Answer:
The story begins at the moment the narrator of "Pit and Pendulum" is sentenced to death at the time of the Catholic Inquisition. The narrator listens to his sentence in a dream-like state, watching the sinister movement of the judges’ lips and the swaying black drapes. Then his senses cut out, and he is filled with a shock-like sensation and the figures around him turn into angel-like ghosts. He faints.
The narrator of "Pit and Pendulum" tries to describe the strange swoon. It is not like sleep or death, it has its own particular sensations which occur in two stages, the first the return of the spirit, then of the body. He believes that if one is able to remember the first stage during the reawakening of the body, then the gulf that the person who fainted has fallen into will be recalled like the details of a dream. He imagines that the inability to recall this dream is what drives many men into madness.
As the "Pit and Pendulum" narrator’s body awakens, he tries to remember his own descent into this dream world, and imagines silent figures carrying him into darkness and then a terrible stillness as they pause. Then, sound and motion returns and the narrator comes back to consciousness and remembers the details of the trial. He lays still, terrified to open his eyes, not knowing what state he is in. His worst fear is realized – he can see nothing when he opens his eyes, everything is pitch black.
The narrator of "Pit and Pendulum" tries to figure out what has happened. He can’t possibly be dead. He knows he is condemned to death but doesn’t think they’ve put him in a cell to await his fate because he knows that the hangings of the auto-da-fees happen swiftly, whenever there is a new victim. He notices the stone floors of the prison and panics suddenly that he has been put in a tomb. He flings his arms and walks around and is relieved to find space and air not befitting a tomb. He remembers the nightmares he has heard about the Toledo dungeons. He knows he will die, but the question of when and how torments him.
Answer:
"Caesar, I never stood on ceremonies, yet now they frighten me." "Cowards die many times before their deaths; the valiant never taste of death but once." "Yes, every man of them; and no man here but honors you; and everyone doth wish you had but that opinion of yourself which every Roman bears of you."
Explanation:
A proper noun is a unique (not generic) name for a specific person, place, or thing.
What is the distinction between a common and a proper noun?
A common noun is a common name for a single item in a class or group. In contrast, a proper noun precisely names a noun. The distinction between common and proper nouns is usually quite simple, but it can be more difficult to understand at times.
1.<u> </u><u>Ms. Enriquez</u>(p) believes <u>wealth</u><u> </u>cannot bring happiness.
2. <u>Baseball</u> is sometimes called the game of summer.
3. The <u>jury</u> awarded <u>money</u><u> </u>to the victims of the crime.
4. Does <u>Tim(p)</u> live in a <u>house</u><u> </u>or an <u>apartment</u>?
5. In the movie, a <u>band</u><u> </u>of outlaws rustled the herd of cattle.
Therefore, Unless it begins a sentence or appears in a title, a common noun is not capitalized.
Learn more about nouns from the given link.
brainly.com/question/134274
#SPJ9
Answer:
1 The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.
2. Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.
3. The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.
Explanation: