The Kennesaw State University Press, established in 2004, supported Kennesaw State University’s position as a premier learning-centered comprehensive university. The Press was dedicated to the advancement and dissemination of knowledge to scholars, students, and general readers through books, journals, and electronic media. Working with both academic and nonacademic authors, the Press published high-quality manuscripts — both fiction and nonfiction — covering a broad array of disciplines and topics. The KSU Press emphasized works of scholarly and popular interest concerning Georgia and the surrounding Region including, but not limited to, its art, culture, stories, history, and people. The KSU Press was especially interested in providing publication assistance to regional authors.
Many of the Press's publications have won literary awards including the Georgia Author of the Year Award, the Lillian Smith Award, Atlanta Magazine’s Critics Choice Award, Georgia’s Top 25 Reading List, The Georgia Center for the Book’s All Georgia Reads. Among our authors are a former Georgia Poet Laureate, finalist for ForeWord Magazine’s Book of the Year Award, and finalist for the National Book Award.
The KSU Press Legacy Project aims to keep alive the manuscripts published during the Press's existence. The work published is an incredibly important piece of Kennesaw State University's historical record and we at the Digital Commons feel we should keep it in the picture, even if only as a remembrance.
Thomas A. Scott
In fifty short years, Kennesaw had far exceeded the expectations of its founders. Decade after decade, the dreams of campus visionaries reached fruition and became the foundation stones for the plans of new generations of builders. The first eight yellow-brick structures still stood in 2012, but not one retained its original name or function.
Kennesaw was blessed throughout its history with visionary leadership, an excellent faculty and staff, and a foundation of extraordinarily talented individuals who donated their time, creativity, and financial resources to the betterment of the university. Kennesaw was always blessed with outstanding students and alumni. Like many modern colleges created in the aftermath of World War II, Kennesaw’s average SAT scores did not begin to measure the true quality of nontraditional students who brought commitment, maturity, and life experiences to the enrichment of their academic careers.
The Virgin Mary. Joseph. Peter. Mary Magdalene. Judas Iscariot. Pontius Pilate. Jesus. In They Love to Tell the Story: Five Contemporary Novelists Take on the Gospels, Kevin Brown examines how Nikos Kazantzakis, Anthony Burgess, Norman Mailer, Jose Saramago, and Nino Ricci portray each of the major figures from the gospel stories against the backdrop of biblical and legendary lore and depictions by some other contemporary novelists. The result is a many textured tapestry of insight and reflection in which Mary encourages her son to lead a normal life; Peter is coarse and rash, loyal and treacherous; Judas may well have understandable motives; and Jesus struggles with the temptations of love and power, revealing a divinity and a humanity vying for expression. By retelling stories people think they know, these five authors challenge their readers to confront assumptions and encourage all of us to ask ourselves why we believe or don't believe what we might well have long held to be true
Robert Sherer is an internationally recognized gay American artist whose work explores race, gender, sexuality, and Southern identity, intertwined with beautiful and provocative botanical and anatomical illustration. His premier book concerns the complexities of romantic life and sexual attraction in the age of AIDS and conveys a profound and highly personal aesthetic statement in response to the continuing AIDS crisis in America and abroad. Images of his stunning illustrations are printed with non-toxic ink—the originals were executed in blood drawn from the artist, as well as donated by friends, both HIV-negative and HIV-positive.
Blood Works: Love and Loss Melancholia, Subversion and Guerilla Art History: Robert Sherer's Blood Works by Dr. Diana McClintock
Blood, Sex and the Language of Flowers: A Conversation with Robert Sherer by Helena Reckitt
Blood Works Artist's Statement by Robert Sherer
Blood Works Book Plates
Blood Money: Scenes from Human Currency
Blood Money Artist's Statement by Robert Sherer
Blood Money Book Plates
Artist's Commentary by Robert Sherer
Blood Money Artist's Commentary by Robert Sherer
A. L. Burruss was an extraordinary, compassionate, self-effacing, and personable man. He was the eldest of eleven children and son of a painter and carpenter whose family moved to Smyrna, Georgia in the 1930s. After high school, the Navy trained him as a refrigeration machinist and the imaginative and hard-working Burruss used his skills to start a refrigeration business. Eventually Burruss bought out one of his clients-a partner with Tim Top Poultry in Marietta, Georgia-and helped the company to become immensely successful. Despite his prosperity, Burruss ran for political office as "a way to help others" and achieved political prominence in Cobb County and the Georgia House doing so. This book, filled with images and stories, celebrates A. L. Burruss: A man who referred to himself as a "simple chicken plucker," his life, and his 22-year career in public service.
"Running of Full" is a well-written account of twin sisters, Ruth and Ruby Crawford, who in their long lives made marks in every field of endeavor they undertook. Through the proverbial glass ceilings in law, banking, accounting, they rose to be among the first women bank officers in the country. Their stewardship and devotion to community and national causes, like the Humane Society, are legend. Often called "the 24-hour Crawfords," Ruth and Ruby were known as much for their prodigious energy as they were for their wit and charm.
The Doctoral Degree in English Education gathers the testimonies of graduate students and their professors, mostly former public school language arts teachers, as they develop their abilities as English teachers, earn the most advanced degree in their field, become professional leaders, and begin teaching at the university level. Responding to an on-going national shortage of professors of English education, this book provides first-hand information on deciding to pursue a doctorate, undertaking graduate studies, teaching university methods courses, writing dissertations, and entering the field as a professor of English education.
These poems record, from our own language—spoken on the street in Atlanta or Dayton or Chicago, in the graveyard in Charleston, on the rivers of Ohio or Missouri or Illinois, on the road in Mississippi, or on the radio anywhere in America—momentary beauties, to show us that song, however rare, proceeds from the common tongue. So these poems promise that any speech, that any mouth, might be an occasion for beauty or blessing.
Everywhere in this collection, ears, eyes, minds open to discover new abundance in landscapes thought familiar. These poems discover in America and its history boundless vistas, to remind us that the word cosmos means both “beauty” and “world.”
In this world, innumerable processions make their way “through the neighborhoods of breath and music” to find those “embouchures” through which we might reach some greater expanse. Jim Murphy’s America is one in which a heaven—in which Heaven—might be reached by making the right turns on common roads. Wherever we live, wherever we have lived, may already be holy.
In Jim Murphy’s America, a blessed music is anywhere. It is everywhere. It bears us home.
Critical Issues in Higher Education for the Public Good: Qualitative, Quantitative & Historical Research Perspectives
Penny A. Pasque Ed., Nicholas A. Bowman Ed., and Magdalena Martinez Ed.
Critical Issues in Higher Education for the Public Good offers new evidence and insights into the complexities of higher education and the public good. This unique collection of award winning authors discusses what is needed in order to actualize higher education for the public good, where "higher education" and "the public" are inclusive of multiple constituencies. Issues of race, class, gender, ethnicity, urban environments, and systemic oppression are addressed, along with teaching and learning, study abroad, affirmative action and community-university engagement.
This book represents an ongoing commitment to bring new scholarly voices into a public discussion about the relationship that exists between higher education and American society. In organizing the writing project that is reflected in these chapters, we sought to provide original empirical evidence regarding the myriad benefits between higher education and society situated within a contemporary context. The degree to which this goal has been met is a reflection of the insight, scholarship and creativity of the authors represented in these chapters. We all owe them a debt of thanks for what they have brought to their work and for their career-long commitment to higher education for the public good. It has resulted in a book that has local, state and national implications for educational practice, policy and the public; furthermore, this is a book that breaks down old frameworks that needed to be challenged, replacing them with new ideas to be explored and debated.
George S. Vozikis, Timothy Mescon, and Howard Feldman
Twenty years ago, Fortune 500 companies in the U.S. hired over seventy percent of college graduates. Today, Fortune 500 companies hire less than seven percent of college graduates and the entrepreneurial enterprises hire over 80 percent. More than forty percent of students start a business within one year of graduation. These businesses employ 55% of the total American work force. When we think of the entrepreneur, we often visualize the small business. While most, if not all, business ideas begin "small," a great deal of focus in placed upon entrepreneurial ideas that have grown into sizable corporations. In examining the entrepreneur we should not get entwined in the small vs. large argument, but rather focus on the individual that made his or her dream come true. The individual who is able, through painstaking effort, to transform a simple idea into a moneymaking, successful venture is the real, classical entrepreneur. This book combines the best of theory with practice providing a clear and direct roadmap for your students as they explore the road to entrepreneurship.
