10 Lessons from Russell Conwell’s Acres of Diamonds

10 Lessons from Russell Conwell’s Acres of Diamonds

Russell Conwell’s famous Acres of Diamonds speech was delivered thousands of times in cities all over the world. The speech urges the audience to discover the wealth in front of them. This speech is especially applicable to recent or soon-to-be college grads. Russell Conwell was a Baptist minister, the first president of Temple University and a captain during the Civil War. At the ten year reunion of his troops, he delivered the Acres of Diamonds speech. He was asked to deliver the speech thousands of times in cities all over the world. Ticket sales paid for his travel and accommodations. The remaining money he sent back to Temple, where it paid for the education of nearly 2000 students. The speech is a commentary on attitudes toward money and wealth. It urges the audience to discover the wealth in front of them rather than search far off places in vain or believe that success is unattainable.

 

#1 Wealth is in your own backyard

The speech begins with an anecdote about a man who owned a large farm and was “wealthy and contended” until he learned of diamonds. He became so consumed with desire for these gems that he sold all he had and left his family to search the world for diamonds. In the end, he found none. Penniless and exhausted, he threw himself into the ocean. The man who bought the farm from him soon discovered the earth was filled with diamonds and became filthy rich.

Conwell reinforces this point with the story of a mineralogist who sold his home to hunt for wealthy mines. His home, of course, was soon found to be atop a huge fortune in silver.

The moral is that attaining wealth is only a matter of exploring what is close at hand.

 

#2 The Bible does not say “Money is the Root of all Evil”

Conwell rejects the common belief that in order to be pious, one must be poor. He insists that “ninety-eight out of one hundred of the rich men of America are honest”. To attain wealth is a noble thing because “you can do more good with it than you could without it”. A student of his challenges him, certain that scripture states “money is the root of all evil”.

“Go out into the chapel and get the Bible,” Conwell tells him. “And show me the place.”

The young man returned, poked his finger into the book and read: “The love of money is the root of all evil.”

Not money, but the love of money is evil.

“That man who hugs the dollar until the eagle squeals,” Conwell says, “has in him the root of all evil.”

 

#3 To be successful in business, get to know your customers

Conwell challenges business owners who insist they cannot get rich in their town. He asks them about their neighbors. Where are they from? What do they do in their spare time? What do they want and need?

To the man who does not care about the answers to those questions, he replies: “If you had cared enough about him to take an interest in his affairs, to find out what he needed, you would have been rich.”

 

#4 It is Criminal to not make a profit on what you sell

The overly pious insist that it is sinful to profit on a transaction. Conwell replies that “you cannot trust a man with your money who cannot take care of his own.” You have no right to injure your own business out of charity. To serve your community and customers, you must be a strong and stable institution. You are no good to anyone if you cannot take care of yourself.

 

#5 To inherit a great amount is a curse

To be born with plenty and therefore be without the drive to make something of oneself is a handicap. He pities the children of the wealthy. They will never know the best things in life. “One of the best things in our life is when a young man has earned his own living.”

Much better than money is to leave your children with education, a noble character, a wide circle of friends and an honorable name. Continually he rebukes those who believe capital is required to make one rich. He responds with a story about a man who began whittling toys from firewood and, by observing what his own children wanted, built himself into a millionaire.

 

#6 “How fortunate that young man who loses the first time he gambles.”

Failure is the best teacher. To make a risky move and lose teaches one to act with more caution and wisdom. He tells the tale of a man who spends half of his tiny amount of money on things no one wants. After that, he searches until he has found a demand, then commits his capital to supplying that. On this principle, the man turned 62 ½ cents into 40 million dollars.

 

#7 Success comes to the observant

Conwell details the story of John Jacob Astor, who was renting a store to bonnet-makers who could not pay their bills. He started a partnership with the same people in the same store. He went across the street, sat on a park bench and watched the women walk by. When he saw one walk past with confident posture and a smile on her face, he took note of her bonnet. Then he went inside the store, described the bonnet, asked them to make more just like it and put them in the window. They would not make a single bonnet until Astor told them what to make. The store blossomed with success.

 

#8 Truly great people never appear “great”

The greatest people are plain, straightforward, earnest and practical. You’d never know they were great until you’d seen something they did. Their neighbors never see greatness in them. They call them by their first names and treat them the same no matter what heights they reach.

He remembers the time he met Abraham Lincoln, just days before his death. Initially he was intimidated by the importance of him, but quickly he was put at ease by the ordinary, comfortable farmer-like quality of the President.

 

#9 Apply yourself wholly to your task until it is complete.

Another lesson Conwell took from Lincoln: “Whatsoever he had to do at all, he put his whole mind in to it and held it and held it all there until that was all done.” When Conwell was led before the President in his office, Lincoln was stooped over papers. He remained there for some time while Conwell anxiously waited. Then he tied up his documents and focused fully on his guest: “I am a very busy man and have only a few minutes to spare. Now tell me in the fewest words what it is you want.”

