Deliberately lit fires make up over 15% of all fires in New Zealand buildings yet they are typically omitted from the design brief for fire engineering purposes. This report examines where deliberately lit fires should be included as part of the fire engineering design by examination of all deliberately lit fires recorded in the New Zealand Fire Incident Reporting System (NZ FIRS) between the years 1996 and 2006. The main types of buildings identified where consideration of deliberately lit fires within the design would provide benefits are: · Prisons · Psychiatric institutions · Schools · Crowd activities · Attached accommodation The report also examined what is required to include deliberately lit fires as part of the design process. Based on an analysis of the fire incident statistics, the majority of deliberately lit fires are the result of unplanned activities and existing design fires will be adequate. Two critical fire scenarios were identified as exceeding these requirements, the ignition of multiple fires and the use of accelerants. Greater life safety benefits are obtained by considering accelerants. In the case of multiple fires, each fire is likely to be within the capabilities of a fire engineered building however a number of such fires may overwhelm the fire protection features of a building. A number of issues for the fire engineer to consider are briefly discussed. In the case of accelerants, a number of experiments were completed to characterise the heat release rate and species production of a Molotov cocktail based on the fuel volume used. A second round of experiments extended this work by examining the scenario where a Molotov cocktail containing 1000 milliliters of petrol was deployed within a stairwell.

Young male vocational students are in academia described as being less interested by politics and social issues and having less knowledge regarding democracy than other students. A culture of resistance is the appellation of the specific culture that emphasise the relations between young male vocational students. Deliberately arranged teaching with deliberate qualities has shown a positive impact on students’ learning as well as being a way of working with moral issues in school. The purpose of this study is to make researches into whether deliberately arranged teaching has an impact on  the political and social interest amongst young male vocational students. A questionnaire was conducted before and after the Civics A (social studies) course. Individual interviews, where the students’ ways of expressing themselves in regards to politics and social issues were in focus, were carried out. The deliberately arranged teaching was conducted once a week during one academic year. The students were then responsible for the content as well as ensuring that they abided by the set rules for the conversation. Limited alterations regarding the students’ interest for politics and social issues were identified in the questionnaire. However, the interviews revealed that some of the students have changed their way of looking at politics and their interest has increased. The culture of resistance that usually distinguishes the behaviour of vocational students in regards to core subjects was not found as a dominating factor. The students taking part in focus groups expressed a positive response to the deliberately arranged teaching stating it was the part of the course they enjoyed the most. To be able to express their views and listen to others was highly appreciated by the students who described themselves as serious and ambitious during classes. The teachers felt that this teaching style meant that there was a focus on relations and that the didactic question about content in the course were more complicated to execute.