Sleep Deprivation And Academic Performance Physical Education Essay

Sleep Deprivation And Academic Performance Physical Education Essay The purpose of this study was to investigate the relationship between sleep deprivation and academic performance. Specifically, this study examined the awareness of students on the importance of sleep, to determine the average amount of sleep a student get a night, to show the correlation between sleep deprivation and academic performance as well as to investigate the comparison on sleep deprivation between Arts and Sciences students. This study employed a quantitative research methodology involving the use of questionnaires. The result shows that majority who obtain higher CGPA were those who slept for less than 7 hours, but the students who obtained lower CGPA were also those who slept less. Hence, sleep deprivation is negatively correlated with academic performance among CFS IIUM in this study. Sleep is a crucial necessity in our life as it helps to restore energy, repair the body, lose weight and keeps us mentally and physically alert (Malana, 2011). It is also very important in improving memory and reducing stress. Judy Monroe Peterson (2010) defines sleep as a state which we become oblivious to the world around us. The need for sleep is just like how we need food and water. For most people, it is normal to spend one-third of their lives sleeping. In the Islamic perspective, sleep is the sign of the power and greatness of Allah SWT in creating a perfect system in humans life. Besides, Islam clearly emphasizes on the importance of sleep. There have been many times the Quran mentions about sleep and guidance on the good nature of sleep. In the Quran, Allah says, And it is He who has made the night for you as clothing and sleep [a means for] rest and has made the day a resurrection. (25:47) Sleep deprivation is defined as an overall deficiency in the necessary amount of sleeping hours that a person is supposed to have in a day. Average adults need seven to nine hours of sleep (Morganthaler, 2011). Sleeping for less than 6 hours a night has been shown to affect coordination, mental alertness and can even lead to irritability, mood disorders, weight gain, and hallucination (Ramiccio, 2011). Previous research have shown that people who are sleep deprived perform worse on thinking and memory task than who are not suffering from sleep deprivation. If we do not get enough sleep, the memory of what we have learnt that day will possibly not remain for long. Nowadays, people tend to neglect the importance of sleep in life. Sleep deprivation is said to have been affecting millions of people around the world, especially college students. College students are more likely to suffer from sleep deprivation due to their hectic lifestyle. They often have to stay up past midnight to complete their assignments, projects and work on time. Some students even pull all-nighters as a means of learning to achieve higher grades. Research shows that students who often pull all-nighters and sleep deprived have slightly poorer academic performance than students who do not (Perkins, 2011). According to Lowry, Dean, and Manders (2010), a students GPA does have a relationship with the amount of sleep a student receives per night. In their findings, the students who slept more a night tend to get higher grades than the students who did not. The results pertaining to sleep deprivation showed that sleep quantity, and not sleep quality correlates with academic performance. Previous studies outlined by W. Kelly, K. Kelly and Clanton (2001) concluded that short sleepers would report lower GPAs than long sleepers. The lack amount of sleep the short sleepers experienced affect their academic achievement as a result of a decreased ability to focus on education-related activity. Trockel, Barnes and Egget (2000) supported that sleep habit accounts for some of the variance in first year college students GPA. Ahmed et al. (2012) also suggested that poorer academic performance is shown to be associated with a late bedtime on weekdays and weekends. Their study showed that from 410 students surveyed, 28% had excellent performance and 72% had average performance. The excellent group had an earlier bedtime every day in contrast to the average group which had a higher percentage of students who felt sleepy during class. With these propositions, it can be concluded that certain sleep habits are significantly related with academic performance. Hamza et al. (2012) in their research concerning sleep disorder also discovered that among medical students the ESS score indicated that 36.6% of participants were considered having abnormal sleep habits. Normal ESS scores (p=0.019) and the academic grades >3.75 was related with sleeping between 6-10 hours per day. The results demonstrated that abnormal ESS scores were associated with lower academic performance (p=0.002). However, contrary to other studies, a research by Mehrunissa and Anam (2011) argued that sleep did not seem to have any effect on the academic achievement. Their study showed that students who slept for less than 7 hours obtained good grades (A, B) but the majority who failed were also those who slept less. Furthermore, 63.5% of the participants still thought that sleep did not affect their academic performance. Hence, it is concluded in their studies that sleep deprivation did not correlate with students academic performance. Hence, this present research is conducted to study the relationship between sleep deprivation and academic performance among CFS IIUM students. It is presumed that students who are sleep deprived have lower GPAs than students who sleep well. The research questions to be investigated in this study are as follows: Do students consider sleep as important? What is the average amount of sleep the students get a night? How does sleep deprivation correlate