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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Certification-Board RACP : Royal Australasian College of Physicians test (FRACP) ACTUAL EXAM QUESTIONS

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Exam Number : RACP
Exam Name : Royal Australasian College of Physicians test (FRACP)
Vendor Name : Certification-Board
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RACP test Format | RACP Course Contents | RACP Course Outline | RACP test Syllabus | RACP test Objectives

Domain 1: Clinical Process

THEME 1.1 – CLINICAL SKILLS

Learning objectives

1.1.1 Elicit the history and obtain other relevant data

1.1.2 Conduct an appropriate physical examination

1.1.3 Synthesise findings from history and physical examination to develop a differential diagnosis and
management plan

1.1.4 Plan and arrange investigations appropriately

THEME 1.2 – PATIENT CARE AND THERAPEUTICS

Learning objectives

1.2.1 Manage general care in the unwell patient

1.2.2 Prescribe appropriate and safe pharmacotherapy

1.2.3 Incorporate health and wellness promotion in clinical practice

1.2.4 Manage patients with surgical problems

1.2.5 Facilitate ongoing care planning

THEME 1.3 – PROCEDURAL SKILLS

Learning objectives*

1.3.1 Prepare patient for procedure

1.3.2 Competently perform procedures relevant to Adult Medicine

1.3.3 Provide care following procedure

Domain 2: Medical Expertise

THEME 2.1 – MANAGEMENT OF ACUTE MEDICAL PROBLEMS

Learning objectives

2.1.1 Recognise and manage the critically ill patient

2.1.2 Manage specific acute medical problems

2.1.3 Communicate with patients and their families/carers in an emergency situation

THEME 2.2 – MANAGE PATIENTS WITH UNDIFFERENTIATED

PRESENTATIONS

Learning objectives

2.2.1 Manage patients with undifferentiated presentations

THEME 2.3 – MANAGE PATIENTS WITH DISORDERS OF ORGAN SYSTEMS

Learning objectives

2.3.1 Manage patients with disorders of the cardiovascular system

2.3.2 Manage patients with endocrine and metabolic disorders

2.3.3 Manage patients with disorders of the gastrointestinal system

2.3.4 Manage patients with non-malignant disorders of the haematological system.

2.3.5 Manage patients with disorders of the immune system

2.3.6 Manage patients with mental health disorders

2.3.7 Manage patients with disorders of the musculoskeletal system

2.3.8 Manage patients with disorders of the neurological system

2.3.9 Manage patients with disorders of the renal and genitourinary systems

2.3.10 Manage patients with disorders of the respiratory and sleep system

2.3.11 Manage patients with skin disorders

THEME 2.4 – MANAGE PATIENTS WITH DEFINED DISEASE PROCESSES

Learning objectives

2.4.1 Manage patients with neoplastic diseases

2.4.2 Manage patients with genetic disorders

2.4.3 Manage patients with infectious diseases

THEME 2.5 – MEDICINE THROUGHOUT THE LIFESPAN/GROWTH AND
DEVELOPMENT

Learning objectives

2.5.1 Manage common presentations in adolescents

2.5.2 Manage common presentations in pregnancy

2.5.3 Manage common problems associated with the menopause

2.5.4 Manage problems in the older patient

2.5.5 Manage patients at the end of life

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Certification-Board Physicians dumps

Certification Grievances Appeal Process

Can you spare a cookie?

If an ISA CAP® or CCST® applicant feels he/she was wrongly denied certification, original or renewal, from the CAP or CCST program, then he/she has the right to appeal.

Appeals Procedures

All appeals shall be in writing.

The notice of appeal must be delivered to the Certification Board, addressed to the attention of the ISA Executive Director, by the close of business on the 21st day after the receipt date of the notice of denied certification.

The appeal should include the date the notice of denied certification was received and must state the reasons the applicant believes the denied certification was in error.

The appeal should indicate whether or not the applicant requests a hearing.

If a hearing is requested, the applicant must explain why a hearing is needed, identify the issues to be resolved at a hearing, list names of prospective witnesses, and identify documentation and other evidence to be introduced at the hearing before the Board.

The Chair of the Certification Board will select a three-member panel of the Board to become the Review Panel, one of whom shall be appointed Chair and will be the final vote in the event of a tie during the ruling.

Procedures

The Review Panel will review the appeal and any request for a hearing. The Review Panel will grant a hearing in connection with the appeal, if requested.

Hearing

The Chair of the Review Panel will determine the time and location of the hearing within 90 days after determination that a hearing is warranted and will notify the applicant within the first 21 days. The applicant will be notified of the hearing time and location at least 20 days prior to the time determined for the hearing.

The applicant may be represented by counsel or represent him/herself at the hearing. The applicant may offer witnesses and documents and may cross-examine any witness.

The Review Panel may consider any evidence it deems relevant without regard to strict application of legal rules of evidence.

The applicant is urged to submit a written brief (four copies) 10 days prior to the hearing to the Certification Board, addressed to the attention of the ISA Executive Director, for distribution to the panel in support of his/her position. However, written briefs are not required.

Deposition

If the applicant or Review Panel desires to take a deposition prior to the hearing of any voluntary witnesses who cannot attend the hearing, the deposition of a witness may be applied for in writing to the Chair of the Review Panel together with a written consent signed by the potential witness that he or she will deliver a deposition for one party and a statement to the effect that the witness cannot attend the hearing along with the reason for such unavailability.

The party seeking to take the deposition of a witness shall state in detail as to what the witness is expected to testify.

If the Chair of the Review Panel is satisfied that such deposition from a possible witness will be relevant to the issue in question before the Panel, then the Chair will authorize the taking of the deposition. The Chair will also designate a member of the Panel to be present at the deposition.

The deposition may be taken orally or by video. Any refusal of the taking of the deposition by the Chair shall be reviewed by the Panel at the request of the applicant.

The party requesting the deposition will pay for the cost connected with taking the deposition.

The applicant will be notified of the result of the Review Panel within 30 days of the meeting.

Final Review

If the Review Panel makes a decision adverse to the applicant, the applicant may appeal to the full Certification Board for a final review by the close of business on the 21st day after the notice of decision is issued. Such appeal shall follow the same procedures as the initial appeal to the extent possible with the Chair of the Board serving as the Chair of the Final Review Panel. The Chair will once again select a three-member panel, one of whom shall be himself, to become the Review Panel, and the final vote in the event of a tie during the ruling shall be his.

If the applicant does not petition the Board for review or request a hearing before the Board regarding the recommendation of rejection of the application within the time allowed by these rules, the original decision by the Review Panel shall stand.

NJ Board of Ed goes gender neutral, dumps words ‘male,’ ‘female’

The terms “male” and “female” are so last year.

At least to the New Jersey Board of Education, or NJSBE, which just voted to approve its “equity” policy and dump all gender-specific phrases in favor of the term “all students.”

The vote passed six to five, with board members agreeing Wednesday to several language changes, the New Jersey Spotlight News reported.

The board is required to vote on its equity code every seven years, according to the outlet.

Parents’ rights advocates protested, packing the meeting at which the vote took place and threatening lawsuits after a majority ruled in favor.

Despite a number of parents protesting the adoption of the equity code with the new language of “equity,” NJ Gov. Phil Johnson defended it. Getty Images

Groups like Protect Your Children, or Team PYC, opposed the adoption of more gender-neutral language in the code.

More than 850 people also sent comments to the state board, many of which Team PYC founder Victoria Jakelsky said came from her group.

The equity code has been “protecting students based on sexual orientation and gender identity since it was adopted in 2003,” Gov. Phil Murphy said in a statement.

One parent raised concern about the deletion of “gender” having a “devastating” impact on New Jersey kids, Fox News reported.

New Jersey parent groups fought the deletion of gender in the NJ Department of Education’s equity code, saying it could erase girls and impact the education of all New Jersey kids. Getty Images

The parent claimed the change would remove girls and young women as a protected class and threaten the rights of biological girls, especially when it comes to educational opportunities.

The Board disagreed saying the change was meant to “utilize more inclusive language.”

National Board Certification FAQs

Should I take EDCI 5515 or EDCI 5959 credits?

EDCI 5515 credits should be taken if you want to use the National Board Certification toward your Master's degree in Curriculum & Instruction. EDCI 5959 credits are for continuing education only and will NOT be accepted on your Program of Study for the Master's degree in C&I.

Will there be classes offered to help me proceed through the National Board Certification process?

Yes, a series of seminars and workshops are offered through the Wyoming National Board Certification Initiative each semester. Information about these seminars and workshops is posted and updated on the Wyoming NBC website. Graduate level Curriculum and Instruction credit is available for these seminars (courses listed as EDCI 5515). These courses are designed to support teachers as they grow as professionals and simultaneously proceed through the Board Certification process and the UW Master’s program.

Where will the classes be offered?

The classes are offered around the state of Wyoming to allow participation across the state. Dates and locations for upcoming seminars and workshops can be found on the Wyoming NBC website. Participants enroll in the courses through UW Outreach Credit Programs (toll free phone number: 1-800-448-7801). Up to 9 total credit hours of the seminars can be taken by enrolled graduate students. Up to 9 total seminar/workshop credit hours may be applied as electives in the Curriculum and Instruction Master’s program.

Who will teach these classes?

The seminars are taught by Barbara Maguire, a Nationally Board Certified teacher and expert in the NBC process.

How many times can I take the NBC class?

Graduate students/National Board Candidates can enroll in the seminars as many times as necessary/desired. For those seeking graduate degrees, up to 9 credits can be applied to the Curriculum and Instruction Master’s degree program as elective hours dependent upon the student’s committee approval.

What about tuition?

Students will pay regular graduate tuition for the seminar classes. View the current UW fee schedule.

Will I need to complete a Thesis or Plan B paper to finish my C&I degree? No, the NBC Portfolios will be accepted in Lieu of a Plan B Paper for teachers pursuing NBC Certification and a UW Master’s degree simultaneously. This acceptance is dependent upon committee approval (not acceptance by the National Board). An agreement to utilize this procedure and maintain portfolio confidentiality has been reached between UW and the NBPTS (National Board for Professional Teaching Standards). The NBC portfolio must be submitted and defended (in a meeting with the student’s graduate committee) prior to initial submission to the NBPTS. The committee’s portfolio copies will be destroyed after the defense.

Note: The Rubric for Assessment of the presentation is provided below.

If I am already a National Board Certified teacher, can I apply my NBC work retroactively to a graduate degree?

No, the program is designed for those working on National Board Certification and a C&I Master’s degree simultaneously.

How do I apply for a UW Curriculum and Instruction Graduate Program?

The graduate application and other information can be found here.

What if I have Additional Questions?

If you have additional questions, please contact the UW Department of Curriculum and Instruction (curriculum@uwyo.edu; 307-766-6371).

Assessment Checklist for National Board Certification (NBC)

Portfolio & Presentation

Committee members will evaluate the following areas and will determine if the student/NBC candidate accomplished each of these aims/activities at a level sufficient to warrant the substitution of the NBC portfolio and presentation for the Plan B requirement. S/U (Satisfactory/Unsatisfactory) will be assigned for each area, and an overall evaluation of “S” must be achieved for portfolio to serve in lieu of the Plan B paper.

______ Overall evaluation of the portfolio and presentation as suitable substitutes for Plan B

paper/project and defense

Presentation of NBC Portfolio to Master’s Committee:

______Student provides a brief overview of National Board Certification process and portfolio

______Student describes process of working on the portfolio (including connections to C&I courses

taken, time commitment, exams and data analysis, and reflections)

______ Student presents at least one explicit connection between the portfolio documentation and

his/her C&I Master’s Degree coursework (e.g. test strategy learned in literacy specific

course was used to evaluate student work included in NBC portfolio), and explains ways processes informed each other

_____ Student describes challenges, pleasures, difficulties associated with the NBC process

_____Student summarizes learning derived from portfolio process and completion

More information on National Board Certification:

Visit our Course Schedule page to view projected MA core and emphasis course offerings

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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