1. Alexis Pierce & Nisreen Eadeh
MC 391
Memo:
We chose this option, region, and topic purposely because we have never been
to Indonesia, we did not know much about mangroves, and we wanted to learn the most
we could about writing grant proposals from this class. We wanted the full experience of
writing a grant proposal, from researching an unfamiliar area for specifics to finding an
appropriate RFP.
We found the Mangrove Action Program as the organization for this RFP by
searching for a non-profit organization that leads educational programs, that has an
office in Indonesia (or nearby), and that has a focus on mangrove restoration.
Organizations found in our funding source papers fund also MAP.
Through the Asian Studies Center, Alexis located two PhD students from
Indonesia that were willing to help us on the project. One student helped us locate SMA
Negeri 1 Kretek, one of the nominated schools. The other student helped us find prices
of the items in the budget. Realizing it is realistically not feasible to locate prices in U.S.
dollars in American stores for items to be shipped from the U.S. to Indonesia, we
located prices in rupiah from Indonesian stores. Therefore, these items can be bought in
Indonesia.
For the travel and accommodation costs in the budget, we used travel sites such
as Indonesia’s LionAir to find the price for a round-trip ticket from Jakarta to Manado.
Nisreen used the Sandwatch Program and Manual as a source for the
Sandwatch Activities, the teacher workshop, and the supplies needed to conduct the
activities. We also researched previous teacher workshops from other non-profit
organizations to understand what materials are needed for the workshop (such as a
sign-in sheet, meals, etc.)
We also communicated with members from MAP. Alexis communicated with
Martin Keeley to inquire about the Marvelous Mangroves Curriculum. However, despite
several tries and even a CC’d email from Martin, we were unable to communicate with
Ben Brown. Martin provided us with information about Ben’s work and we found
additional information about his credentials on MAP’s website, the Where There Be
Dragons’ website, and the Marine Photobank’s website.
We searched for the RFP first by looking at organizations in both of our funding
papers. When that proved unsuccessful, we searched on online databases for an RFP
that related to our research we conducted throughout the semester (i.e. related to
mangroves, disaster management, and Indonesia). We used key words in our searches
such as “environment,” “mangroves,” “education,” “disaster,” and “Indonesia” to
eventually come across an RFP from UNESCO.
Submission of proposal:Email to Jakarta@unesco.org and cc to

2. e.estradivari@unesco.org with subject JAK/QUO/SCS/015.
Table of Contents:
An Introduction to the Project………………………………………………………………….3
About Us: The Mangrove Action Project (MAP)……………………………………………..4
Our Team………………………………………………………………………………………...5
Description of the Natural Resource Condition in North Sulawesi…………………………6
Description of the Natural Resource Condition in Yogyakarta……………………………..7
The Nominated Schools……………………………………………………………………...7-9
List of Sandwatch Activities……………………………………………………………….10-15
Workplan for Project Implementation………………………………………………………..15
Teacher Workshop..……………………………………………………………….15-16
Detailed Budget Breakdown………………………………………………………………16-17

3. An Introduction to the Project:
The Mangrove Action Project (MAP) will develop an extracurricular course, titled
“Our Extraordinary Environment,” using the Sandwatch Methodology and activities listed
in the Sandwatch Manual for two schools in Indonesia that lack an existing course that
covers the same material. This course will focus on the importance of protecting the
coastal environment in order to limit the impacts of climate change. Students will
monitor the coast to see the beneficial effects of mangrove forests. Mitigating the effects
of climate change can help protect coastal villages from future natural disasters through
the rehabilitation of the coastal environment with mangrove forests.
MAP will train one teacher from each school to head the extracurricular course
that will include several hands-on activities over the span of five months. By
recognizing the importance of sustainable development, MAP will utilize indigenous
knowledge and community participation to ensure the prolonged activities of the course.
The main goal of this project is to implement sustainable environmental
education. Although the project only lasts a year, all tools and data collecting materials
will be donated to the schools so they will not need supplies year after year.
Furthermore, the lessons taught in the activities are designed to be taught to students in
the years coming so the project can be self-sustained by the communities. Student
pledges will be signed to ensure dedication to mangrove forest sustainability along the
coastlines of Indonesia. Lastly, MAP and Sandwatch will also pledge to monitor the
progress of the communities by keeping in contact with the schools, travelling back to
see improvements themselves, and offering assistance if needed.

