Aim/Purpose: This study reports the outcome of how a first pilot semester introductory programming course was designed to provide tangible evidence in support of the concept of Student Ownership of Learning (SOL) and how the outcomes of this programming course facilitate effective student learning. Background: Many instructors want to create or redesign their courses to strengthen the relationship between teaching and learning; however, the researchers of this study believe that the concept of Student Ownership of Learning (SOL) connects to student engagement and achievement in the classroom setting. The researchers redesigned the introductory programming course to include valuable teaching methods to increase Student Ownership of Learning and constructive approaches such as making students design an authentic mobile app project as individuals, partners, or within teams. The high quality of students’ projects positioned them as consultants to the university IT department. Methodology: This paper employs a case study design to construct a qualitative research method as it relates to the phenomenon of the study’s goals and lived experiences of students in the redesigned introductory programming course. The redesigned course was marketed to students as a new course with detailed description and elements that were different from the traditional computer science introductory programming course requirement. The redesigned introductory programming course was offered in two sections: one section with 14 registered students and the other section with 15 registered students. One faculty member instructed both sections of the course. A total of 29 students signed up for the newly redesigned introductory programming course, more than in previous semesters, but two students dropped out within the first two weeks of the redesigned course making a total of 27 students. The redesigned coursework was divided into two parts of the semester. The first part of the semester detailed description and elements of the coursework including a redesigned approach with preparation for class, a quiz, and doing homework in class, which gives students control of decisions whenever possible; and working with each other, either with a partner or in a team. The second part of the semester focuses on students designing a non-trivial working mobile app and presenting their developing mobile app at a significant public competition at the end of the semester. Students developed significantly complex mobile apps and incorporated more complex functionality in their apps. Both Management Information System (MIS) major students and Computer Science major students were in the same course despite the fact that MIS students had never taken a programming course before; however, the Computer Science students had taken at least one course of programming. Contribution: This study provides a practical guide for faculty members in Information Technology programs and other faculty members in non-Computer Science programs to create or redesign an introductory course that increases student engagement and achievement in the classroom based on the concept of Student Ownership of Learning (SOL). This study also deepens the discussion in curriculum and instruction on the value to explore issues that departments or programs should consider when establishing coursework or academic programs. Findings: This study found two goals evidently in support to increase Student Ownership of Learning (SOL). The first goal (Increase their ownership of learning SOL) showed that students found value in the course contents and took control of their learning; therefore, the faculty no longer had to point out how important different programming concepts were. The students recognized their own learning gap and were excited when shown a programming concept that addressed the gap. For example, student comments were met with “boy, we can really use this in our app” instead of comments about how complex they were. The coursework produced a desired outcome for students as they would get the knowledge needed to make the best app that they could. The second goal (Develop a positive attitude toward the course) showed positive results as students developed a more positive attitude towards the course. Student actions in the classroom strongly reflected a positive attitude. Attendance was almost 100% during the semester even though no points for attendance were given. Further evidence of Student Ownership of Learning and self-identity was students’ extensive use of the terminology and concept of the course when talking to others, especially during the public competition. Students were also incorporating their learning into their identities. For example, teams became known by their app such as the Game team, the Recipe team, and the Parking team. One team even made team t-shirts. Another exciting reflection of the Student Ownership of Learning which occurred was the learning students did by themselves. Recommendations for Practitioners: Practitioners can share best practices with faculty in different departments, programs, universities, and educational consultants to cultivate the best solution for Student Ownership of Learning based on student engagement and achievement in the classroom setting. Recommendation for Researchers: Researchers can explore different perspectives with scholars and practitioners in various disciplinary fields of study to create or redesign courses and programs to reflect Student Ownership of Learning (SOL). Impact on Society: Student Ownership of Learning is relevant for faculty and universities to incorporate in the creation or redesigning of coursework in academic programs. Readers can gain an understanding that student engagement and achievement are two important drivers of Student Ownership of Learning (SOL) in the classroom setting. Future Research: Practitioners and researchers could follow-up in the future with a study to provide more understanding and updated research information from different research samples and hypotheses on Student Ownership of Learning (SOL).

Aim/Purpose: This study seeks to understand the various ways information systems (IS) students experience introductory programming to inform IS educators on effective pedagogical approaches to teaching programming. Background: Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. Few studies have dealt with students’ learning to program in the business faculty, who do not necessarily have the computer science goal of programming. It has been shown that undergraduate IS students struggle with programming. Methodology: The qualitative approach was used in this study to determine students’ notions of learning to program and to determine their cognitive processes while learning to program in higher education. A cohort of 47 students, who were majoring in Information Systems within the Bachelor of Commerce degree programme were part of the study. Reflective journals were used to allow students to record their experiences and to study in-depth their insights and experiences of learning to program during the course. Using phenomenographic methods, categories of description that uniquely characterises the various ways IS students experience learning to program were determined. Contribution: This paper provides educators with empirical evidence on IS students’ experiences of learning to program, which play a crucial role in informing IS educators on how they can lend support and modify their pedagogical approach to teach programming to students who do not necessarily need to have the computer science goal of programming. This study contributes additional evidence that suggests more categories of description for IS students within a business degree. It provides valuable pedagogical insights for IS educators, thus contributing to the body of knowledge Findings: The findings of this study reveal six ways in which IS students’ experience the phenomenon, learning to program. These ways, referred to categories of description, formed an outcome space. Recommendations for Practitioners: Use the experiences of students identified in this study to determine approach to teaching and tasks or assessments assigned Recommendation for Researchers: Using phenomenographic methods researchers in IS or IT may determine pedagogical content knowledge in teaching specific aspects of IT or IS. Impact on Society: More business students would be able to program and improve their logical thinking and coding skills. Future Research: Implement the recommendations for practice and evaluate the students’ performance.

Aim/Purpose: This paper focuses on designing and implementing the rubric for objective JAVA programming assessments. An unsupervised learning approach was used to group learners based on their performance in the results obtained from the rubric, reflecting their learning ability. Background: Students' learning outcomes have been evaluated subjectively using a rubric for years. Subjective assessments are simple to construct yet inconsistent and biased to evaluate. Objective assessments are stable, reliable, and easy to conduct. However, they usually lack rubrics. Methodology: In this study, a Top-Down assessment approach is followed, i.e., a rubric focused on the learning outcome of the subject is designed, and the proficiency of learners is judged by their performance in conducting the task given. A JAVA rubric is proposed based on the learning outcomes like syntactical, logical, conceptual, and advanced JAVA skills. A JAVA objective quiz (with multiple correct options) is prepared based on the rubric criteria, comprising five questions per criterion. The examination was conducted for 209 students (100 from the MCA course and 109 from B.Tech. course). The suggested rubric was used to compute the results. K-means clustering was applied to the results to classify the students according to their learning preferences and abilities. Contribution: This work contributes to the field of rubric designing by creating an objective programming assessment and analyzing the learners’ performance using machine learning techniques. It also facilitates a reliable feedback approach offering various possibilities in student learning analytics. Findings: The designed rubric, partial scoring, and cluster analysis of the results help us to provide individual feedback and also, group the students based on their learning skills. Like on average, learners are good at remembering the syntax and concepts, mediocre in logical and critical thinking, and need more practice in code optimization and designing applications. Recommendations for Practitioners: The practical implications of this work include rubric designing for objective assessments and building an informative feedback process. Faculty can use this approach as an alternative assessment measure. They are the strong pillars of e-assessments and virtual learning platforms. Recommendation for Researchers: This research presents a novel approach to rubric-based objective assessments. Thus, it provides a fresh perspective to the researchers promising enough opportunities in the current era of digital education. Impact on Society: In order to accomplish the shared objective of reflective learning, the grading rubric and its accompanying analysis can be utilized by both instructors and students. As an instructional assessment tool, the rubric helps instructors to align their pedagogies with the students’ learning levels and assists students in updating their learning paths based on the informative topic-wise scores generated with the help of the rubric. Future Research: The designed rubric in this study can be extended to other programming languages and subjects. Further, an adaptable weighted rubric can be created to execute a flexible and reflective learning process. In addition, outcome-based learning can be achieved by measuring and analyzing student improvements after rubric evaluation.

A hybrid network system for mitigating errors due to jamming attacks in cognitive radio networks (CRNs) is named LeNet deep stacked autoencoder (LDSAE) and is developed. In this exploration, the sensing stage and decision-making are considered. The sensing unit is composed of four steps. First, the detected signal is forwarded to filtering progression. Here, BPF is utilised to filter the detected signal. The filtered signal is squared in the second phase. Third, signal samples are combined and jamming attacks occur by including false energy levels. Last, the attack is maliciously affecting the FC decision in the fourth step. On the other hand, FC initiated the decision-making and also recognised jamming attacks that affect the link amidst PU and SN in decision-making stage and it is accomplished by employing LDSAE-based trust model where the proposed module differentiates the malicious and selfish users. The analytic measures of LDSAE gained 79.40%, 79.90%, and 78.40%.

An algorithm learning tool was developed for an introductory computer science class in a specialized science and technology high school in Japan. The tool presents lessons and simple visualizations that aim to facilitate teaching and learning of fundamental algorithms. Written tests and an evaluation questionnaire were designed and implemented along with the learning tool among the participants. The tool’s effect on the learning performance of the students was examined. The differences of the two types of visualizations offered by the tool, one with more input and control options and the other with fewer options, were analyzed. Based on the evaluation questionnaire, the scales with which the tool can be assessed according to its usability and pedagogical effectiveness were identified. After using the algorithm learning tool there was an increase in the posttest scores of the students, and those who used the visualization with more input and control options had higher scores compared to those who used the one with limited options. The learning objectives used to evaluate the tool correlated with the test performance of the students. Properties comprised of learning objectives, algorithm visualization characteristics, and interface assessment are proposed to be incorporated in evaluating an algorithm learning tool for novice learners.

Aim/Purpose: The objective of this research is to investigate the effectiveness of educational games on learning computer programming. In particular, we are examining whether allowing students to manipulate the underlying code of the educational games will increase their intrinsic motivation. Background: Young students are fond of playing digital games. Moreover, they are also interested in creating game applications. We try to make use of both of these facts. Methodology: A prototype was created to teach the fundamentals of conditional structures. A number of errors were intentionally included in the game at different stages. Whenever an error is encountered, students have to stop the game and fix the bug before proceeding. A pilot study was conducted to evaluate this approach. Contribution: This research investigates a novel approach to teach programming using educational games. This study is at the initial stage. Findings: Allowing the programming students to manipulate the underlying code of the educational game they play will increase their intrinsic motivation. Recommendations for Practitioners: Creating educational games to teach programming, and systematically allowing the players to manipulate the gaming logic, will be beneficial to the students. Recommendation for Researchers: This research can be extended to investigate how various artificial intelligence techniques can be used to model the gamers, for example, skill level. Impact on Society: The future generations of students should be able to use digital technologies proficiently. In addition, they should also be able to understand and modify the underlying code in the digital things (like Internet of Things).This research attempts to alleviate the disenchantment associated with learning coding. Future Research: A full scale evaluation – including objective evaluation using game scores – will be conducted. One-way MANOVA will be used to analyze the efficacy of the proposed intervention on the students’ performance, and their intrinsic motivation and flow experience.

Aim/Purpose: This research aims to develop an information technology (IT) maturity model for incident management (IM) process that merges the most known IT frameworks’ practices. Our proposal intends to help organizations overcome the current limitations of multiframework implementation by informing organizations about frameworks’ overlap before their implementation. Background: By previously identifying frameworks’ overlaps it will assist organizations during the multi-framework implementation in order to save resources (human and/or financial). Methodology: The research methodology used is design science research (DSR). Plus, the authors applied semi-structured interviews in seven different organizations to demonstrate and evaluate the proposal. Contribution: This research adds a new and innovative artefact to the body of knowledge. Findings: The proposed maturity model is seen by the practitioners as complete and useful. Plus, this research also reinforces the frameworks’ overlap issue and concludes that some organizations are unaware of their actual IM maturity level; some organizations are unaware that they have implemented practices of other frameworks besides the one that was officially adopted. Recommendations for Practitioners: Practitioners may use this maturity model to assess their IM maturity level before multi-framework implementation. Moreover, practitioners are also incentivized to communicate further requirements to academics regarding multi-framework assessment maturity models. Recommendation for Researchers: Researchers may explore and develop multi-frameworks maturity models for the remaining processes of the main IT frameworks. Impact on Society: This research findings and outcomes are a step forward in the development of a unique overlapless maturity model covering the most known IT frameworks in the market thus helping organizations dealing with the increasing frameworks’ complexity and overlap. Future Research: Overlapless maturity models for the remaining IT framework processes should be explored.

Aim/Purpose: The wide use of online banking and technological advancement has attracted the interest of malicious and criminal users with a more sophisticated form of attacks. Background: Therefore, banks need to adapt their security systems to effectively stem threats posed by imposters and hackers and to also provide higher security standards that assure customers of a secured environment to perform their financial transactions. Methodology : The use of authentication techniques that include the mutual secure socket layer authentication embedded with some specific features. Contribution: An approach was made through this paper towards providing a more reliable and complete solution for implementing multi-level user authentication in a banking environment. Findings: The use of soft token as the final stage of authentication provides ease of management with no additional hardware requirement. Recommendations for Practitioners : This work is an approach made towards providing a more reliable and complete solution for implementing multi-level user authentication in a banking environment to stem cybercrime. Recommendation for Researchers: With this approach, a reliable system of authentication is being suggested to stem the growing rate of hacking activities in the information technology sector. Impact on Society :This work if adopted will give the entire populace confidence in carrying out online banking without fear of any compromise. Future Research: This work can be adopted to model a real-life scenario.

In recent years, schools (as well as universities) have added cyber security to their computer science curricula. This topic is still new for most of the current teachers, who would normally have a standard computer science background. Therefore the teachers are trained and then teaching their students what they have just learned. In order to explore differences in both populations’ learning, we compared measures of software quality and security between high-school teachers and students. We collected 109 source files, written in Python by 18 teachers and 31 students, and engineered 32 features, based on common standards for software quality (PEP 8) and security (derived from CERT Secure Coding Standards). We use a multi-view, data-driven approach, by (a) using hierarchical clustering to bottom-up partition the population into groups based on their code-related features and (b) building a decision tree model that predicts whether a student or a teacher wrote a given code (resulting with a LOOCV kappa of 0.751). Overall, our findings suggest that the teachers’ codes have a better quality than the students’ – with a sub-group of the teachers, mostly males, demonstrate better coding than their peers and the students – and that the students’ codes are slightly better secured than the teachers’ codes (although both populations show very low security levels). The findings imply that teachers might benefit from their prior knowledge and experience, but also emphasize the lack of continuous involvement of some of the teachers with code-writing. Therefore, findings shed light on computer science teachers as lifelong learners. Findings also highlight the difference between quality and security in today’s programming paradigms. Implications for these findings are discussed.

Teaching object-oriented programming to students in an in-classroom environment demands well-thought didactic and pedagogical strategies in order to guarantee a good level of apprenticeship. To teach it on a completely distance learning environment (e-learning) imposes possibly other strategies, besides those that the e-learning model of Open University of Portugal dictates. This article analyses the behavior of the students of the 1st cycle in Computer Science while interacting with the object-oriented programming (OOP) discipline available to them on the Moodle platform. Through the evaluation of the level of interaction achieved in a group of relevant selected actions by the students, it is possible to identify their relevancy to the success of the programming learning process. Data was extracted from Moodle, numerically analyzed, and, with the use of some charts, behavior patterns of students were identified. This paper points out potential new approaches to be considered in e-learning in order to enhance programming learning results, besides confirming a high level of drop-out and a low level of interaction, thus finding no clear correlation between students’ success and the number of online actions (especially in forums), which reveals a possible failure of the main pillar on which the e-learning model relies.

This study examined the phenomenon of academic dishonesty among university students. It was based on Pavela’s (1997) framework of types of academic dishonesty (cheating, plagiarism, fabrication, and facilitation) and distinguished between digital and “traditional”- analog dishonesty. The study analyzed cases of academic dishonesty offenses committed by students, as well as the reasons for academic dishonesty behaviors, and the severity of penalties for violations of academic integrity. The motivational framework for committing an act of academic dishonesty (Murdock & Anderman, 2006) and the Self-Concept Maintenance model (Mazar, Amir, & Ariely, 2008) were employed to analyze the reasons for students’ dishonest behaviors. We analyzed 315 protocols of the Disciplinary Committee, at The Open University of Israel, from 2012-2013 that represent all of the offenses examined by the Committee during one and a half years. The findings showed that analog dishonesty was more prevalent than digital dishonesty. According to the students, the most prevalent reason for their academic dishonesty was the need to maintain a positive view of self as an honest person despite violating ethical codes. Interestingly, penalties for analog dishonesty were found to be more severe than those imposed for digital dishonesty. Surprisingly, women were penalized more severely than men, despite no significant gender differences in dishonesty types or in any other parameter explored in the study. Findings of this study shed light on the scope and roots of academic dishonesty and may assist institutions in coping effectively with this phenomenon.

Aim/Purpose: The study aims to examine the mediating role of job motivation and affective and normative commitment on the relationship between perceived organizational support (POS) and job turnover intention. Background: POS refers to employees’ beliefs and perceptions concerning the extent to which the organization values their contributions, cares about their well-being, and fulfils their socio-emotional needs. To date, research has shown that employee turnover is a complex construct resulting from the interplay of both individual and organizational variables, such as motivation and climate. Methodology: Cross-sectional data were collected from 143 employees of an Italian industrial company. Paper-and-pencil questionnaires were used to assess respondents’ POS, job motivation, affective and normative organizational commitment, and turnover intentions. Contribution: Specifically, in this research, we aim at examining (i) the indirect effect of POS on turnover intention via (ii) job motivation and (iii) normative and affective commitment. Findings: Results show that high POS is associated with high levels of job motivation and affective and normative commitment, which in turn are negatively linked to turnover intentions. Recommendation for Researchers: Researchers should not lose sight of the importance of studying and delving into the concept of turnover intention given that, from an organizational point of view, losing personnel means losing competencies, which need to be replaced through assessment, selection, training, and development, processes that are often challenging and expensive. Future Research: Future research should further investigate the role of motivation and commitment, other than additional variables, for POS and turnover intention. Longitudinal studies and further testing are required to verify the causal processes stemming from our model. Future research could consider linking employees’ self-reported measures with objective data concerning turnover rates.

This rather difficult read introduces the programming language FSM and the programming platform DrRacket. The author asserts that it is a convenient platform to design and prove an automata-based software

This book serves as a comprehensive guide for individuals interested in mobile robotics, including: (i) novices interested in programming simple simulated robots; (ii) individuals with basic knowledge of robotics, that is, intermediate learners, who seek to know

Welsh’s article explores how artificial intelligence (AI) developments may redefine the landscape of the field of software development and make traditional coding methodologies obsolete. Readers should find it interesting, as it forecasts the potential impact

For advocates of universal gun rights, this debate represents a fundamental question about the nature of the Second Amendment: is it an American right or a human right?

TAWAU: A total of 227 illegal Indonesian immigrants who were held at the Immigration Detention Centres in Kota Kinabalu and Papar were deported via Tawau Port to Nunukan Port, Tunon Taka Terminal, Indonesia yesterday.

Sabah Immigration Department director, Datuk Sh Sitti Saleha Habib Yussof said that the deportation process involved detainees aged between two and 82, comprising 107 men, 71 women, and 49 children, who travelled on the Purnama Express and Labuan Express ferries.

“This is the 19th series of deportation programmes for unauthorised immigrants by sea for the year 2024. They were detained for various offences under the Immigration Act 1959/1963 and Immigration Regulations 1963,” she said in a statement today.

She added that the deportation programme was carried out in collaboration with the Consulate General of Indonesia in Kota Kinabalu and the Indonesian Consulate in Tawau.

Fellow climber Naila Kiani appeals to Pakistan Army to send a rescue team from Skardu to Broad Peak to save Sadpara

Nature Conservation Act 2024 targets Margallah Hills' protection with revenue generation and strict penalties.

FDA announced this week the formation of a new advisory committee – the Digital Health Advisory Committee – for the purpose of providing the agency with advice on matters related to digital health technologies (DHT). FDA does not form new … Continue reading →

Victim’s husband wanted to marry off girls against their wish

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Turkish President Tayyip Erdogan, Prime Minister Shehbaz Sharif and Britain's Prime Minister Keir Starmer attend the Opening Ceremony of the United Nations climate change conference COP29 in Baku, Azerbaijan November 12, 2024. — ReutersPM to highlight climate change dangers affecting...

Prime Minister Shehbaz Sharif addresses the COP29 Climate Action Summit in Baku, Azerbaijan on November 13, 2024. — PIDNearly 200 nations negotiating global action on climate change at summit. PM Shehbaz Sharif calls for fulfilment of pledges made at COP27,...

As U.S. Catholic bishops gather for their annual fall meeting this week in Baltimore, the specter of President-elect Donald Trump's resounding victory will hang over the proceedings.

Abolitionist Harriet Tubman was officially made a one-star brigadier general in the Maryland National Guard on Veterans Day at a ceremony attended by Democratic Gov. Wes Moore.

Millions of uninvited guests have shown up at the U.S. border since President Biden was sworn in.

The president of the suspended Russian Olympic Committee said Tuesday he plans to step down after six years in charge.

Today, 16/12/2013,  the European Commission announced the launch of a new Pilot on Open Research Data in Horizon 2020, to ensure that valuable information produced by researchers in many EU-funded projects will be shared freely. Researchers in projects participating in the pilot are asked to make the underlying data needed to validate the results presented in scientific publications and other scientific information available for use by other researchers, innovative industries and citizens. This will lead to better and more efficient science and improved transparency for citizens and society. It will also contribute to economic growth through open innovation. For 2014-2015, topic areas participating in the Open Research Data Pilot will receive funding of around €3 billion.

The Commission recognises that research data is as important as publications. It therefore announced in 2012 that it would experiment with open access to research data (see IP/12/790). The Pilot on Open Research Data in Horizon 2020 does for scientific information what the Open Data Strategy does for public sector information: it aims to improve and maximise access to and re-use of research data generated by projects for the benefit of society and the economy.

The Pilot involves key areas of Horizon 2020:

• Future and Emerging Technologies

• Research infrastructures – part e-Infrastructures

• Leadership in enabling and industrial technologies – Information and Communication Technologies

• Societal Challenge: Secure, Clean and Efficient Energy – part Smart cities and communities

• Societal Challenge: Climate Action, Environment, Resource Efficiency and Raw materials – with the exception of topics in the area of raw materials

• Societal Challenge: Europe in a changing world – inclusive, innovative and reflective Societies

• Science with and for Society

Neelie Kroes, Vice-President of the European Commission for the Digital Agenda said "We know that sharing and re-using research data holds huge potential for science, society and the economy. This Pilot is an opportunity to see how different disciplines share data in practice and to understand remaining obstacles."

Commissioner Máire Geoghegan-Quinn said: "This pilot is part of our commitment to openness in Horizon 2020. I look forward to seeing the first results, which will be used to help set the course for the future."

Projects may opt out of the pilot to allow for the protection of intellectual property or personal data; in view of security concerns; or should the main objective of their research be compromised by making data openly accessible.

The Pilot will give the Commission a better understanding of what supporting infrastructure is needed and of the impact of limiting factors such as security, privacy or data protection or other reasons for projects opting out of sharing. It will also contribute insights in how best to create incentives for researchers to manage and share their research data.

The Pilot will be monitored throughout Horizon 2020 with a view to developing future Commission policy and EU research funding programmes.

Europe's brown bear, wolf, wolverine, lynx – at least one of these species can now be found in 21 EU Member States. After a lengthy period of decline their numbers are growing once more, but coexistence with man can be problematic. In an effort to solve the social and economic problems that sometimes result from this new expansion, the European Commission has launched a platform where farmers, conservationists, hunters, landowners and scientists can exchange ideas and best practices on sharing the same land with large carnivores.

The EU Platform on Coexistence between People and Large Carnivores will support constructive dialogue between key stakeholder organisations at the European level. Launching the platform, EU Environment Commissioner Janez Potočnik said: "We need to treat our natural neighbours with respect – but we also need to heed the concerns of those whose lives are genuinely affected by their close proximity. My warm congratulations to the organisations that have worked together to set up this important platform, which represents a major step forward in efforts to address the issue of peaceful coexistence."

The European Union is home to five species of large carnivores. All suffered dramatic declines in numbers and distribution as a consequence of human activity, but increasing protection and public awareness about their vital role in healthy ecosystems have caused many populations to stabilize or increase, and to return to areas from which they had been absent for decades or even centuries.

While this recovery is seen by some as a great conservation success, it has not been without its opponents. The issue involves a diversity of stakeholders such as hunters, foresters, livestock producers, reindeer herders, landowners, rural communities, conservation organizations and the wider public. These groups are influenced by and perceive large carnivores in different ways, and in some cases these differences can be a source of conflict. The platform will facilitate exchanges of knowledge and promote ways and means to minimize, and wherever possible, find equitable solutions to these conflicts.

The platform launched today follows a number of efforts to understand the conflicts between stakeholders over large carnivores, the results of which were set out in workshops conclusions and in a report.

Next steps

The Platform will hold its first working session immediately following the official launch today, on 10 June. It will adopt terms of reference and a work plan. The Platform will hold one annual meeting and organize additional workshops on selected topics. It will be supported by a web-based resource centre that will serve as the main tool to disseminate information on the activities of the platform, identify good practices in the form of documents or a manual, act as a gateway to the portals of the member organisations, and host media resources such as press kits for journalists.

For more information:

Original press release: http://europa.eu/rapid/press-release_IP-14-648_en.htm

Visit the large carnivore website of DG Environment at http://ec.europa.eu/environment/nature/conservation/species/carnivores/index_en.htm

http://ec.europa.eu/environment/nature/index_en.htm

The signing ceremony and moderated panel discussion is streamed (https://new.livestream.com/corlive1/events/2977474/embed) on the internet (also see http://ec.europa.eu/environment/nature/conservation/species/carnivores/index_en.htm)