Submission1-7SomeLessonsfromtheAssemblyLineWritingNotes-3

Several lesson notes on the assembly line Notes for the long-term critical analysis project Which article did you choose here? The title and author are listed here. A. The article chosen is Andrew Braaksma's "Lesson of the Assembly Line". II. The purpose and purpose of the author are the reasons for his or her writing. According to the literal reading of the article you chose, what do you think is the purpose of the author? How did you make this decision? A. "Several courses on assembly lines" provides readers with a deeper understanding of the experience in the assembly line so that readers can understand that proper education is important. Throughout the article, he puts himself on the same level. Like other blue collar workers it is very important and fortunate that he understands that he has the opportunity to go to college and that others may not have the opportunity. In an article by Braaksma, he contrasts the difference between going to school and going to work. Among the lessons learned from the assembly line, Braaksma revealed the difficulty of working at the factory and how it affects his views and work at school, and in an Andrew Braaksma article , "Some lessons are

3 * 6 C10 31 28 37 3 * 3 C2 113 100 27 3 * 3 C4 44 38 38 3 * 4 C 4 74 73 29 3 * 6 C 4 101 85 20 3 * 3 C 4 _ rr 77 68 29 3 * 4 C 6 42 37 37 3 * 6 C6 58 51 26 3 * 3 H12_Plan 108 91 35 3 * 3 H22_Plan 101 74 31 3 * 3 RR3_Plan 115 93 19 3 * 3 RR4_Plan 94 76 21 21 -rr: Facility with rail crane _planned: Under the condition that it is planning. Yvonne Bontekoning was born on 26th January 1968 at the Berkhout in the Netherlands. In 1987 I completed VWO (University Foundation Education) at RSG Westfriesland in Hoorn. From 1984 to 1985, she studied at Kennewick Kennewick High School and graduated in the United States (WA). After finishing the founding year, she studied French for one year at Savoie College in Chambey, France. From 1988 to 1993 she studied the agricultural economy at the University of Wageningen.

After the Second World War, Japan's education system was reformed. Based on the American system, we changed the old 6-5-3-3 system to the 6-3-3-4 system (6 year primary school, 3 year middle school, 3 year high school, 4 year university). Gim Kyoik's compulsory education (compulsory education) is 9 years, 6 in elementary school elementary school (elementary school), 3 in junior high school junior high school (junior high school). There is one of the most educated populations in the world in Japan. And 100% enrollment rate and mandatory score are zero. Although not required, enrollment rate of high school (high mouth college) is over 96% nationwide, nearly 100% in cities. The dropout rate of high school is about 2%, and it continues to increase. Approximately 46% of high school graduates go on to college or university

Ensure that all 3 to 5 year old children can participate in the Early Childhood Education Program. All children aged 6 to 17 attend school and have finished studying (elementary school and high school student). All the children who graduated from elementary school and high school passed the test. All children who do not attend school receive alternative education. All illiterate parents / caregivers participate in practical literacy courses. All fathers and mothers are caring for and raising children. Through field surveys, the first two phases of data analysis and reporting are completed, the last phase requires data analysis and preparation of the whole report. This survey was a participatory study that encouraged community members, interested parties, and policy makers to participate, not as an information provision service, so a feedback session was held at the four case study sites. The results showed up at the community conference including children, focusing on their barangay findings