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Gülnihal Akdemir~Toki Atakent Mtal

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Deepfake is a technological application that is described as dangerous and produces photographs and videos that cannot be distinguished to teach together with artificial intelligence and machine learning. (Gülnihal Akdemir - Toki Atakent Mtal /Istanbul)

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Alina Bulgariu "Lazar Edeleanu" Technological High School Navodari, Romania

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Alina Bulgariu "Lazar Edeleanu" Technological High School Navodari, Romania

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What is Media Literacy?
Ofcom (Communication Office), which is the media regulation board of England and is important in the field of Media Literacy, defines Media Literacy as generally media access, critical evaluation of media and media contents and communication skills in various contents. In general, those who believe in the necessity of Media Literacy hold the view that Media Literacy is necessary for the ability to read the written world. Accordingly, the main problem that Media Literacy still opposes is that the concept cannot be clearly positioned within the education system. In the researches on Media Literacy, the concept of Media Literacy is expressed with other concepts. Although Media Literacy is mentioned with some concepts such as media education and media pedagogy, the general tendency is to be named as Media Literacy. This is so that Media Literacy and Media are used at the same time. In addition, the concept of Media Literacy is used throughout Europe; "Information literacy" (information / information literacy), "digital literacy" (digital / digital literacy), "computer literacy" (computer literacy), "Electronic literacy" (electronic literacy), "electronic information literacy" (electronic information / information literacy).

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Dis-information literally means distorting information. To put it more clearly, it is the dissemination of incomplete, inaccurate or, in other words, unconvincing information to mislead a certain audience about the facts. The difference from mis-information is that this deception is deliberate rather than error. Mal-information refers to the use of real information by authors for harm. This term, which involves the transfer of real information, which should remain mostly private, to the public sphere, differs from both disinformation and misinformation because of the fact that the shared information is real, while it is common with disinformation in the element of harm intention. (Gülnihal Akdemir-TOKI Atakent MTAL/Istanbul)

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Kadiriye Karaaslan Şehit Hüdai Arslan Vocational and Technical Anatolian High School ,
Media literacy, put simply, is the ability to identify different types of media and the messages they are sending. When we speak of media, it encompasses print media, such as newspapers, magazines and posters, and theatrical presentations, tweets, radio broadcasts, etc. Being able to understand these various forms of information with an ability to make sense of what is presented is key.When we  see an image on television or in a magazine, what initially comes to our mind? We make sense of what we see based on our own judgement, as well as past experiences and sometimes based on our worldview or outlook. However, the images themselves can conjure or sway our thinking in a particular direction.

An image, and the way it is presented, can be biased and influence the viewer to take a particular stance on a matter. Given the technological developments in the past few years, we are bombarded by images, views, write-ups and videos that seek to sway us to a particular way of thinking. Therefore, we as the readers or viewers need to view the media objectively, with the goal to find out or analyze what is being presented. In a perfect world, both sides of every argument or depiction would be presented and we would be able to make informed decisions based on the information we receive in the media; however, most often people create media to influence you in one particular way.

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Kadiriye Karaaslan Şehit Hüdai Arslan Vocational and Technical Anatolian High School,

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How to fight Disinformation?
-Doubt the first information that appears on the Internet!
-Strive for safe resources!
- Do not forget to check if that news or photo has appeared on Google before! (Note: It is also possible to search for images on Google)
-Be cautious about rumors heard from third parties!
-Read the news, not the headlines!
-Clean your time tunnels from dirty information sources and spreaders!
-Reduce the frequency of receiving negative news!
-Concentrate on your breath.
-Think before you share.

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1. Know the lingo.

“Fake news is the latest moniker that we have applied to misinformation and disinformation,” Cooke says.

Misinformation is false information that is spread, but not necessarily on purpose — think misleading headlines or typos that change the context of stories. Disinformation, on the other hand, is purposely created to mislead and deceive. This can include deepfakes — videos created with sophisticated artificial intelligence — and shallowfakes, videos that are real but misrepresented.

Then there’s malinformation — a newer term for information that’s intended to be harmful, such as doxing and revenge porn. “This is information that can actually be dangerous,” Cooke says.

2. Fake news isn’t new.

It might seem like “fake news” entered the lexicon in 2016, but Cooke says it’s actually been around for much longer than that — as far back as the late 1800s. And while the terminology has varied, the practice of presenting false information as news has remained a constant.

“What the difference is now is this idea of digital media and how fast information goes around,” she says.

3. Sometimes there’s a kernel of truth.

Fake news is often based at least partially in reality, and weaving truth into the lies is what makes false or misleading stories so appealing.

“A lot of times that disinformation is a little shinier,” Walker says.

Cooke agrees, “There’s always some type of plausibility or feasibility, and that’s what makes it hard to get past the mis/dis, as I call it.” She adds that peeling back the layers can help reveal the pieces of misinformation and disinformation.

4. Repetition makes it harder to combat.

Cooke studies a phenomenon known as repetition theory — the idea that the more a lie is repeated, the more likely people are to believe it, sometimes even subconsciously. And once people have bought into the lie, changing their minds is a challenge.

5. Skepticism is healthy.

In 2018, actor Jordan Peele released an altered video of President Barack Obama to raise awareness of deepfake technology. The convincing video made headlines, but for viewers familiar with Obama’s mannerisms, something seemed … off.

“Knowing that larger context would give you that gut feeling,” Cooke says. “If you don’t have that larger knowledge, you’re not going to question it. We want people to have a healthy level of skepticism and dig a little deeper.”

6. Spotting it has gotten harder.

In the early days of the internet, identifying a suspicious website was easy — poor design was a dead giveaway, and users were advised that URLs ending in “.edu” or “.org” were more trustworthy than a “.com.” But now, high quality web content can be created in a matter of seconds.

The rise of the content producer — and the seemingly endless content they create — has contributed to another problem: filter bubbles.

“You can so carefully curate the information that you’re seeing that you don’t actually have to see information that you disagree with,” Cooke says. “That starts moving into what we call truth decay because it’s so carefully curated you’re missing so much more.”

7. What you can do.

The first step, Cooke says, is being aware of where you’re getting your information and asking whether you’re going outside your bubble. Her students create a 24-hour news log as a way to begin that conversation.

From there, two techniques can help verify information: triangulation and lateral reading. Triangulation means confirming a story in at least three news sources. Lateral reading involves opening up new tabs in your browser to investigate sites or claims as you encounter them.

To prevent inadvertently spreading false information, Cooke recommends holding off on posting until you’re sure it’s real.

The onus is also on educators to teach students valuable news literacy skills.

“We need to arm students with the type of knowledge to be able to spot it because maybe they could plant a seed with a family member or a friend or maybe they can potentially stop spreading it in an unintentional way,” Walker says.

ÇİLEM DİŞLİ-Uluslararası Prof.Dr.Muhammed Hamidullah Anadolu İmam Hatip Lisesi

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Kadiriye Karaaslan Şehit Hüdai Arslan Vocational and Technical Anatolian High School,
Today’s information ecosystem brings access to seemingly infinite amounts of information instantaneously. It also contributes to the rapid spread of misinformation and disinformation to millions of people. In response to this challenge and as part of the RAND Corporation’s Truth Decay initiative, RAND researchers worked to identify and characterize the universe of online tools targeted at online disinformation, focusing on those tools created by nonprofit or civil society organizations. Seven types of tools were identified; each tool in the database is classified into at least one category and up to two categories

Bot and spam detection tools are intended to identify automated accounts on social media platforms.

Codes and standards stem from the creation of a set of principles or processes for the production, sharing, or consumption of information that members must commit and adhere to in return for some outward sign of membership that can be recognized by others.

Credibility scoring tools attach a rating or grade to individual sources based on their accuracy, quality, or trustworthiness.

Disinformation tracking tools study the flow and prevalence of disinformation, either tracking specific pieces of disinformation and their spread over time or measuring or reporting the level of fake or misleading news on a particular platform.

Education and training tools are any courses, games, and activities aimed to combat disinformation by teaching individuals new skills or concepts.

Verification tools aim to ascertain the accuracy of information and tools that work to authenticate photos, images, and other information.

Whitelists create trusted lists of web addresses or websites to distinguish between trusted users or trusted sites and ones that might be fake or malicious.

