Natural Gas Markets in Three Distinct Regions Essay Example for Free

Natural Gas Markets in Three Distinct Regions Essay Introduction As with many other products and commodities participating in a globalized supply chain, the three dominant market places are located in North America, Europe and Asia. This is no different for natural gas. While each region shares similarly a reliance on energy to support the tenets of the modern high-standard of living, all three are highly divergent in terms of demographic, culture, and history; and differ widely in policies concerning finance, monetary regulation, and of course, energy. These qualities and more have shaped generations of market development in terms of policy and practice, and in examining the results of those developments, or today’s key differences between the natural gas markets in Asia, Europe, and North America, differentiations will be made based on the following three criteria: market maturity, the sources of supply, and the dependence on imports. (McRae and Ruppel, 2011) Asia – Market Maturity Asia is the least developed natural gas market but shows the greatest growth potential. China in particular is rapidly modernizing; what was once a largely agrarian country is becoming a collection of burgeoning city-centers with growing energy needsproof can be found in any of over 100 cities with a population over one million (Perkowski, 2012). In addition, Chinese government has recently unveiled a policy whereby natural gas is prioritized for the transportation sector in an effort to displace diesel and reign in emissions. (Aishu and Hua, 2012) This suggests China, currently the eighth largest consumer of natural gas, may ascend that list to the top three—situating itself among Russia and the US. Despite China’s position to increase gas consumption, significant barriers exist to natural gas market maturity. Structural and regulatory issues concerning natural gas—including pricingare addressed ad hoc. (Huang, 2012 p.3058) Although industrialized Asia largely sets worldwide LNG prices (which are tied to oil-indexed long term contracts), the prices are not binding. China has pursued non-market concessions with India through bilateral agreements (McRae and Ruppel, 2011), and bypassed bidding processes with countries like Angola and Nigeria, who sign agreements without human rights or financial transparency requirements normally required by Western investors. (Mitchell, 2012) Absent any semblance of sound legal framework (let alone continuity of pricing practice), such actions show great unpredictability in China’s trading habits which reduce confidence of potential investors aspiring to enter China’s natural gas industry. These add up to significant barriers to natural gas market maturity. Asia – Sources of Supply Asian geography promotes trade by sea and larger economies have logically invested heavily in LNG—more than two-thirds of global LNG is traded in the Asia Pacific region (Mitchell, 2012) where flexibility exists to receive gas shipments from a variety sources. Australia (LNG) and Central Asia (pipeline) have traditionally supplied gas to China, but should global market conditions shift, China is easily able to accept shipments from Canada and the United States, and high-CAPEX projects like the Kitimat LNG terminal in British Colombia are indications that North America may grow in relevance to China’s gas supply chain. Asia – Dependence on Imports With limited local conventional gas, industrialized Asia is highly dependent on imported LNG from South East Asia, Australia and the Middle East. (McRae and Ruppel, 2011) However, recent assessments peg China’s recoverable tight-gas reserves at over 1,200TCF. Due to uniquely challenging reservoir lithology, (Faulkner, 2012) China will require assistance from Independent producers as their EP technology lags by world standard. (Faulkner, 2012) Even with Shell allocating USD1B per year to Chinese shale gas exploration (Hamilton, 2012), it may take a decade until Chinese shale gas flows to market. Therefore, it’s reasonable to expect Asia will continue importing roughly 40% of its gas (roughly half is from in-region) and may become increasingly dependent on supplies from Central Asia (Kazakhstan), the Middle East and Western Africa. (Mitchell, 2012) Europe – Market Maturity Europe contains a well-developed natural gas market which is considered open, although the lack of a uniform natural gas financial and legal framework for European Union (EU) nations is an encumbrance to efficient market operation. The complicated patchwork of cross-border pipelines must also comply with multiple and dissimilar legal and regulatory regimes which add complication to construction and operations. (McRae and Ruppel, 2011) The European market relies heavily on long term contracts with price terms based on a mix of competing fuels, and pipeline access is restricted. This policy was crafted by way of reaction to the 1973 Arab Oil Embargo; it’s inherently inapplicable to today’s market and serves as a hindrance to full development of the European spot market. (McRae and Ruppel, 2011) Europe – Sources of Supply Europe is at considerable disadvantage in terms of security of natural gas supply—there is access to Russian and Central Asian natural gas, but only through Russian pipeline systems monopolized by Gazprom and Transneft, meaning shipments are highly subject to disruption resulting from infighting between Russia and transit-nation Ukraine. (Mitchell, 2012) While France has been determined to contain a remarkable 180TCF of shale gas, Europe may never see the benefit as France has invested in nuclear to eliminate the need for hydrocarbon exploration, and holds a moratorium on same. Poland is the other European country with significant shale gas; they intend to monetize their resources expeditiously. (McRae and Ruppel, 2011) Europe – Dependence on Imports While dependency rates between EU nations varies, the EU imported 54.1% of its gross energy consumption in 2010 (European Commission, 2012), indicating great dependence on seller nations (primarily Russia, Nigeria, Algeria, Qatar and Norway). The EU receives almost 50% of its gas by pipeline, and LNG continues to support the Iberian Peninsula. Diversification of supply is a high priority. (McRae and Ruppel, 2011) One major step to liberalizing markets would be to establish pricing mechanisms not tied to oil. While potential exists for shale gas development to reduce European imports, stringent EU environmental regulations ensure Europe’s dependence on imports for years ahead. Lengthy disruptions are unlikely as Russia and Algeria have failed to reinvest hydrocarbon revenues for economic growth; they remain highly dependent on steady cash inflows to remain solvent. If a lengthy disruption did happen, Europe generally has powerful North American allies who may use diplomacy, sanctions or hostility to mitigate damage. In the event of conflict, North American surplus LNG export capacity may bolster gas shortfalls in Europe. North America – Market Maturity The United States and Canada enjoy the most developed and un-restricted natural gas market in the world. Natural gas infrastructure is highly developed and is the mechanism by which the US was able to consume 22% of the world’s natural gas in 2009. (Mitchell, 2012) Natural gas is produced by private companies with open access to the pipeline network and sold at prices set by the New York Mercantile Exchange (NYMEX) based on principles of supply and demand. Gas in North America trades at the greatest degree of independence to oil compared to other regions, indicating an exceptionally mature natural gas market. North America Sources of Supply By way of the North American Free Trade Agreement, the US receives natural gas supply by pipeline from Canada and Mexico, and LNG shipments from Trinidad. Canada receives shipments of American gas to eastern markets via pipeline. Importation of Canadian hydrocarbons may increase if authorization is granted to build the Keystone XL pipeline from Canada to the Gulf Coast. North America – Dependence on Imports North America possesses the reserves and technology to theoretically discontinue natural gas imports. Whether this makes political sense is debatable—doing so would financially impair many supply nations with whom North American countries participate in a variety of global affairs. Canada and the US are particularly well situated to conduct natural gas arbitrage. Environmental concerns have slowed the development of the Keystone XL pipeline. Left unresolved, natural gas may be reallocated for export to Asia. Conclusions In the West (US and EU), increased market share for NG will be an adjustment to an already well-functioning energy supply chain. In China, development of a natural gas market will be part of a paradigm shiftacknowledgement that Chinese people are earning and spending more, and expect higher standards of living. While the West currently enjoys relatively convenient pricing on natural gas, China will boost Asia’s competitiveness with Europe for supplies from Russia, West Africa, Iraq and Central Asia. This will cause an eastward shift of the global gas supply chain, (Mitchell, 2012) and may shine a brighter light of scrutiny on Asia’s standards of conduct that might not be in line with a Western sense of decency. The results of such confrontation on natural gas markets are impossible to predict. One thing we can be sure of is that natural gas as a commodity is more than just a tool by which we power our machines or heat our homes. Natural gas is a gift to the world that if used correctly, can drastically improve the human experience for a great many people. Whether buyer and seller nations can be pragmatic about international trade agreements, use the proceeds to grow internal economies, and establish transparency in the marketplace are the metrics by which we will know if this resource is being put to good use or merely squandered. REFERENCES 1) Mitchell, J. (Nov 2010) â€Å"More for Asia: Rebalancing World Oil and Gas† Chatham House 2) McRae, G. and Ruppel, C. (Jun 2011) â€Å"The Future of Natural Gas, An Interdisciplinary MIT Study† Massachusetts Institute of Technology. Available at: http://mitei.mit.edu/publications/reports-studies/future-natural-gas 3) Perkowski, J. (May 2012) â€Å"China’sBest kept Secrets: Mianyang and Other Tier 3 Cities† Forbes Magazine. [Online] Available at: http://www.forbes.com/sites/jackperkowski/2012/05/11/chinas-best-kept-secrets-mianyang-and-other-tier-3-cities/ 4) Huang, L. (May 2012) â€Å"Development in China’s Natural Gas Industry Regulation† Advanced Materials Research. [Online] Volume 527-527 pp 3058-3061. Available at: http://www.scientific.net/AMR.524-527.3058 5) Faulkner, C. (Sep 2012) â€Å"China’s Natural Gas Potential† Business Excellence [Online] 26 September. Available from: http://www.bus-ex.com/article/china%E2%80%99 s-natural-gas-potential 6) Aishu, C. and Hua, J. [Ed. Fernandez, C.] (Oct 2012) â€Å"China Prioritizes Use of Natural Gas By Vehicles, Ships† Reuters [Online] 31 October. Available from: http://www.reuters.com/article/2012/10/31/china-gas-policy-idUSL3E8LV5DN20121031 7) Hamilton, G. (Aug 2012) â€Å"Shell Canada to go ahead with Kitimat LNG projects despite billion-dollar Chinese gas investment† [Online] 21 August. Available from: http://www.vancouversun.com/business/resources/Shell+Canada+ahead+with+Kitimat+projects+despite/7124608/story.html 8) Main Origin of Primary Energy Imports, EU-27, 2002-2010.[Online] European Commission Eurostat. Available from: http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/Energy_production_and_imports

Flannery OConners Everything that Rises Must Converge Essay -- Flann

Flannery O'Conner's Everything that Rises Must Converge A diverse Point of View in literature is what produces the story. In each story the author shows you what they think is important by giving you a certain point of view. Whether it is a first person or a third person point of view, there is always a motive behind why the author chose that view. â€Å"Everything that Rises Must Converge†, by Flannery O’Conner, deals with contentious issues of racism and the questionable validity of what is racism after the civil rights movement. In the portrayal of these sensitive issues, O’Conner utilizes a unique narrative point of view in order to maneuver the reader’s response to characters, situations, conflicts and issues. Through these different levels of narration, from the third person narration of Julian’s point of view, and the limited periods of other first person narrations from the minor characters, readers are influenced and manipulated to question their own attitudes towards the racial issues presented. O’Conner uses third person limited by explaining the describing the events that were occurring on the bus: â€Å"Julian rose, crossed the aisle, and say down in the place of the women with the canvas sandals†Ã¢â‚¬ ¦..†Do you have a light?† he asked the Negro.(pg914) O’Conner allows us to see the tension between Julian and his mother, which gives readers an insight into her character’s inner thoughts and motivations. As viewing the anger in Julian’s mother and his despiteful ways of... Flannery O'Conner's Everything that Rises Must Converge Essay -- Flann Flannery O'Conner's Everything that Rises Must Converge A diverse Point of View in literature is what produces the story. In each story the author shows you what they think is important by giving you a certain point of view. Whether it is a first person or a third person point of view, there is always a motive behind why the author chose that view. â€Å"Everything that Rises Must Converge†, by Flannery O’Conner, deals with contentious issues of racism and the questionable validity of what is racism after the civil rights movement. In the portrayal of these sensitive issues, O’Conner utilizes a unique narrative point of view in order to maneuver the reader’s response to characters, situations, conflicts and issues. Through these different levels of narration, from the third person narration of Julian’s point of view, and the limited periods of other first person narrations from the minor characters, readers are influenced and manipulated to question their own attitudes towards the racial issues presented. O’Conner uses third person limited by explaining the describing the events that were occurring on the bus: â€Å"Julian rose, crossed the aisle, and say down in the place of the women with the canvas sandals†Ã¢â‚¬ ¦..†Do you have a light?† he asked the Negro.(pg914) O’Conner allows us to see the tension between Julian and his mother, which gives readers an insight into her character’s inner thoughts and motivations. As viewing the anger in Julian’s mother and his despiteful ways of...

