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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ACSM-GEI exam Format | ACSM-GEI Course Contents | ACSM-GEI Course Outline | ACSM-GEI exam Syllabus | ACSM-GEI exam Objectives

This exam content outline is based on a Job Task Analysis (JTA) for the ACSM Certified Group
Exercise Instructor® (GEI). The JTA describes what an ACSM GEI does on a day-to-day basis
and is divided into four domains and associated tasks performed on the job. As you prepare
for your exam, it is important to remember that all exam questions are based on these
domains—making it a perfect addition to your preparation materials! In fact, when you receive
your test scores, your performance in each domain is scored individually so you can see
exactly where you excelled and/or where you may need additional preparation. Using this in
combination with other optional study materials will ensure you are ready for exam day

Domain I Participant and Program Assessment 10%

Domain II Class Design 25%

Domain III Leadership and Instruction 55%

Domain IV Legal and Professional Responsibilities 10%

A. Evaluate and establish participant screening procedures to optimize safety and minimize risk by reviewing exam protocols based on ACSM standards and guidelines.

Knowledge of: • appropriate techniques for health history exam.

• ACSM standards and guidelines related to pre-participation health history exam.

• ACSM pre-participation screening questionnaire related to screening of class participants.

Skill in: • determining the adequacy of a facilitys current pre-participation procedures.

• developing and implementing pre-participation screening procedures.

B. Administer and review, as necessary, participants health risk to determine if preparticipation exam is needed prior to exercise using PAR-Q, ACSM pre-participation health screening or other appropriate tools.

Knowledge of: • the use of informed consent and medical clearance prior to exercise participation.

• ACSM guidelines related to pre-participation screening procedures.

• ACSM risk stratification categories to aid in pre-participation screening (i.e., low, moderate, high risk).

• important health history information (e.g., past and present medical history, orthopedic limitations, prescribed
medications, supplements, activity patterns, nutritional habits, stress and anxiety levels, family history of heart
disease and other chronic diseases, smoking history, use of alcohol and illicit drugs, etc).

Skill in: • determining when to recommend medical clearance.

• administering pre-participation screening questionnaire.

• determining risk stratification category by evaluating screening questionnaire.

• making appropriate recommendations based upon the results of screening questionnaire.

C. Screen participants, as needed, for known acute or chronic conditions to providerecommendations and/or modifications.
Knowledge of: • common medical conditions and contraindications to group exercise participation.

• risk factors, signs and symptoms, physical limitations and medical conditions that may affect or preclude class

• appropriate criteria for NOT starting or stopping a participant from exercising.

Skill in: • determining health status of group exercise class participants prior to each class.
• determining when to recommend medical clearance.

• making recommendations based on results of pre-exercise health status determination.

A. Establish the purpose and determine the objectives of the class based upon the needs of the participants and facility.
Knowledge of: • methods used to determine the purpose of a group exercise class (e.g., survey, focus group, inquiry, word of
mouth, suggestion box).

• types of group exercise classes (e.g., land-based, water-based, equipmentbased).

• types of equipment used in group exercise settings.

• participant characteristics such as health, fitness, age, gender, ability.

• health challenges and/or special needs commonly encountered in a group exercise setting.

• environmental factors as they relate to the safe participation (e.g., outdoor, indoors, flooring, temperature,
space, lighting, room size, ventilation).

• the types of different environments for group exercise such as outdoor, indoors, flooring, temperature, space,
lighting, room size, ventilation and need to potentially adapt that environment.

B. Determine class content (i.e., warm-up, stimulus and cool-down) in order to create an effective workout based upon the objectives
of the class.

Knowledge of: • the physiology of warm-up, stimulus and cool-down.

• the FITT principle (i.e., frequency, intensity, time and type) for developing and/or maintaining cardiorespiratory

• training principles (e.g., specificity, adaptation, overload).

• different training formats (e.g., continuous, circuit, interval, progressive classes such as 4-6 week sessions).

• exercise modification to most appropriately meet the needs of the class participants.

• different teaching styles (e.g., formal, authoritarian, facilitator, nurturer).

• different learning styles (e.g., auditory, visual, kinesthetic).

• the use of music in group exercise.

Skill in: • applying FITT principles (i.e., frequency, intensity, time, type) to class design.

• organizing the warm-up, stimulus and cool-down.

• planning a class for participants with health challenges and special needs.

• planning a class based on exercise environment and available equipment.

• applying various styles of learning to most effectively meet the objectives of the class.

C. Select and sequence appropriate exercises in order to provide a safe workout based upon the objectives of the class.

Knowledge of: • a variety of exercises used during warm-up, stimulus and cool-down.

• variety of exercises to meet the needs of participants with different skill and fitness levels.

• cardiovascular training principles and techniques.

• muscular conditioning principles and techniques.

• flexibility training principles and techniques.

Knowledge of:

• motor fitness components (e.g., balance, agility, speed, coordination).

• the principles of muscle balance (e.g., flexion/extension, agonist/antagonist).

• exercise progression (e.g., easy/hard, slow/fast).

• health challenges and/or special needs commonly encountered in a group exercise setting.

• risks associated with various exercises.

• the benefits and use of music in class design.

Skill in: • the selection and application of music given class purpose and objectives.

• selecting and sequencing exercises to maintain muscle balance, minimize risk to the participants and modify
for those with health challenges and special needs.

• designing transitions between exercises.

D. Rehearse class content, exercise selection and sequencing and revise as needed in order to provide a safe and effective workout

based upon the purpose and objectives of the class.

Knowledge of: • the purpose of class rehearsal.

• proper execution of exercises and movements.

• verbal and non-verbal cueing techniques for the purpose of providing direction, anticipation, motivation and

• a variety of class environments (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size,
ventilation) and associated adaptations that may be required.

Skill in: • demonstrating exercises and movements.

• the application of music, if used, given class purpose and objectives.

• modifying class design based on rehearsal trial and error.

• applying teaching styles (e.g., formal, authoritarian, facilitator, nurturer).

• applying verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety.

• applying non-verbal cueing techniques (visual, directional).

• corresponding movements to music phrase and/or counts during selected exercises or segments.

A. Prepare to teach by implementing pre-class procedures including screening new participants and organizing equipment, music
and room set-up.

Knowledge of: • equipment operation (e.g., audio, exercise equipment, facility).

• the procedures associated with determining the health status of group exercise class participants prior to each

• class environment (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation).

Skill in: • determining health status of group exercise class participants prior to each class.

• time management.

• delivering pre-class announcements (welcome, instruction, safety, participant accountability).

• operating sound equipment.

• evaluating and adapting, if needed, environment to maximize comfort and safety.

B. Create a positive exercise environment in order to optimize participant adherence by incorporating effective motivational skills,
communication techniques and behavioral strategies.

Knowledge of: • motivational techniques.

• modeling.

• appropriate verbal and non-verbal behavior.

• group behavior change strategies.

• basic behavior change models and theories (e.g., stages of change, self-efficacy, decisional balance, social
learning theory).

• the types of feedback and appropriate use.

• verbal (voice tone, inflection) and non-verbal (body language) communication skills.

Skill in: • applying behavior change strategies.

• applying behavior change models and theories.

• applying communication techniques (verbal and non-verbal/body language).

• fostering group cohesion.

• interacting with class participants.

• providing positive feedback to class participants.

• projecting enthusiasm, energy and passion.

• applying techniques addressing various styles of learning.

C. Demonstrate all exercises using proper form and technique to ensure safe execution in accordance with ACSM standards and

Knowledge of: • basic human functional anatomy and biomechanics.

Knowledge of:

• basic exercise physiology.

• basic ergonomic principles.

• proper alignment, form and technique.

• high-risk exercises and movements.

Skill in: • demonstrating proper alignment, form and technique.

• demonstrating exercise modifications.

• correcting improper form and/or technique.

D. Incorporate verbal and nonverbal instructional cues in order to optimize communication, safety and motivation based upon
industry guidelines.

