If you want something you never had, you have to do something you've never done.
Explorations are project-based experiences during which students work together in groups to explore a relevant, often complex question, problem or challenge. This project-based learning is almost always enhanced with intensive activities that involve student immersion in real-world experiences outside of the classroom.
Gender equity is one of the biggest issues in the global, we must take the action. My exploration named Change Gender Equity and Change stands for Creating Humanitarian Awareness for the Nesassarary of Gender Equity. Our mission is to raise awareness about global gender issues with a focus on Cambodian society. In order to affect positive change, we must examine the past to transform the future. Through communication, passion, and risk-taking we will investigate various aspects of gender discrimination and inequalities by sharing stories, exchanging knowledge, and interacting with others to create a healthy and constructive dialogue about gender equity.
I learn about the difference between equality and equity. Equality is treating everyone the same. Equality is fairness and it only works when people need the same help. Equity is providing help in order to make them successful. Equity seems to be unfair, but it actually it tries to move everyone as close to the success as possible. But in society, everyone starts at different places and don’t have the same need so equity would be fit in this circumstance. My favorite part of the exploration is to learn about the stereotype. In the society, the stereotype is everywhere and anywhere. The stereotype is people perspective on someone or something.
Over the past seven weeks, a group of twelve students and two facilitators at Liger Leadership Academy have investigated a variety of topics related to gender as part of an exploration entitled “Gender Equity.” As our final product, we decided to organize a gender summit to raise awareness and create the dialogue about these very important global issues. Our summit will take place over two days, January 27th and 28th and will be conducted in both English and Khmer. We have invited high school age students from around the country to attend this event. Stay tuned for our gallery of student work, photographs, and interviews from the summit.
In the Ecosystem Services and Climate Change Exploration, we worked with Song Saa Foundation to focus on three main areas: organic gardening, lightning prevention and protection and a fish population survey. We went to two different communities on Koh Rong which is located, offshore of Preah Sihanouk province, to do a workshop and conduct a fish population survey. The data will be analyzed to see which fish species are being depleted, according to the elders. The workshop focused on safety from lightning since lightning is increasing with climate change. We also spent an afternoon building a fence at Sala Song Saa and prepared for an organic garden for Prek Svay community. Moreover, we distributed over a hundred water filters to the community at Prek Svay. Lastly, we snorkeled over coral reefs, through seagrass beds, and with bioluminescence. Thank you to Palm Beach Resort for providing us camping space, and providing us a night boat ride to swim with the bioluminescence.
41 years ago Cambodia was occupied by the Khmer Rouge (KR). It was the most destructive period of time in Cambodia. Everyone’s life was threatened by killing, malnutrition, being overworked, starvation, and mainly the death from weapons such as guns, mines, bombs, artilleries, and helicopters. Most of the weapons were imported from the United States, China and Union of Soviet Socialist Republics, known as USSR. The Khmer Rouge traded agricultural products to get these weapons.
We visited three museums that are related to Khmer Rouge war: War Museum, Cambodia War Remnants Museum and Landmine Museum. The common things that all three museums have are the weapons that were used during the war, and all of those weapons were found around the museum areas and in the forest along Thai border. Those weapons are: guns, mines, bombs, tanks, and artilleries.
What I learned from the War Museum is that after the war, there were six million mines and eight million bombs left in Cambodia. Now, 80% of the mines were cleared but 1.2 million mines still remain. One connection is that those bombs were also a reason that the Khmer Rouge gain their power through propaganda because the Khmer Rouge soldiers told everyone that they need to fight back against the US because US was dropping bombs in our country.
In this exploration we are learning mostly about anemia. We found out that 25% of the world population and 43% of Cambodian women and 53% of Cambodian children are anemia. Anemia are caused by genetic, parasites and iron deficiency. Genetic is when you parents pass the DNA to you. Parasites is when the hookworm eat you red blood cells. Last but not least is iron deficiency is when you don’t have enough in your body. To solve the anemia problem is to eat healthy food and food that contain a lot of iron in it. The food that contain a lot of iron are beef, pork and green leafy vegetables. From age 19-50 years old they should contain 18 ml gram of iron per day and the pregnant women they should contain 27 ml of iron per day. Pregnant women should contain more iron than the others because when they give a birth to their kids they lost a lot of blood and the iron are in the blood. So it also mean that they also lost a lot of iron. We collaborated with Lucky Iron Fish Organization. This organization is making the fish that contain iron. They helps to distribute the iron fish to the villagers that can’t support the healthy food for their family. We also went to Siem Reap to do the presentation to the villagers about how important is iron in our body. We not only went to the village, we also went to one NGO called Future of Khmer Children. We help the Lucky Iron Fish to distribute the fish to all of the villagers that came and listen to our presentation.
In this Exploration, we hope that we can study different kind of spiritual and write a description about it including the history. Though, we want to see the real situation and interview Cambodian that they have seen spirits before. We want to go to the famous spirituals place that Cambodian people have been talking about it and they believe in that place. Also we want get as much information as possible, so we can help providing information to our LigerCast episode 4 (talking about spiritual). We have one silly goal, we want to meet one ghost if it possible.
Our goals are to make a Liger Yearbook and share it with people all around the world. To achieve these goals we need to work with the book printing companies and collaborate with each other to write the story of year four at Liger. We will include a lot of pictures and multimedia created by Liger students and staff. Most of all we will make Liger a model for educating people locally and globally.
Students will work out to find the meaning of PBL and activities in local international schools/NGOs and western schools/ NGOs whether there will be A- standard PBL or how PBL are different around the world . Students will get to know government high school look, and they will make simple and easy pilot projects and do demonstration for government students to get to know that . And whether those projects would be suitable to their situation or not. At the end student would be able to do follow up with government students out come with fun event they would have planned.
On 12th January 2016, my project based learning group (PBL) presented some of the examples that students in government school can do and help to change the community. All of the examples are
Discussion of Problem and Solution
Things that I like the most were culture fading. At the past, during Khmer new year they are playing water and baby powder. The purpose of playing that is to get the happiness. Now during Khmer new year they still playing that, but they play in a bad way like trying to touch other places of the body (cheek, chest, etc). Also now our traditional games don’t have a lot of people playing it. It kinda fading with the elders.
They wanted the government students know how to engineer a new thing and know how to recycle the rubbish that not needed. Rube Goldberg is the one thing that can control other things. Students also can learn about physic and be solving problem.
Most of the book in Khmer is not about science, so they wanted the kids in high school wright the book about science.
Step how to write the book
pick the topic about science
research the information (asking experts, book, etc)
plant your story
draft your story (does it make sense?)
final draft (give it to the teacher to check)
draw some pictures that make sense with the story
That it!! but it not really easy to do.
That is Panharith and I presenting about. We wanted to have a small table in the library that will put the old stuff like, an old map of Cambodia, rock 1000 years old, an old picture of Cambodian famous people, etc. Our purpose is to get the new generation to know some of the histories. If any problem happened students must report to the teacher or the principal.
This is the last one they found some of the community problems and they try to find the solution to solve it. One of the problems that is my favorite is climate change. Climate change because of the pollution. If the pollution makes the flood, the flood will make the water go into the rice field with the rubbish. It a little bit hard to explain, have a look at the picture.
A group of students from Liger Learning Center in Phnom Penh traveled to Mondulkiri province to research more about indigenous Phnong culture. In this book, you will learn about Phnong traditional livelihoods, their belief, ceremony, education, and their lifestyle through our interviews.