A Forty-Niner alumnus and former Fenwick teacher
reflects on the heels of his 70th class reunion.
By Jack Spatafora, PhD. ’49
Everyone agrees that a good education is good for the nation. It gets thornier when it comes to defining a ‘good education.’ For 90 years, Fenwick High School has been addressing this issue the best way it knows how: by graduating hundreds of students each year equipped with both the academic and moral gifts needed to become the kind of citizens our complex times’ need.
From Aristotle to Aquinas to Jefferson, the ideal citizen is one who knows not only what to think but also how to think: clearly, logically, passionately. I experienced this at Fenwick, first as a student and then as a teacher. The day General MacArthur was accepting the surrender of Japan in September 1945, I was entering the old Scoville Avenue entrance as a freshman. Seven years later, I returned to teach U.S. History. That is experiencing Fenwick from both ends of the classroom!
Fenwick was much smaller and less equipped during the 1950s, and yet it was already sending some of the best and brightest into post-World War II America. Young men equipped and motivated with three of the academic tools most required for good citizenship: 1) facts, 2) ideas and 3) values:
As a faculty, we had this funny notion that there were facts, not alternative facts, be it science, math or history. Facts are stubborn, objective things that the student needs to confront, process and use in reaching conclusions.
When properly assessed and connected, facts become the essence of ideas. Eleanor Roosevelt famously said, “Great minds discuss ideas, average minds discuss events, small minds discuss people.”
There is a third feature to good citizenship: values. If facts and ideas are essential as a foundation, values are the super-structure to the edifice — including respect for truth, honor, country and God. The ideal citizen embraces each, both profoundly and efficaciously. For as Alexander Hamilton put it: “If you don’t stand for something, you’ll fall for anything.”
Gazing back over these last 70 years, this is some of what I proudly remember. Both as a member of the Fenwick student body and later the Fenwick faculty. You might say I was twice blessed. Frankly, I say it all the time.
Robust Advanced Placement (AP) instruction at Fenwick
High School in 2018-19 produced an astounding 121 AP Scholars last school year.
The private (Catholic) school in Oak Park, IL, administered 843 AP tests in 26
subject areas. Presently, there are 131 students enrolled in AP Psychology,
a new course offering, this school year.
“The AP program at Fenwick gives our students a clear advantage
when they reach college,” asserts Principal Peter Groom. “In some cases,
students benefit from the same type of rigor they will see in their college
classes. In other cases, students earn college credit, which enables them
to focus on upper-level classes at the collegiate level,” Mr. Groom
notes. “The wide range of options our students can explore while at Fenwick
clearly benefits them.”
Last school year, nearly one in 10 of Fenwick’s students was
recognized as an AP Scholar at one of these levels:
49 Friars were named AP Scholars, a distinction granted to students who receive scores of 3 or higher on three or more AP Exams.
17 students were named AP Scholars with Honors, which means they received an average score of at least 3.25 on all AP Exams taken and scores of 3 or higher on four or more of these exams.
44 students were named AP Scholars with Distinction. They received an average score of at least 3.5 on all AP Exams taken and scores of 3 or higher on five or more of these tests.
11 students were named National AP Scholars for receiving an average score of at least 4 on all AP Exams taken and scores of 4 or higher on eight or more exams.
“Our AP classes don’t just prepare students for the exam,”
explains Assistant Principal Laura Pendleton, who directs Fenwick’s Advanced
Placement Program. “They are true, college-level courses taught by some of our
most talented, dedicated and passionate teachers. Students in these classes consistently
attend top universities and then come back and tell us how well they were
prepared to work at that level.”
As a testament to Ms. Pendleton’s statement about
collegiate preparation, young alumnus Spencer
Gallagher ’19 proclaims: “The AP classes I took at Fenwick have been absolutely
essential to my success so far at the University of Illinois. The courses
prepared me a great amount for the AP tests, helping me to test out of many
classes, and helped me to develop study habits that have proven invaluable so
far,” notes the Illini freshman, who grew up in Elmhurst and attended
Visitation Catholic School. “Many of the classes I am taking right now are easy
compared to the challenges presented by classes like AP Physics C and AP
As a junior two years ago, Gallagher was one of seven Fenwick students to score the maximum of 36 on the American College Test (ACT); he is the Class of 2019’s salutatorian. “Fenwick really does have incredible teachers,” Gallagher adds, “who help their students through very difficult STEM classes and [help] prepare them for college. Even my classes not taught by AP teachers, especially my senior English class …, have helped me a ton with my writing and prepared me for the rigor of college.”
