Healthy Community Engagement 

For this last round of my grade 10 years, I got into an exploration called “Healthy community Engagement”. Since we are in quarantine, we could not go outside and we just stayed home. But staying at home for too long, you just gonna increase your time on your screens, feeling bored and unproductive. That is why we created this exploration by trying to engage the community during this difficult time, to keep them healthy both mentally and physically, and enable everyone to connect with others, and generally make them feel motivated. In this exploration, our team tried to do some research on some activities to play that help us both mentally and physically. After we gathered a bunch of activities, each of us had to film ourselves playing those activities with our family members or friends. After that, we shared those videos with our Liger community in a form of encouraging them to enjoy those activities like us. We were having so much fun with our family members and friends while playing these activities. It really helped individuals to spend less time on screens but to spend more time with our friends and family. Some games even help us to exercise as well. In conclusion, I really enjoyed being a part of this project. It really helped me and my family and friends to feel connected in this hard time of the pandemic. I hope it will inspire everyone to do some activities to stay connected rather than just spending time on screens for too much.

Cambodia Economy Book Writing

For this round 4, I got to continue my work from where I left on in this project from the last round, Cambodia Economy Book planning. Our book is divided into different sectors based on the Cambodian economy. In each sector, there are different sections too. We divided our members into teams to work on each sector. I got to work in the Public sector, one of the sectors that talk about government revenue and expenditure, how did the government get the money, what does the government spend that money on, and the government debt. This round, we also got to meet with different experts that work in each sector to ask them for specific information for our book. By the end of this round, I got to learn more about the Cambodian Economy specifically toward my sector that I worked on, the Public sector.  

Cambodia Economy Book Planning 

5 years ago, our former senior created the Cambodian Economy book. It was so successful. So now, it is time to create volume 2 after 5 years but this time, it will be created by us. Last round, a group of students were planning the structure of how this book will look like or what the contents will be contained in this book. Also, they started to research and gather a lot of resources. But this round 3, we just continue from where they left on which was making some changes to the structure as the whole group and checking the resources whether it is appropriate or not. We also started with the draft writing and searched for more information if needed. Based on this experience, at first, I was a little bit scared because I knew almost nothing about the economy. But after being a part of this project, I got to understand the Cambodian economy better and am looking forward to learning and being a part of this project more.    

Cambodian University Support Platform

When it comes to the word university, I feel like my mind is a mess because I don’t even know what to do at the university. I don’t have any actual goals or what I’m passionate about yet. I still need more time to decide on that. And I know that not only me is facing this problem right now. Many students all around the world are stressing about it. After they finish high school they will be like “What’s next?” It’s hard for them to understand what is university or what will we do at the university. So this is why one of our alumni came up with an idea to create a university support platform that provides all of those resources that they need to know about university. It is called “Cambodian University Support Platform” or “CUSP”. Our goal is to create a platform that will provide helpful resources to high school students when considering their career and life path after they graduate from high school. In this platform, there will be a lot of content that we are willing to provide to them such as how to apply for university? What is the major? And many other more resources. Below is the video that will be showing the introduction of CUSP.


Here is the link to our Facebook page to see what we have done.

Community Savings Group

This is the first time that every student in Liger Leadership Academy has had 4 weeks of exploration. It was super fast and we expected that we couldn’t finish our work on time. But in reality, we all did a wonderful job. In this first time of my grade 10, I got my first exploration called the Community Saving Group. This is an idea that was influenced by our senior students. The idea was to create a community savings group in the rural communities in Cambodia. But due to the Covid pandemic, we couldn’t;t go outside. But we still find a way to make it work. Later on, it turns out that we’re going to do it in our Liger community first to get experiences and feedback. The main idea of our community savings groups is to encourage people to save more money. In these 4 weeks, we have planned the structure of our project. We also work on how we can explain this idea and encourage them to join as well. 4 weeks was fast approaching, but we almost achieved our goals. 

A community savings group is a microfinance model, in which people in the community come together for the purpose of creating a sustainable community-based savings group that is known to be an effective strategy towards long-term financial management. Its benefits include developing good money habits, financial security, earning savings interest, extending financial services provided to rural areas, as well as getting low-interest rates for loans. 

Here the brochure of our Community Savings Groups (In Khmer)

Created by Yanich Khin
Created by Yanich Khin

Marine Species Website Exploration 

              Nowadays, many marine species are being threatened in Cambodia and all around the world only because of humans. A Lot of marine species are likely to go extinct if people still continue what they are doing to harm all of those species. If all of those species will go extinct, the next generation will never see what they look like and how beautiful they were.  That’s why we have this exploration to share Cambodia’s marine environments with Cambodians and global citizens by raising awareness of marine species, promoting scientific discovery, protecting ecosystem services, and inspiring curiosity about the ocean. By this, we will create a website about marine life (group by morphology ) and ecosystems in Cambodia including all of the information. For the first round we focused on the outline of our website and on the next round we will try to make it out. Also, our website will be both Khmer and English so Cambodians and global citizens will be able to learn more about all of those marine species and ecosystems in Cambodia. 

Launching Technovation App (Naeng Norng)

Every year, Technovation invites teams of young girls from all over the world to learn and apply the skills needed to solve real-world problems through technology. They believe that technology can change the world. Equips young women from ages 10-18 to become tech entrepreneurs and leaders. With the support of volunteer mentors, girls work in teams to code mobile apps that address real-world problems. 

A group of 5 young girls called Litter Tree from our Liger’s students that had joined this technovation. They had created an app called Naeng Norng. Naeng-Norng is a platform that will reignite the Kingdom’s love for Khmer poetry! Through the word-search function, readers to find connective words with similar phrasing. The in-app lessons will also teach users more about composing poems and literature! To complete the app, this lead to an exploration called Launching Technovation App. Me and some of my friends are joining this exploration. In this exploration, we divided into different tasks such as researching poems, usability, and coding. 

Overall, I think this was one of my great experiences because we can learn how to code an app.  And also I can improve my researching skills and know more about the information of different poems in Cambodia. 

Khmer Rouge (Showing different perspective)


It is very awesome to learn about our own country’s history. Learning about our own country’s history can teach us more about what’s going on in each period and can teach us not to step on it again if it was a bad idea. This second round of the year, I got an exploration called Khmer Rouge which is the theme called Showing different perspectives. All of the Cambodian people know about this but they don’t want to talk about it. But why do they want to talk much more about it? Khmer Rouge is a dark period that people don’t want to go back again. But let me tell the story about it. Khmer Rouge is an organization following the idea of communist. 17th, April, 1975, is the day that the Khmer Rouge had captured Phnom Penh, which is the capital city of Cambodia. At first, the idea of this was good, but now it wasn’t. All of the people wear black clothes and Kroma. This organization had killed all the people with knowledge because they want to be equal to the poor people. A lot of people were killed or being tortured. 


Anyway, by the end of this exploration, to show the people from different perspectives about the Khmer Rouge period, we have created many products such as Poem, Painting, fashion shows, and dance. Below are the poem and some pictures.  

“This Country Conjures”


12th century,

Angkor Empire has risen 

to be the largest pre-modern settlement 

in the world.

It was built to represent

Angkor’s military, art, and economy,

as well as the power of the


Everyone lived peacefully

with a beautiful and powerful country.


But now it’s the 20th century.

The Khmer Rouge has risen.

April 17, 1975 called 

the Republic of Kampuchea. 

Phnom Penh was captured, 

and declared the 

Kingdom of Cambodia.


A week later, over 2 million citizens 

were pushed into the countryside.

Over 3 years, 8 months, and  20 days.

All the citizens lived under the control 

of the Khmer Rouge 

with No money, No education,

No religion, No clothing style.


At first

the idea of revolution was good…

But now it wasn’t.

Citizens with knowledge 

were being

Tortured, Murdered,

Lonely, Pain,

Fear, With teardrop 



A high school 

turned into an S-21 prison.

A peaceful Chinese cemetery

turned into a killing field.

Like the 18 prisons and 300 killing fields 

all around the country.


January 7, 1979.

The Khmer Rouge vanished

and the rules were over 

by getting help from Vietnam.

Everything had turned back.

 People were not being tortured.

People went back to school,

did their jobs,

found money to support their family. 


‘Even now, four decades on,

this small country still has the power to conjure.”

But people expect nothing more than they have…

People carry no ambition and no dreams. 

All they want is to be left alone. 



These memories always come up to people’s minds

They will never forget.

They don’t want to see it.

They don’t want to feel it.

They don’t want to touch it.

And they will never go back to it again.


All the clothes are showing from: Before Khmer Rouge During Khmer
All the clothes are show from: Before Khmer Rouge During Khmer
Clothes that people wear during the Khmer Rouge period Only Black clothes with Kroma


Khmer Children’s Literature Books

Guess what, for this first round of this new year, I got one of my favorite exploration which is Khmer Children’s Literature Books. In this exploration we are aiming to write a collection of 6 children’s stories, one for each of the Liger Core Values. We also want to learn more about the benefits of reading at a young age, and spread this knowledge to Khmer parents and children. By this exploration we can improve our writing skills as well as our painting and drawing skills too. That is why this exploration can make us get more creative with our writing and design skills. So what are our 6 Liger Core Values? All of our 6 Liger Core Values are Ingenuity, Integrity, Appreciation, Determination, Optimism and Stewardship. We have divided all of our classmates into each Core Values. And the Core Value that my team got is Optimism. After 5 weeks we have completed all the story with both English and Khmer. Afterward, we need to draw the illustration and scanned into our computer. I really like this exploration, because we can create our own books for children to read as well as improving our writing and illustrating skills. And below is my team story if you want to read. (Both English and Khmer)

Sarah, A Girl Who Hopes

P1: There once was a 15-year-old girl named Sarah, living in the “Wisland​ ” city in the magical dimension with her parents, Mr. Vichear and Mrs. Sinoun. Wisland city was full of beautiful architecture, and the most beautiful structure in the city  was Magix. Magix was the school where younger fairies went to learn basic powers, so they could start learning magic and protect themselves from danger. 

P2: The buildings were all full of historical mementos from the ancestors who found Wishland. The Magix campus had many wonderful classes for magic practice. The school entrance was decorated with a big sign, reading “Magix Academy,” inscribed on a big rainbow board. In Wisland, there were five guardians securing the exit gate to other worlds and dimensions. Moreover, they protected Wisland from any dangers and helped the citizens live happy lives.

P3: “Sarah! Wake up! Wake up! It’s time to get up for school!” The alarm clock danced and shook its body like it was having a morning party. 

“Thanks, Alarm.” She yawned and got out of bed and started her morning activities. (Done)

P4: She went to take a shower. She put on a clean new uniform with a name tag on her shirt​ and went into the kitchen to eat her yummy breakfast. Then, she said “goodbye!” to her parents.

“Goodbye my lovely daughter, have a great day,” said her mom and kissed Sarah on her forehead. 

 “Yes, have fun and be brave, okay?” her dad said with a smile. 

She gave a huge hug to her parents. After that, she waved, looking at them with a happy smile. This was the best day because it was her first day of school. “How excited I am!” she kept saying to herself as she walked to the school bus. 

P5: Swish! Swish! the bus’s wheels were rolling toward the school. After about 10 minutes, they arrived. Sarah hopped out of the bus as bright as the sun. She made a lot of friends in just one day. 

P6: ​Sarah studied in a Medium class with Mr. Kosal.​Mr. Kosal has been a teacher at Magix since the first year after Magix started. People always admired him for his skills and experiences.​ Medium classes are second advanced classes at Magix. Students each received a wand from Mr. Kosal, and the class began. 

P7: Sarah and her classmates learned how to: talk to birds, grab bubbles of water using the wands, cast common spells like controlling objects, and flying around the school. Sarah was a kind-hearted girl. She always helped teach her classmates when they couldn’t understand. They were so upset when they failed, but with her positivity, she could make them smile once again, and convinced them to never give up.      

P8: Every day, she smiled, laughed, told stories, waved and said hello to everyone. She would do  silly dances just to make them laugh. With Sarah, Magix was positive and optimistic. With Sarah, Magix was full of happiness. 

P9: One morning, Sarah woke up with a sweaty forehead like she’d been exercising for hours. She breathed heavily but calmed down after a while. “I want to change the world!,” she said optimistically. Sarah rushed out of bed and accidentally pushed over a glass on the table near her bed. “Crack!” The glass shattered into a thousand pieces. Her parents heard it and came rushing in.

P10: “What happened to you, my darling?” Mrs. Sinoun asked, worried.

Sarah hesitated but answered, “I had a dream, a bad dream. The human world is full of negative emotions, they are not happy at all. I don’t want that to happen! I want to do something about it!” 

“Oh dear, please don’t be worried. It was just a dream. They are going to be okay. It is not our job to take care of them anyway,” Mr. Vichear  interrupted.

P11: She went to school as usual that day, but she went into the library to look for a book called “Teleporting to the human world.” She didn’t find what she wanted, so she went back to the classroom and met Mr. Kosal alone sitting on his chair. He narrowed his eyes and a blue light popped up in his two eyes, so bright. Then he returned back to his normal condition. 

P12: “How are you doing, Sarah?” He asked gently after reading Sarah’s mind with his power. 

“Mr. Kosal, please listen to me, I dreamed last night about all the negative feelings in the human world and how everyone in that world was unhappy. I really want to help them,” she said, her voice full of concern.

“Well, I could help you, but one thing you’d have to know is the spell that can…” He stopped for a moment and started to think about whether to tell her or not. 

“Teleport, right? that’s what I need, please! please!” she begged. 

“But no, I can’t,” he said quietly.

“Why, why can’t I have it?” She asked, feeling unhappy. Mr. Kosal thought for a moment.

“Okay, I will give it to you because I think you can take care of it well and I trust you and believe you will use it for the good. So yes, you canwould have it from me, Sarah,” he changed his mind. 

“Yes, I understand, thank you! Soon, I will bring optimism there with me,” Sarah cried happily.

Mr. Kosal gave Sarah the “Teleporting to the Human World” book. She was so happy after all.

P13: Sarah went back home after school, like normal. That night, she read and learned from the book until midnight, hiding it from her parents. Finally, she understood every spell listed in the book; she was ready for tomorrow.

P14: The next morning, her dad got up and went into Sarah’s room. He didn’t see her like he usually did. She was there on Monday, Tuesday, Wednesday, but not this Thursday. She had gone, no alarm clock danced, no toys were messy, and no lotus-haired girl sat on the bed as usual. Do you know where Sarah might be? 

P15: In Magix, students learn to control their powers and learn to cast common spells afterwards. There are many rules for students to follow. Students are not allowed out of Wisland, and especially not allowed to travel to the ‘human world,’ because of the dangers there. Wisland is so perfect anyway, so no one wants to travel elsewhere. 

P16: Meanwhile, Sarah uses her new powers to transform herself.

“Quaza (Eagle power) plus with Tellecelibi (Teleportation spell)…” Poof! She turned into an eagle and suddenly flew up into the sky. Poof! She was in another world now. She made sure it was the dimension that had appeared in her dream.   

P17: Sarah’s parents were really worried about her, and informed the guardians of the Wisland​​ to look for Sarah everywhere. The guardians then went to search for her at Magix. The school then realized that she was not at home either.  Then the whole school was worried! Everybody was looking for her. 

P18: Sarah had been in the human world for one week, wasting all of her spells, traveling without food, all just to make the world a happier one, yet nothing seemed to change. “My optimism spells didn’t work!” she said hopelessly, and cried. With no hope, she used her teleportation spell to go back to Wihland, full of disappointment.  

P19: After one week of her disappearance, she came back to her house. “Oh dear, where have you been?” her mother cried with a worried expression. 

“Why are you crying? Did something happen?” Mrs. Sinoune continued. Sarah told her mother the whole story. After hearing the story, Mrs. Sinoune sang a lullaby for her to fall asleep.

P20: The next morning, Sarah went to school as normal; she missed Monday, Tuesday, Wednesday and Thursday, but on Friday, she returned to Magix.

P21: It had been a while since she’d left the human world, but Sarah was still so upset that she couldn’t learn anything, not anything at all! After school, Mr. Kosal asked Sarah to meet him. He asked why she wasn’t really happy at school. Mr. Kosal knew she wasn’t being herself. Without her optimism, she wasn’t Sarah. Optimism was her golden characteristic. Sarah then told him the whole story.  

P22: With Mr. Kosal’s sweet, plum voice like medicine, Sarah was able to heal her pain, and understand that casting spells were not the proper way to change something. 

“Optimism starts from the heart, and the dedication and passion to become a happier and more optimistic person. More importantly, optimism takes time. Risking yourself to help others isn’t a good idea either,” Mr. Kosal advised in his sweet tone. 

P23: “Thank you my beloved teacher, and my parents that always support me whenever I need help. Here is the book, thank you for letting me borrow it for a while, but I don’t need it anymore. Your words to me were tremendous. I understood them all.”» Sarah replied with a soft, grateful voice. Sarah handed him the book.

P24: That night after talking to Mr. Kosal, she slept so peacefully, after a story from her mother.

3 Years Later

P25: “Sarah! Wake up! Wake up! It’s time to get up for school!” The alarm clock danced and shook his body like he was having a morning party. “Thanks, Alarm.” She yawned and got out of bed and started her morning activities. 


P26: She went to take a shower​ in the bathroom near her bedroom. She put on her new uniform for the graduation ceremony with her name, “Sarah,” on her shirt. She ate her yummy breakfast. Then, she said “goodbye” to her parents.


សារ៉ា ក្មេងស្រីដែលមានក្តីសង្ឃឹម

ទំព័រទី ១៖

កាលពីព្រេងនាយ មានក្មេងស្រីអាយុ ១៥ ឆ្នាំម្នាក់ ឈ្មោះ សារ៉ា រស់នៅជាមួយឪពុកម្តាយ របស់នាង គឺលោក វិជ្ជា និងអ្នកស្រី សុីនួន ក្នុងទីក្រុង​​ វិសលែន នៃពិភពវេទមន្តមួយ ។ ទីក្រុង​​ ​វិសលែន គឺជាទីក្រុង ដែលពោរពេញទៅដោយអគារស្រស់ស្អាតជាច្រើន។ នៅក្នុងចំណោមអគារទាំងនោះ អគារមួយ ដែលមានភាពស្រស់ស្អាតជាងគេបំផុតនោះ គឺ ម៉ាជីក្សម៉ាជីក្ស គឺជាសាលា ដែលមានទេពធីតាតូចៗជាច្រើន ទៅរៀនសិល្បសាស្ត្រ និងវេទមន្តផ្សេងៗ ដើម្បីការពារពួកគេ ពីគ្រោះថ្នាក់ទាំងឡាយ។

 ទំព័រទី ២៖

 អគារដ៏អស្ចារ្យនោះ ពោរពេញទៅដោយវត្ថុបុរាណ​ ដែលបុព្វបុរស បានរកឃើញ និងបន្សល់ទុក នៅក្នុងទីក្រុង វិសលែន នោះ។ បរិវេណសាលារៀន ម៉ាជីក្ស មានថ្នាក់រៀនអស្ចារ្យជាច្រើន សម្រាប់ការសាកល្បងប្រើប្រាស់វេទមន្ត។  ក្លោងទ្វារនៃសាលា ត្រូវបានព្យួរនូវផ្លាកសញ្ញា ដែលបានសរសេរនៅលើក្តារពណ៌ឥន្ធនូ ដ៏ធំមួយ ថា «សាលារៀន ម៉ាជីក្ស» ។ ទីក្រុង វិសលែន មានឆ្មាំទ្វារ ប្រាំនាក់ ដែលចាំការពារច្រកចេញ និងចូល ទៅកាន់ពិភពផ្សេងៗទៀត។ មិនត្រឹមតែប៉ុណ្ណោះពួកគាត់ ក៏មានតួនាទី ជួយការពារទីក្រុង ​វិសលែន ពីគ្រោះថ្នាក់ផ្សេងៗ ដើម្បីធ្វើឲ្យអ្នកភូមិ មានជីវិតរស់នៅ យ៉ាងសប្បាយរីករាយ ។   

ទំព័រទី ៣៖

«​ សារ៉ា! ភ្ញាក់ឡើង! ភ្ញាក់ឡើង! ដល់ម៉ោងត្រូវទៅសាលារៀនហើយ! » នាឡិការោទិ៍របស់នាង បានបន្លឺឡើងហើយ រាំកន្ត្រាក់ខ្លួនវា ដូចជាមានពិធីជប់លៀងនាពេលព្រឹកអ៊ីចឹង។​​ «អរគុណហើយ នាឡិការោទិ៍ជាទីស្រឡាញ់។» សារ៉ា បានស្ងាប ហើយក៍ងើបចេញពីគ្រែ ដើម្បីចាប់ផ្ដើមរៀបចំខ្លួន ទៅសាលារៀន ។​

ទំព័រទី ៤៖

សារ៉ា បានដើរចូលទៅងូតទឹកក្នុងបន្ទប់ ក្បែរបន្ទប់គេង របស់នាង។ បន្ទាប់មក នាងក៏ស្លៀកពាក់ ឯកសណ្ខានថ្មីមួយដែលមានឈ្មោះរបស់នាង ប៉ាក់ជាប់នៅលើអាវ  រួចក៏ចុះទៅផ្ទះបាយដើម្បី ទទួលទាន អាហារពេលព្រឹក។ បន្ទាប់ពីញុាំអាហារពេលព្រឹករួចរាល់ហើយ​ នាងក៍បានជម្រាបលាម៉ាក់ប៉ា រួចធ្វើដំណើរទៅសាលារៀន។ «លាហើយ កូនស្រីសម្លាញ់ម៉ាក់! សង្ឈឹមថាថ្ងៃនេះ ជាថ្ងៃ ល្អមួយសម្រាប់កូនណា!»​ ម៉ាក់សារ៉ានិយាយ ហើយ ថើបថ្ងាស នាងថ្នមៗ។ «​សូមឲ្យសំណាងល្អ ហើយត្រូវតែមានភាពក្លាហានណាកូន!» ប៉ានាងនិយាយ ដោយញញឹមទៅកាន់ សារ៉ា នាងហក់ទៅ ឳបប៉ាម៉ាក់​នាង យ៉ាងណែន។  បន្ទាប់មក នាងក៏បានលើកដៃ​ និងញញឹមលាម៉ាក់ប៉ាយ៉ាងស្រស់ស្រាយ ទាំង។​ ពេលនាងដើរទៅកាន់ ឡានសាលា សារ៉ាគិតក្នុងចិត្តថា “ថ្ងៃនេះ គឺជាថ្ងៃដ៏ល្អបំផុត សម្រាប់ខ្ញុំ  ខ្ញុំពិតជារំភើបចិត្តណាស់ នៀក ”។

ទំព័រទី ៥៖

ត្រែន! ត្រែន! កង់ឡានក្រុងសាលា កំពុងតែវិលទៅមុខ សំដៅទៅកាន់ សាលារៀន។ ប្រមាណជា១០នាទីក្រោយមក ពួកគេ ក៏បានទៅដល់សាលារៀន។ សារ៉ា បានលោតចុះពីលើឡានក្រុងយ៉ាងសប្បាយរីករាយ ជាមួយនឹង ស្នាមញញឹមភ្លឺដូចជាពន្លីព្រះអាទិត្យ។ សារ៉ា បានជួបមិត្តភ័ក្តិជាច្រើន នៅក្នុងសាលា នាថ្ងៃដំបូងនោះ។

ទំព័រទី ៦៖

សារ៉ា គឹជាសិស្ស ដែលរៀន នៅក្នុងថ្នាក់កម្រិតមធ្យមមួយ ជាមួយ លោកគ្រូ កុសល ដែលបាន បង្រៀន តាំងពីសាលារៀន ម៉ាជីក្សចាប់ផ្តើមបើកដំបូងម្លេះ។ មនុស្សម្នារ តែងតែកោតសរសើរ អំពីជំនាញ និងបទពិសោធន៍បង្រៀនរបស់គាត់។ ថ្នាក់កម្រិតមធ្យមនេះ គឺជាថ្នាក់កម្រិត ខ្ពស់ទីពីរនៅក្នុង​ សាលារៀន ម៉ាជីក្ស។​ សិស្សានុសិស្សទាំងអស់នៅក្នុងថ្នាក់ បានទទួល រំពាត់វេទមន្ត ម្នាក់មួយៗ ពីលោកគ្រូ កុសល ។ បន្ទាប់មកពួកគេក៏ចាប់ផ្ដើម សិក្សាមេរៀនវេទមន្តផ្សេងៗ យ៉ាងសប្បាយរីករាយ។

ទំព័រទី ៧៖

សារ៉ា និង​មិត្តរួ​មថ្នាក់ របស់នាង រៀនអំពីរបៀប​និយាយជាមួយសត្វបក្សី និងរៀនចាប់ពពុះទឹក ដោយប្រើរំពាត់វេទមន្ដ  របស់ពួកគេ។​ សិស្សានុសិស្សទាំងអស់ ក៏បានហាត់រៀន ប្រើវេទមន្ដ ដើម្បីបញ្ជា វត្ថុផ្សេងៗ និងរៀនជិះអំបោសទិព្វ ហោះជុំវិញសាលាផងដែរ។ 

សារ៉ា គឺជាក្មេងស្រី ដែលចិត្តល្អម្នាក់។ នាង តែងតែជួយយកអាសា មិត្តរួមថ្នាក់របស់នាង នៅពេលដែល ពួកេគ រៀនពុំសូវទាន់។ ជួនកាល មិត្តភ័ក្តិរបស់នាង បានប្រលងធ្លាក់ ហើយពួកគេ ក៏មានអារម្មណ៍មិនសប្បាយចិត្ត និងសោកស្តាយយ៉ាងខ្លាំង។ ក៏ប៉ុន្ដែ ចំពោះសារ៉ាវិញ នាងតែង មានគំនិតសប្បាយៗ និងវិជ្ជមានជាច្រើន​ ដែលជាមូលហេតុ ធ្វើឲ្យមិត្តរបស់នាង មានអារម្មណ៍សប្បាយ និងពេញចិត្ត នូវអ្វីដែលពូកគេទទួលបាន។ សារ៉ា តែងតែលើកទឹកចិត្ត ឲ្យពួកគេ ខិតខំប្រឹងប្រែងបន្តទៀត  ដែលជាកត្តា ធ្វើឲ្យពួកគេ មិនបាក់ទឹកចិត្ត និងបោះបង់ចោលការព្យាយាម របស់ពួកគេនោះទេ។

ទំព័រទី ៨៖

ជារៀងរាល់ថ្ងៃ នាងតែងតែនាំយកមកនូវ សកម្មភាពសប្បាយៗ ចូលទៅក្នុងថ្នាក់។ ជួនកាល នាង និទានរឿង និងរាំកំប្លែងៗ ដើម្បីធ្វើឲ្យមិត្តភក្តិនាងសើចសប្បាយ។ សារ៉ា រួសរាយរាក់ទាក់ខ្លាំងណាស់។ នាងតែងតែនិយាយ​សួរសុខទុក្ខទៅកាន់អ្នកគ្រប់គ្នា។​ ដោយសារតែ គំនិតវិជ្ជមាន របស់នាង​ សារ៉ា​ ធ្វើឲ្យសាលារៀន ម៉ាជីក្ស មានភាពប្រសើរ សប្បាយរីករាយ និង សុភមង្គលជាងមុនឆ្ងាយណាស់។ 

ទំព័រទី ៩៖

នាព្រឹកមួយ សារ៉ា បានភា្ញក់ពីគេង ដោយមានញើសសើមពេញថ្ងាស ហាក់បីដូចជា បានហាត់ប្រាណអស់រយ:ពេល រាប់ម៉ោងអុីចឹង ។​ នាង បានដកដង្ហើមយ៉ាងធំ ហើយក៏បានស្ងប់​ចិត្តវិញ បន្ទាប់ពីបុ៉ន្មាននាទីក្រោយមក។​ នាងនិយាយ ដោយច្បាស់ក្នុងចិត្តថា «ខ្ញំុចង់ ផ្លាស់ប្ដូរ ពិភពលោក!»សារ៉ាប្រញាប់ងើបចេញពីគ្រែយ៉ាងលឿន ហើយក៏បានជ្រុលដៃច្រានកែវ នៅ លើតុ ក្បែរគ្រែ ធ្លាក់បែក ប្រាវជាមួយពាន់បំណែក!។ ឪពុកម្តាយរបស់នាង បានឮ ហើយ ក៏ប្រញាប់ចូលមកមើល។

ទំព័រទី ១០៖

«​មានរឿងអ្វី កូនសំលាញ់?» អ្នកស្រី​សុីនួន សួរកូនរបស់គាត់ដោយកី្តបារម្ភ។ 

«សារ៉ា» រាងស្ទាក់ស្ទើរបន្តិច ប៉ុន្តែនាងឆ្លើយទៅម៉ាក់នាងថា៖ 

«កូន  សុបិន្តមួយដែល មិនល្អ។ ពិភពមនុស្ស គឺកំពុងតែ​ ទទួលរង នូវអារម្មណ៍មិនល្អ ពួកគេ មិនសប្បាយចិត្ត ទាល់តែសោះ! កូនមិនចង់​មានរឿង ដូច្នេះ កើតឡើង នោះទេ! កូន ចង់ធ្វើអី្វមួយ ដើម្បីជួយ​រឿងនេះ!»។

 លោក វិជ្ជា ក៏ប្រញាប់ឆ្លើយកាត់ សារ៉ា ទាំងនាង មិនទាន់និយាយចប់ ផង«អូ! កូនសំលាញ់ កូនកុំព្រួយបារម្ភអីណា។ វាគ្រាន់តែជា សុបិន្តបុ៉ណ្ណោះនោះទេ។ ពួកគេ នឹងមិនអីទេ ណា‌‍‍‍៎។​ វាមិនមែនជា ការងារយើង ដើម្បីទៅការពារពួកទេនោះទេ ។» 


ទំព័រទី ១១៖

នៅថ្ងៃ​ដដែល នាងក៏បានទៅសាលារៀន ដូចសព្វមួយដង​។  ក៏ប៉ុន្តែ ថ្ងៃនេះនាង បានចូលទៅក្នុងបណ្ណាល័យ របស់សាលារៀន  ដើម្បីស្វែងរកសៀវភៅមួយក្បាលឈ្មោះថា «ដំណើរឆ្លងទៅកាន់ភពមនុស្ស»។​ ប៉ុន្តែគួរ​សោកស្តាយ នាង​មិនបានស្វែងរកសៀវភៅ ដែលនាងចង់បាននោះទេ ។ ដូច្នេះហើយ នាងក៍ បានដើរចូលទៅ ក្នុងថ្នាក់រៀនវិញ ដូចធម្មតា ហើយនាង ក៏បាន ជួបនឹង លោកគ្រូ កុសល  ដែលកំពុងអង្គុយលើកៅអី នៅក្នុងថ្នាក់ តែម្នាក់ឯង។ គាត់បិទភ្នែកប្រឹមៗ  ហើយពន្លឺ ពណ៌ខៀវដ៏ភ្លឺ ឮក៍បានលេចចេញ ពីក្នុងកែវភ្នែកទាំងពីររបស់គាត់។ ភ្លាមៗនោះ គាត់​បាន វិលត្រឡប់មក ស្ថានភាពធម្មតាវិញ។

