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1 w 0 0 0 1 k 91 500.7401 m 377 500.7401 l s q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 91 478.0167 tm 0 0 0 1 k (abstract)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 91 457.8167 tm 0 0 0 1 k -0.008 tc [(identifying childr)18(en\325s concerns about the world and the envir)18(on)-1(-)]tj 0 -1.3 td (mental situation can help orientate educational ef)tj 21.43825 0 td [(forts in or)18(der to)]tj -21.43825 -1.3 td [(r)18(einfor)17(ce positive behaviours towar)18(ds the envir)18(onment. i describe)]tj t* [(mexican and english school childr)19(en\325s (aged 7 to 9) per)18(ceptions)]tj t* (of the world and envir)tj 9.76225 0 td [(onmental pr)18(oblems. i explor)17(e the extent to)]tj -9.76225 -1.3 td [(which cultur)18(e and school ethos with r)18(egar)17(ds to the envir)18(onment)]tj t* [(ar)18(e influential factors in childr)17(en\325s views of global and envir)18(on-)]tj t* [(mental pr)18(oblems. )36(a)-187(close-ended questionnair)18(e was given to chil-)]tj t* [(dr)18(en fr)17(om eight 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(cement des comportements)tj -14.699 -1.30001 td (positifs \210 l\325\216gar)tj 6.62989 0 td -0.0051 tc (d)tj 0.85074 0 td -0.005 tc (de l\325envir)tj 4.15155 0 td (onnement. je d\216cris la per)tj 11.27925 0 td (ception du)tj -22.91143 -1.30001 td [(monde et des pr)18(obl\217mes envir)18(onnementaux d\325\216l\217ves anglais et)]tj 0 -1.3 td [(mexicains \211g\216s de 7 \210 9 ans. j\325examine la mesur)19(e dans laquelle le)]tj t* (g\216nie de la cultur)tj 7.56947 0 td -0.0051 tc (e)tj 0.71871 0 td -0.005 tc [(et de l\325\216cole eu \216gar)18(d \210 l\325envir)18(onnement)]tj -8.28818 -1.3 td (influence les points de vue des enfants sur les pr)tj 21.11147 0 td (obl\217mes)tj -21.11147 -1.3 td [(plan\216tair)17(es et envir)18(onnementaux. un questionnair)17(e orient\216 a \216t\216)]tj t* [(r)18(emis \210 des enfants de huit \216coles de dif)19(f\216r)17(ents g\216nies. les)]tj t* (r\216sultats ont r\216v\216l\216 que tant les enfants anglais que mexicains ont)tj t* (per\215u la guerr)tj 6.15099 0.00001 td (e, la pollution et la faim comme les tr)tj 16.13225 0.00001 td (ois plus)tj -22.2832 -1.3 td [(importants pr)17(obl\217mes dans le m)1(onde. le g\216nie de l\325\216cole a jou\216)]tj t* [(un r\231le d\216terminant dans leur per)18(ception des pr)17(obl\217mes sociaux)]tj et 1 w 0 0 0 1 k 91 65.5171 m 377 65.5171 l s bt /f3 1 tf 10 0 0 10 91 76.8168 tm (et envir)tj 3.30792 0.00001 td (onnementaux. )tj et 72 53.856 m 396 53.856 l s /gs2 gs q endstream endobj 5 0 obj << /length 5181 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k 0.005 tc 0.12 tw [(ther)18(e is a widespr)18(ead concern about the curr)18(ent envir)17(onmental crisis.)]tj 0 -1.30001 td 0 tc 0.002 tw [(this public concern about envir)18(onmental matters is r)18(eflected virtually all)]tj 0 -1.3 td -0.002 tc -0.01 tw [(over the world. childr)18(en expr)17(ess their concerns about the world. they do)]tj 0 -1.30001 td 0.02 tc 0.14 tw [(car)18(e for it and ar)18(e worried about their futur)17(e \(br)18(ow)-1(n, 1984; br)19(own,)]tj t* 0 tc 0.098 tw [(henderson, & )37(armstr)18(ong, 1987; eiser)74(, spears, & w)92(ebley)111(, 1988; save the)]tj 0 -1.3 td -0.006 tc -0.007 tw [(childr)18(en, 1992; childr)18(en of the w)91(orld, 1994; hicks, 1991, 1996, 1998; hicks)]tj -0.0223 tc (&)' 0.99314 0 td -0.022 tc 0.01 tw [(holden, 1995; king, 1995\). childr)18(en\325s views r)18(eflect the social, cultural, and)]tj -0.99314 -1.3 td 0 tc -0.006 tw [(political concerns of the times \(br)18(own, 1984\). )18(y)92(oung people now see their)]tj t* 0.054 tw [(personal lives, their communities, and the wider world as equally pr)18(ob-)]tj t* -0.008 tw [(lematic (hutchinson, 1993). curr)18(ently cultural and commer)18(cial aspects of)]tj t* 0.047 tw [(envir)18(onmentalism dominate, and childr)18(en ar)18(e aggr)17(essively tar)18(geted as a)]tj t* -0.012 tc -0.001 tw [(consumer market for \322gr)18(een\323 pr)18(oducts (king, 1995; bloom, 1995). childr)18(en)]tj t* -0.005 tc -0.007 tw [(and teenagers of today have been raised with global envir)17(onmental issues)]tj t* 0.017 tc 0.107 tw (having a high pr)tj 7.91754 0 td 0.018 tc (ofile in the popular media \(sachsman, 1995 cited in)tj -7.91754 -1.3 td 0 tc 0 tw [(stanisstr)18(eet & boyes, 1996\).)]tj 1.8 -1.3 td 0.016 tw [(part of the curr)17(ent envir)18(onmental crisis has its origins in human atti-)]tj -1.8 -1.3 td -0.007 tc -0.005 tw [(tudes towar)18(ds the envir)18(onment. unless something is done to change these)]tj t* 0.002 tc 0.123 tw [(attitudes and to establish a positive r)17(elationship between human com-)]tj t* 0 tc 0.008 tw [(munities and natur)18(e, envir)17(onmental quality)111(, and consequently)110(, quality of)]tj t* 0.009 tw [(life may deteriorate. the pr)18(ogr)17(ess and welfar)18(e of pr)18(esent and futur)17(e gen-)]tj t* 0.006 tc 0.119 tw (erations depends to a gr)tj 11.25659 0 td (eat extent on positive and 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td -0.006 tc (dimension into)tj -25.59703 -1.30001 td -0.01 tc -0.003 tw [(the curriculum in or)18(der to embrace exploration, evaluation, and critique of)]tj 0 -1.3 td 0.004 tc 0.121 tw [(emer)18(ging ideas. education for the futur)17(e pr)18(ovides the opportunity for)]tj t* 0.003 tc 0.122 tw (empowerment, so that childr)tj 13.22565 0 td (en can work towar)tj 8.66371 0 td (ds their chosen futur)tj 9.57921 0 td 0 tw (e.)tj -31.46857 -1.30001 td 0 tc 0.099 tw [(ther)18(efor)17(e, images of the futur)18(e play a cr)7(ucial r)18(ole in r)18(elation to human)]tj 0 -1.3 td 0.017 tw [(behaviour and actions in the pr)18(esent, at both personal and societal levels)]tj t* 0.046 tw [((hicks & holden, 1995). on a global scale, childr)18(en most fear war in the)]tj t* -0.006 tw [(futur)17(e, followed by envir)18(onmental damage, and issues r)18(elated to poverty)]tj t* 0 tw (and starvation (hicks, 1996). )tj 1.8 -1.3 td -0.019 tc 0.007 tw [(p)1(r)18(evious studies on childr)19(en\325s views of the futur)18(e r)17(eveal a deep concern)]tj -1.8 -1.3 td 0.005 tc 0.12 tw (for an end to social and envir)tj 13.74164 0.00001 td [(onmental pr)18(oblems \(gillespie & )37(allport,)]tj -13.7416 -1.3 td 0 tc 0.062 tw (1955; t)tj 3.0826 0 td 0 tw (of)tj 0.8608 0 td 0.062 tw [(fler)74(, 1974; br)18(own, 1984; hicks, 1991, 1996; dodds & lin-chong,)]tj -3.9434 -1.3 td -0.02 tc 0.007 tw [(1992; w)92(als, 1994; hicks & holden, 1995; king, 1995; barraza, 1999\). childr)18(en)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (140)tj 31.44992 0.00001 td 0 tc (laura barraza)tj et q endstream endobj 6 0 obj << /length 4797 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.001 tc -0.012 tw [(seem to develop a high sense of awar)18(eness of the envir)18(onment and world)]tj 0 -1.30001 td 0.005 tc 0.12 tw [(pr)17(oblems at a very early age \(childr)18(en of the w)91(orld, 1994; king 1995;)]tj 0 -1.3 td -0.019 tc 0.007 tw [(hicks & holden, 1995; palmer)75(, 1995; barraza, 1996\). childr)18(en showed a con-)]tj 0 -1.30001 td [(siderable awar)18(eness of many of the world\325s curr)18(ent concerns which ar)19(e like)-1(-)]tj t* -0.01 tc -0.002 tw [(ly to af)17(fect their lives either dir)18(ectly or indir)17(ectly in the futur)17(e: war)74(, famine,)]tj 0 -1.3 td -0.008 tc -0.004 tw [(and poverty)111(, gr)17(een issues, crime and personal safety)112(, violence and pornog-)]tj t* 0.004 tc 0.121 tw [(raphy \(market and opinion resear)17(ch international, mori, 1986; 1993;)]tj t* -0.009 tc -0.003 tw [(hicks, 1991, 1996; unicef)92(, 1992; hutchinson, 1993; hicks & holden, 1995;)]tj t* -0.017 tc 0.004 tw [(stockdale, 1995\). in another study)111(, barraza (1999) used a drawing technique)]tj t* -0.023 tc 0.01 tw [(to find out whether or not childr)18(en wer)17(e concerned about the envir)18(onmental)]tj t* -0.003 tc -0.009 tw [(crisis. results r)18(evealed that childr)18(en showed deep envir)18(onmental concern)]tj t* 0 tc 0.002 tw [(thr)17(ough their drawings. when asked to draw how they see things now)92(, a)]tj t* -0.002 tc -0.011 tw [(high per)17(centage (36.7%) pointed out pr)18(oblems r)18(elated to the envir)17(onment)]tj t* (\(pollution, nuclear waste, defor)tj 13.77844 0 td [(estation, loss of species, and global warm)1(-)]tj -13.77844 -1.3 td -0.022 tc 0.01 tw [(ing\). thr)18(owing away r)7(ubbish and polluted cities wer)18(e dominant themes. )37(air)]tj t* -0.018 tc 0.005 tw [(polluters ranked as the most fr)18(equently r)17(epr)17(esented envir)18(onmental culprits,)]tj t* 0 tc 0 tw (symbolised by factories, car exhaust, and radioactive emissions. )tj 1.8 -1.3 td 0.099 tw [(in this article i analyse how childr)18(en, ages 7 to 9, fr)18(om a variety of)]tj -1.8 -1.3 td -0.002 tc -0.011 tw [(schools and fr)18(om two countries, mexico and england, per)19(ceive social and)]tj t* 0 tc 0.125 tw [(envir)18(onmental pr)17(oblems. i consider the ef)19(fect of cultur)17(e and childr)18(en\325s)]tj t* 0.037 tw (school ethos on their per)tj 10.99373 0 td (ceptions. in this study envir)tj 12.44442 0 td (onmental issues ar)tj 8.28312 0 td (e)tj -31.72127 -1.30001 td -0.007 tc -0.006 tw [(seen as a subset of world issues. childhood is a cr)9(ucial stage for the devel-)]tj 0 -1.3 td 0 tc 0.05 tw [(opment and formation of habits. the middle years of schooling ar)19(e con-)]tj t* -0.014 tc 0.002 tw [(sider)18(ed cr)8(ucial for the formation of positive attitudes. childr)18(en aged 7 to 12)]tj t* 0 tc 0 tw (have been found to be: )tj 0 -2.6 td tj 1.8 0 td (intensely curious about the wider world in all its variety)tj 24.75732 0 td (,)tj -26.55732 -1.3 td tj 1.8 0 td (particularly favourably disposed towar)tj 17.35034 0 td (ds other cultur)tj 6.50488 0 td (es, )tj -25.65522 -1.30001 td [-1194(open and flexible in their attitudes to 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educational system and industrial development. mexico)]tj 0 -1.30001 td 0 tc 0.07 tw [(is a developing country with high biological diversity \(mcneely)110(, miller)74(,)]tj t* 0.093 tw [(reid, mittermeier)74(, & w)92(erner)74(, 1990; ramamoorthy)111(, bye, lot & fa, 1993\).)]tj 0 -1.3 td 0 tw [(england, on the contrary)111(, is a developed country with low )-1(biodiversity)111(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 177.729 486.0709 tm 0 0 0 1 k (methods)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 462.2709 tm 0 0 0 1 k (study sites )tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 37 442.0709 tm 0 0 0 1 k -0.0001 tc (i)tj 0.63504 0 td 0 tc 0.048 tw (sampled 5 schools in mexico and 3 in england. the number of schools)tj -0.63504 -1.3 td -0.006 tc -0.006 tw (studied was determined basically by the acceptance of the specific schools)tj t* 0 tc 0 tw [(to participate in this study)110(. criteria for choosing the schools included: )]tj 0 -2.8122 td [-1194(primary schools, 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k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 282.2945 91.0709 tm 0 0 0 1 k -0.012 tc [(=1)55(17.8, df=36, )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 343.9694 91.0709 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 348.8478 91.0709 tm 0 0 0 1 k -0.012 tc (<0.001; see)tj -27.5848 -1.3 td -0.014 tc (figur)tj 2.3161 0 td -0.0134 tc (e)tj 0.703 0 td -0.013 tc 0.001 tw (2\). childr)tj 4.06127 0.00001 td (en fr)tj 1.95481 0.00001 td (om cave school gave significantly gr)tj 15.88896 0.00001 td (eater importance )tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (p)tj 0.6372 0 td (er)tj 0.925 0 td (ceptions of social and en)tj 12.12671 0.00001 td (vir)tj 1.20288 0.00001 td (onmental pr)tj 5.75781 0.00001 td [(ob)9(lems)-12309(145)]tj et q endstream endobj 11 0 obj << /length 3306 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 38.902 324 11.8581 re f 36 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 37 292.292 tm 0 0 0 1 k 0.1 tw [(to hunger and poor health as major pr)18(oblems than childr)18(en fr)17(om other)]tj 0 -1.3 td -0.016 tc 0.003 tw (schools did \()tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 91.0126 279.292 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 98.0729 279.292 tm 0 0 0 1 k -0.016 tc 0.003 tw (=10.44, df=4, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 154.971 279.292 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 159.8121 279.292 tm 0 0 0 1 k -0.016 tc (<0.05; )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 187.2931 279.292 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 194.3534 279.292 tm 0 0 0 1 k -0.016 tc 0.003 tw (=17.82, df=4, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 251.2515 279.292 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 256.0926 279.292 tm 0 0 0 1 k -0.016 tc 0.003 tw [(<0.005, r)18(espectively\). by)]tj -21.90926 -1.3 td 0 tc -0.01 tw (contrast, they consider)tj 9.96741 0 td (ed pollution, defor)tj 8.2406 0 td [(estation and population gr)17(owth)]tj -18.20801 -1.3 td 0 tw (of little importance. )tj 1.8 -1.3 td -0.01 tc -0.003 tw [(results in this study support hicks\325 (1998) findings on childr)19(en\325s glob)-1(-)]tj -1.8 -1.3 td -0.034 tc 0.011 tw [(al concerns. he divided what childr)19(en want for their futur)17(e in thr)17(ee categories: )]tj 0 -2.3 td 0 tc 0 tw [-1194(in their personal lives, )]tj 0 -1.3 td [-1194(in their local communities, and )]tj ' 1.8 0 td (globally)tj 3.47217 0 td (.)tj -5.27217 -2.40001 td -0.013 tc [(he found that what childr)18(en want in their personal lives in or)17(der of impor-)]tj 0 -1.3 td 0 tc (tance is: )tj 0 -2.3 td [-1194(a good job, )]tj 0 -1.3 td tj 1.8 0 td -0.0001 tc (a)tj 0.7498 0 td 0 tc (good life, )tj -2.5498 -1.3 td [-1194(a good r)18(elationship, and )]tj t* [-1194(to do well in school. )]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (146)tj 31.44992 0.00001 td 0 tc (laura barraza)tj et 0.667 w 0 0 0 1 k 37.718 374.885 322.326 219.582 re s 39.052 376.219 319.659 216.915 re s q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 45.6974 349.9753 tm 0 0 0 1 k [(figur)17(e 1. per)18(ception of world pr)18(oblems by mexican and english chil-)]tj 0.18042 -1.21904 td [(dr)18(en. )36(asterisks indicate statistical dif)19(fer)17(ences \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 251.6618 337.7849 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 258.881 337.7849 tm 0 0 0 1 k (-tests\) between both)tj -14.33776 -1.21904 td [(countries for that particular pr)17(oblem.)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 37.6979 364.4177 tm 0 0 0 1 k (*)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 41.1982 364.4177 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 45.6982 364.4177 tm 0 0 0 1 k (<0.05; **)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 78.4023 364.4177 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 82.9023 364.4177 tm 0 0 0 1 k (<0.01)tj et q endstream endobj 12 0 obj << /length 4101 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 73 291.2877 tm 0 0 0 1 k -0.003 tc -0.01 tw [(in their local communities they wanted less pollution of the envir)18(onment;)]tj 0 -1.3 td 0.007 tc 0.118 tw [(better amenities and services for young people, no crime, and gr)18(eater)]tj t* 0 tc 0 tw (pr)tj 0.97778 0 td (osperity)tj 3.50586 0 td -0.0001 tc (.)tj 0.50275 0 td 0 tc 0.003 tw (globally they wanted no mor)tj 13.00938 0 td -0.0001 tc (e)tj 0.73174 0 td 0 tc (wars, no polluting, no poverty)tj -18.72751 -1.30001 td -0.001 tc -0.012 tw [(or starvation, and better r)17(elationships between countries. childr)18(en in this)]tj 0 -1.3 td 0 tc 0.01 tw (study r)tj 3.15648 0 td [(eveal a concern for social and envir)19(onmental pr)17(oblems at a global)]tj -3.15648 -1.3 td -0.004 tc -0.009 tw (scale. one possible explanation for this concern is that the influence of the)tj t* -0.025 tc 0.012 tw [(media is powerful, and it plays a vital r)18(ole in the transmission of information)]tj t* -0.009 tc -0.004 tw [(about envir)17(onmental and other issues to young childr)18(en \(w)92(ober & gunter)73(,)]tj t* 0 tc 0.014 tw [(1985\). they ar)18(e bombar)17(ded daily with images of, and information about,)]tj t* 0.002 tc 0.123 tw [(major global pr)18(oblems on television, on the radio, in newspapers, and)]tj t* -0.015 tc 0.002 tw [(other sour)18(ces (case, 1995). the whole industry of video games or electr)19(onic)]tj t* -0.013 tc 0.001 tw [(media plays a major r)18(o)1(l)1(e)1( )1(i)1(n)1( )1(s)1(e)1(n)1(d)1(i)1(n)1(g)1( )1(a)1(g)1(g)1(r)19(essive messages about war to chil)1(-)]tj t* -0.019 tc 0 tw (dr)tj 0.95018 0.00001 td 0.006 tw [(en. they ar)18(e pr)17(obably confused by the mixed messages they r)17(eceived. for)]tj -0.95018 -1.30001 td -0.016 tc 0.003 tw (example, in some of the video games, in or)tj 18.2158 0.00001 td (der to win, childr)tj 7.38686 0.00001 td (en need to plan)tj -25.6027 -1.3 td -0.0148 tc (a)tj 0.7226 0 td -0.015 tc 0.002 tw [(strategy to destr)17(oy)111(, or kill their opponent. this might af)17(fect childr)18(en\325s val-)]tj -0.7226 -1.3 td -0.001 tc -0.012 tw (ues and per)tj 5.12109 0.00001 td (ceptions as they learn that aggr)tj 13.68852 0.00001 td (ession can be acceptable. t)tj 11.61738 0.00001 td 0 tw (oys,)tj -30.427 -1.3 td 0 tc -0.009 tw [(games, textbooks, comics, and t)75(.v)128(. often give a cir)18(cumscribed view of the)]tj t* 0.014 tc 0.11 tw [(futur)17(e (hutchinson, 1994). childr)18(en hopes and fears ar)18(e often mirr)18(or)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0.667 w 72.333 374.883 322.352 219.576 re s 73.666 376.216 319.685 216.91 re s q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 73.412 364.2181 tm 0 0 0 1 k (*)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 76.9123 364.2181 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 81.4123 364.2181 tm 0 0 0 1 k (<0.05; **)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 114.1164 364.2181 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 118.6164 364.2181 tm 0 0 0 1 k (<0.01;***)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 152.5707 364.2181 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 157.0707 364.2181 tm 0 0 0 1 k (<0.001)tj et 0 0 0 0 k 72.809 312.617 324.597 43.493 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 80.7419 347.7809 tm 0 0 0 1 k [(figur)17(e 2. per)18(ception of world pr)18(oblems by childr)17(en fr)18(om five mexican)]tj 0.95142 -1.21904 td [(schools. )37(asterisks indicate statistical dif)19(fer)17(ences \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 306.4914 335.5905 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 313.7107 335.5905 tm 0 0 0 1 k (-tests\) between)tj -15.65357 -1.21904 td [(schools for that particular pr)18(oblem.)]tj et 0 0 0 0 k 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (p)tj 0.6372 0 td (er)tj 0.925 0 td (ceptions of social and en)tj 12.12671 0.00001 td (vir)tj 1.20288 0.00001 td (onmental pr)tj 5.75781 0.00001 td [(ob)9(lems)-12309(147)]tj et q endstream endobj 13 0 obj << /length 7273 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k 0.041 tw (images of each other (hicks, 1998). global issues have had an impact on)tj 0 -1.30001 td -0.022 tc 0.01 tw [(local issues. identifying local and global issues and knowing what childr)18(en\325s)]tj 0 -1.3 td 0 tc 0.125 tw [(pr)17(efer)18(ences for the futur)17(e ar)18(e will help r)17(einfor)18(ce envir)18(onmental educa-)]tj 0 -1.30001 td 0 tw [(tion pr)17(ogrammes. )]tj 1.8 -1.30001 td 0.043 tw [(for almost 10% of english and mexican childr)19(en, crime was a major)]tj -1.8 -1.3 td -0.009 tc -0.003 tw [(world pr)18(oblem. v)55(iolence and aggr)17(essive behaviour is fr)18(equently observed.)]tj t* -0.011 tc -0.002 tw [(crime is highly cover)18(ed in the media and has an impact not only on adults)]tj t* 0.002 tc 0.122 tw [(but also on childr)18(en. childr)18(en ar)17(e concerned about the levels of crime)]tj t* -0.01 tc -0.003 tw [(and violence in their local ar)18(ea. t)90(wo-thir)17(ds think violence will get worse in)]tj t* 0 tc 0.125 tw [(the futur)17(e (hicks, 1996). they r)18(elate the pr)17(esence of violence to unem)1(-)]tj t* -0.006 tc -0.007 tw [(ployment, lack of police action, dr)8(unk driving, and a decr)18(easing supply of)]tj t* 0 tc 0 tw [(r)18(esour)18(ces (hicks & holden, 1995). )]tj 1.8 -1.3 td -0.012 tc [(it is noticeable that mexican childr)17(en rated poor health and population)]tj -1.8 -1.3 td 0.0113 tc (gr)tj 0.95653 0 td 0.012 tc 0.113 tw [(owth much higher than english childr)18(en did. this is an inter)18(esting)]tj -0.95653 -1.3 td -0.019 tc 0.007 tw [(aspect, if we consider that poor health car)18(e and population gr)18(owth ar)17(e mor)18(e)]tj t* -0.01 tc -0.003 tw [(pr)17(evalent in developing countries. mor)18(e than 95% of the world population)]tj t* -0.018 tc 0.005 tw [(incr)18(ease is occurring in developing countries (schell, 1993). )37(although, in the)]tj t* 0 tc 0 tw [(particular case of mexico, the rate of population gr)18(owth has declined. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 337.2709 tm 0 0 0 1 k (main envir)tj 4.56519 0 td (onmental pr)tj 4.89794 0 td (oblems )tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 37 317.0709 tm 0 0 0 1 k 0.003 tc 0.122 tw (overall, the thr)tj 7.02554 0 td (ee top envir)tj 5.50803 0 td (onmental pr)tj 5.57516 0 td [(oblems consider)18(ed by mexican)]tj -18.10873 -1.30001 td -0.006 tc -0.007 tw (and english childr)tj 8.01174 0 td (en wer)tj 2.9607 0 td -0.0055 tc (e)tj 0.71085 0 td -0.006 tc (pollution (20%), acid rain (12%), and the deple)tj 20.18416 0 td 0 tc (-)tj -31.86745 -1.30001 td -0.017 tc 0.004 tw [(tion of the ozone layer (12%), but ther)17(e wer)18(e significant dif)18(fer)17(ences between)]tj 0 -1.3 td -0.024 tc 0.012 tw (the two countries \()tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 115.3664 278.0709 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 122.3423 278.0709 tm 0 0 0 1 k -0.024 tc 0.012 tw (=43.92, df=9, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 178.2279 278.0709 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 182.9846 278.0709 tm 0 0 0 1 k -0.024 tc 0.012 tw [(<0.001\). when consider)18(ed separately)111(, chil-)]tj -14.59846 -1.3 td 0 tc 0.017 tw [(dr)18(en fr)17(om both countries r)18(egar)17(ded pollution as the most important envi)1(-)]tj t* 0 tw [(r)18(onmental pr)18(oblem \(see figur)17(e 3\). )]tj 1.8 -1.3 td -0.021 tc 0.008 tw (for mexican childr)tj 7.99575 0 td (en, acid rain (14.1%) and global warming (13.8%) fol)tj 22.0715 0 td 0 tc (-)tj -31.86725 -1.3 td -0.01 tw (lowed in importance. they gave significantly gr)tj 21.09525 0 td (eater importance to these)tj -21.09525 -1.30001 td -0.005 tc -0.008 tw [(pr)17(oblems than english childr)18(en did \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 197.3002 213.0709 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 204.4755 213.0709 tm 0 0 0 1 k -0.004 tc -0.008 tw (=10.01, df=1, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 262.7533 213.0709 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 267.7094 213.0709 tm 0 0 0 1 k -0.004 tc (<0.005; )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 300.8363 213.0709 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 308.0116 213.0709 tm 0 0 0 1 k -0.004 tc -0.008 tw (=3.99, df=1,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 200.0709 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 42.0951 200.0709 tm 0 0 0 1 k 0.009 tc 0.115 tw [(<0.05, r)18(espectively\). for english childr)18(en, the depletion of the ozone)]tj -0.50951 -1.3 td 0 tc 0.026 tw (layer and nuclear waste wer)tj 12.5621 0 td -0.0001 tc (e)tj 0.75481 0 td 0 tc (the second and thir)tj 8.56779 0 td -0.0001 tc (d)tj 0.88684 0 td 0 tc (most important envi)tj 9.09572 0 td (-)tj -31.86726 -1.30001 td -0.003 tc -0.01 tw [(r)18(onmental pr)17(oblems. they r)18(egar)18(ded nuclear waste and the illegal wildlife)]tj 0 -1.3 td 0 tc 0.088 tw [(trade of gr)18(eater importance as compar)18(ed to mexican childr)18(en \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 320.7213 161.0709 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 327.9405 161.0709 tm 0 0 0 1 k (=12.32,)tj -29.09405 -1.3 td -0.023 tc (df=1, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 61.2296 148.0709 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 66.0014 148.0709 tm 0 0 0 1 k -0.023 tc (<0.001; )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 97.8386 148.0709 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 104.8296 148.0709 tm 0 0 0 1 k -0.023 tc 0.01 tw (=6.57, df=1, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 156.1246 148.0709 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 160.8964 148.0709 tm 0 0 0 1 k -0.023 tc 0.01 tw [(<0.025, r)18(espectively\). no overall significant dif-)]tj -12.38964 -1.3 td 0.011 tc 0 tw (fer)tj 1.22343 0 td 0.113 tw (ences wer)tj 4.56488 0 td 0.0115 tc (e)tj 0.86541 0 td 0.012 tc (found between english schools. in the case of mexican)tj -6.65372 -1.30001 td -0.003 tc -0.01 tw [(schools significant dif)18(fer)18(ences wer)18(e found only in r)17(elation to one envir)18(on-)]tj t* 0 tc 0 tw [(mental pr)18(oblem: global warming \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 188.4819 109.0709 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 195.7012 109.0709 tm 0 0 0 1 k (=15.35, df=4, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 254.7563 109.0709 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 259.7563 109.0709 tm 0 0 0 1 k [(<0.005; see figur)18(e 4\). )]tj -20.4756 -1.3 td 0.001 tw [(childr)18(en\325s ideas about the envir)18(onment ar)17(e expr)18(essions of mor)18(e gen-)]tj -1.8 -1.3 td 0.02 tc 0.107 tw [(eral underlying conceptual frameworks \(stanisstr)18(eet & boyes, 1996\).)]tj t* 0.003 tc 0.122 tw [(childr)18(en\325s)-425(familiarity and understanding of envir)18(onmental terms is in)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (148)tj 31.44992 0.00001 td 0 tc (laura barraza)tj et q endstream endobj 14 0 obj << /length 4124 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 73 298.7859 tm 0 0 0 1 k -0.015 tc -0.008 tw [(m)-10(o)-10(s)-10(t)-10( )-10(c)-10(a)-10(s)-10(e)-10(s)-10( )-10(r)9(e)-10(l)-10(a)-10(t)-11(ed to their experience or exposur)18(e to such particular wor)18(ds.)]tj 0 -1.3 td -0.01 tc 0 tw [(childr)18(en tend not only to r)17(emember but to understand and explain what a)]tj t* 0.005 tc (wor)tj 1.77192 0 td 0.0049 tc (d)tj 0.99081 0 td 0.005 tc 0.12 tw [(means in r)18(elation to their dir)18(ect experience of it (barraza, 1996).)]tj -2.76273 -1.3 td -0.009 tc 0 tw (envir)tj 2.38318 0 td -0.004 tw (onmental pr)tj 5.3188 0 td (oblems can af)tj 5.89797 0 td [(fect childr)18(en\325s per)18(ceptions, knowledge and)]tj -13.59995 -1.30001 td 0.005 tc 0.12 tw (understanding of the world \(sinclair)tj 16.72095 0 td (,)tj 0.62989 0 td (1987; zeidner & schechter)tj 11.94844 0 td 0.0051 tc (,)tj 0.6301 0 td 0.005 tc 0 tw (1988;)tj -29.92938 -1.30001 td -0.01 tc -0.002 tw [(w)92(als, 1994\). for example, in another study barraza \(1996\) found that in the)]tj 0 -1.3 td -0.001 tc -0.011 tw [(case of mexican childr)18(en, ozone layer was a familiar term, 91% had hear)18(d)]tj t* 0 tc 0.006 tw (it befor)tj 3.16029 0 td [(e, and it was understood by 83% of the childr)18(en. )37(although a lar)17(ge)]tj -3.16029 -1.3 td -0.006 tc -0.007 tw [(pr)17(oportion of mexican childr)19(en answer)17(ed questions about the ozone layer)]tj t* -0.01 tc 0 tw (corr)tj 1.72067 0 td (ectly)tj 1.93337 0 td -0.0103 tc (,)tj 0.47705 0 td (it)tj 0.83372 0 td -0.01 tc -0.002 tw (is possible that they associate the wor)tj 16.16316 0 td (ds \322ozone layer\323 with the)tj -21.12798 -1.30001 td 0 tc (levels of ozone pollution in the (lower) atmospher)tj 22.05532 0 td [(e, which ar)18(e fr)17(equently)]tj -22.05532 -1.3 td 0.026 tw [(r)18(eported in mexican television news br)18(oadcasts. ozone layer was a term)]tj t* 0.005 tc 0.12 tw [(that mexican childr)18(en understood better than english childr)17(en mainly)]tj t* 0 tc 0 tw (because of its immediate r)tj 11.51855 0.00001 td (elevance to them.)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 102.386 tm 0 0 0 1 k [(differ)18(ences between school ethos)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 73 82.1859 tm 0 0 0 1 k -0.01 tc -0.003 tw (for childr)tj 4.2428 0 td [(en fr)18(om schools with an envir)18(onmental policy)111(, and those with an)]tj -4.2428 -1.3 td 0 tc 0.02 tw [(inter)17(est in the envir)18(onment, war)74(, pollution, and hunger wer)17(e cited as the)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 0.667 w 72.688 374.185 322.326 219.582 re s 74.021 375.518 319.659 216.916 re s q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 73.8517 362.909 tm 0 0 0 1 k (*)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 77.3519 362.909 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 81.8519 362.909 tm 0 0 0 1 k (<0.05; **)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 114.556 362.909 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 119.056 362.909 tm 0 0 0 1 k (<0.01;***)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 153.0104 362.909 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 157.5104 362.909 tm 0 0 0 1 k (<0.001)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 73.2062 347.1756 tm 0 0 0 1 k [(figur)17(e 3. per)18(ception of envir)18(onmental pr)17(oblems by mexican and english)]tj 0.1842 -1.21904 td (childr)tj 2.59497 0 td [(en. )37(asterisks indicate statistical dif)18(fer)17(ences \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 295.2802 334.9852 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 302.4994 334.9852 tm 0 0 0 1 k (-tests\) between both)tj -15.14136 -1.21904 td [(countries for that particular pr)17(oblem.)]tj et 0 0 0 0 k 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (p)tj 0.6372 0 td (er)tj 0.925 0 td (ceptions of social and en)tj 12.12671 0.00001 td (vir)tj 1.20288 0.00001 td (onmental pr)tj 5.75781 0.00001 td [(ob)9(lems)-12309(149)]tj et q endstream endobj 15 0 obj << /length 5414 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 37 299.7438 tm 0 0 0 1 k -0.002 tc (thr)tj 1.28032 0 td -0.011 tw (ee most important pr)tj 9.25035 0 td (oblems in the world \(see figur)tj 13.35804 0 td -0.0016 tc (e)tj 0.71478 0 td -0.002 tc (5\). childr)tj 4.16735 0 td (en fr)tj 2.00197 0 td -0.001 tc 0 tw (om)tj -30.77281 -1.30002 td 0 tc 0.005 tw [(schools with no envir)18(onmental policies listed pollution, war and popula-)]tj 0 -1.3 td 0.019 tw [(tion gr)17(owth as the major pr)18(oblems in the world. childr)18(en fr)18(om boar)18(ding)]tj t* -0.006 tw [(schools with no envir)18(onmental policies, per)18(ceived war and hunger as the)]tj t* 0.052 tw [(most important pr)18(oblems. )37(accor)18(ding to the school ethos, childr)18(en\325s per-)]tj t* 0.112 tw [(ceptions of world pr)18(oblems wer)18(e statistically dif)18(fer)17(ent \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 289.1105 234.7438 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 296.3298 234.7438 tm 0 0 0 1 k 0.112 tw (=84.62, df=27,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 221.7438 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 42 221.7438 tm 0 0 0 1 k -0.009 tw (<0.001\). childr)tj 6.53941 0 td (en fr)tj 2.01084 0 td (om boar)tj 3.64512 0 td (ding schools with no envir)tj 11.71084 0 td (onmental policies)tj -24.40621 -1.30001 td 0.009 tc 0.116 tw [(gave significantly less importance to pollution and defor)18(estation, and)]tj 0 -1.3 td 0 tc 0.125 tw [(gr)17(eater importance to poor health than the other school ethos \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 325.699 195.7438 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 332.9222 195.7438 tm 0 0 0 1 k (=8.02,)tj -29.59222 -1.3 td (df=3, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 63.6642 182.7438 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 68.6642 182.7438 tm 0 0 0 1 k (<0.05; )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 98.3924 182.7438 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 105.6116 182.7438 tm 0 0 0 1 k 0.117 tw (=9.46, df=3, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 162.004 182.7438 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 167.004 182.7438 tm 0 0 0 1 k (<0.025; )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 201.7321 182.7438 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 208.9514 182.7438 tm 0 0 0 1 k 0.117 tw (=7.93, df=3, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 265.3437 182.7438 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 270.3437 182.7438 tm 0 0 0 1 k 0.117 tw (<0.05, r)tj 3.34977 0 td 0 tw (espectively\).)tj -26.68414 -1.3 td 0.057 tw [(childr)18(en fr)17(om day schools with no envir)19(onmental policies, gave signifi-)]tj t* -0.023 tc 0.01 tw [(cantly gr)17(eater importance to population gr)18(owth and unemployment as com-)]tj t* -0.006 tc -0.007 tw [(par)18(ed to other school ethos \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 160.3459 143.7438 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 167.5067 143.7438 tm 0 0 0 1 k -0.006 tc -0.007 tw (=23.21, df=3, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 225.6105 143.7438 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 