Mr. Antoine.

Thank you, Mr. Speaker. Mr. Speaker, yes, the assurance that I could give is that our staff is currently looking at the different ratification processes which may be considered. At the time of the consultation visits into the communities, these processes will be explained very careful and clearly to the people in the communities. Thank you.

Oral questions. Mr. Ootes, supplementary.

Mr. Antoine.

Thank you, Mr. Speaker. Mr. Speaker, the Constitutional Working Group have discussed this that when we develop a team to go into the communities that there be a uniform approach. The information that is going out is consistent with each other and that the reporting of the outcome of these constitutional processes be consistent as well. Thank you.

Thank you. Question period is over. We will take a short break. I would like to invite the Members to go outside to celebrate the recognition of the Canadian flag. We will recess till 12:30.

---Break

The House will come to order. Item 8, returns to written questions. Mr. Clerk.

Thank you, Mr. Speaker. Return to Written Question 2-13(4) asked by Mrs. Groenewegen, and responded to by the Minister of Education Culture and Employment concerning family planning programs.

Family Planning Programs

This is in reply to a question asked by Mrs. Groenewegen on January 28, 1997, about programs the Department has in place to assist our young people in the area to sound family planning decisions.

Students in the Northwest Territories need the skills to make sound personal decisions for themselves and their families. These skills include getting along with others, a personal sense of control, the ability to cope with stress, minimising health risks, and maintaining positive relationships with family and friends. Topics intended to assist young people making sound personal decisions are covered in NWT school programs from Kindergarten to Grade 12.

School Health Program K-9

In the early grades, students learn about cultural traditions, male/female roles, family decision making and responsibility. Junior secondary school students are presented with themes such as "Teen Decisions" in the Family Life unit, which deals with learning effective assertiveness skills in dealing with sexual pressures; adolescent pregnancy and maternal health; and identifying positive lifestyle practices and responsible behaviour for young adolescents. The grade 9 "Families" theme explores effective parenting and teen decision-making. Central to the School Health Program is the development of mental and emotional wee-being and positive self-esteem. Students learn how to deal with relationships, cope with peer pressure, and make sound personal decisions and life-style choices.

Senior Secondary School Programs

NWT senior secondary schools (Grades 7-12) currently have access to Family Planning programs through Career and Technology Studies (CTS) and the Career and Life Management curriculum (CALM). The CTS Community Health strand deals with Family Planning. This strand helps students promote healthy living and disease prevention. The importance of the family and community well-being is investigated. Students examine family structures, roles and responsibilities involved in meeting the demands of today's society. They study family patterns from the past and determine how these influence family life now and in the future.

The Career and Technology Studies and the Career and Life Management programs provide opportunities for students to:

- develop and use knowledge, skills and attitudes to enable them to assume a responsible and holistic approach to healthy living

- enhance personal, family and community well-being by promoting healthy lifestyles

- review existing social, physical, economic and cultural conditions affecting the wellness of individuals, families, and communities

- demonstrate critical thinking skills, responsible decision making, and management skills in dealing with personal and community health core

- study topics related to the healthy development and core of individuals

- become knowledgeable and responsible healthy consumers

Skills for Healthy Relationships (1997-98)

An NWT adaptation of the Ontario comprehensive sexuality education program "Skills for Healthy Relationships" will be going into our schools at the junior high level for the start of the 1997/98 school year.

It is a program about sexuality education that emphasizes knowledge acquisition and skill development through such teaching strategies as co-operative learning, peer leaders, role playing, video scenarios, and parent involvement. The varied student activities provide the basis for responsible, health-wise decision making.

The four units making up the program are: AIDS and Sexually Transmitted Diseases Information, Responsible Behaviour, Safer Sex and Health Enhancing Supports. Units are comprised of activities which may be completed as a class, or by working in small groups with peer leaders. Additional activities are available for completion with the students' parents or guardians. An NWT-produced parent video, "Your Turn To Do The Talking", provides parents/guardians with the information on STDs including HIV/AIDS, shares with them the information about sexuality students are receiving in school, and encourages them to talk to their teens about healthy relationships.

Thank you. Item 8, returns to written questions. Item 9, replies to opening address. Item 10, petitions. Item 11, reports of standing and special committees. Item 12, reports of committees on the review of bills. Item 13, tabling of documents. Item 14, notices of motions. Item 15, notices of motions for first reading of bills. Item 16, motions. Item 17, first reading of bills. Item 18, second reading of bills. Mr. Dent.

Thank you. The motion is in order. To the principle of the bill. Question is being called. All those in favour. All those opposed. The motion is carried. Bill 12 has had second reading and according to either bill that stands referred to a committee. Item 18, second reading of bills. Item 19, consideration of committee of the whole in bills and other matters. Bill 8, Committee Report 2-13(4), 3-13(4), 4-13(4), with Mr. Ningark in the chair. I will put the House in committee of the whole until they are ready to report progress.

Thank you. I would like to call the committee to order. We have number of items under item 19, consideration of committee of the whole in bills and other matters. What is the wish of the committee? Mr. Barnabas.

Thank you, Mr. Chairman. I will continue with Bill 8, Appropriation Act, and Committee Report 4-13(4), Standing Committee on Resource Management and Development, Report on the 1997/98 Main Estimates. Thank you, Mr. Chairman.

Thank you. Do we have the concurrence of the committee that we will deal with the items as called? Thank you. We are on page 10-10 of the 1997/98 main estimates, corporate services. Honourable Minister of Transportation, would you like to bring in the witnesses here?

Yes, Mr. Chairman.

Thank you. Do we have the concurrence of the committee? The honourable Minister will bring in the witnesses. Agreed? Thank you. Proceed please. Thank you. Can we have some order here in the House please? For the record, Mr. Minister, would you please introduce your witnesses to the committee.

Thank you, Mr. Chairman. Mr. Chairman, I have Bob Doherty as deputy minister for Department of Transportation. I have Raj Downe. She is the director of finance and administration with the Department of Transportation. Thank you.

Thank you. We are reviewing the Department of Transportation, 10-10, corporate services. Operations and maintenance. Total operation and maintenance is $7,970,000. Mr. Steen.

Thank you, Mr. Steen. Mr. Minister.

Thank you, Mr. Chairman. Mr. Chairman, I think the question is a general nature of how do we prioritize access roads. Mr. Chairman, the access roads are more or less based on first come, first serve basis. Over the years, the amount of resources that we allocate the program has steadily grown. As a result, we put out the first come, first served basis. As we finish a program, we move on. Basically, that is what it is based on. Thank you.

Thank you. We have Mr. Steen, Mr. Ootes, and Mr. Enuaraq on the list that wanted to ask questions. Mr. Steen.