Matthew Kuraska

Elizabethtown College class of 2016

B.A. in English (Professional Writing)

Writing Portfolio

Upon accessing this web page, you will find various examples of original writing created

by me, Matthew Kuraska. I uploaded these files specifically to express my skill in

communicating technical or complex ideas through writing in the form of research papers,

employee memos, and training guides. Many of the documents have been chosen among

assignments that I have completed while pursuing my English major with a concentration in

Professional Writing. My English major, as well as minors in Computer Science and Sociology

from Elizabethtown College will be finished in May of 2016.

The first page of content in this portfolio, titled "Faculty Bulletin & Technical

Guide" contains an employee memo and related training guide, showing my previous experience

in workplace writing. Next, the "Technical Process Description" shows my ability to understand

and relay complex information, pulling from my experience in both Professional Writing and

Computer Science fields. Following this, the "Feasibility Study" expresses my ability to pursue

information and interview sources to attempt a meaningful change for my community. My

"Critical Literary Analysis" was pulled from my college course in Technical Writing, and

presents how I can evaluate other forms of technical communication and improve my own

writing from the experience.

For additional information about my completed courses and employment, please see my resumé

located at the end of this file.

Compliance with Accessibility Standards for Print Material

Under the Americans with Disabilities Act (ADA), all required course material must be

accessible for students with disabilities. Students unable to access printed text due to reading

disorders and certain visual impairments may need to use a screen reader that converts the

text to an audio file. Disability Services modifies all required course material (textbooks and

course packs) submitted by faculty each semester through the Elizabethtown College Store’s

Textbook Adoption Procedure. For resources not submitted through this textbook adoption

procedure, faculty will need to convert course materials into accessible formats when

indicated by an accommodation request.

How can you ensure your files are accessible?

All college computers have Adobe Acrobat Reader software which includes a screen

reader feature for accessibility. Unfortunately not all files are compatible with screen

readers. To check your document:

Using Adobe Acrobat Reader, right-click on the page then scroll down to click

“Document Properties”. A window will open with multiple tabs displaying various

information about the file. Under the “Description” tab, look for “Tagged PDF: [yes/no]”

which will confirm if the text is recognizable.

Alternatively, you can test the file by using your mouse cursor to try highlighting text

throughout the document. If the program lets you highlight sections, the screen reader

should also be able to recognize the selected text.

As a final test, users of Adobe Acrobat can fully test the functionality of their PDF by

navigating to: View Read Out Loud (Make sure your computer’s audio is enabled).

If the document is not “tagged” you will need to use Adobe Acrobat Pro to convert the

document.

List of computers in each academic department with Adobe Acrobat Pro. Please contact

ITS if you would like Adobe Acrobat Pro installed on your individual work computer.

*This policy assumes faculty have obtained appropriate copyright permissions.

One Alpha Drive Elizabethtown, PA 17022-2298 Phone: (717) 361-1185 Fax: (717) 361-1556 www.etown.edu/offices/learning

CENTER FOR STUDENT SUCCESS

ACADEMIC DISABILITY LEARNING WRITING INTERNATIONAL STUDENT ADVISING SERVICES SERVICES WING STUDENT SERVICES TRANSITION PROGRAMS

1

How a Graphics Card Works: Images from Electrical Signals

Matt Kuraska

25 March 2015

Figure 1: Graphics Card

(Photo from: www.tomshardware.co)

Audience and Scope The purpose of this document is to educate readers by explaining the technological functions that

occur within a computer’s graphics card. This guide will serve only as a general learning tool and

will not specifically describe how a certain commercial product works. Each process defined

within this document will, however, apply to most machines because the technical components

are typically the same among all computers with slight deviations in laptops.

This paper will discuss the electronic aspects that allow this one mechanical piece to create

images on the screen, but also will encompass how it interacts with other essential parts in the

machine. After reading this document, audiences will learn exactly how a graphics card functions

within a desktop computer.

2

The intended audience for this document includes high school and college students that are

interested in Computer Science or Information Systems. This guide will supply readers with an

in-depth understanding of a graphics card which will benefit their pursuit of further education in

technology.

An Introduction to Graphics Cards A graphics card is an essential component within a computer that takes input from binary code

(ones and zeroes in a specific pattern) then translates these instructions into different colors that

apply to every single pixel on the monitor’s screen. A monitor with a resolution of 1680 x 1050

contains a total of 1,764,000 pixels. The graphics card has to apply a color to each one to portray

an image. In the case of a video, this device has to constantly change these pixels, which requires

numerous computations every second.

