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The consensus among linguists is that modern, standard Czech originated during the eighteenth century. By then the language had developed a literary tradition, and since then it has changed little; journals from that period have no substantial differences from modern standard Czech, and contemporary Czechs can understand them with little difficulty. Changes include the morphological shift of í to ej and é to í (although é survives for some uses) and the merging of í and the former ejí. Sometime before the eighteenth century, the Czech language abandoned a distinction between phonemic /l/ and /ʎ/ which survives in Slovak.
The Czech people gained widespread national pride during the mid-eighteenth century, inspired by the Age of Enlightenment a half-century earlier. Czech historians began to emphasize their people's accomplishments from the fifteenth through the seventeenth centuries, rebelling against the Counter-Reformation (which had denigrated Czech and other non-Latin languages). Czech philologists studied sixteenth-century texts, advocating the return of the language to high culture. This period is known as the Czech National Revival (or Renascence).
During the revival, in 1809 linguist and historian Josef Dobrovský released a German-language grammar of Old Czech entitled Ausführliches Lehrgebäude der böhmischen Sprache (Comprehensive Doctrine of the Bohemian Language). Dobrovský had intended his book to be descriptive, and did not think Czech had a realistic chance of returning as a major language. However, Josef Jungmann and other revivalists used Dobrovský's book to advocate for a Czech linguistic revival. Changes during this time included spelling reform (notably, í in place of the former j and j in place of g), the use of t (rather than ti) to end infinitive verbs and the non-capitalization of nouns (which had been a late borrowing from German). These changes differentiated Czech from Slovak. Modern scholars disagree about whether the conservative revivalists were motivated by nationalism or considered contemporary spoken Czech unsuitable for formal, widespread use.
Czech, the official language of the Czech Republic (a member of the European Union since 2004), is one of the EU's official languages and the 2012 Eurobarometer survey found that Czech was the foreign language most often used in Slovakia. Economist Jonathan van Parys collected data on language knowledge in Europe for the 2012 European Day of Languages. The five countries with the greatest use of Czech were the Czech Republic (98.77 percent), Slovakia (24.86 percent), Portugal (1.93 percent), Poland (0.98 percent) and Germany (0.47 percent).
Immigration of Czechs from Europe to the United States occurred primarily from 1848 to 1914. Czech is a Less Commonly Taught Language in U.S. schools, and is taught at Czech heritage centers. Large communities of Czech Americans live in the states of Texas, Nebraska and Wisconsin. In the 2000 United States Census, Czech was reported as the most-common language spoken at home (besides English) in Valley, Butler and Saunders Counties, Nebraska and Republic County, Kansas. With the exception of Spanish (the non-English language most commonly spoken at home nationwide), Czech was the most-common home language in over a dozen additional counties in Nebraska, Kansas, Texas, North Dakota and Minnesota. As of 2009, 70,500 Americans spoke Czech as their first language (49th place nationwide, behind Turkish and ahead of Swedish).
In addition to a spoken standard and a closely related written standard, Czech has several regional dialects primarily used in rural areas by speakers less proficient in other dialects or standard Czech. During the second half of the twentieth century, Czech dialect use began to weaken. By the early 1990s dialect use was stigmatized, associated with the shrinking lower class and used in literature or other media for comedic effect. Increased travel and media availability to dialect-speaking populations has encouraged them to shift to (or add to their own dialect) standard Czech. Although Czech has received considerable scholarly interest for a Slavic language, this interest has focused primarily on modern standard Czech and ancient texts rather than dialects. Standard Czech is still the norm for politicians, businesspeople and other Czechs in formal situations, but Common Czech is gaining ground in journalism and the mass media.
The Czech dialects spoken in Moravia and Silesia are known as Moravian (moravština). In the Austro-Hungarian Empire, "Bohemian-Moravian-Slovak" was a language citizens could register as speaking (with German, Polish and several others). Of the Czech dialects, only Moravian is distinguished in nationwide surveys by the Czech Statistical Office. As of 2011, 62,908 Czech citizens spoke Moravian as their first language and 45,561 were diglossal (speaking Moravian and standard Czech as first languages).
Czech contains ten basic vowel phonemes, and three more found only in loanwords. They are /a/, /ɛ/, /ɪ/, /o/, and /u/, their long counterparts /aː/, /ɛː/, /iː/, /oː/ and /uː/, and three diphthongs, /ou̯/, /au̯/ and /ɛu̯/. The latter two diphthongs and the long /oː/ are exclusive to loanwords. Vowels are never reduced to schwa sounds when unstressed. Each word usually has primary stress on its first syllable, except for enclitics (minor, monosyllabic, unstressed syllables). In all words of more than two syllables, every odd-numbered syllable receives secondary stress. Stress is unrelated to vowel length, and the possibility of stressed short vowels and unstressed long vowels can be confusing to students whose native language combines the features (such as English).
Although older German loanwords were colloquial, recent borrowings from other languages are associated with high culture. During the nineteenth century, words with Greek and Latin roots were rejected in favor of those based on older Czech words and common Slavic roots; "music" is muzyka in Polish and музыка (muzyka) in Russian, but in Czech it is hudba. Some Czech words have been borrowed as loanwords into English and other languages—for example, robot (from robota, "labor") and polka (from polka, "Polish woman" or from "půlka" "half").
Because Czech uses grammatical case to convey word function in a sentence (instead of relying on word order, as English does), its word order is flexible. As a pro-drop language, in Czech an intransitive sentence can consist of only a verb; information about its subject is encoded in the verb. Enclitics (primarily auxiliary verbs and pronouns) must appear in the second syntactic slot of a sentence, after the first stressed unit. The first slot must contain a subject and object, a main form of a verb, an adverb or a conjunction (except for the light conjunctions a, "and", i, "and even" or ale, "but").
Czech syntax has a subject–verb–object sentence structure. In practice, however, word order is flexible and used for topicalization and focus. Although Czech has a periphrastic passive construction (like English), colloquial word-order changes frequently produce the passive voice. For example, to change "Peter killed Paul" to "Paul was killed by Peter" the order of subject and object is inverted: Petr zabil Pavla ("Peter killed Paul") becomes "Paul, Peter killed" (Pavla zabil Petr). Pavla is in the accusative case, the grammatical object (in this case, the victim) of the verb.
In Czech, nouns and adjectives are declined into one of seven grammatical cases. Nouns are inflected to indicate their use in a sentence. A nominative–accusative language, Czech marks subject nouns with nominative case and object nouns with accusative case. The genitive case marks possessive nouns and some types of movement. The remaining cases (instrumental, locative, vocative and dative) indicate semantic relationships, such as secondary objects, movement or position (dative case) and accompaniment (instrumental case). An adjective's case agrees with that of the noun it describes. When Czech children learn their language's declension patterns, the cases are referred to by number:
Czech distinguishes three genders—masculine, feminine, and neuter—and the masculine gender is subdivided into animate and inanimate. With few exceptions, feminine nouns in the nominative case end in -a, -e, or -ost; neuter nouns in -o, -e, or -í, and masculine nouns in a consonant. Adjectives agree in gender and animacy (for masculine nouns in the accusative or genitive singular and the nominative plural) with the nouns they modify. The main effect of gender in Czech is the difference in noun and adjective declension, but other effects include past-tense verb endings: for example, dělal (he did, or made); dělala (she did, or made) and dělalo (it did, or made).
Nouns are also inflected for number, distinguishing between singular and plural. Typical of a Slavic language, Czech cardinal numbers one through four allow the nouns and adjectives they modify to take any case, but numbers over five place these nouns and adjectives in the genitive case when the entire expression is in nominative or accusative case. The Czech koruna is an example of this feature; it is shown here as the subject of a hypothetical sentence, and declined as genitive for numbers five and up.
Typical of Slavic languages, Czech marks its verbs for one of two grammatical aspects: perfective and imperfective. Most verbs are part of inflected aspect pairs—for example, koupit (perfective) and kupovat (imperfective). Although the verbs' meaning is similar, in perfective verbs the action is completed and in imperfective verbs it is ongoing. This is distinct from past and present tense, and any Czech verb of either aspect can be conjugated into any of its three tenses. Aspect describes the state of the action at the time specified by the tense.
The verbs of most aspect pairs differ in one of two ways: by prefix or by suffix. In prefix pairs, the perfective verb has an added prefix—for example, the imperfective psát (to write, to be writing) compared with the perfective napsat (to write down, to finish writing). The most common prefixes are na-, o-, po-, s-, u-, vy-, z- and za-. In suffix pairs, a different infinitive ending is added to the perfective stem; for example, the perfective verbs koupit (to buy) and prodat (to sell) have the imperfective forms kupovat and prodávat. Imperfective verbs may undergo further morphology to make other imperfective verbs (iterative and frequentative forms), denoting repeated or regular action. The verb jít (to go) has the iterative form chodit (to go repeatedly) and the frequentative form chodívat (to go regularly).
The infinitive form ends in t (archaically, ti). It is the form found in dictionaries and the form that follows auxiliary verbs (for example, můžu tě slyšet—"I can hear you"). Czech verbs have three grammatical moods: indicative, imperative and conditional. The imperative mood adds specific endings for each of three person (or number) categories: -Ø/-i/-ej for second-person singular, -te/-ete/-ejte for second-person plural and -me/-eme/-ejme for first-person plural. The conditional mood is formed with a particle after the past-tense verb. This mood indicates possible events, expressed in English as "I would" or "I wish".
Czech has one of the most phonemic orthographies of all European languages. Its thirty-one graphemes represent thirty sounds (in most dialects, i and y have the same sound), and it contains only one digraph: ch, which follows h in the alphabet. As a result, some of its characters have been used by phonologists to denote corresponding sounds in other languages. The characters q, w and x appear only in foreign words. The háček (ˇ) is used with certain letters to form new characters: š, ž, and č, as well as ň, ě, ř, ť, and ď (the latter five uncommon outside Czech). The last two letters are sometimes written with a comma above (ʼ, an abbreviated háček) because of their height. The character ó exists only in loanwords and onomatopoeia.
Czech typographical features not associated with phonetics generally resemble those of most Latin European languages, including English. Proper nouns, honorifics, and the first letters of quotations are capitalized, and punctuation is typical of other Latin European languages. Writing of ordinal numerals is similar to most European languages. The Czech language uses a decimal comma instead of a decimal point. When writing a long number, spaces between every three numbers (e.g. between hundreds and thousands) may be used for better orientation in handwritten texts, but not in decimal places, like in English. The number 1,234,567.8910 may be written as 1234567,8910 or 1 234 567,8910. Ordinal numbers (1st) use a point as in German (1.). In proper noun phrases (except personal names), only the first word is capitalized (Pražský hrad, Prague Castle).
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.
After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centers of advanced education. Some of these establishments ultimately evolved into medieval universities and forebears of many of Europe's modern universities. During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of inquiry, and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation, and Saint Albert the Great, a pioneer of biological field research. Founded in 1088, the University of Bologne is considered the first, and the oldest continually operating university.
Formal education occurs in a structured environment whose explicit purpose is teaching students. Usually, formal education takes place in a school environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Most school systems are designed around a set of values or ideals that govern all educational choices in that system. Such choices include curriculum, organizational models, design of the physical learning spaces (e.g. classrooms), student-teacher interactions, methods of assessment, class size, educational activities, and more.
Preschools provide education from ages approximately three to seven, depending on the country, when children enter primary education. These are also known as nursery schools and as kindergarten, except in the US, where kindergarten is a term used for primary education.[citation needed] Kindergarten "provide[s] a child-centered, preschool curriculum for three- to seven-year-old children that aim[s] at unfolding the child's physical, intellectual, and moral nature with balanced emphasis on each of them."
Primary (or elementary) education consists of the first five to seven years of formal, structured education. In general, primary education consists of six to eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of children aged six to twelve are enrolled in primary education, and this proportion is rising. Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools or elementary schools. Primary schools are often subdivided into infant schools and junior school.
In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "postsecondary", or "higher" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia, primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education, or to train directly in a profession.
Secondary education in the United States did not emerge until 1910, with the rise of large corporations and advancing technology in factories, which required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved beneficial for both employers and employees, since the improved human capital lowered costs for the employer, while skilled employees received a higher wages.
Higher education, also called tertiary, third stage, or postsecondary education, is the non-compulsory educational level that follows the completion of a school such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities mainly provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet.
In the past, those who were disabled were often not eligible for public education. Children with disabilities were repeatedly denied an education by physicians or special tutors. These early physicians (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. In its early years, special education was only provided to people with severe disabilities, but more recently it has been opened to anyone who has experienced difficulty learning.
While considered "alternative" today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. Charter schools are another example of alternative education, which have in the recent years grown in numbers in the US and gained greater importance in its public education system.
In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in education, just as Friedrich Fröbel's approach to early childhood education in 19th-century Germany has been incorporated into contemporary kindergarten classrooms. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich.
Indigenous education refers to the inclusion of indigenous knowledge, models, methods, and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to "reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students."
Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners this includes language acquisition, cultural norms and manners. Informal learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs.
Informal learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its "natural" function of everyday life and is often spontaneous.
The concept of 'education through recreation' was applied to childhood development in the 19th century. In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities. L.P. Jacks, also an early proponent of lifelong learning, described education through recreation: "A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well." Education through recreation is the opportunity to learn in a seamless fashion through all of life's activities. The concept has been revived by the University of Western Ontario to teach anatomy to medical students.
Autodidacticism (also autodidactism) is a contemplative, absorbing process, of "learning on your own" or "by yourself", or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one's life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).
In 2012, the modern use of electronic educational technology (also called e-learning) had grown at 14 times the rate of traditional learning.[clarification needed] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. Cost of education has been an issue throughout history, and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus based ones. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. Despite favorable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.
The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal "academic value" to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create study groups, meetups and movements such as UnCollege.
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.
It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital". Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions and the role of cognitive skills.
At the level of the individual, there is a large literature, generally related to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling. Some students who have indicated a high potential for learning, by testing with a high intelligence quotient, may not achieve their full academic potential, due to financial difficulties.[citation needed]
The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilisations — as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid's Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe.
Tennessee (i/tɛnᵻˈsiː/) (Cherokee: ᏔᎾᏏ, Tanasi) is a state located in the southeastern United States. Tennessee is the 36th largest and the 17th most populous of the 50 United States. Tennessee is bordered by Kentucky and Virginia to the north, North Carolina to the east, Georgia, Alabama, and Mississippi to the south, and Arkansas and Missouri to the west. The Appalachian Mountains dominate the eastern part of the state, and the Mississippi River forms the state's western border. Tennessee's capital and second largest city is Nashville, which has a population of 601,222. Memphis is the state's largest city, with a population of 653,450.
The state of Tennessee is rooted in the Watauga Association, a 1772 frontier pact generally regarded as the first constitutional government west of the Appalachians. What is now Tennessee was initially part of North Carolina, and later part of the Southwest Territory. Tennessee was admitted to the Union as the 16th state on June 1, 1796. Tennessee was the last state to leave the Union and join the Confederacy at the outbreak of the U.S. Civil War in 1861. Occupied by Union forces from 1862, it was the first state to be readmitted to the Union at the end of the war.
Tennessee furnished more soldiers for the Confederate Army than any other state, and more soldiers for the Union Army than any other Southern state. Beginning during Reconstruction, it had competitive party politics, but a Democratic takeover in the late 1880s resulted in passage of disfranchisement laws that excluded most blacks and many poor whites from voting. This sharply reduced competition in politics in the state until after passage of civil rights legislation in the mid-20th century. In the 20th century, Tennessee transitioned from an agrarian economy to a more diversified economy, aided by massive federal investment in the Tennessee Valley Authority and, in the early 1940s, the city of Oak Ridge. This city was established to house the Manhattan Project's uranium enrichment facilities, helping to build the world's first atomic bomb, which was used during World War II.
Tennessee has played a critical role in the development of many forms of American popular music, including rock and roll, blues, country, and rockabilly.[not verified in body] Beale Street in Memphis is considered by many to be the birthplace of the blues, with musicians such as W.C. Handy performing in its clubs as early as 1909.[not verified in body] Memphis is also home to Sun Records, where musicians such as Elvis Presley, Johnny Cash, Carl Perkins, Jerry Lee Lewis, Roy Orbison, and Charlie Rich began their recording careers, and where rock and roll took shape in the 1950s.[not verified in body] The 1927 Victor recording sessions in Bristol generally mark the beginning of the country music genre and the rise of the Grand Ole Opry in the 1930s helped make Nashville the center of the country music recording industry.[not verified in body] Three brick-and-mortar museums recognize Tennessee's role in nurturing various forms of popular music: the Memphis Rock N' Soul Museum, the Country Music Hall of Fame and Museum in Nashville, and the International Rock-A-Billy Museum in Jackson. Moreover, the Rockabilly Hall of Fame, an online site recognizing the development of rockabilly in which Tennessee played a crucial role, is based in Nashville.[not verified in body]
Tennessee's major industries include agriculture, manufacturing, and tourism. Poultry, soybeans, and cattle are the state's primary agricultural products, and major manufacturing exports include chemicals, transportation equipment, and electrical equipment. The Great Smoky Mountains National Park, the nation's most visited national park, is headquartered in the eastern part of the state, and a section of the Appalachian Trail roughly follows the Tennessee-North Carolina border. Other major tourist attractions include the Tennessee Aquarium in Chattanooga; Dollywood in Pigeon Forge; the Parthenon, the Country Music Hall of Fame and Museum, and Ryman Auditorium in Nashville; the Jack Daniel's Distillery in Lynchburg; and Elvis Presley's Graceland residence and tomb, the Memphis Zoo, and the National Civil Rights Museum in Memphis.
The earliest variant of the name that became Tennessee was recorded by Captain Juan Pardo, the Spanish explorer, when he and his men passed through an American Indian village named "Tanasqui" in 1567 while traveling inland from South Carolina. In the early 18th century, British traders encountered a Cherokee town named Tanasi (or "Tanase") in present-day Monroe County, Tennessee. The town was located on a river of the same name (now known as the Little Tennessee River), and appears on maps as early as 1725. It is not known whether this was the same town as the one encountered by Juan Pardo, although recent research suggests that Pardo's "Tanasqui" was located at the confluence of the Pigeon River and the French Broad River, near modern Newport.
The modern spelling, Tennessee, is attributed to James Glen, the governor of South Carolina, who used this spelling in his official correspondence during the 1750s. The spelling was popularized by the publication of Henry Timberlake's "Draught of the Cherokee Country" in 1765. In 1788, North Carolina created "Tennessee County", the third county to be established in what is now Middle Tennessee. (Tennessee County was the predecessor to current-day Montgomery County and Robertson County.) When a constitutional convention met in 1796 to organize a new state out of the Southwest Territory, it adopted "Tennessee" as the name of the state.
Tennessee is known as the "Volunteer State", a nickname some claimed was earned during the War of 1812 because of the prominent role played by volunteer soldiers from Tennessee, especially during the Battle of New Orleans. Other sources differ on the origin of the state nickname; according to the Columbia Encyclopedia, the name refers to volunteers for the Mexican–American War. This explanation is more likely, because President Polk's call for 2,600 nationwide volunteers at the beginning of the Mexican-American War resulted in 30,000 volunteers from Tennessee alone, largely in response to the death of Davy Crockett and appeals by former Tennessee Governor and now Texas politician, Sam Houston.
The highest point in the state is Clingmans Dome at 6,643 feet (2,025 m). Clingmans Dome, which lies on Tennessee's eastern border, is the highest point on the Appalachian Trail, and is the third highest peak in the United States east of the Mississippi River. The state line between Tennessee and North Carolina crosses the summit. The state's lowest point is the Mississippi River at the Mississippi state line (the lowest point in Memphis, nearby, is at 195 ft (59 m)). The geographical center of the state is located in Murfreesboro.
Stretching west from the Blue Ridge for approximately 55 miles (89 km) is the Ridge and Valley region, in which numerous tributaries join to form the Tennessee River in the Tennessee Valley. This area of Tennessee is covered by fertile valleys separated by wooded ridges, such as Bays Mountain and Clinch Mountain. The western section of the Tennessee Valley, where the depressions become broader and the ridges become lower, is called the Great Valley. In this valley are numerous towns and two of the region's three urban areas, Knoxville, the 3rd largest city in the state, and Chattanooga, the 4th largest city in the state. The third urban area, the Tri-Cities, comprising Bristol, Johnson City, and Kingsport and their environs, is located to the northeast of Knoxville.
East Tennessee has several important transportation links with Middle and West Tennessee, as well as the rest of the nation and the world, including several major airports and interstates. Knoxville's McGhee Tyson Airport (TYS) and Chattanooga's Chattanooga Metropolitan Airport (CHA), as well as the Tri-Cities' Tri-Cities Regional Airport (TRI), provide air service to numerous destinations. I-24, I-81, I-40, I-75, and I-26 along with numerous state highways and other important roads, traverse the Grand Division and connect Chattanooga, Knoxville, and the Tri-Cities, along with other cities and towns such as Cleveland, Athens, and Sevierville.
The easternmost section, about 10 miles (16 km) in width, consists of hilly land that runs along the western bank of the Tennessee River. To the west of this narrow strip of land is a wide area of rolling hills and streams that stretches all the way to the Mississippi River; this area is called the Tennessee Bottoms or bottom land. In Memphis, the Tennessee Bottoms end in steep bluffs overlooking the river. To the west of the Tennessee Bottoms is the Mississippi Alluvial Plain, less than 300 feet (90 m) above sea level. This area of lowlands, flood plains, and swamp land is sometimes referred to as the Delta region. Memphis is the economic center of West Tennessee and the largest city in the state.
Most of the state has a humid subtropical climate, with the exception of some of the higher elevations in the Appalachians, which are classified as having a mountain temperate climate or a humid continental climate due to cooler temperatures. The Gulf of Mexico is the dominant factor in the climate of Tennessee, with winds from the south being responsible for most of the state's annual precipitation. Generally, the state has hot summers and mild to cool winters with generous precipitation throughout the year, with highest average monthly precipitation generally in the winter and spring months, between December and April. The driest months, on average, are August to October. On average the state receives 50 inches (130 cm) of precipitation annually. Snowfall ranges from 5 inches (13 cm) in West Tennessee to over 16 inches (41 cm) in the higher mountains in East Tennessee.
Summers in the state are generally hot and humid, with most of the state averaging a high of around 90 °F (32 °C) during the summer months. Winters tend to be mild to cool, increasing in coolness at higher elevations. Generally, for areas outside the highest mountains, the average overnight lows are near freezing for most of the state. The highest recorded temperature is 113 °F (45 °C) at Perryville on August 9, 1930 while the lowest recorded temperature is −32 °F (−36 °C) at Mountain City on December 30, 1917.
While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.
The capital is Nashville, though Knoxville, Kingston, and Murfreesboro have all served as state capitals in the past. Memphis has the largest population of any city in the state. Nashville's 13-county metropolitan area has been the state's largest since c. 1990. Chattanooga and Knoxville, both in the eastern part of the state near the Great Smoky Mountains, each has approximately one-third of the population of Memphis or Nashville. The city of Clarksville is a fifth significant population center, some 45 miles (72 km) northwest of Nashville. Murfreesboro is the sixth-largest city in Tennessee, consisting of some 108,755 residents.
The area now known as Tennessee was first inhabited by Paleo-Indians nearly 12,000 years ago. The names of the cultural groups that inhabited the area between first settlement and the time of European contact are unknown, but several distinct cultural phases have been named by archaeologists, including Archaic (8000–1000 BC), Woodland (1000 BC–1000 AD), and Mississippian (1000–1600 AD), whose chiefdoms were the cultural predecessors of the Muscogee people who inhabited the Tennessee River Valley before Cherokee migration into the river's headwaters.
The first recorded European excursions into what is now called Tennessee were three expeditions led by Spanish explorers, namely Hernando de Soto in 1540, Tristan de Luna in 1559, and Juan Pardo in 1567. Pardo recorded the name "Tanasqui" from a local Indian village, which evolved to the state's current name. At that time, Tennessee was inhabited by tribes of Muscogee and Yuchi people. Possibly because of European diseases devastating the Indian tribes, which would have left a population vacuum, and also from expanding European settlement in the north, the Cherokee moved south from the area now called Virginia. As European colonists spread into the area, the Indian populations were forcibly displaced to the south and west, including all Muscogee and Yuchi peoples, the Chickasaw and Choctaw, and ultimately, the Cherokee in 1838.
The first British settlement in what is now Tennessee was built in 1756 by settlers from the colony of South Carolina at Fort Loudoun, near present-day Vonore. Fort Loudoun became the westernmost British outpost to that date. The fort was designed by John William Gerard de Brahm and constructed by forces under British Captain Raymond Demeré. After its completion, Captain Raymond Demeré relinquished command on August 14, 1757 to his brother, Captain Paul Demeré. Hostilities erupted between the British and the neighboring Overhill Cherokees, and a siege of Fort Loudoun ended with its surrender on August 7, 1760. The following morning, Captain Paul Demeré and a number of his men were killed in an ambush nearby, and most of the rest of the garrison was taken prisoner.
During the American Revolutionary War, Fort Watauga at Sycamore Shoals (in present-day Elizabethton) was attacked (1776) by Dragging Canoe and his warring faction of Cherokee who were aligned with the British Loyalists. These renegade Cherokee were referred to by settlers as the Chickamauga. They opposed North Carolina's annexation of the Washington District and the concurrent settling of the Transylvania Colony further north and west. The lives of many settlers were spared from the initial warrior attacks through the warnings of Dragging Canoe's cousin, Nancy Ward. The frontier fort on the banks of the Watauga River later served as a 1780 staging area for the Overmountain Men in preparation to trek over the Appalachian Mountains, to engage, and to later defeat the British Army at the Battle of Kings Mountain in South Carolina.
Three counties of the Washington District (now part of Tennessee) broke off from North Carolina in 1784 and formed the State of Franklin. Efforts to obtain admission to the Union failed, and the counties (now numbering eight) had re-joined North Carolina by 1789. North Carolina ceded the area to the federal government in 1790, after which it was organized into the Southwest Territory. In an effort to encourage settlers to move west into the new territory, in 1787 the mother state of North Carolina ordered a road to be cut to take settlers into the Cumberland Settlements—from the south end of Clinch Mountain (in East Tennessee) to French Lick (Nashville). The Trace was called the "North Carolina Road" or "Avery's Trace", and sometimes "The Wilderness Road" (although it should not be confused with Daniel Boone's "Wilderness Road" through the Cumberland Gap).
Tennessee was admitted to the Union on June 1, 1796 as the 16th state. It was the first state created from territory under the jurisdiction of the United States federal government. Apart from the former Thirteen Colonies only Vermont and Kentucky predate Tennessee's statehood, and neither was ever a federal territory. The state boundaries, according to the Constitution of the State of Tennessee, Article I, Section 31, stated that the beginning point for identifying the boundary was the extreme height of the Stone Mountain, at the place where the line of Virginia intersects it, and basically ran the extreme heights of mountain chains through the Appalachian Mountains separating North Carolina from Tennessee past the Indian towns of Cowee and Old Chota, thence along the main ridge of the said mountain (Unicoi Mountain) to the southern boundary of the state; all the territory, lands and waters lying west of said line are included in the boundaries and limits of the newly formed state of Tennessee. Part of the provision also stated that the limits and jurisdiction of the state would include future land acquisition, referencing possible land trade with other states, or the acquisition of territory from west of the Mississippi River.
During the administration of U.S. President Martin Van Buren, nearly 17,000 Cherokees—along with approximately 2,000 black slaves owned by Cherokees—were uprooted from their homes between 1838 and 1839 and were forced by the U.S. military to march from "emigration depots" in Eastern Tennessee (such as Fort Cass) toward the more distant Indian Territory west of Arkansas. During this relocation an estimated 4,000 Cherokees died along the way west. In the Cherokee language, the event is called Nunna daul Isunyi—"the Trail Where We Cried." The Cherokees were not the only American Indians forced to emigrate as a result of the Indian removal efforts of the United States, and so the phrase "Trail of Tears" is sometimes used to refer to similar events endured by other American Indian peoples, especially among the "Five Civilized Tribes". The phrase originated as a description of the earlier emigration of the Choctaw nation.
In February 1861, secessionists in Tennessee's state government—led by Governor Isham Harris—sought voter approval for a convention to sever ties with the United States, but Tennessee voters rejected the referendum by a 54–46% margin. The strongest opposition to secession came from East Tennessee (which later tried to form a separate Union-aligned state). Following the Confederate attack upon Fort Sumter in April and Lincoln's call for troops from Tennessee and other states in response, Governor Isham Harris began military mobilization, submitted an ordinance of secession to the General Assembly, and made direct overtures to the Confederate government. The Tennessee legislature ratified an agreement to enter a military league with the Confederate States on May 7, 1861. On June 8, 1861, with people in Middle Tennessee having significantly changed their position, voters approved a second referendum calling for secession, becoming the last state to do so.
Many major battles of the American Civil War were fought in Tennessee—most of them Union victories. Ulysses S. Grant and the U.S. Navy captured control of the Cumberland and Tennessee rivers in February 1862. They held off the Confederate counterattack at Shiloh in April. Memphis fell to the Union in June, following a naval battle on the Mississippi River in front of the city. The Capture of Memphis and Nashville gave the Union control of the western and middle sections; this control was confirmed at the Battle of Murfreesboro in early January 1863 and by the subsequent Tullahoma Campaign.
Confederates held East Tennessee despite the strength of Unionist sentiment there, with the exception of extremely pro-Confederate Sullivan County. The Confederates, led by General James Longstreet, did attack General Burnside's Fort Sanders at Knoxville and lost. It was a big blow to East Tennessee Confederate momentum, but Longstreet won the Battle of Bean's Station a few weeks later. The Confederates besieged Chattanooga during the Chattanooga Campaign in early fall 1863, but were driven off by Grant in November. Many of the Confederate defeats can be attributed to the poor strategic vision of General Braxton Bragg, who led the Army of Tennessee from Perryville, Kentucky to another Confederate defeat at Chattanooga.
When the Emancipation Proclamation was announced, Tennessee was mostly held by Union forces. Thus, Tennessee was not among the states enumerated in the Proclamation, and the Proclamation did not free any slaves there. Nonetheless, enslaved African Americans escaped to Union lines to gain freedom without waiting for official action. Old and young, men, women and children camped near Union troops. Thousands of former slaves ended up fighting on the Union side, nearly 200,000 in total across the South.
In 1864, Andrew Johnson (a War Democrat from Tennessee) was elected Vice President under Abraham Lincoln. He became President after Lincoln's assassination in 1865. Under Johnson's lenient re-admission policy, Tennessee was the first of the seceding states to have its elected members readmitted to the U.S. Congress, on July 24, 1866. Because Tennessee had ratified the Fourteenth Amendment, it was the only one of the formerly secessionist states that did not have a military governor during the Reconstruction period.
After the formal end of Reconstruction, the struggle over power in Southern society continued. Through violence and intimidation against freedmen and their allies, White Democrats regained political power in Tennessee and other states across the South in the late 1870s and 1880s. Over the next decade, the state legislature passed increasingly restrictive laws to control African Americans. In 1889 the General Assembly passed four laws described as electoral reform, with the cumulative effect of essentially disfranchising most African Americans in rural areas and small towns, as well as many poor Whites. Legislation included implementation of a poll tax, timing of registration, and recording requirements. Tens of thousands of taxpaying citizens were without representation for decades into the 20th century. Disfranchising legislation accompanied Jim Crow laws passed in the late 19th century, which imposed segregation in the state. In 1900, African Americans made up nearly 24% of the state's population, and numbered 480,430 citizens who lived mostly in the central and western parts of the state.
In 2002, businessman Phil Bredesen was elected as the 48th governor. Also in 2002, Tennessee amended the state constitution to allow for the establishment of a lottery. Tennessee's Bob Corker was the only freshman Republican elected to the United States Senate in the 2006 midterm elections. The state constitution was amended to reject same-sex marriage. In January 2007, Ron Ramsey became the first Republican elected as Speaker of the State Senate since Reconstruction, as a result of the realignment of the Democratic and Republican parties in the South since the late 20th century, with Republicans now elected by conservative voters, who previously had supported Democrats.
According to the U.S. Census Bureau, as of 2015, Tennessee had an estimated population of 6,600,299, which is an increase of 50,947, from the prior year and an increase of 254,194, or 4.01%, since the year 2010. This includes a natural increase since the last census of 142,266 people (that is 493,881 births minus 351,615 deaths), and an increase from net migration of 219,551 people into the state. Immigration from outside the United States resulted in a net increase of 59,385 people, and migration within the country produced a net increase of 160,166 people. Twenty percent of Tennesseans were born outside the South in 2008, compared to a figure of 13.5% in 1990.
In 2000, the five most common self-reported ethnic groups in the state were: American (17.3%), African American (13.0%), Irish (9.3%), English (9.1%), and German (8.3%). Most Tennesseans who self-identify as having American ancestry are of English and Scotch-Irish ancestry. An estimated 21–24% of Tennesseans are of predominantly English ancestry. In the 1980 census 1,435,147 Tennesseans claimed "English" or "mostly English" ancestry out of a state population of 3,221,354 making them 45% of the state at the time.
Tennessee is home to several Protestant denominations, such as the National Baptist Convention (headquartered in Nashville); the Church of God in Christ and the Cumberland Presbyterian Church (both headquartered in Memphis); the Church of God and The Church of God of Prophecy (both headquartered in Cleveland). The Free Will Baptist denomination is headquartered in Antioch; its main Bible college is in Nashville. The Southern Baptist Convention maintains its general headquarters in Nashville. Publishing houses of several denominations are located in Nashville.
Major outputs for the state include textiles, cotton, cattle, and electrical power. Tennessee has over 82,000 farms, roughly 59 percent of which accommodate beef cattle. Although cotton was an early crop in Tennessee, large-scale cultivation of the fiber did not begin until the 1820s with the opening of the land between the Tennessee and Mississippi Rivers. The upper wedge of the Mississippi Delta extends into southwestern Tennessee, and it was in this fertile section that cotton took hold. Soybeans are also heavily planted in West Tennessee, focusing on the northwest corner of the state.
Major corporations with headquarters in Tennessee include FedEx, AutoZone and International Paper, all based in Memphis; Pilot Corporation and Regal Entertainment Group, based in Knoxville; Eastman Chemical Company, based in Kingsport; the North American headquarters of Nissan Motor Company, based in Franklin; Hospital Corporation of America and Caterpillar Financial, based in Nashville; and Unum, based in Chattanooga. Tennessee is also the location of the Volkswagen factory in Chattanooga, a $2 billion polysilicon production facility by Wacker Chemie in Bradley County, and a $1.2 billion polysilicon production facility by Hemlock Semiconductor in Clarksville.
The Tennessee income tax does not apply to salaries and wages, but most income from stock, bonds and notes receivable is taxable. All taxable dividends and interest which exceed the $1,250 single exemption or the $2,500 joint exemption are taxable at the rate of 6%. The state's sales and use tax rate for most items is 7%. Food is taxed at a lower rate of 5.25%, but candy, dietary supplements and prepared food are taxed at the full 7% rate. Local sales taxes are collected in most jurisdictions, at rates varying from 1.5% to 2.75%, bringing the total sales tax to between 8.5% and 9.75%, one of the highest levels in the nation. Intangible property is assessed on the shares of stock of stockholders of any loan company, investment company, insurance company or for-profit cemetery companies. The assessment ratio is 40% of the value multiplied by the tax rate for the jurisdiction. Tennessee imposes an inheritance tax on decedents' estates that exceed maximum single exemption limits ($1,000,000 for deaths in 2006 and thereafter).
Tourism contributes billions of dollars each year to the state's economy and Tennessee is ranked among the Top 10 destinations in the US. In 2014 a record 100 million people visited the state resulting in $17.7 billion in tourism related spending within the state, an increase of 6.3% over 2013; tax revenue from tourism equaled $1.5 billion. Each county in Tennessee saw at least $1 million from tourism while 19 counties received at least $100 million (Davidson, Shelby, and Sevier counties were the top three). Tourism-generated jobs for the state reached 152,900, a 2.8% increase. International travelers to Tennessee accounted for $533 million in spending.
