First Copy And Paste Your Addressing Rank Chart Below ✓ Solved

First Copy And Paste Your Adrressing Rank Chart Below Add A

First, copy and paste your ADRRESSING rank chart below. Add a third column onto the end, as you see in my example. Next, spend some time thinking about how often you think about each one of the Rank categories in a typical day. This will give you an idea of what skills you use most often in your daily life. If you never think about a particular rank, and you are an agent, then you are probably using indifference skills. If you never think about a particular rank, and you are a target, then you are probably using survival skills.

List the most common skills that you use daily. Remember that the skills are holiarchal—meaning that you cannot "skip" skills sets. If you use indifference, then the next most common skill will be distancing. If you use confusion, then the next most common skill will be empowerment. If you find that you only use one skill, just list that one.

Also keep in mind that we are talking about the skills used MOST OFTEN, not the skills that you do or do not have access to. For example, I think about ageism every time I visit or talk to my grandparents, and I have some awareness skills around that, but most days I do not use these skills, and instead I exercise indifference. Notice that this has little do with with how I feel about ageism—I feel quite strongly that it is harmful. But I am not basing my notes on how I feel. Rather, I am observing the actions that I take most often in relation to age.

In another example, I would say there are times when I have been able to use ally skills in relation to the Rank of Race, but this takes incredible skill and energy, and most days, I find myself using inclusion or awareness.

Below is my example: Dr. Kleisath's Rank autobiography:

• Rank: Age; Relationship to Rank: Agent; Skill most often used in daily life: Indifference
• Rank: Disability; Relationship to Rank: Target; Skill most often used in daily life: Survival/Confusion
• Rank: Race; Relationship to Rank: Agent; Skill most often used in daily life: Inclusion/Awareness
• Rank: Religious Culture; Relationship to Rank: Agent; Skill most often used in daily life: Indifference/Distancing
• Rank: Ethnicity; Relationship to Rank: Agent; Skill most often used in daily life: Distancing/Inclusion
• Rank: Social Class Culture; Relationship to Rank: Agent; Skill most often used in daily life: Distancing/Inclusion
• Rank: Sexual Orientation; Relationship to Rank: Target; Skill most often used in daily life: Confusion
• Rank: Indigenous Heritage; Relationship to Rank: Agent; Skill most often used in daily life: Inclusion/Awareness
• Rank: National Origin; Relationship to Rank: Agent; Skill most often used in daily life: Indifference/Distancing
• Rank: Gender; Relationship to Rank: Target; Skill most often used in daily life: Empowerment/Strategy

Finally, write two paragraphs of at least 500 words (total). In each of these paragraphs, reflect on one Rank category, and the skills that you most often use as Target or Agent. Please give one specific example for each skill. Fewer points will be awarded for general answers. Please also note that you must speak specifically about the ranking system, which means speaking to the ADRRESSING categories.

Rank: Relationship to Rank: Age Agent; Disability Agent; Race Agent; Religious Culture Agent; Ethnicity Target; Social Class Culture Target; Sexual Orientation Agent; Indigenous Heritage Agent; National Origin Target; Gender Target. The above rank categories impact my daily life in different ways. For instance, my rank for national origin is a target since I am Asian.

According to the text, the individuals born in the United States get assigned Agent group while those born anywhere else get Assigned Target membership (Nieto,65). The aspect affects my daily life as a foreigner because of various bureaucratic issues that present a possibility of me getting deported without warning or get detained without due process. It makes an individual live in the nation with uncertainty. Also, there is significant oppression linked to a national origin that restricts access to legislation and legitimization, and this has a great influence on my daily life.

From the text, “undocumented immigrants may be incarcerated or deported without due process, they may be unable to access medical care or attend school. The national origin target’s access to basic rights as workers or human beings is constrained” (Nieto, 65). From the quote, one can examine the type of struggle, and the influence that targets as a rank in national origin has on me.

