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The research study examines the fathering experiences of Irish young men who were early school leavers. The study explores how their childhood – with and without their fathers – influenced their views, attitudes and aspirations, as they became fathers themselves. A multiple case study of six men, who had their first child when they were between the ages of 18 and 23 years old, presented data in a series of semi-structured, one-to-one interviews. Photographs and diagrams were used to encourage the narration of relational fathering experiences in their childhood and of the men’s subsequent position on becoming and being fathers to their children. The data was analysed using a structural and a thematic analysis approach. The findings indicate that the men were emotionally impacted by childhood fathering experiences, both negatively and positively, and these influenced how they subsequently aimed to be fathers to their children. On becoming a father, each man used his perceptions of his childhood experiences to inform him of the ways in which he understands what it takes to be a father and what it means to be a father. The study highlights that being a father is dependent on being close and connected to children. When barriers impede a connection, a perceived lack of felt love from a father impacts on children for a lifetime, causing mental distress as a child and as an adult. Relational disconnection from fathers negatively influences children’s development and was seen as a contributory factor in children’s engagement in, or absence from, education. Despite earlier disrupted education, the men valued further education opportunities which reinforced their intention to encourage their children’s future education prospects. The change in attitude to education was education itself. Building on the combination of Bowlby’s attachment theory (1980, 1973, 1969) and Bronfenbrenner’ ecological theory (1979), a hybrid conceptual theory of “closeness and connectedness” is suggested. The theory represents how children and fathers are individually impacted by sociocultural practices that affect their relational connection with one another. Being actively involved with their children creates positive opportunities for fathers to become “close and connected” to their children, a position which requires multi-tiered sociocultural support.

Understanding the ecological role of fire in fire-adapted plant communities is of great importance for restoration and preservation; however, limited research has been conducted on the response of upper elevation, C3 grassland plant communities to wildfire. This study investigates the effects of the Las Conchas wildfire of 2011 on plant community structure and function in the montane valley grasslands of the Valles Caldera National Preserve, Jemez Mountains, New Mexico, USA. Long term monitoring of nine burned and seven unburned grassland sites was used to measure vegetation composition and dynamics both spatially and temporally relative to fire. Results show that these fire-adapted plant communities are highly resilient to fire; fire had no significant effects on composition or structure beyond the normal range of variability. Instead, climatic drivers had the greatest influence on plant community dynamics over time. These results support land and fire management efforts to restore historic fire regimes which will help maintain grassland integrity and resilience in the face of a changing climate.