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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Exam Number : GCP-GC-ADM
Exam Name : Genesys Cloud Certified Professional - Contact Center Administration
Vendor Name : Genesys
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GCP-GC-ADM exam Format | GCP-GC-ADM Course Contents | GCP-GC-ADM Course Outline | GCP-GC-ADM exam Syllabus | GCP-GC-ADM exam Objectives
Exam Specification: GCP-GC-ADM Genesys Cloud Certified Professional - Contact Center Administration
Exam Name: GCP-GC-ADM Genesys Cloud Certified Professional - Contact Center Administration
Exam Code: GCP-GC-ADM
Exam Duration: 90 minutes
Passing Score: Not specified
Exam Format: Multiple-choice questions
Course Outline:
1. Introduction to Genesys Cloud Contact Center
- Overview of Genesys Cloud platform
- Key features and components of Genesys Cloud contact center
- Understanding contact center administration roles and responsibilities
2. Contact Center Configuration and Setup
- Setting up and configuring Genesys Cloud contact center
- Managing organizations, divisions, and users
- Configuring roles and permissions
3. Contact Routing and Queuing
- Configuring routing strategies and rules
- Defining queues and skills
- Configuring routing policies and priority
4. IVR and Call Flows
- Designing and configuring IVR (Interactive Voice Response) systems
- Creating and managing call flows
- Implementing self-service options and voice prompts
5. Agent Management and Performance
- Managing agent profiles and permissions
- Monitoring agent performance and productivity
- Configuring agent groups and teams
6. Reporting and Analytics
- Generating and interpreting contact center reports
- Analyzing contact center metrics and KPIs
- Using analytics tools for performance optimization
Exam Objectives:
1. Understand the features and components of Genesys Cloud contact center.
2. Configure and set up the contact center environment.
3. Manage organizations, divisions, users, roles, and permissions.
4. Configure contact routing strategies, queues, and skills.
5. Design and configure IVR systems and call flows.
6. Manage agent profiles, permissions, and teams.
7. Monitor agent performance and productivity.
8. Generate and analyze contact center reports and analytics.
Exam Syllabus:
Section 1: Introduction to Genesys Cloud Contact Center (10%)
- Overview of Genesys Cloud platform
- Contact center administration roles and responsibilities
Section 2: Contact Center Configuration and Setup (20%)
- Setting up and configuring Genesys Cloud contact center
- Managing organizations, divisions, and users
- Configuring roles and permissions
Section 3: Contact Routing and Queuing (20%)
- Routing strategies and rules
- Queues and skills configuration
- Routing policies and priority
Section 4: IVR and Call Flows (20%)
- IVR design and configuration
- Call flow creation and management
- Self-service options and voice prompts
Section 5: Agent Management and Performance (15%)
- Agent profiles and permissions
- Agent performance monitoring
- Agent groups and teams configuration
Section 6: Reporting and Analytics (15%)
- Contact center reports generation and interpretation
- Contact center metrics and KPI analysis
- Analytics tools for performance optimization
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Earning An Elementary Education Degree: Everything You Need To KnowEditorial Note: They earn a commission from partner links on Forbes Advisor. Commissions do not affect their editors' opinions or evaluations. For many educators, a teaching career is more than a job––it’s a vocation. This calling represents a sense of purpose and commitment to empowering students during pivotal stages of their lives. An elementary school teacher’s impact reaches far beyond the confines of classrooms, extending into the broader community. If you feel called to become one of their workforce’s most impactful professionals, an elementary education degree is an excellent stepping stone toward a career in education. This article overviews how to earn a bachelor’s in elementary education, including standard admission requirements, common courses and career opportunities for graduates. What Is a Bachelor’s in Elementary Education?A bachelor’s in elementary education is an undergraduate degree that prepares learners to teach children in kindergarten through sixth grade. Elementary education bachelor’s programs typically require 120 credits and take around four years of full-time study to complete. Credits are divided between general education and major-specific coursework. The curriculum covers child and adolescent psychology and development, instructional methods, diversity in learning, classroom management, instructional technologies, exam methods, and language and literacy. Elementary education bachelor’s programs also include fieldwork or practicum components, providing students with hands-on practical experience in the classroom under the supervision of experienced mentors. Most elementary education bachelor’s degrees help students meet the requirements to pursue their initial teaching license; however, specific requirements vary by state, so ensure your prospective program leads to licensure in the state where you plan to practice. This degree can also lay the foundation for a master’s in elementary education, which can broaden your career prospects and increase your earning potential as an educator. Admission Requirements for a Bachelor’s in Elementary EducationAdmission requirements for a bachelor’s in elementary education vary by program. Some standard admission criteria include the following: Some programs require students to pass a criminal background check or fingerprint clearance. Common Courses in a Bachelor’s in Elementary EducationEach program sets its own curriculum, so specific course titles and offerings vary. Below is a sampling of common courses you might take in an elementary education bachelor’s program. Child and Adolescent DevelopmentCourses on child and adolescent development prepare learners to implement evidence-based and research-driven classroom practices. Students survey learning and development theories spanning childhood through adolescence to support diverse learners. They also analyze leading perspectives on social, cognitive, linguistic and physical development. Foundations in Elementary EducationA foundation in elementary education course overviews the historical, sociological and philosophical foundations of elementary education and the practical application of teaching and learning theories. Learners develop their personal philosophy of education for teaching and working with families. They may also examine instructional design, standards-based lesson planning and teaching strategies to support diverse learners. Curriculum, Instruction and AssessmentCourses on curriculum and exam for elementary education overview research and philosophical bases for teaching and exam practices. Learners examine instructional planning and curriculum design based on learning theories, curricular goals, educational requirements and student needs. Educational TechnologiesIn a course on learning technologies, students survey instructional tools and software, learning to integrate educational technology into their teaching practices and lessons to Improve learning outcomes. Learners evaluate the ethical usage of various learning technologies and may discuss considerations such as appropriate use, access to technology and equity. Bachelor’s in Elementary Education vs. Bachelor’s in Early Childhood Education: What’s the Difference?A bachelor’s in elementary education and a bachelor’s in early childhood education share overlapping objectives and both involve educating young children. However, these degree programs have notable distinctions and prepare learners for different teaching roles. The degrees target different age groups, teaching strategies and curricula. A bachelor’s in elementary education prepares students to work with children between 5 and 11 years old, equipping them to teach various subjects including reading, writing, literature, mathematics, science and social studies. Typically, an elementary education bachelor’s program develops the instructional methods suitable for this age group, including structured learning environments, individual and group activities, and direct instruction. Comparatively, a bachelor’s in early childhood education (ECE) prepares learners to teach and work with children from birth to around 8 years of age. The curriculum in an ECE program focuses on the foundational aspects of child development and play-based learning, equipping students to create developmentally appropriate and engaging activities that support children’s social, cognitive, emotional and physical growth. What Can You Do With a Bachelor’s in Elementary Education?The below salary data comes from the U.S. Bureau of Labor Statistics. Elementary School TeacherMedian Annual Salary: $60,490Minimum Required Education: Bachelor’s degree in education, elementary education or a related fieldJob Overview: Depending on the schooling system, elementary school teachers instruct children between kindergarten and fifth or sixth grade. These educators prepare and deliver lessons in subjects such as reading, writing, math, science and social studies. They also evaluate students’ abilities, strengths and weaknesses. Elementary teachers must grade students’ work and maintain a safe and supportive learning environment, providing individualized support to help students overcome learning challenges. Special Education TeacherMedian Annual Salary: $62,390Minimum Required Education: Bachelor’s degreeJob Overview: Special education teachers work with students with developmental, learning and physical disabilities. These educators collaborate with parents, caregivers and other professionals to provide comprehensive support and create individualized education plans to address each student’s unique learning needs. Special education teachers use various teaching methods and instructional materials to accommodate their students. Childcare WorkerMedian Annual Salary: $28,520Minimum Required Education: High school diploma or equivalentJob Overview: Childcare workers supervise children in various settings, including daycare centers, after-school programs, preschools and private homes. These professionals provide basic care, including feeding and diapering, to meet children’s needs. They also plan and implement activities to promote cognitive, social and intellectual development. Childcare workers document children’s progress, behavior and developmental milestones, relaying updates to parents and families. Training and Development SpecialistMedian Annual Salary: $63,080Minimum Required Education: Bachelor’s degreeJob Overview: Training and development certified in education create and implement professional development programs for educators, administrators and staff members in educational institutions. These professionals identify training needs, deliver workshops, provide coaching, and develop curricula to Improve the quality of education and the effectiveness of teaching and administrative practices. Kindergarten TeacherMedian Annual Salary: $60,490Minimum Required Education: Bachelor’s degree in elementary education or a related fieldJob Overview: Kindergarten teachers typically teach students between the ages of 5 and 6 during their first year of formal schooling. These professionals create engaging and interactive lessons in fundamental subjects such as reading, math and science. Kindergarten teachers foster creativity with play-based activities and help their students develop skills such as problem-solving and critical thinking. Frequently Asked Questions (FAQs) About a Bachelor's in Elementary Education Is a bachelor's in elementary education worth it?A bachelor’s in elementary education is worth it, depending on your career goals. Elementary school teachers need a bachelor’s degree to fulfill teaching certification and licensing requirements. This degree program builds a comprehensive understanding of teaching methodologies, classroom management, curriculum development and exam methods. Elementary education majors gain hands-on experience through clinical hours and practicums. What degree is best for an elementary school teacher?Earning a degree in elementary education from an accredited program equips learners with a solid foundation in the theoretical background, teaching methodologies, curriculum design and planning, child development, exam practices and subject-specific knowledge required to teach students in primary school. What is the difference between BA and a BS in elementary education?Typically, a BA in elementary education incorporates more humanities and social sciences coursework. A BS in elementary education requires students to complete more rigorous mathematics and science coursework. In most cases, either degree can meet state requirements for teaching certification or licensure. Financing educationMaking an education vision a reality is a complicated process and requires substantial human and financial resources. What happens if they want to ensure free pre-school education for all? Or lower secondary education to become free and compulsory? Or raise teachers’ salaries to make teaching more attractive? These are just some of the questions to be answered when a country develops its education sector policies and plans. Without feasibility testing, countries face the risk of underfunding which leads to under or no implementation of policies and programmes. UNESCO provides direct technical support and capacity development to countries to undertake costing exercises and has also developed generic Excel-based simulation models (SimuED) that can be downloaded and used by country experts. UNESCO advocates for data-informed policy and decision-making in education. In educational planning, data can help ground policy and programme strategies and priorities in the economic and demographic realities of a country making them more likely to be realized. To help countries estimate the resources associated with implementation of their Education Policy and Strategy (ESP), in 2001 UNESCO developed the Education Policy and Strategy Simulation (EPSSim) model which has since been used in dozens of countries around the world. To meet new education contexts and challenges and the targets of SDG4, in 2019 UNESCO launched the Simulation for Education (SimuED) model which is Excel-based and covers every sub-sector in education. Unlike other generic education simulation models, SimuED’s structure allows users to select the most relevant elements and projection techniques depending on their country needs and data availability. The process simplifies the model development process reducing the time needed to use it. SimuED also allows users to easily create and compare different scenarios to facilitate prioritization and decision-making. To obtain SimuED, or access resources such as the samples and the video tutorials, please send an email to SimuED@unesco.org. |
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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