U.S. Customs Broker License Examination Preparation Guide Textbook (5th Ed. Vol. 1, 2017)

Fifth Edition

Book 1
Law Office of Yuri Starikov, LLC
Free sample

This Textbook is a study guide that represents a concise compilation of laws and regulations on frequently tested subjects in the U.S. Customs Broker License Examination.  

Textbook breaks down archaic and hard to read laws into reader friendly format, with bold and italicized and underlined keywords and topics.   Textbook does not cover every topic, but rather focuses on the most relevant ones.   Prospective examinees are instructed to regularly review each subject in order to easily recall the appropriate regulation during the exam.   To help exam takers succeed in passing the exam, Textbook comes with Web Supplements.   Web Supplements bring to prospective examinees video lectures (which are based on the Textbook’s material), charts, exhibits, tables and flashcards designed to improve understanding of the tested topics.   Concise text, charts, exhibits, tables, and flashcards alone are not enough to pass the examination.   Goal of the Textbook is to equip you with necessary tools to successfully pass the U.S. Customs Broker License Examination.   To that end, the Textbook integrates questions from previous exams by topics covered in individual chapters.  

We worked very hard to provide you with tools necessary to be successful.  You, however, remain the ultimate guarantor of passing the U.S. Customs Broker Exam through hard work and dedicated studies.

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About the author

The book is a part of LawCustoms project.  LawCustoms is a project focusing on the areas of International Trade and the United States Regulatory Compliance.  The project is administered by Law Office of Yuri Starikov, LLC. The goal of the project is twofold.  First, LawCustoms is designed to share perspectives and experiences through the Publications page, attempting to make the regulatory compliance regime more transparent, accessible, and understandable to interested readers.  The second goal of LawCustoms is to reach out to members of international trade community who seek assistance in customs, trade and regulatory compliance matters.  Part of the project involves serving importers and exporters, as well as, any people and companies who sell/buy or would like to engage in business that relates to the United States market. 

Law Office of Yuri Starikov, LLC is general practice law firm with expertise in Customs and International Trade, Criminal and Civil Litigation, Immigration, and other transactional matters.


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Law Office of Yuri Starikov, LLC
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Published on
Apr 15, 2017
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Essay from the year 2013 in the subject Pedagogy - Job Education, Occupational Training, Further Education, grade: 2,0, University of Applied Sciences Stuttgart, course: Business English, language: English, abstract: The question of whether the MBA is worth it or not has caused much debate over the last years. As far back as the nineties, a discussion about the value of the MBA is held. In those days, a strong decrease in the number of applicants at American business schools was proof enough for the decline of the MBA in general (Celis, 1993). Today’s reality is that there are 12,000 business schools in the world and the demand remained unbroken (Entrepreneur, 2012). In America, even a persistent shortage of talented mid-level leaders is the case for two-third of all businesses. Despite of an MBA title or not, business skills should be accessible to a lot more people preparing them for the next economic crises. The trend in many industrial countries is that the so-called baby boomers are retiring and not enough young business leaders are to follow. Therefore, efficiency enhancements, allocating resources and eventually getting good results will be even more important. According to Hay Group, a global management consulting firm, “organizations will have to radically adapt their cultures, structures, systems and processes in order to survive the new world order” (Tauber, 2013). For that reason, business specialists are essential. There is some controversy as to whether they need to have an MBA degree or not.
Seminar paper from the year 2007 in the subject Pedagogy - Job Education, Occupational Training, Further Education, University of Sheffield (Faculty of Organisation and Management), 24 entries in the bibliography, language: English, abstract: The aim of this assignment is to look at how the social context influences mentoring beginning teachers. We discuss different conditions that affect the performance of the mentoring process and look at the context and the people and analyse interaction between them. The model We use follows the basic principles of the Theme Centred Interaction (TCI) of Ruth Cohn. Instead of the term “Globe” that is used in TCI, we will look at the context in which mentoring takes place. Then we will look at the people involved, the actors and their roles and finally, we will reflect on the interaction. It can be suggested from this discussion that social context does attribute in a significant manner on the relationship between a mentor and his/her mentee. It would be only logical to be aware of this influence of social or outside environment and make it conducive for both the mentor and the mentee so as to nurture this relationship into a strong bond. "Trust is something that happens within people only when it is created between people." (Chip R. Bell). In the process of mentoring, relationship between the two individuals involved have to build on this trust themselves for a better outcome; therefore one has to believe in the process and its consequences. As Vivian Buchen said, "One change makes way for the next, giving us the opportunity to grow." Social growth of those involved depends on the process and in turn they help in growth of the society. “Coming together is a beginning...Keeping together is progress...Working together is a success.“
Thesis (M.A.) from the year 2010 in the subject Pedagogy - Job Education, Occupational Training, Further Education, grade: 1, , language: English, abstract: The aim of the study was to determine whether the interactive teaching method is more effective than the lecture-based method with regard to the nurse educator’s satisfaction and learning. No local study has been conducted in this area in health educational training programmes in the primary health care setting. The results of this study will help administrators of health education programmes to evaluate the desirability of implementing interactive methods in health education and training. The study was conducted between January and June 2008 in the Dammam area of the Kingdom of Saudi Arabia. The study was a cross-sectional study that sought to identify the perceptions of health educator nurses; of the 40 invited to participate, 34 nurse educators from 20 primary health care centers attended. The 34 participants were divided in two groups by simple random tables. The quantitative method of data collection, through the use of a two-part questionnaire, was employed. The mean age of the nurse educators was 35.2 ± 6.9 years. There was a statistically significant difference between the traditional and interactive methods in10 items out of the 22-item questionnaire (higher scores toward interactive method). There was also a significant difference in participants’ preference for the interactive method over the traditional lecture-based method. In addition, significantly better scores for course content and student satisfaction resulted from use of the interactive method. No single factor among the demographic characteristics was found to significantly affect the total differences in score of participant`s perceptions. Nurse educators in primary health care centers prefer an interactive teaching method and peer teaching over the traditional lecture-based method of instruction. There is a need to train nurse educators to become effective presenters using interactive methods. Updating nurses’ knowledge in interactive teaching and the use of peer teaching is, therefore, important in continuing medical education programs for health professionals.
Dear Prospective Examinee:

Welcome to the exciting world of Customs!  Customs Broker is a licensed profession.  Passing the Customs Broker Examination is a prerequisite for individual’s Customs Broker license.  Passing is not easy, and many exam takers do not pass.  The primary challenge lies not in the difficulty of questions themselves, but in the amount of time customs examiners allocate to examinees.  My interaction with students with little or no customs experience shows that everyone is able to understand some of the most difficult questions.  This means it is not the difficulty of questions, but rather the amount of time provided, which leads many not to pass.  The problem, therefore, lies in time management!  Fortunately, this can be corrected.  But such correction requires dedication and practice.  Many questions you will see on exam are similar to those questions asked in previous exams.  Some are even identical.  Examinee who sees a familiar question on the exam is likely to spend less time to answering it.  This means more time being left to answer more difficult and less familiar questions, resulting in a greater likelihood of success. 

Exercise Book is designed to do just that: to help examinees pass the Customs Broker Exam.  The approach is very simple.  We take the very questions that examiners have asked before, and provide rationale for their answers.  The rationale - or reasoning - cause examinees to revisit topics tested while providing the structure and organization.  The structure helps to build a framework that can be applied to variety of questions.  During the exam, even if examinee does not recall the structure, the familiarity with the question would help.  Exercise Book consists of: Table of Contents; Table of Questions; Table of Topics; Approach to Answering Questions; Practice Exam Questions; and Practice Exam Answers.  Exercise Book is supplemented with video discussions and supplemental reading on the internet, through Web Supplements at LawCustoms.com/eb.

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Like many innovators, Khan rethinks existing assumptions and imagines what education could be if freed from them. And his core idea-liberating teachers from lecturing and state-mandated calendars and opening up class time for truly human interaction-has become his life's passion. Schools seek his advice about connecting to students in a digital age, and people of all ages and backgrounds flock to the site to utilize this fresh approach to learning.

In THE ONE WORLD SCHOOLHOUSE, Khan presents his radical vision for the future of education, as well as his own remarkable story, for the first time. In these pages, you will discover, among other things:
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History of customs broker examinations from April 2007 through October 2016 is available in one single volume.   The value of the book is in annotations that are attributed to questions, as well as, a convenient single source document for the past customs broker exam questions. As prospective customs broker examinees prepare for exam by practicing questions from the past, many encounter questions that are outdated and/or no longer applicable. This book applies labels to those questions that are no longer applicable, allowing examinees to focus on questions that are current. Additionally, the book distinguishes questions that stand out because they continuously show up on customs broker exams.

This book also guides examinees to other study material that explores background and reasoning behind questions in more detail. Other study materials include Textbook and Exercise Book. More information about these study companions is available at their dedicated webpages.

Applicable Labels Include:

DIFFICULT LOGIC: Denotes question where logical parallels between question and answer provided by customs examiners are difficult to establish.

DISCUSSED IN EXERCISE BOOK: Denotes question that is addressed in the Exercise Book, which offers logical explanations (reasoning) as to why the particular answer choice is correct.

ASSIGNED IN TEXTBOOK: Denotes that the question has been discussed in the Textbook.  The question is usually assigned in the Web Supplement portion of the Textbook’s relevant chapter. The question can also form a part of Textbook’s substantive discussion.

INCORRECT CITATION: Denotes error in citation (usually to law or regulation) provided by customs examiners in the answer key for a given question. May also denote error in the answer choice, where legal citation was correct.

MULTIPLE ANSWER QUESTION: Denotes the question with more than one correct answer choice. This label also pertains to questions that received credit(s) for all of the answers, unless these answer choices are contradictory (see REMOVED).

OUTDATED: Denotes question or answer choices that became outdated due to changes in law, facts, or Customs (CBP) practice.  Classification questions where one or more of the HTSUS numbers in the answer choice are no longer valid are marked as outdated, notwithstanding the validity of other HTSUS numbers.  This is done because many classification questions require inquiry into several HTSUS codes (e.g. General Rule of Interpretation 3 analysis), which cannot be effectively made with some of the HTSUS numbers being no longer valid. Additionally, process of elimination is difficult with outdated HTSUS numbers.

REMOVED: Denotes question that was removed from the initial examination. This label also applies to questions that are marked as “x” or “no correct answer” by customs examiners. If customs examiners grant credit for all answers, and answer choices are contradictory, then this label is applied also.

REPEATED QUESTION: Denotes question that appeared in previous examinations.  The goal of this label is to alert prospective examinees that customs examiners place higher value on the question, implying its likelihood of re-appearance on the future exams.

Professors Fischl and Paul explain law school exams in ways no one
has before, all with an eye toward improving the reader’s performance.
The book begins by describing the difference between educational
cultures that praise students for “right answers,” and the law school
culture that rewards nuanced analysis of ambiguous situations in which
more than one approach may be correct. Enormous care is devoted to
explaining precisely how and why legal analysis frequently produces such
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But the authors don’t stop with mere description. Instead, Getting to Maybe
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conventional advice. The authors also illustrate how to argue both sides
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all, the book explains why exam questions may generate feelings of
uncertainty or doubt about correct legal outcomes and how the student
can turn these feelings to his or her advantage.

In sum, although the authors believe that no exam guide can
substitute for a firm grasp of substantive material, readers who devote
the necessary time to learning the law will find this book an invaluable
guide to translating learning into better exam performance.

“This book should revolutionize the ordeal of studying for
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