the last test first.

**Warm-up 1 (mc, skill fall-see).** You are three floors up and the tile near the railing is wet. What do you do?

| Answer | Score | Feedback |
|---|---|---|
| A. Work along the edge on your knees. It is wet, not slippery. | 0 | A slip near an open edge becomes a fall. |
| B. Dry it, or keep back from the edge until it is dry. | 1 | Footing is part of the edge. |
| C. Lay a towel down and step on it. | 0 | A towel can slide. Dry the tile. |

**Warm-up 2 (mc, skill fall-report).** A coworker says, "Do not tell the boss." What do you do?

| Answer | Score | Feedback |
|---|---|---|
| A. Report it the same shift, factually, without blaming him. | 1 | Describe the situation, not the person. |
| B. Wait a week and see whether it happens again. | 0 | The longer you wait, the harder it gets to say. |
| C. Say nothing, because he has more experience than you. | 0 | Experience does not stop a fall. |

**Warm-up 3 (mc, skill fall-stop).** Which of these is the strongest legal protection you have if you refuse a job because the edge is unprotected?

| Answer | Score | Feedback |
|---|---|---|
| A. Hawaii law bars your employer from punishing you for refusing unsafe practices that break the safety law. | 1 | HRS §396-8 protects refusing unsafe equipment or practices. |
| B. Your crew leader's promise that he will not be angry at you, since he has always been fair to the crew. | 0 | A promise is not a protection, and it may not be his to give. |
| C. A rule that any worker on any crew may stop any job at any time, for any reason at all, no questions asked. | 0 | That is crew practice at best. The law protects your own refusal. |

Sources: [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm).

### Prove it on the job: The balcony railing

> `Unit 14F, balcony · Repair job, 10:40 a.m.`
>
> Salt air has eaten the base of a 14th-floor railing. You and Ray are replacing a six-foot section. He has unbolted the old panel, and where it stood is a drop of well over a hundred feet.
>
> Ray kneels at the opening and leans past the edge to reach the bottom bracket. No harness, no anchor, wet tile. "Almost done. Two minutes."
>
> Marcus is not on this floor. Ray has taught you half of what you know.

**Decision 1 (fall-stop).** What do you do?

| Option | Quality | What happens | Why |
|---|---|---|---|
| **A.** Say nothing. He has done this for years, it is only two minutes, and the new guy should not tell him how to work. | Risky | Ray's knee slides on the wet tile. He catches the door frame and hauls himself back, white in the face. It was luck. | Nobody is too experienced for wet tile and an open edge. Being new does not take away your duty to say stop. |
| **B.** Set the panel down and hold the back of his belt so he can lean out and finish the bracket faster. | Risky | Ray leans out farther, and you are tied to him with no anchor of your own. When his weight shifts you are pulled toward the edge. You both back away, shaking. | A hand on a belt is not fall protection. It puts two people at the edge. |
| **C.** Tell him it is not safe, then go find Marcus right away while he keeps working on the bracket. | Partly right | You spoke up, which counts. But Ray waves you off and keeps leaning. By the time you are back with Marcus he has finished. | Speaking up is the first step. The work has to stop while you say it, not after you leave. |
| **D.** Say "Hold up, Ray." Ask him to step back from the edge. Nothing goes on until the opening is protected. | Best | Ray looks at the edge and sits back on his heels. "Yeah. Fair." Marcus brings in the person who sets up fall protection, and the bracket goes in once the edge is protected. | On a good crew, anyone can call a stop. That is crew practice, not a legal right. Short and calm works best. |

A weak choice shows its consequence and "Choose again." The best choice shows the consequence, the reason and, where there is one, the rule behind it.

> The rule behind this. A worker on a surface with an unprotected edge 4 feet or more above a lower level (general industry) or 6 feet or more (construction) must be protected by a guardrail, safety net or personal fall protection. A balcony over a hundred feet up is above both.

Sources: [29 CFR 1910.28 (fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.28), [29 CFR 1926.501 (construction fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1926/1926.501).

*Developer note:* Applies fall-stop. Four options because the failure modes differ: silence, a well-meant unsafe act, and a partial step that leaves the work going. Only one stops the work.

**Decision 2 (fall-report).** At lunch Ray says quietly: "Do not tell Marcus how I was working up there. I do not want it on my record." What do you do?

| Option | Quality | What happens | Why |
|---|---|---|---|
| **A.** Agree. It is Ray's business, he is only protecting his record, and he is the one helping you learn the job. | Risky | You keep it quiet. A month later another crew works a balcony the same way, and someone is hurt. Marcus asks, "Did anyone see this before?" You know the answer. | Silence protects the habit, not the person. The next crew inherits it. |
| **B.** Tell Ray you will think about it, and see whether it comes up again this week or maybe the next. | Partly right | A week passes, and each day makes it harder to say. At the safety meeting you are the person who knew and waited. | The longer you wait, the more it costs to say. Report the same shift. |
| **C.** Tell Ray you will report it to Marcus today, factually. You want you both to go home. | Best | Ray shrugs. "I would have told the new guy the same thing." Marcus thanks you both, writes no one up, and changes how balcony jobs are set up. | Reporting is not betrayal. It is how you look out for each other. Keep it factual. |

A weak choice shows its consequence and "Choose again." The best choice shows the consequence, the reason and, where there is one, the rule behind it.

> The rule behind this. A worker who knows of an unsafe practice must promptly tell the supervisor. Hawaii law also bars an employer from firing or punishing you for refusing an unsafe practice or filing a safety complaint. If it happens, you have 60 days to file.

Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf), [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm), [HIOSH, contact](https://labor.hawaii.gov/hiosh/contact/).

*Developer note:* Applies fall-report against loyalty. This is a motivation gap, not a knowledge gap, so the feedback names the fear and the protection rather than adding facts.

### Wrap

"Your card" shows the three cells for this hazard (it is the only summary; the field card has the same text):

- **See it:** Missing railing panel, rusted post, wet tile, harness on the hook, an anchor nobody has approved.
- **Stop it:** Say "Hold up, [name]." Name the opening. Offer to get the gear. Do not help until it is protected.
- **Report it:** Where, what, how bad, what I did. Facts about the situation, not the person.

Records `completed` for the lesson.

## Lesson 4: Heat (Heat illness)

**Goal for the learner:** Recognize the signs without having to diagnose, cool first and call 911, and protect new workers, including yourself.

**Intro screen.** "Why this one": OSHA reports that almost half of heat-related deaths happen on a worker's first day on the job or first day back after a long absence, and over 70 percent in the first week. Sources: [OSHA, protecting new workers](https://www.osha.gov/heat-exposure/protecting-new-workers).

### Learn slide 1: The signs: you do not have to diagnose

The signs overlap, and OSHA's advice is not to work out which illness it is. Time matters. Know which signs mean call 911 now.

**Diagram** (`heatBoard`, drawn for this training). What it shows, in words: Two cards. Call 911 now: confusion, slurred speech, hot dry skin, a seizure, passing out. Stop, cool down, watch: nausea or vomiting, cramps, dizziness or a headache, heavy sweating. Heavy sweating can still be heat stroke. Not sure? Cool them and call 911. Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

### Learn slide 2: Cool, call, stay

1. **Move them to shade or air conditioning.** Out of the sun, now. *(icon: shade)*
2. **Cool them right away.** Cold, wet towels or ice on the head, neck, trunk, armpits and groin. Use fans. Take off heavy clothing. Cold-water immersion is best if you can do it. *(icon: towel)*
3. **Call 911.** Always for confusion, slurred speech, seizures or passing out. When in doubt, call. *(icon: phone)*
4. **Stay with them.** Never leave someone with heat illness alone, and do not drive someone who is confused to a clinic instead of calling. *(icon: stay)*

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

### Learn slide 3: Prevent it: water, rest, shade, and a slow start

Three habits keep a crew out of trouble on a hot day. Make them the default, not what you do once someone feels sick.

- **Water.** Drink often, not just when thirsty. Add electrolytes for jobs over two hours.
- **Rest.** Take breaks when it is hot. Skipping them is not safe.
- **Shade.** A shady spot, an air-conditioned vehicle or building, or a spot with fans.
Sources: [OSHA, water, rest, shade](https://www.osha.gov/heat-exposure/water-rest-shade).

### Learn slide 4: Start slow: the Rule of 20 Percent

New workers, and anyone back after a week or more away, need time to adjust. OSHA and NIOSH recommend the Rule of 20 Percent: 20 percent of a normal day on day one, then add 20 percent each day. Some workers need up to two weeks. New? Tell your lead. The lead? Plan it.

**Diagram** (`rule20`, drawn for this training). What it shows, in words: A bar chart for an 8-hour day. Day 1, 20 percent, 1 hour 36 minutes. Day 2, 40 percent, 3 hours 12 minutes. Day 3, 60 percent, 4 hours 48 minutes. Day 4, 80 percent, 6 hours 24 minutes. Day 5, 100 percent, 8 hours. The rest of each day is work without heat stress, with a rest break. Sources: [OSHA, protecting new workers](https://www.osha.gov/heat-exposure/protecting-new-workers).

### Learn slide 5: Your own body, and what to say on the phone

Headache, nausea or dizziness during hard work in the heat can be overheating. You may stop. Say so early. When you call 911:

**Report example.** Weak: "Somebody is sick." The dispatcher has to pull every detail out of you while the clock runs.

- **Where:** The property address, then "the courtyard behind Building C."
- **What:** A coworker is confused and slurring his words.
- **How bad:** His skin is very hot. He is not answering clearly.
- **What I did:** He is in the shade. I am cooling him with wet towels and staying with him.

Know your property's address. Stay on the line.

### Practice (not scored)

Each question has a Check button, then feedback with the reason, then Continue. Feedback text never starts with a verdict word, because the label above it (Correct, Partly right, Not quite) already says that. Records `answered` with stage `check`.

**Check 1 (multi, skill heat-see).** Which signs mean call 911 now? Select all that apply.

| Answer | Correct? | Feedback |
|---|---|---|
| Confusion | yes (leaving it out is a dangerous miss) | A sign of heat stroke. |
| Slurred speech | yes (leaving it out is a dangerous miss) | A sign of heat stroke. |
| A seizure | yes (leaving it out is a dangerous miss) | A sign of heat stroke. |
| Passing out | yes (leaving it out is a dangerous miss) | Unconsciousness is a sign of heat stroke. |
| Thirst | no | A sign of heat exhaustion. Stop, drink, cool down, tell someone. |
| A cluster of red bumps on the neck | no | Heat rash. Cool and dry the skin. It still means you are too hot. |

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

**Check 2 (mc, skill heat-stop).** You called 911 and started cooling a coworker. The ambulance is ten minutes out. Another worker asks you to help finish the job. What do you do?

| Answer | Score | Feedback |
|---|---|---|
| A. Help finish the job, since the dispatcher is on the line with him and the ambulance is coming. | 0 | Never leave someone with heat illness alone. |
| B. Stay with your coworker and keep cooling him until help arrives. | 1 | Stay, keep cooling, and let the job wait. |
| C. Leave water beside him and finish one quick task, then come right back. | 0 | He can get worse quickly, and he may not be able to drink. |

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

### Warm-up pool from this lesson

These questions are not shown inside the lesson. They make up the pool for the "Welcome back" quiz, which offers three of them after 20 hours or more away, skills missed on the last test first.

**Warm-up 1 (mc, skill heat-see).** A worker is sweating heavily and his speech is a little slow. What is the safest way to read it?

| Answer | Score | Feedback |
|---|---|---|
| A. He is sweating, so his body is coping and it cannot be heat stroke. | 0 | OSHA lists heavy sweating among heat stroke signs too. |
| B. Stop and cool him down, watch closely, and do not rule heat stroke out. | 1 | Slow speech plus heavy sweating is a reason to cool and call if in doubt. |
| C. Sweating means he is fine, so he can finish the job and drink at lunch. | 0 | Sweating is a sign that he is too hot. |

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

**Warm-up 2 (mc, skill heat-stop).** A crew member in the heat is confused. What is the first thing you do?

| Answer | Score | Feedback |
|---|---|---|
| A. Get him into shade, start cooling him, and call 911. | 1 | Cool, call, stay. |
| B. Give him a bottle of water and ask how he feels. | 0 | Water is not enough for someone who is confused. |
| C. Drive him to a clinic yourself. | 0 | Cooling cannot wait for a drive. |

**Warm-up 3 (mc, skill heat-report).** Who is at the highest risk for heat illness on a crew?

| Answer | Score | Feedback |
|---|---|---|
| A. Anyone new to the job, or back after a week or more away. | 1 | Almost half of heat-related deaths happen on the first day, and over 70 percent in the first week. |
| B. Only the oldest workers, who have been in the sun the longest. | 0 | Workers who are new or returning are at highest risk, whatever their age. |
| C. Only the workers who forgot to bring their own water that day. | 0 | Water helps, but being new to the heat is the bigger risk. |

Sources: [OSHA, protecting new workers](https://www.osha.gov/heat-exposure/protecting-new-workers).

### Prove it on the job: Heat in the courtyard

> `Courtyard, grounds crew · Midday, 12:40 p.m.`
>
> It is 89 degrees and humid. The grounds crew has been clearing green waste since 8. Daniel started Monday, so today is his second day.
>
> Daniel stops in the middle of a sentence. He is soaked with sweat and flushed, his words run together, and he cannot say what he was just talking about.
>
> "I am fine," he says. "Two more hedges, then lunch." The trimmer wavers in his hands.

**Decision 1 (heat-stop).** What do you do?

| Option | Quality | What happens | Why |
|---|---|---|---|
| **A.** Tell him to finish the two hedges and take his lunch after. He says he is fine, and the hedges are due. | Risky | Daniel finishes one hedge, then sits down hard on the curb and does not answer when you ask his name. His skin is hot and dry when the ambulance arrives. | "I am fine" can be a symptom. Confusion and slurred speech mean treat it as heat stroke. |
| **B.** Walk him into the shade, give him water, and call Marcus to ask what to do. | Partly right | The shade and water help a little. Marcus answers on the fifth ring and tells you to call 911. You lose minutes of cooling. | Shade and water are the right start, but not enough. Cool him now and call 911 yourself. |
| **C.** Drive him to the urgent care yourself with the air conditioning on high. It is fifteen minutes away. | Risky | Daniel is a little cooler when you arrive. But he sat confused the whole drive, and you could not cool him properly or call for help. | Cooling cannot wait for a drive. Call 911 and start cooling where you are. |
| **D.** Get him into the shade, put wet towels on his head, neck and armpits, call 911, and stay with him. | Best | You walk him under the overhang and soak towels at the hose bib. The dispatcher stays on the line. When the paramedics arrive, Daniel is groggy but answering questions. | Cool, call, stay. Daniel is on his second day, and over 70 percent of heat-related deaths happen in the first week. |

A weak choice shows its consequence and "Choose again." The best choice shows the consequence, the reason and, where there is one, the rule behind it.

> The rule behind this. Signs of heat stroke include confusion, slurred speech, unconsciousness, seizures, and heavy sweating or hot, dry skin. Do not try to diagnose. Cool the worker right away, call 911, and never leave them alone.

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid), [OSHA, protecting new workers](https://www.osha.gov/heat-exposure/protecting-new-workers).

*Developer note:* Applies heat-stop. Confusion and slurred speech are the cue; "I am fine" is part of the picture. Four options: two risky for different reasons, one partial (the right instinct without cooling or 911), one best.

**Decision 2 (heat-report).** The ambulance leaves at 1:10. Marcus says the crew can rest fifteen minutes, then finish the courtyard. Your head is pounding and your stomach is turning. What do you do?

| Option | Quality | What happens | Why |
|---|---|---|---|
| **A.** Keep going. Everyone is rattled, and it would look weak to ask for more time right after Daniel went down. | Risky | By two o'clock you are dizzy and your hands shake. You throw up behind the truck. Now Marcus has a second worker down. | Your symptoms count. Pushing through is how a second person goes down. |
| **B.** Drink some water and keep working. It is probably nothing, and the crew is counting on you. | Partly right | The water helps for a while, but you are still in the sun. An hour later you sit down suddenly. Marcus asks why you did not say something at 1:30. | Water is right but not enough. Stop, cool down, and tell someone. |
| **C.** Tell Marcus and the crew you have a headache and nausea. Stop work and sit in the shade with water. | Best | Marcus hands you a cold bottle. Another crew member says he has felt off too. Marcus moves the rest of the courtyard work to early tomorrow. | Workers with symptoms should be allowed to stop. Speak up early, and the crew follows. |

A weak choice shows its consequence and "Choose again." The best choice shows the consequence, the reason and, where there is one, the rule behind it.

> The rule behind this. Any unusual symptom in a worker doing physical labor in a warm place can be a sign of overheating. Workers who develop symptoms should be allowed to stop working and be evaluated.

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

*Developer note:* Applies speaking up turned inward: the learner as the person with symptoms. The pull is to look tough right after a coworker went down.

### Wrap

"Your card" shows the three cells for this hazard (it is the only summary; the field card has the same text):

- **See it:** Confusion, slurred speech, hot dry skin, seizure, passing out: 911. Nausea, dizziness, cramps, heavy sweat: stop and cool, and watch. New or returning workers are at highest risk.
- **Stop it:** Shade, cool now, call 911, stay. Your own symptoms: stop and tell someone.
- **Report it:** On the phone: where, what you see, how bad, what you did. Stay on the line.

Records `completed` for the lesson.

## Lesson 5: Speak up (Say it, send it, and know what protects you)

**Goal for the learner:** Get a hazard in front of someone who can fix it, know what to do when nothing happens, and know what protects you for speaking up.

**Intro screen.** "Why this one": Hawaii's workplace safety rule puts a duty on you and a duty on your supervisor. You must promptly tell the supervisor of an unsafe condition, and the supervisor must take immediate steps to correct it. Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf).

### Learn slide 1: When a report goes nowhere

Reporting is not being a nuisance. It is a part of the job the rule spells out. When nothing happens:

**Diagram** (`ladder`, drawn for this training). What it shows, in words: A five-step ladder. 1: you tell, same shift, four parts. 2: your supervisor acts, immediate steps and a reply. 3: no reply, follow up in writing the same day and keep it out of use. 4: still nothing, ask the next person up. 5, outside the company: still not handled, call the HIOSH complaints line, (808) 586-9092. Someone hurt or in danger now: call 911 first. Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf), [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm), [HIOSH, contact](https://labor.hawaii.gov/hiosh/contact/).

> **The rule (rule).** Any employee with knowledge of an unsafe condition must promptly inform the supervisor or person in charge. The supervisor must take immediate steps to correct it. Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf).

> **If you are the supervisor (tip).** Reply the same day, even if only "got it." Act before the end of the shift. Tell the person who reported what you did. A report that vanishes teaches people to stop sending them.

### Learn slide 2: Write one yourself

Four parts, in your own words. Here is what happened.

**Write your own report.** The learner reads what happened, then writes the four parts in four boxes. A live line shows the message as it will read. "Compare with a model" runs a word check (does the message mention the facts that matter) and shows a model side by side. The word check looks for words only, and says so. An "Open it in my messages app" link (`sms:`) puts the text in the learner's own messages app. Nothing is sent by the training.

*What happened:* Building A laundry room. The vent behind the second dryer is packed with lint, and there is lint on the floor behind it. The room smells like hot dust. Tenants have used it all week. You switched the dryer off at the wall, put a DO NOT USE sign on it, and told the tenant who was loading it.

- **Where** (Building and spot). Word check looks for: laundry, dryer*, building.
- **What** (What you saw). Word check looks for: lint, vent.
- **How bad** (How serious). Word check looks for: smell*, hot, week, fire, tenants.
- **What I did** (What you did). Word check looks for: switch*, turned, sign, told.

*Model:* "Building A laundry room, second dryer: vent packed with lint, more on the floor behind it, smell of hot dust. Tenants have used it all week. I switched it off at the wall, put a DO NOT USE sign on it and told the tenant. Needs the vent cleared before it is used."

### Learn slide 3: What protects you, and who to call

- You can refuse to use unsafe equipment, or to work an unsafe way that breaks the safety law. Your employer cannot fire or punish you for it.
- You can complain to the state. Your employer cannot punish you for complaining.
- If you are punished, you have 60 days to file a complaint with the state.
- Keep your own record of what you reported, to whom, and when.

Sources: [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm).

### Learn slide 4: Who do I call?

**Who-to-call tool.** The learner picks a situation and sees the answer and the number, as a tap-to-call link.
- *I told my supervisor and nothing happened* — Follow up in writing today and say what is still unsafe. Keep the hazard out of use if you can. Ask the next person up: a manager or the safety contact. If it is still not handled, you can complain to HIOSH. **HIOSH Safety and Health Complaints: (808) 586-9092**
- *I was punished for speaking up* — File a complaint with the director within 60 days of the violation. **HIOSH Whistleblower line: (808) 586-9138**
- *Someone is hurt or in danger right now* — Call 911 first. Then your supervisor. **Emergency: 911**
- *I refused a job because I thought it was unsafe* — Hawaii law protects refusing to use unsafe equipment or take part in unsafe practices that break the safety law. Tell your supervisor why, and what would make it safe. **If you are punished, call the Whistleblower line within 60 days: (808) 586-9138**
Phone numbers are from HIOSH's contact page, checked 2026-09-29. Confirm before relying on them.

