MRS. EOLA DUKES SCHOLARSHIP FUND



SECURING OUR LEGACY

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THE MRS. EOLA DUKES SCHOLARSHIP FUND was created by THE DUKES FOUNDATION on April 15,2010 in honor of Mrs. Eola Dukes, a distinguished Community Leadership Pioneer. The objective of the Scholarship Fund is to recognize the work of progressive youth by rewarding them with financial assistance for their advancement. The Fund will be operated independently with oversight conducted by The Foundation. There will be a Managing Committee including Officers and Members comprised of Mrs. Eola Dukes Family representatives and representatives of the Foundation’s Board. DUKES FOUNDATION CORPORATION is an Accredited 501 (c) (3) Non Profit Service Organization Provides Youth Mentoring Programs and Support for ‘At Risk’ Young Men in the Urban Communities of Metropolitan Atlanta, Georgia. Founded by Educator Horace Dukes and Supported by a diverse group of Professionals and Members of the Business and Civic Communities, The Dukes Foundation Corporation has been successful in transforming the lives of numerous young men through our trademark Youth Mentoring Program.

PROGRAM OUTLINE

Mrs. Eola Dukes scholarships encourage leadership and provide opportunity academic advancement and cultural enrichment with strong family and community values as a centerpiece. Affiliation with the DUKES FOUNDATION CORPORATION provides the opportunity to meet potential mentors and network with successful professionals while attending both learning and socially oriented functions.
Undergraduate scholarships are awarded to youth who will be juniors or seniors in the Fall semester of the current year.

Graduate scholarships are awarded to students who will be enrolled during the upcoming semester or thereafter. This includes current students or future students who have been accepted into graduate programs

* Be enrolled during the upcoming Summer semester or thereafter at an independently accredited School.
* Follow a course of study to attain a degree and pursue a meaningful career
* Maintain a minimum GPA of 3.4 or equivalent

THE HONOREE

Mrs. Eola Dukes was a Member of the NAACP Manning Branch, the YWCA, Queen of the South Chapter No. 304, O.E.S., and the Clarendon County Voter’s League. Mrs. Dukes was also very involved in the Church community holding several key positions including; Trustee, Junior & Senior Choir President, Treasurer, Member of the Steward & Pastor’s Aide Boards and Life-long Member of the Mt. Zion African Methodist Episcopal Church. An award winning Representative of The Avon Corporation, Mrs. Dukes maintained an extensive clientele in Clarendon County in her fragrance business in addition to completing twenty-eight years with the Sunbeam Corporation

INARGURAL AWARD- June 4,2010 Scotts Branch High School, South Carolina.

LAUNCH- The Scholarship Fund will be officially launched during summer 2010

First Interview: Personal interviews are required as part of the selection process. Provided that complete application documents are received by the deadline, each qualifying applicant will undergo a personal interview during April. This interview will take place at a location convenient to your school. Second Interview: Following the first round of interviews, candidates will be rated, and the highest-rated candidates will be invited for a second interview. All finalist candidates must attend the second interview in person.

Disbursement to Awardees: Disbursements will be made directly to each Awardee.

Become a Sponsor

As a sponsor, you will support both Mrs. Eola Dukes Scholarship Fund and The Dukes Foundation. Your company will gain valuable visibility as a supporter of our young men success and help us continue to build exciting and rewarding futures for our Mentees.

Don't miss this opportunity to be a part of our growing organization and Programs

For sponsorship or questions, please contact www.dukesfoundation.org or call 404-419-6452


The Mrs. Eola Dukes Scholarship Foundation Management Committee Members:

· Ms. Debrann Dukes, Chairman of Managing Committee
· Ms. Minnie Nelson
· Ms. Ruth Mellerson
· Ms. Dorothy Nivens
· Ms. Ida Bouldin Co-Chairman
· Mr. Horace Dukes
· Ms. Pauline Nelson
· Mr. Solomon Jefferson
· Mr. Kamau Mason
· Mrs. Alexandria Cooley



DONATION ACCEPTED HERE



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Thank you for making a difference in the lives of many.


CURRENT PROGRAMS

 

The Dukes Foundation, Inc.  offers programs that enable these young men to become custodians of the choices they make.  The programs include:

 

·         Enhancing Academic Achievements, Improvement in Attitude & Social Interaction

·         Peer & Young Adult Social Coping Skills

·         Developing Career Paths

·         Cultivating Personal Growth & Creativity

·         Providing Opportunities for Leadership & Community Services

·         Psychological and Physical Wellness

 

Academic Attitude and Performance

The purpose of this program is to provide each young man with the nurturing, support, and guidance to reinforce their needs and mental attitude in regards to academic performance, achievement, and success. Keen interest is being placed on the importance of a quality education, along with the results of such.  The program includes providing the young men with positive interaction and exposure to successful noted figures from around the city of Atlanta, the state of Georgia, and the nation from all walks of life. Be they professional and semi – professional athletes, artist, political figures, etc. These encounters serves as mechanisms for whatever destination each young man shall select for himself in life. The inspiration from these encounters fosters a sense of pride, self-respect, and self-determination for each young man as he journeys forth and selects a career.

We present each young man with modern note-taking techniques that enables him to retain more from text readings, oral reports, classroom lectures or presentations, and individual research. These techniques of clear, organized, and comprehensive notes assist these young men during the time of study for a test, reports, and presentations. This also fosters a sense of confidence and reassurance of their academic ability.

In an effort to help students entering grades 9 through 12 prepare for college with new learning and life skills that are critical for success at the next level, we provide each young man with comprehensive 90-minute academic sessions devoted to ACT prep, SAT prep, CRCT prep, ITBS prep, and test-taking preview and skills. In this session, our facilitators compare and show the differences between the various standardized tests, giving an overview of each and discussing how each is scored. We also go "behind the scenes" by sharing ACT, SAT, CRCT, and ITBS test strategies, techniques and tips. In addition, sample test questions are administered to each student as a way to introduce the thought processes to use when taking either test.

We further provide them with the college application process as well as campus tours to various college campuses throughout the south. The tours are not limited to just the south, but to those colleges and universities that the young men may find themselves interested in attending as well.

Social Skills

 

The Dukes Foundation Mentoring Program, Peer and Adult and Social Skills, is a program designed to teach social skills, anger management skills, problem solving skills, decision making skills, and other various life skills.  Students also have the opportunity to express themselves in writing by keeping a daily journal.

 

The goal is to focus on interpersonal and social problem-solving interventions; thereby, inspiring the young men to positively solve problems related to social interactions with peers.  In addition, cognitive mediation strategies are also taught.  These strategies assist the young men in recognizing and understanding the importance of responsibility of self.  The young men are engaged in activities centered on self- instruction, self-monitoring, self- evaluation and self-reinforcement.

 

By conducting this program, the Dukes Foundation, Inc promotes the much-needed social skills, which is in alignment with its mission statement to “provide the tools, opportunities, and support to help at-risk young men dream, achieve and become healthy, successful adults."  These programs are marketed through our website, online social networks, email campaigns, community groups, and mail solicitation.  The Dukes Foundation, Inc funds these programs through individual and corporate contributions.

Life Long learner

 

The Dukes Foundation program, Development of Life Long Learners, objective is to help facilitate the young men’s academic and career choices by making each of them aware that there must be a degree of devotion to the pursuit of learning.  Participation in this program affords each young man the opportunity to be surrounded by interesting, like-minded individuals interested in pursuing learning.  To assist with this effort, each young man is given the opportunity to develop a unique relationship with a mentor. Each mentor is a career oriented individual, dedicated and knowledgeable in his/her work, who takes the time to share his/her professional experiences. The vision of the young men’s academic and career paths is clarified by demystifying any false projections they have.  The role of the mentor is to pass on knowledge, experience, and judgment, and/or to provide guidance and support.

 

Our mentors provide support in academic and social development.  They serve as role models, offering friendship, guidance, and stability.  We see our mentors as ones who represent a commitment to values, as well as promote a sense of personal growth, foster self-realization, help broaden opportunities, and assist in making intelligent choices. Our overall goal of this program is to improve at-risk young men chances for achieving both academic and career related goals by linking them to resources and support not otherwise available. 

 

The Lifelong Learner program embraces each program of the Dukes Foundation, for each program seeks to ensure that each young man continues to learn academic and social skills that are necessary for success in life.  As a lifelong learner, the young men understand that there must be a degree of devotion to the pursuit of learning.

 

Benefits: Protégés gain a role model, knowledge, broaden their experiences, receive academic and career guidance, and help in planning for the future.  Moreover, the mentors also benefit.  They gain a sense of personal satisfaction, a feeling of accomplishment, enhanced self-esteem, and a sense of usefulness.

 

By conducting this program, the Dukes Foundation adheres to its belief that education is a lifelong endeavor, which is in alignment with its mission statement to “provide the tools, opportunities and support to help at-risk young men dream, achieve and become healthy, successful adults." 

