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 : ISTQB-Level-1
Exam Name : American Software Testing Qualifications Board Level 1
Vendor Name : ASTQB
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ISTQB-Level-1 exam Format | ISTQB-Level-1 Course Contents | ISTQB-Level-1 Course Outline | ISTQB-Level-1 exam Syllabus | ISTQB-Level-1 exam Objectives


Exam: ISTQB-Level-1 (American Software Testing Qualifications Board Level 1)

Exam Details:
- Number of Questions: The exam consists of multiple-choice questions.
- Time: Candidates are given a specified amount of time to complete the exam.

Course Outline:
The ISTQB Level 1 certification, provided by the American Software Testing Qualifications Board (ASTQB), is designed for individuals who are new to software testing or have limited experience in the field. The course covers the fundamental principles and techniques of software testing. The course outline includes the following topics:

1. Fundamentals of Testing
- Testing terminology and principles
- Psychology of testing
- Test process and lifecycle
- Test levels and types

2. Testing throughout the Software Development Lifecycle
- Requirements analysis and test design
- Test implementation and execution
- Test closure activities
- Test environment and test data management

3. Static Techniques
- Static testing fundamentals
- Review process and techniques
- Static analysis tools

4. Test Design Techniques
- Black-box and white-box test design techniques
- Equivalence partitioning and boundary value analysis
- Decision table testing and state transition testing
- Use case testing and user story testing

5. Test Management
- Test planning and estimation
- Test progress monitoring and control
- Configuration management and risk management
- Incident management and defect tracking

Exam Objectives:
The ISTQB-Level-1 exam aims to assess candidates' understanding of fundamental software testing concepts and their ability to apply them in practical scenarios. The exam objectives include:

1. Demonstrating knowledge of testing terminology, principles, and processes.
2. Understanding the different test levels, types, and techniques.
3. Applying static testing techniques and conducting effective reviews.
4. Designing test cases using various black-box and white-box techniques.
5. Understanding test management activities, including planning, monitoring, and control.

Exam Syllabus:
The exam syllabus covers the following topics:

- Fundamentals of Testing
- Testing terminology and principles
- Psychology of testing
- Test process and lifecycle
- Test levels and types

- Testing throughout the Software Development Lifecycle
- Requirements analysis and test design
- Test implementation and execution
- Test closure activities
- Test environment and test data management

- Static Techniques
- Static testing fundamentals
- Review process and techniques
- Static analysis tools

- Test Design Techniques
- Black-box and white-box test design techniques
- Equivalence partitioning and boundary value analysis
- Decision table testing and state transition testing
- Use case testing and user story testing

- Test Management
- Test planning and estimation
- Test progress monitoring and control
- Configuration management and risk management
- Incident management and defect tracking

Candidates are expected to have a solid understanding of these subjects and demonstrate their ability to apply the concepts and techniques in real-world testing scenarios. The exam assesses their knowledge, skills, and ability to perform software testing activities at a foundational level.



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ASTQB Qualifications teaching

 

Education, Minor

Saint Louis University's minor in education develops reflective individuals committed to service, inquiry and value-centered learning who want to add to their education background and develop leadership qualities that include risk-taking, civic responsibility and ethical character.

An education minor is a valuable asset in several careers related to education and schooling. Students who minor in education at SLU are prepared to implement educational programs consistent with their areas of expertise.

SLU's School of Education provides a well-rounded liberal arts background to enhance students' educational experiences. The main objective of SLU's education programs is to prepare dedicated, reflective scholar-practitioners who exhibit the knowledge, skills and dispositions embedded in the school's conceptual framework. The shared values that guide SLU's School of Education include social justice, cura personalis (care for the whole person), excellence, integrity, and trust, and respect. 

Program Highlights
  • Students enter a tight-knit community of faculty and peers committed to innovative learning, diversity and the intellectual ideas of the Jesuit tradition.
  • Students are prepared to practice cura personalis — care for the whole person — and work for social justice in their communities.
  • Students will graduate prepared to collaborate with families, build classroom communities, have high expectations for all students and advocate for social change.
  • SLU's minor in education utilizes the strengths of its B.A. in Education by engaging interested students in the five compass themes of identity, purpose, context, inquiry and praxis. Students who choose to minor in education at SLU are often interested in entering educational settings from birth to 12th grade as occupational therapists, physical therapists, speech, language and hearing specialists, athletic trainers, or as content certified who may be planning to teach in schools where certification is not required (private or Catholic schools). Their Teacher Learning Community Seminars (TLCs) are purposely designed to engage all these experiences to build robust learning communities for students.

    Continuation Standards

    Students must maintain a minimum grade point average of 2.00 for acceptance and continuation. Courses must be completed with no grade lower than a "C." A grade of "C-" does not satisfy the requirement. 

