The Strengths and Weaknesses of Focus Group Research Essay Example

The Strengths and Weaknesses of Focus Group Research Essay Focus groups are a prominent method of enquiry, regularly used within the field of social science and in particular, qualitative research. The focus group practice involves a number of participants having an open discussion on a specific topic, set by a researcher. The researcher acts as a moderator to aid discussion by using probes to collect desirable data. This process is recorded and transcripts are used to interpret and analyse given information. Carson et al (2001, p. 114) refers to focus groups as â€Å"A research technique that collects data through group interaction on a topic or topics†. They also suggest that the central distinctive characteristic of focus groups is group interaction, which generates a mass of data, which would be inaccessible without using focus groups. Focus groups are used in many industries to collect ideas and understanding. Carson et al (pg 8) suggest that groups as a social research tool have been used for some time but the term ‘focus group’ was established in the classic study, The Focused Interview by Merton et al (1956). Merton’s study influenced the creation of the procedures that are now accepted as common practice in focus groups. Although this particular method possesses a substantial number of strengths, focus groups also occupy a number of weaknesses that disadvantage the researcher and limit findings which can be discussed in relevance to theories. Firstly, Dawn Snape and Liz Spencer (2003, p. 3) propose that it is important to define the practice of qualitative data before discussing the implications of it. They also suggest that qualitative research is difficult to define and can never entirely be classified. We will write a custom essay sample on The Strengths and Weaknesses of Focus Group Research specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Strengths and Weaknesses of Focus Group Research specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Strengths and Weaknesses of Focus Group Research specifically for you FOR ONLY $16.38 $13.9/page Hire Writer They infer that there is a wide consensus that qualitative research is a naturalistic and interpretive approach, with an emphasis on the understanding of the meanings which people attach to phenomena. This point is supported by Alan Bryman, he comments: â€Å"The way in which people being studied understand and interpret their social reality is one of the central motifs of qualitative research. † (Bryman, 1998, P. 8) Snape and Spencer refer to qualitative research as a complex, subjective and observational approach which takes focus on participant’s frames of reference. There are no rules or single accepted way of exerting qualitative research, the methods are dependent on; ontology, the beliefs regarding the social world and epistemology, the beliefs regarding the nature of knowledge. In addition, qualitative research draws on philosophical, psychological and sociological ideas in order to search for in-depth data to aid the explanation of social phenomena. The key argument of qualitative research is that human behaviour is not simply driven by external forces; humans actively contribute to the construction of their own social world. The central purpose of qualitative research is to explore meanings by interpreting data, rather than searching for specific answers by quantifying empirical data. A major critique of qualitative research is the fact that everyone is different and holds and creates their own schemas, so therefore there can be no definitive answer or explanation. The history of qualitative research is also important to acknowledge, in order to place focus groups into context. Traditionally, social science research imitated natural science methods in an attempt to create universally accepted laws. Social science suppresses many philosophical underpinnings, which influenced this consensus. There were three key people implicated in these underpinnings, each pursuing the idea of the previous. The first key philosopher was Rene Descartes (1596-1650), an empirical researcher. In his book, Discourse on Method (1637), Descartes suggested that the search for the truth could be completed by using methods of objectivity, in order to accumulate observable evidence. Following Descartes was another key philosopher, David Hume (1711-1776), also an empirical researcher. Hume also believed that objectivity, as well as unbiased and direct observation, could produce substantial empirical evidence. Lastly, Auguste Comte (1798-1857), a sociologist and empirical researcher, proposed that the invariant laws apparent in natural science were also present in matters of social science. Comte implied that research methods used in natural science were also appropriate to the study of social science and phenomena. Comte influenced 20th Century research paradigms, which resulted in a school of thought called positivism. Positivism states that only observable phenomena count as knowledge. Positivism also promotes scientific research methods and empirical testing of hypotheses. Positivism encouraged the formalising of quantitative research methods, collecting numerical data. However, other philosophical perspectives challenged positivism. Immanuel Kant, (1724-1804), a philosopher, suggested that there were other ways to understand the world. He believed knowledge could be acquired through interpretations and experiences. Other perspectives, such as that of Kant, consequently led to the employment of another school of thought called interpretivism. Interpretivism