Can someone please help me with this world issues assignment picking a country and using the links below to answer the questions. Not using AI

CGW4U1 - World Issues

Unit 3:Development and Inequality

Country Profiles

Create Infographic of what life would be like living in an African country (of your choice) from the perspective of either a male or female, a child or adult (you choose gender and age of the person).

The first task is to select a country. You may choose one that you know basic information about, or one that is relevant to your own personal history or that of your community, or you may choose at random.

In order to create your Infographic you will need to complete some in-depth research. This will help you gather the statistics that will become the content of your infographic. To get you started the following list of resources may be of use to you. This is not a comprehensive list but is a great place to begin your research.

1. The World Factbook :https://www.cia.gov/library/publications/the-world-factbook/
2. Human Development Index: https://hdr.undp.org/data-center/human-development-index#/indicies/HDI
3. Gender Development Index: https://hdr.undp.org/gender-development-index#/indicies/GDI
4. Quality of Life Index: https://www.numbeo.com/quality-of-life/rankings_by_country.jsp
5. Laws on Homosexuality in African Nations: https://www.loc.gov/collections/publications-of-the-law-library-of-congress/about-this-collection/
6. Corruption Percentage Index 2015: https://www.transparency.org/en/cpi/2015
7. Freedom House Ranking: https://freedomhouse.org/sites/default/files/FH_FITW_Report_2016.pdf
8. Crime Index for Country 2016: https://www.numbeo.com/crime/rankings_by_country.jsp

Do not limit yourself to the examples provided above; feel free to use any other source to collect data relevant to your person.

Infographic Creation: visitcanva and view an instructional video using the following link: https://youtu.be/W1v3ILOnfGs

Does your infographic include...	Check
Name and location of the country within Africa?
Gender and age of your example person?
Relevant Data including at least one from each of the following areas: Demographic data (e.g., population growth, relationships)? Political factors and/or freedom (e.g., corruption and safety index)? Economic Factors (e.g., quality of life, income, GDP)? Social Factors (e.g., literacy rate, mean years of schooling, access to health care)? Environmental Factors (e.g., carbon emissions per capita)?
Information about human rights issues (e.g., gender equality, corruption)?
Information about food security (e.g., quality, quantity and affordability)?

Once you have completed your infographic, you will use the information gathered to conduct a 2 page maximum written analysis (i.e., why you selected the data and images to depict what life would be like in the country and for the person you have selected).

Analysis Guiding Questions:

• Based on the data and infographic you created, discuss what life is like currently for this person in the country that you chose.
• Is there opportunity to change this predicted life path?
• Identify and describe the best approach for this change.
• Make recommendations on what you feel the government of your selected country should do to improve the life of this individual. If those recommendations were put into practice, make a prediction for how life would change for this person 20 years from now.
• Describe what developed countries could/should do to help this country improve the life of its citizens. In essence - is there a moral imperative for developed countries to help less developed countries?

Of course please include a works cited page. In text citations are not necessary on your infographic or report. But a APA works cited page is required.

Infographic Rubric

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge and Understanding: Knowledge of content: The infographic and analysis includes appropriate facts, terms, definitions and/or information relating to the country.	Completed with limited understanding and skill.	Completed with some understanding and skill.	Completed with considerable understanding and skill.	Completed with a high degree of understanding and skill.
Knowledge and Understanding: Understanding of Content: The infographic and analysis demonstrates an accurate understanding of the lived reality for a person in the selected African country.	Analysis demonstrates limited understanding of content.	Analysis demonstrates some understanding of content.	Analysis demonstrates considerable understanding of content.	Analysis demonstrates a high degree of understanding of content.
Thinking: Use of Planning Skills: The Infographic and Analysis includes relevant and accurate data.	Limited use of data, evidence and/or information.	Some use of data, evidence and/or information.	Considerable use of data, evidence and/or information.	High degree of use of data, evidence and/or information.
Thinking: Use of Processing Skills: Student interprets and analyzes the data/evidence to identify opportunities and approaches for change, and makes predictions.	Limited interpretation and analysis of data to identify change approaches/opportunities and make predictions.	Some interpretation and analysis of data to identify change approaches/ opportunities and make predictions.	Considerable interpretation and analysis of data to identify change approaches/ opportunities and make predictions.	High degree of interpretation and analysis of data to identify change approaches/ opportunities and make predictions.
Thinking: Use of critical/creative thinking processes: Student uses concepts of geographic thinking and unit/course material to describe improvements and critically analyse the relationships between relevant data and possible changes to improve quality of life.	Uses critical/ creative thinking processes with limited effectiveness.	Uses critical/ creative thinking processes with some effectiveness.	Uses critical/ creative thinking processes with considerable effectiveness.	Uses critical/ creative thinking processes with high degree of effectiveness.
Communication: Expression and organization of ideas and information: Information and data presented in infographic and analysis are organized, logical and clear. Communication for different audiences and purposes in visual and written forms: Task informs peers and adults about the selected country in visual and written form.	Limited organization, logic, and clarity of expression. Product communicates for different audiences and purposes with limited effectiveness.	Some organization, logic, and clarity of expression. Product communicates for different audiences and purposes with some effectiveness.	Considerable organization, logic, and clarity of expression. Product communicates for different audiences and purposes with considerable effectiveness.	High degree of organization, logic, and clarity of expression. Product communicates for different audiences and purposes with high degree of effectiveness.
Communication: Use of conventions vocabulary, and terminology from the unit: Student uses vocabulary and/or terms from the unit/course in the infographic and analysis with the correct visual and written conventions.	Limited use of appropriate vocabulary and conventions.	Some use of appropriate vocabulary and conventions.	Considerable use of appropriate vocabulary and conventions.	High degree of use of appropriate vocabulary and conventions.
Application: Application of knowledge and skills in familiar contexts: Analysis applies concepts of geographic thinking to describe the unique relationships that exist in and between the natural and human environments in the selected country.	Limited application of geographic thinking to the issue.	Some application of geographic thinking to the issue.	Considerable application of geographic thinking to the issue.	High degree of application of geographic thinking to the issue.
Application: Transfer of knowledge and skills to new contexts: Student applies thinking, data and skills to make predictions and identify areas for change/improvement for life in that country.	Applies knowledge, thinking and skills to make predictions and identify areas for improvement with limited degree of effectiveness.	Applies knowledge, thinking and skills to make predictions and identify areas for improvement with some degree of effectiveness.	Applies knowledge, thinking and skills to make predictions and identify areas for improvement with a considerable degree of effectiveness.	Applies knowledge, thinking and skills to make predictions and identify areas for improvement with a high degree of effectiveness.
Application: Making connections within and between various contexts: Analysis makes connections between relevant data and characteristics to determine present and future patterns and trends.	Analysis makes connections between relevant data and characteristics to determine present/future patterns and trends with limited effectiveness.	Analysis makes connections between relevant data and characteristics to determine present/future patterns and trends with some effectiveness.	Analysis makes connections between relevant data and characteristics to determine present/future patterns and trends with considerable effectiveness.	Analysis makes connections between relevant data and characteristics to determine present/future patterns and trends with a high degree of effectiveness.