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    Kenneth Dam, former College provost, and Law College scholar, 1932-2022.




    Appropriate scholar offered as a deputy assistant in U.S. sections of Treasury and State.

    Kenneth Willard Dam, a former College of Chicago provost and longtime Law College teacher who offered as a deputy assistant in the U.S. sections of Treasury and State, died May 31. He was 89.

    The Law School’s Maximum Pam Professor Emeritus of National & International Law, Dam, was among the nation’s foremost domestic and foreign economic law scholars. He devoted a lot of his career to public planning and his academic and government function, offered in excellent corporate and nonprofit articles, on the panels of various organizations, and as an elderly other at the Brookings Institute.

    An alum of the Law College, Dam, JD’57, used his entire academic career at the College of Chicago. His scholarship was focused on legislation and economics, and he directed the Law School’s legislation and economics plan for several years.


    He was the next provost of the College of Chicago, offering from 1980 until 1982 when Leader Ronald Reagan asked him to function as deputy to U.S. Secretary of State George Shultz, former dean of the Cubicle College of Business.

    “Ken Dam was an excellent scholar, a devoted public servant, and a pleased associate,” said Thomas J. Miles, dean of the Law College and the Clifton R. Musser Professor of Law and Economics. “His decades of benefits to the Law College, the College of Chicago, and our state are profoundly loved and will be long remembered. On behalf of the entire neighborhood, I increase our deepest compassion to Ken’s household and friends.”

    Kenneth Dam, former University provost and longtime Law School faculty member

    Former College of Chicago Leader Hanna Holborn Dull, the Harry Pratt Judson Notable Company Professor Emeritus of Record, below whom Dam offered as provost, recalled Dam as “a good friend and an excellent citizen of the College, generally prepared to function constructively on its behalf and never claiming credit while this significantly good.”

    “He and I labored closely together when he was provost. He liked the work as it allowed him to learn so significantly about the width of the College and its applications, to find so several fascinating persons and such a range of ideas, to understand the complicated problems that arose every day,” Dull said. “Probably the most fair-minded of men, he brought an amazing calm and exceptional judgment to it all. I was fortunate to possess liked two years of the collaboration before Ken remained to function as Deputy Secretary of State to George Shultz and further to satisfy his excellent public service.”

    Dam, who was born in Marysville, Kansas, in 1932, became through to a farm and attended the College of Kansas. After graduating in 1954, he headed to the College of Chicago Law School. After getting his J.D., he clerked for U.S. Supreme Court Justice Charles E. Whittaker, then embarked on an extensive, decades-long career that will include legislation, company exercise, corporate function, government support, and academia.

    The dam was offered as deputy secretary—the second-ranking official—in the Department of the Treasury from 2001 to 2003 and deputy assistant in the Department of State from 1982 to 1985. In 1973, he was government director of the White Home Council on Financial Policy, wherever he was responsible for matching U.S. domestic and international economic policy. From 1971 to 1973, he offered as associate director for national security and international affairs in the Office of Management and Budget.


    His academic career started earlier when he joined the Law College as an associate teacher in 1960. He offered as a person in the faculty, with numerous leaves of lack, for the rest of his life. The dam was called a teacher of legislation in 1964 and the Harold J. and Marion F. Natural Professor of International Appropriate Report in 1976. He directed the Law School’s legislation and economics plan between 1978 and 1980 and 1995 and 1999. Between 1992 and 2004, he was the Maximum Pam Professor of National and International Law (with leave for government support between 2001 and 2003). In 2004, after returning from the Department of the Treasury, he turned into an elderly lecturer and the Maximum Pam teacher emeritus.

    Nearly all of Dam’s academic functions are dedicated to legislation and economics, particularly concerning international issues. His journals include several publications, including The GATT: Law and International Financial Company; Financial Policy Beyond the Headlines with George P. Shultz; and The Law-Growth Nexus: The Concept of Law and Financial Development.

    “Kenneth Dam’s remarkable career as a scholar, College provost, and public servant will be rightly celebrated, but what I’ll remember most are Ken’s features, his warmth, and kindness as a faculty member and mentor,” said Vice Provost Daniel Abebe, the Harold J. and Marion F. Natural Professor of Law. “Ken was generally large in discussing the heavy knowledge obtained from several years of notable support, and I’m happy to possess been his colleague.”

    Geoffrey R. Stone, JD’71, the Edward H. Levi Notable Company Professor of Law, realized Dam for more than five decades, starting when Stone was a student in Dam’s Antitrust class.

    “He was a thoughtful and highly respected teacher,” Stone said. After joining the Law College as an associate teacher in 1973, Dam was “a vibrant and useful associate and an excellent scholar.”


    Kenneth Dam, JD’57, began his academic career in 1960 as an assistant professor at the University of Chicago Law School.

    Both Stone and Dam offered as provost of the University—Stone from 1993 to 2002—and it had been throughout Stone’s time as dean of the Law College that Dam delivered to the faculty after higher than a decade in various roles.

    “Ken and I’d several fascinating interactions during his (and my) career,” Stone said. “He was a truly exceptional teacher, associate, and scholar, who represented the most effective of our Law School’s values and aspirations.”

    Douglas Baird, a former dean and the Harry A. Bigelow Notable Company Professor of Law: “A legislation and economics leader, an outstanding teacher and a notable statesman, Ken Dam were for six decades among the Law School’s best buddies and its deans’ wisest counselors.”

    Sr. Lect. Richard Epstein, the Wayne Parker Corridor Notable Company Professor Emeritus of Law, said he and his wife, Eileen, liked a decades-long friendship with Dam and Marcia, who started soon after meeting them. Their three kids spent my youth in Hyde Park at about the same time because of the Dam’s kids, Eliot and Charlotte.

    “It needed only a short span to understand that Ken was a person of great information and judgment, perfect behavior, and a standard of quality that noted all facets of his life,” Epstein said. “It was generally a good source of pleasure to view how his ever-adventurous wife, Marcia, presented the best in the more cautiously oriented Ken. It was a delight to work with him at the Law College and a genuine address to see how he negotiated the countless pitfalls of university government when he was offered as provost. Eileen and I increase our best wishes to Marcia, Charlotte, and Eliot in this many hard times. They may be assured that Ken has a secure investment in the history of the College and the life of the state he offered so effectively for several years.”

    Kenneth Dam (seated second from right) served as provost during the tenure of President Hanna Holborn Gray (right). He is pictured in 2012 alongside predecessors and successors as provost, Thomas Rosenbaum, Richard Saller, Geoffrey Stone, Norman Bradburn and Edward Laumann (left to right).

    Dam’s other pursuits include offering as IBM vice leader for legislation and other relations from 1985 to 1992 and as a leader and critical government specialist of the United Methods of America for a six-month time in 1992, when he was opted to completely clean up a scandal because the organization and put in place a new system of governance. His legislation company exercise involved two years as an associate at Cravath, Swaine & Moore in New York between 1958 and 1960 and numerous intervals of support as counsel or as an advisor to Kirkland & Ellis between 1961 and 1996.

    He’d like intensive knowledge as an arbitrator, including five years as the system arbitrator for professional basketball between 1996 and 2001 and in 2012.


    He was an honorary person at the table of the Brookings Institution. He also was a board person in the Committee for Financial Development, a person in the Darkness Financial Regulatory Committee, and chairman of the German-American Academic Council. He was a board person in several nonprofit institutions, such as the Council on International Relations in New York and the Chicago Council on International Relations. He offered for 13 years on the table of Alcoa and was a person on the advisory table for BMW of North America for five years in the 1990s.

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    Understanding The Salary Of An Educational Diagnian.




    What is an Educational Diagnostician?

    An educational diagnostician is a professional who specializes in assessing and identifying students with learning and/or behavioral disorders. They work with children and adolescents in schools and educational settings, and collaborate with teachers, parents, and other professionals to develop and implement appropriate interventions and accommodations.

    Duties of an Educational Diagnostician

    The primary duties of an educational diagnostician include administering and interpreting standardized assessments, such as intelligence tests and achievement tests, to determine a student’s strengths and weaknesses. They also observe students in the classroom and conduct interviews with teachers and parents to gather information about the student’s performance and behavior.

    Based on the assessments and observations, educational diagnosticians work with teams to develop individualized education plans (IEPs) for students with special needs. These plans outline specific goals and accommodations for the student, and the diagnostician is responsible for monitoring the student’s progress and making adjustments as needed.

    In addition to working with students, educational diagnosticians may also provide training and support to teachers and parents on how to effectively teach and support students with special needs.


    Salary Educational

    Education and Certification Requirements

    To become an educational diagnostician, individuals typically need to have a master’s degree in special education, school psychology, or a related field. Some states may also require a certification in educational diagnostics.

    In addition to education and certification, many states also require educational diagnosticians to have a certain amount of experience working with students with special needs before they can become licensed.


    According to the Bureau of Labor Statistics, the median annual salary for educational, guidance, school, and vocational counselors, which includes educational diagnosticians, is $58,040. However, salary can vary widely depending on factors such as location, education, and experience.

    For example, educational diagnosticians working in states with a higher cost of living, such as California or New York, may earn a higher salary than those working in states with a lower cost of living, such as Mississippi or West Virginia.

    Additionally, educational diagnosticians with advanced degrees and/or specialized certifications may earn a higher salary than those with only a master’s degree.

    Job Outlook

    The job outlook for educational diagnosticians is positive, with employment expected to grow by 8% from 2020 to 2030. This growth is largely due to the increasing number of students with special needs and the need for specialized professionals to assess and support these students.


    However, it’s important to note that the job outlook can vary depending on the region, with some areas experiencing a higher demand for educational diagnosticians than others.


    The role of an educational diagnostician is an important one that plays a key role in identifying and supporting students with special needs. With a median salary of $58,040, and an expected job growth of 8% from 2020 to 2030, it can be a rewarding career choice for those with a passion for helping students succeed.


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    New Jersey Education Plan.




    The state of New Jersey has just released its new education plan and it is set to radically change the way schools are run in the state. It will help to ensure that students get a fair shot at an education and that all students have access to quality schooling. As well as helping to improve the progressivity of statewide school funding, the plan will also help to cultivate research, innovation and talent in higher education.

    Support the intellectual and social development of students

    The state of New Jersey is a hotbed of innovation, and its flagship universities are no exception. Aside from their research and development labs, the state also boasts a vibrant, growing arts and humanities community. There are a number of ways in which the state can make its schools and institutions more student centric. In addition to enhancing academic excellence, the state needs to address issues such as climate and safety, mental health, and access to a quality education system. All of these issues are inseparable, and all of them need to be addressed simultaneously. Using the state’s best resources, the state can better serve students and staff by prioritizing a more strategic approach to curriculum, instruction, and assessment.

    Ensure access to schools

    If you want to ensure that your child gets a good education, you’ll need to get the whole picture. This includes not only access to school facilities but also access to technology. The good news is that the state of New Jersey is taking steps to make sure that no one is left behind.

    The new NJ SCI Survey will replace the old New Jersey School Climate Survey. The survey was designed to help the state assess what it is doing right, and where it needs to improve. One of the key areas that the survey will touch on is how New Jersey schools are incorporating technology into their instructional plans. Some of the more innovative schools are actually utilizing Wi-Fi hot spots for students.


    Not only are technology and digital innovations important, they are often the most cost-effective way to boost a district’s educational bottom line. For example, the average school district spends roughly three times as much on teachers as they do on students. But if you’re in a poverty-stricken area, a teacher’s salary isn’t going to cover all of your child’s expenses. A good school system will be able to give you more of the cash you need to buy books and supplies. Ultimately, a good education plan is all about ensuring that every student has access to schools that are rich in quality and in a safe and healthy environment.

