The crisis in Japan has of course been all over the news here. And from every angle: when I didn't want to watch US marine helicopters loading up on CNN, I could see different images on the Chinese or Khmer or even Japanese channels. This is Asia, after all, and so even with only one Japanese family at Logos, recent events have still hit a bit closer to home for me. My heart goes out to them.
My perspective mirrors that of many Western expats. But here's the news that's been guiding many locals I know:
"A nuclear power plant in Fukumi, Japan exploded at 4:30 AM today. If it rains tomorrow or later, don’t go outside. If you are outside, be sure that you have rain protectors. It’s acid rain. Don’t let it touch you. You may burn your skin, lose your hair or have cancer. Please pass, stay safe and remind everyone you know. This applies to anyone in Asia."
So Wednesday, even high school students came to Logos ultra-nervous about getting wet. But it's not just teens that believed it: the past few days, this message went viral on texts and Facebook statuses from the Philippines to Singapore and beyond.
Talking with my friend Sovannary helped me understand how Cambodians could fall for this. They obviously don't have advanced science knowledge, given that many are illiterate and their education system is built on rote learning. And I rarely see anything on people's TVs besides karaoke and comedy - they might not think to check the news for confirmation. So when they hear "nuclear power plant," they think of the only nuclear thing in their memory: nuclear bombs. (Apparently most are aware of Hiroshima.)
Rumors among Cambodians far exceed the text message. Not only did everyone tell Sovannary that she and her daughters would die of cancer since they got caught in the rain, but they also claimed that Japan was about to explode and that nothing would grow on the power plant site for 100,000 years. Radiation, according to their story, would reach even the US at fatal levels. Kudos to Sovannary for researching more reliable sources: she's a teaching assistant, and her teacher gave her a much more accurate description of nuclear energy and the crisis in Japan. She had lots of questions for me, trying to confirm her teacher's reports.
All this was a powerful reminder for me that ignorance is NOT bliss. Fear often drives Cambodians' attitudes on issues where science could put their minds at ease.
Sunday, March 20, 2011
Sunday, March 13, 2011
The Khmer Riche
Stealing a year-old post from my friend Sheryl...she highlights an article with fascinating interviews of Cambodia's young elite. Logos may have been founded for orphans, but it has a few ultra-rich Khmer students. From the impending arranged marriages, to the entourage of bodyguards and servants, and right down to the kidnappings, this article rings true with my experiences of Cambodia's wealthy. (I even live in the neighborhood mentioned in the article, within blocks of many of Prime Minister Hun Sen's relatives.)
"So have you been wondering where international aid money goes once it leaves donors' hands and enters the quagmire of Cambodian politics? Please read this article for a very interesting look at money in Cambodia.
"What is even more fascinating and encouraging is that some of the Khmer Riche children attend Logos International School. These children are being taught Christian ethics, given an education to international standards, and introduced to the Lord Jesus on a daily basis. We have already seen dramatic shifts in some of these kids' lives and look forward to seeing how God uses them here in Cambodia in the future. We praise God for the privilege of working with so many different children at Logos as the school represents dozens of different nationalities and straddles all economic layers."
I don't pretend to understand my students' lives, but I know they're intense. The wealthy ones' entire world depends on corruption and dirty money. They've experienced their own sort of trauma: the weight of secrets much bigger than themselves and pressure to live a very limited, if self-indulgent, lifestyle. Home and school pull them in opposite directions, and most of them know which one has to win. Seeing some of them learn to show compassion for other segments of Cambodia is so exciting, because it's such a huge departure from their whole upbringing.
"So have you been wondering where international aid money goes once it leaves donors' hands and enters the quagmire of Cambodian politics? Please read this article for a very interesting look at money in Cambodia.
"What is even more fascinating and encouraging is that some of the Khmer Riche children attend Logos International School. These children are being taught Christian ethics, given an education to international standards, and introduced to the Lord Jesus on a daily basis. We have already seen dramatic shifts in some of these kids' lives and look forward to seeing how God uses them here in Cambodia in the future. We praise God for the privilege of working with so many different children at Logos as the school represents dozens of different nationalities and straddles all economic layers."
I don't pretend to understand my students' lives, but I know they're intense. The wealthy ones' entire world depends on corruption and dirty money. They've experienced their own sort of trauma: the weight of secrets much bigger than themselves and pressure to live a very limited, if self-indulgent, lifestyle. Home and school pull them in opposite directions, and most of them know which one has to win. Seeing some of them learn to show compassion for other segments of Cambodia is so exciting, because it's such a huge departure from their whole upbringing.
Monday, March 7, 2011
Should I laugh or cry?
I assigned my first-ever research paper in my 11th/12th grade class. I knew they needed practice writing formal research papers, and in my naivete, I thought that with some careful planning and clear instruction, I could be the one to guide them step-by-step through the process. That was my first mistake: overconfidence. There were a lot of mistakes after that. Now, I'm about 10 hours into a 30-hour grading process. If you gave me a choice between having my wisdom teeth out again and finishing the last 20 hours, there would be no contest.
Anyhow, after reading Alan Paton's novel Cry, the Beloved Country, I let them choose from four different research topics. Three of them went OK, but on one, I vastly underestimated students' prior knowledge and research skills. They had to compare apartheid in South Africa to slavery/civil rights in the US. Despite special meetings with me outside class to discuss research on this topic, they've struggled to gain an accurate overall picture of US black history. Nearly all of them have some interesting claims. So far, I've encountered the following gems:
“Slaveries in Africa started on December 1, 1955...
Slaves who worked on the big farm [in America] have to take care of fish and other sea food...
If the [American] blacks ever go against the law they will face punishment and they even got arrested and if they did more than that, all the black people will be kill. So [Rosa] Park got arrested in jail for going against the law. The black people cannot get merry with the white people, but later on the blacks and the white people can get merry.”
“In America, there was a massive slavery that started from the 1600s, and it ended due to the civil rights movement that led to civil war in 1865.”
“Martin Luther King was widely revered after winning the Noble Prize Winner Award. His amazing act of offering his life up to protect and save the lives of his own race without having to do anything much but give a strong speech and through nonviolence made him a true hero in my opinion.”
Accurate info but not the best wording: “The different reasons for slavery and apartheid in both the US and South Africa were that the slavery in the US is different from the slavery in South Africa. In the US, the slaves works in plowing fields, as a servant that had a lower class which was not considered to be important than white people, had no education, and the slaves came from all around Africa. As for in South Africa, the slavery and apartheid have the similar ways as in the US, likes the black people works in mines that are lower class that is not important than white people that has no education and it is only found in South Africa.”
“The Civil Rights Movement started in 1961, by President Abraham Lincoln, elected in 1860. He started the Civil War between the free, north state and the slave, south state.”
“The next movement was sit-ins that the black people would just gathered around in anytime anywhere and just sit there and did nothing but it was representing the protesting the racism.”
Lord, give me patience...and help me and my students learn a LOT through this long, laborious process!
Anyhow, after reading Alan Paton's novel Cry, the Beloved Country, I let them choose from four different research topics. Three of them went OK, but on one, I vastly underestimated students' prior knowledge and research skills. They had to compare apartheid in South Africa to slavery/civil rights in the US. Despite special meetings with me outside class to discuss research on this topic, they've struggled to gain an accurate overall picture of US black history. Nearly all of them have some interesting claims. So far, I've encountered the following gems:
“Slaveries in Africa started on December 1, 1955...
Slaves who worked on the big farm [in America] have to take care of fish and other sea food...
If the [American] blacks ever go against the law they will face punishment and they even got arrested and if they did more than that, all the black people will be kill. So [Rosa] Park got arrested in jail for going against the law. The black people cannot get merry with the white people, but later on the blacks and the white people can get merry.”
“In America, there was a massive slavery that started from the 1600s, and it ended due to the civil rights movement that led to civil war in 1865.”
“Martin Luther King was widely revered after winning the Noble Prize Winner Award. His amazing act of offering his life up to protect and save the lives of his own race without having to do anything much but give a strong speech and through nonviolence made him a true hero in my opinion.”
Accurate info but not the best wording: “The different reasons for slavery and apartheid in both the US and South Africa were that the slavery in the US is different from the slavery in South Africa. In the US, the slaves works in plowing fields, as a servant that had a lower class which was not considered to be important than white people, had no education, and the slaves came from all around Africa. As for in South Africa, the slavery and apartheid have the similar ways as in the US, likes the black people works in mines that are lower class that is not important than white people that has no education and it is only found in South Africa.”
“The Civil Rights Movement started in 1961, by President Abraham Lincoln, elected in 1860. He started the Civil War between the free, north state and the slave, south state.”
“The next movement was sit-ins that the black people would just gathered around in anytime anywhere and just sit there and did nothing but it was representing the protesting the racism.”
Lord, give me patience...and help me and my students learn a LOT through this long, laborious process!
Saturday, February 19, 2011
Service trip!
Two teachers and I took a week to lead 11th and 12th grade students on three different service trips around Phnom Penh. It was last-minute, stressful to plan, and disorganized. But none of that really mattered: overall, it was amazing. Praise God for how He uses us in our weakness! Photos and details available here.Go Tectonic Plates!
Thursday, February 3, 2011
The local wildlife
My roommates and I are so classy that we keep a giant can of Raid on our kitchen counter. You never live alone when you live in a Cambodian home, and I've grown accustomed to sharing my space with creatures I rarely encountered back in the US. One important lesson I've realized: All creatures are NOT created equal. Some are downright obnoxious, but others are mildly irritating, easy to ignore, even endearing. So, being a good teacher, I've created a quiz for you to test your intuition (and astute memory of previous blog posts) about my experiences with these common creatures. Can you guess which bug or vermin belongs to which description below? Take your best guess, then check against the answer key at the bottom. Post your scores - I'm curious!
a. Mosquitoes
b. Rats
c. Spiders
d. Cockroaches
e. Ants
f. Gecko lizards
1. I think squashed ______ smell like freshly cut grass.
2. After turning on the kitchen light at night, I always hesitate before entering, to allow time for ______ to run out of the room.
3. ______ are much smarter than I’d like them to be: they frequently switch up their favorite hiding spots in my room, and make quick getaways once I’m on the alert.
4. In contrast, I find ______ quite stupid: I always know where they'll hide, and often they run TOWARD me in an attempt to get away.
5. The only creatures that I find satisfying to squash with my bare hands are ______.
6. Fried ______ are said to taste somewhat like Cambodia smells.
7. A 7th grade lesson last year was livened up when a dead ______ fell out of our air conditioner.
8. ______ are responsible for the bloodstains I discover on my bedsheets some mornings.
9. Sometimes we keep dead fish laced with poison under our sink to allure ______ to their doom.
10. ______ are at their peak during cool season, resulting in the fact that I have to keep the fan on even if it means shivering in a sweater. (These days, I shiver in a sweater when it’s about 74 F, so don’t feel too bad for me.)
11. Everyone’s rather fond of ______, even though they often defecate on the walls.
12. I often feel bad for ______ after spraying them with Raid: it takes them so long to die, and they look so pathetic flailing around. So I wait until they're seriously irritating me before I spray them.
13. At the Bible camp last year, I had to comfort girls who were rather disconcerted by the giant ______ and ______ in the cabin and bathroom.
14. Most roads have dead ______ flattened into them.
15. ______ are usually much smaller than the species I knew in America, but can descend by the hundreds in a matter of minutes.
16. A zapper racquet kills ______ in a delightful way that my roommate Michaela refers to as “my own personal fireworks show.”
17. Two ______ live permanently on the kitchen counter, and a third in my bathroom.
18. Most of my Logos friends would agree with me: ______ are far and away our #1 archnemesis. (Hint: And that's not only because they've given some of us dengue fever...)
Answers: 1.E 2.B 3.A 4.D 5.A 6.C 7.F 8.A 9.B 10.A 11.F 12.D 13.C,F 14.B 15.E 16.A 17.F 18.A
a. Mosquitoes
b. Rats
c. Spiders
d. Cockroaches
e. Ants
f. Gecko lizards
1. I think squashed ______ smell like freshly cut grass.
2. After turning on the kitchen light at night, I always hesitate before entering, to allow time for ______ to run out of the room.
3. ______ are much smarter than I’d like them to be: they frequently switch up their favorite hiding spots in my room, and make quick getaways once I’m on the alert.
4. In contrast, I find ______ quite stupid: I always know where they'll hide, and often they run TOWARD me in an attempt to get away.
5. The only creatures that I find satisfying to squash with my bare hands are ______.
6. Fried ______ are said to taste somewhat like Cambodia smells.
7. A 7th grade lesson last year was livened up when a dead ______ fell out of our air conditioner.
8. ______ are responsible for the bloodstains I discover on my bedsheets some mornings.