Knowledge of: • anticipatory, directional, educational, motivational, safety, tactile and visual cueing techniques.
• proper participant performance.

Skill in: • applying anticipatory, directional, educational, motivational, safety, tactile, and visual cues.
• monitoring participants performance.

• instructing participant how to correct their own exercise execution and/or form.

E. Monitor participants performance to ensure safe and effective exercise execution using observation and participant feedback
techniques in accordance with ACSM standards and guidelines.

Knowledge of: • safe and effective exercise execution.

• the rationale for exercise intensity monitoring.

• exercise intensity monitoring methods and limitations.

• exercise programming (e.g., mode, intensity, frequency, duration).

• the signs and symptoms of overexertion.

• proper exercise demonstration techniques.

• proper feedback techniques (i.e., visual and auditory).

• normal and adverse response to exercise.

• appropriate criteria for NOT starting or stopping a participant from exercising.

Skill in: • safe and effective exercise execution.

• monitoring exercise intensity in class participants.

• recognizing signs and symptoms of overexertion.

• applying the principles of exercise programming (e.g., mode, intensity, frequency, duration).

• teaching participants how to monitor and modify their own exercise intensity.

• proper exercise demonstration techniques.

• proper feedback techniques (i.e., visual and auditory).

F. Modify exercises based on individual and group needs to ensure safety and effectiveness in accordance with ACSM standards and guidelines.

Knowledge of: • cardiovascular response to various environmental conditions.

• how aerobic, strength and flexibility exercise modifications affect intensity and safety.

• various exercise safety and intensity modification techniques (e.g., tempo, range of motion, alternate
movements, load).

• a variety of exercises for any particular muscle group, from easiest to hardest.

• the American Congress of Obstetricians and Gynecologists (ACOG) recommendations for exercise during

Skill in: • modifying exercise execution and intensity based on environmental conditions.

• modifying aerobic, strength and flexibility exercise intensity based on environmental condition, individual and/
or group needs.

• applying exercise intensity modification techniques (e.g., tempo, range of motion, alternate movements, load).

G. Monitor sound levels of vocal and/or audio equipment following industry guidelines.

Knowledge of: • appropriate vocal projection techniques.

• the value of vocal warm-up.

• vocal warm-up techniques.

• safe volume level.

• group exercise sound projection technology (e.g., microphones, amplifiers, speakers).

Skill in: • the application of appropriate vocal projection techniques.

• the application of group exercise sound projection equipment (e.g., microphones, amplifiers, speakers).

H. Respond to participants concerns in order to maintain a professional, equitable and safe environment by using appropriate
conflict management or customer service strategies set forth by facility policy and procedures and industry guidelines.
Knowledge of: • conflict prevention.

• basic conflict resolution techniques.

• communication techniques as it relates to conflict resolution (e.g., active listening, mirroring, reflection).

• specific club policies regarding conflict management and your role in application of policies.

Skill in: • applying conflict resolution techniques.

• applying empathetic listening skills.

• selecting the appropriate resolution.

I. Educate participants in order to enhance knowledge, enjoyment and adherence by providing health and fitness related information

and resources.

Knowledge of: • basic human functional anatomy and biomechanics.

• basic exercise physiology.

• basic human development and aging.

• the basic principles of weight management and nutrition.

• motivational techniques used to promote behavior change in the initiation, adherence or return to exercise.

• benefits and risks of exercise.

• basic ergonomic principles.

• stress management principles and techniques.

• healthy lifestyle practices and behavior.

• credible, current and pertinent health-related information.

• risk factors which may require referral to medical or allied health professionals prior to exercise.

Skill in: • accessing available health and exercise-related information.

• delivering health and exercise-related information.

• referring participant to appropriate medical or allied health professional when warranted.

A. Evaluate the class environment (e.g., outdoor, indoor, capacity, flooring, temperature, ventilation, lighting, equipment, acoustics)

to minimize risk and optimize safety by following pre-class inspection procedures based on established facility and industry
standards and guidelines.

Knowledge of: • ACSM facility standards and guidelines.

• established regulations and laws (e.g., Americans with Disabilities Act, CDC, OSHA).

• the procedures associated with determining the health status of group exercise class participants prior to each

Skill in: • evaluating classroom environment.

B. Promote participants awareness and accountability by informing them of classroom safety procedures and exercise and intensity options in order to minimize risk.

Knowledge of: • components that contribute to a safe environment.

• safety guidelines as it relates to group exercise.

Skill in: • communicating safety precautions before and during class.

• observing compliance with instructions provided to participants.

• cueing to reinforce safety precautions during class.

C. Follow industry-accepted professional, ethical and business standards in order to optimize safety and reduce liability.

Knowledge of: • appropriate professional behavior and boundaries pertaining to class participants.

• the ACSM code of ethics.

• the scope of practice of an ACSM Certified Group Practice Instructor.

• standards of care for an ACSM Certified Group Practice Instructor.

• informed consent, assumption of risk and waivers.

• established and applicable laws, regulations and policies.

• bounds of competence.

• established and applicable laws, regulations and policies.

• confidentiality, privacy laws and practice.

• insurance needs (e.g., professional liability, general liability insurance).

• basic business principles (e.g., contracts, negligence, types of business entities, tax business structure,
advertising, marketing).

Skill in: • applying professional behavior and in maintaining appropriate boundaries with class participants.

• applying the ACSM code of ethics.


Skill in (continued): • assuring and maintaining the privacy of all group exercise participants and any pertinent information relating
to them or their membership.

D. Respond to emergencies in order to minimize untoward events by following procedures consistent with established standards of
care and facility policies.

Knowledge of: • Adult CPR.

• automated external defibrillator (AED).

• basic first aid for accidents, environmental and medical emergencies (e.g., heat cramps, heat exhaustion, heat
stroke, lacerations, incisions, puncture wounds, abrasions, contusions, simple/compound fractures, bleeding/
shock, hypoglycemia, hyperglycemia, sprains, strains, fainting).

• the standard of care for emergency response (e.g., incident reporting, injury exam, activating emergency
medical services).

• the Emergency Action Plan, if applicable, for the fitness facility.

• unsafe or controversial exercises.

Skill in: • activating emergency medical services.

• administering CPR.

• administering an AED.

• administering basic first aid for exercise-related injuries, accidents, environmental and medical emergencies
(e.g., exam, response, management of class or environment).

• documenting incidents and/or emergencies.

• selecting exercises that are not controversial or high risk.

E. Respect copyrights to protect original and creative work, media, etc. by legally securing copyright material and other intellectual
property based on national and international copyright laws.

Knowledge of: • copyright laws (e.g., BMI, ASCAP).

• fair use of copyright material.

Skill in: • acquiring appropriate copyrighted materials and music.

F. Engage in healthy lifestyle practices in order to be a positive role model for class participants.

Knowledge of: • healthy lifestyle practices.

• lifestyle behavior change strategies (cognitive and behavioral).

• appropriate modeling behaviors (e.g., non-threatening, motivating).

• risks associated with overtraining.

• body image concepts and perceptions.

• risks associated with the female athlete triad.

• referral practices to allied health professionals.

Skill in: • applying healthy lifestyle practices.

• communicating healthy lifestyle information.

• personalizing behavioral strategies to class participants.

• recognizing the symptoms of overtraining.

• referring participants to appropriate allied health professionals when necessary.

• identifying issues/behavior related to unhealthy body image and making appropriate referrals.

G. Select and participate in continuing education programs that enhance knowledge and skills on a continuing basis, maximize
effectiveness and increase professionalism in the field.

Knowledge of: • continuing education requirements for ACSM certification.

• continuing education resources (e.g., conferences, workshops, correspondence courses, on-line, college/
university-based, journals).

• credible, current and pertinent health-related information.

Skill in: • obtaining relevant continuing education.

• applying credible, current and pertinent health related information when leading the class.

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AI2 drops biggest open dataset yet for training language models

Language models like GPT-4 and Claude are powerful and useful, but the data on which they are trained is a closely guarded secret. The Allen Institute for AI (AI2) aims to reverse this trend with a new, huge text dataset that’s free to use and open to inspection.

Dolma, as the dataset is called, is intended to be the basis for the research group’s planned open language model, or OLMo (Dolma is short for “Data to feed OLMo’s Appetite). As the model is intended to be free to use and modify by the AI research community, so too (argue AI2 researchers) should be the dataset they use to create it.

This is the first “data artifact” AI2 is making available pertaining to OLMo, and in a blog post, the organization’s Luca Soldaini explains the choice of sources and rationale behind various processes the team used to render it palatable for AI consumption. (“A more comprehensive paper is in the works,” they note at the outset.)

Although companies like OpenAI and Meta publish some of the vital statistics of the datasets they use to build their language models, a lot of that information is treated as proprietary. Apart from the known consequence of discouraging scrutiny and improvement at large, there is speculation that perhaps this closed approach is due to the data not being ethically or legally obtained: for instance, that pirated copies of many authors’ books are ingested.

You can see in this chart created by AI2 that the largest and most latest models only provide some of the information that a researcher would likely want to know about a given dataset. What information was removed, and why? What was considered high versus low-quality text? Were personal details appropriately excised?

Chart showing different datasets’ openness or lack thereof. Image Credits: AI2

Of course it is these companies’ prerogative, in the context of a fiercely competitive AI landscape, to guard the secrets of their models’ training processes. But for researchers outside the companies, it makes those datasets and models more opaque and difficult to study or replicate.

AI2’s Dolma is intended to be the opposite of these, with all its sources and processes — say, how and why it was trimmed to original English language texts — publicly documented.

It’s not the first to try the open dataset thing, but it is the largest by far (3 billion tokens, an AI-native measure of content volume) and, they claim, the most straightforward in terms of use and permissions. It uses the “ImpACT license for medium-risk artifacts,” which you can see the details about here. But essentially it requires prospective users of Dolma to:

  • Provide contact information and intended use cases
  • Disclose any Dolma-derivative creations
  • Distribute those derivatives under the same license
  • Agree not to apply Dolma to various prohibited areas, such as surveillance or disinformation
  • For those who worry that despite AI2’s best efforts, some personal data of theirs may have made it into the database, there’s a removal request form available here. It’s for specific cases, not just a general “don’t use me” thing.

    If that all sounds good to you, access to Dolma is available via Hugging Face.

    Fake smoke, less water: What environmentally friendly fire training looks like on Cape Cod

    WEST YARMOUTH — A grid of metal rebar sticks up from the concrete foundations of a new structure emerging on Buck Island Road.

    A new regional fire training building — a unique option in Cape Cod’s evolving methods of firefighting — is taking shape on the land just behind Fire Station 3.

    The new, eco-friendly — and health-friendly — project has been in the planning stages since the former Barnstable County Fire and Rescue Training Academy in Hyannis was permanently shuttered in 2019. That closure resulted from chemical contamination at the site, due to the longtime use of toxic firefighting foam containing per- and polyfluoroalkyl substances, or PFAS. These so-called "forever chemicals” have long been used by fire, military and airport installations around the country.

    Ernest Largey, owner of All Cape Foundations, positions the boom pump as footings are poured for the new Barnstable County fire training facility under construction on Buck Island Road in West Yarmouth behind Yarmouth Fire Station 3.

    The unfolding information about long-term environmental and public health problems posed by these chemicals has sparked a host of changes to how firefighter training is conducted and how fires are fought on Cape Cod.

    The new fire training facility, which is scheduled for completion in spring 2024, is designed to resemble a two-story residence and will contain training props that allow firefighters to train for challenges like deploying ladders, gaining entry to a locked building in a fire emergency, fighting various types of smoke and flames, structural collapse and search and rescue.

