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This paper aims to present exploratory research on how people in Aotearoa New Zealand experience and learn about fire, and how they think and feel about fire as adults.

A qualitative survey with a sample of 40 young adults aged 18–23 years in Aotearoa New Zealand were recruited through Prolific Academic. Reflexive thematic analysis was used to construct themes across participants experiences.

Four themes were constructed that described participants’ learning about fire and were named influence of context and internal responses to fire, development of normative beliefs about fire, learning how and when fire can be used and learning about fire safety. Two themes were developed that described participants thoughts and feelings about fire as an adult. These were named knowledge is power and emotional congruence with fire. Results highlight the significant role of parental modelling, reinforcement and sensory experiences in the way individuals experience and learn about fire.

Understanding fire learning is important for establishing which experiences may lead to appropriate and inappropriate fire use which in turn can inform fire prevention initiatives.

To the best of the authors’ knowledge, this research represents one of the first studies to directly examine fire learning in the general population.

This study aims to assess the prevalence of firesetting in a sample of young UK adults aged 18 to 23 years and to compare their characteristics with non-firesetting individuals.

Two-hundred and forty male (n = 119, 49.6%) and female (n = 121, 50.4%) participants were recruited through Prolific Academic. Comparisons were made between self-reported firesetting and non-firesetting participants on a range of demographic, fire-related and personality measures. Factors predictive of firesetting status were examined using hierarchical logistic regression.

Twenty-five percent of participants (n = 60) reported igniting a deliberate fire. Logistic regression was used to examine the ability of parental supervision and behavioural issues (e.g., witnessing domestic violence, experimenting with fire before age 10 and family history of firesetting), antisocial behaviours (e.g., having criminal friends, impulsivity, teenage access to fire paraphernalia, skipping class more than once per week, taken any illegal drugs and participation in criminal behaviour) and fire-related interests, attitudes and propensities in predicting firesetting status. Factors found to distinguish firesetting and non-firesetting participants included the following: experimented with fire before 10 years of age, family history of firesetting, impulsivity, teenage access to fire paraphernalia, participation in criminal behaviour and the Fire Setting Scale.

The results provide key information about potential risk factors relating to un-apprehended firesetting in the general population.

This research adds to the small body of literature examining firesetting in the general population. It refines previously used methodologies, presents the first research study to examine the prevalence of firesetting behaviour in emerging adults and enhances our understanding of un-apprehended firesetting.

The improving global health (IGH) programme is a leadership development programme that aims to develop leadership skills and behaviours alongside quality improvement methodology in National Health Service (NHS) employees in a global health setting. Through collaboration, experiential learning and mentorship, the programme aims to produce both vertical and horizontal leadership development in its participants. This paper aims to describe the programme and its impact, in terms of leadership development, in a sample of participants.

Open coding and thematic analysis of leadership development summaries (LDS) completed by 39 returned IGH participants were conducted. LDS are written on completion of the overseas placement; participants reflect on their personal leadership development against the nine dimensions of the NHS Healthcare Leadership Model (2013).

These IGH programme participants have reported a change in the way they think, behave and see the world. A development in sense of self and experience in developing team members are the two most commonly reported themes. Adaptability, communication, overcoming boundaries, collaborative working, “big picture” thinking and strategic thinking were also identified.

The study is limited by the relatively low number of completed LDS. More work is needed to understand the long-term effect of this type of leadership development on the NHS. Other leadership development programmes should consider focussing on vertical and horizontal leadership development.

This more granular understanding of the leadership skills and behaviours developed and how it is the programme’s design that creates it, has not previously been described.

The purpose of this study is to explore customer-artificial intelligence (AI) service technology engagement and relationship development drivers, as well as potential negative consequences in the context of social chatbots.

A sequential mixed-method approach combined exploratory qualitative and confirmatory quantitative analyses. A conceptual model developed from Study 1 qualitative content analysis of in-depth interviews with active users of the AI social chatbot Replika was tested in Study 2 by analyzing survey data obtained from current Replika users.

Loneliness, trust and chatbot personification drive consumer engagement with social chatbots, which fosters relationship development and has the potential to cause chatbot psychological dependence. Attachment to a social chatbot intensifies the positive role of engagement in relationship development with the chatbot.

This study was the first to combine qualitative and quantitative approaches to explore drivers, boundary conditions and consequences of relationship and dependence formation with social chatbots. The authors proposed and empirically tested a novel theoretical model that revealed an engagement-based mechanism of relationship and dependence formation with social chatbots.