sample chapter 3 for comm 2

Chapter III
STUDY FRAMEWORK
Theoretical Framework
The study centers on the effects of dark chocolate on the logical skills of UP Cebu freshmen college students. To have a guide towards better path on the conduction of the study, the researchers will have to consider the theories that may be imposed to their analysis.
The study includes three important theories: the Selfish Brain theory, the Glucostatic theory, and the Split Brains theory. The relevance and importance of these theories provide effective explanations in better understanding of the study. The theories had also given the researchers assumptions on what the results of the study would be.
First, the “Selfish Brain” theory depicts the feature of the human brain to mask its own and behave selfishly. It needs high energy necessities and it has the greatest primacies in the control of energy in an organism. The theory also states that the brain is multifunctional for human beings. Its function is mainly concerned with the control of the body movements or of the motor system and it has also a cognitive nature (Peters, 2011).
Previous studies on the analytical studies on the regulation of the metabolic activity of the brain have been lesser compared with the other activities of the brain. The Selfish Brain theory gives the spotlight to this function. It is stated in this theory that “the brain behaves selfishly by controlling energy fluxes in such a way that it allocates energy to itself before the needs of the other organs are satisfied.” The energy consumed by the brain internally is definitely high. It may be a small part of the body of a human organism, constituting only a mass of 2% of the total weight of the body, but amazingly, it expends almost one-half of the full amounts of carbohydrates that are consumed over a period of twenty fours. This garners a total of up to 200 grams of glucose per day or half of the daily necessity of a human being of normal weight and height (Langemann, 2007).
The Selfish Brain theory assumes that “there is another feedback control system that is supraordinate to the blood glucose and fat feedback control systems”, which means that there is a response system, in which the cerebral hemispheres regulate the concentration of adenosine triphosphate (ATP), a form of energy currency for a human being, of the neurons and that brain requires a dynamic “energy on demand” process. With this, the cerebral hemispheres guarantee the superiority of the brain’s supply of energy and thought in the Selfish Brain theory as “wings of a central authority” that controls the metabolic activity in the brain (Peters, as cited in Wiley-Liss, Inc., 2010).
Another theory that is involved in the study is the Glucostatic theory of Jean Mayer which explains the response system of the blood glucose. It explains that the part of the brain responsible in absorbing and regulating the nutrients is the hypothalamus via the neural receptors that determine the amounts of glucose present in the blood. The hypothalamus sets a certain glucose concentration by controlling the nutrient consumption (Stunkard, as cited in American Psychosomatic Society, Inc., 1975).
Mayer(as cited by Peters, 2011) also included brain in his calculations and implied that the energy fluctuations from the body to the brain were a “passive process” in addition to his consideration that food consumption aided to maintain the energy balance or homoeostasis of the central nervous system.
The Split Brains theory of Michael Gazzaniga, the third theory entailed in the understanding of the study, illustrates the lateralization of the two hemispheres of the brain. The left hemisphere is sequential and logical, while the right is sentimental and holistic. The “left brain” controls for speech, language, and problem solving. The “right brain”, on the other hand, controls for visual- motor activities. The left hemisphere and the right hemisphere operate various aspects of action and thought immeasurably. Each hemisphere has its own specialization and hence its own restrictions and benefits (Gazzaniga, as cited in Encefalus.com, 2008).
Figure 1.1, shown on the next page, displays the important variables in the study that were mentioned in the theories. The chemicals resulting from the factors that provide nutrients to an individual steer to the stimulation of the brain as assumed in the theories.













Figure 1.1
Theoretical Framework







Conceptual Framework
This part describes the relationship of the theories and the concepts in the analysis of the study.
It is implied in the Selfish Brain theory that the brain always demands energy whenever it is needed. It needs high energy necessities and it has the greatest primacies in the control of energy in an organism. The brain can cover its energy needs either by sharing or nutrient intake. The brain is almost completely dependent on glucose as a substrate for ATP or adenosine triphosphate which is a form of energy (Peters, as cited in Wiley-Liss, Inc., 2010).
In the same side with the Selfish Brain theory, Glucostatic theory adds that the hypothalamus in the brain controls the nutrient consumption and sets a certain glucose concentration. It considers food consumption in aiding the maintenance of energy balance of the brain (Peters, 2011).
The Selfish Brain theory and the Glucostatic theory both imply that the brain is energized by absorbing the glucose from the bloodstream that is obtained through food consumption. Hence, the higher the glucose content that a food contains, the higher the activation of the brain will be.
One of the foods that are known for many years for high glucose content is the chocolate. Among the types of chocolates, the researchers chose the dark chocolate for it is said that the darker the chocolate, the more beneficial it is to health (Entenmann, 2006). In addition, the dark chocolate contains other substances that were already discovered as brain stimulants such as flavanoids, theobromine, phenethylamine, and caffeine (Raudenbush as cited in Lyons, 2006).
The Split Brains theory is more on the description on the functions of different parts or hemispheres of the brain. As stated by the theory, the left hemisphere is sequential and logical, while the right is sentimental and holistic (Gazzaniga, as cited in Encefalus.com, 2008).
In the study, the ones being tested is the logical skills; therefore, it may be assumed that the study may also be paralleled with the analysis if whether or not the dark chocolate is able to aid for a better functioning of the left hemisphere of the brain.
Figure 1.2, shown on the next page, displays the application of theories in the study. It shows that the glucose and other brain stimulator substances obtained from food consumption leads to the activity on the left and right hemispheres of the brain.















Figure 1.2
Conceptual Framework







Operational Framework
Within this part is the explanation on how the researchers systematically studied the variables and how they would find the answers to the problem. This gives an operational description of the study.
The brain activity of a human being may be increased with the introduction of glucose that is brought by food consumption. One of the functions of the brain, specifically the left hemisphere, is for logical thinking. Logical thinking is a skill that is important and useful especially for students.
The high content of glucose that a dark chocolate contains is thought to be effective in activating the brain for it provides energy for the better functioning of the brain.
This made the researchers assume that an experimental action would prove that the brain functioning, including logical thinking, would be activated upon the administration of dark chocolate.
Figure 1.3, displayed on the next page, illustrates a specific representation of the variables and the systematic operation of the study. It shows that food consumption, which is eating dark chocolate in the experiment, contributes to an enhanced logical thinking skill.









Figure 1.3
Operational Framework

EXERCISE on Choppy Sentences for English 2

Combine the following sentences by subordinating minor ideas or by coordinating ideas of equal importance. You must decide which ideas are minor because the sentences are given out of context.

1. The lift chairs were going around very fast. They were bumping the skiers into their seats.

2. Our waitress was costumed in a kimono. She had painted her face white. She had arranged her hair in an unswept lacquered beehive.
3. Student volunteers from Community College help the younger children with reading and math. These are the children's weakest subjects.
4. Shore houses were flooded up to the first floor. Beaches were washed away. Brant's Lighthouse was swallowed by the sea.
5. Mary will graduate from high school in June. She has not yet decided on a college.
6. I noticed that the sky was glowing orange and red. I bent down to crawl into the bunker.
7. The Market Inn is located at 2nd and E Streets. It doesn't look very impressive from the outside. The food, however, is excellent.
8. He walked up to the pitcher's mound. He dug his toe into the ground. He swung his arm around backward and forward. Then he threw the ball and struck the batter out.
9. On one of my solo runs, I met a six-year-old boy. His name was Timmy. He was in the hospital for treatment of leukemia.
10. The first football card set was released by the Gum Company in 1933. The set featured only three football players. They were Red Grange, Bronko Nagurski, and Knute Rockne.

EXERCISE on Choppy Sentences

Combine the following sentences by subordinating minor ideas or by coordinating ideas of equal importance. You must decide which ideas are minor because the sentences are given out of context.

1. The lift chairs were going around very fast. They were bumping the skiers into their seats.

2. Our waitress was costumed in a kimono. She had painted her face white. She had arranged her hair in an unswept lacquered beehive.
3. Student volunteers from Community College help the younger children with reading and math. These are the children's weakest subjects.
4. Shore houses were flooded up to the first floor. Beaches were washed away. Brant's Lighthouse was swallowed by the sea.
5. Mary will graduate from high school in June. She has not yet decided on a college.
6. I noticed that the sky was glowing orange and red. I bent down to crawl into the bunker.
7. The Market Inn is located at 2nd and E Streets. It doesn't look very impressive from the outside. The food, however, is excellent.
8. He walked up to the pitcher's mound. He dug his toe into the ground. He swung his arm around backward and forward. Then he threw the ball and struck the batter out.
9. On one of my solo runs, I met a six-year-old boy. His name was Timmy. He was in the hospital for treatment of leukemia.
10. The first football card set was released by the Gum Company in 1933. The set featured only three football players. They were Red Grange, Bronko Nagurski, and Knute Rockne.