Saturday, June 30, 2012

PPACA and informed opinions in democracy - a pipe dream?

The Patient Protection and Affordable Care Act (PPACA) was just upheld by the SCOTUS.  This verdict has split the entire country down the middle as shown by a recent Gallup Poll.

Image linked to Gallup Poll website

The law is complex and difficult to interpret.  The law will be implemented in stages over several years which makes it even more confusing.  The fact that even independents are split so evenly makes it more than just a political bias.  There are some places to find summaries of the law.


Looking at the discussion at some of these sites also gives one an idea of the very strong and diverging opinions.  People struggle to separate the issue of whether this is the "right thing to do" vs. whether it is constitutional vs. the right way to do it.  Thus most would agree that folks should not have to worry about getting health care when they need it and they should not have barriers to getting preventive care to keep them healthy.  How to achieve this and how to finance this seem to be questions causing the arguments.  The complexity of the law makes having intelligent informed discussions difficult.  The emotions around the issue make it difficult to keep personal bias out of the discussion.

It is a fascinating time to see democracy "working".

I personally have not read the text of the original law or the entire text of the SCOTUS opinion.  Why not?  One reason is the difficulty in making sense of the legalese and staying awake while doing so.  I have spent quite some time trying to understand it - probably more than the average citizen.  I have read the Cliff notes versions, the statements issued by various organizations for their members and public and participated in discussion in social media to get a better understanding from various perspectives.  During these discussions I have noticed many incorrectly informed opinions expressed from both sides.

To try and get a better handle at the level of complexity of this law, I tried to read up about a "simple" law that I describe below.

Recently I went to an event that raised a number of questions in my mind requiring me to go to the original law.

First let me describe the setting.
This was a concert at a huge facility - with a covered pavilion near the stage and a larger lawn seating area around it.  There is no wall or other physical barrier between the lawn and the pavilion. On summer evenings, it makes for a beautiful setting to listen to live music.  My previous experience of this facility was listening to Beethoven and Bach or the Boston Pops playing John Williams tunes, sitting under the stars on a blanket with a picnic basket.  This was clearly going to be different experience and I thought I was prepared for it, and I was except for one thing.

Smoking was allowed in the lawn portion of the facility!  And almost half the people were smoking - to the extent that a pall of smoke hung over the entire area.  The facility is in a bowl shaped valley which probably contributes to this situation.

In Ohio smoking is not allowed in a "Public place" even in bars and restaurants, even at the Cleveland Browns Stadium which is not a covered roof stadium.  A facility this big could not be willfully breaking the law so I had to look this up when I got home.  The law can be found here.  The key provisions/definitions it seems were:
“Public place” means an enclosed area to which the public is invited or in which the public is permitted and that is not a private residence 
“Enclosed Area” means an area with a roof or other overhead covering of any kind and walls or side coverings of any kind, regardless of the presence of openings for ingress and egress, on all sides or on all sides but one.
“Outdoor patio” means an area that is either: enclosed by a roof or other overhead covering and walls or side coverings on not more than two sides; or has no roof or other overhead covering regardless of the number of walls or other side coverings. 
Apparently the law provides an exception to outdoor patios to allow smoking.  Based on my non-legal interpretation the setting of this facility does not fall under the smoking ban law because it is completely uncovered and is thus an outdoor patio.  The pavilion has an overhead roof and is somewhat circular so difficult to "count" how many sides it has.  My guess is that it is not an enclosed area as the majority of the perimeter does not have walls.

So the questions that came to mind were

  • The point of the law is to protect people from the dangers of second hand smoke.  Why would the law fail to provide protection to people who go to this facility.  A few minutes there and I felt my lungs filling up with fumes.  So clearly there was second hand smoke exposure
  • How do we balance the freedom of a person to smoke with the right of a person not to be injured by another person?  Adults should have the right to smoke if they want to and understand the risks (will not debate who pays for their smoking related health conditions).  People come to this facility to enjoy and smoking is possibly a part of that experience for them. What about the enjoyment of the other paying audience?  Even if one could debate the long term risks of 2 hours of second hand smoke exposure, what if they had migraine or asthma triggered by this?  
  • What would it take for a facility like this to set up some non-smoking zones with a big no-mans-land around it to at least diminish the exposure?  The Cleveland Browns set up a Family zone where even alcohol is not permitted even though that is not a legal requirement (I think).
  • I saw several young kids brought in by their parents.  Do the kids have a choice and the ability to make an informed choice?  I overheard a very angry comment made by the parent of one of these kids about the situation.
  • The facility does mention on their web site that "light smoking" is permitted in the lawn area.  Whatever does that mean? 
  • Would the facility reimburse people who find the smoking more than "Light"?
  • What are the options for those folks who want to attend a live event like this but cannot bear the second hand smoke or want to take kids?  
You can see how what seems like a simple issue can be so complicated and difficult to interpret.  The health care law is complex and polarizing.  Democracy depends on people making informed decisions and voting accordingly.  When people depend only on others to tell them what a law means, there is serious risk of bias. When people involved in healthcare don't have time to read and digest all the details of the law, what can we expect from the whole population?  Informed consent in medicine is supposed to mean that patients understand the various risk benefits and alternatives of a procedure before agreeing to it.  In order to do this we need to use language that can be understood by our patients.  There are of course laws describing how to provide informed consent (e.g. link to informed consent for human subject research).

This fall, people will be voting partly influenced by the PPACA.  Can we hope that these will truly be informed opinions?  On an issue of such importance how can we ensure that the answer is yes?  Do we need a law requiring voters to pass a quiz before voting? 






Wednesday, May 23, 2012

A doctor goes to middle school - A physician relearns physics!

Learning lessons relearned! Or

Should weight be measured in Newtons?


A small group (n=3) of middle school kids recently asked me to work with them on some physics topics.  Why they asked me a physician who has not read physics since high school is a mystery.  I think it had something to do with them knowing my interest in education.

I am a sucker for this type of stuff and thus I agreed.  I did not even ask what topic they were struggling with; after all how difficult could middle school physics be?  The fact that they asked me while we were at a charity fund raiser probably meant I was under the influence (of good thoughts!).

Turns out they wanted to know more about simple machines, solving problems regarding mechanical advantages of levers and inclined planes and pulleys.  I had to do a crash course on the topic quickly finding some resources on the web that helped me get up to speed.  The detailed description of the session follows but if you want to cut to the chase, here are the take home points.  These were brought home to me very strikingly during the 2 X 90 minute sessions I spent with them over the next 2 days.  Looking back these are the essence of constructivism and it was great to see these validated at a personal level.

Take home points:
  • Spend more time on the fundamentals even if the learner appears to have gotten them.  Don't assume they know these even if it should have been learned a while back.  If nothing else, it helps to revise.  
  • The learners needs to know why they are learning something before they learn it
  • Connect to practical real life examples
  • You have to know what they already know and don't know
  • Words are constructs and carry a much deeper meaning for each person.  Having a learner rephrase something in their own words will tell you how much they understand
  • Since peers are more likely to be at the same level they innately understand the perspectives and understanding of their co-learners.  
  • If you sense that one of them had an AHA moment, let them explain it to the others in their words. The thrill of a learner's AHA moment will give you goosebumps.  Savor it and leverage it.
  • When only one person in a group does not appear to get it, it is not because they are less intelligent but often they are thinking about it differently or even at a deeper level.  This conflict between their prior knowledge and what is being discussed is a great opportunity to leverage further discussion to clarify the fundamentals.
  • Learning occurs best when the learner is motivated to learn.
As I started my crash course on simple machines, I found myself struggling to remember the definitions and units of force and work and power and the relationship between them.  So I quickly brushed up on some basics:
  • Force (Newtons) = Mass (kg) X acceleration (m/sec/sec)
  • Work (Joules) = Force (Newtons) X distance (metres)
  • Power (Watts) = Work (Joules)/Time (sec)
As I reviewed this material, all the memories of the joy of learning physics came rushing back.  I was ready to work with the students.  I hoped I could get them to love physics as much as I used to.  I decided to make sure they were well founded in their concepts before we got into any calculations.  Our conversations went something like this (there might be some inaccuracies here but read this in the spirit in which this conversation took place):

Me: What does a machine do?
S1: It makes work easy
Me: What does that mean?
S2: It lets you do more work than you put in
S3: But that's not possible, you cannot generate more work than you input!
S1: You mean you cannot create energy right? That the principle of conservation of energy
Me: What is the relationship between work and energy? Are they the same thing?
S2: Well their units are the same
S3: You put in energy to do work right?
We went of on a tangent here:   
 Work = force X distance = mass X acceleration X distance = Kg X m/sec/sec X m = kg m^2/sec^2
 Kinetic energy = 1/2 mv^2 = 1/2kg (m/sec)^2 = 1/2 kgm^2/sec^2
 Potential energy = mgh = kg X m/sec^2 X m = kg m^2/sec^2
 So they got the idea that the units of work and energy are the same
Me: So what does a machine do?  Seems you decided it cannot do more work than you put it.  What is work?
S1:  It is force X distance
Me:  So how does that apply to a lever?
S2:  In an ideal case with no friction, the work put in = work put out.  So force put in X length of effort arm = force put out X length of resistance arm
S3:  So depending on the length of the 2 arms, the lever changes the amount of force.
S1: So the amount of work stays the same, the lever can make things easier by making you put in less force to do work!


Me:  Great job!  Now lets take another question.  What does it mean when you get on your bathroom scale and it reads 98 kg?
S1: That your weight is 98 kg?
S2: punches S1 lightly
S3: I am not sure what you mean.
Me: What would happen if you used the same scale on Moon?
S1:  Oh I see what you mean.  98 kg is your weight on Earth.  It would be less on Moon
S2:  Yeah, its got less gravity of course.
Me:  What about in space?
S3: Well the scale would read zero I think? Since you are beyond Earth's gravitational force.
S1:  That's 9.8
Me:  9.8 what?
S2:  9.8 Newtons.... No...  g is 9.8 m/sec^2
Me:  So what would that be...
S3:  that 98/9.8 = 10
Me: 10 what?
S1:  98 kg / 9.8 m/sec^2 = 10 kg/m/sec^2
Me: so what is the difference between mass and weight?
S2:  Oh I get it, what you weigh on Earth is your weight and the amount of matter you contain as measured in space is your mass.
Me:  OK, so what is the unit of mass?
S3:  Kg of course.
Me:  So you just told me in space a 98 kg person would "weigh" 10 kg/m/sec^2
S1:  This is confusing.  Seems like the units are all messed up.
Me:  Seems like it doesn't it?  What happens when you stand on a scale on Earth?
S2:  Your weight pushes it down.
S3:  The gravity acts on your mass and pulls it down.
S1:  You are exerting a downwards force on the scale
Me:  How much force?
S2:  Is that your weight?  So weight is a force?  Then why is measured in kg?
S3:  Yeah the unit of force is Newton!
Me:  What is force according to Newton?
S1:  Mass X acceleration
S2:  Newton is kg X m^2
Me: So how does that convert to your weight?
S3:  I get it, its the gravity acting on your mass
S1:  Yeah it is 10 kg X 9.8 m/sec^2 = 98 kg m/sec^2
S2:  Which is 98 Newtons
S3:  So weight is a force?  Why do we measure it in kg?
Me:  Yup so weight should be measured in Newtons not kg, I think we use kg because its become ingrained in our system.
S1:  Got it "The heavier you are, the more you weigh!"
On that very profound note we took a break while S2 and S3 gave S1 very strange looks!

We covered many other questions.
Why are screws and wedges like an inclined plane?
How does the concept of distance apply to inclined planes and to pulleys?
How does a movable pulley generate mechanical advantage when a fixed one does not?

The conversations went on for a long time.  Their eyes were shining, there were numerous "AHA" moments.  They were excited.  They were teaching each other.  I had the most fun I had in a long time.

The only problem...
They want me to do physics sessions with them throughout the summer vacation!

I wonder where all the retired folks go... this would be an amazing win -win situation.  They could work with school kids to help ignite their passion for the sciences or other subjects while keeping their own brains and hearts young.


Tuesday, May 15, 2012

Google Drive and Kindle - connect them automatically!

I have written a lot about reading articles on the tablet - referring mostly to an Android tablet.
For those who have a Kindle or a Kindle Fire, with the advent of Google Drive and Wappwolf, there is now an automated way for getting your articles sent to the Kindle.

Google Drive is the new incarnation of Google Docs.  This works a bit like Dropbox but has 5GB storage.
Kindle is Amazon's eBook reader
Wappwolf is a great app that works with Google Drive (and also Dropbox).  When you save a file in a specific folder in Google Drive, it will complete a set of predefined tasks for you.  Thus whenever you see an article that  you may want to read on your Kindle, just save it to a specific folder (e.g. "Send to Kindle") in the Google Drive.  This will automatically show up on your carousel or book shelf on your Kindle.

Wappwolf has a number of other automations that it can perform e.g. photographs saved in a specific folder could be uploaded to Facebook or Google+.

The Wappwolf website indicates that SkyDrive and Box functionality will be coming soon.

This is a great advantage of cloud storage and cloud apps.  They can automate your repetitive tasks and improve efficiency.  I am waiting for the app that when I save an article to "Send to my cortex" folder will upload it to my brain while I sleep!