Description
I am looking for a writer specifically in Economic major!!! I had written an assignment research paper about tread measures in the US. It is for an Economics Data Analysis class. The original paper I wrote is completely a disaster so my professor gives me a chance to rewrite. He gave me comments based on the mistake I made. Please look at my essay detail and fix it as what he said. The first part of the paper needs some fix(look at the comment), and the second half of the paper needs to completely rewrite by using data to improve. And to see comments for detail. There are four files I provided that are really important. 1. There is a sample essay for you to see how should this paper be formated. 2. There is a comment email my professor send me about the problem of my paper. Please look at it!!!! 3. There is a guideline for this assessment. 4. My original essay with professor comments. You might want to change the citation or add any reliable research you found.
Final History Project
Essential questions: In what ways does public history accurately portray history?
Objectives:
To highlight the contributions African Americans have made to the community of Houston and the surrounding area. (local)
Research a topic of local historical importance but one that has a large regional and national historical significance.
Create a short 2-3 sentence introduction to the topic in the style of a historical marker
Create a two to three-minute Audio & Visual video that explains the historical importance of the topic, the relevant sites connected to the topic/person/event, and the legacy of the topic/person/event.
Document all research through a properly formatted Chicago style annotated bibliography.
TASK: Chief Curator at Historic Royal Palaces, Lucy Worsley argues that, “(i)f history is ‘finding what happened in the past’, then public history is ‘telling lots of people about it’.” Public history is a collective enterprise that involves both scholars and public resulting in books, exhibits, and other forms of display.
For this course’s four-part project, you will research and then contribute to public history by:
1. researching and writing about a historical topic of local significance,
2. developing an annotated bibliography
3. constructing a historical marker,
4. and producing an audio & visual slideshow for public presentation. (I have provided a choice board in addition to the audio-visual slideshow)
Part I: Research and Writing about a Historical Topic of Local Significance
Working individually or in groups of 2, students should select a local history topic of interest. The research topic should be a person, location, institution, or event with local historically significant that may not be well known outside the locality but has larger regional and/or national significance. Topics should be at least 25 years old to meet the criteria to be considered historical.
Each student should write a 500-1000-word topic essay that discusses the national and local historical context, who, what, where, when, and why of your topic, and historical significance. In addition, this paper should address the next steps of your research by highlighting unanswered and future questions and where you might go for answers.
If working in groups, students should be varying their sources as a collaborative effort to engage in thorough research. Each student should use a combination of five primary and secondary sources and submit a working annotated bibliography in Chicago style format (see Part II for more details). As a group, make a site visit and archival visit. The site visit is necessary to grasp how your topic is currently being presented, if at all. And, the archival visit will help you develop a list of primary and secondary resources. As a group, conduct an interview with a curator at a historical site or archive and/or historian. Here are general questions to help guide your research and writing:
What is the topic?
Why is the topic important in national and local history?
What sites are connected to the topic?
How is the topic relevant outside of the community?
How and where will you find information on this topic?
All research should be documented in an annotated bibliography completed in Chicago Style format.
Part II: Annotated Bibliography
You have already begun writing an annotated bibliography. You will use this aspect of the project to complete a more thorough review of the research on your topic. Annotate bibliography is a list of primary and secondary sources used in your project. You do not necessarily have to list all the resources you read being that not all will be helpful, but if you use facts from a source or decide that a particular primary source will be used in Part IV, then it should be listed in the annotated bibliography.
An annotated bibliography has three elements to it:
1. separated alphabetically (author’s last name) into primary and secondary sources;
2. lists the bibliographically information of each resource;
3. and under the bibliographically information is a 3-4 sentence summary of what you learned from the source and why it is important for your project. That is, how does it help address your research questions and other content knowledge requirements.
Here is an example:
Primary Source: Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962.
Annotation: Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This first-hand account was very important to my paper because it made me more aware of the feelings of the people involved.
