Traduction de «leur » (Français → Anglais) :

Definition: Disorder characterized by repeated failure to resist impulses to steal objects that are not acquired for personal use or monetary gain. The objects may instead be discarded, given away, or hoarded. This behaviour is usually accompanied by an increasing sense of tension before, and a sense of gratification during and immediately after, the act.

Definition: A heterogeneous group of disorders that share the characteristic of an onset in childhood but otherwise differ in many respects. Some of the conditions represent well-defined syndromes but others are no more than symptom complexes that need inclusion because of their frequency and association with psychosocial problems, and because they cannot be incorporated into other syndromes.

Definition: The patient suffers from uncertainty about his or her gender identity or sexual orientation, which causes anxiety or depression. Most commonly this occurs in adolescents who are not certain whether they are homosexual, heterosexual or bisexual in orientation, or in individuals who, after a period of apparently stable sexual orientation (often within a longstanding relationship), find that their sexual orientation is changing.

failure modes, effects and criticality analysis [ FMECA | failure mode effects and criticality analysis | fault mode, effect and criticality analysis | failure modes, effects and criticality analysis ]

emergency planning and response

Accounting Officers - Guidance on Roles, Responsibilities and Appearances Before Parliamentary Committees

Medication action/side effects teaching, guidance, and counseling

Department of Advanced Materials and Surfaces (1) | Advanced Materials and Surfaces (2)

building material class (1) | combustibility class (2) | flammability class (3)

Convention of 13 January 1993 on the Prohibition of the Development, Production, Stockpiling and Use of Chemical Weapons and on their Destruction | Chemical Weapons Convention [ CWC ]

...ve no voice as their church bodies reflect an official position, and do not allow opportunity for individual expression; teachers in the Roman Catholic system who signed a petition in favour of reform, and wanted to circulate it in their schools but were afraid to for fear of losing their jobs; Roman Catholic and Pentecostal parents who signed the petition and encouraged us to continue because they have no way of expressing their views through their schools; elderly people who went to the trouble of voting in the referendum because they considered this to be such an important issue, and who now feel that their rights are being viol ...[+++]ated because the " yes" vote they cast is not being acted upon; Roman Catholic parents who refused to ever send their children to a school in the Roman Catholic system; parents of the non-affiliated religions in this province whose rights under the current system are nonexistent; parents of children within the Roman Catholic system who have been asked to sign and send back to their schools forms stating whether or not they would prefer to stay in the Roman Catholic system, parents who have told us that they have felt intimidated by this and have signed agreement for fear their children might be adversely impacted if they did otherwise; people who, as children, were forced to attend schools many miles away while their neighbourhood friends attended the school across the road, which would not accept them because they were the wrong religion; parents who are now forced into the same segregationist situation with their own children, putting them on a school bus in the morning for a trip of perhaps 45 minutes or more because the school across the street, where all their neighbourhood friends go, will not accept them on religious grounds, and because there is no room left for them at the bottom of the registration list. ...

...use, (iv) maintain their will to live; (b) how are suicides tracked for CF regular forces, reservists and veterans, including RCMP veterans, (i) has the tracking method changed over time (from 2000 onwards) for any of these groups, including name changes (e.g., suicide versus sudden death) and, if so, how, why and when, (ii) how are suicides tracked among veterans who may not be known to Veterans Affairs Canada (VAC) and who may be under other types of care (e.g., in hospitals) or in homeless shelters, prisons, etc.; (c) what are the identified gaps in tracking for each of the identified groups and, for each gap, what action items ( ...[+++]i) are planned (including predicted start and completion dates, and necessary funding), (ii) are being implemented (including predicted completion date and necessary funding), (iii) have been completed to address the problem; (d) how are suicides investigated for each identified group today and, for each group, for the years 1990 to the present (or years available), (i) what percentage of victims were known to either the Department of National Defense (DND) or VAC prior to the suicide, or to the medical, social-aid or prison system, (ii) what percentage had attempted suicide before, (iii) what percentage suffered from an identified Operational Stress Injury (OSI), including PTSD, anxiety, depression or substance abuse, (iv) what percentage suffered from acquired brain injury (ABI), (v) what, if any, relation was found between the number of traumatic events and suicide, (vi) what percentage were under mental health care counselling, (vii) what percentage were under addictions counselling, (viii) what percentage had been discharged for misconduct, (ix) what percentage had called the crisis help line in the month before the suicide, (x) what percentage had seen their physician in the month before the suicide, (xi) in what percentage of deaths might it have been possible to intervene, (xii) what percentage had experience with any of the suicide education and awareness programs, and screening and assessment, (xiii) what percentage had had follow-up care for suicide attempts, (xiv) what percentage had had restriction of access to lethal means; (e) do DND and VAC try to determine the trigger for a suicide and, if so, (i) what are the broad triggers (e.g., financial problems, relationship breakdowns, substance abuse, tensions with other members of the unit, traumatic event, etc.), (ii) is trigger information included in suicide prevention programs, (iii) is it possible to identify how military service might h ...

