Samuel Slater and the Textile Revolution

Samuel Slater and the Textile Revolution Samuel Slater is an American inventor who was born on June 9, 1768.  He built several successful cotton mills in New England and established the town of Slatersville, Rhode Island.  His accomplishments have led many to consider him to be the Father of American Industry and the Founder of the American Industrial Revolution.   Coming to America During the United States early years,  Benjamin Franklin and the Pennsylvania Society for the Encouragement of Manufactures and Useful Arts offered cash prizes for any inventions that improved the textile industry in America. At the time, Slater was a young man living In Milford, England who heard that inventive genius was rewarded in America and decided to emigrate. At the age of 14, he had been an apprentice to Jedediah Strutt, a partner of Richard Arkwright  and  was employed in the counting-house and the textile mill, where he learned a lot about the textile business. Slater defied the British law against the emigration of textile workers in order to seek his fortune in America. He arrived in New York in 1789  and wrote to Moses Brown of Pawtucket to offer his services as a textile expert. Brown invited Slater to Pawtucket to see whether he could run the spindles that Brown had bought from the men of Providence. If thou canst do what thou sayest, wrote Brown, I invite thee to come to Rhode Island. Arriving in Pawtucket in 1790, Slater declared the machines worthless and convinced Almy and Brown that he knew the textile business enough to him a partner. Without drawings or models of any English textile machinery, he proceeded to build machines himself. On December 20, 1790, Slater had built carding, drawing, roving machines and two seventy-two spindled spinning frames. A water-wheel taken from an old mill furnished the power. Slaters new machinery worked and worked well. Spinning Mills and the Textile Revolution This was the birth of the spinning industry in the United States. The new textile mill dubbed the Old Factory was built at Pawtucket in 1793. Five years later, Slater and others built a second mill. And in 1806, after Slater was joined by his brother, he built another. Workmen came to work for Slater solely to learn about his machines and then left him to set up textile mills for themselves. Mills were built not only in New England but in other States. By 1809, there were 62 spinning mills in operation in the country, with thirty-one thousand spindles and twenty-five more mills being built or in the planning stages. Soon enough, the industry was firmly established in the United States. The yarn was sold to housewives for domestic use or  to professional weavers who made cloth for sale. This industry continued for years. Not only in New England, but also in those other parts of the country where spinning machinery had been introduced. In 1791, Slater married  Hannah Wilkinson, who would go on to invent two-ply thread and become the first American woman to receive a patent.​ ​Slater and Hannah had 10 children together, although four died during infancy. Hannah Slater died in 1812 from complications of childbirth, leaving her husband with six young children to raise. Slater would marry for a second time in 1817 to a widow named Esther Parkinson.

