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Diary from Sassenheim

Assignments for the history/social science groups

Gender Equality

The History and Social Science project for the Finnish- Dutch student exchange program 2007

Introduction

Women are denied human rights in the labor force, governments turn a blind eye to illegal practices, corporations and private individuals engage in abusive and sexist practices without fear of official sanction.

For example, job advertisements in Ukraine often specify "man" among the requirements for work in business and government agencies, and employers often deny women employment based on age and marital status and family status. Private manufacturing companies in Mexico, Guatemala, the Dominican Republic routinely oblige female job applicants to undergo pregnancy exams as a condition of work and deny work to pregnant women. South African farm owners deny black women farm workers legal contracts, pay them less than men for similar work, and deny them maternity benefits.

Women are often the last chosen for training programs and the first to be fired, particularly in transitional economies and in economic recessions. (source: http://hrw.org/women/labor.html)

The above examples may sound far-fetched but it’s always worthwhile to bear in mind that providing equal opportunities for both men and women in Western countries is not a self-evident fact and it’s not such a long time ago when such gender equality, as we have today, was only a distant dream to some and an unwelcome change to some.

1. Assignment (Historical perspective)

Prepare a presentation how women rights have changed since the early the 20^th century both in Finland and in Holland. At the end of your presentation compare the similarities and differences between the two countries.

In your presentation concentrate on the following items:

- women’s right to vote and take part in politics

- changes in women’s legal status

- changes in society that made working outside homes possible

- women in working life

You will find these sites useful:

www.eduskunta.fi

www.kela.fi

www.stat.fi

www.cbs.nl/nl-NL/default.htm

www.tasa-arvo.fi

www.eerstekamer.nl

www.houseofrepresentatives.nl

www.europarl.europa.eu/committees/femm_home_en.htm

www.unesco.org/most/bpwomen.htm

2. Assignment (Fight for your rights)

You are a representative of an imaginary party called The Equality Party. The issue of equal pay for women is high on your agenda. Your group is asked to draft a flyer to promote equal pay in Holland/Finland. Your flyer will be later on distributed to general public that’s why you have to present your facts in a manner that both interests and convinces any passer-by.

Find facts to support your arguments!

You will find these sites useful:

www.stat.fi

www.cbs.nl/nl-NL/default.htm

www.tasa-arvo.fi

www.eoc.org.uk

www.equalpay.nu

www.wikipedia.org (equal pay for women)

http://www.socialwatch.org/en/avancesyRetrocesos/IEG/index.htm

3. Assignment 3 (Family life)

Compare how families are nowadays subsidised in Holland and Finland. Once again you are encouraged to rely on facts that you find. You may find these key-words especially helpful: maternity leave, paternity leave, maternity benefit, social security, housing benefit, child benefit, daycare, medical services, caring an ill child, income tax deductions and other forms of helping families.

You will find these sites useful:

www.svb.nl

www.kela.fi

www.stat.fi

www.cbs.nl/nl-NL/default.htm

www.tasa-arvo.fi

4. Assignment (Development aid)

Choose one these three countries (Iran, Burma or Nepal). Find what the most nagging issues concerning women’s rights are in the country of your choice. Then search what kind of development aid is given to that country and what kind of development aid your own country is currently giving paying attention to the fact whether the given aid aims at improving the situation of women. Present your own critique how useful and effective you think the development aid is in relation to improving women’s rights.

You will find these sites useful:

www.eduskunta.fi

www.stat.fi

www.kepa.fi

www.formin.fi

www.eerstekamer.nl

www.houseofrepresentatives.nl

www.global.finland.fi

www.oneworld.nl

www.oneworld.fi

5. Assignment (Interviewing)

Plan an interview with a woman who you consider an appropriate person with something to say about women’s rights. Draft the questions first. The questions will obviously have to deal with the issues you have covered in this project. Then contact the person either by email, phone or, in case you haven’t found any particular person (preferable female), simply go out and ask someone you meet in town. Write an article based on your interview.

Debate on Wednesday 25 at 10.30 am

The Finns are Romanians will be in Sassenheim in the same week. This provides a great opportunity for the students to learn more about different countries and different opinions ! That's why there'll be a debate on Wednesday the 25th from 10.30 - 12.10 between the Finns, Romanians and Dutch students will take place!

Students will debate in groups of 8-10 students. They will debate in with two different roles: formally and informally. In a formal debate the students will learn 5 minutes before the debate whether they are for or against the motion. In an informal debate they may choose whether they are for or against the motion. Each debate will last for 5 minutes. There will be a chair in each group leading the debate.

Below you'll find the topics for the debate.

Formal debate:

“Romania belongs to the European Union!”

“A complete alcohol ban should be implemented in Finland.”

“The Netherlands has got to protect its labor market more to foreign employees.”

