The symbolism within Anderson's two identities condemns conformity in The Matrix through the comparison of the regular, conformist nature of "Thomas" with the transformative and rebellious nature of "Neo." The name "Thomas" not only reflects an average, skeptical individual but also refers to the “Doubting Thomas”, who doesn’t believe until presented with evidence (John 26-29). In the film, Thomas works a white-collar, desk job (The Matrix), a typical job in compliance with the capitalist, conformist society (Newell) reflecting the ordinary life of individuals bound by societal norms. Overall, Thomas lacks the belief in his potential to be the savior and to be the one who frees society of this conformity. On the contrary, his hacker alias, "Neo," an anagram for "one" and a reference to Christ, signifies renewal and defiance against the conformist norms of The Matrix. When Thomas says to Agent Smith, “my name is Neo,” it represents his believing and accepting his role as the savior (The Matrix). The symbolic change between Thomas and Neo highlights the film's conformity, portraying the transformative journey of Thomas, from doubt and conformity to Neo's belief and rebellion. Neo's refusal to conform to his office routine and his choice to take the red pill symbolize resistance against the illusion of reality created by conformist societal structures, ultimately showing Neo as a symbol of individuality and rebellion against order and conformity in The Matrix.

In The Matrix, the agents exemplify the dehumanizing effects of conformity through their uniform appearance, lack of individuality, and the generic name "Smith" (The Matrix). As Morpheus explains to Neo, "They are everyone and they are no one. We have survived by hiding from them, by running from them, but they are the gatekeepers. They are guarding all the doors, they are holding all the keys, which means that sooner or later, someone is going to have to fight them" (The Matrix). This dialogue highlights the agents' role as faceless enforcers, guarding the conformist structure of The Matrix. The film reinforces the lack of uniqueness among agents when multiple clones of Agent Smith, indistinguishable from one another, appear simultaneously. This visual representation emphasizes the agents' conformity to a standardized identity, as Morpheus further describes, "They move in packs, and they are unstoppable" (The Matrix). The use of the term "packs" emphasizes their coordinated and uniform nature, symbolizing conformity. Furthermore, the agents' adherence to a generic name like "Smith" is emphasized by Cipher, who says, "You know, for a long time, I thought I was in love with you, Neo. I used to dream about you. You're a beautiful man. I mean, I mean you're a great man. I know you don't like to hear it, but I used to think if you were gonna make a perfect world, it would be populated with your clones" (The Matrix). This quote highlights the agents' interchangeable nature, taking away any personal identity, and reinforces the film's analysis of conformity as a force that erases individuality. As Neo questions the world and begins to resist conformity, the agents attempt to kill him, symbolizing the system's intolerance for disagreement. Agent Smith explicitly expresses this in the interrogation scene, saying, "You're going to help us, Mr. Anderson, whether you want to or not" (The Matrix). This quote illustrates the agents' determination to suppress any deviation from the norm, reinforcing the film's overarching message that conformity is a powerful and oppressive force that seeks to eliminate individuality (The Matrix).

In The Matrix, biblical allusions to St. Thomas and Jesus condemn conformity as a force that suppresses individual potential and promotes individuality and uniqueness instead. The protagonist, Thomas, mirrors the biblical figure “Doubting Thomas,” who, doubtful until he sees concrete proof, represents the hesitation to believe in one's potential. Neo's rejection of his given name, “Thomas”, signifies his defiance against doubt and conformity. The scene where the junkie refers to Neo as "my own personal Jesus Christ," (The Matrix) highlights the societal tendency to conform by assigning religious roles, emphasizing the film's critique of conformist expectations. Furthermore, Neo's rebirth and resurrection are like the biblical narrative of Jesus, showing how rejecting conformity and embracing one's unique purpose. By incorporating these biblical allusions into the film, The Matrix emphasizes the misleading nature of conformity and advocates for the liberation of individual potential.

In conclusion, The Matrix uses the symbolism of Thomas A. Anderson's real name and his hacker name Neo, characterization of agents and their lack of individuality and uniqueness and biblical allusions to St. Thomas and Jesus to condemn conformity as a force that suppresses individual potential. The Matrix serves as a compelling reminder to resist conformity and advocate for individual uniqueness and potential. The film challenges us to question societal norms, resist conformity, and embrace our unique identities. The Matrix encourages reflection about our own roles in society and encourages us to find our true selves in a world that often pressures us to conform, the film reminds us to value individuality in the face of societal expectations.

