Visiting iThinkAsia Animation Studio

On September 27, 2017, I and my animation teammates went to iThink Asia, the first animation studio in Cambodia, to learn the basics of animation. I was delighted to visit there because my passion was more into animation if compared to drawing. Moreover, we watched many animation videos of the bouncing ball, and all single students were ready for their first animation task after got a clear explanation from the video. Furthermore, we used OpenToonz software to create our own bouncing ball animation, and it also required digital drawing. I spent my first hour just to finish the task, and I had a lot of obstacles that were related to Open Toonz. Lastly, If I get another opportunity to go back to iThink Asia I will try my best to create a better animation with a better quality.

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Solar Pi Report

STEM Activities Project In Cambodian Secondary Schools Using Solar Powered Computer Labs

_____________________________________________________________________________

 

Version: 1.1 Updated: 24/Sept/2017

Prepared by: Davith Chan, Sovannary Rith, Maya Yoeung, Sokea Sin, David Phim, Sreypich Khon, Rithy Hong & Chanvattey Leang

Facilitated by: Waseem Girach

 

Table of Contents

Abstract 4

  1. Introduction 5
  2. Project Purpose/Background 6
  3. Curriculum Development 7

4.1 Primary Curriculum (Edemy) 7

4.2. Experimental Curriculum – FreeCAD 8

4.2.1 Why are We Using FreeCAD? 8

4.2.2 Challenges 8

4.2.3 Teacher Engagement 9

  1. Computer Lab Hardware 10

5.1 Raspberry Pi 11

5.2 Lower Power Consuming Screen 12

5.3 Networking Hardware 13

Our networking software PiNet calls for wired networking, therefore in order to connect all the 23 computers with the server, we need a 24 port network switch [5].The battery consumption of the network switch that we are using is 11.56 watts. 13

5.4 Server Computer 13

5.5 Prototyping Process 14

  1. Wiring of the Lab 15

6.1 Overview of Solar Power Distribution. 15

  1. Solar Power generating system 17

7.1. Solar Panel Sizing 17

7.2. Sizing Sheet Used for Different Period 18

7.2.1 4 Hours of Running 18

7.2.1 8 Hours of Running 18

  1. Network Software to be Used 19
  2. School Engagement 20
  3. Stakeholders 21

10.1. Ministry of Education, Youth and Sport 21

10.2 Chbar Ampov High School 21

10.3 Edemy 22

10.4 NRG Solutions 22

  1. Costs 23
  2. Fundraising 24
  3. Conclusion 25
  4. Recommendation 26
  5. Reference 28
  6. Appendices 29

Appendix A : Cost sheet for one lab (intention to install two labs) 29

Appendix B : Design System of Solar 30

Appendix C : Sizing sheet used for different period 31

Appendix D : Gantt Chart 32

 

 

  • Abstract

 

This report is organized by sections that will give you more details such as; Fundraising, Curriculum Development and Wiring of the Lab. The goal of this Solar Powered Computer Lab report is to show briefly how does our project is working. Our project is to build two Raspberry Pi computer labs into two government schools by using the power from solar panel. Our project is using the solar panel system because it is self sustaining, which mean after we implemented the computer lab, it could run for years without electricity payment. Moreover, we will have a lot of partnerships with Ministry of Education, Youth and Sport, Edemy and other government schools around Cambodia. As stated earlier, we are going to build and implement these Raspberry Pi computers labs into the two government schools that will cost about $30,000 for both the 22 workstation computer labs powered by solar power. Our team still need to find a school to implement the computer lab, and right now we are looking for schools that lack an electricity power source and no computer lab as our target.

 

2. Introduction

The aim of this project is to install two Solar powered Raspberry Pi computer labs into two Cambodian public schools. We are a group of eight students who are working on this project. This report will outline the hardware used in the labs, the solar systems that will power the lab, the costs to get the project up and running and the various stakeholders involved. This report will be used to give strength to our proposal to the stakeholders that are involved.

 

 

3. Project Purpose/Background

According to New York times best-selling author Steven Kotler [1], there is a rise in accessibility to technology today to those in the bottom billion population (poorest populations of the world).  As this bottom billion population continues to develop, technology will also play a big role. We believe that if we increase technology literacy to the bottom billion, we will be able to increase the opportunities for these people to lift themselves out of poverty.  Countries like Cambodia, who are part of the bottom billion, will now have the opportunity to become part of the rising billion with more access to technology. Similar to this idea, our team is now trying to bring new technology which will be powered by solar panels to the public schools that are lacking technology. We have high hopes that this project will bring Cambodians a better future with more opportunities. Moreover, we believe it will give students extra experiences with computers which is advantageous for them to apply for university or college.. We aim to expose public school students to technology, computer science, and 3D design to inspire creativity. Our group believes that we could use technology to empower young cambodians to their full potential.

 

The government schools are facing problems with lack of technology education and also limited to electricity. Our group wanted the computer labs to run on a solar panel system because it is environmental friendly, lack of electricity source in the government schools, and also self sustaining. Self sustaining is the biggest reason why we wanted a solar panel system because after we implemented the computer lab the school does not need to worry about the payment of their electricity used.

 

 

4. Curriculum Development

In order to make sure that the computer labs installed are used thoroughly, we must have a plan for the curriculum that will be taught in conjunction with computer use.

We intend to provide two curriculums with the computer labs, one being an english learning curriculum designed for Khmer speakers, and one teaching 3D design. We believe that acquiring English is one way to increase access to education since the majority of educational content around the world is in English.

 

We hope our two curriculums will inspire the students’ creativity which we believe must be cultivated in this ever changing world. From our observation, we know that some of the government schools in Cambodia have computer labs, however they are mostly used for typing classes only, so this is a great chance for us to bring brand new technology to them in order to develop their learning style.  We believe 3D Design will be an amazing program for them because it is not only focusing in design 3D models but it also a great learning tools for animation, architecture models, learn how to sketch, and also provide 3D printer skills.

4.1 Primary Curriculum (Edemy)

Edemy stands for English Academy and it is a social enterprise that was founded by Kagnarith Chea [2].  The company’s vision is “to bring a quality English education to people who need it by taking down the barriers of affordability and environment constraints.” Edemy’s program has content for one year which will make sure that our computer lab will be used thoroughly.  The program has a well designed feedback system to monitor progress of the students that are taking the program. Through the computers that are supplied, students will be able to accessable to access the application which will allow them to learn at their own pace. Trained teachers will teach face to face every other day in conjunction with the computer application.  This ensures that the student will have support in their learning, and that there isn’t sole reliance on the software to teach the curriculum. The software can also be installed on students’ phone.. The mobile phone just has to be connected to the server where the content is stored. The app feature is different from the other types of apps. It has a limit time that the students can do the practice and it is mostly multiple choice. Videos and practice content is available on the app. Students will be able to understand about different categories in the app such as Grammar, Pronunciation, Vocabulary, Reading, Listening/Speaking and Writing .

 

Base on this our teams and the Ministry of Education Youth and Sport had collaborated together in term of finding the right school to installed the computer labs.

4.2. Experimental Curriculum – FreeCAD

4.2.1 Why are We Using FreeCAD?

FreeCAD will provide us an excellent results since it is our main designing software that we are going to install and do experiment with the students. It will shows us the creativity that the students have and what levels that they are in 4 [3]. It is a good software for beginners who want to be involved with mechanical engineering, 2D drawing, editing in 3D and animation. It also helps the users to be more creative and innovative.

 

We are choosing FreeCAD instead of other designing software because FreeCAD is free and open source and is compatible with the Raspberry Pi system. In order to teach FreeCAD, four of our students have been working together to create tutorials for the government students. All of the tutorials are connected to each other, showing how to use FreeCAD and how to create things step by step. All tutorials are given in Khmer and are about 5 minutes long. To accomplish our works, we have to identify our challenges, our curriculum experiment and feedback that we get from our users.

4.2.2 Challenges

It was really difficult for us to create FreeCAD tutorials in the Khmer language, especially finding understandable words that match with the English version. Furthermore, we are not experts on using FreeCAD and the software is in English, but we have to do the tutorials in Khmer. We also find it hard to make the tutorials to the correct difficulty for government school students, who don’t have any experiences with computers. It is a challenge for them to learn to do it on their own without any guidance.

 

Another problem that we have is from recording and editing the videos. Sometimes, we talked too loud or too low in the videos, the microphones were not working or our software Audacity, was not recording. These are the challenges for us, but we have already overcome these challenges with teamwork and support from each other.

4.2.3 Teacher Engagement

According to our experiment with the government students, students found it’s really difficult to follow these tutorials. In each video, they need at least a little help from the others. We’re looking forward to meet with the teachers, and share our experiences with them in order to fill them with confidence so that they can advise their students because we believe that the students will be more comfortable with their own teachers.

 

5. Computer Lab Hardware  

For the computer labs, we need to use hardware that uses low power consumption and is capable of the softwares that we want to teach, and is also inexpensive.  The less power the computer lab uses the smaller solar system in needs to be. This means that low power consuming devices are a priority in our device choice. Because of this we have chosen the following computer hardware.

Figure 1 : Davith tried the new Computer hardware after setting up.

 

5.1 Raspberry Pi

The Raspberry pi is a small size computer originally designed to teach computer science in schools and developing countries [4]. The Raspberry Pi is slower than a modern laptop or desktop but is still a complete Linux computer that can provide all the capabilities that we need, at a low-power consumption level and severely reduced cost.  This is ideal for our computer lab  since we are using a solar system as our source of electricity.  The less energy we consume, the smaller the solar system needs to be.

Figure 2 : Raspberry model 3 referring to [5]

 

5.2 Lower Power Consuming Screen

Since we are using a 12V system, all the devices used must have 12V power input.  Because of this we had to find a computer screen that is able to be powered by 12V.  This is a challenge as it is quite rare to find displays like this.  One source for a 12V display was found from NRG Solar Solutions.  They provide a NIWA 19.5” 12V LCD screen with HDMI input (figure 3).  We need HDMI input since the output of the Raspberry Pi is HDMI.  Although the display is more expensive than conventional displays, it uses much less power at an average power usage of 10W.