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ÇİLEM DİŞLİ-Uluslararası Prof.Dr.Muhammed Hamidullah Anadolu İmam Hatip Lisesi

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ÇİLEM DİŞLİ-Uluslararası Prof.Dr.Muhammed Hamidullah Anadolu İmam Hatip Lisesi

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ÇİLEM DİŞLİ-Uluslararası Prof.Dr.Muhammed Hamidullah Anadolu İmam Hatip Lisesi

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ÇİLEM DİŞLİ-Uluslararası Prof.Dr.Muhammed Hamidullah Anadolu İmam Hatip Lisesi

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Kadiriye Karaaslan Şehit Hüdai Arslan Vocational and Technical Anatolian High School,

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A recipe circulating on social media claimed that garlic cured Coronavirus.

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Kadiriye Karaaslan Şehit Hüdai Arslan Vocational and Technical Anatolian High School,
Fake news” is a term that has come to mean different things to different people. At its core, we are defining “fake news” as those news stories that are false: the story itself is fabricated, with no verifiable facts, sources or quotes. Sometimes these stories may be propaganda that is intentionally designed to mislead the reader, or may be designed as “clickbait” written for economic incentives (the writer profits on the number of people who click on the story). In recent years, fake news stories have proliferated via social media, in part because they are so easily and quickly shared online.The universe of “fake news” is much larger than simply false news stories. Some stories may have a nugget of truth, but lack any contextualizing details. They may not include any verifiable facts or sources. Some stories may include basic verifiable facts, but are written using language that is deliberately inflammatory, leaves out pertinent details or only presents one viewpoint. "Fake news" exists within a larger ecosystem of mis- and disinformation.

Misinformation is false or inaccurate information that is mistakenly or inadvertently created or spread; the intent is not to deceive. Disinformation is false information that is deliberately created and spread "in order to influence public opinion or obscure the truth"

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Alina Bulgariu "Lazar Edeleanu" High School Navodari, Romania

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Alina Bulgariu "Lazar Edeleanu" High School Navodari, Romania

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News shared more than 4,000 times proved to be fake

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Kadiriye Karaaslan Şehit Hüdai Arslan Vocational and Technical Anatolian High School,

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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What Is Media Literacy?

Media literacy is the ability to comprehend and critique a variety of forms of communication. Media literacy allows you to identify the influence and meaning behind media messages, whether you’re involved in media production or media consumption. Whether you’re reading a newspaper, watching TV, using a social media platform, playing video games, or engaging with any other forms of media, media literacy skills allow you to assess the author’s credibility and intent. Digital literacy is a subcategory of media literacy that specifically applies to digital media.

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Boats and boating--Equipment and supplies

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Protect yourself from misinformation

Take a look at some tips and tools below that you can use to stay ahead of misinformation:

Exercise caution when taking action on emails, texts, and phone calls from unfamiliar sources. Often these messages impersonate legitimate entities or people we may know – reach out to the sender directly if you have doubts.

Use a free safe browsing extension like McAfee® WebAdvisor that integrates website reputation ratings that can help steer you away from illegitimate news sites. For Chrome users, WebAdvisor will even color-code links in your social media newsfeeds, so you’ll know which ones are safe to click.

Avoid websites with suspicious URLs or designs that look hastily put together. Check to make sure the site has a secure connection and starts with “https” rather than “http.”

Some identify theft protection services include social media monitoring to help make sure your accounts aren’t being used by bad actors to spread fake news.

Parental controls can keep tabs on kids’ screen time, helping limit their time on certain apps or sites that may be more vulnerable to proliferating misinformation.

Consider using a comprehensive security suite to ensure your devices and online accounts are protected.

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Zeynep GÜLENÇ UTKUGİL-GAZİ VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL

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Serap Gökçek /Şehit Süleyman Sorkut Anatolian High School

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Serap Gökçek /Şehit Süleyman Sorkut Anatolian High School

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School 

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School 

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School

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Fake News; are  false or misleading information presented as news.. It generally  has the aim of damaging the reputation of a person..

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School

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Media literacy, put simply, is the ability to identify different types of media and the messages they are sending. When we speak of media, it encompasses print media, such as newspapers, magazines and posters, and theatrical presentations, tweets, radio broadcasts, etc.

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School

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Hesna Turan/Hattat Ahmet Karahisari Anatolian Imam Hatip High School

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Media Manipulation Illusion example
If you want to  show   how soldiers  have no merci when it comes to war, you will use the croped picture on your left. If you wanted to depict soldiers as human being, you would crop the right part of the original photo.

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Find the truth in a virtual world

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Fake News
Fake news is news or stories on the internet that are not true.

