Moscow Olympics 1980. Urban Policy. Urban Regeneration Speech or Presentation

Moscow Olympics 1980. Urban Policy. Urban Regeneration - Speech or Presentation Example The problem is that although Moscow was experiencing the Soviet war in 1980, its urban infrastructure warranted it an opportunity to host Olympic Games (Real 1996). Other cities did not have the standardized infrastructure to accommodate the event. In return, the event did not run as expected because some nations like the US amongst others boycotted the event. Since then, cities are on the run to standardize their infrastructure so as to be given the opportunity to host Olympic Games. This problem is worth discussing because; if there were other urban areas of the same urban standards as Moscow and not experiencing cold war, the Olympic Games could have been held there. Today every other city in the world has sought urban policy or urban regeneration to be in a position to host international events like Olympic Games. The differing perspective of this topic is that since the Moscow Olympic games of 1980, the society has made Olympic Games more visible and spectacular (Andranovich & Heying 2001). The International Olympic Committee (IOC) which is the body that conducts Olympic sports has to be very specific in outlining the requirements needed by a city to host the event. The staging is done on a manual detailing where it has to be evaluated in the bi dossiers of candidate cities. The demand for hosting Olympic Games has gone up due to the urban transformation or regeneration which has taken place since 1980 when Moscow hosted Olympic Games. Cities have regenerated their transport sectors, technology, cultural programmes, art and environmental management among other critical sectors which can deny them the opportunity to host international events li ke the Olympic Games. Once a city has been selected to host the event, it is monitored closely in planning and preparing for the event by the IOC coordination committee to ensure everything is up to standard. Sometimes the commission

Family structural theory Assignment Example | Topics and Well Written Essays - 250 words - 1

Family structural theory - Assignment Example Another way to determine if the family is dysfunctional if the family is based on organization and subsystems, this includes interactions between individuals, with assigned roles and expectations (Minuchin1974) From Minuchin perspective, a family is either functional or dysfunctional depending upon its capacity to adapt to numerous stressors which, in turn, rests upon the simplicity and appropriateness of its subsystem boundaries. The way to determine if the family dysfunctional is if the family:- members from brother to sister do not have love to one another which should latter grow into respect to one another; all the family members feeling shamed, slammed, belittled or dismissed when they state what they have in their minds, opinions, wants dreams and desire; It can be determined by how the family members are accountable to one another; if one has made a mistake the and the guilty one doesn’t apologies to the other, failure of allowing reasonable expression of emotions, discouraging siblings to work together (Minuchin1974). From the study we are able to know what is meant by the term dysfunctional family, and how a structural theory can be used to determine a dysfunctional family with the contribution from Minuchin and Gardano. There are various dysfunctional families and this study has given some aspects on how to identify such kind of a family. Silva, E., Tsatskis, Y., Gardano, L., Tapon, N., & McNeill, H. (2006). The Tumor-Suppressor Gene fat Controls Tissue Growth Upstream of Expanded in the Hippo Signaling Pathway. Current biology, 16(21),

Role Of Data Structures In Programming Languages

Role Of Data Structures In Programming Languages In computer science, a data structure is a particular way of storing and organizing data in a computer so that it can be used efficiently. It is also known as the logical or mathematical model of a particular organization of data. Data structures are generally based on the ability of a computer to fetch and store data at any place in its memory, specified by an address a bit string that can be itself stored in memory and manipulated by the program. Thus the record and array data structures are based on computing the addresses of data items with arithmetic operations; while the linked data structures are based on storing addresses of data items within the structure itself. Many data structures use both principles, sometimes combined in non-trivial ways Choice of particular data model depends on 2 considerations:- It must be rich enough in structure to mirror the actual relationships of the data in real world. Structure should be simple enough that one can effectively process the data when necessary. Classification of data structure Primitive and Non-primitive : primitive data structures are basic data structure and are directly operated upon machine instructions.Example Integer,character. Non-primitive data structures are derived data structure from the primitive data structures.Example Structure,union,array. Homogeneous and heterogeneous : In homogeneous data structures all the elements will be of same type.Example array. In heterogeneous data structure the elements are of different types.Example structure. Static and Dynamic data structures :In some data structures memory is allocated at the time of compilation such data structures are known as static data structures . If the allocation of memory is at run-time then such data structures are known as Dynamic data structures.Functions such as malloc, calloc,etc.. are used for run-time memory allocation. Linear and Non-linear data structures : Linear data structure maintain a linear relationship between its elements and whose elements form a sequence and every element in structure has unique predecessor and successor. Example array. Non-linear data structures does not maintain hierarichal relationship between the elements. Example tree Some Data Structures And Their role in Programming Languages Stack In computer science, a stack is a last in, first out (LIFO) data structure. History The stack was first proposed in 1955, and then patented in 1957, by the German Friedrich L. Bauer. The same concept was developed independently, at around the same time, by the Australian Charles Leonard Hamblin.. Operations on stacks A stack can have any abstract data type as an element, but is characterized by only two fundamental operations: push and pop. The push operation adds to the top of the list, hiding any items already on the stack, or initializing the stack if it is empty. The pop operation removes an item from the top of the list, and returns this value to the caller. A pop either reveals previously concealed items, or results in an empty list. Simple representation of a stack A stack is a restricted data structure, because only a small number of operations are performed on it. The nature of the pop and push operations also means that stack elements have a natural order. Elements are removed from the stack in the reverse order to the order of their addition: therefore, the lower elements are typically those that have been in the list the longest. In modern computer languages, the stack is usually implemented with more operations than just push and pop. Some implementations have a function which returns the current length of the stack. Another typical helper operation top (also known as peek) can return the current top element of the stack without removing it. Basic architecture of a stack Role of stacks in programming languages Languages such as Adobe PostScript are also designed around language-defined stacks that are directly visible to and manipulated by the programmer. C++s Standard Template Library provides a stack templated class which is restricted to only push/pop operations. Javas library contains a stack class that is a specialization of vectorthis could be considered a design flaw, since the inherited get() method from vector ignores the LIFO constraint of the stack. The simple model provided in a stack-oriented programming language allows expressions and programs to be interpreted simply and theoretically evaluated much more quickly, since no syntax analysis needs to be done, only lexical analysis. The way programs are written lends itself well to being interpreted by machines, which is why PostScript suits printers well for its use. However, the slightly artificial way of writing PostScript programs can result in an initial barrier to understanding the PostScript language and other stack-oriented programming languages. Whilst the capability of shadowing by overriding inbuilt and other definitions can make things difficult to debug and irresponsible usage of this feature can result in unpredictable behaviour it can make certain functionality much simpler. For example, in PostScript usage, the showpage operator can be overridden with a custom one that applies a certain style to the page, instead of having to define a custom operator or to repeat code to generate the style. Implementation In most high level languages, a stack can be easily implemented through an array. What identifies the data structure as a stack in either case is not the implementation but the interface: the user is only allowed to pop or push items onto the array or linked list, with few other helper operations. The following will demonstrate both implementations, using C. Array The array implementation aims to create an array where the first element (usually at the zero-offset) is the bottom. That is, array[0] is the first element pushed onto the stack and the last element popped off. The program must keep track of the size, or the length of the stack. The stack itself can therefore be effectively implemented as a two-element structure in C: typedef struct { int size; int items[STACKSIZE]; } STACK; The push() operation is used both to initialize the stack, and to store values to it. It is responsible for inserting (copying) the value into the ps->items[] array and for incrementing the element counter (ps->size). In a responsible C implementation, it is also necessary to check whether the array is already full to prevent an overrun. void push(STACK *ps, int x) { if (ps->size == STACKSIZE) { fputs(Error: stack overflown, stderr); abort(); } else ps->items[ps->size++] = x; } The pop() operation is responsible for removing a value from the stack, and decrementing the value of ps->size. A responsible C implementation will also need to check that the array is not already empty. int pop(STACK *ps) { if (ps->size == 0){ fputs(Error: stack underflown, stderr); abort(); } else return ps->items[ps->size]; } Procedures A procedure in a stack-based programming language is treated as a data object in its own right. In PostScript, procedures are denoted between { and }. For example, in PostScript syntax, { dup mul } represents an anonymous procedure to duplicate what is on the top of the stack and then multiply the result a squaring procedure. Since procedures are treated as simple data objects, we can define names with procedures, and when they are retrieved, they are executed directly. Dictionaries provide a means of controlling scoping, as well as storing of definitions. Since data objects are stored in the top-most dictionary, an unexpected capability arises quite naturally: when looking up a definition from a dictionary, the topmost dictionary is checked, then the next, and so on. If we define a procedure that has the same name as another already defined in a different dictionary, the local one will be called. Anatomy of some typical procedures Procedures often take arguments. They are handled by the procedure in a very specific way, different from that of other programming languages. Let us examine a Fibonacci number program in PostScript: /fib { dup dup 1 eq exch 0 eq or not { dup 1 sub fib exch 2 sub fib add } if } def We use a recursive definition, and do so on the stack. The Fibonacci number function takes one argument. We first test whether it is 1 or 0. Let us decompose each of the programs key steps, reflecting the stack. Assume we calculate F(4). stack: 4 dup stack: 4 4 dup stack: 4 4 4 1 eq stack: false 4 4 exch stack: 4 false 4 0 eq stack: false false 4 or stack: false 4 not stack: true 4 Since the expression evaluates to true, the inner procedure is evaluated. stack: 4 dup stack: 4 4 1 sub stack: 3 4 fib (we recurse here) stack: F(3) 4 exch stack: 4 F(3) 2 sub stack: 2 F(3) fib (we recurse here) stack: F(2) F(3) add stack: F(2)+F(3) which is the result we wanted. This procedure does not use named variables, purely the stack. We can create named variables by using the /a exch def construct. For example, {/n exch def n n mul} is a square procedure with a named variable n. Assume that /sq {/n exch def n n mul} def and 3 sq is called. Let us analyse this procedure. stack: 3 /n exch stack: /n 3 def stack: empty (it has been defined) n stack: 3 n stack: 3 3 mul stack: 9 which is the result we wanted. Expression evaluation and syntax parsing Calculators employing reverse Polish notation use a stack structure to hold values. Expressions can be represented in prefix, postfix or infix notations. Conversion from one form of the expression to another form may be accomplished using a stack. Many compilers use a stack for parsing the syntax of expressions, program blocks etc. before translating into low level code. Most of the programming languages are context free languages allowing them to be parsed with stack based machines. Example in C #include int main() { int a[100], i; printf(To pop enter -1n); for(i = 0;;) { printf(Push ); scanf(%d, a[i]); if(a[i] == -1) { if(i == 0) { printf(Underflown); } else { printf(pop = %dn, a[i]); } } else { i++; } } } Runtime memory management A number of programming languages are stack oriented, meaning they define most basic operations (adding two numbers, printing a character) as taking their arguments from the stack, and placing any return values back on the stack. For example, Postscript has a return stack and an operand stack, and also has a graphics state stack and a dictionary stack. Forth uses two stacks, one for argument passing and one for subroutine return addresses. The use of a return stack is extremely commonplace, but the somewhat unusual use of an argument stack for a human-readable programming language is the reason Forth is referred to as a stack based language. Almost all computer runtime memory environments use a special stack (the call stack) to hold information about procedure/function calling and nesting in order to switch to the context of the called function and restore to the caller function when the calling finishes. They follow a runtime protocol between caller and callee to save arguments and return value on the stack. Stacks are an important way of supporting nested or recursive function calls. This type of stack is used implicitly by the compiler to support CALL and RETURN statements (or their equivalents) and is not manipulated directly by the programmer. Some programming languages use the stack to store data that is local to a procedure. Space for local data items is allocated from the stack when the procedure is entered, and is deallocated when the procedure exits. The C programming language is typically implemented in this way. Using the same stack for both data and procedure calls has important security implications (see below) of which a programmer must be aware in order to avoid introducing serious security bugs into a program. Linked Lists In computer science, a linked list is a data structure that consists of a sequence of data records such that in each record there is a field that contains a reference(i.e., a link) to the next record in the sequence. A linked list whose nodes contain two fields: an integer value and a link to the next node Linked lists can be implemented in most languages. Languages such as Lisp and Scheme have the data structure built in, along with operations to access the linked list. Procedural languages, such as C, or object-oriented languages, such as C++ and JAVA, typically rely on mutable references to create linked lists. History Linked lists were developed in 1955-56 by Allen Newell, Cliff Shaw and Herbert Simon at RAND Corporation as the