 

Personal Growth and Creativity

The purpose of this program is to provide each young man with a mentor to assist, motivate and encourage each young man toward personal growth and the development of creativity. It is further designed to explore their individual human potential, to experience personal positive stages in life, and to determine a career or careers path for their lives.

 

Providing mentors for each young man serves as a vehicle to teach the principles and ideas that these men of success have discovered in their journey in life. The interaction is not limited to one on one conversations and interactions and social outings, but and in numerous personal development and personal growth books, courses, seminars, and lectures. We enlist the support of Colleges, Universities and other Academic and Professional Groups.

 

The lecture and courses consists of, but are not limited to:

 

·         Personal Development

·         Elimination of Self Criticism

·         Stress Management Implementation

·         Personal Tragedy: How to Manage

·         Time Management

 

As a direct result of this program, students are able to be productive taxpaying citizens and establish or determine their place in society. One of the major results of this program is the removal of low self-esteem, no self-confidence, poor self-image, and the terror of speaking in public. Through the introduction, instruction, support, and experience of public speaking, this portion of the program assists with the demonstration of the young men’s creativity.

This program is not limited to public speaking, spoken word, and self-expression. It also encompasses the arts, the performing arts, technology, spirituality, the sciences, business, culture, and design. We will utilize programs and activities provided by numerous Cultural Organizations.

 

These activities are designed to balance competition, cooperation, and fun with other experiences with family, friends, and school. This results in well-rounded, self-assured productive young men.

 

By conducting this program, the Dukes Foundation promotes personal growth and creativity, which is in alignment with its mission statement to “provide the tools, opportunities and support that help at-risk young men dream, achieve and become healthy, successful adults." 

 

Leadership and Community Service

 

The purpose of this program is to provide each young man with leadership training in the rules, regulations, and guidelines of Roberts Rules of Order, Parliamentary Procedure, the Political Process, and Campaigning. Workshops are held to expose the young men to traits, standards and profiles of a good leader. We utilize local elected officials (i.e., the Georgia General Assembly, Office of the Mayor, etc.) to secure internships and terms as general assembly page to provide first- hand experience in the political process. We offer our assistance (as volunteers: community service), to various candidates for public office to further provide first-hand, on the job training of the political process.  

 

We provide other opportunities for students to develop their leadership skills through participation in clubs, organizations, and community resources that are in need of volunteers and other means of assistance.

 

This program (The Community Service Program) is designed for the young men to make intricate decisions to help others, give back to the community and learn more about their community, and the needs of the community as well. We are committed to providing an atmosphere, which is conducive to inquiry and intellectual growth, both inside and outside the classroom.  Therefore, we provide the young men with a series of monthly community service projects that are established with other local non – profit organizations, to afford the young men opportunities to participate in performing services to their community in which they live. A number of organizations affiliations have been developed.

The end result fosters the young men to demonstrate character, self-respect, and reverence for others who may be less fortunate than them and encouraged by their actions.

By conducting this program, the Dukes Foundation promotes leadership and community service, which is in alignment with its mission statement to “provide the tools, opportunities, and support to help at-risk young men dream, achieve and become healthy, successful adults." 

 

                               

Psychological and Physical Wellness

 

The Dukes Foundation remains committed to its mission “…to develop the whole young man for academic performance and for life through excellent education.” In educating young men to be whole, it is the belief of the Dukes Foundation that each young man must be taught about health and wellness, reinforcing these values as foundations for good living. While teaching about health and wellness is not new to the Foundation, we are focusing our efforts and heightening community awareness by implementing a Health and Wellness Initiative. 

 

This Wellness program is beneficial to these young men because we offer our Mentees a variety of age-appropriate discussions and speakers. Our aim is to equip students so that they may make positive, educated choices that allows them a healthy emotional and physical lifestyle. We schedule a variety of experts from the community to speak to the young men on specific health and wellness topics, including, Dr. Kathleen Hall, CEO & Founder of The Stress Institute.  Dr. Hall will be instrumental in assisting the Foundation in launching its Psychological and Physical Wellness program.  The program focuses primarily on:

 

 

Each program is in alignment with the purpose of the Dukes Foundation, which is to provide a vehicle for at-risk, low-income, unmotivated young men to drive past adverse circumstances to excellence; that provides mentorship for young men in need of guidance; introducing them to the fact that they are in control of their lives, their internal state of mind, and of what they give and accomplish in life; that grow and transform the resulting culture of excellence into a culture of outward altruism and internal growth; that resolves, find and develop leaders today to problems of tomorrow; and  instills mindful living SELF (Serenity, Exercise, Love and Food).

 

 

By conducting these programs, the Dukes Foundation meet our purpose of serving underprivileged, low-income, at-risk young men by providing a vehicle to drive past adverse circumstances to excellence. 

 

 

 

 

 

 

NEW STEP 2 WELLNESS PROGRAM

 

 

 

By Dr. Kathleen Hall’s SELF Care Program® The Stress Institute

 

We are working with the Duke’s Foundation children to increase their self esteem, lower their stress levels, lower depression, lessen aggressive behavior, improve academic performance, decrease obesity and improve memory.

We work with the Duke’s Foundation children on a regular basis to teach them a wellness education and stress reduction practices.

The S.E.L.F. Care program® has been scientifically proven to be effective in reducing stress, reducing depression, reducing aggression, increasing self esteem, increasing mental and physical health and well being.

The four roots of mental and physical health are S.E.L.F. Care.  Most major medical research institutions such as Harvard, University of Mass. and Duke University use these four components in their stress reduction, obesity and wellness programs.

 

The S.E.L.F. Care Program® can help students

 

S.E.L.F. Care:

S= Serenity.  Serenity is essential for mental and physical health.  Stress reduction practices decrease stress, depression, and aggression and also boost your immune system and your memory.  Research tells us individuals who practice stress reduction produce calming healing hormones and decrease the production of stress hormones.

Stress reduction practices include meditation, positive affirmations, guided imagery, music, nature sounds, and other forms of relaxation techniques.

E= Exercise.  Research shows us that exercise reduces stress, depression and aggression and also boosts the immune system and helps with your memory.  Regular exercises such as walking, running, playing sports, yoga, tai chi, chi gong are all great forms of exercise.

L=Love.  Isolation kills and community heals.  Research tells us there are health benefits when we are involved in community and connecting with others.  Study groups, play groups, support groups all create health and well being along with fostering trust and mental and physical health.  Belonging to a group reduces stress, depression and aggression.

F= Food.  Food is medicine.  Food changes your mood.  Nutritional education for mental and physical health is essential.  Eating foods rich in omega 3’s aid in depression and stress.  Omega 3’s are found in fish and can also be found in capsule form.  B6 foods help our bodies to produce serotonin that heal and calm the mind and body.  B6 foods are bananas, turkey, tuna, salmon, rice or sunflower seeds.  Sugars and carbohydrate rich diets can lead to aggression, stress and obesity.

The Harvard Education Initiative curriculum research with students has shown that students trained in its curriculum:

 

Extracts from a Harvard Study:

Academic Performance Among Middle School Students After Exposure To A Relaxation Response Curriculum

Journal of Research and Development in Education-Volume 33, Number 3, 2000.

Harvard Mind/Body Medical Institute

Care Group: Beth Israel Deaconess Medical Center

Herbert Benson, Marilyn Wilcher, Beth Greenberg, Erica Huggins, Margaret Ennis, Patricia C. Zuttermeister, Patricia Myers, Richard Friedman

 

Participants:

The participants in the study were teachers and students at the Horace Mann Middle School in south Central Los Angeles.  The middle school is composted of sixth, seventh and eighth graders.  The demographics of the students were 64% African American; 35% Hispanic; 1% other.  The principal of the school had expressed a willingness to cooperate with the study and the teaching staff was interested in participation as well.

The relationship between exposure to a relaxation response curriculum and academic achievement was examined among middle school students.  Four measures of academic outcomes were analyzed: grade point average, work habits, cooperation, and attendance.  Students who had more than two exposures to semester long classes in which teachers had been trained in the relaxation response curriculum had higher grade point averages, work habits scores, and cooperation scores than students who had two or fewer exposures.  In addition, students who had more exposures to the relaxation response curriculum showed an improvement in academic scores over the course of a 2-year period.

The students exposed to the relaxation response curriculum resulted in a significant increase in self-esteem and a tendency toward greater internal locus of control scores.

Better self-control has occasionally been reported as an outcome measure in educational studies (Danish, 1997)

 

 

Procedure:

Middle school students were exposed to a relaxation response curriculum over a 3-year period.  The relaxation response curriculum was introduced into the classroom in a two-step fashion by the staff of the Harvard Mind/Body Institute.  First, teachers were recruited to participate in a specially developed training program the summer before fall semester. Teachers were trained to teach relaxation response skills to their students and to use relaxation response skills to reduce their own stress. The classroom training sessions occurred once per week for 5 weeks.  Teachers were encouraged to practice the relaxation response skills with students at times other than when the trainer was present.

The Relaxation Response Curriculum:

Measures:

Results: