The Aftermath Of The Scramble For Africa History Essay

The Aftermath Of The Scramble For Africa History Essay Scramble for Africa, an expression used to explain the frantic demanding of African region by half a dozen European countries that happened in most of Africa becoming part of Europes colonial kingdoms. Africa, in the symbolic allegory of royal chauvinism, was a ripe melon awaiting carving in the late nineteenth century. Those who scrambled quick achieved the biggest portions and the legal means to devour at their free time the sweet, juicy flesh. Stragglers grasped only small servings or flavorless sections; Italians, for instance, discovered only sweet dishes on their serving dish. In this crazy instant of royal atavismin Schumpeterian conditions, the aimless temperament to unlimited boundary extensionno one expected that a structure of states was being formed. Colonial rule, considered by its initiators to be eternal, afterward verified to be a sheer intermission in the broader removal of African history; however, the steel gridiron of regional division that colonialism enforced se ems enduring. (Harlow, 2002) Aftermath of scramble of Africa has the mainly significant issue of colonial heritage. It is the compulsory position of departure for breakdown analysis of African international associations. The country systemwhich is, international vectors despite, the basic structural foundation of the worldwide empiresucceeds the colonial division. A few African states have a significant pre-colonial identity (Morocco, Tunisia, Egypt, Ethiopia, Burundi, Rwanda, Madagascar, Swaziland, Lesotho, and Botswana), but nearly all are goods of the aggressive subordination of Africamajority between 1875 and 1900by seven European powers like Great Britain, France, Germany, Belgium, Portugal, Italy, and Spain. (Kobia, 2001) The scramble for Africa started with an effort by King Leopold II of Belgium desiring to attain power of the region of the Congo Basin. Pressure occurred between the British and the French, because of the British attaining additional power over Egypt, which was the country they once had combined power over the finances of. France was also contending with Italy in northern Africa, so tensions were tough all over the place. Germany felt stressed by the other European nations who were attaining power over regions on Africa (Neumann, 2002). Bismarck, who happened to be leader at the time, acknowledged power over three regions in eastern and western Africa, which created even more damage between European states. Since the power for African regions occurred very rapidly, the Berlin Conference was arrange to talk about the strategies of demanding realm in Africa to avoid any more harsh competitions. The motives for Scramble in Africa are described extensively as: Capitalists may have seen the light over slavery, but they still wanted to exploit the continent new legitimate trade would be encouraged. Explorers located vast reserves of raw materials, they plotted the course of trade routes, navigated rivers, and identified population centers which could be a market for manufactured goods from Europe. (Boddy-Evans, http://africanhistory.about.com/od/eracolonialism/a/ScrambleWhy.htm) After some adventurers looked deeper into the heart of Africa, the Europeans shortly comprehended how reasonably significant this region was, and how much they could take benefit from it. After the completion of servitude in Africa, Europeans desired to extend their kingdoms for industrialization and business to ensure the movement of supplies and services. Economic, communal, and political atmosphere in Europe produced an awareness of urgency amid viable countries to bet demands in and separation of the Dark Continent. In an attempt to produce some organization throughout the scramble, the Berlin Congress was held and European countries sliced up the African countries like a cake, every country got a piece of the land. The major countries comprised in the colonization of Africa contained France, England, Portugal, Germany, Great Britain and Denmark. Great Britain was the ultimate supremacy on earth at the time, and throughout the Scramble for Africa, it was the British who did most of the grasping. (Robinson, 1961) The five key grounds for the imperialism were supposed to be political, military interests, charitable and religious objectives, ideological, investigative, and finally, but most significantly, economic interests. One case of the monetary interest was the Industrial manufacture. Fabrication was attaining such extreme stages, Europeans concerned about over-production and finding customers for all the supplies in Europe. Their financial system mainly rested on trade, and because colonies could be added as a structure of royal power, it only furthered and extended trade. England had trade accords with nations in Africa sometime before the scramble in progress. These accords were fresh and allowed trade to occur without any disturbance. The responsibility and significance of Africa to England shortly changed because of royal rivalry among countries. Beneath the antagonistic strategies of Bismarck, Germany also deployed to obtain prime positions in Africa. Similarly, France was hoping to strengthen an empire by attaining new control over region and increasing areas of power. All the political forces, such as the rivalry with France, the demand to keep the Suez Canal, and the media well-versed public, forced England toward Africa. England incurred heavy losses from Africa. They lost thousands of soldiers to the combats, in which they were beaten quite a few times before finally adjoining some people who disliked them. (Pinfold, 2007) Besides, they mislaid thousands of dollars managing governments of nations such as Egypt. However Englands involvement di d benefit certain divisions of Africa through the charitable assistance and finally ending the slave trade. The results of the European takeover on Africans were substantial. In the short term, the Scramble noticeably guided to Africans defeat of power of their own relationships. While it also brought huge difficulty to the majority of Africans. In addition to the deaths caused by the victory itself, numerous Africans died as a consequence of disturbed standard of living and activity of people and animals among different diseased surroundings. Africas inhabitants did not initiate to recover from the destruction caused by the Scramble and its aftermath until healthy into the 20th century. In the enduring, the Scramble was component of a larger development of bringing non-Western peoples into the world economyin the majority instances as exporters of agricultural goods or minerals and importers of contrived or processed supplies. Colonial governments levied their African matters and utilized the revenues to advance the colonys infrastructure: building roads, bridges, and ports that associate d remote locales to the outer world. In the meantime, institutions to get better peoples lives, for example hospitals and schools, seemed more gradually. Colonial rule also brought fundamentals of Western culturefrom the French and English languages and Western political models to Coca-Cola and automobiles. It was in response to European regulation that Africans developed an awareness of patriotism that would assist them attain freedom in the mid of the 20th century. Imperialism influenced colonized states in numerous customs particularly economically, politically, and culturally. There were frequently numerous positive and negative results of imperialism on the colonies that were taken over. The civilization and religion of the colonized citizens was frequently destined to attempt to contain the citizen move in the approach of the westerners. In Africa, economically, Africans created very modest profit off of the supplies they produced. All of the assets went to the Europeans. Also, earlier than colonization, Africans traded inside the continent, but this exercise was finished once the westerners became engaged in their associations. So if anything, the colonial era, was one of monetary corruption, rather than economic growth. Colonization in Africa was somewhat beneficial to the African inhabitants. The value of life was enhanced by better infrastructure including hospitals, a sewage structure, and sanitary conveniences and there was also a boost in employment openings. Western discoveries for example, the steam engine and other equipment were introduced to Africa. Christianity and Islam were extended and so was western education. Colonialism created a modification in the social structure of Africans as it permitted mobilization among the categories. Social category was not verified by birth, but by ones achievement independently. Behind all of the optimistic social consequences, there were numerous pessimistic ones. A larger separation was produced among those who lived in urban regions and those in rural regions. Western education had created the barrier among these people even larger. Colonization permitted the wealthy, white Europeans to get the entire fertile and productive lands and also to dominate in trade in Africa. Although there were educational institutions build, they were inefficient in education the poor and needy. There were still very huge illiteracy levels. Also, there was no emphasis on technical or industrial education, which would have been further functional. Racism was prevalent throughout imperialism in Africa and ran rampant for people in the lower echelon of society. ( ) Politically, colonialism in Africa produced a superior level of peace and constancy than there ever was before. There were specific limitations in Africa, which was an excellent call in conditions of organization. There was also an established patriotism that extended all over the continent. On the other hand, a lot of the political modifications were negative. Because of limitations constructed by the westerners, numerous cultural and religious groups were ragged separately, which influenced the existences of the citizens on an individual level and formed numerous arguments (Kerr-Ritchie, 2007). The borders also did not make certain that natural resources were dispersed evenly, which would act as a difficulty since the economy of Africans was reliant on what they could collect from their ground. Africans lost their freedom and were fundamentally governed by the white colonial leaders, who also possessed approximately all of their property. For a long time, the people of Africa had l ost their right of autonomy. The significance of the colonial history in shaping modern African worldwide associations is thus ahead of argument. At the same time, the colonial system acted-paradoxically as a pessimistic point of allusion for the African performance of states. The authenticity of the first generation of African governments was rooted in the governments successby take-over or negotiationof self-government. The two superior united main beliefs of the pan-African action from its beginning have been resistance to both colonialism and racism, problems that were amalgamated on the African continent. The autonomous states that accumulated to generate the OAU in 1963 were separated on numerous questions of philosophy and understanding of objectivity; a convention behind the battle to complete the freedom of Africa from colonial occupation and governments of white racial supremacy. Within their own local area, self-governing states faced an obligation to separate themselves from their colonial history, t o render noticeable the new position. The superficial representative trappings of independenceflags and postage stampsmight help for an instance. Africanization of the situation apparatus might assist as well, though over time, the awareness could take place that the actual benefits of this transform accumulated above all to state employees. (Schneider, 2009) The obligation for separation from the colonial history was forced by mental as well as political and economic aspects. Mainly in sub-Saharan Africa, the colonial period brought a broad-front physical attack upon African culture that was far inclusive than alike practices in the Middle East and Asia. The colonial state of affairs, to borrow Georges Balandiers suggestive notion, was drenched with racism. (Carton, 2003) African culture was, for nearly all part, regarded as containing little worth, and its religious aspectouter the sectors in which Islam was well implantedwas aimed to pulling up through exhaustive Christian evangelical exertions, which were frequently state-supported. European languages displaced native ones for the majority of states; for the colonial matter, communal flexibility, obligatory mastering the idiom of the colonizer. In countless customs, colonial suppression in Africa brought not only political domination and economic utilization but also deep mental disgr ace. In the nationalist reply to colonialism, psychological subjects are widespread to a level exclusive in Third World anti-imperialist consideration. Frantz Fanon, the Martinique analyst who provided so influential a voice to the Algerian rebellion, was only the most expressive such spokesperson. Such policies as negritude and African personality were central elements in nationalist consideration, declaring the legitimacy and worth of African culture. This aspect of African nationalism gave a particular touching rim to the postcolonial mission for separation, as well as to the passion of African state response to racism and colonialism. A last heritage of the colonial system is the sequence of local disasters it has left in its wake, mainly in southern Africa and the Horn. In southern Africa, the basis of disagreement can be finally traced to the disastrous British fault of conveying authority to a solely white government in South Africa in 1910. Royal security calculus at the instance focused solely upon the associations among the English and Afrikaner communities. Practically the only dispensation to African interests was the preservation of colonial dominance over the Basutoland, Bechuanaland, and Swaziland protectorates. The terms of the Act of Union ultimately led to apartheid in South Africa. The year prior to the policy of paramount of local interests was announced for Kenya in 1924, Great Britain approved complete domestic autonomy to the white settlers in Southern Rhodesia (now Zimbabwe), a mistake that led to an expensive freedom war, prior to self-government stand upon equivalent rights for all Zimbabwean s was succeeded in 1980 (Cochran, 2000). When the moment of decolonization sounded somewhere else in Africa, South Africa, Rhodesia, and the Portuguese were in a situation to build a hard redoubt of white power, which left the subjugated no other options than the inert approval of enduring utilization or armed rebellion. The Scramble and its aftermath held huge sarcasm. While the take-over was going on, proceedings in Africa were of the utmost meaning in all over Europe. European rivalry for African area dominated captions, brought down governments, and approximately moved countries to war. For Europeans, the Scramble for Africa helped arrange the stage for World War I. Rivalry for African land boosted nationalist feelings and created pretentious awareness among Europeans that war was good for national character and not so taxing on financial plans and labour force. World War I quickly demolished these fantasies. Yet for Africa once the take-over was complete, Africa was mainly forgotten about and not acknowledged again until the movement for African freedom of the 1950s and 1960s. Thus, in different customs, the colonial heritage encroaches into post freedom African worldwide associations. More than half a century subsequent to the huge rush to freedom in 1960, the remnants of colonial shade still r emain. The intensity of the financial disaster and a broadening agreement that regional assimilation, which overpasses the old colonial separations is crucial to conquering them might guide to novelties in the state system that will start to rise above the colonial separation. The conclusion of apartheid in South Africa has shown hope of bringing harmony to a beleaguered area and authorizes movement beyond the harsh remainders of the colonial state of affairs. Even so, colonial inheritance at present continues to strongly form the African worldwide system.

Natural Resources

Natural resource Natural resources (economically referred to as land or raw materials) are naturally forming substances that are considered valuable in their relatively unmodified (natural) form. A natural resource's value rests in the amount and extractability of the material available and the demand for it. The latter is determined by its usefulness to production. A commodity is generally considered a natural resource when the primary activities associated with it are extraction and purification, as opposed to creation.Thus, mining, petroleum extraction, fishing, hunting, and forestry are generally considered natural-resource industries, while agriculture is not. The term was introduced to a broad audience by E. F. Schumacher in his 1973 book Small is Beautiful. [1] The term is defined by the United States Geological Survey as â€Å"The Nation's natural resources include its minerals, energy, land, water, and biota. â€Å"[2] | | Classification of natural forms Natural resources are mostly classified into renewable and non-renewable resources.Sometimes resources are classified as non-renewable even if they are technically renewable, just not easily renewed within a reasonable amount of time, such as fossil fuels. Non-renewable resources Main article: Non-renewable resource Some non-renewable resources can be renewable but take an extremely long time to renew. Fossil fuels, for example, take millions of years to form and so are not practically considered ‘renewable'. Different non-renewable resources like oil, coal, natural gas etc. have different levels of demand from different sectors like transportation and residences with each resource specializing for each sector. 3] Many environmentalists propose a tax on consumption of non renewable resources. Non-renewable resources cannot be replaced or can only be replaced over thousands or millions of years. Natural capital Natural resources are natural capital converted to commodity inputs to infrastructura l capital processes. [4][5] They include soil, timber, oil, minerals, and other goods harvested from the Earth. Both extraction of the basic resource and refining it into a purer, directly usable form, (e. g. , metals, refined oils) are generally considered natural-resource activities, even though the latter may not necessarily occur near the former.This process generates high profits due to the high demand for the natural resources and the energies that they are able to generate. A nation's natural resources often determine its wealth in the world economic system and its diplomatic, military, and political influence. Developed nations are those which are less dependent on natural resources for wealth, due to their greater reliance on infrastructural capital for production. However, some see a resource curse whereby easily obtainable natural resources could actually hurt the prospects of a national economy by fostering political corruption.Political corruption can negatively impact the national economy because time is spent giving bribes or other economically unproductive acts instead of the generation of generative economic activity. This has been seen over the years with legislation passed to appease companies who will benefit. There also tends to be concentrations of ownership over specific plots of land that have proven to yield natural resources. In recent years, the depletion of natural capital and attempts to move to sustainable development have been a major focus of development agencies.This is of particular concern in rainforest regions, which hold most of the Earth's natural biodiversity – irreplaceable genetic natural capital. Conservation of natural resources is the major focus of natural capitalism, environmentalism, the ecology movement, and green politics. Some view this depletion as a major source of social unrest and conflicts in developing nations. Types of resources Natural Resources Natural resources are derived from the environment. Many of them are essential for our survival while others are used for satisfying our wants.Natural resources may be further classified in different ways. On the basis of origin, resources may be divided into: †¢ Biotic – Biotic resources are the ones which are obtained from the biosphere. Forests and their products, animals, birds and their products, fish and other marine organisms are important examples. Minerals such as coal and petroleum are also included in this category because they were formed from decayed organic matter. †¢ Abiotic – Abiotic resources comprise of non-living things. Examples include land, water, air and minerals such as gold, iron, copper, silver etc.On the basis of the stage of development, natural resources may be called: †¢ Potential Resources – Potential resources are those which exist in a region and may be used in the future. For example, mineral oil may exist in many parts of India having sedimentary rocks but till t he time it is actually drilled out and put into use, it remains a potential resource. †¢ Actual Resources are those which have been surveyed, their quantity and quality determined and are being used in present times. For example, the petroleum and the natural gas which is obtained from the Bombay High Fields.The development of an actual resource, such as wood processing depends upon the technology available and the cost involved. That part of the actual resource which can be developed profitably with available technology is called a reserve. On the basis of renewability, natural resources can be categorized into: †¢ Renewable Resources – Renewable resources are the ones which can be replenished or reproduced easily. Some of them, like sunlight, air, wind, etc. , are continuously available and their quantity is not affected by human consumption.Many renewable resources can be depleted by human use, but may also be replenished, thus maintaining a flow. Some of these, like agricultural crops, take a short time for renewal; others, like water, take a comparatively longer time, while still others, like forests, take even longer. †¢ Non-renewable Resources – Non-renewable resources are formed over very long geological periods. Minerals and fossils are included in this category. Since their rate of formation is extremely slow, they cannot be replenished once they get depleted. Out of these, the metallic minerals can be re-used by recycling them.But coal and petroleum cannot be recycled. On the basis of ownership,resources can be classified into:individual,community,national,and international Individual resources: Human resources Human beings are also considered to be resources because they have the ability to change raw materials into valuable resources. The term Human resources can also be defined as the skills, energies, talents, abilities and knowledge that are used for the production of goods or the rendering of services. While taking into account human beings as resources, the following things have to be kept in mind: †¢ The size of the population The capabilities of the individuals in that population Resource use and sustainable development Many resources cannot be consumed in their original form. They have to be processed in order to change them into more usable commodities. This is known as resource development. With the rise in human numbers all over the world, the demand for resources has also increased. However, there is a difference in distribution of resources to different regions or countries. Developed countries use more resources than developing countries. The rising demand coupled with the over-consumption of resources has led to several problems: †¢ Resource depletion Accumulation of resources in the hands of a few †¢ Environmental degradation †¢ Tragedy of the commons †¢ Resource curse Uses of our Natural Resources Rock and mineral resources have a wide variety of uses and play a huge role in our lives The Mineral Information Institute has a poster showing how much of a variety of minerals each person uses in his or her lifetime. Minerals are important to our health. We need small amounts of a wide variety of minerals. Minerals found in Tennessee which people need include: calcium, phosphorus, sulfur, copper, fluoride, iron, and zinc.Coal, oil and natural gas provide us with almost all of the energy we use to light, heat and run our world. Minerals are ingredients in almost all of the products we use from fertilizer to plastics, from toothpaste to kitty litter, from knives to plates. Minerals are common ingredients in pigments. In fact, some of the earliest uses of minerals were as pigments. Minerals also play an important role in the processing of materials. Bentonite is important in well drilling, Barite is important in oil drilling. Fluorite is important in making steel |Resource |How are our resources used? characteristics exploited) | |Barite | Used in oil drilling to weigh down the oil and prevent gushers (high specific gravity), filler in paint, glass, | | |toothpaste. | |Chert |Used to make stone tools. (hardness, fracture patterns). Used as fill to provide a stable base for roads | | |(insolubility) | |Clay |Used to make pottery and bricks.Used for pet litter (ability to absorb water) | |Chalcopyrite (copper)|Copper is used to make electrical wiring (electrical conductivity). Used in alloys – bronze and brass (low | | |melting point, beauty, resistance to oxidation) Used as an ingredient in pigments (blue and green) | |Coal |Used as a fuel (flammable). The oils and tars produced processing coal are processed into a variety of organic | | |solvents and compounds such as plastics, motor fuel, photo developer, perfume, medicine, and sugar substitute. |Fluorite |Used as a flux – i. e. used as an intermediate chemical to separate metals from waste material. Another important | | |product made from fluorite is hydrofluoric acid, which is used in the pottery, optics, and plastics industry. | | |Fluorite is also used in making opalescent glass and in enameling cookware. | |Galena (lead) |The largest use of lead is in automotive batteries. It is also used as weights (high specific gravity).Used as | | |an ingredient in solder (soft, low melting point. ). Until recently it was also used as an ingredient in paint and| | |as an additive in gasoline to make engines run more smoothly. | |Gypsum |Gypsum is primarily used to make wallboard. It is also an ingredient in cement. | |Ilmenite (titanium) |Titanium is used in alloys to make strong light-weight materials – space ships, bicycles Used to make white paint| | |- non-toxic replacement for lead, which used to be used for this purpose. low reactivity) | |Iron |Iron is used for tools, for appliances, for building supports. It is also used as a pigment (red and ochre) | |Limestone |Limestone is used as building stone, for ornamental stone f or surfaces and sculpture, to make cement and mortar, | | |as crushed stone for fill | |Mussel Shells |Mussel shells were used as ceremonial objects.European Americans have used shells as ornaments – buttons and | | |pearls for jewelry. | |Oil/Natural Gas |Oil and natural gas are used as fuels and ingredients in the chemical industry to produce petroleum based | | |products notably plastics. | |Phosphate |Phosphate is used as a fertilizer and to make phosphoric acid which is a major ingredient in food products such | | |as cola drinks. | |Saltpeter |Saltpeter was used as a fertilizer (source of nitrogen) and as an ingredient in gunpowder.It has now been | | |replaced by the related compound ammonium nitrate which can be manufactured in the laboratory. | |Sand & Gravel |Sand and gravel are used as fill to provide a stable foundation for buildings and roads. | |Sandstone |Sandstone is used as a building material. | |Sphalerite (zinc) |Zinc is used as an ingredient in brass (wit h copper). It is used to coat (galvanize) iron implements to protect | | |them from rusting.It is used as a pigment (white) | Natural resources are raw materials we use to make other products. These include trees, minerals, aquatic life, gravel, coal, and many others. How can businesses remove these resources from an area and still maintain a working landscape? Responsible businesses know that they can make money producing products or gathering natural resources while they minimize the damage to their surroundings. Take a look at some products and possible damage from forestry, mining, and aquaculture.Forestry The forest industry is made up of businesses involved in the growing and harvesting of trees and other plant life from forests. |Products |Damages | |wood products |They provide lumber or timber for |clearcutting |Removing a large block of trees exposes ground, which is| | |building houses, boats, decks, and | |vulnerable to soil erosion. | |furniture. | | | |paper |They cre ate pulp to make paper and |log jams |Over cutting may result in logs piling up and blocking | | |paper products. | |the natural flow of water. | |Christmas trees |They grow, cut, and sell Christmas |lost recreational |Forest landscapes are degraded. Who wants to visit a | | |trees. value |forest with no trees, or a river clogged with trees? | |landscaping |They fulfill our landscaping needs |lost renewable |New trees may not be planted. Forests are not renewable | | |with trees and plants. |resource |resources unless trees are planted to replace the trees | | | | |cut down. This also displaces wildlife. | MiningMining is the process or business of removing ore, soil, rock, and minerals from the ground or from mountains. |Products |Damages | |Coins |Historically and currently used as |Reclamation | | |money. |Reclamation means restoring land that has been altered.Mining pits must be | | | |reclaimed after mining operations cease. Poor mining practices can destroy the| | | |environme nt and cost taxpayers a lot of money in clean-up. | | | |Habitat destruction | | | |Animal habitats are destroyed and biodiversity is compromised. | | |Pollution | | | |Mining by-products, called tailings, can pollute our air and water. | |Gold/Silver Standards|Influence the value of currency. | | |Fossil Fuels |Provide fuel by burning. | |Nutrition |Minerals are often used in vitamins. | | |Building Materials |Provide materials used in | | | |construction like aluminum and | | | |concrete. | |Jewelry |Gold, silver, diamonds and other | | | |precious stones provide material for | | | |jewelry. | |Gravel |Gravel is used to build roads and is | | | |mixed into cement to form concrete. | | Aquaculture Aquaculture is the business of raising marine or freshwater fish or shellfish under controlled conditions. |Products |Damages | |Oyster |Netpens |   |Areas of waterways that are lined off by nets; these result in large quantities of waste (just like other forms of intensive | | |animal production). | | | | | |Aquaculture Waste | | |Processing wastes are often released directly into natural bodies of water. | | | | |Protein | | |Many fish are carnivorous—they eat meat. The food provided in fish farms may not contain meat protein. The fish who eat this | | |food do not possess the same amount of protein as their natural counterparts. This can result in a less healthy fish. | | | | |Mangroves | | |Fishing operations (shrimp farms in particular) have damaged mangroves—trees and shrubs forming buffering boundaries between | | |land and saltwater environments. (This is an important ecosystem along coastlines. | |Clams | | |   | | |Shrimp | | |   | | |Lobster | | |   | | |Salmon | | |   | | |Trout | | |   | | Natural Resources Natural resource Natural resources (economically referred to as land or raw materials) are naturally forming substances that are considered valuable in their relatively unmodified (natural) form. A natural resource's value rests in the amount and extractability of the material available and the demand for it. The latter is determined by its usefulness to production. A commodity is generally considered a natural resource when the primary activities associated with it are extraction and purification, as opposed to creation.Thus, mining, petroleum extraction, fishing, hunting, and forestry are generally considered natural-resource industries, while agriculture is not. The term was introduced to a broad audience by E. F. Schumacher in his 1973 book Small is Beautiful. [1] The term is defined by the United States Geological Survey as â€Å"The Nation's natural resources include its minerals, energy, land, water, and biota. â€Å"[2] | | Classification of natural forms Natural resources are mostly classified into renewable and non-renewable resources.Sometimes resources are classified as non-renewable even if they are technically renewable, just not easily renewed within a reasonable amount of time, such as fossil fuels. Non-renewable resources Main article: Non-renewable resource Some non-renewable resources can be renewable but take an extremely long time to renew. Fossil fuels, for example, take millions of years to form and so are not practically considered ‘renewable'. Different non-renewable resources like oil, coal, natural gas etc. have different levels of demand from different sectors like transportation and residences with each resource specializing for each sector. 3] Many environmentalists propose a tax on consumption of non renewable resources. Non-renewable resources cannot be replaced or can only be replaced over thousands or millions of years. Natural capital Natural resources are natural capital converted to commodity inputs to infrastructura l capital processes. [4][5] They include soil, timber, oil, minerals, and other goods harvested from the Earth. Both extraction of the basic resource and refining it into a purer, directly usable form, (e. g. , metals, refined oils) are generally considered natural-resource activities, even though the latter may not necessarily occur near the former.This process generates high profits due to the high demand for the natural resources and the energies that they are able to generate. A nation's natural resources often determine its wealth in the world economic system and its diplomatic, military, and political influence. Developed nations are those which are less dependent on natural resources for wealth, due to their greater reliance on infrastructural capital for production. However, some see a resource curse whereby easily obtainable natural resources could actually hurt the prospects of a national economy by fostering political corruption.Political corruption can negatively impact the national economy because time is spent giving bribes or other economically unproductive acts instead of the generation of generative economic activity. This has been seen over the years with legislation passed to appease companies who will benefit. There also tends to be concentrations of ownership over specific plots of land that have proven to yield natural resources. In recent years, the depletion of natural capital and attempts to move to sustainable development have been a major focus of development agencies.This is of particular concern in rainforest regions, which hold most of the Earth's natural biodiversity – irreplaceable genetic natural capital. Conservation of natural resources is the major focus of natural capitalism, environmentalism, the ecology movement, and green politics. Some view this depletion as a major source of social unrest and conflicts in developing nations. Types of resources Natural Resources Natural resources are derived from the environment. Many of them are essential for our survival while others are used for satisfying our wants.Natural resources may be further classified in different ways. On the basis of origin, resources may be divided into: †¢ Biotic – Biotic resources are the ones which are obtained from the biosphere. Forests and their products, animals, birds and their products, fish and other marine organisms are important examples. Minerals such as coal and petroleum are also included in this category because they were formed from decayed organic matter. †¢ Abiotic – Abiotic resources comprise of non-living things. Examples include land, water, air and minerals such as gold, iron, copper, silver etc.On the basis of the stage of development, natural resources may be called: †¢ Potential Resources – Potential resources are those which exist in a region and may be used in the future. For example, mineral oil may exist in many parts of India having sedimentary rocks but till t he time it is actually drilled out and put into use, it remains a potential resource. †¢ Actual Resources are those which have been surveyed, their quantity and quality determined and are being used in present times. For example, the petroleum and the natural gas which is obtained from the Bombay High Fields.The development of an actual resource, such as wood processing depends upon the technology available and the cost involved. That part of the actual resource which can be developed profitably with available technology is called a reserve. On the basis of renewability, natural resources can be categorized into: †¢ Renewable Resources – Renewable resources are the ones which can be replenished or reproduced easily. Some of them, like sunlight, air, wind, etc. , are continuously available and their quantity is not affected by human consumption.Many renewable resources can be depleted by human use, but may also be replenished, thus maintaining a flow. Some of these, like agricultural crops, take a short time for renewal; others, like water, take a comparatively longer time, while still others, like forests, take even longer. †¢ Non-renewable Resources – Non-renewable resources are formed over very long geological periods. Minerals and fossils are included in this category. Since their rate of formation is extremely slow, they cannot be replenished once they get depleted. Out of these, the metallic minerals can be re-used by recycling them.But coal and petroleum cannot be recycled. On the basis of ownership,resources can be classified into:individual,community,national,and international Individual resources: Human resources Human beings are also considered to be resources because they have the ability to change raw materials into valuable resources. The term Human resources can also be defined as the skills, energies, talents, abilities and knowledge that are used for the production of goods or the rendering of services. While taking into account human beings as resources, the following things have to be kept in mind: †¢ The size of the population The capabilities of the individuals in that population Resource use and sustainable development Many resources cannot be consumed in their original form. They have to be processed in order to change them into more usable commodities. This is known as resource development. With the rise in human numbers all over the world, the demand for resources has also increased. However, there is a difference in distribution of resources to different regions or countries. Developed countries use more resources than developing countries. The rising demand coupled with the over-consumption of resources has led to several problems: †¢ Resource depletion Accumulation of resources in the hands of a few †¢ Environmental degradation †¢ Tragedy of the commons †¢ Resource curse Uses of our Natural Resources Rock and mineral resources have a wide variety of uses and play a huge role in our lives The Mineral Information Institute has a poster showing how much of a variety of minerals each person uses in his or her lifetime. Minerals are important to our health. We need small amounts of a wide variety of minerals. Minerals found in Tennessee which people need include: calcium, phosphorus, sulfur, copper, fluoride, iron, and zinc.Coal, oil and natural gas provide us with almost all of the energy we use to light, heat and run our world. Minerals are ingredients in almost all of the products we use from fertilizer to plastics, from toothpaste to kitty litter, from knives to plates. Minerals are common ingredients in pigments. In fact, some of the earliest uses of minerals were as pigments. Minerals also play an important role in the processing of materials. Bentonite is important in well drilling, Barite is important in oil drilling. Fluorite is important in making steel |Resource |How are our resources used? characteristics exploited) | |Barite | Used in oil drilling to weigh down the oil and prevent gushers (high specific gravity), filler in paint, glass, | | |toothpaste. | |Chert |Used to make stone tools. (hardness, fracture patterns). Used as fill to provide a stable base for roads | | |(insolubility) | |Clay |Used to make pottery and bricks.Used for pet litter (ability to absorb water) | |Chalcopyrite (copper)|Copper is used to make electrical wiring (electrical conductivity). Used in alloys – bronze and brass (low | | |melting point, beauty, resistance to oxidation) Used as an ingredient in pigments (blue and green) | |Coal |Used as a fuel (flammable). The oils and tars produced processing coal are processed into a variety of organic | | |solvents and compounds such as plastics, motor fuel, photo developer, perfume, medicine, and sugar substitute. |Fluorite |Used as a flux – i. e. used as an intermediate chemical to separate metals from waste material. Another important | | |product made from fluorite is hydrofluoric acid, which is used in the pottery, optics, and plastics industry. | | |Fluorite is also used in making opalescent glass and in enameling cookware. | |Galena (lead) |The largest use of lead is in automotive batteries. It is also used as weights (high specific gravity).Used as | | |an ingredient in solder (soft, low melting point. ). Until recently it was also used as an ingredient in paint and| | |as an additive in gasoline to make engines run more smoothly. | |Gypsum |Gypsum is primarily used to make wallboard. It is also an ingredient in cement. | |Ilmenite (titanium) |Titanium is used in alloys to make strong light-weight materials – space ships, bicycles Used to make white paint| | |- non-toxic replacement for lead, which used to be used for this purpose. low reactivity) | |Iron |Iron is used for tools, for appliances, for building supports. It is also used as a pigment (red and ochre) | |Limestone |Limestone is used as building stone, for ornamental stone f or surfaces and sculpture, to make cement and mortar, | | |as crushed stone for fill | |Mussel Shells |Mussel shells were used as ceremonial objects.European Americans have used shells as ornaments – buttons and | | |pearls for jewelry. | |Oil/Natural Gas |Oil and natural gas are used as fuels and ingredients in the chemical industry to produce petroleum based | | |products notably plastics. | |Phosphate |Phosphate is used as a fertilizer and to make phosphoric acid which is a major ingredient in food products such | | |as cola drinks. | |Saltpeter |Saltpeter was used as a fertilizer (source of nitrogen) and as an ingredient in gunpowder.It has now been | | |replaced by the related compound ammonium nitrate which can be manufactured in the laboratory. | |Sand & Gravel |Sand and gravel are used as fill to provide a stable foundation for buildings and roads. | |Sandstone |Sandstone is used as a building material. | |Sphalerite (zinc) |Zinc is used as an ingredient in brass (wit h copper). It is used to coat (galvanize) iron implements to protect | | |them from rusting.It is used as a pigment (white) | Natural resources are raw materials we use to make other products. These include trees, minerals, aquatic life, gravel, coal, and many others. How can businesses remove these resources from an area and still maintain a working landscape? Responsible businesses know that they can make money producing products or gathering natural resources while they minimize the damage to their surroundings. Take a look at some products and possible damage from forestry, mining, and aquaculture.Forestry The forest industry is made up of businesses involved in the growing and harvesting of trees and other plant life from forests. |Products |Damages | |wood products |They provide lumber or timber for |clearcutting |Removing a large block of trees exposes ground, which is| | |building houses, boats, decks, and | |vulnerable to soil erosion. | |furniture. | | | |paper |They cre ate pulp to make paper and |log jams |Over cutting may result in logs piling up and blocking | | |paper products. | |the natural flow of water. | |Christmas trees |They grow, cut, and sell Christmas |lost recreational |Forest landscapes are degraded. Who wants to visit a | | |trees. value |forest with no trees, or a river clogged with trees? | |landscaping |They fulfill our landscaping needs |lost renewable |New trees may not be planted. Forests are not renewable | | |with trees and plants. |resource |resources unless trees are planted to replace the trees | | | | |cut down. This also displaces wildlife. | MiningMining is the process or business of removing ore, soil, rock, and minerals from the ground or from mountains. |Products |Damages | |Coins |Historically and currently used as |Reclamation | | |money. |Reclamation means restoring land that has been altered.Mining pits must be | | | |reclaimed after mining operations cease. Poor mining practices can destroy the| | | |environme nt and cost taxpayers a lot of money in clean-up. | | | |Habitat destruction | | | |Animal habitats are destroyed and biodiversity is compromised. | | |Pollution | | | |Mining by-products, called tailings, can pollute our air and water. | |Gold/Silver Standards|Influence the value of currency. | | |Fossil Fuels |Provide fuel by burning. | |Nutrition |Minerals are often used in vitamins. | | |Building Materials |Provide materials used in | | | |construction like aluminum and | | | |concrete. | |Jewelry |Gold, silver, diamonds and other | | | |precious stones provide material for | | | |jewelry. | |Gravel |Gravel is used to build roads and is | | | |mixed into cement to form concrete. | | Aquaculture Aquaculture is the business of raising marine or freshwater fish or shellfish under controlled conditions. |Products |Damages | |Oyster |Netpens |   |Areas of waterways that are lined off by nets; these result in large quantities of waste (just like other forms of intensive | | |animal production). | | | | | |Aquaculture Waste | | |Processing wastes are often released directly into natural bodies of water. | | | | |Protein | | |Many fish are carnivorous—they eat meat. The food provided in fish farms may not contain meat protein. The fish who eat this | | |food do not possess the same amount of protein as their natural counterparts. This can result in a less healthy fish. | | | | |Mangroves | | |Fishing operations (shrimp farms in particular) have damaged mangroves—trees and shrubs forming buffering boundaries between | | |land and saltwater environments. (This is an important ecosystem along coastlines. | |Clams | | |   | | |Shrimp | | |   | | |Lobster | | |   | | |Salmon | | |   | | |Trout | | |   | |

Learning Theories A Learning Theory - 1164 Words

Learning theories video script 8) What is meant by learning theories? Learning theories are essentially explanations of how learning occurs represented through conceptual frameworks in order to explain changes in behaviour and how knowledge is absorbed, processed and retained during learning. The learning theory adopted during teaching as well as cognitive, emotional, environmental influences and prior experience, all play a part in: A change in individual’s knowledge Ability to perform a skill Or participation in an activity with other individuals All of which are referred to as representations of learning occurring in an individual. Learning theories can be applied in different education scenarios in order to provide structure in a†¦show more content†¦The behaviourist theory; contiguity is the close association of two events – commonly the cause and effect’ principle that underpins behaviourism. Contiguity is often used as a rewards system, such as a prize or sticker for achievement in school work. Unlike classical and contiguity theories which are ultimately based on the association, operant conditioning is a learning strategy in which behaviour is influenced by the threat of consequence or punishment - such as having to repeat a test if mistakes are made. The behaviourism learning theory makes use of any number of these three main strategies as a learning tool. Because behaviourism may incorporate many different teaching methods in it the results produced in regards to effective teaching may vary depending on the individual student, age of student audience and subject of teaching matter. Classical conditioning and contiguity are likely to be effective strategies when teaching for many students as they both establish close mental links between ideas or phenomenon that allow memory recall and expansion of knowledge to occur at greater ease. Expanding and building on currentShow MoreRelatedThe Theory Of Learning Theory1019 Words   |  5 Pagesproposed his Mastery Learning Theory in 1976 (1). However, the idea of mastery learning was not authentic to Bloom; the origin of these concepts were found in the writings of Greek philosophers