Steven A. Camarota is the Director of Research at the Center for Immigration Studies.
This report examines the dramatic decline in summer employment among U.S.-born youths (16 to 24) over the last decade. The decline started before the recession that started at the end of 2007 and is broad, effecting students and non-students, as well as those of every education level and racial background. The fall-off in youth employment is worrisome because research indicates those who do not work when they are young often fail to develop the skills necessary to function in the labor market, creating significant negative consequences for them later in life. At the same time youth employment has declined, the number of immigrants working in the summer has increased significantly as a result of high levels of permanent legal immigration (green cards), illegal immigration, and temporary worker programs.
Among the findings:
- The total number of youths (16 to 24) not working hit a record high of 18.5 million in the summer of 2011, an increase of 7.2 million since 2000.
- Even before the current downturn that began at the end 2007, the summer employment situation for U.S.-born youths (16 to 24) was deteriorating. Between the summers of 2000 to 2007, the share of U.S.-born youths working declined from 64 percent to 56 percent. In the summer of 2011 it stood at just 48 percent.
- Although a number of business associations have lobbied for increased immigration to fill seasonal non-agriculture jobs, there is little evidence of a labor shortage at any time in the last decade.
- The severity of the decline is similar for U.S.-born black, Hispanic, and white youths. In the summer of 2011, only 35 percent of U.S.-born black youths worked; for U.S.-born Hispanic youths it was 38 percent; and for U.S.-born white youths it was 54 percent.
- The decline in youth summer employment is broad and began before the recession:
- The share of teenagers (16 to 19) holding a summer job declined from 53 percent in 2000, to 40 percent in 2007, to 30 percent in 2011.
- The share of older youths (20 to 24) holding a summer job declined from 75 percent in 2000, to 71 percent in 2007, to 63 percent in 2011.
- The share of youths (16 to 24) enrolled in school holding a summer job declined from 48 percent in 2000, to 40 percent in 2007, to 33 percent in 2011.
- The share of youths (16 to 24) not enrolled in school holding a summer job declined from 71 percent in 2000, to 66 percent in 2007, to 58 percent in 2011.
- The share of high school dropouts (19 to 24) holding a summer job declined from 56 percent in 2000, to 53 percent in 2007, to 42 percent in 2011.
- The share of those with at least a bachelor’s degree (21 to 24) holding a summer job declined from 82 percent in 2000, to 78 percent in 2007, to 73 percent in 2011.
- Studies by Christopher Smith of the Washington, DC, Federal Reserve, Andrew Sum at North Eastern University, and Steven Camarota at the Center for Immigration Studies indicate that immigration accounts for a significant share of the decline in youth employment in the United States.
- Although there has been a significant increase the share of youths enrolled in summer school, the fall-off in employment is similar for those in school and those who are not. Thus the overwhelming majority of the decline in work would have occurred regardless of the increased summer school enrollment.
- From 2000 to 2011, the overall number of immigrants without a college degree working or looking for work in the summer increased by over three million.
- Since 2000, legal permanent immigration (green cards) averaged one million annually; temporary worker programs for seasonal non-agricultural jobs, such as the H-2B, J-1, and Q-1 expanded significantly; and the illegal immigrant population grew by 2.3 million.
- One factor that does not explain the decline in youth employment is an increase in unpaid internships:
- First, high school dropouts show a similar decline to those who attend college — dropouts are very unlikely to be in unpaid internships.
- Second, 16- and 17-year-olds show a similar decline as older youths, even though younger teens are much less likely to be in internships.
- Third, according to Princeton Review’s Internship Bible, there are only about 100,000 internships (paid and unpaid) in the country. The number of U.S.-born youths not working in the summer has increased by 7.3 million since 2000.
Working in the summer has become less and less common for American youths. As recently as 2000, nearly two-thirds of U.S.-born youths (16 to 24) worked during the summer; by 2011 it was less than half. While the summers from 2008 to 2011 were particularly bad for U.S.-born youths, the deterioration began before the current economic downturn that started at the end of the 2007. The decline in youth employment is worrisome because there is evidence that not working in one’s youth can contribute to significant problems for workers down the road. A number of studies have found that the lack of early labor market experience can have a significant negative impact on employment and wages later in life.
At the same time that U.S.-born youths have been working less and less, the number of less-educated immigrants working in the summer has increased insignificantly. Between the summers of 2000 and 2011, the number of immigrants (legal and illegal) who do not have a bachelor’s degree holding a summer job or looking for one increased from 14 million in 2000 to 17.1 million in 2011. The growth in immigrant workers has been driven by high levels of new immigration. One million green cards (permanent immigration) were issued each year on average over this time period. The Department of Homeland Security estimates that the illegal immigrant population was 2.3 million larger in 2010 (the newest estimate available) than in 2000.1 While much smaller in scale than illegal immigration and permanent legal immigrants, programs such as the H-2b, Q-1, and J-1 visa programs that allow foreign temporary workers to take unskilled seasonal jobs outside of agriculture have also expanded significantly.
