Clubhouse floor collapsed during an off-campus party, injuring 30 people

To check this alert, Claude (an AI) read it in full 25 separate times, independently. Each read decided whether the message answers each of the six questions and gave a short reason. A final reviewer then weighed all 25 and wrote the plain-English verdict you see when you open a row. The score (for example 22/25) is how many reads agreed; the 25 individual reads are tucked underneath if you want to check them.

• Sourcepresent16/25

  Final assessment

  Majority finds the source present; the first person official voice such as my thoughts and prayers identifies an institutional leader, though a notable minority sees no named sender.

  Who is sending the alert and who is responding. People act faster on a message from a clearly identifiable, credible sender, such as a named department, the police, or a branded alert system, than on an anonymous notice. A branded signature counts.

  See all 25 individual reads

  1. present: The first-person official voice ("my thoughts and prayers", "Our entire student support system") identifies an institutional sender.
  2. present: The first-person voice ("my thoughts and prayers", "Our entire student support system") identifies an institutional leader as sender.
  3. present: "I'm monitoring the situation" identifies a speaking official as the sender.
  4. absent: No branded signature or named authority appears; the first-person speaker is unidentified.
  5. present: The first-person "I'm monitoring" plus "Our entire student support system" indicates an institutional sender.
  6. present: The sender speaks in first person referencing "Our entire student support system", an institutional voice.
  7. absent: No sender tag, university name, or named authority identifies the speaker.
  8. absent: The first-person sympathetic message names no sender or authority.
  9. present: The first-person speaker references "Our entire student support system", implying an institutional official.
  10. present: The first-person speaker ("I'm monitoring... my thoughts and prayers") is an institutional official sender.
  11. absent: No sender, branded signature, or issuing authority is identified in the text.
  12. present: The first-person "I'm monitoring" plus "Our entire student support system" identifies an institutional official as sender.
  13. present: The first-person "I'm monitoring" and "Our entire student support system" identifies an institutional sender.
  14. absent: No sender, branded tag, or agency identifies who is speaking.
  15. absent: The first-person speaker is not named and no signature or authority appears.
  16. present: The first-person institutional voice ("my thoughts", "Our entire student support system") identifies the university as sender.
  17. present: "my thoughts and prayers" and "Our entire student support system" indicate an institutional/leadership sender.
  18. present: The first-person "I'm monitoring" and reference to "our entire student support system" identifies an institutional official as sender.
  19. absent: No sender, branded tag, or issuing authority is identified.
  20. present: The first-person speaker offering "our entire student support system" identifies the institution as sender.
  21. absent: No sender, branded signature, or named authority identifies who issued this message.
  22. present: The first-person voice ("I'm monitoring", "Our entire student support system") identifies an institutional leadership sender.
  23. present: The first-person "my thoughts and prayers" and "Our entire student support system" identify an institutional sender.
  24. present: "I'm monitoring the situation" with "Our entire student support system" indicates an institutional leader as sender.
  25. absent: No sender tag, agency, or named authority appears in the text.
• Hazardabsent0/25

  Final assessment

  All 25 reads agree the hazard is absent; it references the situation and injuries but names no specific hazard.

  What the threat actually is. A complete warning names the specific danger, such as a shooter, a fire, a tornado, or a gas leak, rather than a vague emergency, because people decide what to do based on what they are facing.

  See all 25 individual reads

  1. absent: No specific threat is named; only "the situation" and injuries are referenced generically.
  2. absent: It mentions "the situation" and people "injured" but names no specific hazard.
  3. absent: It references injuries and "the situation" but names no specific hazard.
  4. absent: No specific hazard is named; it only references injuries and "the situation" vaguely.
  5. absent: No specific hazard is named; the text only references injuries and "the situation" generically.
  6. absent: No specific hazard is named, only "the situation" and injuries without identifying the threat.
  7. absent: It refers vaguely to "the situation" and "injured" but names no specific hazard.
  8. absent: It references "those who were injured" but names no specific hazard.
  9. absent: No specific hazard is named; only "the situation" and "injured" appear generically.
  10. absent: No specific hazard is named; only "the situation" and "injured" are mentioned generically.
  11. absent: It refers vaguely to "the situation" and "all who were injured" but names no specific hazard.
  12. absent: No specific hazard is named; only "the situation" and "all who were injured" without stating the threat.
  13. absent: It references injuries vaguely but names no specific hazard.
  14. absent: No specific threat is named; it only references "the situation" and injuries.
  15. absent: No specific hazard is named, only that some were "injured" without saying by what.
  16. absent: No specific hazard is named; it only references "the situation" and people "injured" without naming the threat.
  17. absent: No specific hazard is named; it only refers vaguely to "the situation" and "who were injured".
  18. absent: No specific hazard is named; only "the situation" and "injured" are mentioned generically.
  19. absent: No specific hazard is named; "the situation" and injuries are vague references only.
  20. absent: No specific hazard is named; only "the situation" and "who were injured" appear.
  21. absent: It mentions injuries but names no specific hazard, only "the situation".
  22. absent: No specific threat is named; it only references injuries vaguely as "the situation".
  23. absent: No specific hazard is named; only an unspecified "situation" and "injured" are mentioned.
  24. absent: It refers vaguely to "the situation" and "who were injured" but names no specific hazard.
  25. absent: It references those "injured" but never names the hazard or incident type.
• Locationabsent0/25

  Final assessment

  All 25 reads agree the location is absent; no building, area, or place is named.

  Where the threat is. Saying whether danger is in a specific building, a part of campus, or area-wide lets people judge their own proximity and choose a safe direction. Without a where, a warning is hard to act on precisely.

  See all 25 individual reads

  1. absent: No building, place, or campus location is stated.
  2. absent: No building, street, area, or campus location is named.
  3. absent: No building, area, or place is identified.
  4. absent: No building, area, or "campus" location is stated.
  5. absent: No building, street, or place is specified in the text.
  6. absent: No specific location is stated in the text.
  7. absent: No building, street, area, or campus location is named.
  8. absent: No building, area, or campus location is stated.
  9. absent: No building, street, or place is named.
  10. absent: No building, street, or place is specified in the text.
  11. absent: No building, area, or place is named in the message.
  12. absent: No building, street, place, or "campus" reference indicates where.
  13. absent: No building, street, area, or campus location is stated.
  14. absent: No building, area, or "campus" location is specified.
  15. absent: No building, area, or "campus" location is stated.
  16. absent: No building, street, area, or campus location is given.
  17. absent: No building, area, or place is specified in the text.
  18. absent: No building, street, area, or "campus" location is specified.
  19. absent: No building, area, or campus location is specified.
  20. absent: No building, street, area, or "campus" location is stated in the text.
  21. absent: No building, street, area, or "campus" location is specified.
  22. absent: No building, street, place, or campus reference appears in the text.
  23. absent: No building, street, or area is named.
  24. absent: No building, street, area, or campus location is stated.
  25. absent: No building, area, street, or "campus" location is specified.
• Guidanceabsent0/25

  Final assessment

  All 25 reads agree guidance is absent; it offers support resources but gives recipients no protective action.

  The protective action to take. A clear, specific instruction, such as shelter in place, evacuate, avoid the area, or run-hide-fight, drives faster and more correct protective behavior than describing the threat alone.

  See all 25 individual reads

  1. absent: It offers support resources but gives no protective action to recipients.
  2. absent: It describes support availability but gives no protective action to recipients.
  3. absent: It offers support resources but gives no protective action instruction.
  4. absent: No protective action is given to recipients, only offers of support services.
  5. absent: No protective action is given to recipients, only an offer of support services.
  6. absent: No protective action is given to recipients, only an offer of support.
  7. absent: It offers support resources but gives no protective action instruction.
  8. absent: It offers support resources but gives no protective action instruction.
  9. absent: No protective action is directed to recipients; it offers support resources.
  10. absent: It offers support resources but gives recipients no protective action to take.
  11. absent: It offers support resources but gives recipients no protective action instruction.
  12. absent: No protective action is directed to recipients; it offers support resources only.
  13. absent: It offers support resources but gives no protective-action instruction.
  14. absent: It offers support resources but gives no protective action instruction.
  15. absent: No protective action is directed to recipients, only an offer of support services.
  16. absent: No protective action is instructed; it offers support, not guidance to act.
  17. absent: No protective action is given; it offers support, not instructions to recipients.
  18. absent: No protective action is directed to recipients; it only offers support resources.
  19. absent: It offers support, no protective action is directed at recipients.
  20. absent: No protective action is directed at recipients; it offers support, not instructions.
  21. absent: It offers support resources but gives recipients no protective action to take.
  22. absent: It offers support resources but gives recipients no protective action to take.
  23. absent: No protective action is instructed; it only offers support resources.
  24. absent: It offers support services but gives recipients no protective action to take.
  25. absent: It offers support resources but gives no protective action instruction.
• Timeabsent7/25

  Final assessment

  Majority finds time absent; most see no clock time or date, though several read I am monitoring the situation as a present recency cue.