How to Write a 5 Paragraph Essay

1 I. How to Recognize Plagiarism1 Overview In order to avoid plagiarism, you must give credit when You use another person's ideas, opinions, or theories. You use facts, statistics, graphics, drawings, music, etc. , or any other type of information that does not comprise common knowledge. You use quotations from another person's spoken or written word. You paraphrase another person's spoken or written word. 1 Begin the writing process by stating your ideas; then go back to the author's origina l work. Use quotation marks and credit the source (author) when you copy exact wording.Use your own words (paraphrase) instead of copying directly when possible. Even when you paraphrase another author's writings, you must give credit to that author. If the form of citation and reference are not correct, the attribution to the original author is likely to be incomplete. Therefore, improper use of style can result in plagiarism. Get a style manual and use it. 2 II. Formula for an Essay Basically, the writing expected of students in college is of one type that can be used for all disciplines. This handout generally focuses on the basic, â€Å"formulaic† nature of the college level essay and its components.THIS IS THE PROCESS & ITS PRODUCTS: 1. BRAINSTORM: Write down whatever comes to mind about the topic. 2. A. A. : AUDIENCE ATTRACTOR: This is the first sentence of the opening paragraph which catches the reader's attention, an attentiongetting sentence. 3. BACKGROUND SENTENCES: These are the sentences that provide background information about the subject and act to narrow the focus, thereby introducing the thesis. 4. THESIS: This is the sentence that expresses the main idea of the paper. **A thesis may change as the essay matures. ** 5. PROOF SENTENCES (2-3 sentences): Proof sentences support and prove the validity of the thesis. It helps to use a proof sentence as the opening sentence in each body paragraph. In each paragraph, a minimum of four sentences should be wr itten supporting the topic sentence. ) EXAMPLE: SAMPLE TOPIC: The value of a college education. BRAINSTORMING: better job enrichment more pay wider outlook AUDIENCE ATTRACTOR: higher self-esteem People all over the world yearn for an education. 3 BACKGROUND: 1. In the past, many individuals did not have access to an education. 2. History reveals many were forced to perform low-income, manual labor while others reaped the benefits of life. THESIS:Today, a person needs a college education in order to be financially successful in a technologically advanced world. PROOF/SUPPORT SENTENCES: The writer may compose 2-3 proof sentences depending on whether the essay is to be 4 or 5 paragraphs. The model used here includes 2 proof sentences for a 4 paragraph essay. 1. Education is a prerequisite for certain high-paying jobs. 2. In addition, advanced technology, like computers, makes college level training essential. NOTE: Thesis and proof/support sentences can be combined into a single thesis statement which advances the main idea and sketches the arrangement of the roof/support of that thesis. EXAMPLE: Today, a person needs a college education even to start certain high-paying jobs and to be able to use advanced technology in the workplace. OPENING PARAGRAPH: A. A. : People all over the world yearn for an education. BACKGROUND: In the past, many individuals did not have access to an education. History reveals many were forced to perform low-income, manual labor while others reaped the benefits of life. THESIS: Today, a person needs a college education in order to be financially successful in a technologically advanced world.PROOF (SUPPORT) SENTENCES: Education is a prerequisite for certain high-paying jobs. In addition, advanced technology, like computers, makes college level training essential. **PROOF SENTENCES CAN BE PLACED BEFORE OR AFTER THE THESIS. ** 4 FIRST BODY PARAGRAPH: FIRST PROOF SENTENCE REWRITTEN: The pay scale for certain jobs is based on how much educa tion the employee has. (Now, add four or more sentences to support this idea. ) SECOND BODY PARAGRAPH: SECOND PROOF SENTENCE REWRITTEN: Because of computers, sophisticated communications systems, and other technological advances, a general education may not be enough for some of today's jobs. Again, add four or more sentences to support this idea. ) CONCLUSION: The conclusion can be the thesis rewritten and the proof sentences rewritten. Stating one's opinion adds a personal touch. In the conclusion one should never introduce new material. A conclusion usually summarizes or re-emphasizes what has already been discussed in the paper. 