This dissertation exams how policies designed to alleviate discrimination in labor markets affect relative worker effort, how criminal justice policies affect labor markets, and how the availability of affordability housing affects criminal recidivism. The data used for this dissertation include self-collected data from laboratory experiments, publicly available data from large U.S. government agencies, and restricted access data from U.S. government agencies. The empirical methods consist of experimental randomization and difference-in-differences models. In the first chapter, I show that workers do not change the effort they exert at work when they learn about their coworker’s wages, which is contrary to much of the anecdotal evidence received from managers for why they prefer to not implement pay secrecy bans in the workplace. In the second chapter, I show that decriminalization of marijuana possession is associated with lower wages and decreased employment for young workers, which I argue is driven by decriminalization shifting the composition of the workforce to include more marijuana users. In the third chapter, I show offenders released into areas with better access to affordable housing are less likely to recidivate and return to prison

African-American students who attend a CCCU institution do not complete their degrees as frequently as other student groups. The average gap at CCCU institutions between "overall and Black graduation rates is more than 19%. This is greater than the gap at other private institutions" (Smith, 2009, p.80). While the six-year graduation rate for African-American students at private universities averages 51%, colleges and universities in the CCCU average only 36%. CCCU graduation rates are 9.5% lower than other private institutions due to CCCU affiliation alone. CCCU affiliation was the only variable to have a significantly more negative association with Black graduation rates than with overall graduation rates" (Smith, 2009, p.x).

This study examined the experiences of African-American students within the context of Council for Christian Colleges and Universities (CCCU) institutions. While previous research

explored African-American graduation rates, the unique spiritual context of Christian colleges and institutions in the CCCU had not been adequately studied. The purpose of this research was to explore the perceptions of African-American students regarding their experiences at CCCU institutions in order to identify the barriers and hindrances encountered by these students in their pursuit of a degree.

A qualitative, case-study methodology was utilized to conduct nine focus groups with African-American students at three CCCU institutions in the Western region. The sample was comprised of 51 African-American students who had completed at least four semesters at the institution. Themes unique to each school were identified and a cross-case analysis was conducted. The findings indicated the experiences of African-American students at CCCU institutions were similar to other predominantly White institutions without a spiritual affiliation. The unique context of the spiritual environment did not create an environment that promoted African-American student success and did not positively impact African-American students according to their expectations. The findings indicated there are aspects of the environment at CCCU institutions which can be improved to enhance the experiences of African-American students.

Objective: To use receiver operator characteristic curve methodology to determine the test characteristics of microscopic hematuria for identifying urologic injuries in children who underwent computed tomography (CT) of the abdomen and pelvis as part of a trauma evaluation.

Methods: We performed a retrospective medical record review of all children from 0 to 12 years of age who presented to our pediatric emergency department within a Level 1 trauma center, had an abdominal and pelvic CT and a microscopic urinalysis as part of an initial evaluation for trauma. Urologic injury was defined as any injury to the kidneys, ureters or bladder. We defined hematuria from the microscopic urinalysis and reported by the clinical laboratory as the exact number of red blood cells per high power field (RBC/hpf).

Results: Of the 502 children in the study group, 17 (3%; 95% CI [2%-5.4%]) had evidence of urologic injury on the abdominal or pelvic CT. Microscopic urinalysis for those children with urologic injury ranged from 0 to15,544 RBC/hpf. The remaining 485 children without urologic injury had a range of hematuria from 0 to 20,596 RBC/hpf. A receiver operating characteristic curve was generated and the area under the curve is 0.796 (95% CI [0.666-0.925]).

Conclusion: If the abdominal and pelvic CT is used as the criterion standard for identifying urologic trauma, the microscopic urinalysis has moderate discriminatory power to predict urologic injury. [West J Emerg Med. 2011;12(2):168-172.]

Introduction: A “flipped classroom” educational model exchanges the traditional format of a classroom lecture and homework problem set. We piloted two flipped classroom sessions in our emergency medicine (EM) residency didactic schedule. We aimed to learn about resident and faculty impressions of the sessions, in order to develop them as a regular component of our residency curriculum.

Methods: We evaluated residents’ impression of the asynchronous video component and synchronous classroom component using four Likert items. We used open-ended questions to inquire about resident and faculty impressions of the advantages and disadvantages of the format.

Results: For the Likert items evaluating the video lectures, 33/35 residents (94%, 95% CI 80%-99%) responded that the video lecture added to their knowledge about the topic, and 33/35 residents felt that watching the video was a valuable use of their time. For items evaluating the flipped classroom format, 36/38 residents (95%, 95% CI 82%-99%) preferred the format to a traditional lecture on the topic, and 38/38 residents (100%, 95% CI 89%-100%) felt that the small group session was effective in helping them learn about the topic. Most residents preferred to see the format monthly in our curriculum and chose an ideal group size of 5.5 (first session) and 7 (second session). Residents cited the interactivity of the sessions and access to experts as advantages of the format. Faculty felt the ability to assess residents’ understanding of concepts and provide feedback were advantages.

Conclusion: Our flipped classroom model was positively received by EM residents. Residents preferred a small group size and favored frequent use of the format in our curriculum. The flipped classroom represents one modality that programs may use to incorporate a mixture of asynchronous and interactive synchronous learning and provide additional opportunities to evaluate residents. [West J Emerg Med. 2014;15(7):-0.]

Introduction: Emergent transvenous (TV) pacemaker placement can be life-saving, but it has associated complications. Emergency medicine (EM) educators must be able to teach this infrequent procedure to trainees.

Methods: We constructed a conceptually-focused, inexpensive training model made from polyvinyl chloride pipes and connectors, vinyl tubing, and a submersible pump. Cost of the model was $51. We tested the model with a group of 15 EM residents. We then asked participants to complete a survey reporting confidence with the procedure before and after the session. Confidence was compared using a Wilcoxon matched-pairs test.

Results: Confidence improved after the session, with a median confidence before the session of 2 (minimally confident; interquartile range [IQR] 1-3) and a median confidence after the session of 4 (very confident; IQR 3-4, p=0.001). All residents agreed that the model helped them to understand the process of placing a TV pacemaker.

Conclusion: Our TV pacemaker placement model was inexpensive and allowed for practice of a complex emergency procedure with direct visualization. It improved trainee confidence.