promotes subjective understanding of meaningful experiences. Interpretivism encouraged the formalising of Qualitative research methods to overcome the limitations that quantitative research possessed. The use of focus groups as a qualitative and interpretive method of enquiry comprises of a number of strengths and weaknesses. One of the most prominent strength of focus groups is the ability to collect both new and rich information. Carson et al (p. 114) suggest that the new results that focus groups produce could not be possible with other methods of enquiry as they do not allow the same sense of exploration. They argue that focus groups are an exploratory and developmental method of enquiry, not limited to just listening to what people have to say but by using interpretation skills, generates insights into the sources of certain behaviours and perceptions. Furthermore, Carson et al (p. 115) argue that focus groups can contribute information that may help to; obtain pre-conceived ideas and stimulate new ideas on, help to diagnose former or potential problems, generate further research ideas and establish how participants discuss and construct their own schema of phenomena. Additionally, they believe that meaningful construct is interpreted from the highlighting, exchanging and revising of opinions, perceptions and differences. Another strength of focus groups is the depth of understanding of the generated information. Carson et al (p. 115-116) imply that depth of understanding enabled by focus group allows a deeper appreciation of the phenomenon. They also outline the fact that focus groups bring together and allow the analysis of diverse opinions rather than a single one, which would generate from other methods of enquiry. The discussion of these opinions, which allow participants to share their own ideas and listen to others, creates a type of forum. This allows the researcher to note the response of one participant to another. As a result, the researcher is at an advantage as they have no need to speculate about differences in participants and data as this is evident within the focus group transcript. Ritchie and Lewis (2003, p. 87) agree with this theory as they imply that allowing the participants of a focus group to refer to their own personal experiences influences them to build upon what other participants have said and refine their own view, this creates a more in depth discussion and findings. However, Silverman (2001, p. 221) argues that researchers should not rely on experience to count as knowledge: â€Å"The assumption that ‘experience’ is paramount is not at all new†¦to focus on ‘experience’ alone undermines what we know about the cultural and linguistic fo rms which structure what we count as ‘experience’. Furthermore, another prominent strength of focus groups as a research tool is flexibility and group interaction. Flexibility and group interaction is the most fundamental and unique aspect of focus groups. Ritchie and Lewis (p. 175) suggest that group interaction is a major strength of focus groups as it allows an open and energetic discussion built on motivation and enjoyment. Ritchie and Lewis (p. 188) also propose that these conditions allow a more truthful debate, which are more in depth and passionate. Ritchie and Lewis explain that group interaction enables participants to work together, quickly developing a ‘synergy’ which allows greater depth of insight into even the most challenging of subjects. This confidence allows the participants to dominate the focus group procedure thus allowing them to determine their own narrative, helping to expose the culture and values of each individual. Ritchie and Lewis describe this strength as â€Å"the most productive phase of the group process. †(Ritchie and Lewis J, 2003, p. 176) Carson et al (p. 16) agree with Ritchie and Lewis by suggesting that â€Å"interaction is a unique strength of focus groups and should improve the quality of the ideas and opinions generated†. They propose that the participants act upon their own comparisons and ideas rather than relying on the moderator as a medium of discussion or speculation. Carson et al further their explanation by emphasizing that the vital strength of focus groups, as a qualitative and interpretive research tool, is its capacity to expose intricate behaviours and motivations. Carson et al infer that this strength is a simultaneous reaction to group interaction. Furthermore, the role of the researcher within this interaction is also advantaged. Ritchie and Lewis highlight the fact that the role of the researcher in the group is more active and physical than in interviews. Denzin and Lincoln (1994, unknown source) agree by stating: â€Å"Qualitative research is a situated activity that locates the observer in the world. † This quote infers that they believe that focus groups allow the researcher to situate themselves and get involved. This is a significant strength of focus groups as it allows the researcher to actively listen then act upon given information by using appropriate probes to gain further or richer information. However, this theory is over shadowed by a weakness of focus groups, the lack of control and high level of unpredictability. Ritchie and Lewis (p. 116) state that sometimes it is difficult for the researcher to dominate a focus group. Participants can easily move from the focal topic of discussion to a topic that they would prefer to talk about; this may have no relevance to the phenomena being researched. Never the less, group interaction, according to Ritchie and Lewis ( p. 175), allows prominent socially accepted views, behaviours and norms to be revealed to the researcher. Ritchie and Lewis refer to this feature as a potentially valuable aspect of data as it allows the researcher to assess the context and vulnerability of the participant’s ideas. However, it is important to note that this data must be monitored and compared to transcripts later on, as the participants generally become more comfortable with expressing less confirming views. This is evident in a prominent weakness of focus groups called demand characteristics. Ritchie and Lewis (p. 185) suggest that participants may realise the intentions of the researcher and as a result give them information that they think they want, instead of their true opinions. This can cause false interpretations and therefore invalid information. Furthermore, Ritchie and Lewis discuss real or imaginary pressure, which can also cause problems; â€Å"a common criticism of focus groups is that the group exerts a pressure on its participants. † (Ritchie. R and Lewis, J, 2003, p. 88). Participants may feel the need to give politically acceptable answers, feel under pressure to conform to other participants or adjust their views to fulfil social norms; this can cause inconsistency in the findings. None the less, another suggestion of why group interaction is a primary strength of focus groups is it allows the advantage of group diversity. Ritchie and Lewis (p. 188) consider tha t group discussion can reveal differences and diversities between participants which awards the researcher with a key opportunity to explore group diversity. Ritchie and Lewis believe that delving into diversity and dimensions of difference can both explain and explore causes, effects and consequences. Additionally, they suggest that by using heterogeneous rather than homogeneous participants, the resulted discussion can provide different perspective and views, which should need no persuasion by the moderator to be aired. However, too much diversity can result in weak data. Ritchie and Lewis (p. 190-191) also discuss that too much diversity can actually inhibit discussion. For example, major diversities in socio-demographic makeup, such as social status, of a group of participants can influence how open the group are. Participants may feel uncomfortable, threatened by others or anxious about the response they may receive. This weakness may make it difficult for the researcher to cover key topics in depth. Ritchie and Lewis emphasise the need for a balance in diversity of the participants Another strength of focus groups is the advantage of a good sample. By using certain participants within a focus group a researcher can gain strong results. Ritchie and Lewis (p. 192) suggest that using participants, who know each other or hold some type of relationship, can trigger pre existing memories which are extremely valuable for exploring and interpreting shared meanings. Furthermore, this set up can create a feeling of a safer atmosphere for participants to air their views or opinions. In comparison, using a sample of strangers can also be comforting for the individuals as they feel they may never see the other participants again therefore feel no need to hold back. However, a weakness in sampling is also present. Ritchie and Lewis (p. 192) note that a substantial problem with using a preconceived group of participants is group norms may dominate, limiting the openness of discussion. Furthermore, they state that any shared meanings may not be expanded on enough, as they may be taken for granted. This may result in the meanings having no value at all. Additionally, strangers may hold back discussion too much and fail to develop a ‘synergy’. The last strength of focus groups as a qualitative and interpretive method of enquiry is the advantage of saving time and money. Carson et al (p. 116) explain that the same number of participants used in other methods of research, such as interviews, can contribute information in the same or less time within a focus group as the latter are conducted in a group setting, rather than in repetitive and tedious, individual settings. Additionally, analysing and transcripts of information only need to be completed once. Consequently, this also saves the researcher money too. All fees are only payable once, such as room hire, or recording equipment. However, Morgan and Krueger (1993) criticise this account by stating that recruiting willing participants for focus groups can be both time consuming and costly unless participants are easily accessible. Many people are reluctant to take part without an incentive, refreshments and even paid travel, which can also be costly. In conclusion, focus groups as a qualitative and interpretive method of enquiry possess a substantial number of strengths and weaknesses. The main advantages are the collection of new information, the depth of understanding, group interaction, strong samples and savings in time and money. However, these strengths are also over shadowed by a number of weaknesses which could interrupt the consistency of data. However, as Carson et al (p. 117) suggest, the mass of advantages of focus groups easily outweigh the disadvantages. This may be because it is evident that focus groups as a method of enquiry, achieve more insight and depth of understanding than would individually be generated. Furthermore focus groups hold a unique strength, group interaction, not found in any other method. Finally, when evaluating the quality of results from a focus group, it is important to remember, as Ritchie and Lewis (p. 196) explain, that the most stimulating and successful focus groups come with experience.

Persuasive Essay Topics For College Students

Persuasive Essay Topics For College StudentsOne of the more important things that you can do is get yourself a list of persuasive essay topics for college students. This can be one of the most important parts of your college admissions essay because you want your essay to be compelling enough to get attention and help you get accepted.You have many different options when it comes to persuasive essay topics for college students. One way to approach this is to look at topics that you are an expert on, but might not be familiar with. Other popular topics are sports, movies, books, and anything that relate to topics that you already know a lot about.One of the most persuasive essay topics for college students is how to use a theme to help you promote your interests. If you have interest in everything from chess to using the Internet, you can come up with a topic that will appeal to both the reader and to admissions officers. Even if you only have knowledge of a couple of subjects, you ca n still find a few themes to make your essay unique.Themes also help because they make the essay personal. It's harder to keep your topic fresh if you are writing it from the perspective of a typical student. Instead, focus on your own experiences, your knowledge, and your interests.College students love references to people. If you can provide these references and allow the reader to get to know you as well, you'll be much more successful. Just be sure to keep your essay focused and not to try too hard.College students love to talk about current events and politics. Themes that are related to these two topics can make a big difference. Talk about different perspectives or help your reader see the argument in another way.Another way to make a big difference is to talk about your life during the current year. This can provide great insight into your character and help the reader understand why you are the right person for the job. Besides, writing about what you're currently doing is very similar to writing about what you've done in the past.When it comes to persuasive essay topics for college students, you want to be sure that you don't overdo it. Make sure you keep your theme's simple, but not less interesting.

Article Summary Essays - Newts, Amphibians, Herpetology, Free Essays

Article Summary Essays - Newts, Amphibians, Herpetology, Free Essays Article Summary In southern California, adult California newts (Taricha torosa)have been found to frequently cannibalize both larvae and egg masses. In turn, for those adult newts that remain in the stream pools after breeding, conspecifics have become one of their main sources of prey in the chaparral stream pools of the Santa Monica Mountains. This study was undertaken to examine whether wildfire-induced sedimentation would provide an alternative prey, such as earthworms, and modify interactions between life stages of T. torosa. A diet analysis, field surveys, and a laboratory experiment provided observations and data for this study. For the diet analysis and field surveys, three sites were studied: Cold Creek Canyon, which was burned in 1993, and Newton Creek Canyon and Trancas Creek Canyon, which were unburned sites and served as controls. Adult newts were collected during the spring and summer of 1992-1996 from Cold Creek and during 1995 from Trancas Creek for diet analysis. A water lavage was used to collect the stomach contents, which were then examined by microscope. In addition, both burned and unburned sites were surveyed and monitored for the availability of both earthworms and conspecifics. In the laboratory experiment, a gravitational flow-through system was used to examine the behavioral responses of larval newts to chemical cues of both adult newts and earthworms. Previous studies had determined that larval newts hid from chemical cues of the adult newts. Through diet analysis, it was found that most of the stomach samples of the adult newts contained conspecifics, earthworms, beetles, and mayflies. Stomach samples from Cold Creek indicated that conspecifics were consumed significantly more often than earthworms were consumed during the two years before the fire(1992, 1993). However, during the two years after the fire (1994, 1995), more earthworms were consumed and conspecifics were eliminated as a food source. In 1996, diet analysis showed a reappearance of conspecifics, but the frequency of earthworms in adult newt stomachs was still greater. Frequency of beetles and mayflies appeared to be similar before and after the fire. In 1995,stomach contents from Cold Creek and Trancas Creek indicated that more earthworms were available at burned sites than at unburned sites. In the laboratory study, it was determined that the larvae tended to hide more when the adult newt was present, but larval hiding appeared to depend on the earthworm c ues. If the earthworms were present, the larvae did not attempt to hide; if the earthworms were absent, the larvae would attempt to hide. In addition, they tended to hide more with adult newts present minus the earthworms than in the company of both. Before the fire, adult newts frequently fed on their own larvae and egg masses. Due to wildfires, stream banks were disrupted causing sedimentation and the input of earthworms in the streams. As a result, earthworms became an alternative prey eliminating cannibalism for two years after the fire. With the availability of the earthworms, larvae and eggs were allowed to focus on development rather than survivorship. This is evident in the two years after the fire for the density of the larvae and egg masses appeared to have increased slightly. However, cannibalism reappeared three years after the fire. By this time, vegetation growth had recovered and the stream banks were more stable resulting in less sedimentation and fewer available earthworms. Perhaps, after a few more years, conspecifics will become a main source of food once again. Bibliography Kerby, L.J. and L.B. Kats. 1998. Modified interactions between salamander life stages caused by wildfire-induced sedimentation. Ecology, 79:740-745.

Heart of Change Research Paper Example | Topics and Well Written Essays - 750 words

Heart of Change - Research Paper Example All these transformations often require change in order to serve the customers in the most efficient manner. From American Competitiveness (2012), change is not easy to accomplish by managers in the organizations, as most companies believe that change is making people think differently. They more often base their ideas on idealistic, unseen promises of reward that makes it difficult in moving people into action. People often resist change because the risk of change might be seen to be greater than the risk to remain in the same position they were as before. Making people change requires them to have faith that enables them to believe in unseen promises or developments in the company. Moreover, other people resist change because they often want to be associated with people and companies who are identified with the old way. Humans live as social species and always wish to be connected with the people or companies they are familiar with. In addition to the above the employees of compani es fear change because reformers might have hidden agendas that may make them lose their jobs (Schuler 2003). Therefore, change requires competent managers who have to make people feel differently than changing their thoughts. Change therefore would be effective if it makes those to be changed see and feel the change. Companies should be heart centered rather than being mind when effecting change. Thus, winning people’s commitment to change requires managers to engage people emotionally and rationally. Companies do not well understand that emotional change goes a long way to making their workers accept the new ways of doing things in their offices. However, failure to listen to and respond to workers’ rational objections and their beliefs by organizations is a show of disrespect to them and making assumptions that the workers will be aware the importance innovative change would have to them (Costello 2012). By following the right procedure in effecting changes in an or ganization often boosts the morale of employees who feel that their culture is also taken care of. Forcing people to adopt certain changes is a show of lack of respect and the company would not achieve her goals by so doing. He continues to assert that managers and organizations often make mistakes in attempting to make changes. It is true that a few only companies manage in effecting change successfully unlike what happens in other organizations. Poor knowledge of how change should be done often leads to the loss of big sums of money by organizations may cause lots of pain and headache in trying to make workers believe the effectiveness of the change. With regard to this, there are steps that must be followed in trying to effect change. The first is the establishment of the need for change in the organization. As one who is articulating for reforms, the need to make the management and organization trust the need for any change is vital. Through this, the reformer gains enough coope ration. Should this be impossible, the team players would be dissatisfied and would lack a feeling of contentment for the change process. Knowing what complacency implies and coming up with proper strategies to overcoming complacency go hand in hand in establishing a sense of urgency amongst the team players. Next is the establishment of the right members in the team. Members who understand what it takes to bring about change. The members must have the