Freshmen in AP
Even students as young as 14 years old can get into the AP act at Fenwick. Right now, 31 freshmen are enrolled in AP Biology. That number represents more than 10% of the Class of 2023. Throughout the school year, these students are performing labs on plants that they have grown. “They are growing two types of plants: mung beans and black-eyed peas,” explains Science Teacher Amy Christophell ’06, who also also coaches Fenwick’s WYSE Biology Team. “They are responsible for caring for their plants throughout the year,” she explains.
The first lab that they performed was on the seeds before they were planted. “They massed out 100 beans to practice with calculating a mean, a standard deviation and standard error,” Ms. Christophell adds. “They also use the masses to determine whether their data formed a normal distribution. The second lab has students using artificial selection, planting the smallest beans and largest beans by mass. They then came up with their own procedures to determine how the growth was different between the two sized seeds, Christophell says.
As basketball season
draws nearer, Fenwick alumnus John Giannini ’80 gets antsy. He hears the
echo of his whistle and the orange, leather balls bouncing in the gym, but
those sounds now are memories thumping in his head. It’s only natural because
this past year marked the first time in 30 seasons that he was not coaching a
college basketball team.
For 14 years (2004-18), Giannini, who was raised in Elmwood Park, IL, was head coach of the La Salle University men’s basketball team, an NCAA Division I program in Philadelphia. Giannini quickly turned the program around when, in his second year, the 2005-06 Explorers set a school record for Atlantic 10 Conference wins and tallied their first winning season in 13 years. Coach G. was named as a candidate for the National Coach of the Year. In 2011-12, La Salle won 21 games and was asked to participate in the National Invitational Tournament (NIT).
A year later, the Explorers punched a ticket to the lauded NCAA Tournament, where they were seeded 13th in their region. They defeated Boise State in the opening round, and then beat Kansas State and Ole Miss. The run ended in the Sweet 16, where La Salle fell to Wichita State. The team finished with a No. 24 national ranking in the USA Today Coaches Poll.
Before La Salle, Coach Giannini built up the program at Rowan University in New Jersey. He led the team to a pair of Division III Final Four appearances, in 1993 and 1995, before the “Profs,” as they are known, won the small-college national championship in ’96. Coach G. came to the NJ school in 1989 by way of the University of Illinois, where he served for two seasons as a graduate assistant on Lou Henson’s coaching staff. (The 1988-89 Fighting Illini (31-5) danced their way through the NCAA Tournament, past Syracuse and all the way to the Final 4 in Seattle.)
Following his success at Rowan, Giannini accepted the head coaching position at the University of Maine, where he stayed for eight years. Under him on the hardwood, the Black Bears enjoyed a 20-win season, which never had before happened, and then another. Giannini achieved the best career winning percentage in school history. Over the course of his 29-year collegiate head coaching career, he compiled an overall record of 508 victories and 375 defeats.
Coach and his wife, Donna, have two daughters, but Giannini grew up with boys. The oldest of four brothers, he is a “Double Friar,” playing football and basketball at St. Vincent Ferrer in River Forest before enrolling at Fenwick in 1976. “I looked up to Fenwick’s coaches and athletes,” Giannini recalls. As a 13-year-old, the late coach “George Badke met with me, and I felt like I was meeting George Halas.” (“Papa Bear” was, of course, coach/owner of the Chicago Bears.)
“People thought Fenwick was the best school academically in the area, but I was not a motivated student at all in grade school,” Giannini admits. Even in high school, he says, he was “clearly in the bottom half of my class. But I was far more prepared for college and life after than I ever realized.” Why? The coach points to two primary factors:
“I had wonderful, passionate teachers at Fenwick.”
“I also had really motivated, smart classmates, so I had to keep up!”
Most importantly, though, he believes, “Fenwick taught me how to live. We were encouraged to leave Fenwick with a philosophy of life at age 18. I knew what was important to me.”
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:
Friar alumnus Steve
Twomey ’69 is busy researching and writing, again — this time, for another
book about World War II. And, he’s thinking. Twomey thinks a lot about, well,
thought. Blame all that insight and thoughtfulness on Fenwick, he says.
“I took a course in high school that I loved. I think it was a religion class. Its premise was logic and explaining the rational processes by which we think,” recalls Twomey, a retired reporter/journalist and present author/freelance writer who has taught journalism at New York University. “At Fenwick we discussed the fallacies of logic and the traps that people get into with their thinking,” he relates. “This information was imparted on my brain forever.” (He also remembers classmates throwing fetal pigs on Scoville Ave. from the top window of a science classroom, while young Biology Teacher John Polka tried to remain calm. However, that’s a story for another article!)
Twomey began his career
in journalism as a weekend copyboy at the Chicago Tribune as a
16-year-old kid. An uncle worked in the business office there and helped him
land the summer job. “I loved being in a newsroom where people were finding out
things,” he admits. Young Steve was hooked.
“I’ve distributed words
for 30 years,” Twomey declared 15 years ago, upon occasion of Fenwick’s 75th
anniversary. “You might not like journalism — so many folks don’t, be they of
the political Left or Right,” he added then, somewhat prophetically. “But ever
since Fenwick, being a newspaper guy has seemed the perfect way to sate a lust
to know stuff, to see my name in black-and-white and to get paid for
Over the course of a
27-year media career Twomey traveled extensively and:
shook hands with Queen Elizabeth II aboard her yacht;
drank tea with Polish labor activist/politician Lech Walesa in his Warsaw apartment;
took cover in the Sahara Desert from shellfire from Polisario rebels.
A sweet 16 years have passed since Fenwick inducted Twomey into the its Hall of Fame. His prestigious Pulitzer recognition in journalism (feature writing/reporting category for the Philadelphia Inquirer while in Paris, France) came in 1987 for his illuminating profile of life aboard the aircraft carrier U.S.S. America, which had launched planes that took part in a United States’ attack on Libya in mid-1986. Twomey, who was 35 years old when he won his Pulitzer Prize, wrote about daily life for the mega ship’s personnel. He also questioned the strategic value of the U.S. military/government spending $500,000 a day (at the time, 32 years ago) to operate the massive vessel.
Welcome to Pleasant Home for the 28th Fenwick Fathers’ Club Frosh Family Picnic. We started his event in 1992 to welcome Fenwick’s first coeducational class. Three of the members of that Class of 1996 now serve on the Fenwick faculty. Pleasant Home, like Fenwick, is located in St. Edmund’s Parish. The first Catholic Mass celebrated in Oak Park was held in the barn that serviced this building.
Fenwick is the only high school in the United States sponsored
by Dominican Friars. Dominicans lead lives of virtue. Humility is the greatest
of all the virtues. We are humbled by the confidence families place in us by
sending us their adolescents for formation. It is a teacher’s greatest joy to
be surpassed by his students. We are pleased to see so many of our former
students here today as parents of students in the class of 2023. We are pleased
to welcome our first fourth generation Friar! We have a member of the class of
2023 with us today who follows in the footsteps of a great grandfather,
grandfather and father.
Every high school in the United States has a legal obligation to the state legislature, which charters it to train patriotic citizens and literate workers. As a Dominican school, Fenwick follows the Thomist educational philosophy. A Thomist school has an obligation to our Creator, the Supreme Being to train moral, servant-leaders of society. The late Ed Brennan, a Fenwick alumnus and CEO of Sears, was once asked what course he studied in his graduate school of business that best prepared him to be the chief executive of a Fortune 500 Corporation. Mr. Brennan replied, “Nothing I studied in business school prepared me for my job. The only class that prepared me was Moral Theology during my junior year at Fenwick High School.”
Training moral, servant-leaders
Our freshman students will learn this year in history class that we are in an Axial Age. Everything changes in an Axial Age. We have had an Agricultural Revolution, which made us farmers. We have had an Industrial Revolution, which made us factory workers. We are entering an Information Revolution, which will make us computer scientists. We study the past to understand the present to shape the future. We do not know what challenges beyond our present comprehension the future may bring. We must be prepared to be the moral, servant-leaders of our society so we can enable others to meet these challenges. Therefore, Moral Theology is the most important subject that our students study.
The Dominicans are the Order of Preachers and have the
initials, O.P., after their names. All of our students will study speech as sophomores.
The lessons we learn in class are important or we would
not bother to teach them. Even more important, however, are the lessons we
learn inside our building but outside of the classroom. Three of the Dominican Pillars are Prayer,
Community and Study. Once a month we assemble in our Auditorium to celebrate
Mass. It is appropriate that we meet in community to pray before we study.
The most important lessons we learn at Fenwick are taught
outside of the building. All of our students will make a Kairos religious
retreat during their senior year. This is the most important thing we do at
I am going to identify three activities that will
enhance our Fenwick Experience. The first is for adults. The second is for
adolescents. The third is for families. These suggestions are based on
educational research. They are neither my opinions nor intuitive thoughts. Pedagogy
is the science of education. These suggestions come from empirical pedagogical
research and enjoy a measure of scientific certitude.
Adults should be active in parent associations. Vibrant parent associations are in indicator of excellence for a school. Do not just join. Do not just pay dues. Get active. Make a difference.
Adolescents should participate in student activities. This does not mean just sports. It includes all manner of student clubs such as speech, drama, student government, art and music.
Families should eat dinner together. They should shut off the television. They should put down the smart phone. They should talk with one another.
Catching up with two young alumni from the Class of 2017: Rachel McCarthy, recently back from Japan, and Ellis Taylor, an American footballer in NYC.
Rachel McCarthy (shown here in Tokyo) will be a junior at Illinois Wesleyan University in downstate Bloomington.
Fenwick Graduation: 2017
Grade School: St. Mary School
Current School: Illinois Wesleyan University
Current Major: English Literature and Psychology
Summer Internship: This summer I was a teaching assistant at Technos College, where I spent an unforgettable seven weeks living in Tokyo and helping English students practice conversations/interviews with a native speaker. I also did a lot of behind-the-scenes planning for the college’s annual cultural exchange event with 10 other sister universities from around the world.
Career aspirations: I’ve looked at a few different career options in the past two years, but right now I’m exploring the possibility of being an English professor. I’ve always had an interest in academia, and my experience at Technos College taught me the joys of working one-on-one with students to help them blossom.
Fenwick Achievements/Activities: Lawless Scholar, Illinois State Scholar, Girls Cross Country, Blackfriars Guild and Novel Writing Club co-founder.
Fenwick teacher who had the most influence on you: A better question might be who didn’t inspire me, but one teacher I do think of on a regular basis is Mr. Arellano. Though his speech class was tough, the way he cared for each and every one of his students was readily apparent, and I still think of his encouraging feedback whenever I have to give a major presentation.
Fenwick class that had the most influence on you: My junior year AP Language and Composition class was pivotal in shaping me as a writer. That class pushed me to write critically about a wide range of fascinating, real-world topics, and I loved the freedom we were given to pursue our own interests. As I prepare to spend a year studying English as a visiting student at Oxford University, my heavily annotated APLAC textbook remains a valuable guide to this day.
Fenwick parents Diane Ellsworth and Pete Kornowske have four children, including twin boys Eric and Jack, who will be sophomores this coming school year. (Older sibling Will is a senior Friar.) Of the twins, “Jack is the more independent one,” their mother says. She is about to find out just how self-sufficient her 15-year-old son is, as he embarks in mid-August on an 11-month study opportunity near Berlin, Germany, as part of the Rotary Club of Oak Park – River Forest’s Youth Exchange Program. The cultural experience will feature several host families, not just one.
“We host two [Rotary] students per year,” explains Mrs. Ellsworth, who hails from nearby Norridge and became familiar with the program from a friend who is a Rotarian host. “My friend once ran a school in France and had great experiences hosting,” adds Diane. Ellsworth-Kornowske’s Oak Park house was the U.S. home of a junior student from Brazil attending Oak Park-River Forest High School this past spring. Last fall they hosted a student from Italy who was a guest at St. Patrick High School in Chicago. The family also has hosted other foreign-exchange students, from France and Japan, in the past.
As for Jack spending almost a year away from home in Germany, his mother admits to being a little “freaked out” by the prospect of her young, teenage son traveling, by himself, across the Atlantic Ocean to Europe. “I was preparing for my oldest to go to college,” she explains. And now, this! Kornowske is one of eight students sponsored by the Rotary district to study abroad for the 2019-20 school year. Rotary International handles the logistics; each participating family is responsible for their child’s airfare and travel insurance.
Visiting an English-speaking country is not an option for students participating the Rotary Youth Exchange Program, Jack notes. “I was asked to rank my top 12 countries,” he recalls. At first he thought he was heading to Lithuania, number 7 on his list. However, in May, Outbound Coordinator Sue DeBolt (Rotary District 6450) and Youth Exchange Officer Lesley Gottlinger notified the family that his destination had changed to Germany. Soon, passport in hand, he will be on his way to board an airplane at O’Hare’s International Terminal.
Sprechen Sie Deutsche? Young Kornowske does not speak fluent German, so to get ready for his 4,400-mile journey he has been working with a language tutor this summer. “Rotary helps with the language skills — they expect Jack to be fluent after three months,” his mom reports. He will attend a language camp his first week in Germany. And he won’t be allowed to text or FaceTime his family in Oak Park; at least not at first. As part of the Rotary program’s deeply immersive strategy, Jack cannot communicate with his parents or siblings at all for those first 90 days, which makes his mother even more anxious.
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.
Progressive Fenwick English Teacher Geralyn Magrady finds common ground with students; treats sophomores to live duet in classroom.
By Mark Vruno (photos and video by Scott Hardesty)
What’s on your playlist? A playlist is, of course, a list of digital, audio files that can be played back on a media player either sequentially or in a shuffled order. In its most general form, a playlist is simply a list of songs, according to Wikipedia. And almost all the kids have their favorite, thematically inspired lists these days — and they’re quite passionate about the music they like.
One may not think that playlists in 2019 have much in common with Charles Dickens and A Tale of Two Cities, the historical novel written about the French Revolution 160 years ago. Fenwick English Teacher Geralyn Magrady, however, would beg to differ. Ms. Magrady was introduced to a creative, character-analysis activity when she participated in Stevie Van Zandt’s (“Little Steven”) TeachRock professional-development program. (Yes, that Steven Van Zandt – Bruce Springsteen’s E Street Bandmate and of “The Sopranos” HBO/cable TV fame.)
“The idea is to develop a playlist for a main character, and I chose Sydney Carton from A Tale of Two Cities,” Magrady explains. The next day, she asked her English II College Prep students to do the same. The assignment took off running.
“The final result turned into a virtual album with a mix of every student’s top song,” she reports. In addition to the collection, each morning the classes listened to part of a classmate’s pick. “They took notes as to the connections found between the characters and the lyrics,” she says, “and then discussion was opened to share those insights.”
The teacher asked students which of their peers’ selected songs worked best to describe the Carton character? Responses in one class were as eclectic as the children are diverse: “Humility” by the Gorillaz, “Hurt” by Johnny Cash, “Lucid Dreams” by Juice Wrld, “Drinkin’ Problem” by Midland and “Reminds Me of You” by Van Morrison.
Along with her students, Magrady continued her own character-inspired playlist, which included original songs by some local musicians whom she knows. These two artists agreed to perform those tunes for her classes: Strumming their acoustic guitars at Fenwick, Rob Pierce sang “Rise Above” and Terry White played “When Your Hour Comes.”
That resurrection thing
Before beginning, Mr. Pierce offered some context for his young audience: “Just so you guys know, ‘the 101’ is a highway in Los Angeles.” One student recalled, “Hey, there’s a ‘Highway Man’ in the beginning of the book!” The song’s concept of rising ties into Dickens’ resurrection theme, which recurs throughout the story. Brain synapses clearly were firing as students diligently jotted down notes and observations while they listened to the live music. Pierce’s refrain was, “Rise above, rise above; all we do, we do for love.” Another student chimed in after the song was finished: “It makes sense. Sydney [Carton] will do anything for Lucy.”