including Aristotle. Bloom’s major contribution to these principles is time as the foundation of mastery learning is the ability for the student to show they have mastered content before progressing to the next unit or area (2). Bloom’s Taxonomy, born from the Mastery of Learning Theory, is a scale used toRead MoreLearning Theories : Learning Experience Essay1419 Words   |  6 PagesLearning Theories 1. Learning experience The learning experience in question is focused on the time a new smartphone was acquired to replace a simple cellphone. The new phone was touch screen type, with Wi-Fi and improved connectivity. In addition, it had Bluetooth capability as well as microUSB capability as opposite to the older phone. The social media and communication applications like WhatsApp, Facebook, Skype, emailing capabilities, and twitter were also part of the new phone. The learningRead MoreLearning Theories Of Learning And Teaching Essay1128 Words   |  5 PagesLearning Model and Theories in Practice Sheila Morgan Richard R. Wiley School of Education At Walden University Abstract Education has long been the center of reform with new ideas about learning and teaching. Educators are regularly introduced to new teaching strategies, curricula and rigorous standards in an effort to provide effective instruction to students. However, the pursuit of proficiency in mathematics and reading through the use of research-based methods requires an understanding ofRead MoreLearning Styles and Learning Theories963 Words   |  4 Pages Building on from the learning styles and theories I have covered, it is clear to see that although they target multiple learning groups; they fail to underpin any techniques, skills and strategies to become an effective learner. â€Å"Many students can perform and obtain good results, but that itself may be insufficient to make them effective learners. Often the distinction between performance and learning is blurred and many students have difficulty reflecting on how they can learn to become betterRead MoreThe Information Of Learning Theories771 Words   |  4 Pagesknowledge about how people learn? This course gave me the opportunity to rediscover and learn and understand my learning style and strategies. It provided me with a better understanding of the different learning styles and theories. What I found surprising was the fact that as an instructional designer you can increase the motivation level in the learner. Instruction designers can achieve learning environments and stimulate and sustain motivation, even though they cannot control it. The learner is theRead MoreConstructivism : A Learning Theory917 Words   |  4 PagesConstructivism is a learning theory that suggests that because individuals are not blank slates new knowledge is constructed by building upon prior knowledge and experiences (Brandsford, Brown, and Cocking, 2000). Within the classroom setting, constructivism often includes, but not limited to a hands-on activity, group work, and teachers acting as facilitators. At the sight of observation, the learning activity was a guided reading lesson. This reading activity was designed for a small group of fourRead MoreThe Learning Theory And Its Importance1320 Words   |  6 PagesThe learning Theory and its importance There exist several theories that support learning. These are the conceptual guidelines and frameworks that explain how information from a tutor is absorbed by students, processed and then retained. According to Fontana, (1984) in behaviorism theories of learning, a learner is born blank, and they only obtain their behavior from the environment. He or she is perceived to be passive responding to the environment he or she operates in. Fontana adds that a learner’sRead MoreLearning Theory, Vak, And The Learning Pyramid2495 Words   |  10 Pageswithin learning and education, there are multiple methods and techniques that individuals believe are the key to knowledge and learning. There are many theorists who have produced models to represent their views and which throughout, I will be able to use to debate my own learning experiences. Examples include Kolb’s learning theory, VAK, VARK and the learning pyramid. What is learning? Many explanations exist for the term learning and Read MoreConstructivism And The Learning Theory1346 Words   |  6 PagesTransfer of Learning: Constructivism Constructivism is the learning theory that focuses on observation by acquiring data and thereafter reexamining, altering, and updating information to be useful in the present time. Humans process experiences, knowledge, and conception of life based on their impressions of their past. As individuals experience an unfamiliar event, they will attempt to integrate it with their knowledge and past, therefore replacing old outdated or incorrect data with new more pertinentRead MoreThe Reflection Of Learning Theory1900 Words   |  8 PagesReflections of Learning Theory Learning to Read As someone who struggled with reading, the process I went through in regards to my early reading instruction was frustrating and difficult. I was a public schools student from pre-school through second grade. During my years in pre-school and kindergarten, I remember learning the letters of the alphabet and the sounds that accompany each letter. As time progressed and I reached second grade, I began struggling with reading words. Due to my struggle

Drunk Drivers DonT Get Their License Suspended - Free Essay Example

Sample details Pages: 7 Words: 1976 Downloads: 3 Date added: 2019/04/04 Category Society Essay Level High school Tags: Drunk Driving Essay Did you like this example? Why dont drunk drivers dont get their license suspended or lose their license for a long time? If someone is convicted of caught drunk driving he or she should lose his or her license for 2 years and then retake their driving test. Then when they feel like a responsible adult who cares about other peoples lives and one who wont hurt a others by drunk driving after drinking too much at a party or a family gathering. Also, drunk drivers need to get jail time in some instances. Also, think that if the person did not get punished they could kill which may result in others getting hurt who are very innocent people. Also, do you really want to go to jail for killing someone that is very innocent while you are drunk as hell from a party or family gathering? If you dont get into trouble you will feel guilty as ever for killing a human being minding their darn business by just walking or running or bike riding or exercising to stay fit and healthy. Drunk drivers should have a longer span from their license because others think that losing license for one year will teach the woman or man or teenager a lesson, but if the drunk drivers dont get a consequence that will teach them nothing but to keep on doing their bad behavior of killing someone while they were drunk or high. do you really want to go to jail? Don’t waste time! Our writers will create an original "Drunk Drivers DonT Get Their License Suspended" essay for you Create order That would be a very scary place and no one belongs them unless you committed a crime that involves murder theft and other things. Also, that will teach them hopefully to drink a responsible amount of alcohol that enters the body at a party or family gathering or holiday parties too. So I feel that if this happens the police will start giving them jail time to start to think about the damage they have done to the world and the people who they either killed or injured severely. If this jail time doesnt work then the drunk driver will lose their licenses for 5 to 6 years to be able to go to rehab to be a leader to their children who look up to the parents as good role models to make positive actions and a positive role model. Drunk drivers who are men and women and some teenagers need to think about what theyre doing and the consequences they could receive from their bad choices or bad influence to their younger and older children and teenagers. Police should give the drunk driver 2 warnings and then after that, they go to jail for 3 years. In all states, first offense DUI or DWI is classified as a misdemeanor and punishable by up to six months in jail. Jail time mark by increased under certain circumstances. Fines in addition to sentences or can be played in high fees from $ 500 to $2,000 dollars to pay for being in jail for a long time for doing the wrong thing which is drunk driving that kills people or several injure the person. Fact: In 2014 9,967 people died in a drunk driving crash. In the United States, someone is killed in an alcohol-related crash every 51 minutes. Someone is injured in a drunk driving incident every 120 seconds basically every two minutes. 