With the highest ideals: The Florida State Normal College at DeFuniak Springs, 1887--1905

The urgent need for teachers led the Florida legislature in 1887 to establish the Florida State Normal College at DeFuniak Springs. The college closed in 1905 with passage of the Buckman Act, which mandated a complete reorganization of state-supported higher education and ended coeducation for white students. This small college, open for eighteen years, was uniquely situated in time and place to examine larger questions in American educational history as well as contribute to the history of higher education in Florida, which developed differently than in other states.^ This historical case study used archival sources to examine this institution, and contribute to the history of the origins of Florida's system of higher education. Key questions guiding the research were the nature of the students, fundamental aspects of school life, the impact of the school on the students, and the role of the school in the development of higher education in Florida. Original sources included the Catalogs, Register and Minutes of the school. The census of 1900 was used to develop information on the backgrounds of the students. Findings were: DeFuniak Springs was chosen for the school because of the Florida Chautauqua; the school was coeducational and had few rules but the internalized social codes of the students resulted in almost no difficulties with discipline; the students, a majority of whom were women, were from middle-class southern families; the college compared favorably in faculty, facilities and curriculum to institutions elsewhere; although few students graduated, alumni played a key role in shaping Florida's common schools; and, the Buckman Act entirely changed the nature of higher education in Florida.^ Implications were: The coeducational nature of the college a hundred years ago significantly changes the picture of Florida's higher education; the school was small, but its influence far outlasted the institution; and, the school struggled with issues which continue to trouble modern educators such as finances, the legislature, student retention, underpreparedness, and the proper structuring of a curriculum, which indicates the persistence of these issues. ^

Schools and the formation of Black identity during the Civil Rights Movement: Change and resistance in Holly Springs, Mississippi, 1964--1974

Desegregation of social and public spaces was the most visible result of the Civil Rights Movement. After 1960, the integration of schools in Mississippi became a source of conflict. The social change of Civil Rights attacked the social order of White Resistance that supported the state superstructure. The public schools were a place for the discovery of identity for Blacks. The integrated on of the schools caused many Whites to leave rather than be integrated with Blacks. Desegregation of schools was also a slow process because the local and state government could not enforce the decisions of the US Courts, leading Blacks to realize their place in American society could only be secured through individual action. ^ This work explains the role of schooling during the integration of the Holly Springs Separate School System. The process of forging a new identity by local Blacks is examined against the forces of social change and resistance. I addition, this work examines the perils for the Blacks as they faced the uncertainty of change in the crucial Civil Rights years between 1964 and 1974. ^ This work analyzes how the Black community dealt with the problems triggered by the desegregation of the school system in Holly Springs, of a constructed social condition, a psychological state of being, the realities of racism and segregation, and the change and resistance between the individual and the collective. It is based on six months of field work investigation. Although the schools were a crucial aspect of community life for Blacks and Whites, Blacks did form their identity in them. Other institutions, such churches were more crucial. Second, the aspect of politeness and belief in law made the experience in Holly Springs unique to that place, and thus, warrants further study to determine its place within the Civil Rights Movement. Finally, while the political and economic control of Holly Springs remained with Whites, desegregation led to the resegregation of the public schools: as Whites left to private schools. ^

A Study of Satisfaction Level of Hong Kong Tourists with Hot Springs Hotels and Resorts in Guangdong, China

The research reported here aimed at examining Hong Kong tourists’ level of satisfaction with hot springs hotels and resorts in Guangdong, China. Primary data were collected and service quality and tourist satisfaction levels were measured using the SERVQUAL model. The empirical findings indicate that most tourists are satisfied with the service quality of these hotels and resorts. Among the different dimensions of service quality, empathy receives the highest score. Overall satisfaction receives a score only slightly better than average. The results also reveal significant relationships among customer satisfaction level, loyalty, and recommendation.