9. Sometimes we keep dead fish laced with poison under our sink to allure ______ to their doom.
10. ______ are at their peak during cool season, resulting in the fact that I have to keep the fan on even if it means shivering in a sweater. (These days, I shiver in a sweater when it’s about 74 F, so don’t feel too bad for me.)
11. Everyone’s rather fond of ______, even though they often defecate on the walls.
12. I often feel bad for ______ after spraying them with Raid: it takes them so long to die, and they look so pathetic flailing around. So I wait until they're seriously irritating me before I spray them.
13. At the Bible camp last year, I had to comfort girls who were rather disconcerted by the giant ______ and ______ in the cabin and bathroom.
14. Most roads have dead ______ flattened into them.
15. ______ are usually much smaller than the species I knew in America, but can descend by the hundreds in a matter of minutes.
16. A zapper racquet kills ______ in a delightful way that my roommate Michaela refers to as “my own personal fireworks show.”
17. Two ______ live permanently on the kitchen counter, and a third in my bathroom.
18. Most of my Logos friends would agree with me: ______ are far and away our #1 archnemesis. (Hint: And that's not only because they've given some of us dengue fever...)
Answers: 1.E 2.B 3.A 4.D 5.A 6.C 7.F 8.A 9.B 10.A 11.F 12.D 13.C,F 14.B 15.E 16.A 17.F 18.A
Sunday, January 16, 2011
Can't leave them behind
French and German and I go waaay back. I had my first French lessons in 3rd grade, when I was still half-homeschooling. I remember struggling to pronounce the date each day: the 1990s were not a good time to start learning! ("1994" alone is 8 syllables.) German started at birth, with my mom trying to alternate between English and German days. It worked great for a year or two, especially since we spent 9 months in Germany before I turned 2. After that, my German was reduced to foods, colors, and random phrases like "straight ahead." Anyhow, by 10th grade, I was in level 3 in both languages, and continued to level 5 by graduation.
I always felt enthusiastic about learning languages in general, as opposed to French and German in particular. In fact, while I felt an affinity for all things German due to my family's connections there, I was apathetic toward France for years. I enrolled at Penn State in the education program for both languages, not intending to spend my life as a French teacher, but supposing that proficiency in three languages would serve me well wherever I went after graduation. I wanted to teach SOMEthing (maybe ESL?) and I was good at those. My decision seemed pragmatic, not passionate.
What changed my mind was my semester in France in 2007. Once France became a real place in my mind, not just the site of castles and cafes and catwalks, I found an affection for it. Finally, French people weren't the little cartoons in my textbooks - they were my host family and classmates and conversation partners. What helped most of all was how different we were: that I had to struggle to relate to them, rather than them being "just like me" but in another language. That struggle helped me define my identity in a deeper way.
Now I finally have a chance to fulfill a dream I've had since college: to learn Cambodia's Khmer language. (Albeit very slowly...new teachers are busy!) I thought I'd be content to throw myself into it and abandon further pursuit of French and German. Instead, I find myself wistful when I hear snippets at the grocery store, fumbling in my head to find words to initiate a conversation. Speakers are abundant in this city full of NGOs, but I'm rarely in their part of town with time to kill, and I don't know any personally. Thus, the Bible and an occasional DVD or online article are now my main sources of foreign-language sustenance. Better than nothing, but I'm missing the conversation component.
In French class last week, I realized I'd forgotten some common everyday words, like closet and pillow - words I never needed in college courses. At the French Cultural Center bookstore, I made mistakes in my chat with the cashier that I've successfully avoided for years. I was rusty, to say the least. I know I'm forgetting German much faster: even after years of study, it's still "use it or lose it." At this point, I could still easily regain fluency if I spent a month immersed in either, but that part of my knowledge is being buried deeper and deeper. I thought I was OK with not using it. I never realized losing my adopted languages would feel like losing part of myself.
I always felt enthusiastic about learning languages in general, as opposed to French and German in particular. In fact, while I felt an affinity for all things German due to my family's connections there, I was apathetic toward France for years. I enrolled at Penn State in the education program for both languages, not intending to spend my life as a French teacher, but supposing that proficiency in three languages would serve me well wherever I went after graduation. I wanted to teach SOMEthing (maybe ESL?) and I was good at those. My decision seemed pragmatic, not passionate.
What changed my mind was my semester in France in 2007. Once France became a real place in my mind, not just the site of castles and cafes and catwalks, I found an affection for it. Finally, French people weren't the little cartoons in my textbooks - they were my host family and classmates and conversation partners. What helped most of all was how different we were: that I had to struggle to relate to them, rather than them being "just like me" but in another language. That struggle helped me define my identity in a deeper way.
Now I finally have a chance to fulfill a dream I've had since college: to learn Cambodia's Khmer language. (Albeit very slowly...new teachers are busy!) I thought I'd be content to throw myself into it and abandon further pursuit of French and German. Instead, I find myself wistful when I hear snippets at the grocery store, fumbling in my head to find words to initiate a conversation. Speakers are abundant in this city full of NGOs, but I'm rarely in their part of town with time to kill, and I don't know any personally. Thus, the Bible and an occasional DVD or online article are now my main sources of foreign-language sustenance. Better than nothing, but I'm missing the conversation component.
In French class last week, I realized I'd forgotten some common everyday words, like closet and pillow - words I never needed in college courses. At the French Cultural Center bookstore, I made mistakes in my chat with the cashier that I've successfully avoided for years. I was rusty, to say the least. I know I'm forgetting German much faster: even after years of study, it's still "use it or lose it." At this point, I could still easily regain fluency if I spent a month immersed in either, but that part of my knowledge is being buried deeper and deeper. I thought I was OK with not using it. I never realized losing my adopted languages would feel like losing part of myself.
Saturday, January 8, 2011
Lilies of the field
I've never been very concerned with fashion, let alone gifted at it. I wore 80% pastels until middle school. In college, I decided I was fine with wearing "somewhat ugly" clothes if they were free and comfortable. I still like a hand-me-down sweater I got at age 11. There have always been clothes I liked and clothes I didn't like, but shopping was no fun and neither was parting with clothes that had seen better days.
That's one reason I was nervous before going to France, where fashion is about both self-expression and self-respect. To French minds, my solid-colored shirts with plain necklines and no accessories communicated, "I don't deserve to be noticed." My wardrobe didn't change dramatically when I was there, though I became a bit more adventurous. But I grew to appreciate a bit more their philosophy: that if you care about yourself, you don't wear sweatpants to run errands, and that dramatic earrings can be more about savoring life than about striving to win a beauty contest.
In terms of fashion, Cambodia and I are a good fit. Unlike wealthier Asian capitols (Hong Kong/Seoul/Tokyo), many people here can't afford to obsess about fashion. Conditions also aren't conducive to keeping clothes in top quality. My washing machine is a huge blessing (most Cambodians hand-wash their clothes) but it also wears clothes out much faster than in the US. Many of the clothes I brought are now stretched out, pockmarked, stained with sweat, and/or dyed pink from the red skirt I got at the market last year. On a similar note, my hair is almost never down due to the heat and humidity.
This bothers me much less than a few other teachers, who are used to looking put together, especially for work. At the same time, I am expected to dress professionally at school. Though the administrators aren't too strict - I wore Old Navy flip-flops all spring after my other shoes had all broken - I don't want to look much worse than my students, who wear uniforms that they generally keep in good condition. Fashion doesn't just communicate self-respect; it also can communicate respect for others. Dressing nicely for school is one way to show that I care about my students and that I take my job seriously.
As I live here longer without frequent trips home, more of my clothes are wearing out, and I'm still learning how to replace them. The mall's expensive and stores don't encourage trying things on. Tailors are gifted at copying clothing, and it's a great way to support local business - but it IS more expensive, and the fabric available is limited. Some markets have small stalls with used clothing, which I haven't explored yet. I love thrift shops in the US, but here they seem a bit more daunting. One market has cheap factory rejects, many of which are small and/or teenybopperish, but some of which are great. Jeans and shoes might be nearly impossible here: I'm half a foot taller than the average girl. I'm set on clothes for a while, but eventually I'll need to brave the world of shopping, Cambodia-style.
At the moment, I have two main categories of clothes: teaching clothes, and jogging clothes (along with ratty/stained former teacher clothes). If I want to look kind of nice (ex. church), I wear teacher clothes. If I don't care (ex. Saturdays at home), I wear jogging clothes. Because every time I wear my old gross clothing is one MORE time I'll be able to wear my nice clothing later on.