230.5521 143.7438 tm 0 0 0 1 k -0.006 tc (<0.001; )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 263.5775 143.7438 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 270.7383 143.7438 tm 0 0 0 1 k -0.006 tc -0.007 tw [(=12.1)55(1, df=3, )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 328.2929 143.7438 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 333.2344 143.7438 tm 0 0 0 1 k -0.006 tc (<0.01,)tj -29.62344 -1.3 td 0 tc (r)tj 0.37695 0.00001 td (espectively\).)tj 1.4231 -1.3 td 0.002 tc 0.123 tw [(childr)18(en fr)17(om all types of schools per)19(ceived pollution as the most)]tj -1.8 -1.3 td 0 tc -0.003 tw [(sever)18(e envir)17(onmental pr)18(oblem \(see figur)18(e 6\). second in importance in all)]tj t* 0.012 tw [(schools except boar)18(ding schools was acid rain. the latter per)18(ceived glob-)]tj t* [(al warming as the second most important envir)18(onmental pr)18(oblem. ther)18(e)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.874 324 11.857 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 36 44.6302 tm 0 0 0 1 k [(150)-29782(laura barraza)]tj et 0.667 w 0 0 0 1 k 36.339 375.885 322.325 219.582 re s 37.672 377.219 319.659 216.915 re s q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 38.6721 363.9182 tm 0 0 0 1 k (**)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 45.6726 363.9182 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 50.1726 363.9182 tm 0 0 0 1 k (<0.01)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 44.9769 347.1751 tm 0 0 0 1 k (figur)tj 2.38233 0 td -0.0001 tc (e)tj 0.72872 0 td (4.)tj 0.99958 0 td 0 tc [(per)18(ception of envir)17(onmental pr)18(oblems by childr)18(en fr)17(om five)]tj -3.27322 -1.21904 td [(mexican schools. )38(asterisks indicate statistical dif)18(fer)17(ences \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 309.6547 334.9847 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 316.8739 334.9847 tm 0 0 0 1 k (-tests\))tj -21.63794 -1.21904 td [(between schools for that particular pr)17(oblem.)]tj et q endstream endobj 16 0 obj << /length 4901 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 73 295.9932 tm 0 0 0 1 k -0.018 tc (wer)tj 1.63733 0 td -0.0176 tc (e)tj 0.69878 0 td -0.018 tc 0.005 tw (no overall statistical dif)tj 9.86278 0 td 0 tw (fer)tj 1.13611 0 td 0.005 tw (ences between the school ethos with r)tj 16.00593 0 td 0 tw (egar)tj 1.84179 0 td -0.017 tc (ds)tj -31.18272 -1.30001 td -0.011 tc -0.002 tw (to childr)tj 3.61634 0 td (en\325s per)tj 3.37929 0 td (ception of envir)tj 6.76078 0 td (onmental pr)tj 5.29309 0 td (oblems. in the case of two par)tj 12.81787 0 td 0 tc (-)tj -31.86737 -1.30002 td 0.01 tc 0.115 tw [(ticular pr)17(oblems, however)75(, ther)17(e wer)18(e some dif)18(fer)17(ences when schools)]tj 0 -1.3 td -0.011 tc -0.002 tw [(wer)18(e consider)18(ed by ethos. childr)18(en fr)17(om day schools with some inter)19(est in)]tj t* 0.004 tc 0.121 tw (the envir)tj 4.08856 0 td (onment but with no envir)tj 11.91672 0 td (onmental policies, gave less impor)tj 15.86214 0 td 0 tc (-)tj -31.86742 -1.30001 td -0.001 tc -0.012 tw [(tance to global warming as compar)18(ed to the other schools \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 331.463 230.9932 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 338.6728 230.9932 tm 0 0 0 1 k -0.001 tc -0.012 tw (=10.02, df=3,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 217.9932 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 78 217.9932 tm 0 0 0 1 k -0.009 tw [(<0.025\). childr)18(en fr)17(om boar)18(ding schools with no envir)18(onmental policies)]tj -0.5 -1.3 td -0.004 tc (gave significantly less r)tj 10.19052 0 td (elevance to acid rain than schools with other ethos)tj -10.19052 -1.3 td 0 tc (\()tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 76.3276 191.9932 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 83.5469 191.9932 tm 0 0 0 1 k (=9.63, df=3, )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 137.602 191.9932 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 142.602 191.9932 tm 0 0 0 1 k (<0.025\). )tj -5.1602 -1.3 td -0.012 tc (ar)tj 1.13081 0 td -0.0122 tc (e)tj 0.70415 0 td -0.012 tc (childr)tj 2.52318 0 td -0.001 tw (en fr)tj 1.95982 0 td [(om envir)18(onmentally oriented schools mor)18(e awar)18(e of the)]tj -8.11796 -1.30001 td -0.009 tc 0 tw (envir)tj 2.24717 0 td -0.003 tw [(onmental crisis? in this study the school ethos was a determining fac)1(-)]tj -2.24717 -1.3 td 0 tc -0.008 tw (tor that influenced childr)tj 11.01379 0.00001 td (en in their per)tj 6.18737 0 td (ception of social and envir)tj 11.59504 0 td 0 tw (onmen)tj 3.07105 0.00001 td (-)tj -31.86725 -1.30002 td -0.008 tw [(tal pr)17(oblems. ther)18(e was a tendency to indicate that childr)18(en fr)18(om schools)]tj 0 -1.3 td 0.032 tw [(with envir)17(onmental policies or those inter)18(ested in the envir)18(onment wer)18(e)]tj t* -0.01 tw [(mor)18(e concerned about ranking envir)17(onmental pr)18(oblems higher than chil-)]tj t* -0.01 tc -0.003 tw [(dr)18(en fr)17(om other schools ethos. the pedagogical appr)19(oach used by teachers)]tj t* -0.011 tc -0.002 tw [(is a determining factor in the development of positive per)18(ceptions towar)18(ds)]tj t* -0.006 tc -0.006 tw (the envir)tj 3.8671 0 td [(onment \(barraza, 1996, in pr)18(ess\). it also seems to have an ef)19(fect in)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 0.667 w 72.333 375.885 321.754 219.582 re s 73.666 377.219 319.088 216.915 re s bt /f3 1 tf 10 0 0 10 74.0749 363.1785 tm 0 0 0 1 k 0 tc (*)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 77.9641 363.1785 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 82.4641 363.1785 tm 0 0 0 1 k [(<0.05;)-250(**)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 115.1682 363.1785 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 119.6682 363.1785 tm 0 0 0 1 k (<0.01; ***)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 155.8725 363.1785 tm 0 0 0 1 k (p)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 160.3725 363.1785 tm 0 0 0 1 k (<0.001)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 80.3171 347.1737 tm 0 0 0 1 k [(figur)17(e 5. per)18(ception of world pr)18(oblems by childr)17(en fr)18(om schools with)]tj -0.68738 -1.21904 td [(dif)18(fer)17(ent ethos. )37(asterisks indicate statistical dif)18(fer)17(ences \()]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 321.0971 334.9833 tm 0 0 0 1 k (g)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 10 0 0 10 328.3163 334.9833 tm 0 0 0 1 k (-tests\) between)tj -18.31567 -1.21904 td [(school ethos for that particular pr)18(oblem.)]tj et 0 0 0 0 k 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (p)tj 0.6372 0 td (er)tj 0.925 0 td (ceptions of social and en)tj 12.12671 0.00001 td (vir)tj 1.20288 0.00001 td (onmental pr)tj 5.75781 0.00001 td [(ob)9(lems)-12309(151)]tj et q endstream endobj 17 0 obj << /length 3867 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 37 295.8235 tm 0 0 0 1 k -0.014 tc 0.002 tw [(the way childr)18(en per)17(ceive and learn about envir)18(onmental issues. for exam-)]tj 0 -1.3 td 0 tc 0.09 tw [(ple, many mexican teachers pr)18(ovide the information in a one-way)111(, top-)]tj t* -0.004 tc 0 tw (downwar)tj 4.25269 -0.00001 td -0.0045 tc (d)tj 0.84381 0 td -0.005 tc -0.008 tw [(appr)18(oach, a teaching method still commonly used by mexican)]tj -5.09651 -1.3 td -0.008 tc -0.004 tw (teachers, wher)tj 6.27826 0 td -0.0085 tc (e)tj 0.70781 0 td -0.008 tc [(c)1(h)1(i)1(l)1(d)1(r)19(en do not have an active r)18(o)1(l)1(e)1( )1(i)1(n)1( )1(t)1(h)1(e)1( )1(l)1(e)1(a)1(r)1(n)1(i)1(n)1(g)1( )1(p)1(r)18(ocess.)]tj -6.98607 -1.3 td -0.01 tc -0.003 tw (for some teachers, the dialogue between the student and the curriculum is)tj t* -0.013 tc 0 tw (becoming mor)tj 6.23754 0 td -0.0127 tc (e)tj 0.70366 0 td -0.013 tc (important as a teaching aid, but still not for the majority)tj 23.87792 0 td -0.0127 tc (.)tj 0.47475 0 td -0.013 tc (in)tj -31.29388 -1.30001 td 0.003 tc 0.121 tw [(the case of the english educational system, mor)18(e emphasis is given to)]tj 0 -1.3 td -0.023 tc 0.011 tw [(envir)18(onmental pr)17(ojects in the community)111(. childr)18(en ar)17(e often involved in dif)1(-)]tj t* -0.007 tc 0 tw (fer)tj 1.16925 0 td -0.006 tw [(ent pr)17(ojects in which they need to find information