LEVEL OF AWARENESS TOWARDS WASTE MANAGEMENT OF JUNIOR

HIGH SCHOOL STUDENTS IN TOMAS DEL ROSARIO COLLEGE

A Thesis Proposal Presented to the

Faculty of Senior High School
Department Tomas del Rosario College
San Jose, Balanga City

In Partial Fulfillment of the

Subject Requirements
In Practical Research II
Grade 12 STEM A – Capricorn
A.Y. 2018–2019

The Researchers

Aliyah Gavine S. Hernandez

Hanna Patricia M. Labrador
Geraldine Sofia R. Sanchez
Mildred Chufilla P. Banzon
Alliah Ashmira R. Arellano
Princess Mariz G. Cadiz
Mikaella Mae C. Silva
Eirene Luisa D. Sales
Jennica Elaine G. Lu

October 18, 2018

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals mainly with the presentation, analysis and interpretation of

data according to the specific problems raised in the study. The findings were presented

in order that the specific questions raised in Chapter I of this study is answered.

Profile of the Student

Table 2

Frequency, Percentage and Rank Distribution of Student Related Factors

Students Profile Frequency Percentage Rank

Age
12-13 48 45.7% 2
14-15 52 49.5% 1
16-17 5 4.8% 3
Total 105 100.0%
Sex
Male 47 44.8% 2
Female 58 55.2% 1
Total 105 100.0%
Grade Level
Grade 7 28 26.7% 1.5
 Grade 8 28 26.7% 1.5
Grade 9 22 21.0% 4
Grade 10 27 25.7% 3
Total 105 100.0%
Economic Status
High 11 10.5% 2
Middle 85 81.0% 1
Low 9 8.6% 3
Total 105 100.0%

Age

The table shows that 48 (45.7%) of the respondents has age of 12-13 and 52

(49.5%) of the respondents aged 14-15. Out of 105 respondents, the remaining 5 (4.8%)

are of age 16-17. It indicated that most of the students engaged in waste management are

14 to 15 years old.

The findings are supported by the study of Tobias Krettenauer (2017) entitled

“Pro-Environmental Behavior and Adolescent Moral Development” investigated age‐

related differences in adolescents' pro‐environmental behavior as it relates to moral

judgments about environmental issues and emotions. It was found that the early

adolescence (12-14 years) engaged more in pro‐environmental behaviors (e.g. energy

conservation and recycling) than older adolescents; majority of the respondents belong to

the early adolescence stage.

Sex

The table presents that 58 (55.2%) of the students are female thus ranking first

and 47 (44.8%) are male. It shows in this study that most of the student-respondents

engaged in waste management are female.

Results of the study “Women and the Environment: Ecofeministic Approach to

Environmental Attitudes and Behavior in Iran” by Fahimeh Hosseinnezhad (2017)

strengthen this as they show that women pay more attention to the environment. Efficient

consumption of energy, use of public transport, waste separation, reuse of certain goods,

and the avoidance of waste dumping in the environment are significant for women, but

men show little interest in these behaviors. Women are more supportive of the

environment than men are.

Grade Level

The table reports the distribution of the respondents per grade level wherein both

grade 7 and grade 8, sharing rank, have 28 (26.7%) students. Following them is grade 10

which has 27 (25.7%) students and having the least number of students, 9 th grade at 22

(21%) students. Table 2 shows that majority of the respondents came from grade 7 and

grade 8 in terms of grade level.

This is opposite on the study “Gender differences in environmental behaviors in

China” of Xiao and Hong (2010) with sex as the primary independent variable. In

addition to this variable, it also included education as one of the control variables.

Respondents with higher education and more environmental knowledge tended to have

significantly greater participation in all environmental behaviors. Higher levels of

education were associated with more environmentally oriented behaviors and level of

environmental concern not only directly, but also indirectly via environmental

knowledge.

Economic Status

Lastly, in terms of the student-respondents’ economic status, it is evident on the

table that majority, at 81% with 85 students, are in the middle income of economic status.

Next is from high income at 10.5% with 11 students and ranking last is from low income

at 8.6% with 9 students.

It is supported in the study of Philippsen et al. (2016) entitled “Education level

and income are important for good environmental awareness: a case study from south

Brazil” which suggested that citizens with lower income tend to give higher importance

to self-security value (here assumed to be related to basic human needs, of self or family

security) than to universalism value (protection of nature), resulting in attitudes and

behaviors less concerned for the environment since their salaries are only sufficient for

survival. In turn, individuals with middle/high income can prioritize pro-environmental

behaviors, since the self-security value is already attained. Besides, middle/high class

individuals usually have the formal education necessary to become conscious of the

environmental consequences associated with the impact of human activities on the

environment.
 Table 3
Attitude on Waste Management of Junior High School Students (Frequency,
Percentage and Weighted Mean)
Responses

Frequency (Percentage) Verbal Rank

Statement WM
Description
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Q1. Improper
waste disposal is 78 16 3 5 3 Strongly
4.53
a threat to the (74.3%) (15.2%) (2.9%) (4.8%) (2.9%) Agree
environment. 1
Q2. Waste
management is
the sole 31 35 23 9 7
3.71 Agree
responsibility of
(29.5%) (33.3%) (21.9%) (8.6%) (6.7%)
the school’s
utility. 3

Q3. Waste
disposals is the 33 29 27 9 7
sole 3.69 Agree
responsibility of (31.4%) (27.6%) (25.7%) (8.6%) (6.7%)
4
local authorities.

Q4. I am
responsible for 34 42 22 7 0
3.98 Agree
the generation of (32.4%) (40.0%) (21.0%) (6.7%) (0.0%)
wastes. 2

Q5. I care about 2 40 52

10 1
waste manage- 2.62 Neutral
(1.9%) (9.5%) (38.1%) (49.5%) (1.0%) 5
ment.

Legend: 5- Strongly Agree, 4 – Agree, 3 Neutral, 2 – Disagree, 1 – Strongly Disagree

Table 3 shows the frequency, percentage, and weighted mean of junior high

school students’ attitude on waste management.

 With a verbal description of strongly agree and a weighted mean of 4.53,

statement number 1 ranked first. It only shows that, based on the respondents, most of

them know and believe that improper waste disposal can harm the environment.

Statement number 4 was on the second rank, with a verbal description of agree and

weighted mean of 3.98. It reveals that majority of the students are aware of their

responsibilities in generating waste. The 3rd in ranking is the statement number 2 with a

weighted mean of 3.71 and a verbal description of agree. It shows that despite knowing

that they are responsible in generating waste, they do believe that the school’s utility is

responsible for managing it. Second to the last rank is statement number 3. It has a verbal

description of agree and weighted mean of 3.69. It indicates that the students do believe

that the local authorities are responsible for waste disposal. Last on the ranking is

statement number 5 with a verbal description of neutral and weighted mean of 2.62. It

states that the students’ are not sure whether they do care, or not care at all, about waste

management.

A survey study, by Yildiz et al. (2012) stated that, “Awareness and sensibility

levels of campus people about environmental problems in Erzurum, Turkey was found to

be 64.4%, which may be taken as moderate. Although people know the problems, they do

not give importance to them.” The students know that such practice is a threat but most of

them do not care, or don’t give enough concern, about it. Therefore, this proves that the

students’ knowledge contradicts with their attitude towards waste management as shown

in the table.
 Table 4
Weighted Mean Computation of Norms of Junior High School Students
on Waste Management
Responses

Frequency (Percentage) Verbal

Statement WM
Description
Rank
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Q1. I have a role 43 45 14 2 1 Strongly

to minimize 4.21
(41.0%) (42.9%) (13.3%) (1.9%) (1.0%) Agree
wastes.
2
Q2. I am not
concerned about
whether the final 37 24 26 11 7
3.7 Agree
disposal is envi- (22.9%) (10.5%)
(35.2%) (24.8%) (6.7%)
ronmentally safe
and acceptable. 3

Q3. Waste
management is 76 21 8 0 0 Strongly
4.65
the responsibility (72.4%) (20.0%) (7.6%) (0.0%) (0.0%) Agree
of everybody. 1

Legend: 5- Strongly Agree, 4 – Agree, 3 Neutral, 2 – Disagree, 1 – Strongly Disagree

Table 4 presents weighted mean computation showing the selected junior high

school students response to their levels of awareness towards waste management.

The above table shows that statement number 3 was on the 1st rank with a verbal

description of strongly agree and a weighted mean of 4.65. It is stated that responsibility

on waste management should be done by everyone. The second in ranking is the

statement number 1 with a weighted mean of 4.21 and a verbal description of agree.

Based from the response of the respondents, they have a role for waste minimization. The
statement number 2 obtained the last rank with a verbal description of agree and a

weighted mean of 3.7. It shows that the respondents are not that concern if their final

disposal is safe and adequate.

Saungweme (2012) found out that most residence of Mbare in Harare were not

aware of regulatory policies on waste management. This, he argued, aggravated the

situation in that people were just disposing the waste wherever they felt was convenient

to them. He also established that there was no coordination between residence and the

municipality. The people played no role in waste management and the municipality saw

the residents as customers/clients who were just receiving a service they had paid for.

This related literature is correlated to the above table because although the respondents

know that they understand and have a role in proper waste disposal, they are not

significantly aware of the laws abide by the government about waste management so they

tend not to be responsible and don’t mind if the final disposal is environmentally safe and

acceptable.

Table 5
Weighted Mean Computation of Lifestyle of Junior High School Students
on Waste Management
Responses

Frequency (Percentage) Verbal

Statement WM
Description
Strongly Strongly Rank
Agree Neutral Disagree
Agree Disagree

Q1. I prefer
buying plastic-
packaged 16 51 15 16 7
3.54 Neutral
products to (14.3%) 2
(15.2%) (48.6%) (15.2%) (6.7%)
unpackaged
products.
 Q2. Reusing
plastic bags for 42 44 17 2 0 Strongly
shopping is 4.20
(40.0%) (41.9%) (16.2%) (1.9%) (0.0%) Agree
good for 1
reducing waste.

Q3. Reusing of
plastic bottles
for storing or as 2 17 35 41 10
2.62 Neutral
drinking water (1.9%) (16.2%) (33.3%) (39.0%) (9.5%)
bottle can
reduce waste. 3

Legend: 5- Strongly Agree, 4 – Agree, 3 Neutral, 2 – Disagree, 1 – Strongly Disagree

Table 5 presents the weighted mean computation showing the student’s response

to waste management through their lifestyle. It shows that statement number 2 has a

weighted mean of 4.20 which placed on the first rank with verbal description of very

much agree. It reveals that the students prefer reusing plastic bags which is a good

example of proper waste management. While statement number 1 placed on the 2nd rank

with the weighted mean of 3.54 with a verbal description of neutral which means they

sometimes prefer plastic-packed products and followed by statement number 3 that

placed on the 3rd rank with the weighted mean of 2.62 with a verbal description of

neutral. It only means that their practices are divided into half, sometimes they reuse

plastic bottles and sometimes they don’t, which can be a problem when it comes to

managing their waste.

This is similar to the study of Lin Ay et al. (2009), growing demand with changes

in lifestyle and health consciousness encourage use of packaged and pre-prepared foods.

Trashing caused by overconsumption was reaching alarming levels and, as a result,

overloading the landfills. The needs of environmental protection from waste generated

are largely overlooked, and a lack of knowledge about the impact on the environment and

its health effects. Thus, proper lifestyle like reducing, reusing, recycling, or taking

appropriate action to prevent waste through design and engineering solutions can result to

proper waste management.

Table 6
Practices on Waste Management of Junior High School Students (Frequency,
Percentage and Weighted Mean)
Responses

Frequency (Percentage) Verbal Rank

Statement WM
Description
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Q1. I am
committed to 1 25 45 33 1
2.92 Neutral
minimize my (1.0%) (23.8%) (42.9%) (31.4%) (1.0%)
wastes. 1

Q2. I throw 13 39 1
3 49
my trash at 2.86 Neutral
(12.4%) (2.9%) (46.7%) (37.1%) (1.0%)
garbage bins.
2

Q3. When I
see wastes
littered on the 15 3
11 42 34
ground, I pick 2.34 Disagree
(14.3%) (10.5%) (2.9%) (40.0%) (32.4%)
them up and
put them in a 3
trash bin.

Q4. I obey the

laws/policies 7 50
2 27 19
covering 2.27 Disagree
(1.9%) (6.7%) (25.7%) (47.6%) (18.1%)
waste 4
management.

