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The objective of the analysis is to compare the current status of state level climate change adaptation plans across the United States (U.S.) and to analyze potential factors that may influence their status. Based on their most current adaptation planning documentation individual states are grouped into four categories depending on how far they are in their approach towards adaptation to predicted changes in climate and how they have progressed with their planning efforts in defining adaptation measures. The analysis of the state adaptation plans showed that 13 states had detailed sector specific actions recommended, 2 states had sector specific targets and recommendation, 14 states had expressed concern and need for adaptation planning, whereas 21 states did not mention the need for adaptation planning. The statistical analysis showed that Democratic Party popular votes are 10 % higher in states with detailed sector specific actions recommended in comparison to states with no mention of adaptation planning ( p < 0.01). The average gross domestic product (GDP) per capita in states having an adaptation planning status with detailed sector specific actions recommended is more than $6,000 higher compared to states with expressed concern and need for adaptation planning and states with no mention of adaptation planning ( p < 0.05). The average coastal population in states with detailed sector specific actions recommended is more than seven times higher compared to states with expressed concern and states with no mention of adaptation planning ( p < 0.01). It is concluded that the U.S. state planning initiatives will need to strengthen their approach to adaptation planning substantially to have holistic and more coordinated adaptation planning efforts. [ABSTRACT FROM AUTHOR]

This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage of correct answers was still below 60 % indicating an urgent need for improving climate change science education. [ABSTRACT FROM AUTHOR]