using other sour)18(c)-1(e)-1(s)-1(.)]tj -1.16925 -1.3 td 0.007 tc 0.118 tw [(t)92(eachers usually work together with childr)17(en to find the information.)]tj t* 0 tc 0.04 tw (they see education as a pr)tj 11.84515 0 td [(ocess of personal and social development. )38(an)]tj -11.84515 -1.3 td -0.024 tc 0.012 tw (emphasis is given to hands-on activities. the school ethos has a fundamental)tj t* 0 tc 0.064 tw [(r)18(ole in the acquisition of envir)18(onmental information. even though envi-)]tj (r)' 0.36841 0.00001 td -0.009 tc -0.004 tw (onmental education is a new ar)tj 13.52831 0 td (ea of development in most schools, r)tj 15.79999 0.00001 td 0 tw (esults)tj -29.6967 -1.3 td 0 tc (fr)tj 0.7097 0 td 0.063 tw (om this study suggest that schools with envir)tj 20.44152 0.00001 td (onmental policies can be)tj -21.1512 -1.3 td 0.003 tc 0.122 tw [(mor)18(e ef)18(fective in the development of positive per)17(ceptions towar)18(ds the)]tj t* 0.016 tc 0 tw (envir)tj 2.3732 0 td 0.109 tw (onment in young childr)tj 11.13562 0.00001 td (en, than other schools. it is incr)tj 14.90161 0.00001 td 0 tw (easingly)tj 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t* 0 tc 0.036 tw [(str)18(ongly associate these pr)17(oblems with their everyday life. they showed)]tj t* -0.005 tc -0.008 tw [(their concern for the world, ar)18(e worried about their futur)17(e)-1( )-1(a)-1(n)-1(d)-1(,)-1( )-1(i)-1(n)-1( )-1(s)-1(o)-1(m)-1(e)-1( )-1(o)-1(f)]tj t* -0.01 tc -0.003 tw [(the schools wher)18(e this study took place, teachers, par)18(ents, and childr)18(en ar)17(e)]tj t* -0.021 tc 0.009 tw [(playing their part in pr)17(otecting the envir)17(onment. childr)18(en start to form their)]tj t* -0.008 tc 0 tw (per)tj 1.43313 0 td -0.005 tw (ceptions of the world early)tj 11.51291 0 td (,)tj 0.47938 0 td [(befor)18(e their formal education begins. these)]tj -13.42542 -1.30001 td 0 tc -0.007 tw [(initial per)17(ceptions will be based on their personal observations and expe-)]tj 0 -1.3 td 0.006 tc 0.119 tw [(riences in their local envir)18(onment and media coverage of mor)18(e global)]tj t* 0 tc 0 tw [(issues \(cullingfor)18(d, 1995\).)]tj 1.8 -1.3 td -0.023 tc 0.01 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a dif)1(-)]tj 0 -1.3 td 0 tc [(fer)17(ent angle and could be \322envir)18(onmentally biased.\323 childr)18(en with inter)-1(-)]tj t* 0.009 tc 0.116 tw (ests in envir)tj 5.66412 0 td [(onmental issues, who often have access to envir)19(onmental)]tj -5.66412 -1.3 td 0 tc 0.022 tw [(information, tend to develop a \322gr)18(een mind.\323 the pedagogical appr)18(oach)]tj t* -0.002 tc -0.01 tw (that teachers used to teach envir)tj 14.10058 0.00001 td (onmental issues varies drastically in each)tj -14.1006 -1.3 td 0 tc 0.006 tw [(country)110(, and that does have an ef)18(fect on the way childr)18(en learn about the)]tj t* 0.007 tc 0.118 tw [(envir)18(onment. between the ages of 7 and 1)54(1 childr)18(en\325s ideas about the)]tj t* 0 tc -0.008 tw [(envir)18(onment and global issues develop a gr)18(eat deal, but this is not gener)-1(-)]tj t* 0.062 tw [(ally a r)17(esult of the taught curriculum. because envir)18(onmental education)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (154)tj 31.44992 0.00001 td 0 tc (laura barraza)tj et q endstream endobj 20 0 obj << /length 5213 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f3 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.003 tc 0.122 tw [(plays an important r)17(ole in ensuring positive per)18(ceptions and attitudes)]tj 0 -1.30001 td 0 tc 0 tw [(towar)18(ds the envir)17(onment it should be part of every school ethos.)]tj 1.8 -1.3 td -0.011 tc -0.001 tw [(childr)18(en wish to be better informed about the world ar)17(ound them and)]tj -1.8 -1.30001 td -0.007 tc -0.005 tw [(better able to contribute to its futur)16(e (barraza, 1999). fr)18(om this perspective)]tj t* 0.007 tc 0.118 tw [(schools should be mor)19(e futur)17(e-oriented, and teachers need to addr)18(ess)]tj 0 -1.3 td 0 tc 0.013 tw [(childr)18(en\325s hopes and fears for the futur)18(e. 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(1996). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 150.8169 113.9709 tm 0 0 0 1 k 0.005 tc 0.119 tw [(envir)18(onmental knowledge and attitudes of english and mexican)]tj -6.6463 -1.1667 td 0 tc 0 tw [(school childr)18(en)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 144.9099 103.4709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49975 0 td 0 tc (phd thesis university of cambridge, united kingdom.)tj -8.4897 -1.1667 td 0.006 tc 0.119 tw [(barraza, l. (1999). childr)18(en\325s drawings about the envir)17(onment. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 339.4785 92.9709 tm 0 0 0 1 k 0.006 tc [(envir)18(onmental)]tj -27.6087 -1.1667 td 0 tc (education resear)tj 7.02661 -0.00001 td (ch)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 162.4023 82.4709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 166.9023 82.4709 tm 0 0 0 1 k (5)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 171.4023 82.4709 tm 0 0 0 1 k ((1), 49-66. )tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (p)tj 0.6372 0 td (er)tj 0.925 0 td (ceptions of social and en)tj 12.12671 0.00001 td (vir)tj 1.20288 0.00001 td (onmental pr)tj 5.75781 0.00001 td [(ob)9(lems)-12309(155)]tj et q endstream endobj 21 0 obj << /length 12005 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f3 1 tf 9 0 0 9 37 586.4038 tm 0 0 0 1 k -0.011 tc -0.001 tw [(barraza, l. \(in pr)18(ess\). envir)18(onmental education in mexican schools: )38(a)-182(r)18(eview of the)]tj 2 -1.16667 td 0 tc 0 tw (primary level. )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 113.2649 575.9038 tm 0 0 0 1 k [(journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 245.4853 575.9038 tm 0 0 0 1 k (.)tj -23.16503 -1.16667 td -0.002 tc -0.01 tw [(bloom, d. e. (1995). international public opinion on the envir)18(onment. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 312.2426 565.4038 tm 0 0 0 1 k -0.002 tc (science)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 338.9411 565.4038 tm 0 0 0 1 k -0.0021 tc (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 343.3093 565.4038 tm 0 0 0 1 k -0.002 tc (269)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 356.7517 565.4038 tm 0 0 0 1 k (,)tj -33.52797 -1.16667 td (354-358. )tj -2 -1.16667 td -0.001 tc -0.011 tw [(br)18(own, m. (1984). )18(y)92(oung people and the futur)17(e. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 226.5119 544.4038 tm 0 0 0 1 k -0.001 tc -0.011 tw (educational review)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 298.63 544.4038 tm 0 0 0 1 k -0.0011 tc (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 303.0077 544.4038 tm 0 0 0 1 k -0.001 tc (36)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 311.9881 544.4038 tm 0 0 0 1 k -0.001 tc -0.011 tw ((3), 303-315.)tj -30.55423 -1.16667 td 0 tc 0.095 tw [(br)18(own, j.m., henderson, j. & )37(armstr)18(ong, m.p)129(. (1987). childr)18(en\325s per)18(ceptions of)]tj 2 -1.16667 td 0.005 tc 0.12 tw [(nuclear power stations as r)18(evealed thr)18(ough their drawings. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 303.5979 523.4038 tm 0 0 0 1 k 0.005 tc [(envir)18(onmental)]tj -27.62199 -1.16667 td 0 tc (psychology)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 96.1504 512.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 100.6504 512.9038 tm 0 0 0 1 k (7)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 105.1504 512.9038 tm 0 0 0 1 k (,)tj 0.49995 0 td (189-199.)tj -8.07221 -1.16667 td -0.003 tc -0.01 tw [(buer)18(genthal, t)73(. & t)93(orney)110(, j.v)129(. (1976). international human rights and international)]tj 2 -1.16667 td (education. in u.s. national commission for unesco (chapter 6). unesco.)tj -2 -1.16667 td -0.016 tc 0.003 tw [(case, d.j. (1995). in fr)18(ont of the camera: using the media to communicate your mes)1(-)]tj 2 -1.16667 td 0 tc 0 tw (sages. )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 80.9409 470.9038 tm 0 0 0 1 k [(w)20(ildlife society bulletin)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 169.917 470.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 174.417 470.9038 tm 0 0 0 1 k (23)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 183.417 470.9038 tm 0 0 0 1 k (,)tj 0.49996 0 td (290-292. )tj -16.76851 -1.16667 td 0.008 tc 0.117 tw [(childr)18(en of the w)91(orld. (1994). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 164.6714 460.4038 tm 0 0 0 1 k 0.008 tc 0.117 tw (rescue mission planet earth: agenda 21)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 319.3281 460.4038 tm 0 0 0 1 k 0.008 tc (.)tj 0.63291 0 td (london:)tj -30.0027 -1.16667 td 0 tc [(kingsfisher)74(.)]tj -2 -1.16667 td -0.016 tc 0.003 tw [(cullingfor)17(d, c. (1995). childr)18(en\325s attitudes to their local envir)18(onment. in g. harris&)]tj 2 -1.16667 td 0.02 tc 0.239 tw (c. blackwell (eds.), )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 144.5697 428.9038 tm 0 0 0 1 k 0.02 tc 0.239 tw (monitoring change in education)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 278.0527 428.9038 tm 0 0 0 1 k 0.02 tc 0.239 tw [((pp. 21-36). v)110(ol. 2:)]tj -24.78363 -1.16667 td 0 tc 0 tw [(envir)18(onmental issues in education. )37(aldershot: )37(ashgate.)]tj -2 -1.16667 td -0.004 tc -0.009 tw [(dodds, j. & chong, l. (1992). chinese tennagers concerns about the futur)18(e: a cr)18(oss)]tj 2 -1.16667 td 0 tc 0 tw (national comparison. )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 141.1965 397.4038 tm 0 0 0 1 k (adolescence)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 185.0188 397.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 189.5188 397.4038 tm 0 0 0 1 k (27)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 198.5188 397.4038 tm 0 0 0 1 k ((106), 481-486.)tj -17.94653 -1.16667 td (eiser)tj 2.125 0 td (,)tj 0.49546 0 td -0.004 tw (j.r., spears, r. & w)tj 8.51013 0 td [(ebley)110(, p)129(. (1988). pr)18(edicting attitudes to oil and to nuclear)]tj -9.13059 -1.16667 td 0 tw [(ener)17(gy)110(. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 85.7551 376.4038 tm 0 0 0 1 k [(envir)18(onmental psychology)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 183.9883 376.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 188.4883 376.4038 tm 0 0 0 1 k (8)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 192.9883 376.4038 tm 0 0 0 1 k (,)tj 0.49996 0 td (141-147. )tj -17.83199 -1.16667 td -0.004 tw [(gillespie, j. & )37(allport, g. (1955). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 166.2927 365.9038 tm 0 0 0 1 k -0.004 tw [(y)111(outh\325)55(s outlook on the futur)18(e: a)-211(cr)17(oss national study)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 356.7503 365.9038 tm 0 0 0 1 k (.)tj -33.52781 -1.16667 td (new )tj 2.37573 0 td (y)tj 0.57519 0 td (ork: doubleday and co.)tj -4.95092 -1.16667 td [(gray)110(, p)129(. (1991). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 97.6885 344.9038 tm 0 0 0 1 k (psychology)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 138.8389 344.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.4998 0 td 0 tc [(new )18(y)91(ork: w)92(orth publishers.)]tj -11.81524 -1.16667 td -0.003 tc -0.009 tw [(hicks, d. (1991). pr)18(eparing for the millennium: reflections on the need for futur)18(es)]tj 2 -1.16667 td 0 tc 0 tw (education. )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 98.9255 323.9038 tm 0 0 0 1 k (futur)tj 2.37159 0 td (es)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 127.2703 323.9038 tm 0 0 0 1 k (,)tj 0.49995 0 td (623-636.)tj -10.52998 -1.16667 td -0.009 tc -0.003 tw [(hicks, d. (1996). )37(a)-182(lesson for the futur)18(e: )17(y)92(oung people\325s hopes and fears for tomor)1(-)]tj 2 -1.16667 td 0 tc 0 tw [(r)18(ow)92(. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 74.4853 302.9038 tm 0 0 0 1 k [(futur)17(es)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 102.8301 302.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 107.3301 302.9038 tm 0 0 0 1 k (28)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 116.3301 302.9038 tm 0 0 0 1 k ((1), 1-13.)tj -8.81446 -1.16667 td -0.007 tc -0.005 tw [(hicks, d. (1998). postmodern education: )38(a)-182(f)1(u)1(t)1(u)1(r)18(es perspective. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 283.8244 292.4038 tm 0 0 0 1 k -0.007 tc -0.005 tw (american behavioral)tj -25.42494 -1.16667 td 0 tc 0 tw (scientist)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 86.6604 281.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 91.1604 281.9038 tm 0 0 0 1 k (42)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 100.1604 281.9038 tm 0 0 0 1 k ((3), 514-521.)tj -7.01782 -1.16667 td -0.011 tc -0.002 tw (hicks, d. & holden, c. (1995). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 155.9649 271.4038 tm 0 0 0 1 k -0.011 tc -0.002 tw [(v)74(isions of the futur)17(e. why we need to teach for tomorr)18(ow)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 356.749 271.4038 tm 0 0 0 1 k (.)tj -33.52767 -1.16667 td [(london: t)90(r)18(entham books.)]tj -2 -1.16667 td -0.001 tc -0.012 tw [(hutchinson, f)92(. (1993). educating beyond fatalism and impoverished social imagi-)]tj 2 -1.16667 td -0.006 tc -0.006 tw [(nation: ar)17(e we actively listening to young people\325s voices on the futur)18(e? )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 336.8748 239.9038 tm 0 0 0 1 k -0.006 tc (peace,)tj -31.31942 -1.16667 td 0 tc [(envir)18(onment and education)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 158.4868 229.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 162.9868 229.4038 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 167.4868 229.4038 tm 0 0 0 1 k ((4), 36-57.)tj -14.49853 -1.16667 td 0.015 tc 0.11 tw [(hutchinson, f)92(. (1994). educating beyond violent futur)17(es in childr)18(en\325s media.)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 55 208.4038 tm 0 0 0 1 k [(futur)17(es)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 83.3447 208.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 87.8447 208.4038 tm 0 0 0 1 k (26)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 96.8447 208.4038 tm 0 0 0 1 k ((1), 5-23.)tj -6.64941 -1.16667 td (king, l.d. (1995). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 108.5953 197.9038 tm 0 0 0 1 k [(doing their shar)18(e to save the planet. childr)17(en and envir)17(onmental cri-)]tj -5.95503 -1.16667 td (sis)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 64.501 187.4038 tm 0 0 0 1 k -0.0002 tc (.)tj 0.4997 0 td 0 tc [(new jersey: rutgers university pr)17(ess. )]tj -3.55536 -1.16667 td 0.065 tw [(mcneely)111(, j.a., miller)74(, k.r., reid, w)92(.v)128(., mittermeier)74(, r.a., & w)92(erner)74(, t)74(.b. (1990).)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 55 166.4038 tm 0 0 0 1 k 0.009 tw (conserving the world\325)tj 8.96191 0 td -0.0001 tc (s)tj 0.64765 0 td 0 tc (biological diversity)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 210.1269 166.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.50866 0 td 0 tc 0.009 tw (gland, iucn; w)tj 7.3268 0 td (ashington: wri, ci,)tj -25.07178 -1.16666 td 0 tw [(wwf-us, and the w)92(orld bank.)]tj -2 -1.16667 td -0.017 tc 0.004 tw (market & opinion resear)tj 10.95659 0.00001 td (ch international (mori). (1986). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 259.6918 145.4039 tm 0 0 0 1 k -0.017 tc (childr)tj 2.49208 0.00001 td (en\325)tj 1.11688 0 td -0.0171 tc (s)tj 0.60923 0 td -0.017 tc 0.004 tw [(envir)17(onment sur)-1(-)]tj -26.96173 -1.16668 td 0 tc 0 tw (vey)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 67.5002 134.9039 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49985 0 td 0 tc (london: wwf-uk.)tj -3.88876 -1.16667 td 0.02 tc 0.134 tw (mori. (1993). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 99.5589 124.4039 tm 0 0 0 1 k 0.02 tc 0.134 tw [(childr)18(en and envir)17(onmental action)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 236.2098 124.4039 tm 0 0 0 1 k 0.0199 tc (.)tj 0.67422 0 td 0.02 tc 0.134 tw (london: department of the)tj -20.8086 -1.1667 td 0 tc 0 tw (envir)tj 2.4253 0 td (onment. )tj -4.4253 -1.1667 td -0.017 tc (palmer)tj 2.9752 0 td (,)tj 0.4704 0 td 0.004 tw [(j. (1995). envir)18(onmental thinking in the early years:understanding and mis)-1(-)]tj -1.4456 -1.1667 td 0.02 tc 0.117 tw [(understanding of concepts r)18(elated to waste management. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 302.0085 92.9039 tm 0 0 0 1 k 0.02 tc [(envir)18(onmental)]tj -27.4454 -1.1667 td 0 tc (education resear)tj 7.0266 0 td (ch)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 126.4023 82.4039 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 130.9023 82.4039 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 135.4023 82.4039 tm 0 0 0 1 k ((1), 35-45.)tj -10.9336 -1.1667 td 0.109 tw (piaget, j. (1969). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 105.2251 71.9038 tm 0 0 0 1 k 0.109 tw (the child\325)tj 4.04435 0.00001 td -0.0001 tc (s)tj 0.74783 0 td 0 tc (conception of the world)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 235.3502 71.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.60886 0 td 0 tc 0.109 tw (london: kegan paul, t)tj 10.41695 0.00001 td 0 tw [(r)18(ench,)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (156)tj 31.44992 0.00001 td 0 tc (laura barraza)tj et q endstream endobj 22 0 obj << /length 8063 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f3 1 tf 9 0 0 9 91 586.4038 tm 0 0 0 1 k [(t)90(r)8(ubner & co. ltd. )]tj -2 -2.33333 td 0.101 tw [(ramamoorthy)111(, t)74(.p)129(., bye, r., lot, )37(a., & fa.j.e. (eds). (1993). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 314.5437 565.4038 tm 0 0 0 1 k 0.101 tw (biological diversity of)tj -24.83819 -1.16667 td 0 tw (mexico: origins and distribution)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 211.8144 554.9038 tm 0 0 0 1 k -0.0002 tc (.)tj 0.49968 0 td 0 tc [(oxfor)17(d: oxfor)18(d university pr)18(ess.)]tj -15.9235 -1.16667 td 0.013 tc 0.112 tw (robottom, i. (1987). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 158.4972 544.4038 tm 0 0 0 1 k 0.013 tc 0.112 tw [(envir)18(onmental education: practice and possibility)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 349.3548 544.4038 tm 0 0 0 1 k 0.0127 tc (.)tj 0.60085 0 td 0.013 tc (australia:)tj -29.30693 -1.16667 td 0 tc [(deakin university)111(.)]tj -2 -1.16667 td 0.118 tw [(save the childr)18(en. (1992). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 181.1349 523.4038 tm 0 0 0 1 k 0.118 tw [(v)74(oice of the childr)18(en: united kingdom childr)18(en\325)54(s charter)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 392.7506 523.4038 tm 0 0 0 1 k (.)tj -33.52785 -1.16667 td (london: wwf & unicef-uk. )tj -2 -1.16667 td -0.018 tc 0.005 tw (schell, l.m. (1993). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 147.0729 502.4038 tm 0 0 0 1 k -0.018 tc 0.005 tw (urban ecology and health in the third world)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 299.6545 502.4038 tm 0 0 0 1 k -0.0176 tc (.)tj 0.46976 0 td -0.018 tc 0.005 tw (cambridge: cambridge)tj -23.65359 -1.16667 td 0 tc 0 tw [(university pr)18(ess. )]tj -2 -1.16667 td 0.006 tc 0.119 tw [(sinclair)74(, p)129(. (1987). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 148.3349 481.4038 tm 0 0 0 1 k 0.006 tc 0.119 tw [(nuclear attitudes: an investigation into young people\325)55(s attitudes)]tj -6.37054 -1.16667 td -0.015 tc 0.002 tw (towards nuclear power)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 170.904 470.9038 tm 0 0 0 1 k -0.0148 tc (.)tj 0.47259 0 td -0.015 tc 0.002 tw [(birmingham: birmingham t)90(rade union resour)19(ce centr)17(e.)]tj -11.35081 -1.16667 td 0 tc 0 tw [(sokal, r.r. & rohlf, j.f)92(. (1981). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 195.9656 460.4038 tm 0 0 0 1 k (biometry)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 229.4541 460.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49981 0 td 0 tc [(new )18(y)91(ork: w)92(.h. fr)18(eemand & company)111(.)]tj -17.88359 -1.16667 td -0.022 tc 0.009 tw [(stanisstr)18(eet, m., & boyes, e. (1996). )18(y)92(oung people\325s ideas about global envir)17(onmental)]tj 2 -1.16667 td -0.009 tc -0.004 tw (issues. in g. harris & c. blackwell (eds.), )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 253.905 439.4038 tm 0 0 0 1 k -0.009 tc -0.004 tw [(envir)18(onmental issues in education)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 379.1677 439.4038 tm 0 0 0 1 k -0.009 tc (\(pp.)tj -32.01863 -1.16667 td 0 tc [(37-52\). london: )37(ar)18(ena.)]tj -2 -1.16667 td 0.004 tc 0.121 tw [(stockdale, j. (1995). how do childr)18(en view tv? )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 272.3413 418.4038 tm 0 0 0 1 k 0.004 tc 0.121 tw (economic and political sciences)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 392.7487 418.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 91 407.9038 tm 0 0 0 1 k (centenary issue)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 149.2539 407.9038 tm 0 0 0 1 k (,)tj 0.49995 0 td (13-15. )tj -8.9726 -1.16667 td -0.037 tw [(t)92(of)18(fler)73(, a. )-37((1974). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 142.4028 397.4038 tm 0 0 0 1 k [(learning for tomorr)18(ow)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 225.22 397.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49981 0 td 0 tc -0.018 tw [(new y)91(ork: )-18(v)55(intage.)]tj -17.41314 -1.16667 td -0.008 tc -0.004 tw (unicef (1992). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 136.9601 386.9038 tm 0 0 0 1 k -0.0083 tc (it\325)tj 0.86417 0 td -0.0082 tc (s)tj 0.61817 0 td -0.008 tc -0.004 tw (our w)tj 2.51805 0 td [(orld too: a)-200(local global appr)18(oach to envir)18(onmental education at)]tj -9.10707 -1.16667 td 0 tc 0 tw (key stages 2 and 3)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 156.4829 376.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49985 0 td 0 tc (london: unicef-uk.)tj -9.77572 -1.16667 td [(usher)74(, r. & edwar)18(ds, r. (1994). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 199.7163 365.9038 tm 0 0 0 1 k (postmodernism and education)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 309.3555 365.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49979 0 td 0 tc (london: routledge.)tj -26.76151 -1.16667 td (v)tj 0.63012 0 td (ygotsky)tj 3.40846 0 td (,)tj 0.49992 0 td (l. (1978). )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 152.3345 355.4038 tm 0 0 0 1 k (mind in society)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 209.4897 355.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49984 0 td 0 tc (cambridge, mass: harvar)tj 11.43791 0 td -0.0002 tc (d)tj 0.86069 0 td 0 tc (university pr)tj 5.91617 0 td (ess. )tj -33.88012 -1.16667 td -0.037 tw [(w)92(als, a. )-37((1994). )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 136.2637 344.9038 tm 0 0 0 1 k (pollution stinks!)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 200.7446 344.9038 tm 0 0 0 1 k [(the netherlands: )37(academic book center)75(.)]tj -14.19384 -1.16667 td 0.002 tc 0.123 tw [(w)92(als, )37(a. & jickling, b. (2001). pr)18(ocess-based envir)18(onmental education: seeking)]tj 2 -1.16667 td 0 tc 0 tw (standar)tj 3.31933 0 td 0.048 tw [(ds without standar)18(dizing. in b.b. jensen, k. schnack, & v)129(. simovska)]tj -3.31933 -1.16667 td 0 tw ((eds.), )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 119.2351 313.4038 tm 0 0 0 1 k 0.076 tw [(critical envir)18(onmental and health education)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 285.0488 313.4038 tm 0 0 0 1 k 0.076 tw ((pp. 127-149). copenhagen:)tj -21.56098 -1.16667 td 0 tw (royal school of educational studies.)tj -2 -1.16667 td -0.006 tc -0.006 tw [(w)92(ober)73(, m. & gunter)74(, b. 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(1988). psychological r)19(esponses to air pollution: some)]tj 2 -1.16667 td -0.003 tc [(personality and demographic corr)18(elates. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 252.2621 250.4038 tm 0 0 0 1 k -0.003 tc -0.009 tw [(envir)18(onmental psychology)]tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 349.7525 250.4038 tm 0 0 0 1 k -0.003 tc (,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 354.1126 250.4038 tm 0 0 0 1 k (8)tj et q /gs2 gs /gs1 gs q bt /f3 1 tf 9 0 0 9 358.5852 250.4038 tm 0 0 0 1 k -0.0031 tc (,)tj 0.48441 0 td -0.003 tc (191-208. )tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f0 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (p)tj 0.6372 0 td (er)tj 0.925 0 td (ceptions of social and en)tj 12.12671 0.00001 td (vir)tj 1.20288 0.00001 td (onmental pr)tj 5.75781 0.00001 td [(ob)9(lems)-12309(157)]tj et q endstream endobj 23 0 obj << /nums[0<>] >> endobj 24 0 obj << /type/encoding 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