The Importance of Being Earnest Essay Example for Free

The Importance of Being Earnest Essay We live, as I hope you know, Mr Worthing, in an age of ideals what are these ideals in the context of the play in Act One, and how does Wilde present them to the audience?  In The Importance of Being Earnest, ideals are a dominant theme, and to that end are critical in determining the actions of the characters. Wilde is typically subtle in his presentation of these ideals, and consequently many of them come to be used as a means for satirising the society depicted. It is important to establish from the outset that Wildes presentation of ideals utilizes the different characters as bastions for the various ideals, and in doing that subjects them to scrutiny when ridiculing their respective characterizations. One of the most important ideals presented is fittingly one of the first to become apparent; that being the division of the classes and the social status that they entail. On line 1 of the play, Algernon asks Lane, after playing the piano in the adjoining room: Did you hear what I was playing. Lane? Lanes response: I didnt think it polite to listen, sir is indicative of various aspects of his position. Firstly, his butlership requires that he should abstain from partaking in any activity considered to be distracting to his duties, of which listening to the piano would be one. Secondly, his position in society, that of one of the lower classes, demands utter obsequiousness, hence any comment on Algernons playing would be risky in case it appeared to be unflattering. The ideal of social standing being absolute is immediately challenged by Wilde, as it is quite preposterous that Lane should think it not polite to listen, a distinctly ironic and seditious undertone is palpable. In this instance, Algernon represents the foppish dandy without a brain, whereas Lanes quiet obedience, representative of the downtrodden worker, whilst not perhaps admirable is at least sensible. Thus, Wilde establishes certain connections between the tenets of proper society, and its greatest protagonists, and hence weakens the establishment. The fact that this is done through the means of an implicitly comic exchange helps to alleviate any graveness associated with the matter. Connected to the ideal of status and society is the position of women, which is also a prevalent theme in Act 1. During the Victorian Age and before, it was considered proper practice that woman have an inferior position in society to men. This was effected by their disenfranchisement and their inability to ascend to high positions, whether it is in society or in the work place. It is therefore a shock to the system when Gwendolen challenges Jacks natural authority when speaking to him about their marriage. Whereas he is vacillating and circuitous in what he says: I do mean something else Personally, darling, to speak quite candidly, Gwendolen is forceful and direct: I thought so. In fact, I am never wrong I would certainly advise you to do so. By being so controlling, Gwendolen reverses the accepted patriarchy, and in doing so challenges the ideal. In this case in point, Wilde is quite prepared to dispose of any comic vignettes in order to make a point; instead the dialogue itself provides ample means for dismissing the given principle that women should be subordinate. The character of Lady Bracknell is another example of a dominating woman; a slightly more matronly persona gives some precedence for such commands as: Mr Worthing! Rise, sir, from this semi-recumbent posture however her assumption of authority is still contradictory to the established social norms. Her verbose and eloquent manner of speaking is also out of the ordinary, as it challenges the demure image normally associated with women. Lady Bracknell challenges the patriarchal society in a more forceful and deliberate way than does Gwendolen, as seen from her interviewing Jack: You can take a seat, Mr Worthing. Although this matronly caricature is somewhat trite by todays standards, at the time of writing it would have served to provide an original attack on the males dominance of the running of society.

Workplace Health Safety (WHS) Guidelines

Workplace Health Safety (WHS) Guidelines Lachlan Donnet-Jones Introduction To provide effective patient care at a high standard it is necessary to use a clinical and systematic approach. The primary and secondary surveys are the centre of patient assessment. Primary assessment is a systematic approach to identifying critical and life threatening conditions and treating in order of severity. This includes complying with state clinical practice guidelines (CPGs) for workplace health and safety (WHS), infection control, airway management, manual handling and vital signs (AT Clinical Practice Guidelines, Protocol A0101, p. 1). Subsequent to management of life-threatening conditions the secondary survey is conducted. Secondary survey involves a thorough physical examination enacting a ‘head to toe’ approach including inspecting, palpation and auscultation using various tools at paramedic’s disposal (AT Clinical Practice Guidelines, Protocol A0101, p. 2). The clinical approach is applied to all patients as a basic level of care (AT Clinical Pr actice Guidelines, Protocol A0101, p. 3). Workplace Health Safety (WHS) The Work Health and Safety (WHS) Act, implemented by Safe Work Australia (2012), is a framework that aims to protect the health, safety and welfare of workers in their workplace. This includes both physical and psychological health. In Australia, the highest rate of serious injury claims is from muscular stress while lifting objects, a major component of the paramedic profession (Safe Work Australia, 2012). Paramedics are often in situations that can be demanding and potentially damaging of physical and mental health, this is why it is necessary to follow the WHS guidelines to avoid and minimise any negative outcome (Mistovich, 2010). Twedell and Pfrimmers’ (2009) article provides insight into the effectiveness of teamwork and communication specific to patient care. It states that ‘effective teamwork and communication can help prevent mistakes and decrease patient risk’ (p. 294 – 295). Other WHS considerations include; lifting and weight restrictions, biolo gical hazards, the use of personal protective equipment (PPE), bystanders and family members and environmental factors such as weather conditions (Mistovich, 2010). Infection Control Infection control is defined as ‘the process by which a disease is transmitted via micro-organisms from one person to another’ (Black, 2010). The Ambulance Service of New South Wales (ASNSW) infection control policy (2011) uses a two tier system. The first tier is called ‘standard precautions’. This is applied to all patients no matter the diagnosis, it is a blanket level of precautions used with every patient. The second tier is ‘additional precautions’, which is applied to specific patients who are suspected of having infectious disease communicable via droplet, airborne or skin contact. Multi resistant organisms (MROs) are bacteria and organisms that have developed a resistance to antimicrobial drugs. MROs, such as Multiple Drug Resistant Staphylococcus Aureus (MRSA) or Vancomycin Resistant Enterococci (VRE), can cause serious illness in infected persons and can potentially lead to death (ASNSW Skills Manual, p. 114). Infectious diseases can be avoided and infections such as MROs are preventable with proper infection control procedures and precautions (NSW Infection Control Policy, 2007). It is the responsibility of paramedics and health professionals alike to take the necessary precautions to prevent infectious disease from spreading in the best interest of the health and safety of patients, clinicians and the general public (National Health and Medical Research Council, 2010). In compliance with the AT clinical practice guidelines (2012), paramedics responding in the scenario are required to wear PPE in accordance with the standard precautions, which includes gloves and safety glasses with mask, vest and helmet when required (Skill A0101). With the presence of emesis and without appropriate infection control, potential illness maybe communicable by airborne transmission, such as gastroenteritis (Mandell et al, 2000). Manual Handling Manual handling is defined in the New South Wales (NSW) Health Policy Directive (2011) as ‘any activity requiring the force exerted by a person to lift, lower, push, pull, carry or otherwise move, hold or restrain any object, animal or person’. Manual handling injuries are considered a large and unnecessary burden on workplace health, as most incidents are preventable (NSW Health Policy Directive, 2011). The purpose of manual handling policies and regulations is to prevent or minimise the occurrence of manual handling incidents (NSW Health and Community Services Industry Reference Group, 2005). This is accomplished with the combined effort of employees and employers in identifying, assessing and controlling workplace risks and hazards, such as those of manual handling (NSW Health Policy Directive, 2011). The safe manual handling techniques and skills required in the scenario include planning, two person log roll and team lifting with safe lifting techniques (Ambulance Vi ctoria Clinical Work Instructions, 2001, Skill 5.1.1). The patient in the scenario presents as unconscious with emesis present, thus requiring to be placed in the lateral position using a two person log roll (Ambulance Tasmania Clinical Work Instructions, 2004, Skill 2.2.1). Subsequent to the initial treatment the patient is required to be lifted onto a stretcher to be placed into the ambulance for transport to the emergency department (ED). Ambulance Tasmania does not specify a safe lifting load other than the recommended load bearing provided by the equipment manufacturer e.g. Ferno (Ambulance Tasmania Clinical Work Instructions, 2007, p. 5.1.22). However, according to the National Code of Practice for Manual Handling (2005) anything heavier than 55 kilograms (kg) is considered too heavy for an individual to lift and would require mechanical assistance or a team lift. The patient in the scenario weighs approximately 120 kg, therefore requiring a four person lift (National Occupational Health and Safety Commission, 2005). Airway Management Upon arrival the patient is found in a supine position, appears to be hypoventilating (AT Clinical Practice Guidelines, Protocol A0103) and is unresponsive to all stimuli with a Glasgow Coma Scale (GCS) of three (AT Clinical Practice Guidelines, Protocol A0104). AT Clinical Practice Guidelines (CPG) state that the patients respiratory rate of seven is considered dyspnoeic, and therefore inadequate. This requires the patient to be moved into a lateral position via log roll as this is the best position to manage the airway in an unconscious patient (AT Clinical Work Instructions, Skill 2.2.1; Jevon, 2008). The patient presents with emesis on his face and shirt suggesting that his airway may be compromised. Jevon (2008) explains that the most effective way to further examine an airway obstruction is the ‘Look, Listen and Feel’ approach, where the paramedic examines visible chest movements, audible breath sounds, abnormal noises, and palpable air flow from the nose and mouth. During the ‘Look, Listen and Feel’ airway examination it will become clear whether the obstruction is potential or actual, and partial or complete (Jevon, 2008). Additionally, the cyanosed lips and cool skin temperature of the patient would be noted. AT Clinical Work Instructions (CWI) states that paramedics are required to clear a patient’s airway with the removal of foreign bodies. It instructs the health professional to perform a triple airway manoeuvre, which consists of a head tilt, chin lift and jaw thrust, accompanied by the insertion of an artificial airway (AT Clinical Work Instructions, Skill 2.2.1). The scenario requires an artificial airway to maintain the patients’ airway, specifically an oropharyngeal airway adjunct would be used to suppress the tongue and any other upper airway obstructions (AT Clinical Work Instructions, Skill 2.2.3). The oropharyngeal adjunct (OPA) is a good initial adjunct to use, as it is simple to insert and does not cause bacteraemia (bacteria in blood) (Patel, 2012). The inherent disadvantages of using an OPA include using the wrong size, which can contribute to airway obstruction, rather than airway patency (Khan, Sharma and Kaul, 2011). OPA’s have the potential to provoke emesis that may further obstruct the patent airway. It may also cause damage to soft tissue in the patients’ mouth and lips during insertion (Ostermayer and Gausche-Hill, 2014). The OPA may potentially be inadequate in maintaining a patent airway, requiring paramedics to consider the use of an alternative airway adjunct to establish sufficient airway patency. Other airway adjuncts paramedics may consider include; a nasopharyngeal airway (NPA) applied via the nasal canals, laryngeal mask airway (LMA) that is orally inserted to cover the laryngeal inlet, or a endotracheal tube (ETT), inserted into the trachea, which is an intensive care paramedic (ICP) skill only and considered the gold standard of airway management (AT Clinical Practice Guidelines, Protocols A0301, A0302). The patient has gurgling respirations and may require manual airway clearance to remove obstructing substances, such as emesis. Using a yankaeur sucker, paramedics are able to suction the unwanted substances from in and around the OPA, therefore clearing the patients’ airway and eliminating the gurgling respirations (AV Clinical Work Instructions, Skill 2.2.6; ASNSW Clinical Protocol Guidelines, p. 101.7). Once a patent airway has been achieved it is necessary to provide manual ventilation as the patient respiratory rate is currently seven per minute, an insufficient level of oxygenation to sustain the cells in the body (AT Clinical Practice Guidelines, Protocol A0103). AT clinical practice guidelines indicate the use of a bag-valve-mask (BVM) to provide additional oxygen to the hypoventilating patient (AT Clinical Practice Guidelines, Protocol A0103). The BVM resuscitation following intubation is one of the most important steps for effective airway management (Gabbott and Baskett, 1997). Despite its effectiveness, using a BVM has disadvantages including; gastric distension, regurgitation, aspiration, barotrauma and hypotension (Gabbott and Baskett, 1997; ASNSW Skills Manual, p. 102.1.1). Gabbott and Baskett (1997) emphasise the dangers of gastric distension resuscitation as they found 28% of failed resuscitations presented with pulmonary aspiration as a result of gastric distension. Other patient care considerations Additional precautions include accounting for accidental hypothermia. The patient has been outside on the ground for an unknown amount of time during May, which has an average temperature of 10 degrees celcius but can drop to below zero degrees celcius (Weatherzone.com.au, 2014). Ulrich and Rathlev (2004) state that hypothermia is when a person’s body temperature drops below 35 degrees celcius. Contributing factors to hypothermia include drugs and alcohol, environmental factors (e.g. wind or rain), length of exposure and time of day (Ulrich and Rathlev, 2004). Hypothermia management includes; sheltering patient from the environment, removal of damp and wet clothing, drying with towels and wrapping patient in space blanket. If hypothermia is severe, warming fluid at a temperature of 37 – 42 degrees celcius should be given to patient (AT Clinical Practice Guidelines, Protocol A0901). Conclusion To ensure comprehensive patient care is delivered at a high standard of clinical skill and safety paramedics must adhere to certain principles and guidelines. The WHS, infection control and manual handling guidelines and protocols are the initial point of notice for patient and paramedic safety. The systematic patient management framework ensures paramedics thoroughly assess patients’ conditions in order of severity, identifying life threatening conditions first and responding with appropriate treatment.

Rich Dad Essay -- essays research papers

A true tale of two dads, one dad is a highly educated professor, the other, an eighth grade dropout. The educated dad left his family with nothing, except a few unpaid bills. The dropout later became one of Hawaii’s richest men and left his son a fortune. The educated dad would say, â€Å"I can’t afford it† while the other, asked, â€Å"How can I afford it?† Rich dad teaches the boys priceless lessons on money, by making them learn through experience. The most important lesson he teaches is to free yourself from the â€Å"rat race† of life and learn to make money work for you, and not be its slave. He knew that financial literacy would help prepare the boys for their life. Though one must have a job, Rich Dad taught the boys to eventually use your day job to begin minding your own business. The first lesson the two boys learned was that the rich do not work for money. One should work to learn, not make money. At age 9, Robert Kiyosaki and his best friend Mike asked Mike’s father to teach them how to make money. After 3 weeks of dusting cans in one of Rich Dad’s convenience stores at 10 cents a week, Kiyosaki was ready to quit. Rich Dad pointed out this is exactly what his employees sounded like. Some people quit a job because it doesn’t pay well. Others see it as an opportunity to learn something new. Next Rich Dad put the two boys to work, this time for nothing. Doing this forced them to think up a source of income, a business scheme. The opportunity came to them upon noticing ...

Isaac Asimov :: essays research papers

Isaac Asimov is a very talented writer. Isaac focuses on the intensity of his novels and short stories. Suspense is one of the things he focuses on when writing short stories such as "Marooned off Vesta." "Marooned off Vesta is a story of triumph and intelligence. This story shows what can happen if you put your mind to it"(Corke). 	Isaac Asimov, of Jewish descent, was born in Petrovichi, U.S.S.R. on January 2, 1920. His parents were Judah and Anna Rachel Asimov. Isaac also had a brother named Stanley and a sister named Marcia. In 1923 the Asimovs left the Soviet Union and immigrated to the States. Getting over seas was not as easy as it is today. The Asimovs had to endure a horrible boat ride with horrible food, seasickness, and the anxiety of what the future had in store for them. They made their home in Brooklyn, New York where they opened a candy store (Erlanger 9). When he was nine years of age, after school he worked in his parent's candy store. It was then that began reading science fiction magazines. He had to struggle to read these magazines because his father would not permit him to read "such junk"(Erlanger 9). " Isaac you should be reading books with more value," his father told him (wilson). Sooner or later his father gave in and told him not to forget his library books ( Erlanger 11). However, this reading material was the only thing that his dad would let him touch on the magazine rack. 	Young Isaac was a brilliant student. He went through school more quickly than other students. But there was one thing holding him back which was him being a class clown. He was frequently in trouble for talking in class (Erlanger 16). The person he could really identify with was his friend, "Solly," Solomon Frisch. Solly made up stories mostly every day off the top of his head for Isaac. This was when Isaac learned that stories do not have to come from magazines or books, they can come from a person. Unfortunately when Solly and Isaac were both seven, they parted as a result of both families moving. The Asimovs moved on Essex street near Judah's new candy store. As the years went on and he graduated Boys High School in 1935, he applied to Columbia University and took on Chemistry as a major (Erlanger 18).

The Moral of Arthur Millers The Crucible Essay -- The Crucible Witchc

The Moral of Arthur Miller's The Crucible In the 17th century a group of Puritans from England immigrated to America to escape persecution for their religious beliefs. The white settlers arrived in New England in 1620, and Salem, Massachusetts had been in existence for about forty years by 1692. Salem developed as a theocracy. This was based on the coexistence of religious prayer and hard work. Entertainment, such as dancing, or any enjoyment at all was perceived as a sin. The isolation of the Puritan society created a rigid social system that did not allow for any variation in lifestyle. The Puritans felt insecure with the knowledge of the Native Americans in the forest. They felt persecuted and constantly under attack. Abigail mentions her past when she says that she witnessed, ‘Indians smash my dear parents' heads on the pillow next to mine’. Throughout the play it is apparent that the community becomes more divided. In the beginning there were arguments about ownership of land between some of the villagers. As the story progresses people fear for their own safety and begin accusing their neighbours of witchcraft in order to escape being hanged. HALE 'They have confessed it.' PROCTOR 'And why not, if they must hang for denyin'it? There are them that will swear to anything before they'll hang; This is like when Abigail accuses Elizabeth Proctor of witchcraft so that she will know that there will be a clear path to John Proctor whom she had an affair with and now is in love with. Salem becomes overrun by the hysteria of witchcraft. Mere suspicion itself was accepted as evidence. As a God-fearing community, they could not think of denying the evidence, because to deny the existence of Evil ... ... storm.' This atmosphere leaves the audience to contemplate the play and particular characters and their relevance to the title. The light that shines through the window at the very end of the play makes the ending symbolic. The word 'new' almost lets us forget all the tragic events that have just passed and that the best solution would to start afresh. It leaves the audience thinking that there is hope for the people of Salem especially with the presence of light. I believe that The Crucible was written with a moral. Arthur Miller, by writing The Crucible, warned us that if we did not become aware of history repeating itself, our society would be in danger. Such as has been seen during the McCarthy era. As the witchcraft hysteria took place in one of America's wholesome, theocratic towns, it makes the miscarriage of justice such a mystery even today.

Lord of the Flies Lit Analysis Essay

Do novels have a deeper meaning to them than what the author writes? Golding reflects the two sides of human nature in â€Å"Lord of the Flies† by using imagery. Imagery is conveyed to develop the hidden meanings of human nature through the use of specific references through the themes of light and dark imagery. Golding conveys dark imagery throughout the novel by making references to evil. From the beginning of the novel the author introduces to the reader that something sinister is impending. He uses specific language to show the reader that the boys are like approaching animals, â€Å"Within the diamond haze of the beach something dark was fumbling along† (LOF 20). The choir in a way symbolizes a militaristic group being described as a â€Å"party of boys, marching approximately in step in two parallel lines and dressed in strangely eccentric clothing†(LOF 20). It is evident that the choir is evil because the book is written in the World War II period and it is likely that the choir symbolizes the Nazi Party which many people would be able relate them too animals or savages. Imagery is often developed when characters in the novel are savage like. Dark imagery reveals the character Jack to be evil when, â€Å"He passed like a shadow under the darkness of the tree and crouched, looking down at the trodden at his feet† (LOF 53). Jack is being compared to an animal trying to hunt down his prey while crouching down. Again we can compare him to Hitler who was the leader of the Nazi party as Jack is the leader of the evil boys on the island. The darkness on the island spreads to every boy like it is within everyone. â€Å"Darkness poured out, submerging the ways between the trees till they were dim and strange as the bottom of the sea† (LOF 62). Before the boys got on the island it was a peaceful island, by acting like savages they spread darkness on the island, which is the evil in each and every one of them. The darkness was submerging or killing any goodness on the island. This is a relevant comparison to the war as well as it killed hope in good people specifically the Jews who were persecuted by another group of people who thought they were better. As darkness overtook the island it also over took Europe during the dark times of World War II. Thus, dark imagery is used to show men can be evil human beings. Golding uses light imagery over the course of the novel to symbolize civilization over savagery. Light imagery is often shown when something good or hopeful is going to occur. The boys make a signal fire in hopes that they will be rescued, â€Å"The flame nearly invisible at fist in that bright sunlight, enveloped a small twig, grew, was enriched with color and reached up to a branch which exploded with a sharp crack†(LOF 45). The fire is a symbol of civilization and hope that they will get rescued which is shown through the imagery used in the quote. The comparison can be made to the civilized people during WW11. They behaved in a way that was good and moral. The English boys on the island are trying to maintain civility by doing things like making a fire. Light imagery is illustrated by portraying Simon with goodness. When he is described Golding uses a lot of light imagery, â€Å"The water rose further and dressed Simon’s coarse hair with brightness† (LOF 169) . When Golding uses words like bright when describing characters it is often because the character is good and civilized, he is often compared to Jesus Christ. Reference to the saviour is associated with hope. Hope is also something that the victims of the Nazi party had to have in order to survive. At the beginning of the novel Golding uses colors and light to describe the character of Ralph as, â€Å"All the shadows on Ralph’s face revered; green above, bright below from the lagoon. A blur of sunlight was crawling across his hair† (LOF 16). Golding uses these colors to describe Ralph because he was one of the more civilized boys on the island. The comparison here can be made to describe Ralph as being good and bright and full of light and Jack as the opposite is dark and evil. To end, it is evident that light imagery symbolizes civilization. The two sides of human nature are evident with the use of dark and light imagery. Imagery is used as a compelling literary technique illustrating how light and dark translates into good and evil. The use of foreshadowing is an indicator of things to come, which was used as an effective tool when referring to light and dark imagery.

