Dr. Ernest E. Just Foundation

The Legacy Continues:

The Ernest Everett Just Foundation’s Scholarships and Annual Recognition

“For The Advancement of Science, Technology, Engineering and Mathematics among Minority Youth”

108h Year Anniversary of the NAACP Spingarn Medal

ERNEST EVERETT JUST, PH.D was the first recipient of the NAACP Spingarn Medal in 1915 for his extraordinary work as an African American biologist and educator who was a champion of fertilization and embryonic development. He made major contributions. to fast and slow block to polymerase, understanding the rules of environmental factors on embryogenesis and conducted experiments to educate the mechanisms in parthenogenesis, he persevered through racism and prejudice and excelled throughout his career.

Attention College Junior and Senior STEM Students !!!

Would you like to spend a summer gaining practical experience in marine biology and environmental science?

The Woods Hole Partnership Education Program (PEP) brings students together for four weeks of academic courses followed by six-to-eight week research internships in marine biology and environmental science. Participation in this program could earn students four hours of college credits. Qualifying students could have their tuition covered and receive a stipend, room and board, and travel allowances.

For more information & application material please visit: www.woodsholediversity.org/pep or contact PEP Manager George Liles, NOAA Fisheries (George.Liles@noaa.gov or (508) 495-2318)

THE SPINGARN MEDAL was instituted in 1914 by the late J.E. Spingarn to award the highest on noblest achievement by any man or woman of African descent and American citizenship. The purpose of the medal is twofold: first to call the attention of the American people to the existence of distinguished merit and achievement among Americans of African descent secondly to serve as a reward for such achievement, and as a stimulus to the ambition of youth of color.

ERNEST E. JUST FOREWORD

Hello Students, Friends and Supporters of The Ernest Everett Just Foundation, Inc.

Wesley Jarmon PRESIDENT

Ernest Everett Just Foundation, Inc.

To All students please read the following:

The Meaning of Success

Success means initiating obtainable targets and creating steps that lead to the goals that were originally established. Success is also reaching a subjective phenomenon to wealth, power, academia and personal fulfillment. The very idea that helping others might be a path to success could be thought to be counterintuitive. There is no counter-weight to measure success. Therefore, obtaining success does not depend on how much failure preceded it.

Researchers have tied certain cognitive characteristics to success. For example, there’s evidence that people who tend to be risk-takers and reward-seekers may be more likely to succeed as entrepreneurs. Concurrently, those same people may also raise a person’s risk for substance abuse and addictions to street drugs. It has also been noted that people who display high levels of “selfcompassion” often score high on measures of wellbeing. Those people tend to motivate themselves in ways that help them to achieve their goals.

It is also worth noting that success usually leads to happiness, and not the reverse. In the Happiness Advantage, there is a strong indication that social support is a far greater predictor of happiness than any other factor. When individuals feel socially connected and supported, their work productivity will tend to rise dramatically. And also, when employees view stress not as a threat, but as a challenge, the total work environment that those employees are affiliated with will also be elevated.

“Success is peace of mind which is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.”

-John Wooden

August, 2023

The Ernest Everett Just Foundation, Inc.

P.O. Box 715

Cheltenham, MD 20623

If you are a STEM student and will soon become a Junior or Senior in college, please take another look at page 1 in this Booklet. The EEJFI wishes to bring attention to the Woods Hole Partnership Education Program (PEP) and how it could add a broad STEM appeal to your education.

If you have an interest in biology and/or medical research, please consider attending the Ernest Everett Just Symposium ( a two day Event) February 23rd and 241h, 2023 at Medical University South Carolina (MUSC). This Symposium is held annually. For more information about this Symposium, please contact Dr. Titus Reaves@ (843) 792-9372 or you can conduct a search of this event at https:/ /education.n1usc.edu/col leges/ graduatestudies/academics/just-symposiun1.

If you wish to submit a scientific document to the Ernest Everett Just Symposium and enter your document in a contest that involves basic scientific research, please see the one-page instructions that are listed under the caption Call for Papers. If you are a middle or high school STEM student or if you only wish to determine your strengths in STEM, you are encouraged to conduct all three of the STEM analyses tests on page 18 and retrieve your immediate results from these tests. Please discuss your results with any STEM mentor at the EEJFI.

Science, Technology, Engineering and Mathematics

Educational and Professional Development Tips To Build Your Career

Let’s be clear. Learning to teach effectively is a career-long process. Building a successful teaching career in a rapidly changing society means devoting deliberate attention to your own professional development (PD) while keeping your students’ needs foremost in mind. Teaching is about preparing our students to be successful in the future. Looking to the future, many workplace demands will likely involve considerable knowledge in science, technology, engineering and mathematics (STEM), so preparing students effectively is critical. Therefore, even if STEM is not our strong suit, you owe it to your students to prepare to be a proactive STEM teacher regardless of the grade level you teach or your discipline.

Even if you were a STEM major in college, it is likely that your studies were heavy on content information and light on STEM teaching methods. If your major was in education, especially elementary education, your STEM content knowledge may be quite limited. In either case, you’ll need professional development that builds your capacity to provide students with rich STEM learning opportunities. Here are four tips to help you continue developing STEM expertise in your new career.

The EEJFI wants all students to find the seeds to the spirit of learning that Dr. Just planted to enhance and support your academic education.

(1) Recognize that STEM teaching and learning develops skills that you can apply to all disciplines.

A single STEM lesson or project often involves skills from many different disciplines. For example, a lesson on climate change may require students to utilize both their reading skills to gather information from a variety of sources and their mathematics skills to interpret data, graphs, and charts. Student may use their writing, artistic, technology, and communication skills to develop and deliver a compelling presentation about the topic. The time teachers spend in STEM professional development and that students spend in STEM instruction is time well spent to strengthen skills they can apply to all disciplines.

(2) Pursue quality STEM professional development opportunities.

Your campus or school district is likely to provide mandatory and/or elective professional development (PD) courses, but watch for additional PD resources. Choose PD that is designed to allow you to experience active engagement with hands-on activity (as opposed to simply listening to a lecture), to see effective learning activities modeled, and to have opportunities to discuss and reflect with colleagues on how specific activities might be used in your own classroom.

Seek out PD that is tied to state and/or national standards such as the Next Generation Science Standards (NGSS) and that incorporates practices shown to be effective through research. Consider the benefits of more sustained, intensive PD compared to “one and done” experiences. While typical half-day, stand-alone workshops can be helpful, a workshop series or multi-day “institute” experience can offer more depth of content.

(3) Embrace STEM learning as an experience that will positively impact your teaching.

Even if STEM is not your main thing, other early career teachers have found STEM PD to be enormously rewarding and have utilized its resources to a high degree. For example, for the past three summers (2016-2018), each of the 10 NASA Centers have hosted MUREP Educator Institutes (MEIs). The 5-day MEIs are immersive experiences comprised of student-centered, hands-on classroom activities that utilize NASA assets and resources and help teachers develop culturally responsive instructional practices that will enhance STEM instruction for all students. Studies have shown that MEI participants find value in its resources. As one participant commented, “Science is an intimidating subject for many students, and even teachers. This MEI experience has taught me that it doesn’t have to be. There are multiple ways to switch it up in the classroom and make it engaging for students.” Another commented, “The NASA MEI experience was an eye-opener. I never thought that I would enjoy and love science/STEM the way I do now.”

(4) Capitalize on STEM

learning opportunities from

a variety of PD providers

The most effective teachers continuously seek quality STEM learning opportunities for their students and themselves. NASA is a rich source of free educator resources, and you can register to receive email notices for NASA PD opportunities at the NASA EXPRESS Newsletter sign-up. For example, there are weekly webinars presented by NASA education specialists and many on-line NASA learning modules through which completers will earn Continuing Education Credits (CEUs). Educators can register for the webinars at https://www.txstate-epdc.net/event-post/ and the NASA digital badges can be accessed at https://www.txstate-epdc.net/digital-badging/. Other quality STEM PD providers include the National Science Teachers Association (NSTA), state science teacher organizations, regional professional organizations, and educational service centers.

As an early-career teacher, you are in an exciting professional at an exciting time. Never have teachers been more important in showing all students the many opportunities available to them in STEM. So once again, let’s be clear: You are the steward of your own career, and high-quality STEM professional development is an excellent way to invest in your career success and benefit your current and future students.

written by Virginia Resta and Leslie Huling

Dr. Resta is Distinguished Associate Professor Emeriti, College of Education, at Texas State University. She currently serves as Program Evaluation Specialist with the NASA STEM Engagement and Professional Development Collaborative. Her research interests include teacher preparation, teacher induction, and teacher retention.

Dr. Huling is a Professor in the College of Education at Texas State University, where she is Program Director and Principal Investigator of the NASA STEM Engagement & Educator Professional Development Collaborative.

To all Corporations, Nonprofit Organizations, institutions of higher learning, Foundations and donors interested in helping to fund the education of STEM students.

SCIENCE, TECHNOLOGY, ENGINEERING and MATHEMATICS (STEM) Students

The following students have declared some components of STEM as their major educational interests. The first student listed is a senior in College and in conjunction with completing his college education, he is serving as a student mentor to undergraduate students and high school students in the Atlanta, Ga area. The two students that come afterwards are Juniors and the 12 students that follow are sophomores. The EEJFI will be monitoring their academic education and counseling them to seek a profession in STEM that would allow only those students’ dreams to place limits to their future endeavors.

The Dr. Just Studying and Mentoring Group of Students For the 2023 -- 2024 School Year

High School Class of 2020 Rico Fresch

Control No. 202211 rfresch@pvamu.edu Junior/ College

I am a senior in college at Prairie A&M University. My major educational interest is in Architectural Engineering. As a Junior in college, my current GPA is 3.2. I am a member of the American Institute of Architecture Students. The Ernest Everett Just Foundation could benefit me by developing and finding opportunities for me in Architecture. My desire is to network with high level professionals because I believe my network can be found in my net worth.

Primary Mentor: W. Jarmon

High School Class of 2021

Montrise Ashley

Control No. 202213 Mdashley2004@gmail.com Sophomore/College

I am a sophomore at St. Phillips College in San Antonio, Texas. My academic interest is in Biology and I aspire to be a traveling Nurse, helping people all around the world. My extracurricular activities include reading, writing and watching STEM programs. I believe the Ernest Everett Just Foundation could benefit my career by putting me in contact with like-minded students and professionals.

Primary Mentor: J. Baker

Jayden Gathers

Control No. 202020

Jaygat45@gmail.com

Sophomore/College

I am a sophomore in college at Texas A & M in San Antonio, Texas. My educational interest is in political science, understanding how the government works, criminal psychology and math. I have achieved the Presidential medal of academic honors and a member of the all-state academic team. I believe the Ernest Everett Just Foundation can benefit my education by challenging me to work harder and dream bigger thoughts. It can also help me to pursue my passion with scholarship assistance.

Primary Mentor: J. August

Javen Gathers

Control No. 202021

jevengathers@gmail.com

Sophomore/College

I am a sophomore in college at University of Texas in San Antonio (UTSA). I am maintaining a 3.6 GPA from high school and including my freshman year as an undergraduate student. My major educational interest is in business and my minor interest in marketing. My top three educational goals are to achieve honor roll status, to stay resilient, and to build a strong network of business associates. I believe the Ernest Everett Just Foundation can benefit my education by helping me prepare for college and choosing a college major that best identifies my strengths and career choice.

Primary Mentor: J. August

Genesis Prosper

Control No. 202018

Genesisprosper29@icloud.com Sophomore/College

I am a sophomore in college at Southern University in Baton Rouge, La. I am an honor student with a 4.00 GPA. My primary educational interest is to become a veterinarian. I also have a minor interest in engineering. I love playing baseball and I am a member of the National Honor Society. I believe the Ernest Everett Just Foundation can help me find scholarships to offset the cost of my education and introduce me to serious likeminded students.

Primary Mentor: J. August

Devin Wallace

Control No. 202009

Sophomore/College

I am a sophomore in college at _____________. My major educational interest is in science and my minor interest is in computer science. I am a Youth Church Usher and I am on the school basketball team. My educational goals could lead me to be a Nurse Practitioner with a Bachelor’s Degree. The Ernest Everett Just Foundation can benefit my education by helping me with books, supplies and tuition.

High School Class of 2022

Jarell Ashley

Control No. 202214 Jarell.vet@gmail.com Freshman/ College

I am a freshman in college and I maintained a 3.0 GPA while in high school. My major interest as I approach college is Sports Management and Kinesiology and Sports Medicine. My extracurricular activities include playing basketball and reading. The goal that I achieved was to be accepted into North Central College. Now I am planning to graduate with A science degree and to be accepted into professional organizations. I believe the Ernest Everett Just Foundation can benefit my education by helping me to find students and young professional with my same educational and professional interests.

Primary Mentor: J. August

Madison Piraino-Bouse

Control No. 202022

Alicee_14@yahoo.com Freshman/College

I am a freshman in college at ___________ and I aspire to become a medical doctor. I have a minor interest in forensic science and I have a 3.5 GPA carried over from high school. I have been on the honor roll last year and this year. I became Student of the Month in Law and Safety class in high school. I believe the Ernest Everett Just Foundation can benefit my education by mentoring and giving me guidance to a network of students, instructors and counselors that may be interested in my education.

Aleah Bradford

Control No. 202019 Freshman/College

I am an honor student with a high school 3.5 GPA and a freshman in College at ___________. My educational interest is food chemistry, with a minor in business education. My goal is to maintain excellent grades and to become an expert in the food industry. The Ernest Everett Just Foundation can benefit my education by introducing me to a network of students with a passion aligned with my career goals.

Nathaniel Britt

Control No. 202203

britt.nate0411@gmail.com Freshman/College

I am a freshman in college with a 3.3 GPA in High School. My educational interest is Animation and Graphic Design and I have a minor interest in animal studies and environmental studies. My extracurricular activities include bowling. I believe the Ernest Everett Just Foundation could benefit my education by guiding me to opportunities and counselors that would help me to grow in my chosen profession.

Primary Mentor: S. Gunter

“For The Advancement of Science, Technology, Engineering and Mathematics among Minority Youth”

“For The Advancement of Science, Technology, Engineering and Mathematics among Minority Youth”

Zion Cook

Control No. 202112 Freshman/College

My educational interest is in Architecture Engineering and I have a minor interest in Art. My plans are to attend San Antonio College and to pursue a Bachelor’s degree. I am a College Board National African American Merit Scholar and I have a 2.60 GPA. I also graduated in 2022 with Magnum Cum Laude honors and I was on the 2022 Academic Team. The most significant benefit that I can obtain from the Ernest Everett Just Foundation is the opportunity of wise mentorship, networking and learning cultivation that will help me grow as a professional leader in my community.

Jalen Hall

Control No. 202008

Freshman/College

I am a Freshman in College at _________________. My major educational interest is engineering and I am enrolled in all honored courses. I believe the Ernest Everett Just Foundation can benefit my education through its mentorship program and by providing me a valuable networking system needed to surround myself with peers of the same interests.

Braylan Shelby

Control No. 202002 Nene828@hotmail.com Freshman/College

I am a Freshman in College at ____________________. I have a keen interest in STEM and I understand the relationship between STEM and developing a life-long career. Currently, my interest is in computer science and I have a minor interest in business administration. I am also interested in pre AP-courses. The extra-curricular activities that I am involved with is football, basketball, and track. I believe the Ernest Everett Just Foundation can help me with education and career options by making me aware of various degrees and the importance of those degrees to specific careers.

Aidan Stokes

Control No. 202001

Stokesammm2016@gmail.com

Freshman/College

I am a Freshman in College and a 3.9 GPA. My major interest is Biology and I have a minor interest in computer science. My extracurricular activities include football, basketball and track. I believe the Ernest Everett Just Foundation can assist me with my education by sharing information with me about ways to develop skills that I may need for life’s challenges. The EEJFI can also help me strengthen my interest in science.

Primary Mentor: W. Jarmon

High School Class of 2023

Kaeci Bridges

Control No. 202207 12th Grade / High School

I am a freshman and I will be attending ______________ in the fall semester of the year 2023. I am a member of the Houston Chapter to the Top Teens of America. I enjoy creative writing, cheerleading and tennis as extra curricular activities. My major educational interests are Psychology and Sociology. I believe the Ernest Everett Just Foundation can benefit my education by mentoring me to achieve my academic goals.

Daniel Fite, Jr.

Control No. 202202 danielfitejr@gmail.com 12th grade/ High School

I am a 12th grade student in High School and a member of the Positive Black Males Association of Houston. I am a member of the varsity football and basketball team. My educational goals are to attend and graduate college. My career plans are to study the business of mechanical engineering and to pursue an engineering degree. I believe the Ernest Everett Just Foundation could benefit my education by mentoring me and giving me the tools that would prepare me to compete in the business world.

Primary Mentor: W. Jarmon

Jay’Quavion Mabry

Control No. 202016 evonne.mabry.50@gmail.com 12th grade/ High School

I am an 12th grade student at James Madison High School in San Antonio, Texas. I currently have a 3.25 GPA and my major educational interest is in Kinesiology and my minor interest is in History. I am an honor roll student and my extracurricular activities include football, Top Teens, the Church choir, youth usher, and Top Teen Vice-President

Primary Mentor: J. August

D’Myrian Mays

Control No. 202201 Ydurant2000@yahoo.com 12th grade/ High School

I am a 12th grade student enrolled in AP classes while playing football. My plans for college are to major in Journalism and minor in Audio Visual production. One of my goals is to graduate at the top of my class. I believe the Ernest Everett Just Foundation can benefit me by introducing me to opportunities that would strengthening my knowledge in STEM education. It can also guide me to collegiate programs so I can accomplish the short and long term goals that I have for myself.

Primary Mentor: W. Jarmon

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Joshua McCloud

Control No. 202013

jmcnba@gmail.com 12th grade/ High School

I am a 12th grade student at Young Mem’s Leadership Academy in San Antonio, Texas. My major educational interest is in construction engineering and I have a minor interest in mechanical engineering. I have a 2.99 GPA and extracurricular activities include my academic achievements and primarily football. The Ernest Everett Just Foundation can benefit my education by helping me to find a mentor that would help me to define my strengths and weaknesses.

Primary Mentor: J. August

Jauan Farias-Richardson

Control No. 202015 Kuquanda.perkins@gmail.com 12th grade/ High School

I am an 11th grade student with a particular interest in the Culinary Arts. I volunteer and cook at events at the Boys and Girls Club. My Personal interest includes being a professional gamer and owning my own restaurant. I believe the Ernest Everett Foundation can benefit my education by helping me understand the bridge from a STEM education to a STEM career. It can also help me to obtain a better college experience and to achieve my life goals.

Primary Mentor: J. August

Jamariah Turner

Control No. 202205 Jamariah15@icloud.com 12th grade/ High School

I am a 12 Grade student at the Carmen School of Science and Technology in Milwaukee, WI. I would kike to be a small veterinarian after completing a 4-year college bachelor’s degree. My other interest include reading, writing and watching movies. I believe the Ernest Everett Just Foundation could benefit my education by helping me to find my true interest and the classes that I am best suited for.

Primary Mentor: J. Baker

Kameron Wilson

Control No. 202026 Wilsonkameron952@gmail.com 12th grade/ High School

I am a 12th grade student at John Paul Stevens High School in San Antonio, Texas. My major interest is in Space and Physics and I have a minor interest in Clothing. My extracurricular activities include playing the percussion instruments. I would love to complete a Master’s degree and become an entrepreneur and run my own business. I believe the Ernest Everett Just Foundation can help me by guiding me to networking opportunities.

Primary Mentor: J. Cooper

High School Class of 2024

Kameela Abu

Control No. 202115 11th Grade / High School

I am an 11th grade student and my educational interests are Nursing, Mathematics, Chemistry and History. I have a 3.986 GPA. I am on the Honor Roll and a Student Council member. I playVarsity Volleyball and am a 1st Runner Up Spelling Bee contestant. My educational goals are to study more, graduate with honors and to do more swimming and singing. I believe the Ernest Everett Just Foundation can benefit my education by assisting me to find scholarships and to provide me with the necessary tools and skills to succeed in life.

Primary Mentor: J. Baker

Ledarrell Edwards

Control No. 202204 Ledarrell2@gmail.com 11th Grade / High School

I am a 11th Grade student at Canyon Springs High School in Moreno Valley, California. My primary interest is in computer science and computer programming and I have a minor interest in video game designing. My current goals are to achieve the honor roll and take more computer classes. I believe the Ernest Everett Just Foundation can benefit my education by mentoring me through tough classes and helping me to find mentors.

Primary Mentor: W. Jarmon

High School Class of 2025

Brinya Baker

Control No. 202210 brinyabaker@gmail.com 10th Grade / High School

I am a 10th Grade student and I have a 3.98 GPA at Eastbrook Academy in Milwaukee, Wi. My extracurricular activities include track and field, the basketball, softball, volleyball team. I am also on the Girls Prayer Team. My educational interest includes becoming a medical doctor and/or a medical attorney. I believe the Ernest Everett Just Foundation could benefit my education by connecting me with like-minded students who may be interested in STEM related courses.

Primary Mentor: J. Baker

Dylan Douglas

Control No. 202215 10th Grade / High School

I am a 10th grade honor roll student. My major interest is English and I have a Minor interest in Math and History. My plans are to join the JROTC (the Reserves Officers Training Corp) in my 10th grade in high school. My plans are also to increase my GPA and my communication skills. I believe the Ernest Everett Just Foundation can help me become more involved in teamwork assignments and with improving my leadership skills.

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Seyoum Gebrehiwot

Control No. 202212 Seyoum.gebrehiwot343@gmail.com 10th Grade / High School

I am a 10th grader with a 4.0 GPA. My major educational interest is Aerospace Engineering and my minor interest is internal medicine. I am a member of the National Junior Beta Science Olympiad and the Math Olympiad. I am active with robotics and I practice taekwondo. I believe the Ernest Everett Just Foundation can help me to improve my knowledge in the field of science and with choosing a career that best suits my interest.

Primary Mentor: O. Barker

Jayde Johnson

Control No. 202101 missjapjohnson@gmail.com 10th Grade / High School

I am a 10-grade student at Dacula Middle School in Dacula, GA. My extracurricular activities include piano lessons, dance lessons, and participating in the Drama Club. My goals in life are to make it to college and pursue my dream of becoming a biomedical engineer. I believe the Ernest Everett Just Foundation can help my educational goals by helping me to find the mentors who would support me and guide me to courses that are best suited to help me make the most out of my career.

Primary Mentor: O. Barker

JBryon Turner

Control No. 202209 JBryon414@gmail.com

10th Grade / High School

I am a 10th Grade student at Carmen School of Science and Technology in Milwaukee, Wi. My educational interests are with legos and with playing video games. I would like to become a computer engineer or a video game designer. I believe the Ernest Everett Just Foundation could benefit my education by guiding me to students with a like interest and students who have a love for video games.

Primary Mentor: J. Baker

Dylan Scott

Control No. 202101 dylan.t.o.scott@gmail.com

10th Grade / High School

I am a 10th Grade student at Southwest DeKalb High School in Decatur, GA. My major interest is to become a computer software engineer. I have a minor interest in music and specifically with the trumpet. My three top goals are to turn in my assignments on time, to remain on the honor roll and to maintain the first trumpet seat. The Ernest Everett Just Foundation can benefit my education by exposing me to different areas of science and technology. I would also benefit by meeting like-minded students.

Primary Mentor: O. Barker

High School Class of 2026 Amani Abu

Control No. 202113 9th Grade / High School

I am a 9th grader and I am interested in Mathematics, Information Technology, Marketing and Finance. I have a 4.00 GPA and I have a minor interest in Art and Drama. My educational goals are to strive for excellence, keep a focus on my priorities, and to use situations thatcome my way as opportunities to grow and mature. I believe the Ernest Everett Just Foundation can benefit my education by guiding me to networking programs and by mentoring me at critical junctions in my life.

Emalee Denson

Control No. 202114 9th Grade / High School

I am a 9th grade student and my educational interest as I prepare for college is math and engineering. My minor interest is in the ROTC program. My extracurricular activities include volleyball, basketball, track, softball, music, Jack and Jill of America, Inc. and Girls Up Youth Group. I believe the Ernest Everett Just Foundation could help me to achieve my goals in life by challenging me to expand my horizons and to direct me to networking opportunities that would give me academic growth.

High School Class of 2028 Prince Allen

Control No. 202111 7th Grade / Middle School

My educational interest is in computer engineering with specificity as a software developer. I also have a minor interest in music (learning the tone and range of each instrument). I have a 3.2 GPA and I have made the honor roll multiple times. My goals are to graduate with honors, obtain a full academic scholarship, and to excell to the top of my class. I believe the Ernest Everett Just Foundation can benefit me by exposing me to new and different career paths that I may not be aware of.

Amar’e Saxon

Control No. 7th Grade / Middle School

I am a 7th grade honor roll student and I received the Student of Character Award in my last school year. My extracurricular activities include football and basketball. My goals are to strive for perfect attendance, to maintain honor roll status and a leader in all sports activities. I believe the Ernest Everett Just Foundation can help me with teamwork assignments and to find mentors in my educational interests.

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STEM INTERNSHIP ASSIGNMENTS AND SUMMER PROGRAMS

(Financial support is included in all of the programs below)

Parents/ Students:

Please take all three of the S.T.E.M. anaylsis tests located below to determine if the category in S.T.EM., you are attracted too, is as great as you envisioned before taking the test. Please discuss the results and conclusions with a member of our Foundation.

Student’s Name

Check In Box Check In Box If Started If Completed

STEM Analysis Test # 1: [ ] [ ]

https://stemstudy.com/stem-program-quiz-old/

STEM Analysis Test # 2: [ ] [ ]

https://www.stemjobs.com/

STEM Analysis Test # 3: [ ] [ ]

https://www.tryinteract.com/quiz/stem-potential-career-fit

State a College Degree you wish to pursue.

State a secondary degree you may wish to pursue.

State a Career you may likely pursue after College

State your second career choice.

Describe how and/or why your college education may encourage and/or influence your career choice (or describe why maybe it may not) as you became more involved in choosing your education and career.

If you are a high school student, have you checked the requirements to participate in the National Institution of Health’s (NIH) Medical Research Scholars Program?

https://www.training.nih.gov/programs/sip. And/or

NIH’s Community College Summer Enrichment Program?

https://www.training.nih.gov/program/sip. And/or

NIH’s High School Scientific Training and Enrichment Program (HISTEP)?

https://www.training.nih.gov/programs/sip. And/or

NIH’s Amgen Scholars Program?

https://www.training.nih.gov/program/sip. And/or

NIH’s Graduate Summer Opportunity to Advance Research (GSOAR) Program?

https://www.training.nig.gov/programs/sip.

If you are a high school student who is interested in becoming a Karsh STEM Scholar, you must first complete an application for admission to Howard University using its online Common Application.

In addition, then you must complete Howard University’s Karsh STEM Scholars Program (KSSP).

https://karshstemscholars.howard.edu/. Application period opens November of each Yr.

Furthermore, do you have a responsible friend to study with you in the Dr. Just Studying and Mentoring Group? Do you have a friend (2 or 3) to recommend to the Dr. Just Studying and Mentoring Group? Please inform any Foundation Board Member about any perspective student(s) that you may recommend to the Dr. Just Studying and Mentoring Group.

Research has indicated that students obtain the most from their education when they study with responsible friends in groups and when they make the most out of quizzing and challenging members in their studying groups or cohorts.

The Ernest Everett Just Symposium

Hosted by the College of Graduate Studies

Organizer: Dr. Titus A. Reaves at the Medical University of South Carolina

179 Ashley Ave. | Charleston, S.C. 29425

February 24, 2013

Why We Must Vote!

written by Wesley Jarmon August

According to the Honorable Frederick Douglass (1818 – 1895), one of the most important rights of American citizenship is the right to vote. Originally, when the American Constitution was created, September 17, 1787, only white male citizens who considered themselves landowners and over the age of 21 were eligible to vote. More than 100 years after the original Constitution was penned, the 15th Amendment was ratified on February 3, 1890. It stated, in part, that the right of citizens of the United States to vote shall not be denied or abridged by the United Stated or by any State on account of race, color, or previous condition of servitude. At its very best, the 15th Amendment was this country’s weak attempt to only atone for the sins created in slavery. It was not meant to be a road map or encouragement for the disenfranchised ex-slaves to vote.

A 1918 Image of the Women’s Suffrage Movement in the United States

Native Americans Fighting for the Right to Vote

Frederick Douglass also became one of the most outspoken advocates and earliest supporter of women’s rights in general, and especially women’s right to vote. He was credited for saying, “right is of no sex and truth is of no color”. Women’s rights were hotly debated in May 1869 at the American Equal Rights Association Meeting when delegates were divided over the question of whether to support the proposed Fifteen Amendment. By 1916, almost all of the major suffrage organizations were united behind the goal of a Constitution Amendment that guaranteed American women the right to vote. It was granted with the 19th Amendment, ratified August 18, 1920.

It is also interesting to note that Frederick Douglass was again one of the earliest supporters who aggressively campaigned for the rights of Native Americans to vote. The plight of the Native Americans was particularly arduous because they have a history of fighting for their voting rights as U.S. citizens. Even after the passage of the Indian Citizenship Act in 1924, indigenous people in the U.S. still were not guaranteed the right to vote. This is because Native Americans still struggled against many of the same discriminatory practices that African Americans faced, such as poll taxes

and literacy tests. Today, the Native American Voting Rights Act (NAVRA) protects the rights of Native Americans to vote in the face of distinct barriers experienced by voters living on tribal lands.

Citizenship can be elevated to its highest status of responsibility the moment the public responds to voting as fiduciaries. Fiduciaries, in this situation, depicts a relationship that develops when an institution justifiably places confidence and trust in its voting public. The mere act of casting a vote in a hard-fought election can be empowering. Equally empowering is the energy created by being part of an organized group with strategies to vote an incumbent in or out of office. The passion that we feel when it is time to vote is either engrained in us from our parents and/or from some other source including community leaders. The latter also understands the governing consequences that will be experienced when a majority of citizens fail to vote.

Being a citizen in this country is a self-awareness declaration that forms the basis of obligations and responsibilities that we share as citizens. Voting is a social exercise

that asks its citizens to choose a candidate or referendum that the public believes is in its best interest. Moreover, voting can be part of a broader political strategy capable of improving education, constructing more affordable housing, building better and stronger economies for families, and supporting any other opportunities that would improve citizens’ standard of living.

In the aftermath of the Civil War, one of the remnants of slavery persisted in the form of sharecropping. This system became a self-supporting economic engine when the supposedly freed men had to seek jobs from their former owners, growing their crops and working their fields. When these workers still had to depend totally on these same white men for their economic needs, most did not realize the importance of voting. In addition, they had to face unpredictable harvests, high interest rates to obtain loans, unfair labor practices and unscrupulous landlords to support their livelihood.

An even more cruel and barbaric system is that of convict leasing. This oppressive system is used by many states to obtain free labor from state prisoners. Convict leasing was a formidable imposing system that offered leased prisoners to private railways, mines, large plantations and other nonpaying employment. States profited mightily by this system because prisoners earned no pay and faced inhumane, dangerous, and often deadly work conditions. Convict leasing was a state-run program and sharecropping was a detrimental system and they both discouraged the former slaves from voting.

The U.S. Census Bureau reported that there are more than 2,600,000 felons in our criminal justice system. African-American males make up more than 40% of those felons either through parole, probation, or present incarceration. Between 1965 and 2000, the U.S. prison population swelled by 600 percent. It has been proven through the studies of social scientists that the increasing prison populations have had surprisingly little to do with crime and a great deal to do with America’s troubled history of racial oppression and social stratification.

A photograph of downtown Atlanta, Ga. after the Civil War Picking cotton fueled the southern states’ economy before and after the Civil War

The chart below does not include the number of people who were wounded or assaulted by police in this same timeframe.

