title: Robert Peary

text: The last five marches when Peary was accompanied by a navigator (Capt. Bob Bartlett) averaged no better than marching north. But once the last support party turned back at "Camp Bartlett", where Bartlett was ordered southward, at least from the pole, Peary's claimed speeds immediately doubled for the five marches to Camp Jesup. The recorded speeds quadrupled during the two and a half-day return to Camp Bartlett – at which point his speed slowed drastically. Peary's account of a beeline journey to the pole and back—which would have assisted his claim of such speed—is contradicted by his companion Henson's account of tortured detours to avoid "pressure ridges" (ice floes' rough edges, often a few meters high) and "leads" (open water between those floes).


title: Robert Peary

text: In his official report, Peary claimed to have traveled a total of 304 nautical miles between April 2, 1909, (when he left Bartlett's last camp) and April 9 (when he returned there), to the pole, the same distance back, and in the vicinity of the pole. These distances are counted without detours due to drift, leads and difficult ice, i.e. the distance traveled must have been significantly higher to make good the distance claimed. Peary and his party arrived back in Cape Columbia on the morning of April 23, 1909, only about two and a half days after Capt Bartlett, yet Peary claimed he had traveled a minimum of more than Bartlett (to the Pole and vicinity).


title: Robert Peary

text: The conflicting and unverified claims of Cook and Peary prompted Roald Amundsen to take extensive precautions in navigation during Amundsen's South Pole expedition so as to leave no room for doubt concerning his 1911 attainment of the South Pole, which—like Robert Falcon Scott's a month later in 1912—was supported by the sextant, theodolite, and compass observations of several other navigators.


title: Robert Peary

text: The diary that Robert E. Peary kept on his 1909 polar expedition was finally made available for research in 1986. Historian Larry Schweikart examined it, finding that: the writing was consistent throughout (giving no evidence of post-expedition alteration), there were consistent pemmican and other stains on all pages, and all evidence was consistent with a conclusion that Peary's observations were made on the spot he claimed. Schweikart compared the reports and experiences of Japanese explorer Naomi Uemura, who reached the North Pole alone in 1978, to those of Peary and found they were consistent. However, Peary made no entries in the diary on the crucial days of April 6 and 7, 1909, and his famous words "The Pole at Last!", allegedly written in his diary at the pole, were written on loose slips of paper that were inserted into the diary.


title: Robert Peary

text: In 1984, the National Geographic Society (NGS), a major sponsor of Peary's expeditions, commissioned Wally Herbert, an Arctic explorer himself, to write an assessment of Peary's original 1909 diary and astronomical observations. As Herbert researched the material, he came to believe that Peary falsified his records and concluded that he did not reach the North Pole. His book, "The Noose of Laurels", caused a furor when it was published in 1989. If Peary did not reach the pole in 1909, Herbert would claim the record of being the first to reach the pole on foot.


title: Robert Peary

text: In 1989, the NGS also conducted a two-dimensional photogrammetric analysis of the shadows in photographs and a review of ocean depth measures taken by Peary; its staff concluded that he was no more than away from the pole. Peary's original camera, a 1908 #4 Folding Pocket Kodak, did not survive. As such cameras were made with at least six different lenses from various manufacturers, the focal length of the lens, and hence the shadow analysis based on it, must be considered uncertain at best. The NGS has never released Peary's photos for an independent analysis. Specialists questioned the conclusions of the NGS. The NGS commissioned the Foundation for the Promotion of the Art of Navigation to resolve the issue, which concluded that Peary had indeed reached the North Pole.


title: Robert Peary

text: Supporters of Peary and Henson assert that the depth soundings they made on the outward journey have been matched by recent surveys, and so their claim of having reached the Pole is confirmed. Only the first few of the Peary party's soundings, taken nearest the shore, touched bottom; experts have said their usefulness is limited to showing that he was above deep water. Peary's expedition possessed 4,000 fathoms of sounding line, but he took only 2,000 with him over an ocean already established as being deeper in many regions. Peary stated in 1909 Congressional hearings about the expedition that he made no longitudinal observations during his trip, only latitude observations, yet he maintained he stayed on the "Columbia meridian" all along, and that his soundings were made on this meridian. The pack ice was moving all the time, so he had no way of knowing where he was without longitudinal observations.


title: Robert Peary

text: In 2005, British explorer Tom Avery and four companions re-created the outward portion of Peary's journey using replica wooden sleds and Canadian Eskimo Dog teams. They ensured their sled weights were the same as Peary's sleds throughout their journey. They reached the North Pole in 36 days, 22 hours—nearly five hours faster than Peary. After reaching the Pole, Avery and his team were airlifted off the ice rather than returning by dogsled.


title: Robert Peary

text: Several United States Navy ships have been named . The Peary–MacMillan Arctic Museum at Bowdoin College is named for Peary and fellow Arctic explorer Donald Baxter MacMillan. In 1986, the United States Postal Service issued a 22-cent postage stamp in honor of Peary and Henson;


title: Robert Peary

text: Peary Land, Peary Glacier, Peary Nunatak and Cape Peary in Greenland, Peary Bay and Peary Channel in Canada, as well as Mount Peary in Antarctica, are named in his honor. The lunar crater Peary, appropriately located at the moon's north pole, is also named after him.


title: Robert Peary

text: Camp Peary in York County, Virginia is named for Admiral Peary. Originally established as a Navy Seabee training center during World War II, it was repurposed in the 1950s as a Central Intelligence Agency training facility. It is commonly called "The Farm".


title: Robert Peary

text: Admiral Peary Vocational Technical School, located in a neighboring community very close to his birthplace of Cresson, PA, was named for him and was opened in 1972. Today the school educates over 600 students each year in numerous technical education disciplines.


title: Robert Peary

text: Major General Adolphus Greely, leader of the ill-fated Lady Franklin Bay Expedition from 1881 to 1884, noted that no Arctic expert questioned that Peary courageously risked his life traveling hundreds of miles from land, and that he reached regions adjacent to the pole. After initial acceptance of Peary's claim, he later came to doubt Peary's having reached 90°.


title: Robert Peary

text: In his book "Ninety Degrees North", polar historian Fergus Fleming describes Peary as "undoubtedly the most driven, possibly the most successful and probably the most unpleasant man in the annals of polar exploration".


title: Robert Peary

text: In 1932, an expedition was made by Robert Bartlett and Marie Ahnighito Peary Stafford, Peary's daughter, on the "Effie M. Morrissey" to erect a monument to Peary at Cape York, Greenland.


title: Education in Australia

text: Education in Australia encompasses the sectors of early childhood education (preschool) and primary education (primary schools), followed by secondary education (high schools), and finally tertiary education, which includes higher education (universities and other higher education providers) and vocational education (Registered Training Organisations). Regulation and funding of education is primarily the responsibility of the States and territories; however, the Australian Government also plays a funding role.


title: Education in Australia

text: Education in Australia is compulsory between the ages of four, five, or six and fifteen, sixteen or seventeen, depending on the state or territory and the date of birth.


title: Education in Australia

text: For primary and secondary education, government schools educate approximately 60 per cent of Australian students, with approximately 40 per cent in non-government schools. At the tertiary level, the majority of Australia's universities are public, and student fees are subsidised through a student loan program where payment becomes due when debtors reach a certain income level.


title: Education in Australia

text: Underpinned by the Australian Qualifications Framework, implemented in 1995, Australia has adopted a national system of qualifications, encompassing higher education, vocational education and training (VET), and school-based education. For primary and secondary schools, a national Australian Curriculum has been progressively developed and implemented since 2010.


title: Education in Australia

text: Australia is a leading global provider of education to international students, and in 2012 was ranked as the third-largest provider of international education after the United States and the United Kingdom. Australia has the highest ratio of international students per head of population in the world by a large margin, with 812,000 international students enrolled in the nation's universities and vocational institutions in 2019.


title: Education in Australia

text: The Education Index, published with the UN's Human Development Index in 2018, based on data from 2017, listed Australia as 0.929, the second-highest in the world.


title: Education in Australia

text: In 1966 the Australian Government signed the Convention against Discrimination in Education, which aimed to combat discrimination and racial segregation in the field of education.


title: Education in Australia

text: The regulation, operation, and funding of education is the responsibility of the States and territories, because the Australian Government does not have a specific constitutional power to pass laws with concerning education. However, the Federal government helps to fund non-government schools, helps to fund public universities and subsidises tertiary education through a national student loan scheme, and regulates vocational education providers.


title: Education in Australia

text: Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training, and the tertiary education sector.


title: Education in Australia

text: The Australian Government's involvement in education has been the responsibility of several departments over the years, with the Department of Education, Skills and Employment being formed in 2020.


title: Education in Australia

text: The academic year in Australia varies between States and institutions, however generally runs from late January/early February until early/mid-December for primary and secondary schools, with slight variations in the inter-term holidays and TAFE colleges, and from late February until mid-November for universities with seasonal holidays and breaks for each educational institute.


title: Education in Australia

text: Historically, preschool and pre-prep programmes in Australia were relatively unregulated and not compulsory. While still not mandatory for children to attend, the Federal Government has had a focus since 2009 on encouraging families to enrol their children (from around 4 years of age) in a preschool or kindergarten that delivers quality early childhood education and care Federal and state legislation now requires preschool services to implement and deliver programming based on the nationally approved Early Years Learning Framework The first exposure many Australian children have to learn with others outside of traditional parenting is daycare or a parent-run playgroup. This sort of activity is not generally considered schooling, as preschool education is separate from primary school in all states and territories, except Western Australia where pre-school education is taught as part of the primary school system and Victoria where the state framework, the Victorian Early Years Learning and Development Framework (VEYLDF) covers children from birth to 8 years old, is used by some schools over the national framework. In Queensland, preschool programmes are often called Kindergarten or Pre-Prep and are usually privately run but attract state government funding if run for at least 600 hours a year and delivered by a registered teacher.


title: Education in Australia

text: Preschools are usually run by the state and territory governments, except in Victoria, South Australia and New South Wales where they are more often run by local councils, community groups or private organisations. Preschool is offered to three- to five-year-olds; attendance numbers vary widely between the states, but 85.7% of children attended preschool the year before school. The year before a child is due to attend primary school is the main year for preschool education. This year is far more commonly attended and may take the form of a few hours of activity during weekdays. Most states of Australia now fund government preschools to offer 15 hours per week (600 hours over a year) for each enrolled child in the year before they commence formal schooling


title: Education in Australia

text: 10,584 registered schools were operating in Australia in 2019, of which 7,092 were government schools. As of 2019, government schools educated 65.4% of all students. In 2017, there were just under 282,000 teachers in Australian primary and secondary schools. Of the non-government schools, nearly two-thirds were Catholic schools. The major part of government-run schools' costs is met by the relevant state or territory government. The Australian Government provides the majority of public funding for non-government schools, which is supplemented by states and territories.


title: Education in Australia

text: Non-government schools, both religious or secular typically charge compulsory tuition and other fees. Government schools provide education without compulsory tuition fees, although many government schools ask for payment of 'voluntary' fees to defray particular expenses.


title: Education in Australia

text: Regardless of whether a school is government or non-government, it is regulated by the same curriculum standards framework. The framework is administered by the Australian Curriculum, Assessment and Reporting Authority. Most schools require students to wear prescribed school uniforms. A school year in Australia starts in January and finishes in December.


title: Education in Australia

text: The first formal education in Australia began when the European convicts and settlers began to build the first public infrastructure, in the 19th century. The first schools were either built by ex-convicts or members of the Church. The oldest school in Australia is Newcastle East Public School, founded in 1816. Beginning in approximately 1905, many children of the Stolen Generations were educated like white children, with the aim of effectively assimilating them into the white community. This was made illegal in 1969.


title: Education in Australia

text: School education in Australia is compulsory between certain ages as specified by state or territory legislation. Depending on the state or territory, and date of birth of the child, school is compulsory from the age of five to six to the age of fifteen to seventeen.


title: Education in Australia

text: In the ACT, NSW, the Northern Territory, Queensland, South Australia, Victoria, and Western Australia, children are legally required to attend school from the age of six years old, until the minimum leaving age. In Tasmania, the compulsory school starting age is 5 years old. However, most children commence the preliminary year of formal schooling, in Pre-Year 1, between four and a half and five and a half years of age, variously called kindergarten (sometimes called Year K), reception, preparation (also abbreviated as "prep") and transition.


title: Education in Australia

text: , the national apparent retention rate (ARR), a measure of student engagement that provides an indicator of the success of education systems in keeping students in school beyond the minimum leaving age, was 78 per cent for all full-time students in Year 12.


title: Education in Australia

text: While state and territory governments are responsible for the regulation and delivery of school-based education within their jurisdiction, through the Council of Australian Governments, the Commonwealth Government has, since 2014, played an increasing role in the establishment of the Australian Curriculum that sets the expectations for what all young Australians should be taught, regardless of where they live in Australia or their background. The development of the Australian Curriculum is based on the principles of improving the quality, equity and transparency of Australia's education system. The Australian Curriculum, for pre-Year 1 to Year 10, is made up of the following eight learning areas: English; Mathematics; Science; Humanities and Social Sciences; The Arts; Technologies; Health and Physical Education as well as Languages. In the senior secondary Australian Curriculum, for Year 11 and Year 12, fifteen senior secondary subjects across English, Mathematics, Science, History and Geography were endorsed between 2012 and 2013. The Australian Curriculum, Assessment and Reporting Authority has mandated the achievement standards that describe the quality of learning (including the depth of understanding, the extent of knowledge, and the sophistication of skill) expected of students who have studied the content for each subject.


title: Education in Australia

text: The types of schools in Australia fall broadly into two categories: government schools, being those schools operated by state or territory departments or agencies; and non-government schools, being those schools that are not operated by government departments or agencies. Non-government schools can be further classified, based on self-identification of the school's affiliation. Non-government schools are grouped for reporting as Catholic schools (including Catholic-affiliated independent schools) or independent (other non-government schools).


title: Education in Australia

text: Government schools receive funding from the relevant state or territory government. Non-government schools receive funding from the Australian Government and relevant state or territory government; and in most cases, parents are required to make a co-payment for their child's education.


title: Education in Australia

text: Also sometimes called infants schools, Australia adopts the UNESCO term of primary school that generally covers a child's education from pre-Year 1) and finish with Year 6. The duration of primary school years varies across each Australian state and territory, with most adopting seven years; except in South Australia, where, until 2022, students finish with Year 7, making the duration of primary school eight years; until they are 11, 12 or 13 years of age. Primary schools focus on developing essential literacy, numeracy and social skills, and provide foundational knowledge to children about the world around them.


title: Education in Australia

text: Secondary schools in Australia are also called high schools and colleges (or junior, intermediate, or senior colleges). Secondary schools vary across each Australian state and territory, but they generally cover Year 7 to Year 10 (compulsory period of education) and beyond to Year 12.


title: Education in Australia

text: In the majority of Australian states and territories, middle schools are relatively uncommon. Students progress from primary school to secondary school. As an alternative to the middle school model, some secondary schools divided their grades into "junior high school" (Years 7, 8, 9 and 10) and "senior high school" (Years 11 and 12). Some have three levels, "junior" (Years 7 and 8), "intermediate" (Years 9 and 10), and "senior" (Years 11 and 12).


title: Education in Australia

text: In June 2006 the Northern Territory Government introduced a three-tier system featuring middle schools for Year 7 to Year 9 (approximate age 12–15) and high school for Year 10 to Year 12 (approximate age 15–18).


title: Education in Australia

text: In Australia, combined schools are schools that have classes from both primary and secondary year levels. These schools may be located in an urban, regional or rural area and can be government or non-government schools. there were approximately 500 Australian combined government schools and approximately 850 Australian combined non-government schools.


title: Education in Australia

text: Central schools are predominantly, but not exclusively, government schools located in a rural area that provides both primary and lower secondary education to students, usually concluding at Year 10. there were 62 Australian central schools, and all except one were located in rural New South Wales. In Western Australia, the term "district high school" is synonymous with central school.


title: Education in Australia

text: Schools are broadly categorised into government and non-government schools. The non-government schools are further categorised into Catholic schools and independent schools. , 65.7% of students were enrolled in government schools, 19.7% in catholic schools and 14.6% in independent schools.


title: Education in Australia

text: Also called state schools or public schools, government schools educate approximately two-thirds of all school students in Australia. If a student elects to attend a government school, they are required to attend a school within their local school district unless the student has dispensation to attend another school, usually approved based on academic merit, specialisation, or other reasons, such as a student disability.


title: Education in Australia

text: Government schools are run by the respective state government agency. They offer free education; however, many government schools ask parents to pay a contribution fee and a materials and services charge for stationery, textbooks, sports, uniforms, school camps and other schooling costs that are not covered under government funding. In 2010 the additional cost for schooling was estimated to be on average $316 per year per child.


title: Education in Australia

text: Government schools may be further categorised into open or comprehensive schools, selective, special, and specialist schools; all defined below. In 2009 the Western Australia government introduced Independent Public Schools to describe a government school that, while a part of the state education system, was granted a higher degree of decision-making authority than a regular government school. A similar reform was introduced in Queensland and, as of December 2018, 250 government schools commenced as independent public schools in Queensland. In February 2014 the then Federal Education Minister, Christopher Pyne, announced a $70 million Independent Public Schools Initiative to support 1,500 Australian government schools to become more autonomous.


title: Education in Australia

text: Government hospital schools are located at some major hospitals and provide access to tuition for students who have extended stays in hospitals.


title: Education in Australia

text: Across Australia, the Federal Department of Education sets the overall national policy and direction for education in Australia. The following state and territory government departments are responsible for the administration of education within their respective jurisdictions:


title: Education in Australia

text: Schools from the non-government sector operate under the authority of state or territory governments but are not operated by government education departments. Schools from the non-government sector may operate as individual schools, in small groups or as a system such as those coordinated by the Catholic Education Commission in each state and territory. All non-government schools in Australia receive funding from the Commonwealth government.


title: Education in Australia

text: The education system delivered by the Roman Catholic Church in Australia has grown from 18th-century foundations to be the second-biggest provider of school-based education in Australia. , one in five Australian students attended Catholic schools. There are over 1,700 Catholic schools in Australia with more than 750,000 students enrolled, employing almost 60,000 teachers.


title: Education in Australia

text: Administrative oversight of Catholic education providers varies depending on the origins, ethos, and purpose of each education provider. Oversight of Catholic "systemic" schools may rest with a Catholic parish, diocese, or archdiocese; while religious institutes have oversight of Catholic "independent" schools.


title: Education in Australia

text: The National Catholic Education Commission (NCEC), established by the Australian Catholic Bishops Conference through the Bishops Commission for Catholic Education, is tasked with maintaining liaison with the federal government and other key national education bodies and complements and supports the work of the state and territory Catholic education commissions. While some Catholic schools operate independently via religious institutes, the majority of Catholic schools, called "systemic schools", operate under the Canon Law jurisdiction of an ecclesiastical public juridic person, such as a bishop. In practice, the bishop assigns a Catholic Education Office (CEO), Catholic Education Commission, Catholic Schools Offices, or a similar body with daily operational responsibility for the leadership, efficient operation, and management of the Catholic systemic schools which educate in parish primary and regional secondary schools in Australia. These diocesan bodies are charged with the implementation and management of the policies of the diocese and the allocation and administration of the funds provided by the government and private sources to Catholic systemic schools, as well as the financial responsibilities for the administration of salaries for staff members.


