title: 'The Ultimate Version of Who You are Now': Performing the Gentleman Spy

authors: Moffat, Kirstine

subjects: Arts & Humanities

abstract: ‘If you’re prepared to adapt and learn, you can transform’, superspy Harry Hart (Colin Firth) declares to his working-class protégé Eggsy Unwin (Taron Egerton) in Kingsman: The Secret Service (Twentieth Century Fox, 2015).1 The transformation Harry advocates is a jettisoning of Eggsy’s working-class outlook, clothing, and mannerisms in order to become a gentleman spy. Through focusing on the figure of the gentleman spy and his performance of masculinity in Kingsman and the graphic novel on which it is based, Mark Millar and Dave Gibbons’s The Secret Service (2012), we unpack two aspects of adaptation. Firstly, we examine the ways in which the gentleman spy trope is transposed from the graphic novel to the screen, answering the call from adaptation scholars such as Linda Hutcheon, Thomas Leitch, and Deborah Cartmell and Imelda Whelehan to broaden the adaptation discussion by moving beyond what Leitch terms the ‘literature on screen’ paradigm (64). It is important to consider ‘material from print journalism, franchise characters, television series, comic books, video games, and toys’ (Leitch 64) in order to ‘challeng[e] the comforts of disciplinary integrity’ (Cartmell and Whelehan 4). Furthermore, we contend that while the staples of the spy narrative remain constant in both texts, the graphic novel satirises elements of the genre while the film oscillates between homage and pastiche.

text: 'The Ultimate Version of Who You are Now': Performing the Gentleman Spy ‘If you’re prepared to adapt and learn, you can transform’, superspy Harry Hart (Colin Firth) declares to his working-class protégé Eggsy Unwin (Taron Egerton) in Kingsman: The Secret Service (Twentieth Century Fox, 2015).1 The transformation Harry advocates is a jettisoning of Eggsy’s working-class outlook, clothing, and mannerisms in order to become a gentleman spy. Through focusing on the figure of the gentleman spy and his performance of masculinity in Kingsman and the graphic novel on which it is based, Mark Millar and Dave Gibbons’s The Secret Service (2012), we unpack two aspects of adaptation. Firstly, we examine the ways in which the gentleman spy trope is transposed from the graphic novel to the screen, answering the call from adaptation scholars such as Linda Hutcheon, Thomas Leitch, and Deborah Cartmell and Imelda Whelehan to broaden the adaptation discussion by moving beyond what Leitch terms the ‘literature on screen’ paradigm (64). It is important to consider ‘material from print journalism, franchise characters, television series, comic books, video games, and toys’ (Leitch 64) in order to ‘challeng[e] the comforts of disciplinary integrity’ (Cartmell and Whelehan 4). Furthermore, we contend that while the staples of the spy narrative remain constant in both texts, the graphic novel satirises elements of the genre while the film oscillates between homage and pastiche.

year: 2017

title: The efficacy of systematic desensitization for treating the separation-related problem behaviour of domestic dogs

authors: Butler, Rynae

subjects: systematic desensitization

abstract: The evaluation of systematic desensitization to treat separation-related problem behaviours, such as destruction of property, excessive barking, or house-soiling, has tended to rely on single case-studies. Eight dogs exhibiting separation-related behaviour, and their owners, participated in a controlled experiment using a within-subjects design to evaluate the efficacy of a combination of systematic desensitization and counter-conditioning. Treatment produced significant reductions in both the frequency (T(9)) = 0.0, P = 0.008) and the severity (T(9)) = 0.0, P = 0.008) of separation-related behaviours compared to baseline. Six dogs, for which follow-up data were obtained three months after treatment ended, showed almost complete elimination of the problem behaviour. The use of counter-conditioning, and other behavioural advice, did not appear to be related to the success of the treatment, suggesting that systematic desensitization was the critical element. Speed of progress and final success was not related to the consistency with which the owners applied systematic desensitization, indicating that even when owners apply systematic desensitization haphazardly, it can still be successful in treating separation-related behaviour in dogs.

text: The efficacy of systematic desensitization for treating the separation-related problem behaviour of domestic dogs The evaluation of systematic desensitization to treat separation-related problem behaviours, such as destruction of property, excessive barking, or house-soiling, has tended to rely on single case-studies. Eight dogs exhibiting separation-related behaviour, and their owners, participated in a controlled experiment using a within-subjects design to evaluate the efficacy of a combination of systematic desensitization and counter-conditioning. Treatment produced significant reductions in both the frequency (T(9)) = 0.0, P = 0.008) and the severity (T(9)) = 0.0, P = 0.008) of separation-related behaviours compared to baseline. Six dogs, for which follow-up data were obtained three months after treatment ended, showed almost complete elimination of the problem behaviour. The use of counter-conditioning, and other behavioural advice, did not appear to be related to the success of the treatment, suggesting that systematic desensitization was the critical element. Speed of progress and final success was not related to the consistency with which the owners applied systematic desensitization, indicating that even when owners apply systematic desensitization haphazardly, it can still be successful in treating separation-related behaviour in dogs.

year: 2010

title: Activating whanau (extended family) processes within a community and school literacy partnership

authors: Glynn, Ted

subjects: Maori Education

abstract: "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

text: Activating whanau (extended family) processes within a community and school literacy partnership "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

year: 2004