In a new report, Jerry Kammer discusses the growth in the summer work and travel portion of the J-1 visa program and its consequences.2 In many ways the work and travel program is emblematic of a larger problem with the nation’s immigration system. New programs are created and allowed to expand significantly without giving careful consideration to their impact on the labor market or the larger American Society.
There is good research that immigrants (legal and illegal) are crowding out U.S.-born teenagers in the labor market.3 There are several possible reasons for this. Employers may perceive immigrants as better workers and therefore discriminate against young Americans. In addition, immigrants typically arrive as adults with labor market experience in their home countries. This may give them a significant advantage over American youths, particularly teenagers. It is also possible that immigrants have more effective social networks for finding employment. Immigrants may also be willing to work for less and be more willing to tolerate unpleasant working conditions. Whatever the reason, there is a long-term decline in work among young people that pre-dates the current economic downturn.
A number of business associations have for years lobbied congress to increase the number of immigrants allowed into the country. Those employers arguing specifically for an expansion of seasonal guest workers were among the most politically active. The U.S. Chamber of Commerce has been in the forefront of arguing that legal immigration has to be increased because there are not enough workers available. Also the Essential Worker Immigration Coalition (EWIC) was specifically founded to work for legal status for illegal immigrants and to increase legal immigration, including guest worker programs to allow in more unskilled workers. EWIC includes the National Restaurant Association, American Hotel & Lodging Association, American Nursery & Landscape Association, International Association of Amusement Parks and Attractions, International Franchise Association, National Association of Home Builders, National Retail Federation, and the Outdoor Amusement Business Association.4 All of these industries employ large numbers of seasonal workers to perform jobs that require modest levels of formal education. These are the type of jobs traditionally done by young people.
It is very difficult to reconcile the perspective of employers who argue there are not enough seasonal workers with the huge decline in youth summer employment. If workers were in short supply, more and more young people should have been drawn into the labor market, the opposite of what actually happened.
Figure 1 reports the share of U.S.-born youths (16 to 24 years of age) employed in the summers of 2000, 2007, and 2011. It also reports figures for teenagers (16 to 19 year of age) and older youths (20 to 24 years of age) separately. The 2001 recession began in March and the 2007 recession began in December. Thus, 2000 and 2007 should show a similar employment picture as both are the peak summers before the 2001 and 2007 recessions. Despite this fact, the figure shows that a smaller share of American youths were working in 2007 than in 2000. The decline in employment is somewhat more pronounced for teenagers (16 to 19) than older youths (20 to 24 years of age). However, both age groups show a smaller percentage working in 2007 than 2000. Figure 1 indicates that the decline in work began before the current economic downturn. Since 2007 things have deteriorated further, with fewer than half of U.S.-born youths holding a job in the summer of 2011.
Figure 2 reports the number of U.S.-born teenagers and older youths not working in the summer of 2000, 2007, and 2011. The total number of U.S.-born youths (16 to 24) not working increased by 3.8 million between 2000 and 2007. It increased another 3.5 million between 2007 and 2011. Both teenagers and older youths have seen a significant increase in the number not working. For the period 2000 to 2007, teenagers accounted for about two-thirds of the total increase in the number of youths (16 to 24) not working. But for the 2007 to 2011 period, older youths accounted for 57 percent of the increase in the number of youths not working.
Figure 3 reports the decline in work for non-Hispanic whites, non-Hispanic blacks, and Hispanic youths. While white youths are much more likely to work in the summer than minority youths, all three groups show a similar decline in summer employment from 2000 to 2011.
Figure 4 show the decline in summer employment for youths enrolled in school and those not enrolled. Not surprisingly, those not enrolled are more likely to work than those enrolled. However, both groups have experienced a similar decline in work. Over the years there has been a significant increase in the share of youths who are enrolled in summer school. In 2000, 26.8 percent of U.S.-born youths were in summer school; by 2007 it was 37.6 percent and by 2011 it was 40.6 percent. Since those in school are less likely to work than those not enrolled, some of the decline in work might be due to the increase in enrollment.
The increase in the share of youths in school does not explain the overall trend of declining summer employment, however. It is possible to estimate the impact of the rise in summer school enrollment by assuming that the share of youths who are students has remained the same (26.8 percent), but the decline in work for students and non-students took place. This type of calculation shows that two-thirds of the decline in youth employment would have occurred from 2000 to 2007 even if there had been no increase in school enrollment. For the period 2007 to 2011, 91 percent of the decline still would have occurred even with the increase in enrollment. For the entire 2000 to 2011 period, 78 percent of the decline would have occurred. Thus the overwhelming majority of the decline in work would have occurred regardless of the increase in enrollment.
It is also worth noting that enrollment in school has never precluded students from working, at least part time. In fact, as recently as 2000 nearly half of U.S.-born youths enrolled in summer school also worked. Thus a rise in school attendance in the summer would not necessarily have to reduce work. Moreover, even if it did, the increase in summer school attendance does not explain any of the decline in work shown in Figure 4, in which students and non-students are considered separately. The bottom line is that young people are working less in the summer whether they are in school or not.
Figure 5 reports employment for different types of youths. The figure shows how broad the decline in work has been for young people. High school dropouts (ages 19 to 25), those with a bachelor’s degree (ages 21 to 24), and young teenagers (ages 16 and 17) all show a significant decline in summer work, even before the current recession. Young teens, high school dropouts, and college graduates are different populations, but they all show a similar decline.
Tables 1 and 2 (available online at http://www.cis.org/sites/cis.org/files/articles/2011/youth-employment-ta...) provide most of the numbers and percentages used in this report. The tables divide the youth population by age, race, education, and school enrollment. For those readers wanting more details, the tables can be used to make additional comparisons.
Why Teenage Employment Matters
The primary reason to be concerned about the decline in work among youths is the long-term negative consequences for the young people themselves and for society. Research shows that even after controlling for other factors, such as family background, those who work when they are young are more likely to be employed later in life. Those who work as youths also make more money and are employed in higher status occupations. The positive effects of work seem to last for many years.5 Working seems to shape young people in ways that make them much more competitive in the labor market.
Holding a job instills the habits and values in teenagers during their formative years that are helpful in finding or retaining gainful employment later in life. This may include showing up on time, following a supervisor’s directions, completing tasks, dealing courteously with customers, and working hard. Learning good work habits and values seems to become much less likely without holding a job at a young age. Once a person who has little or no work experience reaches full adulthood, learning these skills seems to become more difficult.
Data and Methodology
The data for this study come primarily from the public-use files of the June, July, and August Current Population Surveys (CPS) collected monthly by the Census Bureau for the Bureau of Labor Statistics. Each month the CPS includes about 130,000 respondents, roughly half of whom are in the labor force. The CPS does not include persons in institutions, such as prisons and nursing homes. The government publishes employment statistics that are both seasonally adjusted and unadjusted from the survey. The figures in this report are unadjusted. There is little difference in the seasonally adjusted data compared to the seasonally unadjusted data when the same months are compared over different years as in done in this analysis. Not seasonally adjusting is computationally simpler and it makes it much easier for other researchers to replicate.
In this report we use the terms foreign-born and immigrant synonymously. The foreign-born are defined as persons living in the United States who were not U.S. citizens at birth. This includes naturalized American citizens, legal permanent residents (green card holders), illegal immigrants, and people on long-term temporary visas such as students or guest workers. Prior research indicates that Census Bureau data like the CPS captures the overwhelming majority of both legal and illegal immigrants.6
The findings of this analysis indicate summer work among U.S.-born youths ages (16 to 24) has declined dramatically over the last decade. This decline pre-dates the current economic downturn. The decline in youth employment may not seem particularly worrisome to some. However, a large and growing body of research indicates that it is as young people that workers develop the skills and habits necessary to function in the labor market. Poor work habits and weak labor force attachment developed in youth can follow a person throughout life. Those who do not work in their youth earn less and work less often later in life than those who were employed when young. This is especially the case for those who do not go on to get more education after high school.
The decline in summer employment has impacted youths from every segment of society. The fall-off is similar for white, black, and Hispanic teens. It is similar for teens (16 to 19) and older youth (20 to 24). The decline has impacted high school dropouts and college graduates. The extremely broad nature of the decline has two important implications: First, it is clear that the decline was not due to youths from affluent families no longer working because their parents provide them with everything they need or want. Second, the broad nature of the decline makes it more likely that changes in the U.S. labor market rather than some change in the composition or characteristics of the young themselves has created this phenomenon.
Businesses have repeatedly argued that there are not enough seasonal workers. It is very difficult to reconcile the decline in youth employment with the contention that seasonal workers are not available. If seasonal workers are in short supply, as immigration advocates contend, the share of young people working should have increased significantly, not fallen dramatically. Perhaps the needs of seasonal employers have changed in some fundamental way that U.S.-born youths can no longer satisfy. But it is hard to see what changes have taken place since 2000 in the nature of seasonal food service, food perpetration, cleaning, retail, construction, and other service sector jobs that traditionally have employed youths.
There is good evidence that immigration accounts for a significant share of the decline in youth summer employment. The decision to allow in large numbers of legal immigrants (temporary and permanent) and to tolerate large scale illegal immigration and turn away from employing U.S.-born youths may be seen as desirable by some businesses. However, this policy choice may have significant long-term consequences for American workers as they enter adulthood, especially those who do not go on to college. As non-work and idleness become more common for more young Americans, there may be significant negative consequences for society. The potential impact of continued large-scale immigration on teenagers is something that should be considered when formulating immigration policy in the future.
1 Between 1994 and 2008, and average of 914,000 green cards were issued each year. See Table 1 in Yearbook of Immigration Statistics, 2008, at http://www.dhs.gov/xlibrary/assets/statistics/yearbook/2008/ois_yb_2008.pdf. For estimates of the illegal immigrant population from 2000 to 2010, see Table 3 in the DHS publication: “Estimates of the Unauthorized Immigrant Population Residing in the United States: January 2010”, at http://www.dhs.gov/xlibrary/assets/statistics/publications/ois_ill_pe_20....
2 Responding to the demands of employer pressure groups, in 2005 Congress passed a temporary provision to allow returning H-2B workers to be exempt from the cap from March 2005 to September 2007, allowing the program to significantly exceed the cap originally placed on it.
3 Christopher Smith, “The Impact of Low-Skilled Immigration on the Youth Labor Market”, Finance and Economics Discussion Series, Federal Reserve Board, Washington, DC, 2010. Also see Sum, Harrington, and Khatiwada, “The Impact of New Immigrants on Young Native-Born Workers, 2000-2005”, Center for Immigration Studies, 2006, http://cis.org/NewImmigrants-NativeBornWorkers.
4 The Chamber’s position on immigration can be found in “Labor and Immigration Policy Positions and Activities 2011-2012”, at http://www.uschamber.com/reports/labor-and-immigration-policy-positions-.... The policy positions of EWIC can be found at http://www.ewic.org//index.php?option=com_content&task=view&id=15&Itemid=52.
5 “Educational and Labor Market Outcomes for the Nation’s Teens and Youth Since the Publication of America’s Choice: A Critical Assessment”, National Center on Education and the Economy, Washington, D.C., January 2006, p. 20, http://www.skillscommission.org/wp-content/uploads/2010/05/Education-Lab.... For a more extensive review of many of the problems created by young people not working, see “Confronting the Youth Demographic Challenge: The Labor Market Prospects of At Risk Youth”, Sar Levitan Center for Social Policy Studies, Baltimore, 2000; Lauren M. Rich, “The Long-Run Impact of Teenage Work Experience: A Reexamination”, The Review of Black Political Economy, 25(2), pp. 11-36, 2006; T. Leventhal, J.A. Graber, and J. Brooks-Gunn, “Adolescent Transitions to Young Adulthood: Antecedents, Correlates, and Consequences of Adolescent Employment”, Journal of Research on Adolescence, 11(3), pp. 297-323, 2001; J.T. Mortimer, M. Vuolo, J. Staff, J., S. Wakefield, and W. Xie, “Tracing the Timing of ‘Career’ Acquisition in a Contemporary Youth Cohort”, Work and Occupations, 35(1), pp. 44-84, 2008; R. Carr, J.D. Wright, and C.J. Brody, “Effects if High School Work Experience a Decade Later: Evidence from the National Longitudinal Survey”, Sociology of Education, 69(1), pp. 66-81, 1996.
6 The Department of Homeland Security (DHS) Office of Immigration Statistics estimates that the undercount in Census Bureau data for immigrants is about 5.5 percent. Most of this undercount is of the illegal immigrant population. The undercount of illegal immigrants specifically is thought by DHS to be 10 percent. See Table 2 in “Estimates of the Unauthorized Immigrant Population Residing in the United States: January 2010”, at http://www.dhs.gov/xlibrary/assets/statistics/publications/ois_ill_pe_20.... DHS estimates use the American Community Survey, which like the Current Population Survey used in this report, is collected by the Census Bureau. The data in both cases are weighted in a similar fashion so the results are similar.


Spiders, thank goodness, haven’t evolved assassin drones. But the specialized hunters of the family Archaeidae can kill at a distance.
It’s a distance of only a few millimeters. But that’s substantial for these teensy dramas, and enough space to let a group called pelican spiders bring down their wary and dangerous prey: other spiders.
The pelican name comes from their profiles. “They look like little birds,” says Hannah Wood of the University of California, Davis. The spider’s body is about the size of a grain of rice, with a front segment that has evolved into a stretched “neck” with a little round “head” on top. (The mouth is actually at the bottom of the “neck”). And a pair of jawlike fanged projections called chelicerae folds down against the neck, where a pelican would tuck its beak.
Pelican spiders don’t build webs. Instead they creep through foliage, tiptoeing upside down under leaves to hunt. A female will carry her eggs with her, in a silk bag she attaches to one leg in the third of her four pairs. The spiders’ back six legs do the walking while the front two sweep circles in the air feeling for prey. A pelican spider that picks up the silk trail of another spider will spend hours at the edge of that spider’s web, plucking now and then and waiting. Unlike the quick spiders you might see skittering up a garden shed wall, Wood says, stalking pelicans are “slow and deliberate.”
But when they strike, it’s fast. The jawlike chelicerae rise 90 degrees and then slam fanged tips into the prey. “Then they pull out one chelicera and leave the other one hanging out there with the spider prey impaled on it,” Wood says.
Next it’s just a matter of waiting for the venom to work. Thanks to the pelican spider’s long neck and chelicerae, its prey struggles at a harmless distance.
Attacking at jaw’s length is an ancient trick. Biologists first discovered extinct pelican spiders in fossils before realizing the family still lives (in Madagascar, South Africa and Australia). Today’s species split off on their own trajectory as the supercontinent Pangaea was breaking up some 180 million years ago, Wood and her colleagues reported last year in Systematic Biology.
Now Wood studies a related family, the trap-jaw spiders (Mecysmaucheniidae), that has evolved the opposite approach to hunting. The spiders have shorter, thicker “necks,” and their superpower is speed. They strike so fast that it’s difficult to see more than a blur even in video recorded at 30,000 frames per second.
Ninjalike as pelican spiders are, they’re not the stuff of nightmares. “I’ve never had one try to bite me,” Wood says. When she reaches to catch them, they just drop to the ground. “They’re very shy.”