How to Use String Substitution in Ruby

How to Use String Substitution in Ruby Splitting a string is only one way to manipulate string data. You can also make substitutions to replace one part of a string with another string. For instance, in an example string (foo,bar,baz) replacing foo with boo in would yield boo,bar,baz. You can do this and many more things using the sub and gsub method in the string class. Many Options for Ruby Substitution The substitution methods come in two varieties. The sub method is the most basic of the two and comes with the least number of surprises. It simply replaces the first instance of the designated pattern with the replacement. Whereas sub only replaces the first instance, the gsub method replaces every instance of the pattern with the replacement. In addition, both sub and gsub have sub! and gsub! counterparts. Remember, methods in Ruby that end in an exclamation point alter the variable in place instead of returning a modified copy. Search and Replace The most basic usage of the substitution methods is to replace one static search string with one static replacement string. In the above example, foo was replaced with boo. This can be done for the first occurrence of foo in the string using the sub method or with all occurrences of foo using the gsub method. #!/usr/bin/env rubya foo,bar,bazb a.sub( foo, boo )puts b $ ./1.rbfoo,bar,bazgsub$ ./1.rbboo,bar,baz Flexible Searching Searching for static strings can only go so far. Eventually, youll run into cases where a subset of strings or strings with optional components will need to be matched. The substitution methods can, of course, match regular expressions instead of static strings. This allows them to be much more flexible and match virtually any text you can dream up. This example is a little more real world. Imagine a set of comma-separated values. These values are fed into a tabulation program over which you have no control (closed source). The program that generates these values is closed source as well, but its outputting some badly-formatted data. Some fields have spaces after the comma and this is causing the tabulator program to break. One possible solution is to write a Ruby program to act as glue, or a filter, between the two programs. This Ruby program will fix any problems in the data formatting so the tabulator can do its job. To do this, its quite simple: replace a comma followed by a number of spaces with just a comma. #!/usr/bin/env rubySTDIN.each do|l|l.gsub!( /, /, , )puts lend gsub$ cat data.txt10, 20, 3012.8, 10.4,11gsub$ cat data.txt | ./2.rb10,20,3012.8,10.4,11 Flexible Replacements Now imagine this situation. In addition to the minor formatting errors, the program that produces the data produces number data in scientific notation. The tabulator program doesnt understand this, so youre going to have to replace it. Obviously, a simple gsub wont do here because the replacement will be different every time the replacement is done. Luckily, the substitution methods can take a block for the substitution arguments. For each time the search string is found, the text that matched the search string (or regex) is passed to this block. The value yielded by the block is used as the substitution string. In this example, a floating point number in scientific notation form (such as 1.232e4) is converted to a normal number with a decimal point. The string is converted to a number with to_f, then the number is formatted using a format string. #!/usr/bin/env rubySTDIN.each do|l|l.gsub!( /-?\d\.\de-?\d/) do|n|%.3f % n.to_fendl.gsub!( /, /, , )puts lend gsub$ cat floatdata.txt2.215e-1, 54, 113.15668e6, 21, 7gsub$ cat floatdata.txt | ./3.rb0.222,54,113156680.000,21,7 Not Familiar With Regular Expressions? Lets take a step back and look at that regular expression. It looks cryptic and complicated, but its very simple. If youre not familiar with regular expressions, they can be quite cryptic. However, once you are familiar with them, theyre straightforward and natural methods of describing text. There are a number of elements, and several of the elements have quantifiers. The primary element here is the \d character class. This will match any digit, the characters 0 through 9. The quantifier is used with the digit character class to signify that one or more of these digits should be matched in a row. You have three groups of digits, two separated by a . and the other separated by the letter e (for exponent). The second element floating around is the minus character, which uses the ? quantifier. This means zero or one of these elements. So, in short, there may or may not be negative signs at the beginning of the number or exponent. The two other elements are the . (period) character and the e character. Combine all this, and you get a regular expression (or set of rules for matching text) that matches numbers in scientific form (such as 12.34e56).

Science, Technology, Engineering and Mathematics Education Article

Science, Technology, Engineering and Mathematics Education - Article Example The first section of the article has been set apart to make an in-depth study of the STEM education situation in the US utilizing all the data available from previous studies. The second section comprises of a detailed review of the existing federal programs in this context, with a focus on a few selected programs. The third and final section has dealt with the legislative options being considered by federal authority to implement remedial measures. The article introduces the topic by saying that many studies had found the country lacking in sufficient numbers of students, qualified teachers and skilled practitioners in STEM sectors. In the article, the gravity of this situation is described using relevant figures and the measures were taken by the government to rectify this problem are also analyzed. It is pointed out that in a recent international assessment, carried out among 15-year old students, â€Å"the US ranked 28th in math literacy, and 24th in science literacy (Kuenzi, 20 08, p.1).† The article also has suggested that this has to be understood in the backdrop of â€Å"many US math and science teachers lack(ing) an undergraduate major or minor in those fields† (Kuenzi, 2008, p.1). It is specifically noted in this article that â€Å"the US ranks 20th among all nations in the proportion of 24-year olds who earn degrees in natural science or engineering (Kuenzi, 2008, p.2).† The legislation introduced in the 110th Congress based on previous study reports have been thoroughly scrutinized by Kuenzi’s article. The purpose of the report is stated as â€Å"to put these legislative proposals into a useful context† (Kuenzi, 2008, p.3)

Love. Operations Management Essay Example | Topics and Well Written Essays - 1750 words