with the GPA of the students? Who are more sleep deprived, arts or sciences students? Methodology Introduction This section discusses the methodology of the research. The main purpose of this research is to study the relationship between sleep deprivation and academic performance among Centre for Foundation Studies IIUM students. Surveys were administered to college students of Centre for Foundation Studies IIUM with 6000 students population to assess their sleep patterns and behaviour which correlates with their academic achievement. Data for the research were collected through distribution of questionnaires and surveys online. Instruments The use of quantitative research methodology is employed in this study which is the questionnaire. The questionnaire consists of 6 questions divided into 2 sections which comprises of demographic information and questions concerning sleep assessment. All are close-ended questions. Question 1, 2 and 3 consist of multiple choice questions while Question 4 consists of Yes/No question. Question 5 and 6 are Likert scale type of question and students are required to answer all questions. Respondents The respondents of the study were the students from Arts and Sciences programmes at CFS IIUM. A total of 50 questionnaires were distributed manually and via online surveys. Of these numbers, 16 are Arts students while 34 are Sciences students. Procedure The questionnaires were distributed randomly to all CFS IIUM students at various places such as classrooms and hostels. The surveys were also conducted online. Data Analysis For data analysis, data were entered into the computer and tabulated. The tabulated data were then presented in the form of bar graph, column graph and pie chart by using the spreadsheet software which is Microsoft Office Excel. Data were analyzed from the graph to describe the data as it was easier and more readable. Findings and Discussion This section discusses the results of the research on the relationship between sleep deprivation and academic performance among CFS IIUM students. The findings will be divided into important topics found from a survey received from 50 students of CFS IIUM. The Awareness on The Importance of Sleep Figure 1: The Importance of Sleep Among Students Figure 1 shows how each student rated the importance of sleep. Referring to the graph, it is found that majority of CFS IIUM students were aware that sleep is very important which comprises 58% of them and almost 40% of students said that sleep is important while only 4% believe that sleep is not important. Majority of the students of CFS IIUM were aware with the importance of sleep regardless of what courses they are in. The results were anticipated as the respondents were all students and they probably had known many facts about sleep from various reading material such as magazines and books. Besides, there were handful of students with computers and internet that made it easier for them to search about this issue. To sum it up, the students awareness on the importance of sleep generally yields a satisfactory result. Number of Hours of Sleep Figure 2: Hours of Sleep per Night Figure 2 shows the average hours of sleep students get per night. Based on the figure, the results clearly show that most of the students sleep for 4 to 6 hours per night. Least students are to have been sleeping for only 1 to 3 hours and 10 to 12 hours per night. In addition, less of the students sleep for 7 to 9 hours per night. Contrary to the previous finding, even though most of the students were aware of the importance of sleep, many of them slept for only 4 to 6 hours per night. This was maybe due to more time spent on studying and students were more likely to stay up past midnight working on tutorials and assignments. Briefly said, most of the students are sleep deprived as average adults need seven to nine hours of sleep to be considered as having a good sleep habit (Morganthaler, 2011). Sleep Behaviour Figure 3: Having a hard time falling asleep at night Figure 3 demonstrates the percentage of students who have a hard time falling asleep at night on a scale of one to six, six being very true and one being not at all true. Majority said that having a hard time falling sleep at night is not true (30%) while only 8% said that it is very true. A possible explanation for this might be that most of the students were not suffering from sleep disorders. This was because having a hard time falling asleep at night indicates disturbance in sleep quality but not sleep quantity. Thus, it was probably the students, although sleep deprived, were still having good quality of sleep. Figure 4: Getting sleepy in class Figure 4 shows the percentage of students who get sleepy in class on a scale of one to six, six being very true and one being not at all true. From the figure, we can see that thirty-four percent of students said that they are neutral in getting sleepy in class and only eight percent said it is true. As what had been discussed previously, getting sleepy in class was also one of the effect of poor sleep quality. Majority said that they are neutral which means the chance to get sleepy is equal. This result shows that the act of getting sleepy is negatively correlated with less quantity of sleep. It might be due to that even most of the students slept for only 4 to 6 hours and considered as sleep deprived, their chance of dozing in class is lower indicating better sleep quality. Figure 5: Pulling all-nighters studying In general, Figure 5 reveals the percentage of students who pull all-nighters on a scale of one to six, six being very true and one being not at all true. Majority of the students chose to be neutral and none of them stated that it was very true to pull all-nighters studying. Pulling all-nighters brought the meaning of when you stay up  all  night through to the next morning with no sleep, for example, studying or working to meet a deadline. The students might be pulling all-nighters infrequently. The possible factors that might lead them to pull all-nighters were studying for upcoming quizzes and examinations and also working on assignments. Figure 6: Having a consistent sleep schedule Figure 6 demonstrates the percentage of students have a consistent sleep schedule on a scale of one to six, six being very true and one being not at all true. Majority of the students stated that it is not true to have a consistent sleep schedule. These findings suggest that the students were not having a consistent sleep schedule due to their busy daily routine. They spent most of their time studying, therefore they tend to have irregular sleep and wake times. The Correlation Between Sleep Deprivation on Academic Performance Figure 7: The Relationship Between Sleep Deprivation and Academic Performance Figure 7 shows the relationship between sleep deprivation and academic performance. Most of the students who obtain CGPA 3.0 to 3.9 and 4.0 slept for 4 to 6 hours per night. The number of hours of sleep for students who achieve CGPA 2.0 to 2.9 are also 4 to 6 hours. This part will present the correlation between sleep deprivation and academic performance among CFS IIUM students by assessing their CGPA. It is hypothesized at the beginning of this study that students who are sleep deprived has lower CGPA than students who sleep well. What is very significant here is, even though, the students were sleep deprived, they still managed to obtain good results and higher CGPA. But, the students who achieve lower CGPA were also those who suffer from sleep deprivation. In other words, sleep deprivation may and may not affect students academic performance. It is probably other factors that may give impact on students academic achievement other than sleep deprivation such as learning style and level of intelligence. This result of this study seemed to confirm the findings of a study by Mehrunissa and Anam (2011) which also suggested that sleep did not seem to have any effect on the academic achievement. This finding however contradicts another past research finding. Previous research suggested that sleep deprivation has a positive relationship with poorer academic performance. The results pertaining to sleep deprivation showed that sleep quantity, and not sleep quality correlates with academic performance (Lowry, Dean Manders, 2010). Sleep Deprivation Between Arts and Sciences Students Score Number of Students 1 6 10 7 8 7 9 15 30 16 > 3 Table 1: Score of Epworth Sleepiness Scale Table 1 shows that majority of the students obtain the score of 9 to 15 which comprises 30 of them. Scoring 9 to 15 indicates that the subjects are sleepy and should seek medical help. Only 3 obtain 16 or more which showed that they were dangerously sleepy. 10 students score 1 to 6 which means they get enough sleep and not sleep deprived. Furthermore, 7 students obtain 7 to 8 which is the average score indicating also adequate sleep. From Table 1, the students were classified according to their programmes, Arts or Sciences. Figure 11: Comparison of Sleep Deprivation Between Arts and Sciences Students Figure 11 demonstrates the comparison of sleep deprivation between Arts and Sciences students. Based on the Epworth Sleepiness Scale scoring on a scale of zero to three, three being high chance of dozing and zero being no chance of dozing, it is found that Arts students were more sleep deprived than Sciences students. 75% of Arts students suffered from sleep deprivation and only 62% of Sciences students were sleep deprived. This result may be explained by the analysis of Epworth Sleepiness Scale previously which is used to measure level of daytime sleepiness. The questionnaire asked the subject to rate his or her probability of falling asleep on a scale of increasing probability from 0 to 3 for eight different situations that most people engage in during their daily lives, though not necessarily every day. A score of 10 or more is considered sleepy. A score of 16 or more is very sleepy. If you score 10 or more on this test, you should consider whether you are obtaining adequate sleep, need to improve your sleep hygiene or need to see a sleep specialist. Conclusion This research investigated the relationship between sleep deprivation and academic performance. Primary data were collected by randomly distributing questionnaires to 50 students. The following conclusions can be drawn from the study. To begin with, this study has shown that majority of the students knew the importance of sleep in their life. Nevertheless, most of the students in CFS IIUM in this study sleep for only 4 to 6 hours and may be considered as sleep deprived. The occurring of sleep deprivation might be due to their hectic lifestyle. In addition, the students in this study seemed to have quite a good sleep habit and behaviour. The results pertaining sleep behaviour showed that most of the students have a good sleep quality even they were lacking sleep quantity. The main gist of this study is the correlation between sleep deprivation and academic performance. This study showed that majority who obtain higher CGPA were those who slept for less than 7 hours, but the students who obtained lower CGPA were also those who slept less. Thus, the results of this study support the idea that sleep deprivation are not significantly related to academic performance among CFS IIUM students in this study. Undeniably, there are limitations in this study. One of the limitations is that this research was conducted only to 50 respondents of CFS IIUM students. The sample size may also have been insufficient to assess the topic under study. Moreover, the questionnaires were also distributed randomly causing uneven number of Arts and Sciences students. The results may differ when compared to other institutions.

Beowulf Biblical Allusions Essay

Therefore, taking Christ and comparing him to the equally gallant and exciting ere Beowulf from the poem â€Å"Beowulf,† demonstrates the ways that the two figures share numerous similar qualities. In many ways, â€Å"Beowulf† has countless connections to the well-known Christian bible. The most obvious relation to the bible that â€Å"Beowulf† has is the link that the character Beowulf shows to Jesus Christ. Beowulf functions as the Jesus Christ figure in the poem, with explicit associations between the two heroes. Jesus Christ is known to be the savior to his people. He Is kind and assists those In need.Beowulf shares this characteristic with Christ. Beowulf comes to Warthogs to offer neighborly help with no selfish Intentions In defeating the monster that has brought chaos to the Danes. In many ways Beowulf has been considered a savior to the Danes, and was highly regarded. The connection with Christ and Beowulf Is apparent with this presentation of Christ and Beowulf character. Jesus Christ and Beowulf also share common fates. When all but one disciple abandoned Christ, he was left alone to die by the crucifix. There is a connection to this biblical event when Beowulf is an elder fighting the dragon.All of his comrades left him to die, with the exception of Wigwag. These events bond the two figured together, and further prove Beowulf characterization duteous Christ. Christ also is destined to be at a constant battle with Satan. Beowulf Is similar to this with the fact that he must also constantly battle satanic creatures such as Greened, Grenade's Mother, and the Dragon. The link between the two figures Is thus further proven and Is apparent In this epic poem. Beowulf and Christ together are two tremendously comparable figures In the poem â€Å"Beowulf,† and the Bible.Anglo-Saxon pagan ideals contrast heavily with the Biblical allusions that Beowulf brings to the poem, and yet bring Beowulf and Christ closer together as one analo gous character. Christ and Beowulf bring comfort to their people, and serve as saviors to them as they valiantly battle and sacrifice their lives to the evil Satanic powers. However, despite the alleged respect and honor that the characters' people have for them, they both lose their lives due to betrayal. Jesus is left to die by reason of his traitorous disciples, and similarly Beowulf is abandoned in Attlee by his cowardly fellow warriors.Both figures met the same fate, and lost their lives. These events not only connect Beowulf to Christ In the poem, but also show that the poem has many Biblical allusions within Its context. Furthermore, while many people can easily be Inspired by Jesus Christ, many have yet to understand the similar aspects that Beowulf shares with Christ. It Is clear that the widely known Bible has influence everywhere in the world- among people and literature. Jesus Christ is acknowledged in a multitude of other famous literary works.