AT ARM'S LENGTH Pelican spiders hunt other spiders, plucking at their webs to lure the prey closer and then using long necks and jaws to hold them at a distance.
Credit: Hannah Wood


The Financial Assistance Office at WNC supports the Nevada Attorney General's Office with regards to college student loan conduct. Please read the WNC College Student Loan Code of Conduct for more information.
Loans - Definition
Student loans are money that must be repaid. Loans are legal obligations. Students are required to repay ALL Student Loans regardless of whether they didn't like the education received, ability to get a job in a preferred field of study, or financial difficulty.
Before taking out a student loan, it is wise to think about the amount of money being borrowed and the amount of money to be repaid over the years, with interest. Loans are legal obligations.
Be conservative. Only borrow what is absolutely needed.
Types of Loans
- Federal Direct Stafford Loans (Subsidized and Unsubsidized)
- Direct Subsidized Stafford Loan - This loan is need-based aid (need is determined by FAFSA). Eligibility is determined based on credits taken, degree program declared, and past borrowing. Interest is subsidized while in school attending at least half time.
- Direct Unsubsidized Stafford Loan - This loan is non-need based aid. Interest begins to accrue immediately from the date the loan is disbursed, like a credit card purchase. You are responsible for the interest that accrues on the loan. Students are encouraged to pay the interest while in college.
If you do not pay the interest that is accruing on the Unsubsidized loan while you are in college and when the Unsubsidized loan goes into repayment, your lender will take the principle that you borrowed, all the interest that was not paid, add them together and then determine what your payment will be with interest!
- Direct Parent Loan for Student (PLUS) - This loan is a low-interest student loan for the parents of dependent students and for graduate/professional degree students. Unlike Subsidized and Unsubsidized loans, this type of loan requires the borrower to pass a credit check. Interest begins to accrue from the date the loan is disbursed, just like a credit card purchase!!
Parents can apply online at: www.studentloans.gov. A Federal PLUS loan Request form and a Student Loan Request form found here., must be submitted.
Annual (Yearly) loan limits are regulated by the government and are as follows:
|Additional Unsubsidized Eligibility
||$6,000 ($2,000 Dependent Students)
||30 or more credits
||$6,000 ($2,000 Dependent Students)
||60 or more credits
||$7,000 ($2,000 Dependent Students)
* Funding only applies to students in the Bachelor of Technology program.
What is an Academic Year?
A typical academic year is the Fall and Spring semesters. You can use your loan to help pay for the Summer semester, however, if you have borrowed all you are eligible for between the Fall and Spring semesters, you will not have any money left to borrow in the summer.
How Much Can I Borrow for a Lifetime?
Aggregate (lifetime) loan amounts are set by the federal government. Undergraduate levels are as follows:
||$31,000 (of which no more than $23,000 can be subsidized)
||$57,500 (of which no more than $23,000 can be subsidized)
The aggregate amounts are Lifetime limits from earning an Associates and/or Baccalaureate (Bachelor) degree.
Be careful when Borrowing Loans!!!!! This is all you have to work with!!!!
Interest Costs and Loan Fees
Subsidized loan (when you go into repayment)
|On or after July 1, 2014 and before July 1, 2015
The Unsubsidized loan is 4.66% (accruing immediately once loan is disbursed).
The PLUS is fixed at 7.21% (accruing immediately once loan is disbursed).
THERE IS NO PENALTY FOR PAYING YOUR FEDERAL DIRECT STAFFORD LOAN(S) EARLY!!!
Steps to Apply for a Federal Direct Stafford Loan
- Complete and submit the Free Application for Federal Student Aid (FAFSA).
- Complete your WNC financial aid file.
- Complete a Master Promissory Note (MPN) at www.studentloans.gov. Sign in with your federal PIN and choose Complete MPN from the menu on the left side of the page.
- Complete the Entrance counseling at: www.studentloans.gov. Sign in with your federal PIN and choose Complete Entrance Counseling from the menu on the left side of the page. MUST COMPLETE EVERY YEAR.
- Log on to the National Student Loan Data System (NSLDS) at www.nslds.ed.gov and print a summary report of your financial aid history. You must attach your financial aid history summary to your Loan Request Form. If this is the first time you have requested financial aid, you must attach a printout of the NSLDS web page proving you have accessed your NSLDS account.
- Complete and submit the Student Loan Request Form.
- Must complete the Exit counseling at: www.studentloans.gov in the last semester you are in attendance at WNC.
- If you decide to cancel your loan(s), you need to submit to the Financial Assistance office a completed Loan Revision Request form and/or return the loan funds to your lender. To avoid penalty, you must cancel your loans as soon as possible or no later than 14 days after disbursement of funds.
FOR MORE INFORMATION ON DIRECT FEDERAL STAFFORD LOANS GO TO: http://www.direct.ed.gov/student.html
Federal regulations require loans to be disbursed in two equal payments. One in the Fall semester and one in the Spring semester. The first disbursement begins the week prior to the first day of class.
IF you are a First Time Freshman AND First Time Borrower (that means the borrower has never attended college or does not have transfer credits AND has never borrowed a loan), you will have a 30-day delay on your first disbursement.
