#FactCheck - Debunking Manipulated Photos of Smiling Secret Service Agents During Trump Assassination Attempt

Introduction:

Welcome to the third edition of our blog on digital forensics series. In our previous blog we discussed the difference between copying, cloning, and imaging in the context of Digital Forensics, and found out why imaging is a better process. Today we will discuss the process of evidence collection in Digital Forensics. The whole process starts with making sure the evidence collection team has all necessary tools required for the task.

Investigating Tools and Equipment:

Below are some mentioned tools that the team should carry with them for a successful evidence collection:

• Anti-static bags
• Faraday bags
• Toolkit having screwdrivers(nonmagnetic), scissors, pins, cutters, forceps, clips etc.
• Rubber gloves
• Incident response toolkit (Software)
• Converter/Adapter: USB, SATA, IDE, SCSI
• Imaging software
• Volatile data collection tools (FTK Imager, Magnet Forensics RAM Capture)
• Pens, permanent markers
• Storage containers
• Batteries
• Video cameras
• Note/sketch pads
• Blank storage media
• Write-Blocker device
• Labels
• Crime scene security tapes
• Camera

What sources of Data are necessary for Digital Evidence?

• Hard-Drive (Desktop, Laptop, External, Server)
• Flash Drive
• SD Cards
• Floppy Disks
• Optical Media (CD, DVD)
• CCTV/DVR
• Internal Storage of Mobile Device
• GPS (Mobile/Car)
• Call Site Track (Towers)
• RAM

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Evidence Collection

The investigators encounter two primary types of evidence during the course of gathering evidence: non-electronic and electronic evidence.

The following approaches could be used to gather non-electronic evidence:

• In the course of looking into electronic crimes, recovering non-electronic evidence can be extremely important.  Be cautious to make sure that this kind of evidence is retrieved and kept safe. Items that may be relevant to a later review of electronic evidence include passwords, papers or printouts, calendars, literature, hardware and software manuals, text or graphical computer printouts, and photos.  These items should be secured and kept for further examination.
• They are frequently found close to the computer or other related hardware.  Locating, securing, and preserving all evidence is required by departmental procedures.

Three scenarios arise for the collection of digital evidence from computers: 

Situation 1: The desktop is visible, and the monitor is on.

• Take a picture of the screen and note the data that is visible. 
• Utilize tools for memory capturing to gather volatile data.
• Look for virtual disks. If so, gather mounted data's logical copies.
• Give each port and connection a label.
• Take a picture of them.
• Turn off network access to stop remote access.
• Cut off the power or turn it off.
• Locate and disconnect the hard drive by opening the CPU chassis.
• Take all evidence and place it in anti-magnetic (Faraday) bags.
• Deliver the evidence to the forensic lab.
• Keep the chain of custody intact.

Situation 2: The monitor is turned on, but it either has a blank screen (sleep mode) or an image for the screensaver.

• Make a small mouse movement (without pressing buttons). The work product should appear on the screen, or it should ask for a password.
• If moving the mouse does not result in a change to the screen, stop using the mouse and stop all keystrokes.
• Take a picture of the screen and note the data that is visible.
• Use memory capturing tools to gather volatile data (always use a write blocker to prevent manipulation during data collection).
• Proceed further in accordance with Situation 1.

Situation 3: The Monitor Is Off

• Write down the "off" status.
• After turning on the monitor, check to see if its status matches that of situations 1 or 2 above, and then take the appropriate action.
• Using a phone modem, cable, confirm that you are connected to the outside world. Try to find the phone number if there is a connection to the phone.
• To protect evidence, take out the floppy disks that might be there, package each disk separately, and label the evidence.  Put in a blank floppy disk or a seizure disk, if one is available. Avoid touching the CD drive or taking out CDs.
• Cover the power connector and every drive slot with tape.
• Note the serial number, make, and model.
• Take a picture of the computer's connections and make a diagram with the relevant cables.
• To enable precise reassembly at a later date, label all connectors and cable ends, including connections to peripheral devices. Put "unused" on any connection ports that are not in use.  Recognize docking stations for laptop computers in an attempt to locate additional storage media.
• All evidence should be seized and placed in anti-magnetic (Faraday) bags.
• All evidence should be seized and placed in anti-magnetic (Faraday) bags.
• Put a tag or label on every bag.
• Deliver the evidence to the forensic lab.
• Keep the chain of custody intact. 

Following the effective gathering of data, the following steps in the process are crucial: data packaging, data transportation, and data storage.

The following are the steps involved in data packaging, transportation, and storage:

Packaging:

• Label every computer system that is gathered so that it can be put back together exactly as it was found

When gathering evidence at a scene of crime,

• Before packing, make sure that every piece of evidence has been appropriately  labeled and documented.
• Latent or trace evidence requires particular attention, and steps should be taken to preserve it.
• Use paper or antistatic plastic bags for packing magnetic media to prevent static electricity. Do not use materials like regular plastic bags (instead use faraday bags) that can cause static electricity. 
• Be careful not to bend, fold, computer media like tapes, or CD-ROM.
• Make sure that the labels on every container used to store evidence are correct.