Relationship Between Companies And Their Customers

Since the 1990s, the rapid development of the technologies and the internet has greatly increased the opportunities and the possibilities for marketing and has changed the way of the relationship between companies and their customers are managed (Bauer,2002). The competition in the market has become more intense, an increasing number of services provider have adopted the techniques of customer’s relationship management (CRM) in order to strengthen their competitive position (Roh et al., 2005). The businesses that entering to compete in a market that trying to weaken the existing and solid ones, due to the new ways of doing businesses. The causes that have led all these change, is the continuous changes and the development of the technology. The reason of this reality is the concept of CRM which developed is such a manner that nowadays it has imposed as a strategy for a preservation of a long term relationship with customers (Mendoza et al., 2007). In addition, CRM has increased rapidly. Irrespective of the business size, they have been motivated to adopt CRM in order to create and manage the relationship with their customers and to be more efficiently in an effort to develop comparative advantage. A stronger relationship with customers may result to greater customer loyalty, conservation and profitability (Buttle, 2004). The using of customer relationship management systems is becomes more important to improve the customer life time value. Understanding the needs ofShow MoreRelatedRelationship Between The Customer And The Company Essay1203 Words   |  5 PagesSolution: The relationship between the customer and the company is the product and the relation between the customer and outsourcing, for example, if you think about it like amazon, where you request the product from amazon, however, it comes to you using the outsourcing which is the UPS and there is agreement business relationship between the company and outsourcing. 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Pre Algebra Number Problem Worksheets With Answers

Mercy Otis Warren As A Leader Of The Revolution - 1008 Words

Mercy Otis Warren was one of the few women to give public voice to her political sentiments. Mercy was the sister of James Otis, a leader of the Revolution. She wrote several satirical plays and corresponded with many prominent figures in colonial society, including Samuel Adams, George Washington, Thomas Jefferson, Elbridge Gerry and Alexander Hamilton. She maintained an especially close contact with Jordan and Abigail Adams. She structured her political comments within plays, none of which she preformed on stage because Mercy has specifically written them for publication in the newspapers. Through her plays Mercy revealed her contempt for the Tory Administration in Boston and her passion for Whig ideology. â€Å"Mercy believed that a women’s primary focus should be her family, but asserted that it was important for women to be aware of politics in order to better serve their families.† (Volo, 2003) Warren was among the women who chose to publish their views. Women wer e active ad printers and publishers during the war. Women who feared criticism for meddling too directly in politics published their poems and letters into the newspaper anonymously. In 1772, Warren published anonymously her â€Å"biting satire of Royal Governor Thomas Hutchinson, The Adulator. First appearing in two installments in the Massachusetts Spy, the play ended with a warning that the people might take up arms.† (Gundersen,1996) She wrote two more plays on political themes by 1774 and pamphlets, all appearingShow MoreRelatedMercy Otis Warren: A Brief Biography991 Words   |  4 PagesMercy accomplished lots of things that women did not even know could exist in her time. Mercy Otis Warren was a writer a poet, historian, dramatist, a patriot propagandist, play writer and a satirist in the eighteenth century. She was born in west Barnstable, Massachusetts in the United States of America which is named Cape Cod on September 14th, 1728. 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Predicting Performance Free Essays

Mix between current method and intelligence test. Evaluate Alternatives: 1. Intelligence tests. We will write a custom essay sample on Predicting Performance or any similar topic only for you Order Now If Intelligence tests are used by corporations to screen Job applicants, colleges could use the same methodology. Also this will give a future opportunity for the students after graduation, to be familiar with this kind of test. Also corporations looking new employees will be confident that the graduated students have already passed the intelligence test, so they can give priority for students graduated from New England College. In addition the New England College, based on this alternative, could do agreement with potential recruiters, to give priority for student graduated from the college as they can ensure their Intelligence level. This will give an advantage to overcome any possibility of discrimination and to be more fair for poor and minorities, as it will be based on real evaluation for intelligence level for students. 