Society, Community, & Family Impact of Technology Research Paper - 1

Society, Community, & Family Impact of Technology - Research Paper Example Additionally, some modes of communication such as use of smoke and hooting of horns conveyed wrong messages. In connection to this, the paper will provide detailed information on the computer and communication technologies along expounding on their history, development, use, and the conditions of the computer and communication technologies before and after the introduction of technology. As introduced above, technology has advanced extensively in the current society. Almost everything in the current world is run by the aid of machines such as computers and phones (Nayab 1). The effect of technology however is very extensive in the field of communication; many organizations have managed to produce diverse types of computers and phones to enhance the reduction of the whole world into a small village. The process of human communication has undergone many changes over the years, with many diverse path-breaking inventions and findings a lift from one step to another. Pictographs were the first writing materials that were invented to enhance communication in historical times. These writings were on solid materials such as stones and remained immobile. The invention of papyrus, wax and paper led to the invention of printing press in early 15th century. This invention enhanced the transfer of documents from one location to another, allowing uniformity of languages over wide areas (Nayab 1). The latest revolution is the extensive use of electronic technology such as computers and phones. Phones and computers have enhanced the transfer of documents via use of electronic waves and signals. Currently, computers and smartphones are used in communication between people without concern of physical distance. People from different ends of the world also communicate currently via audio, video l inks, and text via aid of correct hardware and software which are products of technological advancement. Communication was a great challenge before the invention

Different Parenting Practices Essay Example for Free

Different Parenting Practices Essay The right parenting style will create healthy, loving children. Parenting involves teaching children how to respect their elders, be obedient, have discipline, as well as provides support and love for your child. There are four identified types of different parenting styles. Which are authoritarian, authoritative, permissive, and uninvolved. The type of style that you choose will determine whether your child will be healthy, as well as, whether a loving relationship develops between you and your child. In this paper, I will discuss the types of parenting styles and the best one to foster healthy children. An authoritarian parent lays down the rules and expects them to be followed without any discussion. These parents are very strict. They don’t allow the child to make choices and they consider what they desire without much consideration of the child’s wishes. Their rules are ridged and inflexible. Children raised by this type of parenting style may become very sheltered with unable to voice their opinions. They may have difficulty with emotional expression, unable to make good decisions which could lead to unhealthy relationships. For example, a child raised by an authoritarian parent, comes home from school and knows that they have to put their backpack in a certain place and what chores must be done. The rules are in place, as well as the expectations for his performance. These children know that there will be consequences if they do not follow these rules. An authoritative parent explains the rules and encourages discussion. This type of parenting style combines the b est qualities of the authoritarian and permissive parenting style. These parents spend time with his/her child and explain why certain behavior is wrong and the appropriate behavior prior to administering any type of punishment. They are more reasonable and less demanding of their own way and they consider the wishes of their children. They are patient and trust their children. They promote decision making in the child and oversee their decisions. Children who experience this type of parenting style are typically well balanced, have values and a sense of right and wrong. For example, if a child was to break curfew, the authoritative parent would discuss the potential harms of staying out and then discipline the child. They would most likely involve the child in the type of punishment they would receive. The permissive parent punishes infrequently. These parents are a direct contrast to the authoritarian parent. These parents have very few rules and are extremely flexible. Rules for these parents are not a primary focus. They tend to be more of a friend to their child than a parent. These parents often foster children who do what they want, when they want without thinking about the consequences. They have excessive freedom with very little limitations. These parents focus on pleasing their child regardless of their behaviors. These children are in control of the parents and the household. For example, a child of a permissive parent is not required to place their items in a certain place and rarely receive any consequences for not performing chores or making messes. An uninvolved parent only provides for the basis physical and emotional need and nothing else. Uninvolved describes these parents. They are not involved with their children and they do not discipline them. These parents often neglect their children. Children with these types of parents typically have poor social skills and behavioral choices. There appears to be a correlation between the lack of support they receive at home and their poor social and behavioral skills. For example, a child will seek their parent’s attention and may create problems at home and in school to get that attention. Despite the problems, their parents still ignore them and are not emotionally available. I believe that the authoritative parents have the most effective parenting style. Primarily because it allows time for discussion between the parents and their children. In my opinion, all children need discipline. However they benefit most from explanations of what they did wrong and redirection to assist them to make better choices. Authoritative parents listen to their children and encourage independence. It appears that this type of parenting style leads to successful children. In my opinion, one of the most important aspects of parenting would be the art of compromise which leads to healthy lives for children.

