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 : Praxis-Core
Exam Name : Praxis Core Academic Skills for Educators
Vendor Name : Admission-Tests
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Praxis-Core test Format | Praxis-Core Course Contents | Praxis-Core Course Outline | Praxis-Core test Syllabus | Praxis-Core test Objectives


You have been working to acquire the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking a Praxis® test.

Using the Praxis® Study Companion is a smart way to prepare for the test so you can do your best on test day.
This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:

• An overview of the Praxis tests

• Specific information on the Praxis test you are taking

• A template study plan

• Study topics

• Practice questions and explanations of correct answers

• Test-taking tips and strategies

• Frequently asked questions

• Links to more detailed information

So where should you start=> Begin by reviewing this guide in its entirety and note those sections that you need
to revisit. Then you can create your own personalized study plan and schedule based on your individual needs
and how much time you have before test day.

Keep in mind that study habits are individual. There are many different ways to successfully prepare for your
test. Some people study better on their own, while others prefer a group dynamic. You may have more energy
early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the
approach that works best for you.



Test Name Core Academic Skills for Educators: Writing

Test Code 5722

Time 100 minutes, divided into a 40-minute selected-response section and two
30-minute essay sections

Number of Questions 40 selected-response questions and two essay questions
Format Selected-response questions involving usage, sentence correction, revision in
context, and research skills; 2 essay Topics as the basis for writing samples
Test Delivery Computer delivered

Approximate Approximate

Content Categories Number of Percentage of Questions* Exam

I. Text Types, Purposes, and Production 6–12 selected-response 60%

2 essay

II. Language and Research Skills 28–34 selected-response 40%

for Writing

* Includes both scored and unscored (pretest) questions. Depending on the
number of pretest questions included in each scoring category, the total number
of questions in that category may vary from one form of the test to another.



The Core Academic Skills for Educators Test in Writing measures academic skills in writing needed to prepare
successfully for a career in education. All skills assessed have been identified as needed for college and career
readiness, in alignment with the Common Core State Standards for Writing.
The Writing test is 100 minutes in length and has three separately timed sections: a 40-minute selectedresponse section containing 40 selected-response questions and two 30-minute essay sections that each
require a response based on an essay topic. This test may contain some questions that will not count toward
your score.

The selected-response section is designed to measure examinees ability to use standard written English
correctly and effectively. This section is divided into four parts: usage, sentence correction, revision in context,
and research skills. In the usage questions, examinees are asked to recognize errors in mechanics, in structural
and grammatical relationships, and in idiomatic
expressions or word choice. They are also asked to
recognize sentences that have no errors and that
meet the conventions of standard written English. The
sentence correction questions require examinees to
select, from among the choices presented, the best
way to restate a certain phrase or sentence by using
standard written English; in some cases, the phrase
or sentence is correct and most effective as stated.

Examinees are not required to have a knowledge of
formal grammatical terminology. In the revision-incontext questions, examinees are asked to recognize
how a passage with which they are presented can be
strengthened through editing and revision. Revisionin-context questions require examinees to consider
development, organization, word choice, style, tone,
and the conventions of standard written English. In
some cases, the indicated portion of a passage will be
most effective as it is already expressed and thus will
require no changes.

In the research skills questions, examinees are asked to
recognize effective research strategies, recognize the
different elements of a citation, recognize information
relevant to a particular research task, and assess the
credibility of sources.
The two essays assess examinees ability to
write effectively in a limited period of time. The
Argumentative essay subject invites examinees to draw
from personal experience, observation, or practicing to
support a position with specific reasons and examples.
The Informative/Explanatory essay subject asks
examinees to extract information from two provided
sources to identify important concerns related to an
issue.

The Topics for the Argumentative and Informative/
Explanatory essays attempt to present situations
that are familiar to all educated people; no subject will
require any specialized knowledge other than an
understanding of how to write effectively in English.
Examinees should write only on the subject assigned
for each essay task, address all the points presented
in the topic, and support generalizations with
specific examples. For the Informative/Explanatory
essay, examinees should also draw information from
both sources, making sure to cite the source of the
information. Before beginning to write each essay,
examinees should read the subject and organize their
thoughts carefully.



I. Text Types, Purposes, and Production

A. Text Production: Writing Arguments

1. Produce an argumentative essay to support a claim using relevant and sufficient evidence

2. Write clearly and coherently

a. address the assigned task appropriately for an audience of educated adults

b. organize and develop ideas logically, making coherent connections between them

c. provide and sustain a clear focus or thesis

d. use supporting reasons, examples, and details to develop clearly and logically the ideas presented

e. demonstrate facility in the use of language and the ability to use a variety of sentence structures

f. construct effective sentences that are generally free of errors in standard written English

B. Text Production: Writing Informative/ Explanatory Texts

1. Produce an informative/explanatory essay to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content

a. write clearly and coherently

b. address the assigned task appropriately for an audience of educated adults

c. draw evidence from informational texts to support analysis

d. organize and develop ideas logically, making coherent connections between them

e. synthesize information from multiple sources on the subject

f. integrate and attribute information from multiple sources on the subject, avoiding plagiarism

g. provide and sustain a clear focus or thesis

h. demonstrate facility in the use of language and the ability to use a variety of sentence structures

i. construct effective sentences that are generally free of errors in standard written English

C. Text Production: Revision

1. Develop and strengthen writing as needed by revising and editing

a. recognize how a passage can be strengthened through editing and revision

– apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning or style

> choose words and phrases for effect

> choose words and phrases to convey ideas precisely

> maintain consistency in style and tone

II. Language and Research Skills for Writing

A. Language Skills

1. Demonstrate command of the conventions of standard English grammar and usage

a. grammatical relationships recognize and correct:

– errors in the use of adjectives and adverbs

– errors in noun-noun agreement

– errors in pronoun-antecedent agreement

– errors in pronoun case

– errors in the use of intensive pronoun

– errors in pronoun number and person

– vague pronouns

– errors in subject-verb agreement

– inappropriate shifts in verb tense

b. structural relationships

recognize and correct:

– errors in the placement of phrases and clauses within a sentence

– misplaced and dangling modifiers

– errors in the use of coordinating and subordinating conjunctions

– fragments and run-ons

– errors in the use of correlative conjunctions

– errors in parallel structure

c. word choice recognize and correct:

– errors in the use of idiomatic expressions

– errors in the use of frequently confused words

– wrong word use

– redundancy

d. No Error recognize:

– sentences free of errors in the conventions of standard English grammar and usage

2. Demonstrate command of the conventions of standard English capitalization and punctuation

a. mechanics recognize and correct::

– errors in capitalization

– errors in punctuation

> commas (e.g., the use of a comma to separate an introductory element from the rest of the sentence)

> semicolons (e.g., the use of a semicolon [and perhaps a conjunctive adverb] to link two or more closely related independent clauses)

> apostrophes (e.g., the use of an apostrophe to form contractions and frequently occurring possessives)

b. no errror

– recognize sentences free of errors in the conventions of standard English capitalization and punctuation

B. Research Skills

1. Recognize and apply appropriate research skills and strategies

a. assess the credibility and relevance of sources

b. recognize the different elements of a citation

c. recognize effective research strategies

d. recognize information relevant to a particular research task



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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