Assesing the Curriculum for Special Education Essay Example for Free

Assesing the Curriculum for Special Education Essay School can be particularly challenging for children with special needs, including those with attention-deficit hyperactivity disorder or ADHD, who often experience poor academic performance, behavior problems, and difficulties with social interaction. The situation can be further complicated by the fact that there is no typical, predictable classroom style common to all children with special needs, for that matter. It can also be hard for parents to tell how much of any problem identified by a teacher falls into the normal range of a child development, for example how much is due to ADHD, and how much is due to coexisting problem such as learning disability, anxiety disorder, or disruptive behavior and others. Add to this fact that the public school system here in the Philippines may not have Individualized Education Program (IEP) that will meet the needs of these special children. In this study, the researcher will use different basic methods of assessing special education curriculum how it may be integrated into the mainstream or general education particularly in the Philippine public school system, without compromising quality of education. Objectives of the Study The objectives of this research proposal are a) to assess the basic curriculum of special education; b) to identify the positive and negative effect of the integration of such curriculum with the general education in the mainstream classroom and c) to identify effective classroom and teaching styles of special education. Statement of the Problem So many parents who have a child with special needs, particularly ADHD, have a dilemma when it comes to placing their children in public school system in the Philippines, since they are not included in the public school curriculum. And most public school teachers, if not some, may not be fully aware of the special needs of a child with ADHD and for that matter, does not have special skills in dealing with such students. Only special schools or some private schools deal with special children or include special education in their general education curriculum. On November 2005, my six-year old daughter was diagnosed with attention-deficit hyperactivity disorder (ADHD). Since she was moving up to first grade, sending her to a public school was practical and a good choice, yet doubtful that the public school system has educational intervention for children with special needs like her, within the mainstream classroom setting. Her developmental pediatrician suggested for a behavioral therapy and tutorial through a SPED School, for that matter but it was important for my child to interact with children her age in a normal classroom setting, so the plan did not push through. . Scope and Limitation The Department of Education often stresses the need for a good public education which is free and accessible to every child in the country, including children with special needs, particularly those with Attention-deficit hyperactivity disorder (ADHD) who came from all levels of society. It is therefore important to assess and evaluate special education curriculum to see if it can be integrated in the mainstream classroom. The special education evaluation process requires the school district to assess the student in all areas related to the suspected disability as well as conducting a comprehensive educational assessment for integration to happen in a normal classroom. Most educators believe that children with disabilities and nondisabled children should be taught together whenever possible. Isolating children with disabilities may lower their self-esteem and may reduce their ability to deal with other people. The practice of integrating children with disabilities into regular school programs is called mainstreaming, or inclusion. Students with disabilities attend special classrooms or schools only if their need for very specialized services makes mainstreaming impossible. Many children with disabilities attend regular classes most of the school day: They work with a specially trained teacher for part of each day to improve specific skills. These sessions may be held in a classroom  called a resource room, which may be equipped with such materials as Braille typewriters and relief maps for blind students. Other students with disabilities attend special classes most of the day but join the rest of the children for certain activities. For example, students with mental retardation (MR) may join other children who do not have MR for art and physical education. Although the place where instruction occurs (the setting) is seen as important in the field of special education, the types of curricular modifications and interventions may be a more important area to focus on in the future. Hypothesis This research is important in giving helpful ideas in relation to a child with special needs, especially with ADHD, and the effect of learnings he will get, especially in the public school setting, which gives free education to all. This research will help foster a child’s academic and social success in school through a good curriculum designed specifically for his needs, by assessing general education curriculum through the Curriculum-based evaluation and other related tools for assessment and evaluation. This research will deal on the questions: 1. What type of school-related challenges children face most often? 2. How effective is the special education curriculum to children with special needs and what areas need improvement? 3. Which classroom structures, teachings styles and accommodations can best support the child’s learning? 4. How can the integration affect the mainstream classroom? CHAPTER II Related Literature Blankenship, C. S. , (1985). Using curriculum-based assessment data to make instructional decisions. Exceptional Children, 52, 233-238. This article is part of a special issue of Exceptional Children devoted to Curriculum-Based Assessment. Blankenship describes the essential features of CBA and provides suggestions for development. She places a special emphasis on describing how teachers can use CBA for curriculum placement, materials, and instructional procedures. CBA and CBM Compare and Contrast www. teacherstoolkit. com/classroom1. htm CBA and CBM are compared and contrasted on this Web site. This is a good site for educators who are new to Curriculum-Based Evaluation as basic differences between CBA and CBM are described. A few articles and books are referenced. CBA Techniques www. johnvenn. com/assessment. htm The author of this site, John Venn, is a professor of education at the University of North Florida and is a good resource for teachers who are interested in implementing CBA in their classrooms. Venn lists in-class assessment and alternative grading strategies. He stresses how CBA techniques are quick, easy and that any teacher can use them. Deno, S. L. , (1985). Curriculum-based measurement: the emerging alternative. Exceptional Children, 52(3), 219-232. Deno introduces CBM as an alternative assessment approach that is both valid and reliable. He discusses the advantages and disadvantages of informal observation and also standardized commercial achievement tests. Dizon, Edilberto I. , Ed. D. An Article: Educational Intervention for Children with Attention-Deficit Hyperactivity Disorder. UP College of Education, 1998. This article discusses the priorities and guidelines in teaching children with ADHD. The author discussed how to assess the classroom that would enable teachers to decide on appropriate placement and design a customized educational program for the child, even at a mainstream classroom. He also talked about structure within in the classroom, its organization of chairs and tables and seating arrangements and the workspace for the child. It is also important to assess the curriculum and its contents. To make sure that there is provision of task-analyzing for the different skills of the child, to adopt anticipatory teaching and guidance which emphasize foresight and preventive intervention. Supervisors should be able to assess if teachers are able to focus on processes as much as outcome in their teaching and are able implement good behavioral management inside the classroom. Hall, T. , Mengel, M. (2002). Curriculum-based evaluations. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [3/22/2008] from http://www. cast. org/publications/ncac/ncac_curriculumbe. html This publication includes discussions on academic assessment, which is a long-standing tradition in education. Assessment usually involves measurement of student progress for the purpose of informing. One level of informing is identification or eligibility decision-making, a second level is that of informing instruction. Traditional assessment instruments have limitations which restrict their application for instructional program planning. It also introduces alternative assessment procedures appearing in educational literature in the last 20 years are Curriculum-Based Evaluations (CBE). Whereas standardized commercial achievement tests measure broad curriculum areas and/or skills, CBE measures specific skills that are presently being taught in the classroom, usually in basic skills. It further states that assessment usually involves measurement of student progress for the purpose of informing. The author reviewed the beginning of CBE, wherein many of its systems had their beginnings in the special education domain. In some cases, research began specifically in the self-contained special education classroom. In others, the roots of the measurement system sprang from the desire to most appropriately integrate students with disabilities into the general education classroom. The tools described here under the name of Curriculum-Based Evaluations all had important roles and made contributions in research and practice in the general education class. Peters, Helen. An Article: Understanding and Educating Children with ADHD. Winston Churchill Fellow. 1998 This article was written as an overview in educating children with ADHD. The author describes children with ADHD and how to identify these children at the early years. She discussed about the rules in assessing ADHD. In classroom assessment, the author came up with four important questions in order for a teacher to have an effective classroom management. Understanding the different learning styles for special children was also discussed in this article. A series of questions were asked when thinking how to support the learning needs of the ADHD child was also included in this paper. The author also mentioned the school’s response to academic failure and the importance of visual display of lessons. Reiff, Michael I. , Tippins, Sherill, (2004). The American Academy of Pediatrics: ADHD: A Complete and Authoritative Guide. Your Child at School, 155-193. American Academy of Pediatrics. This book will help readers apply the most current evidence-based and best-practice approaches for finding solutions for children with attention-deficit/hyperactivity disorder (ADHD). Many important topics are addressed in this book including the advice on management techniques for school and home. In the chapter Your Child at School, readers will learn the type of school-related challenges children with ADHD face most often, the classroom structures, school policies, teaching styles and accommodations that can be beneficial for child with ADHD learns and how to individualized education program can work with a child, his teachers and even his pediatrician. CHAPTER III Methodology and Procedure 1. Conduct a literature review on special education curriculum and the public education system in the Philippines. 2. Observe a special education class for 1 hour everyday, for one week, focusing mostly on the curriculum, classroom and behavioral management and teacher’s skills, using the CBE Curriculum-Based Evaluations are best defined by Deno (1987) as any set of measurement procedures that use direct observation and recording of a student’s performance in a local curriculum as a basis for gathering information to make instructional decisions (in Shinn, 1989; p. 62): †¢ 3. Interview a public school superintendent/principal and teachers to attempt to gather reactions on the integration of special education curriculum into the general education system. The following questions will be: †¢ a. What is the general curriculum in the regular classroom? †¢ b. What are the aids, services or changes to the educational program that would help the child learn and achieve? †¢ c. What do you think are your strategies to help the child with behavior, if behavior is an issue? †¢ d. How can your student with special needs be involved and progress in the general curriculum? †¢ e. How can your student participate in extracurricular and other activities? and †¢ f. How can he/she be educated with other children, both with and without disabilities? 4. Interview a special education supervisor and teachers to attempt to gather reactions on the integration of special education curriculum into the general education system. While the interviews will not be formal or structured, the kinds of questions I will ask include the following: a. What type of school-related challenges children face most often? b. How effective is the special education curriculum to children with special needs and what areas need improvement? c. Which classroom structures, teachings styles and accommodations can best support the child’s learning? d. How can the integration affect the mainstream classroom? 5. Write a research report that combines my understanding of the special education issue and previous research with the results of my empirical research. [pic][pic][pic][pic][pic][pic][pic][pic][pic]

Fission Or Fusion :: essays research papers

Fission or Fusion I think that right now, fission is the only way that we can get more energy out of a nuclear reaction than we put in. First, the energy per fission is very large. In practical units, the fission of 1 kg (2.2 lb) of uranium-235 releases 18.7 million kilowatt-hours as heat. Second, the fission process initiated by the absorption of one neutron in uranium-235 releases about 2.5 neutrons, on the average, from the split nuclei. The neutrons released in this manner quickly cause the fission of two more atoms, thereby releasing four or more additional neutrons and initiating a self-sustaining series of nuclear fissions, or a chain reaction, which results in continuous release of nuclear energy. Naturally occurring uranium contains only 0.71 percent uranium-235; the remainder is the non-fissile isotope uranium-238. A mass of natural uranium by itself, no matter how large, cannot sustain a chain reaction because only the uranium-235 is easily fissionable. The probability that a fission neutron with an initial energy of about 1 MeV will induce fission is rather low, but can be increased by a factor of hundreds when the neutron is slowed down through a series of elastic collisions with light nuclei such as hydrogen, deuterium, or carbon. This fact is the basis for the design of practical energy-producing fission reactors. In December 1942 at the University of Chicago, the Italian physicist Enrico Fermi succeeded in producing the first nuclear chain reaction. This was done with an arrangement of natural uranium lumps distributed within a large stack of pure graphite, a form of carbon. In Fermi's "pile," or nuclear reactor, the graphite moderator served to slow the neutrons. Nuclear fusion was first achieved on earth in the early 1930s by bombarding a target containing deuterium, the mass-2 isotope of hydrogen, with high-energy deuterons in a cyclotron. To accelerate the deuteron beam a great deal of energy is required, most of which appeared as heat in the target. As a result, no net useful energy was produced. In the 1950s the first large-scale but uncontrolled release of fusion energy was demonstrated in the tests of thermonuclear weapons by the United States, the USSR, Great Britain, and France. This was such a brief and uncontrolled release that it could not be used for the production of electric power. In the fission reactions I discussed earlier, the neutron, which has no electric charge, can easily approach and react with a fissionable nucleus ,for example, uranium-235. In the typical fusion reaction, however, the reacting nuclei both have a positive electric charge, and the natural repulsion between them, called Coulomb repulsion, must be overcome before they can join.

Police Brutality Essay Essay

Introduction: Studies has shown that police are more likely to abuse blacks rather than whites and this is caused by racial profiling. But through the history of police brutality, police brutality was first used after a police officer was described beating a civilian in 1633. Police brutality is the abuse of force and it is usually through physical. But there are other ways to abuse which are verbally and sometimes psychologically and this is done by a federal or state authorities which are the police officers. The history of police brutality has been a cycle and the phrases are actually violence, corruption and improve on what is wrong. These has been a cycle for many years through police brutality. Police brutality exists in many countries and not only in the US. African American are always targeted as â€Å"bad† people and this also proves that there are inequality within the black community and the world. There are also certain misconducted forms of brutality but some of these are reall y common in our society which are racial profiling, corruption, false arrest and inserting fear into civilians. There are many other cases that were actually targeted mainly on blacks and this causes unfair justice. Police’s agenda is to basically fight and protect civilians as well as being the peace keepers and never being the one that harm any civilians without proper approval or warrant to an arrest or to an even greater extend which is physically, verbally or psychologically harming the opposed civilian on the mistake he/she has done. Police are the ones that set an image towards the society so that people can actually follow them and think they are doing the right thing, however it is a really disturbing matter knowing that police does racial profiling especially compared to whites and blacks. And therefore, this research paper is about police will most likely be more crucial to blacks compare to whites and this is known as racial profiling. Police brutality and racism in the US Police brutality and racism has played a big role in degrading the safeness of US as well as degrading the reputation of the authorities through these problems, there are significantly huge amount of statistics reports on police brutality. Even though these cases are brought up to court, out of  5986 reports only 33% went through conviction and 64% received prison sentences. American police officers have used lethal weapons to kill more than terrorist did since the Vietnam War. And at least once a year, there is always a person beaten by a Police Officer. And this is always shown as abusive of authority. Although committing a crime is illegal, police have no rights to abuse their rights through physical or verbal actions. Although physical abuse brings physical pain and such but verbal abuse has actually proved that it would be more harmful to that victim. As in one of the cases, a police officer actually insulted the victim till the victim killed himself out of anger. Words can actually mean a lot towards a human being and police officers think that they won’t be charged with any offense through insulting verbally instead of physical abuse can actually cause problem towards these police officers. According to a research, every year about 261 police officers are involved with police brutality and only about 27 percent of these victims are involved in law suits. In many cases, majority of these victims are actually African Americans that were abused by the law that are supposed to protect them. And the research also shows that there is a result of 382 deaths out of 5986 reports. Other than the statistics, there is also a few groups of people which are elderly, drug addicts, female and weak people. Police would take advantage of this to brutalize them while inserting fear in them through threatening for an example, police officers might threaten them about their family members and if they were to report anything the police officer would arrest or treat their family members the same way they were being treated and this would definitely insert fear into the victims. That is why some cases were reported as fake issues because victims themselves do not want to admit the truth being worried of being physically or verbally abused again. Overall, if a police officer was found abusing a victim, their rights as a police would probably be revoked and only prison sentence up to 14 months averagely and this is unfair to all the other crime offenders as well as the victims because 14 months is a really short time which these victims might be abused once again when these police officers are discharged from their duty and/or the prison. Racial profiling in the US among police officers There are a lot of known cases of police brutality especially on blacks on racial profiling. But according to an article in 2012, a black person is killed by a security officer every 28 hours. As it was also stated in this article, that African-Americans are about 13.1% of the nation population but it has nearly covered 40% of the prison’s population. Also, blacks sometimes do sell drugs and is the same as white but they have a higher percentage of getting arrested for drugs than whites and this is racial profiling. Black offenders also definitely receive a longer sentence compare to white offenders. Other than that, most of the blacks killed were unarmed, which according to the report, 44% of blacks was killed even though there was no sign of weapon. 27% deaths are claimed that the suspect had a gun but there was no prove to this. 2% had small weapons such as knifes, big scissors and cutters or any other similar weapons, and only about 20% had guns or deadly weapons. Most off icers that killed blacks claim that they were afraid and they were trying to protect themselves so they have been force to open fire. These police officers open fire if they feel like they are being threaten, for an example, the suspect running away from the cops, driving towards to cops or getting something from their waist. Police officers do not conclude if the suspect does have a weapon or not and yet just use deadly force to solve the issue. In one of the known cases of an African American getting shot by a police officer, the suspect name is Oscar Grant 22 year old, and was shot by Johannes Mehserle a police officer. The police officer claimed that Grant had a gun even though Grant was subdued by other officers which is not justified because Oscar Grant was already being subdued by other officers and yet Johannes Mehserle still fired his weapon at Oscar Grant. A few other examples of African American being assaulted without justified reasons are Rodney King, Sean Bell, and many other more. Rodney King was drunk on that night on March 2, 1991. He was speeding on the freeway and that was when the police officers attempted to pull him over, but Rodney King resisted. Once they manage to get Rodney King out of the vehicle, a group of officers tried to subdue Rodney King and used taser as well. Rodney King was kicked at the head and also was beaten with nightsticks. But lucky enough, King’s injuries wasn’t really serious but it left him with a couple of bruises and also a facial fractured bone. Sean Bell was killed by a police undercover team which fired 50 times at the car Bell and his friends  were riding in, it happened outside a strip club because he was having his bachelor’s party on that night. A police officer actually overheard that the friend talking about getting his gun, so in order to prevent the shooting from happening, the police officers opened fired at the car. And that was when Sean Bell passed away immediately on the scene. The detectives were not charged guilty of manslaughter on that night. And these are some of the cases African American’s are actually facing and this is why US should enforce a heavier rule on racial profiling. Actions of police brutality on selected victims through racial profiling The actions that were used on blacks were more crucial compare to whites such as verbal persuasion, unarmed physical force, force using non-lethal weapons, force using impact weapons and deadly force. There was a case which verbal persuasion actually lead the victim to committing suicide out of anger that has stated and it was cause by a police, these African Americans were often called nicknames like â€Å"nigger†, â€Å"negro† and many other nicknames. This can cause an impact on how they feel, it will never be shown through physical but always inside them. That is why verbal persuasion is really negative towards a victim. Unarmed physical force can cause external damage but actually, also internal because you would feel the depression on African American are seen as a minority and they know that their race will be discriminated against. As seen in some cases, African American was treated more crucially than whites, in one of the case, the black refused to go into the officer’s lunchroom and the next thing he knows is his head smashing through a plate glass window. If it was a white, it is really obvious that the police would allow him to stay outside the lunchroom and wait for other procedures. Non-lethal weapons that were used on blacks are more crucial, blacks were Taser multiple times which causes a great pain to them and in one of the cases recently, the victim was Taser to death. Force using impact weapons has also been an issue towards African American, in Walmart US, an African American went to pick up a bb rifle and he was just waving the gun around, after that the police came and ask him to disarm the gun as not knowing that was just a bb rifle. Regardless, the disagreement from the police, the police shouldn’t have fired a fatal shot on the victim and why  is the victim shot holding a bb gu n in a bb gun store. Conclusion In conclusion, the research has shown that police are more likely to be crucial towards blacks rather than whites and this is caused by racial profiling. As from the research above, we can conclude that police has been crucial towards African American. But we should also improve the systems that US is using which is actually people’s mind set. A simple thing can become a great problem, especially in racism police should not be bias about a crime which is done by a certain race but putting all the races together as one. Police’s job description is to fight justice and bring peace to civils and not being the one breaking the law. It will never be a good image towards civils. Solutions can be implemented through federal authorities, by ensuring that abuses such as torture, excessive amount of force will not happen and these officers that had broken the law should be accounted for and be brought to justice. Like some of the cases, the jury would say that the police is at his/her rights and only have a prison sentence up to 14 months average. This encourages police to not be afraid because it would only be a short time for sentence and be daring to do what is right. This would also influence the new police candidates that assaulting would not get them into a really big problem. The federal authorities should also implement solutions such as recording the actions a police officer used through a camera or being supervised by the team leader. Street cameras are really important for this matter which they can always refer back to the scene and watch how the victim was treated by police officers and this would definitely make US a better place instead of discriminating the minorities which is the African American but these solution applies to all the races but specifically for African American in order for them to be able to live equally like all the other races without any misjudgment or discrimination through racial profiling. References 99 Percent Of Police Brutality Complaints Go Uninvestigated In Central New Jersey: Report. 2014. 99 Percent Of Police Brutality Complaints Go Uninvestigated In Central New Jersey: Report. [ONLINE] Available at: http://www.huffingtonpost.com/2014/01/07/police-brutality-new-jersey-report_n_4555166.html. [Accessed 26 October 2014]. 4 Unarmed Black Men Have Been Killed By Police in the Last Month | Mother Jones. 2014. 4 Unarmed Black Men Have Been Killed By Police in the Last Month | Mother Jones. [ONLINE] Available at: http://www.motherjones.com/politics/2014/08/3-unarmed-black-african-american-men-killed-police. [Accessed 26 October 2014]. How Often are Unarmed Black Men Shot Down By Police?. 2014. How Often are Unarmed Black Men Shot Down By Police?. [ONLINE] Available at: http://www.dailykos.com/story/2014/08/24/1324132/-How-Often-are-Unarmed-Black-Men-Shot-Down-By-Police#. [Accessed 26 October 2014]. Ferguson police committed human rights violations during Michael Brown protests | Daily Mail Online. 2014. Ferguson police committed human rights violations during Michael Brown protests | Daily Mail Online. [ONLINE] Available at: http://www.dailymail.co.uk/news/article-2806085/Ferguson-police-committed-human-rights-violations-Michael-Brown-protests-Amnesty-International-claims.html. [Accessed 26 October 2014]. Police brutality | Law Teacher. 2014. Police brutality | Law Teacher. [ONLINE] Available at: http://www.lawteacher.net/criminology/essays/police-brutality.php. [Accessed 26 October 2014]. The Color of Justice – Constitutional Rights Foundation. 2014. The Color of Justice – Constitutional Rights Foundation. [ONLINE] Available at: http://www.crf-usa.org/brown-v-board-50th-anniversary/the-color-of-justice.html. [Accessed 26 October 2014]. Presentation to Hearing on Police Brutality & Misconduct – Richie Perez.

Ante Pavelic, Croatian War Criminal

Of all the Nazi-era war criminals who escaped to Argentina after World War Two, it is possible to argue that Ante Pavelić (1889-1959), the â€Å"Poglavnik,† or â€Å"chief† of wartime Croatia, was the vilest. Pavelic was the head of the Ustase party which ruled Croatia as a puppet of the Nazi regime in Germany, and their actions, which resulted in the deaths of hundreds of thousands of Serbs, Jews and Gypsies, sickened even those Nazi advisors stationed there. After the war, Pavelic fled to Argentina, where he lived openly and unrepentant for several years. He died in Spain in 1959 of wounds suffered in an assassination attempt. Pavelic Before the War Ante Pavelić was born on July 14, 1889 in the town of Bradina in Herzegovina, which was part of the Austro-Hungarian Empire at the time. As a young man, he trained as a lawyer and was very active politically. He was one of many Croatians who chafed at his people becoming part of the Kingdom of Serbia and subject to a Serbian king. In 1921 he entered politics, becoming an official in Zagreb. He continued to lobby for Croatian independence and by the late 1920’s he had established the Ustase Party, which openly supported fascism and an independent Croatian state. In 1934, Pavelić was part of a conspiracy which resulted in the assassination of King Alexander of Yugoslavia. Pavelić was arrested but released in 1936. Pavelić and the Croatian Republic Yugoslavia was suffering from great internal turmoil, and in 1941 the Axis powers invaded and conquered the troubled nation. One of the first actions of the Axis was to set up a Croatian State, the capital of which was Zagreb. Ante Pavelić was named Poglavnik, a word which means â€Å"leader† and is not unlike the term fà ¼hrer adopted by Adolf Hitler. The Independent State of Croatia, as it was called, was actually a puppet state of Nazi Germany. Pavelić established a regime led by the vicious Ustase party which would be responsible for some of the most horrible crimes committed during the war. During the war, Pavelić met with many European leaders including Adolf Hitler and Pope Pius XII, who personally blessed him.    Ustase War Crimes The repressive regime quickly began acting against the Jews, Serbs and Roma (gypsies) of the new nation. The Ustase eliminated their legal rights of their victims, stole their property and finally murdered them or sent them to death camps. The Jasenovac death camp was established and anywhere from 350,000 to 800,000 Serbs, Jews and Roma were murdered there during the war years. The Ustase slaughter of these helpless people made even hardened German Nazis flinch. Ustase leaders called on Croatian citizens to murder their Serbian neighbors with pickaxes and hoes if need be. The slaughter of thousands was done in broad daylight, with no attempt made to cover it up. Gold, jewels and treasure from these victims went directly into Swiss bank accounts or into the pockets and treasure chests of the Ustase.   Pavelić Flees In May of 1945, Ante Pavelić realized the Axis cause was a lost one and decided to run. He reportedly had about $80 million in treasure with him, looted from his victims. He was joined by some soldiers and some of his high-ranking Ustase cronies. He decided to try and make for Italy, where he hoped the Catholic Church would shelter him. Along the way, he passed through zones controlled by the British and it is assumed he bribed some British officers to let him through. He also stayed in the American zone for a while before making his way to Italy in 1946. It is believed that he traded intelligence and money to the Americans and British for safety: they may have also left him alone as partisans were fighting the new communist regime in Yugoslavia in his name. Arrival in South America Pavelić found shelter with the Catholic Church, as he had hoped. The church had been very friendly with the Croatian regime, and also helped hundreds of war criminals escape after the war. Eventually Pavelić decided that Europe was just too dangerous and headed to Argentina, arriving in Buenos Aires in November of 1948. He still had millions of dollars’ worth of gold and other treasures stolen from the victims of his murderous regime. He traveled under an alias (and a new beard and mustache) and was warmly welcomed by the administration of President Juan Domingo Peron. He wasn’t alone: at least 10,000 Croatians – many of them war criminals – went to Argentina after the war. Pavelić in Argentina Pavelić set up shop in Argentina, attempting to overthrow the regime of new President Josip Broz Tito from half a world away. He set up a government in exile, with himself as president and his former undersecretary of the Interior, Dr. Vjekoslav Vrancic, as vice-President. Vrancic had been in charge of the repressive, murderous police forces in the Croatian Republic. Assassination Attempt and Death In 1957, a would-be assassin fired six shots at Pavelić on the street in Buenos Aires, hitting him twice. Pavelić was rushed to a doctor and survived. Although the assailant was never caught, Pavelić always believed him to be an agent of the Yugoslav communist regime. Because Argentina was becoming too dangerous for him – his protector, Peron, had been ousted in 1955 – Pavelić went to Spain, where he continued trying to subvert the Yugoslav government. The wounds he suffered in the shooting were serious, however, and he never fully recovered from them. He died on December 28, 1959. Of all of the Nazi war criminals and collaborators who escaped justice after World War Two, Pavelić is quite arguably the worst. Josef Mengele tortured inmates at the Auschwitz death camp, but he tortured them one at a time. Adolf Eichmann and Franz Stangl were responsible for organizing systems which killed millions, but they were operating within the framework of Germany and the Nazi party and could claim to have only been following orders. Pavelić, on the other hand, was the commander-in-chief of a sovereign nation, and under his personal direction, that nation coldly, brutally and systematically went about the business of slaughtering hundreds of thousands of its own citizens. As war criminals go, Pavelić was up there with Adolf Hitler and Benito Mussolini. Unfortunately for his victims, Pavelić’s knowledge and money kept him safe after the war, when Allied forces should have captured him and turned him over to Yugoslavia (where his death sentence would have come swiftly and surely). The aid given to this man by the Catholic Church and the nations of Argentina and Spain are also great stains on their respective human rights records. In his later years, he was increasingly considered a bloodstained dinosaur and if he had lived long enough, he may have eventually been extradited and put on trial for his crimes. It would be of little comfort to his victims to know that he died in great pain from his wounds, increasingly bitter and frustrated at his continuing irrelevance and inability to re-establish a new Croatian regime.    Sources: Ante Pavelic. Moreorless.net. Goà ±i, Uki. The Real Odessa: Smuggling the Nazis to Peron’s Argentina. London: Granta, 2002.