Binary Code from CPU (processor) | Graphics Card Translates | Image Appears on Screen

Figure 2: Basic Function of Graphics Card

(Images from: carlraoul.blogspot.com | pc-internet-zone.blogspot.com | configurareequipos.com)

Fundamentals of a Computer Before getting started and focusing on the graphics card, it is important to have a background of

understanding about how a computer functions as a whole. We will focus on desktop computers,

because laptops tend to be slightly more complex in their makeup. First of all, the computers we

use are made from various different mechanical parts that piece together and form a working

machine. Every section within the case of a desktop can be dissected and broken down to a

microscopic level of circuits and miniscule wires creating an information pathway throughout the

computer. The main mechanisms include:

3

• Central Processing Unit (CPU) which serves as the “brain” of the machine

• Hard Drive which stores all your software

• Random Access Memory (RAM) allows the computer to process multiple tasks

simultaneously

• Graphics Card that converts signals into images on the screen

• Motherboard which is the main circuit board

All of these pieces are considered the hardware of a computer, while the virtual programs and

information are referred to as software. External parts such as a mouse and keyboard are called

input and output devices (I/O) that send information to the computer and tell it where to move

the cursor or what buttons are being pressed. The monitor serves as a recipient of information

and displays the results of the user’s commands. Computer screens are made up of numerous tiny

dots called pixels. Each pixel has a specific color value that creates an image when put together,

similar to a mosaic painting.

Graphics Card Composition Once we look deeper at the parts of our machine, we can see that the graphics card has a unique

composition of its own which is just as complex as the computer, itself. Laptops tend to have

their video cards “integrated” into the motherboard which means it shares information with the

CPU, so we will focus on the standalone version that is found in most desktops.

Parts:

• Connection Interface (Bus)

• Video Chip (GPU)

• RAM

• DAC

• Circuit Board

The connection interface, also known as the “bus” connector, typically looks like small teeth

with grooves on the edge of the video card. This piece connects to the motherboard so it can

interact and receive information from the central processing unit. The video chip is responsible

for manufacturing the particular signals in order to create the desired image. The memory (RAM)

on a graphics card is dedicated strictly to holding information required to output images on the

screen. By separating this from system RAM, the processor will not be overloaded with

information and the computer can run smoothly. The digital to analog converter (DAC) exists on

the graphics card to convert the signals from the video chip into a form that the monitor can

understand. This tends to be connected through the use of a 15-pin VGA cable, which most users

will identify as the cord with blue ends that plugs into their monitor from the back of their

desktop.

4

Graphics Card Functions Information flows through a computer by means of the central processing unit, but not in any

language humans use to communicate. In computers, data is stored and transported in the form of

binary code, which means that every command comes in the form of ones or zeroes that string

together and form “words” that the machine can understand. The graphics card receives

information in this form through the bus connection with the motherboard and CPU, then uses

the video chip to discern what colors the computer wants to input for each pixel. Every frame or

image on the screen is the result of a “bit map,” a series of binary digit codes (Bourke). In a

monitor displaying 60 frame per second (fps) the graphics card has to make 60 cycles of binary

digits every second. To make this process run smoother, the RAM within the video card stores

the information necessary to make the next image to put on screen. Monitors, however, do not

read information in binary code. Instead, they accept analog signals. The DAC serves to solve

this problem by translating the binary form of the bit map to an analog signal that the screen can

accept and then produce the designated image successfully (Tyson).

Figure 3: Information Transportation through Graphics Card (Image from: karbosguide.com)

Conclusion The graphics card is an essential part of a computer that allows images to be displayed on the

screen. In order for this to happen, it must receive information from the central processing unit

by means of the bus connection with the motherboard. From here, the video card must apply a

color to each pixel on the monitor to create the desired picture. Typically, the machine must

5

make these calculations multiple times every second to ensure a smooth video. Initially, the

information for the images exist as a bit map of binary digits. The video card must then translate

this digital signal into an analog signal before it reaches the monitor. Graphics cards are present

in numerous machines today including cell phones and video game consoles which operate

similarly to those in computers.

6

Works Cited

Bourke, Paul. "A Beginners Guide to Bitmaps." A Beginners Guide to Bitmaps, Nov. 1993.

