123 organized into an environmental management team. We made it a goal to obtain the certification within three years, and initiated our first step in practical training on environmental protection. To begin with, we translated from English to Khmer language over a hundred texts of manuals for acquiring the ISO as well as specific works linked to ecological issues, and in connection with the texts three Japanese institutions dispatched to the site instructors and experts in specialized fields. Lectures and practical training began at the Angkor monuments and continued for about one to three months, and along with this, on-site training was also conducted. Large amounts of money was needed to cover labor costs. The staff of the APSARA National Authority who joined in the lectures during intervals when they could take time off from their jobs, searched for the causes of these problems of environmental deterioration, and began a simulation as to how they could be solved. They later went to village offices in the locale of the ruins, where they clarified ecological issues and asked for the backing of the villagers. In line with the texts for advice and rectification, what they concretely did was to repeatedly clarify to the villagers as to what their motives were, they studied the current ecological situation, they trained the guards of the APSARA National Authority, they had talks with monks and village elders on ecological topics, they offered lectures for open-air vendors, they set up trash cans in schools, they organized ecological contests in school campuses, they set up cleaning companies, and engaged in other related tasks. All the same though, enabling the village people to comprehend this situation of environmental deterioration was at first rather problematic, and so our experience involved a series of trials and errors. Hence as a demonstration, we initially carried out as a collaborative activity the picking up of garbage at ruins in the locality of the village, and presented it as a case of ecological decline. Later we went to elementary, junior high, and high schools in the vicinity and held ecological contests, in order to
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