Analysis of Thomas Do Not Go Gentle Into That Good Night

Analysis of Thomas Do Not Go Gentle Into That Good Night Do Not Go Gentle Into That Good Night by Dylan Thomas Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Though wide men at their end know dark is right. Because their words had forked no lightning they Do not go gentle into that good night. Good men, the last wave by, crying how bright Their frail deeds might have danced in a green bay, Rage, rage against the dying of the light Wild men who caught and sang the sun in flight, And learn, too late, they grieved it on its way, Do not go gentle into that good night. Grave men, near death, who see the blinding sight Blind eyes could blaze like meteors and be gay, Rage, rage against the dying of the light. And you, my father, there on the sad height, Curse, bless, me now with your fierce tears, I pray. Do not go gentle into that good night. Rage, rage against the dying of the light. Dylan Marlais Thomas, a Welsh poet known for his creative, rhythmic and original using of words and imagery, is one of the greatest Welsh poets in the early 20th century. In one of his most famous poem Do not go gentle into that good night, the author classifies men into four different categories to persuade his dying father to realize that no matter the life choices, consequences, or personalities, there is a reason to live. It is possible that Thomas uses these categories to give his father no excuses, regardless of what he did in life. Through multiple unique figurative statements of death and different people, Dylan Thomas assert that one should not die silently or just quit the life easily. Instead, the elderly should fight for their life till the end. Thomas used exhaustive method to make his opinion persuasive to his father. To show the universal relevance of his theme, the author created four different perspectives in his poem. They are the wide men who know that the cores of their lives are not knowledge and intelligence, the good men who become conscious that their good deeds won’t define their identity, the wild men who feel regretful for their shallow youth when they reach the old age, and the grave men who are exemplified in the fifth stanza â€Å"Grave men, near death, who see with blinding sight/ Blind eyes could blaze like meteors and be gay.† Men who are at the end of their lives realize that their physical disabilities can’t stop them from remaining strong or pursuing joy. Though all four men lived unalike lives, at the end of their lives, they come to the same conclusions: they should not base their identities on their youth, and they can live a wholesome life in their old age. To make his father emulate those four types of men, Thomas uses unique metaphors to create a representation of all the men. Thomas begins by invoking the wise men who, Because their words had forked no lightening they/ Do not go gentle into that good night(4-5). The wise men Thomas speaks of refuse to resign to their fates as dead men because they have not yet accomplished what they set out to do. Thomass lightening is a representative metaphor of the goals set forth by the strong that serve as motivation to continue living robustly. By idolizing these wise men, Thomas implicates that he desires his father to emulate them; to press on toward anything that may at least give him some purpose besides waiting complacently for death to lower its scythe upon him. Thomass use of other men as examples of a desired state for his father is repeated through each stanza of the poem. In Thomass third stanza, he invokes the merits of Good men, the last wave by, crying how bright/Their frail deeds might have danced in a green bay(7-8). These good men strive endlessly to make their mark on the world, unsatisfied with their subjectively frail deeds until finally death catches up with them. These men rage against the dying of the light (9) because they have not yet met their goals, much like the wise men proceeding them. This passion for improvement and strength to persevere are exactly the qualities that Dylan Thomas begs his father to put forth, for Dylans own sake as much as his fathers. Other than for all men, the author also use metaphor for other objects in this poem. The use of the metaphor â€Å"that good night† (1, 6, 12, 18) gives the impression that Thomas knew that death was right. He calls it that good night instead of another ghastly term for death. However, he also calls it â€Å"the dying of the light,† (3, 9, 15, 19) which suggest a peaceful surrender. He urges his father to rage against a peaceful end and endeavor to resist his demise. Thomas uses the words night and light as metaphors for death and life and alternates them to hammer home his point. Part of this poem seems to be almost a light hearted when he declares â€Å"Old age should burn and rave at close of day,† (2) almost as if saying old people should be allowed to live long and complain as long as they do not give up. The purpose of his use of division into categories remains, however to emphasize the importance of living, leaving his father with an unmistakable argument †¦choose life. Finally, in the last stanza the intent is presented, Thomas is showing that all men no matter their experiences or situations fight for more time. He urges his father to do the same. â€Å"Curse, bless, me now with your fierce tears, I pray,† (17) describes his pain and passion that are causing him to beg his father not to die. Thomas is watching his father fade and is begging for his father no to give in. It appears that his father has either peacefully surrendered himself, or rather that he has resigned himself to his fate. Other than rhyme and metaphors, Dylan Thomas also use personification to make his statement more vivid and touching. For example, personification is used in line 8, â€Å"their frail deeds might have danced in a green bay.† Frail deeds are not human beings, so they cannot dance actually. However, the verb â€Å"dance† is so energetic that it makes a high contrast with the word â€Å"frail†. Through the using of the word â€Å"dance†, readers can feel the good men are fighting with their destiny to the last moment. Besides, the word â€Å"green† also brings a feeling of life and vitality. Generally, the personification here successfully shows the effort and the determination of the good men, which gives a wonderful model for Thomas’s father. In line 10, figurative language is used, â€Å"wild men who caught and sang the sun in flight.† Later in the poem, â€Å"fierce tears† (17) is an example of assonance. Lastly, the poet describes blind eyes by using a simile, â€Å"Blind eyes could blaze like meteors and be gay,† (4). The poem evokes intense emotions from the reader, by using repetition and a variety of poetic devices. â€Å"Do Not Go Gentle Into That Good Night† is merely words sculpted together in a specific way to stress how death needs to be repelled because it is unfair and takes the best with it first. Mastermind Dylan Thomas encountered a way to flash colorful images through readers’ minds, along with symbolism and metaphors which foreshadow what he really means. That, plus his way of intertwining the pieces together into nineteen lines with ten syllables each makes this villanelle a wonderful work to read and comprehend. Thomas’ purpose was to convince his dear father, the man whom he looked up to, to fight, because the effort meant everything. Reading this passionate and driving poem, â€Å"Do Not Go Gentle into That Good Night,† will provoke excitement and meaning to seniors who seem to have lost all reason to live.

Crusades Essay -- essays research papers

In 109 The First Crusade was launched by Christians with the support of the Roman Catholic Church in hopes of recapturing Jerusalem from the Muslims. The Crusades arose out of feudal society in the eleventh century, offering crusaders freedom adventure and a possible economic gain. Pope Urban II gave a speech to the church leaders and nobles in France, telling them to rescue their fellow Christians from the Muslims. He promised them everlasting life in heaven if they went. The Crusades weren’t started for no apparent reason, their were many causes of the first crusade and many effects.   Ã‚  Ã‚  Ã‚  Ã‚  The crusades were mainly directed to Jerusalem and the Holy Sepulcher.(West 5) Jerusalem was taken by the caliph Umar in the 7th century, and early in the 11th century Fatmid caliph Hakim began to persecute the Christians and despoil the Holy Sepulcher. (Colombia 1) In 1004 the caliph Cairo of Cairo ordered the destruction of the church and Holy Sepulcher, but son after he proclaimed himself to be god, and the Muslims got ride of him, the Greek emperor was permitted to rebuild the Holy Sepulcher.   Ã‚  Ã‚  Ã‚  Ã‚  The new spirit of adventure in the art, literature and actions of the western Europeans became a cause for the increase of pilgrimages to the holy lands. Europe was in a period of expansion and its urge for war and conquest had grown during the years of fending off the raids of the Magyars, Viking and Saracens. The spirit of religious reform that led to the Investiture Controversy led to an increase in popular spirituality. People now wanted to participate actively and do something in honor of their god.(Nelson 1) The different groups of European society contributed to the cause of the crusades. The aristocracy found themselves losing the importance they once had when they stood between Europe and its attacker. They needed more land and started to fight with each other over it, their numbers were growing because there we no longer losses in battles.( Nelson 1) In 1054 the Church split into eastern and western organizations and the popes wanted to heal that split. They were also involved in the Investiture Controversy and were looking for allies. Middle classes knew they could become rich by cutting out of the Byzantines and taking the profits for themselves that byzantine merchants had been making on trade with them.(Nel... ...utman 3) The combination of these cultures resulted in the invention of the windmill, the compass, gunpowder, and clocks. The Pope saw the Crusades as a way to assert Church influence as a unifying force, with was as a religious mission. This was a new attitude to religion and it brought religious discipline, previously applicable to monks, to soldiery. Muslim architects began to imitate the European pointed arch, and Europeans learned Greek medicine from the Muslims. They also learned military techniques from one another. As a result of learning new military strategies and uniting themselves against one cause, the Muslims developed a stronger religious nation, which also helped the decline of feudalism and the Byzantine empire. The First Crusade was the only crusade that achieved more than temporary results and is the only crusade to ultimately succeed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Essay --

This project aims to demonstrate how multi-disciplinary coordination use in BIM can benefit the AEC (Architecture, Engineering & Construction) industry. It focuses on BIM applications for effective design analysis, productive design and coordination. BIM offers most advantages early during the design stage. Design validation co-ordination and scheduling are some of early tasks in construction. By using the data information from the design stage 3D BIM or by generating a new BIM model based on 2D design intent and specification documents, the team can start early in validating design intent constructability by performing clash detections, 3D coordination and visualization of different discipline, and by 4D modelling or construction sequencing simulation. This early task in construction is both beneficial for early construction planning and also during the construction proper stage itself. This report is to show the qualities of BIM and the influence it will have on the quantity surveying profession, through the opportunities and barriers that it brings forth, and the changes to be made and measures to be taken by quantity surveyors, in order to successfully incorporate BIM into the quantity surveying profession. 2. INTRODUCTION This assignment showcases the typical set of BIM processes from the creation of a conceptual design to tender stage. The key intention of the project assignment was set to illustrate the benefits in the Design & Planning phases of a typical construction development, with the implementation of BIM technologies and processes. The deliverable of this report is to highlight the benefits in the proper implementation of BIM into the early stages of a building lifecycle 2.1. Project Background Project L... ...onstruction. 4D Modelling is a modern approach to design and management of the building construction process. It allows effective utilization of critical resources such as labour, materials and time during the building construction life cycle. Construction projects are scheduled according to the availability of resources and depend on many external factors. As time progresses these parameters also change and hence it is important to keep a check on important activities to finish the project without any significant delays. The popular 3D building information model does not help in establishing the relationship between the schedule and sequence of construction activities to be carried out during the project execution. A 4D model incorporates time as the added 4th dimension and hence improves the quality and accuracy of the entire building life cycle management.

ECH125 T5CulturalInstructionalStrategies Essay

SEVEN-YEAR-OLD MARIA IS AN OUTGOING, HAPPY SECOND-GRADER WITH STRONG LITERACY SKILLS; IN FACT, SHE IS BILINGUAL, SPANISH/ENGLISH. HER FAVORITE PART OF SCHOOL IS READING AND WRITING STORIES. SHE ALSO ENJOYS MATH. SHE IS VERY ACTIVE AND ENJOYS RECESS AND CREATING DANCE STEPS IN PE. SHE IS SENSITIVE AND CAN GET HER FEELINGS HURT EASILY. CULTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES: ? USE THE READING AND WRITING LOVE AND HAVE READING AND WRITING ASSIGNMENTS/ACTIVITIES IN SPANISH AND ENGLISH. ? INTRODUCE MORE COMPLEX READING LEVELS, WORK ONE ON ONE WITH HER TO  BEGIN WRITING STORY SUMMARIES AND IDENTIFYING THE MAIN IDEA. RESULTS OF MENTOR TEACHER DISCUSSIONS: WE DISCUSSED THE IMPORTANCE OR REALLY HORNING IN ON STUDENT’S STRENGTHS TO PUSH HER TO ENSURE THE STUDENT IS LEARNING SOMETHING NEW. Ashley SIX-YEAR-OLD ASHLEY IS THE YOUNGEST OF FIVE CHILDREN. SHE IS VERY SHY AND CLINGS TO HER OLDER SISTER EACH DAY WHEN SHE BRINGS HER INTO THE FIRST GRADE CLASSROOM. ASHLEY IS CURIOUS; HER FAVORITE PART OF SCHOOL IS DOING SCIENCE EXPERIMENTS. SHE READS AT A PRIMER LEVEL, BUT ENJOYS HAVING PEOPLE READ TO HER. CULTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES: ? INTRODUCE STRATEGIES FOR HER TO FOCUS IN ON HER CURIOSITY AND BLOSSOM THROUGH HER LOVE FOR SCIENCE. ? TURN FOCUS TO SIGHT WORDS AT HER LEVEL AND START WORKING ON GETTING HER INTO A TITLE READING GROUP SO SHE CAN GET THE EXTRA WORK IN READING. RESULTS OF MENTOR TEACHER DISCUSSIONS: WE TALKED ABOUT THE IMPORTANCE OF IDENTIFY WHEN A CHILD NEEDS EXTRA WORK SUCH AND A TITLE READING GROUP AND ABOUT HOW EVEN THOUGH THEY ARE IN A OUTSIDE READING GROUP THEY STILL NEED TO BE INVOLVED IN THE CLASSROOM READINGS AS WELL. Xavier XAVIER IS A KINDERGARTENER WHO REALLY ENJOYS SPORTS, PARTICULARLY BASEBALL. HE HAS LOW LITERACY SKILLS. HE IS VERY SOCIAL AND ENJOYS INTERACTIONS WITH OTHER CHILDREN DURING RECESS, CLASS ACTIVITIES, AND AT THE COMPUTER. HE IS A HANDS-ON LEARNER, CONFIDENT, AND A RISK-TAKER. CULTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES: ? USE HIS INTERESTS IN SPORTS AND COMPUTERS TO HELP KEEP HIM INTERESTED IN READING. ? BUILD ON HIS CONFIDENCE AND HAVE HIM LEAD OTHERS STUDENTS WHEN  © 2014. GRAND CANYON UNIVERSITY. ALL RIGHTS RESERVED. PLAYING TEAM ACTIVITIES OR WHEN COMPLETELY GROUP ASSIGNMENTS. RESULTS OF MENTOR TEACHER DISCUSSIONS: AGAIN WE DISCUSSED THE IMPORTANCE OF SEEING STUDENT’S STRONG POINTS. EVERY KID IS DIFFERENT IN WHAT THEY ARE GOOD AT. GOOD TEACHERS NOTICE WHAT KIDS ARE GOOD AT AND HELP THEM THRIVE EVEN MORE. Paul PAUL IS A THIRD-GRADER WHO IS A VERY STRONG READER. HE CHOOSES TO SPEND MOST OF HIS TIME READING AND ENJOYS MANY DIFFERENT TOPICS. HE WRITES LONG AND COMPLEX STORIES DURING WRITER WORKSHOP AS WELL. PAUL SELDOM ENGAGES SOCIALLY WITH OTHER CHILDREN; IN FACT, HE IS QUITE TIMID WITH BOTH CHILDREN AND ADULTS. CULTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES: ?HAVE HIM WORK IN SMALL GROUPS WITH OTHER CHILDREN ON ASSIGNMENTS OR HAVE HIM PARTNER READ WHEN APPROPREAITE. ?INTRODUCE AND HIGHER READING LEVEL AND MOVE ON TO MORE ADVANCE PART OF THE WRITING PROCESS. RESULTS OF MENTOR TEACHER DISCUSSIONS: WE AGAIN TOUCH ON THE TOPIC OF NEVER STOPPING WITH A CHILD, EVEN THOUGH A CHILD MIGHT BE GREATLY ABOVE THE GRADE THEY ARE IN OR THE GRADE YOU ARE TEACHING IT’S HIGHLY IMPORTANT TO GO FIND MORE CHALLENGING WORK FOR THEM TO BE SUCCESSFUL. Jamaica THIS FOUR-YEAR-OLD PRESCHOOLER HAS EXCELLENT FINE AND GROSS MOTOR SKILLS. SHE ENJOYS GAMES WITH OTHER CHILDREN, JUMP ROPE, AND PE CLASS. SHE IS A CREATIVE ARTIST AND PARTICULARLY EXCELS AT PAINTING. HER LITERACY SKILLS ARE AVERAGE. SOCIALLY, SHE IS OUTGOING AND EASILY ACCEPTED BY HER PEERS. CULTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES: ? ALWAYS ALLOW HER TO USE HER CREATIVITY AND SHARE IT WITH OTHERS. ? INCORPORATE READING AND WRITING IN A CREATIVE WAY TO SHOW HER WRITING AND READING ARE FUN AS WELL. RESULTS OF MENTOR TEACHER DISCUSSIONS: WE TALKED ABOUT HOW PRESCHOOLERS WHO ARE â€Å"AVERAGE† AND THAT ARE SOCIAL SOMETIMES SLIP BY, IT’S IMPORTANT TO MAKE SURE TEACHERS WORK ONE ON ONE WITH ALL STUDENTS AND WORK AT THEIR LEVEL AND CONTINUE TO PUSH THEM TO THE NEXT LEVEL.  © 2014. GRAND CANYON UNIVERSITY. ALL RIGHTS RESERVED.

Heat of Combustion Lab Essay

There are many fuels in the world and we use fuel everyday in our life. However some fuels are very useful and some are not. Usually useful fuel means the fuel that is very efficient in a small amount. To know the efficiency of each material, we measured the changes of mass and temperature when we burn them. And we calculated changing energy by using the equation that we learned in the class by using our measurements. And we calculated the heat of combustion to know the efficiency of the material. We also used the data booklet value for the standard enthalpy of combustion of each material to get the errors in our experiment. Errors in our experiment were usually over 20 percent which is quite large. Before we heated the water, we made the temperature of water below than 10à ¯Ã‚ ¿Ã‚ ½C with ice to see the changes of temperature more efficiently. If we just heated it in normal temperature such as 20à ¯Ã‚ ¿Ã‚ ½C, we couldn’t see the changes of temperature well, and it could take more time to heat it. We also measure the changes of mass of material to see how much we burned. We put some ice in the water to make the initial temperature of water as lower than 10à ¯Ã‚ ¿Ã‚ ½C. When the temperature decreased up to 10à ¯Ã‚ ¿Ã‚ ½C, we took out ice from the water. After we took out the ice and fill the cylinder up to 200ml of water, the temperature was higher than 10à ¯Ã‚ ¿Ã‚ ½C because the temperature of the water changed very quickly. We measured the temperature of water and then we hang the tin can on the hanger, so the temperature might increased again during we set up all the experiment systems. So we should measure the temperature of water when we set up all the things. For example we should measure it after we turn the light on the candle wax and hang the tin can on the hanger. We measured the final temperature to see the changes of the temperature. We blew out the candle when the temperature reaches 35à ¯Ã‚ ¿Ã‚ ½C, and we measured the highest temperature reached as the final temperature. When the temperature reaches 35à ¯Ã‚ ¿Ã‚ ½C, we quickly blew out the candle. However we are not accurate as the machine so we might didn’t blow out it when it reaches exactly 35à ¯Ã‚ ¿Ã‚ ½C. Also it was difficult to measure the highest temperature of it after we blow it out. Even though we kept watching it, the temperature changes so quickly, so our measurements are not correct 100%. In our experiment we didn’t measure the mass of tin can. If we measure the mass of it, we could get more precise measurement compare to the standard enthalpy of combustion. Our errors are quite large, so I think one of reason is that we forgot the measure the mass of tin. So we should study and think more about the experiment before we do it. We could calculate how much heat we got by adding the changing energy of water and the changing energy of the tin can, if we measured the mass of can. At the end of the experiment, we measured the mass of candle to know how much of them were burned. During and after we blow out the candle, some of liquid were might evaporated. Such as ethanol and butanol are volatile liquid, and the fact that the lamp was hot indicates that some of it would have evaporated. So they are burned and evaporated more after we measure the temperature. Another fact that we should consider is that not only the water was being heated, but also the thermometer, stirring rod and the tin can were also being heated. We should consider that they were also heated, so we should measure how much heat were used to heat them. Also some other heat would have been lost round the sides of the tin can, and from the water to the atmosphere. Due to our room temperature are different from the temperature of water. The good thing that we did in our experiment is that we made some space when we set up the large metal can to surround the candle. As we make some space under the large can by putting some flat cylinder under the can, the candle burned more quickly and well. If we didn’t make the space for it, air might stuck in there so it would take more time to reaches up to 35à ¯Ã‚ ¿Ã‚ ½C.

My Community Internship Experience

The aim of this community internship program is for us to provide knowledge and practical experience necessary for functioning competently and effectively upon licensee in a health-system pharmacy. As a first year pharmacy student, I feel so nervous before entering into this kind of internship because I don't know what will happen when I'm into it and what will be the possible effect, but I'm really glad when I finished the required number of hours because all the hard work and sacrifices has paved off.During my internship period In MD-Rosary I experienced a lot Like organizing of drugs and arranging It to Its respective gondola, paper tabulating, dispensing, and more that Is not being practiced at the school. During our first day at MO-Rosaries they introduced to us the rules and regulations of the drugstore from the signing of DART before we leave and enter the store and also the body search overtime we leave the store, then after that Ma'am Carol showed the Rag area to us hen we s tarted copying the drugs In the Rag area after that we roam around and observed the whole drugstore.The next day we do the same thing as well, and we started copying each book from book 1 to 10 till the last day of our internship and we are always having an exam per book weekly. The best experience in this internship is when we were permitted to dispense drugs and at the same time we encounter different kinds of customers. I'm grateful that I finished this internship and learned a lot that will lead me too brighter future.

Death Penalty in the United States Essay

I used to think that if you were convicted of murder, that you deserve the same fate as your victim, death. The death penalty is cruel and unusual punishment. I believe â€Å"The death penalty is the ultimate denial of human rights. It is the premeditated and cold-blooded killing of a human being by the state in the name of justice. It violates the right to life. It is the ultimate cruel, inhuman and degrading punishment. There can never be any justification for torture or for cruel treatment.† Is it not right for our children to be taught that killing is right. It does not solve the problem at hand. If a person is put to death for a crime he/she committed, I do not see how that would teach that person not to commit that crime again. The death penalty is considered a way out in a matter of few minutes for most of the criminals. A criminal is not scared of death, just an easy way out to keep from facing what is ahead for them.The death penalty diminishes all of us. We do not gain anything from it. The Constitution forbids cruel punishment, so the death penalty has proven again to be Unconstitutional. There are innocent people being killed due to human judgment error. With the increasing, use of DNA Testing available today an end to innocent people being put to death can be stopped due to human judgment error. There is a lot of cost associated with the appeal and re-appeals in our system for the government and the state. The hours, time, and hard work put in from lawyers and judges is quite lengthy and can occupy a lot of time in our system. There has been a lot study to determine whether future murderers are deterred by the death penalty. In my research Dr. Jeffrey Fagan of Columbia University states â€Å"There is no reliable, scientifically sound evidence that shows that executions can exert a deterrent effect. These flaws and omissions in a body of scientific evidence render it unreliable as a basis for law or policy that generate life-and-death decisions.† The eye for an eye temperament is slowly becoming unpopular. Taking the life of a murderer is disproportionate punishment. The ones with the least  resources are the most unfortunate. We do not have our rapists, raped or torture the tortures, so why do we kill the killers or murder the murderers? Statistics show that the death penalty is racist. Prosecutors are more likely to seek a death penalty on African Americans at three times the rate when the victims are white than of white defendants in cases where the victims are white. The killers of white victims are treated more severely than people who kill minorities, when it comes to deciding what charges to bring. In conclusion, Capital Punishment is a moral of dishonor. References Clear, T. R., Cole, G. F., & Reisig, M. D. (2011). American corrections (9th ed.). Belmont, CA: Wadsworth Cengage Learning. ISBN: 9780495807483. Death penalty and race. (n.d.). Retrieved from http://www.amnestyusa.org/our- work/issues/death-penalty/us-death-penalty facts/death-penalty-and-race Dna testing and death penalty. (n.d.). Retrieved from (n.d.). Retrieved from http://www.aclu.org/capital-punishment/dna-testing-and-death-penalty Deterrence studies. (n.d.). Retrieved from http://www.deathpenaltyinfo.org/discussion-recent- deterrence-studies Fagan, J. (n.d.). Death penalty. Retrieved from Retrieved from Ohio State Journal of Criminal Law, http://www.deathpenaltyinfo.org/FaganDeterrence.pdf