Web. 25 Mar. 2015.

Karbo, Michael B. "The Video Card." An Illustrated Guide to the Video Cards. Web. 25 Mar.

2015.

Tyson, Jeff. "How Graphics Cards Work." How Graphics Cards Work. Mind Pride Computer

Services, 21 Nov. 2007. Web. 23 Mar. 2015.

Kuraska 1

Matt Kuraska

Mr. Waters

EN 282 Technical Writing

9 December 2014

Feasibility Study: Food Allergens in Cafeteria

Kuraska 2

ABSTRACT:

This study addresses the problem of this lack of the direct advertisement for food

allergens in each meal option of the college’s cafeteria environment.

To conduct this study, I directly interviewed Eric Turzai, the director of dining services to

gain a complete understanding of the processes that occur behind the scenes in the cafeteria

which includes the business aspects of the department. In order to simulate the order of

operations that a student with a food allergy would have to undergo, I followed this by then

meeting Lynne Davies, director of disability services. From here, I found additional resources

online about the food service programs offered at various colleges in the area and problems that

have occurred on this topic. I also visited Westchester University to observe their cafeteria

environment.

Through my interviews, I learned that publically displaying food allergen information

next to each meal option poses a problem for the legality of the current situation due to the fact

that Elizabethtown College does not have a registered dietitian on staff. This could lead to

students being misinformed and experiencing allergic reactions and possibly filing lawsuits.

However, students with food allergies have other options, including declaring their condition

with Mr. Turzai and Ms. Davies to receive special meal items without the ingredients that cause

them problems. Through my research online, I learned that there have been lawsuits at other

colleges, but from visiting Westchester I found them creating their own way of satisfying

students with allergies as well as the legal issues. I found that it is not feasible to actually post

allergen information at each food item with exact accuracy and reliability due to the lack of

qualified staff members. However, I believe that it is feasible to offer a different system to

Kuraska 3

students similar to other colleges so they could be more aware of the food they are ingesting,

especially if they have medical conditions restricting their diet.

Kuraska 4

Table of Contents:

Title page: 1

Abstract: 2

Scope/Limitations: 5

Introduction/Executive Summary: 6

Thesis Declaration: 7

Letter of Transmittal: 8

Findings/Background: 9

Recommendation/Declaration of Feasibility: 12

References: 13

Appendices: 14

Kuraska 5

Scope and Limitations:

This study contains certain limitations I was unable to go beyond or control. For the

proposal of implementing a new production of placards at each meal station, unforeseen factors

restricted my ability to assess further feasibility. The dining services staff would require a

registered dietitian on staff to prevent the possibility of customers accidentally getting reactions

to foods that were deemed free of allergens. This report only assesses the feasibility of this idea

with the resources that the school already possesses. Eric Turzai, director of dining services,

stated that they do not currently have the ability to hire a new employee with the correct

qualifications. I could not further pursue the chance of reallocating funds or changing policies to

allow them to hire new staff members. Therefore, this research is limited by the issues existing

on the business-side of matters.

The Americans with Disabilities Act, which is referred to as ADA in my report, also

causes strict limitations for the legality of the study. Any change to the current program would

have to ensure the utmost safety and well-being for people with food allergies to allow them

equal access to resources without risk of discrimination or harm. If there were incidents at the

school, the college would be vulnerable to lawsuits by the person who had a reaction as well as

held accountable under the ADA guidelines.

Kuraska 6

Intro/Executive Summary:

Elizabethtown College’s dining services program seems to lack effective advertising for

the potential of food allergens being involved in the meal preparation and cooking processes.

Students are able to choose from a variety of meal options including items from the grill, salad

bar, pizza hearth, main courses and many others. However, when students are deciding on their

combination of food to eat, there is a clear lack of information regarding the ingredients of each

product.

Currently, the school’s cafeteria only addresses the idea of labeling each food by category and

flavor. This poses a problem due to the lack of information for the purposes of students and

faculty with mild to severe food allergies. If customers are unsure about the contents of the meals

they are interested in, they may ask the dining services staff on duty by each station, but they are

not guaranteed to actually know details about the ingredients. The cooking goes on behind the

scenes by lead cook, Susan McSherry, who works in the back area of the kitchen so she is not

always readily available to answer questions such as these. Students with severe food allergies

have the option of completing a process that includes first talking with Eric Turzai, director of

dining services, then Lynne Davies, director of disability services. However, many students are

either unaware that this system exists to accommodate them, or they are simply unwilling to go

through these steps and decide to get by through carefully avoiding food that may contain their

specific allergen.