When their business was concluded, Lincoln gave a crisp “Good morning” and went on to the next set of papers. Conwell excused himself.

 

#10 An office will not make you great

“You think you are going to be made great by an office, but remember that if you are not great before you get the office, you won’t be great when you secure it.” An elected official should be the representative of great people and therefore can only be as great as his constituents. When too many great people get elected into office, Conwell says we will have the makings of an empire, rather than a democracy. Title and position is no replacement for character.

The truly great people go about their daily business with honor and integrity. The proud and egotistical man “is nothing but a puffed-up balloon, held down by his big feet.”

 

One commentator:

The part that struck me most was Conwell’s attitude on the nobility of attaining wealth. I entered and exited college as an idealist who believed the forces of money would corrupt me as an artist. To write products would ruin me. I would write truth and beauty and insight and all that blah-blah. I should have learned how to make some money. Years have given me perspective. Income would liberate me as an artist. With the bills paid and time remaining in my week, I can express myself freely. Ignoring economic needs forces me to face them eventually and ignore my craft.

Address some aspect of social media use in the workplace.

1.Develop a PowerPoint presentation (12-18 slides in length).  It should include a title slide, an agenda slide, body content slides, a closing slide, and a references slide (if applicable). All slides count toward the required length.

The content should focus on some aspect of social media use in the workplace.  Potential examples include the importance of companies embracing social media, advertising through social media, policies involving social media, proper professional communication through social media platforms, or any number of other angles.

The presentation must be submitted in .PPT or .PPTX format.  Any other submission formats will be returned ungraded.

The PowerPoint presentation must adhere to the following requirements:

  1. Content:
    1. Address some aspect of social media use in the workplace.
    2. Organize the presentation in a clear, logical manner.
    3. Provide between 12-18 total slides.
    4. Assume your target audience is familiar with the overall concept of social media.
  2. Format:
    1. Follow the design requirements from Chapter 12-3 (pages 208-211) in BCOM7.
    2. Format the PowerPoint presentation with headings on each slide, and two to three (2-3) relevant graphics (photographs, graphs, clip art, etc.) throughout the presentation (not per slide), ensuring that the presentation is visually appealing and readable from 18 feet away.
    3. Open with an engaging introduction (including one title slide and one introduction slide).
    4. For the body of your presentation, cover the main points of your subject. Create slides that reinforce and illustrate your main ideas.
    5. For your single closing slide, finish with a memorable wrap-up statement that refocuses on the purpose of your presentation.
    6. Slides should cite any relevant outside sources using footnotes on relevant slides (the source should be clearly visible to the audience) OR in APA format (in-text citations on slides and an included references page at the end of the presentation).  Choose one method or the other (do not mix both).
  3. Clarity / Mechanics:
    1. Focus on clarity, writing mechanics, and professional language/style requirements.
    2. Run spell/grammar check before submitting.

Your assignment must be completed in PowerPoint (using either .PPT or .PPTX format). Your professor may provide additional instructions.

Assignments must be submitted through the online course shell only.

The specific course learning outcomes associated with this assignment are:

  1. Plan, create, and evaluate professional documents.
  2. Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
  3. Deliver professional information to various audiences using appropriate tone, style, and format.
  4. Develop presentation skills for use in the professional environment.

2.Create an outline (see below for guidelines) for power point presentation based on PowerPoint presentation aspect of social media use in the workplace.   (a video preview is available under the Week 7 tab in Blackboard). You may use the provided Presentation Outline Sample posted in OneDrive or develop a different outline on your own. Save your file as Your_Name_Presentation_Outline. Leave the “Comments” column blank. After you have completed your presentation outline, upload it to the “Completed Outlines” folder on OneDrive.

Finally, submit your outline file to Blackboard to the Week 7 Professional Experience #4 link. That will prompt your instructor to review your outline.

Outline Guidelines

Create an outline of your presentation in Word or Excel.  Focus on short bullet points and key things that you want to say (in either your audio or video recording for Week 8).  An example is posted for you in the Week 7 OneDrive folder (link provided). You may choose to use that outline format or create your own for this Professional Experience.

Risk Identification Worksheet And Paper

Resource: Risk Identification Scenarios Worksheet

Complete the University of Phoenix Material: Risk Identification Scenarios worksheet.

Write a 1,050- word paper in which you select one scenario from the University of Phoenix Material: Risk Identification Scenarios.

Define the risk management process.

Explain the role of risk management in the project planning process.

Describe at least two risks and their sources for the selected scenario.

Outline how risk management may mitigate the risks for each risk listed.

Explain how you would document the risk.

Format your paper consistent with APA guidelines.

Risk Identification Scenarios

CPMGT/302 Version 10

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University of Phoenix Material

Risk Identification Scenarios

Review each of the following scenarios and identify the risk events, the probability of those risks, and the impact of the risk events. Some scenarios may have more risks than others.

