The Exclusivity of the Art Market - 875 Words

â€Å"That which costs little is less valued,† said novelist Miguel de Cervantes (Saavedra, 1819). A phenomenon very true to the art markets, one might say. Elitism and exclusivity drive the art world. Value of art works is socially and subjectively constructed, based on one’s concocted rationales of what is significant and what is not. Giving art works the title of commodities, hence, is rather trivial, particularly due to the nature and quality of these works. One cannot, however, deny that in the case of contemporary art, capitalism and the art world seem to run hand-in-hand. Ben Lewis’ 2009 documentary â€Å"The Great Contemporary Art Bubble† provides a pretty clear picture of money and power concentrated in an unregulated art market where†¦show more content†¦The documentary presented examples of British art-world businessman Charles Saatchi who triggered and supported the extraordinary prices for the works of Damien Hirst, as well as collector Jose Mugrabi, whose collection of 800 Warhols indubitably amounts to cornering the market. (Lewis, 2009) Art markets are notorious for their lack of transparency and information asymmetries provide several opportunities for immoral activities to take place. (Velthuis, 2011) On the day of the declaration of bankruptcy by Lehman Brothers, the worst financial crisis in history, Damien Hirst sold his art at a record price of  £70 million, in an auction at Sotheby’s. It was apparent, however, that Hirst and his colleagues had manipulated the sale prices by engaging dummy bidders into the auction sales. (Lewis, 2009) Thus, while the rest of the economy was slowly falling apart, the contemporary art bubble kept on inflating, bigger than ever before. It was the peak of the contemporary art bubble, and also the start of its downfall. A month after this triumph, the contemporary art market crashed, dropping by 40% in November 2008 and 75% by February 2009. (Art Market Trends, 2011) Additionally, budget and subsidies cuts for cultural institutes were seen all over Europe and UK, following the recession of 2008. As a result, many galleries and institutions had to close shop. In entirety, the art market experienced a huge loss of confidence due to the financialShow MoreRelatedTiffany and Co. 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Netita’s handbags and accessories will be priced accordingly to build desirable advantages compared with competitive productsRead MoreHow Marketing Is Both An Art And A Science1405 Words   |  6 Pages1. Introduction Marketing is both an art and a science (Kotler, et al., 2013). One of the shortest definitions of marketing is â€Å"meeting needs profitably† (Kotler, et al., 2013). A more narrative definition from the American Marketing association’s website describes marketing as the activities, set of institutions, and processes for creating, communicating, delivering, and exchanging offerings that have value for customers, clients, partners and society at large (Anon., 2013). Fairfax Media Ltd (Fairfax)Read MoreHow Technology Has Impacted Our Society1403 Words   |  6 Pagescomputer over the Internet†, (Webster). The internet and its streaming capabilities is an amazing tool used to connect the fans, almost instantly, to the music; however, it also puts the content at risk due to the possible technological issues, exclusivity rights, and digital piracy. One of the biggest reasons why technology has been impacted our society is because it has made itself useful in our daily lives. Internet streaming technology has impacted our entertainment by delivering audio and videoRead MoreThe Promotion Of Tesla Motors1631 Words   |  7 Pagesis why we chose to name Tesla Motors after him. When consumers think of our product they think of the innovation and advancement, the same way Nikola Tesla is thought of. The brand elicits cutting edge performance, new concepts, desirability and exclusivity. Products at Tesla display the ability to compete with any car on in multiple categories; the Model S gets better mpg than a Prius and still has better performance than a Porsche. 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Who Is Most Likely Become A Gang Member And Why - 861 Words

Who is most likely to become a gang member and why? Gangs make great promises and pray on the vulnerable. Often these promises include, giving unconditional support, and lead to becoming the family these kids probably have never had. They offer a sense of unity and support. Gangs present themselves as a means of survival to youth who lack basic fundamentals such as food, clothing and shelter. They are trying to ignore a negative home life, or may be looking for an adult figure to guide them. And, most risk factors cut across racial and ethnic lines. In most cases, it appears that, gang members use their association to make a revenue to function through illegal activities, such as selling drugs and auto theft. Due to this activity in certain areas, it is often easier for these kids to join the gang than to remain vulnerable and unprotected in their own neighborhoods. Kids who are susceptible to peer pressure are constantly facing the challenge to fit in, and they may not have the support they need to avoid the pressures to join a gang. Peer pressure can come in the form of intimidation, coercion, a dare, harassment, friendly persuasion, or repetitious begging. Furthermore, there are other factors that contribute to why a kid will join a gang. For example, family legacy or tradition and this is one of the toughest forms of pressure to escape, as the gang lifestyle is deeply rooted in family traditions and values, which can span over many generations. Gang members join aShow MoreRelatedYouth Gang Membership And It s Implication Adolescent Development Essay1566 Words   |  7 PagesThere are over 700,000 adolescents who are involved in youth gangs. (Thomas). America has a youth gang culture that is present in its society. This paper will focus on youth gang membership and it’s implication to adolescent development. 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Page East Carolina University Introduction The History Of Juvenile Gangs Gang Types Over the course of history, there have been many gangs that have come to light. There are three different types of gangs that have been around for many years. These gangs are politicized gangs, neo-Nazism gangs, and street gangs. Politicized gangs promote political change by making other citizens scared of them. Street gangs are commonly known to cause violenceRead More Gangs, Belonging, and Acceptance Essay1177 Words   |  5 PagesGangs, Belonging, and Acceptance A 12-year-old boy comes home from school. He enters his home through the front door and notices his mother sobbing. There is blood on the tissue shes holding. The boy starts to ask his mother why she is crying when he realizes what has happened. She answers his silent inquiry about why, by quietly saying, your dad . . . hes on the back porch . . . hes had a bad day. Feeling helpless he goes to his room. 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According to the Federal Bureau of Investigation about 33,000 violent street gangs, motorcycle gangs, and prison gangs with about 2.4 million members are criminally active in the U.S. today. They use violence to control neighborhoods and boost their illegal moneymaking activities, which include but are not limited to: robbery, drug and gun trafficking, fraud, extortion, and prostitute rings. With as much researchRead MoreThe Theories Of Female Offenders965 Words   |  4 PagesTheories of female offenders Most of the theories of crime was developed to explain male crimes by male criminologists. For decades, women offending challenges traditional theoretical explanations of crime, which were developed to explain male offenders. There were a few debates that indicate the concern of whether the theories were being used equally to explain both female and male crime. Criminologists came to a conclusion that the traditional theories are male-specific theories. 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None Free Essays

