Welcome to esiq.org

The History of Writing Tools (history of writing tools) Writing tools are essential to written communication. A person is not able to write without the proper writing tools. However, many people don’t realize that writing tools did not just pop into existence; writing tools have a long history. Writing tools have helped societies write their history and bring civilizations to life. The history of writing tools begins with the cave man that invented the sharpened-stone, which was later developed into the first writing tool. Cave men used these instruments to scratch pictures onto the walls of cave dwellings. The drawings were said to represent events in the daily life of the cave men, such as the planting of crops and hunting victories. Clay was later discovered, which made portable records possible, and many merchants of the time used clay token with pictographs to record the quantities of materials being traded and shipped. The Greeks developed the earliest form of pen and paper. They used the writing stylus, which could be made of metal, bone, or ivory, to make marks on wax-coated tablets. The tablets used by the Greeks were made in hinged pairs that were closed to protect the scribe’s notes. Cadmus was a Greek scholar who seemingly invented the written letter, which is a text message on paper sent from one individual to another. The written letter proved to be a major event in the history of writing tools, and was the starting point for the development of ink. “Indian Ink” was developed by the ancient Chinese society, and perfected for writing. The ink was originally designed for blacking the surfaces of raised stone-carved hieroglyphics, but was later used for writing. This early ink was made of a mixture of soot from pine smoke and lamp oil mixed with the gelatin of donkey skin and musk. By the year 1200 B.C. the ink had become common as a writing tool. Inks were also developed by other cultures, who used natural dyes and colors derived from berries, plants, and minerals to create them. The different colors of inks had ritual meanings attached to each color in early writings. In the history of writing tools the development of ink paralleled the introduction of paper. Early cultures such as the Egyptians, Romans, Greeks, and Hebrews used papyrus and parchment paper to write on. Romans invented a reed-pen for parchment and ink, from the hollow tubular-stems of marsh grass and the jointed bamboo plant. The bamboo stems were converted into writing tools that resemble the fountain pen. The plant was cut at one end into the form of a pen point, and ink filled the stem, by squeezing the reed, writers could force the ink from the point and write on parchment paper. The early forms of ink and paper were great developments in the history writing tools, but were often unstable. A stable form of ink was developed in 400 A.D., which was a composite of iron-salts, nutgalls, and gum. The ink was seen as having a bluish-black hue when applied to paper, but quickly becoming a darker black color, and fading after years and appearing as a dull brown color. The Chinese created a wood-fiber paper in 105 A.D., but it was not known to other cultures until 700 A.D. when the Japanese learned the secret. Eventually, the wood-fiber paper was brought to Spain in 711 A.D., but was not widely used in Europe, as most European societies did not use paper until the 14th century. The quill pen is also a major invention in the history of writing tools. The quill pen was introduced to the world in 700 A.D. The pen was made of bird feathers, and the strongest quills were typically taken from live birds from the outer left wing feathers. After the development of the quill pen, plant fiber paper became the popular medium for writing. Then another invention changed the history of writing tools; Johannes Gutenberg invented the printing press. This invention has led to various other developments in printing and writing tools. Writing tools are essential to writing, and without the development we would not be able to show others our ideas and thoughts.

Important Networking Follow-Ups: How to Get Those Job Leads Calling When you leave a networking event, you may be buzzing at the prospects offered by all of those new contacts you made, but soon, the cold reality sets in. How will you be able to convert those contacts you made over a glass of wine into valuable business opportunities for you? Successful networking is all in the follow-up. If you’re looking for a job, following up is all the more crucial. Without touching base after a networking event, you become just another face in the crowd of job hunting hopefuls. The first important rule for following-up with networking contacts is to lay the foundations for the follow-up during the initial meeting. At networking events, there can be a lot of empty promises thrown around. Use that first meeting to convey the message that you haven’t gotten caught up in “networking fever” but instead that you are very serious about exploring the job opportunity that you’re discussing with your new contact. Ask the contact when would be a good time to follow-up with them, and then reiterate the information back to them at the end of your conversation: “I look forward to speaking with you Friday at 2 p.m.” If they don’t give you a specific time, then suggest one to them. This rule holds true even if your contact is giving you a lead on a job not with them but with another contact of their own. Let them know you appreciate the information by saying, “Thanks. I will plan on calling Mary on Monday afternoon at 1 p.m.” Not only will this convey your seriousness about the opportunity presented to you, but it may also get you some handy inside information, as the contact may reply, “Oh, no, Mary will be out of town until Thursday – call her then.” The next important rule to networking follow-ups is to follow up with EVERY lead a contact gives you. If a contact suggests that you call someone whom you know won’t really be able to help you in your job search, call him or her anyway. Otherwise, when your contact finds out you aren’t taking their advice, they may just decide not to give you any more the future and any business person can tell you that you never know from whom the most valuable lead will come some day. Keep the lines of communication open by giving any and all suggestions a whirl. Last but not least, do the actual following-up. Follow up with your contact exactly when you said you would, and in the exact manner you said you would (phone, email, letter, etc). If for some reason you can’t make contact at the arranged time, keep trying. If you haven’t made arrangements for a follow-up with a contact, then the rule of thumb is to follow-up with them as soon as possible after meeting them. Try to at least send an email or letter the next day saying what a pleasure it was to meet and that you look forward to talking more in the future, and then say in that note when you plan to follow-up with your contact by phone. Then, of course, stick to that new follow-up obligation. Even if the promises made by a contact while networking don’t pan out for you on the job front, don’t cross them off of your contact list. Keep them in the loop about your job search and your career goals. While they may not have been able to make if happen for you this time, you never know what they might be able to do for you in the future. Your most promising business contact may be someone you already know.

Education Copyright Law The Nuts and Bolts of Education Copyright Law It is a wonderful thing that Education Copyright Law is available for educators. It isn’t only teachers that can take advantage of education copyright law. Students are also covered under education copyright law -- to a degree. Teachers are able to use copyrighted materials in their classroom and make copies of them. Students are also able to use copyrighted materials in school projects. The key to education copyright law is how often a teacher or student uses copyrighted material, in what way they are using it and how many copies they have of it. It is important that teachers and students do not cross the line of education copyright law or they could be in for some stiff penalties. It helps many students and teachers to learn what exactly is not copyrighted. Any work that is in the public domain is not copyrighted and can be used in school and for school projects. Work that is not in the public domain is copyrighted and if you use it you should make sure you fall within the fair use or education copyright law regulations. Many people do not know what exactly fair use copyright regulations are. When you are trying to see if you can use another’s words, you should keep a few things in mind. The answer to the following questions will help you gage whether you would be violating a copyright. First, are you transforming someone else’s work or are you copying it directly? If you are using another person’s work directly, for what purpose and how much of the original author’s work are you using? Many publishing companies have set rules on how much material they will allow to be quoted in other sources. Some of these ranges start at 100 words or less. However, there are truly no standards to go by, so be careful. You can not assume that keeping your copying fewer than 50 words will allow you to pass under the radar – especially if the original piece is hovering around 125 words itself! There is a greater amount of room to maneuver when it comes to technical writing. For instance, if you are writing a report on something that involves a lot of reporting from an expert, you would probably need to quote more of their work than you would a fiction novelist’s work. The fair use copyright law enables people to use portions of material that is copyrighted for the purposes of criticism or as commentary. Individuals who are involved in the distance education field should take a look at the TEACH Act that was made into law in 2002. This Act clearly outlines the requirements that a university or school must be in compliance with when it comes to transmitting copyrighted works via the Internet. The TEACH Act allows students and teachers to transmit copyrighted works, but they must be within certain guidelines. If the school or university cannot meet these guidelines, the material that is being transmitted via the Internet needs to fall within the fair use copyright act – or the individuals involved need to have permission from the copyright owner. If you are an educator and you are using copyrighted material make sure it falls within the education copyright law.