Loans for one semester will still have the two disbursements, one the week prior to the first day of class and the second disbursement midway through the semester.
The federal government requires that student borrowers complete Exit Counseling. Exit Counseling is required before you withdraw, graduate or drop below half-time attendance (even if you plan to transfer to another school). This can be completed at: www.studentloans.gov.
National Student Loan Data System
- This is a National data bank that houses every federal stafford loan ever borrowed. You can:
- Track your loans from disbursement to payoff
- Track your total student loan indebtedness
- Track your loan status & interest rate
Loan Default - Consequences of Default!!!!
- Full amount of loan is due INCLUDING collection costs and all interest that has accrued
- You are subject to federal & state offsets
- Wages and tax refund may be garnished
- Credit will be tarnished
- Will Lose deferment & forbearance options
- Will Lose eligibility for future financial aid
- May lose eligibility for certain federal or state jobs
- May lose professional license
Private Education Loan
There are several lenders that provide education loans. All private education loans are credit based.
- Available through private lending institutions.
- Loans are credit based.
It is in the best interest of the borrower to review each lender's interest rates and types to ensure the borrower chooses the best one for his or her needs.


For the past ten years, public faculties have had trouble funding college applications akin to artwork class and music class. The Arts Training Partnership, a center inside Training Commission of the States, is established by means of a cooperative agreement between the National Endowment for the Arts and the U.S. Division of Training. Indigenous Visible Training is an space of focus obtainable to college students with a BA, BFA or another permitted diploma.
Challenge Zero has been conducting analysis on learning in and thru the arts since 1967, and I invite you to go to the PZ website , when you’ve got further curiosity in this subject. Lately, faculty curricula in the United States have shifted closely toward frequent core subjects of studying and math, but what in regards to the arts?
Over four hundred artists and 50 ticket distributors can be found to offer applications in your schools and on the many cultural venues in the surrounding space. â€¢ The Each Scholar Succeeds Act requires that states present college students with a properly-rounded schooling,â€ opening the door for larger emphasis on arts and music in faculties.
While the punitive traits of No Child Left Behind largely led to its unpopularity, most nonetheless agree that shining gentle on faculty high quality by means of information led to the widespread recognition of huge gaps in instructional high quality. The arts also train children that there a several paths to take when approaching problems and that each one issues can have more than one answer.
Both in schools and community settings, learning in and through the humanities helps to create ethically and aesthetically wealthy environments for dwelling and learning. Students learn in regards to the role expertise has all the time placed in art and its training.


As we get older, food and drink we consume over the years such as tea, coffee and red wine cause our teeth to become discoloured and stained.
Tooth whitening can restore your teeth to a beautiful, pearly white colour through a bleaching process.
Whitening is a process where the tooth discolouration is ‘whitened’ to a lighter shade by removing the staining through chemical means. It is a safe procedure when carried out under professional supervision. The whitening product contains an active ingredient, usually hydrogen peroxide or carbamide peroxide. As this ingredient is broken down, oxygen enters the enamel, therefore making the tooth colour lighter.
There are two common teeth whitening procedures carried out at Purity, Home Whitening and Enlighten.
Home Whitening –
This treatment involves taking an impression of your mouth to create mouth trays and to supply you with the home whitening system. This will allow you to whiten your teeth over a two week period at home.
This is a home and chair-side whitening system combined. For this treatment, your dentist will create some trays and provide you with a home whitening system to use at home for 2 weeks. Following this an in-house appointment will be made at the dental practice. At this visit the dentist will apply a higher percentage hydrogen peroxide or carbamide peroxide product to your teeth, using your mouth trays, this will take 40 minutes.
Teeth can discolour for various reasons. Our dental team will recommend the most ideal method based on your oral condition after an in-office examination to establish the cause and nature of your tooth discolouration, as well as provide you with more information on the various types of whitening procedures available, duration & frequency of treatment.
The Home whitening system costs £350 and Enlighten whitening system costs £500


LAB 8: REDUCTION Quiz what is the role of the first 0.5 mL of water that is added in the reduction reaction? To hydrolyze borate ester why is it possible to separate (1R, 2S) - hydrobenzoin from (1R, 2R) - and (1S, 2S)- hydrobenzoin? (be specific) because they are diasteriomers which have different physical propertie why can?t you separate (1R, 2R)-hydrobenzoin from (1S, 2S)-hydrobenzoin? (be specific) because they are enantiomers which have similar physical properties why is it possible to separate (1R, 2S) - hydrobenzoin from (1R, 2R) - and (1S, 2S) - hydrobenzoin? (be specific) because they are diasteriomers which have different physical properties why can?t you separate (1R, 2R)-hydrobenzoin from (1S, 2S)-hydrobenzoin? (be specific) because they are enantiomers which have similar physical properties why are reductions using sodium borohydride run in ethanol or methanol and NOT in ether? it is not soluble in ether In the reduction of benzyl rxn, the major product, meso-hydrobenzoin, is considered achiral even though it has 2 chirality centers, why? It has a plane of symmetry Why are reductions using lithium aluminum hydride run in ether and NOT ethanol or methanol? LiAlH4 reacts violently with protic solvent Why are reductions using sodium borohydride run in ethanol or methanol and NOT in ether? NaBH4 is insoluble in ether what is the role of the 1 mL of hot water, after the 1st addition of .5mL water, added to the clear solution in the reduction rxn? To saturate solution to begin crystallization why is it important to keep the benzyl in ethanol solution in ice when borohydride is added in the reduction rxn? To control rate of rxn or rxn is exothermic List 3 reasons an excess of borohydride is used in the reduction experiment. To ensure reaction goes to completion To account for NaBH4 reacting with solvent To account for decomposition Know the reduction of benzil to hydrobenzoin (R,R) ? Hydrobenzoin cannot be separated from (S,S) hydrobenzoin by recrystallization. Why is that? Enantiomers cannot be separated by recrystallization Why are reductions using sodium borohydrie run in ethanol or methanol and NOT in ether? sodium borohydride is not soluble in ether In the reduction reaction, the hote water and the 95% ethanol act as a solvent pair for the benzil. Which is the better solvent and which is the poorer one? Better: 95% ethanol Poorer: water Why is the hydroxide ion in the dibenalacetone synthesis considered a catalyst? It is not consumed in the reaction and regenerated at the end. Why are reductions using lithium aluminum hydride run in ether and NOT in ethanol or methanol? lithium aluminum hydride has a tendency to react in a volatile manner with alcohols Recrystallization techniques are used to purify meso-hydrobenzoin. What (give names of compounds) are you separating meso ? hydrobenzoin from? you separate the meso ? hydrobenzoin from the borate ester. (R,R) hydrobenzoin (S,S) hydrobenzoin, S-benzoin, and R-benzoin Suggested Questions How reduction is characterized in organic chemistry Increase of bonds to H and/or decrease of bonds to electronegative atoms How oxidation is characterized in organic chemistry Decrease of bonds to hydrogen Increase of bonds to electronegative atoms How to recognize reduction, oxidation and substitution Why NaBH4 used instead of LiAlH4 Milder, more selective in reducing aldehydes and ketones, does not react violently in contact with water or alcohols like LiAlH4 Why was ethanol used as solvent instead of ether in the reaction Unlike LiAlH4, sodum borohydride is insoluble in ether and soluble in methanol and ethanol Why ether must be used as a solvent if LiAlH4 is used Because liALH4 is soluble in ether Why was excess NaBH4 used in the reaction To ensure completeion of the rxn To account for NaBH4 reacting with solvent To account for decomposition of NaNH4 Specific side products and why they form RR or RS hydrobenzoin- carbonyl carbon is sp2 hybridized, attack could occur from above or below R or S benzoin- incomplete rxn Role of each addition of water 1st addition: to hydrolyze borate ester 2nd addition: to saturate solution to start crystallization Role of ice bath To control the reaction- addition of NaBH4 is exothermic Why recrystallization carried out To purify meso hydrobenzoin from its side products (This is possible because it has different physical properties from the major product) Why melting point was carried out Sources of error Loss from transferring of products/crystals (scooping crystals out of test tube, from filter paper) With regards to crystallization: Insufficient drying of crystals, adherence of crystals to filter paper, crystals dissolving during washing process on Hirsch funnel With regards to melting point: Moisture in sample, improperly calibrated thermometer of mel-temp, crystals not finely powdered, sample heated too quickly, more than 2-3 mm in capillary tube How IR, TLC and mixed melting point could be used IR: Can show presence of functional groups, and thus, show whether the product is pure. TLC: To determine the # of components in the product (would show purity) Mixed melting point: Can mix some of the product w/ the compound that the product is supposed to be. If melting point stays the same as that compound, the product is what it is supposed to be. If melting point is depressed and melting range is bigger, indicates presence of impurities Must be able to identify R and S stereochemistry on major and side products Prelab Questions Calculate the theoretical yield of meso-hydrobenzoin if 60 mg sodium borohydride were the limiting reagent. Provide answer to the nearest mg. Show calculations. For each of the following reactions (CLICK ON PDF. LINK BELOW), indicate if they are oxidation, reduction or substitution reactions. Postlab Questions NONE Introduction What is the general structure of a ketone? (Draw structure) What is the specific kind of product that is formed in the reduction of ketones? Secondary alcohols List the two ways reduction is represented in organic chemistry Are as an increase of bonds to hydrogen and decrease of bonds to electronegative atoms What specific kind of molecule (functional group) is benzil and what specific kind of molecule (functional group) is it forming upon reduction? The specific molecule (functional group) that benzyl is a diketone. Upon reaction it forms a diol. Apparatus NONE Reactions
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Imagine A Day Without Water
Power lines. Linemen. Bucket trucks. Electricity. As a customer, these are probably some of the first things that come to mind when thinking of Santee Cooper. But what about your morning cup of coffee, watering your flowers and those nice, warm showers? Yep, Santee Cooper helps with those, too.
We operate two wholesale water systems, one on Lake Moultrie and one on Lake Marion. That very water moves through our water treatment facilities and makes its way into the homes of more than 200,000 residents in the Lowcountry. That’s why we’re getting involved.
Wednesday, Oct. 23, marks the fifth annual Imagine A Day Without Water, a project developed by the Value of Water Campaign to help educate and inspire the nation on the necessity of water. Last year, more than 1,000 organizations signed up to participate in the annual day of advocacy and education. This year, Santee Cooper joins the list of organizations that want to help raise awareness on the value of water.
First, here’s a little background on our water systems. Launched in October 1994, the Santee Cooper Regional Water System was the first regional approach to water distribution in the Lowcountry. This system has the capacity to draw 40 million gallons of water per day (mgd) from Lake Moultrie (to put this in perspective, a good-sized bath holds 40 gallons, so 40 million gallons would be 1,000,000 baths). The Lake Marion Regional Water System came online in 2008 and has the capacity to draw 8 mgd from Lake Marion. Both systems are growing as the population and demand grow.
Both water systems (Lakes Marion and Moultrie) have also been honored with the “Best Tasting Water” award from the South Carolina Rural Water Association. If you live in Moncks Corner, Goose Creek, Berkeley County, Summerville, or the Town of Santee… you’re probably drinking it.
Another fact you may not know? Within the next three to five years, it is estimated that 50 percent of water and wastewater treatment operators will retire. In efforts to offset the coming shortage, we’re partnering with Berkeley County high schools for Imagine A Day Without Water. On Oct. 23, we’ve invited more than 80 students to visit the Moncks Corner water treatment facility to learn about the water treatment process, and explore what a career in the field looks like.


Amenhotep I (Amenophis I) (about 1525-1504 BC)
Second king of the Eighteenth Dynasty. In many respects he completed the work of Ahmose in redeveloping the country. A campaign against Nubia is attested. The building activity of the king concentrated on Thebes (calcite shrine in Karnak), but is also attested at other places such as Abydos and Elkab.
|Horus name: Kauwaftau
Nebty name: Aaneru
Golden Falcon name: Wahrenput
Burial place: Unknown, most probably Thebes
Attestations in the Petrie Museum:
faience cartouche UC 11895
In Thebes Amenhotep I and his mother Ahmes-Nefertari were worshipped as local deities.
stela from Thebes
Copyright © 2000 University College London. All rights reserved.


What’s the difference between a drawing and a sketch? This can be a little confusing. There is certainly some gray area between the two a lot of confusing art terms surrounding this subject! I think the basic difference between drawing and sketching is one of intention. Are you drawing for the purpose of studying, recording details or simply the sheer enjoyment of putting down line? Is your intent to create a finished piece of art?
Sketching is usually in the observation category; a rough idea quickly captured on paper. It’s mostly used for studying a subject, like a leaf or flower. A sketch is used to capture essential information about size, placement, relationship, and gesture. A sketch is all about getting the essence of what you are seeing. A sketch might be the seeds of an idea for a more finished work. A sketch is for your own personal use, not intended to be a finished work of art. However, many sketches are beautiful in their own right and are indeed works of art!
It’s really easy to overthink this one, so I’ve offered a few ways to contrast drawing vs. sketching. It’s not necessarily an exhaustive list but it may give you some clarity and direction when you are approaching your own work.
1. Loose vs. Accurate
2. Less Expensive Materials
3. Small vs. Large
4. Not a Finished Piece of Art
5. Sketching is Previous to Drawing
One way to distinguish between drawing and sketching is that you first sketch before seriously drawing. Artists don’t usually skip sketching because they want their art to be as accurate as possible.
When you sketch, you press your pencil lightly on the paper, so you can correct mistakes easily whenever you want. Whereas with drawing you’re making a stronger statement and commitment. Every stroke is usually darker, and you apply more strength to it.
Although you will also see many artists skipping sketching, they can only do it because they have drawn the subject so many times they have it stored in their visual library. More experienced artists would start sketching a drawing without circles or lines but instead drawing its contour immediately.
Sketching is especially important when you’re drawing something you have never drawn because you don’t yet understand it deeply. Sketching gives you the chance to experiment and help you see what lines help you create a convincing picture of your subject. The way you sketch or draw very much depends on your overall drawing experience and the subject you’re capturing. Also, different methods lend themselves to different subjects.
6. Sketches Take Less Time Than Drawings
7. Sketches don’t have to be perfect
8. Sketches Use Fewer Tools than Drawings
9. Sketching Is Studying. Drawing Is Representing
10. Sketches Are Incomplete – Drawings Are Complete
11. Sketching is casual. Drawing is serious.
Finally, I think that both drawing and sketching are foundational for any form of artmaking. It doesn’t matter if you consider yourself to be a painter, printmaker, or sculptor- drawing is part of the process. Therefore, we can all benefit from improving our drawing skills. How your approach drawing and what you hope to accomplish with it, is up to you. Once you’ve spent some time acquiring good skills, the sky is the limit!
Finally, I think that both drawing and sketching are foundational for any form of artmaking. It doesn’t matter if you consider yourself to be a painter, printmaker, or sculptor, drawing is part of the process. Therefore, we can all benefit from improving our drawing skills. How your approach drawing and what you hope to accomplish with it, is up to you. Once you’ve spent some time acquiring good skills, the sky is the limit!
Happy Drawing and Painting,