The text lists various typologies that differentiate policies on the basis of their effects on society and the
relationship among those involved in their formation. These include Constituent, Distributive, Regulatory, SelfRegulatory, and Redistributive Policies. Another typology used to categorize public policies is conservative vs
liberal. Briefly describe the characteristics of these two types of policies and provide some criminal justice
examples of each. Be sure to discuss the merits and limitations (pros/cons) of each example you give.
This is a short research paper (2-3 pages). You should use MS word and attach in the proper place. You
should include a title page, in-text citations, and a reference list. You should write in third person and there
should be no direct quotes. Do not count the title page and reference page in the page count. Please use
scholarly sources and submit in the proper place (below)
Conservative vs. Liberal Typologies
The epithet conservative or liberal is used to describe political and economic views and affiliations. The meaning of conservative or liberal could be different in different contexts – social, economic and political. Liberals generally believe in governmental action to achieve equal opportunity and equality for all, and that it is the duty of the government to reduce community issues and to protect civil liberties and individual and human rights. Liberal policies generally emphasize the need for the government to solve people`s problems. Conservatives, on the other hand, generally believe in personal responsibility, limited government, free markets, individual liberty, traditional American values and a strong national defense. Conservative policies generally emphasize empowerment of the individual to solve problems. Liberals tend to view mass incarceration as a product of structural racism and crony capitalism, and emphasize the disadvantages conditions of most offenders. Conservatives see the expansion of prisons as a case of big government run amok and stress the potential for offenders to be spiritually redeemed.
xperience— An initial demonstration was followed by a student performing the examination. One student interviewed the patient for a detailed medical history and other student performed a focused physical examination under my supervision. Rest of cohort were observing the examination. Reflection—History taking and examination were discussed and students received a verbal feedback on their approach to examine abdomen. Students then observed a demonstration of abdominal examination by me, while the rest observed and reflected on their performances. Theory—copy of my power point presentation were handed out to the students(appendix2). Kolb (1971) had introduced four distinct learning styles of learners in a given learner population. Kolb referred to these as diverging, assimilating, converging and accommodating. Figure 4, illustrates the learning abilities of Kolb’s four-part model in relation to the learning process associated with this SGT session. Fig 4 Kolb’s Model Sir William Osler’s dictum that “it is a safe rule to have no teaching without a patient for a text, and the best teaching is that taught by the patient himself” appears very true for this teaching session. Simulation based teaching Medical simulation has been increasingly used in Medical education over the past decade. It aims to imitate real patients, anatomical regions and clinical tasks to mirror the real life circumstances allowing trainee to practice their skills in a risk-free environment (Scalese. R,2007 ). There is a significant departure from traditional “See one do one “approach to simulation based training in recent years. Simulation has already been used in training as flight stimulator for pilots /astronauts and in warfare games, and now these models are used in medical education like critical care, anesthesia and emergency care. With continuing changes in health care has led to decrease availability of real patients as the learning opportunity & simulation fills this gap very effectively. One of the major advantage of simulation based learning is the ability to tailor the teaching needs, according to learner’s experience level and its reliability and transfera