Works Cited

Lana Wachowski, Lilly Wachowski “Notes on The Matrix” Annotated by Megan Newell. Introduction to College English: 603-101-21, taught by Megan Newell, Marianopolis College, 22 Sept. 2023. Marianopolis Omnivox, https://marianopolis.omnivox.ca

Lana Wachowski, Lilly Wachowski, director. The Matrix. Warner Brothers, 1999.

Respect, Responsibility, and Repercussion: Judge’s Verdict

• Addressing the legality of the United Kingdom entering into the Corfu Strait.

• Calling the UN bodies to develop a clear and comprehensive definition of territorial waters that belong to a nation.

• Describing the intention of the United Kingdom in conducting Operation Retail

1. Britain’s Apology

a. The ICJ will ask;

1. The British Government to formulate a formal apology stating they apologize for going on the Albanian Strait without consent.

2. Britain to pay a slight fine to the Albanian government of 150,000 pounds for disobeying consent

3. Apologize for the excess use of power when conducting the minesweeping operation

4. Acknowledge that they could have taken a better approach without abusing their hegemonic status

2. Implementing blame based on evidence
a. Currently, the judges of Bloc B believe that the UK has the complete right to pas through the Corfu Strait. This is due to the evidence provided by the witnesses
i. The Albanian territorial waters (at the northern end) are 3 nautical miles, however, those waters are shared by Greece within the Corfu Strait, so declaring them as specifically Albanian waters is deemed unreliable

b. The United Kingdom had an obligation to maintain the peace among the international community

i. Witness Elffrich stated that if the United Kingdom had not passed through and swept the mines within the Corfu Strait, there would have been further destruction and deaths than that would have occurred within Operation Retail

ii. The United Kingdom had a right to defend itself from Albania considering the warning shots that were fired against the Superb and Orion minesweeping ships that passed through the Corfu Strait in May of 1946

c. The International Central Mine Clearance Board gave access to letting the UK go into Albanian territorial waters, the need for consent was only a recommendation given only by the USSR (Albanian ally)

i. These nations that agreed to these conditions were the United States of America, France, and the United Kingdom, which made up 3⁄4 of the board, meaning there was a majority that believed they should go through the strait to get rid of the mines

2. Defining an International Precedent

a.Calling on the UN to develop a legitimate definition of what constitutes a territorial water

i.This stems from the issue of whether or not the Corfu Channel Strait lies within Albanian waters, greek waters, or international waters

ii.Define some of the legal vocabulary

1. The witness stated that an innocent passage is defined as one that shows no aggression rather than a passage that intends to show aggression

b. Calling on the UN to develop a concrete definition of the Corfu Channel as an international strait;

i. Taking into account Hugo Grotius’ establishment of freedom of the seas
1. A definition where the sea belongs to no one and can be used by anyone.

ii. Taking account of the fact that there are high traffic levels within the strait, considering it international (2000+ vessels passing through the strait)

3. Intentions of the United Kingdom

a. The Court views the intentions of the UK as non-aggressive towards Albania. This is due to evidence provided by Commodore Forshell who stated in his testimony that only the commander of the British Fleet was aware of the true nature of the operation. None of the officers under his command knew. The British warships also had their guns pointed inward away from the coast in a defensive and non-aggressive manner. The British fleet consisted of only four warships. The fleet was also in a diamond shape which is used for minesweeping operations and for defensive maneuvers as opposed to the “V” shape which is an offensive formation and not used by the UK. They were also in a diamond shape because on October 22, when the British navy was passing through the Corfu channel, they were in a straight line demonstrating an innocent passage; this passing fleet also consisted of the warships Saumerez and Volage.

b. The court recognizes the difference between intent and guilt. Considering that the UK only had one person with the intention of provoking Albania we have determined that they cannot be considered guilty of one man’s intention which was not communicated to the rest of the officers under the commander who were unaware of the intention.

c. The UK was also exerting its right to freedom of navigation in international waters. As presented by Expert Sir Richard Royal Powell, they believe that when Albiana fired upon the British warships they violated the UK’s right to innocent passage.

d. Cites the grounds for international law as mentioned in this opinion.