This study is intended to describe the possibility of implementing more detailed descriptions of

food in the cafeteria with small placards indicating the presence of allergens such as peanuts,

shellfish, dairy and gluten.

Kuraska 7

Thesis Declaration:

This study will attempt to determine the feasibility of establishing a more informative

system of advertising allergen information in Elizabethtown College’s cafeteria.

Kuraska 8

Letter of Transmittal:

Elizabethtown College

1 Alpha Drive

Elizabethtown, PA 17022

December 8, 2014

Mr. Eric Turzai

Dining Services

Mr. Turzai,

As a third-year student at Elizabethtown College, I have spent many hours in the school

cafeteria. I enjoy being able to walk in and have the opportunity to decide among numerous

different meal options each day. The marketplace has an excellent system in place to label each

station with the specific food at every location. However, I would like to propose an idea to

potentially improve this system.

I believe the students and faculty could benefit from being able to easily determine which food

options contain potential allergens. This would especially accommodate the members of the

college that suffer with uncomfortable or even dangerous reactions to certain ingredients. My

own lactose intolerance has motivated me to help others by pursuing this study. However, this

would help others with more than just dietary problems with dairy products. The cafeteria could

label foods by using the small placards already currently in place with allergens such as: peanuts,

shellfish, dairy, and gluten.

Let me know if this program could be implemented into our school’s dining services department

or if you have any questions regarding my study.

Sincerely,

Matthew Kuraska

Kuraska 9

Findings/Background:

Eric Turzai offered a significant amount of information on the topic of this proposal. He

gave an inside look into the business side of dining services and the feasibility of the idea to use

new placards. Dining services works hand in hand with disability services to accommodate

students who identify as having food allergies. This requires first a meeting with Mr. Turzai, then

filling out a request form (appendix A) followed by meeting with Lynne Davies and providing

medical proof of an ailment. Due to the expensive nature of accomodations, students must have

proof by a doctor for having a significant reactions to particular allergens. ADA guidelines state

that schools must provide reasonable accomodations for students with allergies within their

budget, so it remains as a gray area up to interpretation by each college. For Elizabethtown, the

dining services staff contains a member who goes to Giant supermarket once every two weeks to

purchase foods for each student without allergens. Turzai learns a lot from students about new

types of food items on the market to purchase for them on request. Lactose-intolerance and dairy

allergies are the easiest for the school to work around, while soy and gluten are upcoming

problems over recent years. Elizabethtown currently provides gluten-free ice cream cones, bread

and cookies as new additions to meals but these are expensive products and are intended for

those who actually have allergies rather than customers who just prefer to avoid gluten as a diet

trend. Mr. Turzai provides these special products to students so they may focus on academics

and schoolwork rather than worrying about food. However, he does state that it is “all to a degree

of how much effort you want to put into it as a student.” He is aware of 20-30 students who have

allergies, but he only sees about five of them who request meal accommodations. This is

intended to prepare them for the real world where they will need to ask employees at restaurants

or grocery stores about items. This can help students who take the initiative, but there still

Kuraska 10

remains the problem of the majority that do not pursue help. According to Turzai, the school

would need to employ a registered dietitian in order to accurately advertise allergens on every

meal item and the staff simply does not have the resources to acquire such a professional. If they

make a mistake, the staff is liable for lawsuits against customers who have reactions.

Lynne Davies, director of disability services, provides the next step in the process a

student might go through to acquire help with allergens. She stated that the ADA only requires

special programs for students who actually identify by going through this process, and many

students might not think as their allergy as a disability so they would miss out on getting help.

She also stated the idea that gluten-free diets have become very trendy and expensive so the

language in medical notes are crucial in determining if customers have actual intolerance or just

prefer to avoid certain ingredients. Davies’ records indicate that only twelve students at the

college currently identify as having allergies; three of them are gluten and the rest are for dairy

and nut allergies. This offers a problem due to the fact that four percent of adults have food

allergies, according to Food Allergy Research & Education. Elizabethtown College’s website

claims the school has about 1,900 students. Based on the statistic provided by FARE, 76 students

likely suffer from a food-related allergy.