“Romania is doing too little to avoid discrimination of Gypsy’s.”

“It is justified to torture terrorists.”

“The Welfare state in Finland makes people lazy.”

“Euthanasia is an individual right for human beings.”

“Secondary school students must

“It’s no problem to have two passports when your work at the government!”

Informal debate. You may choose whether to be for or against the motion.

“Soft drugs should be legalized in Europe.”

“Europe should build more nuclear power stations”

“Prostitution should be prohibited.”

“Smoking should be banned, also in cafes and restaurants.”

“Churches must be made suitable for students to live in.”

“The European Parliament should leave Strasbourg.”

“Citizen of the EU must be obliged by law to pay 10% of their wages for CO2 reduction programs.”

“Parents must take part in an upbringing course after their first child is born.”

“My country is the best to live in!”

Assignments for the science groups

Cultural sustainable development

Culture consists of human beliefs, values, institutions and technology. Culture can be seen in verbal and non-verbal communication between human beings, art, construction, the use of natural resources and in the structure of villages and towns. Development should be in harmony with different cultures.

Have a look at the following website:

http://portal.unesco.org/en/ev.php-URL_ID=1219&URL_DO=DO_TOPIC&URL_SECTION=201.html

Topic 1 Migration

Groups 1 and 2

Assignment 1 (Groups 1 and 2)

Both Finland and the Netherlands are immigration nations.

- Find out what the largest migrant groups are and how many people they number.

- If possible, try to find out how different age groups and sexes are represented among immigrants.

- Describe the history of immigration in both the countries. (A short description will do.)

- Describe the reasons for (immi)migrants to leave their country and to settle in Finland and Holland.

- Discuss in depth which reasons to stay in Finland and Holland are acceptable and which are not. Give argumentative personal views.

- Discuss both the advantages and disadvantages of having (immi)migrants in Finland and Holland.

- Use graphs to illustrate your presentation

Assignment 2 (Group 1)

Describe the cultures of the largest migrant groups.

Assignment 3 (Group 2)

Compare the integration policies in Finland and the Netherlands. You should cover residence permits, work permits, education programs, social security, the position of refugees and asylum seekers, family reunification and follow-up migrants.

What is the position of immigrants on the labour market?

Compare the political participation of immigrants with that of their indigenous peers. At which political levels can they take part in decision making? Who has the right to vote and to be elected?

How do different cultures show in society (e.g. ethnic food, music, art)?

Do they have their own newspapers, magazines, radio stations etc.?

What kind of problems and social strains does immigration produce?

Assignment 4 (Group 1)

Interview immigrants in both the countries. Turn to your immigrant friends, schoolmates, neighbours and ask about their experiences in the new country of residence. Share your information with the rest of your group. Make sure that you interview people in both Finland and the Netherlands.

You can contact Jie, Zahra, Lena, Wolf and Suzana (a teacher) from Seinäjoki Senior Secondary School at the following addresses:

womppi@luukku.com

zahraqaderi@hotmail.com

leena_r2004@hotmail.com

wolf_enstein@kolumbus.fi

suzana.zegrea@edu.seinajoki.fi

Assignment 5 (Group 2)

Form a group of four people. Work in pairs (one Dutch student and one Finnish student) and debate one of the following statements in front of the whole group:

- Immigration should not be restricted at all.

- Work permits should be abolished.

- Immigrants should have the right to use their own language everywhere.

- Assimilation into the new country is not necessary. It’s better to keep your own traditions.

The audience should decide by voting whose arguments were more convincing.

The following sites might help you with these assignments:

http://eumc.europa.eu/eumc/material/pub/RAXEN/3/emp/NL.pdf

http://www.everyculture.com/wc/Mauritania-to-Nigeria/Frisians.html

http://www.migrationinformation.org/Profiles/display.cfm?ID=267

http://www.uvi.fi/netcomm/content.asp?article=1945&language=EN

http://www.stat.fi

http://www.mol.fi/monitori

www.uvi.fi

www.intermin.fi (Ministry of the Interior)

www.stm.fi (Ministry of Social Affairs and Health)

www.coe.int/.../regional_or_minority_languages/2_monitoring/2.2._States_Reports/Finland_report3_FIN.pdf

http://www.inkeri.com/english.html

http://www.inkeri.spb.ru

http://www.spektr.net/kustannus/fi.html

http://www.indpress.fi

http://personal.inet.fi/private/onairfinland/index2.htm

Topic 2 Other minorities

Group 3

Besides the immigrants there are also other ethnic minorities both in the Netherlands and Finland. These minorities have existed side by side with the mainstream population for centuries. In Finland there are the Sami people and the Romanis, who both have an official minority status, and in the Netherlands there are for example the Frisians.

Assignment 1

- Find out how many people these minorities number.

- Describe the history of minorities in both the countries. (A short description will do.)

- Use graphs to illustrate your presentation

Assignment 2

Describe the cultures of the minority groups. Find out how the culture has developed in the course of time. What about subcultures inside the minority culture, such as youth culture?

Don’t forget to make use of music samples and pictures.

Assignment 3

How do different minority cultures show in society (e.g. music, art, literature)?

Do they have their own newspapers, magazines, radio stations etc.?

What kind of problems and social strains does being a member of a minority group produce?

Assignment 4

Interview people who represent minority groups in both the countries. Share your information with the rest of your group. Make sure that you interview people in both Finland and the Netherlands.

The following websites might help you with the tasks:

The Romanis:

http://www.romani.fi (Romaniasiain neuvottelukunta)

http://www.rom-equal.net/english.htm

http://www.stm.fi/Resource.phx/eng/index.htx

http://www.stm.fi/Resource.phx/eng/orgis/board/romani/index.htx

http://www.kuvataiteilijamatrikkeli.fi/taiteilija.asp?id=2367

http://www.sammakko.com/kirjat_ja_kirjailijat/kotimaiset/Kiba_Lumberg/index.php

http://www.tmp-production.fi/horttokaalo/hortto.htm

http://www.romanimusic.fi/2001/esittely.htm

http://www2.siba.fi/kamu/skm2/turkka.html

The Sami people:

http://oppiminen.yle.fi/saamelaiset_pohjoinen_kansa (SAAMELAISET, pohjoinen kansa. Video-opetuspaketti)

http://www.mikseri.net/artists/?id=21483 (musiikkinäytteitä mm. AMOC)

http://www.samediggi.fi/ saamelaiskäräjät

http://www.samediggi.fi/vanha/suomi/su12.htm saamelaiskäräjät, linkkejä

http://www.siida.fi/anaras/english/yleistietoa/yleistietoa.html inarinsaamelaiset (in English)

http://www.samediggi.fi/vanha/oktavuohta/en/index.htm digital magazine

http://www.samiradio.org/ saamenkielisiä TV- ja radiouutisia

http://koti.mbnet.fi/aletta/

http://www.angelit.net

http://www.rovaniemi.fi/lapinkirjailijat/enils.htm

http://www.kaltio.fi/index.php?405

http://www.ykliitto.fi/maapyora/3-2001/airaksin.htm

http://www.arkticum.fi/

http://www.samimuseum.fi/

www.coe.int/.../regional_or_minority_languages/2_monitoring/2.2._States_Reports/Finland_report3_FIN.pdf

Assignment for the economics groups

Invitation for the Finnish region of

Etelä-Pohjanmaa (Zuid-Osterbötten)

to participate in the

4^th American Automotive Industry Conference

for Foreign Direct Investment

Detroit, Michigan

United States

26-30 March 2007

European Commission of Economic and Monetary Affairs

Avenue Monet 36-48

1040 Brussels/Bruxelles

Belgium

Brussels, January 29^th 2007

Dear Sir/Madam,

The international competitive forces have been shifting considerably over the last decade. Te United States and Europe are facing Asian businesses that are rapidly closing the technological gap with western companies. Especially the United States seems to have lost their position in the global automotive industry and is struggling to catch up on the technological level.

In order to maintain competitive in the global automotive markets, many American businesses that are active in this industry are attending the 4^th American Automotive Industry Conference for Foreign Direct Investment, which is held in Detroit (US) from 26 to 30 March. The main theme at this conference is ‘Investigating opportunities for foreign direct investment (FDI) in the Nordic region in Europe’. The choice for this region is derived from the abundant technological human resources in this area. All participating businesses at the conference are producers of automobiles or automotive parts for the upper segment of the market and are using the latest electronic innovations in their products. They are all looking into opportunities to start production facilities in Scandinavia within the following 5 years. The European Commission for Economic and Monetary Affairs has ensured that six Scandinavian regions are given the opportunity to present themselves as attractive regions to host the location of automotive production facilities.

During a presentation, including a Questions and Answers (Q&A) session, you are given the unique opportunity to convince these automotive companies to locate their production facilities to your region. As the average production location will employ 500-2.000 employees, participating in this conference is a unique opportunity to support the development of your region!

1. Attracting Foreign Direct Investment

We have talked extensively with representatives of the American Automotive Industry Association. During these conversations, we have learned that the American business directors are looking for the following information on your region when they decide on what region to invest in:

- You will need to specify what the best location is in your region to build a production plant. The location should be clearly indicated on a map (or Google Earth). You will have to give sound arguments why this is the best location available

- A good transportation infrastructure and main ports for shippig in raw materials to the production location and for shipping out finished products towards European markets. Also, the region must be easy to reach for American Headquarter Managers that will fly in from the United States

- Proximity of raw materials (steel) for car manufacturing and proximity of major suppliers (like car electronics, tyres, car glass, fabric for chairs/interior, paint)

- Availability of a highly skilled and low-skilled labour force for research & development and production personnel. The proximity of technical educational and research institutions are good indicators. Also, the regional unemployment rate is necessary to predict the availability of human resources.

