Traduction de «Informal educational programming » (Anglais → Français) :

(Return tabled) Question No. 334 Hon. Irwin Cotler: With regard to bijuralism and harmonization: (a) what measures are in place to ensure legislative bijuralism across all departments; (b) since the adoption of the “Policy on Legislative Bijuralism”, how has the Department of Justice (i) ensured that all legal counsel in the Department are made aware of the requirements of legislative bijuralism in order for them to be able to take it into account when advising client departments on legislative reforms, (ii) enhanced the capacity of the Legislative Services Branch to draft bijural legislative texts, (iii) undertook, in drafting both ver ...[+++]sions of every bill and proposed regulation that touches on provincial or territorial private law, to take care to reflect the terminology, concepts, notions and institutions of both of Canada’s private law systems; (c) since the adoption of the “Policy for Applying the Civil Code of Quebec to Federal Government Activities”, what measures are in place to ensure (i) changes to Quebec’s Civil Code are known and monitored by the government, (ii) assessment of federal legislation relative to changes to Quebec’s Civil Code, (iii) federal legislation is introduced to reflect, where necessary, changes to the Civil Code of Quebec; (d) with respect to the “Index of Bijuralism and Harmonization Caselaw” found online and indicating its most recent update was June 12, 2012, (i) how often is this page updated, (ii) given that some cases thereupon are from 2013, when was this page last updated, (iii) whose responsibility is it to update this page, (iv) what cases are currently being monitored for potential addition to this page; (e) with respect to cases involving bijuralism and harmonization, (i) in what ways are these made known to the Department, (ii) whose responsibility it is to monitor these cases, (iii), what role does the Federal government play in these cases if a party, (iv) what role does the government play if not a party, (v) who m ...

(Return tabled) Question No. 223 Ms. Kirsty Duncan: With respect to Lyme disease-carrying ticks and Lyme disease in Canada: (a) what percentage of Lyme disease cases are thought to be reported, (i) what percentage of people who receive treatment for Lyme disease develop post-treatment Lyme disease syndrome, (ii) what percentage of people with untreated Lyme disease infections experience intermittent bouts of arthritis, (iii) what percentage of untreated Lyme disease patients are at risk of developing chronic neurological complaints months to years after infection; (b) based on all epidemiological data collected since Lyme disease became a nationally-reportable disease, what is the most recent data available about Lyme disease cases, broken ...[+++] down (i) by province, (ii) by month, (iii) by symptom, (iv) incidence by age and sex; (c) how does the government define a “Lyme-endemic area”, (i) in what specific areas of Canada are ticks endemic and highly endemic, (ii) what areas of Canada have the highest numbers of human infections; (d) what is Lyme disease’s (i) ranking among vector-borne diseases in Canada, (ii) ranking among nationally notifiable diseases; (e) is it possible to have more than one tick-borne infection, and, if so, (i) are possible co-infections being investigated and tracked, (ii) does one’s chance of having multiple tick-borne infections depend on geographic location, and, if so, what areas are particularly at risk, (iii) what is the rate of co-infection by province; (f) broken down by province, over the last 20 years, how has a warming climate impacted Lyme disease, in particular, (i) how has warming impacted tick distribution by province, (ii) how has warming impacted the distribution of Lyme disease by province; (g) what does the government project will be the effect of climate change on (i) the geographical range of ticks in 2020 and 2050, (ii) the distribution of ticks across Canada, (iii) human Lyme disease infections, (iv) the distribution o ...

No reference is made in this Regulation to reproductive and sexual health, health care, rights, services, supplies, education and information at the International Conference on Population and on Development, its principles and Program of Action, the Cairo Agenda and the Millennium Development Goals, in particular MDG n. 5 about health and maternal mortality, can be interpreted as providing a legal basis for using EU funds to finance directly or indirectly abortion.

In 1992 the CRTC focused its activities by setting the following objectives: implement real codes of conduct at the industry level; better inform viewers through program classification; change the attitudes of public education and media education programs; and strengthen the power of television viewers through the V-chip.

6. Stresses the importance that all citizens have equal access and opportunity to take part in life long learning programs, and regrets in this context the fact that those with the lowest levels of initial education, women, immigrants, older people, people in rural areas, and the disabled being the least likely to participate in the societies. They must be offered different, suitable programmes and methods.In this context, takes the view that special emphasis should be placed on education and training in new technologies for workers and the unemployed and calls on the Member States to support the use of new ...[+++]information and communications technologies for educational purposes, as they play a key role in ensuring equal opportunities for everybody, facilitating their participation in lifelong learning, and for those with the lowest levels of education receiving particular promotion and funding;

4. Underlines the importance of reliable information and statistics concerning the education and training of girls and women and supports the Commission's proposal to promote the collection of the relevant data. Considers, however, that education and training should not be restricted to girls and young women (education should be also taken into account in the setting of country strategies and sectorial programmes, day-care centres as well as after-scho ...[+++]ol programs for girls, whereby special attention should be paid to enable mothers having children at school to join in on this programs).