# data[].attributes.body
1.  The following PDF provides large information related to texting and driving. Caird provides the reader with a variety of statistics and data about teen texting and driving. Unfortunately, the PDF is written with lots of scientific terminology making it unclear to read. A variety of points such as 'texting effects driving performance' makes it reliable. The source is highly credible as the authors name is clear, a well constructed bibliography is present and scholarly resources have been used.

2. Cook has presented a clear journal which explains how teenagers and young adults are the main cause of texting and driving. The journal has used questionnaires, provided statistics,  and made assumptions. The data provided makes clear that cell phone behaviour and traffic citations have a strong relationship. This source is highly usefull as its understandable, is relevant, makes clear that younger people are the issue and provides credible information. To be fully credible the authors name is clear, a bibliography is on the source and professors have been used. To increase the credibility some of the older sources used within, could be replaced or updated.

3.  The distracted driving journal provided a broad amount of information on the topic. The journal discusses how adolescent drivers, influence texting and driving. In a similar way, the journal incorporates other forms of distractions for drivers such as talking to passengers, listening to the radio and eating. This source is helpful as it provides different perspectives on the topic, graphs and statistics . The journal has also been broken down into different sections making it clear and simple to understand. The source is credible as it displays source information, bibliography, authors name, professors and contact details.

4. The texting and driving document provided a more casual outlook on the issue. Through asking questions such as 'have you drove and got a texted' it allows he reader to relate to the issue. Unfortunately,  high amounts of random information had been included within this document making it hard to read and understand. Although, unlike the other sources the document has compared texting and driving to other activities such as drinking and driving. The author is credible and reliable as they have used scholarly sources, statistics and carried out further study.

5. Quisenberry's journal explains how texting in driving is a serious crime. High amounts of unnecessary information is presented such as an abstract, making it lack in information. This source includes information dated back to 1993, making it not relevant and outdated. The source has the authors name presented and a bibliography to make it a bit credible, although the information is not the best.

# data[].attributes.body
1.
Caird, 2014, Accident Analysis and Prevention, UniSA,  viewed 20 August 2017, <http://ac.els-cdn.com.access.library.unisa.edu.au/S000145751400178X/1-s2.0-S000145751400178X-main.pdf?_tid=788fd08a-8966-11e7-8a63-00000aab0f6c&acdnat=1503646066_58646c38853107d1239a79e79ab1df5d>.

2.
Cook,  LJ 2011, 'Texting and Accessing the Web While Driving: Traffic Citations and Crashes Among Young Adult Drivers', Traffic Injury Prevention, vol. 12, no. 6, p. 1.

3.
Klauer, SG 2014, '

Distracted Driving and Risk of Road Crashes among Novice and Experienced Drivers', The New England Journal Of Medicine, vol. 10, no.1, viewed 20 August 2017, <http://www.nejm.org/doi/full/10.1056/NEJMsa1204142#t=article>.

4.

Muecke, 2010, Texting and Driving, Sean Kozara, viewed 24 August 2017.

5.
Quisenberry, 2015,Texting and Driving: Can it be Explained by the General Theory of Crime?, American Journal of Criminal Justice, viewed 20 August 2017, <https://link-springer-com.access.library.unisa.edu.au/article/10.1007/s12103-014-9249-3>.

# data[].attributes.body
The two children Matthew and Elijah make their way excitingly to their toy box, where they grab out two toy cars a red one and a silver one. The camera zooms effectively on their cars as they take them out quickly. Once they’ve taken their cars, they run quickly to their brightly coloured mat rug which resembles a road with trees and bright green grass.

(FLASH FORWARD)

The camera overviews the environment with bright green grass, birds chirping and tall trees moving in the wind as the sun glistens in the background. The camera then focuses on the two teenagers Matt and Eli as they slowly make their way to their silver car. It is clear that Matt has his head down onto his iPhone as he texts his girlfriend whereas Eli is talking to him politely. It’s a beautiful day and the two are excited to head down to the beach with a group of friends.

Matthew and Elijah begin to play on the rug making car-like noises and laughing with joy. The camera follows how the boys turn each car at different intersections and stop at different stop lights.

Matt begins to drive the car, whilst he alters the music. Eli doesn’t enjoy this, so he takes the phone and adjusts the song. The camera follows the car as it drives off the curb.

The clip then flashes on the Matthew and Elijah for a slight scene as they play with their toy cars.

