Final Video on Sustainability by Industry Student instructions for video assignment. Scope and Goals Each student will work alone or in pairs to research a topic and communicate the findings in a 4–7 minute video. The main objectives are to communicate clear and accurate information in an engaging manner for an audience of your peers. Note. The project is evaluated on the basis of its accuracy, academic rigor, clarity, and ability to engage the viewers. The video is not assessed on the basis of its technical merits (i.e., the final product should not only be visually impressive, but must effectively communicate the sustainability model for their respective corporation). Pay close attention to the sound quality of the video—if no one can hear it, no one will watch it. Deliverables There are two deliverables: 1. The completed Sustainability by Industry worksheet (serves as the storyboard and script) 2. The final video (incorporating the answers of the Sustainability by Industry worksheet)—due April 28th by 5:00 pm. Required elements for the video 1. Length. Your video should be 2:30 – 4:00 minutes in length, plus time for a “credit roll” to show your references. 2. Style. There are no restrictions on the style of the video (i.e., you may use a narrated slide show, a recorded lecture, a digital whiteboard, a stop motion animation (Claymation), a sock puppet show, animated graphics, a scripted scene, filmed artist drawings on paper, “man on the street” interviews, a combination of the above, etc.). 3. Title slide. Your video should begin with a descriptive title, your name(s), the name of the school, and the year in which it was created. 4. Content. Aim to use all the information you vetted from the Sustainability by industry worksheet, class resources and pertinent information from valid sources. You are also welcome to use your own drawings, pictures, music, animations, filmed scenes, and interviews. 5. References. All artifacts (images, videos, music, sound effect, etc.) used in the video which you did not create yourself must be cited at the end. You do not need to use a complete reference; simply include a brief description of the item and a web address where the item was found (e.g., Picture of kitten www.spca.com). Include a separate section where you credit the sources of information you used to research your video (Annotated Bibliography does this). This information should be cited using a complete reference. Your instructor will provide suggestions about how to complete this step more easily. 6. File format. Your video must be submitted in one of the following file formats: .mov, .mv4, mp4, .wmv. Note that these are rendered movies, that is, files that will play on someone else’s computer. Be sure to test your finished product ahead of the deadline. 7. Editing platforms. This stage is done using video-editing software such as Power Point, iMovie, Jing, or Movie Maker, where you stitch the artifacts together and synch then in t.

1. Final Video on Sustainability by Industry
Student instructions for video assignment.
Scope and Goals
Each student will work alone or in pairs to research a topic and
communicate the findings in a 4–7 minute video. The main
objectives are to communicate clear and accurate information in
an engaging manner for an audience of your peers.
Note. The project is evaluated on the basis of its accuracy,
academic rigor, clarity, and ability to engage the viewers. The
video is not assessed on the basis of its technical merits (i.e.,
the final product should not only be visually impressive, but
must effectively communicate the sustainability model for their
respective corporation). Pay close attention to the sound quality
of the video—if no one can hear it, no one will watch it.
Deliverables
There are two deliverables:
1. The completed Sustainability by Industry worksheet (serves
as the storyboard and script)
2. The final video (incorporating the answers of the
Sustainability by Industry worksheet)—due April 28th by 5:00
pm.
Required elements for the video
1. Length. Your video should be 2:30 – 4:00 minutes in length,
plus time for a “credit roll” to
show your references.
2. Style. There are no restrictions on the style of the video (i.e.,
you may use a narrated
slide show, a recorded lecture, a digital whiteboard, a stop
motion animation
(Claymation), a sock puppet show, animated graphics, a scripted
scene, filmed artist
drawings on paper, “man on the street” interviews, a
combination of the above, etc.).

2. 3. Title slide. Your video should begin with a descriptive title,
your name(s), the name of
the school, and the year in which it was created.
4. Content. Aim to use all the information you vetted from the
Sustainability by industry worksheet, class resources and
pertinent information from valid sources. You are also welcome
to use your own drawings, pictures, music, animations, filmed
scenes, and interviews.
5. References. All artifacts (images, videos, music, sound
effect, etc.) used in the video which you did not create yourself
must be cited at the end. You do not need to use a complete
reference; simply include a brief description of the item and a
web address where the item was found (e.g., Picture of kitten
www.spca.com). Include a separate section where you credit the
sources of information you used to research your video
(Annotated Bibliography does this). This information should be
cited using a complete reference. Your instructor will provide
suggestions about how to complete this step more easily.
6. File format. Your video must be submitted in one of the
following file formats: .mov,
.mv4, mp4, .wmv. Note that these are rendered movies, that is,
files that will play on
someone else’s computer. Be sure to test your finished product
ahead of the deadline.
7. Editing platforms.
This stage is done using video-editing software such as Power
Point, iMovie, Jing, or Movie Maker, where you stitch the
artifacts together and synch then in time with a narration or
other sounds.
Tips
Elements that make a video effective at communicating

3. information.
· Good quality audio
· Narration is clear.
· Music does not detract from or obscure narration (i.e., avoid
music with singing,
and the volume of the soundtrack should be low
compared with the narration).
· If, for reasons that cannot be circumvented (e.g., wind at the
time of recording),
the sound is unclear, subtitles may help viewers make
sense of the scene and
remain engaged.
Pacing
• Slow enough to give viewers a chance to think about the
information presented.
• Pause between sections of the video that present different
concepts to indicate a
break (it’s like starting a new paragraph on paper).
• Show images for long enough that a viewer can make sense of
them but change them periodically to ensure that viewers
remain attentive.
Relevant visuals
• Visuals match the narration.
• The narration orients the viewer to the image (e.g., the
narrator says “in the left hand corner of the circle there is a blue
dot that represents electrons . . .”).
• Include subheadings or tag lines to emphasize new vocabulary
or to introduce someone.
• Avoids distractors such as fancy transitions, tangents, and
audio-visual overstimulation.
Appropriate for audience
• Targeted to an audience of peers; it is neither too technical nor
too simplistic. It should help your peer learn something new.
• Go for depth rather than breadth.
• Video is respectful; it does not denigrate others, use offensive

4. language or imagery, or inappropriate humor.
Critical Thinking Assessment Tool
· Choose a population that you believe should use critical
thinking.
· Develop a tool, for this specific population, that you can use
to assess or measure the cognitive habits or behaviors that are
part of the critical thinking process that this population uses.
For example – a novice nurse entering the nursing profession,
an experienced nurse working on a new unit, parents of a child
with a chronic illness, a patient who has a new diagnosis of
diabetes or heart disease and must learn to self-manage the
disease.
· Use Box 2-5 and appendix A to choose which cognitive habits
and behaviors you decide to measure.
The tool should include:
· A total of eight questions, each addressing a specific cognitive
habit or behavior.
· A rationale for each question – why that question can measure
that specific cognitive habit or behavior.
Introduce your tool with a discussion of the importance of
cognitive habits or behaviors that encourage critical thinking.
Provide a conclusion to pull the entire activity together.
Here is an example of one question you can ask when assessing
the critical thinking skills of minority parents of overweight
children.
Question: How do you feel about your child’s overall health?
Your family’s health?
Rationale: This question is assessing the critical thinking skill
or habit of the mind: contextual perspective. Assessing how the
parents feel about their family’s overall health would give the
nurse a view of their contextual perspective. Parents who are
cognizant of their children’s or overall family’s weight issues,
poor eating habits, or lack of exercise can result in the potential
consequences of childhood obesity such as hypertension,
asthma, and diabetes. (Rubenfeld & Scheffer, 2015).

5. Question
Rationale
How do you feel about your child’s overall health? Your
family’s health?
This question is assessing the critical thinking skill or habit of
the mind: contextual perspective. Assessing how the parents
feel about their family’s overall health would give the nurse a
view of their contextual perspective. Parents who are cognizant
of their children’s or overall family’s weight issues, poor eating
habits, or lack of exercise can result in the potential
consequences of childhood obesity such as hypertension,
asthma, and diabetes. (Rubenfeld & Scheffer, 2015).
Reading and Resources
Read Chapters 1 & 2 In Rubenfeld, M. G., & Scheffer, B.K.
(2015). Critical thinking TACTICS for nurses: Achieving the
IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.
Complete Critical Thinking Habits of the Mind (Appendix A,
Critical Thinking Inventory, p. 341-356) in the textbook. This
assessment will help you reflect upon and consider your own
critical thinking skills and find your strengths and areas needing
improvement.
Read Whiffin, C. J., & Hasselder, A. (2013). Making the link
between critical appraisal, thinking and analysis. British Journal
of Nursing, 22(14), 831–835.
Additional Instructions:
1. All submissions should have a title page and reference page.
2. Utilize a minimum of two scholarly resources.
3. Adhere to grammar, spelling and punctuation criteria.
4. Adhere to APA compliance guidelines.
5. Adhere to the chosen Submission Option for Delivery of
Activity guidelines.

