Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 31
5 NEXT STEPS Some of the participants described the workshop as catalytic: it not only raised important issues, but also generated enthusiasm and commitment from some participants to address these issues effectively. Both the committee and the workshop participants agreed that there is an urgent need for a forum in which key players from the public and private sectors can meet not only to raise issues, but also to devise, implement, evaluate, and track Weir solutions. Specifically, the following action items were suggested: . . Devise and implement a follow-up to this workshop; this could be the prototype for tracking the results or recommendations from other activities studies, workshops, symposia targeted to upgrade the skills of the engineering work force. Convene a meeting of appropriate representatives from industry, academe, government, and professional societies to plan and implement a demonstration project of the academe-indusmy exchange discussed during Be workshop. · Before undertaking any additional activities review Be recommendations from past studies and task forces, such as those of tile NRC Committee on Be Education and Utilization of the Engineer (the leaded committee) to see whether they were implemented and with what outcomes and - - dev~se a systematic plan to bu~ld a solid research base from which to develop ~UOll1J1 ~LlVlUCb. 1 Ills researcn case snoula include data on the aspects of daily on-thejob activities that facilitate and concede adactabili~v-such so the ~:~:__~1 _ _~ _ ~ ~ ~ ~ ~ ~ ~ · ~ ~ ~ 1 1 ~ ~ . . ways In wn~cn engineers are managed and the determinants and impacts of career-long education. 31
OCR for page 32
Representative terms from entire chapter: