Mentorship in Professional Practice

Mentorship in Professional Practice The following assignment will critically analyse the mentors role in facilitating learning within the practice setting. It is of importance to define the following terms: mentors role, facilitating learning, accountability, and supporting students who are failing in practice setting. The importance of establishing effective working relationships, an analysis of the learners’ needs, promote effective assessment and the evaluation of learning will be analysed. Finally, the conclusion will be drawn from the analysis of this assignment. A mentor is a clinical practitioner who supports, guides, supervises and facilitates student learning during a clinical practice Stuart (2007). Mentors are seen as a fundamental influence to students in a learning environment where students utilise their theoretical knowledge in to practical, learn key skills and achieve the required competence for registration. Ali et al (2008) also states that mentoring is an important that every nurse has to assume, formally or informally, sooner or later. Historically the concept of mentor dates back from the Greek mythology. Mentor was a friend of Odysseus who left his wife Penelope and son Telemachus, whilst he went to war. Odysseus asked his friend to guide and support his son therefore being his mentor (Pellat, 2006). The author agrees with the above authors as she is an experienced nurse who guides junior nurses, through reflection and feedback in their duty of care. Nursing and midwifery council [NMC] (2008) recommends that prior to the commencement of placement, mentors are to ensure that all students are allocated a mentor one week before to let the student and mentor prepare for the experience. A mentor does not only advise and guide students, but he or she is a role model to junior nurses. According to Morton and Palmer (2002) cited in Ali et al (2008) by being a role model , the mentor provides an observable image of imitation, demonstrating skills and qualities for the student to emulate. NMC (2006) notes that the role of a mentor in a clinical setting is fundamentally focused on the NMC competencies. Chandan and Watts (2012) noted â€Å"that mentor’s role goes beyond teaching knowledge and skills as they alleviate anxieties and supports students with acceptance and socialisation into both the higher education and clinical contexts†. Mentors establish effective working relationship by demonstrating their competence in building adequate skills to support learning for students who will becoming part of the team within the clinical settings. The key role of a mentor is to a help the student integrate into their designated practice setting. Royal College of Nursing [RCN] (2007) suggests that the relationship between a student and a mentor can be achieved by welcoming, orientating inducting and integrating the student into the multi-disciplinary team within the first 24 hours of entering learning environment. Learning can be facilitated by a positive relationship between mentors and students. This can create a mutual relationship built on understanding and empathy facilitating students to maximise their potentials within the clinical setting (Zellers et al, 2008). This relationship between student and mentor can be enhanced by working 40% of direct and indirectly of their time and also alongside the mentors shift patt ern. A mentor supervises the students assigned to her within a practice setting. Taylor cited in Stuart and Sundeen (1997) define supervision as an intensive interpersonally focused, one to one relationship in which one person is designated to facilitate the development of therapeutic competence in the other person. However, Ironbar and Hooper (1989) suggested that the supervisor should be someone with extensive clinical experience and training, who can provide expert support and guidance with well-planned learning opportunities, the provision of support and coaching for students in order to facilitate learning According to Johansson et al, (2010) the relationship between the student and mentor is the most factor contributing to clinical learning experience. Students attain direct knowledge and skills resulting in becoming aware of their roles. Willis report (2012) mentions that â€Å"Effective understanding of collaboration and inter-professional working is a key component of pre- regis tration nursing education†. A well collaborated learning contract can enable the mentor to facilitate learning with a clinical setting. According to (Worrall, 2007) an effective orientation to a clinical placement can help the student to feel relaxed and encourages motivation for learning through early identification of learning objectives. To have the opportunity of being a member of the multi-professional team, the mentor must ensure that the student is fully integrated into the team and working alongside professionals so that he or she can gradually become competent in most clinical of skills. Learning within a clinical setting can be facilitated through the use of a variety of approaches by mentors and staff who have the right skills. Mentors facilitate learning to students by applying reflective learning as a learning technique that reinforces the mixing of theoretical and realistic learning into practice. According to (Pritchard and Gidman, 2012; Carr, Heggarty and Carr, 2010) â€Å"Reflective learning i s an effective tool in supporting mentorship, allowing students the opportunity to reflect on past experiences and to learn from them before moving forward†. (Pritchard and Gidman, 2012) elaborated further that by adopting new teaching approaches, mentors can address students past experiences enabling the students to have some confidence to reflect on what they have learning outcomes. NMC standards support learning and assessment (2008) outlined certain principles to be achieved in order to