The presence of north-to-south flowing rivers in the US affected its development by creating a economic bond between the North and the South, which some believe stemmed the onset of the Civil War until the creation of the railroad. Take Chicago, for example. Chicago existed as an agricultural hub where farm goods from the Midwest would go before making their way to larger markets. Before the Civil War, those goods traveled South down the Ohio and Mississippi Rivers and then were sold at New Orleans. This led the Western half of the US to look warily at Civil War because it would directly impact their ability to conduct trade. However, in the 1850s and 60s, Northern manufacturers began building railroads from Northern cities to Chicago, which artificially redirected the flow of farm goods to the East. Now, free from fearing an end of trade, Western politicians were more likely to approve of the Civil War.
<span>The Austro-Hungarian empire was endangered by feelings of nationalism because there were multiple national groups within the empire. So fulfilling nationalist goals would mean a dividing of the empire. The mere fact that the question refers to the empire as "Austro-Hungarian" is already a strong hint of the issue. Prior to 1867, it had been known as simply the Austrian Empire, but a compromise in 1867 meant that a dual monarchy was recognized (an Austrian ruler and a Hungarian ruler). The Hungarians were given self-governing authority over their own internal affairs in their portion of the empire. Other people groups within the empire would seek their own recognition as well -- Czechs, Serbs, Croats, etc. So where nationalism was a uniting factor in regions like the Italian peninsula and the German territories north of Austria, for the Austrian empire, nationalism was a dividing force.</span>
<span>Answer:
Amid the twelfth and thirteenth hundreds of years, colleges emerged in the real European urban communities. These colleges took care of the demand for training in the seven human sciences—language structure, talk, rationale, cosmology, geometry, number-crunching, and music—instruction that turned into a critical way to professional success. Colleges gaining practical experience in the higher orders—law at Bologna, pharmaceutical at Salerno, and religious philosophy and theory at Paris—moved toward becoming places for scholarly civil argument. The twelfth century philosophical school known as Scholasticism grew new frameworks of rationale in light of Europeans' rediscovery of Aristotle from Islamic and Jewish sources. Researchers faced off regarding how people can know truth—regardless of whether learning of truth happens through confidence, through human reason and examination, or through some mix of the two means. Albeit none of these researchers denied Christian truth as it was uncovered in the Bible, a few, for example, Anselm of Canterbury, set confidence before reason. Others, for example, Peter Abelard, put reason first. The colossal thirteenth century Dominican savant Thomas Aquinas delivered a splendid union of confidence and reason, while a gathering of rationalists called nominalists addressed whether human dialect could precisely depict reality. These investigation into the idea of information added to logical request, clear in the test hypotheses of English researcher and thinker Roger Bacon (1214?- 1294).
In the mean time, many individuals looked for a more otherworldly, all encompassing knowledge of the world than what was offered through the insightfulness or through standard church customs. Visionaries and reformers made new requests, for example, the Cistercians, Franciscans, and Dominicans. Holy person Francis of Assisi rejected the urban realism of his folks and nearby church. He built up a vagabond, or hobo, way of life for the supporters of his congregation endorsed arrange—Franciscan monks for men and the Poor Clares for ladies. Numerous religious scholars in the 1200s were affected by the before reasoning of Christian Neoplatonism, a union of Plato's standards and Christian magic. Under that impact, they dismissed the Aristotelian concentrate on supporting religion and trusted God's perfect disclosure could best be comprehended through understanding. The Cistercian Bernard of Clairvaux, who passed on in 1153, expected that Abelard's academic rationale would stifle genuine profound comprehension. Afterward, Bonaventure, a Franciscan who lived from 1221 to 1274, built up a magical reasoning managing Christians toward consideration of the perfect domain of God.
Well known religion additionally mirrored this social and religious mature. A great many people in medieval Europe were Christian by submersion during childbirth and took an interest in chapel ceremonies for the duration of their lives. They did retribution for sins, went to Mass, and went on journeys to blessed locales containing relics of holy people. In the urban communities, laypeople started looking for a more extraordinary religious experience to offset the realism of their urban lives. Many were drawn into new religious developments, not which were all affirmed by the congregation. This prompted strife between chapel instructed universal lessons and practices and apostasy, convictions and practices that were denounced as false by the congregation and considered a risk to Christendom. Like the religious requests, sins, for example, the Cathars (otherwise called the Albigensians), the Waldensians, and the Spiritual Franciscans accentuated otherworldly life; be that as it may, they likewise condemned the congregation's realism and tested its power. For example, the Cathars dismissed the body as abhorrent and saw no requirement for clerics. Church pioneers censured them as apostates, while mainstream rulers, keen on stifling neighborhood uprisings against their power, completed a military campaign to crush their fortifications in southern France. The congregation, whose principle and request were debilitated by these gatherings, selected evangelists, for example, the Dominicans to educate rectify regulation and furthermore appointed inquisitors to recognize blasphemers and suggest them for discipline.</span>