None Free Essays The contributing factors that I found were caused for the rise of racism are â€Å"the exploitation relations that Europeans established with the peoples they conquered†, â€Å"an opposition between the colors white and black as cultural symbols was deeply rooted In European culture†, and â€Å"the Invention and diffusion of the concept of race Itself. † Today racism Isn’t that big of a deal Like It was back In the colonial era, but It still can show up out of nowhere. We don’t have separate water fountains, we don’t make African Americans sit in the back of the bus, and we don’t have laws prohibiting hem on what they can and can’t do. We will write a custom essay sample on None or any similar topic only for you Order Now A lot has changed from then and now and it’s for the better. As we think back on how we treated African Americans I think most people can say how wrong and selfish we were. To bass some ones social status on the color of their skin is not right to any degree and the world has grown from the mistakes that happened. For my major, criminal Justice, I will deal with many situations where someone will call me racist. It’s not something that will go away because sometimes African Americans rely on It to get a point across or blame what happened on you In anyway necessary. There was a time where whites believed having black was symbolic for evil. They didn’t think It was right to be a different color and wanted to blame all the wrong doings or plagues on the blacks. This resulted in the formation of the UK Klux Klan where they took African American’s from their homes and hung them. They didn’t have to do anything wrong per say, the whites Just believed being black was wrong. The whites wanted to make African American’s feel fear so they made rules they had to follow so they â€Å"kept them in line† in a way. Racism doesn’t Just focus on African Americans, it can connect with Asians, and Mexicans. Racism has exists for thousands of years and I feel it will never disappear because of how parents raise their children to believe what they were taught growing up. Parents telling their kids that blacks are bad and they always get into trouble Isn’t something you want to teach them. Everyone Is different and Like some say â€Å"you can’t Judge a book by Its cover†. I also don’t feel Its right to tell your kids that the police are bad people who just want to hurt you. That’s not true at all so to tell your kids straight if the bat that things are set this way and you should follow this, wont help them have an open mind. Immigration is always a big deal with the whole process to become a U. S. Citizen. Immigrants are viewed as people coming to steal their jobs because the Jobs that they usually go for are minimum wage and no benefits. It’s usually Mexicans who come into the U. S. And find low paying Jobs and they usually work very hard for the little money they make. Like I said before, police officers have to deal with being called a racist almost every day because they have to use force or arrest someone for a warrant. Having to e that guy to put up with It Is harder because even though you’ve gone through It so many times and Just want to say â€Å"I’m not racist† Just wont cut It. Police officers are doing their job and if you happen to be African American or Asian then that’s the way Being young and going to school as the only African American can be tough for some if their parents taught them blacks are bad like in the colonial days. It can also be because of the area you live in, such as more whites to blacks. The way people view each other and Judge the way they look will never change, but there’s always something you can do to stop it. How to cite None, Papers None Free Essays Heather Smith Smith 1 Dr. Dixie Hicks Essay #2 2-27-13 Peace Pact to War Message In August of 1928, Kellogg proposed a multilateral treaty outlawing war as an instrument of national policy. He thought all changes in their relations with one another should only be sought by pacific means and be a result of a peaceful and orderly process. We will write a custom essay sample on None or any similar topic only for you Order Now The Neutrality Act was presented in 1935 stating, â€Å"The President, by proclamation, shall definitely enumerate the arms, ammunition, or implements of war, the export of which is prohibited by this Act. These were great peace pacts lasting from 1928-1940. On September 27, 1940, an agreement was signed in Berlin, where three powerful nations joined as a threat against the United States. This started the transition from peace pact to war message. If the United States interfered or blocked the expansion program of these three nations, a program aimed at world control, they would unite in ultimate action against the United States. Once this threat was presented to the United States, Roosevelt insisted that since they would be entering into a new and terrible era where they would be run by threats of brute force, they would need to survive by converting themselves into a militaristic power on the basis of war economy. The British were on the verge of going to war with the Nazis. This war would determine the outcome of the United States and whether they would have to support Britain and go to war with Germany. On December 7, 1941, the Japanese attacked Pearl Harbor. The next morning President Roosevelt appeared before a joint session of Congress to ask for a declaration of war. Roosevelt, as the commander in Chief of the Army and Navy, directed that all measures be taken for the United State’s defense. The attack on Pearl Harbor created a state of war between the United States and the Japanese Empire. The shift from peace pact to war message was a pretty quick transition. Because of the threat to the United States, actions had to be taken to protect the American people. How to cite None, Papers

Introduction to Spectrophotometry free essay sample

This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual.