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A study of the translation process compared the decisions that native speakers (experts) and non-native speakers (non-experts) made that influenced resulting translations. Subjects were 40 students, graduate students, and faculty in a university foreign language department. English language proficiency was measured for native speakers by using the ACTFL Language Proficiency Guidelines, and for non-native speakers using the Test of English as a Foreign Language (TOEFL). Student and faculty participants received a guide to 12 graphic organizers for thought processing and a page of semantic units in technical contexts to translate, and were asked to use the graphic organizers to create flowcharts of their translation decision-making processes. Analysis of the charts showed a significant differences in the processes used for translation at different proficiency levels, and that translation processes are generalizable to at least two expertise levels, expert and non-expert. Implications for development of machine translation techniques and for further research are discussed briefly. Contains 13 references. (MSE)

The needs and opportunities in the heavy-duty alternative fuel vehicle training arena were examined in an informal marketing survey. A list of 277 potential respondents was compiled from the 220 individuals in the National Alternative Fuels Training Program database and 57 names identified from journals in the field of alternative fuels. When 2 researchers called the 277 individuals, they were able to obtain responses from 33 individuals. The following were among the conclusions drawn from an analysis of the respondents' comments: heavy-duty alternative fuel vehicles' engines are supplied by relatively few manufacturers; despite the existence of a federal law defining the term "heavy-duty," there is no consensus regarding the term's use; training is being conducted but is being offered to relatively small groups; "serviceability" after conversion, maintenance, and "runability" are issues that have not been resolved in the heavy-duty alternative fuels training field; the need for conversion training will be small because manufacturers will be supplying bi-fuel and dedicated vehicles; and conceptualization of training products and services must be focused on an extremely small niche market. (Includes a list of the individuals contacted.) (MN)

Two things are required to bridge the technology gap between rich and poor countries that has resulted from the scientific and technological revolution: (1) a national development strategy that places a high priority on studies of global technological strategies for each sector of the economy; and (2) very high level educational institutions equipped to create scientists, engineers, and technologists with the creative capacity to adapt, improve, and innovate and the social conscience to evaluate technology's effects beyond its pure economic benefits. Available statistics on the funding of research and development in developed and developing countries throughout the world confirm the importance of establishing mechanisms to promote common social interests in research and education financing. Enabling developing countries to bridge the technology gap requires the establishment of new relationships among research, technological development, and high-level human resources training. Educational, science, and technology policies must be bound strategically to economic and social development plans. Research and teaching centers alike have critical roles to play in translating fundamental research results into improvements in industrial production that will in turn improve individuals' social welfare. Technology must be understood not simply as "applied science" but as "the science of productive work." (Contains 27 references.) (MN)