### Practice (not scored)

Each question has a Check button, then feedback with the reason, then Continue. Feedback text never starts with a verdict word, because the label above it (Correct, Partly right, Not quite) already says that. Records `answered` with stage `check`.

**Check 1 (mc, skill all-report).** You reported a hazard on Monday. It is Thursday, there has been no reply, and crews are still using it. What is the best next step?

| Answer | Score | Feedback |
|---|---|---|
| A. Wait. Marcus is busy, and sending it a second time would only look like nagging him about it. | 0 | The hazard is still there and the duty is to act promptly. |
| B. Follow up in writing today, keep it out of use if you can, and ask the next person up. | 1 | Write it down, stop what you can, go up one level. Use the HIOSH complaint line if it is still not handled. |
| C. Complain in the crew group chat so everyone knows what is going on and can weigh in. | 0 | It creates friction and no record the right person can act on. |

Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf), [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm).

### Prove it on the job: The report that went nowhere

> `Building C laundry room · Thursday, 8:30 a.m.`
>
> On Monday you texted Marcus: an outlet behind the third dryer sparked when a tenant plugged in, and the cover plate is scorched. You unplugged the dryer and put up a DO NOT USE sign. Marcus never answered.
>
> This morning a tenant is loading that dryer. The sign is on the floor, and the outlet is still live.

**Decision 1 (shock-report).** What do you do?

| Option | Quality | What happens | Why |
|---|---|---|---|
| **A.** Put the sign back up and wait. Marcus is busy, you already told him once, and he will get to it. | Risky | The sign blows off by lunch. That evening the outlet sparks again with a tenant standing at it. Marcus says he never saw your text. | A sign does not stop current. A report with no reply is not finished. |
| **B.** Warn the tenant off and complain about Marcus in the crew group chat, so everyone knows. | Partly right | The tenant moves to another dryer, and the chat fills with jokes. Nothing reaches Marcus but the grumbling, and the outlet is still live. | Protecting the tenant was right. A complaint to the crew is not a report to the person who must act. |
| **C.** Keep people away, switch the circuit's breaker off if you can reach it, and text Marcus again today. Then go up a level. | Best | You find the breaker, switch it off and tag the panel. Marcus replies within the hour: "Sorry, missed it. Electrician is coming at 2." | Make it safe from a distance, follow up in writing the same day, and go up one level if nothing happens. |

A weak choice shows its consequence and "Choose again." The best choice shows the consequence, the reason and, where there is one, the rule behind it.

> The rule behind this. A supervisor told of an unsafe condition must take immediate steps to correct it. Complaints about a hazard may be made to the state. HIOSH Safety and Health Complaints: (808) 586-9092.

Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf), [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm), [HIOSH, contact](https://labor.hawaii.gov/hiosh/contact/).

*Developer note:* Applies the ladder from lesson 5: a report that got no reply. The best option makes the outlet safe from a distance, follows up in writing with the facts, and goes one level up.

### Wrap

"Your card" shows the three cells for this hazard (it is the only summary; the field card has the same text):

- **See it:** No reply to a report. A hazard still in use after you reported it.
- **Stop it:** Keep it out of use. Follow up in writing the same day. Ask the next person up.
- **Report it:** Complaints line (808) 586-9092. Whistleblower line (808) 586-9138, within 60 days.

Records `completed` for the lesson.

## The test

> # The test
> 
> Twelve questions, one for each of the 12 skills: see it, stop it and report it, for shock, fire, fall and heat. The situations are new. None is a lesson scene.
> 
> - One try on each question, and no hints. In the picture questions you tap the objects you think are a problem. No markers show.
> - You pass with 80 percent or more, and no dangerous answers. A dangerous answer is one that would put someone at risk. One of those means this attempt cannot pass, whatever your score. The 80 percent mark is this demo's choice, not a legal requirement.
> - At the end you get a grid showing which of the 12 skills are solid and which need another look, with a link back to the right lesson. The answers are shown once you pass.
> - You can retake it. A retake gives you situations you have not seen.

Twelve questions, one for each cell of the grid, in mixed order. There is no feedback until the end, and no way back to an answered question. Each answer is saved as it is given, so a reload resumes at the next question. Records `answered` with stage `test` for each question, then `scored` and `passed` or `failed`.

**Scoring.** Multiple choice 1, 0.5 or 0. Select-all: right picks less wrong picks, over the number that are right. Find-the-hazards: each missed hazard costs one share of the hazards, each false alarm costs half a share of the fine objects, so tapping everything scores 0.5. Use it or tag it: the share of cards sorted right. **Pass:** 80 percent or more **and no dangerous answers**. A dangerous answer is a flagged option, a missed critical hazard in a picture, a critical sign left out, or a damaged cord passed as fine. A dangerous half-measure scores 0, not half.

**Versions.** The See cells have two versions, the Stop and Report cells three. A retake draws a version the learner has not seen for each cell. Every situation is new: none repeats a lesson scene. The Report cells carry what lesson 5 teaches (what a supervisor must do, what protects you, the 60-day window).

**Answers are hidden until the learner passes.** A failed attempt shows the grid and which pages to review, not the answer key, so a retake cannot be a memory test of the answer sheet.

### Skill shock-see (2 versions)

**Version 1 (spot).** This turnover bathroom has electrical hazards. Tap every object you think is a problem, then lock in your answer. Not everything here is a problem.

Picture `bathroom`. No markers are drawn: the learner taps the objects. Alt: A drawing of a turnover bathroom. A tub is on the left, and a vanity and sink are on the right, with an outlet above the sink. A work light stands near the tub. A cord runs along the floor from the light toward the outlet: near the light a stretch is wrapped in tape, further along the jacket is split and copper shows, and the cord crosses a puddle. It then runs up the wall to the outlet above the sink. Another cord runs along the floor to the door and is pinched under it. A towel hangs on a wall bar, and a neat coiled cord hangs on a hook.

| Object (invisible tap area) | Hazard? | Why |
|---|---|---|
| Cord lying across the wet floor | yes (missing it is a dangerous miss) | Water and power. Where you are likely to touch water, cords and tools must be approved for it, and this cord is not. |
| Cord on the floor between the tub and the vanity | yes | The jacket is split and copper shows. The cord comes out of service. |
| Cord on the floor next to the work light | yes | Tape is not a repair. A taped cord is a damaged cord. |
| Cord running toward the door | yes | A door pinches the jacket and can hide damage inside. |
| Towel on the wall bar | no | A towel on a bar is not an electrical problem. |
| Coiled cord hanging on a hook | no | A cord stored neatly with a clean jacket. This one is fine. |
| Work light on its stand | no | The light is a tool. The cords around it are the problem, not the light. |

**Version 2 (rapid).** Use it, or tag it? Eight cords from a shared truck, one at a time. Decide each one fast. In this test the best use of your time is about ten seconds a cord.

