Down Syndrome Essay examples -- genetic disorder

Down syndrome is a genetic disorder in which a person is born with an extra copy of chromosome 21. There are three genetic variations that cause Down syndrome: Trisomy 21, Mosaic Trisomy 21 or Translocation Trisomy 21. There are many ways in which theses disorders affect the body.  Ã‚  Trisomy 21 occurs when an egg or sperm comes in with an extra copy of chromosome 21, then, once an embryo is formed and starts to develop, the chromosome is replicated in every single cell of the embryo. Trisomy 21 is the most common type of Down syndrome. About 92% of Down syndrome patients have this type. People with Trisomy usually have physical problems.   Ã‚  Ã‚  Ã‚  Ã‚  Mosaic Trisomy 21 happens when an egg or sperm come in with an extra copy of chromosome 21, then, once an embryo is formed and starts to develop, the chromosome is replicated in some of the cells. In Mosaic some cells have a normal number of chromosomes and some have an extra chromosome 21. Mosaic Trisomy 21 occurs in 2-3% of patients with Down syndrome. Mosaic Trisomy produces a wide range of possibility of a person having physical problems.   Ã‚  Ã‚  Ã‚  Ã‚  Translocation Trisomy occurs when the extra copy of chromosome 21 or a piece of chromosome 21 becomes attached to another chromosome. Usually the chromosome 21 attaches to chromosome 14. About 3-4% of patients with Down syndrome have Translocation Trisomy 21.   Ã‚  Ã‚  Ã‚  Ã‚  Anyone can be born with Down syndrome because it is a random event. Down syndrome is not usually inherited, but can be inherited... Down Syndrome Essay examples -- genetic disorder Down syndrome is a genetic disorder in which a person is born with an extra copy of chromosome 21. There are three genetic variations that cause Down syndrome: Trisomy 21, Mosaic Trisomy 21 or Translocation Trisomy 21. There are many ways in which theses disorders affect the body.  Ã‚  Trisomy 21 occurs when an egg or sperm comes in with an extra copy of chromosome 21, then, once an embryo is formed and starts to develop, the chromosome is replicated in every single cell of the embryo. Trisomy 21 is the most common type of Down syndrome. About 92% of Down syndrome patients have this type. People with Trisomy usually have physical problems.   Ã‚  Ã‚  Ã‚  Ã‚  Mosaic Trisomy 21 happens when an egg or sperm come in with an extra copy of chromosome 21, then, once an embryo is formed and starts to develop, the chromosome is replicated in some of the cells. In Mosaic some cells have a normal number of chromosomes and some have an extra chromosome 21. Mosaic Trisomy 21 occurs in 2-3% of patients with Down syndrome. Mosaic Trisomy produces a wide range of possibility of a person having physical problems.   Ã‚  Ã‚  Ã‚  Ã‚  Translocation Trisomy occurs when the extra copy of chromosome 21 or a piece of chromosome 21 becomes attached to another chromosome. Usually the chromosome 21 attaches to chromosome 14. About 3-4% of patients with Down syndrome have Translocation Trisomy 21.   Ã‚  Ã‚  Ã‚  Ã‚  Anyone can be born with Down syndrome because it is a random event. Down syndrome is not usually inherited, but can be inherited...

Difference Between Coe and Ece

CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Some of the entering college students have the misconception that Computer Engineering and Electronics and Communication Engineering are only the same. But these are definitely different. This research will specify the differences between COE and ECE. It will give information in choosing their career and it will also use as a guide for incoming freshmen. Basically Electronics and Communication Engineering, deals in the study of communication and signals. It is a combination of electronics and communication. Communication like what we have nowadays; radio waves, spectrum, etc.It requires also a study in electronics, which deals with circuits. It deals more with hardware like integrated circuits. Logically it is also interlinked with computers. Computer Engineering is about the whole understanding of the concepts of computer. Such as operating system, programming, database, networks, software, hardware, etc. as this concept are esse ntial for who will take this course. Based on the definition of the two mentioned course, the differences between can be seen. It only means that they are not the same because they differ on field of study.In terms of job they can get, of course they also differ. As this research continues, it will cite more differences of ECE and COE. This research will help the incoming freshmen to their toughest decision in choosing in their career. Statement of the Problems/Objectives What is the distinction between the courses of Computer Engineering and the Electronics and Communication Engineering? †¢ Why is that most of the students considered that the Computer Engineering course is under the Electronics and Communications Engineering? †¢ Why is Computer Engineering course does not have its own board examination? What are the differences of their fields, duties and specialization? †¢ Is it true that COE came from the concept of ECE? Significance of the Study The researchers co nduct this research for the benefits of the: †¢ Incoming first year students of Computer Engineering in Bulacan State University to give them the vision of what COE is and how it is differ from ECE. †¢ The current second year students of the university to help them to choose between COE and ECE, and decide in third year either to stay in COE or shift to other courses of Engineering like ECE. Readers of this research to give them knowledge about the COE and ECE courses of College of Engineering in Bulacan State University. Scope and Delimitation The research is about the comparison of the courses of COE and ECE in terms of citing some of their differences and the details of each course and to prove that Computer Engineering is not under Electronics and Communication Engineering. The research also resolves the problem of COE being recognized as a major or course under ECE.

Grammar translation method Essay

Both the grammar translation method and communicative language teaching are teaching methods for acquiring a foreign language. Whereas the grammar translation method focuses on the translation of certain grammar rules and the translation of vocabulary, the communicative approach aims for acquiring the skill of communication for the learner Scrivener (2011). Both methods are effective in their own way, although the communicative approach focuses on the actual goal of language, namely communication between human beings. In this essay the grammar translation method and the communicative approach will be compared and contrasted, laying special emphasis on the assertion that the communicative approach is more effective for the learning and understanding of a foreign language than the grammar translation method. First of all, a remarkable difference in language usage is noticeable when comparing the two methods. While the grammar translation method exclusively uses the learner’s mother tongue, the communicative approach uses nothing else but the actual target language. With the use of the mother tongue, it is easier to understand grammar and meaning of words. (Rhalmi, M. (2009). This is a required skill to decipher written texts. When only using the foreign language, the level of oral communication increases. (Rhalmi, M. (2009). To find out which of both outcomes has a bigger value, it needs to be clear what the original goal of language is. Communicating is a required skill to survive. Oral communication is something that dates from the origin of the human kind. The invention of written language is a lot more recent. (Bright, W. (n.d). This proves that language is originally used for communication. Given this point, there can be concluded that the outcome of the communicative approach has bigger value to language’s actual goal.  In contrast, a really attractive feature on th e grammar translation method is its easily understandable explanation of grammar, words and phrases. Because of the fact that all the explanation happens in the mother tongue, it is easy for the learner to understand what is being said. Also, learners acquire a better capacity of understanding synonyms in the foreign language, due to the fact that they have already learned the meaning. Secondly, the communication between teacher and learner is flawless. Since the teacher and the learner speak the same language, the teacher can easily verify whether the pupils have learned what is just explained. (Fitriyanti, R. (2011).  Within the communicative approach, the communication between student and teacher is a lot more difficult and tedious in the beginning, which has to do with the use of target language only. However, the communication between teacher and learner is from much more value as the learner becomes more familiar with the foreign language (Abradi, C. (n.d). Because of goal aimed teaching in communicative language teaching, the communicative competence improves quickly (this will be explained later). What this says is that the tedious communication at the beginning can better be seen as a learning moment, rather than a disadvantage. Thirdly, in both methods there is a completely different way of acquiring skills. With the grammar translation method the students are supposed to learn the rules about the target language when sitting down and listening to their teacher. Grammar structures are explained and vocabulary is taught through word lists with a translation. The learner’s practice to apply what they’ve learned exists out of exercises where the learner needs to translate sentences or texts from the native to the target language and the other way around. (Rahlmi, M. (2009). Thus, this is a rather passive way of learning. The communicative language teaching lessons are quite different. These lessons contain meaningful activities in which the learner is required to interact. The activities are based on the interest of the learner to boost learning motivation. (Rhalmi, M. (2009). So, whereas the grammar translation method is rather passive, communicative language teaching is quite active. Passive learning is not really effective for the learner. (Ebbens, S (2013) states that a much better result of learning is caused by (inter)active practice. To go on, the teacher’s role is quite different in both methods. With the grammar translation method, the teacher is basically the guide for the learning process. The method is teacher centred, which means that the class focuses just on the explanation of the teacher. The role of the teacher here is to provide information to the students (Fitriyanti, R. (2011). â€Å"Teachers in communicative classrooms will find themselves talking less and listening more–becoming active facilitators of their students’ learning (Larsen-Freeman, 1986)† The communicative approach is a student centred method. Although the teacher sets up the exercise, it is the learner’s performance which fills up most of the lesson (Orellana. (2007). The  learning process is less effective when the teacher does most work in the classroom (teacher centred method) instead of the students doing most work in the classroom. (student centred method) (Ebbens, S (2013). A fifth issue, on which the two methods can be compared and contrasted on, is its historical background. The fact that learners of the grammar translation method are not able to produce comprehensive output in the form of oral communication, became evident in the years 1939 until 1945 (World War II) when the grammar translation method was not teaching students the foreign language effectively enough to communicate with allies or to understand the communications of the enemy, which was required to survive. When this occurred, a new approach appeared known as the audio lingual method which was based on structuralism and (The Grammar-Translation Method, n.d,). In 1957 the audio lingual method was criticised by the prominent linguist Noam Chomsky for its inability to teach learners to creatively apply language (Rhalmi, M. (2009). Partly because of this criticism, during the 60s of the 20th century, commutative language teaching was introduced in the classroom. (Rhalmi, M. (2009). This states that communicative language teaching was invented as a reaction on an alternative method for the grammar translation method. Thus, the communicative approach is actually already a more modern and adapted method of teaching the core goal language has. To summarise the main points mentioned in this essay; The difference of language usage in both methods, the advantage in language usage of both methods, the way of acquiring skills in both methods, the teacher and students role, and the historical background of both methods. These points given, I can conclude that the communicative approach of teaching a language is more effective to teach the learner language’s original goal, communication, than the grammar translation method. Although, if one is talking about comprehensive output in the form of letters and/or written text translations, the grammar translation method is superior to the communicative approach. Bibliography Rhalmi, M. (2009). Communicative Language Teaching (The Communicative Approach). Available: http://www.myenglishpages.com/blog/communicative-language-teaching-communicative-approach/. Last accessed 05/06/2014. Bright, W. (n.d). What’s the Difference between Speech and Writing?.Available: http://www.linguisticsociety.org//resource/whats-difference-between-speech-and-writing. Last accessed 05/06/2014. Rahlmi, M. (2009). Grammar Translation Method. Available: http://www.myenglishpages.com/blog/grammar-translation-method/. Last accessed 05/06/2014. Fitriyanti, R. (2011). Grammar Translation Method. Available: http://novaekasari09.wordpress.com/2011/06/12/grammar-translation-method/. Last accessed 05/06/2014. Abradi, C. (n.d). Advantages and disadvantages of communicative language teaching. Available: https://www.academia.edu/4743392/Communicative_Language_Teaching_theories_lesson_plan_and_application. Last accessed 05/06/2014. Orellana. (2007). The Communicative Approach in English as a Foreign Language Teaching Leer mà ¡s: http://www.monografias.c om/trabajos18/the-communicative-approach/the-communicative-approach.shtml#how#ixzz33uLe7fXe.Available: http://www.monografias.com/trabajos18/the-communicative-approach/the-communicative-approach.shtml#how. Last accessed 07/06/2014. The Grammar-Translation Method. (n.d). Available: http://hlr.byu.edu/methods/content/text/grammar-text.htm. Last accessed 02/06/2014. Scrivener (2011). Learning Teaching. 3rd ed. Londen: Macmillian. 31-32. Ebbens, S (2013). Effectief leren. Houten: Noordhoff uitgevers.

High School Credits and Graduation Requirements

Noemi Robles English 101 Arguing a Position Rough Draft High School Credits and Graduation Requirements â€Å"In 1997, Chicago raised its graduation standards to well above what Illinois then requires, asking all students to complete all of the courses necessary for entry to competitive state universities†(1). Many people believed that this may cause many students to drop out, but in reality, the graduation rates improved. Now, we are currently facing a nationwide dilemma. Many high schools are cutting graduation requirements and taking away classes that are important to both the students and teachers.I propose that every high school nationwide should have at least seven courses to take and that every student will graduate with a minimum of twenty-six credits. The most credits a student can obtain is twenty-eight which will be applied in the system. Some schools such as a high school in Santa Ana, California have their students graduate with at least two-hundred and forty cred its essay writer reviews. In 2009, the district wanted to reduce the credits to two-hundred and twenty so more students will graduate. â€Å"By lowering them its just like saying we don't want to put our students to their full potential†(2).Although two-hundred and forty seems like a lot, a course is worth a lot of credits as well which averages out neatly. It would be easier to have every school change the number to twenty-eight and twenty-six so there isn't any confusion. The state of Texas already has this standard and in the past, the graduation requirements have changed many times. Reducing graduation credits will not make things easier for students, but it will affect their performance when they are preparing for college.This issue should be addressed to everyone so every generation can prepare for their futures and be successful. Many schools want to lower their graduation requirements so more students will finish school and so others won't have the urge to dropout. An other reason why lowering these requirements could benefit us is because it will cost less money if some courses are taken out which means fewer teachers as well. â€Å"Twenty-five percent of all students, nearly forty-percent of Black and Hispanic kids fail to graduate†(3).This could also help schools raise their attendance and raise the graduation rates. Since many believe that lowering the graduation requirements is a good thing, they don't realize how much it could actually affect the students who are taking fewer courses. The reason we have schools is to prepare us for college and to prepare for adulthood. Schools benefit us mentally, physically, and emotionally. We learn to interact with others, we learn about ourselves, and we learn different materials to help us understand the way things work and why we do them.Lowering the amount of credits needed to graduate isn't going to make us smarter or help us prepare for our futures. There are many hardworking students who wa nt to learn and taking away a few courses can affect many especially if it was a course students wanted to take. One disadvantage of lowering the graduation requirements is not being prepared for college and it could be harder to be accepted into a good college or university. â€Å"According to a recent national survey, an overwhelming eighty-one percent of high school students expect to attend college†(4).Now a high school diploma isn't enough to find a good job and live on your own. A college graduate will have a better chance of obtaining that job which will make finding a job a lot more difficult, which is the second disadvantage. Students need those extra classes that are being taken away to prepare them for college. â€Å"Because too many students are not learning the basic skills needed to succeed in college or work while they are in high school, the nation loses more than $3. 7 billion a year†(4). A higher education can help lead to a rewarding career and a hap pier life.Students attending any high school should have many opportunities to succeed therefore we shouldn't even consider taking away any courses or lowering the amount of credits needed to graduation. Another reason why we shouldn't lower the credits, is because many classes that students want to take as an elective may not be in the curriculum therefore, they won't have the opportunity to learn something they were looking forward to. Although there should be a number of required courses students should take, electives help students feel more excited to attend school and that elective could be something that they want to study in the future.Some AP courses may also be taken away if they were to lower the graduation requirements. Lastly, lowering the requirements will cause students to slack off in school because they will find it easier to graduate especially incoming freshmen who don't fully understand the importance the first year of high school, and can influence colleges and universities to decline their admission. â€Å"Another high school in Scott County in Kentucky realized that they needed to make reforms after analyzing statistics that showed that forty-five percent of their incoming freshmen were likely to fail at least one ninth-grade class†(5).Students should be inspired to achieve and if we lower their credits they won't have the opportunity to go as far as they are willing to go. Most public high schools in California get their money to pay for teachers and programs through the state. The state pays for schools through revenue, funds, and grants. The money comes directly from 21. 8% state revenue, 38. 4% state general purpose revenue, 1. 6% state lottery revenue, 9. 2% federal, 21. 4% local property taxes and fees, and 7. 6% from other local revenue.The funds that are used are unrestricted funds which can be used for any purposes and earmarked funds which can be used for specific purposes. The grants that are given to schools consist of the base grant (funding for ordinary classroom operations), special education grant (additional flexibility in the use of special education funds), opportunity to learn grant (funding for compensatory instructional services for disadvantage students), instructional improvement grant (funding for staff development and instructional services such as arts and technology programs), and charities (6).Money shouldn't be a big issue because schools can receive money in many ways. â€Å"Morton High School District 201 officials have cut the number of credits students need to graduate and lengthened class periods in what the board president calls ‘the most effective and practical way to save the district money'†(7). Even though they are lengthening the school day, the graduation requirements have dropped which means students will be taking less classes then before.Since money seems to be the biggest issue, schools should encourage students to improve their attendance and get be tter grades because the school can receive more money from that. This obstacle can be solved with just a little hard work and dedication. â€Å"Most children who attend public and private schools in the U. S. Spend between 175 to 185 days in the classroom a year and enjoy a summer break between the months of June and September. The average length of the school day is six hours. U. S.Students spend approximately 30% less time in school than students in other industrialized nations, putting them at a disadvantage as they compete in the global arena†(8). This is extremely important because we as a nation constantly want to become the best but yet the next generation is having a hard time competing in ‘the global arena' because America isn't providing longer school days and more classes for our students. High school shouldn't be as long as six hours because many students work and others are in extra-curricular activities.Students need that gap in order to complete any assig nments and to get enough sleep for the next day. Summer vacation is also a benefit to students because students can relax, be with family, and do many other activities that they wouldn't be able to do if they were attending school. We believe that schools should not be lengthened but in order to prevent students from forgetting what they learned before school ends, they should complete some summer work, especially for math. AP courses give summer work to prepare students, but the work they receive will not be as much, so students won't become stressed.Students will still be able to enjoy their long break from school but have the opportunity to learn as well. If we lowered our graduation rates, there would be less high school dropouts, less classes being failed, more high school graduates, and school districts will be able to save more money if they cut classes that they thought weren't important. If the requirements were made easier for students, they may be inspired to try more cha llenging courses as well. Although there are several key points to the opposing argument, students can still be challenged by having more courses to choose from.If the requirements are higher to graduate, they will try harder to achieve and students who enjoy participating in sports will be motivated to achieve because they have to be passing a certain amount of classes to be eligible. Overall, keeping the credits to at least twenty-six can benefit students in many ways. We should support students to try their best and to achieve their goals. Bibliography 1. Will Raising High School Graduation Requirements Cause More Students To Drop Out?. 25 March 2013. ;http://www. achieve. org/files/ImproveGradRates. pdf;. 2.Barboza, Tony. â€Å"Santa Ana seeks to ease high school graduation requirement. † Los Angeles Times. 08 Feb. 2009:1-2. 27 March 2013. ;http://articles. latimes. com/2009/feb/08/local;. 3. Downey, Maureen. 26 March 2013. ;http://blogs. ajc. com/get-schooled-blog/2010/0 6/02;. 4. Paying Double: Inadequate High Schools and Community College Remediation. 27 March 2013. ;http://www. allyed. org/files/archive;. 5. McCallumore, Kyle M. , and Ervin F. Sparapani. â€Å"The importance of the ninth grade on high school graduation rates and student success in high school. Gale Student Resources in Context. Web. 29 March 2013. 6. How California Schools Get Their Money. 29 March 2013. ;http://www. cbp. org/pdfs;. 7. Ruzich, Joseph. â€Å"Morton High Schools Cut Graduation Requirements to Save Money. † Chicago Tribune. 10 June 2010. Web. 28 March 2013. ;http://articles. chicagotribune. com/2010-06- 10/news/ct-met-0611-morton-bells-20100610_1_president-jeffry-pesek-number-of-credits;. 8. ProQuest Staff. â€Å"At Issue: School Schedule. † ProQuest LLC. 2012: n. pag. SIRS Issues Researcher. Web. 29 March 2013.

Strategic Management Assignment Example | Topics and Well Written Essays - 2000 words - 4

Strategic Management - Assignment Example n and put into adherence through proper and strategically managing of both resources available to the company, that which that the company already possess and taking advantage of it marketing strategy to achieve its goals and those of its shareholders. This paper focuses on strategic management of an organization, its aim and concepts, principles, key factors affecting it such as external, internal and industrial environments. It also describes strategic formulation. Strategic management is the art of making decisions for an organization or company, taking into consideration the competitive market in which the organization finds itself and other factors affecting it in regards to achieving the organizations goals and objectives with the best interest in creating a profitable environment for both the company and its shareholders (Dess, 2005). Strategic management is all about analyses, making choices and seeing that those choices are implemented. Strategies are meant to give the organization or company a focus, direction in which to channel its efforts as per the environment it finds itself in and define major characteristics of the company’s goals. After this analysis, the management group needs to make appropriate decisions, on how to find their place in the market by making great and applicable marketing strategies as to help them gain and a substantial amount of clients, while attracting more for their goods and services in this market regardless of the external competition they face making sure that their ideas of marketing or goods production are not able to be copied by other competitive partners in the market. This means that the company ought to try do everything differently from their competitors in terms of decision making especially due to the constant market competition that they face as this will help them sustain themselves in the market for long as their ideas cannot be copied (Irene M. Duhaime, 2012). After a choice of decisions has been made,