Figure 3 : NIWA TV screen when we first setting up.

5.3 Networking Hardware

Our networking software PiNet calls for wired networking, therefore in order to connect all the 23 computers with the server, we need a 24 port network switch [5].The battery consumption of the network switch that we are using is 11.56 watts.

5.4 Server Computer

In order to run this computer lab in the network we need to have a computer that will act as a server. This computer needs to be able to run in a 12 V system and has a very low power consumption. This computer needs to be able to run the PiNet server on Ubuntu OS and has a suitable hard drive size to support the network [6]. Details of this computer are listed below in table [F].

 

5.5 Prototyping Process

In order to test our idea, we  bought a set of components including a raspberry pi, Niwa screen (figure 3), 12v battery, charge controller, network switch and a solar panel. In the process of prototyping our project we were trying to measure the energy consumed by the system while using FreeCAD software running on the raspberry pi. Our prototypes were a success, we have found out the best angle that maximize the energy produced by the solar panel and tested the FreeCAD software.

 

Figure 4 : Davith and Maya were working together on figuring out how to use FreeCAD on Raspberry Pi computer [2]

6. Wiring of the Lab

Since we are going to install 22 computers and a server into the government school we must consider how the lab will be wired.  The things that need to be considered when wiring the lab are the power lines connecting the power from the solar panel system to all of the loads that will use the electricity, the power lines that will provide power to the  lighting, conduit to reduce exposure of power lines and network cables to route to each computer.

 

Figure 5 : Illustration showing how the the old system setup

6.1 Overview of Solar Power Distribution.

  1. The solar panel that generates power from sunlight will transfer the energy into the battery(figure 7) via the charge controller.
  2. All the things that are needed to run the computer lab are connected to the charge controller such as solar panels, batteries and the loads. The load in this instance are the computer lab devices (figure 6).
  3. The charge controller will prevent overcharging and protects against overvoltage.
  4. The voltage of the electricity will get converted by the buck converter from 12v to 5v for the Raspberry Pi.

 

Figure 6 : Niwa screen that is connected with the Raspberry Pi and Charge Controller. Figure 7 : The 12V battery that stores the energy which is generated from the solar panel.

 

7. Solar Power generating system

A solar panel is a device that captures the sun energy and converts it to electricity. The more sunlight hits the cell of the solar panel, the more electricity it could produce. We are using the solar panel because it is not affecting the environment negatively, compared to burning fossil fuels. Cambodia is a good location for solar panels since it has a tropical climate with an abundance of sun. Moreover, there is a lack of electricity source in Cambodia’s government school.

 

Figure 8 : The solar panel that capturing the sun energy.

7.1. Solar Panel Sizing

The size of the solar power generating system depends on many different factors. In order to install these labs and determine the size of the solar panels, we have to know which part of Cambodia the labs will be installed in and how much power will be consumed. If we install somewhere that does not have enough sun exposure, our labs will not work. Also, if our appliances use a lot of power than what the solar system can support our lab will not work.

 

For this system sizing, we were divided it into other two smaller sections.This split will focus on the solar power that we need to run the whole computer lab for 4 hours and 8 hours a day. To determine the size of system that we are going to use, our team had created spreadsheet; Design System of Solar, to do all the calculation for us. We also looked at Inveneo Solar Deployment Guide, which has  guided us through steps by steps of the sizing solar panel process.  First, we have to calculate the power consumption of all the devices in the computer lab.  This then enables us to calculate the battery consumptions of all the required supplies. Then, we have to calculate the battery capacity of those supplies and lastly, we need to calculate how many solar panels do we need to charge those batteries.

7.2. Sizing Sheet Used for Different Period

7.2.1 4 Hours of Running

After doing all the calculations of all the supplies that are needed for

the whole lab to work well for 4 hours we had a number of the battery consumption that was needed. As the table shown in Appendices 3, we see that for 4 hours of running the lab, we will need the battery consumption of 1532 watts. The next step is to calculate the battery capacity of that battery consumption which we had come up with the estimated number of batteries is 4-5 batteries. From those result, we can now use it to find how many solar panels do we need to run this 4 hours computer lab. As result, we need 6 or 7 solar panels to run the whole system.

7.2.1 8 Hours of Running

To calculate the solar panels that we need, we did the same step as 4 hours of running. To begin this process, we need to calculate the battery consumption of the 8 hours running which we come up with 4720 watts. Then, we have to calculate the battery capacity to know how many batteries to run those supplies and as result, we come up with 10-11 batteries. Lastly, as we know how many batteries that we will need to calculate to find how many solar panels power to charge those batteries and what we got is 10-11 solar panels.

 

8. Network Software to be Used

In order to have an easy management system of the computer lab, all the Raspberry Pi’s must be connected together onto a network.  In order to do this we have decided to use  the PiNet network management system.  We are using PiNet because the student’s user accounts are stored on the central PiNet server. This means they can log in on any Raspberry Pi in the classroom and we do not need to buy many SD cards for everyone in the public school. In addition, it is easy to set up the shared folders to share resources with students.

 

Figure 9 : This is a model of our network management system.

 

9. School Engagement

Figure 10 : We are testing student how to use FreeCAD.

 

Our goal is to implement the computer labs into public schools that can not get access to electricity. To accomplish this goal, we have to find out which schools we are going to implement into, then figure out their learning curriculum. Furthermore, we have to have a better understanding of the spaces that are going to be needed for this system. Currently, we have not found out which schools we are going to implement the lab yet but we hope to meet with the Ministry of Education Youth and Sport soon. We also have to know the number of the students that will be using the computers before as well as the students who never knew it before.

 

The teacher’s ability is also one of the main points that we should check with before we implement the labs.  We want the teachers to be clear and confident to teach the new system to their students. Our purpose of this curriculum is not to make the student become the master of computers but we want the students to know what it feels like to use computers that are running by the sun energy.  We also want to introduce some of the programs that might help them study such as FreeCAD, Edemy, Khan Academy, Wikipedia, and many others. Before handing out the computer lab, we are going to test out the student’s ability by bringing our first sample of Raspberry Pi Lab with FreeCAD tutorials to Chbar Ampov High school.

10. Stakeholders

10.1. Ministry of Education, Youth and Sport

Since we are going to implement the system into the government school, the Ministry of Education, Youth and Sport is the main partner to help us contacting them. The Ministry of Education, Youth and Sport will have more power than us to influence the school of the new program that we’re introducing to them.

10.2 Chbar Ampov High School

Chbar Ampov High School is our place for testing our curriculum. We want to find out about how familiar the students are with computers and their behavior. We visited the school two times to try out our tutorials and Raspberry Pi software. Furthermore, we are planning to visit them again in the future in order to see how much they understand if we give them an assignment to do as well as introducing them to FreeCAD and Raspberry Pi to the IT teachers.

Figure 11 : Two students were exploring the new computer and other software including Free Cad and Scratch.

10.3 Edemy

Our project will work closely with Edemy. We will use their education platform as our primary education curriculum. Edemy will teach us how to collect data and keep track of the student’s works and knowledge that they have gained from our project.

10.4 NRG Solutions

NRG is a company who design, install, distribute, and service a wide variety

of solar products in both rural and urban Cambodia. We are using their services to provide the solar system and computer screen.. We also had visited their websites several times to check out the lowest cost of each solar device and other equipment that we are going to use to run our lab.

 

11. Costs

The price will go up or down depending on the power consumption of the products. If the products have high power consumption, we will need to increase the size of the solar panel system, in order to create more electricity for the computer lab. The cost of the computer lab also depends on how long the school uses the computers. The more hours used of the computer lab, the larger solar panels will be needed to implement for the our computer lab. Furthermore, the cost of the computer lab will reduce or increase depend on how many users are there in the school and the quality of the product that we are using. Reference to appendix “A” and “B”, which show details about the system cost and the design system of the solar respectively.

 

12. Fundraising

Our project will need to do fundraiser to be able to implement the Solar Powered Computer Lab program for the government school. As we estimated the price for this project is about $30,000. Refer to the cost sheet in appendix “A” for the cost of the whole lab. Our project timeline is referenced to the Gantt Chart sheet in appendix “E”.

 

 

13. Conclusion

In conclusion with all the things that we have done and the collaborative works from other people or companies we would be able to successfully implement the Solar Powered Computer Lab in one of the government schools. Moreover, this project would be open to more possibilities of changes in the future of Cambodian student’s education.

 

14. Recommendation

We are planning to continue another exploration next year in order to finish the recommendations that are listed below. These are the areas that we need to complete in the sight of success in this project.

 

Before installation

  • Figure out the school to install in
    • Figure computer literacy level would be non-existent
  • Who is going to wire up the lab? (Connection from solar system to room)
  • Need to confirm the networking software to be used
  • Need to build the server computer
  • Need to make Edemy software compatible with Raspberry Pi
  • Undervoltage issues need to be addressed
  • Need to engage with teachers to make sure they are comfortable supporting the curriculum
  • Get supplies for installation into school

Tutorial

  • Need to have explanation of how to use the computer (how display the tutorials)
  • Create video of usage of hardware
  • Understand FreeCAD on a deeper level before creating video
  • Need to use correct Khmer words and using OBS software

 

After installation

  • Feedback of effectiveness of the lab and curriculum

 

15. Reference

[1] S. Kotler, “The 4 Forces of Abundance: Why the Future Is Better Than You Think,” The Huffington Post, Feb-2014. [Online]. Available: http://www.huffingtonpost.com/steven-kotler/the-4-forces-of-abundance_b_5915574.html. [Accessed: 30-May-2017].

 

[2] E., “Online and Offline Blended English Education,” Edemy. [Online]. Available: http://www.edemy.org/. [Accessed: 30-May-2017].