Scenario One

A retail firm has a project that is focusing on expansion into third-world countries to sell pharmaceutical products. The project timeline is, as always, aggressive. The scope is well documented and understood by the project team and key members of the firm. The firm is financially sound, with project funds secure; however, the stakeholders expect that the project will pay for itself within 2 years of deployment.

Risk event Probability of risk event

(1=high; 3=medium; 5=low)

Impact of risk event

(1=high; 3=medium; 5=low)

 

 

 

 

 

 

     
     
     
     

Scenario Two

A construction company has been awarded the contract to build a pipeline in Alaska. The project timeline is of the highest priority because work can only be completed during summer months due to adverse weather conditions. One of the suppliers of a key component has longer lead time than is required to complete the pipeline, but may be able to deliver if the construction company will pay fees to expedite. There are other suppliers, but these suppliers are not on the construction company’s approved suppler list and it would take time to get them approved. There is a huge penalty in the contract if the project is not completed on time.

Risk event Probability of risk event

(1=high; 3=medium; 5=low)

Impact of risk event

(1=high; 3=medium; 5=low)

 

 

 

 

 

 

     
     
     
     

Scenario Three

A telecommunications company has just assigned you to be project manager for a product improvement project. The scope statement of the project simply says, “Make this product better.” The engineering team believes that they know how to make the product better and have ignored ideas from the sales team. The project funds are secure, as the company believes that improving this product will give them strategic advantages.

Risk event Probability of risk event

(1=high; 3=medium; 5=low)

Impact of risk event

(1=high; 3=medium; 5=low)

 

 

 

 

 

 

     
     
     
     

Copyright © 2016, 2014, 2013, 2011, 2010 by University of Phoenix. All rights reserved.

KWL Chart On Diversity And Multiculturalism

In this course, you will consider diversity and multiculturalism. The two course competencies related to these topics are:

  1. Create inclusive learning environments that demonstrate respect and value of diverse backgrounds.
  2. Incorpor

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    KWL Chart on Diversity and Multiculturalism

    Consider the topics of diversity and multiculturalism. Focus specifically on these two course competencies:

    · Incorporate multicultural perspectives into curriculum, instruction, and assessment.

    · Create inclusive learning environments that demonstrate respect and value of diverse backgrounds.

    This chart is a preliminary step in helping you situate your professional specialization in the contexts of diversity and multiculturalism. You are not expected to know everything—or even most things—about these topics at this time; simply record a few of your initial thoughts. There are three separate sections in the chart.

    The purpose of Section 1 is to help you begin thinking about how the general themes of curriculum, instruction, and assessment apply specifically to your professional specialization. Do not be concerned if you are not currently working in this specialization and do not have much experience on which to draw. Just reply according to your current thoughts about the general professional role you expect to fill. There are no right or wrong answers.

    The purpose of Section 2 is to help you start thinking about how the general themes of diversity and multiculturalism apply specifically to your professional specialization. Again, do not be concerned if you are not currently working in this specialization and have little experience on which to draw. Just reply according to your current thoughts about the general professional role you expect to fill. There are no right or wrong answers.

    The third section of the chart is for more general reflection on the topics of diversity and multiculturalism. Complete the first two columns in Section 2 of the chart. In the first column, describe what you already know about these topics. In the middle column, list things that you want to know about these topics. In your last assignment, you will revisit this chart to fill in the final column: what you learned.

    Section 1: How are curriculum, instruction, and assessment relevant to my specialization?

    My specialization:
    Based on what you know and anticipate, what are some issues in your professional specialization related to:
    Curriculum Instruction Assessment
         

    Section 2: How are diversity and multiculturalism relevant to my specialization?

    My specialization:
    Based on what you know and anticipate, what are some issues in your professional specialization related to:
    Diversity Multiculturalism
       

    Section 3: What are some additional things I know and want to learn about diversity and multiculturalism?

    What I Know What I Want to Learn What I Learned During the Course
         

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    2

    image1.png image2.pngate multicultural perspectives into curriculum, instruction, and assessment.

Consider these competencies and complete the first two columns of a KWL chart about them. A KWL chart is a way to activate background knowledge and to stimulate thinking about a topic; the K stands for what you know about the topic and the W stands for what you want to know about the topic. Using the KWL chart template linked in the Resources, complete the K and W sections. Post the chart to the discussion board. Then discuss the following:

  • What content related to these topics feels “solid” to you? In other words, about which content do you have the firmest knowledge and experience?
  • What about these topics feels “muddy” to you? In other words, with which topics do you have less knowledge and experience?
  • How do this knowledge and the areas of gap affect your instructional practice?
  • How would you and your students benefit if you strengthened your knowledge and skills in this area?

For this discussion, you are not required to cite sources. The discussion is asking you to assess the state of your own knowledge, so there are no right or wrong answers. However, if you wish to make reference to academic literature to enrich your discussion, you are encouraged to do so.