Review of the Naval Sea Systems Command (NAVSEA) Draft Memorandum: NAVSEA's 21st Century Engagement, Education, and Technology Initiative (2008)
Chapter: V. The Problem – Balancing Perspectives
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IV. Context
Next Chapter: VI. NAVSEA's 21st Century Engagement, Education and Technology Initiative
Suggested Citation:
"V. The Problem – Balancing Perspectives." National Research Council. 2008. Review of the Naval Sea Systems Command (NAVSEA) Draft Memorandum: NAVSEA's 21st Century Engagement, Education, and Technology Initiative. Washington, DC: The National Academies Press.
doi: 10.17226/12247.
Suggested Citation:
"V. The Problem – Balancing Perspectives." National Research Council. 2008. Review of the Naval Sea Systems Command (NAVSEA) Draft Memorandum: NAVSEA's 21st Century Engagement, Education, and Technology Initiative. Washington, DC: The National Academies Press.
doi: 10.17226/12247.
Suggested Citation:
"V. The Problem – Balancing Perspectives." National Research Council. 2008. Review of the Naval Sea Systems Command (NAVSEA) Draft Memorandum: NAVSEA's 21st Century Engagement, Education, and Technology Initiative. Washington, DC: The National Academies Press.
doi: 10.17226/12247.
Suggested Citation:
"V. The Problem – Balancing Perspectives." National Research Council. 2008. Review of the Naval Sea Systems Command (NAVSEA) Draft Memorandum: NAVSEA's 21st Century Engagement, Education, and Technology Initiative. Washington, DC: The National Academies Press.
doi: 10.17226/12247.
Suggested Citation:
"V. The Problem – Balancing Perspectives." National Research Council. 2008. Review of the Naval Sea Systems Command (NAVSEA) Draft Memorandum: NAVSEA's 21st Century Engagement, Education, and Technology Initiative. Washington, DC: The National Academies Press.
doi: 10.17226/12247.
Suggested Citation:
"V. The Problem – Balancing Perspectives." National Research Council. 2008. Review of the Naval Sea Systems Command (NAVSEA) Draft Memorandum: NAVSEA's 21st Century Engagement, Education, and Technology Initiative. Washington, DC: The National Academies Press.
doi: 10.17226/12247.
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