The number of people shot to death by the police in the United States from 2017 to 2020, by race.

Source: Statista

• 539 claims were filed during the 2018-2019 fiscal year against the Los Angeles County Sheriff’s Office related to police misconduct. Two-hundred and forty-one lawsuits were dismissed without any payments. LAPD has approximately 9,000 sworn officers.

In the era between 1890 and 1965, the lack of voting power by those who were discouraged from voting further strengthened the political system to overlook them. It should not go unnoticed that it took the Voting Rights Act of 1965, not the Amendments to the Constitution, for this country to begin to rectify its past practices of exclusion of minorities. State governments and local lawmen applied poll taxes, illegal testing, and other vicious tactics including violence to discourage minorities from voting. The Voting Rights Act finally, thereby, gave this country the appearance of living up to the true meaning of its creed.

We vote to choose candidates who will campaign for programs that will address closing the racial wealth gap in our communities. Gaps in wealth between black and white families reveal accumulated inequality between the races and how discrimination between the two has persisted throughout American history. According to the Brookings Institution, the net worth of a typical white family in the year 2020 was reported to be $171,000 as compared to $17,150 the net worth associated with the typical black family. This discrepancy alone is reason enough for Black America to understand what the current voting issues are in its communities and to vote accordingly in each election.

The opportunities to vote dramatically increased after the passage of the 15th Amendment to the United States Constitution.

There were nine states that employed convict leasing programs and they were Alabama, Texas, Louisiana, Arkansas, Georgia, Mississippi, Florida, Tennessee and South Carolina. Some of these states still have rudiments of their programs in place. Therefore, a significant part of a state’s budget was dependent upon how well convict leasing was utilized and promoted. Black male prisoners, whether guilty or not, were subjected to harsh treatment to add to their incarceration. In “Growth in the U.S. Ex-Felon and Ex-Prisoner Population, 1948 to 2010” it was reported that one-third of black men had a felony conviction in 2010. It was also stated that the percentage of black men with a felony conviction increased from 13% to 19% (as compared to 5% to 13% for all adult men during these periods, respectfully). A stunning large percentage of black men and women are in prison. They are not eligible to vote in prison nor when they return to society after completing their sentence. This is a huge portion of our community not being represented by the vote. In the face of our disenfranchised, when qualified citizens choose not to vote, their acts of indifferences and inactions is indefensible. When voting is not taken seriously, those who bypass this process are also dishonoring their parents, guardians and community activists who sacrificed their lives so that this current generation could vote without incidence or interference.

A true democratic process demands that citizens register to vote and actually take that next step and vote. In this country, when one registers to vote, it also makes those who registered eligible to be selected to sit on a jury. When we vote, it opens up a pandora’s box of community functions that address our neighborhood concerns. Therefore, we vote to validate good citizenship. A government that professes to be of the people, by the people, and for the people should never lose sight that of the people is measured by the people’s willingness to take voting seriously. It is not only necessary that serious minded citizens register to vote and then vote, it is also imperative that we take someone to the polls who would not have ventured out otherwise. Furthermore, citizens who understand the value that comes with voting should also be excited to leave a legacy of judicial activism to the next generation.

The Voting Rights Act was signed into law by President Lyndon Johnson August 6, 1965. It was meant to outlaw the discriminatory practices, such as literacy tests, which were adopted in many southern states after the Civil War. The Supreme Court recently diluted the civil rights laws by gutting its preclearance provisions in Shelby County v. Holder (2013) and by making it harder to sue to stop discriminatory practices in Brnovich v. DNC (2021).

The Honorable John R. Lewis

The John R. Lewis Voting Rights Advancement Act of 2021, also called the Voting Rights Advancement Act (S.4) was written in part, to honor the late John R. Lewis. It was also written to strengthen legal protection against discriminatory voting policies and practices. On October 5, 2021, the Senate introduced a John R. Lewis Voting Rights Advancement Act (VRAA) that incorporates the Native American Voting Rights Act (NAVRA) as part of the bill. The NAVRA portion of the VRAA provides a customized approach for the distinctive needs of Native American voters on tribal lands, and it is based on tribes’ unique legal status under federal law and intended to address the barriers to Native American voting described above.

This bill establishes new criteria for determining which states and political subdivisions must obtain preclearance before changes to voting practices may take effect. Preclearance is the process of receiving preapproval from the Department of Justice (DOJ) or the U.S. District Court for the District of Columbia before making legal changes that would affect voting rights

Voting has the effect to shape the landscape and create the political and regulatory norms that we use to live by each day. Only those who participate in voting will have the opportunity to leave their imprints that point to the direction that public policy should be directed. Some people believe that the power of the vote typically strengthens the politics of the majority. The outcome from the tabulation of the minority viewpoints is meant to be combined with the results from the majority. Afterwards, the results from each election are meant to advance society in a method that is fair to all citizens. Therefore, the best way for a democratic society to be effective, is for those citizens who care for its well-being, to always participate in its voting process.

When Frederick Douglass, born as a slave in the 19th Century and recognized the importance of voting at such an early age, how could we in today’s political environment place a less value on voting? Women, Native Americans and Black Americans should consider voting as their duty and obligations to their children. Voting should be an opportunity for citizens to clearly state their freedom and proudly participate in their contribution to society.

In the years since Douglass’ speeches, brave men and women have suffered mightily, been lynched, tortured, and economically deprived for trying to exercise their right to vote. They and Douglass realized that voting was the bridge that connected the will of the people to codifying that will. The Honorable Frederick Douglass also knew that when the rights of all Americans and especially the right to vote are included in the Constitution of the United States and its Amendments, we would be clearly moving towards a more perfect union.

“Those people who are too smart or too busy to engage in politics, will be punished by being governed by those who are dumber”

Plato – yr. 347 BCE

The Ernest Everett Just Foundation, Inc

.

“For the Advancement of Science among Minority Youth”

Books written by Dr. Ernest Everett Just

This first book, The Biology of the Cell Surface, was completed in 1938. It is about Just’s views on some marine biological problems that he studied some 20 years prior to his documentation. The second book, The Origin of Man’s Ethical Behavior, was completed in 1941. It is about the origin of human ethics that can be found in the field of biology.

Both of these books can be found at Amazon

The ernesT e vereTT JusT

Middle school

1300 Campus Way North Mitchellville, Maryland 20721

Principal: Dr. Kenneth Barrie

The Ernest Everett Just Foundation, Inc. (EEJFI) is a 501{C}3 nonprofit Organization that was created to promote science, technology, engineering and mathematics (the STEM subjects) to high school students. This Foundation began addressing its vision in 2001 due to the interests from citizens in Prince George’s County to close the achievement gap between a high school education that can be typically achieved in the school systems and a comprehensive education that all students deserve. The EEJFI believes that a focus on STEM and mentorship could be the bridge to bring those two disciplines together.

Science

12:00-1 :00 PM

EEJust Lecturer

Part 1: Introduction

8:00-8:30 AM

8:30-8:40 AM

ErnestEverettJustSymposium

February23, 2023

https://cducation.musc.cdu/collegcs/graduatc-studics/academics/just-syrnposium

James E. Clyburn Research Center Auditorium

Title "Digging Deep: Secrets of Tissue Repair'

Valerie Horsely, Ph.D.

Associate Professor

Yale University Medical School

BSB 349

8:45-9:10

Guest Lecturer

9:15-9:40

Impact lecturer

9:45-10

10:00-10:15 AM

Graduate student

Undergraduate presenters

I 0:20-10:35

10:35-10:50

10:50-1 I :05

11:10-11:50

February24, 2023

Registration and Breakfast- Entrance to Auditorium

Opening: Titus A. Reaves, PhD Assistant Professor and Symposium Organizer

Greetings: Willette S. Burnham-Williams, Ph.D., Chief Diversity officer, MUSC

Terry Steyer, MD., PhD; Dean College of Medicine, MUSC

Paula Traktman, Ph.D. Dean College of Graduate Studies, MUSC

Title: "Oral dysbiosis - Can microbes in your mouth influence distant sites within your body?"

Caroline Westwater, Ph.D.

Professor of Dental Medicine

Medical University of South Carolina; Charleston, SC

Title: "EE Just remains a role mode/for inclusivity in cell biology."

George M. Langford, PhD

Founder and Director, PAIR-UP Imaging Science Program

Professor Emeritus of Biology

Distinguished Professor Emeritus of Neuroscience

Dean Emeritus, College of Arts and Sciences

Syracuse university

Break

Role Models

Title: "The Role of BHLHB2 in Sc/eroderma-Associated Lung Fibrosis"

Tim Adewale, MD., PhD Candidate

Medical University of South Carolina

Break

title: "Academic Activism: Choosing the Right Time and the Right Place"

Michael Rutledge DeBaun, MD, MPH

Director Vanderbilt-Meharry Center for Excellence in Sickle Cell Disease

Professor

Pediatrics and Medicine

Vice Chair for Clinical and Translational Research

Department of Pediatrics

J.C. Peterson Chair in Pediatrics

11:55-12:30

12:30-2:00PM

Table Discussions

3:00-4:00 pm

The ernesT e vereTT JusT FoundaTion, inc. Call for Papers

The

organizers of the Ernest Everett Just Scientific Symposium (virtual)

Due Date February 6, 2023

Who can submit: Junior and senior students at your institution involved in basic science research that was performed over the previous summer or is currently being performed during the school year.

Manuscript: The student should write a manuscript no more than 4 pages in length using 11-point Arial font with 1 inch margins, not including figures and references, describing their research project. The manuscript should be submitted on behalf of the student by the institution with a cover letter listing the student’s contact information. The manuscript and cover letter should be sent to Dr. Titus Reaves via email at reaves@muse.edu no later than (Monday February 6, 2023) at the close of business.

Sections should include:

1. Abstract

2. Introduction

3. Materials and Methods

4. Results

5. Figures and tables

6. Discussion

7. References

The winners will have their name listed in the E.E. Just Symposium brochure

We will choose the best two manuscripts

Each winner will be required to come to MUSC a day ahead of the symposium to tour the campus and meet faculty, students and prepare for their respective presentations

The top student will receive:

1. $100.00

2. A certificate with their name inscribed

3. 15 min oral presentation (10 min presentation/5 min questions)

An additional awardee will receive:

1. $50.00

2. certificate with their name inscribed.

3. 15 min oral presentation (10 min presentation/5 min questions)

Time limit strictly enforced

Panel Discussion (morning speakers)

EDUCATIONAL SESSIONS and LUNCH

Campus advisors our for visiting students, Undergraduate Advisors meet with MUSC College Admissions Officers

Facilitator will be at each table to allow the students to talk as they discuss among themselves on the subjects below:

How to choose a mentor in science and medicine careers

Personal statement (what not to include)

Public health issues

Professional ethics

The selection committee will choose the winning paper based on the following criteria:

1. The student should be a junior/senior in college and a science major

2. Research work must be conducted by the student

3. Results of the research should be written with clarity

4. The impact of the research

5. The bibliography

6. Papers should be free of grammatical and spelling errors

7. One letter of recommendation from the student’s mentor

Each Institution may nominate no more than 2 students February 20, 2023 the winning student will be notified via email

The Ernest Everett Just Foundation, Inc.

“For the Advancement of Science, Mathematics, and Technology among Minority Youth”

P.O. Box 6152

Largo, MD 20792-6152

The EEJFI would like to think like a Genius and maximize your potential by expanding your opportunities and by developing and enhancing your strengths.

Chapter – 2

You can do this by using the same strategies as Aristotle, Albert Einstein, Ernest Everett Just and many others to harness the power of your creative mind to better manage your future. The following strategies should encourage you to think in an innovative and productive manner in order to arrive at solutions to problems. These strategies are common to the thinking styles of creative geniuses in science, art and industry throughout history.

Strategy # 1

Look at problem in many different ways and find new perspectives that no one else has taken (or no one else has publicized!)

---Leonardo da Vinci believed that, to gain knowledge about the form of a problem, one should begin by learning how to restructure that problem in many different ways.

---When Albert Einstein thought through a problem, he always found it necessary to formulate his subject in as many different ways as possible, including using diagrams. He visualized solutions and believed that words and numbers as such did not play a significant role in his thinking process.

---When Ernest Everett Just thought through a problem, he never limited the possible solutions to those that were comfortable or easy to obtain or from the pool of solutions that have been used before. As a research scientist, he understood that the possible solution to any problem could easily sit just outside of our typical common thought process.

---Thomas Edison held 1,093 patents. He guaranteed productivity by giving himself and his assistants idea quotas. In a study of 2,036 scientists throughout history, Dean Keith Simonton of the University of California at Davis found that most respected scientists produced not only great works, but also many “bad” ones. They weren’t afraid to fail, or to have mediocre production in order to arrive at excellence.

--- Albert Einstein said, “no problem can be solved with the same level of consciousness that created the problem”,

The Ernest Everett Just Foundation, Inc.

“For the Advancement of Science, Mathematics, and Technology among Minority Youth” P.O. Box 6152

Largo, MD 20792-6152

Strategy # 2

Make novel combinations. Combine and recombine ideas, images, and thoughts into different combinations no matter how incongruent or unusual.

---The laws of heredity on which the modern science of genetics is based came from the Austrian monk Grego Mendel, who combined mathematics and biology to create a new science.

---De Vince forced a relationship between the sound of a bell and a stone hitting water. This enabled him to make the connection that sound travels in waves. Samuel Morse invented relay stations for telegraphic signals when observing relay stations for horses.

Strategy # 3

Think in opposite and metaphorically.

---Physicist Niels Bohr believed that if you held opposites together, then you suspend your thought, and your mind moves to a new level. His ability to imagine light as both a particle and a wave led to his conception of the principle of complementarity. Suspending thought (logic) may allow your mind to create a new form.

--- Aristotle considered the use of metaphors as a sign of genius and believed that the individual who had the capacity to perceive resemblance between two separate areas of existence and link them together was a person of special gifts.

---Henry Ford said that even a mistake may turn out to be the one thing necessary to a worthwhile achievement.

---Abraham Maslow said, “what’s necessary to change a person is to change his awareness of himself”.

The EEJFI would like you to think about what Aristotle meant when he said, “pleasure in the job puts perfection in the work”. The secret to realizing and maximizing your potential is to analyze and exploit what you really enjoy doing without regard to the potential financial rewards that may be attached to it.

“The first and the last thing demanded of genius is the love of truth”

---Goethe

Board MeMBers

P.O. Box 715

Cheltenham, MD 20623

If you wish to become a member of the Ernest Everett Just Foundation, Inc. (EEJFI), please get in touch with one of our Board Members. If you know any high school students with a developing interest in STEM, they can join the EEJFI’s Dr. Just Studying and Mentoring Group by completing our Student Application that can be obtained from any one of our Board Members listed below.

NAME EMAIL

Wesley Jarmon

John Lee Baker

Sandra Gunter

Bruce Edwards

Lance Henderson

Roderick Lawrence

Anthony Freeman

Donald Belle

Enrique Jackson

Oliver Barker

Kurt Walker

Titus Reaves

Jeffery August

Orlando Richards

President Vice-President Secretary Assistant Secretary Member Treasurer Assistant Treasurer Member Member Member Member Member Member Member Member The ernesT e vereTT JusT FoundaTion, inc.

www.ernestejustfoundation.org

The names on the list below have been approved and they have accepted honorary positions within the EEJFI as Advisory Board Members. Their roles as Advisory Board Members are to offer suggestions to this Foundation that would improve its image and expand its success rate to promoting a quality STEM education to our students. Our Advisory Board members were selected because they are established scientists and they understand the necessity for students to obtain a comprehensive education.

jarmonw@gmail.com

johnleebakerjr@gmail.com

legacytvlr@yahoo.com

Brucej81@comcast.net

lancehenderson93@gmail.com

rodlawrence0925@gmail.com

qtfree12@yahoo.com

Donald.belle@gmail.com

Enrique.m.jackson@gmail.com

Oliverbarker@comcast.net

KDGemini@yahoo.com

reaves@musc.edu

jefferylawrenceaugust@gmail.com

t_luv87@yahoo.com

mateen(c1)drmateenclio12.corn

The EEJFI is honored to have such a distinguished panel of

ADVISORY BOARD MEMBERS

that are interested in this Foundation. They are:

(1)James R. Calvin, Ph.D

(2) Titus A. Reaves, Ph.D Professor Assistant Professor

Carey Business School Regenerative Medicine and Cell Biology

Johns Hopkins University Medical University of South Carolina 100 International Drive Charleston, SC 29425 Baltimore, MD 21202

(3) Dr. Kenneth Manning (4) Dr. W. Malcolm Byrnes MIT Program in Writing and Department of Biochemistry and Humanistic Studies Molecular Biology

Massachusetts Institute of Technology Howard University College of Medicine Room 14 E- 303 Howard University Cambridge, MA 02139-4307 Washington, D.C 20059

(5) Dr. Roland J. Thorpe, Jr. (6) Amborse Jearld, Ph.D (Retired) Assistant Professor Director of Academic Programs

Dept. of Health, Behavior & Society Northeast Fisheries Science Center

Johns Hopkins Bloomberg School National Oceanic & Atmospheric Adm. 624 N. Broadway, Ste 708 1316 East-West Highway Baltimore, MD 21205-1999 Silver Spring, MD 20910

The EEJFI wishes to thank these distinguished scientists again for their tireless efforts and for the roles that they play in overseeing this Foundation

The ernesT e vereTT JusT FoundaTion, inc.

Information to Support the Foundation www.ernestejustfoundation.org

The primary mission of the Ernest Everett Just Foundation, Inc. (EEJFI) is to foster academic excellence for students in the fields of science, technology, engineering and mathematics (the STEM subjects). Improving written and verbal communication skills is also a major focus of the EEJFI.

The EEJFI is asking for your support to help this foundation motivate, encourage, counsel and give life-lesson directions to students that seek our assistance - especially the less privileged, disadvantaged and disenfranchised students. The The EEJFI is committed to strengthening the career development and education of the students who we mentor.

The EEJFI is a 501{C}3 nonprofit organization and any contributions that are made to this Foundation will be use to improve the educational enrichment of our students. You can find out more information about us at www.ernestejustfoundation.org.

Will you please help us make a difference to enhance the lives of our youth?

You can send you tax deductible contribution to The Ernest Everett Just Foundation, Inc. at the address below. (Please indicate the amount you wish to donate).

[ ] $30,000

[ ] $20,000

[ ] $10,000

[ ] $5,000

[ ] $1,000

[ ] $________ (fill in the amount) to

Combined Federal Campaign

CFC N0. (#)56915

The Ernest Everett Just Foundation, Inc.

P.O. Box 715

Cheltenham, MD 20623

We thank you in advance for your interests and support of this endeavor. We are also encouraging you to take a moment to visit us at our website. You can find it at: www.ernestejustfoundation.org.

The Ernest Everett Just Foundation, Inc. (EEJFI) joined the Omega Psi Phi Fraternity, Inc. in Dallas, Texas on August 5, 2022, to celebrate the life and legacy of Bro. Warren Lee, the 38th Grand Basileus of the Omega Psi Phi Fraternity, Inc.

Bro. Ricky Lewis

Grand Basileus