2. Keep existing selection criteria. As Alex has no prior experience in college admissions, and in the same time she didn’t eave enough time to collect all data and verify It by real study. All her reservations about using SAT scores based on concerns, the only evidence Is that coaching improves the SAT score. So keeping the current selection criteria will overcome the risk of failure in case of any change in the process of selection, also as the people who design the SAT argue forcefully that these test scores are valid predictors of how well a person will do in college. But Alex could gain time during keeping the current selection process to collect and analysis data before thinking about other alternative o challenge this argue. . MIX between current method and Intelligence test. As SAT Is only three sections Mathematics, Critical Reading, and Writing. It Is preferable also to measure the intelligence of the students. For this it’s required to redistribute the scoring as per the below. High school grades (20 %); Scholastic Aptitude Test (SAT) scores (30 %); Intelligence tests scores (30 %); Extra-curricular activities and achievements (10 %); And the quality a nd creativity of a written theme submitted with the application This alternative will make the selection criteria based on measuring the mathematics; critical reading and writing in addition to the proper intelligence level, and avoid discrimination for poor and minorities. Taking into account the students character and their ability to manage activities and have achievement, and their ability to express their writing capabilities and creativity. Also this alternative will have the advantages of first alternative. Recommendations: To use the third alternative by having mix between current methods and intelligence test. How to cite Predicting Performance, Papers

Emperor Claudius Essay Example For Students

Emperor Claudius Essay Tiberius Claudius Nero Germanicus (b. 10 BC, d. 54 A. D. ; emperor, 41-54 A. D. ) was the third emperor of the Julio-Claudian dynasty. His reign represents a turning point in the history of the Principate for a number of reasons, not the least for the manner of his accession and the implications it carried for the nature of the office. During his reign he promoted administrators who did not belong to the senatorial or equestrian classes, and was later vilified by authors who did. He followed Caesar in carrying Roman arms across the English Channel into Britain but, unlike his predecessor, he initiated the full-scale annexation of Britain as a province, which remains today the most closely studied corner of the Roman Empire. His relationships with his wives and children provide detailed insights into the perennial difficulties of the succession problem faced by all Roman Emperors. His final settlement in this regard was not lucky: he adopted his fourth wifes son, who was to reign catastrophically as Nero and bring the dynasty to an end. Claudiuss reign, therefore, was a mixture of successes and failures that leads into the last phase of the Julio-Claudian line. Early Life (10 BC 41 A. D. ) Claudius was born on 1 August 10 BC at Lugdunum in Gaul, into the heart of the Julio-Claudian dynasty: he was the son of Drusus Claudius Nero, the son of Augustuss wife Livia, and Antonia, the daughter of Mark Antony. His uncle, Tiberius, went on to become emperor in AD 14 and his brother Germanicus was marked out for succession to the purple when, in AD 4, he was adopted by Tiberius. It might be expected that Claudius, as a well-connected imperial prince, would have enjoyed the active public life customary for young men of his standing but this was not the case. In an age that despised weakness, Claudius was unfortunate enough to have been born with defects. He limped, he drooled, he stuttered and was constantly ill. His family members mistook these physical debilities as reflective of mental infirmity and generally kept him out of the public eye as an embarrassment. A sign of this familial disdain is that he remained under guardianship, like a woman, even after he had reached the age of majority. Suetonius, in particular, preserves comments of Antonia, his mother, and Livia, his grandmother, which are particularly cruel in their assessment of the boy. From the same source, however, it emerges that Augustus suspected that there was more to this idiot than met the eye. Nevertheless, Claudius spent his entire childhood and youth in almost complete seclusion. The normal tasks of an imperial prince came and went without official notice, and Claudius received no summons to public office or orders to command troops on the frontiers How he spent the voluminous free time of his youth is revealed by his later character: he read voraciously. He became a scholar of considerable ability and composed works on all subjects in the liberal arts, especially history; he was the last person known of who could read Etruscan. These skills, and the knowledge of governmental institutions he acquired from studying history, were to stand him in good stead when he came to power. His father died on campaign when Claudius was only one year old, and his brother, Germanicus, succumbed under suspicious circumstances in AD 19. His only other sibling to reach adulthood, Livilla, became involved with Sejanus and fell from grace in AD 31. Through all this turmoil Claudius survived, primarily through being ignored as an embarrassment and an idiot. Claudiuss fortunes changed somewhat when his unstable nephew, Gaius (Caligula), came to power in the spring of 37 A. D. Gaius, it seems, liked to use his bookish, frail uncle as the butt of cruel jokes and, in keeping with this pattern of behavior, promoted him to a consulship on 1 July 37 A. D. At 46 years of age, it was Claudiuss first public office. Despite this sortie into public life, he seemed destined for a relatively quiet and secluded dotage when, in January 41, events overtook him. The Early Years: Britain, Freedmen, and Messalina (AD 41 48) Among Claudiuss first acts was the apprehension and execution of Gaiuss assassins. Whatever his opinion of their actions, politics required that Claudius not be seen to condone men who murdered an emperor and a member of his own family. ] He also displayed immediate understanding of the centrality of the military to his position and sought to create a military image for himself that his prior sheltered existence had denied him. Preparations got under way soon after his accession for a major military expedition into Britain, perhaps sparked by an attempted revolt of the governor of Dalmatia, L. Arruntius Camillus Scribonianus, in 42 A. D. The invasion itself, spearheaded by four legions, commenced in the summer of 43 and was to last for decades, ultimately falling short of the annexation of the whole island (if indeed that was Claudiuss final objective at the outset). This move marked the first major addition to the territory of the Roman Empire since the reign of Augustus. The Novel ' The Kite Runner ' EssayAll of these are sure signs of preference in the ever-unstable imperial succession schemes. No matter what the reasons were, there can be little doubt that Nero, despite his tender age, had been clearly marked out as Claudiuss successor. Agrippina, according to Tacitus, now decided it was time to dispose of Claudius to allow Nero to take over. The ancient accounts are confused as is habitual in the cases of hidden and dubious deaths of emperors but their general drift is that Claudius was poisoned with a treated mushroom, that he lingered a while and had to be poisoned a second time before dying on 13 October 54 A. D. At noon that same day, the sixteen-year-old Nero was acclaimed emperor in a carefully orchestrated piece of political theater. Already familiar to the army and the public, he faced no serious challenges to his authority. Claudius and the Empire The invasion and annexation of Britain was by far the most important and significant event in Claudiuss reign. But several other issues deserve attention: his relationship with and treatment of the aristocracy, his management of the provinces and their inhabitants, and his judicial practices, and his building activities. Claudiuss relationship with the Senate did not get off to a good start given the nature of his succession and it seems likely that distrust of the aristocracy is what impelled Claudius to elevate the role of his freedmen. During his reign, however, Claudius made efforts to conciliate Romes leading council, but he also embarked on practices that redounded to his detriment, especially those of sponsoring the entrance men considered unworthy into the Order and hearing delicate cases behind closed doors (in camera). 5 senators and several hundred Knights were driven to suicide or executed during the reign. The vilification of Claudius in the aristocratic tradition also bespeaks a deep bitterness and indicates that, ultimately, Claudiuss relationship with the Senate showed little improvement over time. His reviving and holding the censorship in 47-48 is typical of the way the relationship between Senate and emperor misfired: Claudius, no doubt, thought he was adhering to ancient tradition, but the emperor-censor only succeeded in eliciting odium from those he was assessing. Claudius was remembered (negatively) by tradition as being noticeably profligate in dispensing grants of Roman citizenship to provincials; he also admitted Gauls into the senatorial order, to the displeasure of the snobbish incumbents. Both of these practices demonstrate his concern for fair play and good government for the provinces, despite his largely inactive reign: In the organization of the provinces, Claudius appears to have preferred direct administration over client kingship. Under him the kingdoms of Mauretania, Lycia, Noricum, and Thrace were converted into provinces. Stable kingdoms, such as Bosporus and Cilicia, were left untouched. One feature of Claudiuss reign that the sources particularly criticize is his handling of judicial matters. While he was certainly diligent in attending to hearings and court proceedings he was constantly present in court and heard cases even during family celebrations and festal days the sources accuse him of interfering unduly with cases, of not listening to both sides of a case, of making ridiculous and/or savage rulings, and of hearing delicate cases in closed-door private sessions with only his advisors present. Finally, there are Claudiuss building activities. Public building was essential for Roman emperors, and ancient accounts of individual reigns routinely include mention of imperial munificence. Matters hydraulic account for Claudiuss greatest constructional achievements, in the form of a new aqueduct for the city of Rome, a new port at Portus near Ostia, and the draining of the Fucine Lake. The sources are at pains to highlight the almost catastrophic outcome of the latter project, but its scale cannot be denied. Suetoniuss assessment that his public works were grandiose and necessary rather than numerous is entirely correct. Conclusion In addition to his scholarly and cautious nature, he had a cruel streak, as suggested by his addiction to gladiatorial games and his fondness for watching his defeated opponents executed. He conducted closed-door trials of leading citizens that frequently resulted in their ruin or deaths an unprecedented and tyrannical pattern of behavior. He had his wife Messalina executed, and he personally presided over a court in the Praetorian Camp in which many of her hangers-on lost their lives. He abandoned his own son Britannicus to his fate and favored the advancement of Nero as his successor. At the same time, his reign was marked by some notable successes: the invasion of Britain, stability and good government in the provinces, and successful management of client kingdoms. Claudius, then, is a more enigmatic figure than the other Julio-Claudian emperors: at once careful, intelligent, aware and respectful of tradition, but given to bouts of rage and cruelty, willing to sacrifice precedent to expediency, and utterly ruthless in his treatment of those who crossed him. Augustuss suspicion that there was more to the timid Claudius than met the eye was more than fully borne out by the events of his unexpected reign.