become a mentor. Mentors’ should be able to create an environment that can facilitate learning by supporting students, encouraging learning activities, off ward learning experiences, assessments, supervision, professional vision and applying evidence based practice within the clinical settings. It is a requirement that all registered nurses are to convey professional knowledge and competence to student nurses by regularly taking part in the learning and development of students through teaching, activities, supervision and assessments NMC (2010). NMC (2008) requirements recommends day to day support for the students’ by their allocated mentors in order to enable student learning experiences and assess practice learning outcomes. This can create a conducive learning environment within a clinical setting by teaching or providing learning opportunities for students an d colleagues through planning, reflective practice and evaluating learning activities. Mentorsare influential in helping the student reach theiraims and objectives. They carry out assessments to ascertain the students level of theoretical knowledge, practical clinical skills and also taking into account the learners previous experiences can aide mentors to facilitate learning. Sharing knowledge and experience with students assist the mentor to identify the student’s individual learning style Ali et al (2008). Therefore a mentor can facilitate a students learning by keeping his or her knowledge and skills up to date by researching into current trends and annual mentorship update. The role of a mentor is to ensure that there is readily available of learning resources, precise learning opportunities and a plan on how the student can achieve the planned learning objectives. Mentors must possess qualities such as a being an educator, good effective communication skills, acting as an advocate and good leadership qualities to institute an effective working environment for student nurses. However this can develop students’ in understand what is expected of them in the near future. Accountability is part of the mentors’ role in facilitating learning in a clinical setting through professional judgments on students’ performance. Mentors are accountable for confirming students who have met their NMC competencies in practice. Learning can be facilitated through appropriate support and supervision in carrying out summative assessment of the student‘s competence when carrying out clinical skills during teaching sessions. Mentors are accountable for every decision and action they make on the care provided by students (NMC 2010). They have the duty to facilitate learning and support failing students by giving constructive feedback and effective teaching sessions. However Duffy (2004) recommends mentors to fail students who are not able to meet the required level of practice because it is the mentor’s responsibility to make the final assessment and to be aware that they are accountable for passing or failing the student NMC, (2006). Keeping su fficient and evidence based records can help mentors to support their decisions. Rodgers (1969) defines facilitation as a style of teaching that assist mentors in understanding students’ effective style of learning that includes student focused learning, none commanded, self-directed reflective whilst involving them in the learning process. Mentors are regarded as effective facilitators in both skills and art because they engage everyone in the learning experience. By acting as an advocate, mentors can facilitate student growth and development resulting in students being able to solve problems simultaneously. Within the clinical setting mentors’ critical reflection as a method for teaching and learning can create an even pathway for the students to pursue their learning journey. According to the NMC code of practice (2008b, p: 5) have the duty to share their knowledge and skills to facilitate students’ and their colleagues development by teaching new skills for example depot injection techniques and completing risk assessment documents. Mento rs can facilitate learning by using physical resources such as teaching aids to enhance learning for students and colleagues within their clinical settings. It is essential for the mentor to facilitate learning to students by encouraging them to attend on and off ward learning activities for example, meetings, practice sessions, student forums and other health departments in order to acquire expertise clinical skills and knowledge and for further development. Mentors must ensure that there is a vast range of potential learning opportunities available to learners in order to facilitate learning and meeting specific students’ learning needs. At the same time the mentor needs to be mindful of the quality of the learning experience and consider how they can further develop the learning environment to enhance the students’s experience. The role of a mentor within a clinical setting is to develop the student clinical skills through teaching and explaining the clinical procedures and to provide the appropriate knowledge base for nursing interventions. Learning can be facilitated by equipping the clinical setting with all useful and adequate resources for carrying out the teaching sessions. Mentors can also obtain new knowledge and skills through their guidance and support of students (Klasen, 2002). Their contribution to a supportive learning environment and quality learning outcomes for students can be brought about by being approachable, supportive and being aware of the student’s style of learning. Mentors plays a significant role in the assessment of student’s level of capability assesses your level of capability student gains the optimum experience from the clinical learning environment. It is also important when embarking on the mentorship course and in house training for other qualified staff to assist students translate theory into practice. Mentors needs additional skills through structured learning activities and teaching sessions to utilise in an environment settings designed for this purpose, Gopee (2011) . Quinn (2000) commented that mentors can enhance students’ skills performance and development in a methodical and acute way by providing the students with feedback and reinforcement. Communication is the most important tool that a mentor can utilise to facilitate learning for students within a clinical setting. As a skilled communicator a mentor needs to establish additional communication skills for the management of students’ complex issues arising within the clinical setting. Components of communication are essential in a clinical setting because mentors are able to exchange information and establish an effective working relationship. Ali and Panther (2008) commented that mentors should use effective communication and facilitation of skills to develop a personal and professional relationship with the students allocated to them. Learning can be facilitated by carrying out the initial, intermediate and final interviews thus allowing the mentor to find out about the student’s previous learning experiences, identifying the individual’s strengths and weaknesses and their level of participation, Doel and Shardlow (2005). Interaction between stude nts and Mentors enables more flexible and individualised learning process using a one to one effective approach within a structured learning environment (Warren, 2010). Enhancing learning through assessment can assist the mentor’s ability to research and prepare an appropriate environment, which is conducive with learning, teaching and assessment. The provision of teaching and learning activities facilitate learning within a clinical setting as it enables the students to achieve the intended outcomes during their placement by relating theory to practice while developing critically reflective skills in order to facilitate learning NMC (2008). Mentors can facilitate learning by providing inter-professional learning opportunities for example integrated skills teaching model. By utilising the Kolb’s (1984) learning cycle mentors can integrate of theory into practice and the art of and science of nursing by using the four stages of learning namely Activist, Reflector, Theorist and Pragmatist. Mentors can facilitate student leaning by having a well-structured teaching session that includes style and space, providing feedback and identifying future learning needs. Learning styles promotes better student integration into clinical settings. Frankel, (2009) states that nurses learning styles promote better integration of theory i nto practice. The ability to critically analyse and evaluate the strengths and limitations of learning, teaching and assessment within their practice area is one of the mentors’ roles. However, through the knowledge the mentor possesses they can develop and present innovative approaches to enhance students’ learning. By carrying out student assessment a mentor can facilitate learning to a student by observing the student during a teaching session where by the mentor is bale to know the student’s learning style for example visual, auditory and kinaesthetic learning.

Amazon Rainforest

Amazon Rainforest I am an explorer and I just returned from an expedition to the Amazon rainforest. The Amazon rainforest was amazing and there lots of facts that I would like to tell you about: [pic]The Rainforest grow around the equator. The hot, steamy conditions are perfect for plants. [pic]In fact, rainforests contain the largest diversity of plant and animal life on earth; many species are still unidentified. Rainforests form distinct layers, providing homes for animals at all levels. [pic]The Amazon rainforest is the world’s largest remaining natural resource that now represents 54% of the total rainforest left on earth. pic]More than 20% of earth’s oxygen is produced in this area the name of that area is called ‘lungs of the planet’. [pic]An estimated number of 2,700 million acres of the rainforest are burned each year. [pic]The rainforest is one of the wettest but hottest places on earth. August is the Amazon’s driest month. [pic]In the sout heast of England, the temperature in January is about 5 °c, where as in the Amazon it is about 28 °c. [pic]The total number of tree species is estimated to be about 2500. The total numbers of plants are about 40. 000. The Amazon insects are about 2. 5 million species.There are 7500 species of butterflies and 50 species of ants are found in a single tree. [pic]Over 500 mammals, 175 lizards and over 300 other reptiles species, and one third of the world’s birds live in Amazonia. Map of the Amazon rainforest The Amazon rainforest covers the area of 2. 5 million square miles, and taken up nine countries of Brazil: Brazil, Colombia, Peru, Venezuela, Ecuador, Bolivia and the Guiana’s, Guyana, French Guiana and Suriname. Tropical rainforests are located around the equator where temperatures stay near 80 degrees year round. Rainforest receive 160 too 400 inches of rain each year.Today, rapid deforestation threatens the Amazons forests. At current rates, 25 percent of its o riginal forests are projected to be destroyed by 2020, it will be a disaster. Climate This is a climate graph showing temperature and precipitation that happens yearly. The rainfall in January to march is increasing then it falls to May from 310mm to 250 mm. The rainfall then decreases to 110mm, and then it goes back down to august by 60mm. The precipitation level ascends to December by 170mm. There was lots of rainfall in between January and May, its like monsoon in India.The temperature starts in January at the level of 130 degrees Celsius, and then it drops to 110 degrees Celsius. Temperature increased to 140 degrees Celsius in April and may. Then it went up to 150 degrees Celsius in July, afterwards