Assignment 2: Field Analysis Purpose: The purpose of this assignment is to recognize sociological concepts at play in your lived experience. Keeping a field log of your social and institutional experiences for one day, you will critically discuss how your daily life is shaped and constrained by society. This will allow you engage with many of the sociological concepts learned in class.  A presentation that offers additional assistance in completing the assignment is available at Field Analysis Instructions 1) Observation Create a field log (example). For one day, observe and record the key interactions and institutions in your lived experience. Starting with waking up, who is the first person you talk to? What do you do next- take family members to school, go to the gym, go to work and interact with coworkers? Throughout the day you will take on different roles by interacting with different people and in different situations, and be in contact with different social institutions (education, government, health, etc). Type or photograph your field log and submit it with your written Assignment. 2) Application Try to wait one or more days before starting this step. Revisit your field log and apply sociological analysis to your observations. Describe how our day is shaped and constrained by social norms. Analyze how at least four sociological concepts learned in class (eg. roles, institutions, interactions, impression management, stage theory, emotional labor) apply to your field log observations. This part of the paper should not be focused on the general social norms you described earlier, dig in with specific concepts in this from our text (refrain from using dictionaries). For at least two of the concepts, find and incorporate an appropriate source that highlights how sociologists study this concept in everyday society (for example, emotional labor in the restaurant industry). For example, we discussed gender socialization: In an article by Crespi (2011) that studied gender socialization and gender roles within the family, results showed that a cross-gender relationship between fathers and daughters, mothers and sons has emerged as significant in determining traditional and non-traditional gender attitudes. The research suggested that the relationship with the parent of the opposite sex could be a strong factor in reducing stereotyped attitudes regarding gender roles (Crespi, 2011). *Use a different example in your paper, the purpose here is to show your research skills rather than repeat my research skills.* 3) Reflection Reflect on your role as a larger part of society (i.e. your motives, instincts, feelings, and/or structural constraints). Discuss ways other people affected you and the ways you affected others in the social experiences of your day. Sample Field Log Below is a brief field log to give you an idea of the social interactions and institutions you might look for in your day. With the observations are sample course concepts that relate to the observations. Be creative in exploring and applying concepts- we will all apply concepts differently even if the scenes we observe are very similar. 5:45am: Wake up, interact with children. Gender roles, nuclear family, folkways 6:30am: Interact with spouse and children. Eat breakfast, run, shower. 8:00am: Arrive at airport, check in interaction with airline customer service; interaction with TSA. Social structure, bureaucracy, norms, mores, social control 9:00am: Wait with other passengers to board flight; purchase a drink at coffee shop; employees have a tip jar; a family sitting close by is watching the news and commenting on what they think is wrong with other cultures. Emotional labor, ethnocentrism, Piaget's stages of development 9:30am: On flight with family having a difficult time with small children; flight attendant offers to help them. Emotional labor, gender roles, family 12pm: Arrive at destination airport; drive two hours to see extended family. Along the road there are farmers with fruit stands. See homeless person asking for assistance in exchange for work. Poverty, inequality 4pm: Extended family arrives for potluck dinner; look at family photos together and share family memories. Watch evening news- local robbery and assault. Social deviance, material culture 6pm: Stop at church to meet family friend, see a bible study group inside; lots of religious symbols; someone remarks on a new church being built to accommodate a different racial group. Religion, race, monotheism

In his essay "Our Time," John Edgar Wideman attempts to capture the complexity of the circumstances surrounding his brother Robby's life before and during the years he's in prison. Consider carefully all the forces at work in Robby's life, both from your own and John Wideman's perspective, the latter of which includes Garth's (unnecessary?) death, life in Homewood and Garfield, family birth order, bad luck, personal responsibility, economic exploitation, and addiction, and then offer an insight of your own into the causes of Robby's imprisonment. If you think personal responsibility is the only consideration, then discuss why these other matters that John Wideman introduces are irrelevant. If you think these other matters had a significant impact on Robby (as Robby's mother certainly does), to what extent has his life been shaped by them, and to what extent should they be considered when assessing a punishment for Robby for the crime he committed?Wideman is a Pittsburgh born writer (as you'll read in the notes) with international acclaim. In "Our Time," an excerpt from his book Brothers and Keepers, Wideman is writing from several different points of view about his brother, Robby. Since you don't have the context of the whole book for this reading, let me offer you a bit of information.At the time of the writing of this piece, Robby is serving a life sentence in Western Penitentiary (now closed, of course), for his participation in a crime during which a man was killed. Robby and his friends were running a scam where they were going to pretend to sell a man a truckload of tvs; once the truck pulled up and the man presented the money, they'd throw open the back door of the truck, and one of Robby's accomplices would be standing there with a gun.They'd take the money and drive off. The plan worked until they opened the truck, the man saw Robby's friend standing with a gun, and ran away. The friend with the gun shot the man. The law in Pennsylvania stated that if a suspect is involved in a felony during which someone dies, they can be tried for first degree murder without the opportunity for parole. This is what happened to Robby.As you read the piece, note how Wideman continutally switches narrative "voices." At times he writes from Robby's perpsective in the third person; at times he writes from Robby's perspective in the first person (towards the end of the article). He also writes from his perspective, from his mother's perpspective, and, even, from Homewood's perspective. What does this add to the reading? How doe sit help you understand or extend your sympathy for those you encounter here?As you read the piece, you'll see Wideman offering some fairly radical perspectives on how the Homewood community, and black people in generaly, have been driven into despair. Consider these perspectives in the context of the other people you read about here. To what extent do you find yourself convinced by Wideman? To what extent do you think he may be mistaken? Is there a middle ground where you find the truth lies?Finally, don't forget about the Berger essay as you read Wideman. Remember Berger's closing comment: "A people or a class cut which is off from its own past is far less free to choose and to act as a people or class than one that has been able to situate itself in history". How might this apply to the people of Homewood?

Assignment rubric, templates and instructions are attached. Please make edits to the paper attached. Contact for any further questions. Exact Edits with format needed:I appreciate your effort and see the you have made some changes to your document. You have a good foundation for your paper; however, you have not used the format provided in the EOP and template? I am not sure what format you are following, but I created the template which mirrors the EOP, so you can focus on content rather than format. Please reply to this message and let me know that you have reviewed both the template and the example papers I provided.I noted previously, that you need to provide the table of contents items only that are in the template. Remove all other headings and turn off the formatting tool so the blue box does not surround the table of contents. Begin with an abstract that is double spaced, followed by a two page introduction, and a One concise paragraph literature search strategy, followed by the terms and associated citations. Your paper is organized by the four courses. You will need to reorganize the content you currently have and delete all headings and associated content that is not in the directions and template. Some of the content may be applicable and can be reorganized. The rest should not be in your paper. Begin the literature review with the name of the first course followed by the mini introduction. The six study summaries follow, taken As is from the annotated bibliography assignment. Add the remaining content noted in the template and the transitions between studies. End with mini summary using the provided format and a transition to the next course. Repeat this format for all four courses and then add the Discussion content with the associated headings. Hope this summary helps. Once you reorganize your content following the EOP and template, I will be able to review your paper.