The Major Transition Seen in the Story of Tom Brennan free essay sample

The major transition seen in the story of Tom Brennan is from the start of the novel where Tom is isolated to see him develop to his renewed self, their fore successfully transitioned into the world. We will write a custom essay sample on The Major Transition Seen in the Story of Tom Brennan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The audience first see’s this transition when he speaks to his sister Kylie. Often people look to others for support and help for a successful transition into the world. Another major transition is the physical running with Brennan which is metaphorical for training to enter a new world. This transition is described by J. C. Burke in descriptive language, dialogue, metaphors and idiomatic first person narration. In the movie crash by Paul Haggis and the RTA ad ghost boy explore similar techniques to display successful and unsuccessful transitions into the world. Burke uses descriptive language in order for the audience to relate to Toms inner struggles with guilt. Guilt can be the most destructive emotion and disables any hope of transitioning into the world. Burke describes Toms guilt as â€Å"that night was etched into the bones of my skull† this shows the audience the pernancy of the memory and the pain and suffering endured with the memory. The audience feels at this point of the book that Tom will not transition into the world. But in comparing this quote to the final quote â€Å"and that’s the day Tom Brennan came back forever† shows a triumph that the imagery of having memories â€Å"etched into the bones of my skull† contrasts and shows that the transition was possible. However some individuals have these etched memories remaining in the bones of [their] brain an example in the RTA ad ghost boy where the main character keeps seeing the boy he killed in a car crash. Numerous life occasions of the man show his guilt and pain through the destructive expression on his face. It is evident that the transition into the world was not made for the main character in ghost boy as the memory of killing the little boy is still â€Å"etched† into his life and mind. This must be over come just like Tom and Kylie have in different pathways in order to transition into the world successfully and guilt free. Tom acts as Moral support for Kylie as she makes her transition into the world, but this mentoring also acts as a peak of change in Toms self actualisation which enables his own transition into the world. Burke communicated the evolution into the world with dialogue between Kylie and Tom â€Å"I feel so†¦ so†¦ guilty† the ellipse provokes empathy from the audience as it shows Kylie is struggling to admit the guilt that weighs her down. To transition into the world successfully guilt must be overcome. Tom supports Kylie in overcoming her guilt as he says â€Å"it’s no ones fault† this comforts Kylie as she is assured that she is not to blame. However through releasing Kylie of much guilt Tom himself realises that nobody is to blame. This comprehension is told though first person narration of Toms idiomatic genuine voice. He sees his sister not coping and in helping her, helps himself. This is a significant moment that shows transition as it shows Tom has come to terms that no one is to blame, he has over come. Guilt is overcome in the movie crash as Ryan who molests Christine overcame the guilt he felt through saving her life. The heroic nature of Ryan crawling into a burning car supported with triumphant music expresses this release of guilt by helping others may it be saving ones life or telling them â€Å"it’s no ones fault†. Helping others can often enables ones self to make a successful transition into the world.

Call Center Essay Topics

Call Center Essay TopicsMany students are trying to come up with some call center essay topics to help them get through their college classes. Not every subject can be covered in a single semester, which is why you need to give the student as much to write about as possible. Here are five call center essay topics that you may want to use:You may not have any knowledge of computers or call centers, but you would find it helpful to know how the businesses operate. Students should write an essay on the positive aspects of a business, as well as what it did right and what it did wrong. It would also be beneficial to know whether the business was successful or not.Another call center essay topic would be research. As an employee, you may be tasked with researching potential customers or suppliers. To make sure that you get it right, students should write an essay that gives the readers an idea of how research works.When talking to clients or business managers, you would need to present yo urself in the best light possible. By doing this, you will be making a good impression, as well as providing an additional interest for your work. Students should write an essay that explains why they need to portray themselves well, as well as what they intend to do.A call center is a part of the business where communication with consumers is done. Therefore, students should write an essay that contains facts, as well as personal experiences. It would also be good to include a suggestion of how other students should go about to improve their knowledge.The final topic would be research for the school administration. Students would want to know whether they need to gather more information or if it would be a waste of time. To make sure that the students are giving all the information that they need, they should keep it short, sweet, and to the point.Keep in mind that there are many call center essay topics that students can use. Most of them will help make sure that you get the most out of your year of college. However, some students may find it useful to use more call center essay topics.

Hong Kong Essays

Hong Kong Essays Hong Kong Essay Hong Kong Essay Essay Topic: Siddhartha Tao Te Ching Hong Kong covers a total area of 2 916 square kilometres of which only 1 061 kilometres of it is land the rest being surrounded by water. Rugged mountains and rolling hills cover much of beautiful Hong Kong. Some mountains rise more than 910 meters above sea level and 554 metres in other places. The rocky, indented coastlines of Hong Kongs islands and mainland provide many small harbours for fishing villages. Parts of Victoria Harbour in Hong Kong have been filled in with earth to create new land. Barren mountains separate the business districts of the Kowloon Peninsula from the farmland in the New Territories. Its estimated that around only 10 per cent of the land in Hong Kong is suitable for farming. Rice paddies and vegetable and flower fields are seen throughout the New Territories, crowded between areas of poor vegetation and rocky hillsides. An undersized river called the Sham Chun forms the border between Hong Kong and China. The land that is Hong Kong possesses a semitropical climate. The summers of the location are hot and humid, with temperatures reaching over 35 C. Hong Kong receives about 224 centimetres of rainfall each year with more than 75 per cent of the rain falling in summer. Rain in summer is a major cause to floods and unpredictable mudslides in Hong Kong. Winters are cool and dry, with the temperature scarcely ever falls below 4 C. Insufficient rainfall during the winter and other factors cause water shortages, resulting in Hong Kong buying millions of gallons of water from China each year. The temperature in Autumn occurring between September to December in Hong Kong reach just around  C with the humidity rising to 73%. Spring in March to May have an estimated temperature of 20i C with a humidity of 84% Hong Kong receives its tourists mainly in Autumn as its not too hot and not too cold. Flag When Hong Kong was handed back to China, Hong Kong then made their own flag instead of the Union Jack, now it has red background with the Bauhinia-flower on it. The Hong Kong flag is sometimes accompanied with the China flag, which also with a red background with one big yellow star and four other small yellow stars on it. Hong Kong flag China flag Population: The population of Hong Kong is around 6. 3 million people. Kowloon is home to 2. 2 million people, and Hong Kong Island is home to 1. 3 million people, and with the remaining 2. 8 million people living in the New Territories. Around 90% of people residing are Chinese. Most are immigrants from southern China or descendants of immigrants from that region. The relatively few non-Chinese residents in Hong Kong come from such places as Australia, Britain, India, Japan, America and Vietnam. Some people in China decide to immigrate to Hong Kong as they see it as a land of opportunity, with better careers, lifestyles and living conditions. The residents from other countries might come to Hong Kong for business and in result of this have started a family. Flora and Fauna: In Hong Kong there are very few fauna living in Hong Kong. Probably the most common fauna that you would be able to see in Hong Kong are cats and dogs. Another animal that you might see is monkeys that are from Monkey Hill coming out to look for food. The only other place that you would be able to see other animals is at the zoo. Fauna in Hong Kong are mostly trees and flowers. Trees and flowers include mangroves, fern trees, eucalyptus, Bauhinia-flower (which is on the Hong Kong flag) Bauhinia Blakeana, Bauhinia Variegata, Bauhinia Purpurea, Cassia Surattensis, Cassia Siamea, Cassia Fistula, Delonix Regia, Peltophorum Pterocarpum, Lagerstroemia Speciosa, Lagerstroemia Indica, Melaleuca Leucadendron, Callistemon Rigidus, Callistemon Uiminalis, Sweet Gum, Short Flowered Machilus and many more. Language: The official languages are Cantonese, Mandarin and English. English became an official language when Hong Kong was governed by the British during 1898 to 1997. Cantonese and Mandarin became official languages when China took back Hong Kong from the British. The shopkeepers in Hong Kong know English because of the tourists that are going to Hong Kong. In Hong Kong if you know English and you can speak English fluently it is considered to be a good thing as it would help you find a job there. Cantonese is the most widely spoken language in Hong Kong. Religion: The main religion in Hong Kong is Buddhism. But there are other religions such as Taoism, Christianity and many more. Buddhism was founded in the 6th or 7th century BC by the Sakyamunia Buddha who was born as Prince Siddhartha. Buddhism was originated in India and was brought into China. Taoism is the oldest religion in China, it was founded by Lao Tzu in 604BC. His teachings are contained in a book called Tao Te Ching. Taoism is based on a transcendence of worldly things, stressing harmony with, not dominance over, nature. In Hong Kong there are many Christians so there are many churches and cathedrals. The services are conducted in English or Chinese. Christianity was brought into Hong Kong by the early missionaries who used the port as a base for missions into China. Other religions include Sikhs, Hindus, Muslims and Jews. Daily Life: (School, Shopping, Foods, Games, the Arts, Entertainment, Leisure Activates, Celebrations and Festivals). School: In Hong Kong, all children are to go to school or they commit an offence, because it is part of the law that all children have to go to school. Children attending primary schools can choose to attend school in the morning or afternoon sessions. There are public schools, private schools, district schools, international schools, religious schools and catholic schools. In high school they go to school for the whole day just like us. Kindergarten is for children from 3-6 year old and they go there for 3 years. Primary school is for children from 6-12 year old and they go there for 6 years. High school is for children from 12-19 year old and they go there for 7 years. Hong Kongs most famous universities are the University of Hong Kong, founded in 1911 and has about 5 000 students attending. The other university is The Chinese University, founded in 1963 and has about 4 700 students attending. Shopping: Hong Kong is often seen as a shopping paradise where tourists and residents alike enjoy the purchasing of local and international labels at their fingertips. Numerous street markets line the roads of the city for cheap purchases of many different items. Some of the products that are offered on street markets include clothing items, ornaments, jewellery, watches, games and many more. One of the most popular street markets in Hong Kong is Temple Street Night Market. This street market is opened when the stars come out until late into the night. The Temple Street Night Market covers over three streets, splitting into three sections. . The things sold there are a mixture of cultural items such as Chinese style clothing to casual t- shirts. Games, toys, CDs, DVDs, electronics, paintings, sports gear and a lot of other things are included in the market. Food stalls are also set up near the market, attracting many hungry customers. The stalls there are mainly traditional Chinese style cuisines including that of fried rice, noodles, seafood and buns, just to name a few. One section of the Night Street Market is used for Chinese Opera, with singers singing old Chinese songs while acting. Its like theatre on the street. Just the sound of music playing attracts audience to sit and gather around to listen. Another well known place for shopping is Ladies Street Market which unlike the name suggests, sells a mixture of things. An assortment of clothing items, stuffed toys, beauty products, souvenirs, games, CDs, bags and many others. Many shoppers are seen bargaining for products to a reasonable price with the shop owners in this street market. In the Jade Market tourist are often attracted to the lovely jade that are there for sale. Central and Admiralty are famous for luxury shopping, bustling with designer labels and mega malls such as Time Square, The Landmark and Pacific Place. Designer stores such as Louis Vuitton, Chanel, Gucci and Dior have franchise stores in both Central and Admiralty as well as in the mega malls.

The Coca-Cola Financial Accounting Essay Example | Topics and Well Written Essays - 1250 words

The Coca-Cola Financial Accounting - Essay Example Vertical analysis. The assets have increased significantly from 34% to 35% because the company invested more. The short term investment rose from 7% to 9% raising the assets turnover. In addition more assets were held for sale by the company and this increased the total assets significantly. The total equity reduced significantly from 37% to 33%.This was because of the reduced shareholders who run away due to low prices of share and dividends. The shareholders reduced by 4 % and this affected the total equity significantlyHorizontal analysis. In 2014 when revenues were 95% of the base year amounts, cost of goods sold was less—only 93% of the base year amount. There has been a degree in revenue from 98% to 95% because the company has decreased the prices of the products and the brand. The selling price of the products was reduced due to the lower costs of production. In addition, the inventory cost could have declined significantly. This has significantly affected the net incom e which has reduced from 95% in 3013 to 78% in 2014.The Gross margin has increased significantly over years and this means that the business is doing well and its rising in profitability as the year’s progresses. This also implies that the company has a lot of money to spend on other business operations including marketing as compared to other companies.The company is not facing liquidity issues since the working capital ratio is more than one. Normally, a ratio that is less than 1 makes a company to face liquidity issues.

The pony fishs glow chapter summaries Term Paper

The pony fishs glow chapter summaries - Term Paper Example examining human traits, modern biologists tend to not recognize elements of prior planning; rather such structures are perfected by the process of natural selection. The features, such as ears, are maintained because individuals with better versions of the feature are more likely to survive and reproduce. This is known as the adaptationist program. Petitioners of the program examine each trait in organisms, and look at how this relates to the way in which the organism survives to pass on its genes. Such questions get more complex as one looks at features more closely, such as the number of incisors in a jaw. The author summarizes his view of the study of biological adaptation in the first five chapters. He considers that adaptation is the development of something that is effective functionally from natural selection. He uses the pony fish as an example of this. This fish has a special type of light that helps it in many aspects of its life. However, other parts of its body aren’t as logical. For example, it only has two eyes, while more would make better sense given the environment which the fish exists in. â€Å"The Sun exists to illuminate the surface of the Earth, and we have eyes to allow us to make use of the sunlight†. These two statements which the author considers imply a cause and effect relationship between the Earth and the Sun. However, when you examine the two statements more closely, you find that there is no evidence for the first being true while the second is not only true but has special implications. If the purpose of the Sun was to serve the Earth, why would it be so large in comparison, and why is the Earth so far away. The eye however, is a complex structure with many regulatory capacities and is clearly designed to enable the organism that possesses it to observe the world around them. If an eye is designed, then does there necessarily have to be a designer? Paley argues that for a watch to exist, it must have been created by someone who

Xlas ais syllabus Essay Example for Free

Xlas ais syllabus Essay I. COURSE DESCRIPTION A general survey of scholarship practiced within three broad cultures of inquiry: the Humanities, Social Sciences and Natural Sciences. Through a cross-disciplinary framework, this course explores the diverse ideas, values, and practices used by various disciplines to investigate and organize their subject matter and create knowledge. Students will consider and compare the assumptions, methods, ethics, and impact of inquiry and scholarship within these three broad cultures of inquiry. Students will examine, compare, and contrast the intellectual endeavors that influence society and human experience. II. GOAL PURPOSE One of the primary purposes of all universities is to produce and share knowledge. Thus, the overall goal of this course is to provide incoming students with a general introduction to academic cultures of inquiry and the ideas, values, and beliefs inherent in its varied disciplinary perspectives. The specific purpose of this course is to provide an overview of academic inquiry and to guide student discovery of how various disciplines produce knowledge. This course begins with the premise that processes of inquiry differ by academic tradition, and thus represent distinct cultures of knowledge-making. Extending beyond simple rote memorization, the course will emphasize deep understanding and application of concepts. Hence, the course examines academic cultures of inquiry within the Humanities, Social Sciences and Natural Sciences and provides students a brief introduction to: (1) how different disciplines formulate and investigate questions; (2) how specialized disciplinary language influences inquiry; (3) how context and community influence inquiry; and (4) how each discipline uses different means, materials, and methods of inquiry to produce knowledge. A common theme â€Å"Food Matters† is used to organize the course readings and discussions. 1 III. LEARNING OUTCOMES This course contributes to the following measurable outcomes: LEARNING OUTCOME Upon completion of this course, the student will be able to: COURSE AND/OR CORE ASSESSMENT LEARNING OUTCOME CORE CURRICULUM OBJECTIVE 1. Compare and contrast how scholars from the Humanities/Fine Arts, Social Sciences, and Natural Sciences ask questions and seek answers. Course and Core Assessment Learning Outcome Critical Thinking 2. Categorize disciplines within the Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 3. Generate examples of appropriate research/inquiry questions in the  Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 4. Identify key research/inquiry terms and concepts used in the Humanities/Fine Arts, Social Sciences, and Natural Sciences. Course Learning Outcome 5. Explain similarities and differences in communication conventions in the Humanities/Fine Arts, Social Sciences, and Natural Sciences, using oral presentation, visual representations, and writing. Course and Core Assessment Learning Outcome Communication Skills 6. Identify credible resources and elements of scholarly work in the Humanities/Fine Arts, Social Sciences, and Natural  Sciences Course Learning Outcome 7. Identify components of ethical research and inquiry germane to the Humanities, Social Sciences, and Natural Sciences (e. g. , avoiding misrepresentation and distortion of information, academic dishonesty, and personal bias). Course and Core Assessment Learning Outcome Personal Responsibility 2 8. Explain how academic inquiry and various communities (local to global) influence each other. Course and Core Assessment Learning Outcome Social Responsibility IV. COURSE GRADING Final Class grades will be based on the following weights: Assignment Percent of Course Grade  Class Attendance 5% Weekly Assignments, Homework, Quizzes 40% Exams/Assessments (4 X 10%) 40% Group Presentation/Individual Response Paper 15% Total 100% V. COURSE REQUIREMENTS A. ATTENDANCE Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors will NOT drop or withdraw students because of non-attendance. B. WEEKLY ASSIGNMENTS, HOMEWORK, QUIZZES Student learning will be regularly assessed using a combination of weekly in-class assignments, homework, and/or quizzes designed for class participation. These will help students keep up with the assigned reading as well as provide a context for students to work through and reflect on class material. These cannot be replicated outside class sessions. If a student is absent (or late), he/she clearly cannot participate in the activity that occurred during the absence or tardiness. Students may not make up missed in-class activities without providing a medical excuse or verification of participation in official UTSA activities, e. g. : representing UTSA in approved events such as  debate or athletic events. The lowest in-class assignment grade will be dropped. C. EXAMS/ASSESSMENTS There will be four exams, each covering approximately one fourth of the course material. The exams will consist of objective items and short-answer essay questions. Student essay responses will be graded for grammar, punctuation, sentence-structure, etc. 3 D. GROUP PRESENTATION/INDIVIDUAL RESPONSE PAPER Students will be required to participate in a group presentation. Instructors will assign 3 students per group based on their identified major/area of interest (one Humanities/Fine Arts, one Natural  Sciences, and one Social Sciences). Each group will develop a narrowed topic, statement of the problem, and discipline-specific approaches related to a â€Å"Food Matter. † Students may be provided a list of pre-approved topics or they may identify their own topic, subject to instructor approval. Each group member will follow detailed instructions specific to his/her area of inquiry (instructions and grading rubric provided at later date). The group will work collaboratively to create a poster that includes (1) an overall statement of the problem, (2) a Natural Science disciplinary approach to the problem, (3) a Social  Science disciplinary approach to the problem, and (4) a Humanities/Fine Arts disciplinary approach to the problem. Groups will present a 6 to 7-minute summary of their exploration of inquiry in three broad areas of learning to the class by stating their problem and describing the three approaches to addressing their problem. Each group member is required to participate in the oral presentation and is expected to orally present his/her discipline specific approach. In addition, each group member is expected to provide an individual response paper detailing his/her portion of the presentation. Specific guidelines for the group presentation and indivdiual response paper will be provided at a later date. Reflective Evaluation. Each student may complete a reflective evaluation rubric for each group member and one self-evaluation. Criteria will include the extent to which each group member helped move the group forward, completed tasks effectively and in a timely fashion, supported a constructive team climate, and addressed destructive group conflict. These evaluations may count as a homework grade. Group Presentation Evaluations. Each student in the class will critically evaluate their classmate’s group presentations. A rubric of the presentation evaluation will be provided at a later date. The evaluations may serve as a graded assignment. VI. CLASS POLICIES. Attendance. Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors may NOT drop or withdraw students because of non-attendance. Participation Preparation. This course is designed to engage class members in a thoughtful, on-going conversation about the nature of research and various academic cultures. Many of the  class activities are based on readings and group work completed prior to and during class. It is, 4 therefore, a student’s responsibility to keep up with the readings and assignments and come to class ready to participate. Electronic Devices. †¢Cell Phones. Ringing cell phones disrupt the learning environment. Please set to vibrate during class. †¢Audio-Taping. It is permissible to record class lectures if you so desire. However, recording the class while going over an exam is prohibited. †¢Laptops and/or Tablets. If you have one, bring it. We may use them during class to access the Internet. Do not use them unless assigned. Makeup Exams, Late Work, Extra Credit, Incompletes. Make-up exams and late work will not be allowed unless PREVIOUSLY cleared with the professor. IF a makeup exam is permitted, the student must take the exam prior to or during the next scheduled class meeting. Late work will be allowed at my discretion. IF late work is accepted, points will be deducted at a rate of 5 percentage points per day, excluding weekends and holidays. No late work will be accepted more than 1 week after the due date. No work for extra credit will be allowed for any individual student for any reason. Course incompletes will be given only in EXTREME cases. Course Evaluation. Professors use feedback provided by students in course evaluations to improve their teaching. Additionally, course evaluations are a strategy used by the University as one factor in evaluating an instructor’s effectiveness. As a faculty member I encourage you to complete the course evaluation during the availability period later in the semester. One extra credit point will be added to the average of participating students at the end of the semester. Students with Disabilities. Students with documented exceptionalities should register with Disability Services (MS 2. 03. 18, 458-4981 or – Downtown BV 1. 302, 458-2945). For more information regarding the Office of Disability Services, consult the following link: http://www. utsa. edu/disability/students. htm Tomas Rivera Center. I encourage you to utilize the academic support services available to you through the Tomas Rivera Center (TRC) to assist you with building study skills and tutoring in course content. These services are available at no additional cost to you. The TRC has several locations at the Main Campus and is also located at the Downtown Campus. For more information, visit the web site at www. utsa. edu/trcss or call (210) 458-4694 on the Main Campus  and (210) 458-2838 on the Downtown Campus. Cheating. Students are expected to be above reproach in scholastic activities. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the 5 possibility of failure in the course and dismissal from the University. According to The Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3. 2, Subdivision 3. 22, Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another  person, taking an exam for another person, and act designed to give unfair advantage to a student or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For more information regarding the UTSA Student Code of Conduct, consult the following link: http://www. utsa. edu/infoguide/appendices/b. html 6 Roadrunner Creed The University of Texas at San Antonio is a community of scholars where integrity, excellence, inclusiveness, respect, collaboration, and innovation are fostered. As a Roadrunner, I will: †¢Uphold the highest standards of academic and personal integrity by practicing and expecting fair and ethical conduct; †¢Respect and accept individual differences, recognizing the inherent dignity of each person; †¢Contribute to campus life and the larger community through my active engagement; and †¢Support the fearless exploration of dreams and ideas in the advancement of ingenuity, creativity, and discovery. Guided by these principles now and forever, I am a Roadrunner! 7.

Regulatory Issues of VoIP :: essays research papers

Regulatory issues of VoIP The Federal Communications Commission (FCC) has worked to create an environment promoting competition and innovation to benefit consumers. Historically, the FCC has not regulated the Internet or the services provided over it. On February 12, 2004, the FCC found that an entirely Internet-based VoIP service was an unregulated information service. Currently, the FCC is not regulating VoIP, however there are still major concerns that need to be addressed. There are three main issues that are of the utmost importance to the telecommunications industry. The Tax Freedom act, E-911, and Calea are three most imperative issues concerning VoIP.   Ã‚  Ã‚  Ã‚  Ã‚  The Internet Tax Freedom Act was authored by Rep. Christopher Cox and Sen. Ron Wyden, and signed into law on October 21, 1998 by President Bill Clinton. This law bars state and local governments from taxing Internet access service. In 2003 the House of Representatives approved bill H.R. 49, the â€Å"Internet Tax Non-Discrimination Act of 2003.† This bill would expand and make permanent a federally imposed â€Å"moratorium† on state and local taxation of sales of â€Å"Internet access† services. States and local governments would be permanently prohibited from charging sales taxes on the monthly service charge that households and businesses pay to be able to access the World Wide Web.   Ã‚  Ã‚  Ã‚  Ã‚  VoIP rides a fine line between being a telephone service and an internet service. This is due to the fact that a call is initiated from a phone in an analog format, transmitted over the internet in a digital format and finally converted back to analog format typically across the same lines that traditional phones operate on. In addition many states rely on the taxes received from telephone service to run programs to low income areas. VoIP is seen as threat to these programs because taxes will not be imposed on this service due to current legislative language. Many opponents of the non-taxation of VoIP feel that exemption from taxation is not needed to spur investments in this type of telecommunication. They also feel it singles out one type of telecommunications service for favorable treatment, which will lead to other types of services asking for similar treatment at the expense of the state and local tax base. E-911 short for Enhanced 911, is a location technology that will enable phones to process 911 emergency calls and enable emergency services to locate the geographic position of the caller. When a person makes a 911 call using a traditional phone with ground wires, the call is routed to the nearest public safety answering point (PSAP) that then distributes the emergency call to the proper services.