  When the message applies. A timestamp, the word now or immediately, or a phrase like until further notice tells the reader whether the danger is current and how quickly to act.

  See all 25 individual reads

  1. present: "I'm monitoring the situation" conveys present recency, a time cue.
  2. present: "I'm monitoring the situation" conveys present, ongoing recency.
  3. present: "I'm monitoring the situation" conveys present, ongoing recency.
  4. absent: No clock time, date, or recency cue is present.
  5. present: The phrase "I'm monitoring the situation" conveys current, ongoing recency.
  6. absent: No clock time, date, or recency cue appears.
  7. absent: No clock time, date, or recency cue appears.
  8. absent: No clock time, date, or recency cue appears.
  9. absent: No time, date, or recency reference is present.
  10. present: "I'm monitoring the situation" conveys an ongoing, present-tense recency cue.
  11. absent: No clock time, date, or recency cue is present.
  12. absent: No time, date, or recency reference appears.
  13. absent: No clock time, date, or recency cue is present.
  14. absent: No clock time, date, or recency cue appears.
  15. absent: No clock time, date, or recency cue is present.
  16. absent: No clock time, date, or recency cue appears.
  17. absent: No clock time, date, or recency word appears.
  18. absent: No clock time, date, or recency cue appears.
  19. absent: No clock time, date, or recency cue is present.
  20. absent: No clock time, date, or recency cue is present in the text.
  21. present: "I'm monitoring the situation" with present-tense framing conveys ongoing recency.
  22. present: "I'm monitoring the situation" conveys an ongoing, present-time cue.
  23. absent: No clock time, date, or recency cue appears.
  24. absent: No clock time, date, or recency cue appears in the text.
  25. absent: No clock time, date, or recency cue appears in the text.
• Impactpresent25/25

  Final assessment

  Present unanimously across all 25 reads. The message references those who were injured and students impacted, explicitly conveying harm to people from the floor collapse.

  What the hazard could do to the people in its path. Beyond naming the threat, a complete warning conveys its potential consequences or severity, such as that a tornado can level buildings or that a leak could be explosive, so recipients grasp how much danger they are in. Research on warning message content finds that a concrete impact statement helps people personalize their risk and act sooner.

  See all 25 individual reads

  1. present: It references those who were injured and students impacted, explicitly conveying harm to people.
  2. present: This explicitly references those who were injured and students impacted, stating actual harm to people.
  3. present: References people who were injured and students impacted, explicitly stating harm to people.
  4. present: It references those who were injured and offers thoughts and prayers, conveying that people were harmed in the incident.
  5. present: References those who were injured and students impacted, clearly stating harm to people.
  6. present: It references those who were injured and offers support to students impacted which explicitly states harm to people.
  7. present: References who were injured and impacted students, explicitly stating harm to people from the floor collapse.
  8. present: References people who were injured and students impacted, stating actual harm from the incident.
  9. present: References people who were injured and students impacted, explicitly stating harm to people.
  10. present: It references those who were injured and students impacted, explicitly stating harm to people.
  11. present: Explicitly references those who were injured and students impacted, stating clear harm to people.
  12. present: It references those who were injured and students impacted, explicitly stating harm to people.
  13. present: The message references all who were injured and impacted students, explicitly stating harm occurred.
  14. present: Expresses thoughts and prayers for all who were injured and offers support to impacted students, conveying that people were harmed.
  15. present: References those who were injured and students impacted by the floor collapse, stating clear harm to people.
  16. present: References people who were injured and students impacted, explicitly conveying harm.
  17. present: Refers explicitly to all who were injured and to students impacted, conveying realized harm to people.
  18. present: References those who were injured and students impacted, explicitly stating harm to people.
  19. present: References those who were injured and students impacted, explicitly stating harm to people.
  20. present: References people who were injured and students impacted, stating clear harm to people.
  21. present: References people who were injured and impacted students, explicitly stating harm occurred.
  22. present: References people who were injured and students impacted, explicitly stating harm to people.
  23. present: References people who were injured and students impacted, explicitly conveying harm that occurred.
  24. present: Explicitly references people who were injured and students impacted by the collapse, a stated harm.
  25. present: The message references those who were injured and students impacted, stating a clear harm to people.