Love. Operations Management - Essay Example It also ensures that business operations in an organization are efficient, that is, using few resources effectively for production and having a maximum output. A process design (layout) is the arrangement of facilities in an organization that has the same functions and brings together similar activities. The importance of the layout is that it minimizes the functions that are related to travels, which means the total material cost in travel time and distance is reduced. For example, layout problems involve the location of facilities in a plant. Other important factor includes flexibility, motivation and system protection. In an organization like IKEA layout contributes to the total efficiency of operations and will greatly reduce the total operation cost by over 50%. Hayes and Wheelwright came up with a capability and maturity model that explains how an operation could move from being a barrier to strategic success (Hill and Jones, 2011). Stage one is about being an innovator and creator of opportunities and the last stage suggests that operation capabilities should improve so as to make the strategic impact on the operation function. This model is important to organizations since it provides a way of moving from being a barrier to achieving success. Material requirement planning (MRP) is a technique that assists an organization in a detailed planning of its production. The importance of MRP is that it ensures all products and materials are in line and helps in planning a manufacturing scheme. If a company is planning to excel in its objectives, it should look for the best performance strategies at place; ranging from 4vs which are volume, variation, visibility and variety, performance objective and market requirement planning. The secret to a customer’s satisfaction at IKEA lies in the 4v’s strategy. If a company wants to perform in the sales market, it must consider all aspects of the 4v, volume

The USA Immigration Problem Essay -- Immgration Immigrants Population

The USA Immigration Problem Immigration is a major problem facing the U.S. today. Hundreds of thousands of immigrants flock to this country every year. Some legally, others illegally. Some are escaping from religious and political oppression while others come to seek out the "American Dream". Either way they are causing nationwide problems. Non-English speaking workers take jobs away from American people because they will work for cheaper wages. Illegal immigrants receive welfare and health care and the money to fund this comes straight from us, the citizens of the United States. Some limitations have to be put on the number of immigrants allowed each year and much stricter border patrols must be installed. Harsher punishments and frequent checks are necessary to keep corporations from hiring illegal aliens. We need to do something about this problem before its to late.   Ã‚  Ã‚  Ã‚  Ã‚  The number of legal immigrants should definitely be lowered to a much more reasonable number. Right now, an average of over 600,000 legal immigrants are granted access to the country. I believe this number should be cut in half. We need to focus on problems facing American citizens, such as poverty, AIDS, cancer, and unemployment. We don't need 300,00 more people to deal with, we have enough problems with the currents population.   Ã‚  Ã‚  Ã‚  Ã‚  I don't think certain ethnic groups should be give preference over another group but I think educated workers who can speak English should be gran...

Coetzee’s Use of Humor in Disgrace (1999) Essay

After reading Coetzee’s novel (1999) and then the literary criticisms that followed its publication, the inevitable conclusion was that the many different interpretations of the novel demonstrated it reached readers in highly individual ways.   Indeed, it seemed that many of the criticisms were of different books.   The purpose of this paper was to focus on an aspect of the novel that has received little attention, Coetzee’s liberal use of humor or satire in the context of city life in post-Apartheid South Africa during the late 1990s from the viewpoint of the main character, David Lurie in the first section of the novel. Lurie taught at Cape Technical University, previously Cape Town University College.   Because of low student enrollment, the Department of Classics and Modern Languages had been closed and Lurie had been assigned to teach courses in Communications Skills and a single course a year of his own choice in an area of his specialization, Romantic Poetry.   When Lurie, 52-years-old at the time of the novel, had been younger, his impressive physical appearance had allowed him to attract women of his choice with little effort. Attracting women had become more difficult as he aged, and became even more difficult when Apartheid ended and many of its victims, who obviously did not idolize white male â€Å"scholars,† became university students and then faculty.   The views of these students spread to white women, who already had lacked power, relative to white men, before Apartheid ended.   Thus the feminist and civil rights movements that were active in the 1960s in the United States and other democracies in Western Europe did not begin in South Africa until the 1990s, when Apartheid ended. David Lurie’s Story At the beginning of Coetzee’s novel (1999), Lurie was thoroughly satisfied having sex once a week with a beautiful Muslim woman, paying an â€Å"escort† service.   Less satisfactory was his next â€Å"escort,† followed by a secretary in his university department.   Knowing the risk presented by new university policies, he nonetheless seduced a young student taking his course, Melanie, when he accidentally encountered her while on his way home.   Her feelings were clear only the second time they had sex. He had gone to her apartment, she had said â€Å"no† (using her concern that her cousin/roommate would soon return as an excuse), he continued and though she did not fight him, she seemed to â€Å"play dead,† waiting for him to finish.   In his own mind, he concluded that what he did was â€Å"not rape, not quite that, but undesired nonetheless† (p. 25). Later, after she had filed a complaint, he met with the disciplinary committee, composed of faculty (and one non-voting student), and readily admitted his guilt.   However, he refused to offer additional information that they needed in order to recommend to the Rector of the University a course of action other than dismissal.   The Rector, in an effort to avoid asking for Lurie’s resignation, asked him to sign a statement expressing remorse, already written for him by a member of the committee. After refusing to sign and being dismissed, Lurie visited his daughter, Lucy, at her home in a rural area of South Africa, where the satire in the first section inevitably lessened (though did not disappear) because of the most harrowing central event of the second section, the brutal gang-rape of Lurie’s daughter, Lucy, when the rapists also set Lurie on fire and locked him in the bathroom, shot the dogs at Lucy’s kennel, and then leave in Lurie’s car. Criticisms Related to Lurie’s Hearing in Coetzee (1999) One argument against publishing the novel was made by â€Å"prominent South Africans† who were opposed to presenting â€Å"a damaging image of the country† (Attridge, 2002, p. 315).   This argument did not recognize the difference between publicizing historical events and valuing literature, and â€Å"that the only responsible way to engage with Disgrace is as a literary work† (p. 319).   Based on this premise, only literary criticisms have been discussed below.   Few of these criticisms even recognized elements of the novel that were humorous or satiric. Many interpretations had in common a view of Lurie as a symbol of the white male aristocratic elite, a man who had tried to retain the Apartheid privileges of his race and gender, in particular, freedom to initiate sexual relationships with young women who were their students (Boehmer, 2002; Cornwall, 2002; Graham, 2003; Saunders, 2005).    While the view of these critics did, in fact, reflect Lurie’s view of himself, the critics also shared Lurie’s own failure to recognize that the techniques he used to try seducing his women students were thoroughly ineffective for reasons unrelated to any differences in the academic abilities of students before and after the end of Apartheid. For example, as Lurie did recognize, his sexual conquests of earlier years required him to use no techniques at all because women were drawn to his impressive physical appearance.   As he aged, seduction required effort and he hadn’t a clue as to what would and would not render him appealing to young women, regardless of their color. His lack of awareness of the impression he made on others went to the extreme of him not even being able to pay Soraya, a professional from the escort service to continue what he considered a genuine relationship, probably because she found it frightening that he seemed to be following her.   Although she could not have been aware of his fantasies about having sex while her two children watched, it would be understandable for her to have been concerned about the safety of her children because she no longer was able to keep her actual identity private, a precaution any professional prostitute should take. However, Sarvan’s conclusion (2004, p. 27) that the fantasies Lurie (or anyone) had to increase arousal while having sex indicated he had a †moral sickness† was funny enough for Coetzee to have used in the novel itself.   As Attridge (2000) noted, increased â€Å"puritanical surveillance† of once â€Å"private details of sexual intimacy† was not limited to South Africa, but instead reflected the world in general, â€Å"notably . . . the United States† (p. 103) and that in the first section of the book, Coetzee’s writing frequently used â€Å"satire† (p. 103). Lurie recognized that he had â€Å"never been much of a teacher† (p. 4) and after reading a sample of how he taught what did interest him, Wordsworth (when seducing Melanie, he told her that â€Å"the harmonies of The Prelude have echoed within him for as long as he can remember,† p. 13), one shudders to imagine him doing a worse job in teaching Communications (p. 4). Coetzee provided a very brief sample of part of a class on Romantic Poetry Lurie taught (p. 21), so brief that it was funny, rather than mind-numbing as an entire lecture would have been.   After reading a passage from The Prelude, he asked the students why Mont Blanc had been â€Å"a disappointment† (p. 21).   He then pedantically asked them what he already knew – that, of course, none of them had looked up a dictionary definition of â€Å"the unusual verb form usurp upon† (p. 21). Although without a dictionary, context would probably permit automatically inferring a meaning such as â€Å"intrude upon,† Lurie implied the passage would have been clear had they known â€Å"that usurp upon means to intrude or encroach upon. Usurp, to take over entirely, is the perfective of usurp upon, usurping completes the act of usurping upon† (p. 21).   When he was younger, it would seem clear that the young women in his classes found him sexually attractive because they were looking at him, rather than listening. Regarding Lurie’s sexual relationship with Melanie, Lurie did not seem to know whether she was attracted to him, sexually or otherwise.   That she did not resist him when he had sex with her after she had said â€Å"no† could have been because she recognized she could be safe from physical harm – or even that he’d leave more quickly – if she were passive. When she returned to stay at his home, her reason might have been because she feared her boyfriend or that Lurie correctly understood that she did and had a right to manipulate him regarding her attendance and work in his class.   There was no evidence that she feared his â€Å"power† to manipulate her grade in his course. After Melanie had filed a formal charge of sexual harassment (and Lurie really did not have a way of knowing whether or not she was pressured to do so), several criticisms (Boehmer, 2002; Cornwall, 2002; Graham, 2003; Saunders, 2005) seemed to accept Professor Farodia Rassool’s argument that they needed to evaluate whether a statement from Lurie â€Å"comes from his heart† and whether a statement expressing â€Å"contrition† reflected his â€Å"sincere feelings† (p. 54).   Lurie’s term â€Å"preposterous† (p. 55) was literally accurate in the sense that it is not possible to determine the sincerity of a written statement, but it also was difficult to understand why Lurie, who had never before showed any concern about being deceitful, suddenly became a man with principles. He did seem to be mocking Rassool – but it also appeared obvious that she was a humorless woman and regardless of race, she was supported, and without particular warmth, only by the two other women who had been present at a time when she spoke. It indeed was astonishing that Saunders (2005) could have made an obvious error of fact had she read the book, stating â€Å"the faculty committee [italics added] indignantly objects to Lurie’s ‘acceptance of charges’ without remorse† (p. 99). Saunders repeated her erroneous treatment of the Committee as united in the next three pages, Lurie’s â€Å"response does not, from the committee’s perspective, meet the demands of ethical responsibility† (p. 100), â€Å"†¦the committee isn’t convinced that Lurie’s admission is a reflection of his sincere feelings† (p. 101), and â€Å"Lurie’s performance does not fulfill the expectation, shared by the novel’s committee of inquiry †¦ that remorse and transformation† were â€Å"publicly acknowledged† (p. 102).   How was it possible to fail to recognize that the three men at the hearing, â€Å"Aram Hakim, sleek and youthful† (p. 40), â€Å"Manas Mathabane,† the chair of the Hearing (p. 47), and â€Å"Desmond Swarts, Dean of Engineering† (p. 47) had no such expectations, but instead made it clear they wanted Lurie to let them help him avoid being asked to resign? Swarts, for example, said â€Å"David†¦We would like to find a way for you to continue with your career† (p. 52) and Hakim immediately after said â€Å"We would like to help you, David, find a way out of what must be a nightmare† (p. 52). After Rassool urged that the Committee â€Å"impose the severest penalty† (p. 51), Mathabane responded, â€Å"Let me remind you again, Dr. Rassool†¦it is not up to us to impose penalties† (p. 51).   Lurie recognized the men were â€Å"his friends†¦They want him back in the classroom† (p. 52). There was no response after he noted, â€Å"In the chorus of goodwill†¦I hear no female voices† (p. 52), but, oddly, Lurie did not seem to remember that prior to the Hearing, the only other person mentioned as a member of the Committee was a faculty member who â€Å"teaches in the Business School† (p. 47).   During the Hearing, she was presented as â€Å"a young woman,† but her question about his willingness to seek help of any kind (â€Å"a priest, for instance, or a counsellor,† p. 49) suggested she shared the confusion of the men about his refusal to simply save his job, regardless of his opinion, but had no desire either to persuade him to do so or to cause him harm. At the preliminary meeting, the chair of his department was present, a woman who, according to Lurie, regarded â€Å"him as a hangover from the past, the sooner cleared away the better† (p. 40), but the reader had no way of knowing whether she cared about him at all or might in fact want to replace him not because of his discipline but because she would prefer hiring a person who could teach. Coetzee did give the woman who wanted him to express â€Å"contrition† that came from â€Å"his heart† a name indicating she was â€Å"colored† (at least at the time of the novel, no-one suggested it was problematic to divide people into two racial groups – white and non-white, the reason for using the term â€Å"colored†). Combined with Lurie having had sex with a young student who also was not white, Coetzee clearly intended to introduce ambiguity regarding Rassool’s intended meaning of Lurie’s failure to â€Å"mention the long history of exploitation of which this is part† (p. 53).   However, there was no justification for Cornwall (2002) using the races of Rassool and Melanie to reach the (inelegantly worded) conclusion that their relationship can â€Å"be seen to be informed not only by the power relations of patriarchy and the academy but also by those of race; their encounter is contextualized within the several centuries of colonial history in which white men debauched black women with impunity† (p. 315). While many of the conclusions in criticisms related to the experiences that led to and occurred during Lurie’s Hearing were that there was a need for him to express contrition or remorse, the actual events in the novel, as described above, led to the conclusion that Lurie was more of an unintentional anti-hero than sinner. Whatever his reasons were, as an anti-hero, he flaunted both social conventions regarding treating women with respect and â€Å"politically correct† jargon, such as women victims of the â€Å"patriarchy.†Ã‚   Should we thus admire him for the relationships he had with women?   Of course not.   Perhaps the most well-known sexual anti-hero was another Professor, self-confessed pedophile Humbert Humbert (Nabokov, 1955), who demonstrated that indeed the vilest of behaviors can simultaneously be the most comic. While Lurie’s offensive behaviors pale in comparison to those of Professor Humbert, it would seem difficult to fail to recognize that both his typically inept efforts at seduction and his more successful ability to bring out the silliest of exercises in political correctness resulted in devastating humor at an extremely difficult period in South Africa. References Attridge, D. (2000).   Age of bronze, state of grace:   Music and   Ã‚  Ã‚  Ã‚   dogs in J. M. Coetzee’s Disgrace.   Novel, 34, 98-121. Attridge, D. (2002).   J. M. Coetzee’s Disgrace:   Introduction.   Ã‚  Ã‚  Ã‚   Interventions, 4, 315-320. Boehme, E. (2002).   Not saying sorry, not speaking pain:   Gender   Ã‚  Ã‚  Ã‚   implications in Disgrace.   Interventions, 4, 342-351. Coetzee, J. M. (1999).   Disgrace. New York: Viking. Cornwall, G. (2002).   Realism, rape, and J. M. Coetzee’s   Ã‚  Ã‚  Ã‚   Disgrace.   Critique, 43, 307-316. Graham, L. V. (2003).   Reading the unspeakable: Rape in J. M.   Ã‚  Ã‚  Ã‚   Coetzee’s Disgrace.   Journal of Southern African Studies,   Ã‚  Ã‚  Ã‚   29, 432-444. Nabakov, V. (1955).   Lolita.   New York: G. P. Putnam’s Sons. Sarvan, C. (2004).   Disgrace: A path to grace?   World   Ã‚  Ã‚  Ã‚   Literature Today, 26-29. Saunders, R. (2005).   Disgrace in the time of a Truth   Ã‚  Ã‚  Ã‚   Commission.   Parallex, 11, 99-106.

