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Qs.2.  What does it means to be a “global citizen”? 

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Qs.2.  What does it means to be a “global citizen”? 

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A global citizen is someone who revels in the richness of one’s national cultural heritage and expands this to the whole world by breaking down the boundaries of nations, thereby contributing to the emergence of an international community.

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Qs.3. How do schools today prepare students for global citizenship within biology and other group 4 subjects? 

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Qs.3. How do schools today prepare students for global citizenship within biology and other group 4 subjects? 

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Biology or any form of science is based on facts and the logistics of its application. To encourage this application schools include various activities to be performed by the students. Some of these activities can be that students may be asked to:
1. Do research-based projects on global issues,
2. Execute appropriate measures to spread scientific awareness against issues,
3. Participate in international collaborative projects and in exchange programs,
4. Visit renowned research laboratories, hospitals, etc. to gain first-hand knowledge of the international standards and ethical issues.
5. Write interdisciplinary articles in the school magazines on science related issues that have global implications.
6. Organize science fair showing how science can give us an eco-friendly, better life.

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Qs.4. What are the ways in which the texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?  

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Qs.4. What are the ways in which the texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?  

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Biology is a subject that is intricately connected to our daily lives. Hence whenever any concept is discussed in class, students should be encouraged to relate it to real life examples. Very often they cite examples of incidents happening at national and international levels, e.g., effect of global warming on agriculture, pathogens, etc. at local and global levels. Any study on human physiology is always related to the life-style problems being faced currently across nationalities. Thus, related topics are always merged to give a holistic picture to the students.

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Qs.6. What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness? 

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Qs.6. What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness? 

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During the teaching-learning process students are regularly made to reflect on the ethical aspect of any scientific study being discussed. There can be brainstorming sessions, e.g. on the pros and cons of Stem Cell research. They can be asked to do case studies of how a certain type of anthropogenic activity can affect the environment and suggest remedies.

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Qs.1. What does international-mindedness mean to you? 

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Qs.1. What does international-mindedness mean to you? 

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It is the empathy and respect shared between people coming from varying cultural backgrounds. This involves the celebration of the concept of unity in diversity, where humanity is the manifestation of unity amidst all forms of man-made diversities.

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Qs.5. How can you help your students understand the importance of international understanding as it relates to your course? 

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Qs.5. How can you help your students understand the importance of international understanding as it relates to your course? 

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Explanations can be given in an interdisciplinary manner. Concepts like bio-molecules, cell membrane function, etc. must be discussed from the angle of both Biology and Chemistry. Topics like adolescent issues require understanding of socio-economic aspects both at local and global levels. We can invite eminent doctors to enlighten the students regarding the global picture of certain aspects of human physiology.