6. Interprofessional Communication: Critical Thinking Assessment
Tool
Description: The baccalaureate nurse will integrate theory and
critical thinking to understand the human
experience
Course Competencies: 1) Apply the concepts of critical thinking
to patient assessment. 3) Compare
methods to assess nursing competency. 4) Discuss ways to
improve knowledge seeking behaviors in the
workplace. 6) Propose ways to minimize conflict in the
workplace. 7) Discuss the impact of health care
technology on nursing practice.
QSEN Competency: 2) Teamwork and Collaboration
BSN Essential I
APA, Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three
errors in APA,
Spelling, and
Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.

7. Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
Area
Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated

8. Identify a specific
population that
should use critical
thinking.
Fully details the
population and why
this specific
population should
use critical
thinking.
Describes the
population and why
this specific
population should
use critical
thinking.
Describes the
population but does
not include why
this specific
population should
use critical
thinking.
Does not include
the population or
why this population
should use critical
thinking
The importance of
cognitive habits or
behaviors that

9. encourage critical
thinking.
Fully details how
cognitive habits or
behaviors
encourage critical
thinking.
Describes how
cognitive habits or
behaviors
encourage critical
thinking.
Superficially
describes cognitive
habits or behaviors
encourage critical
thinking.
Does not describe
cognitive habits or
behaviors
Questions that
address specific
cognitive habits or
behaviors.
Includes 8
questions in the
tool.
Includes 4 to 7
questions in the tool

10. Includes 2 to 3
questions in the tool
Includes 1 or fewer
questions in the tool
Rationales for the
questions.
Fully details each
rationale and why
that question can
measure the
specific cognitive
habit or behavior.
Describes each
rationale and why
that question can
measure the
specific cognitive
habit or behavior.
Describes the
rationale but does
not include why
that question can
measure the
specific cognitive
habit or behavior.
Does not include
the rationale or why
that question can
measure the

11. specific cognitive
habit or behavior
Perez 1
Juanita Perez
Professor Duque
LIS 2004
26 April 2020
Annotated Bibliography (MLA)
Topic: Fashion Industry and sustainability
Thesis Statement: The Fashion industry in the United States
spans from the manufacturing sector, marketing of brands,
design, consumerism, and the development of identity. The
impacts of social media, new sustainable business models,
advanced manufacturing, climate change, and changing
demographics are leading to significant changes in all aspects of
the fashion industry with the potential to reshape it for years to
come.
Dunick, L. M. S. "The Silencing Effect of Canonicity:
Authorship and the Written Word in Amy Tan's Novels."
MELUS: Multi-Ethnic Literature of the United States 31.2
(2006): 3-20. Oxford Journals. Web.
This is an organizational site, JSTOR, created by an Oxford
University alumni. It includes several links in the Arts and
Humanities subject. It includes literature, literary analysis and
criticism. The author is an English professor at University of
Illinois. Because of the author’s credentials and experience in
the English language, the site seems credible and accurate. This
site was last reviewed in 2006. The year of update does not
refrain the website from the plausible information presented
because it comes from an academic journal.
Heung, Marina. “Daughter-text/mother-text: Matrilineage in
Amy Tan's "Joy Luck Club"”. Feminist Studies 19.3 (1993):
597–616. Web.

