SSC CHSL COMPREHENSION TEST

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

Authors William Strauss and Neil Howe are known for their theories about cycles of generations in American history. They refer to each cycle of four generations as a con stellation, and they posit that each constellational era corresponds to "recurring types of historical events and moods. They state that adjacent generations do not live similar lives. and that each generation ages as a singular cohort as time moves forward. According to Strauss and Howe, each generation is comprised of people who possess (1) common age (2) common beliefs and (3) perceived membership in the same generation. A generation is approximately 22 years in length. Since a lifetime may reach 80-90 years, members of 4 generations are alive at one time. The four generational archetypes identified by Strauss are Idealist, Reactive, Civic and Adaptive. Idealists are "increasingly indulged youths after a secular crisis," who cultivate principle rather than pragmatism in midlife, and emerge as "visionary elders." Reactives grow up "under protected and criticized youths during a spiritual awakening," mature into risk taking adults, mellow into "pragmatic midlife leaders during a secular crisis," and become reclusive elders. Civics grow up "increasingly protected youths after a spiritual awakening," become "a heroic and achieving cadre of young adults," build institutions as midlifers, and "emerge as busy midlifers, attacked by the next spiritual awakening." Adaptives grow up as "overprotected and suffocated youths during a secular crisis," become "risk-averse, conformist rising adults," mature into "indecisive arbitrator leaders during a spiritual awakening," and become sensitive elders.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

In the world have we made health an end in itself? We have forgotten that health is really a means to enable a person to do his work and do it well. A lot of modern medicine is concerned with promotion of good health. Many patients as well as many physicians pay very little attention to health; but very much attention to health makes some people imagine that they are ill. Our great concern with health is shown by the medical columns in newspaper, the health articles in popular magazines and the popularity of the television programme and all those books on medicine. We talk about health all the time. Yet, for the most only result is more people are with imaginary illnesses. The healthy man should not be wasting any time talking about health, he should be using health for work, the work he does and the work that good health makes possible.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

In the world have we made health an end in itself? We have forgotten that health is really a means to enable a person to do his work and do it well. A lot of modern medicine is concerned with promotion of good health. Many patients as well as many physicians pay very little attention to health; but very much attention to health makes some people imagine that they are ill. Our great concern with health is shown by the medical columns in newspaper, the health articles in popular magazines and the popularity of the television programme and all those books on medicine. We talk about health all the time. Yet, for the most only result is more people are with imaginary illnesses. The healthy man should not be wasting any time talking about health, he should be using health for work, the work he does and the work that good health makes possible.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

Authors William Strauss and Neil Howe are known for their theories about cycles of generations in American history. They refer to each cycle of four generations as a con stellation, and they posit that each constellational era corresponds to "recurring types of historical events and moods. They state that adjacent generations do not live similar lives. and that each generation ages as a singular cohort as time moves forward. According to Strauss and Howe, each generation is comprised of people who possess (1) common age (2) common beliefs and (3) perceived membership in the same generation. A generation is approximately 22 years in length. Since a lifetime may reach 80-90 years, members of 4 generations are alive at one time. The four generational archetypes identified by Strauss are Idealist, Reactive, Civic and Adaptive. Idealists are "increasingly indulged youths after a secular crisis," who cultivate principle rather than pragmatism in midlife, and emerge as "visionary elders." Reactives grow up "under protected and criticized youths during a spiritual awakening," mature into risk taking adults, mellow into "pragmatic midlife leaders during a secular crisis," and become reclusive elders. Civics grow up "increasingly protected youths after a spiritual awakening," become "a heroic and achieving cadre of young adults," build institutions as midlifers, and "emerge as busy midlifers, attacked by the next spiritual awakening." Adaptives grow up as "overprotected and suffocated youths during a secular crisis," become "risk-averse, conformist rising adults," mature into "indecisive arbitrator leaders during a spiritual awakening," and become sensitive elders.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

Authors William Strauss and Neil Howe are known for their theories about cycles of generations in American history. They refer to each cycle of four generations as a con stellation, and they posit that each constellational era corresponds to "recurring types of historical events and moods. They state that adjacent generations do not live similar lives. and that each generation ages as a singular cohort as time moves forward. According to Strauss and Howe, each generation is comprised of people who possess (1) common age (2) common beliefs and (3) perceived membership in the same generation. A generation is approximately 22 years in length. Since a lifetime may reach 80-90 years, members of 4 generations are alive at one time. The four generational archetypes identified by Strauss are Idealist, Reactive, Civic and Adaptive. Idealists are "increasingly indulged youths after a secular crisis," who cultivate principle rather than pragmatism in midlife, and emerge as "visionary elders." Reactives grow up "under protected and criticized youths during a spiritual awakening," mature into risk taking adults, mellow into "pragmatic midlife leaders during a secular crisis," and become reclusive elders. Civics grow up "increasingly protected youths after a spiritual awakening," become "a heroic and achieving cadre of young adults," build institutions as midlifers, and "emerge as busy midlifers, attacked by the next spiritual awakening." Adaptives grow up as "overprotected and suffocated youths during a secular crisis," become "risk-averse, conformist rising adults," mature into "indecisive arbitrator leaders during a spiritual awakening," and become sensitive elders.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

In the world have we made health an end in itself? We have forgotten that health is really a means to enable a person to do his work and do it well. A lot of modern medicine is concerned with promotion of good health. Many patients as well as many physicians pay very little attention to health; but very much attention to health makes some people imagine that they are ill. Our great concern with health is shown by the medical columns in newspaper, the health articles in popular magazines and the popularity of the television programme and all those books on medicine. We talk about health all the time. Yet, for the most only result is more people are with imaginary illnesses. The healthy man should not be wasting any time talking about health, he should be using health for work, the work he does and the work that good health makes possible.