Gutsy life experience poems from a nurse-poet who knows "the forces that bend people like trees under a wet spring snow." Read these poems again and again to get the truth -- the whole truth of how her life was and how her life remains. Here in strong poems, is a complex life fully exposed.
The poems in A History of Nursing combine the professional life of a woman in the healing arts with the other aspects of her life. Just as she can never stop being the child of her parents, and adult woman, or a mother, a life in nursing colors everything she does and feels. When the nurse becomes a critically ill patient, all of those elements fuse, making her understand the impact she, as a nurse, has had on others.
About the Author
Anne Webster spent her twenty-five-year nursing career in hospital positions, ranging from float nurse in critical care and emergency departments to nursing administration for those areas. During those years, her poetry appeared in many literary journals and anthologies, including Intensive Care and The Poetry of Nursing. Webster has also taught business writing, consulted to communications firms on writing projects, and edited manuscripts. She conducts creative writing workshops in memoir and poetry and is currently completing a memoir and a novel. Webster lives in Atlanta with her husband.
In Don Russ's collection of poetry, Dream Driving, life is a journey. It has dream-like stages, apparitions, visions, and revelations. The journey itself is in some ways a dream, a sleep-wandering among the labyrinths of the mind, of the imagined world, of even the "real" world. What can we finally know for sure? Do we not at least partly create what we see in the act of seeing it?
Section I includes the poems:
- In the Driveway
- At the End of the Woods
- Easter Biddies
- Walk on Water
- A Little Visit
- The Bachelor Tells a Family Story
- Bible School
- Lovers Lane
- The Missing Chum
- Mummy of Child or Dwarf, With Mask
Section II includes the poems:
- Night Vision
- After the News
- Morning Call
- Many Mansions
- White on White
- Room Inside
- Wife at Window
- The New Homeowners, Gardening
- Sleeping Alone
- In the Dark
- Vermeer Interior
- Caddie's Assistant
- Someone Else's Son
- The Children
- Body Beast
Section III includes the poems:
- Jacob, Dying in Egypt
- Newspaper Rock
- The Victim
- Cemetery Behind McCollum Airport
- New Earth
- Ending in Greenwich Village
- The Gathering
- Winged Victory
- Plato of the Morning Glories
- The Rapture
- Mississippi Morning
- Inventing December
- Eurydice Returns
- In the Cafeteria Line
- Happy Ending
- Love Life
Melvyn L. Fein
Nowadays, liberalism is in crisis. Whereas conservatism suffered a profound meltdown during the Great Depression, today it is liberals who must confront the disconfirmation of many of their cherished beliefs. Sometimes, it seems as if a few are behaving like teenaged rebels, trying to prove that they will not buckle under adult hypocrisies. Yet, despite refusing to conform, they reflexively align themselves with the symbols of their sedition. Festooned with tattoos, body piercings, and spiky green hairdos, they insist they have arrived at these fashions independently. Liberals similarly take positions without acknowledging that these derive from groupthink. Like the journalists described in Myrna Blyth's Spin Sisters, they chatter about political issues as vacuously as if they were sitting in a high school cafeteria. Aware that the unspoken price of communal status is an acceptance of the consensus positions on abortion or affirmative action, they comply. Brent Bozell experienced a similar political conformity when he appeared on a television talk show. After its technicians inadvertently failed to turn off his earpiece, he was treated to the show's directors hooting about his conservative views while he was on the air. Much like a pack of fraternity brothers, these erstwhile professionals reveled in making sophomoric jokes about opinions they did not share. Impartially evaluating opposing views was not part of their intellectual repertoire.
Over the past three decades, a tireless group of volunteers, funded by donations and small grants, has laid out the “Bartram Trail.” Drawn on maps, marked by metal signs beside highways and city streets and by blazes on trees, the trail follows the overall pathway of the eighteenth-century naturalist. Francis Harper’s edition of Bartram’s Travels led the way, identifying most of Bartram’s sites and species. More recently, Brad Sanders has given detailed directions to Bartram’s locations and present-day sites along the trail. Charles D. Spornick, Alan R. Cattier, and Robert J. Greene have published a guide for outdoor enthusiasts and history buffs that follows Bartram’s path. Others have documented the plants and animals that Bartram identified. The professional and avocational botanists are more qualified than I to discuss the whereabouts of these species and to describe them in modern science’s terms.
This book is a view of the early twenty-first-century landscapes along Bartram’s trail. I have met the people who live there, seen and smelled the industries that have sunk their steel and concrete roots into the soil of his venues. This is the story of the America that grew around the Bartram Trail.
Sarah Robbins Ed., Kathleen Yancey Ed., George Seaman Ed., and Dede Yow Ed.
How can teachers in whatever setting they work effectively facilitate their own professional development through collaborative writing and reflection? Teachers Writing Groups addresses this question by focusing on a community of educators that uses social writing as a vehicle for learning. This book delves into questions about writing, reflection, and professional development as an interactive social process.
Memories tell us that we are bound by a golden chain with those who preceded us and those who come after us. We gain strength from memories.
I remember in 1944 traveling for two days in a freight car with padlocked doors and windows covered with barbed wire. No one in the car knew our destination. Now and then we glimpsed a name of a city where the train was shunted to sidings waiting for a clear track. Now and then voices of prayers could be heard. About sunset on the third day, my mother opened a package containing bread and some smoked meat. As she handed the sausage to my younger sister and brother and me, I heard her sigh. She was handing her children food forbidden by the kosher laws that were a foundation of our Jewish identity. “Mother, why are you crying?” She turned her teary-eyed face to me. “Oy, my children, I cry for you. I am scared for you. I have lived, and I have had a good life, but you haven’t started to have a life yet. You haven’t had time to experience the joys of life. Oh dear and merciful God help them...”
That night the train stopped, and our journey ended. In the darkness of the early morning, I could hardly see anything. The air, however, was filled with a peculiar and unfamiliar odor, and through the barbed-wire windows I saw four huge flames. “Austeigen!” Soldiers opened the doors of the cars and commanded us to march in front of the devil incarnate, Dr. Mengele. I took a last look at the women’s line. “Good-bye, Mother, my sister, God be with you!” I shouted into the wind.
Jews are instructed to remember life in Egypt. Of course I, as an individual, was not a part of the people who suffered in Egypt or from the Syrians or from the Crusaders or from the Inquisition. And yet, as a member of my people, I remember these and other sufferings, reinforced in me by my experiences in the Holocaust. So I remember, and so I can also tell you to remember.
We should remember the Holocaust as we remember Egypt. We should remember because we, relying on our own efforts and not on God, must improve the world. We do this by constantly improving our moral understanding. This is why we remember.
Eugen Schoenfeld was born in 1925 in the Carpathian town of Munkacs in what is now Ukraine. He was raised and educated in the deeply rooted traditions of the Jewish faith amid a large and active Jewish community. However, Hitler’s “Final Solution” would irrevocably change his close-knit family.
Having survived the ghetto and internment in Germany’s infamous camps, the young man immigrated to the United States to begin to rebuild his life and complete his education with a Ph.D. in Sociology from Southern Illinois University. After a long and successful academic career culminating in the Chairmanship of the Department of Sociology at Georgia State University, where he developed the department’s Ph.D. program, Dr. Schoenfeld now resides in Atlanta with his wife Jean.
Sheb L. True, Linda Ferrell, and O.C. Ferrell
This anthology offers a myriad of perspectives on teaching business ethics. The authors are business and philosophy faculty, business school deans, industry practitioners, and a representative of AACSB International. Most chapters were inspired by presentations taking place at the 2004 Teaching Business Ethics Conference, which was sponsored by AACSB International, University of Colorado, Colorado State University, and University of Wyoming.
The intent of Fulfilling Our Obligation: Perspectives on Teaching Business Ethics is not to offer a definitive answer demanding allegiance by all educators and academic institutions; rather, the goal is to provide a means of furthering exploratory discourse on the role of ethics in a business education. This volume is dedicated to providing faculty and administrators with direction, encouragement, and motivation as they design and deliver pedagogical methods that include ethical frameworks as a vital component of business decision-making models.