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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Teacher-Certification FTCE : Florida Teacher Certification exam Exam Dumps

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Exam Number : FTCE
Exam Name : Florida Teacher Certification Exam
Vendor Name : Teacher-Certification
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FTCE exam Format | FTCE Course Contents | FTCE Course Outline | FTCE exam Syllabus | FTCE exam Objectives

Test Detail:
The FTCE (Florida Teacher Certification Exam) is a series of exams designed to assess the knowledge and skills of individuals seeking teacher certification in the state of Florida. The FTCE consists of several subtests, each focusing on specific subject areas or grade levels. Here is a detailed description of the test, including the number of questions and time allocation, course outline, exam objectives, and exam syllabus.

Number of Questions and Time:
The number of questions and time allocation for each FTCE subtest may vary. It is important to refer to the official FTCE documentation for specific details. Generally, each subtest consists of multiple-choice questions and may also include constructed-response or essay questions. The time allotted for each subtest can range from approximately 1.5 to 3.5 hours.

Course Outline:
The course outline for the FTCE varies depending on the specific subtest being taken. Each subtest is designed to evaluate the knowledge and skills required for effective teaching in a particular subject area or grade level. Some of the common subtests in the FTCE series include:

1. General Knowledge Test:
- English Language Skills: Reading, Writing, and Language Arts
- Mathematics
- Essay Writing
- Reading

2. Subject Area Exams:
- Elementary Education K-6
- English 6-12
- Mathematics 6-12
- Social Science 6-12
- Science 6-12
- Physical Education K-12
- Art K-12
- Music K-12
- Foreign Language (various languages)

3. Professional Education Test:
- Knowledge of Professional Practices in Education
- Instructional Design and Planning
- Learning Environment
- Instructional Delivery and Facilitation
- Assessment Strategies

Exam Objectives:
The objectives of the FTCE exams are to assess a candidate's proficiency in the subject matter knowledge, pedagogical knowledge, and professional practices required for effective teaching. The specific objectives may vary depending on the subtest being taken. However, the general objectives include:

1. Demonstrating content knowledge in the subject area being tested.
2. Applying pedagogical knowledge and instructional strategies to facilitate student learning.
3. Understanding and implementing effective classroom management and organization.
4. Utilizing exam strategies to monitor student progress and guide instructional decisions.
5. Demonstrating knowledge of professional practices, ethics, and legal requirements in education.

Exam Syllabus:
The exam syllabus for each FTCE subtest outlines the specific content areas and subjects that will be assessed. The syllabus may include:

1. Content Knowledge:
- Subject-specific knowledge and concepts.
- Skills and competencies required in the subject area or grade level.

2. Pedagogical Knowledge:
- Instructional strategies and techniques.
- Classroom management and organization.
- Assessment and evaluation methods.

3. Professional Practices:
- Ethical standards and professional conduct.
- Legal requirements and policies in education.
- Knowledge of student development and diversity.

Candidates should refer to the official FTCE documentation and study resources for accurate and up-to-date information on the exam format, content, and requirements. It is recommended to allocate sufficient time for exam preparation, including studying the relevant subject matter, reviewing pedagogical practices, and familiarizing oneself with the Florida education system and standards.

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Teacher-Certification Teacher learn


Master of Arts in Teaching (MAT)

Every member of the Master of Arts in Teaching faculty has secondary teaching experience. Students are successful, in part, because they receive extensive mentorship and support from master teachers who bring advanced teaching skills and extensive classroom experience to the MAT program. As a result, their graduating students are among the most qualified and sought-after teachers in the field.

Prerequisites (No Credits):
  • ED 500: Field Experience - Four days of structured observations in secondary schools. The Department of Education can help organize this. 
  • The equivalent of an undergraduate major in the discipline the candidate would like to teach.
  • Undergraduate liberal arts core including courses in humanities/arts, writing/communication, social sciences, STEM and one semester of foreign language. 
  • Educational Psychology (an undergraduate course, or independent study with Clarkson's CRC Department of Education exam). 
  • Required Core Courses (9 Courses/29 credits):
  • ED 501 Teaching Practicum (1 credit)
  • ED 502 NY State Teacher Requirements (1 credit)
  • ED 503 Professionalism in Teaching (1 credit)
  • ED 511-16 Curriculum and Methods of Teaching (in the discipline in which the student will become certified) (3 credits)
  • ED 540 The Psychology of Teaching with lab component (3 credits)
  • ED 541 Essential memorizing Literacy (3 credits)
  • ED 550 Effective Teaching for All Learners (3 credits)
  • ED 551 Teaching Residency (Fall, 4 credits)
  • ED 552 Teaching Residency (Spring, 4 credits)
  • ED 544 Literacy for the Content Classroom (3 credits)
  • ED 560 The Modern Teacher (3 credits)
  • Research Project (3 Credits):
  • ED 580 MAT Project (in the discipline in which the student will become certified)
  • Subject Area Courses (6 Credits):
  • Students complete two electives in the subject area in which they will be obtaining certification (six credits). Subject areas include:
  • biology
  • chemistry
  • earth science
  • mathematics
  • physics
  • technology
  • social studies
  • business and marketing
  • computer science
  • Chinese
  • English
  • French
  • German
  • Greek
  • Latin
  • Russian
  • Spanish. 
  • The Clarkson Teaching Residency

    MAT graduate candidates complete a half-day, year-long residency in a secondary school, taking full responsibility for at least two classes. Students will be interviewed at the site(s) where they expect to intern. Entrance into the teaching residency portion of the program is contingent upon completion of Psychology of Teaching and the appropriate Curriculum and Methods course with minimum grades of “B” and with permission of the Chair.

    For many MAT programs, students take anywhere from a semester to a full year of coursework before receiving a practicum assignment. Clarkson streamlines the path to hands-on, professionally valuable experience. You, in turn, get to immediately make a difference and drive progress in your chosen field.

    Full-year residency and internship assignments take place in a secondary school. Here, see what it takes to be an educator by creating lesson plans, managing classrooms and staying on track toward learning and socio-emotional outcomes. Your mentor-teacher collaborates with you to refine your instruction and classroom skills.

    Entrance into the teaching residency is contingent on completion of the "Psychology of Teaching" and the appropriate "Curriculum and Methods" course with minimum grades of “B” and with permission from the chair.

    We commit to your success through scholarships and grants that help you pay for this next step. Even find grants specifically for prospective teachers.

    Articulation Agreements

    Students from select undergraduate institutions may be eligible for scholarships.

    Students generally need a GPA of 3.2 or higher to qualify. Please inquire with the Department of Education at 518-631-9870 for a list of partner schools and details.

    Black Educators Initiative

    Clarkson’s Master of Arts in Teaching full-year residency program supports Black teacher candidates with Black Educator Initiative scholarships (based on eligibility), mentoring, living stipends (between $3,000-$5,000 based on eligibility), affinity groups, emergency funds (to help with certification exams, an interview suit, car repairs, etc.) and tutors. Grant recipients also earn the title of Fellow in the Black Educator Initiative program. Learn more about the Black Educators Initiative.

    Clinically Rich – Intensive Teacher Institute TESOL Grant

    The New York State Education Department has awarded the Department of Education at Clarkson University the Clinically Rich – Intensive Teacher Institute TESOL Grant. This grant provides a $4,500 scholarship for up to 20 candidates per year in English to Speakers of Other Languages (ESOL). Clarkson’s Education department may award additional funds to applicants who are eligible for additional grants and scholarships as matching funds.

    Early Decision Scholarship

    Scholarships are available for applicants to the Master of Arts in Teaching program who apply and are accepted early. Applicants intending to start in the Fall or Summer semester must commit to attend by the end of the previous calendar year. Applicants intending to start in the Spring semester commit to attend by July 1. Students are eligible to receive the "Commit to MAT" Education Scholarship. This award varies in value between $2,500-$6,000 based upon the student’s application portfolio.

    Education Department Scholarship

    The Education Department Scholarship is the most prestigious merit award in the Department of Education at Clarkson University. Students’ applications are automatically reviewed for merit scholarship eligibility based on previous coursework and the rigor of their undergraduate portfolio.

    Emma Willard Fellowship

    Clarkson University’s Master of Arts in Teaching program offers this fellowship in conjunction with the Emma Willard School, an all-girls boarding high school in Troy, NY. The fellowship awards a full-tuition scholarship, as well as a stipend and room and board at Emma Willard, where the fellows live and teach a reduced course load. Fellows complete the Master of Arts in Teaching over two years, receiving the fellowship each year, and then are provided assistance with their career search.

    Need-Based Scholarships

    Clarkson University provides need-based tuition assistance to a limited number of students. To qualify, students must complete the FAFSA, as well as a need-based scholarship application.

    Si Wai Teaching Fellowship

    The International Montessori School of Beijing (MSB) is seeking candidates from Clarkson’s Master of Arts in Teaching (MAT) program to serve as teachers. The English-speaking school, which was founded in 1990, educates more than 400 students (preschool through grade seven) from 21 different countries. Teachers do not need to speak Chinese to be considered for the fellowship.

    Special Scholarship Opportunities

    Clarkson University is fortunate to receive unique scholarships from generous donors. There are also scholarships designed to support students who grew up in Schenectady or the Capital Region. Applicants are encouraged to inquire about other current opportunities.

    STEM Up NY Noyce Scholarship

    Clarkson’s STEM Up NY program provides up to 20 scholarships to aspiring teachers in STEM (science, technology, engineering and mathematics) subjects to help address the shortage of secondary teachers for those subjects in high-need schools. Scholarship recipients receive $20,000 for their undergraduate senior year, $20,000 for the year it takes to complete their Master of Arts in Teaching and extensive support in preparing for and securing their first teaching positions. Learn more about the STEM Up NY Noyce Scholarship.

    Teacher Opportunity Corps (TOC) Grant

    The New York State Education Department has awarded the Department of Education at Clarkson University the Teacher Opportunity Corps (TOC) grant. This grant provides a $5,400 scholarship for qualified candidates from historically underrepresented groups. This award recognizes the quality of Clarkson University’s MAT program, as only eight of the over 200 teacher education programs in New York State receive this funding. Learn more about the TOC grant.

    The Dean’s Scholarship

    The Dean’s Scholarships are the most prestigious merit awards in the Department of Education at Clarkson University. Students are automatically considered for merit scholarships based on previous coursework and the rigor of their undergraduate portfolios.

    The Schenectady Foundation Scholarship

    The Schenectady Foundation Scholarship is awarded to one student every year. The successful candidate has graduated from Schenectady High School or a high school in Schenectady County. The candidate must complete the full-year teaching residency at Schenectady High School and express intention to pursue a teaching position in the district or in a high-need setting. The scholarship awardee receives $7,500 in tuition support from the Schenectady Foundation, which is matched by Clarkson University.

    Williams Scholarship

    This scholarship was established in memory of Harriet and Roscoe L. Williams, whose lives of dedication and service enriched schools and communities in the Dutchess County, Adirondack and Capital District regions of New York. The Williams family provides scholarship assistance to highly qualified MAT graduate students who are preparing for careers in classroom teaching and educational administration in New York State.


    In addition to scholarships, students may be eligible to receive transfer credit or course waivers for previous study. Course waivers and transfer credits reduce the cost of earning a degree from Clarkson University.

    Other Scholarships

    The Bauhofer Scholarship and the Allen Scholarship celebrate the dedication of individuals preparing for careers in the classroom.

    Explore all MAT Scholarships.

    A complete application consists of the following:

  • Online Application Form
  • Resume.
  • Statement of Purpose.
  • 3 Letters of Recommendation.
  • Official Transcripts.
  • Faculty Interview.
  • For International Applicants, an English Proficiency Test is required.
  • Minimum Test Score Requirements: TOEFL (80) and TOEFL Essentials (8.5), IELTS (6.5), PTE (56) and Duolingo English Test (115).
  • Prerequisites:

  • Overall GPA of 3.0 or higher.
  • The equivalent of an undergraduate major in the discipline the candidate would like to teach.
  • Undergraduate liberal arts core, including courses in humanities/arts, writing/communication, social sciences and STEM.
  • Educational psychology (an undergraduate course, or independent study with Clarkson’s CRC Department of Education exam. Must be completed prior to summer intensive; can be completed in fall or spring in the first year if students select the two year program).

  • Pa. Department of Education reduces wait time for new teacher certification

    No result found, try new keyword!An educator can now expect their certification to be processed by approximately 10 ... a foundation to empower early and lifelong learners and a trusted space for unbiased news. Learn more about ...

    Wait times down for teacher certification in Pennsylvania

    PENNSYLVANIA (WHTM) — Pennsylvania’s Department of Education (PDE) has said that teachers are now spending less time waiting for their certificates and more time in the classroom.

    The Department of Education said since 2022, they have reduced wait times for in-state certificates by more than two months. It is one of many steps they are taking to try and address Pennsylvania’s teacher shortage.

    “We want them in the classroom as soon as they can possibly be there,” said Carissa Pokorny-Golden, director of PDE’s Bureau of School Leadership and Teacher Quality.

    Getting new teachers certified as quickly as possible is a priority, especially with the state’s teacher shortage reaching what some call a “crisis.” Pokorny-Golden said when she started at PDE in 2022, new teacher certifications took about 10 to 12 weeks. A big reason is that PDE was severely understaffed, with about 12 to 16 employees evaluating certification applications.

    Months-long wait times are a problem, especially for students graduating in May and going into teaching.

    “It’s unnerving when you don’t get your certification when you expect it to come,” Pokorny-Golden said.

    Pennsylvania State Education Association spokesperson Chris Lilienthal added, “It’s getting really close to August and that’s when these folks are hoping to start their job.”

    Lilienthal said becoming a teacher is a complicated process with several steps.

    “It’s a very rigorous program they have here in Pennsylvania and they want to make sure that they aren’t throwing up obstacles in the way for young people who want to be teachers. They don’t want to create an incentive for them to get to a point in that process and say you know what, this is too hard, this is too complex, I’m going to change majors,” he said.

    Cutting down wait times removes one more obstacle. Pokorny-Golden said PDE hired four more evaluators. That has helped cut time for in-state new teacher certifications down to one to three weeks. Out-of-state and specialized certificates still take longer, but Pokorny-Golden said the state is continuing to hire more people to help.

    “We’re hoping to reach the goal that they will be able to get all certificates done within at least four weeks,” she said.

    PDE has also made several changes to their website to make it easier to use. A big change is the addition of a certification clock, which shows the real time wait for different levels of certification.

    “A lot of their phone calls, a lot of their emails are you know, asking, you know, how long is my certification going to take?” Pokorny-Golden said.

    PDE’s website also features a revamped certification page to make it easy to find answers to frequently asked questions, as well as step-by-step guides and instructional videos. This is all part of an effort to streamline the process as much as possible.

    “We think it makes the process more transparent, more accountable and it certainly makes it a lot more user friendly for educators,” Lilienthal said.

    Both PSEA and PDE agree this is a step in the right direction, but both groups are also working on several other ways to ease the teacher crisis. PDE has approved an apprenticeship program for high school students and also works on grants for professional development for teachers already in the field. PSEA is pushing for funding towards scholarship programs and raising teachers’ starting salaries.


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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