...es spoken, (ii) is English or French one of the country’s official languages; (j) what services are needed by newcomers to Canada and what services are provided by settlement organizations in Canada, by province and territory; (k) what, if any, research has been undertaken in Canada regarding gaps in services, by province and territory, and (i) when was the gap analysis undertaken and by whom, (ii) what were the results and recommendations, by province and territory, (iii) if no such analysis has been conducted, why not; (l) for each province and territory, (i) how many settlement organizations exist, (ii) what services do they provide, (iii) what populations do they serve, (iv) how many settlement organizations applied for federal fu ...[+++]nding, and (v) how many organizations that applied had their federal funding increased, decreased, or cut; (m) for each GTA constituency, (i) what percentage of constituency inhabitants are newcomers, (ii) what percentage of constituency inhabitants are not yet citizens, (iii) what percentage of constituency inhabitants are first generation Canadian born, (iv) how do percentages in (i) to (iii) rank nationally amongst the 308 ridings, (v) did any constituency's settlement organizations receive an increase or a decrease in funding and, if so, in what amount; (n) for each group given in (m) (i) to (iii), what major challenges do they face, including, but not limited to, family reunification, and language and job barriers; (o) how were organizations informed of any funding decision, (i) what reasons were given for a denial, (ii) were complete contact details given so that an organization could ask for further feedback, (iii) if so, what were those details, (iv) if not, why not; (p) what programs in the GTA (i) had their funding decreased, (ii) had funding cut entirely, (iii) will have to close down; (q) for each identified program in (p) (i) to (iii), (i) what are the specific reasons for denial, (ii) is the program an essential or unique program; (r) which schools in the GTA provided newcomer services, including, but not limited to, " We Welcome the World Centres" , and which schools had their funding increased or decreased and by how much; (s) for each school identified in (r), what percentage of students are (i) newcomers, (ii) newcomers who do not speak English or French as their first language; (t) what, if any, research was undertaken to determine the impact of any decreases or cuts to funding for schools in (r) and what were the projected impacts on (i) student learning, (ii) student test scores, (iii) school performance in relation to other Ontario schools, (iv) socio-economic status of families, (v) tertiary education; (u) what, if any, plans have been developed to absorb the thousands of newcomer families who will be impacted by a loss of newcomer settlement services, by (i) province and territory, (ii) specifically, Canada’s ten largest cities; (v) is there an appeals process to funding-related decisions and (i) if yes, what is it, (ii) if not, why not; (w) what, if any, impact analysis was undertaken to determine the socio-economic impacts of cuts to newcomer settlement services on (i) clients, (ii) their families, and (iii) the economy of the GTA, and Canada, (iv) what were the results and recommendations of any analysis; and (x) by province and territory, as of January 1, 2011, (i) how many organizations had been informed of a funding decision, (ii) how many organizations were under review, (iii) how many were still waiting to hear about funding? ...

The day will come when nations will be judged not by their military or economic strength, nor by the splendour of their capital cities and public buildings, but by the well-being of their peoples: by their levels of health, nutrition and education; by their opportunities to earn a fair reward for their labours; by their ability to participate in the decisions that affect their lives; by the respect that is shown for their civil and political liberties; by the provision that is made for those who are vulnerable and disadvantaged; and by the protection that is afforded to the growing minds and bodies of their children.