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Overall, after reading this article, doing some background research, and going through the daily assignments. These tips and tricks has helped me expand my knowledge on how to find credible or non credible articles. What exactly I should be looking for etc. But based off this article and the author, this article is not credible.

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Day 6- This lesson was related to Day 1. This idea is to also keep a very open mind. Even if it is a very contriversal. Because when looking up articles. It is very important that people keep an open mind. Samething, someone could be very close minded and look up a topic they don't agree with. Go onto an website and suddenly say that the website or article isn't credible because it doesn't a line with their thoughts and beliefs. And which, this goes the same way for all articles. When providing facts, you should always provide evidence. Same way if you talk about something or think a certain way about something, there should always be an "why?". But even in this article, there isn't any citations or even saying where these facts came from. Just other similar articles. After I had noticed that, that became an immediate red flag that this wasn't an credible site.
Day 7- On this day, we had learned the different types of digital media and how your digital media is created based on the type of things you post, share, comment, like, or even look at. With this, this can help determine if an article is credible or not. First, if background information was done on the writer and for example, and everything they ever wrote was for comedy and fun then that's their digital media. They are the kind of author that likes to write more laid back articles. Which that would then make an article or website not credible. Or even the article itself. For example, this article and this author. This article was created for fun purposes, just a fun fictional story. But that was the authors purpose. So once this article was published and put out onto the media, the authors digital media was created. His digital media is that he's a laid back author/writer. But because of this article, and if he were or did write any more articles. It would not be seen as credible since his digital media has been made up as a fun, fictional writer. Which also therefore, adds another reason why this article is not credible.

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Day 5- We had learned the consequences of hate speech and how publisher, advertisers, or writers, will use ads as a way to make money, for example, "Clicks For Cash".
We had learned about hate speech and what consequences there should be for it. But we were questioning it because any comment could be taken as hate speech. It all depends on the person and their beliefs. But there are times when there definietly be consequences. Because for example, lets say an professional author that many people knew had made a post on social media about something bad or racist and many people say this. This could hurt that person as a writer and potentially make them and unreliable, uncredible author. Which this website doesn't happen to have any of that. So this happens to be ok.
We had then learned how publishers, advertisers, and writers would put ads for completely different things as a way to make money. For example, this website has 2 ads, it is related to the same topic. But it is for people to by some sorta merch as a way to "support this cause" .But this also makes people believe this is true and want to purchase these items. Which makes this article even more less credible.

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Day 2- On this day, we had learned how to go through an article throughly and check it throughly to make sure if an article or website is actually credible or not. For example, when looking over a site or article, it is important to look for if an article has been updated in the past 3-6 months, this site has external links to other credible cites, and haves contact information like an email or phone number. Which this article doesn't have any of those. Which is making it an uncredible site.
Day 3- On this day, we were learning how to specifically identify if an article is credible or not asking the 5 w questions. The when, where, who, why, what? These questions can be asked for many things. For example, the when can be asked "when was this article made or last edited", "Where does this article take place, or where does it evidence come from", "Who wrote this article and why", "what is this article trying to state/prove".
Which this article was created in 1998 and last edited in early of 2022. And there is not citations or sites that state where the articles evidence came from. Lyle Zapato wrote this, and this was created as an story and not created for education purposes. By answering these 5 w questions this immediatly shows how this isn't an credible article.

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ARTICLE 2- SAVE THE PACFIC NORTHWEST TREE OCTOPUS

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ARTICLE 2- SAVE THE PACFIC NORTHWEST TREE OCTOPUS

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After completeing days 1,2,3,5,6, & 7. I was able to come to conclusion that this article is in fact not credible.

Day 1- On this day, we had learned what to look for in articles that can make an article credible or not credible. For example, by finding how recent was the article made/written. What the URL is, whether that is like .org, .com, etc. Which this article has .net. Or even if this article has any citations or evidence, which this doesn't have any citations or evidence. There are just articles that are related to this one.
Also, we had learned how to keep an open mind when researching or looking up these articles. Because not everyone is going to have the exact same information or the exact same beliefs when it comes to writing an article. When some people are researching these articles, some people are really close minded and only believe in their beliefs. So if that person were to see an article with the opposite opinion. They could immedaitly find that as an non-credible article.

