What does a “Fortune Cookie” fortune look like?

This week’s (The first week of May) journal assignment is to write a journal of the kind you would find in a Chinese fortune cookie.The reading is from Amartya Sen, Nobel Prize winning economist, from the book, Development as Freedom.

Here is a picture of a fortune. I like this one!


Sydney gave us a great kick off! Thanks Sydney! Check out her awesome form, her deep insights, her pithy wisdom, her brevity! Now that is what I’m talkin’ about!

Do not seek wealth, as it is only a means to an end. Wealth cannot buy freedom.

Here are some samples from actual fortune cookies!

A warm smile is testimony of a generous nature. 

If you continually give, you will continually have.

Before the beginning of great brilliance, there must be chaos.

If you don’t do it excellently, don’t do it at all.

“You are free to invent your life.”

A little bit on the history of fortune cookies.

Most of us enjoy Chinese food, but what we enjoy even more are the fortune cookies that we get at the end of the meal! Whether we actually eat the almond or vanilla flavored cookie is not important, what matters to most of us is the small paper inside with either a prediction or a saying. Whether they are inspirational quotes, funny quotes or romantic fortune cookie sayings, we all love reading them!

What’s even more interesting to know is that these sayings were not even created in China! There are two versions on the origin of fortune cookies. Some say that these sayings were invented in California, U.S.A. by a man named David Jung who owned the Hong Kong Noodle company. He began serving cookies with biblical sayings in them. Another version claims that fortune cookies were made in Japan. Researchers have gathered information which shows a man, in a picture book from the nineteenth century, making cookies. Well, wherever it was created and whoever made it, we all love them! (From Buzzle.com. Note, this is not proper citation form)

And here is one that makes me feel good!

Dear God, please give me the strength to change the things I can, the grace to accept the things I cannot, and a great big bag of money.

Enjoy, and do try to be deep, insightful, thoughtful or at a minimum, very funny.


P.S. Stan Luker made this one, graphics and all!

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Class 15: Final Class May 10/11

Dear students

There is no reading for the final classes on May 10/11. Each team will present. There will be 360 degree grading. In other words, your colleagues will assist me in grading you. So make it fun!



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Readings for May 3/4-Development as Freedom

Conclusion: Development as Freedom

  • Kellen Utecht group presents
  • Discussion of Social Change

Amartya Sen, (2000) Development as Freedom, Knopf: New York. (4 chapters only) Intro, Chapter 1, chapter on famines, chapter on women and social change.

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Study Group Questions on Egypt. Updated April 24, 2012

Study Group Questions by Friday’s Class

1. Why did the protests and unrest in Egypt in the mid-1990s and the protest and unrest in 2010-2011 lead to very different outcomes? What was different in the causes, the mediums for communication, and the environment? 

2. How have the Egyptian people’s demands been met and/or ignored after the removal of Hosni Mubarak?

3. What mediums of communication seemed to be important for protesters to learn about the January 25 protest? What mediums were important for disseminating information during it?

4. How did modernization and liberalizing the economy affect government power and corruption?

5. Who were the March 9 Movement, Kefaya, and Khaled Said?

Professor Bowman’s Questions

6. Why do you think the Islamists won the majority of the seats in Parliament?

7. Are the people in Tahrir Square the same people as those in Parliament? What institutional and structural factors make far reaching change difficult?


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Readings on Egypt April 27th/28th

These readings were selected by the Friday class.

Citation: Alterman, J.B. (2011). Egypt: Stable, but for how long? The Washington Quarterly, 23, 4, 107–118.

Author note: Jon B. Alterman holds the Zbigniew Brzezinski Chair in Global Security and Geostrategy and is director of the Middle East Program at the Center for Strategic International Studies

Hyperlink: http://csis.org/files/media/csis/pubs/egypt-_stable_for_how_long.pdf

Citation: Lesch, A.M.(2011). Egypt’s spring: Causes of the revolution. Middle East Policy, XVIII, 3, 35-48.

Author note: Ann Lesch is a Professor of Political Science and the Associate Provost of International Programs at the American University in Cairo.

Hyperlink: http://onlinelibrary.wiley.com/doi/10.1111/j.1475-4967.2011.00496.x/abstract (requires UALR library login)

Citation: Indyk, M.S. (2012). Prospects for democracy in egypt: Democracy assistance, Egypt, elections, North Africa, the arab awakening and middle east unrest. Brookings Institutes Foreign Policy Trip Reports, 35, 1-4. 

Author note: Martin S. Indyk is the Vice President and Director of Foreign Policy at the Brookings Institution.Hyperlink: http://www.brookings.edu/reports/2012/0123_egypt_indyk.aspx

Prospects for Democracy in Egypt: Democracy Assistance, Egypt, Elections, North Africa, The Arab Awakening and Middle East Unrest – Martin S. Indyk

Citation: Tufekci, Z., Wilson, C. (2012). Social media and the decision to participate in political protest: Observations from Tahrir Square. Journal of Communication, 62, 363–379.Author note: Zeynep Tufekci publishes from the School of Information and Library Science and Department of Sociology, University of North Carolina at Chapel Hill.

Hyperlink: http://onlinelibrary.wiley.com/doi/10.1111/j.1460-2466.2012.01629.x/full (UALR login needed)

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Study Group Questions about Tunisia

Questions developed by Thursday’s class

Given the structural differences in Tunisia and Egypt, how has the Arab Spring affected women’s experiences in both countries in relation to education?

What is the influence of Islam on the protests and opposition to the ruling regime in Tunisia?

What strides has women’s education made in the past decade in Tunisia, if any?

What role has technology played in the mobilization of protesters of all backgrounds in Tunisia?

How has high unemployment among youth contributed to the protest movement? What steps does the article outline that Tunisia can take to address the lack of decent jobs for youth?

Questions by Dr. Bowman

What does Tunisia’s government look like now, over a year past the Tunisian Revolution?

Is the country a democracy, a monarchy, a parliamentary democracy, or a dictatorship. Describe and discuss why you think Tunisia achieved this political outcome.

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Readings on Tunisia for April 19/20

Achy, L. (2011, December). Tunisia’s economic challenges. Carnegie Endowment.. Retrieved December 2011, from http://carnegieendowment.org/files/tunisia_economy.pdf

Megahed, N., & Lack, S. (2011). Colonial legacy, women’s rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia. International Review Of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 57(3/4), 397-418. doi:10.1007/s11159-011-9215-y

Women’s rights and gender-educational inequality -1

Ottaway, M., & Hamzawy, A. (2011, January 28). Protest Movements and political change in the Arab world. Carnegie Endowment. Retrieved from http://www.carnegieendowment.org/files/OttawayHamzawy_Outlook_Jan11_ProtestMovements.pdf

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