    In addition, the use of hazardous materials and training methods that were formerly in use will be replaced by new methods and materials designed to be non-hazardous to firefighters and the environment. Various portions of the training will be added as funding becomes available.

    Barnstable County firefighter academy will use non-toxic, environmentally-safe training materials

    Stephen Coan is a firefighting consultant for Barnstable County and the former longtime state fire marshal and director of the Massachusetts Firefighting Academy. He’s working with the county to implement new methods of firefighter training. The facility, he said, “will use no ignition (source) or fuel that is considered hazardous to the environment.” No straw or wood pallets will be consumed in the “fire,” which will be generated and piped in by a propane system.

    Coan compared the method to that of “a barbecue grill in your backyard, with a propane tank and a clean burner system.” It can be ignited, and extinguished, using remotely operated controls.

    “Even the smoke is artificial,” he said, like the smoke used on stage in theater productions, resembling dense smoke at a real fire but posing no hazard to firefighters.

    Less live fire means less water used. Water runoff can be contained, and won’t contain harmful chemicals, according to Sandwich Fire Chief John Burke, who also heads up the Barnstable County Fire Chiefs Association, another seminal group in the re-thinking of how fires are fought on Cape Cod.

    Cape Cod firefighter training equipment goes mobile

    Besides inaugurating plans for the new training building, planning groups began floating ideas for mobile training.

    Trailers and props could be transported between fire stations, allowing fire departments to customize training operations that best fit their individual department needs. Several mobile training units were obtained, which Coan called “turnkey operations,” that could move between various departments according to their own schedules.

    A pump truck is used to pour concrete for the footings of the new regional fire training facility. A new Barnstable County fire training facility is under construction behind Yarmouth Fire Station 3 on Buck Island Road. The Barnstable County Fire and Rescue Training Academy in Hyannis was demolished because of widespread PFAS contamination. The new regional training building will be an environmentally-safe place for firefighters to practice life-and-death skills without traveling off-Cape. The Coastal Companies is the general contractor for the project.

    Burke described several of the “props” now in use, such as those for car fires, “roof” and “ceiling” props and a live fire burn trailer. The car fire instruction, for instance, trains for two very different challenges: tactics for fighting fires in gasoline-powered engines and those in electric cars.

    According to Beth Albert, Barnstable’s county administrator, the county’s ongoing program “supports firefighter training and … works to build curriculum around these props,” using “trained instructors deployed to different locations on Cape.”

    The curriculum and instructors, she said, meet all national fire training standards and can individually address the needs of local fire departments.

    New Barnstable County fire training academy paid for with FEMA money, county matching funds

    The Buck Island Road building has been paid for by Barnstable County, through a $700,000 Federal Emergency Management Agency grant, in addition to a 10% match by the county, with the project supported by the Yarmouth Board of Selectmen.

    After the initial phase is completed, responsibility for funding and management passes to the town of Yarmouth and to individual Cape fire departments through the Cape and Islands Fire Chiefs Association. In addition, according to Burke and Coan, money also has been earmarked annually to help support the training of Barnstable County firefighters, through the ongoing advocacy of state Sen. Julian Cyr, D-Truro, and members of the state legislature.

    In Massachusetts, firefighter training mandates a 10-week training course at the Massachusetts Fire Training Academy, leading to certification. Once firefighters are on the job, each fire department determines the type and level of ongoing training appropriate for its needs.

    “Fire training never ends,” Coan said. “Every day is a training day.”

    Thanks to their subscribers, who help make this coverage possible. If you are not a subscriber, please consider supporting quality local journalism with a Cape Cod Times subscription.  Here are their subscription plans.

    This article originally appeared on Cape Cod Times: Barnstable County fire training facility takes shape in West Yarmouth

    DeWine floats insurance tax to permanently fund cop training: Capitol Letter

    No result found, try new keyword!Stuck online: Northeast Ohioans who won a class action lawsuit against FirstEnergy say their $10 to $20 winnings are stranded in “digital payment” form. Jake Zuckerman looks at what the plaintiffs are ...

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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 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.


    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:


    • 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


    • 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