Use it or tag it, one card at a time, with feedback on every card and the time per card at the end.

| Card | Answer | Why |
|---|---|---|
| Borrowed cord. Three straight pins, clean jacket, the tag matches the tool. Cool to the touch after twenty minutes of use. | Use it | Nothing is wrong with it. |
| Heavy outdoor cord, a little muddy. Jacket flexible and whole, all pins straight. | Use it | Mud is not damage. The jacket is whole and the pins are fine. |
| Cord with bare copper showing where the jacket has pulled away from the plug. | Tag it (passing it is a dangerous answer) | Bare wire at the plug. The cord comes out of service. |
| Cord whose plug is loose where the cord enters it, with the wires visible in the gap. | Tag it | OSHA lists loose parts. The cord is damaged. |
| Old cord with a faded jacket, but flexible, no cracks, and the rating tag still readable. | Use it | Age alone is not a defect. Look for damage. |
| Cord with a long piece of masking tape holding a nick in the jacket closed. | Tag it | Tape is not a repair. |
| Short cord from a shop drawer. All pins present, and the tag reads 15 amps for a 6 amp tool. | Use it | The rating covers the tool, and nothing is damaged. |
| Cord through a doorway. The jacket is flat and cracked where the door closes on it. | Tag it | A crushed, cracked spot can hide broken wire inside. |

If missed, the results screen links to: Lesson shock, page "Walk the cord".

### Skill shock-stop (3 versions)

**Version 1 (mc).** A coworker hands you a heat gun for a quick job. Near the plug, the cord has a nick showing white insulation, but no copper. The crew needs the tool in five minutes.

| Answer | Score | Feedback |
|---|---|---|
| A. Use it for the five minutes. The nick is small, and no copper is showing. | 0 (dangerous) | Damage to the jacket or insulation is enough. The cord comes out of service. |
| B. Unplug it, set it on the shelf, and borrow another tool for the job. | 0.5 | It is out of use, but with no tag the next person can pick it up and plug it in. |
| C. Unplug it, tag it DO NOT USE, and take it out before you borrow a tool. | 1 | Damaged means out, and the tag keeps it out. |

**Version 2 (mc).** You need to run a pump on a wet patio. The outlet is outside. The only cord on the truck is an indoor extension cord, and the ground is wet.

| Answer | Score | Feedback |
|---|---|---|
| A. Use the indoor cord, and prop the plug up off the wet ground. | 0 (dangerous) | Outside, use a cord marked for outdoor use, with equipment approved where you may touch water. |
| B. Run the indoor cord under a bucket to keep the plug dry, then start the pump. | 0 (dangerous) | A bucket does not make a cord approved for a wet place. |
| C. Get a cord marked for outdoor use, and plug it into a GFCI before the pump starts. | 1 | Gear approved for the place, on GFCI protection. |

**Version 3 (mc).** You have just finished mopping the 8B kitchen floor and your hands are wet. The painter's fan is plugged in at the far wall, and the lead asks you to unplug it so you can move it.

| Answer | Score | Feedback |
|---|---|---|
| A. Pull it out quickly by the plug, standing on the dry mat by the door. | 0 (dangerous) | Hands must not be wet when you plug in or unplug a live cord. A mat does not change that. |
| B. Turn the fan off at its switch, and leave it plugged in while you work. | 0.5 | The risk is gone for now, but the fan is still in the way and still plugged in. |
| C. Dry your hands first, then pull it out by the plug, not the cord. | 1 | Dry hands, and the plug rather than the cord. |

Sources: [29 CFR 1910.334 (electrical cords)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.334).

If missed, the results screen links to: Lesson shock, page "Damaged means out".

### Skill shock-report (3 versions)

**Version 1 (mc).** In the 4B hallway the cord to a tenant's air purifier was pinched under a heavy dresser, the jacket flat and cracked. You unplugged it, moved the dresser and tagged it for replacement. Which message do you send Marcus?

| Answer | Score | Feedback |
|---|---|---|
| A. “The air purifier cord in 4B looks pretty worn out to me, and I would not be surprised if it needs replacing before too long, so someone should probably look at it.” | 0 | No clear place or action, and no sense of how bad it is. |
| B. “Hallway in 4B: air purifier cord was pinched under the dresser. I unplugged it and moved the dresser.” | 0.5 | It has where, what and part of what you did, but not how bad, and not the tag. |
| C. “4B hallway: air purifier cord pinched under the dresser, jacket flat and cracked. Unplugged it, moved the dresser, tagged it for replacement.” | 1 | Where, what, how bad, and what you did. |

**Version 2 (mc).** You texted Marcus Monday about a hot plug stained brown in 12C. It is Thursday, there is no reply, and the plug is still in use. You tagged it this morning. Which follow-up do you send?

| Answer | Score | Feedback |
|---|---|---|
| A. “Hi Marcus, just checking back on the thing I sent earlier this week. No rush at all, whenever you get a free minute is fine.” | 0 | It names nothing and signals no urgency. The hazard is still there. |
| B. “Following up on Monday: the 12C plug is still in use, and I would like to hear back on what the plan is.” | 0.5 | It is a follow-up, but it leaves out how bad and what you did. |
| C. “12C: plug hot to the touch and stained brown, still in use after my Monday text. Tagged it this morning. Can you confirm when it will be replaced?” | 1 | The four parts, and a question that asks for an answer. |

**Version 3 (mc).** Last week you refused to plug in a cord with exposed copper. Since then your hours have been cut. You want to keep your own record. What is the best thing to write down?

| Answer | Score | Feedback |
|---|---|---|
| A. How you felt about the crew lead that week, and what you think he really meant. | 0 | Opinions are not a record. Write down what happened. |
| B. What you reported, to whom, and when, plus what changed after, with dates. | 1 | Facts and dates are what a complaint needs. You have 60 days to file with the state. |
| C. Only the dates your hours were cut, since the cord is already out of service. | 0.5 | The dates matter, but the record should also show what you reported and when. |

Sources: [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm).

If missed, the results screen links to: Lesson shock, page "The four-part report" (some versions link to a lesson 5 page instead).

### Skill fire-see (2 versions)

**Version 1 (spot).** This laundry closet has a fire hazard. Tap every object that is fuel, a flame, or could set fuel off, then lock in your answer. Not everything here is a problem.

Picture `closetB`. No markers are drawn: the learner taps the objects. Alt: A drawing of a laundry closet. A gas dryer stands on the left with a small flame low on its front and an orange bottle of lighter fluid on top. A vent duct runs up from the dryer. On the floor are a red gas can, a blue can of paint thinner, and a space heater. A mop in a bucket stands to the right, and a fire extinguisher hangs on the right wall.

| Object (invisible tap area) | Hazard? | Why |
|---|---|---|
| Red container on the floor | yes (missing it is a dangerous miss) | A gas can does not belong beside a fuel-burning appliance. |
| Blue can on the floor beside the red one | yes | Solvent vapor is fuel. |
| Bottle on top of the dryer | yes | Lighter fluid is a flammable liquid, and it sits on a hot appliance. |
| Space heater on the floor | yes | Heaters are on the list of things to keep fuel away from. |
| Flame low on the front of the dryer | yes | A flame is the other half of the hazard: fuel plus something to light it. |
| Mop and bucket | no | Cleaning gear. Not a fire hazard. |
| Fire extinguisher on the wall | no | This is protection, not a hazard. |
| Vent duct above the dryer | no | A normal part of the dryer. |

**Version 2 (spot).** This utility closet has a fire hazard. Tap every object that is fuel, a flame, or could set fuel off, then lock in your answer. Not everything here is a problem.

Picture `closetC`. No markers are drawn: the learner taps the objects. Alt: A drawing of a utility closet. A gas water heater on the left has a burner window with a small flame and a flue pipe at the top. To its right on the floor are a blue can of paint thinner, an orange bottle of lighter fluid, and a space heater. A mop in a bucket stands further right, and a fire extinguisher hangs on the right wall.

| Object (invisible tap area) | Hazard? | Why |
|---|---|---|
| Flame in the water heater window | yes | A gas water heater has a burner and often a pilot. Both are flames. |
| Blue can on the floor next to the heater | yes (missing it is a dangerous miss) | Solvent vapor is fuel, a foot from the flame. |
| Orange bottle on the floor | yes | Lighter fluid is a flammable liquid. |
| Space heater on the floor | yes | Heaters are on the list of things to keep fuel away from. |
| Mop and bucket | no | Cleaning gear. Not a fire hazard. |
| Fire extinguisher on the wall | no | This is protection, not a hazard. |
| Pipe at the top of the water heater | no | The flue is a normal part of the heater. |

If missed, the results screen links to: Lesson fire, page "What goes wrong in a utility closet".

### Skill fire-stop (3 versions)

**Version 1 (mc).** A basement storage room smells strongly of gasoline. The gas water heater in it is on. You were sent to flush the tank.

| Answer | Score | Feedback |
|---|---|---|
| A. Flush the tank. A smell is not part of your work order. | 0 (dangerous) | Vapor and a flame in the same room is the hazard. |
| B. Switch on the exhaust fan to clear the smell, then start. | 0 (dangerous) | A switch can spark. Do not switch anything on or off. |
| C. Leave the room and call your supervisor to say what you smelled. | 0.5 | Leaving is right. With a strong smell next to a flame, call 911 from outside as well. |
| D. Get out, keep others out, and call 911 from outside. | 1 | A strong smell next to a flame is an emergency, and you should not stay in it to make calls. |

**Version 2 (mc).** You are about to open a can of flooring adhesive in a kitchen. The label shows a flame symbol and says DANGER, extremely flammable vapor, keep away from heat, sparks and open flames. The gas range has a lit pilot light.

| Answer | Score | Feedback |
|---|---|---|
| A. Open the can and work fast with the window open, since the pilot is a small flame. | 0 (dangerous) | The label says to keep it away from open flames, and a pilot is one. |
| B. Put the can back, work in another room, and tell your supervisor what you found. | 0.5 | Sensible, but the job is stopped until someone decides how to do it safely. Say that. |
| C. Do not open it. Ask your supervisor how to do the job without a lit pilot nearby. | 1 | The job stops until the flame and the vapor are not in the same room. |

Sources: [OSHA, labels and pictograms](https://www.osha.gov/sites/default/files/publications/OSHA3636.pdf), [OSHA, hazard symbols (Appendix C)](https://www.osha.gov/hazcom/appendix-c).

**Version 3 (mc).** Under the 6C sink, an open can of paint thinner sits beside the pipe you came to heat with a torch. The tenant says it is fine because the can is nearly empty.

| Answer | Score | Feedback |
|---|---|---|
| A. Light the torch and keep the flame well away from the can while you work. | 0 (dangerous) | Vapor from even a nearly empty can can ignite, and a flame can reach it. |
| B. Put the lid on the can and move it a few feet, then light the torch. | 0 (dangerous) | You do not know what is in it or whether it leaks, and vapor is still in the air when the torch comes on. |
| C. Do not light it. Leave the can alone, step back, and tell your supervisor first. | 1 | The job stops until the fuel is dealt with. Your supervisor decides who moves it. |

If missed, the results screen links to: Lesson fire, page "Leave it off, air it out, step away".

### Skill fire-report (3 versions)

**Version 1 (mc).** In the 12A laundry closet a shelf directly above a running dryer holds three spray cans marked DANGER and flammable. They are warm to the touch. You asked the tenant to move them. Which message do you send Marcus?

| Answer | Score | Feedback |
|---|---|---|
| A. “The tenant in 12A has some flammable stuff stored in a really bad place, and I told them about it at the door today.” | 0 | It judges the tenant and leaves out where and how bad. |
| B. “12A: spray cans marked flammable on the shelf over the dryer. I asked the tenant to move them.” | 0.5 | Close, but it does not say the cans were warm, or which room. |
| C. “12A laundry closet: three spray cans marked DANGER, flammable, on the shelf above the running dryer, warm to touch. Asked the tenant to move them.” | 1 | Where, what, how bad, and what you did. |

**Version 2 (mc).** A strong gas smell in the 8B kitchen. You told everyone to come out, went outside the building to call 911, and are keeping people away from the door. The fire department is on its way. Which message do you send Marcus?

| Answer | Score | Feedback |
|---|---|---|
| A. “Big problem at 8B right now, call me as soon as you can, I really do not want to put any of the details in a text message where anyone could see it.” | 0 | It leaves Marcus with no information to act on. |
| B. “8B: strong gas smell in kitchen. Everyone out, 911 called, fire dept coming. I am outside, keeping people from the door.” | 1 | Where, what, how bad, and what you did, including where you are. |
| C. “8B has a gas smell. I called 911 and I am outside waiting for the fire department to arrive, and I will let you know when they get here.” | 0.5 | It says what happened, but not where in the unit, that everyone is out, or what you are doing. |

**Version 3 (mc).** You refused to relight a pilot next to a leaking fuel can. The next week your hours are cut. Which line in the who-to-call tool is for you?

| Answer | Score | Feedback |
|---|---|---|
| A. The Safety and Health Complaints line, for a hazard that is still there. | 0.5 | That line is for a hazard. Your situation is being punished for refusing. |
| B. The Whistleblower line, since you may have been punished for speaking up. | 1 | File with the director within 60 days. |
| C. 911, because your supervisor cut your hours after a safety refusal. | 0 | 911 is for someone hurt or in danger right now. |

Sources: [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm), [HIOSH, contact](https://labor.hawaii.gov/hiosh/contact/).

If missed, the results screen links to: Lesson shock, page "The four-part report" (some versions link to a lesson 5 page instead).

### Skill fall-see (2 versions)

**Version 1 (spot).** Tap everything on this balcony that could hurt someone, or that is not real fall protection, then lock in your answer. Not everything here is a problem.

Picture `balconyB`. No markers are drawn: the learner taps the objects. Alt: A drawing of a balcony seen from inside. A railing runs across with a gap on the right side. A worker stands on a stool near the railing with no harness. A rope is tied to the railing on the left. A railing post has a rusted base. A damp patch is on the tile. A potted plant stands at the far left.

| Object (invisible tap area) | Hazard? | Why |
|---|---|---|
| Gap in the railing on the right | yes (missing it is a dangerous miss) | An unprotected edge. Anyone near it needs protection. |
| Worker standing on a stool by the railing | yes (missing it is a dangerous miss) | No harness, and an unstable place to stand beside the drop. |
| Rope tied to the railing | yes | A rope on a rail is not an approved anchor. An anchor holds 5,000 pounds per worker, or is designed by a qualified person. |
| Base of a railing post | yes | A guardrail has to take 200 pounds of force. A rusted post may not. |
| Damp patch on the tile | yes | A slip near an open edge becomes a fall. |
| Potted plant | no | Nothing wrong here. |
| Railing section at the right end | no | This section of the railing is intact. |

**Version 2 (spot).** A worker is at the edge of this balcony. Tap everything that could hurt someone, or that is not real fall protection, then lock in your answer. Not everything here is a problem.

Picture `balconyC`. No markers are drawn: the learner taps the objects. Alt: A drawing of a balcony seen from inside. A railing runs across with a gap on the left side. A worker kneels at the gap and leans out past the edge with no harness. A rope is tied to the railing near the middle. A railing post near the right has a rusted base. A damp patch is on the tile. A potted plant stands at the far right.

| Object (invisible tap area) | Hazard? | Why |
|---|---|---|
| Gap in the railing on the left | yes (missing it is a dangerous miss) | An unprotected edge. Anyone near it needs protection. |
| Worker kneeling at the gap and leaning out | yes (missing it is a dangerous miss) | Leaning past the edge with no harness and no anchor. |
| Rope tied to the railing | yes | A rope on a rail is not an approved anchor. |
| Damp patch on the tile | yes | A slip near an open edge becomes a fall. |
| Base of a railing post on the right | yes | A guardrail has to take 200 pounds of force. A rusted post may not. |
| Potted plant | no | Nothing wrong here. |
| Railing section at the left end | no | This section of the railing is intact. |

If missed, the results screen links to: Lesson fall, page "Spot an unprotected edge".

### Skill fall-stop (3 versions)

**Version 1 (mc).** On a flat roof, a coworker steps to the edge to clear a drain. There is no railing and he has no harness. The edge is about 15 feet up. He says it takes thirty seconds.

| Answer | Score | Feedback |
|---|---|---|
| A. Watch quietly. It is only thirty seconds, and he clearly knows the job better than you. | 0 (dangerous) | Thirty seconds is long enough to fall. |
| B. Tell him it looks risky and go find the supervisor while he works. | 0 | Speaking up counts, but the work has to stop while you say it. |
| C. Ask him to stop and step back until he is protected, then get the gear. | 1 | The work stops, and you offer the next step. |

**Version 2 (mc).** You are told to replace a light on a fifth-floor balcony by leaning over the rail. The harness is in the truck. Your supervisor says it is a quick job and you do not need it.

| Answer | Score | Feedback |
|---|---|---|
| A. Lean over just far enough to reach, with one hand on the rail the whole time. | 0 (dangerous) | A hand on a rail is not fall protection. |
| B. Skip the job for now and tell the tenant the light will be fixed another day. | 0.5 | You stay safe, but your supervisor does not hear why, and the light stays broken. |
| C. Say you will do it once protected, and ask for the harness and an approved anchor. | 1 | Hawaii law protects refusing an unsafe practice, and you offer a way to do the job. |

Sources: [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm).

**Version 3 (mc).** The crew lead hands you a harness and a lanyard and points to a railing post. "Clip to that," he says. "It is strong." What do you ask before you clip in?

| Answer | Score | Feedback |
|---|---|---|
| A. Nothing. A steel post bolted into the slab will hold anyone who clips in to it. | 0 (dangerous) | A railing is built for 200 pounds of force. An anchor holds 5,000 pounds per worker. |
| B. Whether the post has any rust on it, or a base plate that looks a little loose. | 0 | Looking is not an approval. A good-looking post is still a railing, not a rated anchor. |
| C. Who approved it as an anchor, and what weight it is rated for. | 1 | An anchor holds 5,000 pounds per worker, or is designed by a qualified person. |

Sources: [29 CFR 1910.29 (guardrails)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.29), [29 CFR 1910.140 (personal fall protection)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.140).

If missed, the results screen links to: Lesson fall, page "Say it: Hold up".

### Skill fall-report (3 versions)

**Version 1 (mc).** On the Building B roof a coworker was clearing a drain at the north edge, about 15 feet up, with no railing and no harness. You asked him to stop, and you both got a harness and anchor and finished with both. Which message do you send Marcus?

| Answer | Score | Feedback |
|---|---|---|
| A. “One of the guys on the roof is careless about fall protection, and somebody ought to have a talk with him about it before something bad happens up there.” | 0 | It judges the person and gives Marcus nothing to act on. |
| B. “Building B roof, north edge: drain work about 15 ft up, no railing or harness. Stopped. Got a harness and anchor and finished with both.” | 1 | Where, what, how bad, and what was done, about the situation and not the person. |
| C. “Building B roof: edge work without a harness. I stopped it and we got the right gear before going on.” | 0.5 | Close, but thin. It does not say where on the roof or how high. |

**Version 2 (mc).** The harness on the left hook of Truck 2 has a frayed leg strap. You tagged it DO NOT USE and took it out of the truck. One other harness is left for balcony work tomorrow, and you need a replacement. Which message do you send Marcus?

| Answer | Score | Feedback |
|---|---|---|
| A. “The harness in the truck is pretty old, and someone ought to look at it sometime when there is a chance to do so, because I do not like the look of it.” | 0 | Which harness, which truck, how bad, and what you did are all missing. |
| B. “Truck 2 harness has a frayed strap. I tagged it and took it out of the truck so nobody uses it, and I will check the other one too.” | 0.5 | Close. It does not say which hook, or that you need a replacement. |
| C. “Truck 2, left hook: harness with frayed leg strap. Tagged DO NOT USE, out of the truck. One spare left. Need a replacement.” | 1 | Where, what, how bad, and what you did. |

**Version 3 (mc).** On October 6 you are told you are off the schedule because you refused an edge job with no harness. Counting from that day, what is the last day to file a complaint with the state?

| Answer | Score | Feedback |
|---|---|---|
| A. December 5, which is 60 days after October 6. | 1 | A worker who believes they were punished may file with the director within 60 days. |
| B. November 5, which is 30 days after October 6. | 0 | The window is 60 days, not 30. |
| C. January 4, which is 90 days after October 6. | 0 | The window is 60 days, not 90. Waiting for 90 would miss it. |

Sources: [HRS §396-8](https://www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0396/HRS_0396-0008.htm).

If missed, the results screen links to: Lesson shock, page "The four-part report" (some versions link to a lesson 5 page instead).

### Skill heat-see (2 versions)

**Version 1 (multi).** It is 91 degrees and six crew members are working. Select every one who needs a 911 call right now.

| Answer | Correct? | Feedback |
|---|---|---|
| Mia has stopped answering questions and is staring at the wall. | yes (leaving it out is a dangerous miss) | Confusion is a sign of heat stroke. |
| Tom is sweating heavily, but he walks and talks clearly and says he needs a drink. | no | Stop, cool him down and watch closely. Call if anything else is off. |
| Cal has hot, dry skin and says he feels fine. | yes (leaving it out is a dangerous miss) | Hot, dry skin is a sign of heat stroke, even when he says he is fine. |
| Lena had a leg cramp, rested and drank water, and feels better now. | no | Heat cramps. She rested and is better, though it is still a sign of heat. |
| Sam suddenly collapsed and is not responding. | yes (leaving it out is a dangerous miss) | Passing out is a sign of heat stroke. |
| Ava has a headache and feels sick to her stomach, but she is alert and answering. | no | Stop, cool down and tell someone. Call 911 if it does not ease quickly or you are in doubt. |

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

**Version 2 (multi).** It is 91 degrees today and five workers are on the grounds. Select every worker at higher risk of heat illness.

| Answer | Correct? | Feedback |
|---|---|---|
| Daniel, on his second day on the crew | yes | New workers are at highest risk. |
| Mo, back today after two weeks off | yes | Workers back after a week or more away are at risk too. |
| Eli, young and fit, on his first day | yes | New workers need time to adjust, however fit they are. |
| Ana, who has worked on this crew every day this month | no | She has had time to adjust. |
| Pat, who has worked on this crew for ten years and was here all of last week | no | Pat has been working in the heat all along. |

Sources: [OSHA, protecting new workers](https://www.osha.gov/heat-exposure/protecting-new-workers).

