In the age of digital transformation, cybersecurity is more crucial than ever. Ethical hacking, also known as penetration testing, involves identifying and fixing vulnerabilities in systems to prevent cyberattacks. Unlike malicious hackers, ethical hackers use their skills for the greater good, protecting individuals, businesses, and governments.

Why Learn Ethical Hacking?

The demand for cybersecurity professionals is skyrocketing, with organizations seeking skilled experts to safeguard their data. Ethical hacking courses provide:

• Comprehensive Knowledge: Learn about various hacking techniques, tools, and methodologies.
• Real-World Applications: Gain hands-on experience in simulated environments.
• Career Opportunities: Open doors to roles like Penetration Tester, Security Analyst, and Cybersecurity Consultant.

Top Ethical Hacking Courses to Consider

1. Certified Ethical Hacker (CEH): A globally recognized certification that covers network security, malware threats, and more.
2. CompTIA PenTest+: Focused on penetration testing and vulnerability assessment.
3. Offensive Security Certified Professional (OSCP): A highly practical course emphasizing real-world scenarios.

What You’ll Learn

• Network Security: Understanding firewalls, intrusion detection systems, and VPNs.
• System Hacking: Techniques to identify and mitigate vulnerabilities.
• Cryptography: Securing data through encryption.
• Web Application Security: Protecting websites from cyberattacks.

How to Get Started

Practice Regularly: Use platforms like Hack The Box and TryHackMe to hone your skills.

Choose the Right Course: Consider your career goals and technical background.

Build a Strong Foundation: Familiarize yourself with programming languages like Python and networking basics.

Brazil had the highest percentage saying their mental health suffered, at 76%, followed closely by the United States (75%), Canada (73%) and the United Kingdom (70%).

At 25%, Italy had the lowest number of students who said their mental health had suffered, followed by Russia (29%), China (38%) and South Korea (39%). Kenya, the only African country among the 21 countries in the survey, mirrored the global average with 56%.

As Thomas pointed out, Chegg’s survey appears more like a scorecard that details obstacles and challenges that the current university undergraduate student population is going through in their universities and countries during and probably after the COVID-19 pandemic.

But there is a light at the end of the tunnel in that, despite mounting learning challenges and pressures caused by the COVID-19 pandemic and by widening economic disparities, 56% of the students surveyed still felt optimistic and ready for future challenges in the years ahead.

Black and Chinese pupils were 26% and 38% more likely to be autistic respectively and autistic children were much more likely to face significant social disadvantage. The results are published today in JAMA Pediatrics.

The team drew on data from the School Census from the National Pupil Database, collected by the Department for Education from individuals aged 2-21 years old in state-funded schools in England. Of more than seven million pupils studied, 119,821 pupils had a diagnosis of autism in their record in the English state educational system, of whom 21,660 also had learning difficulties (18.1%). Boys showed a prevalence of autism of 2.8% and girls showed a prevalence of 0.65%, with a boy-to-girl ratio of 4.3:1.

Prevalence was highest in pupils of black ethnicity (2.1%) and lowest in Roma/Irish Travellers (0.85%), with these estimates being the first to be published for these populations. Pupils with a record of autism in schools were 60% more likely to also be socially disadvantaged, and 36% less likely to speak English. The findings reveal significant differences in autism prevalence, as recorded in formal school systems, across ethnic groups and geographical location.