How well is a BA in Mortuary Science in 2K?

Answer 1

The following is a list of the thirteen science processes advocated by the American Association for the Advancement of Science (AAAS). These are best thought of as a set of intellectual skills that are associated with acquiring reliable information about nature. Each process is defined. In addition, comment about the inherent nature of each of the skills is provided. The first eight processes are called "basic processes" and are appropriate for children in the primary grades. The last five are called "integrated processes" and are more appropriate for children at grades four and above. 1. Observation This is the most fundamental of all of the processes. Observation may be defined as the gathering of information through the use of any one, or combination of the five basic senses; sight, hearing, touch, taste, and smell. The term observation may also be used to express the result of observing. In other words one might observe and, as a result, gather observations. These observations can also be called data or facts. Observation should suggest objectivity as opposed to the expression of opinion. For example, "John is a bad boy" is not an observation. On the other hand, "John exhibits behavior that we characterize as bad" is an observation. "John is throwing Mary out of the window" is also an observation. Skilled observers seem to proceed from general perceptions of a system to more specific ones so the nature of skilled observing can be thought of as analytical. Systems are first observed as a whole then analyzed for subsystem information. Subsequently, subsystems can be treated as a whole and subjected to further analysis in an ever tightening spiral. Technology can be used to amplify the senses, which provides for even more analysis. A microscope, for example, is a technology that allows us to see things that are too small to be seen with the unaided eye.

The following is a list of the thirteen science processes advocated by the American Association for the Advancement of Science (AAAS). These are best thought of as a set of intellectual skills that are associated with acquiring reliable information about nature. Each process is defined. In addition, comment about the inherent nature of each of the skills is provided. The first eight processes are called "basic processes" and are appropriate for children in the primary grades. The last five are called "integrated processes" and are more appropriate for children at grades four and above. 1. Observation This is the most fundamental of all of the processes. Observation may be defined as the gathering of information through the use of any one, or combination of the five basic senses; sight, hearing, touch, taste, and smell. The term observation may also be used to express the result of observing. In other words one might observe and, as a result, gather observations. These observations can also be called data or facts. Observation should suggest objectivity as opposed to the expression of opinion. For example, "John is a bad boy" is not an observation. On the other hand, "John exhibits behavior that we characterize as bad" is an observation. "John is throwing Mary out of the window" is also an observation. Skilled observers seem to proceed from general perceptions of a system to more specific ones so the nature of skilled observing can be thought of as analytical. Systems are first observed as a whole then analyzed for subsystem information. Subsequently, subsystems can be treated as a whole and subjected to further analysis in an ever tightening spiral. Technology can be used to amplify the senses, which provides for even more analysis. A microscope, for example, is a technology that allows us to see things that are too small to be seen with the unaided eye.