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We use prices realized for Picasso prints at auctions worldwide, as well as the 100 prints that comprise his Vollard Suite,
to test the law of one price: the proposition that identical art objects sold contemporaneously should command the same price
regardless of the auction house or geographic region where the sale takes place. Picasso is the most prolific printmaker of
the twentieth century and, from 1977 to 2004, his prints appreciated in price significantly faster than the prints of modern
masters as a whole. We find that Picasso prints sold in the United States command higher prices than in Europe. However, prices
realized at Sotheby’s in New York are no longer higher than at Christie’s in New York, nor at Kornfeld than at other auction houses. We find evidence of “irrational exuberance”
in the transitory nature of the extraordinary prices realized for the Picasso prints included in the 1997 sale of the collection
of Victor and Sally Ganz at Christie’s in New York. More generally, we find substantial noise in auction outcomes, a result
well known to savvy auction goers.
相似文献
Pauline M. Shum (Corresponding author)Email: |
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Jennie Winter Rebecca Turner Lucy Spowart Reema Muneer Pauline Kneale 《高等教育研究与发展》2017,36(7):1503-1514
The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university settings. One key element of this involves academic development and its impacts on teaching and learning. Current literature suggests that a plethora of ideas, frameworks and instruments claiming best practice exist but that take-up of these is inconsistent. This prompted a UK national research project which produced an evidence-based toolkit for evaluating academic development. As part of the toolkit augmentation, academic development representatives from across the sector were asked to create, review and test uniquely tailored evaluation instruments. These instruments were then piloted on university teachers who had participated in teaching-related continuing professional development activities. This paper reports on these individuals’ reflections of using the toolkit. It suggests that academic developers are interested in evaluating the impact of their work on teachers, students and on the wider institutional culture but that confidence and expertise varies. Using the toolkit generated ‘traditional’ evaluation data including satisfaction with the development activity and changes to lecturers’ conceptions and behaviours. However, it also prompted critical discussions around current evaluation practice. This included the need for transformational reform of institutional culture to support links between evaluation and good standing; and making explicit the thorny issue of evidencing student learning. This paper will be of interest to those with an interest or responsibility for evaluating teaching in higher education. The paper offers an important contribution to the international literature at a time when global higher education is faced with questions about teaching, learning and quality. Evaluation, and how to do it well, is timely and important business. 相似文献
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A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored. 相似文献
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