Missing undergraduate sought after last seen near main library; remains found days later

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.

• Sourcepresent25/25

  Final assessment

  Present: 25 of 25 passes find source via TIGERALERT branding and Department of Public Safety naming.

  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: Opens with branded TIGERALERT signature identifying the campus alert product.
  2. present: Sender is identified as TigerAlert and Department of Public Safety in the body.
  3. present: The TIGERALERT label at the top names the issuing notification system.
  4. present: Department of Public Safety is named as the authority seeking information.
  5. present: Branded subject line TIGERALERT Missing Undergraduate Student states the product.
  6. present: TigerAlert branding plus DPS naming supplies a clear source attribution.
  7. present: Signature TIGERALERT functions as the sender tag for this campus product.
  8. present: The email product is labeled TIGERALERT from the university alert system.
  9. present: Public Safety is named as the unit seeking information on the student.
  10. present: Opening TIGERALERT mark is a branded source cue recognized in warning practice.
  11. present: Source present via TIGERALERT brand and Department of Public Safety mention.
  12. present: Issuing authority is Department of Public Safety under the TigerAlert banner.
  13. present: Product name TIGERALERT identifies who is addressing the campus community.
  14. present: The alert carries the TIGERALERT header and names Public Safety explicitly.
  15. present: Both the branded header and DPS body reference establish the sender.
  16. present: TIGERALERT subject and body header identify the emergency notification channel.
  17. present: University Public Safety is the named authority in the first sentence.
  18. present: Branded TigerAlert framing plus DPS wording gives a clear source element.
  19. present: Source element is met by the TIGERALERT label and Public Safety reference.
  20. present: Alert product branding TIGERALERT is present at the start of the message.
  21. present: Named Department of Public Safety is the responding authority in the text.
  22. present: TigerAlert branding at subject and body counts as source identification.
  23. present: The message is clearly from campus Public Safety under TigerAlert branding.
  24. present: Sender cues include TIGERALERT and Department of Public Safety wording.
  25. present: Source is present: TigerAlert brand and Public Safety as the seeking unit.
• Hazardpresent25/25

  Final assessment

  Present: 25 of 25 passes find hazard as a reported missing undergraduate student.

  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. present: Hazard is a reported missing undergraduate student, a specific threat type.
  2. present: Text states the student has been reported missing, naming the hazard.
  3. present: Missing person status is the specific hazard described in the lead sentence.
  4. present: The message names a missing undergraduate as the situation of concern.
  5. present: Hazard present: reported missing student rather than a generic incident.
  6. present: Specific threat is missing person, listed as a valid hazard category.
  7. present: Reported missing is a concrete hazard label, not a vague emergency word.
  8. present: The alert concerns a student who has been reported missing.
  9. present: Hazard element is the missing undergraduate notice itself.
  10. present: Names the threat as a missing student report with seeking information language.
  11. present: Missing undergraduate is the specific hazard, not an unspecified incident.
  12. present: Text is about a missing person report for an undergraduate student.
  13. present: Hazard is clear: a campus missing student notification.
  14. present: The situation named is a missing undergraduate student.
  15. present: Specific hazard wording is reported missing for a named student role.
  16. present: Missing person is the hazard category satisfied by the lead.
  17. present: Alert centers on a student reported missing, a defined hazard.
  18. present: Threat named is a missing undergraduate rather than a generic emergency.
  19. present: Hazard present because reported missing is specified.
  20. present: The message identifies a missing student as the issue.
  21. present: Undergraduate reported missing is the hazard content.
  22. present: Specific missing person hazard is stated up front.
  23. present: Text names the missing student report as the reason for the alert.
  24. present: Hazard is the missing person status of the undergraduate.
  25. present: Reported missing is the hazard phrase that satisfies this element.
• Locationpresent25/25

  Final assessment

  Present: 25 of 25 passes find location in the vicinity of Firestone Library last-seen clause.

  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. present: Location is the vicinity of Firestone Library, a named place.
  2. present: Last seen location is given as near Firestone Library.
  3. present: Firestone Library vicinity is a specific campus place reference.
  4. present: Text places last sighting in the vicinity of Firestone Library.
  5. present: Named library location supplies the where element.
  6. present: Location present via Firestone Library in the last-seen clause.
  7. present: The vicinity of Firestone Library is a concrete place.
  8. present: Last seen at Firestone Library area is a location statement.
  9. present: Place is specified: vicinity of Firestone Library.
  10. present: Library name anchors the location of last sighting.
  11. present: Firestone Library is the geographic anchor in the description.
  12. present: Where: vicinity of Firestone Library on the last-seen line.
  13. present: Named place Firestone Library satisfies location.
  14. present: Last-seen vicinity of Firestone Library is location content.
  15. present: The alert states a library vicinity as the last known place.
  16. present: Location element met by Firestone Library reference.
  17. present: Specific place wording is vicinity of Firestone Library.
  18. present: Text includes Firestone Library as the last-seen area.
  19. present: Library vicinity is the location cue present.
  20. present: Firestone Library is named as the last-seen vicinity.
  21. present: Where element is the Firestone Library last-seen detail.
  22. present: Location is present through the Firestone Library phrase.
  23. present: Named campus library area is given for last sighting.
  24. present: The vicinity of Firestone Library is clearly stated.
  25. present: Place reference is Firestone Library in the description block.
• Guidancepresent15/25

  Final assessment

  Present by majority 15 of 25: tip-line contact Public Safety is recipient guidance; minority read it as optional reporting only.

  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. present: Instructs anyone with information to contact Public Safety at the listed number.
  2. present: Guidance to contact DPS at (609) 258-1000 is an action for recipients.
  3. present: Recipients are told to contact the Department of Public Safety with information.
  4. present: Call-the-tip-line instruction is protective guidance to the community.
  5. present: Actionable instruction: contact Public Safety at the phone number given.
  6. present: The should contact Public Safety line is recipient guidance.
  7. present: Phone number contact instruction is guidance for people with information.
  8. present: Guidance present as contact DPS if you have information.
  9. present: Text directs the community to call Public Safety with tips.
  10. present: Instruction to contact DPS functions as the guidance element.
  11. present: Recipients are guided to report information to Public Safety.
  12. present: Contact DPS at the listed number is explicit recipient guidance.
  13. present: The alert tells people what to do: contact Public Safety.
  14. present: Tip-line instruction is a form of guidance to the audience.
  15. present: Should contact Department of Public Safety is the action step.
  16. absent: Guidance absent for protective action; tip contact is optional reporting only.
  17. absent: No run hide fight, lockdown, or avoid language is present.
  18. absent: The message does not instruct recipients how to protect themselves.
  19. absent: Missing a campus-wide protective directive beyond a tip line.
  20. absent: No shelter-in-place or avoid-area guidance is stated.
  21. absent: No protective action such as avoid the area or stay inside is ordered.
  22. absent: Contact if you have tips is a tip line, not a protective action for all recipients.
  23. absent: Lacks shelter, evacuate, or avoid instructions directed at the whole audience.
  24. absent: Only a tip line appears; no general protective guidance for campus members.
  25. absent: Does not tell everyone to take a safety action, only to call if they know something.
• Timepresent25/25

  Final assessment

  Present: 25 of 25 passes find time in about 6 p.m. Saturday, April 19 last-seen wording.

  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: Clock time and date appear: about 6 p.m. Saturday, April 19.
  2. present: Last seen time is about 6 p.m. on Saturday, April 19.
  3. present: Time element is met by 6 p.m. Saturday, April 19 wording.
  4. present: Explicit time of last sighting is given as about 6 p.m. April 19.
  5. present: Date and clock cue: Saturday, April 19 at about 6 p.m.
  6. present: Temporal detail includes 6 p.m. and the April 19 date.
  7. present: About 6 p.m. Saturday, April 19 is a clear time reference.
  8. present: When is specified via last-seen time and date.
  9. present: Time present: 6 p.m. and Saturday, April 19.
  10. present: The last-seen clause carries a clock time and calendar date.
  11. present: 6 p.m. Saturday, April 19 satisfies the time element.
  12. present: Clock time about 6 p.m. is stated with the date April 19.
  13. present: Temporal cues include Saturday, April 19 and about 6 p.m.
  14. present: Last seen at about 6 p.m. is a time marker.
  15. present: Date April 19 and time about 6 p.m. are both present.
  16. present: Time is present through the last-seen timestamp language.
  17. present: Saturday, April 19 at about 6 p.m. is explicit timing.
  18. present: The alert states when the student was last seen.
  19. present: Time element: about 6 p.m. Saturday, April 19.
  20. present: Recency and clock time appear in the last-seen sentence.
  21. present: April 19 and about 6 p.m. supply when information.
  22. present: Last-seen timing is fully specified with date and hour.
  23. present: Time cues are 6 p.m. and Saturday, April 19.
  24. present: The message includes a specific last-seen time of day.
  25. present: About 6 p.m. on Saturday, April 19 is the time content.
• Impactabsent0/25

  Final assessment

  Absent: 0 of 25 passes find impact; no severity or consequence language is stated.

  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. absent: No statement of severity, harm, or what the hazard could do.
  2. absent: Impact absent: no life threat, injury risk, or consequence language.
  3. absent: Does not describe potential consequences beyond naming the missing report.
  4. absent: No severity wording such as dangerous or life threatening appears.
  5. absent: Impact element missing; only the missing status is named.
  6. absent: No consequence or harm statement is included for the community.
  7. absent: Text does not say what harm could follow from the situation.
  8. absent: Absent impact: no severity or outcome risk is stated.
  9. absent: No language about danger, injury, or harm potential.
  10. absent: Impact not present because consequences are not described.
  11. absent: Missing person label alone does not convey impact under the rubric.
  12. absent: No explicit or strongly implied harm statement is in the text.
  13. absent: Severity is not characterized; impact codes absent.
  14. absent: The alert does not state what the hazard could do to people.
  15. absent: No impact phrasing about risk or consequence is present.
  16. absent: Impact 0: no deadly, dangerous, or injury-risk wording.
  17. absent: Consequences are not described, only the missing report facts.
  18. absent: Impact element fails without severity or harm language.
  19. absent: Nothing states potential injury, death, or property harm.
  20. absent: No impact content beyond the bare missing person facts.
  21. absent: Rubric impact requires consequence language, which is absent here.
  22. absent: Does not convey severity of the missing person situation.
  23. absent: Impact absent; descriptive facts only without harm statements.
  24. absent: No could cause injury or similar impact phrase appears.
  25. absent: The text lacks any statement of what harm could result.