There are two kinds of fake news:

False stories that are deliberately published or sent around, in order to make people believe something untrue or to get lots of people to visit a website. These are deliberate lies that are put online, even though the person writing them knows that they are made up.

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Arșaluis Luiza Rîpeanu,  Liceul Tehnologic "Lazăr Edeleanu" Năvodari Năvodari,  Romania
Media literacy, put simply, is the ability to identify different types of media and the messages they are sending. When we speak of media, it encompasses print media, such as newspapers, magazines and posters, and theatrical presentations, tweets, radio broadcasts, etc. Being able to understand these various forms of information with an ability to make sense of what is presented is key.

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How to make children learn to disagree, an important skill to Distinguish fake news from real news

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How to make children learn to disagree, an important skill to Distinguish fake news from real news

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Arșaluis Luiza Rîpeanu,  Liceul Tehnologic "Lazăr Edeleanu" Năvodari,  Romania

In the era of remote learning and social distancing, children are missing out on opportunities to develop important interpersonal skills. The decline in socialization in 2020 means they’ve been getting less practice with problem-solving, communication and other types of social-emotional learning.

One particularly important skill that needs work: the art of disagreeing.

“When kids learn to disagree without resorting to an explosion or a tantrum, they develop crucial skills for having friendships that don’t fall apart and for being part of a creative team with peers on any projects, sports, leadership committees, or clubs that they want to join,” said Leonard Felder, a licensed psychologist and author of “We See It So Differently.”

“Knowing how to listen calmly with respect and then to brainstorm on solutions that include all the points of view is something that kids definitely can learn, but it takes practice and gentle guidance on how to cool down the fierce ‘I’m right and you’re wrong’ feelings that flare up in all of us,” he added.

As we’ve seen clearly in recent years, disagreements are a part of everyday life. It’s important to learn how to discuss differing opinions and preferences (assuming they do not deny basic humanity and reason) without resorting to dismissiveness, name-calling or cruelty. Doing so promotes independent thinking, identity formation and understanding of others.

But in the absence of a traditional classroom and playground interactions, how can kids learn to express opinions, communicate effectively, navigate disagreements and work together to problem-solve? Below, Felder and other experts share their advice for parents who want to teach their children how to disagree in a healthy way.

Start early.

Learning to disagree is a lifelong process that begins with basic foundational skills like empathy and communication. Don’t think of this as a single lecture but rather a series of conversations and experiences.

“From an early age, we teach children to share, be polite, be a good sport,” noted Robin Goodman, a clinical psychologist and art therapist who works with children. “These are great building blocks for good communication and getting along with other people.”

Talk about feelings.

“Helping kids understand their feelings when conflict arises is extremely helpful,” Goodman explained. “For example, are they feeling hurt, left out, frustrated, not listened to, misunderstood, or embarrassed? Putting words to the feelings can help understand what is going on and the source of the issue rather than it just being about a disagreement.”

Helping kids understand and express their emotions can empower them to handle conflict and disagreement. Make a daily habit of talking about feelings.

“The feelings are important because you also need to help a child with what to do when they feel embarrassed or angry rather than just focusing on the actual words they disagree with,” Goodman said.

Cultivate empathy.

As kids learn to understand their own feelings, they can start to recognize those emotions in others and develop empathy. Empathy and emotional intelligence are skills you can cultivate every day, like exercising a muscle in the body with daily exercise.

“Ask your child to put themselves in someone else’s shoes, challenge them to ask questions like, ‘Why did they say that? How would I feel if I was left out? How could I have said that differently? What do you think they were feeling and thinking?’” suggested psychologist, play therapist and “Mommy Burnout” author Sheryl Ziegler. “Gaining empathy is a great skill for effective communication, improving relationships and enduring difficult times.”

“It’s about understanding, not proving you’re right. Take time to understand and to listen to the answers. Help children with how to ask questions and learn more ― I think of it as helping children to be curious about what the other person is thinking and why.”- ROBIN GOODMAN, CLINICAL PSYCHOLOGIST AND ART THERAPIST

In the context of a disagreement, empathy doesn’t mean you have to back down from your position, but it helps you manage the clash respectfully. It’s about understanding that people are different and hold different views for a variety of reasons.

“It doesn’t mean the person is right ― just that you at least understand, or consider their perspective,” Goodman said. “This goes along with helping your child not assume what the other person was thinking or doing but rather finding out more. Teaching kids to disagree is also about learning from others. They may have ideas and knowledge that you don’t have, so listening and learning can actually be helpful.”

Lead by example.

“Watch out for how you disagree with partners and friends as your children are watching and learning in real time,” Goodman advised. “If you disagree with someone, you may find a time when you can then explain what you did, or ask your child what they noticed about how you handled it. Of course parents don’t have to do it every time, but look for those teachable moments and examples.”

Parents can also model healthy disagreement in their interactions with their children and each other. They can do this by listening to the other person, considering their viewpoint, calmly expressing that they disagree and then either reaching a resolution or moving on.

“If you or your family create a regular habit of making sure that in a discussion, each point of view gets heard and each member of the team is part of the brainstorm conversation to come up with a way to honor and include each point of view, then these peacemaking skills will become second-nature to your kids,” Felder said. “On the other hand, if your family has a tendency to turn everything into a power struggle or a one-upmanship where the most angry or disruptive person dominates each time, then your kids will learn that intimidation and bullying are the ticket.”

Build listening skills.

“A significant amount of conflict arises from miscommunication,” said Sara Potler LaHayne, founder and CEO of the social-emotional learning provider Move This World. “Remind your kids what being a good listener looks like, including looking directly at the speaker, repeating for understanding, and asking questions rather than quickly jumping in with advice or interrupting.”

Podcasts and audiobooks offer another way for kids to develop listening skills.

It’s also important for parents to model good listening behavior in conversations with their children by making eye contact, confirming what the child said, and asking them clarifying questions, rather than making assumptions or rushing to judgment.

“It’s about understanding, not proving you’re right,” Goodman said. “Take time to understand and to listen to the answers. Help children with how to ask questions and learn more ― I think of it as helping children to be curious about what the other person is thinking and why. For young children, it may just be teaching them to take turns, that they don’t always have to go first, or that two people can both be right from their point of view.

Listening skills are important for navigating disagreements.

Identify coping strategies.

Disagreements evoke strong emotions, so it’s helpful to give kids a roadmap for handling those overwhelming feelings. Age-appropriate calming strategies include mindful breathing, journaling, drawing or other forms of creative expression.

“You can model and practice with your kids, ’When I feel no one is listening to me or no one is taking my ideas seriously, I usually take a few breaths and cool down my fire so that I can still be part of the conversation and not explode. Then I ask calmly and say, ‘I need some help here. Can someone help me find a solution that combines what I’m hoping for and what others are hoping for also?’” Felder explained.

Parents can also teach their kids problem-solving strategies like compromising, negotiating, and brainstorming and testing out different solutions. Children may practice these skills at home with their siblings as well.

Practice respectfully disagreeing.

When disagreements arise, parents can walk their children through the process and offer guidance. Encourage them to communicate their feelings and perspective by using “I” statements, like “I felt sad when I heard that” or “I believe this is what happened.”

“Teach children how to listen to another person’s idea without putting down the other person’s ideas and beliefs,” suggested Reena B. Patel, licensed educational psychologist, board-certified behavior analyst and author of “Winnie & Her Worries.”

“Teach them to not make or take disagreements personally,” she added. “Stay on topic and do not bring in another person’s character trait when making a point.”

“When children watch television or hear adults have conversations, they observe disagreements in action.”- REENA B. PATEL, LICENSED EDUCATIONAL PSYCHOLOGIST AND BOARD-CERTIFIED BEHAVIOR ANALYST

Rupa Mehta is the founder of Subject of Self, a free social-emotional learning curriculum for kids. She developed an exercise to teach little kids to disagree and debate, starting with small topics that get them comfortable reflecting on, expressing and listening to opinions.

“Ask your kindergartner whether they prefer chocolate or vanilla,” she advised. “Take a poll of everyone in your family, so your child can see that some people may have different answers and disagree on which is the ‘better’ flavor. Now take a trip to the freezer and do an inventory of your ice cream ― I imagine they will see an assortment of flavors that represent the different favorites of the people in their household, illustrating that even with disagreement, there can be harmony!”

Use media.

“Reading with your child is a great opportunity to discuss conflict resolution through literature,” LaHayne explained. “As you read together, you can ask questions like ‘What do you think this character is feeling? Why do you think they are feeling that way?’ You can also help your child relate the story or characters to themselves, asking questions like ‘Have you ever felt that way, too? Have you been in a similar situation before? If you were this character, what would you do?’”

She recommended “Rulers of the Playground” by Joseph Kuefler as a great picture book that emphasizes conflict resolution. With older children, you can talk about current events in the news ― different sides of the issue at hand, ways to find solutions and good or bad examples of disagreement.

“When children watch television or hear adults have conversations, they observe disagreements in action,” Patel said. “They are able to hear various sides and might even be creating their own opinions through these observations. This also helps with their self-confidence.”

Make it a family activity.

You can practice respectfully disagreeing and resolving conflicts as a family in informal settings.

“Make it into a fun game and say specifically, ‘Let’s see how we can come up with an activity or a schedule or a dinner plan or what to watch on TV that takes into account the wishes of each person here. It’s gotta be a solution that each person contributes to and feels good about. We can do this!’” Felder suggested.

“Kids are good at putting a jigsaw puzzle together,” he added. “In a similar fashion, the team project of peacefully including all the diverse viewpoints in the room is like putting a puzzle together where each of us has only part of the puzzle and needs the other parts to make it whole and complete.”

Be patient.

Again, developing the skills to navigate disagreements is a lifelong process. Don’t fret over heated arguments or other lapses in progress.

“If one of your kids ― or one of the adult members of the household ― has a lot of fire inside and needs extra patience and coaching to be able to cool that fire and be part of a cooperative team, that’s OK,” Felder stated. “Please encourage each small step of progress that this intense individual achieves and reassure this volatile person that some of the great minds and great creative forces also had to make small steps of gradual progress to learn to be heard, included and successful as part of a team.”

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Arșaluis Luiza Rîpeanu,  Liceul Tehnologic "Lazăr Edeleanu" Năvodari,  Romania

While fake apps could resemble popular apps like WhatsApp and Messenger, the counterfeit versions often have red flags, Wood said. Here are some signs users should look out for when downloading apps.

Grammar

Users should make sure the title of the app and the developer’s name are spelled correctly, Wood advised. Shoppers should always read the app’s description and make sure it doesn’t include typos or broken English. Bad grammar could indicate that the app is counterfeit, since many fake app developers tend to be non-native English speakers, Wood said.

Download Numbers

Users should also look at the app’s download count. If the numbers are too low, that means the app is fake. That was the case with the fraudulent WhatsApp version, which had 1 million downloads. Although those are a lot of downloads, it’s not as high as the real app which has more than 1 billion downloads.

Permissions

People can also see if they have downloaded a fake app by looking at its permissions. Fake apps tend to ask for more permissions than real ones usually do, so they can get more control over a user’s device.

“For example, if you download a shopping app and it asks for permission to access your camera, contacts and SMS messaging, that may indicate that the app has hidden, possibly malicious features,” said Wood. “Be especially careful with any app that asks for the administrator permission, as this gives the app the ability to do really nasty stuff like change your password, encrypt your storage and make itself undeletable.”

What To Do If You Download A Fake App

If a person ends up downloading a fake app they should immediately delete it, Wood said. However, malicious apps could try to protect themselves from being disposed of by making their icon and title invisible.

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“If you don’t see the fake app on your device, go to your installed apps page and look for blank spaces where it may be hiding,” said Wood. “For fake apps that you can’t remove, either because they have administrator permission or because you can’t find them, the safest option is to wipe your device’s memory and start from scratch.”

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Arșaluis Luiza Rîpeanu,  Liceul Tehnologic Lazăr Edeleanu Năvodari,  Romania

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Arșaluis Luiza Rîpeanu,  Liceul Tehnologic Lazăr Edeleanu Năvodari,  Romania

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“Misinformation” vs. “Disinformation”: Get Informed On The Difference

Amid the coronavirus pandemic, we are all desperate for information. Where did the virus come from? Is there a cure? How can we keep staying safe? Will life get back to normal?

In the case of COVID-19, information can be a literal life-saver—when it’s true. Wrong information doesn’t help anyone and can even make things worse. And like a virus, wrong information can spread, causing what’s been called an infodemic.

False and misleading information spread like never before in 2020. Learn more about how that affected our language in 2020 Word of the Year article.