5 III. Writing the Five Paragraph Essay INTRODUCTION Motivator, an attention grabbing sentence: Children have many things to learn and to adjust to as they grow up including the awareness of the parts of their bodies. Thesis (Main Idea):Children often do humorous things. Blueprint: They are often humorous in learning to speak, in discovering that all obj ects do not have human characteristics, and in attempting to imitate others. Often, the thesis and blueprint can be combined into a single thesis sentence which advances a main idea and sketches the arrangement of the details which support that main idea (thesis). BODY (SUPPORT & DEVELOPMENT) FIRST CENTRAL PARAGRAPH Topic Sentence: Specific Support: Children are often humorous in learning to speak. My daughter Betsy, mistook â€Å"old tomato† for â€Å"ultimatum. † SECOND CENTRAL PARAGRAPHTopic Sentence: Specific Support: Specific Support: Specific Support: Children â€Å"humanize† the objects around them. A psychologist says children blame balls and chairs as though the things were conscious. When I was a child, I thought the sun was out to get me. Betsy ordered her shoes to climb the stairs. THIRD CENTRAL PARAGRAPH Topic Sentence: Specific Support: Specific Support: Children attempt to imitate what they see. They dress like their parents. My daughter imitated a tantrum a visiting child threw. CONCLUSION Reworded Thesis: Clincher Children are funny creatures to watch. A reminder of the motivator which states that children have a lot of learning and adjusting to do. ) 6 IV. Writing the One Paragraph Essay A PARAGRAPH is a group of sentences that are combined to make a point. Sentences must be tied together in a relationship that gives meaning to the whole. Every ONE-PARAGRAPH ESSAY must contain three main parts: –main idea (topic sentence) –support for the main idea –closing that feels like an ending MAIN IDEA can be proved is worth discussing A MAIN IDEA must have a topic and offer an opinion about the topic. It must be provable, maybe in more than one way.It must be something worth discussing. TOPIC My first grade teacher OPINION influenced my career choice. A sentence that states only a subject, or topic, cannot be a main idea. WITHOUT AN OPINIONATED STATEMENT, there is nothing to PROVE OR ARGUE, nothing worth discu ssing. NOT A MAIN IDEA My first grade teacher was old. A MAIN IDEA without a TOPIC and an OPINION makes a poor foundation for an ESSAY. 7 A NOTE ON PERSONAL AND IMPERSONAL WRITING Some main ideas and some essays are about people and events in our own lives. They are derived from the writer's personal experiences.The writer is prominently featured in this kind of writing. PERSONAL MAIN IDEA-â€Å"My first grade teacher influenced my career choice. † Other MAIN IDEAS do not deal directly with the writer. They are about people, things, and ideas that the writer is thinking about, but they have not necessarily been experienced by the writer personally. IMPERSONAL MAIN IDEA -â€Å"Cold weather was the cause of the Challenger disaster. † SUPPORTING THE MAIN IDEA The main idea states what the writer believes to be true. Once the writer has stated a main idea, he or she must prove that the main idea is plausible. This is done with SUPPORTING IDEAS.Without supporting ideas, the re is no paragraph; there is only a statement of the writer's view or merely his or her opinion. SUPPORTING EVIDENCE can be of many types, including any or all of the following: physical descriptions stories (narrative) examples comparisons discussion or analysis of cause and effect discussion or analysis of a process definitions division of a group into smaller ones statistical evidence quotations from authorities logical and reasonable arguments THE CLOSING OR CONCLUSION Every one-paragraph essay has an effective closing, something that makes the reader feel that the writer is finished.It might be one of the following: –a summary or restatement of the main idea –a conclusion that can be drawn from the proof stated –the repetition of a key phrase from the beginning of the work –a particularly effective supporting detail that feels like an ending 8 V. Writing a Good Three Point Thesis A thesis is: 1. The basic stand you take. 2. Your opinion on a subject. 3. The point you make. 4. The controlling idea. 5. The directing statement of your paper. PERSUADE THE READER THAT YOUR THESIS IS VALID. GENERAL SUBJECT: Education LIMITED SUBJECT: Professor XTHESIS STATEMENT: Professor X is an incompetent teacher. (Your purpose is to back up the statement, to persuade the reader). A THESIS IS NOT A TITLE. OR AN ANNOUNCEMENT. TITLE: The Fad of Divorce THESIS STATEMENT: Too many people get divorced for trivial reasons. ANNOUNCEMENT: My subject is the incompetence of Professor X. THESIS STATEMENT: Professor X is an incompetent teacher. A THESIS IS NOT A STATEMENT OF ABSOLUTE FACT. A good thesis is restricted. A thesis limits or restricts your subject. A thesis keeps the paper from wandering over too great a territory.The more restricted the thesis, the better the chances are for supporting it fully. A GOOD THESIS IS UNIFIED. It expresses ONE MAJOR IDEA about its subject. A good thesis may sometimes include a secondary idea if it is strictly subordina ted to the major one, but without that subordination the writer will have too many ideas to handle. A GOOD THESIS IS SPECIFIC. A GOOD THREE POINT THESIS STATEMENT: Professor X is an incompetent teacher because he grades unfairly, gives tests on materials not covered in his courses, and enjoys threatening students with failing grades. 