title: Education in Australia

text: Most Catholic schools (96 per cent) are "systemically" funded, meaning that the government funding they nominally attract is provided to the relevant state Catholic Education Commission for needs-based distribution. Sixty-one Australian Catholic schools are non-systemically funded ("independent" schools) and receive government grants directly.


title: Education in Australia

text: Independent schools are a sub-set of non-government schools that are not operated by government authority and have a system of governance that ensures their independent operation. Such schools are typically operated by an independently elected school council or board of governors and range broadly in the type of school education provided and the socio-economics of the school community served. Some independent schools are run by religious institutes; others have no religious affiliation and are driven by a national philosophy (such as international schools), pedagogical philosophy (such as Waldorf-Steiner schools), or specific needs (such as special schools). , including independent schools run by Catholic religious institutes, of the 9,477 schools in Australia 1,140 schools (12 per cent) are in the independent sector. In the same year, independent schools enrolled over 617,000 students or 16 per cent of the Australian student population.


title: Education in Australia

text: Independent school fees can vary from under $100 per month to $3,200, depending on the student's year level, the school's size, and the socioeconomics of the school community. In late 2018 it was reported that the most expensive independent schools (such as the APS Schools, the AGSV Schools in Melbourne, the GPS Schools, QGSSSA Schools in Brisbane and the NSW GPS Schools, Combined Associated Schools and the ISA Schools in Sydney and New South Wales) charge fees of up to $500,000 for the thirteen years of independent school education.


title: Education in Australia

text: A special school is a school catering for students who have special educational needs due to learning difficulties, physical disabilities, developmental disabilities or social/emotional disturbance, or who are in custody, on remand or in hospital. Special schools may be specifically designed, staffed and resourced to provide appropriate special education for children with additional needs. Students attending special schools generally do not attend any classes in mainstream schools. The schools cater for students with mild, moderate and profound intellectual disabilities, deaf and hard of hearing students, students with Autism and students with a physical disability. Class sizes at specialist schools are smaller than at mainstream schools, and there is a much lower ratio of teaching and support staff to students. Some specialist schools also have therapists on staff. Specialist schools generally already have an accessible environment and curriculum for their student population; this may mean that there are limited subjects on offer.


title: Education in Australia

text: A selective school is a government school that enrols students based on some sort of selection criteria, usually academic. The term may have different connotations in different systems and is the opposite of an open or comprehensive school, which accepts all students, regardless of aptitude.


title: Education in Australia

text: In New South Wales, student placement in fully and partially selective high schools is highly competitive, with approximately 3,600 places offered to the 15,000 students who sit the Selective High School Test. there were 47 fully or partially selective government high schools, including 17 fully selective high schools (some of which are co-educational and others provide a single-sex educational environment); 25 partially selective high schools (high schools with both selective and comprehensive classes); four selective agricultural high schools; and one virtual selective high school. Of the 47 schools, 34 are located in greater metropolitan Sydney. Of the government selective high schools in New South Wales, James Ruse Agricultural High School is renowned for its academic achievements and competitiveness, as well as a near-perfect record of all students gaining university admission, especially in medicine, law and science. The school has outperformed every high school in New South Wales in the past 20 years in public university entrance examinations.


title: Education in Australia

text: In Victoria, selective government high schools select all of their students based on an entrance examination. As of 2011, there were four selective schools: Melbourne High School, Mac.Robertson Girls' High School, Nossal High School and Suzanne Cory High School. In addition, there are three special schools namely Victorian College of the Arts Secondary School, John Monash Science School and Elizabeth Blackburn School of Sciences which cater to students opting for focused education in arts and science respectively.


title: Education in Australia

text: In Queensland, there are four selective entry high schools. Brisbane State High School, established in 1921, is partially selective; and the three Queensland Academies which are fully selective and were formed during 2007 and 2008. All require entry based on academic entry tests, NAPLAN results, primary school grades, interviews and other considerations.


title: Education in Australia

text: In Western Australia, selective secondary education (officially named Gifted and Talented Education (GATE)) is operated by the Western Australian Department of Education through the Gifted and Talented Selective Entrance Programs for Year 7, and subject to limited placement availability for year-levels upward to Year 11. All applicants are required to sit the Academic Selective Entrance Test and possibly complete combined interviews, auditions and/or workshops depending on the program(s) applied for. The programs are categorised into three strands: academic, language, and arts. Eighteen government schools participate in the Gifted and Talented Programs, each specialising in one of the strands. All participating schools are partially selective and partially local intake, except for Perth Modern School which is fully selective.


title: Education in Australia

text: Schools that operate specialist education programs exist in all Australian states and territories. These schools are typically associated with the arts or elite sports programs. In South Australia, specialist schools cover the arts, gifted and talented programs, languages, agricultural schools, science, technology, engineering and mathematics, advanced technology project schools, sports schools, and trade training centres. In Victoria, examples of specialist government schools include those focused on science and maths (John Monash Science School), performing arts (Victorian College of the Arts Secondary School), sports (Maribyrnong Secondary College), and leadership and enterprise (The Alpine School). An alternative model is those sporting organisations that deliver specialist programs to a narrow selection of schools, such as Cricket Australia's Specialist School Program to three Western Australian schools.


title: Education in Australia

text: In Australia, international schools promote international education and may be operated by the government of the country of origin, the government of the state or territory in which the school is located, or be operated as an independent school. International schools include those schools that have received international accreditation such as from the Council of International Schools, the International Baccalaureate Organization, or the Western Association of Schools and Colleges, or other similar organisations. , approximately 80 Australian schools meet that definition, with the vast majority being schools that offered one or more of the International Baccalaureate programmes. Other schools are affiliated with specific cultures or languages, most notably French (e.g. Telopea Park School (ACT), Lycée Condorcet (NSW), Auburn High School (VIC)), German (e.g. German International School Sydney (NSW) and Deutsche Schule Melbourne (VIC)), or Japanese (e.g. Sydney Japanese International School (NSW), The Japanese School of Melbourne (VIC) and The Japanese School in Perth (WA)) schools, including Japanese supplementary weekend schools; or may generally be international in their outlook, including the International Grammar School (NSW) or the International School of Western Australia (WA).


title: Education in Australia

text: In Australia, both government and non-government schools operate co-educational and single-sex educational environments for students. The overwhelming number of schools are co-educational, with a small proportion of government schools operating single-sex schools, sometimes with a separate boys' and girls' school in the same suburb. All government single-sex schools are secondary schools. Examples of adjacent single-sex government secondary schools include Asquith Boys' and Asquith Girls', Canterbury Boys' and Canterbury Girls', North Sydney Boys' and North Sydney Girls', Randwick Boys' and Randwick Girls', and Sydney Boys' and Sydney Girls' (all in Sydney); and Melbourne High and Mac.Robertson Girls' (in Melbourne).


title: Education in Australia

text: The majority of single-sex schools in Australia are non-government schools, heavily weighted towards independent schools, some of which are Catholic independent schools. Some Catholic systemic schools are also single-sex schools; however, like government schools, the overwhelming majority are co-educational schools.


title: Education in Australia

text: In Australia, both government and non-government schools operate day and boarding schools. , of the 10,584 registered schools operating in Australia, approximately 250 schools (or less than 2.5 per cent) were boarding schools. Boarding schools can provide a valuable platform for students to achieve their potential academically along with providing support and guidance with their psychological, social, emotional and spiritual development. Some Australian schools offer gender-specific (boys' [approximately 21 per cent] or girls' [approximately 28 per cent]) and co-educational boarding schools (51 per cent); with multi-modal options, such as full-time boarding and part-time boarding (for example, going home on the weekends) offered by some schools. Some specialist education schools, such as The Australian Ballet School, offer boarding facilities. The largest peak body for boarding schools in Australia, the Australian Boarding Schools Association, claimed that, in 2017, there were 22,815 students in boarding schools covered by the association, an increase from 19,870 in 2014.


title: Education in Australia

text: Within the context of the Australian Qualifications Framework, each state and territory is responsible for issuing certificates and/or qualifications to secondary students, collectively referred to as the Senior Secondary Certificate of Education. The following table serves as a summary of the qualifications issued by each state or territory:


title: Education in Australia

text: As an alternative form (or as an addition to) the government-endorsed certification path, students, by approval, may elect to receive certification under the International Baccalaureate Diploma Programme.


title: Education in Australia

text: The National Assessment Program – Literacy and Numeracy (abbreviated as NAPLAN) is a series of tests focused on basic skills that are administered annually to Australian students. These standardised tests assess students' reading, writing, language (spelling, grammar and punctuation) and numeracy. Introduced in 2008, NAPLAN is administered by the Australian Curriculum, Assessment and Reporting Authority (ACARA) and is overseen by the Council of Australian Governments (COAG) Education Council. The tests are designed to determine if Australian students are achieving outcomes. The tests are designed to be carried out on the same days across Australia in any given year. Parents can decide whether their children take the test or not. The vast majority of Year 3, 5, 7 and 9 students participate. Although for year three students, they have to pass with a 70% mark to progress to Year 4. One of the aims of NAPLAN is to prepare young children for competitive examinations.


title: Education in Australia

text: In Australia, a student is considered as an "international student" if he/she studies at an approved educational institution and he/she is not an Australian citizen, Australian permanent resident, New Zealand citizen, or a holder of an Australian permanent resident humanitarian visa. Under the , the Australian Government regulates the delivery of school and tertiary education to international students who are granted a student visa to study in Australia. The government maintains the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) and, as of 2018, there were 396 school providers with an overall approved capacity of 88,285 students. While Australia as an education destination showed strong and sustained growth over many years, as of June 2019, school-based education fell by three per cent for the year, and represented approximately three per cent of all international student enrolments; with tertiary education, vocational education and training, and English Language Intensive Courses for Overseas Students (ELICOS) comprised 93 per cent of all enrolments and recorded 21 per cent annual growth.


title: Education in Australia

text: Despite a substantial increase in government spending per student over ten years (after correcting for inflation), the proportion of students who are proficient in maths, reading and science has actually declined over that same period. The Organisation for Economic Co-operation and Development and the Menzies Research Centre have both concluded that increasing school funding above a basic level has little effect on student proficiency. Instead, they both recommend greater autonomy. That is, the states should merely monitor the performance of the schools. Individual principals should have full authority and responsibility for ensuring student proficiency in core areas.


title: Education in Australia

text: In 2010 the Gillard Government commissioned David Gonski to the chair a committee to review funding of Australian schools. Entitled the Gonski Report, through the Council of Australian Governments the Gillard Government sought to implement the National Education Reform Agreement that would deliver an 9.4 billion school funding plan. Despite some states and territories becoming parties to the Agreement, the plan was shelved following the 2013 federal election. The Turnbull Government commissioned Gonski in 2017 to chair the independent Review to Achieve Educational Excellence in Australian Schools, commonly called Gonski 2.0. The government published the report on 30 April 2018. Following negotiation, bilateral agreements between the Commonwealth of Australia with each state and territory commenced on 1 January 2019, with the exception of Victoria, whose bilateral agreement commenced on 1 February 2019. The funding agreements provide states with funding for government schools (20 percent) and non-government schools (80 percent) taking into consideration annual changes in enrolment numbers, indexation and student or school characteristics. A National School Resourcing Board was charged with the responsibility of independently reviewing each state's compliance with the funding agreement(s).


title: Education in Australia

text: Aboriginal and Torres Strait Islander children are at a significant disadvantage when compared to non-Indigenous Australians across a number of key school educational measures. In 2008, the Council of Australian Governments announced seven "closing the gap" targets, of which four related to education, namely:


title: Education in Australia

text: Bilingual education in Australia may be divided into three different types, or target audiences, each having somewhat different purposes: Aboriginal and Torres Strait Islander peoples; immigrant groups; and English speakers looking to add another language to their education. The first two are interested in language maintenance and language revitalisation for ensuing generations.


title: Education in Australia

text: The first recorded government support for bilingual education came under the Menzies government in 1950, when the first government schools for Aboriginal students were opened at four sites in the Northern Territory, where instruction "should include English Language, Native Language (where appropriate)". Policies and practices varied in the following years, with the first five pilot programs introduced in 1973 after the Whitlam government came to power and brought in new federal policies. Yirrkala Community School was identified as the first to undergo bilingual accreditation in 1980, and bilingual students outperformed the non-bilingual students.


title: Education in Australia

text: In the 21st century, there have been various approaches, including "Two-Way" and other programs that included language maintenance and language revitalisation in remote schools across the NT. However in October 2008, despite the "NT Indigenous Education Strategic Plan 2006-2009" supporting bilingual instruction, it was mandated by the NT Government that English should be the language of instruction in all NT schools for the first four hours of the school day. After legal challenges, an AIATSIS Symposium on Bilingual Education in 2009, media coverage and much debate, the policy was replaced by a new policy: "Literacy for Both Worlds", but that was soon withdrawn again. There was intervention by the Human Rights Commission, and in 2012 the House of Representatives Standing Committee on Aboriginal and Torres Strait Islander affairs issued a report which included the recommendation that: "Indigenous language education should be introduced to all schools with Aboriginal students, and indigenous languages included as an official Closing the Gap measure".


title: Education in Australia

text: Prominent schools involved in bilingual education programs include Yirrkala Community Education Centre (CEC) and Shepherdson College on Galiwin'ku.


title: Education in Australia

text: Constitutionally, Australia is a secular country. Section 116 of "Chapter V. The States" in the Australian Constitution reads: "The Commonwealth shall not make any law for establishing any religion, or for imposing any religious observance, or for prohibiting the free exercise of any religion, and no religious test shall be required as a qualification for any office or public trust under the Commonwealth."


title: Education in Australia

text: Nevertheless, Australia maintains one of the highest concentrations of religious schools, when compared with other OECD countries. Historically, the teaching of religion in Australian government schools has been a contentious issue and was a motivator for the foundation of the government schooling system.


title: Education in Australia

text: While the National School Chaplaincy Programme provides an overarching framework based on pastoral care, not religious instruction, the practices and policies of religious instruction in Australian schools vary significantly from state to state. In New South Wales, the Special Religious Education classes are held in the government school sector that enable students to learn about the beliefs, practices, values and morals of a chosen religion. In Queensland, religious organisations may apply to school principals and, if approved, deliver approved religious instruction programs in government schools. In Victoria, legislation prescribes that government schools must not promote any particular religious practice, denomination or sect, and must be open to adherents of any philosophy, religion or faith. However, individual school principals may permit approved organisations to deliver non-compulsory "special religious instruction" classes of no more than 30 minutes per week per student, during lunchtime or in the hour before or after usual school hours. In Western Australia, both special religious education (not part of the general curriculum) and general religious education (as part of the general curriculum) are offered in government schools.


title: Education in Australia

text: In July 2009, the Queensland Minister for Education said that the rising levels of violence in schools in the state were "totally unacceptable" and that not enough had been done to combat violent behaviour. In Queensland, 55,000 school students were suspended in 2008, nearly a third of which were for "physical misconduct".


title: Education in Australia

text: In South Australia, 175 violent attacks against students or staff were recorded in 2008. Students were responsible for deliberately causing 3,000 injuries reported by teachers over two years from 2008 to 2009.


title: Education in Australia

text: The Education Services for Overseas Students Act 2000 (or ESOS Act) sets out the legal framework governing delivery of education to international students visiting Australia on a student visa.


title: Education in Australia

text: Tertiary education (or higher education) in Australia is primarily study at university or a Registered Training Organisation studying Diploma or above in order to receive a qualification or further skills and training. A higher education provider is a body that is established or recognised by or under the law of the Australian Government, a State, the Australian Capital Territory or the Northern Territory. VET providers, both public and private are registered by state and territory governments.


title: Education in Australia

text: There are 42 universities in Australia: 37 public universities, 3 private universities and 2 international private universities. , the largest university in Australia was Monash University in Melbourne: with five campuses and 75,000 students.


title: Education in Australia

text: There are non-self-accrediting higher education providers accredited by state and territory authorities, numbering more than 132 as listed on state and territory registers. These include several that are registered in more than one state and territory.


title: Education in Australia

text: Australia has the highest ratio of international students per head of population in the world by a large margin, with 812,000 international students enrolled in the nation's universities and vocational institutions in 2019. Accordingly, in 2019, international students represented on average 26.7% of the student bodies of Australian universities. International education, therefore, represents one of the country's largest exports and has a pronounced influence on the country's demographics, with a significant proportion of international students remaining in Australia after graduation on various skill and employment visas. The Australian onshore international education sector is predicted to rise to 940,000 by 2025. The biggest source markets for onshore international learner enrolments in 2025 are expected to be China, India, Vietnam, Thailand, Nepal, Malaysia, Brazil and South Korea. According to a 2016 report by Deloitte Access Economics for the Australian Trade and Investment Commission, higher education and Vocational Education and Training (VET) were projected to be the fastest-growing sectors in onshore international education by 2025. Australian Government is also planning to add another 1.46 billion AUD according to Modern Manufacturing Strategy, which predicts a high jump in job growth and migration of people.


title: Education in Australia

text: 36 Australian tertiary educational institutions were listed in the QS World University Rankings for 2021; and 37 institutions were listed in the Times Higher Education World University Rankings in the same year. As of 2020, 34 Australian universities were listed in China's Academic Ranking of World Universities ranking, with The University of Melbourne achieving the highest global ranking, at 35th. In the same year, according to the "U.S. News & World Report" Best Global Universities Rankings, 38 Australian universities were ranked, ranging from the University of Melbourne, at 25th place, to Bond University, at 1133th place.


title: Education in Australia

text: The Programme for International Student Assessment (PISA) evaluation in 2006 ranked the Australian education system as sixth for reading, eighth for science and thirteenth for mathematics, on a worldwide scale including 56 countries. The PISA evaluation in 2009 ranked the Australian education system as sixth for reading, seventh for science and ninth for mathematics, an improvement relative to the 2006 rankings. In 2012, education firm Pearson ranked Australian education as thirteenth in the world.


title: Education in Australia

text: The Education Index, published with the UN's Human Development Index in 2018, based on data from 2017, listed Australia as 0.929, the second-highest in the world.


title: The Real Housewives of Beverly Hills (season 12)

text: The twelfth season of "The Real Housewives of Beverly Hills", an American reality television series, aired on Bravo from on May 11, 2022 to October 26, 2022, and is primarily filmed in Beverly Hills, California.


text: The season focuses on the personal and professional lives of Kyle Richards, Lisa Rinna, Erika Jayne, Dorit Kemsley, Garcelle Beauvais, Crystal Kung Minkoff, Sutton Stracke and Diana Jenkins. The season consisted of 24 episodes.


text: The seasons executive producers are Andrew Hoegl, Barrie Bernstein, Lisa Shannon, Pam Healy and Andy Cohen.


text: In December of 2021, it was confirmed that the entire cast of the eleventh season would return for the twelfth season, and that joining them would be new housewife Diana Jenkins and new friend of the housewives Sheree Zampino.


title: Michael (1996 film)

text: Michael is a 1996 American fantasy film directed by Nora Ephron. The film stars John Travolta as the Archangel Michael, who is sent to Earth to do various tasks, including mending some wounded hearts. The cast also includes Andie MacDowell, William Hurt, Bob Hoskins, Joey Lauren Adams, and Robert Pastorelli as people who cross Michael's path.


title: Michael (1996 film)

text: The original music score was composed by Randy Newman. The dance scene and other location shots were filmed at the community center of Holy Trinity Catholic Church in Cornhill, Texas, and on country roads near Walburg, Texas, as well as at Texas' Gruene Hall.


title: Michael (1996 film)

text: The "National Mirror" is a tabloid publication that reports primarily on unexplainable phenomena. The editor, Vartan Malt, receives a story tip about a woman living with an angel in her house in a small town in Iowa, and decides to send three staff members to investigate. He chooses Frank Quinlan; Huey Driscoll, a photographer and owner of the "Mirror" star Sparky the Wonder Dog; and Dorothy Winters, hired by Malt to eventually replace Driscoll.


title: Michael (1996 film)

text: At the boarding house of Pansy Milbank, they meet her tenant Michael. While Michael has wings and smells like cookies, he has an unexpected taste for cigarettes and sugar, seems rather boorish at first, and does not appear clean. When pressed for the type of angel he is, he replies he is an archangel, with Pansy boasting he triumphed over Lucifer in the War in Heaven.


title: Michael (1996 film)

text: After Pansy unexpectedly dies, Frank and Huey decide to take Michael to Chicago. Michael reveals that this was his plan from the beginning. During the trip, Michael's mission on Earth is slowly revealed to be to get Frank and Dorothy together despite both having had bad experiences with love.


title: Michael (1996 film)

text: After Sparky is hit by a truck and killed, Michael brings him back to life. In the process, he uses up his allotment of miracles and begins to weaken. The group reaches Chicago just in time for Michael to see the Sears Tower (which he has always wanted to see) before disappearing. After Frank and Dorothy go their separate ways, Michael returns one more time (this time with Pansy in tow) and successfully gets Frank and Dorothy back together for good.


title: Michael (1996 film)

text: Contrary to popular depictions of angels, Michael is portrayed as a boozing, smoking slob – yet capable of imparting unexpected wisdom.


title: Michael (1996 film)

text: Professor Christopher R. Miller compared the depiction of angels in "Michael" to John Milton's in "Paradise Lost". Milton presented angels as "six-winged shapeshifters who patrol the galaxy, leaving a vapor trail of heavenly fragrance in their wake." Miller notes Michael is portrayed as warring on Lucifer with shields resembling "two broad suns," and credits "Michael" with referencing this mythology.


title: Michael (1996 film)

text: The film received mixed to negative reviews, holding a 36% rating on Rotten Tomatoes based on 42 reviews. The site's consensus states: "John Travolta plays an angel in Nora Ephron's maudlin "Michael", a grating comedy that doesn't tap into the heavenly charms of her best work." Emanuel Levy wrote in "Variety" that "Michael" is essentially a series of "lethargically paced" episodes with only flimsy connections to an overall narrative. He further criticized that the direction is scattered and uneven and Andie McDowell is inadequate in her role, though he praised the performances of John Travolta and William Hurt, remarking that Travolta's charm and sex appeal would make some moments enjoyable for female viewers. Owen Gleiberman, reviewing the film for "Entertainment Weekly", instead attested that Travolta's performance is one of the film's worst problems, saying it "has a slovenly, I-can-do-anything-and-you'll-still-love-me obnoxiousness." He also felt it reflected poorly on Travolta to play a Messiah figure in two films in one year (the other being "Phenomenon"), and gave "Michael" a D+. David Ansen of "Newsweek" instead judged the film to be a mixed bag, with weak points including a contrived plot and Robert Pastorelli's performance, which nonetheless succeeds as a "low-key charmer" thanks to those moments where the attractive cast are allowed to play off of each other, such as the song in praise of pies.


title: Michael (1996 film)

text: The movie was a box office success. Released on Christmas Day, "Michael" finished number one at the box office that weekend, grossing $17,435,711 (roughly $3.4 million more than second-place "Jerry Maguire", which was in its third week). The total domestic gross was $95,318,203, ranking "Michael" number 16 for 1996.


title: Chinese Crested Dog

text: The Chinese Crested Dog is a hairless breed of dog. Like most hairless dog breeds, the Chinese Crested Dog comes in three varieties, with hair, without hair and a combination of the two, which can be born in the same litter: the Powderpuff, the Hairless and the Hairy-Hairless.


title: Chinese Crested Dog

text: At first look, the Hairless and Powderpuff varieties of Chinese Crested Dogs appear to be two different breeds, but hairlessness is an incomplete dominant trait within a single breed. The Hairless has soft, humanlike skin, as well as tufts of hair on its paws ("socks") and tail ("plume") and long, flowing hair on its head ("crest"). In addition to being an incomplete dominant gene, the "hairless" gene has a prenatal lethal effect when homozygous. Zygotes affected with double hairless genes never develop into puppies, and are reabsorbed in the womb. All Hairless Chinese Crested Dogs are therefore heterozygous.


title: Chinese Crested Dog

text: The Hairless variety can vary in amount of body hair. Hair on the muzzle, known as a beard, is not uncommon. A true Hairless often does not have as much furnishings (hair on the head, tail, and paws). The difference between a very hairy Hairless and a Powderpuff is that the Hairless has a single coat with hairless parts on the body, while the Powderpuff has a thick double coat. The skin of the Hairless comes in a variety of colors, ranging from a pale flesh to black. Hairless Chinese Crested Dogs often lack a full set of premolar teeth, but this is not considered a fault.


title: Chinese Crested Dog

text: A Powderpuff has a long, soft coat. Both Hairless and Powderpuff varieties can appear in the same litter. The look of the Powderpuff varies according to how it is groomed. When its hair is completely grown out on its face, it strongly resembles a terrier; however, the Powderpuff is usually shaved around the snout as a standard cut. The Powderpuff Chinese Crested Dog is an elegant and graceful dog who makes a loving companion, playful and entertaining. The Powderpuff's coat is long and silky soft. Ears are large and erect.


title: Chinese Crested Dog

text: The amount of body hair on the Hairless variety varies quite extensively, from the true hairless which has very little or no body hair and furnishings, to what is called a "hairy Hairless" dog, which, if left ungroomed, often grows a near-full coat of hair. These hairy Hairless dogs are not a mix between Powderpuffs and Hairless Chinese Crested Dogs, but are merely a result of a weaker expression of the variable Hairless gene. The mutation responsible for the hairless trait was identified in 2008.


title: Chinese Crested Dog

text: Both varieties require certain amounts of grooming. The Powderpuff is entirely covered with a double, very soft, straight coat. Although a Powderpuff's coat does not continuously grow, it can grow to be quite long at full length; a weekly bath and frequent brushing typically helps to prevent matting. For an optimal coat, it is recommended not to brush the dog's coat when dry or dirty, as a light spray of water or grooming spray to their coat is recommended before brushing. Many choose to shave their Powderpuff in a "Pony Cut" leaving long hair on the bottom of legs, tail, head and crest for an easy care coat. Powderpuffs are very clean and have no odor. The breed has "little to no shedding".


title: Chinese Crested Dog

text: Maintenance of the Hairless variety's skin is similar to maintaining human skin and as such it can be susceptible to acne, dryness, and sunburn. Hypoallergenic or oil-free moisturizing cream can keep the skin from becoming too dry when applied every other day or after bathing. Burning can occur in regions that are subject to strong UV radiation, especially in lighter-skinned dogs. Many owners apply baby sunscreen to their pets before spending time in strong sun. Some Chinese Crested Dogs have skin allergies to lanolin.


title: Chinese Crested Dog

text: Unless the dog is a "true" Hairless (one with virtually no hair growth on non-extremities), trimming and/or shaving is often performed to remove excess hair growth.


title: Chinese Crested Dog

text: The Chinese Crested Dog is further distinguished by its "hare foot" (having more elongated toes), as opposed to the "cat foot" common to most other dogs. Because of this, the quicks of Cresteds run deeper into their nails, so care must be taken not to trim the nails too short to avoid pain and bleeding.


title: Chinese Crested Dog

text: Powderpuffs enjoy getting outdoors for daily exercise, although they are not a high energy breed. Being a very intelligent breed, this dog does well in obedience type sports. Consistency is a must; however, this breed can be relatively sensitive and should have a gentle trainer. The Powderpuff is great at learning and performing tricks.


title: Chinese Crested Dog

text: The Powderpuff is not affected by many of the congenital diseases found in other toy breeds. They are, however, prone to some of these conditions listed. Eye problems such as lens luxation, glaucoma, and PRA (Progressive Retinal Atrophy), luxating patellas, and Legg-Perthes disease. The Powderpuff should have full dentition, not missing or crooked teeth, as is accepted in their sibling the Hairless variety.


title: Chinese Crested Dog

text: Chinese Crested Dogs have what is called a "primitive mouth". This means that most of their teeth are pointy, like their canines. Hairless varieties of the Cresteds can be prone to poor dentition. Poor dentition may include missing or crowded teeth and teeth prone to decay when not properly cared for. Most dogs of the Powderpuff variety have few, if any, dental defects.


title: Chinese Crested Dog

text: Eyes are a concern within the breed, with many suffering from a painful and blinding inherited eye disease called Primary Lens Luxation (PLL). The Chinese Crested Dog can also have at least two forms of progressive retinal atrophy (PRA) which can eventually lead to blindness as well. For PLL and also one of the forms of PRA, there exists a genetic test, to determine if a dog is a "carrier, clear, or affected." prcd-PRA. Since the test for prcd-PRA can only reveal the existence of affected or carrier status of this one form of PRA, breeders and owners of the breed should still have regular eye exams by veterinary ophthalmologists. The breed also suffers from another eye disease called Keratoconjunctivitis sicca or dry eye syndrome (DES).


title: Chinese Crested Dog

text: Along with Kerry Blue Terriers, Chinese Crested Dogs can develop canine multiple system degeneration (CMSD) also called progressive neuronal abiotrophy (PNA) in Kerry Blue Terriers. This is a progressive movement disorder that begins with cerebellar ataxia between 10 and 14 weeks of age. After 6 months of age, affected dogs develop difficulty initiating movements and fall frequently. The gene responsible has been mapped to canine chromosome 1.


