A Survey of Perceptions of the Virginia Tech Tragedy

2009 ◽  
Vol 8 (2) ◽  
pp. 120-135 ◽  
Author(s):  
Carolyn R. Fallahi ◽  
Carol Shaw Austad ◽  
Marianne Fallon ◽  
Lisa Leishman
Keyword(s):  
Virginia Tech ◽  
Virginia Tech Tragedy

The Use of Social Media in Disaster Situations

2012 ◽  
pp. 11-24 ◽  
Author(s):  
Guido Lang ◽  
Raquel Benbunan-Fich
Keyword(s):  
Social Media ◽  
Media Use ◽  
Virginia Tech ◽  
Information Gathering ◽  
Future Research ◽  
Prior Work ◽  
Social Media Use ◽  
The Public ◽  
Virginia Tech Tragedy ◽  
Use Of Social Media

Recent disasters highlight the importance of social media supporting critical information gathering and dissemination efforts by members of the public. Given that disasters pose unique challenges and social media are evolving rapidly, how can one compare the effectiveness of social media in different disaster situations? Drawing from prior work on e-participation, this paper proposes a novel framework for social media use based on four key modules: selection, facilitation, deliberation, and aggregation. A comparative analysis of social media use following a man-made disaster (the 2007 Virginia Tech tragedy) and during a natural disaster (the 2009 Britain blizzard) exemplifies the value of the proposed framework. Future research can build on and leverage the present work by analyzing and incorporating additional cases on the use of social media in disaster situations.

scholarly journals Emergency preparedness: Online resources

2020 ◽  
Vol 81 (2) ◽  
pp. 94
Author(s):  
Rosemary Humphrey ◽  
Chris Sharpe ◽  
Cheryl Stiles
Keyword(s):  
Emergency Preparedness ◽  
Virginia Tech ◽  
Severe Weather ◽  
Online Resources ◽  
Direct Result ◽  
Active Shooter ◽  
Weather Events ◽  
Mass Shooting ◽  
Medical Emergencies ◽  
Virginia Tech Tragedy

After the April 2007 mass shooting at Virginia Tech, universities across the country realized the need to take a much more proactive role in promoting emergency preparedness across all constituencies on their campuses. Emergency awareness, preparation, and response could no longer remain solely the responsibility of first responders. As a direct result of the Virginia Tech tragedy, many universities across the country launched efforts to train their students, faculty, and staff in multiple aspects of preparedness—from responding to medical emergencies to preparing for severe weather events, from extinguishing small fires to responding to an active shooter.

After Virginia Tech: An analysis of Internet and social media use in campus emergency preparedness

2017 ◽  
Vol 11 (4) ◽  
pp. 303 ◽  
Author(s):  
David W. Guth, MA Journalism
Keyword(s):  
Social Media ◽  
Web Sites ◽  
Emergency Preparedness ◽  
School Size ◽  
Safety Information ◽  
Virginia Tech ◽  
Campus Community ◽  
Home Pages ◽  
Virginia Tech Tragedy ◽  
Internet And Social Media

This study gauges the degree to which the nation’s colleges and universities learned a key lesson of the 2007 Virginia Tech tragedy: the need to rapidly disseminate emergency information to the campus community. A content analysis of 162 school Web sites found that three of four contained emergency preparedness information. It appears that most are now prepared to use the Internet and social media to alert stakeholders in the event of campus crises. However, less than half had links to emergency/safety information on their home pages. School size and governance appeared to factor in its placement on each Web site.

The Use of Social Media in Disaster Situations

2010 ◽  
Vol 2 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Guido Lang ◽  
Raquel Benbunan-Fich
Keyword(s):  
Social Media ◽  
Media Use ◽  
Virginia Tech ◽  
Information Gathering ◽  
Future Research ◽  
Prior Work ◽  
Social Media Use ◽  
The Public ◽  
Virginia Tech Tragedy ◽  
Use Of Social Media

Recent disasters highlight the importance of social media supporting critical information gathering and dissemination efforts by members of the public. Given that disasters pose unique challenges and social media are evolving rapidly, how can one compare the effectiveness of social media in different disaster situations? Drawing from prior work on e-participation, this article proposes a novel framework for social media use based on four key modules: selection, facilitation, deliberation, and aggregation. A comparative analysis of social media use following a man-made disaster (the 2007 Virginia Tech tragedy) and during a natural disaster (the 2009 Britain blizzard) exemplifies the value of the proposed framework. Future research can build on and leverage the present work by analyzing and incorporating additional cases on the use of social media in disaster situations.

scholarly journals Protecting the Public's Health Following the Virginia Tech Tragedy: Issues of Law and Policy

2007 ◽  
Vol 1 (S1) ◽  
pp. S43-S46
Author(s):  
James G. Hodge
Keyword(s):  
Virginia Tech ◽  
Gun Violence ◽  
Legal Responsibility ◽  
State University ◽  
The Public ◽  
Legal Reforms ◽  
Law And Policy ◽  
Legal Responses ◽  
Gun Laws ◽  
Virginia Tech Tragedy

ABSTRACTAssessing legal responsibility in the aftermath of the April 2007 tragedy at Virginia Polytechnic Institute and State University (Virginia Tech) is inevitable. Beyond assigning blame, law- and policymakers should examine ways to protect the public from future incidences of gun violence on campuses and other settings. Although no combination of legal responses may fully deter individuals who are intent on causing significant harm, select legal reforms have the potential to prevent future acts of gun violence. These reforms include considering more restrictive gun laws nationally, reporting individuals with known mental impairments that may endanger themselves or others to federal or state databases, and refining laws that limit institutions from acting in advance to address prospectively dangerous people. Each of these reforms has the potential to reduce acts of gun violence to improve the public's health, but also implicates individual rights and interests. (Disaster Med Public Health Preparedness. 2007;1(Suppl 1):S43–S46)

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