 

[3] “Welcome!,” FreeCAD: An open-source parametric 3D CAD modeler. [Online]. Available: https://www.FreeCADweb.org/. [Accessed: 30-May-2017].

 

[4] “Teach, Learn, and Make with Raspberry Pi,” Raspberry Pi. [Online]. Available: https://www.raspberrypi.org/. [Accessed: 30-May-2017].

 

[5] A. Industries, “Adafruit Raspberry Pi B  / Pi 2 / Pi 3 Case – Smoke Base,” adafruit industries blog RSS. [Online]. Available: https://www.adafruit.com/product/2258. [Accessed: 06-Jun-2017].

 

[6] “NETGEAR ProSAFE 8-Port Gigabit Ethernet Desktop Switch (GS108NA) | Staples®,” Staples.com. [Online]. Available: http://www.staples.com/NETGEAR-ProSAFE-8-Port-Gigabit-Ethernet-Desktop-Switch-GS108NA-/product_676705.” [Accessed: 06-Jun-2017].

 

[7] P. N. team, “PiNet, a centralised user accounts and file storage system for a Raspberry Pi classroom.,” PiNet, a centralised user accounts and file storage system for a Raspberry Pi classroom. [Online]. Available: http://pinet.org.uk/articles/installation/hardware. [Accessed: 06-Jun-2017].[5]

 

[8] A. Industries, “Adafruit Raspberry Pi B  / Pi 2 / Pi 3 Case – Smoke Base,” adafruit industries blog RSS. [Online]. Available: https://www.adafruit.com/product/2258. [Accessed: 06-Jun-2017].

 

16. Appendices

Appendix A : Cost sheet for one lab (intention to install two labs)

 

Supplies Cost per unit Quantity Total Cost
Each Work Station      
NIWA TV $169.35 22 $3,725.70
Raspberry Pi 3 $35.00 22 $770.00
Case for RPi $4.50 22 $99.00
MicroSD Cards (Small size) $7.00 22 $154.00
HDMI cables $7.00 22 $154.00
Buck converter to DC Jack for ODROID $7.99 22 $175.78
Dell Keyboard and mouse $12.00 22 $264.00
Headphones $2.50 22 $55.00
Network Cables from Pi to network Switch $3.00 23 $69.00
For whole lab      
Solar System(before testing) $6,690 1 $6,690
12V 5W LED bulbs $6.99 5 $34.95
Room wiring $1,000.00 1 $1,000.00
TP-Link SG1024 $85.00 1 $85.00
ODROID-HC1 : Home Cloud One $49.00 1 $49.00
HDD 2.5 7200rpm SATA III 1TB $65.00 1 $65.00
Buck converter 12V to 5V/4A $10.50 1 $10.50
    PARTS TOTAL $13,400.93
    SHIPPING TOTAL $102.91
    Oversight Cost $1,500.00
    TOTAL $15,003.84

Appendix B : Design System of Solar

Supplies Quantity Battery Consumption (1PC) (Watts) Battery Consumption (23PC) (Watts) Total Battery Consumption per 4 hrs (Wh) Total Battery Consumption (8h) (Wh)
NIWA TV and Phone Charger 23 9 207 828 1656
Raspberry Pi with case and heatsink 23 5 115 460 920
Buck converter for RPi 23 0.5 11.5 46 92
Keyboard 23 0.25 5.75 23 46
Mouse & Mouse Pad 23 0.25 5.75 23 46
Ceiling Light 5 5 25 100 200
Fan     0 0 0
Room wiring     0 0 0
Projector?     0 0 0
Network Switch (low power) (1000Mbit input minimum) 1 13 13 52 104
Low power computer to act as server for PiNet 1   0 0 0
TOTAL     383 1532 4720

 

Appendix C : Sizing sheet used for different period

BATTERY CAPACITY 4 Hr System 8 Hr System
Minimum Watt-hours per day during isolation peak 1532 3540
     
Extra margin for inefficiency/losses (10% loss) (Wh) 1685.2 3894
Compensation factor for temps as low as 22 deg (25 deg-22deg) (Wh) 1735.756 4010.82
Battery capacity needed divided by maximum allowed discharge percentage (50%) (Wh) 2603.634 6016.23
Battery capacity at 12V (Ah) 216.9695 501.3525
Estimated number of batteries (50Ah batteries) 4.33939 10.02705
 
SOLAR PANEL CAPACITY    
Calculate minimum total battery which will charge per day (Wh) 2082.9072 4812.984
Power needed for the equipment during the insolation peak (Wh) 1532 3540
Total needed for operation and battery charging (Wh) 3614.9072 8352.984
Power output tolerance factor from datasheet (Wh) 3795.65256 8770.6332
Compensation factor for local temperatures as high 40 degrees 0.075 0.075
Temperatures factor (Wh) 4080.326502 9428.43069
Divide by insolation value (from map) to find total power need (W) 1020.081626 1571.405115
Calculate the number of panel needed (150W Panels) 6.80054417 10.4760341
Round up to give higher reliability, or down to lower cost 6 or 7 10 or 11

 

Appendix D : Gantt Chart

Project Name 25/4/2017 01/04/2017 08/05/2017 15/05/2017 22/05/2017 29/05/2017 05/06/2017
Introduction to problems of labs all around the world              
Installing software on Pi              
Building prototype solar system.              
Talking to Kagnarith (Edemy)              
Going to Chbar Ampov High School              
Testing power consumption              
Developing CAD tutorials              
Writing up feasibility report              
Prepare for sharation              

 

WASTE MANAGEMENT DISPOSAL REPORT DATA ANALYSIS

 

WASTE MANAGEMENT DISPOSAL REPORT DATA ANALYSIS

April 4, 2017

Produced by: Sao Dalin, Phim David, Sim Kanha,

Long Mengthong, Sovann Rathanak,  Ses Vonsar,

Hor Samnang, Pich Sovannou, Saosuo Visal,

Hong Rithy, Khom Seyha, Oun Sreyneang,

 

Edited by: Tony G.

 

Facilitator: Keith Simpson

 

Table of Content 

Table of Content 2

Executive Summary 3

Introduction 4

Activity 5

Question 1: Where are you from? 6

Question 2: How old are you? 7

Question 3: How many members in your family? 7

Question 4: How many garbage do you generate a day? (1bag = 2kg) 8

Question 5: How do you currently handle your trash? 9

Question 6: How far do you need to travel to throw your rubbish? 10

Question 7: What is your transportation of throwing your trash? 11

Question 8: How do you feel about your community right now? 12

Question 9: According to you living around this area, which type of waste you see the most? 12

Question 10: Do you ever separate your waste? 13

Question 11: If CAKE tell you to separate waste and CAKE will discount your payment, will you separate your waste? 14

Question 12: What is the time you usually throw your waste away? 15

Question 13: What do you do with the trash that can be recycled? 16

Question 14: Do you wish to have the recycling activities in your village? 17

Question 15: Why do you expect to have the recycling activities? 17

Question 16: Do you want or need a service to collect your trash? 19

Question 17: How much money are you willing to pay for the service each month? 19

Question 18: How often should the service come and collect the trash? 21

Question 19: Where do you want the service to go and collect the trash? 21

Recommendations 22

Future Revenue Projection 23

 

Executive Summary

The purpose this report is to help the Cleaning up Archetype for Kids & Environment (CAKE) project to be more sustainable by exploring the possibility of creating a trash collecting service. This report has been written by 12 students from the Liger Learning Center, Phnom Penh. Before writing the report, we took  surveys to understand the villagers in those communities. After that, the data was analysed to determine whether we recommend the CAKE project start their business. Additionally, we will recommend how should the project begin and what things that CAKE should be aware of.

 

On March 2th, 2017, our waste management group interviewed 127 people in Khsach and Arey Ksat villages that CAKE already serves.  Most importantly, throughout three-fourths of the community’s members surveyed do want to have this trash collecting service since they are facing some problems with the trash and time management.  Based on the survey, there are more than 50% of the families in the community take their trash to CAKE’s disposal bins which  61.5% of the families stated that it is near their houses. But still some other families think that the bin is too far from their house therefore they villagers decided to throw the trash anywhere. Organic waste is the second-leading waste in the Arey Ksat community, most of the villagers are throwing organic waste away without thinking about its benefit. A lot of families mentioned that the trash that they burn are mostly leaves, organic waste like vegetable and fruit peels. We want to try a business with the rule of separating waste but it would very hard for the villagers since it is a new practice that they have not started. To change people’s behavior we need to be able to make people think carefully about separating the waste.   Almost 90% of the villagers are willing to separate their trash if the service lower the price.

 

Most families responded that they use motorcycle to transport their trash to the CAKE’s bin thus the disadvantage for this is that they have to pay extra money for the gasoline.  In the community 38% of the people did not know what to do with the trash that can be recycled and the majority of them (81%) demand for some activities to educate them to understand more about trash recycling.  

Introduction

Little Hearts is a non-profit organization located in Phnom Penh, Cambodia. The intention of the organization is to help poor Cambodian children who are living in the rural areas of Cambodia. The organization started in 2009 with 100 kids from different places. Currently, the organization is working together with their community in a project called CAKE (Cleaning up Archetype for Kids & Environment). CAKE is a six-month program, working on connecting with the people in their community  to get them to put their waste into the right spot and not throw on the road. This program was created by Tony Geeraerts, the founder of the Little Hearts organization in Arey Ksat community, Cambodia. This program is run for collecting waste from different villages such as Arey Ksat, Khsach, Portom and Tuolmeas community. The project has been very successful; their team has been talking to their community and encouraging them to throw their plastic and all types of waste into the disposal bins that the program has provided.

 

However, the CAKE program is scheduled to last for 6 months, to continue this program, it has to be funded by its activities. The CAKE program is ending its 6- month pilot program. During this pilot, they have found that the project would not be sustainable long-term as it was run in the 6 months, due to their expenses. Money has been flowing out more and more since they need to work with CINTRI to help them in taking the trash from their community. CAKE needs to find ways to get the funds to continue this program. Their project is collected all kinds of waste including plastic and organic waste. To keep this program running, they need workers to collect the waste from their target for example market, schools , pagodas, public streets, houses and others different places. Their team had been reaching out to different people and community chief in collaborating in the project. Their posters and signs about the effect on throwing rubbish are everywhere in the community, the  signs are to remind the people in the community to not throwing trash away and exclaimed the impact of using the plastics.

 

Currently,  CAKE is fully-funded by an organization called Little Hearts. in order to keep this program running, our team had reached out to their community and looking at their project. We are a group of students from the Liger Learning Center school (LLC), also we are a group of student learning about Waste Management business. For the past 20 weeks, our project has been about studying and creating a waste collecting service. Instead of starting our own business, we are trying to help CAKE because CAKE plays an important role to Cambodia which helps Cambodia have a healthier environment by collecting waste from the villagers.

Activity

March 28th, 2017

 

All out survey day in the district of Arey Ksat And first collaboration day between Liger and Little Hearts.

12 Liger students were joined by 7 students from Little Heart and were on a hunt for answers and suggestions for the new business plan that will comply to help sustain the CAKE projects, which helps the community to reduce and clean the environment. There were 20 interview questions which were a mix of  open-ended and close-ended questions. The questions are divided into three sections: Current Situation, About Trash and Possible Service. Current Situation questionnaires are such as name, age and current place the interviewee live. About Trash questionnaires are questions about general information, about family trash and how do they handle with it. Possible Service questionnaires are mostly talking about feedback on the idea of creating the garbage pick up service. The Liger students was divided into two big groups and joined by the Little Heart students, then the two group breakdown to a total of six groups. The target was to interview 120 people, one for each person in the community. After first two hours of interviews we reached fifty percent of our target. All teams interviewed many different variety of people, but the mostly encountered middle-aged people and old people. We are really looking forward to working and collaborating with Little Hearts to help and change Cambodia.

Question 1: Where are you from?

Out of 130 responses 71 .5% of them are coming from Arey Ksat village while 28.5% were interviewed in Khsach village. The reason that this data were only interviewed in these two villages because this is where CAKE think people would demand for the trash collecting service and it is located on the main road. The data tells us that if CAKE wants to start this start up, these two locations are good for them to start first.

Question 2: How old are you?

The pie chart shows that 44.9% of the interviewees are in the age around 25 to 44 years old. Which clearly explains that the conducting survey is functional because those people are at the age of responsible for the family’s payment.

Question 3: How many members in your family?

Family members The percentages compare to other.
One 1.6%
Two 7.2%
Three 17.6%
Four 18.4%
Five 12%
Other 43.2%

 

In this data shows that more than 43 percents of people that live in Khsach and Arey Ksat village have family that have above five members. To make the business have more income and lower the expense, CAKE should decide the pricing by how many members are in the family but remember one thing, in the families that have a lot of members usually are having the problem with cash. If we assume that the CAKE project work with 1200 families and the cost of people who have 5 members or below cost 1 dollar and more than five members 1.5 dollars the CAKE project will make about 300 dollars more than the same price cost 1 dollar for every family.

Question 4: How many garbage do you generate a day? (1bag = 2kg)

Regarding to the data that shown above, we can inferred that about 70% of families that add up from the data collection above, in Arey Ksat and Ksach village are throwing 4 kg of trash every day. In each day the trash are being produced around 212 kg from 82 families. Based on this number, we can ensure that this data means that they do not need the service to pick up the trash for them everyday but possibly they need for 3 times a week.  Different  household and local businesses normally produced around 2-4 kg of trash everyday. However for the bigger business like restaurants, markets or factories usually produced around 12 kg of trash everyday. This are huge number of waste that had been produced everyday. In conclusion, the data above shows that currently people are producing so much waste, which can  give a lot of negative impact to their communities, families and themselves, so people are needed to consider more about what they should be doing with their waste.

Question 5: How do you currently handle your trash?

In relation to the data above, about 53.9% of the families in the community are taking their trash to the disposal place (@CAKE’s bin), for the CAKE workers to collect and transfer it to Phnom Penh. As stated above, this data means that people in Arey Ksat and Ksach village are rearranging their trash and putting into the right spot. While 53.9% of the families are throwing their trash into the disposal bin, there are still 37.5% of families who are continuing to burning their trash. 130 families had been interviewed and 48 of them are still burning their trash; this is a problem! These are the two main strategies that the villagers there are using it as their big way to dispose their trash. Moreover, there are still people who do not care about their village and think about their community. 1.6% of the families are still throwing their trash everywhere. This is another problem, even though this is a small percentage out of the whole data but it is important to inform everyone in the whole community to not throw the rubbish everywhere because it is not the solution to throw away waste. But in order to change the that number, the community should be helping and supporting each other.

Question 6: How far do you need to travel to throw your rubbish?

Acceding to the interview, around 61.5% of the families said that the place where they dump their trash is close to their home. Other ways that they can dump their trash beside dump it into the disposal bin (CAKE) are like burning, burying or throwing it everywhere whenever they need to. Moreover 9% of the families said that the place where they can throw the trash away is far from their home. This is the main  problem regarding the place that they throw their trash. Furthermore, a lot of families mentioned that the trash that they burnt are mostly leaves, organic waste like vegetable and fruit peel because if they keep it at their home it will smell. However, for the plastic and bottle, they normally throw it into the CAKE bins or sell to the buyers who will buy it for their own business. Since 61.5% of the families are close to the disposal bin, but CAKE need to also be ensure that the bin will also reached to the 9% of families who are not close to the bin.

Question 7: What is your transportation of throwing your trash?

This shows that over 46% of the population that we interviewed in Arey Ksat use their motorbikes just to transport their trash to CAKE’s bin. There are over 22% of the people we interviewed use no transportation (walking). Currently there are some disadvantages to people who use motorcycles, for example they used money for gasoline, and time for transport to the trash bin. Right now, they already spending their money on their waste collection. So if this business happens in this area, it will possibly help people save their time and money on gasoline .

Question 8: How do you feel about your community right now?

Referencing to the responses of the interviewed, 92% of the people think that their community is getting better and better, and 7.2% think the community is just normal, and  only one person (0.8%) thinks their community is polluted. Moreover, the momentum in understanding of organizing their waste are getting better and better this mean they already stay at the stage of controlling their trash. Then, if the trash collecting service start and they separate their waste it will be efficient for them to follow that requirement. Generally, the survey does help us understand more about the CAKE project that it is worthwhile, the communities are clean and people’s behavior start to change (it is hard to change people’s behavior). On other hand, if the collecting trash service start the business here then it will have a high probability of success because most of the people already can control their wastes.

Question 9: According to you living around this area, which type of waste you see the most?

 

62.5% is Plastic 50.8% is vegetables and fruits 4% others waste like leave and grass

According to the data, plastic is still leading in the Arey Ksat community if we compare to others type of waste like the organic waste. This means plastic still bring villagers diseases because of burning and living near them. So to start a business with the rule of separate waste is hard for the villagers because they still have a bad behavior of mixing both plastic and organic waste. So to change people’s behavior CAKE need to have some pricing  that can make people think carefully about separate the waste. To reduce the waste, CAKE can have a workshop for kids and adults to recycle plastic into a usable product like cups, pencil holders and etc. Organic waste is the second leading waste in the Arey Ksat community, most of the villagers are throwing organic waste away without thinking about its benefit. To reduce the organic waste, CAKE can have a workshop with the villagers and they can explain how to make compost and how to use it.

Question 10: Do you ever separate your waste?

 

36.3% of the total people separate their waste, which is 45 people

59.7% of the total people do not separate their waste, which is 74 people

4% of the total people have problems with separating their waste, which is 5 people

 

The data clearly shows that separating waste is a little new to the villager, most of them will need to change their habit and behavior. CAKE could try to educate them and they can encourage them by lowering  the price so they get some benefit from separate waste.

 

Question 11: If CAKE tell you to separate waste and CAKE will discount your payment, will you separate your waste?

 

           86.4%  agree to separate waste

7.6%  not agree to separate waste

6%     Depend on people live around them

 

This data shows, most of the people at the Arey Ksat community agree to separate the waste between organic and plastic, if CAKE lowers the price of our service. Some villagers did not want the service because they took their waste and throw it in the CAKE rubbish bin. And others throw and burnt it away even though it is not good for the environment. This means people are willing to use a business if CAKE reduce the price for separate the waste into the right order.

Question 12: What is the time you usually throw your waste away?

According to the percentages from the pie chart, about 37.7% of people were throwing their trash in the CAKE bin or somewhere depends on when their trash is full; about 35.2% of people wanted to keep the trash until evening so that it is easier to throw at once without leaving a bad smell overnight; 54.1% (from 37.7% plus 16.4%) of the people do not mind to keep the trash overnight, which means they do not need the trucks to pick their trash every day. Overall, people do not want to throw their waste frequently is because they can not make their time from their important work or they do not mind about the atmosphere at their resident.

Question 13: What do you do with the trash that can be recycled?

In this question we have three answers choices, Collected, Unnecessary and Other. 32.1% of the interviewees were choosing Collected. 38.4% were choosing unnecessary and 29.5% were choosing other. What they do with the trash that can be recycled is collect to sell or make it into useful things. But others just throw it the bin or buried it.

Question 14: Do you wish to have the recycling activities in your village?

To connect to the question 13, we asked our interviewees have they ever thought of having recycling activity in their village. What we got for our responses is 81.1% wanted to have the activity and 18.9% never think of that before. We got only 62 responses from why do they think about having the activities. 11% of them have said they have no idea, and about 91% of them give us back the positive response. The most likely positive responses are they want a healthy environment and it is a very beneficial. For the interviewees that say no to this question because they have the idea that CAKE cannot use the things that been thrown out already.

 

Question 15: Why do you expect to have the recycling activities?

 

In Arey Ksat and Kasach, there is a high percentage of people in the community are expecting to have a project that will educate them about recycling plastic. Their opinion are mainly wanted their community to be clean with good atmosphere all around, such as help to clean the community, try to use alternative solution, start to recycle stuffs (like decorate their room by plastic). Their intent was to prepare for their kids future. Also, as the community is developing, they want their community views to be enhanced.

Question 16: Do you want or need a service to collect your trash?

As a result about ¾ of the amount of the people we interviewed demand a trash collecting service, to compare to the whole community there would be around 935 (out of 1,270) families that would be interested in this service. This shows that there is a strong demand for a service like this and it has a chance to be a successful start up since 76% of the people wants a service like this.

Question 17: How much money are you willing to pay for the service each month?

Based on the data, about 37% of the people are willing to pay the service an amount that depends on their waste; also they are willing to pay what their neighbors pay as the service sets the price. It needs to be reasonable to certain families, especially for those who are poor. Overall, there are around 60% of the people who want the service to be inexpensive and reasonable depending on their family situation.

Question 18: How often should the service come and collect the trash?

The result demonstrates that around 60% of the people wants the service to either collect the trash every day or three days a week. The service needs to pick in between three to six days a week so that the majority of people will be happy. Also the service should consider the dates that works best for everyone.  

Question 19: Where do you want the service to go and collect the trash?

The data has clearly reflected that 80% of the people wants the service to collect the trash personally at their houses. The service should understand that by doing this more people will be happy with them since CAKE are helping to make their life easier and that is how they make it sustainable.

Recommendations

Good Demand for Garbage Service

We recommend that CAKE should expand their project and start charging for garbage collection and keep sending trash to CINTRI as a first step. We do not support the idea of handling their own trash disposal because their expense will be very large at this stage. Nevertheless, according to the survey, the percent of villagers agree to use our waste service are high (75.4%) since they do not have to spend their time riding their own vehicle to throw their rubbish. The response from our survey is only 37% of respondents have no idea how much to pay for garbage collection, and believe it is up to the service decision or group decision. Therefore, there is a chance to put a higher price than CINTRI service like $2 per household. The survey  was unclear on deciding what price should customers pay. However, many people desire the cost to be $1, which we can offer a deal of 50% off a price of $2 if the community separates different types of waste like organic and plastic. Interestingly, more than half of the people (60%) want the service to collect the waste every day or three days per week and 80% of community’s members want the service to collect the trash by their house individually.

 

Pricing advantage from CINTRI – Expansion of Area

As stated earlier, we can assume that CAKE has a pricing advantage from CINTRI because they charge the same price, no matter how much trash they remove. In order to have an advantage, CAKE should look to find more customers as much as possible and increase the area that they serve .

 

Possible Compost Business in Future

Furthermore, organic waste is the second leading waste in the Arey Ksat and Ksach community, most of the villagers are throwing organic waste away without thinking about its benefit. To reduce the organic waste we can also have a workshop with the villagers and they can explain what compost is and how to use it CAKE can implement an idea of making compost to sell to farmers which is a chance to gain more income and pay off the cost of transporting waste to Cintri. In surveys done in Phum Champous-Kaek near the Liger School, farmers said they would pay about 2,000 riel a kilo for compost

In order, to complete these ideas, CAKE needs to have more workers and perhaps adding more expense at the initial point. Finally, they can collaborate with village chief to help and report the problem that villagers are facing and to control the condition in the village to be sustainable.  

Future Revenue Projection

Different household and local businesses normally produced around 2-4 kg of trash every day. However, for the bigger business like restaurants, markets or factories usually produced around 12 kg of trash every day. CAKE had spend about $7500 each month in the project to continue it that is about $2500 on cintri to take waste, $1600 on taking wastes to cintri and the rest on labour/requirement. On this research/survey we have suspect that CAKE need to expand the business even more because there is no telling of the who is the villager participates so the more people the more percentage of success. Following the price structure and the data we have to day CAKE will only make about $3800 per month on collecting waste, if only all of 1200 family join the project.

 

Here is a possible price structure for the CAKE projects expansion and a projection of the revenue. A similar schedule is used for CINTRI in Battambang province.

# Type Khmer Translation Type English Translation Cost Per Month Income
1 ផ្ទះ Normal House $1  
2 ផ្ទះល្វែងលើ ចាប់ពីជាក់ទី១ ឡើង Flat (above ground floor) $0.50  
3 ផ្ទះល្វែងក្រោមប្រកបអាជិវកម្ម Flat (ground floor business making) $2  
4 ផ្ទះល្វែងក្រោមប្រកបអាជិវកម្ម ចាប់ពី ០២ ល្វែងឡើង Two or more Flat (ground floor business making) $5  
5 ផ្ទះលើផ្លាកក្រុមហ៊ុន House Badge $10  
6 ភូមិគ្រិះ Mansion $5  
7 ភូមិគ្រិះ ជួលអោយបរទេស Mansion for Stay $10  
8 ភោជនីយដ្ឋាន Restaurant $20  
9 ខារ៉ាអូខេ Bars or Karaoke $20  
10 អាហារដ្ឋាន Street Food $10  
11 សិប្បកម្ម Crafts $10  
12 ស្ថានីយ៍ប្រេងឥន្ធនៈ Gas Station $10  
13 កន្លែងលាងរថយន្ដ និង ម៉ូតូ Cars, bus, moto, cleaning $10  
14 កន្លែងលាងម៉ូតូ Moto cleaning $10  
15 ចំណតរថយន្ដ Transportation stop $5  
16 ចំណតរថយន្ដក្រុមហ៊ុន Transportation stop (Company) $20  
17 សណ្ឋាគារ ចាប់ពី ៣០ បន្ទាប់ចុះ Hostel 30 room or less $20  
18 សណ្ឋាគារ ចាប់ពី ៣០ បន្ទាប់ឡើង Hostel 30 room or more $20  
19 ផ្ទះសំណាក់ ចាប់ពី ២០ បន្ទាប់ចុះ Guesthouse 20 room or less $50  
20 ផ្ទះសំណាក់ ចាប់ពី ២០ បន្ទាប់ឡើង Guesthouse 20 room or more $10  
21 គ្រឹះដ្ឋានរដ្ឋានបាល Governmental building $20  
22 សាលារៀនរដ្ឋ Government School $1  
23 សាលារៀនឯកជន Private School $1  
24 គ្លីនិកឯកជន Private Clinic $10  
25 ធនាគារឯកជន Private Bank $10  
26 ផ្សព្វផ្សាយពាណិជម្មក្រុមហ៊ុន (មួយយប់) Events per night $10  
27 ផ្សារ អ្នកលក់ដូរតាមទីសាធារណៈ Small shop in Market $1  
28 ផ្សព្វផ្សាយពាណិជម្មក្រុមហ៊ុន (មួយយប់) Events per night $30  
29 ផ្សារចាប់ពី ២០០ រ ប្រចាំថ្ងៃក្នុងមុខរបរ

នីមួយៗ និង អ្នកលក់ដូរតាមទីសាធារណៈ

Small shop in Market $0.05  
      Total: $

 

If the service attracts only  75.4% of the household customers in the area CAKE serves, at an average  price of $2, then CAKE could gain revenue of about $1,800 per month. If the service gains other types of customers. CAKE can earn enough to cover their expenses at low cost. If CAKE expands their service area or creates new lines of service, it will make it easier to pay for our service.  

Khmer Rouge Performance Script (Khmer Version)

So, after seven weeks of the Khmer Rouge exploration, our team came up with a short play that displays the picture of Khmer Rouge regime.  

 

FADE IN

 

EXT.AT THE FIELD.EVENING

 

Narrator: The music of sorrow plays in the middle of the performance, where we can see a 14-year-old girl with black fabric covering her eyes and fabric tied around her hands, with people forcing her to walk (a little bit of pushing). Behind her, there are two soldiers, wearing black clothes, screaming at her.

 

សូរសៀងសំនៀងថ្ងូចថ្ងូរទុក្ខសោករបស់ចំរៀងបានលិចលឺឡើងនៅក្នុងពាក់កណ្តាលការសំដែង យើងអាចឃើញក្មេងស្រីម្នាក់អាយុ ១៤ ឆ្នាំ មានក្រណាត់ខ្មៅរុំជុំជិតកែវភ្នែកទាំងគូរ និងដៃតូចទាំងពីរក្រពាត់ទៅខាងក្រោយខ្នង។ ម្យ៉ាងទៀតមាន ទាហានពីរនាក់នៅពីក្រោយនាង ដោយមានសំលៀកបំពាក់ខ្មៅហើយថែមទាំងស្រែកខ្លាំងៗដាក់នាងទៀតផង។

 

Soldier 1

“Keep walking!”

ដើរឲ្យលឿន!

 

Action: The girl is falling down.

នាងក៏ បានដួល

 

Narrator: The girl (feeling so anxious inside, but talking politely), says:

 

“I’m sorry. I promise I won’t do it again. Please let me go.”

ឲ្យខ្ញុំសូមទោសសមមិត្តបង សូមអង្វរដោះលែងខ្ញុំទៅ ខ្ញុំលែងហ៊ានហើយ

 

Action: Both soldiers kick her.

ទាហានទាំងពីររូបព្យាយាមទាត់ធាក់នាង

 

Soldier  2

“Get up! Don’t be so weak!”

ងើបឲ្យលឿន កុំមកធ្វើពើ!

 

Narrator: The girl tries to get up. She doesn’t know where the soldiers are taking her, but she knows that she’s going to die.

នាងព្យាយាមក្រោកឈរឡើង នាងមិនដឹងថាទាហានទាំងពីរនោះយកនាងទៅណានោះទេ ប៉ុន្តែអ្វីដែលនាងដឹងនោះគឺ ជីវិតនាងប្រហែលជាបានបញ្ចប់ឆាប់ៗនេះហើយ។

 

When they arrive at the killing field, she kneels down, closes her eyes with starvation and thinks about her beloved brother. She starts crying when she hears the sound of death ringing in her ears.

