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Adaptation is a key concept in long‐term human adjustments to climate change. Despite the centrality of human decisions and actions in adaptation, much of the climate change literature is thin on humanities and social science which are the primary approaches for understanding human activity. This situation is particularly pronounced in Louisiana's discussions about its disappearing coast line where research has concentrated in understanding biophysical processes and solutions prioritize short‐term adaptations. This paper reviews the relationship of adaptation and long‐term transitions in the global change discussion and traces how disjointed adaptations in coastal Louisiana have contributed to a perilous environmental situation there. It proposes a shift from discrete adaptations to efforts that incorporate interrelated biophysical and human adaptations that can sustain long‐term transitions. [ABSTRACT FROM AUTHOR]

Context: Storytelling is a powerful tool for encouraging reflection and connection among both speakers and listeners. While growing in popularity, studying the benefits of formal oral storytelling events within graduate medical education remains rare. Our research question was: could an oral storytelling event for GME trainees and faculty be an effective approach for promoting well-being and resilience among participants? Methods: We used multiple approaches to gather perspectives from physician participants (storytellers and audience members) at an annual oral storytelling event for residents, fellows, and faculty from seven academic health systems in Minnesota. Data sources included short reflections written by participants during the event, an immediate post-event survey exploring participants' experiences during the event, social media postings, and targeted follow-up interviews further exploring the themes of connection and burnout that were raised in post-event survey responses. We performed a qualitative analysis using both deductive and inductive coding to identify themes. Results: There were 334 participants, including 197 physicians. At the event, 129 real-time written reflections were collected. There were also 33 Twitter posts related to the event. Response rate for the post-event survey was 65% for physicians, with 63% of physician respondents volunteering for targeted follow-up interviews. Of those, 38% completed the follow-up interview. Themes that emerged from the multi-modal qualitative analysis included a sense of connection and community, re-connection with meaning and purpose in work, renewal and hope, gratitude, and potential impact on burnout. Conclusion: The large turnout and themes identified show how an oral storytelling event can be a powerful tool to build community in graduate medical education. Qualitative analysis from multiple sources obtained both in real-time at the event and upon deeper reflection afterwards showed the event positively impacted the well-being of participants and that oral storytelling events can be an effective approach for promoting resilience in GME. [ABSTRACT FROM AUTHOR]

When reasoning about the stories and dramas of television series, it is useful to resort to an ethical and anthropological criterion. This approach calls for distinguishing between an anthropological reason applicable to people in the real world and thedramatis personae. There are two coherent anthropological behaviors that may contribute to a viewers’ active position. The first one is to consider that Aristotle's Poetics and the contemporary extension of his content can rationally account for those stories and dramas, today precisely qualified as ‘tragic’. The second one is to understand the real world and its dramatic representations, in accordance with the Leonardo Polo’s transcendental anthropology, the vision which Jürgen Habermas finds in religions, and Joseph Ratzinger - articulating reason and faith - has summed up as livingveluti si Deus daretur. [ABSTRACT FROM PUBLISHER]

An examination of Library and Information Studies literature about scholarly communication reveals that less attention has been paid to the outcomes of reference management instruction in academic libraries than on comparisons and evaluations of reference management software (RMS) and surveys of levels of its use. While there are studies examining the reference management practices of academics and students, the practices of those not using RMS have remained largely unexplored. This article reports on the findings of a small-scale applied research project aimed at understanding the reference management practices of postgraduate students and academics in the Arts Faculty at Monash University. A questionnaire was completed by 81 students and semi-structured interviews were conducted with 8 students and 13 academics in the Faculty. Analysis shows that the reference management practices detailed in this study are individual and personal, and do not always involve the use of RMS. The reasons for adopting these practices are informed by a wide range of institutional and personal factors. RMS use itself is also varied, with few of the interviewees utilising all the core features of the software. A broader approach to reference management instruction and support would increase the relevance of library instruction. [ABSTRACT FROM PUBLISHER]