Buddhism Essay -- essays research papers fc

High in the mountains of the Himalayas chants ring out from the Tibetan monastery. For most this is a dream-like vacation to a far away land. For some of the people who live in Tibet and India this is everyday life as a Buddhist. Buddhism revolves around a strict code of daily rituals and meditations. To an outsider they can seem mystical or even odd, but these are the paths to enlightenment and spiritual salvation. Throughout the centuries, Buddhism has evolved into a major religion in Asia and other parts of the world.   Ã‚  Ã‚  Ã‚  Ã‚  The mystical roots of Buddhism can be traced back to the first century BCE. Buddhism began with the birth of Siddhartha Gautama. When Siddhartha was born he was noticed as having â€Å"the 32 auspicious signs of an enlightened one† (Clark and Brown 3). His father, fearing Siddhartha would shun his inheritance, confined him to the walls of the palace, never allowing his son to experience want or suffering. However, Siddhartha on several occasions ventured outside the confines of the palace. On one of his visits into the city â€Å"he saw an ascetic begging for alms in the city square. It was then that he realized that there was meaning beyond physical existence† (Clark and Brown 3). Siddhartha then gave up his possessions to search for enlightenment. He discovers that by following the path of moderation, one can become enlightened (Clark and Brown 3). And so, he attained Buddhahood. Afterwards Buddha, the name given to an enlightened one, travels thro ugh India â€Å"preaching and educating others about the middle path† (Clark and Brown 3). From this, Buddhism was born.   Ã‚  Ã‚  Ã‚  Ã‚  The religion of Buddhism is not entirely in a sphere of its own. In fact, it combines several influences born in and around the Asian continent. The first religious influence is Taoism. Taoism embraces the belief in the fluid like spirit that flows throughout everyone and everything. The primary belief of Taoists is that the universe is in constant change.   Ã‚  Ã‚  Ã‚  Ã‚  Taoists believe that nature and the earth is constantly in flux. Simply, the only constant in the world is change. When individuals learn that growth and movement are natural and necessary, they can become balanced (Clark and Brown 7). Taoism teaches self-control and the importance of meditation in searching for enlightenment.   Ã‚  Ã‚  &nbs... ...ver which the imperial family presided, had been largely eclipsed by Buddhism† (Ralph et al 34). Aspects of the religion have also moved into the U.S., Growing interest in Asian culture and spiritual values in the West has led to the development of a number of societies devoted to the study and practice of Buddhism. Zen has grown in the United States to encompass more than a dozen meditation centers and a number of actual monasteries (McDermott 2). The Buddhist religion encompasses a large spectrum of people all diverse but united under the words and teachings of Siddhartha Gautama. Works Cited Clark, Laura, and Suzanne Brown. Vietnamese Buddhism. 18 Jan. 2000. . Dharma Haven. Healing, Relaxing and Awakening: Tibetan Buddhist Methods. 16 Jan. 2000. . 18 May 1999. Hansen, Jytte. Mandala. 17 Jan 2000. . 1 March 1997 McDermott, James Paul. Buddhism Today. Microsoft Encarta Encyclopedia 99. Ralph, Phillip Lee, et al. World Civilizations: Their History and Culture. 9th edition. New York: Norton, 1997.