Action to Transform Health Care Assignment Example | Topics and Well Written Essays - 3750 words

Action to Transform Health Care - Assignment Example Additionally, educational background along with lower income level of this segment of Montreal population often compels the indigenous groups to avail equal health care services. In this regard, a series of suggestive actions have been formulated that can increase the health care efficiency of the nursing institutions to protect health and wellbeing of the aboriginal members in the community. In this regard, changing and maintaining adequate compliance with the participation and accession of health care services can improve their process of protecting the wellness of the aboriginal groups. Furthermore, making continuous promotion of the health care facilities designed for the aboriginal groups along with improving the way of rehabilitation programs can also improve the current nursing trend in Montreal for the indigenous groups. In relation to the recent health care sector in Canada, a major development can be witnessed in terms of maintaining status and legitimacy in nursing of the community members. However, the health care sector of the nation is often alleged in terms of overlooking of conducting appropriate health and social care activities for the members especially the urban aboriginal groups. The aboriginal groups in the nations are subjected to face major disparities in terms of availing appropriate care, awareness and wellness programs to improve their health and wellbeing within the communities. Keeping with the changing notion in nursing practices, the primary objective of this research study is to bring a major understanding of the current nursing practice in Montreal Quebec, Canada. In this regard, the discussion of the report critically analyses discourses within the community regarding the status and legitimacy of aboriginals in the nursing sector. In addition, the discussion also tends to p rovide relevance suggestive actions that could

Meaningful Social Studies Essay Example for Free

Meaningful Social Studies Essay The democratic principles and ideals of citizenship reinforces effective social studies. By focusing on rights, responsibilities, and respect, a solid base of social studies knowledge and skills develops civic competence. The foundation of four core disciplines, or strands, from the social sciences are: geography, civics, economics, and history. They are the Louisiana framework for social studies. Each of these disciplines offers a distinct perspective for examining the world. Within these strands, other social sciences, such as anthropology and sociology, are incorporated.  §103. Louisiana Content Standards Foundation Skills The Louisiana Content Standards Task Force has developed the following foundational skills which should apply to all students in all disciplines: Communication, Problem Solving, Resource Access and Utilization, and Linking and Generating Knowledge. Through research, activities, discussions, and real-life experiences, children can and will learn that diversity can be positive and socially enriching. A pluralistic perspective involves students building unbiased, open-minded views towards diversity among their fellow human beings. Teachers of this generation have the combined blessing and challenge of helping students make the most of a world that is rapidly changing. Students must develop the perspective that cultural and philosophical differences are necessary and desirable qualities of a democratic community (NCSS, 1994). I chose the concept of â€Å"Problem Solving† for Grade 6-8th in which I will be teaching in the near future. Problem solving identify an obstacle or challenge and uses the application of knowledge and thinking processes which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent. Bringing students into contact with other people’s various views and conflicting values is very important. In the school and local community, therefore, problem solving/inquiry problems are most often found. Questioning and cooperative learning are two strategies that are frequently used to support meaningful learning. Questioning. This is where all learning begins. The types of questions teachers use guide students’ engagement in the lesson (Harvey Goudvis, 2000). The amount of time a teacher waits between asking questions and calling on students for responses, or responding to answers, affects student responses (Rowe, 1996). On average, teachers wait less than a second before calling on a student or responding to a student’s comment, this has been proven by classroom research. If the teacher wait 3 or more seconds before calling on a student or acknowledging a response, this can increase the length of student responses, the number of appropriate responses, and the cognitive level of the responses. Questions should be planned in advance, relate to the lesson activities, and are written into lesson plans. The Learning cycle lessons begin with questions that all students have a chance to answer. All answers are accepted by the teacher even though some answers may explain more than others. In the class such questions engaged by all of the students. In every learning cycle a central key question is planned for the exploratory phase. In a lesson focusing on the concept of presidential elections, for example, the teacher may ask the key question â€Å"What do you have to do to be elected president?† This is an open question that involves each student in thinking about the main idea of the lesson. Development phase, questions focusing student inquiry on the main concepts, skills, and attitudes of the lesson is done during the lesson. During the lesson development, many questions are narrow or closed. Questions are used to help students apply the concept in a new context, during the expansion phase of the lesson. On open questions, the emphasis is greater although some closed questions may be used. Effects of Emphasizing Student Control What students learn is influenced by how they are taught, the quality of individual and social processes occurring in the classroom, and the perceptions and understanding of social studies as a subject to be taught and learned (NCSS, 1994b). Matching Instructional Strategies to Student Needs One aim of education is to help students be self-directing (NCSS, 1994a, pp. 11–12). The amount of student control during the learning process, is a key factor. The categories, in order from least to greatest student control, are expository, guided discovery, and inquiry and problem solving/decision making. An appropriate instructional strategy is chosen by the teacher that matches the student’s level of social studies content, skill, attitudinal objectives, and developmental needs. These instructional methods are very effective and appropriate in helping students attain a particular level of learning objective. Expository, or Direct, Instructional Methods: Lower Student Control Students are provided with little control over the direction or extent of the learning process using the Expository instructional methods, or direct instruction method. Activity lessons using expository methods include the following characteristics: * The teacher controls the situation, providing adequate directions and motivation. The teacher provides ample opportunities to practice the skill in a wide variety of situations. * The teacher supplies immediate and continuous feedback focusing on correct answers. * The teacher uses lecture and closed, narrow questions to control the learning situation but must provide extensive and adequate directions for the student. Expository Guided Inquiry/Problem Solving Discovery and Decision Making Expository methods require external motivation and careful classroom management. Only lower levels of learning: recall and memorization are produced by these methods. Development of the affective areas of attending and willingness to receive information is facilitated by Expository methods. These methods are occasionally useful in the lesson development phase of the learning cycle in which the teacher explains the key idea of the lesson and the lesson focus involves the need for recall (Rosenshine, 1986). Guided Discovery Instructional Methods: Mixed Teacher and Student Control Students are involved in activities related to a concept and form an understanding of them when using guided discovery instructional methods before they are offered or explained by the teacher. A problem to investigate is created by the teacher and he/or she determines procedures and materials needed, but students collect and analyze data and evaluate the results as they relate to the problem. Guided discovery has four characteristics. 1. Students are provided with the time and opportunity to study relationships in data and form a new idea. 2. Students use several activities focusing on one concept, generalization, value, or skill. 3. Students’ main role is to investigate and discover answers to the questions posed, discussing and displaying data to do so. 4. The teacher provides directions and asks questions that help students begin activities with the learned resources selected. From data students can learn inquiry skills such as inferring, predicting, organizing, interpreting, and draw conclusions. Inquiry and Problem-Solving/Decision-Making Instructional Methods: Greater Student Control Inquiry involving significant student control over the direction the lesson takes, is the third social studies instructional method. The Students create a problem to investigate, determine procedures and materials needed, collect and analyze data, and evaluate results. These lessons have five characteristics: 1. Students are competent in basic social studies inquiry skills. 2. Students select problem areas to investigate. 3. Students work in groups, orally reporting the results of investigations. 4. The teacher guides students in defining the problem to investigate and in helping to identify resources. 5. A safe and supportive classroom environment is maintained. Activities using the Inquiry method are intrinsically motivating because students direct their own learning. A first-grader even is likely to use higher thought processes during an inquiry. For example, a young student’s social studies project could involve making a drawing showing where items in her personal materials basket (scissors, glue stick, crayons, etc.) should be placed. After the student lists three or more problems with the basket, such as the glue stick always falling over, the drawing is made. This allows the student to ask questions, communicate information, make inferences, and build prediction. Facts may form the basic content of the narrative, when writing stories about the experience, but students also often make inferences and construct generalizations. In inquiry and problem-solving/decision-making method activities, students are involved in practicing the full range of inquiry skills. Key social studies ideas and skills are carefully selected and is needed because inquiry methods reduce the amount of material covered to a greater extent than other instructional methods. Meaningful learning of generalizations and higher-order inquiry skills, as well as improved long-term memory and transfer of learning, occurs. Problem solving and decision making is what inquiry focuses on mainly. Students plan how they can participate and work together (Dunfee Sagl, 1967; Meyerson Secules, 2001). Conclusion By building on a core of effective practices in teaching and by designing activities and lessons with learning objectives in place, teachers encourage students to use their strengths and to respond successfully to challenges. They support students as active learners in meaningful activities. Focusing on helping young students identify multiple perspectives on issues and problems is a major learning outcome related to global issues. So also is discussing what are good and positive actions, moral positions, and appropriate behaviors. References Research Evaluation Strategies for Early Childhood Education. Research In Early Childhood Education in Handbook Research on the Education of Younger Children. Springer (2007). Retrieved from http://ww.library.gcu.edu.2048/login?qurl.http$3A2F%2F% www.credoreference.com/entry/sprihsei/table_of_contents. Social Studies Content Standards – Division of Adminstration www.doc.louisiana.gov/osr/28v121/28v121.pdf Sunal-Szymanski, C. Haas, M.E. Social Studies for the Elementary Middle Grades: A Constructive Approach, (4th Ed.). Published by Allyn Bacon copyright (2011) by Pearson Education, Inc. The Evolving Role of Teachers In Effective Schools in Springer International Handbooks of Education: International Handbooks of School Effectiveness and Improvement.

Study On The Biomedical Model And Biopsychosocial Model

Study On The Biomedical Model And Biopsychosocial Model According to World Health Organization(WHO,2003) heath is defined as state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. Every human being on earth desire for a good health. Good heath assists us to gain better value of life. When the good health is affected, every patient who suffers from any kind of heath disorder or illness are usually in a fragile condition of mind or curious. So the approach toward them by medical practitioners should be to explain their current situation and to help them. There are few models of health created and used in hospitals or clinics in order to guide the medical practitioners in treating the patient. This includes biomedical model, social model and biopsychosocial model. Most commonly used in practice today are biomedical model and biopsychosocial model. Before the development of biopsychosocial model, biomedical model used in practice. Biomedical model states that good health is the freedom from pain, defect or disease. It mainly focuses on physical factors that affects the health such as biochemistry, physiology and pathology of disease. It does not include social or psychological factors into account. In 1977 George L. Engel questioned the dominance of the biomedical model via well known journal, Science. He also explained the need for a new model that was more holistic. He said that in order to provide a basis for understanding the determinants of disease and arriving at a rational treatments and patterns of healthcare, a medical model must also take into account the patient and the social context in which he lives. So in the same year biopsychosocial model was theorized by L.Engel. According to OSullivan Schmitz (2007, p.28), patient outcomes improved considerably when they are treated with consideration, educated on their condition and are shown respect by the therapist and staff of the hospital. When treated as such, rehabilitative goals set by therapists can be attained as patients have more confidence in themselves and in their therapist and are willing to go the extra mile to regain normal functional independence. This particular approach is known as the Biopsychosocial m ethod. Recently Borrell-Carrio, Suchman, and Epstein (2004, p. 576) said, The biopsychosocial model is both a philosophy of clinical care and a practical clinical guide. Philosophically, it is a way of understanding how suffering, disease and illness are affected by multiple levels of organization, from the societal to the molecular. At the practical level, it is a way of understanding the patients subjective experience as an essential contributor to accurate diagnosis, health outcomes, and humane care. Biopsychosocial model which is a more complete conceptual framework emphatizes on biological, social and psychological factors, all play an important role in human functioning when the person is affected by any disease or illness. A.Fava(2008,pg 200) states that study of very disease must include the individual, his/her body and his /her surrounding environment as an essential components of the total heath system. During my first clinical placement, I had the opportunity to observe and note the implementation of the biopsychosocial model by the physiotherapist in the treatment of patients in a private hospital. Implementation of biopsychosocial model is clearly seen in a patient who is 23 years old, Mr K. When the patient first entered the centre Mr X, who is the physiotherapist responsible greet Mr K with smile on his face and introduce himself to the patient. According to the doctors report, Mr K had minor operation due to his right anterior cruciate ligament(ACL) tear few weeks before. Mr X begin his session by assessing the patient subjectively. Throughout the assessment Mr X asked the patient questions regarding his symptom and social life which leads to the symptom. At first, Mr K refused to respond to Mr xs questions. But after few minutes of conversation, Mr X managed to gain Mr Ks respond. This is maybe because Mr X listen to the patient carefully and maintained eye contact with the patient which make the patient to trust him. Richard S Irwin (2006,page 573) states that good physiotherapy-patient communication includes understanding(18%) and talks to me (15%) were the most important characteristics, followed by cares (10%) , listens (8%) and respect (7%). Pekka Larivaara (2001,page 9) states that skilled physiotherapist convey warmth and attention by their forward posture, eye contact and expressive face, gesture and tone. At the end of subjective assessment, Mr X got to know that Mr K is a professional football player and he had lateral ankle ligament spran three years before. Before begin the physical examination , Mr X politely asked the patient to lie on the examination table. After getting the patients consent the physiotherapist palpated below the knee of the patient to check for any different symptoms such as swelling or redness around the calf muscle. According to Petty (2004,page 340),informed consent is a paramount to ensure that the patient fully understand what is being carried out and that he has the right to refuse or accept the treatment given. Then physiotherapist measured the range of motion of flexion of the patients affected knee. During the measurement, Mr X observed the patients facial expression. He realized that the patient having difficulty in flexing his knee after certain level. He also noticed that the patient is depressed and down due to his recent condition which preventing him from carrying out his daily activities. So the physiotherapist motivated the patient and gave him moral support.he promised the patient that he would be back to his normal lifestyle within 6 months. Before the physiotherapist begin his treatment , he explained about the treatment which going to be given to the patient. He also explained about the benefits and outcomes of the treatment. He positioned the patient in supine lying by place a pillow under his head and a towel under his thigh. This is to make sure that the patient is in comfortable position to receive the treatment. Petty (2004 , page 341) states that patients comfort is paramount as it induces relaxation and enhances the adherence to the treatment. Patients comfort during treatment session is a supreme importance to their believe in the medical professionals, treatment, and their capability to relax when they undergo treatment plus patients choice of treatment positions should be respected. Physiotherapist also make sure that the height of the examination table is parallel to his waist level to ensure that he can easily reach the patient. Physiotherapist then applied cold pack and TENSE to the patient to relieve his pain. The treatment session took place for 15 minutes. Later, Mr X teaches the patient on how to use the elbow crutches. At the beginning stages the patient find it difficult to walk with the crutches. But after the physiotherapist assist him for few hours, Mr K manage to walk with the crutches. According to OSullivan , the supportive use of hands can allay fears and instill confidence while ensuring safety. The key to success in using guided movement is to intersperse active practice with guided movement, providing only as much assistance as needed and removing assistance as soon as possible. He came for treatment continuously for few weeks. Physiotherapist praised him upon his success in walking throughout the treatment period. According to Pekka Larivaara(2001) patient-centered physiotherapist acknowledges and appreciates the patients effort to cope with his/her symptoms and problems.

Mechanism of Transfer in Gene Therapy Essay examples -- Gene Therapy

Mechanism of Transfer in Gene Therapy Abstract: Gene therapy is the transfer of â€Å"normal† genes into the body to replace defective or undesired genes. The transfer may be in somatic or germline cells and may take place in vivo or in vitro. The DNA may be inserted in a retrovirus, adenovirus, adeno-associated virus, herpes simplex virus, or liposome, or it may be naked DNA. The vector travels to a target cell and inserts the gene, which goes to the host cell’s nucleus and may integrate into the genome. In cells with dominant negative genes, resulting protein must be prevented from translation or transcription using oligonucleotides or antisense technology. Though many obstacles delay the development of gene therapy, this new field will surely improve the future of medicine. Mechanism of Transfer in Gene Therapy Gene therapy is a method of replacing defective or undesired genes in the body with â€Å"normal† genes. A vector is re-engineered to deliver the gene to a target cell. Then the gene is transferred to the cell’s nucleus and must be activated in order to function. The gene must be integrated into the cell’s genome in order for it to continue to function and be replicated. Side effects are possible because the vector may be detected as a foreign substance by the body’s immune system. Gene therapy may take place either in vivo or in vitro, the transfer may be in either somatic or germline cells, and a variety of viral and non-viral vectors may be used. In vivo gene therapy is done inside a living organism. This is accomplished by inhalation, oral administration, intramuscular injection, or intravenous administration (Brooks, 24). Currently, most in vivo experiments have taken place in animals other than humans. Most gen... ...ocated, ensure that gene therapy will be a revolutionary aspect of medicine’s future. Bibliography Brooks, Gavin. Gene Therapy: The use of DNA as a drug. London: Pharmaceutical Press, 2002. â€Å"Gene Therapy.† Human Genome Project Information. 18 November 2005. U.S. Department of Energy and the National Institutes of Health. 28 July 2007. â€Å"Gene Therapy: Molecular Bandage?† Learn.Genetics. 2007. The University of Utah, Genetic Science Learning Center. 28 July 2007. Januario E. Castro, Thomas J. Kipps. â€Å"Chapter 26. Principles of Gene Transfer for Therapy.† Williams Hematology, 7th Edition. United States of America: The McGraw-Hill Companies, Inc., 2006. 28 July, 2007.

My Son Changed My Life Essay

Before my son had arrived, I was in complete shambles. My life was spiraling down a one way tube into darkness. I had become everything that I had only wished I wouldnt. I was known as nothing better then â€Å"white trash†. I thought that I had it all. I was only 17 and I was free. I left home to be with my ex- boyfriend, and I was free! No rules, No boundaries, just freedom. I thought life couldnt get any better. Although, as time went on I realized how much I missed my family, and how things were starting to turn sour in my relationship. We had no money. For weeks, we had nothing. We were living off of our friends who were gracious enough to take us in. I started doing drugs, and drinking every chance I got. I stole items to pawn them for money. Most of the money went twords food, drugs, or alcohol. I was lucky I was underage when I pawned stuff becasue word had gotten around to the cops that it was stolen, and every person who did it was thrown in jail. Thankfully, I was only put on probation for 6 months. Things started to look up for a little when my ex and I moved back in with his parents. It was a hell hole, but it was a place to stay without living off other people. We started to hang out with friends every night, driving around the town, drinking, starting fights, just waiting to get in trouble. We didnt realize it at first, but the person we were driving around with was what most would call â€Å"bi-polar†. It only took one night to realize it, and that would be the end of that. We were driving around with this friend when she had gotten so mad at this person, that she circled the block, and tried to hit him with her car. Thankfully we were on the same block as my ex’s parents, so we called it a night. I was worried that I pregnant in the begining of December, but I didnt take a pregnancy test until 4 days before christmas. I can remember it just like it was yesterday too, I was sitting in a local resturaunt with my friend and I had went into the bathroom to take the test. I remember screaming for my friend to come in, and she couldnt beleive it. I took a second test to be 100% sure, and in deed I was pregnant. We didnt tell family until Christmas Day. Most of my family was happy for me, but some of them were a little doubtful that I would stop the nonsense I had gotten myself into. And indeed I did. I moved back home with my parents, and I started my life all over again. I was a brand new person, and in less then 8 months, my life was going to change even more. On August 9, 2006 my son was born. He was the most beautiful baby boy I had even layed eyes on. He was so special, and he had to be sent from heaven. I had moved in with his father in March and we were doing really well. My son had only brought us closer together, and he was our pride and joy. He still is til this day. My son changed my life in many ways. Before he was even here he had changed my life. I realized that I had to grow up and be a better person. I wasnt just going to be taking care of myself, but a baby too. I had be responsible. I had to be the best mother I could possibly be. After he arrived, I realized that I wouldnt have to sit around and think about alcohol or drugs, and wish to do them. My son kept me occupied enough for me to understand that there was more to life then drugs and alcohol, that there was more to it then having freedom. It wasnt about me anymore, It was about my family, and I would do anything for them. My son was my lifesaver. I tell him everyday that he is an angel. I just hope that when he’s old enough, he’ll understand exactly why he is my angel. He turned my life upside down, which in reality, had turned me back to the person I was supposed to be.

Major General Lafayette McLaws - American Civil War

Major General Lafayette McLaws - American Civil War Lafayette McLaws - Early Life Career: Born in Augusta, GA on January 15, 1821, Lafayette McLaws was the son of James and Elizabeth McLaws.   Named for the Marquis de Lafayette, he disliked his name which was pronounced LaFet in his native state.   While receiving his early education at Augustas Richmond Academy, McLaws was schoolmates with his future commander, James Longstreet.   When he turned sixteen in 1837, Judge John P. King recommended that McLaws be appointed to the US Military Academy.   While accepted for an appointment, it was deferred a year until Georgia had a vacancy to fill.   As a result, McLaws elected to attend the University of Virginia for a year.   Leaving Charlottesville in 1838, he entered West Point on July 1. While at the academy, McLaws classmates included Longstreet, John Newton, William Rosecrans, John Pope, Abner Doubleday, Daniel H. Hill, and Earl Van Dorn.   Struggling as student, he graduated in 1842 ranked forty-eighth in a class of fifty-six.   Commissioned as a brevet second lieutenant on July 21, McLaws received an assignment to the 6th US Infantry at Fort Gibson in the Indian Territory.   Promoted to second lieutenant two years later, he moved to the 7th US Infantry.   In late 1845, his regiment joined Brigadier General Zachary Taylors Army of Occupation in Texas.   The following March, McLaws and the army shifted south to the Rio Grande opposite the Mexican town of Matamoros.  Ã‚   Lafayette McLaws - Mexican-American War: Arriving in late March, Taylor ordered the construction of Fort Texas along the river before moving the bulk of his command to Point Isabel.   The 7th Infantry, with Major Jacob Brown in command, was left to garrison the fort.   In late April, American and Mexican forces first clashed beginning the Mexican-American War.   On May 3, Mexican troops opened fire on Fort Texas and commenced a siege of the post.   Over the next few days, Taylor won victories at Palo Alto and Resaca de la Palma before relieving the garrison.   Having endured the siege, McLaws and his regiment remained in place through the summer before taking part the Battle of Monterrey that September.   Suffering from ill health, he was placed on the sick list from December 1846 into February 1847.    Promoted to first lieutenant on February 16, McLaws played a role in the Siege of Veracruz the following month.   Continuing to have health issues, he was then ordered north to New York to for recruiting duty.   Active in this role through the rest of the year, McLaws returned to Mexico in early 1848 after making several requests to rejoin his unit.   Ordered home in June, his regiment moved to Jefferson Barracks in Missouri.   While there, he met and married Taylors niece Emily.   Promoted to captain in 1851, the next decade saw McLaws move through a variety of posts on the frontier. Lafayette McLaws - The Civil War Begins: With the Confederate attack on Fort Sumter and start of the Civil War in April 1861, McLaws resigned from the US Army and accepted a commission as a major in the Confederate service.   In June, he became colonel of the 10th Georgia Infantry and his men were assigned to the Peninsula in Virginia.   Aiding to construct defenses in this area, McLaws greatly impressed Brigadier General John Magruder.   This led to a promotion to brigadier general on September 25 and command of a division later that fall.   In the spring, Magruders position came under attack when Major General George B. McClellan commenced his Peninsula Campaign.   Performing well during the Siege of Yorktown, McLaws earned a promotion to major general effective May 23.   Ã‚      Lafayette McLaws - Army of Northern Virginia: As the season progressed, McLaws saw further action as General Robert E. Lee commenced a counter-offensive which resulted in the Seven Days Battles.   During the campaign, his division contributed to the Confederate victory at Savages Station but was repelled at Malvern Hill.   With McClellan checked on the Peninsula, Lee reorganized the army and assigned McLaws division to Longstreets corps.   When the Army of Northern Virginia moved north in August, McLaws and his men remained on the Peninsula to watch Union forces there.   Ordered north in September, the division operated under Lees control and assisted Major General Thomas Stonewall Jacksons capture of Harpers Ferry.       Ordered to Sharpsburg, McLaws earned Lees ire by moving slowly as the army re-concentrated prior to the Battle of Antietam.   Reaching the field, the division aided in holding the West Woods against Union attacks.   In December, McLaws regained Lees respect when his division and the rest of Longstreets corps resolutely defended Maryes Heights during the Battle of Fredericksburg.   This recovery proved short-lived as he was tasked with checking Major General John Sedgwicks VI Corps during the final stages of the Battle of Chancellorsville.   Facing the Union force with his division and that of Major General Jubal A. Early, he again moved slowly and lacked aggressiveness in dealing with the enemy.    This was noted by Lee, who when he reorganized the army after Jacksons death, declined Longstreets recommendation that McLaws receive command of one of the two newly-created corps.   Though a reliable officer, McLaws functioned best when given direct commands under close supervision.   Upset by perceived favoritism to officers from Virginia, he requested a transfer which was refused.   Marching north that summer, McLaws men arrived at the Battle of Gettysburg early on July 2.   After several delays, his men attacked Brigadier General Andrew A. Humphreys and Major General David Birneys divisions of Major General Daniel Sickles III Corps.   Under the personal supervision of Longstreet, McLaws pushed Union forces back capturing the Peach Orchard and beginning a back and forth struggle for the Wheatfield.   Unable to break through, the division fell back to defensible positions that evening.   The next day, McLaws remained in place as Picketts Charge was defeated to the nor th.          Lafayette McLaws - In the West:    On September 9, the bulk of Longstreets corps was ordered west to aid General Braxton Braggs Army of Tennessee in northern Georgia.   Though he had not yet arrived, the lead elements of McLaws division saw action during the Battle of Chickamauga under the guidance of Brigadier General Joseph B. Kershaw.   Reassuming command after the Confederate victory, McLaws and his men initially took part in siege operations outside of Chattanooga before moving north later in the fall as part of Longstreets Knoxville Campaign.   Attacking the citys defenses on November 29, McLaws division was baldy repelled.   In the wake of the defeat, Longstreet relieved him but elected not to court-martial him as he believed McLaws might be useful to the Confederate Army in another position. Irate, McLaws requested a court-martial to clear his name.   This was granted and commenced in February 1864.   Due to delays in obtaining witnesses, a ruling was not issued until May.   This found McLaws not guilty on two charges of neglect of duty but guilty on a third.   Though sentenced to sixty days without pay and command, the punishment was immediately suspended due to wartime needs.   On May 18, McLaws received orders for the defenses of Savannah in the Department of South Carolina, Georgia, and Florida.   Though he argued that he was being scapegoated for Longstreets failure at Knoxville, he accepted this new assignment. While in Savannah, McLaws new division unsuccessfully resisted Major General William T. Shermans men that fall at the conclusion of the March to the Sea.   Retreating north, his men saw continued action during the Carolinas Campaign and took part in the Battle of Averasborough on March 16, 1865.   Lightly engaged at Bentonville three days later, McLaws lost his command when General Joseph E. Johnston reorganized Confederate forces after the battle.   Sent to lead the District of Georgia, he was in that role when the war ended. Lafayette McLaws - Later Life: Staying in Georgia, McLaws entered the insurance business and later served as a tax collector.   Engaged in Confederate veterans groups, he initially defended Longstreet against those, such as Early, who attempted to blame the defeat at Gettysburg on him.   During this time, McLaws did reconcile to some degree with his former commander who admitted that relieving him was a mistake.   Late in his life, resentment towards Longstreet resurfaced and he began to side with Longstreets detractors.   McLaws died in Savannah on July 24, 1897, and was buried in the citys Laurel Grove Cemetery.  Ã‚   Selected Sources Gettysburg Generals: Major General Lafayette McLawsCivil War: Major General Lafayette McLawsLatin Library: Major General Lafayette McLaws