- Economic and development characteristics of the country (National income per person, unemployment, inflation, money spent on Research & Development (R&D), Public debt ratio of the government). All this data needs to be compared to the EU-average and to the Netherlands in particular as this is another potential area that these businesses might want to invest in.

- Cultural differences between the local culture and the American culture

- Attitude of the local population towards the European Union, as being (and staying) an EU member is vital to the businesses to maintain free trading within Europe. Carry out an opinion poll among a small amount of respondents to study this and think of some good questions that will give you a good indication on people’s attitudes

- The quality of life in the particular region since American business managers will have to move there with their families. (Think about health & education conditions, , opportunities for outdoor, cultural and or touristic pass times)

- Governmental benefits and taxation issues (taxation on employment and profits)

2. Regional development subsidies

A major concern of the European Union is the sustainability of EU-members’ societies. Therefore, the European Economic and Monetary Commission financially supports European Regions in attracting foreign companies that contribute to this goal. We are very delighted that the American Agency of Production and Trade also supports our efforts in this, as they are eager to learn from European practices in this area. Therefore, both our institutions offer a combined subsidy of € 10,000,000 to regions that are able to attract foreign direct investment that conduct operations following the 2006 European Sustainability Act. This newly develped Act includes the following main criteria:

- New businesses have to use ‘clean’ energy sources and have extensive programs to reduce the energy consumption as a whole. You will need to show specific examples of what businesses can do to achieve this and what ‘clean’ energy is available to them in your region. Show a graph/pie-chart that explains what the relative share is of different energy sources in the total national energy consumption and indicate clearly what share is made upo by ‘green energy’. Investigate what the percentual difference is between the price of ‘green’ energy and that of ‘grey’(=regular) energy. Briefly explain what the governmental approach is towards reducing energy consumption and stimulating the use of ‘green’energy.

- New businesses need to reduce the use of water and recycle water as much as possible in their production and office operations. You will need to show examples of what businesses can do to achieve this and how water recycling is taken care of in your region. The whole cycle of recycling water and all organizations involved need to be explained.

- New businesses need to be actively involved in their community. This means that they (financially) support sustainable projects and/or organizations. Present at least one social/environmental/cultural project in your region that could be supported.

Six Scandinavian regions are given the opportunity to travel along with Euro-commissioner Joaquín Almunia. The decision on what regions are offered this opportunity will be based on your presentation that takes place on Thursday February 8^th. The presentation will be evaluated by one of our commission members

An extensive evaluation scheme is included for your reference.

Good luck and let us know if you need any further clarifications.

Yours sincerely,

Julian Dawe

Arjen Woltman

Hugo van der Graaf

The European Commission of Economic and Monetary Affairs, Working towards sustainable growth

Working groups in Sassenheim

Working Groups, Sassenheim, 17-26 april 2007

		Dutch students	Finnish students
1	Group 1	Robin Augustinus	Juho Marttila
2	Science	Francoise Hoekstra	Fanny Kangas
3		Rosanne Rietveld	Noora Rintamäki
4	Group 2	Oscar Sondermeijer	Susanna Punkari
5	Science	Daniëlle van der Plas	Miia Vihanta
6		Sabine Horsten	Eveliina Rasku
7	Group 3	Thomas Möller	Mariia Lehtinen
8	Science	Lisanne Slotboom	Anu Kangasniemi
9		Yorrick Thoms
10	Group 4	Soraya de Vroomen	Kristiina Sahlberg
11	Economics	Arne Harboe Sorensen	Karoliina Kantola
12		Femke Dijkstra
13	Group 5	Lex van Diepen	Juha Vainionpää
14	History/Social	Matthijs den Os	Lassi Mäki-Valkama
15		Marcella Kronenburg	Vilma Peltonen
16	Group 6	Fabian Dekker	Tuomas Lampinen
17	History/Social	Liza ter Meer	Katriina Paakki
18		Oscar de Vroomen
19	Group 7	Sharon Ehigiene	Laura Turunen
20	History/Social	Albert Lang	Reinier Kip
21		Max van den Oever	Jasmin Koski
22	Group 8	Martijn van den Berg	Laura Pelkonen,
23	Cultural Project Seinäjoki	Natasja den Elzen	Enni Pienimaa, Reetta Korpela
	Group 9
24	Cultural Project Seinäjoki	Sander van Zanten	Reetta Ojanperä Pipsa Puumala
25		Lisette de Heiden	Essi Noponen
26		Joëlle Bemelman	Katja Meriläinen
27		Chantal Selhorst