First Copy And Paste Your Addressing Rank Chart Below 984373

First Copy And Paste Your Adrressing Rank Chart Below Add A Third Co

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

Finally, write two paragraphs of minimum 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.

Paper For Above instruction

The concept of addressing ranks and the skills associated with them is a vital framework for understanding social dynamics, especially regarding power and vulnerability within various societal structures. Each rank or category, such as age, disability, race, or gender, creates a unique context in which individuals develop specific skills to navigate their daily experiences. Recognizing which skills are most often used not only enhances self-awareness but also fosters empathy and strategic intervention in social justice efforts. This essay explores how individuals operate within these addressing categories, specifically focusing on their most frequently employed skills—whether as agents or targets—and how these skills shape interactions and perceptions in everyday life.

The first category to examine is age, where individuals often act as agents exercising indifference or as targets experiencing survival or confusion. For example, an older person might exercise indifference by disregarding societal judgments about aging, choosing instead to focus on their personal health and well-being. Conversely, as targets, elderly individuals may rely on survival skills, navigating age-related discrimination in healthcare or employment—such as being overlooked for promotion after revealing their age. These behaviors reflect a strategic decision to conserve energy and avoid conflict. As agents, many develop indifference as a coping mechanism, minimizing emotional investment in societal judgments that threaten their dignity. As targets, survival skills are crucial for enduring systemic bias, like older adults facing ageism in job markets, where they might feel compelled to hide their age or accept diminished roles. These interactions illustrate the complex balance between self-preservation and resistance, dictated by the primary skills they deploy most often. Recognizing the hierarchy of skills used in age-related dynamics underscores the importance of empathy and targeted advocacy to combat age discrimination.

The second category worth exploring is race, where the primary skills used are inclusion, awareness, distancing, or empowerment, depending on context. As a target, I often rely on awareness and inclusion, especially in settings where racial biases are subtle yet persistent. For example, in a workplace where colleagues make microaggressions about my racial background, I might use awareness skills to recognize the microaggressions and inclusion skills to foster understanding or address the issue indirectly. When acting as an agent, I might employ distancing to protect my emotional well-being or exercise empowerment by confronting bias assertively. An example of this would be asserting my rights or challenging a discriminatory comment directly, which requires both confidence and strategic communication. These skills are not used randomly but are hierarchical based on the situation's emotional toll and the stakes involved. The ongoing deployment of these skills influences the effectiveness of resistance against racial bias and highlights the importance of strategic social navigation. Such understanding emphasizes the need for educational and policy initiatives that empower targets and train agents in effective response skills, fostering a more equitable society.

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