Immigrants and Billion Dollar Startups

Immigrants play a key role in creating new, fast-growing companies, as evidenced by the prevalence of foreignborn founders and key personnel in the nation's leading privately-held companies. Immigrants have started more than half (44 of 87) of America's startup companies valued at $1 billion dollars or more and are key members of management or product development teams in over 70 percent (62 of 87) of these companies. The research finds that among the billion dollar startup companies, immigrant founders have created an average of approximately 760 jobs per company in the United States. The collective value of the 44 immigrant-founded companies is$168 billion, which is close to half the value of the stock markets of Russia or Mexico.The research involved conducting interviews and gathering information on the 87 U.S. startup companies valued at over $1 billion (as of January 1, 2016) that have yet to become publicly traded on the U.S. stock market and are tracked by The Wall Street Journal and Dow Jones VentureSource. The companies, all privately-held and with the potential to become publicly traded on the stock market, are today each valued at$1 billion or more and have received venture capital (equity) financing

Design of Sustainable Mixed Use Complex in Santa Clara, California

Lying in the heart of the Silicon Valley, the City of Santa Clara is a hotbed of development and has long been viewed as the model for rapid development, as the area needs to keep up with the demands of the rapidly growing technology industry. For this senior design project, the team decided to address this issue of massive urban growth by proposing a development design that is both sustainable and establishes a community feel that enhances local growth and business. The team drew initial inspiration from San Jose based The CORE Companies’ Agrihood project, a community development already in progress at the site that the team chose, across from Valley Fair Shopping Center. Using some of the basics of the already proposed Agrihood project, the team’s Santa Clara Sustainable Community (SCSC) focused on cultivating a community in which people work, play, and live while prioritizing sustainability to combat the rapid growth that the technology boom in the Silicon Valley is causing. The team has expanded the site to include and integrate the existing Veterans Center and also added and completely designed a cooperative workspace building that includes an updated Veterans Center with the goal of integration all parts of the community. In addition, the team designed the structural components of two apartment buildings, which will also be integrated, as opposed to separate buildings for different socioeconomic groups. Along with all of structural design and layout of the site, the team also designed all of the water resource components of the site including the potable, stormwater, and sanitary sewer design

‘You Get What You Put In\u27: RWU Students on this Year’s Student Advertising Competition Course

After securing a second-place finish for project-based course work, students reflect on their experience and what they got out of the class

Watch and Learn: Peer Evaluation and Tutoring Pedagogy

By observing fellow tutors’ consultations, writing center tutors improve their abilities to evaluate their own practices when working with students. How can we as writing center directors strike a balance between evaluating tutors and allowing them to become independent, selfreflective thinkers? One solution I’ve found has been to ask tutors to observe and evaluate one another’s tutoring.University Writing Cente

Continuum limit in abelian projected SU(2) lattice gauge theory

We study the continuum limit of the abelian string tension and the density of abelian monopoles calculated after carefully fixing the maximal abelian gauge by employing the simulated annealing algorithm. We present the evidence that the abelian string tension converges to the nonabelian one in the continuum limit. For the monopole density we confirm earlier findings that the density of the properly defined infrared monopoles has correct scaling while the total density seems divergent in the continuum limit due to ultraviolate contributions. We also compare with results obtained with the usual iterative gauge fixing algorithm.Comment: Lattice2001(confinement), 3 page

Work, Professional Development And Teaching Commitment: Deconstructing Meanings

The paper we present is part of the research project "The professional identity of teacher studies", that we are development for last 3 years. The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups and professional experience and teacher education accounts of teachers implied in this research. Also, for any teachers, we do biographical interviews to deepen on processes of construction of professional identity. In this paper we present the Ana Belen History, a female teacher of pre-school education with an experience of 4 years in school, working in a urban school with students in risk of exclusion. This school have a educative project, commitment with the neighbourhood, joint with the community and other social groups. Ana Belen story, from professional perspective, is linked with the social politic and educational commitment of this school. Our interest is focused in the comprehension of professional identity that Ana Belen has gone forging along her personal story and how her education and job placement has contributed for it. Also we are interested in knowing how early professional experiences have influenced in her professional development as teacher. Specifically we ask ourselves about what influence have for her professional identity, that her career starts in this particular school. In consequence, this paper leads us to question the current teacher education model. In particular we are interested on the kind of professional experience that have place and, so, the kinds of commitments that enables. We understand that frameworks in which professional education and experience have place are relevant to enable more or less transformer understandings about teaching. From conceptual perspective this paper adopts a socio-critical point of view (Gergen, 1985; Kincheloe, 2001; Wenger, 1988, etc.). We understand that teaching has to be analysing according work contexts and personal stories of teachers, because we face processes historical and collective building. Teaching is the result of action of their actors, over time, and in specific stage. So, with this research we intend to break with the old gap between pre and in-service education. We think that both of them are part of the same process and are formed according similar logical; although scenes change. We understand that they are part of a continuous process in which is giving sense to different and complex settings where teaching profession is built, but they are not differenced and independent stages. The teacher work, so, is subject to particular conditions, generated from such different fields as institutional, corporative, cultural, social, political, moral, etc. It displays a kaleidoscopic view on space, time, context, ... These are the axis in which the teaching is formed, from the complexity and heterogeneity. How this complexity is articulated results in different ways to face the teacher work, according different personal and professional stories. The teacher acts with subjects in instituted contexts from relationships he has with them, which gives a situated and contingent character. But, these contexts are strongly structured and ruled according centralized and generalized positions; which is, at the very least, paradoxical. Possibly, from our point of view, same of the crisis of teaching have to explain from this paradoxical perspective and the conflict, which characterize this job (Rivas, Leite y Cortés, 2011)Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech