Final Video On Sustainability By IndustryStudent Instruction

Final Video On Sustainability By Industrystudent Instructions For Vide

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 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, .mp4, .mv4, .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 PowerPoint, iMovie, Jing, or Movie Maker, where you stitch the artifacts together and synchronize them in time with a narration or other sounds. Tips Elements that make a video effective at communicating 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 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). 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. ) 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. 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 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 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: Questions 1) What oaths do your professions have/take? 2) Who holds your industry accountable ( Regulates )? 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?