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<br />~ ,. <br />u3~:p <br /> <br />collected at various time intervals, standardized, and readily <br />, <br /> <br />available). Moreover, they have been developed usually with <br /> <br />support of one or more scientific disciplines (e.g., economics, <br /> <br />medical research, biology). For this reason, for many areas <br /> <br />of community life, indicators of important social phenomena <br /> <br />~ <br /> <br />already exist. Thus, what has been lacking are not the data, <br /> <br />but rather a conceptual framework -- essentially social in <br /> <br />"' <br /> <br />character -- which draws upon and utilizes such information <br /> <br />to cast light upon social issues and policy questions. Given <br /> <br />a sound conceptual framework for social assessment, data be- <br /> <br />come information on social impacts of alternative public in- <br /> <br />vestment decisions. <br /> <br />As a part of this social assessment, for each of the <br /> <br />community areas selected, various secondary data were con- <br /> <br />sidered and where relevant, included in the assessment. <br /> <br />various types of data are included: descriptive statistics <br /> <br />(.e.g, employment rates); time series data (e.g., trends in <br /> <br />the economic base); educational data (e.g., on size of school <br /> <br />systems); and so forth. <br /> <br />However, there are other types of data which are called <br /> <br />for. These data differ from secondary data in two respects. <br /> <br />First, they must be tailored to questions pertaining to the <br /> <br /> <br />specific impacts of the alternatives. Second, they must be <br /> <br />. <br /> <br />gathered locally. For these two reasons, they are not avail- <br /> <br />. <br /> <br />able through secondary sources and meet the standard definition <br /> <br />of "primary data." However, before turning to the question of <br /> <br />24 <br />