Moments into driving Matts phone releases a loud alert sound. The camera zooms on the phone screen, displaying a text message. Matt further picks up his phone, looking both down and up from the road to his phone as he writes a response. During this scene the audience will hear the typing noise released from his phone as he types. Then instantly he looks up and the two realise they are going to have a crash. On impact the audience will hear the two gasp loudly.

The camera is then zoomed in on the young boys playing with their cars and accidently hitting into each other.

The screen then fades to black as it displays the quote “Grow up. Don’t text and drive”.

# data[].attributes.body
- Dull, pastel, deep tones
- Sad and gloomy emotions

# data[].attributes.body
- Bright, warm and happy tones
- Evoke feelings of happiness and optimism

# data[].attributes.body
- Bright and bold colours
- Stand out on the website, evokes emotions of encouragement and power

# data[].attributes.body
This road map will be used within the children scenes as a replica of the crash scene.

# data[].attributes.body
This week our progress has been checked, as we apply the final parts into our journal. This week I have finalised how I want the video to flow, and added some new ideas.

# data[].attributes.body
For the quote: "Grow up. Don't text and drive'

# data[].attributes.body
The following advertisement video demonstrates a group of teenagers driving around, until the driver briefly checks her phone. Once she checks her phone a truck violently hits their car and it goes rolling off the road. The video is put in slow motion to show the passengers become severely injured on impact. Research has found a majority of anti-texting and driving videos contain similar storylines.  The created promo video will contain a less serious and violent tone, to allow it to be different and  more engaging to those that watch it.

# data[].attributes.body
-  Grow up. Don't text and drive
-  No text is worth a life
- Hang up and drive
- Don't die to send a reply
- It's not worth it, don't text and drive
-You won't "be there soon"
- Don't tempt fate, the text can wait

# data[].attributes.body
The video could  be considered from multiple perspectives to successfully provide the message.

-It could be viewed as an unserious video, making it not impactful to those viewing it. This would further defeat the purpose of lowering the issue of texting and driving.

-As older characters will not be incorporated within the video, this may make that age range think the issue is not for them.

- Using children may be viewed as an unethical or inappropriate depiction of children. To avoid this the video will not present the children in a violent representation.

# data[].attributes.body
The mind map created links off the main theme of texting and driving. Creating a mind map provides a visual representation of the ideas and themes which link to the video topics.  Furthermore, it allows for many subtopics which wouldn't be previously thought of, to be noted on the map. The mind map explains some results which are led from texting and driving and also reasons behind texting and driving. The idea of incorporating a variety of social media platforms would allow the video to be different from other advertisements and campaigns.  This element would also make the video relevant for todays technological society

# data[].attributes.body
This week we are starting to create our treatments which provide an outline into the promo clip. The treatment is important as it allows others to gain an understanding in how the video will flow. To correctly write the treatment each paragraph must be broken up, to describe the next stage of the video.

# data[].attributes.body
This week a range of HTML skills were successfully developed. A webpage was used to practice our skill within the field and will be used further within the assignment. A variety of elements were learnt such as how to alter font , apply titles, apply images, order lists and apply paragraphs.

# data[].attributes.body
Creating 80 possible ideas for the media campaign has successfully influenced my creative solving process. These different ideas have presented a variety of themes which will be shortened and incorporated throughout assignment 2. The ideas within the list will help create a persuasive video as they cover a range of social issues, campaigns and advertisement ideas.

# data[].attributes.body
Through researching a variety of scholarly sites, will keep the video within the selected theme.

http://ac.els-cdn.com.access.library.unisa.edu.au/S000145751400178X/1-s2.0-S000145751400178X-main.pdf?_tid=788fd08a-8966-11e7-8a63-00000aab0f6c&acdnat=1503646066_58646c38853107d1239a79e79ab1df5

https://link-springer-com.access.library.unisa.edu.au/article/10.1007/s12103-014-9249-3

http://www.tandfonline.com/doi/abs/10.1080/15389588.2011.620999

http://www.nejm.org/doi/full/10.1056/NEJMsa1204142#t=article

# data[].attributes.body
The selected target audience would be to drivers, in particularly those who text and drive. The main age range of the video will be towards teenagers and young adults as they are most 'prone' to accidents. To aim at this particular target audience, the characters  and actors which will be incorporated would be two teenagers. Its important to make clear to all drivers that texting while driving should be stopped, although with the rise of teenagers texting and driving they will be the main target.

# data[].attributes.body
The brainstorming process has now began, allowing all students to dot point their ideas. To brainstorm we are using a mind map form with negatives and positives. All our ideas have further been recorded within our creative journals. Through brainstorming and writing down our ideas its allowed us to think creatively, generate new ideas, evaluate, analyse, thing divergently, challenge assumptions and apply our understandings.

# data[].attributes.body
Attention
To gain full attention from the audience the persuasion techniques of ethos, pathos and logos will be considered along with design techniques. The promo video will be reliable through providing a credible campaign representation support such as the road safety gov or mac gov. A statistic will be provided within the last scene to provide evidence and increase the videos shock value. Emotion will be a large element of gaining the audiences attention and make the video stay with the viewer. This is important as it will be engaging, allow the message to be understood and make the viewer feel a connection with the video. To achieve this children will be used to increase the emotional impact as they make the viewer feel a connection, especially parents.
Colours used will also help impact the videos emotional appeal, through using deep and depressing colours within the negative car scenes to depict feelings of sadness and depression.

Interest
To successfully reach the selected target audience of all drivers in particular teens, the video must consider multiple aspects. To reach the audience of teenagers the video will be posted on online softwares often used by teens such as Facebook, Instagram, ads on Youtube and Twitter. To reach other road users the video would be placed on television during prime times such as around 6pm. Within the video teenagers have been positioned as the victims of the crash, further targeting the video towards them. The reason for targeting this age group is because young drivers are often represented in crash statistics, therefore this must be stopped.

Desire
The promo video will use a narrative story to deliver the message, feelings and facts. The emotional element will be incorporated through using young children who then turn into teenagers, who further have a car crash. The video tone will be happy and upbeat during the scenes of the children, whereas more dull during the scenes of the teenagers.

Action
Lots of people don't realise the risk linked to texting while driving and many people still do this. Personally, I have experienced being with people who text and drive which increases the  risk of being serious or minor injuries. The action of the video would be to stop texting while driving and not promote texting and driving.

# data[].attributes.body
This mind-map process has shown the different perspectives of the selected topic. Through sharing the mind map with another person, ideas were able to be evolved and applied. The idea of involving children within the video was created which would thus support the depiction of the video. Being collaborative allowed for feedback which would improve the quality of the video. Feedback such as to make the video more visually more impactful, will allow it to be more attention grabbing.

# data[].attributes.body
The aim of the selected theme of 'texting and driving' is to create a social campaign which will promote anti-texting and driving. Although, to alter the perspective of the campaign it will be depicted in a less series or 'childish' way'. To achieve this unlike many modern campaign videos, some scenes will incorporate bright positive colours and child-like typefaces will be used.

# data[].attributes.body
1. Naturalistic promotional video
2.  Supporting the environment
3. Texting and driving awareness
4. Cancer awareness
5. Fast food
6.  Drink driving campaign
7. Racism within schools
8.  Sexism within schools
9. Cafe
10. Cyber bullying campaign
11. Body image campaign
12. Promote makeup
13. Female body image advertisement
14. Fashion/ Clothing
15. Aids
16. Anti tax
17. Driving and speeding
18. Modelling and high
fashion advertisement
19.  LGBT rights
20. Underage drinking
21. Pop culture
22. KFC advertisement
23. Spotify promotion
24. Hotel promotion
25. Vacation promotion
26. Airline promotional video
27. Airline safety video
28. Club promotional video
29. Aquinas college promotional video
30. UniSA promotion
31. Instagram
32.  Skincare advertisement
33. Youtube advertisement
34. Mcdonalds
35. Meal advertisement
36. Women in combat
37. Antidrugs
38. Climate change
39. Plastic bags kill
40. Littering
41. Seatbelt wearing campaign
42. Instagram
43. Snapchat
44. St Vincent De Paul
45. Uni SA
46. University of Adelaide
47. Flinders University
48. Snapchat maps
49. Apple products
50. Eating organic
51. Music campaign
52. Fast food
53. Sports promotion
54. RSPCA
55. School
56. Family
57. Charity
58. Gay marriage
59. Refugee crisis
60. Gun laws
61. Saving the whales
62. Animals
63. Clothing boutiques
64. Theme parks
65. Makeup product
66. University clothing advertisement
67. Texting and driving campaign
68. Wendys advertisement
69. Political campaign
70. Juice product advertisement
71. Uber campaign
72. Exercise campaign
73.Uber eats campaign
74. Abortion social issue
75. Rape social issue
76. Catholic church issue
77. Death penalty social issue
78. Gun law social issue
79. Adoption rights
80. Women in combat social issue