Abstract— The University of Tabuk is a large teaching and

research institution that generates a significant amount of chemical

and hazardous waste due to laboratory experiments and researches

that will likely increase as the University continues to grow in the

coming years. A low-cost waste ma nagement plan for the University

of Tabuk was designed and proposed after assessing the awareness

and current practice of the students and faculty on waste disposal and

management.. A total of 323 with 52.94% Male, and 47.06% Female

participated from different Faculty of the University. About 53.64%

were very interested in the waste management plan. About 31.36%

believed that dropping of waste in the trash can is best in waste

management plan. The practice of participants attributed to 93.6%

giving a negative answer . Of the nine identified problems, only 4

environmental concerns such as plastics (60.5%), bottles (49.5%),

fallen leaves (54%) and fallen off posters (40.5%)have high scores of

very often.

The participants in this study possessed low waste management

practice as revealed by their low involvement and participation in the

waste management in the school.

Keywords— Low-Cost, waste management, waste disposal and

management.

I. INTRODUCTION

It is estimated that an ordinary human being produces 1.9

kilos of daily waste and if accumulated together with the rapid

escalation of the global population, the amount of waste

materials each year will eventually make the mother Earth a

one big garbage planet, where different pollutions and waste-

induced diseases will plague mankind.

Humans produce a great number of wastes as a derivative

of their existence. Daily activities from every task of food

preparation, shelter management, clothing preparation,

transportation to rural and urban development are

accompanied with the production of waste materials, which

cannot be used for other things and need to be disposed

immediately. According to the U.S. Environmental Protection

Agency, the United States alone generated 114 million kilos of

solid waste in 2008, and this number continues to rise every

year. This excludes the liquid, gaseous and other forms of

waste materials, which are also significantly high in amount

(http://en.wikipedia.org/wiki/waste).

Dr. Faisel M. Abu-Duhier and Dr. Bernard C. Silvala, Department of

Medical Laboratory Technology, Faculty of Applied Medical Sciences,

University of Tabuk.

In Europe, over 0.8 billion kilos of waste are generated

each year. This equals to 1.6 kilos of wastes per person mainly

made up of waste coming from households, commercial

activities, industries, agriculture, construction and demolitions

projects, mining and quarrying activities and from the

generation of energy (http://scp.eionet.europa.eu/waste).

In Asia, one of the greatest challenges faced by the

developing countries is the unhealthy disposal of solid waste

which resulted from human activities and survival

(Kofoworola, 2007). Waste is more easily recognized than

defined. Something can become waste when it is no longer

useful to the owner or it is used and failed to fulfill its purpose

(Gourlay, 1992). Municipal solid waste (MSW), also called

urban solid waste, is a waste type that includes predominantly

household waste (domestic waste) with sometimes the addition

of commercial wastes collected by a municipality within a

given area. They are in either solid or semisolid form and

generally exclude industrial hazardous wastes

(http://en.wikipedia.org/wiki/Municipal_solid_waste).

In many countries that are experiencing rapid economic

development, problems associated with municipal solid waste

(MSW) generation and management are not addressed well till

they become a serious threat to the economic advancement,

community health and environmental degradation. These solid

wastes that contain pollutants, such as used batteries, when

thrown into the rivers and creeks contaminate the sea water

and sea creatures like fish, seafood and other living things

(Kiamco, 2006)

Mismanagement of waste can yield harmful effects on the

environment and on human health. It can pose health threats

such as diseases carried by vermin. Dumped wastes can be a

fertile milieu for rodents, flies and mosquitoes, as they will be

provided with food, shelter and breeding places. These vectors

are potent carriers of diseases that can be transferred and

contracted from one person to the other either by bacterial,

viral, fungal or parasitic infection or infestations.

Environmental issues like flood, erosion and pollution are

most likely caused and associated with the improper solid

waste management.

Nationwide, solid waste management has not been the top

priorities in most local government units (LGUs) worldwide.

Generally, people conceive that as long as garbage is collected

from their household or emptied their garbage bins or trash

cans; their garbage problem has been solved (Sapuay, 2008).

This is a big problem that besets everyone particularly

establishments and institution like schools and hospitals where

the largest fraction of municipal waste is generated from paper,

cardboard and other school-related materials. As the world‟s

Designing a Low-Cost Waste Management Plan

at the University of Tabuk

Dr. Faisel M. Abu-Duhier, and Dr. Bernard C. Silvala

2nd International Conference on Agriculture, Environment and Biological Sciences (ICAEBS'15) August 16-17, 2015 Bali (Indonesia)

http://dx.doi.org/10.17758/IAAST.A0715058 47

population booms tremendously, waste production is expected

to increase in pace and measure, and unless proper waste

management is practiced in household, companies, schools and

practically everywhere, waste will continue to be a threat to

human survival.

Some laws and policies encourage greater private sector

participation in solid waste management. It is the obligation of

the institution like schools to model responsible waste

management to all students and then ensure that this is put into

practice. Simply teaching students about waste management is

not sufficient, the school should develop and implement waste

management program as part of a whole school environmental

management plan. This will likely include benefits like the

conservation of our resources, lower levels of air and water

pollutions and reduced greenhouse gas generations.

This study will propose a low cost design of waste

management plan for the University of Tabuk based on the

awareness, and present practice of the different faculty and

students of the University of Tabuk. Admittedly, only a few

numbers of studies were conducted in the Saudi educational

institutions particularly their views, attitude, practices and

concepts regarding waste management in the school. The

effect of the negative attitude of the public towards the

environment does not exclude the educational institution that

has been aggravated by constant changes not just in curriculum

content but also school subjects. It is of prime importance to a

university on the basis of its strategic plans to implement a low

cost waste management plan.

College and university typically generate a wide range of

chemical waste and, because of their decentralized

organizational structure face challenges in complying with

applicable waste regulation. The University of Tabuk is a fast

growing institution where it envisions to become the largest

teaching and research institution in the region and the

Kingdom at large. It offers several colleges including the

applied medical sciences, medicine and arts and sciences.

These colleges usually offer laboratory classes where many

different chemical substances are used in scientific researches

and teaching activities throughout the campus, activities that

generate a significant amount of waste materials that must be

discarded as regulated hazardous waste per Environmental

Protection agency in Saudi Arabia's rule.

Hence, this study can help many institutions particularly the

University of Tabuk in designing and implementing a low-cost

school waste management plan and educate its faculty and

students to the implement this plan as a response to the

alarming issues in environment and prevent the some health

problems caused by improper waste disposal.

II. RESEARCH OBJECTIVES

A. To ascertain the level of awareness, and present practices

of the faculty and students of the University of Tabuk on

waste disposal.

B. To review the current waste generation profile of the

University

C. To design a low cost yet effective waste management plan

for the University

D. To develop and implement the low-cost waste management

plan

III. MATERIALS AND METHODS

Data Analysis

The primary data were collected using the structured

questionnaire. Two types of questionnaire were adopted,

modified and designed on faculty and students‟ awareness,

knowledge, concerns and practices of waste management in

the University of Tabuk. There was a general type of

questionnaires that was used for the Faculty of Engineering,

Education, Arts ( Postgraduate & undergraduate) and Faculty

of IT and Computer Science. Special type of questionnaire was

used for the Faculty with Laboratory facilities such as

Medicine, Applied Medical Science, and Faculty of Science.

It was made up of three parts. Using a 4-point Likert scale in

assessing the knowledge and awareness, while a 3-point scale

of YES, NO and Not sure was used to assess the practices of

the respondents on waste management.

Secondary data were collected from appropriate data

sources, including books, journals, newspapers, internet and

activities. From a total population of 6,100 students, faculty,

staff and administration enrolled and employed at the UT, 323

successfully responded in the study. Stratified random

sampling technique was utilized to obtain a sample from the

included department that proportionate to the size of the total

population.

A. Data Analysis

The study used descriptive statistics such as frequency

count, percentage, mean and standard deviation. Questions on

waste management awareness had an assigned score of 1-4 for

“not worried” (not interested, not important, not satisfied),

“not sure”, “worried” (interested, important, satisfied), “very

worried” (very interested, very important, very satisfied). The

items on Waste management practice were scored based on

negative or positive wordings of the items, for every positively

worded questionnaire, the participants progressed from 3

through 2 and 1. The scoring was reversed for negatively

worded items. The upper limit of awareness/attitude and

environmental concerns was put at 2.50, while for practices

was put at 1.50. For purpose of data interpretation, mean

values of 2.50 and above were indicated to have high

knowledge /awareness, while below 2.50 were regarded as

low. Mean values of 2.00 and above were considered for

positive practice. A standard deviation greater than 1.00 was

taken to indicate high variability among participants

(Ifegbesan, 2008).