In the world have we made health an end in itself? We have forgotten that health is really a means to enable a person to do his work and do it well. A lot of modern medicine is concerned with promotion of good health. Many patients as well as many physicians pay very little attention to health; but very much attention to health makes some people imagine that they are ill. Our great concern with health is shown by the medical columns in newspaper, the health articles in popular magazines and the popularity of the television programme and all those books on medicine. We talk about health all the time. Yet, for the most only result is more people are with imaginary illnesses. The healthy man should not be wasting any time talking about health, he should be using health for work, the work he does and the work that good health makes possible.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

Authors William Strauss and Neil Howe are known for their theories about cycles of generations in American history. They refer to each cycle of four generations as a con stellation, and they posit that each constellational era corresponds to "recurring types of historical events and moods. They state that adjacent generations do not live similar lives. and that each generation ages as a singular cohort as time moves forward. According to Strauss and Howe, each generation is comprised of people who possess (1) common age (2) common beliefs and (3) perceived membership in the same generation. A generation is approximately 22 years in length. Since a lifetime may reach 80-90 years, members of 4 generations are alive at one time. The four generational archetypes identified by Strauss are Idealist, Reactive, Civic and Adaptive. Idealists are "increasingly indulged youths after a secular crisis," who cultivate principle rather than pragmatism in midlife, and emerge as "visionary elders." Reactives grow up "under protected and criticized youths during a spiritual awakening," mature into risk taking adults, mellow into "pragmatic midlife leaders during a secular crisis," and become reclusive elders. Civics grow up "increasingly protected youths after a spiritual awakening," become "a heroic and achieving cadre of young adults," build institutions as midlifers, and "emerge as busy midlifers, attacked by the next spiritual awakening." Adaptives grow up as "overprotected and suffocated youths during a secular crisis," become "risk-averse, conformist rising adults," mature into "indecisive arbitrator leaders during a spiritual awakening," and become sensitive elders.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

Time was when people looked heavenward and prayed, Ye Gods, give us rain, keep drought away." Today there are those who pray. "Give us rain, keep El Nino away." El Nino and its atmospheric equivalent, called the Southern Oscillation, are together referred to as ENSO, and are household words today. Meteorologists recognize it as often being responsible for natural disaster worldwide. But this wisdom dawned only after countries suffered: first from the lack of knowledge, and then from the lack of coordination between policy making and the advances in scientific knowledge. Put simply, El Nino is weather event restricted to certain tropical shores, especially the Peruvian coast. The event has diametrically opposite impacts on the land and sea. The Peruvian shore is a desert. But every few years, an unusually warm ocean current - El Nino-warms up the normally cold surface-waters off the Peruvian coast, causing very heavy rains in the early half of the year. And then, miraculously, the desert is matted green. Crops like cotton, coconuts and banana grow on the other wise stubbornly barren land. These are the Peruvians anos de abundencia or years of abundance. The current had come to be termed El Nino, or the Christ Child because it usually appears as an enhancement if a mildly warm current that normally occurs here around every Christmas. But this boon on land is accompanied by oceanic disasters. Normally, the waters off the South American coast are among the most productive in the world because of a constant upswelling of nutrient rich cold waters from the ocean depths. During an El Nino, however waters are stirred up only from near the surface. The nutrient-crunch pushes down primary production, disrupting the food chain. Many marine species, including anchoveta (anchovies) temporarily disappear. This is just one damning effect of El Nino. Over the years its full impact has been studied and what the Peruvians once regarded as manna, is now seen as a major threat.

Authors William Strauss and Neil Howe are known for their theories about cycles of generations in American history. They refer to each cycle of four generations as a con stellation, and they posit that each constellational era corresponds to "recurring types of historical events and moods. They state that adjacent generations do not live similar lives. and that each generation ages as a singular cohort as time moves forward. According to Strauss and Howe, each generation is comprised of people who possess (1) common age (2) common beliefs and (3) perceived membership in the same generation. A generation is approximately 22 years in length. Since a lifetime may reach 80-90 years, members of 4 generations are alive at one time. The four generational archetypes identified by Strauss are Idealist, Reactive, Civic and Adaptive. Idealists are "increasingly indulged youths after a secular crisis," who cultivate principle rather than pragmatism in midlife, and emerge as "visionary elders." Reactives grow up "under protected and criticized youths during a spiritual awakening," mature into risk taking adults, mellow into "pragmatic midlife leaders during a secular crisis," and become reclusive elders. Civics grow up "increasingly protected youths after a spiritual awakening," become "a heroic and achieving cadre of young adults," build institutions as midlifers, and "emerge as busy midlifers, attacked by the next spiritual awakening." Adaptives grow up as "overprotected and suffocated youths during a secular crisis," become "risk-averse, conformist rising adults," mature into "indecisive arbitrator leaders during a spiritual awakening," and become sensitive elders.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.

In the world have we made health an end in itself? We have forgotten that health is really a means to enable a person to do his work and do it well. A lot of modern medicine is concerned with promotion of good health. Many patients as well as many physicians pay very little attention to health; but very much attention to health makes some people imagine that they are ill. Our great concern with health is shown by the medical columns in newspaper, the health articles in popular magazines and the popularity of the television programme and all those books on medicine. We talk about health all the time. Yet, for the most only result is more people are with imaginary illnesses. The healthy man should not be wasting any time talking about health, he should be using health for work, the work he does and the work that good health makes possible.

There is a general consensus that 'International Understanding need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to pro mote International Understanding. The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology. Political Science. Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, International education can be pre scribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned. At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been pre scribed by most of the universities and these contain con tent which has a direct or indirect bearing on promoting UNESCO ideals.