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Data from the Current Population Surveys of October 1984, October 1989, and January 1991 were used to examine the role of computer and mathematical skills in the U.S. labor market from 1984-91. Particular attention was given to their actual and potential effect on the economic status of women. Data confirmed the overall increase in the education level of workers in the U.S. economy. Findings were as follows: college-educated women and men were equally likely to use computer skills on the job; at any other level of education, women were much more likely to use computer skills at the workplace; and the gap between men and women in the rate of computer use widened between 1984-91. The higher rate of computer use among women was a reflection of the continuing segregation of men and women across occupations and industries. Use of computers was highly correlated with use of math on the job. Regression analysis showed that the economy-wide returns to computer use ranged from 13.1 to 18.8 percent in 1991 or about 2 percentage points higher than in 1984 and that, at the level of individual workers, computer skills rewarded men and women equally well. Because women used computers at a higher rate, the gap in average earnings between men and women narrowed slightly with the spread of computers at the workplace. (Appendixes include the following: 24 references, alternative classifications of occupations, job training requirements and skill upgrades, definition of regression variables, and standard errors of parameter estimates.) (YLB)

This study investigated the moves and communicative purposes used in 522 email messages that were exchanged in a Malaysian private educational institute. Using Swales's (1990) move approach, this study revealed that email writers used fourteen moves that are mainly six framing and eight content moves. Content moves included four main, one intertextual, one supporting and two follow-up moves. The four main content moves reflected the main communicative purposes of the emails that are discussing issues, enquiring about issues, couriering (delivering) documents and informing about organizational and academic issues. The four communicative purposes varied in their structural organization, number of recipients and reaction to receiving the email.

Describes advances in and advantages of computer simulation in education and industry. Gives examples from health care and waste handling industries and technology education classrooms. (SK)

Describes advances in and advantages of computer simulation in education and industry. Gives examples from health care and waste handling industries and technology education classrooms. (SK)

Noting that there has been tremendous growth in the number of businesses and not-for-profit organizations which have become equipped with computers and have empowered workers to communicate with them, this paper sheds light on policy issues related to managing the use of computer mediated communication (CMC). The paper first summarizes CMC's impact on the organizational, social, and technical environment. The paper looks at issues of CMC content and access, to illustrate the diversity of opinion about the assembly and legal ownership of CMC messages in the workplace. The paper then examines varying opinions about access to, and editorial control over, CMC messages. The paper looks at several business and educational organizations in which management and subordinates have encountered difficulty when attempting to define operational boundaries for the use of CMC, noting that academic institutions have made the decision to uphold the rights of the individual CMC users over that of the organization at large. The paper concludes with the posing of a series of questions that may help in the development of policies that can bring about more effective organizational control of CMC. (Contains 87 references.) (RS)