B. Participants

The respondents of the study were 323 faculty, staff, and

students in the A.Y. 2012-2013. Fifty three percent (171) were

males while 47% (152) were females. From the Faculty of

Medicine, there were 4.02% (13) respondents, 4.95% (16)

from Faculty of Engineering. Faculty of Applied Medical

Science has 19.8% (64) and 4.64% (16) from Faculty of

Science, undergraduate, The Faculty of Science, postgraduate

has

2nd International Conference on Agriculture, Environment and Biological Sciences (ICAEBS'15) August 16-17, 2015 Bali (Indonesia)

http://dx.doi.org/10.17758/IAAST.A0715058 48

TABLEI

DEMOGRAPHIC PROFILE OF THE PARTICIPANTS

4.64% (16) respondents while 23.52% (76) came from Faculty of

Education and Arts, Post graduate. The Faculty of Education and arts,

undergraduate has 23.38% (82) and 13% (42) come from Faculty of IT and

Computer Science.

IV. RESULTS

TABLE II

GENERAL WASTE MANAGEMENT AWARENESS OF THE PARTICIPANTS

Table 2 shows the waste management awareness of the

participants. Using percentages, the item-by-item analysis

suggests that 17 or 0.08% of the participants claimed not sure

about the extent to which they worry of waste around the

school, 20 or 9.1 % were not worried, 113 or 51.36%, worried

and 70 or 31.82%, very worried. Majority of the participants

who comprised the 53.64% were very interested about the

wastes around the school, while 7.73% expressed they were

not interested in wastes in their campus. 34.09% were

interested in wastes around their school. The fifty nine percent

(59.%) of the participants reported that it‟s very important to

consider the way students do away with wastes, while 1.82%

were still not sure about it. Seventy three percent (73%) of the

participants were not satisfied with the way students' dispose

of their wastes, while only 4% were very satisfied about the

disposal. On how satisfied they are with the way wastes are

handled by the school, 23% of them expressed “Not sure”

response while 42% were dissatisfied. Overall, the data in

table 1 shows that all mean scores for the items that measure

awareness were above the midpoint (2.50) set. This finding

revealed that participants coming from the Faculty with no

laboratory courses are aware of waste problems in the

university.

TABLE III

GENERAL WASTE MANAGEMENT KNOWLEDGE OF THE PARTICIPANTS

The general waste management knowledge of the

participants coming from the different faculty with no

laboratory facilities is presented in Table 3. When asked what

they ascribe to waste management, dropping of waste in the

trash cans (31.36%) and environmental friendliness (33.63%)

obtained the highest frequency. Others was claimed to be the

least by (4.09%) 9 participants. These perceptions were

influenced greatly by their personal experiences (40%),

followed by news media (29.5%) and people‟s comment

(15%). Majority of the participants do not know (66.82 %) as

the common method used for disposing waste in the school.

Recycling is the method of waste disposal that the

participants would want to put into use in the school as

revealed by 49% of the responses followed by composing

(26.36%). TABLE IV

WASTE MANAGEMENT PRACTICES OF THE PARTICIPANTS

2nd International Conference on Agriculture, Environment and Biological Sciences (ICAEBS'15) August 16-17, 2015 Bali (Indonesia)

http://dx.doi.org/10.17758/IAAST.A0715058 49

Table 4 shows the frequency, percentages, and standard

deviations of the 12 waste management practices on the three-

point scale of “Yes” “No” and “Not sure”. Evidence from the

analysis suggests that the participants were not highly involved

in the waste management practice with about 93.6% giving a

negative answer. The percentages reveal that among the items,

only three received a positive response. These were, when

asked if they change your ways in order to reduce the amount

of waste generated in school with 133 (63.01%), Cleared a

garbage site around your school with 181 (82.3%) answered

Yes, and lastly 57.7% (127) answered yes that they support in

the development of Environmental policy for your school.

However, when asked if the participants attended an activity

on environmental education and if they attended a meeting

signed to protect the environment, 88.6% and 54.1% answered

“Not sure”, respectively. The rest of the waste management

practices were not being implemented by the participants as

revealed by majority of “No” answer. The overall mean score

(1.60) is below the midpoint of 2.00 set, which suggest that

participants are low in their involvement in waste management

in the University of Tabuk.

TABLE V

COMMON ENVIRONMENTAL CONCERNS ON SCHOOL COMPOUND

Table 5 shows the frequencies, percentages, and rank of

responses in the question on the type of waste problems

commonly seen in school. Of the nine identified problems,

only 4 environmental concerns such as plastics (60.5%),

bottles (49.5%), fallen leaves (54%) and fallen off posters

(40.5%)have high scores of very often. This finding suggests

that these are the common composition of waste generation

found on school. These plastics, bottles, fallen leaves and

fallen posters ranked 1st, 2nd, 3rd, and 4th respectively

TABLE VI

KRUSKAL-WALLIS TEST AND SPEARMAN RHO TEST FOR THE SIGNIFICANT

RELATIONSHIP AND THE CORRELATION BETWEEN DEPARTMENT AND

ENVIRONMENTAL PRACTICES

Table 6 shows the significant parameters‟ Kruskal-Wallis

Test and Spearman rho test results. The included parameters

have p-values less than 0.05. Therefore, there is enough

evidence to reject the null hypothesis and conclude that the

above parameters are significantly related with the

departments the participants are in. However, only one among

the parameters showed significant correlation test value. This

means that the correlation between the participation in waste

management activities and their departments is positively low

with a correlation coefficient of 0.149. Different departments

practiced waste management differently. On the other hand,

the staffs are more likely to have participated in good waste

management activities in the school as compared with the

students. However, graduate students are more likely to have

participated than undergraduate students

TABLE VII

KRUSKAL-WALLIS TEST AND SPEARMAN RHO TEST FOR THE SIGNIFICANT

RELATIONSHIP AND THE CORRELATION BETWEEN DEPARTMENT AND

ENVIRONMENTAL CONCERNS

Table 7 shows the significant parameters‟ Kruskal-Wallis

Test and Spearman rho test results. The included parameters

have p-values less than 0.05. Therefore, there is enough

evidence to reject the null hypothesis and conclude that paper

as a common problem in the school, as perceived by the

participants, are found to be related with their departments.

Moreover, the computed correlation coefficient of 0.129 has a

p-value less than 0.05. This means that the above parameter

has a positively low correlation with department. The

2nd International Conference on Agriculture, Environment and Biological Sciences (ICAEBS'15) August 16-17, 2015 Bali (Indonesia)

http://dx.doi.org/10.17758/IAAST.A0715058 50

respondents both graduate and undergraduate believed that

paper is common problem in the school

TABLEVIII

. KNOWLEDGE/AWARENESS IN THE LABORATORY WASTE MANAGEMENT

A total of 103 respondents from the different faculty that

caters laboratory courses. The table 8 revealed that plastic and

papers are still the predominant type of waste encountered in

the laboratory with 31% (32), followed by the used slides,

coverslips, tubes, etc. with 24.3% and blood and other body

fluids with 20.4% (21). The least waste items are the used

media and chemicals contribute to 9.7% (10).

TABLE IX

PRACTICES RELATED TO LABORATORY WASTE MANAGEMENT

Table 9 presents the practices of the respondents in terms

laboratory waste management. When they were asked

regarding their practices, Five (5) practices revealed a positive

result. 90% (93) practiced the maintenance of cleanliness of

the laboratory working area, 73 (71%) throw directly the

liquid waste with running water to the sink, 66.9% (69)

practiced that they used gloves when handling laboratory

waste, 69 (67%) throw directly the solid materials to the trash

bins.

83.5% (65) says that no manual is provided in the laboratory

management, 54% (56) throw the blood products, used sharps

directly into the waste bins. 55.4% (57) were not oriented

regarding lab waste management, 54.4% (56) do not segregate

laboratory waste.

The practice of the laboratory students from different

faculty resulted to a low midpoint than the value of 2.00,

which revealed that there is a negative practice of the

laboratory waste management among students and staffs with

laboratory courses.

V. DISCUSSION

The findings of this study revealed that students and

employees of the University of Tabuk, both male and female

campuses are aware of the wastes inside the school. The

results are supported by Ifegbesan‟s (2009) study that

secondary students in Ogun Sate possessed high environmental

awareness in waste management. The results also noted that

directly dropping the waste to the trash bins and recycling are

currently being used as the most common waste disposal

methods based on their personal experiences that were

acquired through seminars, news media, campaigns and

lectures from the classrooms. Recycling has been a common

practice for most of human history, with recorded advocates as

far back as Plato in 400 BC and even practiced in

manufacturing firms, market, industry and even educational

institutions (http://en.wikipedia.org/wiki/Recycling).

The participants in this study possessed low waste

management practice as revealed by their low involvement and

participation in the waste management in the school which has

a similar result with the study of Chan‟s (1999) which revealed

that students‟ waste management practices depicted a negative

practice.

Paper, plastic and bottles were among the top-listed

common environmental concerns in campus and laboratory,

since this is an educational institution, particpants‟ usage of

these materials are inevitable, recycling and segregation were

the recommended methods of waste disposal by most of them.

Similar results on the correlation of sex and

environmental variables were supported by the study of Van

Liere and Dunlap (1981) which revealed that gender is not a

significant predictor of environmental concerns. Kellert (1985)

also found that no gender differences in the variables of waste

management practices

The present study revealed that plastic is a big issue

perceived by the young respondents. This is supported by

Raudsepp (2001). In his study, he reported that age and

education have shown strong and consistent relationships with

environmentalism. Similar results were also obtained by other

researchers (Mensah & Whitney, 1991; Gigliotli, 1992;

Sheppard, 1995; Eagle and Demare, 1999) who have

correlated the environmental knowledge and concerns with

sex, gender and education. The study also showed that there is

a positively low correlation in the environmental practices

among departments. This has similar findings in the study of

Chanda (1999) as he reported that environmental concerns

among residents vary according to education and age.

This study identified and assessed the level of awareness,

knowledge, and practices of the Faculty and students of

University of Tabuk on waste management. The findings

indicated that most of participants were aware of the wastes in

the campus. Direct disposal and Recycling were mostly the

choices for waste disposal method. The findings also revealed

that there were poor waste management practices among the

participants and the most commons wastes seen in the campus

were plastics, paper, bottles, and the uncollected garbage.

In the case of laboratory waste management, it revealed the

lack of proper education to both the staffs and students. No

manual in the laboratory waste management on how the proper

2nd International Conference on Agriculture, Environment and Biological Sciences (ICAEBS'15) August 16-17, 2015 Bali (Indonesia)

http://dx.doi.org/10.17758/IAAST.A0715058 51

disposal of infectious agents such as blood and other body

fluids should be managed. Sharp needles, which are mostly the

cause of contamination or introduction of infectious agents

such as hepatitis and HIV, were also found to be mismanaged

in their disposal management. No orientation has also been

found on how to manage the waste in the laboratory, which

should be supposedly conducted as part of the introduction in

the laboratory discussion. A more organized approach to waste

management in the laboratory was recommended and a

National Plan that was conducted by Saw (2001) which

revealed that extensive planning in the laboratory should

include introduction and orientation in all laboratory waste

management from every conduct of experiment or research.

VI. CONCLUSION

The study assesses the awareness, knowledge and practice

of the students and staffs of the University of Tabuk which will

become a basis for the planning and implementation of the

School‟s Waste management Plan, The participants were

divided and given two sets of questions. One set contained

general question about waste management and the other set

was designed to the faculty with laboratory courses.

The participants were aware about the waste management

with limited knowledge. More so, they do not do so much on

their wastes. They were satisfied with what they dispose their

waste. Majority of them have not engaged with proper training

or orientation on waste management, thus they rely mainly

with direct disposal of any waste in the trash bins. Proper

segregation is not practiced in the university because there is

initiative that was carried out by any Faculty of offices in the

university. No seminar or campaigns has been brought out to

emphasize the importance of waste management both in the

laboratory and school premises.

Under environmental concerns, the way respondents

perceived that plastics are common problems in the school is

related with the different faculty. Undergraduate participants

believed more that plastics are common problem in the school

than graduate students. While Papers (litter), as perceived by

respondents in the higher level of department, was believed to

be a more common problem in the school than those who

belonged in the lower level of department.

VII. RECOMMENDATION

The following are hereby recommended:

1. Institute and implement the procedures and processes of

the functional elements of waste management system in

terms of handling and storage, collection, transfer and

transport, processing and disposal.

2. The provision of the different color-coded trash bins

strategically located in every building of the school.

3. Efforts should be made by University of Tabuk

management to organize seminars and workshops for

students, teachers and administrators especially in the

proper waste prevention, recycling, reuse and waste

reduction.

4. To introduce or integrate waste management concepts and

themes through environmental education and school

curriculum at all levels will not only improve students‟

awareness and knowledge but more likely change their

negative waste management behavior and practices.

5. Environmental education in the school can provide

opportunities for students and teachers to engage in

actions and behavior that impact positively towards

achieving a more sustainable school environment.

REFERENCES

[1] Chan, K. (1998). Mass communication and pro-environmental

behaviour: waste recycling in Hong Kong.Journal of Environmental

Management, 52, 35-45.

http://dx.doi.org/10.1006/jema.1998.0189

[2] Chanda, R. (1999). Correlates and dimensions of environmental

quality concern among residents of an African Subtropical City:

Gaborone, Botswana . Journal of Environmental Education, 30(2), 31

http://dx.doi.org/10.1080/00958969909601868

[3] Eagle, P. F. J., & Demare, R. (1999). Factors Influencing Children's

Environmental Attitudes. Journal of Environmental Education, 30(4),

33-35.

http://dx.doi.org/10.1080/00958969909601882

[4] Gigliotti, L. M. (1992). Environmental attitudes: 20 years of change?.

The Journal of Environmental Education, 24(1), 15-26

http://dx.doi.org/10.1080/00958964.1992.9943491

[5] Gourlay K.A. (1992). World of Waste, dilemmas of industrial

development. Zed Books Limited London.

[6] Ifegbesan, A (2008). Exploring secondary school students‟

understanding and practices of waste management in Ogun State,

Nigeria. International Journal of Environmental and Science

Education, Vol. 5, No,2, April 2010, 201-215

[7] Kellert, S. R. (1985). Attitudes toward animals: Age-related

development among children. The Journal of Environmental

Education, 16(3), 29-39.

http://dx.doi.org/10.1080/00958964.1985.9942709

[8] Khanal, B. R & Souksavath (2003). Current practices and

instruments used in solid waste management in Vientiane, lao PDR.

Journal for Waste Management

[9] Kiamco, A.s. (2006). Household chemical products and family health

Safety. Liceo de Cagayan University, Cagayan de Oro City, 2006

[10] Kofoworola, O. F. (2007). Recovery and recycling practices in

municipal solid waste management in Lagos, Nigeria. Waste

Management, 27 (9), 1139-1143.

http://dx.doi.org/10.1016/j.wasman.2006.05.006

[11] Lago, R.M. (2008). Solid waste management system needs of a

suburb community. Liceo Journal of Higher Education Research, Vol

6 No. 1: ISSN: 2094-1064, 243257

[12] Mensah, J., & Whitney, H. A. (1991). Some Third World

environmental perceptions and behaviours concerning urban waste: A

survey of Techniman, Ghana. The Canadian Geographer, 35(2), 156

http://dx.doi.org/10.1111/j.1541-0064.1991.tb01283.x

[13] Raudsepp, M. (2001). Some socio-demographic and socio-

psychological predictors of environmentalism. TRAMES, 5(4), 355-

367.

[14] Sheppard, J. A. C. (1995). The black-white environmental concern

gap: An examination of environmental paradigms. Journal of

Environmental Education, 26(2), 24-35.

http://dx.doi.org/10.1080/00958964.1995.9941437

[15] Sundana, E.J. (2003). Development of regional solid waste

management strategy in Indonesia. Journal for Waste management

[16] Van Liere, K. D., & Dunlap, R. E (1981). Environmental concern:

Does it make a difference how it„s measured?. Environment and

Behaviour, 13, 651-676

http://dx.doi.org/10.1177/0013916581136001

Website:

http://en.wikipedia.org/wiki/waste

http://scp.eionet.europa.eu/waste

http://en.wikipedia.org/wiki/Municipal_solid_waste

http://www.emb.gov.ph/eeid/SWMworkshops.htm

2nd International Conference on Agriculture, Environment and Biological Sciences (ICAEBS'15) August 16-17, 2015 Bali (Indonesia)

http://dx.doi.org/10.17758/IAAST.A0715058 52