Part III: Historical Marker
A Historical Marker
To begin synthesizing research into a digestible format for the public, you and your group will create a historical marker. This marker might be submitted to the governmental agency that manages the historical markers and erects new ones upon input of the community. Your group will be provided with a template for creating a historical marker after writing 2-3 concise sentences that discuss what your topic is and why it is important to local and national history. When presenting your marker to your classmates, you will also be asked to discuss the site in which you would like this marker placed as well as any other pertinent content questions.
Part IV: Audio-Visual Presentation
Now that you have completed most of your research and have taken the first step in creating public history, it is now appropriate to produce an audio-visual slide show (iMovie/Adobe Spark, etc.) that is a more thorough representation of your group’s research. This resource will be presented first to your class, and then to the appropriate public audiences. Such a presentation might be the foundation for the creation of a more permanent public history site, trigger local dialogue about your topic, and/or serve as a useful resource for others interested in your topic.
The audio-visual slide show should be 2-3 minutes in length and explore the topic in depth. In order to complete the topic students must complete the following steps:
gather and organize relevant photographs, video, and audio clips of interviews and relevant sound effects;
create an audio-visual storyboard and audio script;
construct a visual slideshow and then record voice-overs, be sure to have an introduction slide;
edit final projects;
and create a credit slide(s) that highlight annotated bibliography.
Completed projects should demonstrate thorough research on the topic and be able to answer the following questions
Who or what is the topic?What time period(s) are relevant to the topic
What site(s) are relevant to the topic
What is the significance of the topic to the community?
What is the large significance of the topic outside of the community?
What are the origins of the topic?
What is the legacy of the topic?
Options for the audio & visual presentation choice board (you can choose one of the following instead of the audio-visual presentation, but all the same aspects/elements still apply)
Make a Movie or Music Video
Record a Podcast
Design an Infographic
If any questions, please ask before you start the assignment.
I will post some resources and suggestions on Blackboard.
ECON398d: Origins and Use of Economic DataAssignment for Unit 2 : Sources of Economic StatisticsDue October 8th, October 15th and October 29th at MidnightWith this assignment, the entire class will collectively create a multi-media resource which can be used as a repository ofuseful information of sources of economic data for the United States. Students will be assigned a particular statistic (orstatistical category) or a particular survey and then research characteristics about how it is calculated or how the surveyis done, along with uses and limitations of the data itself.The project here is intended to be produced in pairs, but students may opt to work alone if they choose. Separately, students may choose to work in a group of three provided students form that group themselves. Class time will be allocatedfor this to help coordinate work. The amount of work required does not change based on the number of students workingtogether.Students will be requested to fill out a survey where they can request to work alone, request to work with someone specific,or request to be matched with a partner. Further, students will be asked to provide a ranking of topics as everyone willbe working on a different statistic/survey.The statistics/surveys below correspond with a partially complete list of options, but will be added upon before the surveyis sent out:
GDP (we will work on collectively as an example in class).
Productivity measures
Business investment measures
Employment measures (CPS and CES)
Housing market measures
Energy market measures
Agricultural market measures
Consumption-Expenditure measures (CEX)
Price measures (CPI)
Wealth measures (SCF)
Trade measures
Coronavirus Measures (CDC)
Crime Data (NCVS)
Transportation Services Index
Statistics of Income (IRS)
Census of Governments (specific survey)
Economic Census (specific survey)
American Time Use Survey (specific survey)(contact me if you have an idea for something not listed)Students will prepare three deliverables for this project.
By Thursday, October 8, students will prepare a video no shorter than 3 minutes and no longer than 5 minuteswhich introduce their statistic/survey to the rest of the class. You are to provide core information and some interesting facts, however you choose. Students are encouraged to be creative and engaging, while still being informative.You are NOT being asked to provide all the research/information you’ve collected in the video. Instructions on howvideo will be submitted is still TBA, but videos will only be posted internally on ELMS.1
Students will then submit a document a week later (October 15) that has three identified sections. Try to limit thedocument to about three-four pages. This will be difficult.• Part 1 – Describing the measure/survey– A clear description or definition of major indicators being estimated and the organization and survey themost used data come from (if indicator)– If describing a survey, provide a summary statement of purpose for the survey, who and what it seeks tomeasure and what organization performs the survey.– A description of the location of the data and the timeframe and frequency of availability.– A chart showing changes in one part of the data source, created by you, over a 10 year time period. Thechart can be used in whatever program you would like (Excel, Stata, etc.)• Part 2 – Survey process – A summarized, but comprehensive description of the survey process by which thedata is collected, including geographic scope, survey instrument and sampling process.• Part 3 – Usage– Researched examples of the data being used either in government, business or academic circles.– A description of the deficiencies of the measure or critiques about the approach used.– Alternative measures and surveys that attempt to address similar data questions.This is intended to be a summary document, so being very detailed is less important than touching on the majorpoints list above. The document must also adhere to proper academic integrity standards and citation and referenceformat as described on ELMS and in class.
A revision of your document that addresses any concerns or issues we may have.Reports themselves are due on ELMS Thursday, October 15 at midnight. These reports will be graded on the qualityof research, clarity of presentation, and the quality of writing and citation practice. You will get a grade by October 22nd,after which you are expected to do a revision and address any issues we have identified. Even if you score well, I may stillrequest additions and modifications. You grade on the rewrite is not a re-grading of the report, but an evaluation of thequality of completion of the specific issues I’ve identified for your paper. The rewrite will be due Thursday, October29 at midnight after which I will compile the reports to a single document for distribution to the entire class.Further, an ELMS quiz will be generated that will count towards your class discussion grade on the content of the videosgenerated by all the students. This quiz will be due sometime in October. The process of watching your fellow students’videos and taking the quiz is intended to replace classes which will not be held on October 8th and (partially) November 3rd.This assignment is worth 20 points. The presentation video is worth 6 points, the report is worth 10 points and the rewriteis worth 4 points. A rubric for each element will be made available on ELMS.All elements have late penalties as described in the syllabus. Partners are jointly responsible for all submissions. Anydisputes between partners should be brought to my attention immediately and will be handled as the situation warrants.This means I do have the right to assign different grades to different students within the same group, ifthere is substantial differences in undertaken work. The default is that student pairs will receive identical grades.Generally, differences solely in expectations of quality are not, by itself, sufficient reason to request different grades.In class support and assistance will be provided for finding and identifying sources, guiding the research, and identifyingthe best way for you to make a video. You are expected to attend class during those days. Videos can be made throughvoice-over on top of slides or Prezi, recorded on video at home, or recorded in the One Button Studios that have beencreated on campus for exactly these kinds of uses.I’ll amend this document with more information as needed.2
