Fer-de-Lance: How Is Vegetarians Affecting Teen Literacy? (debate)

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Vegetarianism is the practice of abstaining from the consumption of meat (red meat, poultry, seafood, and the flesh of any other animal), and may also include abstention from by-products of animal slaughter.Vegetarianism may be adopted for various reasons. Many people object to eating meat out of respect for sentient life. Such ethical motivations have been codified under various religious beliefs, as well as animal rights advocacy. Other motivations for vegetarianism are health-related, political, environmental, cultural, aesthetic, economic, or personal preference. There are variations of the diet as well: an ovo-lacto vegetarian diet includes both eggs and dairy products, an ovo-vegetarian diet includes eggs but not dairy products, and a lacto-vegetarian diet includes dairy products but not eggs. A vegan diet excludes all animal products, including eggs and dairy. Avoidance of animal products may require dietary supplements to prevent deficiencies such as vitamin B12 deficiency, which leads to pernicious anemia. Psychologically, preference for vegetarian foods can be affected by one's own socio-economic status and evolutionary factors.Packaged and processed foods, such as cakes, cookies, candies, chocolate, yogurt, and marshmallows, often contain unfamiliar animal ingredients, and so may be a special concern for vegetarians due to the likelihood of such additives. Feelings among vegetarians vary concerning these ingredients. Some vegetarians scrutinize product labels for animal-derived ingredients, such as cheese made with rennet, while other vegetarians do not object to consuming them or are unaware of their presence.Semi-vegetarian diets consist largely of vegetarian foods but may include fish or poultry, or sometimes other meats, on an infrequent basis. Those with diets containing fish or poultry may define meat only as mammalian flesh and may identify with vegetarianism. A pescetarian diet has been described as "fish but no other meat".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."