Transporting

• Make sure devices are not packed in containers and are safely fastened inside the car to avoid shock and excessive vibrations. Computers could be positioned on the floor of the car,and monitors could be mounted on the seat with the screen down .

When transporting evidence—

• Any electronic evidence should be kept away from magnetic sources.  Radiation transmitters, speaker magnets, and heated seats are a few examples of items that can contaminate electronic evidence.
• Avoid leaving electronic evidence in your car for longer than necessary. Electronic devices can be harmed by extremes in temperature, humidity.
• Maintain the integrity of the chain of custody while transporting any evidence.

Storing

• Evidence should be kept safe and away from extremes in humidity and temperature. Keep it away from dust, moisture, magnetic devices, and other dangerous impurities.  Be advised that extended storage may cause important evidence—like dates, times, and system configurations—to disappear. Because batteries have a finite lifespan, data loss may occur if they malfunction. Whenever the battery operated device needs immediate attention, it should be informed to the relevant authority (eg., the chief of laboratory, the forensic examiner, and the custodian of the evidence). 

CONCLUSION:

Thus, securing the crime scene to packaging, transportation and storage of data are the important steps in the process of collecting digital evidence in forensic investigations. Keeping the authenticity during the process along with their provenance is critical during this phase. It is also important to ensure the admissibility of evidence in legal proceedings. This systematic approach is essential for effectively investigating and prosecuting digital crimes.

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Introduction:

The Indian Ministry of Communications has come up with a feature known as "Quick SMS Header Information" to provide citizens with more control over their messaging services. This feature would help users access crucial information about the sender through text message, therefore making the details readily available at their fingertips.

The Quick SMS Header service is the key to providing users with the feature to ensure that they are receiving messages from the correct source. Users can instantly learn all the necessary data about the sender of a certain SMS. This data is invaluable for making the distinction between real messages and suspicious spam or phishing, so the user can have a higher level of defense against online threats and scam activities.

Importance of Checking the Header:

1. Authenticity Verification: SMS header data represents another way to confirm the sender. This feature keeps the end user from wrongly assuming that the SMS is from a trusted source or an unknown sender. Hence, the end user is able to make a choice about the authenticity of the message.

2. Mitigating Spam and Phishing: The rise of SMS and phishing scams has created some significant hurdles for users in the process of differentiating between real and fake messages. Through the Quick SMS Header Information service, people will be able to look up any suspicious messages in order to be able to take appropriate steps to prevent links that lead to malicious websites or requests for personal information.

3. Enhancing User Security: The SMS header information plays an important role in ensuring that the user is secure and has no privacy issues.  The checking of the message headers will help us limit the possibilities of bad activities and reduce the chances of being a victim of cybercriminals.

4. Empowering Consumer Awareness: This feature is designed to encourage the people involved  to take responsibility for the security of their devices and establish a safer and more dependable digital platform.

Benefits:

• Enhanced Transparency: By giving access to the header information to the users, it is transparency that is promoted within the telecommunications ecosystem.
• Empowered Decision-Making: Now that users have information about the SMS header, they can make informed decisions regarding their communications and privacy.
• Efficient Resolution of Concerns: The Quick SMS Header Information serves the purpose of providing the needed resolution by telling us the message’s origin in cases where users come across any suspicious messages.
• User-Friendly Interface: With its easy and clear process, this feature caters to users of all technical proficiency levels, ensuring accessibility for all.

Working:

1. Compose Your SMS: Write a message with the header you wish to find the information about. For example, if you want to know details about a header labeled "SBIINB," your SMS should be in the format "DETAILS OF SBIINB." Note, all letters are in capital only.

2. Send it to 1909: Once your message is ready, send it to: 1909. Please note, this may charge you depending upon your current plan. 

3. Receive Response: The response to your SMS will be sent to you by the concerned telecommunication service provider or directly by 1909, a few seconds after you have sent your message. This response will have the data associated with the header above.

Another method to find SMS header information:

TRAI (Telecom Regulatory Authority of India) has made a tool on the webpage (https://smsheader.trai.gov.in/) to check for the SMS header associated with the message. 

TRAI has also mandated header registration for messages pertaining to transactional or promotional purposes. This has helped people identify the SMS header by simply looking into the database as made by TRAI.

Steps:

1. Go to https://smsheader.trai.gov.in/. The page looks like as shown below:

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2. Enter your Email, Name and complete the captcha under the Download/View Header Details and click on continue

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3. Enter the OTP received on your email with the captcha and click on continue

4. Now enter your SMS header in the format of AA-AAAA, where “AA” is your prefix and “AAAA” is your header name. For example, we have taken “AX-HDFCBK” as our sample header, so “AX” is our prefix and “HDFCBK” is our header name.

5. As soon as we press enter, the site returns the query with the information of the header, as shown below

Conclusion:

The importance of checking SMS headers is something that simply cannot be overemphasized. This is the principal procedure for identifying incoming messages as authentic, and on that basis, the users are able to make informed choices about the messages they receive. It also contributes to the rise of user safety and privacy.

The development of more transparent controls and a stronger decision-making process will make it easier for users to handle their digital lives. The Quick SMS Header Information service is easy and convenient to use, as its interface is simple and understandable for users of all technical levels.

In addition to this, TRAI's attempt to make available an online tool for the maintenance of a comprehensive database of SMS headers strengthens its position towards ensuring security for its users in the telecommunications sector.

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Introduction

The rise in start-up culture, increasing investments, and technological breakthroughs are being encouraged alongside innovations and the incorporation of generative Artificial Intelligence elements. Witnessing the growing focus on human-centred AI, its potential to transform industries like education remains undeniable. Enhancing experiences and inculcating new ways of learning, there is much to be explored. Recently, a Delhi-based non-profit called Rocket Learning, in collaboration with Google.org, launched Appu- a personalised AI educational tool providing a multilingual and conversational learning experience for kids between 3 and 6.

AI Appu

Developed in 6 months, along with the help of dedicated Google.org fellows, interactive Appu has resonated with those the founders call “super-users,” i.e. parents and caregivers. Instead of redirecting students to standard content and instructional videos, it operates on the idea of conversational learning, one equally important for children in the targeted age bracket. Designed in the form of an elephant, Appu is supposed to be a personalised tutor, helping both children and parents understand concepts through dialogue. AI enables the generation of different explanations in case of doubt, aiding in understanding. If children were to answer in mixed languages instead of one complete sentence in a single language (eg, Hindi and English), the AI would still consider it as a response. The AI lessons are two minutes long and are inculcated with real-world examples. The emphasis on interactive and fun learning of concepts through innovation enhances the learning experience. Currently only available in Hindi, it is being worked on to include 20 other languages such as Punjabi and Marathi. 

UNESCO, AI, and Education

It is important to note that such innovations also find encouragement in UNESCO’s mandate as AI in education contributes to achieving the 2030 Agenda of Sustainable Development Goals (here; SDG 4- focusing on quality education). Within the ambit of the Beijing Consensus held in 2019, UNESCO encourages a human-centred approach to AI, and has also developed the “Artificial Intelligence and Education: Guidance for Policymakers” aiming towards understanding its potential and opportunities in education as well as the core competencies it needs to work on. Another publication was launched during one of the flagship events of UNESCO- (Digital Learning Week, 2024) - AI competency frameworks for both, students and teachers which provide a roadmap for assessing the potential and risks of AI, each covering common aspects such as AI ethics, and human-centred mindset and even certain distinct options such as AI system design for students and AI pedagogy for teachers.

Potential Challenges

While AI holds immense promise in education, innovation with regard to learning is contentious as several risks must be carefully managed. Depending on the innovation, AI’s struggle with multitasking beyond the classroom, such as administrative duties and tedious grading, which require highly detailed role descriptions could prove to be a challenge. This can become exhausting for developers managing innovative AI systems, as they would have to fit various responses owing to the inherent nature of AI needing to be trained to produce output. Security concerns are another major issue, as data breaches could compromise sensitive student information. Implementation costs also present challenges, as access to AI-driven tools depends on financial resources. Furthermore, AI-driven personalised learning, while beneficial, may inadvertently reduce student motivation, also compromising students' soft skills, such as teamwork and communication, which are crucial for real-world success. These risks highlight the need for a balanced approach to AI integration in education.

Conclusion

Innovations related to education, especially the ones that focus on a human-centred AI approach, have immense potential in not only enhancing learning experiences but also reshaping how knowledge is accessed, understood, and applied. Untapped potential using other services is also encouraged in this sector. However, maintaining a balance between fostering intrigue and ensuring the inculcation of ethical and secure AI remains imperative.

References

• https://www.unesco.org/en/articles/what-you-need-know-about-unescos-new-ai-competency-frameworks-students-and-teachers?hub=32618
• https://www.unesco.org/en/digital-education/artificial-intelligence
• https://www.deccanherald.com/technology/google-backed-rocket-learning-launches-appu-an-ai-powered-tutor-for-kids-3455078
• https://indianexpress.com/article/technology/artificial-intelligence/how-this-google-backed-ai-tool-is-reshaping-education-appu-9896391/
• https://www.thehindu.com/business/ai-appu-to-tutor-children-in-india/article69354145.ece
• https://www.velvetech.com/blog/ai-in-education-risks-and-concerns/ 

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