How Is Invasion Of Privacy Affecting Teen Literacy?

An invasion is a military offensive in which large numbers of combatants of one geopolitical entity aggressively enter territory owned by another such entity, generally with the objective of either conquering; liberating or re-establishing control or authority over a territory; forcing the partition of a country; altering the established government or gaining concessions from said government; or a combination thereof. An invasion can be the cause of a war, be a part of a larger strategy to end a war, or it can constitute an entire war in itself. Due to the large scale of the operations associated with invasions, they are usually strategic in planning and execution.Privacy (UK: , US: ) is the ability of an individual or group to seclude themselves or information about themselves, and thereby express themselves selectively. When something is private to a person, it usually means that something is inherently special or sensitive to them. The domain of privacy partially overlaps with security, which can include the concepts of appropriate use and protection of information. Privacy may also take the form of bodily integrity. The right not to be subjected to unsanctioned invasions of privacy by the government, corporations, or individuals is part of many countries' privacy laws, and in some cases, constitutions. In the field of business, a person may volunteer personal details, including for advertising, in order to receive some kinds of benefit. Public figures may be subject to rules on the public interest. Personal information which is voluntarily shared but subsequently stolen or misused can lead to identity theft. The concept of universal individual privacy is a modern concept primarily associated with Western culture, particularly British and North American, and remained virtually unknown in some cultures until recent times. Most cultures, however, recognize the ability of individuals to withhold certain parts of their personal information from wider society, such as closing the door to one's home.Affect may refer to: Affect (education) Affect (linguistics), attitude or emotion that a speaker brings to an utterance Affect (philosophy) Affect (psychology), the experience of feeling or emotion Affect display, signs of emotion, such as facial expression, vocalization, and posture Affect theory Affective science, the scientific study of emotion Affective computing, an area of research in computer science aiming to understand the emotional state of users Reduced affect display, a.k.a. emotional blunting or affective flattening, a reduction in emotional reactivity Pseudobulbar affect, a.k.a. labile affect, the unstable display of emotion Affect (rhetoric), the responsive, emotional feeling that precedes cognition Affected accent; see Accent (sociolinguistics) Affect (company), a defunct Japanese video game developerLiteracy is popularly understood as an ability to read and write in at least one method of writing, an understanding reflected by mainstream dictionaries. In this view, illiteracy would be considered to be the inability to read and write.Some researchers suggest that the history of interest in the concept of “literacy” can be divided into two periods. Firstly is the period before 1950, when literacy was understood solely as alphabetical literacy (word and letter recognition). Secondly is the period after 1950, when literacy slowly began to be considered as a wider concept and process, i.e. functional literacy (Dijanošić, 2009).This widening of the traditional concept of literacy took place as consensus emerged among researchers in composition studies, education research, and anthropological linguistics that it makes little sense to speak of reading or writing outside of some specific context—a position James Paul Gee describes as "simply incoherent." For example, even extremely early stages of acquiring mastery over symbol-shapes take place in particular social contexts (even if that context is simply "school"), and after print acquisition, any instance of reading and writing will always be enacted for a particular purpose and occasion and with particular readers and writers in mind. Reading and writing, therefore, are never separable from social and cultural elements. A corollary point, made by David Barton and Rosalind (Roz) Ivanic, among others, is that the effects of literacy acquisition on cognition and social relations are not easily predictable, since, as Brian Street has argued, "the ways in which people address reading and writing are themselves rooted in conceptions of knowledge, identity, [and] being."