10,497 deaths from alcohol-impaired driving in the United States in 2016. 1,223 children and under killed in a drunk driving crash in 2016. In the United States alone someone is killed by a drunk driver every 45 minutes. Drunk driving most commonly occurs in rural countries than in major cities. After getting out of jail from drunk driving the woman or man or teenager should go to rehab to stay sober. One opposing fact that people think drunk drivers shouldnt go to jail for injuring someone or killing someone for being irresponsible for driving while drunk. There should be restrictions for getting out of jail and cant get their license for 30 days after being outta jail for a while then start to drive to places that arent that far away. People think that drunk drivers should not go to jail because they made a choice to become drunk at a party or family gathering or a holiday party. Other people think that the drunk driving law should be abolished because it doesnt work anybody learns from drunk driving some do though and those who do learn their lesson they right away either go to rehab or some special treatment to be sober for a while so they other people have the same problem as them and they arent the only ones who have a drinking problem. On the other side, the people who dont get drunk think that jail time is mandatory so the drunk drivers can learn their lesson that they could kill someone. In addition to legal penalties, the drivers insurance company may cancel the insurance policy or drastically increase the rates because of the hit to the persons driving record. What do I think I should know about the issue of drunk driving? I think I should know more about drunk drivers and the signs the driver gives when he/she is drunk driving. Drunk drivers are very dangerous people. Drivers who are drunk lets police officers know that youre an irresponsible driver and can not how much he/she has drunk at a party or a family with only adults and no kids. Drunk drivers are reckless and very dangerous around human beings on the road and on the sidewalks. Drunk drivers are unaware of their surroundings and have a hard time seeing things clearly. So I think drunk drivers should go to jail for two or more years, to learn their damn lesson of being drunk around little kids, and should retake their temps tests and then retake their drivers licenses to get there licenses over again. Drunk driving is so dangerous that when the young or old adult is drunk they dont realize that they are hurting their loved ones and their embarrassing there friends by being drunk and doing something stupid like having sex with another woman when youre married to a woman who loves you so very much deep inside her heart. I really hope that one day people will realize that when theyre drunk to get a friend or family member to call them and ask them for a ride home because theyre too drunk to drive home safely. The drunk driver should ask a sober friend or family member home and hope they realize that they made a wrong choice. What is one argument about the issue of drinking while drunk? Most people have been to a part in their life where they dont know if he or she is drinking too much alcohol at a party or a family gathering. Some people have a few too much to drink while at a bar and then he or she gets into the car and starts to drive while under the influence of alcohol. Some people think am I over the legal limit of being drunk at a bar or party or a family gathering. Some men and women think is my driving, dangerous right now, am I going to kill someone then go to jail for the rest of my life? Some people think will my arrest/ punishment would not be for reckless driving, it would be because he or she failed the test of drinking way too much anywhere in the world. Murray Rothbard once told someone that he thinks drunk driving should be legal. When he said that it stunned and shocked everyone around us about what Mr.Rothbard just said. With laws against DUI, whats being criminalized? Not reckless driving as such. Not aggression against anyone. Whats being criminalized is the chemical makeup of the blood in your body. That its self should be no crime. But some people say that drinking is associated with bad driving. Well, enforce the laws against reckless driving then lawmakers in the United States Of America. Laws against drunk driving have vastly expanded police power and done nothing to stop the practice. Over 97% of Americans view drunk driving as a threat to their lives and families lives. Unfortunately, most of us are unaware of what can happen to the victims of drunk drivers. Well if a drinking drivers BAC is over the limit of 0.08 his or he licenses may be suspended or revoked from a week to years. Also a convicted drunk driver may face fines and jail time and increased insurance costs and attorney fees, court costs lost time from work and penalties that vary from state to state. First thing anyone can do is make the choice themselves to not drink and drive. Most people who want to or need to go to rehab sometimes it works and sometimes it is very worthless to them and their families and the cost it is to try and make things better to try to be sober for as long as he or she can be. Did I mention that you can go to jail for drinking while driving. Zero tolerance laws are even tougher on underage drunk drivers. Young adult, under 21 years of age, can lose their licenses for a full year if they are found to have consumed even a small amount of alcohol. According to 2009 drunk driving statistics there were 10,839 traffic fatalities in alcohol-impaired-drivi ng crashes. Even though drunk drivers face jail time when he or she gets out of jail he or she dont hesitate to get right behind the wheel and start to drive again. What is the opposing side of this issue of should people who are caught drunk driving lose their licenses for a year? People who drive drunk think that the drinking while drunk should not be abolished at all. Then the man or woman refuse to go to rehab to become sober for a while so he or she can learn to drink a moderate amount of alcohol so he or she wont become drunk from drinking to much. If youre drunk have one of your friends take you home or call for an uber or get on a RTA bus or call a taxi. Why shouldnt we drink and drive? We shouldnt drink and drive because it often leads to motor vehicle accidents due to the facts that alcohol can impair your vision and driving skills overall. Although traffic fatalities have been on the decline in recent years, alcohol related crashes still kill about 10,000 people per year in the United States with alcohol a factor in one of three vehicle deaths. Even though there are warnings public awareness and educational programs stiffer penalties for violations, people will still get behind the wheel of their vehicles while intoxicated with alcohol in there system. Child endangerment, drunk driving while there are little kids or teenagers can give the kids a bad idea that it is a good thing to drive while drunk thats a bad impression on the kids and teenagers. So the parents need to make a decision that if theyre going to have children in the car that they are going to have a good impression on the kids so the kids know that drunk driving is bad and that if you are driving drunk you could kill someone or get hurt really bad where they have to stay in a hospital for a few weeks until they recover from there injurie. Do more arrests have an effect? The la in the United States and throughout the world clearly declares that people should not drive while drunk. An estimated 500 to 2,000 drunk drivers incidents go unpenalized, although more arrests are made for drunk driving in Amercia than for any other offnese and significant sums are spent on enforcement. An increased risk of arrest can signifiacant reduce drunk driving.