INDICATOR ESSAY — SAMPLE by Prof. MontgomeryNote to students: My description of the indicator is a bit longer than I expect yours to be andthe description of the “survey” is short than I expect yours to be, due to the difference in GDPand other survey-based indicators.GDP (Gross Domestic Product)PART I – Describing the indicatorThe Bureau of Economic Analysis, a branch of the U.S. Commerce Department, isresponsible for maintaining and providing an accounting of the production, consumption,income, investment and savings of the United States as part of the National EconomicAccounts. These accounts provide several indicators for the performance of the U.S. economyincluding the most comprehensive measure, Gross Domestic Product (GDP) along with its wellpublicized real growth rate.Gross Domestic Product is an accounting of the nominal value of all final goods andservices produced in the country. It is in turn transformed to the more widely utilized Real GDPmeasure, which accounts for yearly increases in the overall price level, which allows for crossyear comparisons as well as GDP (PPP adjusted) which allows for cross-country comparisons tocontrol for differences in prices and currency across countries.The GDP calculation is split up into individual components, which are broadly broken upinto Durable and Non-Durable Goods for personal consumption, Services for personalconsumption, Residential and Non-residential fixed investment, changes in inventories, Federaland State and Local government expenditures and investment along with the net export ofgoods and services. Each month, total and growth rate calculations are provided for these andother subcategories (BEA 2019c).As part of its posted educational materials, the BEA emphasizes that it is a “nonpartisan,nonpolitical and neutral” source of the measure of the economy and it is used for decisionsrelating to monetary policy, fiscal policy and private company’s employment and investmentdecisions (BEA 2018). It highlights the importance of knowing whether the economy is growingor slowing, how various states are performing individually and which industries are shrinking orincreasing in importance.The history of the creation of National accounts, from which GDP is derived, is rooted inthe need to measure the economy’s capacity during the first and second World Wars (Fogel, etal. 2013). In World War I, an accounting of shipping capacity was performed to measure theimpact of requisitioning ships for war movement to Europe on the import trade from theCaribbean and South America. Similarly, industrial capacity across the country was measuredduring World War II in an effort to understand the domestic economic impact of warproduction on prices and availability of goods for internal consumption (Fogel, et al. 2013).GDP and the annualized growth rate of GDP is reported quarterly, with revisions on thismeasure provided for a few months afterwards as new data arrives. Final annual growth ratesare initially calculated as the sum of the previous four quarters, but as annual survey datacomes in, that measure is revised in July. It may then be further revised in future years asquinquennial Economic Census and Census of Governments surveys and other data are used tocalibrate the estimates (BEA 2015). It covers all production of final goods and services (orincome earned) within the United States borders, regardless of the nationality of the individualsinvolved (BEA 2015). Official national GDP includes the federal District of Columbia and U.S.military and consulate installations abroad, but does not include activity in its major or minorterritories, although it does calculate GDP in those areas separately1(BEA 2017).There are three main ways to calculate GDP that the BEA use to calculate and then useto balance and calibrate. The first is the value-added approach, which measures the total grossoutput of the country and then subtracts the portion which are intermediate inputs (Landefeld,et al. 2008). The second is the income approach which utilizes the identity that GDP is not justa measure of total value of production but total income for the country as well. The thirdapproach is to simply measure the consumption of final goods by households, firms andgovernment and then adjust by net exports. The BEA uses a combination of statistical modelingand accounting practices to develop estimates which are both consistent with the dataavailable and consistent across accounting approaches (output vs income) (BEA 2015).Source: BEA Interactive Data portal. Software: Apple Numbers
1The exception is Puerto Rico, whose government has historically has opted to calculate its own Gross Product. Atthe behest of the Puerto Rican government in the face of natural disasters and declining resources, in 2019, theBEA has begun to establish procedures to calculate the territory’s output in the future (BEA 2019b).The above graph illustrates the official US Real GDP growth rate rate and US Real GDPvalue for the past twenty years. It shows the slowing of growth during the 2001 recession(although annualized growth did not end up being negative) and the sharp downturn in theeconomy during the Great Recession of 2008-2009. Since then, growth has been mild, butsteady, averaging around 2 percent per year.PART II – Survey processUnlike many other major indicators, GDP is not the result of a single agency’s survey ofsome market or population. It is effectively an accounting and modeling exercise which bringsin data from several government and private sources to measure the scope and size of the totaleconomy.The BEA collects consumption information using a “price-times-quantity”method, where by sales data is multiplied by separate price data to get an estimate of finalexpenditures and final value sold (Landefeld et al. 2008). Census provides a good amount ofinformation to BEA as part of their regular collection of survey data from businesses (Holdren,2014). The monthly retail trade survey, monthly construction survey, monthly survey ofmanufacturers and others helps generate timely information on consumption and investmentpatterns. They also rely heavily on data from private sources such as Ward’s AutomativeReprots and J.D. Power and Associates for car sales data, Intercontinental Medical StatisticsHealth, Inc. for prescription drug sales and Compustat data for corporate profits (Holdren,2014). The Bureau of Labor Statistics also provides a substantial amount of data for the NIPA tomeasure employment, income and prices as well as the Department of Agriculture as part of itssurveys on production and prices (BEA 2019a ).The calculation does change at times and is not entirely consistent across countries. TheUS does not include illicit economic activity but other countries do. The UK, for example,attempts to measure the sales of prostitution services and illegal drug sales in its GDPcalculation, whereas only legal sex work in Nevada would be included in US GDP calculations(Spiegelhalter 2019; Linning 2014).In the US, the scope and detail of economic activity not historically captured hasincreased, as well as the level of detail in different categories. Over the past decade, the BEAhas refined GDP measures of the size of the digital economy and the capital stock value ofintellectual property. Separately, due to Congressional and public pressure, the BEA has beenmeasuring Outdoor Recreation to a more fine degree than it has traditionally done in the past2.That said, non-market production in the household continues to be a large component ofnational productive capabilities that remains unmeasured.PART III – Critiques and alternativesGross Domestic Product was developed by Simon Kuznets into the leading indicator ofthe economic “gestalt” of the country; in a sense, identifying how well the economy as a wholeis doing (Karabell 2014, Fogel et al. 2013). As described above, it is used to inform monetarypolicy in order to measure the effectiveness and need for open market operations, as well asinform fiscal policy given the influence government taxes and spending can have on countrywide economic decision making. While final estimates come in well after the time period beingmeasured has been experienced, advance estimates provided 1 month after a quarter has
2See https://www.bea.gov/sites/default/files/2018-05/BEA-Director-SABEW-Panel-April-2018Final.pdf for moreinformation.ended, can be valuable at confirming or dispelling existing conventional wisdom on thedirection of the economy and thus useful for businesses in making longer run investment andshorter run inventory decisions.That said, the focus on GDP as the leading measure of economic output and GDP growthas a normative goal for a country to maximize has been challenged quite often. GDPmeasurements do not incorporate the social damage from production, such as pollution andcongestion. Indeed, pollution and industrial cleanup or the medical costs associated withenvironmental damage itself contributes to GDP, but is only necessary in order to mitigate theharm previous production caused. Proposals have suggested revising GDP calculations to makeadjustments for sustainability and accounting for long term economic impacts (Stiglitz, et al.2010)In his book Leading Indicators, Zachary Karabell details the movement behind GrossNational Happiness, spearheaded by the country of Bhutan, which rejects GDP as a measure ofeconomic health in favor of measures of happiness. While this introduces a whole host ofmethodological issues regarding measuring happiness, this influenced French PresidentNicholas Sarkozy to commission a report on the adequacy of GDP measures, both in measuringeconomic performance but also as a relevant measure for societal well-being (Karabell 2014;Stiglitz, et al. 2010).One of the authors of that report, Amartya Sen, was instrumental in publicizing the earlywork on the Human Development Index, which combines life expectancy at birth, educationalopportunity and national income per capita into a single measure of economic quality of life(Karabell 2014). While these measures are typically self-reported by countries and subject tomanipulation like all statistics, the key to the HDI emphasis is to focus on changing the framingto measures that are promoted by strong health and education investments and institutions,which in turn promote long run economic growth. This is in contrast to a focus on boostingGDP through exploitative mining or industrial production, which may not be economically orecologically sustainable for the country in the long run (Karabell 2014)That said, GDP is still closely related with a spectrum of well-being measures used inthese alternative indicators. The FRED blog by the St. Louis branch of the Federal ReserveSystem (2017) notes infant mortality and life expectancy is highly correlated with per capitaGDP on a PPP-adjusted basis. However, measures like the HDI can more finely comparecountries within the rich and poor (as measures by GDP per capita) to see which countries lagon other important measures in how they are utilizing their existing productive capacities toimprove their nation’s well-being (Karabell 2014).REFERENCESBEA. 2015. “Measuring the Economy: A Primer on GDP and the National Income and ProductAccounts.” Bureau of Economic Analysis. Accessed athttps://www.bea.gov/resources/methodologies/measuring-the-economy.BEA. 2017. “Are Puerto Rico and the U.S. Territories included in the estimates of U.S. GDP?”Bureau of Economic Analysis FAQs. Accessed at https://www.bea.gov/help/faq/1188.BEA. 2018. “Need economic data? We’ve got your number”. Bureau of Economic AnalysisLearning Center. Accessed at https://www.bea.gov/sites/default/files/2018-04/booklet-forprinting-weve-got-your-number.pdf.BEA. 2019a. “Concepts and Methods of the U.S. National Income and Product Accounts.”Bureau of Economic Analysis. Accessed at https://www.bea.gov/media/5736.BEA. 2019b. “BEA working on Project to Estimate Puerto Rico’s GDP”. The BEA Wire. Accessedat https://www.bea.gov/news/blog/2019-03-04/bea-working-project-estimate-puerto-ricosgdpBEA. 2019c. “Gross Domestic Product, Second Quarter 2019 (Revised)”. BEA News Release.Accessed at https://www.bea.gov/system/files/2019-09/gdp2q19_3rd_0.pdf.Fogel, Robert William, Enid M. Fogel, Mark Guglielmo & Nathaniel Grotte. 2013. PoliticalArithmetic: Simon Kuznets and the Empirical Tradition in Economics. Chicago: NBER/Universityof Chicago Press.FRED Blog, The. “Is GDP a good measure of well-being?”. September 7, 2017. EconomicResearch of the Federal Reserve Bank of St. Louis. Accessed athttps://fredblog.stlouisfed.org/2017/09/is-gdp-a-good-measure-of-well-being/.Holdren, Alyssa E. June 2014 “Gross Domestic Product and Gross Domestic Income: Revisionsand Source Data”. BEA Briefing. Accessed athttps://www.bea.gov/resources/methodologies/gdp-gdi-revisions-source-data.Karabell, Zachary. 2014. The Leading Indicators. NY, NY: Simon & Schuster.Landefeld, J. Steven, Eugene P. Seskin, and Barbara Fraumeni. 2008. “Taking the Pulse of theEconomy: Measuring GDP”. Journal of Economic Perspectives. 22:3, p. 193-216.Linning, Stephanie. December 27, 2014. “Who said crime doesn’t pay? Counting prostitution anddrugs in the GDP figure has seen the UK’s economy overtake France as fifth largest in the world.”The Daily Mail Online. Accessed at https://www.dailymail.co.uk/news/article-2888416/Whosaid-crime-doesn-t-pay-Counting-prostitution-drugs-GDP-figure-seen-UK-s-economy-overtakeFrance-fifth-largest-world.html.Spiegelhalter, David. 2019. The Art of Statistics: How to Learn with Data. NY, NY: Basic Books.Stiglitz, Joseph, Amartya Sen & Jean-Paul Fitoussi. 2010. Mismeasuring Our Lives: Why GDPDoesn’t Add Up. NY, NY: The New Press.
ECON398D
16/10/2020
Trade measures
The term trade refers to the proportion of a county’s export value index[NM1] to its importation price index multiplied by a hundred. On the other hand, trade measures refer to the exchange rate of particular goods or services when two states trade[NM2] . Five extensive metrics were[NM3] gathered by the US Census used in trade measure, and they include; general imports, imports for consumption, domestic exports, re-exports, and total exports.
General imports refer to the aggregate arrival of physical commodities from other countries into the US, regardless if such substance directly enters the consumption channel, or is entered to a bonded warehouse or under custom duty safekeeping. Imports for consumptions, also known as unique imports, refer to the merchandise that has physically cleared through Customs, either entering bonded warehouses or entering the consumption channel directly[NM4] [NM5] . There are two types domestic exports in US; first are those goods that were grown[NM6] , produced in the US, and the second type are goods that were brought into US and the changed to US goods after undergoing enhancement from the form in which they were brought in (US International Trade Commision). Re-export is the export of goods that have entered US from other countries, and at the time of export, they have not undergone any transformation or any substantial enhancement. Therefore, total export is the aggregate domestic US exports plus re-exports[NM7] ; all of which export physical merchandise from the US[C8] .
The universal trade expert[NM9] of the US International Trade Commission regularly monitors the development of trade in all-natural resources, manufacturing industries, agriculture, and in all service sectors. Observing custom under industry or product sector and subsectors [NM10] level is an aspect of research and investigation undertaken by the Office of industries[NM11] as one of its duties to provide procedural information on industry and trade matters. Generally, US products are summarized for the current year[C12] and likened to such trade for the preceding year. Analysis of the individual product sectors comprises data displaying US imports, exports, and trade balance shifts by industries. Trade statistics are collected from the certified statistics unit of the US [NM13] Department of Commerce[C14] [NM15] [NM16] .
This information is classified using the US Harmonized Tariff programs for import and exports using the global nomenclature scheme. The world trade organization (WTO) provides quantitative data related to economic and trade policy matters. Its databases and journals provide admittance to information on trade currents, rates, non-tariffs procedures, and trade-in cost added (World Trade Organization). According to WTO, the world merchandise trade dropped by 14% in capacity and 21% in worth in the second quarter of 2020 compared to the previous year[C17] . World Trade Organization offers a fundamental and user-friendly data portal to access a wide range of statistical indicators on international trade (World Trade Organization). [NM18]
Statistics for merchandises on a census [NM19] source are obtained from the forms collected by United States Payments and boundary security[NM20] . They reveal the movement of inventory from overseas countries and the US. They comprise state and private merchandise and omit consignments between the US and its area and possession. Overall, import value affects the aggregate arrival of goods from outside the country that directly enters the consumption channel, bonded[NM21] warehouse, or foreign trade zone (United State Census Bureau). Exports are prized at the unrestricted, together with the transport value of goods at the United States seaport of the ship, basing on the operation value comprising domestic price and other duties experienced in placing goods together exporter at the exportation docks of the United States.
Once the research objective[NM22] has been established with appropriate have been specified, the proper method of data collection is chosen. The selection research design will depend on several factors. If the data needed already exist, secondary data collection methods will be used[C23] ; otherwise, primary data collection methods will be employed (Roy). In this research, a descriptive research design was the most preferred. Her research involves collecting data about[NM24] the market to describe the prevailing market circumstance, existing demographics, and experienced problems. It was preferred since it can measure the frequency of something happening and no associate market variables. For instance, if US is bearing in mind trading with Japan[NM25] , it might have received information about the current guidelines about kindling wrapping materials. Imaginative study design can be used to establish the rules as well as required certification for compliance.
Indicators will measure the outcome of the concept. The initial stage of the survey[C26] is to gather ideas that will help in formulating the questions. It was done by reviewing the literature and consulting the specialists and cognitive reviews. The US department of health and human services makes available decision charts to guide investigators to decide whether an undertaking needs[NM27] an IRB examination or informed consent[NM28] . Consent is required to administer a program to collect data. Merging the consent process for both the program method and collection of data creates perfection and minimizes biasness.
After keenly programming a survey used in data collection, it was tested to ascertain its viability. Sending a survey to the field with errors could be costly and waste time for both surveyors and respondents. Programmers were required to test the form’s internal logic while surveyors tested the document as part of their training. They tested the devices that they were going to use while in the field while conducting the survey. Data security is vital in protecting private information, respecting study subjects’ confidentiality, and complying with required protocols. In this survey, data security was achieved by acquiring and handling the needed data for the research[C29] .
