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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Nachfolgend finden Sie alle Details zu Übungstests, Dumps und aktuellen Fragen der EPPP: Examination for Professional Practice of Psychology Prüfung.

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Medical EPPP : exam for Professional Practice of Psychology exam Dumps

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Exam Number : EPPP
Exam Name : Exam for Professional Practice of Psychology
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EPPP exam Format | EPPP Course Contents | EPPP Course Outline | EPPP exam Syllabus | EPPP exam Objectives

The exam for Professional Practice in Psychology
(EPPP) is developed and owned by the Association of
State and Provincial Psychology Boards (ASPPB). The EPPP
is provided to state and provincial boards of psychology to
assist them in their evaluation of the qualifications of
applicants for licensure and certification. This
standardized knowledge-based examination is
constructed by ASPPB with the assistance of its test
vendor, Pearson VUE. The EPPP is continuously
administered in a computerized delivery format through
the Pearson VUE network of computer testing centers.
State and provincial psychology boards acting collectively
through ASPPB provide support for the testing format.
Pearson VUE maintains a network of more than 275
Pearson Professional Centers (PPCs) in the United States
and Canada in order to provide access to computer-based
testing (CBT) for candidates.

The resources of individual psychologists, ASPPB and its
test vendor are used in the ongoing development of and
improvements to the EPPP. These combined resources are
greater than those available to any individual psychology
licensing. The EPPP is only one part of the evaluation
procedures used by state and provincial boards to
determine candidates readiness to practice the
profession of psychology. Most boards supplement the
EPPP with other requirements and/or exam
procedures. The EPPP is intended to evaluate the
knowledge that the most accurate practice analysis has
determined as foundational to the competent practice of
psychology. Most candidates taking the EPPP have
obtained a doctoral degree in psychology, a year of predoctoral supervised experience and appropriate
postdoctoral experience. Candidates are expected to have
acquired a broad basic knowledge of psychology,
regardless of individual areas of concentration. This
knowledge, and the candidates ability to apply it, are
assessed through the candidates responses to objective,
multiple-choice questions that are representative of the
field at large. The average pass-rate for doctoral level
candidates who are taking the exam for the first time
exceeds 80% in the most accurate sample years.

Regardless of the jurisdiction, in order to sit for the
EPPP, individuals seeking licensure must first apply for
licensure to the licensing authority in the state,
province or territory in which they wish to be licensed.
The licensing authority reviews applicants credentials
and determines if they meet the requirements
established in the laws of the state, province or

Candidates who meet their licensing authorities
requirements will be pre-approved by the board to take
the EPPP. The board will enter the candidates
identifying information into an online EPPP registration
system that will enable the candidate to logon and
verify her/his account, and that gives access to the
application materials. Candidates will be sent two
consecutive emails, the 1st advising them that their
licensing authority has uploaded their information into
the system, and the 2nd with information for them to
verify their account and begin the registration process.
 Candidates will not be able to log into the
registration system until their licensing authority has
uploaded their information. Candidates must contact
their board to advise that they are ready to test and
need to be uploaded to the EPPP registration system.

Candidates may test at any authorized Pearson VUE
center that administers the EPPP, regardless of the
jurisdiction where they are applying for licensure.
Candidates must arrive 30 minutes prior to their
scheduled appointment. Please Note: Candidates must
have a currently valid, government-issued photo ID
(e.g., passport, drivers license, etc.), as well as another
piece of identification imprinted with their name and
containing a signature or accurate photo (e.g., credit card,
CPR card, etc.). The first and last name on both forms
of ID must match the name on the Authorization to
Test email.

Prior to taking the EPPP, candidates will be asked to
read and acknowledge their review of the Candidate
Acknowledgment Statement. Please note that the
Candidate Acknowledgement Statement contains
important rules for taking the EPPP and should be read
in its entirety before acknowledging that it has been

The EPPP is administered under standardized conditions
in accordance with procedures established by Pearson
VUE for all their testing centers.
• Candidates taking the EPPP are allowed:
o 5 minutes to agree to the terms of the
Candidate Acknowledgement Statement (If
you do not agree to the terms within the 5-
minute timeframe, the exam will be
canceled and cannot be reset),
o 5 minutes for completion of the tutorial,
o 4 hours and 15 minutes for completion of
the EPPP and 5 minutes at the end of the exam allotted
to complete a brief survey.
• Candidates with documented disabilities or
impairments, who wish to be tested under
nonstandard conditions, please see the section
regarding “Special Accommodations” on page 7.
There are no scheduled breaks during the Exam.
Candidates may take breaks whenever they wish;
however, the clock on the time allotted for the Exam
will continue to run.

Pearson Professional Centers are built to standard
specifications and vary primarily on the basis of size.
Private modular workstations provide ample workspace,
comfortable seating, and proper lighting. Proctors
monitor the testing process through an observation
window and from within the testing room. Parabolic
mirrors mounted on the walls assist proctors in
observing the testing process. All testing sessions are
videotaped and audio-monitored, and a digitized image
of all candidates taking the EPPP will be retained.
Computer knowledge is not required to take a
computerized examination. Before the examination
begins, a basic introductory lesson (tutorial) is
presented that explains the process of selecting answers
and moving from question to question. Candidates have
5 minutes to complete the tutorial, and are strongly
encouraged to review it carefully.

Candidates may select their answers using either the
keyboard or the mouse. During the tutorial, candidates
will learn how they can skip forward or backward
through the EPPP to review questions. Candidates
should be sure they understand how to review
questions when they take the tutorial.
The testing software contains a feature that allows
candidates to flag questions they might wish to review
later, if time permits. Any question can be flagged,
regardless of whether it has been left blank or
answered, and will be scored even if it is still marked
upon completion of the Exam.

Candidates are encouraged to take notes during the
tutorial on whiteboards that can be supplied by the
testing center upon request. They are not automatically
supplied. Testing center staff will collect whiteboards at
the completion of the Exam. Candidates are not
allowed to bring their own scratch paper or writing
instruments into the testing room.
Please Note: There might be some distractions in the
testing situation because:
• Other candidates may be taking exams that require
narrative responses, and there may be keyboard

• Proctors will be entering the testing room on a
regular basis to observe activity and to seat other
candidates or answer inquiries.
• Other minor distractions might include ambient
noise from outside the testing room.
If a candidate is concerned that these kinds of
distractions will affect exam performance, he or she
may request earplugs and/or noise cancelling
headphones after arriving at the testing center. This
does not require pre-approval. Candidates are not
allowed to bring their own earplugs into the testing

The total number of correct responses determines a
candidates score. Therefore, it is to the candidates
advantage to answer every item, even when uncertain
of the correct response. The candidate should choose
the single best answer to each item.

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Medical exam test prep


Legal Education in World of AI Should Follow Medical Model

Bar exams moved online during the pandemic, fueling attention to issues under discussion, such as widely varying bar pass rates from state to state, and large costs to graduates of prep courses needed even after three years of law school.

Law school administrators and members of the profession wrung their hands: Are they really turning out so many graduates incompetent to practice law?

Some modest reforms are under way. There’s a next generation bar exam on the horizon that diverges a bit from the old style. But a lot of state bars are still just thinking about it, and bar exam modifications continue to be (rightfully) criticized.

And in the midst of this debate, along came ChatGPT—never a law student—and passed the bar exam. Academia is in turmoil over the significant potential for AI-assisted papers and exams.

Out of the chaos sown by these developments, might they possibly reap a whole new perspective on how to train lawyers? It is, after all, overdue to reform legal education, which has changed only marginally for many decades.

Of course law students still need to learn legal doctrine, and how to find and understand case law, statutes, and regulations. And clinical legal education, which is now often a graduation requirement, has been a valuable addition to legal education.

But should law school consume three mostly-classroom years and then be followed by a bar exam that requires lots of memorization and lightning-fast essay and multiple-choice responses that don’t reveal the kind of in-depth thinking attorneys are called on to do? Especially considering the great expense in time and money for law school and then bar prep?

What should they be teaching and then, if not testing, evaluating? A long and well-researched report from 2020, “Building a Better Bar: The Twelve Building Blocks of Minimum Competence,” suggests a helpful framework to answer that question.

Most critically it focuses much attention on what they in the legal academy have mostly failed to teach: the genuine practice of law. It’s about time they do so.

Consider medical education. It begins with two years immersed in the textual, classroom, and lab study of subjects necessary to the practice of medicine. Then students progress to two years learning the clinical—the actual—practice of medicine, even before years of post-graduate residency training. And some medical schools are even introducing clinical practice into those first two years.

What would “medical model” legal education look like?

Lawyers for America, invented at UC Hastings (now UC Law San Francisco), is a model that provides students with a different route to learning to be a lawyer while simultaneously helping to Boost their country’s massive access to justice problem.

Ponder: Two years of classroom learning and a third year devoted entirely to a well-supervised externship with a legal nonprofit or government legal office. Given the current bar exam, summer is then devoted to study and the test, and then after the bar exam the fellows return for a full year of fellowship-paid work.

The participating organizations pay LFA enough to support the fellowship stipends—less than their cost of hiring a new lawyer, enabling the stretching of their always tight budgets. Bonus: They’ve already trained their new fellow for all of their 3L year. Supervisors are very committed to their training because fellows will soon be their colleagues for a year.

Our fellows so far have engaged in great public service through the program and have moved very successfully to careers. Many of the fellows have stayed in public interest or public service careers, some clearly achieving positions that just on the basis of grades and pedigree could have been difficult to obtain. Their excellent experience—and thus meaningful recommendations—has propelled them forward.

Can they do more to make law school-affiliated hands-on experiences not only necessary but sufficient for licensure as a lawyer? Or at least sufficient along with passage of a much-simplified written exam, perhaps focusing on a limited number of subjects chosen by each examinee from a larger selection, and with dramatically reduced emphasis on speed and memorization?

Alas, change comes hard both to legal educators and to bar examiners. They started LFA after a dean told us they should ask for forgiveness rather than permission, or the idea might never have moved forward. Other law schools have considered joining us and hit various barriers.

For their part, bar examiners have put together committees to recommend change, but things move slowly—if at all. A California Blue Ribbon Commission spent about two years and still couldn’t reach consensus on a non-bar-exam route to licensure. A subgroup of that commission has just prepared a lengthy draft urging a “portfolio bar examination” in hopes of obtaining full commission approval.

For a good starting point to consider change, law school administrators should look to the medical school model and take to heart the feedback in the “Building a Better Bar” report about the value of experiential learning in the careers of many law graduates.

We need to train lawyers for the needs of today, under the conditions of today’s world. Yesterday’s ways shouldn’t be forever.

This article does not necessarily reflect the opinion of Bloomberg Industry Group, Inc., the publisher of Bloomberg Law and Bloomberg Tax, or its owners.

Marsha Cohen is a professor at UC Law SF. She taught podium classes and for many years supervised an extensive Judicial Externship Program which fueled her interest in “medical-model” legal education, on which Lawyers for America was built.

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How SLU student conquered to top the medical technologist exam

CAVITE, Philippines – Sam Jeffrey Tiongco, 22, dreamed of becoming a medical technologist and a doctor, but the journey towards this dream has been a challenge. 

He was having a typical day at Saint Louis University (SLU) when his friend showed him the August 2023 Medical Technologists Licensure exam results. 

“That time akala ko inedit niya, kasi ‘yun ‘yung trip ng mga kaibigan ko (At that time I thought it was edited by my friend to prank me),” he said.

“So when he showed me that it was actually the PRC (Professional Regulation Commission) board, I was really shocked, I dropped my pen and then I cried [out] of joy, ” Tiongco added in a mix of English and Filipino. 

Tiongco scored 93.30%, placing first among 3,982 passers out of 5,401 examinees. His alma mater Saint Louis University also ranked first among schools with students taking the exam nationwide.

While everyone saw Tiongco fulfill one of his dreams, only few knew how physically and emotionally draining his preparation was towards this result.

“I pressured myself into delivering the best results thinking I could ignore the physical hardship because I was used to sleepless nights anyway, but it wasn’t the case,” said Tiongco in his Facebook post.

Life as a student in SLU

Tiongco moved to Baguio City, where he studied senior high school at SLU Basic Education School. He later enrolled at SLU for his undergraduate degree in medical technology. 

“When I was in high school, I fell in love with blood bank, especially blood typing, so I intended to pursue medical technology,” Tiongco shared.

He was an active student leader in SLU. When asked how he managed his time, he said, “Very difficult siya. Actually nung high school hanggang 2nd year college, BS major in org (organizations) talaga ako, hindi ako BS major in medical technology.”

(It was very difficult. From high school until 2nd year college, I was actually a BS major in organizations, not a BS major in medical technology.)

He served as student council executive president when he was in Grade 12. In college, he served as a secretary, secretariat head, and academic committee head at SLU KASAMA. 

Despite this, Tiongco, just like every other student, struggled in school. “First year pa lang mahirap na talaga yung subjects, i-te-train ka na talaga nila. Ang hirap ng mga quizzes namin, super (The subjects are already difficult in my first year because the university is training us. The quizzes were super difficult.),” he said. 

He also admitted that he barely passed the university’s comprehensive exam. “Sobrang hirap niya to the point na meron din akong line of seven [na grade] (It was very hard, to the point that I received a grade with a line of seven)

Such events would have discouraged other students, but Tiongco did not let it get through him.

“Honestly hindi masama ‘yung feeling ko, at the very least pasado ako. Hindi ko na kailangan ulitin ‘yung process kasi grueling ‘yung process tapos uuliit ka nanaman (Honestly, I did not feel bad, at the very least I passed. I don’t need to repeat the process because the process is grueling for me to only do it once more),” he said. 

The setbacks

Studying for the board exam was not child’s play for Tiongco. He even had few people around him doubting him. 

“Very contradictory ‘to doon sa [Facebook] post ko, sinabi ko roon na walang nagdoubt sa akin pero meron at meron talaga (It’s very contradictory to my [Facebook] post, I said that no one doubted me but there actually were.), ” he said. 

Tiongco admitted experiencing several breakdowns before the board exam. “One month before the board naka-apat or limang breakdowns yata ako. Sinabi ko na hindi ko kaya [pumasa], baka bagsak ako. (A month before the board exam, I think I had four or five breakdowns. I said I can’t pass, I might fail.)”

Tiongco originally intended to take the board exam in March 2023. “Unfortunately, ‘yung TOR namin late na na-release (Unfortunately, my transcript of records was released late),” he said.

“Medyo masakit sa feeling, kasi I had plans for the entire year. Sabi ko nga after ng March magtuturo ako sa mga schools tapos magpapaopera pa ako ng mata ko kasi yung grado ko sobrang taas na,” he said. 

(It was a bit painful, because I had plans for the entire year. I planned to teach after March and then I planned to undergo surgery to fix my blurry eyesight.)

But these setbacks did not stop Tiongco from achieving his dream. He started reviewing again from April to August.

“During those times sila [family] ‘yung nagbubuhat sa akin, pagkain [and] everything para makapag-focus ako sa review ko (During those times they supported me, they gave me everything so that I can focus on my review.),” he said. 

“Na-postpone ‘yung plan ko pero kailangan tanggapin kasi ‘yun talaga eh, pero at least nagpayoff ‘yung mga desisyon ko,” Tiongco said.

(My plan was postponed but I have to accept it because that’s how it is. At least my decisions paid off.)

Aside from his family, his motivation to make his alma mater proud kept him going throughout the review process.

“I really wanted to deliver for their institution. I wanted to supply the best results that I can,” he said.

And delivered he did. Tiongco is currently a first year medical student at SLU and is on his way to supply back to the people who believed in him. – Allysa Areglo/Rappler.com

Allysa Areglo is a Cavite State University student pursuing a bachelor’s degree in journalism. She is a digital communications intern at Rappler.

VSSC exam fraud involves cheating kit sourced online

No result found, try new keyword!The city police have lodged two separate First Information Reports, one with the Museum police station and another with the Medical College police station.

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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