If missed, the results screen links to: Lesson heat, page "The signs".

### Skill heat-stop (3 versions)

**Version 1 (mc).** In the afternoon, a crew member on his third day stops talking and sits down, flushed and shaking. He says he needs a minute and does not answer clearly.

| Answer | Score | Feedback |
|---|---|---|
| A. Let him sit in the shade a few minutes and check on him when you finish the row. | 0 (dangerous) | With these signs, a few minutes is too long. |
| B. Hand him a bottle of water, and keep an eye on him while you work nearby. | 0 (dangerous) | Water is not enough for someone who is shaking and not answering clearly. |
| C. Move him to shade, cool him with wet towels, call 911, and stay with him. | 1 | Cool, call, stay. |

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

**Version 2 (mc).** A coworker who has been vomiting after an hour of hauling in the sun says he is fine. He is sweating heavily and dizzy, and he is answering your questions.

| Answer | Score | Feedback |
|---|---|---|
| A. Let him finish the haul. He is answering clearly, so he can carry on once he has had a drink. | 0 (dangerous) | These are signs of overheating. He should stop. |
| B. Sit him in the shade with water and watch him for a while, to see whether he gets better. | 0.5 | The start is right, but add active cooling, and call 911 if you are in doubt. |
| C. Stop his work, cool him in the shade, stay with him, and call 911 if you are in doubt or he worsens. | 1 | When in doubt, cool and call. |

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

**Version 3 (mc).** It is your second day. You have a headache and feel dizzy while trimming. The crew lead says, "Finish the row, then break."

| Answer | Score | Feedback |
|---|---|---|
| A. Finish the row first, since the crew is counting on you, and mention it at lunch. | 0 (dangerous) | Pushing through is how a second person goes down. |
| B. Drink some water, and ask for a break in twenty minutes if you still feel bad. | 0 (dangerous) | On the second day, every symptom counts. The time to stop is now, and twenty more minutes of work is how a second person goes down. |
| C. Stop, get to shade, start cooling down, and tell the lead how you feel. | 1 | You are allowed to stop. Say so early. |

Sources: [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

If missed, the results screen links to: Lesson heat, page "Cool, call, stay".

### Skill heat-report (3 versions)

**Version 1 (mc).** In the Building F parking lot at about 2:05 you found a landscaper slumped against a mower, confused, his skin hot. You got him into shade, cooled him with wet towels, called 911 and stayed until the ambulance came. Marcus asks what happened. Which answer helps the most?

| Answer | Score | Feedback |
|---|---|---|
| A. One of our guys got sick in the heat. It was pretty frightening, and I did what I could until the ambulance came to take him away, and I hope he is going to be okay. | 0 | It tells Marcus how you felt but not what happened. |
| B. About 2:05 in the Building F lot he was slumped by the mower, confused, skin hot. Shade, wet towels, 911, and I stayed until the ambulance came. | 1 | Where, what, how bad, and what you did. |
| C. A landscaper was confused in the Building F parking lot and I called 911 and waited around for help. | 0.5 | Close, but thin. The signs and what you did before help came are missing. |

**Version 2 (mc).** You are on the phone with 911 about a confused, very hot coworker on the Building D roof deck. The dispatcher asks, "Where exactly are you?" The property has six buildings, and the roof deck is reached by the east stairwell. Which answer helps the crew find you?

| Answer | Score | Feedback |
|---|---|---|
| A. We are at work, up on the roof, and it is really hot up here right now, so please come as quickly as you can. | 0 | It does not say which building, or how to reach the roof. |
| B. The property address, Building D, roof deck by the east stairwell. I will send someone to meet you at the gate. | 1 | The address, the building, the spot and a person at the gate. The dispatcher can send the crew straight to him. |
| C. It is the apartment complex on the main road, and you can see the roof from the street, I think. | 0 | A guess about what can be seen from the street is not a location. |

**Version 3 (mc).** You are the crew lead. At 12:30 a new worker tells you he has a headache and feels dizzy in the courtyard heat. The other two workers say the job is almost done. What do you do?

| Answer | Score | Feedback |
|---|---|---|
| A. Tell him to finish the last twenty minutes, then take a break, since the job is nearly done and the others are almost finished. | 0 (dangerous) | A new worker with symptoms stops now. The job can wait. |
| B. Stop his work, get him to shade with water, cool him down, and check on him again in a few minutes. | 1 | A supervisor told of a problem acts at once. Cool him, and call 911 if he gets worse. |
| C. Make a note of it and raise it at the end-of-week safety meeting along with the other heat reports from this month. | 0 | The duty to act on a hazard does not wait for a meeting. |

Sources: [HAR §12-60](https://labor.hawaii.gov/hiosh/files/2019/02/12-60-General-Safety-Health-Requirements-02012019.pdf), [OSHA, heat illness first aid](https://www.osha.gov/heat-exposure/illness-first-aid).

If missed, the results screen links to: Lesson heat, page "Your own body, and what to say on the phone" (some versions link to a lesson 5 page instead).

## Results

Shows the score, passed or not yet (and a plain reason when a high score still fails because of a dangerous answer), the 4 x 3 grid with each skill marked Solid, Partly, Review or Dangerous (each with a Review button that opens just that lesson page), and a Take the test again button. A failed attempt lists which skills to look at again. A passed attempt also lists, for each miss, the question, the learner's answer and the best answer, and offers the "first move this week" choice. The last result is saved, so a reload or a later visit shows it again.

## Field card

`job-aid.html` prints on one letter-size page. It is the same 4 x 3 grid: what to see, how to stop it, how to report it, for shock, fire, fall and heat. On a phone it stacks as one card per hazard (no sideways scrolling). Under it: the four-part report, water-rest-shade with the Rule of 20 Percent, what protects you with the two HIOSH numbers as tap-to-call links and the 60-day deadline, and blank lines for the supervisor's name and numbers, which are kept on that phone. A **Write a report to send** panel (screen only) has four boxes and an `sms:` link that opens the message in the learner's own messages app, addressed to the supervisor number if one is filled in. It saves nothing about the report.

## Session data (dialog)

> # My session data
> 
> This is a demo of tracking, not real data collection. These records are stored in this browser only (localStorage). Nothing is sent to a server. A real deployment would send records like these to a learning record store.

Lists the latest 60 statements with the verb, the activity and the result. Raw JSON, download and clear are available. If `localStorage` is blocked, a second notice says records last only until the page is closed.