Canadas Universal System Of Public Health Insurance

Wayne Thidodeau, of the Guardian press, reported that a 29- year old woman, nine weeks pregnant lost her baby at County Hospital in Summerside after waiting more than three hours in the emergency room (the Guardian reports 2010). The article further states that Christine Handrahan was rushed to the hospital because of her excessive bleeding. After more than three hours of extensive wait and lack of attention Christine Handrahan lost her first baby. Since 1937 universal health care has being accorded to legal residents of Canada. This universal health care system founded by Tommy Douglas with the aid of some organizations such as Canada health act. According to Mary Wiktorowicz, Canada has a universal system of public health insurance, in†¦show more content†¦History Tommy Douglas also known as the father of Medicare introduced the existence of universal health care in 1947. This care is set out to help improve health and standard of living making the government responsible for setting rules for Canada health act. Along side with other organization such as Canada Health Act, universal health still exists in Canada till date. Mary Wiktorowicz stated there were oppositions such as Canadian Medical Association, tried to block the medical care act I 1957.(Raphael,Bryant,Rioux, 2006 p. 247). Despite the fact that universal health care system is meant to make things better, the long waits, low budget and shortage of health workers are all the same topics that trigger interests in the face of health maintenance. Issues Despite the accessibility Canadians have to universal health, there are many causes of long waits, shortage of health workers and low budget. Wait time has increased because of the lack of follow up; the government owns the health care services so less supervision is assigned to services. According to Cbc report Canadians wait longer in hospital emergency departments than people in other countries with publicly funded health-care systems (Cbc 2014). In relation to long wait times, shortage of health workers is another big issue Canadians face.