Was ist das eigentlich? Cyberrisiken verständlich erklärt

Es wird viel über Cyberrisiken gesprochen. Oftmals fehlt aber das grundsätzliche Verständnis, was Cyberrisiken überhaupt sind. Ohne diese zu verstehen, lässt sich aber auch kein Versicherungsschutz gestalten.

Beinahe alle Aktivitäten des täglichen Lebens können heute über das Internet abgewickelt werden. Online-Shopping und Online-Banking sind im Alltag angekommen. Diese Entwicklung trifft längst nicht nur auf Privatleute, sondern auch auf Firmen zu. Das Schlagwort Industrie 4.0 verheißt bereits eine zunehmende Vernetzung diverser geschäftlicher Vorgänge über das Internet.

Anbieter von Cyberversicherungen für kleinere und mittelständische Unternehmen (KMU) haben Versicherungen die Erfahrung gemacht, dass trotz dieser eindeutigen Entwicklung Cyberrisiken immer noch unterschätzt werden, da sie als etwas Abstraktes wahrgenommen werden. Für KMU kann dies ein gefährlicher Trugschluss sein, da gerade hier Cyberattacken existenzbedrohende Ausmaße annehmen können. So wird noch häufig gefragt, was Cyberrisiken eigentlich sind. Diese Frage ist mehr als verständlich, denn ohne (Cyber-)Risiken bestünde auch kein Bedarf für eine (Cyber-)Versicherung.

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ISA Technician Training Boot Camp (TTBC)

Bonus Features
  • Five-Day, Intensive Hands-on Training Curriculum
  • Instrumentation Basics
  • Calibration and Maintenance
  • Digital (Smart) Transmitters
  • Control Valves, Positioners, and DVCs
  • Tuning and Troubleshooting Control Systems
  • Class Graduation*
  • As a culmination to an intensive week of training, students will receive their certificates of successful completion for a job well done and the right to say, "I SURVIVED ISA TECHNICIAN BOOT CAMP!"
  • *Note: Students must attend the entire week of lab-intensive exercises and lecture in order to receive their certificate.

    Technician training that directly relates to your job!

    Includes ISA Text:   Recommended Resources: When you register for the Technician Training Boot Camp you qualify to take the Fundamentals of Industrial Process Measurement & Control (FG05M) on-demand at the deeply discounted price of $500! This modular course will help you review the fundamentals so you can make the most out of your Technician Training Boot Camp! Contact Customer Service at (919) 549-8411 or at info@isa.org to get the special price for the on-demand course.

    ISA Technician Training Boot Camp combines a unique technical training course with minimum lecture and maximum hands-on experience. Over 75% of your time will be spent on equipment labs!

    This week of intensive training will cover a broad range of technical courses needed to get the job done right. Starting with basic instrumentation fundamentals and ending with the advanced and ultimate in smart technology, this comprehensive program will serve as a vital building block to your professional development and skills enhancement efforts. This course also serves as a solid introduction to other ISA courses that will help you advance your automation and control career.

    This course focuses on the knowledge required by a control systems technician with five years' experience in performing maintenance, calibration and troubleshooting tasks typical of a plant floor environment. It will test an individual's skill sets and serve as a self-assessment of additional training needs and will:

  • Provide a review of industrial measurement and control concepts and terminology
  • Review and Refresh present skills
  • Introduce new skills
  •   Who Should Attend?
  • Technicians with instrument maintenance responsibilities, and a good working knowledge of instrument fundamentals and terminology.
  • Instrument supervisors needing to understand and evaluate the skill sets required to perform instrument maintenance tasks.
  • Reliability and maintenance engineers needing to learn and/or evaluate instrument maintenance processes.
  • Intensive Hands-on Training Curriculum  

    Days: 4.5CEUs: 3.6PDHs: 36

    DAY 1: Instrumentation Basics You Will Cover:
  • Conventional analog field devices: Sensor Technologies | Measurement Fundamentals | Standard Signals
  • Loop Characteristics: Current Loop | Power Source
  • Smart Field Devices: Current Practice | Typical Smart D/P Transmitter | Configurations 
  • Classroom/Laboratory Exercises:
  • Calibrate process measurement devices
  • Current loop construction and measurements
  • Configure smart transmitters 
  • You Will Be Able To:
  • Describe the operation of a pneumatic differential pressure transmitters
  • Calibrate a pneumatic d/p transmitter
  • Describe the operation of the 4-20 ma current loop
  • Perform voltage and current measurements in a 4-20 ma current loop
  • Describe the operation of an electronic differential pressure transmitter
  • Calibrate an electronic d/p transmitter
  • Describe the configuration process for a digital transmitter
  • Configure a digital transmitter 
  • DAY 2: Calibration and Maintenance You Will Cover:
  • Temperature Measurements and Sensor Fundamentals
  • D/P Level Applications: Hydrostatic Head Level Measurement | Bubbler Level Measurement | Level Transmitter | Open and Closed Tank Installation | Remote Seals
  • Calibration and Configuration: Configuring Smart Temperature Transmitters 
  • Classroom/Laboratory Exercises:
  • Calculate span and range values for various level measurement applications
  • Calibrate differential pressure, RTD, and thermocouple transmitters
  • View a three-wire RTD demonstration and identify errors
  • D/P Liquid Level Measurement with elevation/suppression applications 
  • You Will Be Able To:
  • Connect various transmitters for measurements of level, flow, and temperature
  • Calculate measurement ranges for d/p level applications
  • Calibrate various d/p transmitters for level measurements
  • Describe temperature measurements utilizing various sensors and transmitters
  • Calibrate various temperature transmitters utilizing various sensors 
  • DAY 3: Digital (Smart) Transmitters You Will Cover:
  • Analog vs. Digital Instruments: Analog Limitations | Calibration of Analog vs. Digital Instruments
  • Serial Digital Communications: Modem | FSK | Protocol
  • HART™ Communication: Features | Master/Slave | Point-to-Point | Capabilities of HART 
  • Classroom/Laboratory Exercises:
  • Configure digital transmitters and digital valve controllers and control valves
  • Perform sensor trims and calibrations
  • Use various communication tools to configure smart field devices 
  • You Will Be Able To:
  • Differentiate between analog and digital instruments
  • Configure, re-range, and calibrate smart/digital field devices
  • Communicate with digital devices utilizing computer-based software 
  • Day 4: Control Valves, Positioners, and DVCs You Will Cover:
  • Analog Positioners: Operation of Analog Positioners | Calibration
  • Smart Control Valves: Digital Positioners | Diagnostic Tools | Control Valve Tuning
  • Diagnostics: Features | Capabilities 
  • Classroom/Laboratory Exercises:
  • Calibrate and split-range analog positioners
  • Configure, calibrate, and split-range DVCs
  • Use various communication tools to configure DVCs
  • Perform diagnostic tests on smart control valves 
  • You Will Be Able To:
  • Differentiate between analog and digital positioners
  • Configure, split-range, and calibrate analog positioners
  • Configure and calibrate control valves fitted with digital valve controllers
  • Communicate with DVCs utilizing computer-based software
  • Test diagnostic capabilities of digital valve controllers 
  • Day 5: Tuning and Troubleshooting Control Systems You Will Cover:
  • Review of Feedback Control Concepts and Components: History of Control Operation | Concepts | Pictorial Representation | Disturbances in the Loop
  • Control Modes: Proportional | Integral | Derivative
  • Introduction to Troubleshooting: Purpose of Troubleshooting | Reasons for Troubleshooting
  • Approaches to Troubleshooting: Equipment History | Input/Output (Serial) | Shotgun Approach | Logical Analysis
  • Logical Analysis Troubleshooting: Verify | Identify | Repair | Test | Follow-up on Problems 
  • Classroom/Laboratory Exercises:
  • Demonstrate the operation of components required for closed loop control
  • Tune feedback control loops via a number of different methods
  • Tune using PC-based simulation software
  • Observe operation and tuning of a feedback control loop
  • Diagnose and solve problems with single-loop control loops
  • Troubleshoot several single control loop problems 
  • You Will Be Able To:
  • Define the concepts of PID control
  • Explain component operation in a closed loop control system
  • Use the trial-and-error methods to tune a control system for stated quality control
  • Develop a systematic approach to troubleshooting
  • Identify why a systematic approach to troubleshooting is most effective
  • Follow specified procedures for proper loop check-out
  • Verify, locate, and identify performance problems and the causes of the problems
  • For more information:Contact us at +1 919-549-8411 or info@isa.org to start your company on the path to well-trained employees.


    MassBay 'boot camp' gives Framingham students exposure to working on cars

    ASHLAND — Twenty-six Framingham High School students are now more knowledgeable about cars after attending an automotive education boot camp through a local community college program.

    Massachusetts Bay Community College and Framingham High School partnered to provide the three-week camp, which wrapped up Thursday and was aimed at helping to increase the pipeline of trained technicians.

    The camp provided the 26 Framingham students, which included latest graduates and rising upperclassmen, the opportunity to learn more about the automotive industry through hands-on experiences.

    "We wanted to create some sort of program to get the students who weren't at vocational high schools (some) exposure to automotive technology," said David Protano, dean of automotive technology at MassBay. "Demand is just off the charts for automotive technicians."

    Framingham High School student Kat Barry works under the hood as part of a three-week automotive technology summer boot camp at MassBay Community College's Automotive Technology Center in Ashland, July 27, 2023. While Barry isn't looking for a career in auto technology, she enjoyed learning what she calls "valuable life skills."

    PHOTOS: Mass casualty disaster drill at MassBay Community College's Framingham campus

    MassBay's automotive faculty designed a curriculum that includes an overview of safety and maintenance; tire repairs and balancing; warranty; recall services; automotive repair pay scales; the diagnostic process; safety in the automotive labs; and other auto services.

    Students received a $1,500 stipend for participating.

    The program was funded through MassGrad and MassHire grants secured by Framingham High School and focus on education and career exploration.

    Students get hands-on experience from MassBay

    MassBay's auto technology program offers sponsored programming from four major automotive brands: BMW, Toyota/Lexus, General Motos and Jeep/Chrysler/Dodge/Ram. It also offers a new nonmanufacture-specific all-brand general studies program, which provides students with a comprehensive, hands-on training on multiple types of makes and models.

    Kat Barry, an incoming Framingham High senior, said the program interested her because of her interest in engineering.

    "I didn't know anything about cars but the mechanics part of it I liked," she said. "I've just always been more of a math and science person than humanities, so I like building stuff, Legos, all that."

    Barry said she didn't know anything about cars other than how to drive them.

    "It's really good, life skills-wise because now I know how to change a tire, I know how to change my oil, the basic stuff that everyone should know so you don't always have to be in the shop," she said.

    Barry said she enjoyed her experience, saying MassBay provided a balance of hands-on and classroom work.

    "I know a lot of people here are more hands-on learners than classroom leaners," she said. "Everything we've learned we've been able to apply."

    Cole Beninati, left, and Ryan Dingmon, both incoming seniors at Framingham High School, build circuits on a project board as part of MassBay's three-week automotive technology summer boot camp, July 27, 2023.

    'They put in the hours': MassBay students turn to esports to make friends during remote semester

    Derrick Yancey, also an incoming senior, said he learned everything he thought he was going to learn.

    "I wanted to learn how cars work because everyone drives a car but not everyone knows how it works," he said. "It is interesting, but it's not something I would look a for a career ... I consider it just a hobby."

    Bob Bolivar, department chair for the Toyota T-Ten program, said he was pleasantly surprised and impressed with the students in the program.

    "Without much knowledge of automotive or mechanical, they did really well," he said.

    The program has a hands-on paid co-operative component, which enables students to learn in a professsional setting while earning money and college credit.

    MassBay's program has a 99% placement rate of its graduates into full-time jobs by graduation, according to public relations director Liz Cooper.

    Boot camp responds to student and industry needs

    Framingham High's career development coordinator, Julie O'Leary, said staff members noticed a need for students who needed more hands-on learning and were not on the college-bound track.

    O'Leary said this need was from students who had to go through a college-bound curriculum because they did not get into competitive vocational schools. O'Leary said these students were struggling with standard schooling and needed more hands-on experience.

    "Students are loving the program," she said. "They think their high school experience should be just like this. Students who might typically have their head down and are just not engaged are lighting it up here. I see them taking leadership roles, jumping in front of other students to get the hands-on experience."

    Protano said the automotive tech industry is starving for people. He said MassBay instructors frequently get calls from dealerships asking for students ready to work.

    "There's a big need," Protano said. "The demand is just off the charts for automotive technicians — there's way more jobs than they have students."

    Bob Bolivar, an associate professor at MassBay's Automotive Technology Center in Ashland, speaks to Framingham High School students during the college's boot camp, July 27, 2023.

    'Program gave me hope': Framingham students tell Gov. Baker of their early college experience

    Bolivar said he's seen the changes and demands in the industry.

    "Back when I started, if you had a little experience and a little talent, you could get by," he said. "But now you need both talent, experience and credentials."

    O'Leary said Framingham High will return next year, with plans to expand to other vocational programs such as cosmetology and partnering with health care programs for students.

    Automotive tech students hear from blind race car mechanic

    Thursday marked the end of the three-week program. Students heard from Jay Blake, a blind race car mechanic and motivational speaker. Blake saw a news release about the program and reached out to MassBay.

    Blake said before he spoke that it's "incredibly" important for students to learn automotive technology skills for many reasons, "one being to realize that there are opportunities in the trades to make an incredible living and it's also to educate them about the automobile."

    Jay Blake, president of the Follow A Dream drag racing team, was the featured speaker at MassBay Community College's automotive technology summer boot camp, July 27, 2023. Blake, a race crew chief, has been blind for more than 25 years due to a workplace accident.

    No 'hollow gesture': MassBay installs land acknowledgement, launches scholarship

    "If they don't choose to be a technician or anything, they at least know more about what they're driving and when they go and get it serviced, (they know) what the people are talking about when they're talking about their car," Blake continued. "The education they're getting here is so important."

    In 1997, Blake was involved in a work accident that caused him to lose his sight, and sense of taste and smell. He was 31 years old.

    He spoke about five tools students should implement in life: positive attitude, education, passion, determination and teamwork.

    "Remember, we're all different," Blake said. "But that's OK. Work together, encourage each other."

    "Life is a journey, and it certainly is a rollercoaster," he added. "You will have good times, and you will have bad times. It's not fair and it's not easy. But if you use these tools, you will navigate and succeed."

    This article originally appeared on MetroWest Daily News: Automotive boot camp gives Framingham students car challenges


    Sailing Boot Camp in the Virgin Islands

    Using the St. Thomas YC and Sailing Center’s fleet of IC24s, North U Performance Race Week teams enjoy one of dozens of practice races sailed over the five-day clinic in March. Gustave Schmiege III

    Here is the honest-to-­goodness truth: After a North U Performance Race Week in St. Thomas, you will be faster, smarter and definitely a little sunburned. Most importantly, though, you will be ready for your home-fleet racing, with one distinct advantage: You will have done more starts, more mark roundings and a lot more boathandling than in an entire season. It’ll feel like boot camp in paradise, but when you get home, you’ll be ready to serve.

    This tropical Performance Race Week happens twice each winter, once in February and once in March, and running the immersive sail-racing clinic is the kind professor himself, Bill Gladstone, who’s been teaching the North U curriculum for decades and always greets the students with a kind smile and inquisitive head lean.

    North U is now owned by the American Sailing Association, whose primary mission since the early 1980s has been to teach sailing and seamanship. With Gladstone’s North U in their portfolios, they’re now expanding into teaching racing through live clinics and online courses. Race Week students, from all sailing walks and classes, spend a couple grand apiece to get schooled on boatspeed, tactics and rules. But ultimately, the experience is all about teamwork, and the lesson plan is reinforced over five long eight-hour days on the water, in the classroom and with onboard coaches.

    As this year’s March edition of Race Week gets underway on an early Monday morning at the St. Thomas Sailing Center, the birds are chirping as Gladstone assembles the eager students. After pairing them with their coaches, he proceeds to pull boat assignments from a hat. It’s no secret among the veteran coaches that some of the IC24s, which are modified J/24s, are faster than others. But at the end of the day, the boat draw doesn’t matter because if the crew work isn’t sharp, a faster boat isn’t going to make a difference.

    For the team I’ve been assigned to as a coach, what does matter is the color of the boat. Gladstone pulls their team’s name and announces One Love. It’s the bright yellow that’s impossible to miss on its mooring. My first reaction is, “Oh no, not the yellow one.” Brightly colored boats always get the starting-line caller’s attention. But my team is ecstatic with the draw. The Olson 30 a few of them race back home in Duluth, Minnesota, is yellow and appropriately named Tweety.

    I’m not thrilled about the whole color thing, but I do like the name, which is fitting for the exercise they are about to embark on. It’s a song of unity, and that’s what the goal will be: a tight unit with respect for each and their skills, doing their job to the best of their ability. Over the next five days, we’re going to get together and feel all right.

    My teammates are Bob Schroer, Marne Kaeske, Melissa Kuntz and Tim Buck. Each of them are in St. Thomas for individual reasons, but they’ve come as a team. When their sailing seasons get underway in a few months, they’ll be racing at Minnesota’s Duluth YC on Schroer’s Olson 30 and Buck’s Aerodyne 38. 

    For Schroer, priority No. 1 is crew mechanics. And after that, understanding wind patterns and helm balance. For Kaeske, who is relatively new to the racing thing, it’s about confidence and knowing what’s going on inside and outside the boat. Buck’s goal is to correct “decades of bad habits,” but also sail trim and better helming. And for Kuntz, it’s simply about being more comfortable with helming.

    This much is all I can discern as they hastily gather for their first team meeting in One Love’s cockpit before rigging and dropping their mooring lines in St. Thomas’ picturesque Cowpet Bay. Gladstone runs a tight schedule, so there’s no time dawdle. A quick run through the boat setup and who’s doing what in the first rotation, and off they go in the direction of Christmas Cove. The morning’s session focuses on the basics of tacking, upwind sail trim and rotating everyone through every position. And when it’s too soon, we’re back ashore for Gladstone’s first classroom session and lunch at the club. The afternoon’s focus is spinnaker handling and crew rotations. With some additional classroom time and a video debrief, the sailors slink back to their condos, heads full of tips and bodies worn from a long day on the water.

    Sailors and friends from Duluth, Minnesota—Marne Kaeske on the bow, Tim Buck at the jib, Melissa Kuntz on mainsail and Bob Schroer at the helm—prepare for a spinnaker set at North U Performance Race Week in St. Thomas, USVI. Gustave Schmiege III

    The routine continues the next morning, with the addition of starting practice and one-lap windward/leeward races. Each “real” start is preceded by two practice starts, and by lunchtime, it’s easy to understand why Gladstone promises more race starts than a season’s worth. In two days, I think we’ve already met their quota. To mix things up and introduce a few more challenges, Gladstone adds an hourlong around-the-island race, a counterclockwise lap around nearby Great Saint James, which adds in some navigational skill development as well as some strategy lessons in navigating through swift currents and wind shadows.

    On board One Love, I’m feeling pretty chuffed with the team I’ve been assigned because one of the biggest challenges of Performance Race Week is the mandatory crew rotations. Pushing students well out of their comfort zones and outside their normal crewing positions creates all sorts of stress and unfamiliar situations. The bow is usually the most difficult to master for those who commonly hold the helm. And for those who never drive, strong winds, waves and a fleet of student drivers make for heart-pounding starts and mark roundings.

    On One Love, Buck and Schroer were plenty comfortable at the helm, but the most peculiar thing started happening: Kaeske and Kuntz, both of whom claimed zero experience driving in a race, were outstanding. By the fourth day of the clinic, their team were beyond basics and focusing on the 2.0 details, like cross-­sheeting, passing the tiller behind their backs, roll-­tacking and jibing. In four fast-paced days, I witnessed an ­amazing ­transformation in this ­foursome—more laughs, a lot less stress around the corners, and more confidence around the track.

    We’re mentally ready for the final-day regatta, where the coaches shall only coach between races. But to be sure, I suggest some morning calisthenics on the mooring. I trigger my stopwatch for five minutes, and they get a few curious looks from other teams passing by as Kaeske is on the foredeck end-to-ending the pole to lazy spinnaker sheets, Kuntz is at the back doing tiller passes, Buck’s refining his jib cross-­sheeting exchanges, and Schroer is practicing the roll-and-flatten with the mainsheet in hand. Now it’s really looking like boot camp, and all we’re missing are jumping jacks and burpees.

    The “regatta” portion is a two-session, seven-race day, with races in the morning, including one distance race round Great Saint James—this time clockwise—a lunch break at the club, and more races in the afternoon. And as Gladstone promised, they got as many races in as you would over a typical three-day ­weekend regatta. It’s fast-paced fun in the sun. Team One Love is solid midfleet going into the lunch break and, perhaps with a bit of a food coma, puts a 6 on the scoreboard before finally winning a race and closing with a fifth in the eight-boat fleet.

    On the dry-erase ­scoreboard back at the club, they later learn we’ve tied for third. On the countback, the team on Huron Girl beats us with a second to their third, and that’s that. Second place is only two points away—so close. But Performance Race Week is not really about points on the board. It’s about getting faster and smarter, and while a sunburn will soon fade, the memories and the lessons will last a lifetime.


     




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    Warum sind Cyberrisiken so schwer greifbar?

    Als mehr oder weniger neuartiges Phänomen stellen Cyberrisiken Unternehmen und Versicherer vor besondere Herausforderungen. Nicht nur die neuen Schadenszenarien sind abstrakter oder noch nicht bekannt. Häufig sind immaterielle Werte durch Cyberrisiken in Gefahr. Diese wertvollen Vermögensgegenstände sind schwer bewertbar.

    Obwohl die Gefahr durchaus wahrgenommen wird, unterschätzen viele Firmen ihr eigenes Risiko. Dies liegt unter anderem auch an den Veröffentlichungen zu Cyberrisiken. In der Presse finden sich unzählige Berichte von Cyberattacken auf namhafte und große Unternehmen. Den Weg in die Presse finden eben nur die spektakulären Fälle. Die dort genannten Schadenszenarien werden dann für das eigene Unternehmen als unrealistisch eingestuft. Die für die KMU nicht minder gefährlichen Cyber­attacken werden nur selten publiziert.

    Aufgrund der fehlenden öffentlichen Meldungen von Sicherheitsvorfällen an Sicherheitsbehörden und wegen der fehlenden Presseberichte fällt es schwer, Fakten und Zahlen zur Risikolage zu erheben. Aber ohne diese Grundlage fällt es schwer, in entsprechende Sicherheitsmaßnahmen zu investieren.

    Erklärungsleitfaden anhand eines Ursache-Wirkungs-Modells

    Häufig nähert man sich dem Thema Cyberrisiko anlass- oder eventbezogen, also wenn sich neue Schaden­szenarien wie die weltweite WannaCry-Attacke entwickeln. Häufig wird auch akteursgebunden beleuchtet, wer Angreifer oder Opfer sein kann. Dadurch begrenzt man sich bei dem Thema häufig zu sehr nur auf die Cyberkriminalität. Um dem Thema Cyberrisiko jedoch gerecht zu werden, müssen auch weitere Ursachen hinzugezogen werden.

    Mit einer Kategorisierung kann das Thema ganzheitlich und nachvollziehbar strukturiert werden. Ebenso hilft eine solche Kategorisierung dabei, eine Abgrenzung vorzunehmen, für welche Gefahren Versicherungsschutz über eine etwaige Cyberversicherung besteht und für welche nicht.

    Die Ursachen sind dabei die Risiken, während finanzielle bzw. nicht finanzielle Verluste die Wirkungen sind. Cyberrisiken werden demnach in zwei Hauptursachen eingeteilt. Auf der einen Seite sind die nicht kriminellen Ursachen und auf der anderen Seite die kriminellen Ursachen zu nennen. Beide Ursachen können dabei in drei Untergruppen unterteilt werden.

    Nicht kriminelle Ursachen

    Höhere Gewalt

    Häufig hat man bei dem Thema Cyberrisiko nur die kriminellen Ursachen vor Augen. Aber auch höhere Gewalt kann zu einem empfindlichen Datenverlust führen oder zumindest die Verfügbarkeit von Daten einschränken, indem Rechenzentren durch Naturkatastrophen wie beispielsweise Überschwemmungen oder Erdbeben zerstört werden. Ebenso sind Stromausfälle denkbar.

    Menschliches Versagen/Fehlverhalten

    Als Cyberrisiken sind auch unbeabsichtigtes und menschliches Fehlverhalten denkbar. Hierunter könnte das versehentliche Veröffentlichen von sensiblen Informationen fallen. Möglich sind eine falsche Adressierung, Wahl einer falschen Faxnummer oder das Hochladen sensibler Daten auf einen öffentlichen Bereich der Homepage.

    Technisches Versagen

    Auch Hardwaredefekte können zu einem herben Datenverlust führen. Neben einem Überhitzen von Rechnern sind Kurzschlüsse in Systemtechnik oder sogenannte Headcrashes von Festplatten denkbare Szenarien.

    Kriminelle Ursachen

    Hackerangriffe

    Hackerangriffe oder Cyberattacken sind in der Regel die Szenarien, die die Presse dominieren. Häufig wird von spektakulären Datendiebstählen auf große Firmen oder von weltweiten Angriffen mit sogenannten Kryptotrojanern berichtet. Opfer kann am Ende aber jeder werden. Ziele, Methoden und auch das Interesse sind vielfältig. Neben dem finanziellen Interesse können Hackerangriffe auch zur Spionage oder Sabotage eingesetzt werden. Mögliche Hackermethoden sind unter anderem: Social Engineering, Trojaner, DoS-Attacken oder Viren.

    Physischer Angriff

    Die Zielsetzung eines physischen Angriffs ist ähnlich dem eines Hacker­angriffs. Dabei wird nicht auf die Tools eines Hackerangriffs zurückgegriffen, sondern durch das physische Eindringen in Unternehmensgebäude das Ziel erreicht. Häufig sind es Mitarbeiter, die vertrauliche Informationen stehlen, da sie bereits den notwendigen Zugang zu den Daten besitzen.

    Erpressung

    Obwohl die Erpressung aufgrund der eingesetzten Methoden auch als Hacker­angriff gewertet werden könnte, ergibt eine Differenzierung Sinn. Erpressungsfälle durch Kryptotrojaner sind eines der häufigsten Schadenszenarien für kleinere und mittelständische Unternehmen. Außerdem sind auch Erpressungsfälle denkbar, bei denen sensible Daten gestohlen wurden und ein Lösegeld gefordert wird, damit sie nicht veröffentlicht oder weiterverkauft werden.

    Ihre Cyberversicherung sollte zumindet folgende Schäden abdecken:

    Cyber-Kosten:

    • Soforthilfe und Forensik-Kosten (Kosten der Ursachenermittlung, Benachrichtigungskosten und Callcenter-Leistung)
    • Krisenkommunikation / PR-Maßnahmen
    • Systemverbesserungen nach einer Cyber-Attacke
    • Aufwendungen vor Eintritt des Versicherungsfalls

    Cyber-Drittschäden (Haftpflicht):

    • Befriedigung oder Abwehr von Ansprüchen Dritter
    • Rechtswidrige elektronische Kommunikation
    • Ansprüche der E-Payment-Serviceprovider
    • Vertragsstrafe wegen der Verletzung von Geheimhaltungspflichten und Datenschutzvereinbarungen
    • Vertragliche Schadenersatzansprüche
    • Vertragliche Haftpflicht bei Datenverarbeitung durch Dritte
    • Rechtsverteidigungskosten

    Cyber-Eigenschäden:

    • Betriebsunterbrechung
    • Betriebsunterbrechung durch Ausfall von Dienstleister (optional)
    • Mehrkosten
    • Wiederherstellung von Daten (auch Entfernen der Schadsoftware)
    • Cyber-Diebstahl: elektronischer Zahlungsverkehr, fehlerhafter Versand von Waren, Telefon-Mehrkosten/erhöhte Nutzungsentgelte
    • Cyber-Erpressung
    • Entschädigung mit Strafcharakter/Bußgeld
    • Ersatz-IT-Hardware
    • Cyber-Betrug