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Based on all the days, and understanding what look in articles to see if they're credible or not. And especially seeing how this article checks off a lot of the "not credible" stuff. This all confirms that the "Dog Island Free Forever" is not an credible article

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Day 7- We had learned what our digital media is and how it can affect you, and what exactly creates your digital media. For example, if an publisher, advertiser, or author were to just make false articles about anything. Then their digital media is made up to be that they are a false publisher, meaning they're not an credible source of information. But if an publisher, advertiser, or author were to publish ads or article that were informing and can actually help someone out, then they are an credible source of information.
The way this corresponds with this article on being not credible is, the publisher wrote this as an fun little article- false information. As a way for people to figure out if this was an credible article or not. So now that the publisher made this article, their digital media is now made out that they create false articles, whether if they are meant to be taking seriously or not. Their digital media, that shows who they are has just been made.

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Day 6- On this day, we did our PearDeck slideshow activity and we learned how to have an open mind about other peoples opinions, thoughts, and beliefs.
This plays a huge role in looking to see if an article is credible or not. Because there are some people out there who would say that this dog island article is credible. Most would say it's not and some would say it is. Just because it's what they believe in. Some people would chose if an article is credible or not based of their beliefs. Which this brings me too that you should always have an open mind when it comes to reading articles. Because not all of them are going to be lined up with your thoughts and opinions. With having an open mind on others thoughts and opinions. This really help determine if an article is credible or not.

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Day 3- By learning how to look up an article and ask myself the when, where, what, why, & who. To determine if an article was credible or not. It really helps. By asking myself the 5 questions. I noticed how the author wasn't an actual author, this written for fun and to be able to test students if it is an credible site or not- the why. The where, is really obvious, the actual island doesn't exist. The what- is what the article is. This article talks about this dog island and how it's full of dogs & it's actually like dog "paradise". The when- this article was written years ago, not written in the past 3-6 months.
Day 5- We had learned how there is some hate speech involved with when "authors" make these fake sites. And how if there should be consequences or not. When it comes to educational purposes for students, this is when creating an false article is ok. But some people are not ok with people creating false articles with false information. The main part that helped me understand/figure out if an article was false or not was the amount of ads that were placed on that website/article. This is a way publishers and advertisers make money, we called this "clicks for cash". Which this can also spread false information and even cause hate speech.

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After completing Days 1, 2,3,5,7, & 8. I was able to use what I have learned to figure out if this article was credible or not.

Day 1 & 2- By doing day 1 &2 , and learning what to look out for in credible or not credible articles. The first thing I had noticed was that the website said "Not Secure" on the side of the URL. That was my first warning or main warning. But also the things I had noticed was the date of the article, granted it was pretty recent. But it was still not that recent. Also, there was some unrealistic details in the article. From day 1, we had started off learning that some publishers/writers will make something so convincing when it isn't even real. Which is exactly what this article is.

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What I had learned for the future was how to have open minded conversations others, no matter if they disagree or agree with you or not. This puts myself in an uncomfortable position, a position I have never ever been in. Or ever put myself in. By also doing this assignment and having these conversations, I had learned how I can respectfully step into another persons shoes when it comes to their personal beliefs. Also, how I can let someone else into my shoes respectfully as well.
While I had even learned to be careful with what I see or hear, whether that's coming from the internet or a person etc. Not to get easily influenced or believe in eveything that I see or hear.

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But we talked in the most respectable way possible. Kindly agreeing and disagreeing others opinions.

From there, we had answered the questions on the slides.
Asking respectful questions to the other side on why they believe what they believe and what their thoughts are.
We then had to answer what we saw when talking about these contriversal topics. I saw kindly agreeing & disagreeing with one another and comparing our thoughts/beliefs.
Then we answered questions on what we know and what we don't know when it comes to our own beliefs and others thoughts and beliefs.
Afterwards, we found an article that supports our beliefs, explained the article. Then drew conclusions from the article and explained where our idea was coming from and how we got our final thought/answer.

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On Day 5, 1/16/23. In class, we had went through an PearDeck Slideshow about critical thinking. Where we first, compared this Knowledge Constructor lesson to the our past lesson, Digital Citizen.
For the main assignment though, as a class, we picked out two very strong contriversal topics. The two we had picked were Abortion and Gun Control.
As a class, we volunteered to talk about our own views on this.

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From doing this slideshow activity, what I had learned for the future is. How your digital media is created from as simple as commenting, liking, or sharing a post. Also, by even making a post. It not only creates the digital media/footprint, but also anything you post, like, comment, or share represents you and your personality.

But what I have also learned is to be careful on decisions that you make on social media/web. If you chose to make some wrong decisions, this could have an potiental affect on your career/professional life. Since it's all on the internet and never goes away, anything you do on social media can be found, even if you delete a post, comment, or share and think it's gone. It is actually never actually gone, it is just out of your view.

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From there, we had to find a copy write free image and edit it to be our own. This provides an visual on how your digital media is created.

Once we found an image that you liked, you had to edit the image in someway. Whether that was adding text, changing the color, or drawing on the image. For mine, I had used an sunflower image, since I truly love sunflowers, they are my favorite flower. Which that was an flower I had used in my senior pictures. But with the sunflower image, I drew in the background, creating some wave/lines to add something to the background. This was when I had created an digital media image.

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On Day 7, 1/17/23. As a class, we had went through an activity slideshow on how we, as people. Can use our own digital media to make the world bigger, more kinder, and positive place on the internet.

With that, we had watched a video educating us on how to use digital media in our life and what exactly it is and different forms of it. Which we had then included the types of digital media, the actions that can take place, and included our parents/our own personal beliefs and how we feel about digital media.

In the 5th slide, we had answered how our digital media is like using a simile. Where I had stated how I use mine to post things I truly love, by using bright colored pictures/editing them to make them brighter. Then stating why we use our digital media the way that we do.

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Day 7- 1/17/23- Digital Life 101 Slideshow. 

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Day 7- 1/17/23- Digital Life 101 Slideshow. 

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Day 6- 1/16/23- Pear Deck Templates: Critical Thinking Slideshow activity

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Day 6- 1/16/23- Pear Deck Templates: Critical Thinking Slideshow activity

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What I had learned for the future on these 2 assignments and quizzes is how to be more self aware on how there is going to be things on the internet you do not like because of your beliefs and morals. But also, how to determine if a website, article, ad, etc is fake and has false information. With that, even learning how some people will make false advertisments, websites, articles, etc for only money.

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Also on Day 5, in the same slideshow. We had discussed how some people would make a click bated website with false information. As well as make ads and have them being shown on other websites to draw people in and click on them. While also discussing how click bate advertising can cause a mis-lead of false information.

We had then did an assignment responding to fake senarios, stating our thoughts and opinions on whos responsibility it is to fight for fake news and disinformation.

After completing both assignments, We had taken a small quiz on both. Answering on how we would handle certain situations that involve hate speech, disagreement, or an creator of false information.

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On day 5, 1/13/23- As a class, we had went through a slide show about hate speech and possible consequences of it. And how some people are all for hate speech because if a hate speech comment were to be removed, isn't that technically prohibiting your freedom of speech right?

Also, talking about why some people are all for hate speech and why some are against it. With that we did an assignment reading examples about hate speech and answered based off our own thoughts and opinions. We also talked as a class about these senarios and shared our thoughts and opinions on this

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Day 5- 1/13/23- The Consequences of Online Hate Speech Slide Show

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Day 5- 1/13/23- The Consequences of Online Hate Speech Slide Show

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On day 3, 1/11/23. We had to evaluate online sources. Meaning, look up an article of our choice. Change the name of the document, copy and paste the article into the document and changing the format. Then add the link of the article into the title of the document. While choosing the article, we had to ask ourselves the 5 questions. The who, what, when, where, and why? Asking the 5 questions help determine if an article is credible or not.

What I had learned for the future is how to properly evaluate online sources. Meaning, specific things to look for when reading any article on the internet and asking myself the 5 questions.

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Day 3- 1/11/23- Evaluating Online Sources

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Day 3- 1/11/23- Evaluating Online Sources

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Day 2- 1/10/23- Evaluating Legitimate Sources.

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Day 2- 1/10/23- Evaluating Legitimate Sources.

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On Day 2, 1/10/23. In class, we found 2 sources of our own, on any topic and had to state if that source was credible or not and why. And circle yes or no if the article for example, was published in the last 3-6 months. But as a class, we even talked about what to look for if an article is credible or not.

What I had learned for the future is how this how to identify if a source is credible or not. Based on if the website has ads or not, when it was published, if the author or website is even "real". Or even if there is any spelling errors.

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On Day 1, 1/9/23. We did a worksheet learning how to identify if a source is credible or not. Also, how to not always believe what we see on the internet. But how to always keep an open mind on others thoughts and opinions even if you agree or disagree with someone.

What I had learned for the future is how to keep an open mind with others and their opinions. Along with how to identify is a source is credible or not and what to exactly look for.

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Help Save The ENDANGERED

From EXTINCTION!

The Pacific Northwest Tree Octopus

Rare photo of the elusive tree octopus
(Enhanced from cropped telephoto)

The Pacific Northwest tree octopus ( Octopus paxarbolis) can be found in the temperate rainforests of the Olympic Peninsula on the west coast of North America. Their habitat lies on the Eastern side of the Olympic mountain range, adjacent to Hood Canal. These solitary cephalopods reach an average size (measured from arm-tip to mantle-tip,) of 30-33 cm. Unlike most other cephalopods, tree octopuses are amphibious, spending only their early life and the period of their mating season in their ancestral aquatic environment. Because of the moistness of the rainforests and specialized skin adaptations, they are able to keep from becoming desiccated for prolonged periods of time, but given the chance they would prefer resting in pooled water.

An intelligent and inquisitive being (it has the largest brain-to-body ratio for any mollusk), the tree octopus explores its arboreal world by both touch and sight. Adaptations its ancestors originally evolved in the three dimensional environment of the sea have been put to good use in the spatially complex maze of the coniferous Olympic rainforests. The challenges and richness of this environment (and the intimate way in which it interacts with it,) may account for the tree octopus's advanced behavioral development. (Some evolutionary theorists suppose that "arboreal adaptation" is what laid the groundwork in primates for the evolution of the human mind.)

Reaching out with one of her eight arms, each covered in sensitive suckers, a tree octopus might grab a branch to pull herself along in a form of locomotion called tentaculation; or she might be preparing to strike at an insect or small vertebrate, such as a frog or rodent, or steal an egg from a bird's nest; or she might even be examining some object that caught her fancy, instinctively desiring to manipulate it with her dexterous limbs (really deserving the title "sensory organs" more than mere "limbs",) in order to better know it.

Map of estimated tree octopus maximum range, including spawning waters

Tree octopuses have eyesight comparable to humans. Besides allowing them to see their prey and environment, it helps them in inter-octopus relations. Although they are not social animals like us, they display to one-another their emotions through their ability to change the color of their skin: red indicates anger, white fear, while they normally maintain a mottled brown tone to blend in with the background.

The reproductive cycle of the tree octopus is still linked to its roots in the waters of the Puget Sound from where it is thought to have originated. Every year, in Spring, tree octopuses leave their homes in the Olympic National Forest and migrate towards the shore and, eventually, their spawning grounds in Hood Canal. There, they congregate (the only real social time in their lives,) and find mates. After the male has deposited his sperm, he returns to the forests, leaving the female to find an aquatic lair in which to attach her strands of egg-clusters. The female will guard and care for her eggs until they hatch, refusing even to eat, and usually dying from her selflessness. The young will spend the first month or so floating through Hood Canal, Admiralty Inlet, and as far as North Puget Sound before eventually moving out of the water and beginning their adult lives.

Why It's Endangered

Route 101, separating the rainforests of the Olympic Peninsula from Hood Canal

Although the tree octopus is not officially listed on the Endangered Species List, we feel that it should be added since its numbers are at a critically low level for its breeding needs. The reasons for this dire situation include: decimation of habitat by logging and suburban encroachment; building of roads that cut off access to the water which it needs for spawning; predation by foreign species such as house cats; and booming populations of its natural predators, including the bald eagle and sasquatch. What few that make it to the Canal are further hampered in their reproduction by the growing problem of pollution from farming and residential run-off. Unless immediate action is taken to protect this species and its habitat, the Pacific Northwest tree octopus will be but a memory.

The possibility of Pacific Northwest tree octopus extinction is not an unwarranted fear. Other tree octopus species-including the Douglas octopus and the red-ringed madrona sucker-were once abundant throughout the Cascadia region, but have since gone extinct because of threats similar to those faced by paxarbolis, as well as overharvesting by the now-illegal tree octopus trade.

Tree Octopus hat from 1923

The history of the tree octopus trade is a sad one. Their voracious appetite for bird plumes having exhausted all the worthy species of that family, the fashionistas moved on to cephalopodic accoutrements during the early 20th Century. Tree octopuses became prized by the fashion industry as ornamental decorations for hats, leading greedy trappers to wipe out whole populations to feed the vanity of the fashionable rich. While fortunately this practice has been outlawed, its effects still reverberate today as these millinery deprivations brought tree octopus numbers below the critical point where even minor environmental change could cause disaster.

While efforts were made in the past to preserve remaining tree octopus habitat, these were met with resistance by the timber industry, which has traditionally viewed the tree octopus as a nuisance, both because the octopuses favor the valuable, moss-shrouded trees of old growth forests-pitting conservation needs against lucrative sources of lumber-and because octopuses hiding among felled trees often gummed up sawmills and stained pulp vats with their ink.

Traveling sideshow exhibits, such as this one by Glen "Bones" Hartzell from 1942, demonized tree octopuses to the ignorant masses
(Click to enlarge)

These nuisances led many loggers to regard tree octopuses as bad luck, resulting in the pointless killing of octopuses on sight at logging camps in a misguided attempt at eradicating the troublesome species. Anti-octopus sentiment was so strong among loggers that some even began to fear that the octopuses were prone to attacking humans.

These fears were fueled in no small part by gratuitous stories involving tree octopuses harassing lumberjacks and distressing damsels in Northwestern-themed pulp magazines of the 1930-40s and variously "nipping", "entangling", or "suckering the flesh" of the heroes of men's action magazines of the 1950-60s. (The magazine publishers depended on cheap paper made from wood pulp and were glad to contribute to the anti-octopus propaganda campaign of the timber industry.)

To this day, misunderstanding and fear of these gentle creatures can still be found among many old timers, although education campaigns-and special octopus-separators installed at sawmills-have largely halted the practice of tree octopus eradication.

How You Can Help

More Tree Octopus Information

Posters motivate the citizenry to action! Post them!

Tree Octopus FAQs - Frequently asked questions, now with answers.

Tree Octopus Sightings - Includes photos of and behavioral research on the Pacific Northwest Tree Octopus and other tree octopus species.

Tree Octopus In The Media - appearances of tree octopuses, both real and fictional, in the media and popular culture.

Research On Other Tree Octopus Species:

The author of this article and its subsections is Lyle Zapato.
This site is not associated with any school or educational organization,
other than the Kelvinic University branch of the Wild Haggis Conservation Society.
Not to be confused with the Pacific Northwest Octopus Tree.

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Information about the endangered Pacific Northwest Tree Octopus and what you can do to save it.

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Dog Island -- Free your dog!! send your dog to dog island