primary data structure for their Information Processing Language. Role of linked lists in programming languages Many programming languages such as Lisp and Scheme have singly linked lists built in. In many functional languages. In languages that support Abstract Data types or templates, linked list ADTs or templates are available for building linked lists. In other languages, linked lists are typically built using references together with records. Here is a complete example in C: #include /* for printf */ #include /* for malloc */ typedef struct node { int data; struct node *next; /* pointer to next element in list */ } LLIST; LLIST *list_add(LLIST **p, int i); void list_remove(LLIST **p); LLIST **list_search(LLIST **n, int i); void list_print(LLIST *n); LLIST *list_add(LLIST **p, int i) { if (p == NULL) return NULL; LLIST *n = malloc(sizeof(LLIST)); if (n == NULL) return NULL; n->next = *p; /* the previous element (*p) now becomes the next element */ *p = n; /* add new empty element to the front (head) of the list */ n->data = i; return *p; } void list_remove(LLIST **p) /* remove head */ { if (p != NULL *p != NULL) { LLIST *n = *p; *p = (*p)->next; free(n); } } LLIST **list_search(LLIST **n, int i) { if (n == NULL) return NULL; while (*n != NULL) { if ((*n)->data == i) { return n; } n = (*n)->next; } return NULL; } void list_print(LLIST *n) { if (n == NULL) { printf(list is emptyn); } while (n != NULL) { printf(print %p %p %dn, n, n->next, n->data); n = n->next; } } int main(void) { LLIST *n = NULL; list_add(n, 0); /* list: 0 */ list_add(n, 1); /* list: 1 0 */ list_add(n, 2); /* list: 2 1 0 */ list_add(n, 3); /* list: 3 2 1 0 */ list_add(n, 4); /* list: 4 3 2 1 0 */ list_print(n); list_remove(n); /* remove first (4) */ list_remove(n->next); /* remove new second (2) */ list_remove(list_search(n, 1)); /* remove cell containing 1 (first) */ list_remove(n->next); /* remove second to last node (0) */ list_remove(n); /* remove last (3) */ list_print(n); return 0; Queue A queue is a particular kind of collection in which the entities in the collection are kept in order and the principal (or only) operations on the collection are the addition of entities to the rear terminal position and removal of entities from the front terminal position. This makes the queue a First In First Out. In a FIFO data structure, the first element added to the queue will be the first one to be removed. This is equivalent to the requirement that whenever an element is added, all elements that were added before have to be removed before the new element can be invoked. A queue is an example of a linear data structure. Representation of a Queue Example C Program #include int main(){ int a[100],i,j; printf(To DQueue Enter -1n); for(i=0;;){ printf(NQueue ); scanf(%d,a[i]); if(a[i]==0) break; if(a[i]==-1){ a[i]=0; if(i==0){ printf(Wrongn); continue; } printf(DQueue = %dn,a[0]); for(j=0;j a[j]=a[j+1]; i; } else i++; } for(j=0;j printf(%d ,a[j]); return 0; }

Patriarchy in Hamlet Essay -- Essays on Shakespeare Hamlet

Patriarchy in Hamlet  Ã‚     Ã‚  Ã‚   William Shakespeare’s Hamlet employs the concept of patriarchy in several scenarios and each on different levels. These levels of patriarchy, if even for the same character, vary in their role in the play. Three patriarchal characters are easily identified: the ghost of Hamlet’s father, the king Claudius, and the lord chamberlain Polonius. Despite their variances each patriarchy displays values and actions which are key factors in bringing about the cataclysmic ending to Hamlet. Claudius fills the role of father figure as both king to a nation and stepfather to young Hamlet, whose father has died unexpectedly. It is revealed later that Claudius is responsible for the death of his brother, King Hamlet. This very act of murder to obtain the throne and marry his own sister-in-law, an act equal to incest in the eyes of their society, displays from the first the poor quality of monarchy that can be expected from Claudius. Young Fortinbras of Norway feels that since the King Hamlet is dead he is entitled to his inheritance of land, and rightly so as the contract was drawn between King Hamlet and Fortinbras’s father. The young Fortinbras is obviously some form of a threat to the kingdom, a thought expressed as well by Horatio and Bernardo as they stand watch in the opening of the play (1.1.80-125). Claudius does not appear to be overly concerned with the matter. He sends two couriers to Fortinbras’s sick uncle asking that he stop Fortinbras and his at tack on Denmark. Meanwhile, it seems as if Claudius does not give the matter another thought. It is odd that he does not more safely guard the kingdom that meant enough to him to kill his own brother to obtain it. He of all people should know what one ... ...blishers, 1999. Chute, Marchette. â€Å"The Story Told in Hamlet.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from Stories from Shakespeare. N. p.: E. P. Dutton, 1956.    Homer. â€Å"The Odyssey.† The Norton Anthology of World Masterpieces. Expanded Edition in One Volume. New York: W.W. Norton & Company, 1997. 101-336. Shakespeare, William. â€Å"Hamlet.† The Norton Anthology of World Masterpieces. Expanded Edition in One Volume. New York: W.W. Norton & Company, 1997. 1634-726.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.    Ovid. â€Å"Metamorphoses.† The Norton Anthology of World Masterpieces. Expanded Edition in One Volume. New York: W.W. Norton & Company, 1997. 684-99.      

Origin of African American Vernacular English Essay

African American Vernacular English is a form of American English which is used by mostly African American. It was originally known as the Black English. In non academic circles it is referred as Ebonics. This form of English shares a common pronunciation with the South American English which is mostly spoken by the African Americans and other non African American living in United States of America. African American vernacular English is a variation of English which has some unique characteristics which are not shared by any other variant of English. The language has several similar vocabularies with other forms of English that are spoken in America including the Standard English. ( Allyene, M 56 1980) It is almost hard to estimate the number of people who use this dialect. Scholars have put forward that there are people who may be using the AAVE pronunciation and vocabulary but they do not use the grammatical characteristics of the dialect. There are others who may only be using only a typical aspect of the variant. For along time linguists have been using the term African American vernacular English to refer to all those variants which portray particular grammatical characteristics such as copula removal, omitting of letter- s in third person or generally double negation. These features do happen in a variable manner, this means that the Standard English has been altered in one way or another. This point makes it hard to specifically state the number of people who speak this language. The variation experienced in this dialect has been argued to portray the intricate collective attitudes that revolve around the AAVE. This may be one of the reasons why it had attracted the type of interest from various sociolinguists and also the focus it has generated from the general public. (Allyene, M 87 1980) There have been arguments that the African American English may have contributed some words that are used in Standard English. There are regional variations as far as this form of language is concerned; this variation is described as little by linguists. Proponents of Creole hypothesis argue that this form of American English has some of similarity with the languages that are spoken in West Africa. (Winford, D 234 2000) There have been suggestions that African American vernacular English (AAVE) is an African language. The origin of the AAVE remains a controversial issue where scholars have never agreed on the various aspects concerning this dialect. Debate over the origin and development of the language has been alive and the scholars argue that the history of the speakers of this form of English make it a unique and special case. There have been two main hypotheses which have dominated the discussion about the basis of the African American vernacular English. These hypotheses are the Creole and Anglicist. Anglicist theory is also referred to as the dialectal hypotheses. The Anglicist hypothesis was set by its proponents during the twentieth century. They argued that the AAVE origin is traceable in the same way that the European English dialects were developed. The proponents of Anglicist hypothesis are of the assumption that the Africans who were taken to America as slaves learned a new language out of need to communicate. The proponents of this hypothesis belief that the Africans slaves learned English that was being spoken by the native English but in the course of learning it they made several mistakes which have been passed through generations. To Anglicist AAVE is bad English, a belief that has been greatly challenged by many linguists. The Africans who had different languages simply learned English and as time went on their languages gradually disappeared, only a few traces of the ancestral languages that were spoken by the African slaves remained. This hypothesis is based on the observation that when a given group of people who speak the same language are separated or diverged they tend to have variation in their speech. Language has been said to be a static and dynamic system a language spoken by a certain community will change since the groups have to continue communicating even when they are drawn apart due to various reasons. One notable example which has been used to explain this hypothesis is the variation which exists between American and the British English, the dialectical variation between these two forms of English has been said to have resulted due to the geographical distance that exist between the users of the two dialects. Isolation of the African Americans in the United States of America during the slavery period is of great importance as far as this hypothesis is concerned. Dialectal or the Anglicist clearly gives the facts on the origin of non Standard English through their unique explanations. Double and multiple negations are some of the examples through which the proponents of the theory state that were taken directly from the traditional forms of speech as the language developed. AAVE is known to have inherited some forms from the ancient traditions while at the same time making some modifications through innovations. To angilict