it shoots up to 290 degrees Celsius in September and 300 degrees Celsius in October. The temperature drops right down to 200 degrees Celsius in December. The temperature rose and the rainforest were really hot in between August and November. As I was exploring the rainforest I notice d that it is very hot, wet and sticky- very humid. I was covered with sweat and my boots were all sticky with mud.Another thing is that it rains everyday, so regularly that you could set your watch by it. The eastern horizon becomes suddenly black, and then wind rushes through the forest, a vivid flash of lightening, a crash of thunder and finally the downpour of rain. The next day the sun rises-spring summer autumn as it were in one tropical day. There is one type of rainfall, which is called convectional rainfall, which means that the sun heats the ground, which heats the air nearest the ground causing it to expand and rise. Storms are common with convectional rainfall. The Amazon rainforest gets nine feet of rain every year.Amazon Animals Birds Rainforests contain the richest variety of the world’s birds. From the emergent layer, fast-flying predators, such as eagles and hawks, descend on forest animals. The canopy is home to birds such as hornbills, parrots, and toucans, which feed on fruit and small animals. On the forest floor birds scratch at the soil for insects and plant roots. Here are the three animals that I saw during my expedition. Sloth I saw the sloth, there were lots of them hanging in the trees. They are very unique mammals and I found them in the canopy layer. There are six to seven species of them.They are divided up into two groups: the two-toed sloth, three-toed sloth. Three-toed sloths live on cecropia leaves but two-toed sloths live high in the canopy feeding on a wide variety of leaves and fruits. They are very slow and lazy animals that live in trees. Sloths spend most of their time hanging upside down from the tree branches. They sleep, mate, eat and give birth to a baby hanging upside down. They hold onto the branches with their strong sharp curved claws that are on each of their feet, which adapt to the environment they are living. They can’t stand upright because of the large claws.In their forest habitat, however, t heir hook-like claws provide a far more reliable grip on tree branches than the grip of a normal fist. Sloths have a thick brown and slightly greenish fur coat. Sloths are about a size of a cat. They are short, flat head, big eyes, a short tail, long legs and tiny ears. Some sloths have green algae on their fur to camouflage effect and providing some nutrients to the sloths, which lick the algae. Their fur goes upside down for rainwater to drip off. Sloths also have adaptations to stay warm! Apparently the sloth’s laziness is because of its diet.They eat only leaves, which are naturally low in energy and they are hard to digest. They sleep to get energy and they sleep about for 20 hours a day. They camouflage to hide from the predators like harpy eagles, anacondas, jaguars and humans. They can live up to 12 years in the wild. They are better at swimming than walking. Anaconda- heaviest snake in the world Honestly I really hate snakes, but unfortunately I saw an anaconda resti ng in one of the trees. Luckily it wasn’t hungry. It was camouflaged so it cannot be visible. Then I found out that they are the heaviest snakes in the world.They also known as the water boa, they are giant, semi-aquatic meat-eater lives in swampy areas of tropical South America. The largest anaconda ever measured was almost 28 feet long with a girth of 44 inches. The weight was over 500 lbs. Anacondas are not poisonous but it coils itself around its prey and they crush it. Anaconda could swallow entire cow. The digestion can take up to several days. They feed mostly on capybara, humans (if necessary), fish, and mammals. Anaconda don’t use its teeth to chew, it uses it to hold on to its prey to prevent it from escaping. Hummingbirds Awww! The hummingbirds look so cute.There were lots of them. It was really colourful when they all came together into groups. They are extremely small and brilliantly coloured, their wings beating up to 80 times per second and making an aud ible buzzing sound as they  as they fly. They are incredibly fast and they don’t keep still. Hummingbirds require lots of energy. They have the fastest wing beats of any bird and their hearts beat up to 1,260 beats per minute. Hummingbirds may visit 1,000 flowers per day. For protein, hummingbirds eat spiders and strain gnats from mid-air. They will pull insects out of spider webs including the spider itself.Sapsucker holes are a double treat, netting both insects and sap! They mainly live in the canopy area. Plants As I researched on plants I discovered that many rainforest trees are tall, with straight trunks with few branches and buttress roots support them. Other plants include epiphytes, such as bromeliads and orchids. Epiphytes use other plants as support, attaching themselves to branches by their roots to reach the light. They trap water and obtain nutrients from plant material that fall on them. Bromeliads have spiky leaves that channel water, leaves and fruit into a pool in the centre; these rot to provide the bromeliad with nutrients.Structure of the Amazon rainforest trees The Emergent The upper layer can reach up to 60 m above the forest floor. Here the tallest trees of the forest stick out in isolation from the mass of trees below. The emergent layer is home to bats, predatory birds, and fruit eaters such as the sun conure. Emergent trees are the tallest trees in a rain forest canopy, the ones that get the light. When they fall, they help a lot of light reach down onto the forest floor for other trees to finally get their chance to grow. Canopy Between 30-45m above ground level is the canopy.This dense layer of branches and leaves contains the greatest