And now more than ever, we are seeing the spread of two forms of wrong information: misinformation and disinformation. These two words, so often used interchangeably, are merely one letter apart. But behind that one letter hides the critical distinction between these confusable words: intent.

Let’s get the facts on misinformation vs. disinformation.

What is misinformation?

Misinformation is “false information that is spread, regardless of intent to mislead.” Put a flag in the second half of this definition; it will be important later.

The spread of misinformation happens often in our everyday lives. We human beings—news flash—are not perfect. We can all make mistakes. We all forget things. We mishear or misremember details. We tell our friends something we heard on TV or saw on social media that wasn’t really true. If you are spreading around information that is wrong but you don’t know it is wrong, then you are, well, technically, spreading misinformation.

And when we say misinformation is an everyday thing, we mean it. For example, say a party starts at 8pm, but you forget or misread the invitation and tell your friends it starts at 9pm, you are supplying them with misinformation. But don’t fear: we’re not calling the fact police on you! The key, here, is that you unwittingly spread false information around; you didn’t mean to, or even might have thought the information was true.

Misinformation doesn’t care about intent, and so is simply a term for any kind of wrong or false information.

Today, misinformation spreads very easily thanks to technology. On social media, users have—as just one tiny instance—shared stories about dolphins and swans swimming in the canals of Venice without checking if those stories are true (they weren’t). And in part because of such frequent incidents, it is a hot topic of debate if big tech companies like Facebook and Google should be responsible for stopping the spread of misinformation—or even if they even can without violating free speech First Amendment freedom of speech rights of their users.

It is problems like these that motivated us to pick misinformation as our Word of the Year in 2018. Misinformation was top of mind that year, with governments, businesses, and the broader culture grappling with how to stop dangerous misinformation—which, if deliberately weaponized, can become disinformation.

Where does misinformation come from?

Misinformation is first recorded in the late 1500s, and combines information with the prefix mis–, meaning “wrong” or “mistaken.” Mistake, misspelling, and misunderstanding are some examples of other common words besides misinformation that use mis– to mean “wrong.”

Misinformation is, of course, related to the verb misinform, which means “to give wrong or misleading information to” and is first recorded around 1350–1400. You’ll notice that misinform, like misinformation, also makes no mention of why this wrong information is being spread around, only that it is.

What is disinformation?

Disinformation means “false information, as about a country’s military strength or plans, disseminated by a government or intelligence agency in a hostile act of tactical political subversion.” It is also used more generally to mean “deliberately misleading or biased information; manipulated narrative or facts; propaganda.”

So, disinformation is knowingly spreading misinformation. Our first definition of this word gives one major reason why a person or group might want to spread wrong information, but there are many other nefarious motivations lurking behind the creation of disinformation.

Let’s go back to the earlier example. Now, if you know a party starts at 8pm but tell your nemesis it starts at 9pm because you want them to look foolish, you are supplying them with disinformation. (Take that, Steve!) When you spread wrong information on purpose, with intent to decide and mislead—that’s disinformation.

Disinformation is very powerful, destructive, and divisive, and is a common tool of espionage. Countries often have an interest in intentionally spreading fake information to their rival nations, as the Soviet Union and United States did during the Cold War, for instance. When a country or group coordinates a complicated plan of spreading disinformation, it is often referred to as a disinformation campaign.

Propaganda, which is information spread to make someone or something look bad or good, can be disinformation. Modern dictatorships, such as in North Korea, use propagandistic disinformation to make their citizens believe their government is good or righteous, and that enemy countries are evil. As a recent example, the United States State Department accused the Chinese government of supporting an online disinformation campaign that spread false information about COVID-19 and blamed the outbreak on the United States.

As dangerous as disinformation can be, journalists find themselves in a difficult position when investigating it. While politicians might say something that is obviously not true, journalists generally don’t outright accuse them of being a liar or spreading disinformation. This is because journalists cannot usually be 100% certain of the intent behind the misinformation, and they (and all writers) can be sued for libel if they wrongfully call someone a liar.

Where does disinformation come from?

Compared to misinformation, disinformation is a relatively new word, first recorded in 1965–70. It’s a translation of the Russian word dezinformátsiya, in turn based on the French désinformer (“to misinform”).

In English, the prefix dis- can be used to indicate a reversal or negative instance of the word that follows. For example, disrespect and disobedience are opposites or negations of respect and obedience. Disinformation, then, can be understood as “reverse information” or “anti-information” specifically created to deceive and misguide other people.

How to use misinformation and disinformation

When distinguishing between misinformation and disinformation, keep one very important word in mind: intent. Although both words refer to types of wrong or false information, only disinformation is wrong on purpose. While this distinction may seem simple enough, misinformation and disinformation are similar and sometimes interconnected, and so get used interchangeably.

But accuracy matters. Use the word disinformation when you know for a fact that false or erroneous information is being spread on purpose to hurt or damage, especially a government, organization, or public figure. If you don’t know for certain why someone is spreading bad information, it’s best to use misinformation.

Conspiracy theories, propaganda, deepfakes, fake news, hoaxes, frauds, Photoshops, scams—in the digital age, misinformation and disinformation are rampant. To help you sort out fact from fiction, consult some of the many trustworthy guides and resources to build up your media literacy.

Source: Dictionary.com

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Fighting Fake News in Europe Infograpghic

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Fighting Fake News in Europe Infograpghic

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Arșaluis Luiza Rîpeanu,  Liceul Tehnologic "Lazăr Edeleanu" Năvodari,  Romania

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Albania, Bosnia-Herzegovina, and North Macedonia are the least resilient countries to "fake news," a report by the Open Society Institute reveals.

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Bianca R Liceul Tehnologic "Lazar Edeleanu " Navodari ,România 

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Bianca R Liceul Tehnologic "Lazar Edeleanu " Navodari ,România 

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Fake news and hoaxes have been there since before the advent of the Internet. The widely accepted definition of Internet fake news is: fictitious articles deliberately fabricated to deceive readers”. Social media and news outlets publish fake news to increase readership or as part of psychological warfare. Ingeneral, the goal is profiting through clickbaits. Clickbaits lure users and entice curiosity with flashy headlines or designs to click links to increase advertisements revenues. This exposition analyzes the prevalence of fake news in light of the advances in communication made possible by the emergence of social networking sites. The purpose of the work is to come up with a solution that can be utilized by users to detect and filter out sites containing false and misleading information. We use simple and carefully selected features of the title and post to accurately identify fake posts. The experimental results show a 99.4% accuracy using logistic classifier.

A commonplace issue with portable technology is battery efficiency. While many industries are trying their best to improve battery life without sacrificing a products quality and efficiency, we believe that further can be done to improve battery consumption on ones mobile devicefrom tablets to smartphones to laptops to everything else. Many applications on these devices are based on a microservice architecture.

In this article, we introduce a new algorithm KaliGreen that can maneuver the microservices within a network of devices in order to maximize the run-time of a microservice-based application; moreover, KaliGreen allows a 54% increase in the average run-time of an application by shifting microservices from 6 devices (as example) with low battery or inefficient processing ratios to devices in better conditions. To achieve this, KaliGreen utilizes KaliMucho middleware, which is able manipulate microservices in run-time. This algorithm provides a plausible solution to maximizing energy consumption within a network of devices.

Web based email systems are important services on internet that store and route emails between senders and recipients. In principle, these are intermediate systems that have the potential of intercepting the end user’s emails. Privacy of emails is often compromised by law enforcement agencies as well as by email service providers for user profiling and targeted advertisements. Many solutions have been proposed to solve such privacy concerns by means of end-to-end email encryption. However, these solutions pose other challenges to maintain usability, portability and trusted key management on web. These systems maintain and distribute end-user cryptographic keys through their web application. Unfortunately, key generation and sharing mechanism is often un-trusted and kept hidden. Trust is directly dependent on web application implementation and can be manipulated by means of key modification through unannounced change of source code (backdoors) on server. In order to address these issues, we propose a new PKI based architecture for a trusted web-based email system. It offers significant usability and portability. Moreover, all the cryptographic operations are open and transparent to end users

There are many existing voting solutions which have different benefits and issues. The most significant ones are lack of transparency and auditability. Recently developed blockchain technology may be a solution to these issues. The paper describes the use of intelligent agents and multi-agent system concept for Auditable Blockchain Voting System (ABVS), which integrates e-voting process with blockchain technology into one supervised non-remote internet voting system which is end-to-end verifiable.

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Alina Bulgariu, Lazar Edeleanu Highschool Navodari, Romania

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Alina Bulgariu, Lazar Edeleanu Highschool Navodari, Romania

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Maria R