The observation of National Nurses Week, celebrated May 6 – May 12, has extra-special meaning this year.
As is the case with many care-givers, the hard work of dedicated nurses often is taken for granted. Sometimes, it takes a health crisis such as the Coronavirus pandemic to bring these medical heroes into the spotlight.
Pictured above is alumna Julianne (Comiskey) Heinimann ’01, who works as a NICU nurse at Northwestern Memorial Hospital in Chicago. She is one of at least 34 Friar alumni — women and men — who are registered nurses or nurse practitioners (see list below) across the United States: from Chicago, Oak Park, Downers Grove and Indiana to Washington (DC), Ohio, Arizona and San Francisco. (We know there are many more who are not in our system.)
Kathryn Meade, the mother of Fenwick senior Jack Meade (Lombard, IL), is one of at least nine parents working in the nursing field (see below). ” I had contracted COVID-19 from work,” shares Mrs. Meade, who has been a nurse since 1994, working as a NICU nurse for 22 years until recently becoming a Lactation Consultant. “Thankfully, I am on the mend and am humbled by the outpouring of love and support I received,” she says.
In observance if National Nurses Week, we want to publicly thank these moral servant-leaders for all that they do for their patients – especially by putting themselves and their families at risk during the COVID-19 crisis. You make us all proud to be fellow Friars!
Northwestern Memorial Hospital, Chicago
Emergency Room Registered Nurse
Northwestern Memorial Hospital, Chicago
Registered Nurse, Neuro/Ortho
Brigham and Women’s Hospital, Boston
Northwestern Memorial Hospital, Chicago
Northwestern Memorial Hospital, Chicago
Cardiac Cath Lab Nurse
Loyola University Medical Center, Maywood, IL
Lurie Children’s Hospital, Chicago
Nurse, neurointestinal and motility
Northwestern Memorial University of Chicago Comer Children’s Hospital
Rush University Medical Center, Chicago
Presence Health (Arizona)
Emergency Room, RN
Northwestern Memorial Hospital, Chicago Northwestern Memorial
Registered Nurse (Neonatal ICU)
UCSF Medical Center, San Francisco
Kidney Transplant Nurse Practitioner
Rush University Medical Center, Chicago
Loyola University Medical Center, Maywood, IL
Nurse Multidisciplinary Coordinator
Emory University Emergency Medicine, Atlanta
Rush University Medical Center
Nurse Assistant 2
Advocate Healthcare/Good Samaritan Hospital, Downers Gtove, IL
U. of Chicago Hospital – Stem Cell Transplant Unit
MedStar Georgetown University Hospital, Washington, D.C.
Charge Nurse/ Floor Nurse
Zablocki VA Medical Center, Milwaukee
Ann & Robert H. Lurie Children’s Hospital of Chicago
Pediatric Surgery, Nurse Practitioner
Saint Mary’s Medical Center, Chicago Loyola Medical Center, Maywood
Rush Oak Park Hospital
Registered Nurse, Emergency Department
Loyola Medical Center (Chicago)
AMITA Health Medical Group
Family Nurse Practitioner
Magnificat Family Medicine, Indianapolis
UnitedHealth Group, Ohio
Gottlieb Memorial Hospital, Melrose Park, IL
Permanent Charge Nurse/RN
According to the Fenwick database, another 225 people (including alumni) have listed either “medicine” as their business/industry or “nursing” or “physician” as their profession. They are:
“Is there a fine line between optimism and reality?” The band Queen took the world by storm during its reign in the 1970s. They introduced the world to a new type of rock and produced hit songs that are still celebrated and sung today. Of these songs, “Bohemian Rhapsody” is perhaps the most well-known. The six-minute song is an unlikely source of optimism, but upon listening to the mere first verse, I was struck with the lyrics’ undiscovered potential. In these lyrics, I found the metaphorical line between optimism and reality.
Freddie Mercury begins the song by asking, “Is this the real life? Is this just fantasy?” His rhetorical questions are the same that we must ask ourselves. Are we approaching situations realistically? Are we optimistic in setting our goals? We must ask ourselves these questions before reaching a decision. It is not enough to approach every situation with a singularly realistic point of view. With no optimism, life becomes dreary. However, on the other hand, we must make certain that optimism does not overpower our decisions and goals. Further along in the first verse, Freddie Mercury also sings the line, “Easy come, easy go.” Through this assertion, he perfectly embodies the relationship between realism and optimism. One must be able to handle any situation accordingly, but the person must also have hope that the situation will get better. Not only did Queen release an American icon, they also unlocked the secret to optimism and realism.
Realism is the tendency to accept things as they are. Optimism, at its core, is just realism interspersed with hope. An optimist must be able to look at reality with positivity and hope for a better future. Because of their relationship, optimism and realism co-exist. Being too realistic can be harmful to one’s outlook on life. Imagine a doctor telling someone that they have been diagnosed with cancer and have a slim chance of overcoming the disease. A realist would accept the diagnosis and understand that the survival rate is very low. Yet, is there not more? How can we just accept a dire situation like this, and not hope and work for a better outcome? Because of this, being too realistic is not beneficial to one’s life. One must also sprinkle in a little bit of optimism in every situation encountered. The Optimist Creed states that we must “talk health, happiness, and prosperity to every person [we] meet.” In other words, every situation can use a bit of optimism. Through this codependency, one can find the blurred line between optimism and reality.
The stereotypical idea of an optimist is one who never stops smiling, no matter the circumstances. However, this is not an accurate description. True optimists use both optimism and realism to their advantage. They use realism to accept the situation that has been handed to them. They then use optimism to make the situation better. They are able to overlook the negativity and work for a better tomorrow. These optimists may not always be sporting a smile, but they remain hopeful for a better future. They do not solely rely on realism; nor do they solely rely on optimism. Similarly, we all must find the balance between these two philosophies in order to better ourselves.
“Bohemian Rhapsody,” although an unlikely source, has been my inspiration for optimism. This example goes to show that optimism is all around us, we just need to be willing to notice. Simply put, we must look at each situation realistically. Then, just over the horizon, the shining rays of optimism must be found. At that intersection, we all will find the “Fine Line Between Optimism and Reality.”
Optimist International is an international service club organization with almost 3,000 clubs and over 80,000 members in more than 20 countries.
Chalk up another 20-win regular season for Fenwick girls’ basketball Head Coach Dave Power. But he says his young team (23-8, 3-3 in the GCAC) is not finished. In fact, the once injury-plagued Friars finally may be gaining momentum heading into post-season play.
Two weeks ago “marked the first game all season where we had every player fully healthy,” reports alumna and Assistant Coach Erin Power ’07, Dave’s daughter and once a stellar point guard for the Friars. “Sheila Hogan returned from an ACL [rehab]. Lily Reardon was out for several weeks with a separated shoulder. Mia [Caccitolo] had her knee injury. Mira [Schwanke] and Audrey [Hinrichs] both were out with ankle injuries at certain points. Katie Schneider was out for a few games with the flu.”
While their head coach isn’t in the habit of making
excuses, he can confirm the busier-than-normal athletic training room traffic.
“We’ve had at least nine players out for something,” a frustrated, elder Power
says, lamenting that his squad lost games last month that they probably would
have won at full strength. “We’ve had about 15 different starting line-ups this
season. It’s hard to prepare for opponents when key, position players are out,”
he explains, “be they rebounders or shooters.”
The strength of Fenwick’s sometimes-daunting schedule did not help matters. During a particularly difficult stretch in January – one that Athletic Director Scott Thies ’99 referred to as “the gauntlet” — Fenwick lost badly to Montini and then dropped consecutive games to four more Catholic-school rivals: St. Ignatius, Benet (which was close), Mother McAuley and Marist.
The Powers know, as experienced coaches do, that they can control only certain factors when it comes to their teams. Injuries, while preventable, are not necessarily controllable. Age is another element out of their control. Make no mistake: the Friars are young (five sophomores and four juniors). However, the youth is buoyed by strong leadership from upper-classwomen, Dave Power points out, giving a nod to his quartet of seniors, who all are guards: Hogan, Stephanie Morella, Reardon and Schneider.
Like most coaches, the Power duo dislikes distractions. But how do good Catholics say “no” to the Archbishop of the Archdiocese of Chicago? When Cardinal Blase Cupich informed Fenwick President Fr. Richard Peddicord, O.P. last Thursday that he’d like to attend the next evening’s girls basketball game, the scramble began! But Power really didn’t mind. His Eminence’s presence was icing on the cake for the Friars’ Senior Night. The Cardinal sat on both sides of the bleachers, cheering for the Catholics. Our team was victorious, 58-50, over the Carmel Corsairs of Mundelein (18-8, 3-3).
Another welcome distraction came this past Tuesday night, as Power’s girls capped a four-game winning streak by defeating top-ranked Evanston (20-4, 9-0) in their regular-season finale. A thrilling, half-court buzzer-beater by 6’0″ forward Elise Heneghan (24 pts.), one of the sophomores, sealed the deal: 45-43 in favor of the Friars.
The Wildkits fourth-year head coach is Fenwick alumna and All-Stater Brittany Johnson ’05 (Chicago). Johnson, who played at Boston College, averaged 18 points per game, six rebounds and five steals as a senior for the Friars. “I’m so proud of Britt,” Power beams. “She had a great career at BC and got her master’s degree. Hers is a great success story!”
In a pre-game ceremony, after Power hugged his former-player-turned-opposing-coach, the school officially named the locker room in its Fieldhouse Gym after him. Fenwick President Fr. Richard Peddicord, O.P. was in Florida visiting with alumni, but he sent a statement from afar: “It is a privilege to honor Coach Power’s commitment to our community with this dedication, along with a corresponding, generous gift of $500,000. The donor family wishes to remain anonymous, but their gesture truly is heartfelt.” (Read more.)
In Father Peddicord’s stead, President EmeritusFr. Richard LaPata, O.P. ’50 stepped onto the Fenwick hardwood, talking about Dave Power’s legacy and their friendship, which now spans three decades. AD Thies also spoke, sharing stories about how Power has made an impact on his life and continued to pursue excellence relentlessly. “Coach Power [has] impacted so many lives, so many who have gone on to be successful in life,” Thies said.
Of The Power Locker Room naming and half-million-dollar donation, the coach himself says: “The generosity of this person – and I really don’t know who it is – is beyond overwhelming. I’m blown away that someone would be so generous – not for me, but for all the success the program has had; all the wonderful coaches and girls who’ve played for me … all their successes. I think of it as a dedication to them. It’s a great thing for Fenwick!”
One of the coaches sharing Power’s legacy is his late
brother, Bill, who passed away in 2018. Another faithful assistant is Dale
Heidloff, a science teacher at Fenwick who also is the head coach of the girls’
track team and an assistant coach for boy’s golf. “When I first
started coaching with Dave 20 years ago, I had a much different view on
the game of basketball,” Coach Heidloff shares. “I always believed strongly in
playing defense, but Coach Power’s philosophy has always been to just ‘score more
points than the other team.’ This simple philosophy has won him nearly 1,000
games, so I’ve learned to trust the methods, the madness and the magic of Coach
“Beyond the X’s and
O’s, however, I’ve been able to share unforgettable memories with a man who has
become like a brother to me,” Heidloff continues. “We have both been fortunate
enough to share in winning a state championship with our daughters [Kristin ’04 in 2001 and Erin in 2007]
and have had the opportunity to coach the next generation of Friars alongside
our daughters. His coaching legacy speaks for itself, but his true legacy
is the impact he has had on his players and coaches, the fierce loyalty he has
towards those he cares about, and his unwavering commitment to the Fenwick
that coaching with daughter, Erin, at his side these past four years has been
quite special. He adds that her title of assistant coach really is a disservice.
“Erin’s role goes way beyond that,” he says. “She can relate to the young girls
and is the definition of a role model: strong, intelligent and demanding. She
demonstrates [techniques] in practice on the court, which I can’t do so well
anymore. Plus, she knows how to do all that social media stuff!” he laughs.
“I don’t want to go to anatomy class today,” a Fenwick junior was overheard last month, lamenting in one hallowed hallway of Fenwick. “Why not?” a staff member inquired. “Who’s your teacher?”
“Dr. Riggs,” the student replied. “Her class is so hard! She’s smarter than all of us.”
The 17-year-old has a valid point: Jennifer Riggs was a pediatrician before she embarked on a career change to become a teacher. Riggs earned her M.D. in 1995 from Rush Medical College at Rush University in Chicago. (Her B.S. in psychology came from Indiana University.) For three years, she served as a resident pediatrician at Rush Children’s Hospital on the Near West Side. For the next five years, she commuted northbound to Shriners Children Hospital on Oak Park Ave. In early 2004, Dr. Riggs left the field of medicine to don her “mom hat” and raise her four children.
“My career has transitioned from pediatrician to science teacher: my true calling,” Riggs explains. After deciding to enter the field of education, Riggs went back to school to pursue a master’s degree in teaching, which she earned locally at Dominican University in River Forest almost five years ago. “My decision stemmed from a desire to develop sustained relationships with young people that affords me the opportunity to have a significant impact on their lives.”
