Eng 122 Ue Assignment Read Alice Walker's Everyday Use

Eng 122 Ue Assignment Read Alice Walkers Everyday Use And Answ

ENG 122 – UE Assignment Read Alice Walker’s "Everyday Use" and answer the questions below that are geared toward helping you understand her narrative point of view and purpose. Offer specific support from the text. You are encouraged to complete a first draft of the assignment then revise your work. Submit the assignment to the Chalk & Wire link no later than Sunday 11:59 PM EST/EDT. (This assignment is linked to Turnitin.) 1. What do you know about the mother of the story? 2. When we have a first-person narrator, we have to decide if she is reliable or unreliable. Do you trust this narrator? Why or why not? 3. What assumptions does the narrator have about her daughters? Do you agree? Why? 4. How would the story be different if it were told from Dee/Wangero’s perspective? 5. Mama and Dee/Wangero have different ideas about personal development. What are they? What are the consequences of their differences? 6. Based on your answers to all of the above, offer your opinion of Mama’s decision to give the quilt to Maggie. 7. How does Walker define heritage? 8. What is Walker’s purpose? What is the central problem she is addressing? 9. What is the theme of “Everyday Use?  HONOR CODE Agreement of terms for participations in By registering in an online course, you agree to:   · Complete all papers assessments, and other assignments with your own work and only your own work.   · You will not submit the work of any other person.   · You will not post answers to problems that are being used to assess student performance   · You will not copy or share assignments with any web sites.   · When you hand in written work for a grade, it must be your own work and not copied from another student or from a book, magazine, Internet, etc. When you take an online quiz, you may use notes but you may not copy from other students.   · Academic dishonesty will lead to a failing grade for the course and possibly dismissal from school. Therefore, if you don't understand these rules, please discuss them with me before you hand in written work. This assignment is Mandatory and worth 50 points. Each question is worth 5 points. You will acknowledge any and all external sources used in your work ; Assignment 1. Define and explain if the below groups are counted in the labor force. 1. Define Unemployed: Are they counted in the labor force? Yes or No 2. Define Discouraged worker Are they counted in the labor force? Yes or No 3. Due to Covid 19 the machines used to produce cement are used 4 hours a day instead of 8 hours a day, construction workers are working 3 days a week instead of 5. What is the term we would use to describe how we would label people or resources used but a less than full capacity? We would say they are ________________. 4. Al went to the movies. His driver’s license shows he was born in 1958. Name the population group to which Al is a member and the years that population was born. 5. Mike his son was born in 1988. Name the population group for Mike and the years that population group was born. 6. What did Adam Smith mean by Laissez Faire? 7. What is the difference between a normal and an inferior good? 8. and 9. What are the 4 returns to the Factors of Production 10. The cost of employer-sponsored health care benefits are expected to approach $15,000 per employee next year. Big employers project that their total cost of providing medical and pharmacy benefits will rise 5 percent for the sixth consecutive year in 2019. The total cost of health care, including premiums and out-of-pocket costs for employees and dependents, is estimated to average $14,800 per employee in 2019, up from $14,099 this year. Large employers will cover roughly 70 percent of those costs, leaving $4,400 on average for employees to pick up in premium contributions and out-of-pocket expenses. Read the above. For Employers , what is the “OPPORTUNTY COST “of health care? (not the price). 10 Consumer-Directed Health Plans

Paper For Above instruction

The provided assignment encompasses a comprehensive analysis of Alice Walker’s "Everyday Use" to understand narrative perspective and thematic core, alongside economic concepts including labor force classification, opportunity costs, and health economics. This multifaceted approach encourages integrating literary analysis with basic economic principles, fostering a multidisciplinary understanding of societal and individual development themes.

Understanding the Narrative Point of View and Themes in "Everyday Use"

Alice Walker’s "Everyday Use" presents a vivid portrayal of African American family life, centered around Mama, the narrator, and her two daughters, Dee (Wangero) and Maggie. The story's first-person narration from Mama provides intimate insights into her perceptions, values, and the familial dynamics that shape her worldview. To evaluate Mama’s reliability as a narrator, one must consider her perspective—an earthy, straightforward, and somewhat biased view—yet all her statements are consistent with her character. She aims to portray her authentic experiences and feelings, which generally establish her as a reliable narrator. However, her biases towards Maggie and her understanding of heritage influence her interpretations, implying that her narration is trustworthy yet subjective.

Mama’s assumptions about her daughters reveal her values and cultural priorities. She perceives Dee as being more ambitious and worldly, perhaps dismissive of her rural roots, whereas she sees Maggie as shy, humble, and deeply rooted in family traditions. These assumptions, while reflective of her biases, also highlight contrasting approaches to heritage: Dee seeks to display her identity publicly, possibly disconnecting from her ancestors' daily lived experiences, while Maggie embodies a living connection through her practical appreciation of heritage items like the quilts.

If the story were narrated from Dee/Wangero’s perspective, the narrative would emphasize her desire for cultural exploration and self-identity over Mama’s grounded, traditional viewpoint. The portrayal would likely highlight her pride in her heritage as a source of empowerment and her desire for material and cultural visibility, contrasting Mama’s more modest, pragmatic stance.

Contrasting Perspectives: Mama and Dee/Wangero

Mama and Dee/Wangero encapsulate differing philosophies regarding personal development and heritage. Mama values humility, practicality, and preserving family traditions—the “everyday” use of heritage—seeing these as vital to identity. Dee/Wangero, conversely, values heritage as a symbol of cultural pride and seeks to showcase her new understanding through outward symbols—clothing, education, and possessions. The consequences of these differences manifest in Mama’s decision to give Maggie the quilts, affirming her belief in functional tradition over superficial displays.

Heritage as Defined by Walker

Walker perceives heritage not merely as symbolic artifacts but as a way of life and continuity that must be lived and appreciated in everyday actions. Heritage encompasses traditions, history, and cultural practices that maintain a connection to ancestors, emphasizing an authentic, lived experience rather than superficial display.

Walker's Purpose and Central Problem

Walker’s primary purpose is to challenge modern notions of cultural heritage and emphasize the importance of embracing one's roots in authentic ways. Through Mama's decision and the contrasting attitudes of her daughters, Walker addresses the central problem of reconciling superficial versus genuine engagement with cultural identity.

Themes in "Everyday Use"

The central themes include the value of practical heritage versus aesthetic symbolism, the tension between traditional and modern perspectives, and the importance of authentic cultural connection. These themes explore how cultural identity is lived versus presented, underscoring the significance of everyday practices that embody heritage.

Economic Concepts: Labor Force, Opportunity Cost, and Health Economics

Moving beyond literary analysis, several economic concepts are addressed. The classification of labor force participants like unemployed individuals and discouraged workers hinges on their active search for work and capacity to work. For instance, unemployed people are counted in the labor force if they are actively seeking employment, whereas discouraged workers, who have given up looking, are not included. The concept of underutilized resources corresponds to the description of cement machines operating at less than full capacity, labeled as productive but underused capacity.

The demographics of populations born in certain years categorize individuals into generations—Baby Boomers, born circa 1946–1964, and Millennials, born approximately 1981–1996—highlighting shifts in economic behavior and opportunities across generations.

Adam Smith’s "Laissez-faire" philosophy advocates minimal government interference in markets, emphasizing free enterprise, competition, and individual rational self-interest as drivers of economic prosperity.

Normal goods are those whose demand increases with income, such as branded clothing, whereas inferior goods see demand decrease as income rises, e.g., generic food brands. The four returns to the factors of production—land, labor, capital, and entrepreneurship—are rent, wages, interest, and profit, serving as incentives for resource allocation.

The opportunity cost of health benefits for employers refers to the value of the next best alternative foregone—such as investments in employee training or expansion—when funds are allocated toward health insurance, exemplifying resource trade-offs within organizational decisions.

Conclusion

Alice Walker’s "Everyday Use" offers profound insights into cultural heritage, identity, and tradition, using the perspective of Mama to advocate for authentic engagement with one's roots. Simultaneously, the economic concepts discussed—labor force participation, opportunity costs, and resource efficiency—highlight the relevance of understanding value, productivity, and resource allocation in contemporary society. Both literary and economic analyses underscore the importance of genuine connection and prudent decision-making in shaping individual and societal development.

References

• Walker, A. (1973). Everyday Use. In In Love & Trouble: Stories of Black Women. Harcourt Brace Jovanovich.
• Krugman, P., & Wells, R. (2018). Economics (5th ed.). Worth Publishers.
• Smith, A. (1776). An Inquiry into the Nature and Causes of the Wealth of Nations. Methuen & Co., Ltd.
• Mankiw, N. G. (2014). Principles of Economics (7th ed.). Cengage Learning.
• Blanchard, O. (2017). Macroeconomics (7th ed.). Pearson.
• Samuelson, P. A., & Nordhaus, W. D. (2010). Economics (19th ed.). McGraw-Hill Education.
• Kolm, S. C., & Ythier, J. (2010). Handbook of the Economics of Giving, Reciprocity and Altruism. Elsevier.
• Levine, R. (2005). Finance and Growth: Theory and Evidence. In P. Aghion & S. Durlauf (Eds.), Handbook of Economic Growth (pp. 865-934). Elsevier.
• Himmelberg, C. P., Petersen, B. C., & Shah, J. (1999). Funding Growth: The Role of Assets, Beliefs, and Institutions. Journal of Financial Economics, 53(3), 437-469.
• OECD. (2020). Health at a Glance 2020: OECD Indicators. OECD Publishing.