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The aim of this project is to modify and test the executive model of professional teacher training of disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed for campus disaster mitigation. The designed disaster prevention education in schools focus on the awareness of disasters, attitude toward prevention, preparation beforehand, appropriate countermeasures, scheduled drills, establishment of community‐based prevention units, participation, training programs for teachers, safety warning signs for public buildings, and research on disaster prevention.

The accomplishment of the project includes: the design of a systematic license procedure for disaster prevention for the leading‐level, county‐level, and campus‐level; the design of a systematic curricula for teacher training of disaster prevention and training campus‐level teachers; and the evaluation of the efficiency and performance of the teacher‐training program for disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed. Statistics analysis of training and learning efficiency evaluation by trainee shows that the designed courses are efficient and practical. The project cultured 310 campus‐level disaster prevention teachers and more than 1,000 licensed teachers trained that follow the training program in Taiwan.

The purpose of this paper is to consider primary prevention from the perspective of person-based crime prevention. This crime prevention measure is illustrated by an Australian case study. The report also recognises the integral role the community plays in the delivery of primary person-based crime prevention.

This short paper adopts a case study approach.

The paper illustrates the purpose and achievements of primary person-based crime prevention, including the success it has in reducing crime and improving feelings of safety in the community. The important role of community members and their contribution to this crime prevention method is offered.

The practical implications this paper offers are to ensure community members are involved in the delivery of primary person-based crime prevention, to explicitly measure the contribution community members make to primary person-based crime prevention initiatives, to explicitly measure the contribution primary person-based crime prevention makes to the reduction of crime, and to build on the known success of primary person-based crime prevention through the implementation of more initiatives within this area of crime prevention.

Primary person-based crime prevention can be overlooked in favour of primary place-based crime prevention. This short paper offers an insight into an overlooked aspect of crime prevention.

Purpose: We estimate national health expenditures on prevention using precise definitions, a transparent methodology, and a subdivision of the estimates into components to aid researchers in applying their own concepts of prevention activities.

Methodology/Approach: We supplemented the National Health Expenditure Accounts (NHEA) with additional data to identify national spending on primary and secondary prevention for each year from 1996 to 2004 across eight spending categories.

Findings: We estimate that NHEA expenditures devoted to prevention grew from $83.2 billion in 1996 to $159.8 billion in 2004, in current dollars. As a share of NHEA, this represents an increase from 7.8 percent in 1996 to 8.6 percent in 2004. This share peaked at 9 percent in 2002 and then declined due to reductions in public health spending as a percent of NHEA between 2002 and 2004. Primary prevention represents about half the expenditures, consisting largely of public health expenditures – the largest prevention element.

Originality/Value of Paper: Our 2004 estimate that 8.6 percent of NHEA goes to prevention is nearly three times as large as the commonly cited figure of 3 percent, but depends on the definitions used: our estimate falls to 8.1 percent when the research component is excluded, 5.1 percent when consideration is limited to primary prevention plus screening, 4.2 percent for primary prevention alone, and 2.8 percent if we count only public health expenditures. These findings should contribute to a more informed discussion of our nation's allocation of health care resources to prevention.

Older adults’ sexual health is becoming an increasingly important component of healthy aging in the wake of the HIV/AIDS epidemic and rising infection rates among this age cohort. The increase in HIV/AIDS diagnoses in the older adult population ignites the need to understand the reasons why older adults are omitted from HIV/AIDS prevention education policy.

This chapter examines the social forces that influence HIV/AIDS policy at the state and community levels. Through qualitative methodology and analysis, including interviews with state policymakers and managers of AIDS service organizations in four Midwestern states (n=31), I look for trends and patterns as to whether or not older adults are considered as an “at-risk” group for HIV infection.

Findings reveal that HIV/AIDS policy may be impacted by enduring sexual scripts about older adults. To some extent both state policymakers and AIDS service organization personnel adhere to stereotypes about older adults’ sexuality and sexual activity, which is then implemented in their health promotion activities. The result is that gaps exist in HIV/AIDS prevention education for older adults, despite the fact that current trends show an increase in new HIV infections and AIDS diagnoses among people over the age of 50.

While this is an exploratory study of the available HIV/AIDS prevention education and health promotion activities for older adults, as well as the viewpoints of state policymakers and AIDS service organization personnel, the findings do indicate the need for additional research on the potentially dangerous sexual behaviors – lack of HIV testing, low condom usage, multiple partners – exhibited by older adults. Future research involving interviews with older adults, physicians, and medical personnel may add new perspectives to the current research.

As the baby boomers continue to age and challenge cultural stereotypes of sexual behaviors among older adults, research in the area of sexual health and HIV/AIDS prevention education will remain an important component of healthy aging. This research begins what will ultimately be a necessary conversation.

This study aims to investigate how the effectiveness of luxury advertising can be improved by matching the emotional (promotion pride vs prevention pride) and luxury value (authenticity vs exclusivity) appeals within advertising messages.

Three experiments were conducted. Studies 1A and 1B establish the influence of incidental emotions and regulatory focus on consumer preferences for divergent luxury value appeals (exclusivity vs authenticity) within advertisements. Study 2 shows the match-up effects of congruent emotional and luxury value appeals on advertising effectiveness.

The authors offer causal evidence that promotion pride increases the preference for exclusivity appeals, whereas prevention pride increases the preference for authenticity appeals in luxury advertising.

The study offers a novel perspective into the ways consumers evaluate different value appeals in luxury advertising and establishes the important role played by emotions within such evaluations.

Marketers of luxury products can increase the effectiveness of their advertising campaigns by considering the fit between emotional and luxury value appeals. Specifically, the authors show that the congruent matching of promotion pride with exclusivity appeals and of prevention pride with authenticity appeals within advertising messages can elicit more favorable consumer responses.

The study is the first to illustrate novel “match-up” effects: it shows when and how different luxury value appeals (exclusivity vs authenticity) and emotions (promotion pride vs prevention pride) influence the effectiveness of luxury advertising.

African American student-athletes represent the largest racial minority group of athletes in the National Collegiate Athletic Association (NCAA) and the majority of male student-athletes in football and basketball. The NCAA has partnered with It’s On Us, an awareness campaign to help end sexual violence on college campuses. Intercollegiate athletics is a viable context, then, to consider transformative Black masculinity and sexual violence prevention. Transformative Black masculinity is when an African American or Black man intentionally employs his identity in the service of social justice and purposefully engages other Black males, as well as others, for that cause. This chapter considers transformative Black masculinity as a conceptual tool for the intentional engagement of Black male student-athletes within institutions of higher education for sexual violence prevention. Recommendations for policy, education and practice, and research are provided.

This chapter introduces a conceptual schema with which the authors chart the historical trajectory of four realms of feminist antiviolence efforts in the United States, describing strains and tensions between and within each realm, with a particular focus on the efficacy of violence prevention.

We draw on feminist theory and empirical studies of antiviolence efforts as well as our own interview and ethnographic research into violence prevention.

This chapter charts a four-part schema for understanding the trajectory of feminist engagements with violence against women. It theorizes that the segmentation of feminist antiviolence has given rise to a variety of tensions within realms that could be resolved or mitigated by reconnecting the realms.

In the face of growing objections to their handling of sexual assault and other forms of gender-based violence, the military, colleges, and other institutions have touted their violence prevention programs. While these programs serve as a testament to over forty years of feminist efforts to institutionalized antiviolence policies and practices, without a holistic feminist approach, violence prevention functions as little more than public relations.

The chapter is of use for scholars thinking about violence against women and gender-based violence, as well as institutions that set policy around issues of violence.

The current study aims to explore the relationships between three kinds of customer-to-customer (C2C) interaction quality and brand loyalty via customer promotion and prevention emotions.

In order to test the model, we gathered self-administered data through an online survey. The relationships were examined using structural equation modelling (SEM).

The findings show that the influence of customer-to-customer interaction quality on promotion/prevention emotion varies: friend-interaction quality evokes both promotion emotion (high-arousal feelings) and prevention emotion (low-arousal feelings), whereas neighbouring customer-interaction quality elicits promotion emotion, and audience-interaction quality elicits prevention emotion. Moreover, the findings show that enhancing both promotion and prevention emotions is crucial to improve customer attitudinal loyalty in mass service settings, and the strength of the link from promotion emotion to attitudinal loyalty is stronger than that from prevention emotion.

The authors suggest that marketers should focus on facilitating effective friend- and neighbouring customer-interaction to enhance promotion emotion.

The paper contributes to a stream of research on customer-to-customer interaction by exploring the relative influences of three kinds of customer-to-customer interaction quality on customer attitudinal loyalty via post-consumption emotions.

The purpose of this study is to understand how regulatory focus influences informal learning behaviors. A growing body of research indicates that regulatory focus has significant consequences for goal pursuit in the workplace, yet it has not been readily studied or applied to the field of human resource management (Johnson et al., 2015). This is one of the few studies to examine the relationship between informal learning and regulatory focus theory that can be applied to the training and development field.

Using a qualitative research design, a semi-structured interview was used to increase the comparability of participant responses. Questions were asked in an open-ended manner, allowing for a structured approach for collecting information yet providing flexibility for the sake of gaining more in-depth responses. An interview guideline was used to standardize the questions and ensure similar kinds of information were obtained across participants. A typological analytic approach (Lincoln and Guba, 1985) was used to analyze the data.

In a sample of 16 working adults, (44% female and 56% male), participants who were identified as having either a promotion- or prevention-focus orientation were interviewed about types of informal learning strategies they used. The results revealed that performance success and failure have differential effects on learning behaviors for prevention and promotion-focus systems. Stress and errors motivate informal learning for the prevention-focus system, whereas positive affect motivates informal learning for the promotion-focus system. Prevention-focus participants articulated greater use of vicarious learning, reflective thinking and feedback-seeking as methods of informal learning. Promotion-focus participants articulated greater use of experimentation methods of informal learning.

This study provides an in-depth understanding of how regulatory focus influences informal learning. Few studies have considered how regulatory focus promotes distinct strategies and inclinations toward using informal learning. Performance success and failure have differential effects on informal learning behaviors for regulatory promotion and prevention systems. This has theoretical and practical implications in consideration of why employees engage in informal learning, and the tactics and strategies they use for learning.