Active Shooter Protocols: Perceptions, Preparedness, and Anxiety

The national concern about active shootings has pushed schools to implement intense drills without considering unintended consequences. Studies have found that, although training had the potential to increase preparedness, it also increased anxiety. These findings apply to short-term effects, but there is a lack of empirical research on long-term effects of active shooter drills. The present study investigated whether active shooter training completed in high school impacts current levels of anxiety and preparedness of undergraduates. Collegiate participants (N = 364) completed an online survey and answered questions about their perceived knowledge of protocols, protocol actions, and training methods from high school followed by the same set of questions, this time referring to their current university. Participants then completed an anxiety measure (Spielberger, 1983) and a preparedness measure. Two hierarchical regression analyses were conducted to predict anxiety and preparedness. This study expanded findings on the effects of active shooter training by demonstrating long-term effects for high school training. Evacuation protocols (β = −.13, p = .03; β = .16, p = .007) and perceived knowledge (β = −.16, p = .004; β = .14, p = .01) positively impacted anxiety and preparedness, respectively, of university students. Experiences at the university level had an additional, larger impact on student anxiety, ΔR2 = .11, F(8, 347) = 5.88, p < .001, and preparedness, ΔR2> = .26, F(8, 347) = 17.32, p < .001, which seems to overshadow the effects from high school. This may be problematic because the perceived knowledge that leads to higher feelings of preparedness may not translate into appropriate actions in a real-life situation, potentially risking lives.

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The Fragile State

Cambridge Archaeological Journal ◽

10.1017/s0959774319000398 ◽

2019 ◽

Vol 29 (4) ◽

pp. 704-706 ◽

Cited By ~ 1

Author(s):

Susan Pollock

Keyword(s):

Unintended Consequences ◽

Recent Book ◽

Ecological State ◽

Substantial Portion ◽

Long Term Effects ◽

Contemporary World ◽

Early States ◽

History Of ◽

Human Use

In his most recent book, James Scott presents us with a ‘deep history’ of the alluvial lowlands of Mesopotamia, from early domestications in the Neolithic to the emergence and consolidation of early states. Although the focus lies on Mesopotamia in these periods, Scott delves into the beginnings of the human use of fire in the Palaeolithic and draws on comparative developments in Southeast Asia, Egypt, Greece, Rome and elsewhere. He poses large questions: Why did people move into densely packed villages—‘Neolithic multispecies resettlement camps’—accompanied by the plants and animals they domesticated, but also by an exponentially increased disease load and a substantial portion of drudgery? Why did states emerge when they did, despite the fact that the main ecological and demographic conditions were present millennia earlier? What accounts for the fragility of these early states, and why do our standard histories obscure that fact? Guiding themes are ecological and demographic, but also draw explicit attention to the unintended consequences of human actions. Indeed, reflections on the Anthropocene underpin the book's arguments, and, like many others who write on this topic, Scott is motivated by deep-seated concerns about the sorry ecological state of our contemporary world and connections to long-term effects of human activity.

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Long-term effects of intensive instruction on fluency, comprehensibility and accentedness

Journal of Second Language Pronunciation ◽

10.1075/jslp.20026.fre ◽

2020 ◽

Vol 6 (3) ◽

pp. 380-401

Author(s):

Leif M. French ◽

Nancy Gagné ◽

Laura Collins

Keyword(s):

High School ◽

Academic Ability ◽

Long Term Effects ◽

L2 Proficiency ◽

Specific Group ◽

Oral Fluency ◽

Oral Production ◽

Intensive Instruction ◽

Esl Instruction

Abstract We assessed the long-term effects of intensive instruction on different aspects of L2 oral production. Adopting the tridimensional model of oral production (Munro & Derwing, 1995a), we compared high school learners who had received intensive ESL instruction (N = 42) with non-intensive learners (N = 39) on perceptual measures of L2 fluency, comprehensibility, and accentedness 4 years after a 5-month intensive instruction period. After controlling for academic ability and L2 proficiency, listeners’ ratings of fluency and comprehensibility were significantly higher for the IG; however, there was no specific group advantage for accentedness, suggesting both groups exhibited similar L2 accents. This study provides new empirical evidence that the oral fluency and comprehensibility benefits of an intensive experience may be long lasting, even when learners’ subsequent classroom exposure to the language is much more limited.

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The Long-Term Effects of Early Kwashiorkor Compared with Marasmus. IV. Performance on the National High School Entrance Examination

Pediatric Research ◽

10.1203/00006450-199009000-00018 ◽

1990 ◽

Vol 28 (3) ◽

pp. 235-239 ◽

Cited By ~ 54

Author(s):

Janina R Galler ◽

Frank C Ramsey ◽

Debra S Morley ◽

Esther Archer ◽

Patricia Salt

Keyword(s):

High School ◽

Entrance Examination ◽

Long Term Effects ◽

School Entrance ◽

School Entrance Examination

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Long-term effects of severe undernutrition during the first year of life on brain development and learning in Chilean high-school graduates

Nutrition ◽

10.1016/s0899-9007(00)00431-7 ◽

2000 ◽

Vol 16 (11-12) ◽

pp. 1056-1063 ◽

Cited By ~ 67

Author(s):

Daniza M Ivanovic ◽

Boris P Leiva ◽

Hernan T Perez ◽

Nelida B Inzunza ◽

Atilio F Almagià ◽

...

Keyword(s):

High School ◽

Brain Development ◽

High School Graduates ◽

First Year ◽

Long Term Effects ◽

First Year Of Life

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COVID-19 vs. stakeholder engagement: the impact of coronavirus containment measures on stakeholder involvement in European energy research projects

Open Research Europe ◽

10.12688/openreseurope.13683.3 ◽

2021 ◽

Vol 1 ◽

pp. 57

Author(s):

Diana Süsser ◽

Andrzej Ceglarz ◽

Vassilis Stavrakas ◽

Johan Lilliestam

Keyword(s):

Stakeholder Engagement ◽

Online Survey ◽

Stakeholder Involvement ◽

Future Research ◽

Research Projects ◽

Long Term Effects ◽

Energy Research ◽

Containment Measures ◽

The Impact

The coronavirus (COVID-19) pandemic has affected societies and economies around the world, and the scientific community is no exception. Whereas the importance of stakeholder engagement in research has grown quickly the consequences of the pandemic on this has so far not been empirically studied. In this paper, we investigate the effects of the COVID-19 crisis on European energy research, in particular the stakeholder work, during the first wave of the coronavirus in spring and summer 2020. We pose the research questions: (i) How much of a problem are the coronavirus containment measures for stakeholder engagement? (ii) How have researchers coped with the situation, and (iii) How do they evaluate alternative stakeholder activities implemented? We conducted an online survey among European energy research projects with stakeholder engagement between June and August 2020. We found that only one of six engagement activities could be implemented as planned, whereas almost half were cancelled or delayed. The most common coping strategies were changing involvement formats – mainly to webinars or online workshops – or postponement. Whereas respondents are largely satisfied with one-to-one and unidirectional online formats, such as webinars, online interviews, and online surveys, they see interactive group activities as less suitable for online engagement. Most respondents plan to continue using online formats to complement, but not to replace, physical meetings in future research. All long-term effects remain to be seen, but given the postponement of many stakeholder involvement activities, many projects may face problems at later stages of their realisation. These findings suggest that the pandemic may have catalysed a rapid introduction of specific online formats in academic stakeholder interaction processes.

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Immersive Technologies

10.4018/978-1-7998-7712-7.ch003 ◽

2022 ◽

pp. 34-54

Author(s):

Christine M. Baker

Keyword(s):

Virtual Reality ◽

Real Life ◽

Digital Technologies ◽

Qualitative Approach ◽

Limiting Factor ◽

Long Term Effects ◽

Personal Experiences ◽

Industry Professional ◽

Immersive Technologies

Few digital technologies have captured the world's imagination as much as the cluster of immersive experiences usually labelled virtual reality, augmented reality, and extended reality. A certain mythology has grown up around these technologies, their purpose, application, benefits, and risks. This chapter addresses these elements, offering insights into real-world applications and some thoughts about how the technologies could evolve. A limiting factor when writing about immersive technologies is the lack of comprehensive research into real-life applications and their long-term effects. In addition, there is a tendency for potential users and commentators to become overly optimistic about the latest developments in this niche. This research adopts an interpretivist qualitative approach, based on a review of existing literature and web sources, and the author's personal experiences as an industry professional. What is clear is that these technologies are not a passing fad and are likely to shape the human experience in social, economic, and technological terms in future years.

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The Long Arm of Early Exclusionary School Discipline? A Multi-Model Analysis

Youth & Society ◽

10.1177/0044118x211042643 ◽

2021 ◽

pp. 0044118X2110426

Author(s):

Megan Andrew ◽

Mary Kate Blake

Keyword(s):

High School ◽

School Discipline ◽

Unobserved Heterogeneity ◽

School Outcomes ◽

Exclusionary Discipline ◽

Long Term Effects ◽

High School Outcomes ◽

Independent Effects ◽

The Life Course

In this analysis, we consider how a potentially important triggering event in the life course—exclusionary school discipline—may affect students’ high school outcomes. We extend the literature to focus on the long-term effects of exclusionary discipline that occurs in the early grades, when students are relatively young and when a significant share of exclusionary discipline first occurs. We further evaluate the potential, long-term effects of exclusionary discipline on different high school outcomes (non-completion, GED certification, high school diploma) in statistical models that account for observed and unobserved heterogeneity. Overall, we find robust and consistent evidence that very young children are not somehow more resilient or more protected from negative, long-term effects of suspension or expulsion in early elementary school. Moreover, previous research might underestimate the effects of (early) exclusionary discipline more generally by ignoring the independent effects on GED certification.

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Writing Well: The Long-Term Effect on Empathy, Observation, and Physician Writing Through a Residency Writers' Workshop

Journal of Graduate Medical Education ◽

10.4300/jgme-d-16-00366.1 ◽

2017 ◽

Vol 9 (3) ◽

pp. 357-360 ◽

Cited By ~ 4

Author(s):

Megan Lemay ◽

John Encandela ◽

Lisa Sanders ◽

Anna Reisman

Keyword(s):

Narrative Analysis ◽

Online Survey ◽

Medical Training ◽

Long Term Effects ◽

Written Responses ◽

Long Term Effect ◽

Writing Revision ◽

Guided Writing ◽

Writers Workshop

ABSTRACT Background Writing narratives during medical training can provide a way to derive meaning from challenging experiences, enhance reflection, and combat burnout. The Yale Internal Medicine Residency Writers' Workshop, an annual 2-day intensive workshop followed by faculty-guided writing revision and publication, has been training resident physicians in the craft of writing since 2003. Objective The study aimed to assess the long-term effects of a craft-focused writers' workshop for residents on empathy, observation skills, and future writing. Methods A survey of closed and open-ended questions was sent to former workshop participants (2003–2013), who rated and described the workshop's influence on their observation skills, empathy, improvement in writing, and continued informal and formal writing. A total of 89 of 130 participants (68%) completed the online survey. We identified key themes in written responses and collected quantitative ratings on a 5-point Likert scale of self-reported influence on these factors. Simple statistics and narrative analysis were used to derive results. Results Most participants agreed or strongly agreed that the workshop influenced their ability for careful observation (72 of 85, 85%); ability to be empathic with patients or colleagues (51 of 77, 66%); quality of writing (69 of 77, 90%); and continued formal or informal writing (52 of 77 [68%] and 41 of 77 [53%], respectively). Participants felt the workshop improved their attention to detail, provided a deeper understanding of others' experiences, and improved their writing. Conclusions Participants in a residency writers' workshop experienced lasting effects on observation, empathy, and writing skills.

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