4. Grounds in International Law

a. The Court believes that innocent passage is a long-standing component of international law, and is recognized and practiced by States around the world. Firstly, they were defined in the Final Act of the Hague Convention of 1930. In this treaty, various aspects of international maritime law specifically concerning territorial waters are defined, not created. This is of particular importance, as it implies that these laws were already present in global customs and principles. Specifically, the provisions of this Convention define “innocent passage” as passage through territorial waters which is not “prejudicial to security, public policy or fiscal interests of that state.” The Court believes that the passage by British vessels on May 15th, 1946 and October 22nd, 1946 fall under the definition of “innocent passage” as described by the aforementioned Convention.

b. The second source of law on the concept of innocent passage is, as mentioned by the British legal team, customary international law. The concept of innocent passage exhibits the chief requirements for international custom. Firstly, the Court observes the widespread and consistent State practice of allowing all foreign ships committing no harmful acts to pass through territorial waters. Secondly, there can be observed an opinio juris: the fact that Albania never goes so far as to say that passage should be restricted completely is indicative of the widespread consensus that passage through straits is of crucial importance.

c. In this instance, customary international law is a significant aspect of this case. The concept of innocent passage has primarily existed as a custom before now, and by observing customs that have existed for hundreds of years, we create a more sound legal basis for future cases like this, as well as create a more coherent legal system by solidifying the legal status of long-standing global customs.

Addressing and Resolving the Corfu Channel Incident: Judge’s Verdict

• Acknowledging the tragic injury of forty-two humans and the saddening loss of forty-four lives;

• Considering the implications of past conventions, such as those of the Hague in 1907 and 1930;

• Believing in a progressive course of action when moving forward with international law from this incident;

• Recognizing that this is the first ICJ case and understanding its weight of influence upon further legal actions across the globe; and

• Creating a legal precedent for future cases of international discourse specifically concerning the weaponization of international straits and waters, as well as peaceful passage through international waters.

Rejection of Specific Evidence
The International Court of Justice will be rejecting certain evidence from consideration in its opinion regarding the case between Albania V. United Kingdom.

1. The court will be rejecting evidence presented by Lieutenant Commander S. J. W. Elfferich; the evidence of which being the eye witness, viewing alleged Yugoslavian naval ships placing the mines in the Strait of Corfu from their Balcony. The ICJ sees this evidence as insufficient for its final opinion. This evidence leaves ample room for reasonable doubt: the witness could have been mistaken in what they saw. There is no additional proof to render the conclusions drawn from this decisive.

Hague Convention Basis
The ICJ will be using the Hague Convention No. VIII as a base for establishing our opinion on the case Albania V. United Kingdom as well as setting an international standard for law.

Articles 4 and 5
The ICJ bases their decisions in particular on Article 4 of the Hague Convention No. VIII which states. This means that Albania under international law should have informed the United Kingdom of the mines present in their territorial waters.

With the reinstatement of Article 5, countries must remove mines after the end of a conflict. However, during the removal process, a country should inform all ships from civilian, cargo, leisure, military, fishing, government and smaller vessels entering its mined waters of the potential dangers within the specific waters. Countries should inform all vessels within a week of mines being placed in territorial waters.

If a country fails to form vessels and governments of the mines they will be encouraged to settle the dispute at the ICJ, however, as mentioned in the basis of Article 6 countries will have some leeway if they are unaware of mines within their territorial waters.

Articles 11-12
Establishes a permanent decisive judgment acting as both precedent and an opening to new international legislation concerning international water and straits, their navigation, their weaponizing and the legality of the enterprisingness of such weapons, as well as a defining of what constitutes sovereign entities and their derivatives.

Acts in retroaction following the Hague Convention No. VIII’s 11th and 12th articles which establish the Hague Convention No. VIII’s temporary state of 6 years of adhesion; a temporary solution which was successful at the time of its application, but at its expiration was rendered controversial, as demonstrated in the case at hand. This permanence of decision will ensure a legal foundation for the future and an incentive to create legislation changes to prevent another case such as this one from being repeated.

Articles 3 and 6
Utilizing The Hague is necessary to establish future precedents. Prioritizing the safety of lives underscores the urgency to prevent a recurrence of such events. Consequently, The Hague is poised to exert a positive influence, contributing to the prevention of similar incidents in the future. The ICJ believes that “When anchored automatic contact mines are employed, every possible precaution must be taken for the security of peaceful shipping” (Article 3). The belligerents must render these mines harmless within a limited time. The contracting powers must convert the material of their mines as soon as possible, to bring it into conformity with the foregoing requirements which is to present their own perfected mines of the pattern contemplated in the present Convention, and which, consequently, could not at present carry out the rules laid down in Article 3.

Implications of International Law
The ICJ would like to append some additional reasoning for the judgment provided. The four sources of law used by the ICJ, established by Article 38 of the Court’s Statute, include: treaties and conventions, customs of international law, general principles of law, as well as judicial decisions and publicist teachings. As this judgment has already put forward sound reasoning for the application of treaties and conventions, we would like to expand on how general principles of law apply in this case. What general principles of law entail can be found in scholarly teachings, and widely recognized principles such as elementary considerations for humanity. I’d like to cite the opinion of the Committee of Jurists of the League of Nations in another Corfu Channel Case which took place in 1923: “The responsibility of a state is only involved...if the State has neglected to take all reasonable measures for the prevention of the crime, pursuit, arrest and bringing to justice of the criminal.” This is one of many proofs of the existence of a widespread consensus on the doctrine of State responsibility. In my opinion, it is unnecessary to explain why this applies to the case. It is clear that Albania has failed to take measures to investigate the authors of this crime in order to uphold general principles of humanity and justice, and is therefore responsible for the damage and loss of life sustained.

Urging the implementation of an international precedent
The goal of the ICJ is to ensure that nations are informed of their duties and due diligence in order to keep the peace of the international community. Given the case of Albania V. United Kingdom regarding the Corfu Channel Island Incident, it is clear that the ambiguity of these international duties is left in a gray area. Therefore, the judges of this court highly believe in the implementation of clear, comprehensive, and agreed-upon guidelines. These regulations include:

1. A complete mine-sweep of the Corfu Channel Strait to ensure no other vessels or bodies are in danger of the activation of any mines.

2. Routine checkups on the Corfu Channel Strait
   a. Can be through surveillance through representatives from neighboring

   countries apart of the UN

3. A legal definition of international waters and its types of bodies, specifically

   straits

4. Developing a framework for what is described as a threat to the international

   community
   a. Further defining how a nation should move forward by announcing this

   danger to human lives

b. Give each family a fixed compensation monthly to help pay for food, clothes and housing utilities for the next 10 years;

1. Supply free psychologists to the families affected,

2. Offer at-home help from homeworkers to each family,

3. 900,000 pounds in total split evenly with each family,

c. All will be funded by the Albanian Government

With these regulations and framework, the ICJ can begin to create an international expectation that is crucial to protecting the safety of our people. By conducting a complete sweep of the strait, it can be ensured that the explosive activity within the strait can come to a cease. Continuing this, by inputting safety regulations among the strait we can protect the present state of the Corfu channel and continue forward with our reparations of the affected community. By providing rehabilitation handouts, the families affected will be able to receive the care that they deserve. Supplies to these families is the only way we can provide ample repayments to those who were directly affected. The most important aspect of this precedent, however, is calling on the global community and legislative bodies of the UN to develop a definition of what constitutes an international body of water. Furthermore, there is a need to urge states to provide legal processes in going through with informing international bodies about potential danger that may inflict the loss of human lives.

Implementing Blame and Coming to a Verdict

1. After hearing the questions and answers proposed by the witnesses and lawyers, we judges have come to an agreement that the evidence provided clearly sees that Albania had knowledge of the mines within the Strait of Corfu in their territorial waters.

2. Through the circumstantial evidence, it can be assumed that due to Albania’s take in pride of their surveillance of international waters, yet a failure to observe any dangerous

   mines after the events occuring in May of 1946.

a. Reoil and repainting of the mines suggest that the mines were placed in the prior months before october of 1946

3. The judges in this decisive opinion agree on the fact that Albania, if they were knowledgeable of the placement of the mines and their activeness at the time of the explosion, then the defendants are culpable of the single charge of not informing the international community. This is only viable in order of certain acknowledgement.

Since standardized tests, e.g. ministry exams, SATs, ACTs and IQ tests, are an important aspect of student life, the question of whether or not they reflect intelligence was raised. In particular, the question arose: when taking an IQ test several times, could a student achieve the same raw score no matter the testing conditions?

The first IQ test was published over a century ago in 1905 by French psychologist Alfred Binet to identify students who were more likely to experience difficulty in school. In 1916, Stanford University psychologist Lewis Terman standardized Binet’s test, resulting in the Stanford-Binet IQ test, which provided an intelligence quotient score (Cherry, 2022). However, to this day, scientists still question the validity of IQ scores. Are test scores impacted by factors such as time of day or time since the last meal? Are participants able to repeat the same results on similar questions over one month?

