(1) Country page guidelines

This is COUNTRY


EXTENT OF GLOBALIZATION

In this section, select some indicators from the following list. Each student in your group should contribute at least one indicator, with sufficient information (e.g., the “Trade” entry in the Romania example constitutes one indicator).

MUST INCLUDE:

  1. Trade (total, exports, and imports), as percentage of GDP (use the World Development Indicators — https://databank.worldbank.org/reports.aspx?source=world-development-indicators)
  2. Foreign direct investment inflows, net USD and as percentage of GDP (use the World Development Indicators —https://databank.worldbank.org/reports.aspx?source=world-development-indicators)
  3. Attitudes toward globalization
    1. This Pew report from 2014 (most recent data) has info for all your countries except Sweden. You can skim through (good examples of visualization); starting on page 33, you can find data by country, for several questions related to globalization (https://www.pewresearch.org/global/wp-content/uploads/sites/2/2014/09/Pew-Research-Center-Trade-Report-FINAL-September-16-2014.pdf)
    2. This Eurobarometer interactive graph has data for Sweden and Turkey; select your country (and others, for comparison, if wanted) (https://ec.europa.eu/commfrontoffice/publicopinion/index.cfm/Chart/getChart/themeKy/32/groupKy/189)
    3. This Special Eurobarometer report has data for Sweden, on several questions related to ‘globalisation’, starting on pare 23. ( Eurobarometer 2107 Globalisation )
  4. Internet access (use the World Development Indicators —https://databank.worldbank.org/reports.aspx?source=world-development-indicators)
  5. Participation in international agreements:

ALSO SELECT 1-2 MORE FROM:


BUSINESS ENVIRONMENT

  1. In what income category does this country fall?
    1. Use this link to locate your country on the graph (it’s an interactive graph) https://datatopics.worldbank.org/world-development-indicators/stories/the-classification-of-countries-by-income.html
    2. Find and report in a table data on ‘GNI per capita (constant 2010 US$’ from the World Development Indicators (https://databank.worldbank.org/source/world-development-indicators ); this is an indicator of the country’s level of development
  2. Market indicators from the World Development Indicators; include a table and a graph for each indicator (https://databank.worldbank.org/source/world-development-indicators ):
    1. GDP (constant 2010 US$)” is an indicator of market size
    2. GDP growth (annual %)” is an indicator of market potential
  3. Control of corruption: use this link to generate a table and graphs for your country: https://info.worldbank.org/governance/wgi/Home/Reports
    1. For the Table, use “Table view”
    2. For the Graphs, use “Graph view” and “Time Series Comparison”
    3. To provide a definition, use the “Documentation” tab and click on your indicator; the definition will be at the top of the PDF that opens.
  4. Rule of law: use this link to generate a table and graphs for your country: https://info.worldbank.org/governance/wgi/Home/Reports
    1. For the Table, use “Table view”
    2. For the Graphs, use “Graph view” and “Time Series Comparison”
    3. To provide a definition, use the “Documentation” tab and click on your indicator; the definition will be at the top of the PDF that opens.
  5. Terrorism: use this link to obtain two graphs for your country (https://www.start.umd.edu/gtd/search/BrowseBy.aspx?category=country ); you do not need to include tables for these indicators.
    1. ‘Incidents over time’ – line chart
    2. ‘Target type’ – bar chart OR pie chart
  6. Freedom (you do not need to include tables or graphs for this, but format your text so that the information is easily found; you may use a screen shot of the summary table at the top of the country report):
    1. use this link to find the freedom scores for your country (https://freedomhouse.org/countries/freedom-world/scores )
    2. Click on your country; include
      1. total score and country status (e.g., free, partly free) for the most recent and the last year
      2. Political rights score; one sentence on “In terms of political rights, this country does particularly well on _____; this country does particularly poorly on ________” You will get this information by skimming through the country report.
      3. Civil liberties score; one sentence on “In terms of civil liberties, this country does particularly well on _____; this country does particularly poorly on ________” You will get this information by skimming through the country report.
  1. Government effectiveness: use this link to generate a table and graphs for your country: https://info.worldbank.org/governance/wgi/Home/Reports
    1. For the Table, use “Table view”
    2. For the Graphs, use “Graph view” and “Time Series Comparison”
    3. To provide a definition, use the “Documentation” tab and click on your indicator; the definition will be at the top of the PDF that opens.

QUALITY OF LIFE: DEVELOPMENT, SUSTAINABILITY, AND HUMAN WELFARE

All the indicators are available from the World Development Indicators (https://databank.worldbank.org/source/world-development-indicators );

Download data for the period 2010-2019;

Each student will include a table with their two indicators, in the format below; if the data for a certain year is missing, enter “.” instead of a number. You do NOT need to include graphs for this.

Country Year Indicator 1 (name it; e.g., CO2 emissions) Indicator 2 (name it; e.g., Unemployment)
  2010    
  2011    
  2012    
  2013    
  2014    
  2015    
  2016    
  2017    
  2018    
  2019    

Student 1:

Food

  • “Prevalence of undernourishment (% of population)”

Housing

  • “Population living in slums (% of urban population)”—no data for US; US team: do some internet research instead—may use some news articles, government, or non-profit reports on housing conditions; this may be presented in words, rather than table.

 

Student 2:

Water and sanitation

  • “People using at least basic drinking water services (% of population)”
  • “People using at least basic sanitation services (% of population)”

 

Student 3:

Basic health

  • “Mortality rate, infant (per 1,000 live births)”
  • “Maternal mortality ratio (modeled estimate, per 100,000 live births)”

 

Student 4:

Gender equality, specifically women’s participation in decision-making

  • “Proportion of seats held by women in national parliaments (%)”

Safety

  • “Intentional homicides (per 100,000 people)”

 

Student 5:

Opportunities

  • “Unemployment, total (% of total labor force) (modeled ILO estimate)”
  • “Unemployment, female (% of female labor force) (modeled ILO estimate)”

 

Student 6:

Air pollution

  • “Mortality rate attributed to household and ambient air pollution, age-standardized (per 100,000 population)”
  • “CO2 emissions (metric tons per capita)”

 

Student 7:

Opportunities for specific populations

  • “Share of youth not in education, employment or training, total (% of youth population)” no data for Lebanon; Lebanon team, do internet search on opportunities for youth; this may be presented in words rather than a table
  • “Unemployment with advanced education (% of total labor force with advanced education)” no data for Lebanon; Lebanon team, do internet search on opportunities for individuals with advanced/higher education; this may be presented in words, rather than table