Grammar Simple Present and Past

COMPLEJO EDUCATIVO REPARTO VALLE NUEVO SIMPLE PRESENT AND SIMPLE PAST TENSE Subject: English Students: Andrade Ramos, Maria Emeli Argueta Moran, Leslie Evelyn Ceron Escobar, Maura Elena Escobar Caceres, Marjorie Naydine Romero Regalado, Leticia Yamileth Grade:11th Assignment due to: Tuesday, April 9th, 2013 Simple Present Tense Grammatical Structures: Subject+Auxiliary verb+main verb (do) (base) There are three important exceptions: * For positive sentences, we do not normally use the auxiliary. * For the 3rd person singular (he, she, it), we add â€Å"s â€Å"to the main verb or â€Å"es† to the auxiliary. For the verb to be, we do not use an auxiliary, even for questions and negatives. * Afirmative: Subject + Verb(Present) + Complement. Examples: 1. I play tennis. 2. He dances salsa music. 3. They eat breakfast. 4. The boy goes to school. 5. You need help. * Negative: Subject + Auxiliary (Do not/ does not) + Verb (Base form) + Complement. Examples: 1. I don’t play t ennis. 2. He doesn’t dance salsa music. 3. They don’t eat breakfast. 4. The boy doesn’t go to school. 5. You don’t need help. * Interrogative Questions (yes/no) Auxiliary (Do/does)+ Subject + Verb (Base form) + Complement. Examples: . Do you play tennis? 2. Does he dance salsa music? 3. Do they eat breakfast? 4. Does the boy go to school? 5. Do you need help? * Information Questions WH Question Word + Auxiliary(Do/does) + Subject + Verb(Base form) + Complement. Examples: 1. When do you play tennis? 2. Why does he dance salsa music? 3. What do they eat for breakfast? 4. How does the boy go to school? 5. When do you need help? Use: We use the present simple tense when: * the action is general. * the action happens all the time, or habitually, in the past, present and future. * the action is not only happening now. the statement is always true. Examples: 1. The train leaves every morning at 8 AM. 2. Cats like milk. 3. The party starts at 8 o'clock. 4. He has his passport in his hand. Time Expressions We often use some adverbs of frequency with the simple present tense to state how often somebody does something. Adverbs commonly used with the simple present tense are: always, usually, often, sometimes, occasionally, rarely and never. Note that the adverbs of frequency usually go before the verb. Structure: Subjetc + Adverb + verb (present) + complement. Examples: 1. He often visits his grandparents. 2.I usually get up early. 3. She always carries an umbrella. 4. He never gets angry. 5. I sometimes read foreign periodicals. 6. They rarely watch TV. 7. She frequently buys detective stories. Simple Past Tense Grammatical Structures: Subject+Auxiliary verb+main verb (did) (base) In general, if we say the time or place of the event, we must use the past simple tense; we cannot use the present perfect. * Affirmative: Subject + Verb(Past) + Complement. Examples: 1. You swam in the pool. 2. She got up early. 3. They began to sing. 4. Karla stud ied for her test. 5. I understood the class. Negative: Subject + Auxiliary(did not) + Verb (Base form) + Complement. Examples: 1. You didn’t swim in the pool. 2. She didn’t got up early. 3. They didn’t begin to sing. 4. Karla didn’t study for her test. 5. I didn’t understand the class. * Interrogative Questions (yes/no) Auxiliary (Did)+ Subject + Verb (Base form) + Complement. Examples: 1. Did you swim in the pool?. 2. Did she get up early?. 3. Did they begin to sing?. 4. Did Karla study for her test?. 5. Did you understand the class?. * Information Questions WH Question Word + Auxiliary (Did) + Subject + Verb(Base form) + Complement.Examples: 1. When did you swim in the pool?. 2. Why did she get up early?. 3. What did they begin to sing?. 4. When did Karla study for her test?. 5. How did you understand the class?. Uses: We use the past simple tense to talk about an action or a situation – an event – in the past. The event can be shor t or long. We use the past simple tense when: * the event is in the past. * the event is completely finished. * we say (or understand) the time and/or place of the event. * to list a series of completed actions in the past. Examples: 1. I saw a movie yesterday. 2.I finished work, walked to the beach, and found a nice place to swim. 3. I lived in Brazil for two years. 4. He played the violin. 5. She was shy as a child, but now she is very outgoing. Expressions: Structure: Subject + verb (past) + complement+ time adverbial. Or Subject + adverb + verb (past) + complement. Common time expressions (time adverbials) in the Simple past are: * * yesterday * the other day * just now * the day before yesterday * always * only * never * ever * still * just Examples: 1. I cleaned the sink yesterday. 2. She hung out with her friends the other day. 3. They always spoke English.