this is what happens when two dialects move apart. Old characteristics feature are kept while at the same time the new ones are brought to the picture. A good example is a point where the AAVE lost the third person singular. Several dialectologists of the twentieth century claimed that AAVE roots can be traced back to the earliest form of the American English dialects. (Bailey, G. 46 1993) Supporters of this hypothesis made an assumption that the Africans Americans slaves learned the different forms of English which were spoken by their masters who were mostly European whites. The Anglicist theory was later challenged by the creolist who noted that the early language circumstances for the descendants from Africa who were subjected to the slavery as totally different from the one experienced by the European immigrants. The creolist focus on the origins of AAVE through assuming that it came from a creole language for example Gullah. They base their argument on the fact that it has the same features as the creoles that are spoken in the Caribbean. To the Creolist the segregation and subordination experienced by the African slaves only Yielded to development of a language which came to be referred to as Creole. This refers to a language that is formed by the groups which do not share a common language. Formation of a Creole is for purely communication purposes. African slaves having come from different language groups needed to communicate among themselves and also had to communicate with their masters. The Creole hypothesis states that AAVE is an outcome of a Creole which is derived from languages spoken in western part of Africa combined with English. African Slaves who mainly spoke different Western African languages were usually put together when they were being taken to their destination. For these people to communicate in some way they came up with a pidgin which was as a result of using English and West African words. This pidgin later passed on to through generations, and as soon as the pidgin became the main language it came to be described as a Creole. Over the years it has come to undergo a process which is known decreolization making it sound like the Standard English. Later it became the primary language of it’s speakers making it to be classified as a Creole. Over the years AAVE has gone through the process of decreolization and is beginning to sound more like Standard English (Bailey, G. 67 1993) Arguments over the early development of AAVE are just as contentious as the debate over its origin. This is partly due to the unavailability of data concerning the language. The one which has been there has been insufficient and unreliable at the same time though there may have been some written information which dates back in the colonial era its reliability is usually doubted therefore linguists being unable to gather much about the development of this dialect. The actual speech of the spoken African American language is not available since recordings were not there until the early years of the twentieth century. Peharps the lack of evidence coupled with the emergence of different schools of thought and hypothesis has made the dialect to be such unique making to attract too much public attention. (Rickford, J. Mufwene, S and Bailey, G, 254 1998) The creolist have continued to argue that the speech of the African Americans has continued to change significantly over the years but the characteristics of the creole language still exist in many other related dialects. African American vernacular English has developed up to the point where it is influencing other dialects. Its growth can be linked to many factors such as the unique position in which the language came about. It has become extremely hard to say exactly which side holds water as far as the origin a development of African American vernacular English is concerned. It has been influenced by the regional context as well as the heritage situation of the language. The debate on the African American Vernacular English will always be an ongoing phenomenon. It will keep on experiencing changes as far as the grammar is concerned. The current findings indicate that as the time goes by the distinctive characteristics of the language will continue to be stronger (Rickford, J. Mufwene, S and Bailey, G, 234 1998) African American vernacular English continue to be popular though at first was regarded as inferior English dialectal due to the historical background it is associated with. The dialect will continue to draw more debates in the years to come as it develops more closely to the Standard English. Perhaps in some years to come it will be the dialect that most of the Americans will be using. The dialect may not get the necessary support to be used in school but the very nature that it touches on a very sensitive issue of race will make many linguists to continue doing more research on it so that they can be able to solve so many questions that have been left unanswered for such a long period. The two theories may have attempted to answer some pertinent issues that have arose but still gaps remain as far as the development of the language is concerned.

Feeding Program Report Essay

CAT’s Feeding Program provides a healthy, fresh and nutritious meal to the kids who were in hunger or else to the areas wherein we can see that the people cannot really accommodate their meals clearly. This program also desires to give free meals to those children who where in the particular place that we are destined to go to. Feeding is a tool, which today effectively enables hundreds of millions of poor children worldwide to be sustained to their meals—in developed and developing countries alike. This paper describes the benefits of CAT feeding and how this well-proven tool can be scaled up and specifically targeted to address some of the key constraints to universal primary health completion. One of the advantages of CAT feeding is that, in addition to enabling health status, it has positive direct and indirect benefits relating to a number of other development goals (namely for gender equity, poverty and hunger reduction, partnerships and cooperation, care and prevention, and improvements in health and other social indicators). Some of those implications are discussed herein as well. Even in the most-developed nations, there are hungry children who can be helped by school meals. Through this program, we can help the poor people to at least give them meals so that their hunger will be removed. We, the CAT officers, are the ones who personally made and planned the meals to be cooked. We prepared the meals carefully and cook the meals deliciously so that it would be worth for the children who were eating the meals. We can assure to the children that were eating the meals that we had prepared were all clean and healthy since in has the nutritious ingredients like carrots and sweet potato. We also add some seasonings to the meal so that it would be more delicious and that the children would be very happy to the meal that they were eating. The program tries to close the people’s hunger gap by bringing food to children across the street. Run by the school that funded primarily by the CAT officers, the program offers a safe location for children to eat meals and get free food to take home to their families. At least, in our own simple ways we could help to close the people’s hunger. And through this simple way of helping them closing their hunger, we could also give them nutrition. The objectives of the program are to value the health of every people in the community, to have cooperation while giving foods to others, and to discipline the child’s behavior. And through this program, the children learned how to give, they learned through cooperation and the target objectives were happened. Content/Body On the day of the Feeding Program, it was an exciting day for me since it was my first time to experience that one. Our assembly place was our school and our assembly time was 6:30-7:00 am and I came up late at the school because of the fact that when I came up there, they were only few of them who were there. So, when I came there, there was them and after a few minutes I began to help them. I help them repacking the juice; I also help them chopping the ingredients into small dices. After doing all those preparations, we began cooking. Our teacher divided into three different groups that’s why I am sure it will be easy for the meal to be cooked. We also have three large pots where we can cook the meal. Our group leader was Sinclair F. Seno, I know that he really knows how to cook and besides, he is a skillful person whom I trust on. I trust him that he could make our meal so delicious and he really does. Through his experiences in cooking and on his determination to finish cooking, he made it very fine. And then the other group’s meals were also already cooked. Afterwards, we were preparing so that we can now go to our designated area. The area we will distribute the meals that we had prepared. Then we went to the chapel of their place and tell all the residents that we will be giving out free food and meals. So, we have been working out and then the residents began going out and went to us to ask for food and we also gave them. We also gave them juice so that they will not choke the food that they eat. From the start, the residents were too little and it seems that the food that we had prepared were too much for the people that we are giving food. But when we had announced from each of their homes that we are giving food for free, they were immediately going our from their houses and went to us for food. We were so very happy because it is relieving to the heart that you can help to stop the people’s hunger just in a very simple way. This program is also a way in helping them out of the state of hunger. We also take some videos and pictures for our documentary and also as a remembrance for having this first activity of our CAT. After giving free foods for them, we also immediately clean up the area that we had used and go back again to our school. We wash all those large pots and other things that we had use for cooking. After cleaning those things, we had our picture taking. Together all of us, we had worked out for this event to be successful I enjoy this event and really had fun. Observation I had observed from our program that handling this kind of program is not that easy because you need to have the cooperation between the officials from the place and also from the administration from the office of the school and without their cooperation, the program would be nothing. Also I had observed that without the cooperation of the officers, it wouldn’t be a big success to this program. I had seen that all of us were working together for us to finish this kind of job for the day. We work hard together for us to make this program very successful. This program is also with the residents who support our program. Who were there to ask for food and support what we were doing. This kind of program is not really easy. It really needs time to plan and enough budgets so that the needs would be completed. This program needs to be planned carefully so that the result would be very nice and that the program would be very successful. Recommendation This kind of program should be improved. This program must be in a proper way of having a program. Maybe this should have a list of program so that we can also entertain the children who were there. We can also have games for the children so that they would not only enjoy the food that they eat but also they will be happy and because of the games that will be prepared for them. We can also give them toys (used or donated) so that they would delight the things that will be given to them. We can also perform some intermission numbers for them to be entertained. At least through this simple ways, we could bring joy to their lives and make them happy for this time. This kind of program would be very interesting because it can really help a lot for the children. Conclusion In the current years, the population of the world is getting bigger and bigger and we are not really sure if they can still accommodate their needs and if they can still feed themselves. That is why we have this program to help the people’s hunger to be removed. Giving also nutritious foods to the children could be the best way for them to be provided with adequate nutrition. And also through the food that they eat, it could also energize their day. Therefore, I conclude that this program is for the benefit of the people who are in the state of poverty and hunger.