12. This is an organizational site coming from a book called
Feminist Studies. The author is a professor at Weissman School
of Arts and Sciences. She teaches courses of film history,
criticisms, world literature, Asian literature, and English. Her
publications are in the fields of criticism, Asian American
literature, and women studies. Even though the book was last
updated in 1993, it is a credible source because it comes from
JSTOR, an Oxford University made database. In addition, it is
considered to be an academic journal, reviewed by several
experts.
Hume, K. "Amy Tan. Bella Adams. Manchester and New York:
Manchester UP, 2002. Xii 220 Pages. $21.95 Paper." MELUS:
Multi-Ethnic Literature of the United States 30.4 (2005): 181-
84. Oxford Journals. Web.
This is an organizational site from the Oxford Journals, JSTOR,
created by an Oxford University
alumni. It is a book review of one of Amy Tan’s novels. The
author is an English lecturer at
Penn State University. Her fields of specialization are
Contemporary Fiction, fantastic elements
in fiction, and Middle and Old English. This site was last
updated in 2005. Even though, it has
been more than five years since it has been current, the source
seems reliable because of its
organization into subgroups and clear appropriate language. It is
also considered to be an
academic site therefore, the information published is accurate
because it is written by professors
and experts in the field of Arts and Humanities.
Wood, Michelle Gaffner. "Negotiating The Geography Of
Mother-Daughter Relationships In Amy Tan's "The Joy Luck
Club.." Midwest Quarterly 54.1 (2012): 82-96. Academic
Search Complete. Web. 10 Apr. 2016.
This is an academic journal that uses criticism to analyze the
Chinese author Amy Tan in the subject of relationships between
mothers and daughters who are Americanized. This article is

13. found in an educational site from Pittsburg State University.
Coming from a university, the information presented does not
reflect any bias information because it is peer reviewed by
several educated personnel. The author, Michelle M. Wood is
an Associate Professor of English Biography at Cedarville
University. Due to the author’s experience of teaching in
Beijing, China, she demonstrates great knowledge on the
subject. It was last updated on 2012 therefore, it is accurate and
up to date because it has been less than five years since its
publication date.
Requirements:
Find Four scholarly articles on sustainability and how to
redesign the business model of your respective industry.
Find two multimedia sources such as documentaries,
infographics, videos, etc. to support how global issues impact
your industry (One can be from the course).
Find one scholarly source on emerging future trends
Find one article from the drawdown.org website
Find two otherresources of your choosing that further support
your thesis
Paper should be in MLA or APA
* The checklist concerning every source are:
· Types of site your article is from
· Type of resource
· Objectivity/ Accurate
· Currency
· Point of View
· Summary and how would you use it to support your thesis

14. Sustainability by Industry
Sustainability: The most often quoted definition comes from the
UN World Commission on Environment and Development:
“sustainable development is development that meets the needs
of the present without compromising the ability of future
generations to meet their own needs.” In the charter for the
UCLA Sustainability Committee, sustainability is defined as:
“the physical development and institutional operating practices
that meet the needs of present users without compromising the
ability of future generations to meet their own needs,
particularly with regard to use and waste of natural resources.
Sustainable practices support ecological, human, and economic
health and vitality. Sustainability presumes that resources are
finite, and should be used conservatively and wisely with a view
to long-term priorities and consequences of the ways in which
resources are used.” In simplest terms, sustainability is about
our children and our grandchildren, and the world we will leave
them.
Directions: You will conduct research on an industry of your
choice, and deconstruct its infrastructure to get at the core
values, the mode of operations, its intended audience, and the
full impact that the industry has on all the ecosystems it
touches. Finally, you will explore what the future of your
respective industry will look like and incorporate the lens of
sustainable best practices to make your industry resilient,
cognizant of its place in the fabric of society, and ethically
sound.
Industries at a
Glance:https://www.bls.gov/iag/tgs/iag_index_alpha.htm
Questions
1) What oaths do your professions have/take?
2) Who holds your industry accountable (Regulates)?

15. 3) What is the mission of your industry? Is there a specific
model the industry adheres to?
4) What is the impact on the community, environment,
economy, etc. of your selected industry?
5) How do they measure their success? Failures?
6) How have they improved and/or changed, if any?
7) How does your industry communicate their services/ products
to the public (distribution and marketing)?
8) What does the future look like for your profession (Trends,
etc.)?
9) Are any of their practices sustainable? Why or why not?
Suggestions on how to make the industry more sustainable?
10) Who are the Stakeholders?