The purpose of this investigation is to determine if IQ test scores are dependent on testing conditions. If girls in grades seven to eleven, from 12 to 18 years old, are given the Stanford-Binet IQ test under 4 different conditions (one condition per test) throughout 4 weeks, then there would be a significant variation in scores compared to controls.

• Independent variables: Before school, after school, before breakfast, after breakfast

• Dependent variable: Stanford-Binet IQ test scores

• Controlled variables: Classroom where tests were administered, participants’ sex, age and grade, baseline Raven IQ test, the Stanford-Binet IQ test itself, students in each group, and time of day for control group test administration

Students from grades 7 to 11 were invited to participate in this study. To encourage participation, students in grades 7 and 8 were offered one bonus point to their overall science mark. Additionally, one hour of community service credit was granted to each participant. Nineteen students (three in grade 11, two in grade 10, four in grade 9, six in grade 8, and four in grade 7) agreed to participate (Appendix 1).

To select the most accurate, well-researched, and inclusive IQ test, educational psychologist Ms.Heidi Flores assisted with background research. Two IQ tests were identified which included an answer key: The Raven IQ Test and the Stanford-Binet (Appendix 2). The actual Stanford-Binet IQ paper test was not available for purchase. Instead, Stanford-Binet practice tests were used.

The Raven IQ test contains patterns and measures intelligence as well as abstract reasoning skills. The test has 60 questions, directed toward participants aged six to 16, and can be completed in 30 minutes (Tihoi, 2017). It was administered to all study participants in the same classroom and at the same time of day. Based on their scores, participants were then divided into two groups with roughly equivalent Raven IQs (Appendix 3). Ten students were assigned to the testing group and nine to the control group.

Both groups then took the Stanford-Binet Practice Test over four weeks. The Stanford-Binet IQ test has 50 questions, is designed for participants aged 2-85 years old, and typically takes between 45 to 90 minutes to complete. The Stanford-Binet IQ test was divided into four roughly equal parts (13/13/12/12 questions) given over the four weeks (Appendix 4).

All participants took their Stanford-Binet tests in the same room as the Raven IQ test. Before every test, participants were asked to complete the same pre-test questionnaire to assess their level of fatigue and stress, as well as the time since their last meal (Appendix 5). The fatigue scale and the stress scale were from 1-10 with one being fully energized or extremely calm, respectively, and ten being exhausted or extremely stressed, respectively.

The control group always took their tests at the same time of day (2 PM). The intervention group took part one at 7:30 AM (before school), part 2 at 3:30 PM (after school), part 3 after fasting for at least seven hours (at 7:30 AM) and part 4 after eating breakfast (at 7:30 AM). A binder was used to record the raw data (see binder).

Ideally, prior to the initiation of the study, a sample size calculation would have been performed. However, because the recruitment of participants proved challenging in the time that was available, it was not possible to meet this objective. Given the relatively small number of participants in each group, tests for statistical significance were used to evaluate if differences between groups could simply be due to chance. The T-test was used for comparisons of means, and the Chi-Square test was used for comparisons of percentages. A p-value < 0.05 was considered statistically significant, i.e. that there is < 5% chance that a difference was simply due to chance. (T-Test calculator for 2 independent means, 2023).

When participants in the study group wrote the Stanford-Binet IQ test before school started, their scores were not statistically significantly different compared to those of the control group. There was no significant difference in pre-test fatigue levels, stress levels or hours of sleep prior to the test and the IQ test scores were similar between the two groups (Appendix 6).

Similarly, students who took the Stanford-Binet IQ test afterschool did not perform statistically better or worse than the control group as seen by the p-value generated of 0.17 (Appendix 7).

When evaluating participants who took the Stanford-Binet before breakfast, the pre-test questionnaire revealed near-significant increased levels of fatigue and stress in study participants compared to controls (Appendix 8). The T-test for fatigue reached a p-value of 0.06 while the T-test for stress reached a p-value of 0.09. However, the scores on the IQ test for both groups were nearly identical.

Interestingly, the post-breakfast testing revealed a nearly significant difference in IQ test scores favouring the study group with a p-value of 0.05 (Appendix 9).

When comparing the mean number of correct answers for the 4 parts of the Stanford-Binet test among study subjects and controls no significant differences were identified (Appendix 10).

However, when comparing the overall percentage of correct answers, a statistically significant difference was identified favouring study subjects who wrote the test after school compared to controls (Appendix 11).