    The best way to do this is to find out what’s possible in your district, and then work to make that happen. You can accomplish this by having a clear understanding of the state’s unique educational challenges and by learning about the resources available to you. While the state may not provide a complete list, there are many organizations that you can turn to for information. These include New Jersey State Council on Science and Technology, the New Jersey Department of Education, and the Association for Supervision and Curriculum Development. By working with these agencies, you can better equip your child with the skills he or she needs to thrive.

    New Jersey Education

    Cultivate research, innovation, and talent to transform higher education

    The New Jersey Department of Education is committed to sustaining high standards of learning. It is implementing policies that promote the efficient use of educational resources. But the state’s education system ranks poorly on PISA, the international benchmark of student performance. One of the nation’s worst achievement gaps is in the science field.

    In addition to public schools, other STEM institutions are playing a crucial role in the state’s STEM pipeline. For instance, there is the Liberty Science Center in Jersey City, which offers free science programs and materials for teachers. Some county vocational technical schools have a focus on STEM. And the Institute for Electronic Electrical Engineers’ Women in Engineering program is based in New Jersey.

    To create more effective pathways for students, New Jersey also has a centralized longitudinal database, which brings together data from multiple state sources. This makes it an ideal tool for strategic equity initiatives. Among other things, the database is also used to measure the participation of underrepresented minorities in STEM courses. Developing a more comprehensive view of the state’s STEM ecosystem can improve its ability to support continuous learning, and help ensure that students have access to STEM career opportunities.

    The NEBHE, meanwhile, is an organization that convenes 400 philanthropic and academic leaders. It works across six New England states to foster cross-state alignment and collaboration on key issues. They also promote innovation, provide technical assistance, and help leaders assess and implement education practices.


    As of March 2019, the NEBHE Board of Delegates has approved four priorities of action. The first is the Higher Education Innovation Challenge, a collaborative project with the Davis Educational Foundation. Also, the commission on higher education and employability has been established. Another initiative, the College Ready New England program, has been introduced. Both initiatives were introduced with the hopes of encouraging more students to enroll in and graduate from New England colleges and universities.

    The state has proposed two different Innovation Grant programs over the past several years. However, these proposals have stalled in the legislative process.

    Ensure progressivity of statewide school funding

    If New Jersey wants to make sure its school funding is fair and progressive, then it needs to adopt a funding formula that supports this goal. Currently, the state’s school aid system is more progressive than most states. But, it is not as progressive as it should be. And the current state of the economy may require the state to make significant adjustments.

    State and local taxes are regressive in New Jersey. That is because wealthy residents pay less as a percentage of their income than middle-class taxpayers do. In addition, New Jersey’s school funding system directs aid to districts with the lowest capacity to pay taxes. Those districts have fewer teachers, fewer certified staff per pupil, and a lower tax base. Moreover, schools with higher concentrations of low-income students receive more revenue.

    In recent years, however, New Jersey has slid backwards on the progressivity of its school funding system. It has not made enough of an effort to fund schools after the economic downturn of 2009. As a result, some of the most disadvantaged districts are suffering from underfunding. Studies show that a disproportionate number of disadvantaged students experience the most harm from underfunding.


    Underfunding schools is a recurrent issue in the state’s political debates. Especially in the wake of the economic downturn, lawmakers rule against tax increases. However, this is not a reason to underfund schools. Rather, the situation is caused by long-term issues that cannot be cured by judicial actions. Instead, state legislators and the governor should be proactive, working together to find a solution to ensure all children have access to an adequately-funded school.

    During the economic downturn, it is important to keep in mind that New Jersey’s overall tax system puts more burden on the wealthiest citizens. That is because the state’s state and local taxes are less progressive than neighboring states. Ultimately, the state’s tax system is a key reason why the state has a relatively more progressive school aid system.

    SFRA also has features that drive aid toward districts that have already exceeded their adequacy targets. This is particularly true for districts that serve predominantly Latinx and low-income student populations.

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    Region 10 Educational Diagnostician Certification.




    If you are interested in getting certified as an Educational Diagnostician, you should know that the process is easier than you might think. There are many options to choose from, including a field-based practicum and an internship. In addition, the region 10 educational diagnostician certification program is updated frequently to keep up with the latest trends and innovations in the field.


    Educational Diagnosticians are not only the go-to people to consult on suspected disabilities, but they also play a large role in providing in-service training to teachers and administrators. They are also involved in the development of Individual Education Plans and the assessment of students.

    In general, educational diagnosticians help with a variety of tasks, including the design and implementation of test batteries. They may also provide in-service training on special education eligibility criteria. Some of their other duties include helping to arrange for therapist appointments and developing and implementing instructional technology initiatives.

    An educational diagnostician certification internship is a required step in the path to professional certification. The program offers two cohorts – A and B. After completing the coursework, participants take a TExES examination and are deemed certified.


    Students learn about the various assessment techniques and tests that are used in public schools. Graduates of the program also learn the most important statistics, the best ways to interpret the results and how to use technology to improve student performance.

    Field-based practicum

    Field-based experiences are an essential part of the Region 10 Educational Diagnostician Certification. They provide candidates with a realistic view of the field and allow for maximum self-evaluation. These experiences are closely supervised by campus supervisors and the Region 10 Field Supervisor.

    The Region 10 CERT Program for Educational Diagnosticians is an online and face-to-face professional educator preparation program. It combines pre-service coursework, field-based experience, and clinical practice to prepare students for certification.

    Candidates are required to complete a minimum of 200 clock hours of educational diagnostician activities. These hours include observation, assessment, and data management. Additionally, candidates must demonstrate mastery of foundational cognitive theories and data management practices.

    In addition to completing the required field-based practicum, candidates must also complete three supervision sessions with the Region 10 Field Supervisor. During these sessions, the mentor provides ongoing support, enables candidates to ask questions, and helps students develop a sense of self-efficacy.


    Candidates are encouraged to engage in full-time study. Each module includes reading assignments, review questions, forum discussions, and projects. All work is graded using a rubric. A passing score of 80% applies to all assignments and assessment administrations.

    Educational Diagnostician

    New 253 exam

    Educational Diagnosticians are qualified professionals who assess students with suspected disabilities and advise educators and general school personnel. They also develop and manage evaluations and test data. The TAC Standards for Educational Diagnosticians guide the activities of Educational Diagnosticians.

    The Region 10 CERTification Program for Educational Diagnosticians is a professional educator preparation program that prepares candidates to meet the TAC Standards for Educational Diagnosticians. Candidates may earn their certification through either a face-to-face or online course. This program is accredited by the Texas Education Agency.

    The program is comprised of three main components: a hired internship, field-based practicum, and pre-service coursework. It is a full academic year program that concludes with the conferral of Certification as an Educational Diagnostician.

    Candidates in the field-based practicum must accrue a minimum of 200 clock hours in Educational Diagnostician activities. These experiences are closely monitored and provide the candidate with a realistic perspective of the field.

    Once candidates complete their pre-service coursework, they are eligible to apply for hire. To be eligible, participants must pass the TExES examination for Educational Diagnosticians.


    Staff support

    The Region 10 Educational Diagnostician Certification Staff Support Program is designed to provide candidates with a comprehensive knowledge base to become effective diagnosticians. The program focuses on assessment, intervention, and professional conduct. This program also provides ongoing support and training to its members.

    Field-based experiences allow candidates to obtain a comprehensive perspective of the field. Students receive feedback and guidance from their supervisors and instructors. These experiences allow candidates to apply what they have learned in the classroom to a real-world setting.

    Each candidate in the Region 10 CERT Program for Educational Diagnosticians will be required to participate in a field-based practicum. Candidates will receive close supervision from the CERT Field Supervisor. Practicum candidates are expected to accumulate at least 200 clock hours of Educational Diagnostician activities in order to qualify for graduation.

    In addition to the field-based practicum, the CERT Program for Educational Diagnosticians includes pre-service coursework, a paid internship, and ongoing professional development. Upon completion of the internship and a successful field-based experience, candidates will be awarded Certification as an Educational Diagnostician.

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