But in which contexts am I supposed to care how I look? Downtown, clothing is mostly a status symbol. Rich Cambodians dress up to run errands; poor Cambodians wear pajama-style outfits or work clothes or whatever they have. My roommate Megan and I agree that we see clothes largely as a social norm. I'm happy wearing nearly any type of clothing that is considered acceptable in the culture where I live. (Thus, the pajamas and crazy T-shirts ubiquitous here seem more and more appealing to me.) But I'm still working on figuring things out. If I want to live cheaply and simply, does it seem insulting to a restaurant owner when I walk in wearing stained capris and I can clearly afford something better? If most of my students are upper-class and have cute clothing, should I wear a more casual "teacher shirt" or can I get away with an old wrinkled T-shirt? For now, I guess I'll stick with what I have, and do my best to dress acceptably. But if you see a tall blonde girl in Phnom Penh wearing new floral pajamas, you can guess her name.
That's one reason I was nervous before going to France, where fashion is about both self-expression and self-respect. To French minds, my solid-colored shirts with plain necklines and no accessories communicated, "I don't deserve to be noticed." My wardrobe didn't change dramatically when I was there, though I became a bit more adventurous. But I grew to appreciate a bit more their philosophy: that if you care about yourself, you don't wear sweatpants to run errands, and that dramatic earrings can be more about savoring life than about striving to win a beauty contest.
In terms of fashion, Cambodia and I are a good fit. Unlike wealthier Asian capitols (Hong Kong/Seoul/Tokyo), many people here can't afford to obsess about fashion. Conditions also aren't conducive to keeping clothes in top quality. My washing machine is a huge blessing (most Cambodians hand-wash their clothes) but it also wears clothes out much faster than in the US. Many of the clothes I brought are now stretched out, pockmarked, stained with sweat, and/or dyed pink from the red skirt I got at the market last year. On a similar note, my hair is almost never down due to the heat and humidity.
This bothers me much less than a few other teachers, who are used to looking put together, especially for work. At the same time, I am expected to dress professionally at school. Though the administrators aren't too strict - I wore Old Navy flip-flops all spring after my other shoes had all broken - I don't want to look much worse than my students, who wear uniforms that they generally keep in good condition. Fashion doesn't just communicate self-respect; it also can communicate respect for others. Dressing nicely for school is one way to show that I care about my students and that I take my job seriously.
As I live here longer without frequent trips home, more of my clothes are wearing out, and I'm still learning how to replace them. The mall's expensive and stores don't encourage trying things on. Tailors are gifted at copying clothing, and it's a great way to support local business - but it IS more expensive, and the fabric available is limited. Some markets have small stalls with used clothing, which I haven't explored yet. I love thrift shops in the US, but here they seem a bit more daunting. One market has cheap factory rejects, many of which are small and/or teenybopperish, but some of which are great. Jeans and shoes might be nearly impossible here: I'm half a foot taller than the average girl. I'm set on clothes for a while, but eventually I'll need to brave the world of shopping, Cambodia-style.
At the moment, I have two main categories of clothes: teaching clothes, and jogging clothes (along with ratty/stained former teacher clothes). If I want to look kind of nice (ex. church), I wear teacher clothes. If I don't care (ex. Saturdays at home), I wear jogging clothes. Because every time I wear my old gross clothing is one MORE time I'll be able to wear my nice clothing later on.
But in which contexts am I supposed to care how I look? Downtown, clothing is mostly a status symbol. Rich Cambodians dress up to run errands; poor Cambodians wear pajama-style outfits or work clothes or whatever they have. My roommate Megan and I agree that we see clothes largely as a social norm. I'm happy wearing nearly any type of clothing that is considered acceptable in the culture where I live. (Thus, the pajamas and crazy T-shirts ubiquitous here seem more and more appealing to me.) But I'm still working on figuring things out. If I want to live cheaply and simply, does it seem insulting to a restaurant owner when I walk in wearing stained capris and I can clearly afford something better? If most of my students are upper-class and have cute clothing, should I wear a more casual "teacher shirt" or can I get away with an old wrinkled T-shirt? For now, I guess I'll stick with what I have, and do my best to dress acceptably. But if you see a tall blonde girl in Phnom Penh wearing new floral pajamas, you can guess her name.
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