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\"Explaining the what, the how and the why of climate science, this multidisciplinary new book provides a review of research from the last decade, illustrated with cutting-edge data and observations. A key focus is the development of analysis tools that can be used to demonstrate options for mitigating and adapting to increasing climate risks. Emphasis is given to the importance of Earth system feedback mechanisms and the role of the biosphere. The book explains advances in modelling, process understanding and observations, and the development of consistent and coherent studies of past, present and 'possible' climates. This highly-illustrated, data-rich book is written by leading scientists involved in QUEST, a major UK-led research programme. It forms a concise and up-to-date reference for academic researchers or students in the fields of climatology, Earth system science and ecology, and also a vital resource for professionals and policymakers working on any aspect of global change\"-- Provided by publisher.

In today's research landscape, which is ever more dependent on external funding, early career researchers (ECRs) urgently need competence in idea development and proposal writing. However, generalized lectures provided by many higher education and research institutions lack practical elements such as hands‐on skill training and support measures to coach the ECRs through the process of developing their own proposal. This limited support often leads to proposals of low quality, low success rates, and low motivation to engage further in proposal writing. To move away from this “learning‐by‐failure,” we developed a novel concept for training in proposal writing, constructively aligning learning outcomes with students' needs, co‐creating course content with teachers and students, and using active learning strategies. The main novelty of this concept lies in students iteratively and interactively developing their own research ideas into project proposals while learning how to write proposals. Over the past 10 years, we have successfully run this concept as a 2‐day workshop and as a 5‐month class for ECRs in climate sciences. Most of the proposals developed during our courses were submitted, and the application success rate of 15%–30% is well above the average for the targeted funding schemes. Participants whose proposals were rejected nevertheless appreciate the high learning outcome and the peer support and are motivated to revise and re‐submit their proposals. We see that increasing numbers of our ECRs are eager to develop and submit their own research ideas, which, considering the high success rates, brings both scientific and economic benefits to our institutions. We hope other research and higher education institutions will adopt our course concept, allowing more ECRs to benefit from co‐created proposal writing training which directly aligns learning outcomes with students' immediate needs. We developed a novel concept for training in proposal writing, constructively aligning learning outcomes with students' needs, co‐creating course content with teachers and students, and using active learning strategies. The main novelty of this concept lies in students iteratively and interactively developing their own research ideas into project proposals while learning how to write proposals.

Many contemporary societal challenges manifest themselves in the domain of human–environment interactions. There is a growing recognition that responses to these challenges formulated within current disciplinary boundaries, in isolation from their wider contexts, cannot adequately address them. Here, we outline the need for an integrated, transdisciplinary synthesis that allows for a holistic approach, and, above all, a much longer time perspective. We outline both the need for and the fundamental characteristics of what we call “integrated history.” This approach promises to yield new understandings of the relationship between the past, present, and possible futures of our integrated human–environment system. We recommend a unique new focus of our historical efforts on the future, rather than the past, concentrated on learning about future possibilities from history. A growing worldwide community of transdisciplinary scholars is forming around building this Integrated History and future of People on Earth (IHOPE). Building integrated models of past human societies and their interactions with their environments yields new insights into those interactions and can help to create a more sustainable and desirable future. The activity has become a major focus within the global change community.