UN tackles ‘infodemic’ of misinformation and cybercrime in COVID-19 crisis

UN tackles ‘infodemic’ of misinformation and cybercrime in COVID-19 crisis

The United Nations Department of Global Communications (DGC) promotes global awareness and understanding of the work of the United Nations.

From selling fake coronavirus cures online to a cyberattack on hospitals’ critical information systems, criminals are exploiting the COVID-19 crisis, the United Nations has warned, as it also steps up its fight against a proliferation of false information about the virus.

“We’re not just fighting an epidemic; we’re fighting an infodemic,” said Tedros Adhanom Ghebreyesus, Director-General of the World Health Organization (WHO) at a gathering of foreign policy and security experts in Munich, Germany, in mid- February, referring to fake news that “spreads faster and more easily than this virus.”

WHO explains that infodemics are an excessive amount of information about a problem, which makes it difficult to identify a solution. They can spread misinformation, disinformation and rumours during a health emergency. Infodemics can hamper an effective public health response and create confusion and distrust among people.

In response, a team of WHO “myth busters” are working with search and media companies like Facebook, Google, Pinterest, Tencent, Twitter, TikTok, YouTube and others to counter the spread of rumours, which include misinformation like that the virus cannot survive in the hot weather, that taking a high dose of chloroquine medication can protect you, and that consuming large quantities of ginger and garlic can prevent the virus.

These companies, according to news reports, are aggressively filtering out unfounded medical advice, hoaxes and other false information that they say could risk public health. In a rare move, Facebook and Twitter have taken down a post from a head of State that falsely stated that a drug was working everywhere against the coronavirus.

Criminals are also disguising themselves as WHO to steal money or sensitive information. (See scam alert from WHO)

Advice from Cybersecurity Expert

Neil Walsh, Chief, Cybercrime and Anti-Money Laundering Section, at the United Nations Office on Drugs and Crime (UNODC), advised that people should get information from trusted sources, such as the World Health Organization (WHO) and the United Nations. Furthermore, the United Nations family of agencies, funds, and programmes is a trusted source of authoritative Coronavirus-related information on many fronts.  For further information please visit the UN Coronavirus disease (COVID-19) Portal.  

In times of crises, cybersecurity is critically important, he stressed, adding that a huge number of people under lockdown or movement restrictions are now working and studying remotely, making them susceptible to cybercrime.  Criminals could take hospitals offline and disrupt the work of the United Nations, he explained.  He has seen an increase in incidents everywhere, cautioning against phishing emails with attachments and links.

Children could easily fall prey to cybercriminals as they often don’t distinguish the real and virtual worlds, he said, pointing to some materials to educate children against such risks. (See UNODC’s materials explaining cybersecurity to kids).

Despite the growing number of cybercrimes, acts of humanity are also emerging, Mr. Walsh said. After a hospital fell victim to ransomware, a small New Zealand cybersecurity company offered free recovery services to hospitals that are in the forefront of the fight against COVID-19.

Earlier today, Mr. Walsh, along with Thomas Braun of the Office of Information and Communications Technology at United Nations Headquarters in New York, gave a webinar to UN personnel on how to stay safe while working remotely.

In her recent Facebook post, Under-Secretary-General for Global Communications Melissa Fleming said: “We are not only fighting a ‘pandemic’, in the words of Dr. Tedros, who leads the World Health Organization (WHO), we are fighting an ‘infodemic’… My global communications team at the United Nations will be stepping up our communications efforts to make sure people have the best, most credible information and also inspiration from examples of global cooperation and viral acts of humanity.”

How teachers can talk to children about coronavirus disease (COVID-19)

How teachers can talk to children about coronavirus disease (COVID-19)

Tips for having age appropriate discussions to reassure and protect children.

As people around the world are taking precautions to protect themselves, their families and their communities from coronavirus disease (COVID-19) it’s also important that children can continue to learn, and that they can do so in an environment that is welcoming, respectful, inclusive, and supportive to all.

Schools and teachers play a vital role in this. Sharing accurate information and science-based facts about COVID-19 will help diminish students’ fears and anxieties around the disease and support their ability to cope with any secondary impacts in their lives.

Here are some suggestions about how teachers can engage students of different ages (preschool, primary, lower secondary and upper secondary) on preventing and controlling the spread of COVID-19 and other viruses. Any conversations or activities should always consider the specific needs of children, the guidance provided by your school, local and/or national authorities, and be based on reputable sources such as UNICEF and the World Health Organization.

Preschool

• Focus on communicating good health behaviours, such as covering coughs and sneezes with the elbow and washing hands.
• One of the best ways to keep children safe from coronavirus and other diseases is to simply encourage regular handwashing, for at least 20 seconds. It doesn't need to be a scary conversation. Sing along with The Wiggles or follow this dance to make learning fun. 
• Develop a way to track how children are washing their hands and find ways to reward them for frequent/timely hand washing.
• Use puppets or dolls to demonstrate symptoms (sneezing, coughing, fever), what to do if children feel sick (like if their head hurts, their stomach hurts, or if they feel hot or extra tired), and how to comfort someone who is sick (cultivating empathy and safe caring behaviours).
• When it’s circle time, have children sit farther apart from one another by practicing stretching their arms out or ‘flapping their wings’ – they should keep enough space between each other so that they are not touching their friends.

• Make sure to listen to children’s concerns and answer their questions in an age appropriate manner; don’t overwhelm them with too much information. Encourage them to express and communicate their feelings. Discuss the different feelings they may be experiencing and explain that these are normal reactions to an abnormal situation.
• Emphasize that children can do a lot to keep themselves and others safe. For example, introduce the concept of social distancing (standing further away from friends, avoiding large crowds, not touching people if they don’t need to, etc.). Also, focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands.
• Help children understand the basic concepts of disease prevention and control. Use exercises that demonstrate how germs can spread. For example, you can put coloured water in a spray bottle and spray it on  a piece of white paper, then observe how far the droplets travel.
• Demonstrate why it’s so important to wash hands for 20 seconds with soap. For example, put a small amount of glitter in a student’s hands and have them wash them with just water and notice how much glitter remains. Then have them wash for 20 seconds with soap and water and see how the glitter is gone.
• Have students analyse texts to identify high risk behaviours and suggest ways to change them. For example, a teacher comes to school with a cold. He sneezes and covers it with his hand. He shakes hands with a colleague. He wipes his hands afterwards with a handkerchief, then goes to class to teach. What did the teacher do that was risky? What should he have done instead?

Lower secondary school

• Make sure to listen to students’ concerns and answer their questions.
• Emphasize that students can do a lot to keep themselves and others safe. For example, introduce the concept of social distancing, and focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands.
• Remind students that they can share healthy behaviours with their families.
• Encourage students to confront and prevent stigma. Discuss the reactions they may experience around discrimination, and explain that these are normal reactions in emergency situations. Encourage them to express and communicate their feelings, but also explain that fear and stigma make a difficult situation worse. Words matter, and using language that perpetuates existing stereotypes can drive people away from taking the actions they need to protect themselves.
• Build students’ agency and have them promote facts about public health.
• Incorporate relevant health education into other subjects. Science can cover the study of viruses, disease transmission and the importance of vaccinations. Social studies can focus on the history of pandemics and the evolution of policies on public health and safety.
• Have students make their own Public Service Announcements through school announcements and poster.
• Media literacy lessons can empower students to be critical thinkers and make them effective communicators and active citizens, which will improve their abilities to detect misinformation.