Trade and Other Barriers of the US and EU Governments Essay

Trade and Other Barriers of the US and EU Governments - Essay Example NAFTA outlined that import tariffs on sugar imports from Mexico would, over a 15 year period, eventually be phased out, thereby allowing duty free imports to enter the country (USDA 2005). Since NAFTA’s inception in 1994, Mexico now enjoys a more liberal volume of sugar to enter the United States under this agreement whereby tariffs have been excised. As such, under this agreement, the United States is obligated to remove quotas on sugar imports into the country, giving Mexico a considerable export advantage. NAFTA is a trade agreement between Canada and Mexico that is unlike other trade agreements between other countries that import and export raw sugar and processed sugar-containing products. Obligations under NAFTA allow member nations to deliver fluctuating volumes of raw and processed sugar products when Canada and Mexico have achieved a surplus. This is regardless of the volume of sugar produced domestically in the United States. Brazil, being one of the largest sugar pr oducers in the world, is impacted by NAFTA in terms of the quotas established on sugar imports to the United States. The United States must abide by agreements that have been established with trading partners, whilst also attempting to protect its own domestic sugar-producing industry. The U.S. also signed an agreement in conjunction with the World Trade Organization referred to as the Uruguay Round Agreement that guarantees the country will accept a minimum of 152,691 metric tonnes of raw cane sugar from Brazil annually (Federal Register 2011). Hence, the United States has over-extended its obligations for delivery of in-quota raw sugar imports from Mexico and the United States. Brazil, unlike Mexico, is subject to very high tariff rates on sugar products in an effort to deter Brazilian exports from entering the country, which are imposed above the in-quota volume from Brazil at 152,691 metric tonnes. The out-of-quota tariff rate (on quantities over the specified in-quota volume) i s 78 percent (Hornbeck 2006), whilst in-quote amounts guaranteed under the Uruguay Round Agreement are subject to very low import duties. If Brazil and other trading countries are willing to pay the exuberant 78 percent tariff on sugar, there are no restrictions for exporters in terms of the volume allowed into the United States. However, Brazil is also a nation that consumes a great deal of its total production output of sugar, thus when Brazil achieves surplus, it is far more advantageous to export the surplus into neighbouring nations or other international buyers that do not have the internal sugar production capacity as in Brazil or the agricultural prowess in raising sugar beets and sugar cane. This 78 percent tariff is the United States’ methodology of ensuring that domestic production of sugar and sugar-related products is not negatively impacted by export volumes entering the nation. Outside of the in-quota volume guaranteed for allowance into the United States, Braz il is subject to varying tariffs depending on the type of sugar or sugar-containing product produced in the country.

Benefits of Cohabitation Essay Example | Topics and Well Written Essays - 1000 words

Benefits of Cohabitation - Essay Example They understand that they want and need to determine if they are right for each other, if they can accept each other’s quirks and habits, and of course, if they can see themselves still being together after the honeymoon stage. As stated by Monika Johnson, â€Å"a wedding will not change your relationship. If you and your partner have difficulties living together, a marriage license will not improve things. In such a case, it may be better to end the relationship, rather than to enter into a marriage that is troubled from the start† (Johnson). What Johnson tries to point out is that marriage is not a solution for a troubled relationship. It is not a way to resolve differences and issues. Marriage should be commitment not a solution. Although the majority of people, those who believe in the traditional religious beliefs, believe that living together is in fact going against the norm by asserting that â€Å"cohabitors are partially rejecting the society's dominant value system. Those people who enter cohabitational relationships tend to perceive social rules in flexible terms† (Cohabitation). Because the dominant value system is strongly associated with traditional religious beliefs, the bulk of which are Christians, cohabitation without the institution of marriage poses great threat to the stability of traditional values. Couples entering into the arrangement of cohabitation without marriage can be seen as people challenging, or even rejecting, the norms, which places great pressure and stigma on the relationship. This may put a strain on the relationship. This may pose a question on the stability of the relationship. But a glimpse on the research on contemporary generation has proven that â€Å"young couples are most accepting of cohabitation,... Benefits of Cohabitation By living together, couples satisfy their personal beliefs and companionship without sacrificing an acknowledged vow that legally binds them through marriage. Couples opt to decide on living together before getting married for diverse reasons including compatibility, fear of the consequences of divorce and economic considerations. Young couples believe that living together before marriage is part of choosing as to how they will go on about their life. It may be seen as a test period, but consequentially this set-up allows the couple to realize whether they want to live their life with each other. For young couples, this set-up is part of expressing themselves. On the other hand, those couples who spent time living together run the risk of falling out of love eventually. Couples eventually develop psychological problems that lead to depression and anxiety due to the possibility that they are really not meant to be together in the long term. Living together before marriage shows that there may be a fear of commitment. The institution of marriage legally binds the couple. This can be viewed as fully committing oneself to the other. Cohabitation without the institution of marriage can be perceived as lack of solid foundation and structure to build a family and future together. Living together before marriage is a controversial topic. I strongly believe that couples should live together before marriage to understand whether they are willing to be bound to their partners without fear of divorce.