Ransomware Attacks in History of Cyber World

Technology advancement since last few decades creates cyber attack a critical issue. Cyber security has become an important part today. It has also become an important and crucial subject in the field of forensic science. Increased in the growth of internet technology and internet devices have increased the risk of cyber attack. Almost every organization today are depends on the internet and devices. There are many types of cyber attack. This paper is the detailed review about Ransomware attack. This paper is consisted about vast of the information about What is Ransomware Attack, how does it work, how ransomware attack emerged. After reading this paper you will learn about the ransomware attacks in history of cyber world. This will help you to learn and understand about ransomware attack, how to prevent yourself from ransomware attack. As a forensic science student, it is always important to be aware about the attacks that have happened in the history of cyber world. Before writing this paper, I have read and analyze many research paper and internet articles, so that I can write a detailed review paper which can help students and for the forensic awareness. Keywords: Cyberattack, Hacking, Ransomware, cyberworld, cyber security, ransomware, forensic, network security

Preparation and Self-Efficacy of Science Student Teachers to Teach in English

The aim of this study was to examine the preparation of science student teachers before teaching in English, and to determine their self-efficacy in teaching in English. Data were collected using the triangulation method, through questionnaires, interviews, and documentation studies on student teacher practicum portfolios. This was a descriptive qualitative study and data were analyzed using the interactive analysis method of Miles and Huberman (1984) which has three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. The results showed that there were 6 preparations made by science student teachers before teaching in English: 1) determine the topic of the material being taught and look for the material; 2) study the subject matter in depth; 3) compile lesson plans in English; 4) prepare tools and materials for teaching including handouts, props, demonstrations, and science practicum; 5) search for common terminology in science related to the topic being taught; 6) practice teaching science in English, namely doing teaching exercises in English. The results also showed that the science student teachers’ level of self-efficacy in teaching science in English varied from low to high: 45.8% had high self-efficacy levels; 39.5% had moderate levels; and 9.0% had low self-efficacy. Keywords: self-efficacy, science student teacher, teaching preparation, readiness

Perceptions of animal welfare and animal welfare curricula offered for undergraduate and graduate students in Animal Science departments in the United States

While perceptions of animal welfare have been assessed in veterinary students and students internationally, there remains a gap in research concerning undergraduate and graduate student perspectives of animal welfare in animal science programs at colleges and universities across the United States. A survey was developed to assess current animal science student perspectives of the importance of animal welfare as part of their education, their knowledge of available educational opportunities, and resources they think should be included in animal welfare curricula. An online survey was distributed to a national listserv of university administrators of animal science programs in the United States. A total of 624 survey responses were statistically summarized. Most respondents were undergraduate students (78.0%, n = 487), between the ages of 18 and 24 (85.9%, n = 536), and female (86.1%, n = 537). Results indicated that despite most respondents not taking an animal welfare course previously (60.7%, n =379), most students strongly agreed that the inclusion of an animal welfare course is an important part of the animal science curriculum (72.0%, n=449), that animal welfare is an important component of their education (63.1%, n =394), and that animal welfare courses would be helpful for their future careers (70.0%, n =437). When asked what attributes would be most important in an animal welfare class, students identified many different types of information and resources. The majority of respondents answered that discussing current hot topics in animal welfare (76.1%, n=475), ethical discussions (76.0%, n=474), and practical, applied questions (75.3%, n=470) were important course components. Suggestions for future research include investigating how animal science student perceptions change before and after taking an animal welfare course and exploring opportunities to expand formal welfare education in animal science departments. Inclusion of animal welfare into the curriculum is critical as many of the students currently enrolled in animal science departments will become the future stakeholders in animal-focused industries.

Rotina diária do estudante de Ciências Biológicas no mantenedor de fauna do IBIMM, na Fazenda Palmares no município de Santa Cruz das Palmeiras, SP / Biological Science student daily routine in the IBIMM fauna maintainer, at Fazenda Palmares in Santa Cruz das Palmeiras city, SP

O IBIMM (Instituto de Biologia Marinha e Meio Ambiente) é uma ONG fundada em 04/03/2009, tem um núcleo de pesquisa na Fazenda Palmares (Santa Cruz das Palmeiras-SP) e sede no município de Peruíbe – SP. Em como visão o interesse multidisciplinar que apoia e desenvolve estudos nas áreas de conhecimento humano, animal e vegetal. Auxilia na educação socioambiental e preservação da natureza através de projetos educacionais, projetos socioambientais e realizações de cursos, feiras e eventos. No instituto são encontrados diversos animais vitímas de maus tratos, apreensões de órgaos ambientais e animais doados, entre eles das classes Mammalia, Reptilia, Aves e outros. Os animais são reabilitados, alguns devolvidos a natureza, outros destinados a zoologicos e mantenedouros e os que não podem voltar a natureza, ficam em recintos e podem ser usados na educação ambiental e nos cursos de extensão universiária aprovados pelo Comite de Ética de Uso de animais do IBIMM- Ceua.

189 Techniques in Teaching Forages to Animal Scientists

How do you teach a plant-based course focused on forage physiology, production and management to an animal science student? How do you engage them and keep them engaged? Empathy. Put yourself in the shoes of the animal science student who is sitting in a plant-science course. Make it applied and relatable to the animal scientist. In this talk I will take a case-study approach to sharing my experience as an animal science student tasked with knowing something about plants and how I use that experience to guide my teaching methods in a Forages course at the University of Missouri.

Reasons for shrinking secondary science student enrollment in Bangladesh

To cope with the rapid advancement in science and technology and with knowledge explosion, the education policies of the countries in Asia and the Pacific give emphasis on science and technology education as an integral part of formal school education. Some countries have already started implementing new program of science, many countries are in the process of planning but Bangladesh’s plan is yet to take shape for the improvement of science curriculum. As a result, enrollment of students in science at the secondary level in Bangladesh has been shrinking gradually. It is imperative to investigate why scope of science education here decreases in the days of scientific advancement worldwide. Thus, the aim of this study is to improve the curriculum, science contents, and methods of teaching science, know-how on the use of process skill, teaching aids and laboratory equipment for teaching science in more meaningful and efficient manner to upright the science student enrollment scenario in place of the unfortunate declining trend in enrollment. For this, a study was conducted by collecting opinions of Head Teachers, classroom science teachers, education managers and some renowned science educators via questionnaires, focus group discussion (FGD) and interview. The study revealed that reduced scope of employment, scarcity of efficient science teachers, inadequate supply of science equipment, and above all no ‘priority of science’ over arts and business studies have been the main causes of shrinking enrollment science students.