 Upper secondary school

• Make sure to listen to students’ concerns and answer their questions.
• Emphasize that students can do a lot to keep themselves and others safe. For example, introduce the concept of social distancing, and focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands.
• Encourage students to confront and prevent stigma. Discuss the reactions they may experience around discrimination, and explain that these are normal reactions in emergency situations. Encourage them to express and communicate their feelings, but also explain that fear and stigma make a difficult situation worse. Words matter, and using language that perpetuates existing stereotypes can drive people away from taking the actions they need to protect themselves.
• Incorporate relevant health education into other subjects. Science courses can cover the study of viruses, disease transmission and the importance of vaccinations. Social studies can focus on the history of pandemics and their secondary effects and investigate how public policies can promote tolerance and social cohesion.
• Have students make their own Public Service Announcements via social media, radio or even local TV broadcasting.
• Media literacy lessons can empower students to be critical thinkers and make them effective communicators and active citizens, which will improve their abilities to detect misinformation.

UN launches global humanitarian response plan to COVID-19 pandemic

UN launches global humanitarian response plan to COVID-19 pandemic

 

NEW YORK, 25 March 2020 – “In just a few months, COVID-19 has upended the lives of children around the world. Hundreds of millions are not in school. Parents and caregivers have lost their jobs. Borders have been closed.

“Children are the hidden victims of this pandemic. We’re worried about its short- and long-term impacts on their health, well-being, development, and prospects. 

“We’re worried about their lack of access to water and hygiene services. As you know, washing hands with soap is critical in the fight against COVID-19. And yet, 40 per cent of the world’s population – or 3 billion people – do not have a handwashing facility with water and soap at home.

“Even worse, 16 per cent of healthcare facilities, or 1 in 6, do not have hygiene services. And over one-third of schools worldwide and half of schools in the least-developed countries have no place for children to wash their hands at all.

“We’re worried about their education. More than half of the world’s students have been affected by nation-wide school closures in at least 120 countries.

“We hope that most of these students will resume their learning as soon as the situation improves. However, we know from experience that for vulnerable children, the longer they stay away from school the less likely they are to return.

“These closures are not only limiting access to learning — but to school nutrition, health programs, clean water and accurate information.

“That’s why UNICEF is working with education ministries around the world to identify alternative learning opportunities, whether learning classes online or through radio and TV programmes.

“We have also issued guidance, along with WHO and IFRC, to advise parents, teachers, school administrators and others on how to keep children learning while keeping them safe.

“We’re worried about children’s protection. We know from previous health emergencies that children are at heightened risk of exploitation, violence and abuse when schools are closed, jobs are lost, and movement is restricted.

“For example, school closures during the Ebola outbreak in West Africa from 2014 to 2016 resulted in spikes in child labor, neglect, sexual abuse and teenage pregnancies.

“We’re worried about their access to basic health services, including immunization and the treatment of childhood diseases. We cannot save a child from COVID-19, and then lose many to pneumonia, measles and cholera.

“We’re worried about their mental health. Children and young people are missing out on some of the best moments of their young lives — chatting with friends, participating in class, and enjoying sports. This increases anxiety and can cause changes in behavior. We have put out guidance for parents, teachers, and children and young people to help them cope during these challenging times. Depression and mental health are real, and are affecting one in three of us. 

“We’re particularly worried about the millions of children on the move or living through conflicts. For them, the consequences of this pandemic will be unlike any we have ever seen. These children live in overcrowded conditions, often in active war zones, with limited or non-existent access to health care. A family of six, eight, ten or 12 can be living in one room. Self-isolation and handwashing with soap will not be easy in such environments. 

“That’s why funding this global humanitarian response plan for COVID-19 is so essential.

“UNICEF alone is appealing for US $405 million for our response in emergency countries. We are also seeking an additional $246.6 million for our response in non-emergency countries.

“So our total appeal is for US $651.6 million.

“With support from the international community, we can, together, shore up preparedness and response plans in countries with weaker healthcare systems.

“We can ramp up access to proper hand washing and sanitation services.

“We can expand our engagement with communities to provide the information they need to avoid contagion.

“We can maintain a steady flow of personal protection equipment — such as gowns, masks, goggles and gloves — to support infection prevention and control while keeping our essential, hard-working health workers safe.

“And we can continue working with governments to strengthen protection services, psychosocial support and remote learning opportunities for all the children, and particularly for the most vulnerable children.”