Possible sources of error include the fact that for the baseline Raven IQ testing, some students arrived late leading to the timers being mixed up and them not being able to finish their test within the 20-minute timeframe. In addition, for the Raven IQ testing, students who had a class after recess were entering the room and making noise as they settled in which could have disturbed the participants. Some participants in grade 11 were older than 16 (18 years old maximum) while the Raven IQ test is geared towards participants aged six to 16 years old. Also, the amount of food consumed by the participants varied and therefore may have influenced their results on the post-breakfast IQ test as they did not eat the same things at the same time of day. Furthermore, the division of the Stanford-Binet test into 4 parts may not have been done equally as some questions were harder than others. Therefore, better test results could have been due to one test being significantly easier than the other.

Due to medical appointments and meetings, some students had to do their IQ tests on a different day than the rest of the group thereby breaching the protocols. Since there were fewer people in the room with them, the conditions were not precisely the same. Moreover, the amount of sleep each student got the night before could have had an impact on their test score so even though this was not a variable tested. There are many external factors that could have played a role in participants’ performance.

One participant was unable to complete the last IQ test due to illness and never retook the test. One less data point was collected meaning the results of the group are less accurate.

Lastly, as for the formatting of the tests, screenshots were taken to divide the test properly which led to some parts of the test having only one question printed largely per page. This means the tests were not completely identical in this regard.

The hypothesis is that if students in grades 7-11 are given an IQ test under 4 different conditions throughout a 4-week period, then there will be significant variation in scores compared to the control group. There may be an improvement in the overall percentage of correct answers when the test is given after school, but this finding would need to be confirmed with future studies. Possible sources of error included relatively small sample sizes, slight variations in the number of students completing each part of the Stanford-Binet test, the fact that the 4 parts of the Stanford-Binet test had different questions, several breaches of protocol, and potential differences in test conditions that were not measured, e.g. lighting, noise outside the evaluation room and possible disruptions due to participants coming/going. Ideally, if this study was repeated, the same test, e.g. Stanford-Binet, would be used to separate participants into two “equal” groups and then to test them, a greater number of participants would be recruited, and more than 12-13 questions would be asked at each sitting.

Appendix 1:

Organizing groups and participants equally based on grade and score on the Raven IQ test

Appendix 2:

IQ tests used

Appendix 3:

Baseline assessment (procedure 1)

1. Separate participants into two random groups for baseline testing with the Raven IQ test.

2. Gather participants in group one in room 302 at 1:55 PM.

3. Provide participants with a digital pre-test questionnaire to fill out.

4. Gather responses to the pre-test questionnaire.

5. Distribute a paper version of the IQ test to each participant. Ask them to flip their test once everyone has received one.

6. Begin testing and set a timer for 20 minutes.

7. Collect tests of participants who finish before the time allocated (if any).

8. Collect all tests at 2:15 PM when the timer rings. Offer each participant a bag of chips before they exit.

9. Repeat steps three to eight for group two.

10. Correct Raven IQ tests and separate all participants into the study group and the control group based on their raw scores.

Appendix 4:

Stanford-Binet IQ testing with conditions (procedure 2)

1. Divide the Stanford-Binet IQ test (50 questions) into four roughly equal parts (13/13/12/12 questions) for each week.

2. The study group will take the four parts as follows:

i. Part 1 7:30 AM (before school)

ii. Part 2 3:30 PM (after school)

iii. Part 3 7:30 AM, before breakfast (fasting for at least 7 hours)

iv. Part 4 7:30 AM, post breakfast (after eating)

3. The control group will take parts 1-4 in room 302 at 1:55 PM.

4. For each session repeat steps three to five from procedure one.

5. Begin testing and set a timer for the number of minutes corresponding to the number of questions in that part, e.g. 13 minutes for parts one and two, 12 minutes for parts three and four.

6. Collect tests of participants who finish before the time allocated (if any).

7. Collect all tests once the timer rings. Offer each participant a bag of chips before they exit.

8. Correct IQ tests and insert results into data tables.

Appendix 5:

Pre-test questionnaire

Appendix 6:

Average before-school performance compared to controls on the Stanford-Binet IQ test

Appendix 7:

Average after-school performance compared to controls on the Stanford-Binet IQ test

Appendix 8:

Average pre-breakfast performance compared to controls on the Stanford-Binet IQ test

Appendix 9:

Average post-breakfast performance compared to controls on the Stanford-Binet IQ test

Appendix 10:

Average test scores between the study and control group

Appendix 11:

The overall percentage of correct answers

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