4. About Us: The Mangrove Action Project (MAP):
The Mangrove Action Project (MAP) is an international non-profit organization
headquartered in Port Angeles, Washington, U.S.A. that takes a grassroots, bottom-up
approach to mangrove conservation and other restoration issues. We involve and
include the voices of the global South, local communities, and their partner non-
governmental organizations.
Our mission is to conserve and restore mangrove forests and related coastal
ecosystems while promoting community-based sustainable management of coastal
resources.
The MAP has a regional office in Indonesia. MAP partnered with the Asia-Pacific
Study Center of University (PSAP) of Gadjah Mada, in Yogyakarta, Central Java in
2002. To this day, MAP Indonesia shares an office with PSAP and initializes all
programs based upon the research recommendations of the PSAP/MAP action
research team. MAP continues to gain awareness and support from various funders
including: Global Greengrants Fund, London Zoological Society, Rainforest Information
Center (RIC), United Nations Environment Program (UNEP), USAID, and many more.
The first project of MAP Indonesia in 2001 developed a Coastal Community
Resource Center in North Sulawesi. Environmental education and curriculum
development were included in the project.
To date MAP Indonesia has run 47 coastal field schools. Each field school has
25-30 participants, with half or more women participants, learning how to improve
management of mangrove trees through hands-on, season-long field studies. We have
run schools on salt-water tolerant rice, bamboo, non-timber forest products, mangrove
silvaculture, action-research problem solving, organic fertilizer, and brackish water fish
farming.
MAP has already promoted an educational curriculum similar to the Sandwatch
Program, thus ensuring that the Sandwatch Program will be properly implemented
within the educational curriculum of local schools in North Sulawesi and Yogyakarta,
Indonesia. The 300-page “Marvelous Mangroves” is a reference resource for teachers
and students to learn about how mangroves function. It was originally developed for the
Caribbean region in 1999 but has since been adapted to countries such as the
Philippines, Kenya, Brazil, China, and most importantly, Indonesia.

5. Our Team:
Ben Brown
· Director, Mangrove Action Project Indonesia
· Indonesia Semester Instructor, Where There Be Dragons
· Fluent in Bahasa Indonesia
· Worked 15 years as a community organizer and environmental educator in Indonesia
· Has overseen the development of 7 coastal community resource centers
· Has published several books for MAP including an action research curriculum and an
illustrated mangrove restoration manual
· B.S. Natural Resource Management, University of Michigan, 1993
Martin Keeley
· Coordinator, Marvelous Mangrove Curriculum
· 12 years experience as a teacher, 18 years experience as an environmental
educator
· M.A. Elementary Education/Curriculum Development, Atlantic Union College, 2003
The Natural Resource Condition in North Sulawesi
The island of Sulawesi is the largest in the Indonesian Wallacea. North Sulawesi
is a province located one degree of latitude north of the equator and the capital is
Manado. The terrain of North Sulawesi is extremely mountainous and hilly and there are
both active and extinct volcanoes; these volcanoes produce ash that allow North
Sulawesi to have fertile lands to produce rice, vegetables, coconut, and spices (cloves).
The climate is the same all year round as hot, wet, and well suited for salt-tolerant trees
that grow along sheltered coastlines. There are three forest types in North Sulawesi:
mangrove, wetland, and karst (Cannon et. al 748). Mangrove trees along the coast in
North Sulawesi protect “coastlines from tidal floods and erosion, provide a home to an
important variety of biodiversity, and provide important absorption of the world’s carbon
dioxide” which helps mitigate the effects of climate change (Kuhn). The Sulu-Sulawesi
marine ecosystem is “one of the most diverse marine communities in the world,
supporting an abundance of fish and coral populations” (Cassels et. al 338). There are
five nature tourist parks and animal sanctuaries in North Sulawesi that are all under
government jurisdiction to protect the biodiversity of the area.
The Natural Resource Condition in Yogyakarta
Yogyakarta is a province located in the middle south of the island of Java,
situated between the Merapi Volcano and the Indian Ocean. Yogyakarta is experiencing
a rise in development as it attracts numerous tourists, thus depleting the natural
resources in the area, which Yogyakarta already lacks to begin with compared to other
provinces in Indonesia (A Center for Culture and Manufacturing Excellence). Similar to

6. the North Sulawesi province, most of Yogyakarta “is covered by the soil weathered from
volcanic ash and provides high fertility for agriculture” (Karnawati et. al 2). Groundwater
serves as the main water resource for both agricultural and industrial needs. The coasts
of Yogyakarta suffer from beach erosion due to past tsunamis, storm waves, and tidal
waves (Pujotomo 5). Three main rivers flow through the region and often flood the
banks along the coast during the rainy season (November through April) (Pujotomo 18).
Mangrove ecosystems exist along the coast, protecting Yogyakarta from high wave
energy resulting from its position along the Indian Ocean.
Nominated Schools
Criteria: Two schools (preferably high schools) “that are located close to the beach
which are interested to implement Sandwatch programme as an extracurricular activity
or to integrate it into existing local curriculum. The schools should be located nearby the
organization’s office so it will be easier and cost-effective for the organization’s staff to
facilitate and monitor the project implementation.”
We nominate SMA Negeri 1 Kretek, a senior high school in Yogyakarta, and
Daseng Lolaro, a Coastal Community Resource Center (CCRC) located in North
Sulawesi, to implement the Sandwatch program.
SMA Negeri 1 Kretek is a high school with 270 students and 44 teachers in
Yogyakarta that has not worked with MAP previously, but is happy to invite the
Sandwatch program into the school as an extracurricular course. The school is located
in the southern most region of Yogyakarta close to the beach. The school is 13
kilometers south of the city of Bantul and 5 kilometers from the coast. The area of where
the school is located is agricultural, not densely populated, and most of the people are
subsistence farmers. Principal Suhanda notes that the “school atmosphere is quite
comfortable, quiet and suitable for learning activities,” a perfect space for implementing
the Sandwatch program. The school is 1.5 kilometers away from the Yogyakarta
highway, and students go to school by motorcycle, bicycle, and many walk. The school
is 30 kilometers (about 45 minutes) away from MAP’s Indonesia office, allowing for
quick transportation to and from the school and thus easier facilitation of the Sandwatch
program.
Daseng Lolaro is the first CCRC established in Indonesia and sits above 25
hectares of rehabilitated disused shrimp ponds which now make up a part of an
approximately 80 hectare mangrove preserve. This CCRC is located within the Bunaken
National Marine Park next to the coast. Daseng Lolaro’s facilities include a library,
auditorium, offices, pottery barn and kiln, and computers, making it an appropriate
space to implement the Sandwatch program. One the several activities this CCRC
implements is environmental education to students, including high school students.
Additionally, MAP already monitors Daseng Lolaro therefore we would be able to easily
facilitate and monitor the implementation of the Sandwatch program.

7. 21 June, 2012
Ben Brown
Universitas Gadjah Mada - Pusat Studi Asia Pasifik
Bulaksumur B-13
Yogyakarta 55281
Jawa Tengah, Indonesia
Mr. Ben Brown,
I am writing to invite you to our school, Negeri 1 Kretek, to implement “Our Extraordinary
Environment” extracurricular course as part of the Sandwatch Program. After your visit, I found
the course to be a necessary addition to the school’s program. Our school provides the
comforting needs to implement the course as well as willing students. I was also very impressed
by your professionalism and the enthusiasm you have towards educating our students. I am
delighted to start working with the Mangrove Action Project in October.
I have appointed Mr. Arif Cahyanta to coordinate the course along with your partnership. Mr.
Cahyanta teaches biology to our students, and thus I believe him to be the most appropriate
faculty member for this project. Mr. Cahyanta will be contacting you shortly.
If you have any further concerns, I am happy to address them.
Warm regards,
Dr. Ibn Suhanda
Principal, Negeri 1 Kretek

8. List of Sandwatch Activities
Month One - Observing and Recording
Ben Brown from MAP will travel to Yogyakarta and visit the school Negeri 1 Kretek,
while Martin Keeley from MMC will travel to Daseng Lolaro in North Sulawesi. By using
the Sandwatch Methodology, the team will bring together local youth from the schools
for lessons in environmental sustainability at a nearby and familiar beach capable of
mangrove restoration. In order to promote long-term scientific thinking, the
representative will prepare various activities for the students to learn data collection,
data analysis, and critical thinking. During the first month of the yearlong plan, the team
will conduct the activities that follow:
1. Youth Discussion
A discussion of how beaches are used in that area will be lead by Brown/Keeley
in a classroom setting for all peers to participate equally. After an assessment of how
people use the beach (fishing, living, ceremonial purposes, etc.), all students should
visit the beach for an assessment of its conditions. Students will need pencils and
notebooks, which will be provided to them by MAP on behalf of Sandwatch, for
observation data entry purposes.
2. Beach Monitoring
At the beach, students will make a detailed sketch of the beach they see making
sure to include all debris, vegetation, animals, human activity on the beach, and beach
layout/composition. If the beach has several components and includes roads and
housing then breaking up the students into groups focusing on specific aspects may be
beneficial. For example, one group could observe water conditions while another group
observes human activities. The beach sketch is a very important activity because it will
help the students see the physical improvement of the beach during the post-year
follow-up. After the sketch, the group will decide which parts of the beach to monitor for
the year. We recommend the group monitor mangrove growth and sea level changes
after flooding occurs.
3. Community Discussion
After beach sketches have been made, a second discussion should be held that
invites village members who remember the beach ten years or more ago who could
contribute to an analysis of projected changes to the beach in the future as a result of
climate change. The second discussion will help students analyze their data collected
and critically think about the importance of sustainable development. Furthermore, this
discussion will bring about a cultural consensus favoring the restoration and protection
of mangrove forests for the good of all living beings on the island.
Month Two: Beach Composition

9. During the second month of Sandwatch activities, students will begin to note physical
differences in the beach’s appearance and composition. Since most of Indonesia’s
population lives in the coastal areas, it is important for the students to understand the
human impact on the beach and how it affects coastal resilience to flooding. Activities
this month should focus on cleaning up the beach, assessing where mangroves can
properly grow, and curbing the potential commodification of local beaches by outsiders.
4. Human Activity on the Beach
Students should have drawn on their maps what houses, businesses, boats, and
other sorts of man-made infrastructure can be seen on the beach. For this activity,
students should take photos of the human activity and use the measuring tape to
measure the distance between the tide and an impervious cover of their choice,
possibly a house or a school that is considered coastal. This measurement should be
repeated twice a day for a week, once in the morning and once in the evening, for the
students to see how often the beach changes. These measurements may also assist
the students in thinking of the best places for mangrove forests to be. How can this
house or school or business be protected from natural disasters with the use of
mangrove trees? Often times the answer to this question may require buildings like
these to completely move. However, since this is an unrealistic expectation, students
should then discuss the importance of village planning and layout by assessing the best
inland places for new homes, businesses, etc. to be built where mangrove trees can
offer their protection.
5. Beach Cleanup
Perhaps one of the most important activities the students will do together is
cleaning the beach. Firstly, photos should be taken of the beach before and after its
cleanup. This activity may only last a day, depending on the amount of debris in sight,
but it will last as long as it takes, with well-scheduled breaks in between where food and
drink will be provided. In order to make the activity fun, music playing is highly
encouraged and safe debris could be used in the end for an arts and crafts project. On
this day the students will be broken up into three groups: Group One collects debris
coming from the sea (i.e. fishing floats or plastics with labels showing they were meant
to be used in another country); Group Two collects debris from beach users (i.e.
cigarette filters, food wrapping, or Styrofoam containers); and Group Three will collect
debris that may have come from either One or Two, such as packing material or pieces
of rope. Sandwatch will provide garbage bags and sanitation gloves for those picking
up the debris. This time should also be spent installing garbage cans provided by the
program along the beach. Ten trash bins (five for each school) will be provided and
should be spread out according to the best judgment of the people living there.
Garbage bins can be chained to a tree or mounted into the ground to avoid wind-
induced spillage.
6. Development Scenario

10. This activity is optional, but highly encouraged. In an era of globalization, it is
important for students to know how to react in the event that developers come to their
beach to discuss a development project that would build hotels and bring tourists to
their beaches. This is a role-playing activity so students should be broken up into those
who will represent the developers, local government officials, owners of local property,
environmental organizations locally and globally, as well as average beach users.
During the scenario each role has a few points to focus on: Developers should consider
the new jobs and revenue benefits, the increase in tourism, and local residents still
using the beach; Government officers should consider the environmental impact,
maintaining public access to the beaches, and how developers will cope with beach-
related issues such as erosion during construction; and concerned users, neighbors,
and environmentalists should consider indigenous species in the area that could be
affected, how local industries like fishing will be impacted, and potential increases in
crime and noise affecting those living close to the development. This activity could
further expand students’ critical thinking about future village planning and about making
the best decisions for their community.
Month Three: Water Quality and Activity
Water quality is an important measurement for the students to undertake. Poor water
quality is the first link in a chain of undesirable circumstances affecting every life form
on the island and in its waters. Excessive nutrient production in water—as a result of
sewage, farm and household chemical run-off, and storm and sediment run-off—can
cause permanent damaging effects to marine life, such as rapid algal bloom. Coastal
marine life is extremely important to the health of coastal waters and needs to be
protected from rising temperatures caused by pollution. Just a 2°C increase in water
temperature can cause coral bleaching, a process where coral reefs turn white, and
eventually die. Without coral reefs, humans and all other living beings are not protected
from water wastes that can contaminate food and kill off the smallest members of the
life cycle. Also, without healthy coral reefs there is an increase in carbon dioxide
resulting in higher water acidity levels further affecting marine life. Understanding the
signs of unusual or unhealthy water activity promotes sustainability and safety for all
living creatures on the island. Mangroves help reduce toxic carbon dioxide levels and
sediment pollution while also protecting humans and marine life from overexposure to
the sun and the fear of rising water temperatures that lead to natural disasters.
7. Measuring Water Quality
In measuring water quality, there are many factors the students can choose to
look at. We recommend the students measure dissolved oxygen levels, nitrate,
phosphate, pH, and temperature. These indicators can be measured using
Sandwatch’s simple water quality kit which offers all components needed for ten
measurements. Detailed instructions, tools, and safety materials are offered in these
kits. In order for more students to be involved in the measuring process, two samples
should be taken at a time for added legitimacy of results. It is important that these
measurements are taken at the same time each week and should last five weeks.
Before measurements are taken, a class on what these measurements indicate

11. conducted by a science teacher is necessary. Students should refer to pages 67-68 of
their Sandwatch manuals to reference water quality indicators if they are finding it
difficult to understand each step.
9. Tsunami Warning System
Water behavior goes beyond its quality and pollution, but into its most severe
actions, as well. Tsunamis are one of the deadliest natural disasters island nations
suffer from that cause severe flooding, earthquakes, and landslides. The Pacific Ocean
already has official tsunami warning systems in place, but it is very important for all
people to recognize a tsunami before it reaches the island. First, Brown/Keeley should
conduct a discussion asking the students if they know the warning signs of a tsunami. If
so, they should discuss these signs and if not then a classroom lecture is needed to go
over what to expect (i.e. earthquakes, receding water) and how to react (i.e. finding high
ground, going inland, alerting everyone in sight). Students should have a session
researching tsunamis that have affected Indonesia in the past and determine the
damages caused by these tsunamis and how the beach has changed since the last
tsunami. This activity will most likely only take a day leaving lots of room in the month
for water quality measurements.
Month Four: Coastal Ecosystems
Learning how plants, animals, and water interact with each other is the study of an
ecosystem. Students need to learn the chain of life that is surrounding them, from the
algae to the fauna to the birds. Climate change, through increased water temperature,
a rise in sea level, and increased acidic levels, greatly impacts coastal ecosystems. In
order to combat a total loss of beach and beach life, students should learn about the
ecosystem they are part of and how to sustain it.
10. Lessons in Ecosystems
In order to increase coastal resilience to climate change, coastal ecosystems
must be carefully observed and understood. This activity is more of a lesson than a
field project. Therefore, attendance by all students is very important. Each week
throughout the fourth month will be dedicated to learning about the ecosystem around
them with the help of Ben Brown and his colleagues of environmental experts.
11. Role of Mangroves
During lessons on ecosystems, time will also be dedicated to the role of
mangroves on the island. Mangrove cultivation, benefits, and importance will be
discussed in great detail to stress the need for sustained mangrove forests in order to
combat all environmental disasters and issues discussed earlier in the program.
12. Summarize Data
If not already done throughout the four months, students should analyze their

12. data by summarizing trends, breaking information up into groups, and displaying results
in charts and graphs on poster boards. A comprehensive PowerPoint should be created
for students in other schools using pictures taken at the beach during data collection,
summaries of what the students did on the beach, and information about mangrove
forests.
Month Five: Summary of Activities
The fifth month of activities is very important and will require all students to participate.
This month focuses on creativity and community awareness so the Sandwatch project
can be highly successful. All of the information gathered in the previous four months
will be disseminated to the greater Sulawesi and Java areas to develop a culture of
mangrove protection, arguably the most important step in combatting climate change
and the effects of natural disasters.
13. Establish a Network
Data is summarized not only for the students in the schools MAP has reached
out to, but it is also for the neighboring schools, municipalities, and businesses nearby
and inland. Students are encouraged to reach out to students in neighboring villages
and cities and extended family to share what they have accomplished. The school
principal and village leader will also make efforts to contact neighboring villages and
schools to help them start the mangrove rehabilitation project themselves. Using the
summarized data, village leaders and students can arrange to have presentations
made, newsletters sent out, hold video conferences, establish an annual fair, and create
a social media campaign to spread the word about their project and the importance of
mangroves.
14. Make a Movie
The students will be given a camera in order to film their progress, results, and
networking. Making a movie will enhance the students’ computer and camera skills,
while also giving them access to an easy outlet for disseminating information—the
World Wide Web. Students should create short video clips and post them on YouTube
so people all over the world can see what they have done and get a look inside the
Sandwatch method and Mangrove Action Program. This networking could encourage
students from different parts of the world to take action in combating climate change,
too. Recognition in the media will benefit the project by encouraging investment in the
project and gaining international recognition.
15. Creating Sandwatch Project: Mangrove Forest Rehabilitation
Creating a Sandwatch Project for Mangrove Forest Rehabilitation includes five
steps. The first step is to define the project’s objectives by specifically identifying what
the group wants to accomplish. The second step is to list the project’s activities in

13. consecutive order. The third step is to place an estimated timeframe next to the
project’s activities. Fourth, the group needs to identify what funding or outside sources
it needs, if any. Since MAP is offering mangrove seedlings and tools for cultivation, this
step may be skipped. The fifth step is to organize all of these steps into a
comprehensive table. An example of a successfully developed table can be found on
page 99 of the Sandwatch Manual. After the Sandwatch Project has been created, the
next step is to carry through with plans.
Workplan for Project Implementation
1. October 2012: Ben Brown from MAP Indonesia contacts heads of schools. Ben
Brown, Martin Keeley, and the teachers from both schools develop a curriculum
(specifically, the location and time of the class) during school time. Keeley and Brain
head the teacher workshop. Martin trains teachers on Sandwatch Activities. Ben Brown
decides with teachers and heads of schools on the logistics of the course
implementation (i.e. days he visits, etc.)
2. November 2012 - March 2013: Martin Keeley travels to Manado and then spends 1
day in Daseng Lolaro every week for 2 hours for the five-month plan. Ben Brown stays
in Yogyakarta and spends 1 day in Negeri 1 Kretek every week for 2 hours for the five-
month plan. The five-month will consist of the Sandwatch activities in the previous
section.
3. March 2013: After students have developed an action plan, Ben Brown will help
students implement the action plan. Students sign a contract agreeing to monitor the
beach with the heads of both schools and local landowners they are working with.
4. April 2013 - April 2014: Once a month for twelve months after the five-month plan,
Ben Brown will email the heads of schools and teachers to receive feedback on the
action plan.
5. May 2014: One year after the five-month plan has ended, Ben Brown will travel back
to Manado and Yogyakarta and visit the schools to monitor changes.
Teacher Workshops
In order to utilize the Sandwatch Program to build sustainable mangrove forests
in Yogyakarta and North Sulawesi, MAP needs to work with the teachers at the schools
to create a curriculum. This curriculum will be called “Our Extraordinary Environment”
and will use activities from the Sandwatch Manual appropriate for the environments of
the communities.
First, Ben Brown and Martin Keeley will meet with Perkumpulan Kelola at
Daseng Lolaro in North Sulawesi. Since the school has already been exposed to the
work of MAP and understands the importance of mangroves, the team will bring the

14. Sandwatch Manual and a presentation about the Program with them. The presentation
will include Sandwatch’s objectives and expectations, which are to create an
extracurricular course for students living on or near beaches affected by climate change
that utilizes Sandwatch Methodology to implement a mangrove forest rehabilitation
project. After the presentation, lessons on conducting Sandwatch activities will begin.
Keeley will train Kelola on how to collect data and use the tools provided by Sandwatch.
Both Keeley and Brown will then train Kelola on conducting discussions and scenarios,
as well as how to use the camera and Sandwatch websites. Lastly, the team will review
mangrove harvesting and care with Kelola so as to ensure proper growth in the future.
Since there are many data collecting activities to cover, the workshop will take
approximately five hours a day for five days to complete the training with Kelola. Meals
will be provided on behalf of Sandwatch.
Afterwards, the team will travel to Negeri 1 Kretek in Yogyakarta to meet with Arif
Cahyanta. Because Negeri 1 Kretek has not worked with MAP previously, an extra day
will be needed to go over MAP and the importance of mangrove forests. Mangrove
seedlings will also need to be brought, as well as the necessary data collecting tools the
students will be using and the same presentation about Sandwatch. After going over
how to conduct all of the activities for the five months, the team will then instruct
Cahyanta on how to harvest mangrove forests. Again, meals will be provided during the
six days the team is visiting. At the end of each session, the teachers will be asked to
evaluate the team’s training over the week and send their reports to MAP’s office in
Jakarta.
Detailed Budget Breakdown
Travel & Accommodation (for Brown and Keeley):
2 Airfare tickets (roundtrip; adult; coach; Jakarta to Manado;
Lion Air airlines) @ Rp 2,073,750
Car/day (5 months and 5 days) @ Rp 414,750
Hotel/day (5 months and 10 days) @ Rp 533,250
Food/day (5 months and 10 days) @ Rp 59,250
Total: Rp
163,233,750
Rp 4,147,500
Rp 64,286,250
Rp 85,320,000
Rp 9,480,000
Purchase of basic Sandwatch equipment (for 80 students):
5 boxes of Pencils @ Rp 29,000
80 Notebooks (1 subject) @ Rp 2,500
80 Folders (2-pocket) @ Rp 1,500
100 Mangrove seeds @ Rp 1,000
2 boxes of construction paper (400 sheets total) @ Rp 63,000
10 Tri-fold poster board @ Rp 93,615
2 Shovels @ Rp 30,000
2 Sickles @ Rp 20,000
Total: Rp
28,001,150
Rp 145,000
Rp 200,000
Rp 120,000
Rp 100,000
Rp 126,000
Rp 936,150
Rp 60,000
Rp 400,000

15. 2 Ranging poles (measure wave height) @ Rp 2,014,500
20 Plastic beaker sets (50, 100, 250, 500, 100 mL) @ Rp
225,000
10 Digital Water temperature/pH meters @ Rp 985,000
2 Boxes of Garbage bags (100 bags total) @ Rp 1,150
10 Permanent trash cans @ Rp 200,000
4 Boxes of Gloves (400 gloves total) @ Rp 8,000
10 Tape measurers @ Rp 15,000
80 Clipboards @ Rp 4,000
10 Hand lenses (magnifying glass) @ Rp 39,000
10 Compasses @ Rp 100,000
2 Packs of Stopwatches (12 total) @ Rp 30,000
Rp 4,029,000
Rp 4,500,000
Rp 9,850,000
Rp 115,000
Rp 2,000,000
Rp 3,200,000
Rp 150,000
Rp 320,000
Rp 390,000
Rp 1,000,000
Rp 360,000
Small workshops for school teachers:
11 Meals Rp 29,625
2 Boxes of pencils @ 29,000
10 Folders (2-pocket) @ 1,500
100 Sandwatch Manuals @ 16,500
Total: Rp
2,048,875
Rp 325,875
Rp 58,000
Rp 15,000
Rp 1,650,000
Printing or photocopy of simple teaching module/brochure:
2 Printers (Pixma Canon MP237) @ Rp 725,000
Ink (black) @ Rp 175,000
Ink (color) @ Rp 228,000
Paper for 200 photocopies (Bola Dunia) @ Rp 33,000
Total: Rp
1,861,000
Rp 1,425,000
Rp 175,000
Rp 228,000
Rp 33,000
Documentation of Sandwatch activities:
2 Canon Digital Cameras (that takes both photos and videos) @
Rp 1,353,000
Total: Rp
2,706,000
Rp 2,706,000
Overhead fee for the organization:
5% of total proposed budget
Total: Rp
9,892,538.75
TOTAL PROPOSED BUDGET: Rp 207,743,300.75
Exchange rate: $1= Rp. 11,850
$17,531.08

16. Works Cited
Cambers, Gillian, and Paul Diamond. "Sandwatch: Adapting to Climate Change and
Educating for Sustainable Development." UNESCO.org. UNESCO, 2010. Web. 11
Nov. 2013. <http://unesdoc.unesco.org/images/0018/001894/189418e.pdf>.
Cannon, Charles H., Marcy Summers, John R. Harting, and Paul J.A. Kessler.
“Developing Conservation Priorities Based on Forest Type, Condition, and
Threats in a Poorly Known Ecoregion: Sulawesi, Indonesia.” Biotropic 39.6 (Nov.
2007): 747-759. Web. 16 November 2013.
Cassels, Susan, Sara R. Curran, and Randall Kramer. “Do Migrants Degrade Coastal
Environments? Migration, Natural Resource Extraction and Poverty in North
Sulawesi, Indonesia.” Human Ecology 33.3 (Jun. 2005): 329-363. Web. 16
November 2013.
"Eco-Tropical Summer Program 2013." UEL.edu. University of Economics and Law at
Ho Chi Minh, 2013. Web. 17 Nov. 2013.
Karnawati, D., S. Pramumijoyo, and H. Hendrayana. "Geology of Yogyakarta, Java: The
Dynamic Volcanic Arc City." Iaeg.info. The Geological Society of London, 2006.
Web. 1 Dec. 2013. <http://www.iaeg.info/iaeg2006/PAPERS/IAEG_363.PDF>.
Kuhn, Anthony. Drama Amid Indonesia’s Disappearing Mangroves. National Public
Radio, 30 April 2012. Web. 16 November 2013.
<http://www.npr.org/2012/04/30/151548173/drama-amid-indonesias- disappearing-
mangroves>.
"Mangrove Action Project." Indonesia Office. Mangrove Action Project, 2013. Web. 10
Nov. 2013. <http://mangroveactionproject.org/about/regional-offices/indonesia-
office>.
“North Sulawesi: Adventures Beyond Dreams.” North Sulawesi Tourism Organization.
Web. 16 November 2013. <http://www.north-sulawesi.com/sul_info.html>.
Pujotomo, Muhammad S. "Coastal Changes Assessment Using Multi-Spatial Temporal
Data for Coastal Spatial Planning Parangtritis Beach Yogyakarta
Indonesia."Itc.nl. International Institute for Geo-Information Science and Earth
Observation, 10 Feb. 2009. Web. 1 Dec. 2013.
"Small Grant for Community Organization for the Pilot Project “Observing the Beach:
Building Climate Change Resilient Communities in Indonesia”." UNESCO.org.
UNESCO, 16 Oct. 2012. Web. 10 Nov. 2013.
"Yogyakarta." SummitReports.com. Summit Communications, n.d. Web. 16 Nov. 2013.
<http://www.summitreports.com/indonesia2/yogyakarta.htm>.