In 2013 tourism within the state from local citizens accounted for 39.9% of tourists, the second highest originating location for tourists to Tennessee is the state of Georgia, accounting for 8.4% of tourists.:17 Forty-four percent of stays in the state were "day trips", 25% stayed one night, 15% stayed two nights, and 11% stayed 4 or more nights. The average stay was 2.16 nights, compared to 2.03 nights for the US as a whole.:40 The average person spent $118 per day: 29% on transportation, 24% on food, 17% on accommodation, and 28% on shopping and entertainment.:44
Interstate 40 crosses the state in a west-east orientation. Its branch interstate highways include I-240 in Memphis; I-440 in Nashville; I-140 from Knoxville to Alcoa and I-640 in Knoxville. I-26, although technically an east-west interstate, runs from the North Carolina border below Johnson City to its terminus at Kingsport. I-24 is an east-west interstate that runs cross-state from Chattanooga to Clarksville. In a north-south orientation are highways I-55, I-65, I-75, and I-81. Interstate 65 crosses the state through Nashville, while Interstate 75 serves Chattanooga and Knoxville and Interstate 55 serves Memphis. Interstate 81 enters the state at Bristol and terminates at its junction with I-40 near Dandridge. I-155 is a branch highway from I-55. The only spur highway of I-75 in Tennessee is I-275, which is in Knoxville. When completed, I-69 will travel through the western part of the state, from South Fulton to Memphis. A branch interstate, I-269 also exists from Millington to Collierville.
Tennessee politics, like that of most U.S. states, are dominated by the Republican and the Democratic parties. Historian Dewey W. Grantham traces divisions in the state to the period of the American Civil War: for decades afterward, the eastern third of the state was Republican and the western two thirds voted Democrat. This division was related to the state's pattern of farming, plantations and slaveholding. The eastern section was made up of yeoman farmers, but Middle and West Tennessee cultivated crops, such as tobacco and cotton, that were dependent on the use of slave labor. These areas became defined as Democratic after the war.
During Reconstruction, freedmen and former free people of color were granted the right to vote; most joined the Republican Party. Numerous African Americans were elected to local offices, and some to state office. Following Reconstruction, Tennessee continued to have competitive party politics. But in the 1880s, the white-dominated state government passed four laws, the last of which imposed a poll tax requirement for voter registration. These served to disenfranchise most African Americans, and their power in the Republican Party, the state, and cities where they had significant population was markedly reduced. In 1900 African Americans comprised 23.8 percent of the state's population, concentrated in Middle and West Tennessee. In the early 1900s, the state legislature approved a form of commission government for cities based on at-large voting for a few positions on a Board of Commission; several adopted this as another means to limit African-American political participation. In 1913 the state legislature enacted a bill enabling cities to adopt this structure without legislative approval.
After disenfranchisement of blacks, the GOP in Tennessee was historically a sectional party supported by whites only in the eastern part of the state. In the 20th century, except for two nationwide Republican landslides of the 1920s (in 1920, when Tennessee narrowly supported Warren G. Harding over Ohio Governor James Cox, and in 1928, when it more decisively voted for Herbert Hoover over New York Governor Al Smith, a Catholic), the state was part of the Democratic Solid South until the 1950s. In that postwar decade, it twice voted for Republican Dwight D. Eisenhower, former Allied Commander of the Armed Forces during World War II. Since then, more of the state's voters have shifted to supporting Republicans, and Democratic presidential candidates have carried Tennessee only four times.
By 1960 African Americans comprised 16.45% of the state's population. It was not until after the mid-1960s and passage of the Voting Rights Act of 1965 that they were able to vote in full again, but new devices, such as at-large commission city governments, had been adopted in several jurisdictions to limit their political participation. Former Gov. Winfield Dunn and former U.S. Sen. Bill Brock wins in 1970 helped make the Republican Party competitive among whites for the statewide victory. Tennessee has selected governors from different parties since 1970. Increasingly the Republican Party has become the party of white conservatives.
In the early 21st century, Republican voters control most of the state, especially in the more rural and suburban areas outside of the cities; Democratic strength is mostly confined to the urban cores of the four major cities, and is particularly strong in the cities of Nashville and Memphis. The latter area includes a large African-American population. Historically, Republicans had their greatest strength in East Tennessee before the 1960s. Tennessee's 1st and 2nd congressional districts, based in the Tri-Cities and Knoxville, respectively, are among the few historically Republican districts in the South. Those districts' residents supported the Union over the Confederacy during the Civil War; they identified with the GOP after the war and have stayed with that party ever since. The 1st has been in Republican hands continuously since 1881, and Republicans (or their antecedents) have held it for all but four years since 1859. The 2nd has been held continuously by Republicans or their antecedents since 1859.
In the 2000 presidential election, Vice President Al Gore, a former Democratic U.S. Senator from Tennessee, failed to carry his home state, an unusual occurrence but indicative of strengthening Republican support. Republican George W. Bush received increased support in 2004, with his margin of victory in the state increasing from 4% in 2000 to 14% in 2004. Democratic presidential nominees from Southern states (such as Lyndon B. Johnson, Jimmy Carter, Bill Clinton) usually fare better than their Northern counterparts do in Tennessee, especially among split-ticket voters outside the metropolitan areas.
The Baker v. Carr (1962) decision of the US Supreme Court established the principle of "one man, one vote", requiring state legislatures to redistrict to bring Congressional apportionment in line with decennial censuses. It also required both houses of state legislatures to be based on population for representation and not geographic districts such as counties. This case arose out of a lawsuit challenging the longstanding rural bias of apportionment of seats in the Tennessee legislature. After decades in which urban populations had been underrepresented in many state legislatures, this significant ruling led to an increased (and proportional) prominence in state politics by urban and, eventually, suburban, legislators and statewide officeholders in relation to their population within the state. The ruling also applied to numerous other states long controlled by rural minorities, such as Alabama, Vermont, and Montana.

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