If customers would like to see specific information regarding each meal in the cafeteria,

they may ask to see the “Chef’s Book” (Appendix B) located behind the check-in desk at the

entrance. This provides the schedule of what day each item will be provided in the marketplace

and describes certain nutritional facts about each. Certain items are actually labeled “vegan.”

According to Turzai, they are able to label these foods that way because vegan and vegetarianism

are more choices than issues, so they don’t have the same problem with liability and legal issues.

Kuraska 11

Online research indicated that there was a lawsuit (Appendix C) that occurred at Lesley

University in Cambridge, Massachusetts. “In or around October 2009, the United States

Department of Justice received a complaint alleging that Lesley violated Title III of the

Americans with Disabilities Act of 1990 by failing to make necessary reasonable modifications

in policies, practices, and procedures to permit students with celiac disease and/or food allergies

to fully and equally enjoy the privileges, advantages, and accommodations of its food service and

meal plan system” (ada.gov). Specifically, students with gluten allergies found it unlawful that

the school required all students to purchase a meal plan with them but did not allow for

accommodations to their allergies. This caused the university to lose the lawsuit and pay affected

students $50,000. Luckily, Elizabethtown College had already been providing special foods for

students and avoided lawsuits. However, there can still be room for improvement on the current

system.

Kuraska 12

Recommendation/Declaration of Feasibility:

After conducting this study, I determined that it is actually not feasible to add food

allergen information next to each food item in Elizabethtown College’s cafeteria. The school

does not currently have the option of employing a registered dietitian to the dining services staff

to oversee the process and ensure complete accuracy. Without this important role, the school

would risk a customer having an allergic reaction.

I do, however, believe it is feasible to alter this proposal to improve accommodations for

students with allergies in a different way. Westchester University, for instance, has a designated

section of their cafeteria free of common allergens such as gluten, nuts and dairy. Students can

get different meals every day from this area and not have to worry about being unsure of the

ingredients.

Elizabethtown College may also want to look into streamlining their process for

accommodating students with food allergies because very few people actually put in the effort or

realize their condition is dealt with by disability services at the school.

Kuraska 13

References:

Eric Turzai. Personal interview. 5 November 2014.

Lynne Davies. Personal interview. 24 November 2014.

"Food Allergy Facts and Statistics for the U.S." Food Allergy Research & Education, Web.

<http%3A%2F%2Fwww.foodallergy.org%2Fdocument.doc%3Fid%3D194>.

"Elizabethtown College -At a Glance - Elizabethtown College." Elizabethtown College, Web. 09

Dec. 2014. <http://www.etown.edu/about/at-a-glance.aspx>.

"SETTLEMENT AGREEMENT BETWEEN THE UNITED STATES OF AMERICA AND

LESLEY UNIVERSITY DJ 202-36-231." Settlement Agreement between the United

States and Lesley University. Web. 09 Dec. 2014.

<http://www.ada.gov/lesley_university_sa.htm>.

"Justice News." Justice Department and Lesley University Sign Agreement to Ensure Meal Plan

Is Inclusive of Students with Celiac Disease and Food Allergies. Office of Public Affairs,

20 Dec. 2012. Web. 09 Dec. 2014. <http://www.justice.gov/opa/pr/justice-department-

and-lesley-university-sign-agreement-ensure-meal-plan-inclusive-students>.

Dining accommodations request form. Elizabethtown College.

“Chef’s Book” Elizabethtown College.

Kuraska 1

Matt Kuraska

EN 282 Technical Writing

25 November 2014

Critical Literary Analysis

In the career fields of computer science and information systems, there are several

academic journals which are crucial for experts to obtain important, up-to-date information. One

of the most trusted examples includes “SIGCSE Bulletin: inroads” which is sponsored by the

Association for Computing Machinery Inc. based out of New York. According to their website,

it began in 1969 as a quarterly newsletter that was nothing more than a collection of various

writing pieces related to computers, but transformed into a successful scholarly journal resource.

Similarly, members of this field also look to a periodical published by the International

Association for Computer Information Systems, titled the “Journal of Computer Information

Systems” from the state of Oklahoma. The JCIS is listed on their homepage as being published

four times each year as well, but lists itself as a resource specifically for information systems and

business professionals. The Excellence in Research in Australia committee reviewed JCIS

publications and listed their journal in the top five percent out of 160 with a rank of “A.” Even

though these two journals serve the same field of professionals, they differ in the process of

which they deliver their information. Differences in diction, format, and article topics cause

“SIGCSE Bulletin: inroads” to primarily accommodate teachers in the computer science field,

while the “Journal of Computer Information Systems” uses these same aspects to inform highly

educated professionals who work directly with their technology.

Kuraska 2

The writers and editors of “SIGCSE Bulletin: inroads” utilize their unique style of diction

to write towards an audience of teaching professionals. Every issue the Association for

Computing Machinery publishes begins with a featured columns section. This is where the

members of the staff write their own personal messages to the readers on topics of their own

choosing. Articles within this portion of the journal tend to contain completely non-technical

languages possibly to create an increased sense of a personal connection with readers. Some of

these pages include “you” and “I” language to further appeal to the emotions of readers. “To

pique your interest for next year, I thought I would report on the computing sessions as well as

the “PKAL Way” of conducting faculty enhancement workshops” (Martin 5). Immediately

following the featured columns, there are numerous reviewed papers and reports that fill up the

rest of the journals. These articles include more technical terms and a writing style that give the

“SIGCSE Bulletin” its appeal to computer science professionals. This features an article by

David Ginat, professor at Tel-Aviv University in Israel, titled “Chain of Permutations” with

highly technical language throughout. One excerpt from the article states “The goal is to

determine whether it is possible to convert the initial coloring of the first matrix to that of the

second in a finite sequence of Repaint invocations” (Ginat 20). This article would require readers

to have previous knowledge of how to manipulate matrices and use the Repaint command to

obtain the required output in a computer programming language. The introduction of the journal

appeals to wider audiences and connects with readers, while this section provides educated

technicians and college professors with important information to stay current in their career field.

The International Association for Computer Information Systems uses their academic journal as

a resource almost strictly for people who have undergone a significant amount of education in

Kuraska 3

the fields of computer technology and information systems. Within these periodicals, there are

several instances of data, statistics, and technical terms to go along with research and reports on

highly technical topics. There are very few examples that include nontechnical writing and “you”

or “I” language. In volume XLIV edition 3 from spring 2004, there were nine highly technical

articles, four semi-technical and zero were non-technical. However, in every separate piece of

writing, the abstract paragraph provides readers with a list of important keywords used

throughout the article. This seems to be meant primarily for professionals to quickly recognize

what information will be within each article, rather than appeal to nonprofessional audiences due

to the fact that there are no specific definitions along with the keywords. Readers would have to

have a prior understanding of each term or at the very least do some quick research on their own

to understand the writing. For example, in an article titled “An Empirical Investigation of the

Effect of GSS and Group Process on Group Outcome in Small

Group Decision-Makings,” the research analysis portion states, “For those supported hypotheses

in the regression analysis, the value of R square was reported that quantifies the proportion of

variation in each variable accounts for by fitting the regression line” (Huang 26). Audiences

would have to possess enough knowledge to recognize the technical terms involved in this data

analysis which is common throughout the journal. This information is not common to the

majority of audiences, which makes JCIS a specialized periodical for specific readers working in

the field.

The journal sponsored by ACM, “SIGCSE Bulletin” actually utilizes images and pictures

with color to supplement their academic writing pieces. The front cover features a color

photograph of an empty highway in a desolate environment, to convey their mission statement:

Kuraska 4

paving the way to excellence in computer education. Once readers get to the featured columns

section, each writer has their own photograph printed on the page along with their articles. This

section also contains a full page titled “Meet our Columnists for this Issue,” dedicated to

displaying photographs of the writers (24). They are professors from colleges and universities

from New York, New Zealand, Israel, Australia, and the United Arab Emirates, but posting their

picture in the journal brings them all together and seem accessible to the reader. This fits with the

section theme of establishing a personal connection with readers before delving into the

academic research portion of the journal. In the reviewed papers section, however, there are

rarely any images such as these. There are very few articles that contain multiple graphics among

the text. An exception, however, exists in “The Human-Computer Interface: Challenges for

Educational Multimedia and Web Designers.” (Ryan 51). This section includes various images

from web pages to properly display how to use programming to design an effective website.

Every other interruption to the text involves research or important information in the form of

tables and graphs for each article. Occasionally, the text is also broken up by white space to

display programming code in computer languages such as java and C++. The white space helps

to prevent confusion for readers by separating the article from examples of real-life application

in computer programming. The pages of “SIGCSE Bulletin” also contain a small number of

advertisements, which may seem strange for such an academic journal. However, these

advertisements are strictly for resources and workshop opportunities for computer science

teachers. For example, there is an advertisement for the 34th annual Technical Symposium on

Computer Science Education in Reno Nevada for interested educators (156). Instead of

meaningless marketing for products, these ads provide chances for even more technical

education to readers. In March of 2010, however, the journal drastically altered its style and

Kuraska 5

format. It changed its name to “ACM: inroads” and began printing the entire collection in color

ink with an increase in the number of images throughout. Since this issue, the collection has

become much more popular but gives the appearance of a less-scholarly environment for

information.

JCIS takes a slightly different approach to the format of their periodical. Instead of using

a color image for the front cover, their company chooses a plain white page simply displaying

their journal’s name and specific issue. There are rarely any pictures of the writers or

unnecessary images to add an aesthetic appeal. However, where they lack in containing these

more casual graphics, the JCIS makes up for with numerous figures displaying crucial

information pertaining to each article. In volume XLIV edition 3 from spring 2004, there were

thirteen total articles; twelve of them contained two or more tables and graphs. This format for

writing within this journal illustrates the importance that extensive research was applied to each

topic, furthering the idea that it is aimed towards formal computer scientists with in-depth

knowledge of technology and programming.

The writers and editors of the “Journal of Computer Information Systems” choose topics

that follow a trend of having significant business application. Their articles often contain real-

world application for various companies, even encompassing those that are not focused around

technology. There are numerous articles about how regular businesses can take advantage of

advanced technology and programming to reap benefits from smoother computer processes,

enhanced web sites, and greater security for sensitive information. This periodical also provides

information on how to deal with the outsourcing of jobs across countries through technology that

enables improved communication. “Information Technology Outsourcing and Virtual Team”

explores the growing trend of outsourcing work on technology and determining how groups can

Kuraska 6

best work together despite living in different parts of the world (Xue 9). There are few, if any,

papers in the journal that focus on teaching methods for an audience of professors. In fact, on the

inside cover of volume XXXXIII edition 3 for Spring 2003, the periodical tells readers that the

Editor-in-Chief is Dr. Jeretta Horn Nord from the College of Business Administration at

Oklahoma State University, the Editor is Dr. Daryl Nord also from the same business institution,

and the Associate Editor is Dr. Binshan Lin from the College of Business Administration in

Louisiana State University. This reinforces the idea that the “Journal of Computer Information

Systems” is meant for highly educated professionals with a need for real-world application of

computer programming concepts to improve their respective business environments.

Writers of “SIGCSE Bulletin: inroads,” on the other hand, take advantage of the fact that

the majority of their readers are teachers and professionals who work in the context of helping

others comprehend the subject. In contrast to JCIS, volume 39 edition 2 from June 2007 of this

journal states that the Editor-in-Chief is John Impagliazzo from the Department of Computer

Science at Hofstra University, rather than a business department. The large majority of their

topics aim to provide audiences with new ideas and strategies to aid in teaching students about

computer science. These vary from the most basic introductory courses that could be offered at

some high schools, to advanced systems programming courses in which students could enroll at

colleges or universities. An example of one of the numerous articles written for teachers could be

found titled “A Method for Normalizing Students’ Scores When Employing Multiple Graders”

(Jacobson 35). In some editions, however, there is a fair amount of information on general

computer programming codes in addition to teaching materials. This may still support the trend

that professors make up the majority of readers of “SIGCSE Bulletin: inroads” because teachers

Kuraska 7

still need to stay up to date with new techniques of working with programming languages. The

programs explained in the journal tend to be compatible in the classroom due to their more basic

nature. So, audiences of the articles could utilize the information for their own personal use, or

they may serve as options for examples teachers could use to instruct their students. Overall,

their article topics make the journal more accessible and advantageous for teachers and

professors from high school, college and various places of higher education.

Differences in diction, format, and article topics cause “SIGCSE Bulletin: inroads” to

primarily accommodate teachers in the computer science field, while the “Journal of Computer

Information Systems” uses these same aspects to inform highly educated professionals who work

directly with their technology. “SIGCSE Bulletin: inroads” uses non-technical to semi-technical

diction with many instances of “you” and “I” language, examples of images and graphics not

found in other journals, and topics that favor application in the classroom. JCIS instead contains

semi-technical to highly technical language, only uses figures such as tables and graphs to

display research material, and has topics made for application in the business world.

Kuraska 8

Works Cited

“PKAL Summer Institute 2001: Just-in-Time Computer Education for the 21st Century” C.

Dianne Martin, SIGCSE Bulletin: inroads, volume 33, edition 4, December 2001.

“Chain of Permutations” David Ginat, SIGCSE Bulletin: inroads, volume 33, edition 4,

December 2001.

“A Method for Normalizing Students’ Scores When Employing Multiple Graders” Norman

Jacobson, SIGCSE Bulletin: inroads, volume 33, edition 4, December 2001.

“The Human-Computer Interface: Challenges for Educational Multimedia and Web Designers”

Christopher D. Ryan, SIGCSE Bulletin: inroads, volume 33, edition 4, December 2001.

“Information Technology Outsourcing and Virtual Team”, Yajiong Xue, Chetan S. Sankar,

Victor W.A. Mbarika, Journal of Computer Information Systems, Volume XLV, edition

2, winter 2004-2005.

“Meet our Columnists for this Issue” SIGCSE Bulletin: inroads, volume 38, edition 4, December

2006.

“34th annual Technical Symposium on Computer Science Education” SIGCSE Bulletin: inroads,

volume 34, edition 4, December 2002.

“An Empirical Investigation of the Effects of GSS and Group Process on Group Outcome in

Small Group Decision-Makings” Wayne Huang, K. K. Wei. JCIS volume XLV, edition

1, fall 2004.

Kuraska 9

Works Consulted

SIGCSE Bulletin: inroads, volume 33, edition 4, December 2001

SIGCSE Bulletin: inroads, volume 39, edition 2, June 2007

Journal of Computer Information Systems, volume XLV, edition 2, winter 2004-2005

Journal of Computer Information Systems, volume XXXXIII, edition 3, spring 2003

SIGCSE Bulletin: inroads, volume 39, edition 2, June 2007

Journal of Computer Information Systems, volume XLIV, edition 3, spring 2004

ACM Bulletin: inroads, volume 1, edition 1, March 2010

SIGCSE Bulletin: inroads, volume 38, edition 4, December 2006

SIGCSE Bulletin: inroads, volume 34, edition 4, December 2002

Journal of Computer Information Systems, volume XLV, edition 1, fall 2004 Journal

of Computer Information Systems, volume XLLIV, edition 4, summer 2004

"The Bulletin." SIGCSE. Web. 25 Nov. 2014. <http://www.sigcse.org/Bulletin>.

"JCIS - Journal of Computer Information Systems - A Journal of IACIS." JCIS - Journal of

Computer Information Systems - A Journal of IACIS. 1 Jan. 2014. Web. 25 Nov. 2014.

<http://www.iacis.org/jcis/jcis.php>.

"Journals on 2008 Draft List in a Field of Research." 11 Feb. 2010. Web. 25 Nov. 2014.

<http://lamp.infosys.deakin.edu.au/era/?page=fordet&selfor=0806>.

Matthew Kuraska

101 N. Five Points Road,

West Chester, Pennsylvania,

Apt. D8

mattkuraska@gmail.com

(203) 455-4383

• ACADEMICS

Elizabethtown College, Elizabethtown, Pennsylvania

B.A. in English (Professional Writing)

Minor in Computer Science

Minor in Sociology

• RELEVANT COURSES

Technical Writing

Word, Web & Design

English Grammar and Linguistics

Rhetorical Theory

Writing and Language

American Authors

• HONORS

Recipient of Provost Scholarship

Published in Elizabethtown College Literary Magazine

• EMPLOYMENT

Clinician, Lindamood Bell Learning Processes: 2015-2016

Individual tutoring for students of all ages with a focus on reading and writing

Copy Editor, The Etownian: 2015

Editing form, grammar, and spelling of college newspaper

Assistive Technology Assistant, Elizabethtown College Disability Services: 2014-2015

Research, technical writing, and assisting students with reading disabilities

Intern, Total Mortgage Services: 2013-2014

Organizing and digital filing of loan documents

Intern, Icon International: 2012

Marketing data research and recording information about advertisements

Cashier, Big Y Supermarket: 2010-2011

Customer service

• SKILLS

Experience with: MS Office, Java, Eclipse, Excel, InDesign, PowerPoint, Visual Basic

• REFERENCES Available upon request