Descriptive research is an advanced tool for investigators since it can present a room to use both qualitative and quantitative data. On the other hand, this kind of research design has specific demerits. In data collection, especially when using a survey, collected data is subject to human error. Confidentiality is the main weakness of the descriptive study. Respondents might refuse to give answers to questions they feel that it is too personal[NM30] . Also, individuals may not speak the truth, responding in a manner that will please the researcher. This type of investigation presents the likelihood of errors and bias (MURPHY). Descriptive is a complex study approach. It can include quantitative data like using empirical data, can depict qualitative sources. It requires collecting data that will describe an event and present the data in an organized manner. The description is used in explaining the response and display the pattern that emerges.
Work CitedCit[NM31]
MURPHY, JANINE. Strengths & Weaknesses of Descriptive Research. 28 June 2018. <https://classroom.synonym.com/strengths-weaknesses-descriptive-research-2596.html>.
Roy, Ewan. What types of data do you need for your market research? 17 March 2017. <http://www.tradeready.ca/2017/topics/researchdevelopment/types-data-need-collect-market-research/>.
United State Census Bureau. MONTHLY U.S. INTERNATIONAL TRADE IN GOODS AND SERVICES, JULY 2020. July 2020. October 2020 <https://www.census.gov/foreign-trade/Press-Release/current_press_release/ft900.pdf>.
US International Trade Commision. TRADE MEASURE DEFINITIONS. 2019. <https://www.usitc.gov/research_and_analysis/trade_shifts_2014/trade_shifts_trade_measure_definition.htm>.
World Trade Organization. Trade and tariff data. Spetember 2020. October 2020 <https://www.wto.org/english/res_e/statis_e/statis_e.htm>.
[NM1]That’s not really the definition of trade. That could be the definition of some specific trade measure using indices, though..
[NM2]Trade measures isn’t one specific thing though. I genuinely don’t understand this definition here.
[NM3]So no longer the case?
[NM4]So it sounds like imports for consumption is a subset of general imports? That should be clear, (or you need to more clearly explain the differences and why they matter).
[NM5]
[NM6]Grown or produced
[NM7]Yes, but you would want to point out that re-exports are included in the imported data, correct?
[C8]Maybe you can be more specific about some indicator
[NM9]Is this a single person? Or a board?
[NM10]Hard to follow what this means
[NM11]capitalized
[C12]How?
[NM13]Your task should be more explaining that process then.
[C14]I’m not sure I follow the main idea of this paragraph
[NM15]What is the source used for this information? I assume it is https://www.usitc.gov/research_and_analysis/trade_shifts_2014/frequently_asked_questions_faqs.htm#faq3?
This might be considered a *use* of trade statistics but you don’t present it as such. It’s separate from the process of collecting the data.
[NM16]
[C17]I’m not sure I follow the connection between this idea and the following one
[NM18]Sure, but the intended focus should be on the collection and dissemination of US trade statistics.
[NM19]I don’t really know what this is referring to
[NM20]What is this referring to? This isn’t the name of any agency. I think you mean US Customs and Border Protection, but why did you change the name?
[NM21]I can see what you are doing here and other places in the text. You are using the source material and swapping out synonyms for the words used instead of thinking about what the information says and writing it naturally in your own words. As a result, this entire sentence is really difficult to understand. This is NOT the appropriate way to write and it is something I explicitly discussed on my Academic Integrity and Citation Guidance page. The synonyms you are using do not mean the same thing and you are swapping out names of agencies and technical words that have precise meanings that no alternative can communicate.
[NM22]Research objective of what? This paragraph seems unrelated to the collection of
[C23]Like what?
[NM24]This paragraph doesn’t really make sense in the context of this paper. I see the source you used, but I don’t see its connection to the collection trade data by the government.
[NM25]Again, this whole paragraph you are rewording in ways that don’t really make sense grammatically (or you use words which don’t have the same meaning)
[C26]Which survey are you talking about?
[NM27]What does this have to do with trade statistics?
[NM28]Source?
[C29]Source?
[NM30]But aren’t trade information required by the government? The ports of entry make it difficult to avoid reporting trade unless you are talking about illegal smuggling.
[NM31]Citations provided should include the publication name where available. Use the website’s title (separate from providing the url) if not otherwise available.
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