នៅពេលដែលពួកគេធ្វើដំណើរមកដល់ វាលពិឃាដ នាងបានលត់ជង្គង់ចុះ ទាំងឃ្លានយ៉ាងខ្លាំង ដោយនាងគ្មានសង្ឃឹមនឹងឃើញព្រះអាទិត្យ

ម្តងទៀតទេ តែគ្រានោះដែរនាងក៏បានគិតពីប្អូនប្រុសរបស់នាង។ ទឹកភ្នែករបស់នាងក៏បានស្រក់ចុះ ព្រមទាំងលឺនៅសាយសាប់របស់សំឡេង ទួញសោក ស្រែកយំ និង សំឡេងមរណះដ៏ត្រជាក់កំពុងលងបន្លាចនាង។

 

[inside shadow puppet]

 

Action: The soldier raises his weapon; the girl is still crying; he knocks her in the back of her neck.

ទាហានម្នាក់បានលើកដំបងឡើង ហើយនាងនៅតែយំ  នៅពេលនោះស្រាប់តែទាហានម្នាក់នោះវ៉ៃនាងពី

ក្រោយចំកញ្ជាំងក ហើយនាងក៏បានស្លាប់ភ្លាមៗ។

 

She falls into the hole.

នាងក៏ធ្លាក់ចូលក្នុងរណ្តៅ។

_________________________________________________________________________

INT.ROOM.MORNING.CONT’D

 

Narrator: An old man gasps, waking up from his nightmare. He wakes up with sadness and hears a sound coming from the kitchen.

 

Rathanak

“Grandpa! Breakfast is ready!”

លោកតា អាហារពេលព្រឹករៀបចំហើយៗ

 

Grandpa

“Errr! I will come now.”

បន្តិចទៀតតាទៅហើយចៅ

 

Action: The grandpa walks toward the dining table. He can see rice lying on the table. He sits down and starts eating.

 

Grandpa

“Today you are not going to school?”

ថ្ងៃនេះ ចៅអត់ទៅរៀនទេអី?

 

Rathanak

“There’s no school today because it’s Sunday.”

ថ្ងៃនេះ គេអត់រៀនទេតា ថ្ងៃនេះ ថ្ងៃអាទិត្យហ្នឹង

 

Grandpa

“Okay, good, then you can help me wash the cow today.”

អញ្ជឹងល្អហើយចៅ ចៅអាចជួយតា ទៅលាងគោ ថ្ងៃហ្នឹង

 

Narrator: They keep eating, until Rathanak gets up. There is rice left on the boy’s plate, so his grandpa says:

ពួកគេទាំងពីរបន្តបរិភោគអាហារ រតនះឆ្អែតហើយក៏បានដើរចេញពីតុអាហារ។ រនតះគាត់មិនបានញាំបាយអស់ទេ បន្ទាប់មកតារបស់គេក៏បាននិយាយ

 

Grandpa

“Rathanak, remember what I always tell you?”

រតនះ ចាំអ្វីដែលតាតែងតែប្រាប់អត់?

 

Rathanak

“No, Grandpa. What is it?”

អត់ចាំផងតា ប្រាប់អីគេ?

 

Grandpa

“Look at your plate! You need to eat all the rice. Do you know how hard people tried to grow and harvest it? You are very lucky to get to eat as much rice as you want, because during the Khmer Rouge regime, I didn’t get to eat like you.”

មើលចានចៅឯងទៅ ញាំុបាយឲ្យអស់ ចៅដឹងអត់ថាបាយមិនងាយរកបានទេណា។ ចៅពិតជាសំណាងណាស់ដែលមានបាយហូប

កាលតានៅក្នុងសម័យខ្មែរក្រហម គ្មានបាយទេចៅមានតែបបររាវ។

 

Rathanak

“Khmer Rouge? What do you mean?”

ខ្មែរក្រហមមានន័យថាម៉េចទៅ?

 

Grandpa

“The Khmer Rouge was a group of communists who took control of Cambodia on April 17, 1975, when I was your age; my sister was eventually killed by the CPK, which stands for the Communist Party of Kampuchea. Millions of people got killed because of starvation and torturing by the end of this regime.”

“ខ្មែរក្រហមហ្នឹងគឺជាអ្នកកាន់កុម្មនីសមួយក្រុមដែលបានចូលមកកាន់កាប់កម្ពុជានៅថ្ងៃទី១៧ មេសា ឆ្នាំ ១៩៧៥។ កាលនោះតាអាយុ ប្រហែលចៅឯងហ្នឹង ហើយបងស្រីរបស់តាត្រូវបានសម្លាប់ដោយ បក្សកុម្មនីសកម្ពុជា។ មានមនុស្សរាប់លាននាក់បានស្លាប់ដោកការស្រែកឃ្លាន និងធ្វើ ទារនកម្មដោយខ្មែរក្រហមនៅក្នុងសម័យនោះ។

 

Rathanak

“Why?”

ម៉េចបានគាត់ស្លាប់តា?

 

Grandpa

“It all started when…….”

វាចាប់ផ្តើមនៅពេលដែល…..

 

[shadow puppet – a girl and a boy walking tiredly]

[people come to act and continue walking tiredly]

 

Narrator: Rany and Vin finally were able to stop after working in the fields for hours and hours under the hot sun. They lay down on the dirt, sick with starvation. បន្ទាប់ពីបានធ្វើការក្នុងវាលស្រែជាច្រើនម៉ោង រ៉ានី និង វីន បានផ្ដេកខ្លួនដេកលើដី ជាមួយនឹង ការស្រែកឃ្លានយ៉ាងខ្លាំង។

 

Vin

“Bong, I’m so hungry, is there any food left?”

បង អា៎ ញមឃ្លានណាស់ យើងមាននៅសល់អីញាំអត់?

 

Action: Rany shakes her head sadly.

រ៉ានី ក្រវីក្បាលព្រមទាំងទឹកមុខមិនរីករាយ។

 

Vin

“I’m so hungry.”

បង អា ញមឃ្លានណាស់

 

Rany

“Just hold on for breakfast in the morning.”

ចាំបន្តិចទៅអូន មេឃជិតភ្លឺហើយ

 

Vin (crying)

“No, I can’t.”

បង អា ញមទ្រាំអត់បានទេ

 

Action: Rany starts to think and walks away from her brother.

នាងគិតហើយក៏បានដើរចេញពីប្អូនប្រុសរបស់នាង។

 

[close the curtain, brother and sister actors move away]

[open the curtain, the sister comes in]

 

Narrator: Rany slowly walks through the dark, trying to see if anyone is there. In front of her, she sees some small, shriveled and green bananas. As she is about to pick the bananas…

រ៉ានីដើរយឺតៗ នាពេលព្រឹកព្រលឹម នាងមើលលិចមើលកើត ព្រោះខ្លាចមានអ្នកឃើញនាង។ នាងក៏បានក្រលេកឃើញ ចេកខ្ចីនៅពីមុខរបស់នាង។ នាងបម្រុងនឹងបេះចេកហើយ ស្រាប់តែ…

 

Soldier 1

“Hey! What are you doing, comrade? How dare you use your hands to steal the food from Angkar!

នែ មិត្តអែង កំពុងធ្វើអី?មិត្តអែង អស្ចារ្យពិនណាហ៊ានមកលួចផ្លែឈើរបស់អង្កា

 

Soldier 2

“We need to teach you some lessons.”

តោះ យកវាទៅកសាងទៅ។

 

Action: Both of the soldiers take her away.

[close the curtain]

[open shadow puppet] – show soldier killing the sister [the sound (boom)]

[close shadow puppet]

[rooster sound – shows that it is morning ]

 

[sound of the bell] [Pol Pot calls everyone to sit and tells them that they need to increase the rice production]

[open the people curtain where the audience already saw Pol Pot and the victims]

 

Pol Pot

“Hello, my friends. This is a new experience, and an important one for the whole world, because we Cambodians don’t perform like others. We leap, and swiftly build. We don’t need a long period of time for transformation. I want you all to increase your rice yield to three metric tons per hectare. If we do this, everyone will be happy.”

សួស្តីមិត្តទាំងអស់គ្នា។ នេះគឺជាបទពិសោធន៍ថ្មីមួយ ហើយសំខាន់ណាស់សម្រាប់ពិភពលោកទាំងមូល

ពីព្រោះ ប្រទេសយើងមិនធ្វើត្រាប់តាមប្រទេសណាឡើយ។ យើងលោត ហើយកសាងយ៉ាងលឿន។ យើងមិន ត្រូវការចំណាយពេលច្រើនក្នុងការផ្លាស់ប្ដូរឡើយ។ ខ្ញុំចង់ឲអ្នកទាំងអស់គ្នាបង្កើនស្រូវបីតោន

ក្នុងមួយហិកតា។ បើសិនជាយើងធ្វើបែបនេះ អ្នកទាំងគ្នានឺងមានសេចក្ដីរីករាយ។

 

“Now, would any friend like to say anything?

ឥឡូវមានមិត្តណាចង់ ផ្តល់មតិ អីអត់?

 

Everyone is quiet.

Action: Victim 1 raises his hand.

Victim 1

“I saw this comrade (pointing to victim 2) dig up some potatoes at the farm last night.”

ខ្ញុំបានឃើញសមមិត្ត មួយនេះជីកដំឡូងយប់មិញ។

 

Action: Victim 2 raises his hand.

 

Victim 2

“No, I didn’t. This guy is lying! He was the one who stole those potatoes.”

ទេខ្ញុំមិនបានធ្វើទេ។ សមមិត្តមួយនេះគ្រាន់តែកុហកទេ អ្នកដែលលួចដំឡូងយប់មិញ

គឺជាគាត់។

 

Victim 3 (pointing toward Victim 2)

“No, I also saw that guy steal food.”

ត្រូវហើយខ្ញុំក៏បាន ឃើញសមមិត្តនេះលួចដែរ។

 

Victim 4 (pointing toward Victim 2)

“Yes. He did.”

ត្រូវ ហើយគាត់នេះអែង។

 

Action: Pol Pot looks at his soldiers, and nods his head.

Pol Pot ក៏បានសម្លឹងមើល ទាហានហើយក៏បានងក់ក្បាល

 

Pol Pot

“Comrade, you didn’t show respect to Angkar. Now you must learn.”

សមមិត្ត សមមិត្តអែងអត់គោរពអង្គការទេ មិត្តយកសមមិត្តនេះទៅកសាង។

 

Action: Pol Pot looks at his soldiers again.

Pol Pot ក៏បានសម្លឹងទៅទាហានសារជាថ្មី

 

Pol Pot

“Friends (looking at soldiers), please take this comrade with you.”

មិត្តសូមយកសមមិត្តនេះទៅជាមួយផង។

 

When the soldiers come to pull Victim 2 away, he yells:

ពេលដែលទាហានមកហើយក៏ទាញសមមិត្តនោះ គាត់ក៏បានស្រែក

 

Victim 2

“No no, please, no. I didn’t do it. They are just trying to accuse me!”

ទេ ទេ សូមអង្វរខ្ញុំមិនបានធ្វើទេ។ ពួកគេមួលបង្កាច់ ខ្ញុំទេ។

 

[close people curtain]

[open shadow puppet]

The soldiers are standing, the victim is on his knees. The soldiers hit Victim 2 with the shovel. [music sound]

[close the shadow puppet]

[open the people curtain]

 

Governor

“It’s time to declare the anniversary of the founding of CPK. Our party began in 1951.”

វាជាពេលវេលាដើម្បីប្រកាសការបង្កើតនៃបក្សកុម្មុយនីស្តកម្ពុជារំលឹកខួបអនុស្សាវរីយ៍។ បក្សយើងបានបង្កើតនៅឆ្នាំ១៩៥១។

 

Pol Pot

“Comrade, I do not agree with this idea. I’m sure that is not the date; CPK began in 1960 when I, and Ieng Sary came to the assembly in Phnom Penh and made our famous speech.”

មិត្តខ្ញុំមិនគាំទ្រអ្វីដែលមិត្តបាននិយាយទេ មិត្តខ្ញុំច្បាស់ណាស់ថាមិនមែនថៃ្ងនេះទេ យើងបានរកឃើញ បក្សកុម្មុយនីស្តកម្ពុជានៅឆ្នាំ ១៩៦០ ពេលដែល ខ្ញុំបាទនិង មិត្ត អៀងសារី បានមក ចូលរួមប្រជុំ នៅភ្នំពេញ។

 

Governor

But I believe the founding of CPK actually began back in 51, around the time when the Vietnamese came to Cambodia to support the overthrow of Lon Nol.

បក្សកុម្មុយនីស្តកម្ពុជា បានចាប់ផ្តើមតាំងពីឆ្នាំហាមួយនៅពេលដែលវៀតណាម បានចូលកម្ពុជាវាយលុកលុនណុល។

 

Pol Pot

“Any friends who disagree with me, you’ll stay. I want to have a private conversation with you. Those of you who see the validity of the 1960 date may go.”

មិត្តណាមិនយល់ស្របជាមួយនឹងខ្ញុំ សូមនៅទីនេះ។ ខ្ងុំចង់មានការសន្ទនា (private) ហើយ មិត្តណាដែលយល់ព្រមអាចចេញទៅបាន។

 

Friends who agree with Pol Pot leave the room, looking back over their shoulders like they are scared for their friends.

 

[close the curtain, horror sounds, shadow puppet opens] to soldiers killing people one by one, plus the music]

 

Narrator: Pol Pot started to get suspicious of everyone around him, including people who used to be from middle-class backgrounds, soldiers who had fought for Lon Nol, those who had joined the Communist movement when Vietnam was still very involved, and anyone who had exposure to foreign countries. To be suspected of disloyalty, a person only had to be mentioned in the confessions of three other people. Pol Pot got suspicious of all these people because he was afraid that they would rebel against him, so he killed many people who he thought didn’t stand on his side.

 

ប៉ុល ពត ចាប់ផ្ដើមមានការសង្ស័យទៅលើអ្នកទាំងអស់គ្នា រួមទាំងមនុស្សដែលធ្លាប់មានវណ្ណៈកណ្តាល ទាហានរបស់លន់ ណុល អ្នកដែលធ្លាប់ចូលរូមកាន់បក្សគុម្មនីសនៅពេលវៀតណាមចូលប្រទេស និង អ្នកណា ដែលមានទំនាក់ទំនជាមួយប្រទេសដទៃ ហើយបើសិនជាមានមនុស្្សបីនាក់ចោទប្រកាន់សមមិត្តម្នាក់

ប៉ុល ពត នឹងមានការសង្ស័យទៅលើម្នាក់នោះ។ ប៉ុល ពត មានការសង្ស័យទៅលើអ្នកទាំងអស់នេះដោយសារតែគាត់ខ្លាច គេតស៊ូប្រឆាំងតទល់នឺងគាត់។

 

January 1979

Soldier 1 talking to Soldier 2:

“We need to get out of of this country because I’ve heard the Vietnamese are attacking Cambodia and they got the victory.”

 

យើងត្រូវតែចេញពីកន្លែងនេះឆាប់ៗនេះ ខ្ញុំបានលើគេនិយាយថា កងទ័ពរបស់ វៀតណាម បាន

វៃទម្លាក់ Pol Pot បានសម្រេចហើយ

 

Action: Soldiers 1 and 2 behind to sneakily walk away from their post. They hear shots fired and get down low and hide. As they are hiding, three Vietnamese soldiers in uniform march past them. They look at each other with fear and shock in their eyes.

 

កងទ័ពទី១ និងទី២បានដើរលបៗចេញពីរកន្លែងនោះ។ ភ្លាមនោះពួកគេបានឮសម្លេងកាំភ្លើង ហើយក៏បានក្រាបចុះ។ កំឡុងពេលដែលពួកគេកំពុងពួន មានកងទ័ពរៀតណាមបីនាក់

ជាមួយនឹងសម្លៀកបំពាក់របស់គេ។ កងទ័ពទាំងពីរនោះបានសម្លឹងមើលមុខគ្នា ទៅដោយភាពភ័យខ្លាច និងយ៉ាងភ្ញាក់ផ្អើល។

 

Narrator: After more than 100,000 soldiers from Vietnam crossed the border and took over major sections of Cambodia, many Khmer Rouge leaders took cars, trains or walked to get out of the country. There was very little information about Pol Pot after the overthrow. Cambodians, who had spent four years working day in and day out were shocked at the sudden departure of their zone leaders, but slowly started to move back towards their hometowns to pick up the pieces of their lives. People tried to find their families and started to rebuild Cambodia as best they could.

 

បន្ទាប់ពីកងទ័ពរបស់វៀតណាម ចូលមកប្រទេសកម្ពុជា មេខ្លោងរបស់ខ្មែរក្រហមជាច្រើននាក់ បានរត់ ដោយប្រើ ឡាន រថភ្លើង និង ដើរជាដើម។ លើសពីនេះទៅទៀត ពលពតបានបាត់ស្រមោល សូម្បីតែដាមជើងក៏រកមិនឃើញផង។ បន្ទាប់មកប្រជាជន

ដែលនៅរស់រៀនមានជីវិត បានទៅ រកទីជម្រក់របស់ពួកគេវិញ។ ប្រជាជនខ្លះ បាន ធ្វើផ្ទះថ្មី ខ្លះ

ទៀតបាន កែរច្នៃ ផ្ទះរបស់ពួកគេសារឡើងវិញ។   

 

Back to grandpa and grandson

Grandpa

“This genocide left sorrow inside all the victims who had been tortured by the Khmer Rouge soldiers or had lost their family, friends, property, dignity or identity.”

 

អំពើប្រល័យពូជសាសន៍មួយនេះបានបន្សល់នូវវិប្បដិសារីជាច្រើនចំពោះអ្នករងគ្រោះដែលបាន ធ្វើទារនកម្មដោយកងទ័ពខ្មែរក្រហម ឬអ្នកដែលបានបាត់បង់គ្រួសារ មិត្តភក្ដិ ទ្រព្យសម្បត្តិ សាសនា និងអត្តសញ្ញាណខ្លួន។

 

Rathanak

“This is so scary and emotional.”

នេះពិតជាគួរឲ្យខ្លាច និងឈឺចាប់មែនទែន។

 

Grandpa

“Yes it is.”

ចៅនិយាយនេះត្រូវហើយ។

 

Rathanak

“Grandpa, is there any place where they killed the people during the Khmer Rouge that I could go to visit?”

តា តើមានកន្លែងណាដែលពួកខ្មែរក្រហមសម្លាប់មនុស្ស ដែលខ្ញុំអាចទៅមើលបានអត់?

 

Grandpa

“Yes, there is. One is Jeung Ek, known as the Killing Fields, and another one is S-21, which was a school that got turned into a prison. But it’s in Phnom Penh, and we can’t afford the money to go there now. Maybe when you grow older and have enough money, you can go to visit there.”

មានចៅ។ មួយគឺនៅ សារមន្ទីរជើងអែក ហើយ មួយទៀតនោះ គឺសារមន្ទីរ

ឧក្រិដ្ឋកម្ម ប្រល័យពូជសាសន៍ ទួលស្លែង។ កន្លែងទាំងពីរនោះគឺសុទ្ធតែនៅ ភ្នំពេញណាចៅ។ ហើយយើងមិនមានប្រាក់គ្រប់គ្រាន់ដើម្បី ទៅទីនោះទេ។ ប្រហែលជាចៅធំឡើងចៅមានលុយ

ចៅអាចទៅមើលបាន។

 

Rathanak

Yes. Grandpa.

បាទលោកតា

 

After performance

  • Samady Video

 

Khmer Rouge Performance Script

So, after seven weeks of the Khmer Rouge exploration, our team came up with a short play that displays the picture of Khmer Rouge regime.  

 

Narrator: The music of sorrow plays in the middle of the performance, where we can see a 14-year-old girl with black fabric covering her eyes and fabric tied around her hands, with people forcing her to walk. Behind her, there are two soldiers, wearing black clothes, screaming at her.

 

Soldier 1: “Keep walking!”

 

Action: The girl falls down.

 

Narrator: The girl, feeling so anxious inside, but talking politely, says:

 

“I’m sorry. I promise I won’t do it again. Please let me go.”

 

Action: Both soldiers kick her.

 

Soldier  2: “Get up! Don’t be so weak!”

 

Narrator: The girl tries to get up. She doesn’t know where the soldiers are taking her, but she knows that she’s gonna die. When they arrive at the killing field, she kneels down, closes her eyes with starvation and thinks about her beloved brother. She starts crying when she hears the sound of death ringing in her ears.

 

[inside shadow puppet]

The soldier raises his weapon; he knocks her in the back of her neck. She falls into the hole.

_________________________________________________________________________

Narrator: An old man gasps, waking up from his nightmare. He wakes up with sadness and hears a sound coming from the kitchen.

 

Rathanak: “Grandpa! Breakfast is ready!”

 

Grandpa: “Errr! I’ll come now.”

 

Action: The grandpa walks toward the dining table. He can see rice lying on the table. He sits down and starts eating.

 

Grandpa: “Today you are not going to school?”

 

Rathanak: “There’s no school today because it’s Sunday.”

 

Grandpa: “Okay, good, then you can help me wash the cow today.”

 

Narrator: They keep eating, until Rathanak gets up. There is rice left on the boy’s plate, so his grandpa says:

 

Grandpa: “Rathanak, remember what I always tell you?”

 

Rathanak: “No, Grandpa. What is it?”

 

Grandpa

“Look at your plate! You need to eat all the rice. Do you know how hard people tried to grow and harvest it? You are very lucky to get to eat as much rice as you want, because during the Khmer Rouge regime, I didn’t get to eat like you.”

 

Rathanak: “Khmer Rouge? What’s that?”

 

Grandpa

“The Khmer Rouge was a group of communists who took control of Cambodia on April 17, 1975, when I was your age; my sister was eventually killed. In fact, millions of people got killed because of starvation and torturing by the end of this regime.”

 

Rathanak: “How did she die?”

 

Grandpa: “It all started when…….”

 

[shadow puppet – a girl and a boy walking tiredly]

[human actors come from behind the shadow puppet curtain and continue walking tiredly]

 

Narrator: Rany and Vin finally are able to stop after working in the fields for hours and hours under the hot sun. They lay down on the dirt, sick with starvation. (Dalin was done)

 

Vin: “Bong, I’m so hungry, is there any food left?”

 

Action: Rany shakes her head sadly.

 

Vin: “I’m so hungry.”

 

Rany: “Just hold on for breakfast in the morning.”

 

Vin (crying): “No, I can’t.”

 

Action: Rany starts to think and walks away from her brother.

 

[brother actor lays down as sister walks away; then brother exits the stage]

[sister walks around the room as if looking for something]

 

Narrator: Rany slowly walks through the dark, trying to see if anyone is there. In front of her, she sees some small, shriveled and green bananas. As she is about to pick the bananas…

 

Soldier 1: “Hey! What are you doing, comrade? How dare you use your hands to steal the food from Angkar!

 

Soldier 2: “We need to teach you some lessons.”

 

Action: Both of the soldiers take her away, behind the shadow puppet curtain

 

[open shadow puppet] – show soldier killing the sister

[close shadow puppet]

[rooster sound – shows that it is morning ]

 

PAUSE

 

[sound of the bell]

Pol Pot

“Hello!, my friends. This is a new experience, and it’s an important one for the whole world because we Cambodians don’t perform like others. We leap, and swiftly build. We don’t need a long time for transformation. So from now on, I want you all to increase your rice yield to three metric tons per hectare. If you do this, everyone will be happy.”

 

So, “Now, would any friends like to say anything?

 

Everyone is quiet.

Action: Victim 1 raises his hand.

 

Victim 1: “I saw this comrade (pointing to victim 2) dig up some potatoes at the farm last night.”

 

Action: Victim 2 raises his hand.

 

Victim 2: “No, I didn’t. This comrade is lying! She was the one who stole the potatoes.”

 

Victim 3 (pointing toward Victim 2): “No, I also saw that comrade steal food.”

 

Soldier 2 (pointing toward Victim 2): “Yes. This all makes sense. We always knew she had a problem.”

 

Action: Pol Pot looks at his soldiers, and nods his head.

 

Pol Pot

“Comrade, you didn’t show respect to Angkar. Now you must learn.”

 

Action: Pol Pot looks at his soldiers again.

 

Pol Pot: “Please take this comrade away.”

 

When the soldiers come to pull Victim 2 away, she yells:

 

Victim 2: “No no, please, no. I didn’t do it. They are just trying to accuse me!”

 

[open shadow puppet]

The soldiers are standing, the victim is on her knees. The soldiers hit Victim 2 with a shovel. [scary music sound]

 

Governor

“It’s time to declare the anniversary of the founding of CPK. Our party began in 1951.”

 

Pol Pot

“Comrade, I do not agree with this idea. I’m sure that is not the date; CPK began in 1960 when I and Ieng Sary came to the assembly in Phnom Penh.”

 

Governor

“But I believe the founding of CPK actually began back in 51, around the time when the Vietnamese came to Cambodia to support the overthrow of Lon Nol.”

 

Pol Pot

“Any friends who disagree with me, you’ll stay. I want to have some private conversation with you. Those of you who see the truth of the 1960 date may go.”

 

Friends who agree with Pol Pot leave the room, looking back over their shoulders like they are scared for their friends.

 

[close the curtain, scary music, shadow puppet opens; soldiers killing people one by one]

 

Narrator: Pol Pot started to get suspicious of everyone around him, including people who used to be from middle-class backgrounds, soldiers who had fought for Lon Nol, those who had joined the Communist movement when Vietnam was still very involved, and anyone who had exposure to foreign countries. To be suspected of disloyalty, a person only had to be mentioned in the confessions of three other people. Pol Pot got suspicious of all these people because he was afraid that they would rebel against him, so he killed many people who he thought didn’t stand on his side.

 

PAUSE

 

Narrator: January 1979

Soldier 1 talking to Soldier 2:

“We need to get out off this country because I’ve heard the Vietnamese are attacking Cambodia and they got the victory.”

 

Action: They hear one gunshot. Soldiers 1 and 2 run off stage. Two more gunshots are fired. Three Vietnamese soldiers in uniform march onto the stage.

 

Narrator: After more than 100,000 soldiers from Vietnam crossed the border and took over large sections of Cambodia, many Khmer Rouge leaders took cars, trains or walked to get out of the country. There was very little information about Pol Pot after the overthrow. Cambodians, who had spent four years working day in and day out were shocked at the sudden departure of their zone leaders, but slowly started to move back towards their hometowns to pick up the pieces of their lives. People tried to find their families and started to rebuild Cambodia as best they could.

 

Grandpa

“This genocide left sorrow inside all the victims who had been tortured by the Khmer Rouge soldiers or had lost their family, friends, property, dignity or identity.”

 

Rathanak: “This is so scary and emotional.”

 

Grandpa: “Yes it is.”

 

Rathanak

“Grandpa, is there any place where they killed the people during the Khmer Rouge that I could go to visit?”

 

Grandpa

“Yes, there is. One is Cheung Ek, known as the Killing Fields, and another one is S-21, which was a school that got turned into a prison. But it’s in Phnom Penh, and we can’t afford to go there now. Maybe when you grow older and have enough money, you can go there.”

 

Rathanak: “I will, Grandpa.”

 

music

Killing Fields

I felt happy before I went to see the Chung Ek. After walking around and listened to the headphone I start to feel sad and sometimes I feel shocked. Most of the information is new for me, also there are about 20,000 who had died at Chung Ek. I saw bones, clothes, and trees, all of this are left from Khmer Rouge regime. When I heard people die from the knife, palm tree, hammer and etc. This is all the cheap products but they can kill people very quickly when I heard people are killing by this way I start to imagine to myself what will I feel when I was in that situation. When they bring all the people to Chung Ek they told that they will have a new home to live, but most of them they knew that they will die. There was a girl who had 2 bananas and they think she stole it so they killed her with the hammer. When I was walking during listen to the headphone I was standing near the place where they had killed people, that time I felt really shocked and I step backward. I noticed that there are no one laughing and feel happy all the visitors are quiet because they are so emotional full of sadness even they are not Cambodia.

 

   When I went to S21 I felt happy before starting the audio tour. After listening to the audio I start to feel really bad and kind of angry because it is too much for me to hear about this information. When I saw the bed with the picture on the top I can imagine the bed with dead body sleep on and I feel really scared of it I need a partner or more to walk with me. There are only 12 people alive from S21 they are really lucky and like a fantasy when I heard they’re still people alive from S21. When I walk across the quiet room I feel really scared and I feel like what happens if the ghost appears in front of me. There were no laughing but full of sadness, I still feel bad because there are more foreign people visit S21 than Cambodia people. I saw the picture of the way they killed people contain cruel. Duch, he’s one of the smartest students in his class than he becomes the leader of S21, the rule at S21 was really strong with a lot of punishment. This is the scariest place I’ve ever been before, I’m so sorry for those people who had killed with sadness and full of starvation. I saw blood I saw the weapon that they used to kill people I’m really sorry for those who had killed during Khmer Rouge regime including my relative.

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