title: Chinese Crested Dog

text: As with all other toy breeds, the Chinese Crested Dog can be prone to patellar luxation. This inheritable condition is caused by shallow knee joints (stifles) and results in kneecaps that pop out of place. Its onset is often at a young age, and can cause temporary to permanent lameness based on the severity. Breeders should have their stock certified free of patellar luxation. Many countries' kennel clubs maintain a centralised registry for health results.


title: Chinese Crested Dog

text: Allergy and autoimmune diseases have been observed in the breed. Some food allergies can also cause skin breakouts, like excess blackheads, pimples and dryness. It has been observed that this breed has an allergy to chicken and many owners opt for a chicken free diet or a homemade one. The severity of these ailments, which can lead to the premature death of the dog, means this is something breeders need to take seriously in order to avoid it becoming a problem for the breed.


title: Chinese Crested Dog

text: Although hairless dogs have been found in many places in the world, it is unlikely that the origins of the modern Chinese Crested Dog are in China. The same genetic mutation shared with the Xoloitzcuintli leads to the theory that they have a shared origin.


title: Chinese Crested Dog

text: Spanish explorers found Chinese Crested dogs in Mexico and other parts of Central and South America as early as the 1500s. British, French, and Portuguese explorers likewise found the breed in various parts of Africa and Asia during the 1700s and 1800s.


title: Chinese Crested Dog

text: In the 1950s, Debora Wood created the "Crest Haven" kennel and began to purposefully breed and record the lineages of her Chinese Crested Dogs. The famous burlesque dancer Gypsy Rose Lee also bred Chinese Crested Dogs, and upon her death her dogs were incorporated into Crest Haven. These two lines are the true foundation of every Chinese Crested Dog alive today. Ms. Wood also founded the American Hairless Dog Club in 1959, which was eventually incorporated into the American Chinese Crested Club (ACCC) in 1978. The ACCC became the US parent club for the breed when the Chinese Crested Dog was recognized by the American Kennel Club 13 years later, in 1991.


title: Chinese Crested Dog

text: The Chinese Crested Dog was officially recognised by the Fédération Cynologique Internationale in 1987 and by the American Kennel Club in 1991.


title: Chinese Crested Dog

text: The Hairless allele (the wild type) is a dominant (and homozygous prenatal lethal) trait, while the Powderpuff allele acts as a simple recessive trait in its presence. Zygotes that receive two copies of the Hairless allele will never develop into puppies. Thus, all Chinese Crested Dogs carry at least one copy of the Powderpuff allele.


title: Chinese Crested Dog

text: The Powderpuff trait cannot be bred out because it is carried by all Chinese Crested Dogs (even the hairless ones). All Hairless Chinese Crested Dogs have the ability to produce Powderpuff puppies, even when they are bred to another Hairless. On the other hand, a Powderpuff bred to another Powderpuff can never produce hairless puppies, since they do not carry the Hairless gene.


title: Chinese Crested Dog

text: One famous Chinese Crested Dog was the Hairless purebred named Sam. He was the winner of the World's Ugliest Dog Contest from 2003 to 2005; he died before he could compete in 2006. Other Chinese Crested Dogs, either purebreds or mixes, have finished high in the event as well.


title: Kevin Stefanski

text: Kevin Lawrence Stefanski (born May 8, 1982) is an American football coach who is the head coach for the Cleveland Browns of the National Football League (NFL). He began his NFL career as an assistant coach for the Minnesota Vikings from 2006 to 2019 and was the offensive coordinator during his final two seasons. Stefanski left Minnesota to become the Browns' head coach in 2020, where he led the team to their first playoff appearance since 2002. He was named NFL Coach of the Year after the season, becoming the first Browns coach to receive the honor since 1976 and the first following the franchise's 1999 return as an expansion team.


title: Kevin Stefanski

text: Stefanski graduated from St. Joseph's Preparatory School in 2000 and the University of Pennsylvania in 2004. Stefanski played defensive back while at Penn, being named the Quakers Freshman of the Year in 2000. He was part of the only undefeated Penn team of the decade and was twice an All-Ivy League selection.


title: Kevin Stefanski

text: Stefanski joined the Minnesota Vikings in 2006 as an assistant to then-head coach Brad Childress. In 2009, he was promoted to assistant quarterbacks' coach, where he would serve until the 2013 season and had coached quarterbacks such as Brett Favre and Christian Ponder. Despite the Vikings' ups and downs during his tenure, Stefanski survived 3 coaching changes (Childress, Leslie Frazier, and Mike Zimmer).


title: Kevin Stefanski

text: In 2017, after the termination of Scott Turner, Stefanski was promoted to coach the Vikings quarterbacks, where he helped transform the Vikings into the NFL's 10th-highest scoring offense. Quarterback Case Keenum had his best season under Stefanski, throwing 22 touchdown passes and only seven interceptions. He previously worked with the running backs in 2016 and the tight ends in 2014 and 2015.


title: Kevin Stefanski

text: After the 2017 season, the New York Giants requested to interview and hire Stefanski as their new offensive coordinator, but Vikings denied the request.


title: Kevin Stefanski

text: After offensive coordinator John DeFilippo was fired following a 21–7 loss to the Seattle Seahawks, Stefanski was named interim offensive coordinator. On January 9, 2019, Stefanski was promoted to full-time offensive coordinator.


title: Kevin Stefanski

text: On January 13, 2020, Stefanski signed a five-year contract to become the 18th head coach of the Cleveland Browns, two days after the Minnesota Vikings lost in the NFC playoffs. On September 13, 2020, Stefanski lost his head coaching debut to the Baltimore Ravens by a score of 38–6. The loss marked the 16th consecutive Week 1 without a win for the Browns. On September 17, Stefanski recorded his first career win as a head coach in the 35–30 win against the Cincinnati Bengals.


title: Kevin Stefanski

text: On December 6, Stefanski became the first Browns head coach since Romeo Crennel in 2007 to lead the franchise to a winning season, securing his ninth win with a 41–35 victory over the Tennessee Titans. Stefanski led the Browns to a 11–5 record, finishing third in the AFC North and clinching the Browns' first playoff berth since 2002. It was also the franchise's best record since their 1999 return. However, Stefanski tested positive for COVID-19 on the Tuesday before the game, preventing him from coaching the wild card game against the Pittsburgh Steelers. The Browns went on to defeat the Steelers 48–37, which was their first playoff win since 1994, as well as their first since their 1999 re-activation. He returned to the team on January 14. The Browns lost the following week to the Kansas City Chiefs in the AFC Divisional Round, 22–17. For his work during the 2020 season, Stefanski was named as the Associated Press NFL Coach of the Year. He was the first Browns coach to receive the honor since Forrest Gregg in 1976, in addition to being the first after Cleveland's return in 1999.


title: Kevin Stefanski

text: Stefanski and his wife Michelle have three children together. He is the son of NBA executive Ed Stefanski.


title: Tove Christensen

text: Tove Christensen (born February 20, 1973) is a Canadian-American film producer and actor. He is the older brother of actor Hayden Christensen.


title: Tove Christensen

text: Christensen was born in Vancouver, British Columbia, the son of Alie, an American speechwriter for the heads of large companies, and David Christensen, a Canadian software program writer and communications executive. His father is of Danish descent, and his mother has Italian and Swedish ancestry. He has a younger brother, actor Hayden Christensen, and two younger sisters, Hejsa and Kaylen. He attended the University of Pennsylvania.


title: Tove Christensen

text: Christensen has been a producer and an actor. He is best known for producing the film "Shattered Glass", in which his brother, Hayden, starred, working with actors Peter Sarsgaard, Chloë Sevigny, Rosario Dawson, Melanie Lynskey, and Hank Azaria. Christensen also produced "The Education of Charlie Banks", which starred Jesse Eisenberg and Jason Ritter. He has acted in one film, "Without Limits" (1998), which starred Donald Sutherland, Billy Crudup, Monica Potter, and Matthew Lillard, and in the television show, "Buffy the Vampire Slayer", in which he played a supporting character of a prom attendee who gets assaulted by "devil dogs". He had a line of dialogue in the episode, and was billed only as "Tuxedo Boy".


title: Icelandic orthography

text: Icelandic orthography is the way in which Icelandic words are spelled and how their spelling corresponds with their pronunciation.


title: Icelandic orthography

text: The Icelandic alphabet is a Latin-script alphabet including some letters duplicated with acute accents; in addition, it includes the letter eth (), transliterated as "d", and the runic letter thorn (), transliterated as "th" (see picture); and are considered letters in their own right and not a ligature or diacritical version of their respective letters. Icelanders call the ten extra letters (not in the English alphabet), especially thorn and eth, ("specifically Icelandic" or "uniquely Icelandic"), although they are not. Eth is also used in Faroese and Elfdalian, and while thorn is no longer used in any other living language, it was used in many historical languages, including Old English. Icelandic words never start with , which means the capital version is mainly just used when words are spelled using all capitals.


title: Icelandic orthography

text: The letters "a", "á", "e", "é", "i", "í", "o", "ó", "u", "ú", "y", "ý", "æ" and "ö" are considered vowels, and the remainder are consonants.


title: Icelandic orthography

text: The letters C ("sé", ), Q ("kú", ) and W ("tvöfalt vaff", ) are only used in Icelandic in words of foreign origin and some proper names that are also of foreign origin. Otherwise, "c, qu," and "w" are replaced by "k/s/ts, hv," and "v" respectively. (In fact, "hv" etymologically corresponds to Latin "qu" and English "wh" in words inherited from Proto-Indo-European: Icelandic "hvað", Latin "quod", English "what".)


title: Icelandic orthography

text: The letter Z ("seta", ) was used until 1973, when it was abolished, as it was only an etymological detail. It originally represented an affricate , which arose from the combinations "t"+"s", "d"+"s", "ð"+"s"; however, in modern Icelandic it came to be pronounced , and since it was a letter that was not commonly used, it was decided in 1973 to replace all instances of "z" with "s". However, one of the most important newspapers in Iceland, "Morgunblaðið", still uses it sometimes (although very rarely), a hot-dog chain, Bæjarins Beztu Pylsur, and a secondary school, Verzlunarskóli Íslands have it in their names. It is also found in some proper names (e.g. "Zakarías", "Haralz", "Zoëga"), and loanwords such as "pizza" (also written "pítsa"). Older people who were educated before the abolition of the "z" sometimes also use it.


title: Icelandic orthography

text: While the letters C, Q, W, and Z are found on the Icelandic keyboard, they are rarely used in Icelandic; they are used in some proper names of Icelanders, mainly family names (family names are the exception in Iceland). The letter C is used on road signs (to indicate city centre) according to European regulation, and cm is used for the centimetre according to the international SI system (while it may be written out as sentimetri). Many believe these letters should be included in the alphabet, as its purpose is a tool to collate (sort into the correct order). The alphabet as taught in schools up to about 1980 has these 36 letters (and computers still order this way): a, á, b, c, d, ð, e, é, f, g, h, i, í, j, k, l, m, n, o, ó, p, q, r, s, t, u, ú, v, w, x, y, ý, z, þ, æ, ö.


title: Icelandic orthography

text: The letters Á, Ó, and Æ in Icelandic are diphthongs, as they represent the sounds , , and ] respectively.


title: Icelandic orthography

text: The modern Icelandic alphabet has developed from a standard established in the 19th century, by the Danish linguist Rasmus Rask primarily. It is ultimately based heavily on an orthographic standard created in the early 12th century by a document referred to as "The First Grammatical Treatise", author unknown. The standard was intended for the common North Germanic language, Old Norse. It did not have much influence, however, at the time.


title: Icelandic orthography

text: The later Rasmus Rask standard was basically a re-enactment of the old treatise, with some changes to fit concurrent North Germanic conventions, such as the exclusive use of "k" rather than "c". Various old features, like "ð", had actually not seen much use in the later centuries, so Rask's standard constituted a major change in practice.


title: Icelandic orthography

text: Later 20th century changes are most notably the adoption of "é", which had previously been written as "je" (reflecting the modern pronunciation), and the replacement of "z" with "s" in 1973.


title: Icelandic orthography

text: This section lists Icelandic letters and letter combinations, and how to pronounce them using a narrow International Phonetic Alphabet transcription.


title: Icelandic orthography

text: Icelandic vowels may be either long or short, but this distinction is only relevant in stressed syllables: unstressed vowels are neutral in quantitative aspect. The vowel length is determined by the consonants that follow the vowel: if there is only one consonant before another vowel or at the end of a word (i.e., CVCV or CVC# syllable structure), the vowel is long; if there are more than one (CVCCV), counting geminates and pre-aspirated stops as CC, the vowel is short. There are, however, some exceptions to this rule:


title: Icelandic orthography

text: Besides the alphabet being part of Unicode, which is much used in Iceland, ISO 8859-1 has historically been the most used code page and then Windows-1252 that also supports Icelandic and extends it with e.g. the euro sign. ISO 8859-15 also extends it, but with the euro in a different place.


title: Danganronpa 3: The End of Hope's Peak High School

text: Writer Kazutaka Kodaka conceived of the project. He aimed to create an original storyline that would not work as another video game, unlike previous works from the franchise. Despite the dark narrative, Kodaka wanted to give the anime a proper conclusion through the one-episode finale, "Hope Arc", despite being accused of pandering to the base because he intended to give it a happy ending. He and his team, working on a television series for the first time, found the project challenging. A spin-off manga, "", was serialized in Kodansha's "Bessatsu Shōnen Magazine" between March 2016 and May 2017. Funimation, Madman Entertainment, and Animax Asia licensed the three parts for English regions.


text: Critics felt that "The End of Hope's Peak High School" was an attractive anime sequel to the video games, based on the casting. The returning cast from the games was regarded as likeable. "Future Arc" and "Despair Arc" were the subjects of mixed reviews because, rather than the original run of the series in Japan where they aired together, Funimation marketed them separately. Some critics felt that the narrative was far darker than the video games, to the point it was hard to become attached to the new cast or returning members who die in the story. The "Hope Arc" finale earned positive responses for closing Makoto's and Hajime's stories. The series is often listed as one of the best from 2016.


text: The story is split into two chapters—"Future Arc" and "Despair Arc"—which are followed by a finale called "Hope".


text: "Despair", which takes place prior to the events of "", opens with homeroom teacher Chisa Yukizome, who begins her job teaching Hope's Peak Academy's 77th Class of Super High School Level students, who stand out as talented in different ways. She is teaching in order to help her childhood friends Kyosuke Munakata and Juzo Sakakura improve the establishment. Meanwhile, Hajime Hinata, a student in the school's Reserve Course for those without talent, prepares to undergo an experiment to make him the Ultimate Hope. He has developed an inferiority complex over his lack of talents, despite bonding with Chiaki Nanami, a talented student.


text: After spending half a year teaching the Reserve Course, Chisa asks Juzo for a trustee's ID in order to investigate the Kamukura Project. The now amnesia-ridden Hinata, referred to as Izuru Kamukura, meets a terrorist named Junko Enoshima and her sister Mukuro Ikusaba, who grow attached to him. Junko blackmails Juzo, threatening to reveal his crush on Kyosuke. Juzo and the now-brainwashed Chisa tell Kyosuke that Junko is innocent, allowing Junko's plan to continue unhindered. Using Izuru as bait, Junko kills Chiaki while brainwashing Chisa's students, the 77th Class graduates. The brainwashing is accomplished by screening a film of Chiaki's death, which contains subliminal messages created by an editor named Ryota Mitarai. Meanwhile, Hajime decides to have his memories of the 77th Class erased, as he is interested to see if hope can be more unpredictable than despair. To protect the remaining students in the 78th Class, Jin helps them convert the school's old building into a shelter, unaware of the two Despairs who lurk among them. As Junko moves on to the next phase of her plan, becoming curious about the wildly unpredictable luck exhibited by the young student Makoto Naegi, Chisa rejoins Kyosuke, who is unaware of Chisa's being brainwashed. Some time later, in a virtual world, Izuru finds himself, in his Hajime persona, interacting with Chiaki.


text: "Future Arc" takes place after the events of the video game "". Makoto Naegi and his friends are placed under arrest by Vice-chairman Kyosuke Munakata of the Future Foundation. Makoto is accused of treason for hiding Hajime and Chisa's students in a virtual world after they continued fulfilling Junko's evil desires following her death, although Makoto aimed to eliminate their memories of their brainwashed forms. However, a bear-like creature named Monokuma appears on video monitors and starts a "Monokuma Hunter" killing game. Each of the participants carries a bangle, which after a time will put everyone to sleep for a short period. During this sleep period, a designated attacker will awaken among them and kill one of the other participants. Chisa is the first victim, resulting in Kyosuke distrusting most of his allies and attempting to kill Makoto.


text: In addition, if anyone performs a personalized forbidden action, they will be injected with a deadly poison. Makoto's group is shocked to discover that Kyoko Kirigiri has been poisoned for her forbidden action. The poison will be activated if Makoto survives past the fourth time limit. Makoto sets off to confront Kyosuke, but the two make peace as Makoto gets his superior to remember Chisa's death. Understanding the attacker's "modus operandi", with Juzo's help Makoto learns that there are no culprits. The people committed suicide after being brainwashed by Junko's hallucinating videos that were originally used to brainwash Chisa's students. Juzo destroys all the monitors but dies of blood loss after being wounded by Kyosuke, who thought Juzo was the traitor. Makoto soon realizes that the late chairman of the Foundation, Kazuo Tengan, was manipulating Ryota to spread the videos. Ryota escapes and prepares to reveal his own brainwashing video to be released on mankind. In the final scene, the spirits of the late Junko and Chisa watch the events unfold in the afterlife (taking the form of a movie theater) as they wonder if the surviving characters can stop Ryota.


text: In the "Hope Arc", Makoto races to stop Ryota from broadcasting his brainwashing video. He and the others are assisted by the arrival of the 77th Class, which Hajime, using his talents, managed to restore to normal. Feeling that he should not have to carry his burden alone, Hajime and the others ask Ryota to come with them, as they aim to atone for their sins. They convince Ryota to cancel his broadcast. Afterward, Hajime and the others claim responsibility for the killing game, shifting blame from the Future Foundation. Meanwhile, Kyosuke leaves Makoto on friendly terms. As they leave, Mikan Tsumiki, a young nurse tutored by Chisa, says that she has been able to heal a person thanks to a late member of the Future Foundation. The final scene moves to Hope's Peak Academy, where Kyoko is seen alive referring to Makoto as headmaster.


text: The series was the final chapter of the "Hope's Peak Academy" arc within the "Danganronpa" franchise, as the third main video game, "", focuses on a new setting and group of characters, in contrast to the anime, which instead focuses on returning characters.


text: The "Danganronpa" development staff said that, while it was difficult to work on both titles simultaneously, they recognized that the opportunity to do something like it does not come along often. Initially, an anime adaptation of "Danganronpa 2: Goodbye Despair" had been planned; but in the end the development staff opted to make an anime that takes place after "Danganronpa 2". "Danganronpa" head writer Kazutaka Kodaka felt that the "Danganronpa 2" characters' story had ended within that game and that he could not easily write about what happened to them afterward. While a story of the class trials had originally been considered, the feeling was that it would have been too painful for the characters. This led to the decision to turn the conclusion into an anime. According to Kodaka, the series would feature content that can only be expressed in an animated medium. The production staff wanted to make the series suspenseful, even though it did not include any investigations.


text: Kodaka aimed to create a unique style of storytelling. Rather than making a fan service anime, he wanted to have a more distinctive narrative. He said that some fans called the idea of a happy ending pandering, but the writer said he wanted to give proper endings. That is how Kodaka had the idea of creating the third story arc, "Hope Arc", to bring closure to the dark story but in a lighthearted way. A producer from Lerche inspired him to do the work. Kodaka wanted to reduce the amount of action from that in the previous works and, instead, to create a psychological struggle based on the trials presented by the new killing game. He believed that, while any newcomers would understand the "Future Arc", the "Despair Arc" needed knowledge of "Danganronpa 2: Goodbye Despair" to be understood. As a result, the writer separated Makoto's group from Hajime's using two story arcs. Makoto's storytelling and themes are those of hope, in contrast to Hajime's theme of despair.


text: According to director Seiji Kishi, Rui Komatsuzaki redesigned Makoto and his friends to look more mature. To attract more fans, Kishi had the idea that Makoto's first image as an adult would show him handcuffed. While acknowledging that the cast had aged, the anime staff claimed that new characters with similar traits would be further explored in it. Kishi expressed shock at Kodaka's idea of his being put in charge of the series. He claimed the idea of ending the game's story as an anime was unique. Kodaka said he wanted the anime to appeal to fans of the previous games. In order to distance the anime from the other "Danganronpa" game that was also the third installment, the game was titled "Danganronpa V3: Killing Harmony". The original cast in the games returned with Nobuyo Oyama (Monokuma) looking forward to getting people's attention.


text: In contrast to his work on "Danganronpa: The Animation", where he was the director, Kishi took on the role of chief director, leaving him with less work. Kishi contrasted his work with the anime adaptations of "Persona", where he was involved, with those of "Danganronpa". He felt that the "Persona" series used more substories that needed to be adapted, in contrast to the more linear narrative style employed by Kodaka. While Kodaka planned the original plot, former Nitroplus writer Norimitsu Kaihō was in charge of revising the scripts to adapt them into the anime series. Lerche chose Kaihō to write the anime, based on his knowledge of the franchise.


text: The idea of dividing the series into two arcs allowed further exploitation of the concept of the mystery genre the games are known for. Kodaka suggested that, like the games, rewatching the anime would provide a different point of view of the series' nature. For example, the cast of "Goodbye Despair" is described as video game characters competing against each other in Monokuma's game, while the "Future Arc" would leave the impression, by the way the narrative is handled, that the cast are also anime characters. Compared to "Goodbye Despair", Kodaka wanted the cast to differ from that in "Despair". This resulted in Hajime being written as having a more hateful manner, because of his lack of talents, until he met Chiaki Nanami. Chiaki was written to emphasize that she is not the same heroine from "Goodbye Despair". In it she is an artificial intelligence based on the real Chiaki who is killed by Junko. Nevertheless, Hajime's meeting with the real Chiaki was made an integral part of the narrative, based on how they bond when playing games. Meanwhile, Nagito Komaeda was written in a more lighthearted manner, which was easy for fans to spot.


text: In describing the cast, the writer said the anime helped to compare Hajime with his alter-ego Izuru Kamukura, whose characters saw little development in the game. Izuru was described as a god-like entity, while Hajime was deemed a superior entity because he expressed more human qualities. He expressed doubts about Junko Enoshima, whom he deems his strongest villain. Lerche's handling of the brief encounter between Izuru and Nagito earned recognition from the original creator, based on how both characters possess similar talents. While returning from "Goodbye Despair", a character only known as "Ultimate Imposter" was revised, as in the original game he impersonated Byakuya Togami. As a result, Imposter became more developed as he showed his own identity and concern when looking after Ryota Mitarai, whom Kodaka referred to as a tragic character, due to how Junko manipulates him to steal his subliminal techniques. Junko and Mukuro's actress, Megumi Toyoguchi, claimed it was difficult to voice the Despair Sisters, not only for having to do two characters but also because of Junko's multiple changes of mood.


text: In regards to Makoto, his relationship with Kyoko Kirigiri was written to evoke a more intimate tone than in the original game. Kodaka carefully accomplished this through a scene where Kyoko takes off her gloves for the first time in the series, in order to comfort Makoto. This was also meant to be a parallel to the romantic relationship between two other characters from the same series, Kyosuke Munakata and Chisa Yukizome, who are also implicitly involved romantically. Although Chisa dies in the first episode of "Future Arc", she was written to give an impression of her personality, in order to leave her intact in "Despair Arc", where she was still alive. Mai Nakahara's performance gained a positive response from the staff. Similarly, Kyosuke briefly appears in the "Despair Arc", but his calm demeanor was changed for "Future Arc", showing the impact Chisa's death had on him. Juzo was created to be an object of viewers' hatred, for his violent actions towards both Makoto and Hajime, but the revelation of his one-sided feelings for Kyosuke was meant to show a more sensitive side. Based on his early sketches, Komatasuzaki wanted Juzo to be handsome.


text: Kodaka originally intended for Kyosuke to die protecting Makoto. With the writing staff originally seeing Munakata as content to die, this idea was scrapped in favor of Kyosuke seeking redemption. This was done to have Makoto move forward carrying the burden of hope, Hajime to move forward carrying the burden of despair, and Kyosuke to move forward carrying the burden of his dead friends. The original plan was to tell what happens to many characters after the "Hope Arc" as the credits roll, but that was cut for length. Animation producer Yuuji Higa said it was ultimately Naegi and Hajime, carrying their respective burdens of hope and despair, that he thought were really amazing. Kodaka was moved to tears watching the scene of Makoto confronting Kyosuke, especially because of Megumi Ogata and Toshiyuki Morikawa's acting. Higa believes it was thanks to Makoto's role in the anime that Kyosuke became a more appealing character, shown by their interactions. Morikawa regards Kyosuke as a charimastic leader, based on his actions within Future Foundation, but had trouble wondering how much emotion he should give the character during the recording of the series, based on Kishi's suggestions and the rehearsals. Due to Kyosuke's tragic story in the "Future Arc", Morikawa said that his character became more corruputed with each story, based on his allies' death, to the point there might be hints of him suffering a mental breakdown; and, as Kodaka originally intended, he was meant to die in the narrative. Morikawa claimed that fans had to pay attention to Kyosuke, Chisa, and Juzo in both anime story arcs, in order to properly understand them.


text: Because of their lack of experience with anime, the game's staff found it difficult to handle the anime scenario meetings, which involved more people than attended a game meeting. Overseeing the scripts proved difficult for the staff, especially due to having eight-hours-long talks per week. Spike created the designs, as Hope's Peak Academy was drawn for the first time. In the "Future Arc", the place was redesigned as ruins. Ogata said she found the anime too dark and gruesome; and even longtime fans would be bothered by the amount of violence in the narrative, such as the heroines dying. In turn, she wished for something more lighthearted, to create a contrast with the dark episodes. After getting their feedback, Ogata said "viewers were in despair". In retrospect, Kodaka was satisfied with the final product, finding it "top-notch". He said he felt obliged to do the anime to appeal to the franchise's fans. However, he claims he will not make another anime like this. As for characters, he aimed to contrast the anime with the games, so the narrative does not focus on culprits. Kodaka apologized to actor Junichi Suwabe, saying he received negative feedback from fans for his character, Juzo Sakakura, except for the elements showing he had a close connection with Kyosuke.


text: The series was announced at a "Danganronpa" press conference in December 2015. Divided into two parts, "Future Arc", aired between July 11, 2016 and September 26, 2016, and "Despair Arc", which aired between July 14, 2016, and September 22, 2016, on Tokyo MX and B 11. The final episode, "Hope Arc", aired on September 29, 2016.


text: Both parts were simulcast in North America, the United Kingdom, and Ireland by Funimation, who began streaming English-dubbed versions starting on August 10, 2016. For unknown reasons, most of the English voice actors from the game were replaced, except for Bryce Papenbrook (Makoto Naegi and Nagito Komaeda) and Johnny Yong Bosch (Hajime Hinata). However, the cast from "Danganronpa: the Animation" returned to voice other characters they dubbed for the first game. Shortly after the dub was completed, Funimation apologized to the viewers for putting an outtake in the finished product and had to redo the cut. While early English-dubbed episodes aired as quickly as possible, Funimation had to delay some for unknown reasons, leading the audience to use the fandub channels. In the original Japanese series, there is a scene in the finale where Nagito talks joyfully while holding hands with Makoto, whom he declares to be his idol for their similar talents; but he is taken by his friends before he can complete their interaction. Papenbrook added a line for Nagito that would come across comically as homoerotic and claimed he had fun making his two characters have such a talk.


text: "Future Arc"s opening theme is "Dead or Lie" by Maon Kurosaki and Trustrick, while the ending theme is "Recall the End" by Trustrick. "Despair Arc"s opening theme is by Binaria, while the ending theme is by Megumi Ogata. Ogata said she felt pressure performing the ending theme, because the stress from working on both arcs left her exhausted. She asked for help from the staff when it came to singing the theme. The ending theme for "Hope Side" is "Ever Free" by hide with Spread Beaver. An original video animation episode, titled "Super Danganronpa 2.5: Komaeda Nagito to Sekai no Hakaisha", was released with special editions of "" in Japan on January 12, 2017.


text: Between September 28, 2016, and February 22, 2017, both story arcs were released on a total of six DVDs and Blu-ray volumes by NBCUniversal Entertainment Japan. Four Blu-ray boxes, containing additional material, were also released. Another Blu-ray box containing the entire series was released on November 25, 2018, as well as one in celebration of the game series' 10th anniversary. The game "Kirigiri Sou" was released on Microsoft Windows and OS X on November 25, 2016, in Japan and China, and was made available bundled with the third Blu-ray box set of the anime series.


text: Funimation released the English series in two Blu-ray sets on October 3, 2017, and re-released them as part of their essentials line on August 26, 2019, also in two sets. The first Blu-ray volume of "Future Arc" sold 3,017 units. In Australia, Madman Entertainment licensed the series and released the series' home media release of the series on December 6, 2017. Animax Asia streamed the series in Southeast Asia.