Traduction de «Rapport axé sur les lacunes » (Français → Anglais) :

7. Where the Commission, based on the examination of the final implementation report of the programme, establishes a serious failure to achieve the targets relating only to financial indicators, output indicators and key implementation steps set out in the performance framework due to clearly identified implementation weaknesses, which the Commission had previously communicated pursuant to Article 50(8) following close consultations with the Member State concerned, and the Member State has failed to take the necessary corrective action to address such weaknesse ...[+++]s, the Commission may notwithstanding Article 85 apply financial corrections in respect of the priorities concerned in accordance with the Fund-specific rules.

7. Where the Commission, based on the examination of the final implementation report of the programme, establishes a serious failure to achieve the targets relating only to financial indicators, output indicators and key implementation steps set out in the performance framework due to clearly identified implementation weaknesses, which the Commission had previously communicated pursuant to Article 50(8) following close consultations with the Member State concerned, and the Member State has failed to take the necessary corrective action to address such weaknesse ...[+++]s, the Commission may notwithstanding Article 85 apply financial corrections in respect of the priorities concerned in accordance with the Fund-specific rules.

Question No. 446 Ms. Kirsty Duncan: With respect to the current pandemic of new influenza A (H1N1): (a) what is the key leadership shown by the organizational reporting chart, from the two lead ministries, the Public Health Agency of Canada and Public Safety Canada, through to the deputy ministers; (b) what is the decision-making process to determine which of the two ministries leads on issues; (c) what, if any, funding requests have been made by government departments for pandemic planning since the beginning of the pandemic in Canada; (d) what, if any, additional funding is required to ensure all government departments have tested t ...[+++]heir H1N1 plans and rolled them out to their employees; (e) what, if any, specific agreements have been signed with the provinces and territories, and which, if any, agreements still need to be signed; (f) what are the government’s identified critical services, what is the decision-making process to reduce services if required, and who has responsibility for these decisions; (g) how will the government acquire and distribute medical countermeasures if required; (h) what guidance is being provided to foreign missions, including consulates, embassies, high commissions and trade offices, and what is the decision-making process to reduce services, or repatriate staff; (i) what guidance is being provided to the Canadian Forces, including the army, the air force and the navy, and what recommendations are being made for military personnel; (j) with regard to recommendations being made to the Canadian Forces and military personnel concerning vaccinations, what processes are in place to (i) re-evaluate policies as required, (ii) ensure legal compliance and respect ethical considerations, (iii) ensure protection of our troops in Afghanistan; (k) on what date was the pandemic vaccine ordered, and what, if any, effect did having only one supplier, or the decision to use adjuvant, had on the delivery date for the H1N1 vaccine; (l) what, i ...

If the opinion contains reservations, the report shall indicate the seriousness of the shortcomings and, where the shortcomings do not concern the whole programme, the priority axis or axes concerned.

If you look, though, at the reports that have come out starting with the 1972 report on Indian control of Indian education, through the Senate report and the Auditor General's report, the two major discrepancies are the lack of roles and responsibilities as to who provides what on the school system, which comes, frankly, from a lack of overarching structures, including things like school commission type structures, and the way in which we fund, which is basic instructional services and targeted programs that are project based and evaluated.

While enumerating gaps in the credit market—gaps in working capital and lease financing, gaps facing very small and very young firms, and gaps confronting exporting or knowledge-based firms—almost everyone was reluctant to endorse changes that could put the SBLA program at risk.