    Course List Code Title Credits EDUC 1010 Introduction to Teaching: Sense of Identity 1 EDUC 1015 Teacher Learning Community Seminar (Phase I) * 1 EDUC 1020 Introduction to Teaching: Sense of Purpose 1 EDUC 1025 Teacher Learning Community Seminar with Field Experience (Phase I) * 2 EDUC 1030 Introduction to Teaching: Sense of Context 1 EDUC 1040 Introduction to Teaching: Sense of Inquiry 1 EDUC 1050 Introduction to Teaching: Sense of Praxis 1 EDUC 1100 Reimagining School and Society 2 EDUC 1200 Growth, Development, and Learning 3 EDUC 1300 Exceptional Learners 3 EDUC 2015 Teacher Learning Community Seminar (Phase II) * 1 EDUC 2150 Environments for Learning 1: Space and Classroom Design 1 Total Credits 18

    *Teacher Learning Community Seminars (TLCs) are co-requisite courses to all education courses and allow for repeatable registration. Education minors must repeat enrollment in EDUC 1015 Teacher Learning Community Phase I until the minor coursework is completed, or a maximum of five earned credit hours is reached.   


    Master’s Degree in Education: Advanced Studies in Teaching & Learning

    Drexel University School of Education

    Now​ ​more​ ​than​ ​ever,​ ​there​ ​is​ ​a​ ​growing​ ​demand​ ​for​ ​teachers​ ​with​ ​advanced​ ​skill sets​ ​to​ ​successfully​ ​create​ ​and​ ​implement​ ​progressive​ ​curricula,​ ​being​ ​able​ ​to carry​ ​out​ ​effective​ ​instruction​ ​and​ ​make​ ​actionable​ ​assessments​ ​in​ ​education.

    Drexel's​ ​Master​ ​of​ ​Science​ ​(MS)​ ​degree​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum: Advanced​ ​Education​ ​Studies​ ​trains​ ​certified​ ​teachers​ ​to​ ​develop​ ​and​ ​implement effective​ ​instructional​ ​strategies,​ ​including​ ​specialized​ ​concentration​ ​sets.

    What ​Can ​You ​Do ​with ​an ​Advanced ​Studies Degree ​in ​Education?

    For individuals with or without a teaching certificate who are interested in advancing the boundaries of their profession, the MS in Teaching, Learning and Curriculum: Advanced Teaching provides a competitive credential.

    Graduates acquire a marketable skill set that will qualify them for a broad range of career opportunities such as instructors, instructional leaders, or leaders in local, state, national and international organizations in the following areas:

  • K–12 public and private schools
  • Higher education institutions
  • Local community centers
  • International outreach centers
  • State agencies
  • U.S. government
  • Human service agencies
  • Why ​Pursue ​a ​Master’s ​Degree ​in ​Education ​for Advanced ​Studies?

    The​ ​goal​ ​of​ ​the​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum​ ​course​ ​of​ ​study​ ​is​ ​to​ ​provide in-service​ ​teachers​ ​with​ ​the​ ​skills​ ​to​ ​design​ ​a​ ​framework​ ​for​ ​evaluation​ ​and exam​ ​using​ ​educational​ ​applications​ ​and​ ​research​ ​in​ ​a​ ​variety​ ​of​ ​educational settings.

    Students​ ​may​ ​pursue​ ​this​ ​program​ ​to​ ​expand​ ​professional​ ​horizons​ ​or​ ​as​ ​a gateway​ ​to​ ​prepare​ ​to​ ​enter​ ​into​ ​a​ ​terminal​ ​degree​ ​program.​ ​Credits​ ​earned​ ​within the​ ​program​ ​can​ ​be​ ​used​ ​toward​ ​the​ ​PA​ ​Department​ ​of​ ​Education's​ ​Instructional​ ​II certification.

    Master’s ​Degree ​in ​Advanced ​Education Studies: ​Program ​Options

    The​ master’s​ in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum:​ ​Advanced​ ​Studies​ ​program​ ​is offered​ ​entirely​ ​online.​ ​There​ ​are​ ​no​ ​set​ ​class​ ​times,​ ​so​ ​students​ ​can​ ​participate around​ ​their​ ​own​ ​schedules.

    Drexel’s​ ​online​ ​programs​ ​offer​ ​the​ ​very​ ​same​ ​faculty,​ ​curriculum,​ ​and​ ​degree​ ​as Drexel's​ ​distinguished​ ​on-campus​ ​programs.​ ​Drexel​ ​University​ ​is​ ​a​ ​winner​ ​of​ ​the ​Sloan-C​ ​Award​ ​for​ ​Excellence​ ​in​ ​Institution-Wide​ ​Online​ ​Education.

    Advanced ​Education ​Studies: ​Concentrations ​& Specializations

    At​ ​the​ ​concentrations​ ​stage,​ ​students​ ​have​ ​an​ ​opportunity​ ​to​ ​match​ ​their​ ​degree​ ​to their​ ​career​ ​goals​ ​through​ ​in-depth​ ​study.​ ​With​ ​the​ ​approval​ ​of​ ​the​ ​academic advisor,​ ​students​ ​can​ ​customize​ ​their​ ​own​ ​concentration​ ​(12-16​ ​credits)​ ​from education​ ​classes​ ​or​ ​select​ ​one​ ​of​ ​the​ ​following:

  • Autism Spectrum Disorders
  • Creativity and Innovation
  • Education Policy
  • Educational​ ​Administration​ ​(​does​ ​not​ ​include​ ​school​ ​principal certification.)
  • Global​ ​and​ ​International​ ​Education
  • Instructional​ ​Technology (students may begin coursework toward the 28.5 credit Instructional Technology Specialist certification program)
  • Higher​ ​Education
  • Human Resource Development
  • Learning Technologies
  • Multisensory reading Instruction Level 1 (Wilson® certification)
  • Reading​ ​Specialist​ ​add-on​ ​PA​ ​certification​ ​(option​ ​for​ ​Wilson®​ ​certification​ ​requiring​ ​a​ ​total of​ ​46​ ​credits)
  • Social, Emotional, and Behavioral Wellness certification
  • Teaching​ ​English​ ​as​ ​a​ ​Second​ ​Language​ ​(add-on​ ​PA​ ​ESL​ ​Specialist​ ​Certification)
  • One of the key features of the Teaching, Learning and Curriculum—Advanced Teaching program is its flexibility and the broad range of opportunities to which it can be applied. Students​ ​may​ ​consider​ ​areas​ ​such​ ​as​ ​autism​ ​spectrum​ ​disorders, educational​ ​policy,​ ​and​ ​evaluation​ ​and​ ​assessment.

    Advanced ​Education ​Studies: ​Concentrations ​& Specializations Admissions Criteria
  • A bachelor's degree from a regionally accredited institution
  • Undergraduate GPA of 3.0 or higher (graduate GPA will be considered along with the undergraduate GPA)
  • Required Documents

    With multiple ways to submit documents, Drexel makes it easy to complete your application. Learn more by visiting Drexel Online's Completing Your Application Guide.

    Master’s ​Degree ​in ​Education ​Advanced ​Studies Program: ​Courses ​& ​Curriculum

    Coursework​ requirements​ ​as​ ​part​ ​of​ ​the​ ​Advanced​ ​Teaching,​ ​Learning​ ​& Curriculum​ ​degree​ ​program​ ​at​ ​Drexel​ ​University​ provides​ ​an​ ​overview​ ​of​ ​current teaching​ ​trends​ ​and​ ​explores​ ​how​ ​these​ ​trends​ ​can​ ​be​ ​applied​ ​effectively​ ​to​ ​a broad​ ​range​ ​of​ ​educational​ ​opportunities.​ ​An​ ​additional​ advanced​ ​studies education​ research​ ​component​ ​allows​ ​the​ ​student​ ​to​ ​better​ ​understand​ ​how curriculum​ ​helps​ ​inform​ ​one’s​ ​teaching​ ​practice.

    A​ ​small​ ​and​ ​focused​ ​number​ ​of​ ​core​ ​courses​ ​and​ ​an​ ​expansive​ ​selection​ ​of concentration​ ​courses​ ​enable​ ​students​ ​to​ ​spend​ ​more​ ​time​ ​on​ ​an​ ​area​ ​of​ ​study​ ​that is​ ​important​ ​to​ ​them.​ ​The​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum​ for​ ​Advanced Education​ ​Studies​ program​ ​consists​ ​of​ a​ ​minimum​ ​of​ 45​ ​credits​ ​in​ ​the​ ​following areas:

  • Core courses
  • Policy, law, and organization courses
  • Capstone courses
  • Concentration courses
  • Capstone Courses

    Students in the MS in Teaching Learning and Curriculum program complete a research capstone course where they are introduced to various types of research designs and learn to be both consumers and producers of research. Following completion of the research course, students will complete a capstone experience by selecting one of the two-course multi-disciplinary sequence options below:

  • Thesis (Part I and II) - Students who select this option will be required to complete a master’s thesis which consists of a well-written research paper, comprised of five chapters that posits a research question and uses logical arguments & data to address/answer a gap in research
  • Lesson Study (Part I and II) - Students who select this option will be required to complete a research-based lesson design and analysis project
  • Practitioner Course (Part I and II) - Students who select this option will be required to complete a master’s project. Examples include: A reform initiative narrative, program or grant proposal, white paper or policy analysis, or program evaluation
  • For full course details of the MS in Teaching, Learning and Curriculum: Advanced Studies curriculum, please visit the Drexel University Course Catalog.

    How ​to ​Apply ​to ​the ​Advanced ​Education Studies ​Program

    The Master of Science in Teaching, Learning, and Curriculum: Advanced Studies program is offered 100% online. You can get started by filling out the Drexel Online application.


     




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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