Women's Strength

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The book My Antonia by Willa Cather by many critics defined it as being outwardly feministic and not conforming to gender roles, but could we really get the sense of the characters roles and relationships if they werent feminine. No, I dont think so. When the book was written Willa Cather was living in the time period when womens rights was a highly debated topic and perhaps thats the reason for the why the characters seemed too feminine or why her female characters were strong women. Although she was amongst the one of the first generation settlers in the Mid-West that didnt mean the issues did not affect her. In My Antonia, the stereotypical town-girls are considered weak- and are incapable of doing anything but take care of a family and cook whether that be their parents home or their husbands home. Jims quote supports this. He states All the young men felt the attraction of the fine, well-set-up country girls who had come to town to earn a living, and, in nearly every case, to help their fathers struggle out of debt or to make it possible for the younger children of the family to go to school. (Pg 17) This basically is saying that girls back then were hopeless and needed men to save them. In Willa Cathers case, she didnt assign gender roles to her characters. Because she didnt assign gender roles to characters certain of them stuck out like Frances Harling, Antonia Shimerda, and Lena Lenigard. What did all of these characters have in common? They were females that played both male and female roles in their every day lives. I guess there is no better way to say it than Roseanne Barrs quote, which states The thing that women have to learn is that nobody gives you power. You just take it. These women were not going to be conformed into the image of society women, they had their own mind and were going to stick to that.

The grown up daughter, Frances was a very important person in our world. She was her fathers chief clerk, and virtually managed his Black Hawk office during frequent absences. Because of her unusual business ability, he was stern and exacting with her. He paid her good salary...even Sundays she went to the office to open the mail and read the markets.(pg.7) This quote basically flat-out says Frances Harling was a very independent woman who was capable of doing anything for herself. The fact that her father would even pay her wages meant that that she was capable or probably more capable of doing the same job as a guy. With that in mind, then its safe to say that Frances is not weak or poor women that has to be married off or someone incapable of doing anything. That defies the position of women in society.

Another person just like her but not in the city environment was Antonia Shimerda. She lived in the country were she housed a dozen children. Her husband who was always off working which therefore let her the man of the house or lets say woman of the house. Because of that, she took on the responsibility of the man and had to work the fields and tend to the animals (just like when her father was gone and she was given that same job). Again, we are introduced to a female character capable of doing a mans job. She worked just as hard as a man would have for Jim states, Antonia came in and stood before me; a stalwart, brown woman, flat-chested, her curly brown hair a little grizzled...She was there, in the vigour of her personality, battered but not diminished, looking at me. (pg.14) She not only took the beatings of a man but had to deal with the harsh weathers as well. Again, (although she was amongst society people) Antonia is not considered as the ideal female of society.

Lena Lenigard went from the adventurous, heart breaking, and rebel-type hired girl to a sophisticated businesswoman. After, learning how to tailor Lena went on her own. She left Black Hawk to start her own business in Lincoln (which was another dressmaking company). Starting a business in the late 1th century was all right but not for a woman. Lena Lenigard was breaking the code of a traditional society female. She was in a big city and unmarried and working all hours. A society woman went to bed the same night every night and woke up the same time everyday. They had a daily routine, which they went by and went from their parents house straight to their husbands. There was no room for working that was the husbands job. Once more, we are introduced to females taking on the role of a man.

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In My Antonia by Willa Cather, the characters dont take on a gender role put worth by society therefore we get more in depth analysis of each character and where they have been through. Because of that some of the characters for example Frances Harling, Antonia Shimerda, and Lena Lenigard dont conform to the ways of the females in the society. They arent weak and for sure dont lack confidence. These women are women that are strong, have a lot of confidence and are capable of doing any mans job anytime.

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Savage Transformation

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Savage Reformation

Living in any environment and society that keeps up with modern civilization needs to keep up with the education plan. The United States whose government was comprised mostly of whites from different regions of Europe during its early years, began to emerge as one of the leading countries in the world, especially with advantage of location in western hemisphere. It had distinct government system that wanted to promote education among all whites. In 1865, the end of civil war, which lasted for four prolonged dreaded years, brought emancipation from slavery to black population allowing black people to attend schools and gain public knowledge. It is different story with American Indians, however, people who had lived on this continent for several millenniums developing its own systems of education necessary for survival. Once white people "discovered New World" they strived to convert Indian nations to European standards of living continuing to present days.

One way American government perceived to convert or to change Indians is by acquiring rights to their children through schooling, which was located off of Indian reservations.

The word was civilization. Europe and America considered their societies civilized up to times; Indian tribes on reservations, on the other hand, were viewed as savage nations. European nations who began to populate North America and early Government of this country differed in culture and ways of living from Indians, simply considered these nations less civilized. White nation emigrating from Europe, conquering the continent, forming government of the U.S., and considering themselves as great philanthropists, sought how to civilize local population to adopt ways of white culture. The idea of civilization embodied the minds of legislators of this country who stated that "the progress of conversion was inevitable and desirable, for civilization, especially Christian civilization, which gave expression to man's noblest sentiments," according to David Wallace (Wallace 1).

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The commencement of education was initiated when the first settlers, after establishing small towns along the east coast of the colonial America, perceived and sought ways to teach local population to acquire white culture. Both cultures differed greatly in economic, social, and political structures as well as religions, but the new comers did not want to consider these facts and, rather, proceeded with conversion. European nations exerted differing approaches to and influences upon the Native Americans. For instance, the Franciscans, mainly Spanish origin, entered the south, influencing the peoples of Arizona, New Mexico, Texas, and California. The policy of the Franciscans was to gather the native peoples into villages around missions. The schools, while teaching Spanish, did not emphasize the academic subjects, placing greater stress upon agriculture, carpentry, blacksmith work, masonry, spinning, and weaving( to living on this earth ). King James, who sent his settlers to the shores of North America, established Darmouth for the purpose to educate local Indians of white man's ways.

Later, after American Revolution and formation of the U.S. government, education was influenced by the great religious awakening which took place in the new nation in early 1800s. In 181, congress, at the request of President Monroe, passed an act which apportioned funds among those societies and individuals that had been prominent in the effort to "civilize" the Indians(5).

After massive removal of almost all Indian tribes from east coast, ordered and carried out by President Jackson who signed Indian Removal Act of 180, attention toward Indians cooled off especially with the Civil War and its recovery. However, with the western expansion, government began to investigate Indian issues and oppress the natives. As a result, some reservation schools emerged in early 1870 and were placed right on the reservation being under strict supervision of agent in charge

In 188 several reformers went west to explore situation in tribes, and as soon as they came back from journey, firmly proposed two conclusions first, educational reform is needed in order for Indians to assimilate into mainstream of American life; and second; firm reaction and will for government to implement the first. A new reform organization was formed called Indian Right Association which sought ways to "improve" the life of Indians and to prepare the way for their absorption into the common life of American people. Other organizations evolved as well who showed their interest in solving Indian problems and issues that arose at that time, which included education. Some advocates insisted that Indian children would attend public schools along with non-native kids aiming to "culturize" tribes quicker than through any other way.

Finally it came to conclusion that it would be better if the children would be sent to schools off of reservations, which would increase chances for social evolution among American Indians. One of the commissioners of Indian Affairs Thomas J. Morgan had come to conclusion stating, "a good school may thus bridge over for them the dreary chasm of a thousand years of tedious evolution" (Adams 1). According to the same source, "schooling, if promised to do anything, promised to prepare Indians for economic self-efficiency." One advocate even stated that it would be "cheaper to educate rather to kill and Indian" (Adams 0). It seems that Indians were the main source of white man's problems that even murdering all of them went through the mind as an option. Education was harsh decision by whites to deal with this problem, but excessive force was not inevitable to transform Indian mind. In 18 Department of Interior along with BIA (Bureau of Indian Affairs) became responsible for Indian education. School advocates were pressing an issue that American Indians can be assimilated with white culture only through enforcing education. Consideration for off-reservation seems bringing hope for the change of Indians, but it would bring segregation from the rest of the society. Advocates of off-reservation boarding schools looked at the issue differently stating "The ultimate rationale for the off-reservation school lay in its capacity to integrate students into the civilized community beyond the school's walls through the so-called outing system."

Off-reservation schools began to emerge east and west, wherever government had a chance to do so. Even though Indians wanted education for their children, but they did not want to accomplish it by of off-reservation schools. Old abandoned army forts were converted into boarding schools, children were removed-sometimes forcibly-long distances from their homes, the use of Indian languages by children was forbidden under threat of corporal punishment, students were boarded out to white families during vacation times, and native religions were suppressed. By 10 around twenty five boarding schools opened in approximately fifteen states including California, and attendance exceeded twenty thousand Indian students.

The establishment of off-reservation schools for Indian education was not the only incentive for the U.S government. Many legislators have figure out how much these schools will help economy to spring due to more consumption of goods purchased from markets of nearby towns. White teachers and other type of workers could contribute to town's economy by working in schools and enabling towns to grow financially. It seems like a small factor for the purpose of Indian education, but to strengthen economy in small towns by bringing off-reservation schools would be capable to give firm basis for the establishment.

The schools continued its strong existence up to 14 when Indians received their citizenship of the United States and following by Meriam Report that came out in 1, did the reservation schools began to convert into public schools. Off-reservation boarding schools were reduced in number and some of them were shut down due to political changes toward Indian policy. The citizenship promoted education in public schools with the rest of the children of American society. Changes came once more with the end of World War II where Indian children were encouraged to attend off-reservation schools due to rapid changes in U.S. economy promising to prepare children to be better prepared for the acceptance and assimilation into modern world.

With the off-reservation boarding schools Indian children had to go through changes that left scars in their young souls. As known, on reservation schools had many advantages over off-reservation schools. Of course on reservation schools children were in school all day long acquiring knowledge about white culture, but the problem was with religion. Indians were practicing their religious acts and rituals on their reservations wanting and longing to pass on cultural traditions including religion on to their inheritance-children. Teacher and school administration were strictly against any traditional religions and school curriculum imposed Christianity as a religion. In many instances it became forceful where children were forced to memorize verses and chapters out of Holy Scriptures. The only relief these children received was in the evening when they were allowed to return home for overnight and see their closed ones. Enrollment was mandatory at all times and only during vacations could children stay at home at all time. However, to accelerate the process of conversion, President Grant stated that removal from home and tribe was viewed as necessary for the elimination of Indian identity and, therefore, the Indian Problem (Fuchs 4).

However, by the late 180s, these schools were closed by the federal government and the education of Indians came under the control of a paternalistic government. Government wanted full control of lives of Indian children to

When off-reservation board schools first initiated for Indian young generation, many of the children were forcefully taken away from their homes, off reservations into old abandoned structures that served as warehouses or military barracks having inadequate sanitary conditions according to standards of that time. Boys and girls were not taught together and were separated physically. Up on arrival to reservation schools it was mandatory to change Indian names to something European i.e, children were assigned white names and had to use them every day. They were discouraged to use their real names among each other and in case a teacher heard the use of real names among student they would punish those giving tasks like cleaning restrooms.

Some children were lured into off reservation schools by white people who would describe the world in colored terms and stating facts of some Indian children that already had experience in off-boarding schools. Since Indians were isolated from the main world and its culture, the stories told by other children who came off reservation boarding schools would bring the excitement to other kids by sharing their first experience of seeing the world. For instance, Polingaysi Qoyawayma, from Hopi tribe, tells a story about herself, how she was attracted to off-reservation boarding school by her friend, who shared her experience on similar off-reservation school. Polingaysi's friend explained what they did in schools including that they had a children's playground where they played with the ball. However, the other activities included making traditional Indian things such making plaque. Polingaysi was so inspired that she jumped and went to her mother asking her to teach plaque-making (51).

As noted before, children on reservation were forced into schools by white administrators who ran these schools. Many children were not allowed to see their parents for days, and only on weekends they had a chance to come home. When children were brought to off-reservation schools, against their will, boys and girls were cut off their long hair, first sign indicating that they should forget their culture. Girls were affected the most since hair was their pride and beauty.

As far as parents, it was hard for them to accept the fact that their children were somewhere else, not home. Can you imagine, as a parent, government having custody of your kids? I don't think it is imaginable because today we have a lot of lawsuits where divorced parents want to have custody of their kids fighting legal battle just to hold on to that right. Indian families, however, were deprived of the right to fight government and to declare dependence of their children. I hope we can see that even Indian reservations had some sovereignty, but it was limited even with essential things like custody of children. As any other culture, Indian tribes wanted to pass on heritage to future generation, but with education policy they were stripped of any rights to teach cultural or religious values. Again, upon arrival to off-reservation schools children were assigned European names and were forbidden to practice any Indian traditions including talking in their native language. The government claim was that Indian children will be provided social welfare where they would receive new clothing, sufficient food, laundry services, and a warm place to stay and learn which obviously would be available on the reservation due to economic poverty (Fuchs 0). Of course many parents were glad that at least their children were properly nourished in schools, and therefore, would sent their pupils to reservation schools.

The separation of children from the parents, according to psychiatrist Dr. Robert Leon, would have physiological damage to young minds. He stated," The damage caused to the child by his/her separation is directly related to the child's age and the length of time that he/she is separated from the parents." He claims the damage occurs due to loneliness and feel of rejection, since most of the children who were taken from their homes were of age five to eight. For older kids it was matter of privacy, since facilities were small comparing to the number of attendees. This forced children to be crammed into one tiny room, with very limited space for personal belongings. Later, after World War II these schools became understaffed with less supervision and counseling for young teens. The lack of mentors in these schools caused more problems.

Many children were not allowed to see their parents during vacations; instead they were placed within white families. The life style of white Americans had its toil on young people. For instance, alcoholism was dominant vice in white families, which caused domestic disputes and Indian children were vulnerable to these scenes saturating and spoiling their young minds, later causing same problems among the Indian families. As a matter of fact, alcoholism dominated and thrived among many reservations due to acceptance of white ways.

The effects of reservation schools had its imprints on current generation of Indians. Caroline King's mother attended one of the off-reservation boarding schools and was placed into white family where she cleaned the house, and while she was there, a man abused her. "It brought problems into my family that weren't there before," she said. "After what happened, it became much easier for my mother to get angry. And that's something we? my sisters and brothers? dealt with the whole time we were growing up." As we can see sexual abuse was dominant toward Indian girls who live off reservations and there was nothing they could've done to protect themselves from these despicable acts.

Boarding schools continued their existence up to 174 when President reinstated the self-determination of tribes allowing parents to decide on education for their children.

Education only brought extermination, of what was once known as great race. Currently, many tribes are working to reestablish their culture and heritage, participate in Indian affairs and bring important issues that pertain to Indian culture. Many organizations are working closely with legislature to gain more sovereignty for their tribes. But past will never be wiped off from the minds of Indians leaving deep scar that will stay there forever throughout generations. It was one of the government's acts to civilize "savages," which had significant damages to these cultures; nevertheless, they survived and gradually will recover to thrive once more as the great nation in the United States.

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The Civil War:(The Crisis of War)

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Why did the Civil War occur? The Civil War was a crisis of growth. In less

than three quarters of a century, thirteen old British colonies created a nation

with a powerful economy.

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The young U.S profited from their colonial past as well as the land which

procured immense amount of resources and possibilities. The history of the U.S

from 178 to 1865 showed problems of men and resources and the economic boom

will increase differences inside the different parts of the Union.

The civil war could have been avoided, because the American nation gradually

took conscience of itself, and nationalism had been resisted by the second war

of independence.

The difficulty of the American political system (federal and republican system)

will bring with itself the problem of union and liberty. The anti federalists

also known as republicans blame the government for its attachment to Europe and

criticised the reinforcement of the federal power. Another source of problem is

the economic differences; near 1860 two America appeared The North, a country

with much activities, and the South, a country of slavery plantations, attached

to the past.

These differences and divergences reflect on the political view of a nation.

However, this new country could have avoided the Civil War, because at the

beginning, pioneering spirit was very positive; it had brought down class

barriers. Another advantage of that time was to occupy lands or gain possession

of it at low prices, to access to all the jobs. Taxes were not high. The U.S had

the chance to know a great increase of their population (In 1860 the population

is 8 times greater than the one of 170). Food is easy to find, and the jobs are

abundant. The lack and the high price of the labour, partly explain the

maintenance of slavery, and made immigration necessary. On the economic point of

view, independence had made the situation better because the old colonies stayed

dependent upon Europe and mainly England, but in fact, the chances and

advantages of the Americans were considerably high virgin land with tremendous

amount of resources.

All kinds of transports developed (roads, canals,) for example the canal Eri

built up in 185 permitted to reduce 0% the price of transportation of the ton

of their merchandise between Buffalo and New York. The same year, steam boats

enabled to transport a better market at a better price. In 180, the way up of

the Mississippi, from New Orleans to Luisville, did not necessitate 4 months

anymore, but only 8 days. Also the railroads were developed and with the

telegraph, the railroads consolidated the political unity of the Union.

The development of this new country is astonishing with the republicans another

good point is achieved the decrease of the taxes, and the adoption of the

universal suffrage (everybody is allowed to vote).

When the nationalism spirit succeed against the English, literature will reflect

the American power but will not be strong enough to exceed the difficulties

between the North and the South. The differences of interests were the

following the South reproached to the North the customs tariffs, the monetary

political. The North considered the economy of the South as out of date, a dead

weight which slowed down the course of history; the incompatibility of

temperament and a common hate. The reasons of this divorce are of course as well

the problem of slavery. For the South, slavery was essential for their life

style slaves do not cost anything except the food and the surveillance. The

North considered slavery as a shameful act. The expansion to the West made worse

the conflict between the North and the South on the problem if the new States

added in the Union will become states with or without slaves starting in 1850.

The abolitionists, inspired by the Quakers made a huge propaganda which

increased the number of the abolitionists. Also, writers like Beecher-Stowes

book Uncle Toms Cabin motivated many readers. The Dread Scotts affair as

well as John Browns affair stirred up the public opinion on both sides. In 1860

Abraham Lincoln is elected president and will face opposition with the divided

nation. For the South this election is a declaration of war, he secedes and

engages the hostility.

The Civil War happened as a result of a divorce. And this divorce could have

been avoided. The South did not seem to weight a lot in front of the North

agricultural and industrial made of millions habitants. But the South had

professionals officers, and the war lasted for years with more than 100 battles

and 600 000 killed. The Southerners felt anger which divided the South from the

North for years. The Civil War brought so many ruins, but the Union was saved,

and the thirteen amendment of the Constitution abolished slavery.

Please note that this sample paper on The Civil War:(The Crisis of War) is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Civil War:(The Crisis of War), we are here to assist you. Your persuasive essay on The Civil War:(The Crisis of War) will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Psychology

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Multiple personality disorder ( which the American Psychiatric Association ( APA) renamed Dissociative Identity Disorder in 14,) has always been fascinating and mysterious. In the past people with this disorder were seen as being possessed with demonic spirits and were often treated with exorcisms. When this belief began to decline the true nature of dissociative identity disorder ( also known as DID) began to unfold. With the awareness of a child abuse increasing and statistics showing 5% to 8% of more than a 1,000 patients with DID reporting a history of child abuse (Braun 10), Dissociative Identity Disorder quickly gained the publics attention.

People also began to gain interest in the disorder with the rise of feminism. When research showed that % of 100 DID cases reported were females, many feminist groups began to show their concern (Kluft, 1). The number if DID cases are increasing rapidly, it is said that DID affects approximately 0.1% of the United States population (Braun 10). However, some people remain very skeptical about this disorder, saying that it is drummed up by the media ( in movies like Three Faces and Eve) While others believe doctors created it. On many lawyer shows at times we do see cases of people with memory defects, moodiness, and unpredictable behavior (symptoms of DID, Nathan & Groman 18) commiting a crime, then convincing a lawyer that they did not do it, that the crime was committed by another personality within them. The lawyer then develops a defense of Multiple Personality Disorder. This leaves audiences in shock and wondering what the disorder really is, How does it develop? And does it really exist?

According to many researchers and the American Psychiatric Association this disorder does exist, and has its origin in dissociation. Dissociation " is a depression in the usual integrated function of the consciuusness, memory, identity and perception of the environment" (Encyclopedia of Psychology,000 pg56). According to Putnam (a leading researcher of Dissociation is said ,to be a normal process that is initially used defensively by an individual to handle a traumatic experience. This may explain why dissociation seems to occur when a traumatic situation is present (Nathan and Gorman 18).

Disassociation becomes maladaptive, it forms four main disorders. These may be considered the children of dissociation, and can fall under the family name dissociative disorders, they are Amnesia, fugue, depersonalization and dissociative identity disorder. When a person is involved in a natural disaster or has been raped, the mind may try to block any memory of that experience; this is known as amnesia. Amnesia becomes maladaptive when people begin to forget their name, age or personal history. Dissociative Amnesia is the most common form of dissociative disorders. People suffering from dissociative fugue are not. Disassociative fugue is characterized by "unexpected travel away from home or one's customary place of daily activities ( for days), with inability to recall some or all of the past." (Nathan & Gorman 18, pg.45). Funguecan seem sometimes like aimless wondering (Putnam 18). Not much is known about this disorder; however , researchers do know that in most cases a person with disorders sometimes take on a new identity and is unable to remember personal information until they return to the original identity (Nathan & Gorman, 18).

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Another form of dissociation is depersonalization; it is a chronic and recurrent experience of feeling detached from one's thoughts. Feelings, sensations or experiencing that they are some how unreal or in a dreamlike state ( Encyclopedia of Psychology,000 pg.57). It is important to realize that these disorders are developed by the mind as a form of protection against traumatic experiences. In most cases of amnesia the mind tries to block traumatic situation from the memory; sometimes this works, sometimes it does not. In fugue state, the mind may be trying to escape the traumatic situation by wondering away from the environment that is causing the trauma. In the case of depersonalization the mind may be trying to create a sense that the experience is not reality, in order to help the person suppress and repress the trauma. Disorder is one of the main four disorder of dissociation. It is the extreme of all four disassociative disorders. According to Diagnosis and Stastistical Manual of Mental Disorders, the fourth edition, there is four criteria for DID The presence of two or more distinct identities or personality states. At least two states recurrently that are taking control of the persons behavior. Inability to recall important personal information to which can not be explained by normal forgetfulnesds. This distirbance cannot be caused by a substance or a general medical condition (as cited in Encyclopedia of Psychology, 000).

Dissociative Identity Disorder is example of dissociation becoming maladaptive to the extreme. It becomes maladaptive when "it exceeds certain limits in intensity, frequency or occur in a inappropriate context" (Putnam 18 pg. ). Many researchers believe that there are predisposing factors that leaad to the development of DID. Richard Kluft developed the four-factor theory.

1. The person's innate ability to disassociate

. A pattern of abuse

. Occurrence of overwhelming trauma (which creates a reason to disassociate)

4. Inadequate protection of a child suffering from the trauma,the -P model

Braun and Dachs proposed their model similar to Kluft four factors theory in that they both agree that the same predisposing factor account for DID development . Other researchers on the issue of Dissociative Identity Disorder suggested the double-bind theory (as cited by Kluft, 1). An example of the double-bind theory , would be when a child is raped by a sibling and the sibling tells the child that they are doin it for the child's own good. If the child decides to tell the parent, then he/she may be called a liar and made feel like a bad person for making that type of accusation on a sibling (Kluft,E 1). The child may be left with the feeling of fear, humiliation and conflicting demands to please everyone, without being rejected by others (Waithes 1). Baldwin (author of the article Child Abuse as an Antecedent of Multiple Personality Disorder) explains that this forces the child to become two conflicting person. He or she is forced to create a good and a bad self. Childhood trauma is the leading cause of dissociative identity disorder.

According to Putnam , a study done by the National Institute of Mental Health shows that of a 100 reported cases of patients with DID, 7% reported experiencing trauma as a child. Childhood trauma can be sexual abuse, physical abuse, extreme neglect, witness to a violent death, or extreme poverty. Sexual abuse is the most common form of childhood trauma reported. Incest accounting for 68%, making it the most common form of sex abuse. Sexual abuse may include insertion of instrument in the vagina, mouth, anus and sexual torture. Physical abuse was the second most reported, it was reported in 75% of the 100 cases studied. Physical abuse can range from beating with hands or fists to different forms of tortures.

In trying to cope with these traumatic experience DID may develop. It becomes "an adaptive dissociative response of a young child's mind to fear and pain of an overwhelming trauma" (Dell & Eisenhower 10 pg7). Not all children who suffer a traumas develop DID but according to researchers ,DID is easier for children to develop, than for adults. One reason for this is that children tend to be easier to hypnotize, thus making it easier for them to dissociate (Putnam 18). Another reason, according to Stephen Marmer pg85 ( a researcher involved in the study of DID), is that at a certain age about "18 months to 4 and 5 years of age they are at a vulnerable time in development." According to him at thid phase the distinction between self and object is still cloudy and there is a tendency to use the defense mechanisms of splitting instead of repression. He writes that the "cognitive ability to conjure different identities is not present prior to the vulnerability window and the ability to use more advanced commences at the end of the vulnerability window".

Braun (developer of the -p theory) compared the development of DID to the learning process. According to him when a child suffers a trauma he or she develops a response of dissociation to it. A repetition of this trauma reinforcement's the response of dissociation. This response will later become associated with trauma. Then whenever the child experiences this trauma, this response automatically happens. One might say it becomes a conditioned response. After a period of time the child's personality becomes "split". By split this means other personalities develops. This gives the child the sense that the trauma it is not happening to him/her, but to someone else (Waites, 1). This split will now occur whenever the child feels it necessary for defend (DELL & Eisenhower 10). These personalities are known as alternates. These alternate personalities will now act as a "stimulus barrier to overwhelming experience, memories and conflicts serving as a defense against internal disorganization an chaos (Armstrong,14 pg15). These personalities help the child to escape the trauma, but once this type of defense is chosen any stimuli in the environment can trigger a splitting reaction, causing other personality to develop (Whitman, 11).

Dissociative Identity Disorder begins in childhood , but in most cases it is diagnosed in adults. Also children tend to have to have fewer alternate personalities than adults (Baldwin, 10). According to Baldwin, upon diagnosis children have an average of approximately a alternate personalities, while adults have an average approximately 1. Alternate personalities may be a difference in voice, sex, accent, reaction to medication, and even handwriting (Kluft 1). Putman described the many different kinds of alternate personalities that may develop over a period of time dissocitive identity disorder.writing (Kluft 1). Putman described the many different kinds of alternate personalities that may develop over a period of time dissocitive identity disorder. In this research, he found that in almost all cases, one or more of these alternate personalities is a child. Child alternates usually hold the memories of the traumatic experiene. Then there is the protector alternate. This alternate personality protects the host personality from internal and external danger. It tries to bring a balance to the chaos going on inside the host. In most cases the protector personality is a male. There can be many other alternate personality. However, the personality that is depicted the most on television is the prosecutor personality. According to Putnam this personality may have originated from the protector personality. This means it may have been the one to suffer from most the traumatic experience. It blames the host personality for being weak and may try to take control of the host life by sabotaging. It may even try to kill the host personality. Since alternate personalities believe strongly in what they say they are, they do not see killing the host as killing themselves (Waites 1). This alternate personality may try turning the host personality family against them or causing legal troubles for the host personality. According to Putnam 167 the host personality is not the original personality,

It is the alternate personality that has "executive control of the body the greatest percentage of any given time ". They are often not aware of the other personalities. They are also the ones to seek out medical attention (Putnam, 18); Kluft believes that everyone at birth develops at least on alternate and that the original personality is put to sleep and only after intense treatment it is revealed (Putnam,18).

Treatment of dissociative identity disorder may involve, psychoanalytic techniques, encouraging integration of alternate personalities and formal hypnosis in order to facilitate.

Memory retrieval (Nathan & Gorman 18). Hypnosis as a treatment is causing most of the controversy about the validation of dissociative Identity Disorder. Skeptics claim that through suggestion and hypnosis patients are made to believe that they have this disorder. This means that while patients are made to brlieve that they have this disorder. This means that while patients are under hypnosis doctors use the power of suggestion to create this disorder , by implanting information into the patient's memory. Some also say that individuals looking for therapists willing to believe their condition created dissociative identity disorder.

The supporters of DID claim that skeptics are just plain "missing it, either failing to look for it or by recognizing it" (North, Ryall, Ricci,&Wetzel,1,pg7). The argument between the two sides about the validity of DID is a very heated , to the point where doctors are questioning each others compentency. According to North, Ryall, Ricci, and Wetzel, to settle this disagreement the five phrases of validating a psychiatric disorder should be used. The first clinical description, which means that the criteria of the disorder should be specified. One of the arguments made by skeptics is that the diagnosis of DID have risen dramatically because of the media influences. Supporter says this not so, the criteria is too vague, which cause DID to be misdiagnosed for illnesses such as schizophrenia. Secondly, laboratory studies, which would involve neurophysiologic investigation. These would attempt to observe the physiologic difference in the alternate personalities.

Skeptics believe that actors can be trained to trick doctors into believing that they have this disorder. Supporters of DID say that anyone could pretend that they are ill, however ,that may not be the truth. The third phase is delimitation from other disorders. This means specifying the criteria that an excluded, making sure this disorder can't be mistaken for any other disorder. The fourth phase is follow-up study. North. Ryall, Ricci, and Wetzel pg41. Claim that it will support the validility of dissociative identity disorder "if time proves the disorder remains the same it will suppoet the idea of natural history and prognosis".

The final phase involves a family study. This entails looking into family history since most psychiatric disorders seems to run in the family. According to North, Ryall, Rucci, and Wetzel these five items are called Robins Guze Methods, can help prove the validity of any psychiatric disorder. They claim that researchers are "struggling with the first item in that laboratory investigations, deliniations from other disorders, followed-up study, and family all have yet to yield consistent findings" (pg.41).

The fact that the American Psychiatric Association recognizes this disorder has existed shows that much has already been discovered about this disorder. We now know Dissassociative Identity Disorder is the presence of two or more distinct identity stating that one take control of the body and is a result of trauma suffered as a child; and is not a result of demonic spirit taken control of the body, but there is still much work to be done. One thing to keep in mind, is just as there will always be skeptics about Dissassocitive Identity Disorder, it will always remain a fascinating and mysterious.

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