After completing her student-teaching assignment at Josephine Locke Elementary School (Chicago), Dr. Riggs taught math, science, technology and religion for one year at St. Edmund Parish School in Oak Park, then moved on to Visitation Catholic School in Elmhurst to teach junior-high life/physical science and religion classes for the next three years. As a sponsor of the Illinois Junior Academy of Science “Science Fair,” she guided more than 100 students in planning, researching and conducting their projects. She also served as the Science Olympiad Head Coach at Visitation.
Dr. Riggs joined the faculty at Fenwick, where she is teaching five classes this academic year: two sections of Accelerated Anatomy & Physiology and three sections of College Prep Anatomy & Physiology. “I am one of the faculty moderators for the Medical Club,” she adds.
A different kind of impact on young lives
As for her decision to become a teacher, “I could not be happier with my career,” Dr. Riggs reports. “Teaching has given me the opportunity to get to know my students on a much deeper level than I knew my patients when I was practicing as a pediatrician. I look forward to coming to school each day because of the energy and enthusiasm shown by the students.
“I see my current position teaching Anatomy and Physiology at Fenwick as the perfect fit for me,” the doctor adds. “From my perspective, the biggest drawback to practicing medicine was the lack of time to really get to know my patients. My appointments tended to be relatively short and I often did not see that child again for a significant period of time (some I never saw again at all). Through teaching at Fenwick, I am able to build meaningful relationships with students. What I find unique about my particular position is that I am able to form those relationships through focusing on a topic I am passionate about: the human body.
“Many of my students are planning careers in the medical field,” Dr. Riggs concludes. “I find nothing more satisfying than sharing my knowledge with them and seeing their enthusiasm about the workings of the human body.”
Catholic high school’s spiritual leader does not take for granted the partnership
forged with the greater, local community over nine decades.
Fr. Richard Peddicord, O.P., President of Fenwick High School
Ninety years ago next week, the Dominican Order
established a college-preparatory secondary school on Washington Blvd.,
bordered by East Ave., Scoville Ave. and Madison St. When Fenwick High School
opened on September 9, 1929, some 200 boys ventured through its wooden,
church-like doors. Many of them walked to school from their homes in Oak Park
and on the West Side, while others coming from farther away in Chicago took
Over these many years, Fenwick has survived and
thrived, despite the Great Depression (which started six weeks after the school
opened!), world wars and changing times, including enrolling female students in
the early 1990s. However, the mission at the outset has stood the test of time:
Guided by Dominican Catholic values, our priests, instructors, coaches,
administrators and staff members inspire
excellence and educate each student to lead, achieve and serve.
Fenwick today has a co-educational enrollment of
nearly 1,150 students as well as two Golden Apple-winning teachers on its
esteemed faculty. Our school’s impressive list of alumni includes a Skylab
astronaut, Rhodes Scholars, Pulitzer Prize winners, a Heisman Trophy recipient and
other leaders making a positive influence locally and internationally.
From our beginning, Fenwick and Oak Park always have enjoyed a symbiotic relationship. “Fenwick and the Village of Oak Park have a long history of working together,” Mayor Anan Abu-Taleb has stated. “From its inception, our fortunes and our futures have been intertwined.”
As an investment in our future in Oak Park, last month we began construction on a six-story parking structure seeded with generous funding by former McDonald’s CEO and alumnus Michael R. Quinlan, Class of 1962. By next summer, some 325 cars will be taken off the streets, so to speak.
“With this new garage, Fenwick will be taking a major step toward reducing its impact on the neighborhood,” Mr. Abu-Talen noted at the August 13 garage groundbreaking ceremony. The private school “has always worked to be a great neighbor …,” and “also is a key partner in the development of the Madison corridor.
“Fenwick has been a great contributor to Oak Park in many ways,” the Mayor continued: “first, as an educational institution of national reputation; second, as a Catholic school filling the needs of a diverse and inclusive community.”
We are, indeed, proud of our racial and socio-economic diversity. More than 30% of our talented student body identifies as something other than Caucasian, and we provide nearly $2.5 million in need-based financial aid annually to our students through the generosity of many benefactors.
They come to Oak Park
As Mayor Abu-Taleb notes, “Fenwick always has been a reason why many families choose to live in Oak Park — and the reason many others visit the Village and support our local economy.” Last school year, our students came from more than 60 cities, towns and municipalities, including these top 20:
Fenwick Graduation: 2018 Hometown: La Grange, IL Grade School: St. John’s Lutheran Current School: The University of Wisconsin-Madison Current Major: Animal Science (Pre-Vet)
Summer Internship: I do not have a formal internship through the university this summer, but I work as a groom for a few Argentine polo pros. I gain experience through working with the horses as well as by assisting the vet when the horses need treatment. I am also involved in a biomedical research lab at the University of Wisconsin-Madison. This lab work will extend through my entire undergraduate schooling.