variety of animal life in the forest. Lianas- woody creepers – reach up to the sunlight of the upper canopy. Plants like Epiphytes grow on canopy trees. A common term for canopy trees is shade trees. A canopy is the outer layer of the tree’s leaves, and shade trees have a dens e canopy that block out the light. Some good canopy trees include: Oaks, maples, ashes, lindens, elms, poplars, beeches, tilias, tulipwood, tree waratah,  birches, golden robinia, crepe myrtle, Japanese crab apple, ornamental pea,  flowering plum. UnderstoreyShrubs grow in the Understorey layer wherever light squeeze through the canopy. Lizards, such as the common iguana, live here, climbing up tree trunks and feeding on insects and vegetation. The Understorey is the group of small trees, shrubs and vines that grow under the taller trees. These plants can grow in the shade of the taller trees. Understorey trees usually stay short, even if they are very old. Forest floor There are few plants on the dark forest floor, but many small animals such as insects feed on and recycle material that falls from above. Almost no plants grow in this area, as a result.Since hardly any sun reaches the forest floor things begin to decay quickly. A leaf that might take one year to decompose in a r egular climate will disappear in  6 weeks. Leaf-cutter ant use leaves as a compost to grow fungus they feed on. Indian Tribes The kayapo village Traditional Kayapo villages are formed by a circle of houses built around a large cleared area. The houses from the kayapo village are mainly made from materials from the forest. Men work together as a team and a colourful parrot guides the men like where to put the stuff and etc. There are 10 houses altogether.They are made from palm trees. In the middle of the village there is the men’s house. Young and unmarried men go there. They join the senior men to paint their faces and bodies as a tradition and they learn the history of tribes and the daily basis. The river is used for fishing, bathing, cooking and drinking. Fishing is a year-round activity, but it has to be done in the dry season, when the water level is at its lowest, that fish are caught in large numbers. To achieve this, the Kayapo use timbo vines. The men beat the vin es for hours in the water with small clubs (sticks wider at one end).This decreases the oxygen of the water but this won’t poisson the fish. The fish won’t be able to breathe in the water. Then the fish floats to the other end of the water and the children catches the fish with their bare hands. Then they go back to their village and hand their fish over to their wife, if they are unmarried they will give the fish to their mother or sister. Other foods are grown in the garden where women look after them. The women harvest the family's garden for vegetables. They also prepare body paint with the help of their children. Children play hunting games.Kayapo learn portugese to help them understand the world around them. They use radios to communicate with the other tribes. Deforestation Deforestation is when the amazon tropical rainforest or any forest which is being cut down at an alarimg rate. It is estimated that 100,000 species willl become extinct in the next 40 years a s a result of deforestation. The potential for discovering new foods or medicines from these species will be lost forever. The problem is that the rainforest does not grow back. This is because most of the nutrients which the plants needs to grow are stored in the trees.Once the trees have been removed, the source of the nutrients diappears. Any goodness that is left in the soil is quickly washed away by the heavy rainfall that happens in this region. There used to be 6 million indigenous people in the amazon rainforest; today there are only 200,000 left. This is because deforestation is destroying their traditional lands, they have suffered from diseases brought in by the settlers. If deforestation is not controlled only 28 per cent of the amazon rainforest will be left by 2020. Deforestation is caused by: Agriculture- the forest has been cleared to clear farmland for large estates.Ranching- a major cause of deforestation is for beef cattle farming. Mining- the amazon is rich in mi nerals like iron ore, tin and gold – the forest is destroyed by the mines. Dams- the dams provide essential electricity, which is a renewable energy source. However the forest is flooded and wildlife will loose their habitat. Roads- 12,000 km of roads have been built in the amazon. Conclusion We can help to protect the rainforest by making sure that we do not buy any products that are responsible for trees being cut down. We can also support organisations that protect rainforests such as friends of the earth or greenpeace.Each year an area of forest slightly larger than trees are cut down, releasing global warming pollution in the form of carbon dioxide and methane from burning and decaying vegetation. Deforestation disturbs the water cycle by allowing water to runoff directly to rivers rather than being trapped in soil and vegetation and slowly released throughout the year. 85% of the Amazon rainforest may be lost due to global warming. By the end of the year the trees had r eleased more than two-thirds of the carbon dioxide they have stored during their lives, helping to act as a break on global warming.Instead they began accelerating the climate change. These are some steps for saving rainforests which are known as â€Å"TREES† Teach others about the importance of the environment and how they can help save rainforests. Restore damaged ecosystems by planting trees on land where forests have been cut down. Encourage people to live in a way that doesn't hurt the environment Establish parks to protect rainforests and wildlife Support companies that operate in ways that minimize damage to the environment That was the end to my journey I had a lovely time. I like to go there again.

Different sides of Clive Linley

Which in this case makes him cold hearted and selfish human being who clearly does not have his priorities straight. This came as a big surprise to me after I had read how good of a friend he was. The book is mostly about two men who have been brought together again after their close friend dies.The way how Clive treats his friend differences a lot from how he reacted in the situation mentioned before. In fact he is there for his friend in every situation no matter how difficult it might be. â€Å"When Vernon was laid up with a rare viral infection of the spine, Clive visited almost every day, bringing books, music, videos and champagne†(Mclean 1998:43). This is one of many examples what Clive had done for his friend, without asking anything in return. It shows that he still cares and knows how to treat people but maybe Just close ones. On the other hand, he was still palpable of arranging his best friend's death and the other way around.The thing is, this part of the book cam e as a shock. He arranged the death of his best friend. That alone says something about him. He could be a self-centered and egotistic man. After having disagreed on a subject with Vernon and Vernon not taking his advice maybe he Just could not have let it go. Or he thought he was being a good friend and ending one's life because that was what he thought the one had wanted. In that case it would make him in some eyes loyal and committed. Clive had asked his friend to end his life if he would start to lose It.Yes, on one condition only: that you'd do the same for me. V. â€Å"(Mclean 1998:57) Maybe In Clime's eyes he was already losing It and he did what had to be done. In the end I think the book Is purposely ended with a mystery. It leaves a lot of questions about the characters as well. As to Clive Lintel- he Is a genius who does not let anything get In the way of his Inspirations, a person who knows how to treat his loved ones and a man who Is capable of doing terrible things ei ther out of fury or to keep his word. Mclean, Ian. (1998). Amsterdam. Great Britain. Jonathan Cape

The Effect Of Air Pollution On London - 1549 Words

1.0 Terms of Reference This report concerns how air pollution in London has changed over the years, how businesses have affected this, and the problems that air pollution in London creates. This report is for Hilary Steele. 2.0 Procedures The information that was gathered for this report was gained primarily from internet research, this is because the the subject of air pollution and air quality is constantly changing, so online articles and websites are the best place to gain the latest statistics, stories and information regarding air pollution in London. The primary research that was carried out for this report was done through personal correspondence by interviewing a specialist who works in reducing the environmental impact of Nomura International Plc, a Japanese investment bank, pictures of some of the initiatives used to reduce environmental impact were also gathered. During the time gathering the primary research, the nature of the business environment was taken into account, and any sensitive information heard while at the building was not acknowledged. 3.0 Findings 3.1 London air quality historically Air pollution is not a new problem in London, it has been prevalent for hundreds of years. Air pollution was especially bad during the industrial revolution of the UK during the 18th and 19th centuries . The industrial revolution being based on the use of coal, with industries often located in towns and cities meant that during foggy conditions pollutionShow MoreRelatedThe Great Smog Of London1635 Words   |  7 PagesThe Great Smog of London and the Scientific Implications in Today’s World Turn of the century London, the emergence of the middle class has forced the cultural bias to shift in favor of more homes, more people, and a lot of energy consumption. 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