ទំព័រទី ១២៖

«យ៉ាងម៉េចហើយ​ ?​»​ គាត់សួរដោយ សម្លេងទន់ភ្លន់ បន្ទាប់ពី បានមើលដឹងពីអារម្មណ៍ របស់ សារ៉ា ដោយប្រើ ​ដ៏អស្ចារ្យ របស់គាត់ ។ 

« លោកគ្រូ សូមស្តាប់ខ្ញុំបន្តិចទៅ យប់មិញ ខ្ញុំយល់សប្តិ​ ហេតុការ​មិនល្អជាខ្លាំង ដែលបានកើតឡើង នៅក្នុងពិភពមនុស្ស ហើយមនុស្ស គ្រប់គ្នានៅក្នុងភពនោះ ដូចជាមិនសប្បាយចិត្តទាល់តែសោះ! ។​ ខ្ញុំពិតជា ចង់ជួយ​ពួកគេខ្លាំងណាស់ លោកគ្រូ!»  នាងនិយាយ ដោយកី្តបារម្ភ ។

«​ល្អណាស់ លោកគ្រូអាចជួយកូនបាន ប៉ុន្តែថាមពលនេះ វាអាចប្រើសម្រាប់………» គាត់ឈប់បន្តិច ហើយ

ចាប់ផ្ដើមគិតថា គួរតែប្រាប់«សារ៉ា» ឬអត់ ។ 

«ឆ្លងភពមែនទេ? មួយហ្នឹងហើយគឺជាអ្វីដែលខ្ញុំត្រូវការ សូមមេត្តាជួយខ្ញំុបន្តិចផងទៅ លោកគ្រូ!» នាង និយាយអង្វរករ។

«ប៉ុន្តែ លោកគ្រូ មិនអាចឲ្យសៀវភៅនេះបានទេ» គាត់និយាយតិចៗ ។

«ហេតុអីទៅ ហេតុអីបានជាខ្ញុំមិនអាចយកសៀវភៅនោះបាន?» នាងសួរ ទាំងមិនសប្បាយចិត្ត ។

លោកគ្រូ កុសល គិតមួយសន្ទុះ ​ ។

មួយរំពេច​ លោកគ្រូបានផ្លាស់ប្តូរចិត្តរបស់គាត់។ «មិនអីទេ! លោកគ្រូនឹងប្រគល់សៀវភៅនេះ ឱ្យកូន ពីព្រោះលោកគ្រូ គិតថាកូន អាចថែរក្សាវាបានល្អ ហើយលោកគ្រូ ​ជឿជាក់លើកូនថា កូន នឹងយកវាទៅប្រើប្រាស់សម្រាប់អ្វីដែលល្អណា!។ »

 «ចាស!​ ខ្ញុំយល់ហើយលោកគ្រូ ខ្ញំុសូមអរគុណលោកគ្រូ។ ឆាប់ៗនេះ ខ្ញុំនឹងនាំភាព សុទិដ្ឋិនិយម ទៅទីនោះជាមួយខ្ញុំ។ នាងនិយាយ ហើយយំបន្តិច ដោយសារសប្បាយចិត្តខ្លាំងពេក ។

លោកគ្រូ កុសល  ក៍បានឲ្យ សារ៉ា សៀវភៅមួយក្បាល គឺសៀវភៅ «ដំណើរឆ្លងទៅកាន់ភពមនុស្ស» ។  នាងពិតជា សប្បាយចិត្តយ៉ាងខ្លាំង បន្ទាប់ពីបានទទួល សៀវភៅមួយក្បាលនោះនៅក្នុងដៃ។

ទំព័រទី ១៣៖

សារ៉ា បានត្រឡប់មកផ្ទះវិញ ដូចធម្មតា។ នាយប់នោះ នាង បានសិក្សាអ្វីៗ ដែលមាន នៅក្នុងសៀវភៅនោះ ដោយមិនឲ្យបា៉ម៉ាក់នាង ដឹង​សូម្បីតែបន្តិច។ នាង បានអានរហូតទាល់តែ យល់មេរៀនទាំងអស់ នៅក្នុងសៀវភៅនោះ ដើម្បីត្រៀមខ្លួន សម្រាប់ថ្ងៃស្អែក។ 

ទំព័រទី ១៤៖

នៅព្រឹកព្រលឹម ថ្ងៃបន្ទាប់ បា៉របស់​ សារ៉ា បានចូលក្នុងបន្ទប់ របស់នាង។ ប៉ុន្តែ គាត់ មិនបាន ឃើញ សារ៉ា ដូចសព្វមួយដង នោះទេ។ នាង បាននៅទីនោះ កាលពី ថ្ងៃច័ន្ទ អង្គារ និងពុធ ប៉ុន្តែក៏ត្រូវបានបាត់ខ្លួននៅ ថ្ងៃព្រហស្បតិ៍​។ នាងបាន បាត់ខ្លួនហើយ គ្មានសំឡេង នាឡិកា​នាពេលព្រឹក របស់នាងនោះទេ គ្មានប្រដាប់ក្មេងលេង ​រាយរប៉ាត់រ​ប៉ាយ​ ហើយគ្មាន ក្មេងស្រីសក់ផ្កាឈូកអង្គុយលើគ្រែដូចធម្មតានោះ​។​ តើអ្នក ដឹងទេ ថានាង ទៅណា​………?

ទំព័រទី ១៥៖

នៅក្នុងសាលា ម៉ាជីក្ស សិស្សទាំងអស់បានរៀនពីរបៀប បញ្ជាវេទមន្ត របស់ពួកគេ និងរៀន របៀបប្រើ ថាមពលតាមរយៈការ ​វេទមន្ត។​ នៅទីនោះ មានវិន័យច្រើនណាស់សម្រាប់សិស្ស។ សិស្សានុសិស្សទាំងអស់ មិនត្រូវបាន​ចេញពី​ ភពវីសលែន ទេ ហើយជាពិសេស​ មិន​ធ្វើដំណើរទៅ «ភពមនុស្ស»​ ជាដាច់ខាត ពីព្រោះទីនោះមានគ្រោះថ្នាក់ជាច្រើន។ ប៉ុន្តែគ្មាន នរណាម្នាក់ ចង់​ដំណើរ ចេញទៅកន្លែងណាផ្សេងឡើយ ដោយសារ វីសលែន ជាកន្លែងដែលល្អ​ទៅហើយ។ 

ទំព័រទី ១៦៖

នៅក្នុងពេលនោះ សារ៉ា បានប្រើវេទមន្តថ្មីមួយ ដើម្បី​រូបរបស់នាង។ «ខ្វាហ្សា!(ថាមពល ឥន្រ្ទី) ជាមួយនិង ធេលេសុីបុី! (ថាមពល ឆ្លងភព)​…» ភូហ្វ! នាងប្រែក្លាយទៅជា ឥន្រ្ទីមួយក្បាល ​ហោះ ឡើងទៅលើមេឃ។ ភូហ្វ! នាងកំពុងស្ថិតនៅក្នុងភពថ្មីមួយទៀតហើយ។ នាង ត្រូវតែប្រាកដថា ភពថ្មីមួយនោះ  ត្រូវតែជាភព ដែលបានកើតឡើងនៅក្នុង​របស់នាង

ទំព័រទី ១៧៖

ម៉ាក់ប៉ារបស់សារ៉ា ពិតជាបារម្ភអំពីនាងខ្លាំងណាស់ ។ពួកគាត់ ក៏បានប្រាប់ដល់ ឆ្មាំនៃទីក្រុង វីសលែន នោះ​ ដើម្បីឲ្យពួកគាត់ជួយស្វែងរក សារ៉ា គ្រប់ទីកន្លែងទាំងអស់។ អ្នកគ្រប់គ្រង នៅភពនោះ ក៍បាន ដើរស្វែងរក សារ៉ា នៅឯសាលារៀន ម៉ាជីក្ស របស់នាង។ បន្ទាប់មក អ្នកនៅសាលាបានដឹងថានាង ក៏មិនបាននៅផ្ទះដែរ ។ អ្នកគ្រប់គ្នា ពេញសាលា ពិតជាបារម្ភពី សារ៉ា ណាស់! គ្រប់គ្នា កំពុងខំប្រឹងស្វែង រកនាងយ៉ាងស្វិតស្វាញ។

ទំព័រទី ១៨៖

សារ៉ា បានស្នាក់នៅក្នុងភពមនុស្ស អស់រយៈពេល មួយសប្ដាហ៍មកហើយ។ វា បាន ធ្វើឪ្យថាមពល និងសុខភាពរបស់នាងថមថយជាខ្លាំង។ នាង បានធ្វើដំណើរ ដោយគ្មានអាហារ និងធ្វើគ្រប់សព្វបែបយ៉ាងទាំងអស់ ក៏ព្រោះតែចង់ឲ្យពិភពលោកនោះ ប្រែក្លាយជាពិភពលោក ដ៏​រីករាយមួយ។ ប៉ុន្តែឥឡូវនេះ វាដូចជាគ្មាន អ្វីផ្លាស់ប្តូរទាល់តែសោះ។ 

វេទមន្ត ​របស់ខ្ញុំ មិនដំណើរការទេ!» នាង និយាយដោយក្តីអស់សង្ឃឹម រួចយំ ។ ដោយគ្មានសង្ឃឹម តទៅមុខទៀត នាង ក៏បានប្រើថាមពលឆ្លងភពរបស់នាង ដើម្បីធ្វើដំណើរ ត្រឡប់ទៅភព វីសលែន របស់នាងវិញ ពោរពេញទៅដោយ សេចក្ដីអស់សង្ឃឹម។

ទំព័រទី ១៩៖

បន្ទាប់ពីមួយសប្តាហ៍​ ដែលសារ៉ា បានបាត់ខ្លួន នាងក៏បានត្រឡប់មកដល់ផ្ទះវិញ។ «‍ឳ! កូនសំលាញ់​ តើកូន បានបាត់ទៅទីណា?​» ម៉ាក់នាងយំ ដោយព្រួយបារម្ភជាពន់ពេក។ 

«​ហេតុអ្វី បានជាកូនយំ? តើ មានរឿងអី្វកើតឡើង?» អ្នកស្រី សុីនួនសួរ។ សារ៉ា ក៏បាន ប្រាប់ប៉ាម៉ាក់នាង អំពីរឿងរ៉ាវគ្រប់យ៉ាង ដែលបានកើតឡើងចំពោះនាង។ បន្ទាប់ពី បានស្តាប់ សំដីរបស់កូន ចប់សព្វគ្រប់ហើយ អ្នកស្រី សុីនួន ក៏ច្រៀងបំពេរកូន ឲ្យគេង លក់ទៅ។

ទំព័រទី ២០៖

ព្រឹកបន្ទាប់ឡើង​ សារ៉ា ក៍បានទៅសាលារៀន ដូចធម្មតា។ នាងមិនបានទៅសាលាអស់រយ:ពេល ៤ថ្ងៃមកហើយ ប៉ុន្តែនៅ ថ្ងៃ សុក្រ នាងក៍បាន ត្រឡប់មកសាលា ម៉ាជីក្ស វិញ​។

ទំព័រទី ២១៖

ពេលវេលាបានកន្លងផុតទៅមួយរយៈ ប៉ុន្តែ សារ៉ា នៅតែកើតទុក្ខជាខ្លាំង ដល់ថ្នាក់​

ធ្វើឪ្យនាងមិនអាចរៀនអ្វីបានទាល់តែសោះ! បន្ទាប់ពីរៀនចប់ហើយ លោកគ្រូ កុសល  បានសុំ  សារា៉ ជួបបន្តិច ។  គាត់បានសួរនាង ពីមូលហេតុដែលធ្វើឲ្យនាងមិនសូវ សប្បាយចិត្ត នៅសាលារៀន។ ​លោកគ្រូ កុសល ដឹងថា នាងមិនមែនជា​ សារ៉ា ដែលពោពេញទៅដោយភាពរិករាយ និងសុទិដ្ឋិនិយមដូចពីមុននោះទេ។ គាត់ដឹងថា ភាព​សុទិដ្ឋិនិយម គឺជាចរិត ដ៏សំខាន់របស់នាង ដែលតែងតែបង្ហាញចេញ ដោយគ្រប់កាយវិការនាងទាំងអស់។ ពេលនោះ សារ៉ា ក៍បានប្រាប់ លោកគ្រូរបស់នាង នូវរឿងគ្រប់យ៉ាងទាំងអស់។  

ទំព័រទី ២២៖

ដំបូន្មានដ៍ទន់ភ្លន់ម ពី លោកគ្រូ កុសល ​ ប្រៀបដូចជាថ្នាំទិព្វ អាចជួយឲ្យ សារ៉ា ស្បើយពីទុក្ខកង្វល់​ដែរនាងមានអញ្ចឹង ។ នាងក៍បានយល់ដែរថា ការប្រើ វេទមន្ត មិនមែនជាអ្វី ដែលនាងអាចប្រើ ដើម្បីផ្លាស់ប្តូរមនុស្សលោកនោះទេ។ 

«សុទិដ្ឋិនិយម ចាប់ផ្តើមចេញ ពីបេះដូង សេចក្តីប្រឹងប្រែង និងការចង់ក្លាយ ជាមនុស្ស ម្នាក់ដែលសប្បាយរីករាយ និង ជាមនុស្សដែល​មាន ភាពសុទិដ្ឋិនិយម មួយរូប ។ អ្វីដែលសំខាន់ នោះ គឺភាពសុទិដ្ឋិនិយម ត្រូវការពេលវេលាដើម្បីជ្រាបចូលទៅក្នុងបេះដូងនរណាម្នាក់ ។ ជាពិសេស ការធ្វើបាបខ្លួនឯងខ្លាំង ដើម្បីជួយអ្នកដទៃ ក៏មិនមែនសូវសមស្របប៉ុន្មានដែរ» ។ លោកគ្រូ កុសល  ផ្តល់ដំបូន្មាន ដោយសម្លេងស្រទន់ របស់គាត់ ។

ទំព័រទី ២៣៖

«ខ្ញំុ សូមអរគុណ លោកគ្រូ ប៉ា និងម៉ាក់ របស់ខ្ញំុច្រើន ដែលពួកគាត់ តែងតែគាំទ្រខ្ញំុ ជានិច្ច នៅពេលដែល​ខ្ញំុត្រូវការ។ នេះ គឺជាសៀវភៅ ដែលខ្ញំុ បានខ្ចី។ អរគុណច្រើន លោកគ្រូ ដែលបាន អនុញ្ញាតឲ្យខ្ញំុ ខ្ចី។ ប៉ុន្តែឥឡូវនេះ ខ្ញំុ ឈប់ត្រូវការវាទៀតទេ។ ពាក្យសម្តីរបស់លោកគ្រូ ចំពោះខ្ញុំ គឺពិតជាមានន័យ ខ្លាំងណាស់។ ខ្ញុំ បានយល់អ្វីៗ ទាំងអស់ហើយ»។ សារ៉ា បានតប ដោយប្រើសំឡេងទន់ភ្លន់។ សារ៉ា ក៏បាន​ ប្រគល់​ សៀវភៅនោះ ទៅលោកគ្រូនាងវិញ។

ទំព័រទី ២៤៖

នាយប់នោះ បន្ទាប់ពីបាននិយាយជាមួយ លោកគ្រូ កុសល នាង បាន គេងលង់លក់ យ៉ាងសុខស្រួល បន្ទាប់ពីបានស្តាប់រឿងនិទាន ពីម្តាយរបស់នាង​។


ទំព័រទី ២៥៖

«​ សារ៉ា ភ្ញាក់ឡើង ភ្ញាក់ឡើង ដល់ម៉ោងត្រូវទៅសាលារៀនហើយ! » ម៉ោងរោទិ៍របស់នាង​ ដែលកំពុងរាំ ហើយកន្ទ្រាក់ខ្លួនវា ដូចជា ពិធី ជប់លៀង នាពេលព្រឹកអីចឹង។ «អរគុណហើយ នាឡិការោទិ៍ជាទីស្រឡាញ់ ។» សារ៉ា បានស្ងាប ហើយក៍ងើបចេញពីគ្រែ ដើម្បីចាប់ផ្ដើមរៀបចំខ្លួន ទៅសាលារៀន ។​

ទំព័រទី ២៦៖

សារ៉ា បានដើរចូលទៅងូតទឹកក្នុងបន្ទប់ទឹក ក្បែរបន្ទប់គេង របស់នាង។ បន្ទាប់មក នាងក៏ស្លៀកពាក់ ឯកសណ្ខានថ្មីមួយ ដើម្បីទៅកម្ម​វិធីបញ្ចប់ការសិក្សារ របស់នាង ដែលមានឈ្មោះនាង ប៉ាក់ជាប់នៅលើអាវ  រួចក៏ចុះទៅ ផ្ទះបាយដើម្បី ទទួលទាន អាហារពេលព្រឹក របស់នាង។ បន្ទាប់ពីទទួលទាន អាហារពេលព្រឹក រួចរាល់ហើយ​ នាងក៍បានជម្រាបលាម៉ាក់ប៉ា របស់នាង ហើយធ្វើ ដំណើរទៅសាលារៀន។

Community Base Ecotourism

           For this last round of the year, I have an exploration call Community Base Ecotourism round 2. What is Community Based Ecotourism? Community Base Ecotourism is ecotourism that mostly creates for the community which means that it helps the community a lot and also the natural environment. So the idea of this project is trying to create a Community Based Ecotourism in Jorm Pen, Bankernphal Village, Rumtum Commune, Rovieng District, Preah Vihear Province. So basically, for the first week, we learn to know what is Ecotourism. So ecotourism is a project or an idea that creates to protect the nature or environment and also help the community too. The main thing about ecotourism is mostly is create to protect nature and the environment. But, for Community Based Ecotourism is mostly created to help and protect the community including their culture belief because of they Koe community and also the environment too. But what can this project or this idea can help the nature or the environment and the community? So as we know it from the last round, in the community, there are only 5 people who involve in protecting the forest. Other people in the community is protecting too, but these 5 people are involving to go into the forest and stay there and live there. That is why we want to create a Community Based Ecotourism at there to help those people and no more other people come and cut down the tree and also its develop the community too. As we survey from last round, all the family in the village agree to this idea, and there’s only one family that they don’t involve. So which mean that almost the people in the village support to this project. In this round, we learn about the assessment criteria. As we learn about assessment criteria, we went to other Community Based Ecotourism and other Ecotourism to learn more about it and also while we in class, we have some time to research about these assessment criteria too. So for our Community-Based Ecotourism assessment criteria, we have 6 assessment criterias which are Market, Stakeholder support, Community Awareness, Attractiveness, Access and Services, and Activities. And also, we have a meeting with our stakeholder support. What is stakeholder support? So basically stakeholder support is all the people who involve in this project or help and support this project. In that meeting, we want to know about what are their perspective on this idea. And get some feedback from them and also want to know if this project happens what will they help or support us. As the meeting, the result is fairly good because as we know that all of them will support us, but we haven’t seen their action yet. And other assessment criterias are good.