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This paper explores the emotional experiences of some undergraduate sustainability students in a semester long course on climate change. Specifically, it attends to experiences of anxiety, frustration, overwhelm, guilt, grief and hope. I suggest these experiences are characteristic of a process I term learning to live-with climate change. Learning to live-with climate change involves attuning to the relational composition of the world and thus the self; mourning desirable relationships that are lost as the planet warms; and responding to these conditions in ways that may foster more liveable worlds. Collectively, these processes enrol people in practices of bearing worlds: enduring the pain of the end of the world they have known, and labouring to generate promising alternatives. As such, these processes reconfigure the self and its relations, and attunement to how climate change composes, recomposes and decomposes particular subjectivities is important. The paper argues that affective adaptation is therefore a crucial element of climate change education. [ABSTRACT FROM AUTHOR]

Climate change poses complex challenges and addressing these requires increasing integration across policy domains. This research developed a framework to assess policy integration between the tourism and climate change domains by examining coverage, scope, materiality and alignment. A database of 101 policy documents was compiled, representing 61 countries over 17 years. Only 37 documents covered the tourism-climate nexus substantially, suggesting climate change has not yet become a priority for tourism policy makers. Considering that tourism makes considerable contributions to and is substantially impacted by climate change, the observed gaps in tourism policy need to be addressed. The paper concludes with some minimum expectations for policy integration, including examples of good practice, and suggests that more effort is required to achieve climate change policy integration in tourism. [ABSTRACT FROM AUTHOR]