Legend: 5- Strongly Agree, 4 – Agree, 3 Neutral, 2 – Disagree, 1 – Strongly Disagree

 Table 6 shows the practices on waste management of junior high school students.

Statement number with weighted mean of 2.92, statement number 2 with weighted mean

of 2.86, statement number 3 with weighted mean of 2.34, and statement number 4 with

weighted mean of 2.27 obtain first, second, third and last rank respectively. Statement

number 1 with corresponding verbal description of neutral only means that respondents

are not fully committed on minimizing their waste. Second statement also got a

corresponding verbal description of neutral. It shows that the students sometimes do or do

not throw their trash at garbage bins. Third in rank is statement number 3 that got a

corresponding verbal description of disagree which means they do not pick and throw the

wastes in a trash bin when they see it littered on the ground. Fourth and last in rank is

statement number 4 which also have a corresponding verbal description of disagree. This

means that respondents do not obey the laws/policies covering waste management. The

results in table 6 indicate the low level of practices on waste management of junior high

school students. This is similar to the study “Solid Waste Management Awareness,

Attitude, and Practices in a Philippine Catholic Higher Education Institution” of D.V.

Madrigal (2018), where the overall findings confirmed that behavioral intention and

attitude indeed influenced behavior which means the very high awareness and attitude of

respondents on solid waste management favorably influenced their solid waste disposal

practices at home and in school. However, their solid waste disposal practices did not

match their very high-level awareness. This implies that just knowing and being

concerned, and being passionate and willing have a difference and should be done

simultaneously.
 Table 7
Weighted Mean Computation of Waste Generation of Junior High School
Students on Waste Management
Responses

Frequency (Percentage) Verbal Rank

Statement WM
Description
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Q1. I produce a lot 15 33 32 18 7

3.30 Neutral
of wastes. (14.3%) (31.4%) (30.5%) (17.1%) (6.7%)
3

Q2. Non-
biodegradable
wastes (e.g. plastics, 47 37 18 2 1 Strongly
Styrofoam) are the 4.21
(44.8%) (35.2%) (17.1%) (1.9%) (1.0%) Agree
most abundant type
of waste generated
in school. 2

Q3. The 3R’s

(Reduce, Reuse,
Recycle) should be 67 30 4 2 2 Strongly
4.50
applied as a solution (63.8%) (28.6%) (3.8%) (1.9%) (1.9%) Agree
for the large rate of
waste generation. 1

Legend: 5- Strongly Agree, 4 – Agree, 3 Neutral, 2 – Disagree, 1 – Strongly Disagree

Table 7 presents the weighted mean computation showing the level of awareness

among high school students in terms of waste generation.

Based from the tabulated data from the students, it shows on the table that

statement number 3 (The 3r’s) placed on the first rank. Where 14.3% of the respondents

strongly agreed, 31.4% agreed, 30.5% were neutral, 17.1% disagreed and 6.7% strongly
disagreed when computed resulting a verbal description of strongly agree and with

corresponding weighted mean of 4.50. It only reveals that the 3r’s (Reuse, Reduce,

Recycle) should be applied as a primary solution for the large rate of waste generation in

schools. While on the second rank is statement number 2 (Non – biodegradable wastes)

where 44.8% of the respondents strongly agreed, 35.2% agreed, 17.1% were neutral,

1.9% disagreed and 1.8% strongly disagreed when computed it resulted to weighted mean

of 4.21 and verbal description of strongly agree. Based from the response of the students

and the tabulated data non-biodegradable waste are the most abundant type of waste

generated in schools. Ranking in third is statement number 1 where 63.8% strongly

agreed, 28.6% agreed, 3.8 were neutral, 1.9% disagreed and 1.9% strongly disagreed

when computed it resulted a weighted mean of 3.30 and verbal description of neutral. It

only reveals the respondent’s responses towards the statement were divided thus creating

a neutral description.

Based on the findings of Kamil et al. (2015), waste generation is the most

important aspect to look at in order to have effective solid waste management system.

The generation of waste varies considerably between countries based on the culture,

public awareness and management. Waste composition from these countries also differs

where rural areas often produce more organic waste and fewer recyclable items.

Recycling relies on individual participation and without adequate knowledge of the

factors that lead people to participate it is very difficult to develop effective and

sustainable policies. It is beneficial to know the amount and type of waste generated for

the development of an effective waste management strategy. Some of the factors

affecting waste generation includes level of industrialization, socio-economic status of

the citizens, the kinds of commercial, and activities being predominant, as well as lack of

advanced technology, facility for separation at source, strength of solid waste

management policy and enforcement, and environmental education and awareness.

Table 8
Weighted Mean Computation of Waste Storage of Junior High School Students
on Waste Management
Responses

Frequency (Percentage) Verbal Rank

Statement WM
Description
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Q1. I segregate 26 45 28
2 4
my waste 2.11 Disagree
(1.9%) (3.8%) (24.8%) (42.9%) (26.7%)
properly.
3

Q2. Waste storage 31 37 8 7

22
is a problem in 3.73 Agree
(29.5%) (35.2%) (21.0%) (7.6%) (6.7%)
your school.
1

Q3. The school

does not provide 28 36 14 16 11
2.8 Neutral
enough (26.7%) (13.3%)
(34.3%) (15.2%) (10.5%)
segregation bins. 2

Legend: 5- Strongly Agree, 4 – Agree, 3 Neutral, 2 – Disagree, 1 – Strongly Disagree

Table 8 exhibits the weighted mean computation showing the respondents’ level

of awareness and how they practice waste management in terms of storing their wastes.

It presents that statement number 2 was on the first rank with a corresponding

weighted mean of 3.73 and a verbal description of agree. The researchers discovered
from the response of the respondents that waste storage is a problem in Tomas del

Rosario College and the majority are aware of the existing problem in their school

compounds. Second to the rank was statement number 3 having a weighted mean of 2.8

and a verbal description of neutral. The neutral response of the respondents indicates that

the judgment of the students in this statement is divided into half. Some believe that there

are sufficient segregation bins provided within the school vicinity while the other half

agree with the statement. Statement number 1 was placed on the 3rd rank with a weighted

mean of 2.11 and a verbal description of disagree. It shows that the respondents do not

segregate their waste properly. Their poor practice of proper waste management does not

equalize their high level of awareness that the table also reveals. The findings mean that

being aware is not enough for waste management to be effective. The willingness and

cooperation of the person are very much needed.

Same as from the study entitled “Solid Waste Management Awareness, Attitude,

and Practices in a Philippine Catholic Higher Education Institution” by D.V. Madrigal

(2018), the very high awareness and attitude of respondents on solid waste management

favorably influenced their solid waste disposal practices at home and in school. However,

their solid waste disposal practices did not match their very high-level awareness. The

result implies that while knowledge and attitude may determine the course of person's

environmental action, they must also be aligned with the satisfaction and benefit that a

person can derive from being concerned and committed to environmental initiatives.

Thus, being conscious and convinced of the need to dispose of the solid wastes properly

must be coupled with the person's passion and will to do it because of its benefit to

humans and the environment.

 Table 9
Weighted Mean Computation of Waste Disposal of Junior High School
Students on Waste Management
Responses

Frequency (Percentage) Verbal Rank

Statement WM
Description
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Q1. I am not
aware of how 11 25 30 23 16
the accumulated 2.92 Neutral
wastes are (10.5%) (23.8%) (28.6%) (21.9%) (15.2%)
1
disposed.

Q2. The school

utility disposes
the wastes
separately 16 28
9 8 44
according to 2.30 Disagree
(8.6%) (7.6%) (15.2%) (41.9%) (26.7%)
their type (e.g. 3
biodegradable,
non-
biodegradable)

Q3. There is no
solution for the 10 9 27 27 32
problem with 2.41 Disagree
waste disposal (9.5%) (8.6%) (25.7%) (25.7%) (30.5%)
2
in your school.

Legend: 5- Strongly Agree, 4 – Agree, 3 Neutral, 2 – Disagree, 1 – Strongly Disagree

Table 9 exhibits the data gathered from the respondents in terms of the waste

disposal practices that take place in Tomas del Rosario College.

 The table shows that the statement number 1 is placed 1st in the ranking, with a

verbal description of neutral and a weighted mean of 2.92. This shows that the

respondents’ awareness towards waste disposal is divided into half. The 2nd in the

ranking, which is the third statement, with a verbal description of disagree and a weighted

mean of 2.41, shows how the respondents’ disagree about having no solution to the

problem regarding waste disposal in their school. Last in the ranking, gaining the 3rd

place is the second statement. It has a weighted mean of 2.30 and a verbal description of

disagree. This only means that the respondents’ opinions show that the school utility does

not dispose their wastes separately according to their type.

In a literature entitled “Solid Waste Disposal” published by Mizzanti (2008), solid

waste disposal has become one of a major concern in environmental issue. This is

particularly true to urban areas where population is rapidly growing and amount of waste

generated is increasing like never before (Kathiravale & Mohd Yunus, 2008). Waste

disposal increase proportionally to this population number and income, creating the needs

of effective management. Urbanization and industrialization lead to new lifestyles and

behavior which also affects waste composition from mainly organic to synthetic material

that last longer such as plastics and other packaging material (Idris et al., 2004). The said

school is located at an urban area in which the diversity in the types of wastes and the

wastes itself are increasing due to the urbanization happening along the area. With the

volume of wastes continuously growing, people may experience difficulty in managing

their wastes and further practicing the proper waste disposal.

 NOTES IN CHAPTER IV

Chenyang Xiao, D. H. (2010, September). Gender differences in environmental

behaviors in China. Retrieved from Research Gate:

https://www.researchgate.net/publication/227110537_Gender_differences_in_env

ironmental_behaviors_in_China [Retrived on October 4, 2018]

Hosseinnezhad, F. (2017, January 17). Women and the Environment: Ecofeministic

Approach to Environmental Attitudes and Behavior in Iran. Retrieved from

Lectito Publishing :

http://lectitopublishing.nl/Article/Detail/3AA33YXH?html=true [Retrived on

October 4, 2018]

Kamil, e. a. (2015). Retrieved from Students Repo:

http://studentsrepo.um.edu.my/3829/3/3_CHAPTER_2 LITERATURE_REVIE

W.pdf [Retrived on October 8, 2018]

Krettenauer, T. (2017, January 8). Wiley Online Library. Retrieved from

https://onlinelibrary.wiley.com/doi/pdf/10.1111/jora.12300 [Retrived on October

4, 2018]

Lin Ay, e. a. (2009). Waste management to improve food safety and security for health

advancement. Retrieved from Pub Med:

 https://www.ncbi.nlm.nih.gov/m/pubmed/19965345/ [Retrived on Octob er 9,

2018]

Madrigal. (2018, August). Solid Waste Management Awareness, Attitude, and Practices

in a Philippine Catholic Higher Education Institution. Retrieved from Research

Gate:

https://www.researchgate.net/publication/327177428_Solid_Waste_Management

_Awareness_Attitude_and_Practices_in_a_Philippine_Catholic_Higher_Educatio

n_Institution [Retrived on October 9, 2018]

Philippsen, e. a. (2017, April). Education level and income are important for good

environmental awareness: a case study from south Brazil. Retrieved from

ojs.ecologiaaustral.com.ar/index.php/Ecologia_Austral/article/download/300/215

[Retrived on October 4, 2018]

Saungweme. (2012). A STUDY OF THE LEVEL OF AWARENESS AND

PRACTICES OF SOLID WASTE MANAGEMENT IN CHINHOYI, URBAN,

ZIMBABWE. Retrieved from Research Gate:

https://www.researchgate.net/publication/284724916_A_STUDY_OF_THE_LEV

EL_OF_AWARENESS_AND_PRACTICES_OF_SOLID_WASTE_MANAGE

MENT_IN_CHINHOYI_URBAN_ZIMBABWE_Simbarashe_Munikwa_Beauty

_Dondo [Retrived on October 9, 2018]

Yildiz, e. a. (2012, October 17). Social and Behavioral Sciences. Retrieved from Science

Direct: https://ac.els-cdn.com/S1877042812036853/1-s2.0-S1877042812036853-

main.pdf?_tid=317b847d-64e1-48e1-b81d-
c85b5b9db0c8&acdnat=1538824349_b646fab07b252199625073f1f17ed305

[Retrived on October 8, 2018]