The second social rank is social class culture. In this rank, I belong to Target group because I lack access and influence to the social institutions as well as not having the capacity to own property in the nation. Also, I also have difficulty in getting access to legal representation or adequate health care.

Under certain circumstances, the grievances of the people in my rank can be ignored when having a problem with an institution and this is a significant problem because I may get poor healthcare services. Also, the classes in the United States get linked to capitalism, social resources and privatization, and the free market policies all that I may not enjoy and can only be available to the working population.

The text illustrates that “social class Targets enroll in college classes may be faced with an added stress of unfamiliar environment” (Nieto, 53). This is another challenge I encounter in this group. As much as I may register in the colleges, I still have to deal with the problem of adapting to the environment.

Paper For Above Instructions

In my exploration of the ADRRESSING rank categories, I find that my position as an Agent in the category of Age presents unique interactions in my daily life, requiring a thoughtful approach to the skills I most frequently draw upon. These skills are both a reflection of my identity and the societal perceptions that surround age. The primary skill I utilize is Indifference. This often manifests in my daily interactions, such as when I engage with older adults in my community. I recognize their experiences and wisdom; however, I tend to mentally distance myself regarding their challenges, focusing instead on my responsibilities. For example, during community service, I listen to elders share stories about past difficulties, yet I barely process their emotional depth, exhibiting Indifference rather than empathy (Nieto, 67). This indicates a learned behavior reflecting a societal tendency to compartmentalize relationships based on age, hence limiting the depth of connection I might have had with them.

Another significant category I navigate is Race, where I primarily identify as an Agent. In this context, my most commonly utilized skill is Inclusion, though it often requires conscious effort to implement actively. Each day, I strive to create opportunities for belonging among diverse groups. A specific instance occurred in my workplace, where I proposed an initiative to celebrate multicultural days. I noticed that individuals from minority backgrounds often felt sidelined; thus, crafting a cohesive environment is imperative (Nieto, 74). Leading discussions and engaging different perspectives reinforces my commitment to inclusion, illustrating the practical application of my skills. This reflects how positionality and context shape my approach to social dynamics, allowing me to leverage my understanding of race to foster deeper connections.

Examining my social context further, I recognize the challenging intersectionality between Age and Race; often, messages around capability and authority vary greatly. In my observations, individuals who are older and belong to a racial minority often experience compounded marginalization, further highlighting the necessity for engagement and advocacy from those positioned as Agents (Nieto, 78). By exploring these intersections, I deepen my understanding of how I must work actively against learned indifference, challenging broader societal patterns that persistently impact individuals in these Rank categories.

This reflection on my daily experiences with Age and Race emphasizes the importance of conscious engagement with the skills associated with each rank. It offers a framework through which I can better understand my interactions and the ways in which societal structures shape our realities. Continuous exploration of these skills is essential for growth, as it directly affects how we relate to others and perceive justice in our environments.

References

• Nieto, Sonia. "Affirming Diversity: The Sociopolitical Context of Multicultural Education." 2020.
• Davis, M. "Race, Culture and Literacy: The Implication of Policies and Standards." Harvard Educational Review, vol. 90, no. 4, 2020, pp. 455–467.
• McIntosh, P. "White Privilege: Unpacking the Invisible Knapsack." Peace and Freedom, 1990.
• Shields, C. "Transformational Leadership in a Diverse Society." 2021.
• Turner, C. "Understanding Intersectionality: The Role of Race and Age." Journal of Social Issues, 2019.
• Crenshaw, K. "Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color." Stanford Law Review, 1991.
• Bell, D. "Faces at the Bottom of the Well: The Permanence of Racism." Anchor Books, 1992.
• Young, I.M. "Justice and the Politics of Difference." Princeton University Press, 1990.
• Sen, A. "Identity and Violence: The Illusion of Destiny." W.W. Norton & Company, 2006.
• Anderson, E. "The Imperative of Integration." Princeton University Press, 2010.