9 VI. Writing a Good Conclusion ? ? ? ? The conclusion brings the essay to completion and gives the reader a sense of closure. The conclusion is memorable – the writer saves something interesting for the end. The conclusion reminds readers of the thesis or restates it in different words. The conclusion provides a brief but well-worded analysis of the point of the paper. The conclusion ends with a distinctive sentence: it may be a short sentence; it may be an especially well-worded or thoughtful sentence; it may be an image that stays with the readers. Concluding Strategies: End by reflecting on the importance or implications of your thesis.End wi th a call to action. James Baldwin calls for an end to the injustices of racism in his conclusion to Notes of a Native Son: â€Å"One must never, in one's own life, accept these injustices as commonplace but must fight them with all one's strength. † (102) End with a hook. Refer back to an idea, image, or question with which you began your essay. This gives your readers a satisfying sense of closure like a circle coming round. If, for example, you start an essay with a brief story about your mother’s kindness, you can refer back to her kindness in your conclusion.Brian Courtney uses a hook from his title â€Å"Freedom from Choice† when he uses the word â€Å"choose† twice in his conclusion. End with a vivid image or picture that reinforces your thesis and helps readers feel what you mean. End with a quotation that reinforces your thesis in a memorable way. End with a question that leaves readers pondering the significance of your essay. In her essay †Å"Television and Free Time,† Marie Winn argues that television programs what a child experiences. Her last sentence is, â€Å"When, then, is he going to live his real life? † (Winn 155) End by offering a solution to a problem your essay concerns.End by striking a note of reasonable hope that a problem or an issue will get better. End with a prediction that logically follows from your thesis and evidence. 10 Conclusions to Avoid: ? ? Avoid the one-sentence or very short conclusion. Like the one-sentence introduction, the one-sentence conclusion suggests there may be something wrong with the structure of your paper. The conclusion has a real purpose. It is the place where you should evaluate your evidence. In your conclusion you should tell your reader what the evidence means-what insights you draw from your paper.Avoid merely summarizing your paper or restating your thesis. The summary ending is a cliche that is so overused it seems amateurish. Avoid using an overused ph rase, such as â€Å"In conclusion† or â€Å"To sum up. † Try to be original. Avoid drawing attention to yourself instead of drawing attention to your point: â€Å"Now that I have reached the end of this time-consuming paper†¦Ã¢â‚¬  Avoid raising any new or irrelevant subjects in the conclusion. By using effective titles, introductions, and conclusions, you will engage your audience more fully-you will help them pay attention to your thesis and supporting evidence.

Essay on Privacy vs. Security - 2616 Words

Privacy vs. Security Introduction Pictures seen in homes across America and throughout the world of American symbols in flames and crashing a quarter mile to the ground changed the world forever. The worlds last and only superpower had been attacked in a way only conceivable in a Hollywood script. However, the physical destruction that resulted was not necessarily the biggest loss that the United States faced. The emotional destruction of Americans could be considered much greater and can be captured in one word: fear. Because of this fear, most Americans were more willing to sacrifice many of the freedoms that make this country great in exchange for added security. United States citizens were much more concerned about their†¦show more content†¦Also, is the security of Americans more important than the privacy of individuals around the world? Legal Issues Legal Issues in America ? The Constitution, privacy laws, and the Patriot Act The Constitution, and more specifically the Bill of Rights, grants certain freedoms to all United States citizens. The major role of most governments is to protects its citizens and to punish those who take the right to life away from others. So, security is an important function of governments. In response to the September 11th terrorist attacks in 2001, the United States passed the USA/Patriot Act, which granted the federal government increased surveillance privileges.7 It gave U.S. intelligence agencies a greater degree of freedom of spying within the United States. It chips away at many of the freedoms that were granted in the Constitution by expanding record searches, secret searches, intelligence searches, and trap and trace searches of communications.4 According to Timothy Lynch of the Cato Institute on the Patriot Act, The assumption has been that there was simply too much liberty and privacy in America ? and that federal law-enforcement agencies did not have enough power.5 However, in addition to protecting the right to life, it is implied that the founders of the United States also believed in the right of privacy even though it is not explicitly stated in the Constitution. Former U.S. Supreme Court Justice LouisShow MoreRelatedPrivacy And Security : Privacy Vs. Security1503 Words   |  7 Pages Privacy versus Security Privacy is something that is valuable, and gives trust to both sides. Everyone is endowed with some degree of privacy, right? The debate of the topic privacy versus security has been going on for a while. 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On one hand, the people need to be safe from cyber attacks and terrorism, while on the other, the government should be aware of the privacy of the people it governs. The government should not go so far in protecting the country that it interferes with the personal lives