On New Clause 7.1 Murray Calder moved, That Bill C-26 be amended by adding after line 19 on page 12 the following: " 7.1 The Act is amended by adding the following after section 85: Air Travel Complaints Commissioner 85.1 (1) The Minister may designate a temporary member to act as the Air Travel Complaints Commissioner for the purposes of this section (2) A person may file in writing with the Air Travel Complaints Commissioner a complaint against a licensee in respect of its air service if the person made the complaint to the licensee and the complaint was not resolved to the person's satisfaction (3) The Commissioner, or a person author ...[+++]ized to act on the Commissioner's behalf, shall review and attempt to resolve every complaint filed under subsection (2) and may, if appropriate, mediate or arrange for the mediation of a complaint filed under that subsection (4) On request by the Commissioner or a person authorized to act on the Commissioner's behalf, a person shall produce for examination by the Commissioner any document, record or thing that is in the possession or under the control of the person and is, in the opinion of the Commissioner, relevant to a complaint (5) The Commissioner or a person authorized to act on the Commissioner's behalf may provide to the parties a report that outlines their positions and any settlement that they reached (6) The Commissioner shall, at least semi-annually, prepare a report setting out the number and nature of complaints filed under subsection (2), including the names of the licensees against whom the complaints were made and describing the manner in which they were dealt with and any systemic problems observed. The Agency shall include the Commissioner's reports in its annual report" .

Question No. 899 Mr. Hoang Mai: With regard to the proposed new bridge on the St. Lawrence River: (a) why did the 2012 budget not include long-term planning for the proposed bridge; (b) have the cost estimates been further refined since initial estimates of between three and five billion dollars were made, and how are these estimated costs broken down, in as much detail as possible; (c) what further factors need to be taken into account to refine the estimates; (d) at what time in the financial analysis process will the Treasury Board of Canada or the Department of Finance be involved and to what extent; (e) has Transport Canada chosen the funding model and, if so, which one, and why; (f) will there be any public consultation concernin ...[+++]g the funding model; (g) have any economic models been created to understand the financial impacts of the various options for the project; (h) is public-private partnership (P3) still an option (i) who is involved in making the decision about P3, (ii) have there been concrete steps made in order to finalize a decision, (iii) will there be any public consultation regarding P3; (i) has Transport Canada decided on the type of structure (bridge or tunnel); (j) what are the initial outcomes of the government’s collaboration with the province of Québec to integrate transit onto the new bridge; (k) has Transport Canada been involved in the study of integrating a Light Rail Transit (LRT) onto the bridge, (i) at what stage in the planning process will the government define the parameters of public transportation on the bridge, (ii) how is the government coordinating the planning process with the government of Québec, the Agence métropolitaine de transport and other interested parties, (iii) when are the results of this study expected and will they be made public, (iv) is the LRT the preferred option according to the current status of the study, (v) will the government help fund a project of this calibre if LRT is chosen as the appropr ...

(Return tabled) Question No. 156 Hon. Maria Minna: With regard to pay equity and the initiatives proposed by the government that include education, specialized mediation assistance, and compliance monitoring: (a) what educational materials on pay equity have been produced; (b) which federal departments, agencies, and crown corporations were such educational materials sent to; (c) what site visits have taken place to further inform the employers, chief compensation executive, compensation analysts, and employee representatives of the ...[+++]ir statutory obligations; (d) has pay equity training for conciliation or mediation officers taken place and, if so, how many officers underwent training, when did it take place and how long was it; (e) have monitoring visits been conducted throughout the implementation process to reinforce and encourage voluntary compliance and collect information and, if so, how many have occurred and where did they occur; (f) has the Labour Program consulted with key stakeholders to gather their views on the effective implementation of these equal pay measures and, if so, what are the names of the stakeholders consulted and when were they consulted; (g) has the Canadian Human Rights Commission been invited to participate in these consultations; and (h) has the Canadian Human Rights Commission participated in these consultations?

2. Welcomes the Commission's proposal to declare the year 2003 as the European Year of Disabled Citizens and the European Nice Council's acceptance in principle of that proposal, in order to raise public awareness in the Member States and to give a higher profile to disability issues, to encourage synergies between institutions and the general public as regards such issues, to strengthen the concept of European citizenship for people with disabilities and to accustom the candidate countries to the Community's policies for the disabled;

In conclusion, THE COUNCIL AND THE REPRESENTATIVES OF THE MEMBER STATES' GOVERNMENTS: INVITE the Member States: 1. to foster the provision of education and training of quality, enabling all children to fulfil their potential and play a role in the community; 2. to enhance the flexibility of educational systems so that they can respond to complex situations and thus promote plurality in curricula; 3. to promote educational and curricular innovations which contribute to the development of concepts such as peace, democracy, respect and equality between cultures, tolerance, cooperation, etc. and encourage the preparation of educational mat ...[+++]erials designed to foster attitudes and values favourable to understanding and tolerance; 4. to encourage initiatives promoting cooperation between schools and their local communities; NOTE that in a communication, to be prepared by the Commission concerning action already completed under existing Community programmes, as well as the possibilities for future action relevant to the struggle against racism and xenophobia, there will be a section devoted to education and training; INVITE the Commission, in cooperation with the Member States: 1. to exploit fully and ensure coherence among all Community programmes which promote education and training aspects of the struggle against racism and xenophobia, in particular those which assist initiatives among the local community; 2. to exploit in particular the parts of the SOCRATES programme involved with the problems concerned, including schools partnerships, exchanges of experience on intercultural matters and teacher training; 3. to assist in the exchange of experience by collecting and disseminating information about the contribution of European educational systems in combating racism and xenophobia and the integration of people of different ethnic, cultural and religious backgrounds; 4. to ensure that in the field of education appropriate cooperation in combating racism and xenopho ...

The Community financed the organization of business meetings between European and Mexican firms; - Europalia Mexico 1993 (September-December): the Community financed the trade and industrial promotion part of the event; - implementation of a multi-annual programme of meetings between businessmen in five key sectors; - continuation of the cooperation programme on standardization. The aim here is to help the Mexicans set up a system along the lines of the Community model given the clear link between standardization and trade relations; - support for the Instituto de Estudios de Integración Europea. At this institute students all over Latin America will take high-level courses on the economic, legal and political aspects of Community integ ...[+++]ration; - in the context of relations with the Rio Group (cf MEMO 16/93), a Euro-Centre will also be set up to provide business management training.