Career aspirations: I aspire to go to go to vet school.
Fenwick achievements/activities: I was a member of the National Honors Society, Tri-M Honors Society, Friar Mentors, was an Illinois State Scholar, a Eucharistic minister and was on the State Team for WYSE. I also ran track for three years and was in choir for four years.
Fenwick teacher who had the most influence on you:Mr. Kleinhans had the most influence on me. I learned a great deal in his physics class, but most of all I learned from his example as a role model, teacher, mentor and WYSE coach. Some of my favorite class memories are from his “feel good Fridays” where he connected life experience to prayer and the importance of being a genuine person while working hard and enjoying life.
Fenwick class that had the most influence on you: AP Biology with Mr. Wnek was one of my many favorite classes. Mr. Wnek is a fantastic teacher, and what I learned set me up for success in college biology and other lab work.
Fenwick experience you would like to live again: I would relive the whole experience. From classes, sports and clubs, to friends, I had a great experience at Fenwick. I am extremely grateful for the community and for the way it set me up for success in college and in the future. I am thankful for the relationships I formed with teachers and the way that impacted my growth as a student and as a person.
Fenwick alumna’s post-Mother’s Day reflection on how being a good neighbor
means loving your neighbor as yourself.
By Quiwana Reed Bell ’96
I was born the snowy winter of 1979 in Maywood, Illinois, to Jacqueline and Ronald Reed. My father, Ronnie, was born and raised a tough bi-racial kid from the west side of Chicago, near Pulaski and Roosevelt. My father never knew his mother.
My mother, Jackie, was born and raised in 1950 Natchez, Mississippi — a famous plantation town near the ports where slave-produced cotton and sugar cane was once exported. She is the oldest of seven children and grew up on family-owned land that also included homes for her grandparents (both paternal and maternal), aunts, uncles, cousins and neighbors, who were like family. Her father, Oliver, was a handyman and janitor with a stuttering problem and a heart of gold; and her mother, Josephine, was a stern yet dignified seamstress who also worked for more than 20 years at the pecan factory. Her family of nine lived in a two-bedroom/one-bathroom house. They went to church on Sundays. They socialized and cared for each other. They didn’t have much but never felt poor. They were a community. And they were happy.
My mother left Mississippi after high school, after
having a child out of wedlock with a man who was unwilling to marry. She came
to Chicago in the summer of 1969 to visit her Aunt Mavis, her dad’s older
sister. She lived on 13th and Pulaski in a brick two-flat building
on the west side of Chicago. Aunt Mavis had 10 children of her own with her entrepreneur
husband Ed, who ran an auto mechanic shop. Although they owned the entire
building, they lived in only one of the units which had two bedrooms, one
bathroom and a back sun porch. Ten kids, two parents and now visiting cousin
Jackie from Mississippi all in one unit. The block was lively. People sat on
their stoops in the evenings for entertainment. The kids would play loudly up
and down the streets. Neighbors knew
each other; supported each other; fought and gossiped about each other. It was
a family. A community. And they were happy.
During her summer-time visit, Jackie met Ronnie, who
was a friend of her cousin Roger. They quickly fell in love and married only
three months after meeting on February 14, 1970. Jackie never returned to Mississippi to live.
In Mississippi still was her infant son, Derek. He had stayed with her family while
she traveled to Chicago. This was not a big deal. The family was seen as a
unit. Jackie’s son Derek was not her property, but a member of a larger family
unit where everyone contributes, supports and belongs.
This was a sentiment taught to my mother very early on in her childhood. She was born in segregated Mississippi where black people were still forced to live separately. This separation, however, was not all bad. Black communities had viable businesses — bakeries, dentist offices and insurance companies. It was a community where people looked out for one another. I would often hear stories of how if one person on the block killed a cow, then everyone on the block would have meat. Similarly, during my summers that I spent in Natchez, MS, I would often hear my grandmother say, “Go run this pot of greens that I picked and cooked over to Ms. ‘So and So’s house.” It was natural to share. It was natural to help others. It brought happiness. My mom never felt poor. She didn’t have a lot of fear and anxiety. Her family lived in peace. Even amid all the stuff going on in the world — they were shielded in “their community.”
Black folks have always had to be communal with each
other in America in order to survive:
We had to help each other as we were packed
like cargo at the bottom of slave ships.
We had to help each other as we sang songs
together in the long days in the hot cotton fields in Mississippi.
We had to help each other as we navigated
our way through lynching and rape and beatings.
We had to support each other in demonstrations
and boycotts fighting for equal rights.
We had to support each other through
redlining/housing and employment discrimination.
Today we still have to support each other through families being ripped apart as a result of mass incarceration, disinvestment of neighborhood schools and economic opportunity, and the resulting crime that plagues our communities.
Cookies Are Not as Sweet as Search Engines Want You to Believe, Says 19-year-old DePaul Freshman
Editor’s Note: 2018 Fenwick graduate Nick Bohlsen, of Oak Park, is finishing his freshman year at DePaul University in Chicago. Bohlsen wrote this paper last semester for his “Writing Rhetoric and Discourse 103” class, earning an “A” for his effort. (A Networking Infrastructure 263 course also used a more detailed version of this report.)
By Nick Bohlsen ’18
In our modern society, our lives are becoming more intertwined with the Internet. We shop, watch television, talk to distant relatives and conduct business intercontinentally thanks to the Internet. The Internet is undoubtedly one of the greatest inventions in history, but it is not a paradise like the Internet Service Providers (ISPs) and the major search engines advertise it as.
As you browse through your aunt’s random photos on Facebook, for example, you may notice that the advertisements seem to be tailored to show you products that you may be interested in. They are not there by accident, but intentionally placed based on the data that web browsers and sites collect on you. As we visit sites, they start to collect key identifiers that puts us into various advertising categories. These key identifiers are called “cookies.”
Cookies are generated with every single move that we make on the Internet and hold data relevant to what we are doing: data such as passwords, credit card information, items in an online shopping cart, and more. The data gets stored onto the local machine and waits for the next time it can be used on the web. In a perfect world, this data would never be accessed by anything other than the website that originally generated the cookie. Our world, especially our online world, is not as safe as we would want it to be. The question that is raised is should internet sites and search engines be allowed to track all of this sensitive data? Should they be allowed to send this data to advertising agencies to be able to specifically target our interests? The simple answer: absolutely not.
One of the larger issues with cookies is the amount and kinds of data that is being tracked. As mentioned before, cookies are collections of data that track what we do on the internet. This data can be something as small as our search trends to something more personal such as credit card information or social security number. Editor John Rockhold, in his article titled “How the Cookies Crumble” published in Wireless Review on June 15, 2001, quoted Jason Catlett, the president of Junkbusters. Junkbusters was a company whose goal was to advocate for consumer privacy in an era when the internet was an emerging technology. Catlett said, “Cookies were meant to be a way of storing shopping-cart information, but they quickly turned into an all-purpose surveillance mechanism” (Rockhold). This surveillance system was originally designed to work as a “working memory” for sites to make our lives easier.
Cookies have evolved into something more than that now. Advertisers on the internet are now using the data from our cookies to see what we are interested in. According to Stephen B. Wicker and Kolbeinn Karlsson, writers for The Association for Computer Machinery magazine, there are many processes in the background that put our information up for auction. Simply put: Our data gets sent all over the web to categorize our search trends, build profiles (or update ones that have already been built on our data) based on the data that was tracked. Advertisers then look at our profiles to see if displaying their ad will be cost-effective. The advertisers that find our profile attractive bid on the ad space, an advertiser wins the bidding, and their ad gets displayed on your screen. All of that happens within 100 milliseconds. (Wicker & Karlsson, 70)
Internet ad delivery is a complex process involving multiple redirections, synchronizations of user information and an auction, all in a few tens of milliseconds. (Wicker & Karlsson, 70)
According to Jane Quinn – writer for Newsweek who published the article “Fighting the Cookie Monster” in February 2000 – these profiles have plenty of our data. Her example: Say you’ve sought information about a debilitating disease, spent time in a chat room for recovering alcoholics, or gambled online. The Web sites you visit may be attached to your personal name, address, e-mail address or even phone number. Technically, searches can even be launched for key words … that you might have left in a chat room or on a public bulletin board. These records — the intimate and the mundane — can trail you for life, like Marley’s chain (Quinn).
Advertising agencies usually like to share their databases with one-another to build the perfect digital picture of you, increasing the amount of information they have from you (Quinn).
The benefit of allowing the advertisers and companies that use this data is that we will never see an ad that has no meaning to us; nor will we ever see an ad more than once. They also claim that there would be fewer free sites on the internet without the intensive tracking (Goldsborough). The one that benefits the most from this agreement, however, is the advertiser. At the cost of our information, they display advertisements to us that they are more likely to get us to click on them. They get more money from their advertisements and more of our information to target us even more efficiently. That is a parasitic relationship in which the parasite gains while the host loses.
Another reason these sweet morsels of our personal data should not be so readily accessible is the possibility of our private information becoming not-so private. Vint Cerf and Bob Kahn – the inventors of the internet – were not worried about security in their initial designs. They viewed the internet as one happy place where everybody would play nice with each other and be responsible. As we know, that is not what the ecosystem of the internet is today. As this data is being sent back and forth on the web, it is possible that someone can break into the system and intercept our personal information.
One potential problem, according to Reid Goldsborough who is a writer for Tech Directions, is that, “…the theft of the user name and password information by hackers who could then access your bank, credit card or other account” (Goldsborough). These kinds of breaches are more common for mainstream sites such as Yahoo and Google; the smaller sites are much more prone to security breaches. These “third party” sites can have intentional data breaching code built-in or can be exploited by an outside user that is interested in your data (Goldsborough).
Although there is a way to reduce the number of cookies we have by deleting some, the settings that allow us to do so are usually hidden under multiple menus. That is also assuming that the user knows that they should delete their cookies every now and then, or that cookies even exist outside of the kitchen. According to the findings of Jeremy Kirk – a writer for PC World magazine – there are some very devious ways in which some of your most trusted applications can be turned by a hacker to exploit your cookies. He found that, “…some top websites using a method called “respawning,” where technologies such as Adobe’s Flash multimedia software are manipulated to replace cookies that may have been deleted” (Kirk). Adobe Flash is used on almost every website that we go to, including sites such as D2L [the cloud software used by DePaul and other schools]. Once the exploit in Flash has been run on your computer, hackers get every piece of information that you have ever inputted to the world wide web.
If today’s internet looked just like Cerf and Kahn’s idea, then we would not have this problem facing us today. As that view is virtually impossible to achieve, we must do all we can to protect our privacy in the digital age. Having our personal data stored and sent all over the internet is a very dangerous practice, and it is something that the public does not know enough about. It is up to us as users of the internet to do our due diligence and ensure that our privacy is being protected, and to reduce the number of cookies that are being generated based on our private information.
Goldsborough, Reid. “The Benefits, and Fear, of Cookie Technology.” Tech Directions, vol. 64, no. 10, May 2005, p. 9.
Kirk, Jeremy. “Three Devious Ways Online Trackers Shatter Your Privacy.” PCWorld, vol. 32, no. 10, Oct. 2014, pp. 38–40.
Quinn, Jane Bryant. “Fighting the Cookie Monster.” Newsweek, vol. 135, no. 9, Feb. 2000, p. 63.
Rockhold, John. “How the Cookies Crumble.” Wireless Review, vol. 18, no. 12, June 2001, p. 36.
Wicker, Stephen B., and Kolbeinn Karlsson. “Internet Advertising: Technology, Ethics, and a Serious Difference of Opinion.” Communications of the ACM, vol. 60, no. 10, Oct. 2017, pp. 70-77.
Pioneering perspective: Fenwick’s first black graduate reflects on the segregated life of his youth. “Mine is a difficult story to tell,” he says, offering a history lesson in the process.
Interview by Mark Vruno
School records dating back 64 years confirm that alumnus Richard Cochrane ’59 blazed a trail as Fenwick’s very first African-American student and graduate. Originally from Maywood, IL, Mr. Cochrane now lives in the sunny Southwest. In high school, he was active in student government (class treasurer and secretary) and played football and basketball (captain).
Last February, one-time Fenwick student turned educator Marlon Hall, PhD. shared his freshman-year experience of the early 1970s, when he endured verbal abuse and physical bullying – all racially inspired. In one of several replies to Dr. Hall’s guest blog, Cochrane pointed out that his memories of Fenwick were quite different and much more positive 17 years earlier:
“Dr. Hall, I appreciate your sharing your Fenwick experiences and the strength they gave you. In context, in 1950 the world-renowned chemist Percy Julian became the first African-American to take up residence in Oak Park. His home was fire-bombed on Thanksgiving Day of that year and again in 1951. In May of 1954 the Supreme Court rendered the ‘Brown vs. Board of Education’ ruling. In September of 1955 I walked into Fenwick as a freshman, two years before the ‘Little Rock Nine,’ and I am black. There were no other black students and there would only be one more in the next four years. “Many of my experiences were similar to yours but the negatives were overwhelmed by the support of the majority of the student body, and the faculty support cannot go without mention. There were whispers and some name-calling and even a fight or two, but the Dominican family pushed, nudged and refused to let me think of anything but finishing. I was also aware of the financial burden that I was placing on my family.In return, I received an excellent education both academically and socially….”
Cochrane’s heartfelt response prompted our Alumni Relations Team to reach out. We learned that Rich is “happily retired” and soaking up sunshine in New Mexico. Our questions and his answers:
Richard, where did you attend college? Please tell us about your professional background and STEM-related career.
RC: After graduating Fenwick in 1959, I attended St. Joseph’s College in Rensselaer, Indiana, where I majored in chemistry. While there I played freshman basketball and varsity football for two years until my knee gave out. I got a job in the coatings and ink industry and, eventually, spent 35 years with Sun Chemical Corporation. I held positions in lab synthesis, tech service, lab management, operation management and national accounts. I retired from Sun in 2003.
What was it like being the only black student at the Fenwick?
RC: In 1955, I believe my freshman class enrolled about 354 students and the school enrollment was about 1,236. As I’ve said, I found the faculty very supportive and the student body mostly treating me like any other student, with a smaller group either curious or distant. Only one of the other three students from my parish in Maywood [St. James, which closed in 2006] was close to me at Fenwick.
On the first day of school, when I went to the office to pick up my class schedule, the staff called back one of the students I was with to ask if I was really going to attend school there. A notable few of the upper-classmen were kind enough to offer short words of encouragement. If I missed the Madison St. bus, I would walk west until the next bus came and would often find the Oak Park Police close behind to make sure I reached Harlem Ave. The single greatest factor was the Dominican community. I got the feeling that they would not let me fail (or even consider quitting).
Did you have a sense that you were making “history” at Fenwick?
RC: I had no sense of making history but there was a constant feeling of not being totally “at home.” Remember, at that time Oak Park had a population of 62,000 [there are 10,000 fewer residents today] and had only one black family — and their home had twice been bombed.
Father Mike looks back at how the Fine Arts program got its start at Fenwick nine years ago – and how art plays an integral role in a well-rounded education.
By Fr. Michael Winkels, O.P.
A valuable part of an educated person’s life should include an interest in and appreciation of art. That is certainly true of a Fenwick education. Besides Science, Mathematics, English, Foreign Languages and History, an understanding and appreciation for Fine Arts helps to complete a well-rounded student in the Dominican tradition. The Dominican motto is Veritas or “Truth.” The search for truth encompasses all aspects of human experience. In a Dominican school, art is one component that is essential in the formation of our students as they seek veritas.
After my ordination in 1976, a Sinsinawa sister encouraged me to explore my interest in art. In 1979, at the encouragement of the Order, priests who have been ordained three years were encouraged to begin studying something complimentary to theology. I enrolled at the University of New Mexico, where three years later I received a B.F.A. degree in Studio Art.
At the invitation of Fr. Richard LaPata, I joined the Fenwick community in 2000, working in the area of Technology. I continued working in my art studio whenever I could find the time. In the Fall of 2010 I was asked to develop a Studio Art program. With the support of the school and several generous financial donations of one of our families, we gradually purchased the necessary equipment and supplies.
The program started out modestly with seven students the first semester. From the beginning it was our intention to not just study about art but to introduce students to a variety of ways of helping them make art. The “Survey of Studio Art” class was the first class offered. It has remained the backbone of the Studio program. In this class, students are introduced to 11 media: drawing (pencil, conté crayon, charcoal), water color, acrylic painting, ceramics, wire sculpture, screen and block printing, digital photography and batik. They gain a wide range of experience in both two- and three-dimensional art as they learn about the theory of color, understanding of shading and value, negative and positive space, composition, form, texture and perspective. At the end of the semester they choose one media that they particularly liked and do a more detailed project as a final. As I remind the students even today, you will not be good at or enjoy every media we do, but I guarantee that they will like something in the Survey class. And that has proven to be true.
After students complete the Survey of Studio Art class, they can sign up for a 2-Dimensional and/or a 3-Dimensional Studio Art class. Each of these classes can be taken at four different levels. Students continue to learn and develop in their favorite media as well as improving their artistic and creative skills. At each level of these advanced classes, students learn additional art media, e.g., etching, aquatint, lithography, stained glass, ceramic wheel work and making of mobiles.
Each semester, the classes end with an Art Exhibit of all student work. Invitations are sent out to family and friends inviting them to come to school to enjoy the fruit of a very busy and productive semester. It is a joy to see the smiles of confidence on students faces as they hear family and strangers comment on their talents and hard work. Many students are surprised at what they have been able to accomplish and are gratified for the opportunity to expand their educational opportunities.